Pre-Conference, Thursday, Oct 10, 2013

RtI and Gifted EducationPre-Conference, Thursday, Oct 10, 2013

Heidi Erstad, Technical Assistance Coordinator, Wisconsin RtI CenterKelli Kwiatkowski, Dir of Curriculum, New Berlin School District, WATG BoardSue Lee, Curriculum Support Specialist, K-12 Enrichment Coordinator, School District of Menomonee Falls, WATG Board

Pre-Conference Outcomes

❏ Understand how the structure and culture of RtI encompasses the needs of gifted students and advanced learners

❏ Make connections to other initiatives❏ Leave with at least one “next step”❏ Learn about at least one valuable resource❏ Learn enough about the integration of GT in

RtI to be dangerous in your district :-)

Who is in the room today?What is your “burning question?”

● Engage in professional discourse● Share

○ knowledge/expertise○ resources

● Keep conversations and questions focused ● Quiet the technology...

Agenda❖ Big picture: G/T & RtI❖ Technical and Adaptive Changes around...

➢ Data-Based Decision-Making: Universal screening & collaboration around data

➢ Programming: Continuum of supports for all➢ Data-Based Decision-Making: Progress

monitoring ❖ Building your framework

➢ System tools ➢ Answers in the room

Big Picture: How does G/T fit in Wisconsin’s RtI framework?

Wisconsin RtI is….

An organizational framework that guides implementation of a culturally responsive multi-level system of support to achieve academic and behavioral success for all.

UniversalSelected

Intensive

1. RtI is for ALL children and ALL educators.2. RtI must support and provide value to effective

practices.3. Success for RtI lies within the classroom through collaboration.4. RtI is a framework that supports both academic and behavioral

success.5. RtI supports and provides value to the use of multiple

assessments to inform instructional practices.6. RtI is something you do and not necessarily something you

buy.7. RtI emerges from and supports research and evidence based

practice.

Guiding Principles for RtI

Unpacking the Guiding Principles

1. Read and discuss the guiding principle assigned to your group

2. Create 2 columns below the statement. In words/pictures, articulate what the principle means for... Column 1: Your school/district in generalColumn 2: For the gifted and talented learners, program, policies, and/or practices in your school

3. Be prepared to share out your group’s main ideas (keep share out under 2 minutes)

Technical & Adaptive Challenges● Easy to identify● Clear solutions● Solved by an authority or

expert● Change in just one/few

places● People generally receptive● Solutions can often be

implemented quickly, even by edict

● Difficult to identifyi● Changes in values, beliefs,

roles, & approach to work● People with the problem do

the solving● Change in numerous places

across the organization● People often resist even

acknowledging● “Solutions” require

experiments and new discoveries; take a long time to implement

Adapted from Ronald A. Heifetz & Donald L. Laurie, “The Work of Leadership,” Harvard Business Review, January-February 1997;

Structures, resourcesCulture, beliefs, practices

Balanced Assessment

Universal PLUSProgress

monitoring

Formative, benchmark &

summative assessments


monitoring

Collaboration

Universal PLUSCollaboration

Regular ongoing

collaboration

Universal PLUSProblem-Solving

Team

Instruction

Universal PLUSIntervention or Add’l Challenge

High quality instruction

Universal PLUSIntervention(well-below)

or IN LIEU OF Universal

(well-above)

COLLEGE & CAREER READINESS OUTCOME

Wellbelow or above

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On track

The Screening Process

Building a Pupil Profile

Determine student need v. student label

What assessments do I use for universal screeners?

What do you already have?

- NWEA MAP- WKCE - Aspire Suite- EXPLORE/PLAN/ACT- Star- CogAT to all - Common assessments

We have all this data and know we are supposed to use it

I have these questions that I need to answer, now let’s get the data we need.

VS.

Universal Screening

A process in which data from multiple measures are analyzed to determine whether each student is likely to meet, not meet, or exceed academic benchmarks or behavioral expectations.

This screening process is also used to gauge the effectiveness of our universal level of instruction and support.

Source: Wisconsin RtI Center glossary

s. PI 8.01(2)(t)2, Wis. Admin. Rule

Data collected must:● Include both quantitative and qualitative

sources.● Be responsive to all students.● Match the purpose for which the information

is being used

See more at: http://cal.dpi.wi.gov/cal_identify-student-needs#sthash.X8bXHmPZ.dpuf

There’s no such thing as perfect screening!

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?

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Common strategies to verify uncertain results

• Confirm with other data sources• Call on professional insight• Progress monitor*

*Use only if no other data exist;Most effective with primary age students

Beware of ceiling effects

“From a measurement perspective, the WKCE may provide limited growth information for students in the highest performance level because large numbers of students are scoring in regions of the scale with the most amount of error. To measure these students with precision more difficult items need to be added to the test.” -WKCE Technical Report, 2011

http://oea.dpi.wi.gov/files/oea/pdf/td-2011-techman.pdf page 140

Example Targeted Screeners

Targeted Screeners to dig deeper after asking,

“Why, Why, Why, Why, Why?” and not sure what programming may fit with the student(s).http://cal.dpi.wi.gov/files/cal/pdf/targeted-screeners.pdf

Universal Screening for GT/ Advanced Learners

Screen at benchmark. LOTS of students at benchmark, a universal issue

Where is the best place to meet students needs?

- Intensive level at one school

- Universal at another (depending in your local data)

What do your students need?

“Supplementary advanced academic services should focus on needs that are not being met as part of the general curriculum of a local school or district, rather than on a statewide or national grade-level standard.” P.9From Beyond Gifted Education by Peters, Matthews, McBee, & McCoach © 2014 Prufrock Press, Inc.

Screening Process

The Screening Process should match the programming available.

Your local population and curriculum should be taken into consideration when developing your screening process.

Above benchmark

Atbenchmark

Belowbenchmark

Well-belowbenchmark

School A School B

Match supports to needs

Reflection:

Four things to think about screening process:❏ What multiple measures are used in your

district screening process?❏ How does “soft data” affect decision making

in your district?❏ Does the process match the programming

options available?❏ What strategies/data exist to help you dig

deeper about individual students? About your system?

Technical Change

Data-Based Decision-Making Culture

DataDecision points/protocolsCollaborationFocus

Adaptive Change

What does your data tell you?

Cultural Competence* in data-based decision-making means...

Source: Wisconsin RtI Center Glossary

• Believing that all students will learn • Placing the locus of responsibility on the

professional and the institution • Examining systems, structures, policies and

practices for their impact on all students

*Wisconsin DPI and RtI Center definition

Reflection:

How does/could data help me in my role be more responsive to student needs?

What is the next conversation you need to have at your district (and with whom) to move to a system that meets the needs of ALL students?

Adaptive Change

We will start back up at 10:30!

Instructional programming

Balanced Assessment


monitoring




monitoring

Collaboration


Regular ongoing

collaboration


Team

Instruction





(well-above)


Wellbelow or above

DIG

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If s

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On track

Establish a Continuum of Services

http://cal.dpi.wi.gov/files/cal/pdf/continuum-of-services.pdf

Technical Change

Research-based supports● Guidance for Selecting Interventions and Additional

Challenges

● Wisconsin Additional Challenges Selection Tool

Technical Change

Begin with a high quality Universal instruction

Adaptive Change

Table Activity

Think of as many synonyms as you can...

Rigor

Relevance

Engagement

What is this student telling you?

RTI is the RIGHT amount

Rigor

Relevance

Engagement

Reflection

In thinking about your continuum of supports for advanced learners…● What’s in place?

Where are the gaps?

● What is working? Whose needs are being addressed?

● What is not working? Whose needs are not yet being served?

Reflection

Adaptive Change

Technical Change

Balanced Assessment


monitoring




monitoring

Collaboration


Regular ongoing

collaboration


Team

Instruction





(well-above)


Wellbelow or above

DIG

DEE

PER

Can

we

veri

fy n

eed?

If s

o, w

hat

is u

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lyin

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TO S

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Wha

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UN

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On track

Progress monitoring

Progress MonitoringQuestions from April G/T & RtI session● How do you progress monitor in math and ELA, K-

12?● Does progress-monitoring at the high end look

different from progress-monitoring for students who struggle?

● What progress monitoring tools are available?● How often do you progress monitor a GT student?● What if progress isn’t quantifiable?● How do we measure growth in projects/advanced

classes?

What is progress monitoring?

A process used to measure student responsiveness to interventions or additional challenges and to evaluate the effectiveness of interventions and additional challenges

Bottom line: Progress monitoring helps you answer these questions

1. Are students meeting short- and long-term goals?

2. Are students making progress at an acceptable rate?

3. Does the instruction need to be changed?4. Are the right supports available?

Adapted from RTI Essential Components Part 2: Using Data to make educational decisions

How to progress monitor

Determine needs and select measures

Establish the baseline

Set a goal

Determine frequency of progress monitoring

Collect and document progress monitoring data

Analyze progress monitoring data and adjust accordingly

What to look for in progress monitoring measures• Technically sound:

• VALID: Matched with area targeted for instruction

• MULTIPLE FORMS: Repeatable to gauge rate of

progress over time

• SENSITIVE: Able to detect changes in performance

• RELIABLE: Standardized administration procedures

and scoring

• Efficient to administer

Adapted from US Dept. of Education Progress Monitoring in Math

Progress monitoring and advanced learning: Additional considerations

Goals● Based on conceptually important “big ideas”● Tap into complex strategies● Use clearly-articulated, mutually-understood

success criteria

Progress monitoring measures/process● Sample above-grade level behavior● Engage student● Provide feedback

Adapted from: Johnsen, S. & Sulak, T. (2013). Screening, assessment, and progress monitoring. In Implementing RtI with Gifted Students. Waco, TX: Prufrock Press

Examples of progress monitoring measures for advanced learning

– Running records– Observations– Analytic rubrics– Conference interviews– Products, performances– Portfolios– Off-grade achievement tests– Grades in accelerated courses– Your ideas...

Source: Johnsen, S. & Sulak, T. (2013). Screening, assessment, and progress monitoring. In Implementing RtI with Gifted Students. Waco, TX: Prufrock Press

Progress monitoring measures More examples

Growth area Progress monitoring measure

Math Problem Solving

• NWREL Problem Solving Scoring Guide

Writing • SBAC Performance Task Writing Rubrics• NWREL 6 Traits Analytic Rubrics

Reading • Ellin Keene's MPIR (Major Points Interview for Readers) Assessment

• Metacognitive Awareness of Reading Strategies Inventory

Progress monitoring measures More examples

Growth area Progress monitoring measure

Thinking • Lake Oswego School District Thinking Skills Assessment

• Junior Metacognitive Awareness Inventory (Jr. MAI) see appendix

• AEA 267 Complex Thinking Skills Teaching and Assessment

Student Support Profile

Wauwatosa example

GROWTH

SLO Process

Review data

Identify area of academic need

Identify targeted student population

Document baseline data

Identify SLO interval

Identify evidence sources to measure student progress

Establish growth goals

Determine strategies and supports

Create SLO plan

Collect data

Check for progress and adjust accordingly

Reflection

In thinking about monitoring the progress of your advanced learners…● What’s in place? ● Where are the gaps?● What existing data / assessments are

already available or could be tweaked to serve this purpose?

● How does your progress monitoring data change the way you serve students?

Reflection

Adaptive Change

Technical Change

How do you know programming for your advanced learners is working?

Evaluating your system

How do you know programming for your advanced learners is working?Ask questions about your DATA

Evaluation tools

● GT Gap Analysis Tool to drive inquiry about your district’s programming.

● RtI Schoolwide Implementation Review (SIR) to identify status and guide implementation of your overall RtI system

How do we get started?

How do we get started?

Build urgencyShow a real need to meet the needs of a population of students

-staff development-resources-curriculum-look at GT as a structure in the system

Let’s wrap up

How do we make it MORE likely

By DESIGN than by chance ● that students get what they need?

○ Data based decision making○ High quality instruction○ Balanced assessment○ Culturally responsive practices○ Collaboration○ Leadership and organizational structures

Pre-Conference Outcomes

❏ Understand how the structure and culture of RtI encompasses the needs of gifted students and advanced learners

❏ Make connections to other initiatives

❏ Leave with at least one “next step”❏ Learn about at least one valuable resource❏ Learn enough about the integration of GT in

RtI to be dangerous in your district :-)

Thank you!Heidi [email protected]

Kelli Kwiatkowski [email protected]

Sue [email protected]

Pre-Conference, Thursday, Oct 10, 2013

Documents

Transcript of Pre-Conference, Thursday, Oct 10, 2013