RtI and Advanced LearnersCelebrate the Power of Convergence!Sharon Daly2012

What hats do you wear?Tag Coordinator, Professional Development, Online Instructor (WCATY, Viterbo), Deaf and Hard of Hearing Teacher, New Teacher MentorSharon Daly-2012

There has never been a better time-Opportunity Knocks!

Points to PonderWhat is our role in RtI implementation that will meet the needs of talented and gifted students?What are some identified barriers to effective implementation?How can we help insure student progress in the areas of academics, skill development, and social-emotional development?How can RtI better address the needs of Twice-Exceptional and underrepresented populations?What resources exist that can be shared? What are needed?How can classroom teachers best be supported to meet student needs?

Points to PonderHow will progress of TAG students be addressed and managed?

What new roles do we have in RtI?

Our roles in an RtI systemData-driven decision makerImplementer of evidence-based interventionsConsult/provision of Differentiated Instruction Social-Emotional and Behavioral SupportsCollaboratorProfessional Development

Adapted from: Serving Gifted Students Within an RtI Framework, Johnsen and Rollins, p. 95

7 Principles of Wisconsins RtI ModelSuccessful implementation of this framework in Wisconsin is based upon the following seven principles:RtI is for ALL children and ALL educators. RtI must support and provide value to effective practices. Success for RtI lies within the classroom through collaboration. RtI applies to both academics and behavior. RtI supports and provides value to the use of multiple assessments to inform instructional practices. RtI emerges from and supports research and evidence based practice.

RTI GUIDING PRINCIPLES that connect for advanced learnersIncludes the needs of gifted and advanced learners.Supports and provides value to high quality instructionMandates Differentiated InstructionEmphasizes the importance of collaboration among team membersSupports the use of balanced, multiple assessments to inform instructional practices

RtI and GiftedCelebrate the Power of Convergence!

RTI DEFINITION

RTI is a framework that promotes a well-integrated system connecting general, compensatory, gifted and special education in providing

Definition continuedhigh quality, standards-based instruction and intervention that is matched to students academic, social-emotional and behavioral needs.

Our Wisconsin RTI framework has THREE essential components

Name the threeONE:

TWO:

THREE:

Wisconsin RtI Definitions

WordDefinition CollaborationCollaboration is a process where people work together toward common goals. Collaboration as part of an RtI system includes: Inclusive discussion and planning as part of building a solid foundation and infrastructure. Formal and informal discussion among educators and families about the individual needs of students. Continuous Review of Student ProgressContinuous review of student progress involves a balanced, systematic process of constant inquiry that determines: Where a student or a group of students is at (screening). How students are responding to differentiated instruction of the core curricula (ongoing assessment). How students are responding to additional support, challenge, and intervention (monitoring of progress). High Quality InstructionHigh quality instruction responds to individual differences in a learning community/classroom. Inherent to high quality instruction is rigorous content delivered through differentiated instruction. Instructional activities are culturally relevant and put the student at the center of academic and social learning, with the students needs driving instruction, not programs or curricula. High quality instruction is vital to informing additional support, challenge, and intervention.

How do we collaborate to advocate and meet student needs?

CollaborationCollaboration is a process where people work together toward common goals. Collaboration as part of an RtI system includes: Inclusive discussion and planning as part of building a solid foundation and infrastructure. Formal and informal discussion among educators and families about the individual needs of students.

COMPONENT ONECollaboration *Inclusive discussion and planning *Formal and informal discussion among educators and families about the individual needs of students

No more Silos!Operating separately vs collaboratively

RegularEducationSpecial EducationGifted and Talented

System thinkingWe are all part of the whole

Pulling togetherGets results!

Collaboration and Twice-Exceptional Students/Underrepresented populationsHelping put the pieces of the puzzle together to meet students needs

What are the enemies of collaboration?Can we identify them?

3 minute chat

How has RtI changed collaborative efforts in your district?How have the discussions around the needs of specific students changed as a result of RtI in your districts?

The issue of TIME!Has RtI helped with this??? RtI Intervention blocks Professional Learning Communities Late Start/Early Releases Vertical teaming Grade Level Teaming Push in-vs- Pull out

Assessment for optimal match, rather than one size fits all

Continuous Review of Student ProgressContinuous review of student progress involves a balanced, systematic process of constant inquiry that determines: Where a student or a group of students is at (screening/pretesting). How students are responding to differentiated instruction of the core curricula (ongoing assessment). How students are responding to additional support, challenge, and intervention (monitoring of progress).

COMPONENT TWOContinuous Review of Student Progress * Where a student or group of students is at (screening, pre-testing) *How students are responding to the core curricula (ongoing assessment) *How students are responding to additional support, challenge, and intervention (monitoring of progress)

Assessment data used to

Determine who was eligible or ineligible Either in or out model

Provide optimal match, not labels

Now RtI asks us to determineWhat does the assessment data tell us about what the student needs at any given time and in what areas?

And continuous review of data Helps insure all students are making progress

AssessmentsOngoing.. FormativeSummativeContinuously making adjustments and providing matchInsuring progress

Implications for InstructionFormative Assessment-ongoing cycle of assessment, instruction, feedbackDifferentiation based on assessment resultsResults- Student learning gains for all!

Zone of proximal development

Is this progress???

Is every student experiencing growth?

High Quality InstructionWhat does this look like in classrooms?How does this connect with Common Core, Differentiation, RtI, 21st Century Skills?

HIGH QUALITY INSTRUCTION:

*Rigorous content that responds to learning needs (CCSS)*Student-Centered:Differentiated! *Informs need for additional support, challenge, and intervention *Involves flexible grouping

DifferentiationNo longer geared toward the few but to the manyDifferentiation is now MAINSTREAMTeachers need effective differentiation strategies for their toolkitsWho Better to serve as a resource than GT!

http://universal-design-for-learning.wikispaces.com/8+UDL+%26+Differentiation

Differentiation is not optional!High quality instruction responds to individual differences in a learning community/classroom. Inherent to high quality instruction is rigorous content delivered through differentiated instruction. Instructional activities are culturally relevant and put the student at the center of academic and social learning, with the students needs driving instruction, not programs or curricula. High quality instruction is vital to informing additional support, challenge, and intervention.

Resulting in Student Growth,Engagement and Success

Tier 1 High Quality InstructionDifferentiated Instruction is a mandatory component of high quality instructionDifferentiation is for all students Thats why opportunity knocks!

Differentiation website ResourcesDifferentiation strategieshttp://members.shaw.ca/priscillatheroux/differentiatingstrategies.htmlThis site has a lot of great information on ithttp://www.frsd.k12.nj.us/rfmslibrarylab/di/differentiated_instruction.htmInternet 4 classrooms site-lots of great differentiation linkshttp://www.internet4classrooms.com/di.htmEducation World Sitehttp://www.education-world.com/a_curr/strategy/strategy042.shtmlTeachnology Site on Differentiationhttp://www.teach-nology.com/tutorials/teaching/differentiate/planning/ASCD differentiation modelhttp://www.wall.k12.nj.us/staff_dev/differentiating_instruction.htm#TitlePowerpoint on managing a differentiated classroomhttp://www.scarsdaleschools.org/mathsymposium/ManagingtheDifferentiatedClassroom_handout.pdf A comprehensive 70 page ppt on differentiated instruction and strategieshttp://www.aea10.k12.ia.us/intranet/comagenlearn/cals7/diffinstr.ppsArticle by Carol Ann Tomlinson- Mapping a Route Toward Differentiated Instructionhttp://www.learner.org/workshops/socialstudies/pdf/session5/5.MappingARoute.pdfA tiered curriculum project from the State of Indiana-K-12 applicationshttp://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html

Take a trip to New South WalesNew South Wales- Maker Model of Differentiationhttp://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/ust3beach.pdfThe Williams model- sample unithttp://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/uhsi3hstanzac.pdfworksheets for Maker and Williams Modelhttp://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/plccuk12cdtmpl.pdfSupport Package on Differentiationhttp://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/polsuppcd.pdfKaplan model-sample lesson unithttp://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/uhsi4hstpre1788.pdfTeacher created Materials- Differentiation ideashttp://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/uhsi4hstpre1788.pdfhttp://www.primary-education-oasis.com/differentiation-in-the-classroom.html

Helping Teachers with DifferentiationJust as students have a starting point and should be pre-assessed to find out where they are at, teacher self-assessment for differentiated practice can be very powerful! Highlights Next Steps.

Self-AssessmentProvide differentiation self assessment checklists to teachers so that they can determine where they are at on the differentiation path.Honor the fact that people are all in different places.The key is forward movement!Avoid judging- celebrate small steps!

Self-Assessment Moves Differentiated Practice Forward

Being on the differentiation path somewhere is what is importantMoving forward one step at a time

Cambridge Student Servicing HandbookHandout: Differentiation self-assessmentTake a few minutes to look at the differentiation self-assessment checklistThere is also a good checklist for teachers to use in the book: Making Differentiation a Habit, by Diane Heacox

Thoughts?How could self-assessment for differentiated practice be useful for teachers? How can we help move staff forward? Needs assessment to differentiate PDWhat resources can be provided?

Tools for the Toolbox!

So, lets talk about our specific situationsWhat is working really well?How would you rate consistent use of differentiated instruction by teachers in your district? Vary by building? Admin support?Are students needs being met through match between data and services?Most Significant Role Change?Have opportunities for collaboration increased?Challenges?

Whats happening in your districts?Group conversation

Share OutOne Positive, Super Great result of your schools RtI Process and Delivery that has made a difference for advanced learners/giftedOne example of collaboration that has been beneficial for you and the students you serveHow a focus on high quality instruction has changed classrooms to better meet student needsOne great differentiation tool/resource/PD that you have shared

Barriers and Caution lights??Possible pitfalls to RtI implementation and meeting our students needs?

Take a line from Hans ChristianAndersen when necessaryThe Emperor Has no Clothes!

Be the Voice of ReasonBe ready and willing to advocate for advanced learners when things are not working!

Cautionary TalesHOW RtI, Common Core and Differentiation are put into practice can sometimes be lost in translation.Insure that the needs of advanced learners are being met.ie: advanced readers should not be sitting on chairs in hallways silently reading during RtI intervention time!

System change is seismic!RTI is a process of systemic change

Resources

Gifted Programming Standardswww.nagc.orgBooks: RtI for Gifted Students: A CEC-TAG Educational Resource; Coleman and Johnsen Serving Gifted Students Within an RtI Framework; Johnsen, Sulak, Rollins

ResourcesPosition Paper RtI and Gifted from NAGC http://www.nagc.org/uploadedFiles/RtI.pdfGifted Child Today- Special Edition 2009RtI and Gifted http://www.aha-learners.org/uploads/4/3/0/3/4303141/gct-rti-summer-2009.pdf

Final Thoughts? Questions?

Sharon Daly Cambridge School District sdaly@cambridge.k12.wi.usHave a great conference!