RtI and Advanced Learners

Celebrate 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 Mentor

Sharon Daly-2012

There has never been a better time-

Opportunity Knocks!

Points to Ponder…

What 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 Ponder…

How will progress of TAG students be addressed and managed?

What new roles do we have in RtI?

Our roles in an RtI system

Data-driven decision maker Implementer of evidence-based interventions Consult/provision of Differentiated Instruction Social-Emotional and Behavioral Supports Collaborator Professional Development

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

7 Principles of Wisconsin’s RtI Model

Successful 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 learners

Includes the needs of gifted and advanced learners.

Supports and provides value to high quality instruction

Mandates Differentiated Instruction Emphasizes the importance of

collaboration among team members Supports the use of balanced, multiple

assessments to inform instructional practices

RtI and Gifted

Celebrate the Power of Convergence! Meeting the Needs

Of Advanced Learners

Response to Intervention

Differentiated Instruction

Common CoreStandards

and21st Century

Skills

RTI DEFINITION

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

Definition continued…

…high 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 three…

ONE:

TWO:

THREE:

Wisconsin RtI Definitions

Word Definition

Collaboration

Collaboration 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 Progress

Continuous 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 Instruction

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 student’s 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?

Collaboration

Collaboration 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 ONE

Collaboration

*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

RegularEducation

Special Education

Gifted and Talented

System thinking

We are all part of the whole

Pulling together

Gets results!

Collaboration and Twice-Exceptional Students/Underrepresented populations

Helping 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 Progress

Continuous 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 TWO

Continuous 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

Most-Effective Teachers

J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

Now RtI asks us to determine

What 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

Assessments

Ongoing….. Formative…Summative…Continuously making adjustments and

providing matchInsuring progress

Implications for Instruction

Formative Assessment-ongoing cycle of assessment, instruction, feedback

Differentiation based on assessment results

Results- Student learning gains for all!

Zone of proximal development

Is this progress???

Is every student experiencing growth?

High Quality Instruction

What 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

Differentiation

No longer geared toward the “few” but to the “many”

Differentiation 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 student’s 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 Instruction

Differentiated Instruction is a mandatory component of high quality instruction

Differentiation is for all students That’s why opportunity knocks!

Differentiation website Resources

Differentiation strategies http://members.shaw.ca/priscillatheroux/differentiatingstrategies.html This site has a lot of great information on it http://www.frsd.k12.nj.us/rfmslibrarylab/di/differentiated_instruction.htm Internet 4 classrooms site-lots of great differentiation links http://www.internet4classrooms.com/di.htm Education World Site http://www.education-world.com/a_curr/strategy/strategy042.shtml Teachnology Site on Differentiation http://www.teach-nology.com/tutorials/teaching/differentiate/planning/ ASCD differentiation model http://www.wall.k12.nj.us/staff_dev/differentiating_instruction.htm#Title Powerpoint on managing a differentiated classroom http://www.scarsdaleschools.org/mathsymposium/ManagingtheDifferentiatedClassroom_handout.pdf A comprehensive 70 page ppt on differentiated instruction and strategies http://www.aea10.k12.ia.us/intranet/comagenlearn/cals7/diffinstr.pps Article by Carol Ann Tomlinson- Mapping a Route Toward Differentiated Instruction http://www.learner.org/workshops/socialstudies/pdf/session5/5.MappingARoute.pdf A tiered curriculum project from the State of Indiana-K-12 applications http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html

Take a trip to New South Wales

New South Wales- Maker Model of Differentiation http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/

ust3beach.pdf The Williams model- sample unit http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/

uhsi3hstanzac.pdf worksheets for Maker and Williams Model http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/

plccuk12cdtmpl.pdf Support Package on Differentiation http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/

polsuppcd.pdf Kaplan model-sample lesson unit http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/

uhsi4hstpre1788.pdf Teacher created Materials- Differentiation ideas http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/

uhsi4hstpre1788.pdf http://www.primary-education-oasis.com/differentiation-in-the-classroom.html

Helping Teachers with Differentiation

Just 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-Assessment

Provide 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 important

Moving forward one step at a time

Cambridge Student Servicing Handbook

Handout: Differentiation self-assessment

Take a few minutes to look at the differentiation self-assessment checklist

There 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 PD

What resources can be provided?

Tools for the Toolbox!

So, let’s talk about our specific situations…

What 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?

What’s happening in your districts?

Group conversation

Share Out

One Positive, Super Great result of your school’s 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 necessary

The Emperor Has no Clothes!

Be the Voice of Reason

Be ready and willing to advocate for advanced learners when things are not working!

Cautionary Tales

HOW 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 Standards

www.nagc.org

Books: RtI for Gifted Students: A CEC-TAG Educational Resource; Coleman and Johnsen

Serving Gifted Students Within an RtI Framework; Johnsen, Sulak, Rollins

Resources

Position Paper RtI and Gifted from NAGC http://www.nagc.org/uploadedFiles/RtI.pdf

Gifted 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.us

Have a great conference!