Gifted Education(GATE)
andResponse to Intervention
(RtI)
Federal Definition
Response to Intervention is a framework that promotes providing high-quality
instruction and interventions matched to student need, monitoring progress frequently to adjust instruction or goals,
using data to make educational decisions and collaborating with a
multi-tieredsupport system.
Identify students at risk or those demonstrating
exceptional ability/potential
Collect and analyze data
Collaborate with
stakeholders to discuss action plan
Research evidence-based interventions or
extensions
Implement plan
Evaluate effectiveness
of intervention or extension
Adjust programming and services
based on student progress
The RtI Cycle
RtI is preventative and provides immediate support to students who are at risk or who need a qualitatively
differentiated curriculum
RtI is a multi-level instructional framework
aimed at improving outcomes for ALL
students
RtI focuses on evidence-based interventions and/or extensions and adjusts the
intensity and nature of those interventions and/or
extensions based on a student’s responsiveness
Principles for Successful Implementation
RtI is for ALL children and ALL educators
RtI applies to both academics and behavior
Student is at the center of teaching and learning
RtI supports and provides value to the use of multiple assessments to inform instructional practices Based on a problem-solving model that uses data to inform decision -making
RtI is a foundation – not a program
RtI requires collaboration
RtI emerges from and supports research and evidence-based strategies
Reasons for Culturally
Responsive Practices
Wisconsin students are increasingly
diverse
Culturally responsive
strategies have a positive impact
on learningRtI is a systems change model.
Ongoing evaluation of
interventions is critical
Culturally Responsive Practices
Balanced Assessments
Collaboration
High-Quality Instruction
Multi-Level Support System
Collaboration
Team includes educators, families ,specialists and community members working together formally
and informally
Team identifies and provides supports to students to
increase academic achievement and behavioral success through data-based
decision making
Frequency and intensity of collaborative partnership will increase with students’ needs
All discussions, programming and services should consider
how culturally responsive practices such as relevance,
identity, community, and sense of belonging impact
collaboration
Teachers, specialists, administrators and parents form a problem-solving team and analyze ongoing assessment so that…….
data drives instruction and
learning is rigorous, relevant and dynamic!
The Power of Team Planning
High-Quality Instruction
Curriculum, instruction and assessmentEngagingStandards-basedData-drivenResearch-based
Must be differentiated for all students and aligned with common core standards
Core curriculum stems from standards, the district curricular framework and the effective use of formative, summative and benchmark assessments
High-Quality Instruction
• Quality instruction delivered in alignment with student needs
• Additional interventions for students not meeting established benchmarks
• Additional challenges for students who demonstrated mastery, met or exceeded established benchmarks
Multiple ways for students to acquire and apply knowledge and skills
Multiple ways to motivate and engage students
appropriately
Multiple ways for students to demonstrate and teachers to
assess student progress
Multiple ways to put the student
center of teaching and learning, with
students’ needs driving instruction,
not programs or curricula.
Differentiation
High - Quality Instructional Practice
Multi-TieredMultiple ways to compliment
students’ unique learning
styles
Multiple ways for students to
acquire knowledge and
skills
Multiple ways for students to
apply knowledge and
skills
Multiple ways for students to demonstrate
understandings
Multiple ways for teachers to assess student
progress
Family and Community
• Collaborate with teachers regarding identified needs, strengths and interests
• Share information about the student and family
• Support student learning at home• Attend problem-solving team meetings• Partner with program planning and progress
monitoring• Support social and emotional development of
the child
According to the National Association of Gifted Children (NAGC)
“There is great potential for gifted educators to be tapped as resources in order to better enable the general education teacher to meet the needs of potentially strong students.”
“With the collaboration of a gifted education specialist, curriculum and instruction at multiple levels can occur and counter the argument of “I just don’t have time or know how to meet everyone’s needs,” which is a concern for many general education teachers.”
The Levels of Giftedness
Level 3: Individualized Services“WOW Student”
5% of identified studentsExtreme strengths and abilities
3 years beyond grade-level peersMentorships, early graduation, dual enrollment, course
waivers
Level 2: Beyond the Classroom“Needs Your Attention Student”
35% of identified studentsBeyond the regular “high-achieving student” by two
or three yearsOnline learning, acceleration, pull-out, AP classes,
independent study, etc…
Level 1: In the Classroom – “Catches Your Eye Student”
60% of identified studentsBeyond the regular “high-achieving student” by one or two years
Classroom differentiation, compacting, enrichment units, team teaching, flexible grouping, clustering, etc….
Intensive LevelIndividualized interventions provided to students with intensive affective, accelerative, academic and/or behavior needs
Targeted LevelInterventions and supplemental programming provided to students identified as at-risk of academic and/or social challenges or as above expectations who require specific supports to make adequate progress
Universal LevelALL students receive research based, high quality, general education that incorporates on-going universal screening, progress monitoring, and prescriptive assessment to design instruction. Expectations which are taught, reinforced, and monitored in all settings by all adults. Discipline and other data inform the design of interventions that are preventive and proactive.
Non-Negotiable
• All gifted learners require Tier I and Tier II programming options or interventions over the course of time.
• All gifted learners require a school climateand infrastructure where learning and growth is valued and fostered in academic and talent areas.
Tier 1•Differentiated instruction should be provided to accelerate learning for high-ability students and maximize student achievement for all students;
The classroom teacher should provide flexible instructional grouping of students based on their ongoing identified needs;
•Classroom teachers should be clear about what they are trying to teach and why it is important;
•Students have multiple avenues to show mastery of essential content and skills and to demonstrate their learning;
•Instructional pacing, depth and complexity are varied as needed;
•Research has shown that teachers are often too random in their delivery of instruction, unclear as to what they are teaching, and unable to define the succinct reason for instruction.
Tier 2
SOME: Strategic Targeted Instruction
•Small and flexible grouping•Supplemental curriculum that aligns with core and standards and meets specific needs of targeted individual or group•Instructional interventions are typically deliveredin small groups of students with similar strengthsand interest needs. •Instruction is based on the needs of individual students as determined by assessment data.•Gifted students perform significantly more highly when the majorityof their time in academic core areas is spent in true peer interactions.
Tier 3• Tier 3 refers to evidence-based intensive targeted• interventions for students whose academic and• intellectual needs are not being met by Tier 1 or• Tier 2 supplemental, targeted instruction.• Children and adolescents who will need this• intervention are highly gifted (IQ of 145 or greater)• or exceptionally gifted (IQ 180+). This small• percentage of students requires radical• acceleration, dual enrollment, early entrance,• specialized counseling, long-term mentorships or• participation in a specialized classroom or school• for gifted students.• They require a curriculum that differs significantly in• pace, level, and complexity from age-level peers.• Tier 3 instruction may take place in addition to• Tier 1 instruction or it may replace it entirely. If• progress monitoring and diagnostic assessments• indicate that a student is not making adequate• progress, a student may need a replacement of• the core program (Tier 1 instruction) or be• referred for further evaluation.
Another Perspective
Universal
OptionsOptions
provided to all students
through core
curriculum, differentiat
ed instruction,
progress monitoring.
Enhance success
and reduce barriers for
vast majority of students.
Selected
OptionsSupplemental options
provided for small groups
who have not met
benchmarks to reduce
the potential of long-term
failure
Selected
OptionsSupplemental options
provided for small groups
who meet benchmarks
easily or quickly to
increase the likelihood of continued progress
Targeted
OptionsOptions
individually designed
interventions for
students who have a
high likelihood of
academic failure
Targeted
OptionsIndividually designed
interventions for
students who exceed expectations and need
radical acceleratio
n
The Levels of RtI
Tier 3 – Intensive Level1 – 5% of students
Intensive interventions instead of the core curriculum
Tier 2 – Supplemental Level5 – 15% of students
Needs met through supplemental and intervention in ADDITION to core
curriculum
Tier 1 – Universal Level80 – 85% of students
Needs best met through differentiated core curriculum in regular classroom
Tiered model of
programming that allows for and provides
support systems for diversity of
individual need
Progress monitoring continually contributes new data so that
learning is dynamic and adjustments are made for
depth, pace, and complexity
Supports setting targets or trends for students with long-term planning and monitoring of student progress. Pace of acceleration is based upon experiences and needs of
student Embeds gifted education into the daily focus
of quality instruction; not
solely enrichment
targetsParallels Between RtI and
GATE
In gifted education, rather than
remediation-based
interventions, strength-based interventions and strength-
based programming are used for
tiered instruction
Problem-solving process which uses data, strengths and interests of students to
implement appropriate, rigorous and relevant curriculum and
instruction are strengths of RtI
The goal for the struggling student is to be integrated into
the regular curriculum and classroom for all content areas, tier 1. The goal for the gifted
learner is independent study or tier 3.
The usual model for RtI is a 3-
tiered pyramid which works well for GATE
learners, however, the time spent in each of the
levels should be inverted for
gifted learners.Parallels
Between RtI and GATE
Seven Non-Negotiable Essential
Components
Evidence-based curriculum and
instruction
Ongoing assessment
Collaborative teaming
Data-based decision making
Ongoing professional development
Community and family involvement
Strong leadership
Talking Points: RtI Components that have direct implication or application to HASD GATE programming and services
Problem-solving -stakeholders collaborating researching and implementing evidence-based strategies
School Climate -social and emotional needs
Leadership -embeds needs of gifted in instructional, budgetary, professional development, etc…
Professional Development -increasing the capacity of teachers , support staff and administrators to facilitate the effective and affective development of a GATE child
Assessment –commitment to using ongoing formative and pre-assessments and progress monitoring
Curriculum and Instruction -developing and implementing advanced learning plans because C and I is the heart of developing exceptional abilities
Family and Community –building ongoing rapport for planning, problem solving and monitoring student progress
Resources
• http://www.nrcld.org/rti_practices/collaboration.html#
• http://www.nrcld.org/rti_practices/video/PD_Changes.mov
• http://www.watg.org/watg-webinars.html
• http://search.wi.gov/query.html?qt=response+to+intervention&qp=url%3Adpi.wi.gov&style=dpi
• http://www.rti4success.org/index.php?option=com_content&task=blogcategory&id-42&Itemid-108
• http://www.rti4success.org/subcategorycontents/webinars
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