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 [email protected]
Have a great conference!