Gifted Education (GATE) and Response to Intervention ( RtI )

1. Gifted Education(GATE) andResponse to Intervention(RtI)

2. 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-tiered support system.

3. The RtI Cycle

5. Principles for Successful Implementation

6. Wisconsin’s Vision for RtI

10. The Power of Team Planning 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!

11. High-Quality Instruction • Curriculum, instruction and assessment • Engaging • Standards-based • Data-driven • Research-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

12. 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

13. High - Quality Instructional Practice

14. Multi-Tiered

15. 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

16. 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.”

17. The Levels of Giftedness

18. Intensive Level Individualized interventions provided to students with intensive affective, accelerative, academic and/or behavior needs Targeted Level Interventions 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 Level ALL 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.

19. 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.

20. 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.

21. 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 delivered • in small groups of students with similar strengths • and interest needs. • Instruction is based on the needs of individual students as determined by assessment data. • Gifted students perform significantly more highly when the majority • of their time in academic core areas is spent in true peer interactions.

22. 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.

23. Another Perspective Universal Options Options provided to all students through core curriculum, differentiated instruction, progress monitoring. Enhance success and reduce barriers for vast majority of students. Selected Options Supplemental options provided for small groups who have not met benchmarks to reduce the potential of long-term failure • Selected Options Supplemental options provided for small groups who meet benchmarks easily or quickly to increase the likelihood of continued progress Targeted Options Options individually designed interventions for students who have a high likelihood of academic failure Targeted Options Individually designed interventions for students who exceed expectations and need radical acceleration

24. The Levels of RtI

28. Talking Points: RtI Components that have direct implication or application to HASD GATE programming and services

29. 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