Rti and gifted_students_coleman_ecu

RTI and Students Who are Gifted Mary Ruth B. Coleman, Ph.D. Senior Scientist FPG Child Development Institute University of North Carolina at Chapel Hill

RTI Philosophy Early Intervention to Support Strengths ,[object Object],[object Object],[object Object],© Mary Ruth Coleman, 2008

RTI Model/Approach Key Features ,[object Object],[object Object],[object Object],[object Object],[object Object],© Mary Ruth Coleman, 2008

RTI Model/Approach Tiered Approach to Services ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],© Mary Ruth Coleman, 2008

Tier l ,[object Object],[object Object],[object Object],[object Object],[object Object]

Tier ll ,[object Object],[object Object],[object Object],[object Object],[object Object]

Tier lll ,[object Object],[object Object],[object Object],[object Object],[object Object]

RTI Model/Approach Universal Screening, Progress Monitoring, Assessment ,[object Object],[object Object],[object Object],© Mary Ruth Coleman, 2008

RTI Strategies Screening, Progress Monitoring, Assessment ,[object Object],[object Object],© Mary Ruth Coleman, 2008

What is needed is a change of perspective concerning assessment and evaluation. This change of perspective asks… ,[object Object],[object Object],[object Object],[object Object],[object Object],Janine Batzle. Portfolio Assessment & Evaluation . Cypress, CA: Creative Teaching Press, 1992. © Mary Ruth Coleman, 2008

Assessment ,[object Object],© Mary Ruth Coleman, 2008

Assessment How do you know what your students know? ,[object Object],[object Object],[object Object],© Mary Ruth Coleman, 2008

Multiple Assessments of a Learner ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],© Mary Ruth Coleman, 2008

Assessments ,[object Object],© Mary Ruth Coleman, 2008

Data: Information that “drives” or helps in planning & decision making ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],© Mary Ruth Coleman, 2008

Interviewing Your Data ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],© Mary Ruth Coleman, 2008

Interviewing Your Data cont. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Coleman, 2004) © Mary Ruth Coleman, 2008

General Class Summary of Data Teacher _______________ Grade _____ Year _____ # Students _____ # Boys _____ # Girls _____ # Exceptional _____ # ELL _____ Comments about special needs of students for consideration planning: ______________ _______________________________________________________________________ _______________________________________________________________________ Strategies to Differentiate for this class should include: ___________________________ ______________________________________________________________________________________________________________________________________________ © Mary Ruth Coleman, 2008 Content # below # on target # above # outliers Reading Writing Math Science Social Studies Other

[object Object],[object Object],[object Object],[object Object],RTI Strategies Standard Protocols © Mary Ruth Coleman, 2008

RTI Model/Approach Collaborative Problem–Solving ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],© Mary Ruth Coleman, 2008

[object Object],[object Object],[object Object],[object Object],RTI Strategies Collaborative Problem–Solving © Mary Ruth Coleman, 2008

A Nurturing Classroom Environment supports students intellectually and emotionally ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],© 2007 by Coleman & Shah-Coltrane

HIGH-END LEARNING ENVIRONMENT Tool kit of strategies for differentiation in the regular classroom: ,[object Object],[object Object],[object Object],[object Object],[object Object],© 2007 by Coleman & Shah-Coltrane

[object Object],[object Object],[object Object],[object Object],[object Object],Special Issues for RTI and Gifted Students © Mary Ruth Coleman, 2008

Challenges with RTI for Gifted Learners ,[object Object],[object Object],[object Object],[object Object],[object Object]

Potential of RTI for GT ,[object Object],[object Object],[object Object],[object Object],[object Object]

Planning for RtI with Gifted Learners ,[object Object]

Action Steps for Planning ,[object Object],[object Object],[object Object],[object Object]

Alignment of Gifted Education Philosophy with RTI ,[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],Additional RTI Questions © Mary Ruth Coleman, 2008

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Special Issues for RTI and Gifted Students © Mary Ruth Coleman, 2008

How will you avoid the Challenges with RTI Implementation for Gifted Learners? ,[object Object],[object Object],[object Object],[object Object],[object Object]

Rti and gifted_students_coleman_ecu

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