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  • Group problem solving has the advantage of ownership, participation, consensus, division of labor, and greater connections with the school-at-large. There is greater interest in the problem stimulated by the group membership. A group can pull together a summative product from individual contributions. There is an availability of greater information. Group interaction is reinforcing. People feel supported working within a group. Groups can provide the supportive climate conducive to the new learning involved in change.
  • Early intervention for all students who have difficulty in school is, first and foremost , the responsibility of general education professionals. (Ortiz, 2001) … ..The major purpose of education is to: Provide equal educational opportunity and, more importantly, equal educational outcomes. (Artiles & Rueda, 2002, p. 6
  • PROGRESS MONITORING FOR GIFTED STUDENTS Progress monitoring for gifted students is the assessment of gifted-level achievements. It is applying formative assessment strategies to curriculum that is differentiated in content, process and product. Some students may require a greater level of intensity and more frequent monitoring as a means to improve “at-risk” academic, behavioral issues or asynchronous development. Schools can use the curriculum-based data they collect for use in PLC meetings provided those students who reach grade level benchmarks be assessed using above grade level benchmarks, until the instructional level of the student is discovered. Consider progress as it compares to the past. Is the level of progress what was expected? Is the student responding well to differentiated curriculum and instruction? Is the student making progress? Has he or she met the stated goals? Progress monitoring for gifted students is on going and necessary throughout a student’s school career to identify unique strengths, changing instructional levels and match programming to strengths.
  • School-wide/district-wide programs and practices such as: School-wide positive behavior supports Accelerated Schools  eMINTS Missouri math and reading initiatives Effective classroom organization and management Research-based academic instruction Reading First
  • Rev gam conference

    1. 1. Considering the Convergence: Gifted Education Meets Response to Intervention (RtI) Merlene Gilb, Gifted Coordinator [email_address] Gayle Hennessey, Director of Student Services [email_address] Webster Groves School District
    2. 2. <ul><li>HOPES </li></ul><ul><li>FEARS </li></ul>RtI - GT
    3. 3. Buzz Words? <ul><li>RtI- Response to Intervention/ Instruction </li></ul><ul><li>FSSM – Flexible Student Services Model </li></ul><ul><li>Problem-Solving </li></ul><ul><li>SLD Identification (Specific Learning Disability </li></ul><ul><li>AIMSweb </li></ul><ul><li>CBM (Curriculum Based Measurement) </li></ul>
    4. 4. What RtI is not…. <ul><li>RtI is not… </li></ul><ul><ul><li>A way to keep students out of services </li></ul></ul><ul><ul><li>Leaving students to struggle in a classroom </li></ul></ul><ul><ul><li>Just for special education considerations </li></ul></ul><ul><ul><li>Getting rid of everything you are currently doing on problem solving teams and within the building </li></ul></ul>
    5. 5. What RtI is… <ul><li>RTI is… </li></ul><ul><ul><li>A way to identify students who need help before they fail </li></ul></ul><ul><ul><li>A way to support teachers </li></ul></ul><ul><ul><li>A multi-tier model of interventions </li></ul></ul><ul><ul><li>Empowering teachers and specialists to work together to address student needs </li></ul></ul><ul><ul><li>Reshaping how resources, services and interventions are provided to students </li></ul></ul><ul><ul><li>Resistance to intervention model for student identification, instead of test and place </li></ul></ul>
    6. 6. NASDSE, Response to Intervention: Policy Considerations and Implementation, 2006 <ul><li>“RtI is the practice of </li></ul><ul><ul><ul><li>(1) providing high-quality instruction/intervention matched to student needs and </li></ul></ul></ul><ul><ul><ul><li>(2) using learning rate over time and level of performance to </li></ul></ul></ul><ul><ul><ul><li>(3) make important educational decisions.” </li></ul></ul></ul>RtI - GT
    7. 7. CEC -TAG and NAGC: Joint Position Paper <ul><li>“ . . . Recognizes the importance and the impact of the RtI method of identifying and serving students with diverse educational needs .” </li></ul><ul><li>RtI “. . . challenges the assumptions that separate, often disconnected “silos” are the best method to address the learning needs of students . . . ” </li></ul><ul><li>CEC Position Paper on RtI, 2007 </li></ul>RtI - GT
    8. 8. CEC -TAG and NAGC: Joint Position Paper <ul><li>RtI . . .“must be viewed as a schoolwide initiative , spanning both special education and general education. As a result, gifted education must take a perspective on its relationship to general education, and within the framework </li></ul><ul><li>of the RtI Model that changes the relationship among components of education.” </li></ul>RtI - GT CEC Position Paper on RtI, 2007
    9. 9. Critical Elements <ul><li>Screening & Assessment Issues </li></ul><ul><li>Established Protocols </li></ul><ul><li>Problem Solving Approach </li></ul><ul><li>Collaborative Structures </li></ul><ul><li>Tiered Supports & Services </li></ul>RtI CEC Position Paper on RtI, 2007
    10. 10. <ul><li>Fluidity & Flexibility </li></ul><ul><li>Professional Development </li></ul>Systemic Needs RtI CEC Position Paper on RtI, 2007
    11. 11. Looking at the RtI Model Enrichment & Acceleration Twice-Exceptional Students RtI - GT
    12. 12. Screening & Assessment Issues <ul><li>Universal Screening – a process through which ALL students and their education performance are examined in order to ensure equal opportunity and support . </li></ul><ul><li>Student accountability not only for minimum proficiency but also for growth . </li></ul>Naglieri Non - Verbal Ability Test (NNAT) Progress Monitoring – AIMSWeb, CBMs, DIBELS, , , , RtI - GT CRITICAL ELEMENTS
    13. 13. Established Protocols <ul><li>Instructional strategies, curriculum, and materials appropriately selected to specifically address issues of differentiation and advance responsiveness to readiness so as to limit minimum expectancy that limits potential student growth. </li></ul>WGSD Teacher Leader Academy Best Practices in Responsive Teaching (Differentiated Instruction) RtI - GT CRITICAL ELEMENTS
    14. 14. Problem Solving Approach <ul><li>Problem solving is not limited to students who are failing to make a certain level, but also for students who are not progressing at appropriate levels commensurate with their abilities. </li></ul>RtI - GT CRITICAL ELEMENTS
    15. 15. Individual Problem Solving <ul><li>On a piece of paper write all the cities you can think of in Illinois that start with the letter “C.” </li></ul><ul><li>You have 60 seconds. </li></ul><ul><li>GO! </li></ul>CRITICAL ELEMENTS
    16. 16. How many do you have?
    17. 17. Group Problem-Solving <ul><li>Now at your tables develop a list of all the cities in Illinois that start with the letter “C.” </li></ul><ul><li>You have 60 seconds. </li></ul><ul><li>GO! </li></ul>
    18. 18. How many did your group have?
    19. 19. Benefits of Group Problem-Solving <ul><li>Ownership, participation, consensus, division of labor, greater connections with the school-at-large </li></ul><ul><li>Greater interest in the problem stimulated by the group membership </li></ul><ul><li>Creation of a summative product from individual contributions </li></ul><ul><li>Availability of greater information </li></ul><ul><li>Group interaction is reinforcing </li></ul><ul><li>Provides a supportive climate conducive to new learning </li></ul>RtI - GT
    20. 20. <ul><li>Early intervention for all students who have difficulty in school is, first and foremost , the responsibility of general education professionals. (Ortiz, 2001) </li></ul><ul><li>Provide equal educational opportunity and, more importantly, equal educational outcomes. </li></ul><ul><li>(Artiles & Rueda, 2002, p. 6) </li></ul>Why Problem-Solving? RtI - GT
    21. 21. What Is Problem-Solving for High-Quality Interventions? <ul><ul><li>It is a general education support system to improve academic and behavior performance for ALL students by increasing the ability of general education teachers to differentiate instruction for the naturally occurring diversity of skills and characteristics of students in their class. </li></ul></ul>RtI - GT
    22. 22. Steps in Problem-Solving Process <ul><li>Identify the Problem </li></ul><ul><li>Analyze the Problem </li></ul><ul><li>Develop and Select Appropriate Intervention(s) </li></ul><ul><li>Implement Intervention Plan and Monitor Progress </li></ul><ul><li>Evaluate Effectiveness of Intervention – Recycle as Needed </li></ul>RtI - GT
    23. 23. Steps of Problem-Solving 1. Problem Identification What is the problem? 2. Problem Analysis What is the hypothesis? 3. Plan Development What will we do about it? 4. Plan Implementation Carry out the intervention and revise as needed. 5. Plan Evaluation Did it work? If not, consider repeating process .
    24. 24. Missouri Decision-Making Model (Global)
    25. 25. Problem Solving Approach <ul><li>NECESSARY in any acceleration consideration. </li></ul><ul><li>Does your district have a Board Policy </li></ul><ul><li>for Acceleration? </li></ul><ul><li>If so, is there a procedure? </li></ul>RtI - GT CRITICAL ELEMENTS
    26. 26. Collaborative Structures <ul><li>The development of gifted students is a shared responsibility of ALL personnel. </li></ul><ul><li>The commitment to does not exclude any student but rather the most inclusive model of educating and attending to ALL students and differences. </li></ul><ul><li>Certified gifted specialist play a pivotal (and evolving) role by providing consistent input, support and advocacy for gifted students and their families. </li></ul>RtI - GT CRITICAL ELEMENTS
    27. 27. Tiered Supports and Services <ul><li>For gifted students who differ more significantly from the norm with achievement higher than typical students, a successful RTI/GT model differentiates for students in each Tier as students are afforded acceleration and enrichment opportunities . </li></ul><ul><li>Rather than dropping down Tiers , gifted students may progressively move up Tiers to continue to advance development and abilities. </li></ul>RtI - GT CRITICAL ELEMENTS Acceleration Policy and Procedures Levels of Service: LoS
    28. 28. Levels of Service Enhancing and Expanding Gifted Programs RtI - GT
    29. 30. Other Enrichment Models The Schoolwide Enrichment Model (SEM) The Autonomous Learner Model For the Gifted and Talented
    30. 31. Tier III- FEW 10-15% Intensive Interventions Highly Qualified interventionist Pull out Direct instruction 30+ min daily Specialized program Tier II – Some 15-20% Supplemental to curriculum Push in/Pull out Small group (3-5) 25-30 min/day Special Program or Strategy Implemented by general education teacher/interventionist Tier IA Small Groups and/or individualized Instruction in the classroom as needed Tier I All General Education Setting Meets 80% of student needs Core Curriculum done with fidelity Differentiation WGSD Pyramid of Interventions (1-09)
    31. 32. Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Academic Systems Behavioral Systems <ul><li>Intensive, Individual Interventions </li></ul><ul><li>Individual Students </li></ul><ul><li>Assessment-based </li></ul><ul><li>High Intensity </li></ul><ul><li>Intensive, Individual Interventions </li></ul><ul><li>Individual Students </li></ul><ul><li>Assessment-based </li></ul><ul><li>Intense, durable procedures </li></ul><ul><li>Targeted Group Interventions </li></ul><ul><li>Some students (at-risk) </li></ul><ul><li>High efficiency </li></ul><ul><li>Rapid response </li></ul><ul><li>Targeted Group Interventions </li></ul><ul><li>Some students (at-risk) </li></ul><ul><li>High efficiency </li></ul><ul><li>Rapid response </li></ul><ul><li>Universal Interventions </li></ul><ul><li>All students </li></ul><ul><li>Preventive, proactive </li></ul><ul><li>Universal Interventions </li></ul><ul><li>All settings, all students </li></ul><ul><li>Preventive, proactive </li></ul>
    32. 39. <ul><li>HOPES </li></ul><ul><li>FEARS </li></ul>RtI - GT
    33. 40. Fluidity and Flexibility <ul><li>CEC – RtI services should be “flexible and fluid, based on student need”. </li></ul><ul><li>NAGC Guiding Principles of Program Design - Rather than any single gifted program, a continuum of programming services must exist for gifted learners. </li></ul><ul><li>A flexible system allows schools to meet the needs of gifted students at varying levels of development . </li></ul><ul><li>Services are less dependent upon student labels and more dependent on student need . </li></ul>RtI - GT SYSTEMIC NEEDS
    34. 41. Professional Development <ul><li>Implementation of the RtI model is dependent on training – </li></ul><ul><ul><ul><li>Essential knowledge </li></ul></ul></ul><ul><ul><ul><li>Skills </li></ul></ul></ul><ul><ul><ul><li>Beliefs and Attitudes </li></ul></ul></ul><ul><li>Professional development standards – NAGC and CEC-TAG </li></ul>RtI - GT SYSTEMIC NEEDS Social Justice
    35. 42. Professional Development <ul><li>Professional Development Standards: NAGC and CEC-TAG </li></ul><ul><ul><li>State Level: Growth models that focus on the development of ALL students </li></ul></ul><ul><ul><li>District Level: Develop process and programs that supports moving students UP Tiers </li></ul></ul><ul><ul><li>Administrative Level: Support differentiation and a flexible and integrated RtI model. </li></ul></ul><ul><ul><li>Faculty Level: Equip teachers with training on evidence based instructional approaches that encourage enrichment and acceleration (differentiation). </li></ul></ul><ul><ul><li>Support Personal: Heighten awareness. Support growth models with NO ceiling effects but rather measure TRUE student growth at all levels. </li></ul></ul><ul><ul><li>Staff Level: Support and encourage student growth for ALL. </li></ul></ul>RtI - GT SYSTEMIC NEEDS
    36. 43. <ul><li>GROWTH MODEL SAMPLE: </li></ul><ul><li>Calculating Student Growth Targets </li></ul><ul><li>Grade 3 Mathematics </li></ul><ul><li>2007 Baseline Score Grade 3 = 477 </li></ul><ul><li>Proficiency Cutpoint Grade 7 = 685 </li></ul><ul><li>Total Growth = 685 –477 = 208 </li></ul><ul><li>Annual Growth = 208 / 4 years = 52 </li></ul><ul><li>2007 Baseline Score Grade 3 = 477 </li></ul><ul><li>Annual Growth+ 52 </li></ul><ul><ul><li>2008 Growth Target Grade 4 = 529 (On Track) *Not Proficient </li></ul></ul><ul><ul><li>2009 Growth Target Grade 5 = 529 + 52 = 581 (On Track) </li></ul></ul><ul><ul><li>2010 Growth Target Grade 6 = 581 + 52 = 633 (On Track) </li></ul></ul><ul><li>2011 Growth Target Grade 7 = 633 + 52 = 685 (Proficient) </li></ul>
    37. 44. First Steps/Next Steps <ul><li>Involve Gifted Specialists/Coordinator in Building and District RtI Teams </li></ul><ul><li>Define and Embed DIFFERENTIATION (PD Focus) </li></ul><ul><li>Define RIGOR </li></ul><ul><li>Match Tenets of RtI to Gifted Services in Your District </li></ul><ul><li>Define TALENT DEVELOPMENT (Program vs. Programming) and Explore Models </li></ul><ul><li>Determine Program Positives and Expand Enrichment/Acceleration Opportunities (Acceleration Procedures) </li></ul><ul><li>Develop ALP and Progress Monitoring </li></ul>
    38. 46. Resources <ul><li>Prescription for Success – What Every Educator Needs to Know About RtI and DI (SDE) </li></ul><ul><li>Colorado Department of Ed. – RtI Handbook </li></ul><ul><li> </li></ul><ul><li>RtI and DI – How They Work Together </li></ul><ul><li> </li></ul><ul><li>MOSAICS Program – Parkway School District </li></ul><ul><li>Clayton School District – Levels of Service </li></ul>
    39. 47. Final Thoughts <ul><li>Embrace the Opportunity </li></ul><ul><li>Commit to This Work </li></ul><ul><li>Share with Others </li></ul><ul><li>RtI offers . . “true inclusivity, true growth of opportunities for ALL students, and an improvement of our educational system to allow ALL students to grow and to learn; ALL students deserve to learn something new everyday, and RtI provides an opportunity for schools to allow that to happen.” </li></ul>RtI - GT
    40. 48. <ul><li>HOPES </li></ul><ul><li>FEARS </li></ul>RtI - GT
    41. 49. Questions for Each Other?
    42. 50. Level 1: Schoolwide <ul><li>Who? All Students </li></ul><ul><li>What Does It Include? </li></ul><ul><li>School-wide positive behavior supports </li></ul><ul><li>Accelerated Schools </li></ul><ul><li>eMINTS </li></ul><ul><li>Missouri math and reading initiatives </li></ul><ul><li>Effective classroom organization and management </li></ul><ul><li>Research-based academic instruction </li></ul><ul><li>Reading First </li></ul>
    43. 51. Level 2 : Early Intervention <ul><li>Who? 1 5-20% of the Total School Population </li></ul><ul><li>What Does It Include? </li></ul><ul><ul><li>Using general education interventions </li></ul></ul><ul><ul><li>Defining the problem </li></ul></ul><ul><ul><li>Collecting data on performance </li></ul></ul><ul><ul><li>Monitoring progress </li></ul></ul><ul><ul><li>Writing goals/intervention plan and adjusting as needed </li></ul></ul><ul><ul><li>Evaluating results to analyze trends, changes, need for further problem solving </li></ul></ul><ul><ul><li>Tutoring, small group counseling, Oasis </li></ul></ul>
    44. 52. Level 3: Focused Intervention <ul><li>Programs with specific entrance requirements </li></ul><ul><li>Focused assessments </li></ul><ul><li>Problem solving process used with care team </li></ul><ul><li>ELL, Reading Recovery, Gifted, Title 1 </li></ul><ul><li>Intensive prescriptive intervention </li></ul><ul><li>504 plans </li></ul>Who? 10-15% of the Total School Population What Does It Include?
    45. 53. Considering Special Education <ul><li>Data used from previous levels to determine eligibility </li></ul><ul><li>Quality education decision making </li></ul><ul><li>Individual Education Plan </li></ul><ul><li>Progress-monitoring weekly </li></ul><ul><li>Must have documented two interventions tried </li></ul> Who? 10%–15% of the Total School Population What Does It Include?
    46. 54. Phases of Implementation: 3-5 Year Process <ul><li>Phase I: Awareness </li></ul><ul><li>Principal leadership </li></ul><ul><li>Introduction/Overview of process to entire staff </li></ul><ul><li>Phase II: Team Process and Problem-Solving Skills </li></ul><ul><li>Identify key players in CARE team and teacher leaders </li></ul><ul><li>Identify pyramid of interventions and assessments already used in building </li></ul><ul><li>Examine own CARE Team process </li></ul><ul><li>Practice and use the Problem Solving Model </li></ul><ul><li>Work on Problem statement: Identifying the problem </li></ul><ul><li>Implementing research-based interventions-Professional Development </li></ul><ul><li>Moving throughout tiers using data and the problem-solving method using data </li></ul><ul><li>Parent involvement in problem solving process </li></ul><ul><li>Identify district screening measures </li></ul>
    47. 55. <ul><li>Phase III: Revisiting the Pyramid </li></ul><ul><li>Design progress monitoring for interventions used (CBMs/Dibels/District assessments) </li></ul><ul><li>Increase data collection methods (AIMSweb) </li></ul><ul><li>Revisiting interventions </li></ul><ul><li>Group problem solving </li></ul><ul><li>Phase IV: Moving to RtI </li></ul><ul><li>Using data on interventions to determine need for special education </li></ul><ul><li>Phase V: Systems Thinking </li></ul><ul><li>Pervasive throughout building </li></ul>Phases of Implementation, continued