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Talent Development in an RtI Framework

Talent Development in an RtI Framework. About the Presenter. Drew Wellman, Director of Learning and Student Services for the Lake Mills Area School District Lake Mills Area School District—1,400 student K-12 RtI Background Contributing “architect” to two different systems Thesis

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Talent Development in an RtI Framework

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  1. Talent Development in an RtI Framework

  2. About the Presenter • Drew Wellman, Director of Learning and Student Services for the Lake Mills Area School District • Lake Mills Area School District—1,400 student K-12 • RtI Background • Contributing “architect” to two different systems • Thesis • Extensive PD • Admitted RtI super geek • Grew out of experiences as school psych • Gifted and Talented Background • Limited experience in GT Prior to D.L.S.S. • Steep learning curve!

  3. Advance Organizer • Why the Lake Mills Story? • Highlights of the Lake Mills Talent Development Program • LMASD RtI Efforts and the Connection to Talent Development • LMASD TD Program • PLEASE—Ask Questions as we Go!

  4. Why the LM Story? • History—3 Years Ago • No “program” • Random assortment of good interventions • Inequitable service delivery • Many “false starts” • No decision making framework • No qualifying criteria • Stand alone program • One staff member in charge • Limited budget

  5. Why the LM Story? • Progress—Previous 1 ½ Years • Comprehensive Resource Guide • Begged, borrowed, and stole from many places • Tightly connected to RtI efforts • System imbedded • Distributed leadership model • Daily supports for students • Equitable identification processes • Talent Development philosophical orientation • Still have a long way to go! • Still a limited budget ($1,000)!

  6. Why the LM Story? • From Disjointed to Connected • Particularly as it applies to RtI • From Random Acts of Good Intervention to Daily Supports • From No Decision Making Framework to a Comprehensive Decision Making Framework • From No Philosophical Orientation to a Talent Development Philosophical Orientation • The LMASD chooses to adopt the language of TD instead of the more prevalent language of GT. In doing so, we hope to advance a support system that is more inclusive and flexible than traditional gifted education approaches, while at the same time maintaining a commitment to promoting individualized learning experiences for our most talented students.

  7. Why the LM Story? • About 1 ½ Years and Almost $0 Dollars • No Special Expertise • If You’re Where We Were—Our Story May Help • If You’re Looking to Partner with RtI Efforts—Our Story May Help

  8. Talent Development Program • Highlights • Talent Development Identification • 3 Tiers—Tier 1 has no floor…everyone qualifies • Tri-annual data meetings • Promote fluid identification of students • Natural opportunities to discuss student strengths • Talent Development Service Delivery • Most services provided at Tier 1…all have access • Specific and individualized supports at Tier 2 and Tier 3 • Differentiated Education Plan (DEP) • 30 minutes a day with a TD teacher K-8 • Teachers make the difference! • Distributed Leadership Approach

  9. LMASD RtI—The Foundation of TD Interest Convergence! • We set out to establish a great RtI framework to support struggling learners…along the way realized this fits perfect for TD • The same principles/actions/structures that apply to struggling learners apply to TD • MTSS, balanced assessment system, data-based decision making, problem solving process • Intentionally layered TD supports into everything RtI—it became a “rule” that when discussing RtI we must include TD • Interest convergence—Provides wonderful opportunity to grow and strengthen TD efforts for all districts

  10. LMASD RtI—The Foundation of TD • Evidence Based • Improved Student Outcomes • Education for All Students

  11. LMASD RtI—Elementary MTSS

  12. LMASD RtI-Middle School MTSS

  13. LMASD RtI—MTSS Resources

  14. LMASD RtI—The Foundation of TD • Evidence Based • Improved Student Outcomes • Education for All Students

  15. LMASD RtI—Assessment • Three Assessment Window’s Each Year • Fall, Winter, Spring • Three Data Meetings Follow Testing • Grade level K-8 • Place students into intervention groups • Review student progress • Promotes fluidity of placement • Equity in identification • Balanced Assessment System

  16. 2012-2013 LMASD Assessment Profile

  17. LMASD Assessment Calendar

  18. LMASD RtI—Assessment and TD • Assessment Windows and Data Meetings • Top students are discussed regularly • Placement into the TD groups is fluid and activity/assessment dependent • I.E., Problem solving activities for a 1/3 of the year in 3rd grade—students with strong creativity, curiosity, cognitive abilities selected for the TD group • I.E., Math activities for a 1/3 of the year—students with strong math skills selected • Still evolving these efforts • Generally top 10%-15% of students may “fit” • Consistently high performance will prompt a TD referral for a DEP

  19. LMASD RtI—The Foundation of TD • Evidence Based • Improved Student Outcomes • Education for All Students

  20. LMASD RtI—Problem Solving Process • Tri-Annual Data Meetings • In-Depth Student Decisions for Tier 2 and Tier 3 • Struggling and talented students • Lake Mills Specific Processes • Binder system • Student Services monitors/tracks intervention placements • Student Services communicates student needs grade-to-grade • Talent Development Advocates communicates TD student needs grade-to-grade

  21. LMASD RtI—Problem Solving • Tri-annual Data Meetings Tool • See Excel Data Wall

  22. LMASD—RTI and TD • Interest Convergence • MTSS-Supports for struggling and advanced learners • Daily contact for all students with a key teacher • Fluid placement • Balanced Assessment • Multiple opportunities for students to demonstrate deficits and strengths • Ability to monitor progress over time and compare to benchmarks • Information contributes to tri-annual data meetings • Problem Solving Process • The system that “makes the wheels go ‘round”

  23. RtI and Talent Development • System for Struggling Learners Can Be the Same/Similar for Advanced Learners • Advocate for alignment rather than independence • Allowed us to implement services and processes quickly • Advocate for time in the day for intervention • Opinion: The ONLY way to be true to the RtI framework in a meaningful way • Advocate for built in data meetings to review student progress • LM: Simple step of “calendarizing” assessment and meeting windows institutionalized the process quickly

  24. LMASD Talent Development Program • Shift to Program Specifics • LMASD TD Resource Guide • Identification processes • Services • Staff roles/responsibilities • Additional Tidbits • Issues

  25. LMASD TD Program Resource Guide • A “Frankensteined” Resource • Begged, borrowed, and stole from everywhere • No good idea left alone! • TD Resource Guide • Provides the framework for our work • Developed throughout a one-year process • Included K-12 educators and parents • See LMASD Talent Development Resource Guide

  26. Talent Development Identification • Tier III • Top 1% • Performance, assessment, supporting data • Tier II • Top 2% • Performance, assessment, supporting data • Tier I • Top 97% • No ID floor • Performance, assessment, supporting data • 5 Qualifying Areas • Tier II and III potentially 10% of student population

  27. Talent Development Services • Tier III • Exceptional needs met through DEP process (i.e., grade acceleration) • Tier II • Exceptional needs met through DEP process (i.e., subject acceleration) • Tier I • Access to most extension/enrichment opportunities • Needs met largely through RtI process

  28. Talent Development Services • Tier 1 • Needs met largely through classroom differentiation • Competitions, clubs, etc. • RtI Intervention Time • Tier 2 • DEP—partnership with students and families • Possible subject level acceleration • Everything in Tier 1 • Tier 3 • DEP—partnership with students and families • Possible subject and/or grade level acceleration • Everything in Tier 1 and Tier 2

  29. Talent Development Services

  30. Talent Development Services • Differentiated Education Plans • Tier 2 and Tier 3 • Describes • PLOP • Goals • Services • Individualized classes, learning path, subject/grade acceleration, additional assessments, etc. • Meet at least annually • Minimally—LEA, TDA, teacher at meeting

  31. Talent Development Staff Roles • All Staff are Advocates for Talented Students • Distributed Leadership Model • Decision making at building/class level • TDA’s, intervention teachers • Empowering staff • Examples • Timeliness of response to students and parents • Staff roles tied into “action teams” • Increased capacity for awesomeness!

  32. Talent Development Staff Roles • DLSS • Oversee program • Principal • Oversee building level program • Talent Development Advocates • Most important! • Consultation, DEP team participation, professional development, identification and tracking responsibilities, organizational responsibilities, etc. • Student Services • Assist in identification (specifically formal testing), student supports, and RtI system components

  33. Additional Tidbits • Process • Organization/Program Architecture for TD • 9 months, K-12 committee, professional staff and administration, 3 meetings • Parent group provided input in 3 meetings • June 2012 Board approval of Talent Development Resource Guide • Organization/Program Architecture for RtI • Extensive and ongoing • Different buildings at different places

  34. Additional Tidbits • Roll Out • Imbedded in RtI efforts 11-12 • “Build the plane as it flies” • Principals and TDA’s helped implement • Explicit 12-13 in RtI system • TD Resource Guide Available on Web • www.lakemills.k12.wi.us • Student Services—Talent Development—Talent Development Resource Guide • Building Level Presentations

  35. Additional Tidbits • At-Risk/Special Education Influences • Unique learners need a person • Non-categorical identification fits most students • Special education process can be informative • Frequency of meetings, meeting participants, information for plans, etc. • Supports need to be imbedded into daily practice or they will not be implemented with fidelity • Services, accommodations/modifications, differentiation

  36. Issues • Moved Very Quickly • Can the foundation support the program? • Intervention teachers have steep learning curve • TDA’s are learning to be consultants on the fly • RtI system is still working out the “bugs” • Staff/parent communication and understanding

  37. Issues • Tier 1 Identification Criteria • Is the “everyone qualifies” approach good? • Tier 2 and 3 Identification Criteria • Is 98th and above percentile too restrictive? Or, with 5 qualifying areas, is this too broad (theoretically, 10% of student population identified) • DEP’s • Can we manage the administration of these plans? • What’s so different?

  38. Hopes • Equitable Identification • All students get their individual needs met • The most talented students are identified and supported in an individualized manner • Sustainable • Not dependent on one person • Approach becomes cultural • Efforts ease for individual teachers as “system” picks up • Improved Outcomes • More engagement, higher scores, happier students, happier families

  39. Hopes • Intervention Teachers and TDA’s • Become experts in TD • “Own” their TD responsibilities—take professional development into their own hands • Create a welcoming environment for students • Become an essential partner with students and families

  40. Contact Information • Drew Wellman • drew.wellman@lakemills.k12.wi.us • 920-648-2474

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