The ‘Other’ RtI: Response to Gifted & Talented Instruction

1. The ‘Other’ RtI: Response to Gifted & Talented Instruction Jackie Drummer Ruth Robinson Board Members & Past Presidents Wisconsin Association for Talented & Gifted www.watg.org

2. And Who Are You? • Your name, position & district . . . • Where are you in the RtI process? • One thing you want to take away from this workshop. . .

3. The Why Behind RtI . . . or . . . Doing RtI for All the Right Reasons • Questions to ask about RtI: • What is the fundamental purpose of our school/s? • What knowledge and skills will our children need to be successful adults? • What must we do to make learning a reality for every student every day? • Austin Buffum, Mike Matos & Chris Weber, Educational Leadership, October 2010

4. RtI is only meant for Special Education Fact or Fiction? Website resources for support National Association for Gifted Children (NAGC) Council for Exceptional Children-Talented & Gifted Wisconsin RtI Center within the Department of Public Instruction Wisconsin Association for Talented & Gifted

5. The process of RtI is meant to encourage greater collaboration between regular education special education & gifted education

6. Wisconsin’s View FACT Wisconsin explicitly defines RtI as a process for helping all students reach higher levels of academic and behavioral success.

7. RtI Principles and Implications for Serving the Needs of Gifted Students fromClaire E. Hughes, Karen Rollins, and Mary Ruth Coleman, RtI for Gifted Students: CEC-TAG Educational Resource; Prufrock Press 2011

9. RTI GT In Addition Instead of District Curriculum Tier I and Level 1 “All” students experience differentiated lessons Tier 2 Level 2 Tier 3 Level 3 Tier 2 IEP DEP Universal Screening Robinson & Kueht 2008

17. Wisconsin’s Concept Graphic for RtI

18. National Center on RtI Graphic

20. Samples of Tier One Academic Options Under RtI • Classroom differentiation • Cluster Ability Grouping • Thinking Skills • Learning Centers & Activities based on interest

21. Samples of Tier Two Academic Interventions • Pull-out options that relate to talents & abilities • Compacting and contracting • Resource Teachers & Resource Materials • Flexible Grouping • Honors & Advanced Placement & Seminars • Co-curriculars & extra-curriculars

22. Samples of Tier Three Academic Interventions • Differentiation Education Plans (DEP) • Mentorships • Internships • Independent Research • Radical Acceleration • Early Entrance at any level

23. Samples of Tier One Behavioral Interventions for Gifted Students • School-wide Counseling • Building self-awareness • Metacognitive Strategies • Career & College Readiness and Planning starting as early as possible, but no later than fifth grade

24. Samples of Tier Two Behavioral Interventions for Gifted Students • Group Counseling regarding gifted issues (stress, perfectionism, multi-potentiality, asynchronous development, over-excitabilities, etc.) • Social skills training • Leadership training • Self Advocacy

25. Samples of Tier Three Behavioral Interventions for Gifted Students • Intensive and individual counseling • May require outside services

26. Samples of Tier One Coaching Support for Teachers & Administrators of Gifted Students • Support in differentiation of content, process and product • Coaching around the emotional needs of gifted learners in the regular classroom • Coaching parents around the needs of gifted students (SENG)

27. Samples of Tier Two Coaching Support for Teachers & Administrators of Gifted Students Continued coaching . . . • higher level differentiation strategies • cluster grouping and flexible grouping • structures & schedules that recognize gifted students • emotional needs of gifted students • working with parents of gifted students

28. Samples of Tier Three Coaching Support for Teachers & Administrators of Gifted Students • Coaching to recognize when additional help, resources or outside counseling are needed • Coaching around writing and managing a DEP (Differentiated Educational Plan) • Coaching parents about additional high level resources (WCATY, NUMATS, Online Learning)

29. Outcomes for Gifted in RtI • RtI supports and gives value to regular formative assessments to inform instructional practice. • Increased academic achievement is expected and measured.

30. Growth to Standards Approach

31. Policy Implications for Gifted Education & RtI- Elissa F. Brown & Susan H. Abernathy, Chapter 5 in RtI for Gifted Students; Prufrock Press 2011 • Early identification policies for nurturing potential in all • Early identification policies for historically under-represented populations (culturally, linguistically, economically disadvantaged and twice-exceptional) • Off-level testing for highly gifted • Matching service delivery to identification

32. More Policy Implications for Gifted Education & RtI - Elissa F. Brown & Susan H. Abernathy, Chapter 5 inRtI for Gifted Students; Prufrock Press 2011 • Evaluation/accountability to monitor delivery & fidelity of service • Teacher development, licensure and professional development • Involving parents in developing and revising local gifted education plans

33. RtI & Gifted Education Resources http://www.dpi.state.wi.us/cal/gifted.html • Gifted Child Today Summer 2009 Issue • DPI MediaSite presentation • PowerPoint slides included in the presentation. • Key Characteristics of Gifted Education Plans

34. Gifted Child Today Summer 2009

35. Contents Dr. Chrystyna Mursky, Wisconsin’s Educational Consultant for Advanced Placement & Gifted/Talented Education, is one of the authors of this article.

36. Montana Office of Public Instruction A user friendly 55-page Plan & Resources is available from the Montana Office of Public Instruction. Gifted Education is addressed in Montana’s document also.

37. Further Information . . . • National Center on Response to Intervention They do not explicitly address gifted, however, there are other resources available about RtI. • University of Iowa – Dr. David Lohman Find Dr. Lohman under “Staff” and click on his link to find assessment articles. Especially look for those discussing establishing ‘local norms’ for under-represented populations.

38. Further Information • Removing the Mask: Gifted in Poverty by Paul Slocumb & Ruby Payne • 2e Newsletter • Dr. Donna Ford: Closing the Achievement Gap

39. Words to Grow By . . . .

40. Questions?