Gifted Education(GATE)

andResponse to Intervention

(RtI)

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-tieredsupport system.

Identify students at risk or those demonstrating

exceptional ability/potential

Collect and analyze data

Collaborate with

stakeholders to discuss action plan

Research evidence-based interventions or

extensions

Implement plan

Evaluate effectiveness

of intervention or extension

Adjust programming and services

based on student progress

The RtI Cycle

RtI is preventative and provides immediate support to students who are at risk or who need a qualitatively

differentiated curriculum

RtI is a multi-level instructional framework

aimed at improving outcomes for ALL

students

RtI focuses on evidence-based interventions and/or extensions and adjusts the

intensity and nature of those interventions and/or

extensions based on a student’s responsiveness

Principles for Successful Implementation

RtI is for ALL children and ALL educators

RtI applies to both academics and behavior

Student is at the center of teaching and learning

RtI supports and provides value to the use of multiple assessments to inform instructional practices Based on a problem-solving model that uses data to inform decision -making

RtI is a foundation – not a program

RtI requires collaboration

RtI emerges from and supports research and evidence-based strategies

Wisconsin’s Vision for RtI

Reasons for Culturally

Responsive Practices

Wisconsin students are increasingly

diverse

Culturally responsive

strategies have a positive impact

on learningRtI is a systems change model.

Ongoing evaluation of

interventions is critical

Culturally Responsive Practices

Balanced Assessments

Collaboration

High-Quality Instruction

Multi-Level Support System

Collaboration

Team includes educators, families ,specialists and community members working together formally

and informally

Team identifies and provides supports to students to

increase academic achievement and behavioral success through data-based

decision making

Frequency and intensity of collaborative partnership will increase with students’ needs

All discussions, programming and services should consider

how culturally responsive practices such as relevance,

identity, community, and sense of belonging impact

collaboration

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!

The Power of Team Planning

High-Quality Instruction

Curriculum, instruction and assessmentEngagingStandards-basedData-drivenResearch-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

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

Multiple ways for students to acquire and apply knowledge and skills

Multiple ways to motivate and engage students

appropriately

Multiple ways for students to demonstrate and teachers to

assess student progress

Multiple ways to put the student

center of teaching and learning, with

students’ needs driving instruction,

not programs or curricula.

Differentiation

High - Quality Instructional Practice

Multi-TieredMultiple ways to compliment

students’ unique learning

styles

Multiple ways for students to

acquire knowledge and

skills

Multiple ways for students to

apply knowledge and

skills

Multiple ways for students to demonstrate

understandings

Multiple ways for teachers to assess student

progress

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

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.”

The Levels of Giftedness

Level 3: Individualized Services“WOW Student”

5% of identified studentsExtreme strengths and abilities

3 years beyond grade-level peersMentorships, early graduation, dual enrollment, course

waivers

Level 2: Beyond the Classroom“Needs Your Attention Student”

35% of identified studentsBeyond the regular “high-achieving student” by two

or three yearsOnline learning, acceleration, pull-out, AP classes,

independent study, etc…

Level 1: In the Classroom – “Catches Your Eye Student”

60% of identified studentsBeyond the regular “high-achieving student” by one or two years

Classroom differentiation, compacting, enrichment units, team teaching, flexible grouping, clustering, etc….

Intensive LevelIndividualized interventions provided to students with intensive affective, accelerative, academic and/or behavior needs

Targeted LevelInterventions 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 LevelALL 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.

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.

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.

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

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.

Another Perspective

Universal

OptionsOptions

provided to all students

through core

curriculum, differentiat

ed instruction,

progress monitoring.

Enhance success

and reduce barriers for

vast majority of students.

Selected

OptionsSupplemental options

provided for small groups

who have not met

benchmarks to reduce

the potential of long-term

failure

Selected

OptionsSupplemental options

provided for small groups

who meet benchmarks

easily or quickly to

increase the likelihood of continued progress

Targeted

OptionsOptions

individually designed

interventions for

students who have a

high likelihood of

academic failure

Targeted

OptionsIndividually designed

interventions for

students who exceed expectations and need

radical acceleratio

n

The Levels of RtI

Tier 3 – Intensive Level1 – 5% of students

Intensive interventions instead of the core curriculum

Tier 2 – Supplemental Level5 – 15% of students

Needs met through supplemental and intervention in ADDITION to core

curriculum

Tier 1 – Universal Level80 – 85% of students

Needs best met through differentiated core curriculum in regular classroom

Tiered model of

programming that allows for and provides

support systems for diversity of

individual need

Progress monitoring continually contributes new data so that

learning is dynamic and adjustments are made for

depth, pace, and complexity

Supports setting targets or trends for students with long-term planning and monitoring of student progress. Pace of acceleration is based upon experiences and needs of

student Embeds gifted education into the daily focus

of quality instruction; not

solely enrichment

targetsParallels Between RtI and

GATE

In gifted education, rather than

remediation-based

interventions, strength-based interventions and strength-

based programming are used for

tiered instruction

Problem-solving process which uses data, strengths and interests of students to

implement appropriate, rigorous and relevant curriculum and

instruction are strengths of RtI

The goal for the struggling student is to be integrated into

the regular curriculum and classroom for all content areas, tier 1. The goal for the gifted

learner is independent study or tier 3.

The usual model for RtI is a 3-

tiered pyramid which works well for GATE

learners, however, the time spent in each of the

levels should be inverted for

gifted learners.Parallels

Between RtI and GATE

Seven Non-Negotiable Essential

Components

Evidence-based curriculum and

instruction

Ongoing assessment

Collaborative teaming

Data-based decision making

Ongoing professional development

Community and family involvement

Strong leadership

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

Problem-solving -stakeholders collaborating researching and implementing evidence-based strategies

School Climate -social and emotional needs

Leadership -embeds needs of gifted in instructional, budgetary, professional development, etc…

Professional Development -increasing the capacity of teachers , support staff and administrators to facilitate the effective and affective development of a GATE child

Assessment –commitment to using ongoing formative and pre-assessments and progress monitoring

Curriculum and Instruction -developing and implementing advanced learning plans because C and I is the heart of developing exceptional abilities

Family and Community –building ongoing rapport for planning, problem solving and monitoring student progress

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