Gifted Education Integrated in RtI Instruction Systems National Association for Gifted Children November 2009 Presenter: Jacquelin Medina Director, Gifted Education Colorado Department of Education medina_j@cde.state.co.us

Colorado’s Model for Response to Intervention Instructional System Catalyst for Development Description of Model

Evolving: 2004 Gifted education reform and IDEA 2004 Collaborative thinking about the student being identified and served in public schools Transition to an RtI process for identifying learning disabilities Transition to an RtI instructional framework for address strengths and interests of gifted learners Focus on learning: individual student’s strengths and problems or barriers to learning

Colorado Definition of RtI Response to Intervention is a framework that promotes a well-integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction and intervention that is matched to students' academic, social-emotional, and behavioral needs.

Colorado’s Model All students with need Multi-tiered problem solving approach Comprehensive – six components Focus on the student, data and results Professional development

Collaborative Efforts State level cross-unit involvement Variety of state and district online or face-to-face professional development opportunities District level RtI cadres: Local interpretation and implementation Ongoing evolution: fidelity of implementation

RtI Instructional System Components School Climate and Culture Leadership Family and community engagement Problem Solving Assessment & Progress monitoring Curriculum & Instruction

School Climate and Culture Caring school community Instruction in appropriate behavior and social problem- solving skills Positive Behavior Support (PBS) Respect and integration of culture Effective academic instruction

School Climate: Systemic Support Value and policy for learning and growth of all students Strong core curriculum Standards and assessment alignment Data collection systems Record keeping system Personnel and professional development Budget

Leadership Building Level District Level Time and Fidelity Support of the problem solving process Develop an action plan District Level Professional development Implement policy Resources and infrastructure Liaisons with institutions of higher education State Level Guidelines Discussions and trainings Guide policy Leadership for systemic support and policy Teachers as leader in classroom and school

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-emotional development of child

The Colorado Collaborative Problem-Solving Process Define Problem Directly Measure Behavior Define strengths, interests and needs Gather Data Define Analyze Implement Evaluate Validate Problem Identify Variables that Contribute to Problem Develop Programming/ Intervention Plan Evaluate Response to Intervention (RtI) Evaluate commensurate growth Talk about addressing strengths as part of the process--how these can be considered “problem” in gifted learners. Changing our behavior as professionals in th way we discuss students--efficiency Implement Plan As Intended Monitor Progress Modify as Necessary Individual or Small Group Tools and Frequency

Problem Solving Team Coordinator Consultant/Teacher Recorder Timekeeper Parent Student (age appropriate) Persons/specialists with expertise in: Data Interventions/programming Categorical representation, e.g., gifted Parent partnerships Community resources

Problem Solving What do the data tell us? What tiered curriculum and instruction, programs, or other interventions will benefit learning? How often will the intervention or programming option be monitored? What assessment tools will be used? Who will monitor progress; when do the data return to the PS team or the ALP team?

Intensive Level Individualized interventions provided to students with intensive affective, accelerative, academic and/or behavior needs Targeted Level Interventions 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 Level ALL 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.

Tiered Curriculum Universal Tier I Targeted or Supplemental Tier II Foundational curriculum that meets 80-90% of student needs Targeted or Supplemental Tier II Supplemental curriculum that aligns with core and standards and meets specific needs of targeted individual or group Intensive Tier III Focused accelerative or affective programming to meet individual or group needs Might replace core curriculum (novelty)

Tiered Instruction Universal, Tier I Targeted or Supplemental, Tier II Instructional strategies proven to be effective Differentiated instruction Targeted or Supplemental, Tier II Explicit and systematic differentiated instruction Evidence-based practices for factors such as age, giftedness, cultural environment, level of English language acquisition, mobility, etc. Intensive, Tier III Explicit, systematic and designed for unique learners Individual or small groups

Assessment Screening and Benchmark Diagnostic/Pre-Assessment Quick read on mastered skills Diagnostic/Pre-Assessment More in-depth to inform instructional group or programming Progress Monitoring Determines adequate progress is made toward individual goals. Outcome Summative evaluation of effectiveness of instruction Year-end achievement compared to grade-level performance standards (commensurate growth)

Six Components of RtI Concepts embedded in quality instruction Steps in the problem solving process applicable to gifted education ALP design Tiered protocol fluid and flexible to meet needs of gifted learners Concepts embedded in gifted education program design

How has the model been implemented? Commitment from Commissioner of Education and state and district leaders Professional development and resources General, gifted and special education working together Self-evaluation, reform in core curriculum/systems Support through federal grant and state funds

Time…Dialogue for Transfer Historical reference in gifted education to tiered programming or levels of service All, many, some, few Explored how components of RtI were the same or different compared to gifted education practices and application with gifted learners

A step in building capacity What do we know about gifted learners/ education in terms of: School Climate and Culture Leadership Problem Solving Assessment & Progress monitoring Curriculum & Instruction Family and community engagement

Recognize Integrity of the Field Gifted education research and evidence-based practices Quality differentiated instruction Appropriate programming Fidelity and persistence in practice Accountability

Identification Facilitated by RtI Observation and universal screening Response to strengths Data collection Parental engagement Problem solving : data review, interventions, monitoring or formal assessment Formal recognition Advanced learning plan

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 climate and infrastructure where learning and growth is valued and fostered in academic and talent areas.

Programming facilitated by RtI Tiered curriculum and instruction Varied assessment Parental engagement Acceleration, depth and complexity Progress monitoring in time and duration for the gifted learner Advanced learning plan review for ongoing adjustments and goal setting

Challenges Broadening the narrow view of the tiered model from struggling learners to learners with need Building bridges among instructional units Explaining “at-risk” in relation to gifted learners; dispelling myths Describing evidence-based practice for gifted learners which might be different for other students who are struggling

Success Local teams creating own protocols and standards for including gifted learners in the instructional framework – “their way” Educators participating in online courses Gifted learners and parents are at the problem solving table – success stories Interest and concern for gifted student growth data and need for different content, courses or affective interventions

Advice “Go slow to go fast” Build leadership support, cross-unit common language and systemic focus; remain positive Use the RtI framework as an opportunity to build understanding for the gifted learner and gifted education Recognize/support local implementation

Colorado Department of Education http://www.cde.state.co.us/gt/index.htm http://www.cde.state.co.us/RtI/