1. Gifted Education Integrated in RtI Instruction Systems
National Association for Gifted Children
November 2009
Presenter:
Jacquelin Medina
Director, Gifted Education
Colorado Department of Education

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

3. 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

4. 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.

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

6. 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

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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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?

15. 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.

16. 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)

17. 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

18. 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)

19. 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

21. 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

22. 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

23. 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

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

25. 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

26. 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.

27. 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

28. 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

29. 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

30. 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

31. Colorado Department of Education