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

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
Jackie
1st Q – Dufour
2nd Q 21st Century Learning
Whole Child, Character Education, PBIS
3rd Q Del Siegle -

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
Ruth We hear a lot of Sp/Ed talk only BUT

5. regular education special education & gifted education
The process of RtI is meant to encourage greater collaboration between
regular education
special education &
gifted education
Ruth – RtI provides a structure and a seat at the table of education for ALL

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

7. RtI Principles and Implications for Serving the Needs of Gifted Students
from Claire E. Hughes, Karen Rollins, and Mary Ruth Coleman, RtI for Gifted Students: CEC-TAG Educational Resource; Prufrock Press 2011
Jackie – paste cover of book

8. Tiered system of interventions
The RtI Principle
Traditional Gifted Education
Gifted Education Within Rt I
Tiered system of interventions
The more intense the needs, the more intense and long-term the instructional intervention and the more different the learning environment; many “one-size fits all” programs vs. services
Scaffolding support that starts with differentiation in Tier I, targeted support for strengths in Tier II, and individualized supports in Tier III (formal identification may take place here)
Jackie

9. “All” students experience differentiated lessons
RTI GT
In Addition
Instead of
District
Curriculum
Tier I and
Level 1
“All” students experience differentiated lessons
Tier 3
Tier 2
Tier 2
Level 2
Level 3
IEP
DEP
Jackie
In the gifted range of services, some students will need to start above the baseline activity level in the classroom, hence the lower percentage at that level.
Also, in the gifted pyramid model, the percentages refer to identified and/or talent pool, ‘watch-list’ students; not the entire population of students.
Universal Screening
Robinson & Kueht 2008

10. Traditional Gifted Education Gifted Education Within RtI
RtI Principle
Traditional Gifted Education
Gifted Education Within RtI
Early intervention
Supporting learners in the general education program, with formal identification at grades two or three
Recognizing ability within a nurturing system regardless of label and providing early support to develop potential for all learners
Jackie

11. Traditional Gifted Education Gifted Education Within RtI
RtI Principle
Traditional Gifted Education
Gifted Education Within RtI
Universal Screening
Establishing scores that students would reach in order to be placed in the “talent pool”
Establishing scores that students would reach that indicate a
need for differentiated and advanced instruction
Jackie

12. Traditional Gifted Education Gifted Education Within RtI
RtI Principle
Traditional Gifted Education
Gifted Education Within RtI
Fidelity of intervention
Reviewing and evaluating programming to examine parental and student satisfaction and effectiveness of program
Reviewing and evaluating programming to ensure that the student actually receives instruction geared to his/her particular needs—not a “one-size fits all” program; using student outcome data to show that growth has taken place J

13. Traditional Gifted Education Gifted Education Within RtI
RtI Principle
Traditional Gifted Education
Gifted Education Within RtI
Progress Monitoring
Using some pre-assessment and curriculum compacting to allow students to show mastery
Documenting student progress with a goal of providing the appropriate level of instruction to match the student’s strengths, interests and pace of learning
Jackie

14. Professional Development
RtI Principle
Traditional Gifted Education
Gifted Education Within RtI
Professional Development
Providing specific, research-based interventions that are appropriate for the needs of the child
Providing specific strategies of acceleration, enrichment, and differentiation that are effective with gifted learners
Jackie

15. Traditional Gifted Education Gifted Education Within RtI
RtI Principle
Traditional Gifted Education
Gifted Education Within RtI
Collaborative Structure
Collaborating when needed and when time permits
Collaborating between gifted, special and general education teachers to identify and serve high achieving students in need of differentiated services; providing greater opportunities for twice-exceptional students
Jackie

16. Traditional Gifted Education Gifted Education Within RtI
RtI Principles
Traditional Gifted Education
Gifted Education Within RtI
Parental Involvement
Sharing information with and from families to look at achievement levels and effectiveness of interventions
Collaborating with families to look at achievement levels and effectiveness of interventions; building targeted interventions based on information regarding each student’s interest areas and areas of strength
Jackie
Law revised in 2008

17. Wisconsin’s Concept Graphic for RtI
Ruth

18. National Center on RtI Graphic
Ruth – No GT Mention

19. Ruth

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

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
Ruth

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

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
Jackie

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
Jackie

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

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)
Jackie

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
Jackie

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)
Jackie

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.
Ruth

30. Growth to Standards Approach
Fixing AYP Without Abandoning Proficiency Through "Growth to Standards" The essence of the "Growth-to-Standards" approach is to identify schools that are putting their students on growth trajectories to reach proficiency in the future and to credit these schools for that achievement.
Schools would do this by using a value-added methodology that converts the static achievement scores of their students to dynamic growth scores. If students currently performing below their AYP target are on track to reach proficiency by the time they graduate, they would be counted among those meeting their AYP target in the current year. If a school were to place enough of these students on growth-to-standards trajectories, it could meet its AYP goal for the year. Using a growth-to-standards approach, in other words, would reduce the proportion of schools failing AYP, but without abandoning the commitment to proficiency. Several existing approaches - Northwest Evaluation Association's growth model, Harold Doran's REACH model and William Sander's value-added model - could accomplish this.

31. Early identification policies for nurturing potential in all
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
Ruth

32. Evaluation/accountability to monitor delivery & fidelity of service
More Policy Implications for Gifted Education & RtI - Elissa F. Brown & Susan H. Abernathy, Chapter 5 in RtI 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
Ruth

33. RtI & Gifted Education Resources
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?