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Considering the Convergence:Considering the Convergence:Gifted Education Meets Gifted Education Meets

Response to Intervention (RtI)Response to Intervention (RtI)

Merlene Gilb, Gifted Coordinatorgilb.merlene@wgmail.org

Gayle Hennessey, Director of Student Serviceshennessey.gayle@wgmail.org

Webster Groves School District

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•HOPESHOPES •FEARSFEARS

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Buzz Words?Buzz Words?

• RtI- Response to Intervention/ Instruction• FSSM – Flexible Student Services Model• Problem-Solving• SLD Identification (Specific Learning Disability• AIMSweb• CBM (Curriculum Based Measurement)

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What RtI is not….What RtI is not….

• RtI is not…RtI is not…• A way to keep students out of services• Leaving students to struggle in a classroom• Just for special education considerations• Getting rid of everything you are currently

doing on problem solving teams and within the building

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What RtI is…What RtI is…• RTI is…RTI is…

• A way to identify students who need help before they fail• A way to support teachers • A multi-tier model of interventions• Empowering teachers and specialists to work together to

address student needs• Reshaping how resources, services and interventions are

provided to students• Resistance to intervention model for student

identification, instead of test and place

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NASDSE, Response to Intervention: NASDSE, Response to Intervention: Policy Considerations and Implementation, Policy Considerations and Implementation, 20062006

“RtI is the practice of (1) providing high-quality instruction/intervention

matched to student needs and

(2) using learning rate over time and level of performance to

(3) make important educational decisions.”

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CEC -TAG and NAGC:CEC -TAG and NAGC:Joint Position PaperJoint Position Paper

“ . . . Recognizes the importanceimportance and the impactimpact of the RtI method of identifying and serving identifying and serving students with diverse educational needsstudents with diverse educational needs.”

RtI “. . . challenges the assumptionschallenges the assumptions that separate, often disconnected “silos” are the best method to address the learning best method to address the learning needsneeds of students . . . ”

CEC Position Paper on RtI, 2007

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CEC -TAG and NAGC:CEC -TAG and NAGC:Joint Position PaperJoint Position Paper

RtI . . .“must be viewed as a schoolwide schoolwide initiativeinitiative, spanning both special education and general education. As a result, gifted education must take a perspective on its relationship to take a perspective on its relationship to general education, and within the framework general education, and within the framework

of the RtI Modelof the RtI Model that changes the relationship among components of education.”

CEC Position Paper on RtI, 2007

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Critical ElementsCritical Elements

• Screening & Assessment Issues• Established Protocols• Problem Solving Approach• Collaborative Structures• Tiered Supports & Services

CEC Position Paper on RtI, 2007

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• Fluidity & Flexibility• Professional Development

SystemicSystemic Needs Needs

CEC Position Paper on RtI, 2007

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Looking at the RtI ModelLooking at the RtI Model

Enrichment &

Acceleration

Twice-Exceptional

Students

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Screening & Assessment IssuesScreening & Assessment Issues

• Universal Screening – a process through which ALL studentsALL students and their education performance are examined in order to ensure equal opportunity and supportequal opportunity and support.

• Student accountabilityStudent accountability not only for minimum proficiency but also for growthfor growth.

Naglieri Non-Verbal Ability Test (NNAT)Progress Monitoring – AIMSWeb, CBMs, DIBELS, , , ,

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Established ProtocolsEstablished Protocols

• Instructional strategies, curriculum, and materials appropriately selected to specifically address issues of address issues of differentiationdifferentiation and advance responsiveness to readiness so as to limit minimum expectancy that limits potential student growth.

WGSD Teacher Leader AcademyBest Practices in Responsive Teaching (Differentiated Instruction)

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Problem Solving ApproachProblem Solving Approach

• Problem solving is not limited to students not limited to students who are failingwho are failing to make a certain level, but also for students who are not progressing at appropriate levels commensurate with their abilities.

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Individual Problem SolvingIndividual Problem Solving

• On a piece of paper write all the cities you can think of in Illinois that start with the letter “C.”

• You have 60 seconds.

• GO!

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How many do you have?

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Group Problem-SolvingGroup Problem-Solving

• Now at your tables develop a list of all the cities in Illinois that start with the letter “C.”

• You have 60 seconds.

• GO!

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How many did your group have?

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Benefits of Group Problem-SolvingBenefits of Group Problem-Solving• Ownership, participation, consensus, division of labor,

greater connections with the school-at-large

• Greater interest in the problem stimulated by the group membership

• Creation of a summative product from individual contributions

• Availability of greater information

• Group interaction is reinforcing

• Provides a supportive climate conducive to new learning

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Early intervention for all students who have difficulty in school is, first and foremost, the responsibility of general education professionals. (Ortiz, 2001)

Provide equal educational opportunity and, more importantly, equal educational outcomes.

(Artiles & Rueda, 2002, p. 6)

Why Problem-Solving?Why Problem-Solving?

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What Is Problem-Solving for What Is Problem-Solving for High-Quality Interventions?High-Quality Interventions?

It is a general education support system to improve academic and behavior performance for ALL students by increasing the ability of general education teachers to differentiate instruction for the naturally occurring diversity of skills and characteristics of students in their class.

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StepsSteps in Problem-Solving Process in Problem-Solving Process

1. Identify the Problem2. Analyze the Problem3. Develop and Select Appropriate

Intervention(s)4. Implement Intervention Plan and Monitor

Progress5. Evaluate Effectiveness of Intervention –

Recycle as Needed

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Steps of Problem-SolvingSteps of Problem-Solving

1. ProblemIdentificationWhat is the problem?

2. Problem Analysis

What is the hypothesis?

3. Plan Development

What will we do about it?4. Plan

ImplementationCarry out the intervention

and revise as needed.

5. PlanEvaluationDid it work? If not, consider repeating process.

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Missouri Decision-Making Model (Global)

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Problem Solving ApproachProblem Solving Approach

• NECESSARY in any acceleration consideration.

• Does your district have a Board Policy

for Acceleration?

• If so, is there a procedure?

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Collaborative StructuresCollaborative Structures

• The development of gifted students is a shared shared responsibilityresponsibility of ALL personnel.

• The commitment to does not exclude any student but rather the most inclusive model of educating and attending to ALL students and differences.

• Certified gifted specialist play a pivotal (and Certified gifted specialist play a pivotal (and evolving) roleevolving) role by providing consistent input, support and advocacy for gifted students and their families.

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Tiered Supports and ServicesTiered Supports and Services

• For gifted students who differ more significantly from the norm with achievement higher than typical students, a successful RTI/GT model differentiates for a successful RTI/GT model differentiates for students in each Tier as students are afforded students in each Tier as students are afforded acceleration and enrichment opportunities.

• Rather than dropping downdown TiersTiers, gifted students may progressively move up Tiersup Tiers to continue to advance development and abilities.

Acceleration Policy and ProceduresLevels of Service: LoS

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Levels of ServiceLevels of Service

Enhancing and Expanding Gifted Programs

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Other Enrichment ModelsOther Enrichment ModelsThe Schoolwide Enrichment Model (SEM)

The Autonomous Learner ModelFor the Gifted and Talented

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Tier III- FEW 10-15%Tier III- FEW 10-15%Intensive InterventionsIntensive Interventions

Highly Qualified interventionist Highly Qualified interventionist Pull outPull out

Direct instructionDirect instruction30+ min daily30+ min daily

Specialized programSpecialized program

Tier II – Some 15-20%Tier II – Some 15-20%Supplemental to curriculumSupplemental to curriculum

Push in/Pull outPush in/Pull outSmall group (3-5) 25-30 min/daySmall group (3-5) 25-30 min/day

Special Program or StrategySpecial Program or StrategyImplemented by general education Implemented by general education

teacher/interventionistteacher/interventionist

Tier IA Small Groups and/or individualizedTier IA Small Groups and/or individualized Instruction in the classroom as neededInstruction in the classroom as needed

Tier I AllTier I AllGeneral Education SettingGeneral Education Setting

Meets 80% of student needsMeets 80% of student needsCore Curriculum done with fidelityCore Curriculum done with fidelity

DifferentiationDifferentiation

WGSD WGSD Pyramid of Pyramid of Interventions Interventions (1-09)(1-09)

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Academic SystemsAcademic Systems Behavioral SystemsBehavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Designing School-Wide Systems for Student SuccessStudent Success

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•HOPESHOPES •FEARSFEARS

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Fluidity and FlexibilityFluidity and Flexibility

• CEC – RtI services should be “flexible and fluid, based on student need”.

• NAGC Guiding Principles of Program Design - Rather than any single gifted program, a continuum of programming services must exist for gifted learners.

• A flexible systemflexible system allows schools to meet the needs of gifted students at varying levels of varying levels of developmentdevelopment.

• Services are less dependent upon student labelsless dependent upon student labels and more dependent on student needmore dependent on student need.

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Professional DevelopmentProfessional Development

• Implementation of the RtI model is dependent on training –

• Essential knowledge• Skills• Beliefs and Attitudes

• Professional development standards – NAGC and CEC-TAG

Social JusticeSocial Justice

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Professional DevelopmentProfessional DevelopmentProfessional Development Standards: NAGC and CEC-TAGProfessional Development Standards: NAGC and CEC-TAG

• State Level: Growth models that focus on the development of ALL students

• District Level: Develop process and programs that supports moving students UP Tiers

• Administrative Level: Support differentiation and a flexible and integrated RtI model.

• Faculty Level: Equip teachers with training on evidence based instructional approaches that encourage enrichment and acceleration (differentiation).

• Support Personal: Heighten awareness. Support growth models with NO ceiling effects but rather measure TRUE student growth at all levels.

• Staff Level: Support and encourage student growth for ALL.

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GROWTH MODEL SAMPLE:GROWTH MODEL SAMPLE:Calculating Student Growth TargetsCalculating Student Growth TargetsGrade 3 MathematicsGrade 3 Mathematics

2007 Baseline Score Grade 3 = 477Proficiency Cutpoint Grade 7 = 685Total Growth = 685 –477 = 208Annual Growth = 208 / 4 years = 522007 Baseline Score Grade 3 = 477Annual Growth+ 52

2008 Growth Target Grade 4 = 529 (On Track) *Not Proficient2009 Growth Target Grade 5 = 529 + 52 = 581 (On Track)2010 Growth Target Grade 6 = 581 + 52 = 633 (On Track)

2011 Growth Target Grade 7 = 633 + 52 = 685 (Proficient)

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First Steps/Next StepsFirst Steps/Next Steps

• Involve Gifted Specialists/Coordinator in Building and District RtI Teams

• Define and Embed DIFFERENTIATION (PD Focus)• Define RIGOR• Match Tenets of RtI to Gifted Services in Your District• Define TALENT DEVELOPMENT (Program vs.

Programming) and Explore Models• Determine Program Positives and Expand

Enrichment/Acceleration Opportunities (Acceleration Procedures)

• Develop ALP and Progress Monitoring

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ResourcesResources

• Prescription for Success – What Every Educator Needs to Know About RtI and DI (SDE) worldofthinking.com/PDF/rtiwhitepaper.pdf

• Colorado Department of Ed. – RtI Handbook

www.cde.state.co.us/RtI/downloads/PDF/RtIGuide.pdf• RtI and DI – How They Work Together

www.scgifted.org/RTI.pdf• MOSAICS Program – Parkway School District• Clayton School District – Levels of Service

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Final ThoughtsFinal Thoughts

• Embrace the OpportunityEmbrace the Opportunity• Commit to This WorkCommit to This Work• Share with OthersShare with Others

RtI offers . . “true inclusivity, true growth of opportunities RtI offers . . “true inclusivity, true growth of opportunities for ALL students, and an improvement of our for ALL students, and an improvement of our educational system to allow ALL students to grow and to educational system to allow ALL students to grow and to learn; ALL students deserve to learn something new learn; ALL students deserve to learn something new everyday, and RtI provides an opportunity for schools to everyday, and RtI provides an opportunity for schools to allow that to happen.”allow that to happen.”

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•HOPESHOPES •FEARSFEARS

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Questions for Questions for Each Other?Each Other?

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Level 1: SchoolwideLevel 1: Schoolwide

Who? All Students

What Does It Include?

School-wide positive behavior supports

Accelerated Schools

eMINTS

Missouri math and reading initiatives

Effective classroom organization and management

Research-based academic instruction

Reading First

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Level 2 : Early InterventionLevel 2 : Early Intervention

Who? 15-20% of the Total School PopulationWhat Does It Include?

Using general education interventions

Defining the problem

Collecting data on performance

Monitoring progress

Writing goals/intervention plan and adjusting as needed

Evaluating results to analyze trends, changes, need for further problem solving

Tutoring, small group counseling, Oasis

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Level 3: Focused InterventionLevel 3: Focused Intervention

• Programs with specific entrance requirements

• Focused assessments

• Problem solving process used with care team

• ELL, Reading Recovery, Gifted, Title 1

• Intensive prescriptive intervention

• 504 plans

Who? 10-15% of the Total School PopulationWhat Does It Include?

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Considering Special Education

• Data used from previous levels to determine eligibility

• Quality education decision making

• Individual Education Plan

• Progress-monitoring weekly

• Must have documented two

interventions tried

Who? 10%–15% of the Total School PopulationWhat Does It Include?

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Phases of Implementation:Phases of Implementation: 3-5 Year Process 3-5 Year Process

Phase I: Awareness• Principal leadership• Introduction/Overview of process to entire staff

Phase II: Team Process and Problem-Solving Skills• Identify key players in CARE team and teacher leaders• Identify pyramid of interventions and assessments already used in building• Examine own CARE Team process• Practice and use the Problem Solving Model• Work on Problem statement: Identifying the problem• Implementing research-based interventions-Professional Development• Moving throughout tiers using data and the problem-solving method using

data• Parent involvement in problem solving process• Identify district screening measures

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Phase III: Revisiting the Pyramid• Design progress monitoring for interventions used

(CBMs/Dibels/District assessments)• Increase data collection methods (AIMSweb)• Revisiting interventions• Group problem solving

Phase IV: Moving to RtI• Using data on interventions to determine need for special

education

Phase V: Systems Thinking• Pervasive throughout building

Phases of Implementation, continued