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 7 School Climate and Culture • Caring school community • Instruction in appropriate behavior and social problemsolving skills – Positive Behavior Support (PBS) • Respect and integration of culture • Effective academic instruction 8 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 9 Leadership • Building 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 Liaisons with institutions of higher education 10 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 11 The Colorado Collaborative Problem-Solving Process • Define Problem • Directly Measure Behavior •Define strengths, interests and needs • Validate Problem • Identify Variables that Contribute to Problem • Develop Programming/ Intervention Plan • Evaluate Response to Intervention (RtI) •Evaluate commensurate growth Tools and Frequency • Implement Plan As Intended • Monitor Progress • Modify as Necessary Individual or Small Group 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 13 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? 14 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 ongoing 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 – 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 – 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 17 Assessment • Screening and Benchmark – 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) 18 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 23 Recognize Integrity of the Field • Gifted education research and evidencebased practices • Quality differentiated instruction • Appropriate programming • Fidelity and persistence in practice • Accountability 24 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/