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
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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
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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
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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
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Coordinator
Consultant/Teacher
Recorder
Timekeeper
Parent
Student (age appropriate)
Persons/specialists with expertise in:
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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?
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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
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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)
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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:
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School Climate and Culture
Leadership
Problem Solving
Assessment & Progress monitoring
Curriculum & Instruction
Family and community engagement
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Recognize Integrity of the Field
• Gifted education
research and evidencebased practices
• Quality differentiated
instruction
• Appropriate
programming
• Fidelity and persistence
in practice
• Accountability
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Identification Facilitated by RtI
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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
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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/