RtI and Advanced Learners

1. RtI and Advanced Learners Celebrate the Power of Convergence! Sharon Daly 2012

2. What hats do you wear? • Tag Coordinator, Professional Development, Online Instructor (WCATY, Viterbo), Deaf and Hard of Hearing Teacher, New Teacher Mentor Sharon Daly-2012

3. There has never been a better time- • Opportunity Knocks!

4. Points to Ponder… • What is our role in RtI implementation that will meet the needs of talented and gifted students? • What are some identified barriers to effective implementation? • How can we help insure student progress in the areas of academics, skill development, and social-emotional development? • How can RtI better address the needs of Twice-Exceptional and underrepresented populations? • What resources exist that can be shared? What are needed? • How can classroom teachers best be supported to meet student needs?

5. Points to Ponder… • How will progress of TAG students be addressed and managed?

6. What new roles do we have in RtI?

7. Our roles in an RtI system • Data-driven decision maker • Implementer of evidence-based interventions • Consult/provision of Differentiated Instruction • Social-Emotional and Behavioral Supports • Collaborator • Professional Development Adapted from: Serving Gifted Students Within an RtI Framework, Johnsen and Rollins, p. 95

8. 7 Principles of Wisconsin’s RtI Model • Successful implementation of this framework in Wisconsin is based upon the following seven principles: • RtI is for ALL children and ALL educators. • RtI must support and provide value to effective practices. • Success for RtI lies within the classroom through collaboration. • RtI applies to both academics and behavior. • RtI supports and provides value to the use of multiple assessments to inform instructional practices. • RtI emerges from and supports research and evidence based practice.

9. RTI GUIDING PRINCIPLES that connect for advanced learners • Includes the needs of gifted and advanced learners. • Supports and provides value to high quality instruction • Mandates Differentiated Instruction • Emphasizes the importance of collaboration among team members • Supports the use of balanced, multiple assessments to inform instructional practices

10. RtI and Gifted • Celebrate the Power of Convergence!

11. RTI DEFINITION RTI is a framework that promotes a well-integrated system connecting general, compensatory, gifted and special education in providing…

12. Definition continued… …high quality, standards-based instruction and intervention that is matched to students’ academic, social-emotional and behavioral needs.

13. Our Wisconsin RTI framework has THREE essential components

14. Name the three… • ONE: • TWO: • THREE:

15. Wisconsin RtI Definitions

16. How do we collaborate to advocate and meet student needs?

17. COMPONENT ONE • Collaboration *Inclusive discussion and planning *Formal and informal discussion among educators and families about the individual needs of students

18. No more Silos! Operating separately vs collaboratively Gifted and Talented Special Education Regular Education

19. System thinking • We are all part of the whole

20. Pulling together • Gets results!

21. Collaboration and Twice-Exceptional Students/Underrepresented populations • Helping put the pieces of the puzzle together to meet students needs

22. What are the enemies of collaboration? • Can we identify them?

23. 3 minute chat • How has RtI changed collaborative efforts in your district? • How have the discussions around the needs of specific students changed as a result of RtI in your districts?

24. The issue of TIME! • Has RtI helped with this??? RtI Intervention blocks Professional Learning Communities Late Start/Early Releases Vertical teaming Grade Level Teaming Push in-vs- Pull out

25. Assessment for optimal match, rather than one size fits all

26. COMPONENT TWO • Continuous Review of Student Progress * Where a student or group of students is at (screening, pre-testing) *How students are responding to the core curricula (ongoing assessment) *How students are responding to additional support, challenge, and intervention (monitoring of progress)

27. Assessment data used to… • Determine who was eligible or ineligible • Either “in” or “out model

28. Provide optimal match, not labels

29. Now RtI asks us to determine • What does the assessment data tell us about what the student needs at any given time and in what areas?

30. And continuous review of data … • Helps insure all students are making progress

31. Assessments • Ongoing….. • Formative… • Summative… • Continuously making adjustments and providing match • Insuring progress

32. Implications for Instruction • Formative Assessment-ongoing cycle of assessment, instruction, feedback • Differentiation based on assessment results • Results- Student learning gains for all!

33. Zone of proximal development

34. Is this progress???

35. Is every student experiencing growth?

36. High Quality Instruction • What does this look like in classrooms? • How does this connect with Common Core, Differentiation, RtI, 21st Century Skills?

37. HIGH QUALITY INSTRUCTION: *Rigorous content that responds to learning needs (CCSS) *Student-Centered:Differentiated! *Informs need for additional support, challenge, and intervention *Involves flexible grouping

38. Differentiation • No longer geared toward the “few” but to the “many” • Differentiation is now MAINSTREAM • Teachers need effective differentiation strategies for their toolkits • Who Better to serve as a resource than GT!

39. http://universal-design-for-learning.wikispaces.com/8+UDL+%26+Differentiationhttp://universal-design-for-learning.wikispaces.com/8+UDL+%26+Differentiation

40. Differentiation is not optional! • High quality instruction responds to individual differences in a learning community/classroom. Inherent to high quality instruction is rigorous content delivered through differentiated instruction. Instructional activities are culturally relevant and put the student at the center of academic and social learning, with the student’s needs driving instruction, not programs or curricula. High quality instruction is vital to informing additional support, challenge, and intervention.

41. Resulting in Student Growth,Engagement and Success

42. Tier 1 High Quality Instruction • Differentiated Instruction is a mandatory component of high quality instruction • Differentiation is for all students • That’s why opportunity knocks!

43. Differentiation website Resources • Differentiation strategies • http://members.shaw.ca/priscillatheroux/differentiatingstrategies.html • This site has a lot of great information on it • http://www.frsd.k12.nj.us/rfmslibrarylab/di/differentiated_instruction.htm • Internet 4 classrooms site-lots of great differentiation links • http://www.internet4classrooms.com/di.htm • Education World Site • http://www.education-world.com/a_curr/strategy/strategy042.shtml • Teachnology Site on Differentiation • http://www.teach-nology.com/tutorials/teaching/differentiate/planning/ • ASCD differentiation model • http://www.wall.k12.nj.us/staff_dev/differentiating_instruction.htm#Title • Powerpoint on managing a differentiated classroom • http://www.scarsdaleschools.org/mathsymposium/ManagingtheDifferentiatedClassroom_handout.pdf • A comprehensive 70 page ppt on differentiated instruction and strategies • http://www.aea10.k12.ia.us/intranet/comagenlearn/cals7/diffinstr.pps • Article by Carol Ann Tomlinson- Mapping a Route Toward Differentiated Instruction • http://www.learner.org/workshops/socialstudies/pdf/session5/5.MappingARoute.pdf • A tiered curriculum project from the State of Indiana-K-12 applications • http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html

44. Take a trip to New South Wales • New South Wales- Maker Model of Differentiation • http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/ust3beach.pdf • The Williams model- sample unit • http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/uhsi3hstanzac.pdf • worksheets for Maker and Williams Model • http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/plccuk12cdtmpl.pdf • Support Package on Differentiation • http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/polsuppcd.pdf • Kaplan model-sample lesson unit • http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/uhsi4hstpre1788.pdf • Teacher created Materials- Differentiation ideas • http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/uhsi4hstpre1788.pdf • http://www.primary-education-oasis.com/differentiation-in-the-classroom.html

45. Helping Teachers with Differentiation • Just as students have a starting point and should be pre-assessed to find out where they are at, teacher self-assessment for differentiated practice can be very powerful! Highlights “Next Steps.”

46. Self-Assessment • Provide differentiation self assessment checklists to teachers so that they can determine where they are at on the differentiation path. • Honor the fact that people are all in different places. • The key is forward movement! • Avoid judging- celebrate small steps!

47. Self-Assessment Moves Differentiated Practice Forward

48. Being on the differentiation path somewhere is what is important • Moving forward one step at a time

49. Cambridge Student Servicing Handbook • Handout: Differentiation self-assessment Take a few minutes to look at the differentiation self-assessment checklist There is also a good checklist for teachers to use in the book: Making Differentiation a Habit, by Diane Heacox

50. Thoughts? • How could self-assessment for differentiated practice be useful for teachers? • How can we help move staff forward? Needs assessment to differentiate PD • What resources can be provided? Tools for the Toolbox!