1. Considering the Convergence: Gifted Education Meets Response to Intervention (RtI) Merlene Gilb, Gifted Coordinator [email_address] Gayle Hennessey, Director of Student Services [email_address] Webster Groves School District
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11. Looking at the RtI Model Enrichment & Acceleration Twice-Exceptional Students RtI - GT
23. Steps of Problem-Solving 1. Problem Identification What is the problem? 2. Problem Analysis What is the hypothesis? 3. Plan Development What will we do about it? 4. Plan Implementation Carry out the intervention and revise as needed. 5. Plan Evaluation Did it work? If not, consider repeating process .
30. Other Enrichment Models The Schoolwide Enrichment Model (SEM) The Autonomous Learner Model For the Gifted and Talented
31. Tier III- FEW 10-15% Intensive Interventions Highly Qualified interventionist Pull out Direct instruction 30+ min daily Specialized program Tier II – Some 15-20% Supplemental to curriculum Push in/Pull out Small group (3-5) 25-30 min/day Special Program or Strategy Implemented by general education teacher/interventionist Tier IA Small Groups and/or individualized Instruction in the classroom as needed Tier I All General Education Setting Meets 80% of student needs Core Curriculum done with fidelity Differentiation WGSD Pyramid of Interventions (1-09)
Group problem solving has the advantage of ownership, participation, consensus, division of labor, and greater connections with the school-at-large. There is greater interest in the problem stimulated by the group membership. A group can pull together a summative product from individual contributions. There is an availability of greater information. Group interaction is reinforcing. People feel supported working within a group. Groups can provide the supportive climate conducive to the new learning involved in change.
Early intervention for all students who have difficulty in school is, first and foremost , the responsibility of general education professionals. (Ortiz, 2001) … ..The major purpose of education is to: Provide equal educational opportunity and, more importantly, equal educational outcomes. (Artiles & Rueda, 2002, p. 6
PROGRESS MONITORING FOR GIFTED STUDENTS Progress monitoring for gifted students is the assessment of gifted-level achievements. It is applying formative assessment strategies to curriculum that is differentiated in content, process and product. Some students may require a greater level of intensity and more frequent monitoring as a means to improve “at-risk” academic, behavioral issues or asynchronous development. Schools can use the curriculum-based data they collect for use in PLC meetings provided those students who reach grade level benchmarks be assessed using above grade level benchmarks, until the instructional level of the student is discovered. Consider progress as it compares to the past. Is the level of progress what was expected? Is the student responding well to differentiated curriculum and instruction? Is the student making progress? Has he or she met the stated goals? Progress monitoring for gifted students is on going and necessary throughout a student’s school career to identify unique strengths, changing instructional levels and match programming to strengths.
School-wide/district-wide programs and practices such as: 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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