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					A Complete Approach for the Gifted: Response to Intervention
     (RtI) and the Autonomous Learner Model (ALM)




    Robin Carey                      George Betts
    Douglas County School District   University of Northern Colorado
    303-387-0192                     970-351-1657
    robin.carey@dcsdk12.org          george.betts@unco.edu
Quotable


The real voyage of discovery consists
not of seeking new landscapes,
but in having new eyes…

                            ~ Marcel Proust
Who is in the room?
   Classroom Teachers
   Gifted Education Specialists
   Building Leaders
   District Leaders
   State Leaders
Who should be in the room?
 Learners
   Parents
   Classroom Teachers
   The Blenders – Building Leaders
   Gifted Education Specialists
   Special Education Specialists
   District Leaders
   State Leaders
   Community Resources & Mentors
  What do you hope for?

 Write down one major question you have at this time.
 Write down one new learning you hope to take away
  from this afternoon’s sessions.
 Write down an additional new learning (major
  approach, model or integrated strategies) you hope to
  take away from the National Association for Gifted
  Children conference.
 The Concerns-Based Adoption Model (CBAM):
 Model for Change in Individuals
Stage of Concern                              Expression of Concern
Refocusing                                    I have some ideas about something
                                              that would work even better.
Collaboration                                 How can I relate what I am doing to
                                              what others are doing?
Consequence                                   How is my use affecting learners?
                                              How can I refine it to have more
                                              impact?
Management                                    I seem to be spending all my time
                                              getting materials ready.
Personal                                      How will using it affect me?
Informational                                 I would like to know more about it.
Awareness                                     I am not concerned about it.
           Hord, Rutherford, Huling-Austin, Hall. (1987). Taking Charge of Change.
Levels of Learning
for Knowledge and Skill Development
  Beginning

  Developing

  Applying

  Enhancing
 
Levels of Learning
for Knowledge and Skill Development

  Beginning
       Awareness, Introduction
       (Not able to apply at this time)

  Developing
        Developing, Comprehending Basic Knowledge
     and Skills
Levels of Learning for Knowledge and Skill
Development
  Applying
     Using Knowledge and Skills
     (Successfully using in practice)

  Enhancing
     Enhancing Knowledge and Skills
     (Applying and developing more in-depth
   knowledge and effective skills)
        Colorado Department of Education
                  Definition
 In Colorado, Response to Intervention is defined
  as:

 “… a framework that promotes a well-integrated
  system connecting general, compensatory, gifted,
  and special education in providing high quality,
  standards-based instruction & intervention that is
  matched to students’ academic, social–emotional,
  and behavioral needs.”
Colorado Department of Education, 2008
  Understanding the Three-Tiered Model
Intensive Level
Interventions are provided to students with intensive/
chronic academic and/or behavior needs based on
ongoing progress monitoring and/or diagnostic
assessment.

Targeted Level
Interventions are provided to students identified as at-
risk of academic and/or social challenges and/or students
identified as underachieving who require specific
supports to make sufficient progress in general education.

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 are taught,
reinforced, and monitored in all settings by all adults.
Discipline and other data inform the design of
interventions that are preventative.

                                                             Colorado Department of Education, 2008
Understanding the Three-Tiered Framework
for Gifted & Talented Learners
Intensive Level
Interventions are provided to students with intensive academic
and/or social-emotional needs based on ongoing progress
monitoring and/or diagnostic assessment. Passion development
of learner-based curriculum is facilitated and the goal of
becoming a lifelong learner emerges.
Targeted Level
Interventions are provided to students identified with academic
strengths and/or students identified as underachieving who
require specific supports to make growth commensurate with
ability. Social/emotional areas are targeted based on the need of
the learner. Areas of high potential are also targeted based on
strengths.
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 are taught, reinforced, and monitored
in all settings by all adults. All available data inform the design
of interventions to meet the needs of the learner.                    Adapted from Colorado Department of Education
RtI Framework

 The goal of RtI is improved achievement.
 Individual student data are collected and
 used to monitor progress, and those results
 are used to make decisions about further
 interventions (National Center for Learning
 Disabilities, 2006).
RtI Framework

The second goal of RtI/ALM
 is the development of the
 fully functioning,
 autonomous learner…
 (Betts & Carey, 2010)
An Autonomous Learner
 An autonomous learner, by definition, is
    “one who solves problems or develops new
    ideas through a combination of divergent
    and convergent thinking and functions with
    minimal external guidance in selected areas
    of endeavor.”

                              (Betts & Knapp, 1981)
Common Ground
 RtI and ALM address the cognitive,
 academic, social, emotional and physical
 needs of all learners.
 These needs are determined by the
 learners, the parents, the educators,
 community members and additional
 educators. The learners become responsible
 for their own content, processes and
 products to determine their own directions as
 learners.
ALM
 The Autonomous Learner Model (ALM) was
  developed specifically to meet the diversified
  cognitive, emotional, and social needs of learners.
  While it was originally developed for gifted
  learners, it has proven to be effective in developing
  life-long learning for all students.

 (From Autonomous Learner Model Optimizing Ability, Betts
  and Kercher, 1999)
The Five Dimensions of the Model
 ALM
 The Autonomous Learner Model’s five dimensions are
  designed to meet individual needs of the learner.
      Orientation
      Individual Development
      Enrichment
      Seminar
      In Depth
 Each of the dimensions is appropriate at all tiers of instruction
  in the RtI framework – what will change is the level of
  intensity.
ALM
 Universal instruction
     The classroom teacher utilizes the Orientation and
      Individual Development Dimensions to build the
      foundation for learners to become autonomous.

     All students benefit from identifying:
          How do I learn?
          How can I work better in group situations?
          What does it mean to be an autonomous, life-long
           learner?
ALM
 Targeted Instruction
    The classroom teacher and the gifted specialist
     collaborate to determine possible constructs for the
     Enrichment Dimension.
    Students who bubble up as need „more‟
     differentiated curriculum to develop a course of
     study that goes beyond the every day curriculum in
     a way that best fits their learning styles, strengths,
     and individual interests through Explorations and
     Investigations.
ALM
 Intensive Instruction
    The gifted specialist utilizes the Seminar and
     In-Depth Dimensions with students who are
     ready for intense group and individual learning
     opportunities.
    The learning opportunities are developed by
     the students, as is the criteria for the
     assessment of that learning. Emphasis is
     placed on learner-based involvement within
     Seminars & In-Depth Studies.
               Standard-Based
      Prescribed Curriculum (Universal)
 Prescribed Content & Basic Standards
 Universal Screening
 Progress Monitoring
 Prescriptive Assessment
 Teacher Instruction
 Cooperative Learning
 Knowledge, Comprehension & Application
  Levels of Thinking
 Daily Assignments (Retention)
 Curriculum is basically the same for all
  students
Teacher Differentiated Curriculum (Targeted)


 Content + Process + Product = Learning Experience
 Teacher Developed, Learner Implemented
 Higher Level Thinking Skills
 Depth and Complexity
 Integrated In-depth Knowledge
 Pre-testing and Curriculum Compacting
 High Level Teacher Differentiated Curriculum
 Development of Independent Learning Skills
 In & Out of Classroom Activities -Teacher Developed
Learner Differentiated Curriculum (Intensive)

 Investigations & In-depth Studies
 Learner Developed, Learner Implemented
 Teacher is Facilitator & works with support team
 Standards Applications & Extensions
 Passion-based Learning
 Application of Independent Learning Skills
 Mentorships with producing adults in fields of passions
 Opportunities for becoming “Producers of Knowledge”
 Beginning of the “Quest”
      Learner Differentiated Curriculum
                     (Universal to Intensive)

 Curriculum is developed on all three levels by the
  student and teacher/facilitator
 The first major goal is the development of the student as
  a learner
 The second major goal is the development of the teacher
  as a facilitator of learning
 Emphasis in on basic strategies within the ALM and
  Explorations (Universal), Investigations (Targeted), &
  In-Depth Studies (Intensive).
Curriculum Differentiation
Formula


 Content + Process + Product =


       Learning Experience


         Levels of Learning in
   Learner Differentiated Curriculum

 In-Depth   Studies

 Investigations


 Explorations
Explorations
 The First Explorations
 Family & Friend Explorations
 Community Search
 Telephone Explorations
 Internet Explorations
 Teacher Explorations
 Parent Explorations
 Final Activity on Explorations (by the learners)
Quotable

       True motivation
       Is as mysterious
          as life itself.
    It must begin within…

                       ~ George Betts
Quotable


“I saw the angel in the marble
 and carved until I set him free.”


                       ~ Michelangelo
 Quotable


Being alike
has brought us together.
Being different will help us
to grow…

                             ~ George Betts
Explorations
 Student Based
 Diverse Possibilities
 Short Term
 Information Gathering
 Knowledge/Comprehension
 Emphasis is on Content
Investigations
 Student/Learner Based
 Diverse Possibilities
 Longer Term
 Passion Discovery
 Multiple Means of Reporting
 Emphasis on Content & Process
In-depth Studies
 Learner Based
 Diverse Possibilities within Passion
 Passion Development
 Mentorship
 Presentation & Assessment of Learning, the
  Learner & the Product
 Content + Process + Product
Explorations
 Brainstorm and make a mind map of the
  different topics associated with the moon.
 Find three poets who write about the moon
  and share their poetry with a friend.
 Collect information about the manned flights to
  the moon.
 Find three websites about the moon and
  compare information from the three sites.
Investigations
 Write poetry or a short story about the man on
  the moon. (Verbal Linguistic)
 Chart the phases of the moon for your location
  and make a moon watching calendar. (Logical
  Mathematical)
 Demonstrate a moon dance or walk. (Bodily
  Kinenthetic)
 Journal the effects that phases of the moon
  have on people. (Interpersonal)
Investigations (continued)
 Moodle (Intrapersonal)
 Develop a model that portrays the myths about
  the moon using at least 5 different geometric
  shapes (Spatial)
 Develop a nature walk done by the light of the
  moon for your locality. (Naturalist)
In-depth Studies
 Design a collection of original poems on myths
  about the moon.
 Create a photographic essay on the thirteen
  moons of the Native American Culture.
 Create a planetarium show about the roles
  and influences of moon in our solar system
 Complete an essay on the different knowledge
  bases concerning the moon for the 20th
  century.
                        ALM & RtI
               Three Levels of Curriculum

 Learner Differentiated Curriculum
    (Intensive Level)


 Teacher Differentiated Curriculum
    (Targeted Level)



 Standard-based Prescribed Curriculum
    (Universal Level)
RtI & ALM from the Teacher’s
Perspective
1. What is the theme, topic, or goal of the lesson?
2. What content is evident in standards and/or courses of
   study?
3. What part of the content is necessary for all, most, some
   of the students in the classroom?
4. Which students already know some or all of the content to
   be taught?
5. What differentiated activities are needed?
6. How will the differentiated activities take place?
7. Who will work in each group?
8. When, where, and how long will all lessons take place?
9. Who is primarily responsible for all activities and
   assessments?
     RtI & ALM from the Learner’s Perspective
1.  What is the theme, topic, or goal of my study ?
2.  What content is evident in my levels of study? How do I increase the
    content I want to study?
3. When do I explore? When do I investigate? When do I learn in-depth?
4. What do I already know about my content and what do I want to learn?
5. How long will I work in the area of Explorations?
6. How will I complete my Investigation and In-depth Study Contracts?
7. What differentiated activities will I develop and complete?
8. How will I demonstrate content, process and product in my learning
    plans?
9. How will my actual learning take place?
10. Will I work independently or in a small group?
11. What products and presentations will I develop to demonstrate my on-
    going learning?
12. How will I complete the assessment of my self, my learning, my
    products and my presentations.
RtI & ALM from the Facilitator’s Perspective

1.    What is the theme, topic, or goal of the learner‟s study ?
2.    What content is evident in the levels of study as the learner begins and
      continues working independently?
3.    What is being explored? What is being investigated? When will the learner be
      ready for an in-depth study?
4.    What does the learner already know about the content and what do he/she want
      to learn?
5.    How will the learner complete the Investigation and In-depth Study Contracts?
6.    What differentiated activities does the learner need to develop?
7.    How will the learner demonstrate content, process and product in the learning
      plans?
8.    How will the learning take place? Describe this through a completed contract.
9.    Will the learner work independently or in a small group of learners?
10.   What products and presentations will the learner develop to demonstrate
      learning?
11.   How will the learner complete the assessment of self, the learning process, the
      products and presentations?
 RtI & ALM from the Mentor’s Perspective

1.    Why is this learner and teacher contacting me? Do I want to be involved?
2.    What is my role in this learning process?
3.    Will I provide specific learning tasks or find out what learning is wanted by the learner?is the
      theme, topic, or goal of the learner‟s study ?
4.    What knowledge-base does the learner already possess? Is the learner able to work
      independently on a project? What happens if this doesn‟t work?
5.    What does the learner want to explore? Investigate? When will the learner be ready for an
      in-depth study and will my role change throughout this learning process?
6.    How will the learner complete the Investigation and In-depth Study Contracts?
7.    What differentiated activities does the learner need to develop?
8.    How will the learner demonstrate content, process and product in the learning plans?
9.    How will the learning take place? Describe this through a completed contract.
10.   Will the learner work independently or in a small group of learners?
11.   What products and presentations will the learner develop to demonstrate learning?
12.   How will the learner complete the assessment of self, the learning process, the products
      and presentations?
     The Basic Grid for RtI & ALM
 Content + Process + Product = Learning Process
 Objectives
   What do you want them to know? (Or what do they
    want to know?)
 Activities
   How will they learn what you want them to know?

 Assessment
   How will you know that they have learned? (Or
    what products will they select to complete)
                       Unit of Learning
                      Process & Product
 Action Words                                            Products
 Knowledge & Comprehension       Verbal
        List                     Individual or Group Presentation
                                  Role Playing or Simulation
        Recall
                                  Panel
        Comprehend
                                  Visual
   Application                   Painting
        Apply                    Sculpture
        Interpret                Ceramics
        Make                     Written
                                  Letter to the Editor
   Analysis
                                  Essay
        Compare                  Chapter or Book
        Contrast                 Kinesthetic
        Take Apart               Dance
   Synthesis                     Mime
                                  Diorama
        Create
        Design
                                  Technological
        Construct
                                  Technological
   Evaluation                    Combination of the Avove
        Judge                    Using different elements of technology
        Rate
        Assess
   Enrichment
   Unit of Learning _________________________ (template example)



           Knowledge/     Application     Analysis   Synthesis   Evaluation
          Comprehension
Content                                 Process                               Product
      Unit of Learning TKAM                                                                                  (Teacher developed)

                  Knowledge/               Application                    Analysis                Synthesis              Evaluation
                    Compr
Content                                                             Process                                                                        Product
                List the major and Using a web, show how the          Inspect the               What would the          Which character in the   List
                                                                      relationship between      entries in Boo          novel has the greatest   Web
                minor characters in characters are related and        Scout, Jem and            Radley‟s diary say?     impact on the reader?    PPT
Characters                          connected.                                                                          Be ready to defend
                TKAM.                                                 Atticus. Relay your       Write 5 entries as
                                                                                                                        your choice in a
                                                                                                                                                 Diary
                                                                      findings in a Power       you believe he          debate with
                                                                                                                                                 Debate
                                                                      Point Presentation        would.                  classmates.              OralSummary
                                                                                                                                                 Movie Poster
                                                                                                                                                 Chart
                                                                                                                                                 Map/Model
                Recall the major      Choose a setting or             Using a chart,            Create a map or         Write a persuasive       Pers Sp
Plot/ setting   plot points of        settings that you would put     compare/contrast          model of                speech on the use        List
                                      on a movie poster for           the Finch and             Maycomb, using          of setting in the        Journal
                TKAM.                 TKAM. Create it!                Radley homes.             descriptions from       novel.                   Interview
                                                                                                the novel as your                                Movie
                                                                                                guide.                                           Panel disc.
                                                                                                                                                 Wr. Outline
                List the main         Keep a response journal as      Using your journal as a   Rewrite a scene from    Choose an issue          Drawings
                                                                      guide, create an          the novel, using        from the novel to        Chart
Themes/         themes/issues         you read the novel, keeping
                                                                      interview to conduct      current language and    become an expert
issues                                track of feelings, confusion,                                                                              Collage
                encountered in                                        with three classmates
                                                                                                slang. Cast the         on. Be ready to          Editorial
                                      expectations, etc.              about their feelings
                TKAM.                                                 regarding the journal.
                                                                                                scene and videotape     demonstrate your
                                                                                                it to show the class.   expertise during a
                                                                                                                        Panel Discussion.

                Outline the life of   Choosing specific aspects       Using a chart,            Gather clippings from   Write an editorial
                                                                      compare/contrast the
Author          Harper Lee            of Ms. Lee‟s life,                                        multiple sources to     about Harper Lee
                                                                      views of Harper Lee       create a collage
                                      demonstrate through             with those of Black                               and her novel, To
                                                                                                depicting the life of
                                      drawings how they led her       American authors who                              Kill a Mockingbird.
                                                                      wrote about the time      Harper Lee.
                                      to become an author.
                                                                      period from 1920-1940.
     In Depth
     Unit of Learning Role of Bombers in the South Pacific                 (Learner Developed)


             Knowledge/             Application         Analysis          Synthesis        Evaluation
            Comprehension

Content                                              Process                                                  Product
           List of specs for     Model of a Bomb   Chart of Design     Aviation in the   Discuss if          List
American   three American        Sight             Influences on the   South Pacific     Bomber use in       Model
                                                                                                             Chart
Bombers    Bombers                                 Bombers today       Card Game         the South Pacific   Game
                                                                                         was too             Discussion
                                                                                         extensive           Summary
                                                                                                             Timeline
           Oral Repetition of    Summary of        Series of drawings Model of a      Debate if              Drawings
Japanese   Japanese Bombers      Japanese          comparing Japanese Kamikaze Battle Kamikaze pilots        Debate
Bombers                          Bombers in the    and American                       were effective         Oral desc.
                                 War‟s outcome     Bombers                                                   Poster
                                                                                                             Schedule
                                                                                                             Memoran.
           Oral Description of   Timeline of       Chart of weaponry   Air Force         Discuss if          Persuasivep
Bomber     Fighters used         Fighters          used                recruitment       escorts helped      aper
Escorts                                                                poster            or hindered
                                                                                         bombing runs

           Schedule of           Model of Anti-    Timeline of Aircraft Memorandum of Persuasive
Bomber     bombing runs          Aircraft gun      Carriers             Disciplinary  Paper on our
Bases                                                                   Procedures    justification in
                                                                                      putting Military
                                                                                      Bases on these
                                                                                      islands.
Essential Knowledge of RtI/ALM
• CBAM (Concerns-Based Adoption Model)


• RtI Leadership Team


• Autonomous Learner Model


• Multi-Tiered Instructional Model
Essential Knowledge of RtI/ALM
• Universal Assessment/Screening (Strength-based)


• Progress Monitoring


• Data Driven Decision Making/ Problem Solving
  Process

• Family Partnerships
Essential Knowledge of RtI/ALM
• Community Partnerships


• Fidelity of Implementation


• RtI/ALM for Gifted & Talented Learners


• Our Goal: The 21st Century Autonomous
  Learner
Essential Skills
• Applying the CBAM Process

• Developing Facilitative Environments

• Using Communication Skills

• Using Consultation Skills

• Using Collaboration Skills
  Essential Skills
• Discussing for Understanding & Implementation

• Acquiring basic knowledge of Response to Intervention
  (RtI)

• Acquiring basic knowledge of Autonomous Learner
  Model (ALM)

• Facilitating RtI Leadership Team

• Developing Multi-Media Products
 Essential Skills
• Facilitating Progress Monitoring

• Using Problem Solving Process to Make Data-
  Driven Decisions
• Meeting with Learners as They Facilitate Learning
  Decisions
• Implementing Learner-Based Curriculum &
  Instruction
• Processing Individual & Group Reflections of
  RtI/ALM Process
 Essential Skills
• Supplying On-going Resources & References for
  RtI/ALM

• Providing Workshop Presentations & Facilitation

• Designing High Quality Curriculum

• Providing High Quality Instruction

• Implementing Evidence-based Teaching Strategies
  at All Levels
                     A Summary:
                RtI & ALM Curriculum

 Includes the Intellectual, Emotional & Social Domains of the
    Learner
   Develops the strengths and abilities of the individual
   Includes all Five Dimensions of the ALM
   Includes areas within all Five Dimensions of the ALM
   Includes Content + Process + Product = Learning Experience
   Includes Universal, Targeted & Intensive Levels according to RtI
   Aims toward the goal of developing each student as an
    autonomous learner
Reflection…
 What new ideas do you have about the Response to
  Intervention framework and the Autonomous
  Learner Model that you didn’t have before this
  afternoon’s session?

 What new questions does the session cause you to
  ask?

 What action steps are you now planning?

				
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