GT RTI Tiers II III and IV

Dr. Ruth Coleman

The questions to ask about Tier 2 include:

  • What additional enhancements, enrichments, and challenges can we provide for students who demonstrate a need to go beyond the general curriculum?
    • Marti: Students can choose what they want to learn/make and journal the progress.  These journals can be graded with a GRIT Rubric.  There will be a presentation (also graded with GRIT) in the end but the finished product will not be graded.
    • Marti: We will also provide self-paced online reading and math programs to help them with benchmark improvement.
    • *Marti: Deep Reading/Thinking and Thoughtful Writing…Making connections and researching topics so they can show thinking by write more thoughtfully.
  • How will we use progress monitoring and other assessment data to make decisions about student learning needs?
    • Marti: We can continue to watch benchmarks and learning attitudes.
    • *Marti: Grading writing with the Google Doc add-on WriQ will let parents and students see progress.
  • What kinds of collaboration will need to be in place?
    • Marti: We can collaborate with the teacher, principal, and parents digitally, by phone, or in person so all know the goals and successes of each student.
    • *Marti: Google Classroom assignments and summaries are offered.
  • How will we involve parents in the decision making process as we explore possible nomination for formal identification?
    • Marti: They can be kept informed of rubrics, benchmarks, and learning attitudes as shown in the Renzulli’s Scales and other measures.
    • *Marti:  Parents will be asked to fill out a survey.

The questions to ask about Tier 3 include:

  • What support services will be offered for students at the most intensive levels of need?
    • Marti: Students can participate in the 4th and 5th grades GT Magnet Classrooms
  • Is this going to include learning opportunities provided in a resource pull-out format? If not, what will take the place of this?
    • Marti: Full day learning with intellectual peers including the “Specials” classes (Music, Art, Library, PE, and Computers).
  • How will decisions be made regarding formal identification?
    • Marti: See identification outlined in the TFSD 3 Year Plan.

Marti Pike TFSD GT Coordinator

We can Intervene for GT students identified as GT but unwilling or unable to join the Magnet Classrooms.  We are watching the AIMSweb benchmark scores and trends to determine need.  We are constantly looking for ways to help regular ed. bright students. Sometimes we pull together small groups (Tier II) either physically or online. Students can be enriched and accelerated in core subjects.  This year we are also working on extending “Genius Hour” opportunities at differing intensities.

When students respond well to the interventions, we might consider testing them and helping them join the GT Magnet Classrooms in grades 4 and 5 (Tier III) depending on time of year and size of class.  We have created a proposal for grade 3 that has not yet been accepted.

Marti Pike TFSD GT Coordinator

The questions to ask about Tier 4 include:

Why do we need tier 4?

Dr. Mary Ruth Coleman

…the basic concept of RTI for students who are gifted is the same as for other students: to plan appropriate instruction, based on data that show the learners’ needs. The needs for many students who are gifted will often include additional enrichment and challenge in their area(s) strength. Depending on the intensity of these needs, services are either provided in Tiers 2 or 3 (or whichever number of tiers is being used).

Marti Pike TFSD GT Coordinator

I would like to propose a Tier 4 for students that are in the GT Magnet Classrooms but needing even more intense training than is offered to the whole class.  Again, the need is shown by how they respond to challenges.

Last year a few fourth graders that responded very well to learning to code and some pre-app development assignments.  Three of them were pulled into the room next door learn how to develop apps and to practice.  They were ready for the added intensity.  The rest were not because they opted out of doing the easier assignments.

This year I would like to add a Tier 4 for Spanish and a Tier 4 for Class Hacker (their choice projects) as students show a desire and a need.  I will get better at celebrating these successes with them.
Genius Hour Intro:
“Structuring Your Program” (I am working on a GT RTI translation.)
Benchmark Assessments: 4 Best Practices
GT 3 Year Plan for TFSD, Revised 2017:
TFSD GT Philosophy:

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