Pub Date : 2021-09-09DOI: 10.4324/9781003235736-11
George T. Betts, Robin J. Carey
{"title":"Response To Intervention And The Autonomous Learner Model","authors":"George T. Betts, Robin J. Carey","doi":"10.4324/9781003235736-11","DOIUrl":"https://doi.org/10.4324/9781003235736-11","url":null,"abstract":"","PeriodicalId":346934,"journal":{"name":"Implementing RtI With Gifted Students","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113958383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Overview Of Response To Intervention And Its Application To Students With Gifts And Talents","authors":"S. Johnsen, M. R. Coleman, C. Hughes","doi":"10.4324/9781003235736-2","DOIUrl":"https://doi.org/10.4324/9781003235736-2","url":null,"abstract":"","PeriodicalId":346934,"journal":{"name":"Implementing RtI With Gifted Students","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123964483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-09DOI: 10.4324/9781003235736-17
Laurence J. Coleman, W. T. Southern
{"title":"Remaining Challenges, Limitations, and Concerns","authors":"Laurence J. Coleman, W. T. Southern","doi":"10.4324/9781003235736-17","DOIUrl":"https://doi.org/10.4324/9781003235736-17","url":null,"abstract":"","PeriodicalId":346934,"journal":{"name":"Implementing RtI With Gifted Students","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127699309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter explores the role of engaging families of gifted learners with schools for the purpose of enhancing the educational experience of all learners. It addresses culturally responsive practices and the importance of family engagement within a multi-tiered framework. Parents of gifted children, particularly at the elementary level, are usually very involved in their children's academic and social lives. Family participation in school-related activities may vary however, based on the level of understanding school personnel have about the factors that impact a child's daily experience. All families, even those with limited economic resources, have strengths that should be considered as important and valid. Collaboration of resources between families, communities, and schools will not only enhance educational opportunities, but it also has the potential to create new understandings and, thus, respect for the core of American society, its families, and communities.
{"title":"The Importance Of Family Engagement","authors":"J. Davis","doi":"10.4324/9781003235736-5","DOIUrl":"https://doi.org/10.4324/9781003235736-5","url":null,"abstract":"This chapter explores the role of engaging families of gifted learners with schools for the purpose of enhancing the educational experience of all learners. It addresses culturally responsive practices and the importance of family engagement within a multi-tiered framework. Parents of gifted children, particularly at the elementary level, are usually very involved in their children's academic and social lives. Family participation in school-related activities may vary however, based on the level of understanding school personnel have about the factors that impact a child's daily experience. All families, even those with limited economic resources, have strengths that should be considered as important and valid. Collaboration of resources between families, communities, and schools will not only enhance educational opportunities, but it also has the potential to create new understandings and, thus, respect for the core of American society, its families, and communities.","PeriodicalId":346934,"journal":{"name":"Implementing RtI With Gifted Students","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116460462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-09DOI: 10.4324/9781003235736-15
D. Ford, M. Scott
This chapter examines Response to Intervention (RtI) through three lenses: culture, giftedness, and poor achievement. It argues that RtI will be most effective with culturally different gifted underachieving students when it is culturally responsive. Culture is learned and is mostly out of our awareness. RtI is the practice of providing high-quality instruction and intervention matched to students' needs and using data from screenings, assessments, and progress monitoring to make important educational decisions. The position paper mentioned the issue of implementing RtI with gifted students who are underachieving and/or who are culturally different. Universal screening is essential—all students and their educational performance must be examined to ensure that every student has an equitable opportunity to receive support. The problem-solving model of the RtI framework is grounded in literature connected with behavioral consultation, which is inductive, empirical, and focused on the problem behavior.
{"title":"Culturally Responsive Response to Intervention","authors":"D. Ford, M. Scott","doi":"10.4324/9781003235736-15","DOIUrl":"https://doi.org/10.4324/9781003235736-15","url":null,"abstract":"This chapter examines Response to Intervention (RtI) through three lenses: culture, giftedness, and poor achievement. It argues that RtI will be most effective with culturally different gifted underachieving students when it is culturally responsive. Culture is learned and is mostly out of our awareness. RtI is the practice of providing high-quality instruction and intervention matched to students' needs and using data from screenings, assessments, and progress monitoring to make important educational decisions. The position paper mentioned the issue of implementing RtI with gifted students who are underachieving and/or who are culturally different. Universal screening is essential—all students and their educational performance must be examined to ensure that every student has an equitable opportunity to receive support. The problem-solving model of the RtI framework is grounded in literature connected with behavioral consultation, which is inductive, empirical, and focused on the problem behavior.","PeriodicalId":346934,"journal":{"name":"Implementing RtI With Gifted Students","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127527668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Using Data-Driven Decision Making","authors":"M. R. Coleman, Jennifer G. Job","doi":"10.4324/9781003235736-7","DOIUrl":"https://doi.org/10.4324/9781003235736-7","url":null,"abstract":"","PeriodicalId":346934,"journal":{"name":"Implementing RtI With Gifted Students","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126457231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-09DOI: 10.4324/9781003235736-12
J. Vantassel-Baska
This chapter addresses the features of the Integrated Curriculum Model (ICM), the research base for its use, and the applications of the model to curricula for gifted learners in each subject area. The application of the model to the RtI initiative is also explored, showing its efficacy for working with myriad students with special needs. The ICM approaches the design and implementation process of working with gifted learners in schools as comprehensive. The ICM approaches the design and implementation process of working with gifted learners in schools as comprehensive. The theoretical support for the Integrated Curriculum Model comes primarily from learning theory and development. A theory of constructivism whereby learners construct knowledge for themselves is also central to the instructional emphases within the application of the ICM. The application of the ICM was the basis for all of the William and Mary units of study.
{"title":"The Integrated Curriculum Model A Basis for RtI Curriculum Development","authors":"J. Vantassel-Baska","doi":"10.4324/9781003235736-12","DOIUrl":"https://doi.org/10.4324/9781003235736-12","url":null,"abstract":"This chapter addresses the features of the Integrated Curriculum Model (ICM), the research base for its use, and the applications of the model to curricula for gifted learners in each subject area. The application of the model to the RtI initiative is also explored, showing its efficacy for working with myriad students with special needs. The ICM approaches the design and implementation process of working with gifted learners in schools as comprehensive. The ICM approaches the design and implementation process of working with gifted learners in schools as comprehensive. The theoretical support for the Integrated Curriculum Model comes primarily from learning theory and development. A theory of constructivism whereby learners construct knowledge for themselves is also central to the instructional emphases within the application of the ICM. The application of the ICM was the basis for all of the William and Mary units of study.","PeriodicalId":346934,"journal":{"name":"Implementing RtI With Gifted Students","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132846987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Evidence-Based Practice Model and Response to Intervention for Students with Gifts and Talents","authors":"A. Robinson, M. Stein","doi":"10.4324/9781003235736-8","DOIUrl":"https://doi.org/10.4324/9781003235736-8","url":null,"abstract":"","PeriodicalId":346934,"journal":{"name":"Implementing RtI With Gifted Students","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130823164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-09DOI: 10.4324/9781003235736-18
S. Johnsen, M. R. Coleman
{"title":"Future Directions and Opportunities","authors":"S. Johnsen, M. R. Coleman","doi":"10.4324/9781003235736-18","DOIUrl":"https://doi.org/10.4324/9781003235736-18","url":null,"abstract":"","PeriodicalId":346934,"journal":{"name":"Implementing RtI With Gifted Students","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129080166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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