Ongoing Issues Surrounding RTI

2015 ◽  
pp. 268-283
Author(s):  
Wanda G. Chandler
Keyword(s):  
High School ◽  
Service Delivery ◽  
Gifted And Talented ◽  
School Personnel ◽  
Transition Services ◽  
Delivery Model ◽  
Educational Environments ◽  
Rti Model ◽  
Involved Parents ◽  
Talented Students

Despite federal and state mandates regarding the use of the Response to Intervention (RTI) service delivery model and its widespread adoption in school districts across the nation, many issues still surround the model and its implementation, particularly at the secondary level. This chapter focuses on some of the more prevalent issues, including the importance of determining whether the RTI model as a whole is effective within middle and high school educational environments, how much time students should spend within each tier, how the roles of certain school personnel have changed with the implementation of the RTI model, the importance of providing transition services for all struggling students within RTI, how involved parents should be in the RTI process, how assessments are conducted within the model, and how gifted and talented students fit into the model.

Exploring Bullying: Fifth Graders’ Interpretations and Understandings

2020 ◽  
pp. 016235322097830
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Mental Health ◽  
Gifted And Talented ◽  
Fifth Graders ◽  
Gifted Students ◽  
School Personnel ◽  
Fifth Grade ◽  
Descriptive Case Study ◽  
Fixed State ◽  
Talented Students

This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.

College Bound: Advice for Academically Talented Students From Recent Graduates

2019 ◽  
Vol 31 (2) ◽  
pp. 87-110
Author(s):  
Melanie S. Meyer ◽  
Jeff Cranmore
Keyword(s):  
High School ◽  
High School Graduates ◽  
School Personnel ◽  
Application Process ◽  
Senior Year ◽  
Social And Emotional ◽  
Academic Courses ◽  
Recent Graduates ◽  
Talented Students ◽  
Academically Talented Students

For students who decide to enroll in college after high school graduation, there are numerous factors to consider when searching for potential matches and choosing from the available options. Ten recent high school graduates who participated in self-selected, ability-grouped, advanced academic courses in high school were interviewed at the end of senior year. These students shared valuable lessons they learned about the college decision-making process to offer guidance to students beginning the college search, and the adults, in and out of school, who help them make those choices. Participants offered advice about preparing to apply to college, the application process, and related social and emotional considerations. Nine key themes were identified in which participants encouraged early exploration of career-related interests, a focus on person-environment fit, and managing expectations. Implications for students, parents, and school personnel are also discussed.

The Call for Raising Standards: Promising Responses

2002 ◽  
Vol 25 (2) ◽  
pp. 57-61
Author(s):  
Lee Alvoid
Keyword(s):  
High School ◽  
Gifted And Talented ◽  
School Principal ◽  
High School Principal ◽  
The Status ◽  
Talented Students

What is the status of ambitious national recommendations designed to develop the talent of our brightest students? Have states, districts, and individual schools taken action? Are we much further along as a nation in raising the expectation level for gifted and talented students? As a former middle and high school principal, I have pictures of specific students in mind when I contemplate these answers. There has been progress, but not nearly enough has been accomplished.

A School-Based Programme for Gifted and Talented Students

1984 ◽  
Vol 2 (2) ◽  
pp. 134-137
Author(s):  
Malcolm Washbourne
Keyword(s):  
High School ◽  
Hypothesis Testing ◽  
Gifted And Talented ◽  
School Curriculum ◽  
Individual Learning ◽  
Senior High School ◽  
School Based ◽  
Talented Students

The paper describes curriculum extension projects in science in a senior high school. Individual extension projects are developed from the base of the school curriculum but extend into broader, more unusual areas according to the individual's particular interest. However, concentrating on extension into breadth also necessitates working in depth, and all work progresses on the basis of hypothesis testing and the development of the necessary skills needed to tackle the task. Pupils discuss their intended goals, draw up a plan of action and contract to complete the task. The overall aim of the teacher is to be a guide and to encourage the pupil to develop an autonomous and individual learning programme and style of working.

Supplementary Materials for Academically Gifted English Students

1982 ◽  
Vol 5 (1) ◽  
pp. 67-73 ◽  
Author(s):  
Jean E. Brown
Keyword(s):  
High School ◽  
Gifted And Talented ◽  
Recent Trend ◽  
Social Awareness ◽  
Wide Range ◽  
Supplementary Material ◽  
Talented Students ◽  
Visual Materials ◽  
English Students ◽  
Academically Gifted

The recent trend to acknowledge and to meet the needs of gifted and talented students has created a new challenge for academic planners, as well as teachers. One manifestation of this challenge is to provide appropriate supplementary materials to meet the needs of these special students. In seeking stimulating supplementary materials, teachers often overlook the obvious, a varied periodical list, while concentrating on amassing a wide range of audio-visual materials. Each type of supplementary material has advantages in certain settings; however, in programs for academically gifted, carefully selected periodicals can be a vital addition. The following list of supplementary periodicals is designed as a guide for teachers of academically gifted English students in high school. The list is neither definitive, nor is it essential that any school include all of the periodicals in their collections. It does provide a variety of materials to nurture the intellectual growth and personal and social awareness of gifted English students.

Case Study Analysis of a Junior/High School Service Delivery Model

2019 ◽  
pp. 365-372
Keyword(s):  
High School ◽  
Service Delivery ◽  
Junior High School ◽  
Junior High ◽  
Service Delivery Model ◽  
Study Analysis ◽  
Delivery Model ◽  
Case Study Analysis ◽  
Education Act

This chapter presents a case study analysis of a junior/high school service delivery model that services identified students with a variety of disability categories under the Individuals with Disabilities Education Act. This model is unique because it is rare for a school to have such a variety of different placement options for students with exceptionalities. Typically, school districts have several options, but not to the extent presented here. This chapter explains the different support options within the service delivery model. The chapter concludes with a discussion about future trends for service delivery models.

Individual School Case Studies

2017 ◽  
pp. 57-71
Keyword(s):  
High School ◽  
Academic Success ◽  
Report Cards ◽  
Online Resources ◽  
Delivery Model ◽  
Related Data ◽  
State Report Cards ◽  
Individual School ◽  
Rti Model

This chapter presents information on a study designed to examine how three schools—one rural middle/high school and two urban high schools—have implemented the RTI service delivery model. Although the students at each site go through tiers, each school uses the model a little differently in order to match its specific needs with its teaching personnel and pupil deficits. Despite the differences in operation, each school has used the RTI model to improve its students' academic success. The data presented in this chapter were gathered from online resources, such as state report cards and individual school demographic information, and interviews with educators at the case study schools. Links to the online school-related data are not provided herein for confidentiality purposes.

scholarly journals Keterujaan Luar Biasa dan Implikasinya Terhadap Pelajar Pintar dan Berbakat di Malaysia

2019 ◽  
Vol 20 (2) ◽  
pp. 115-130
Author(s):  
Amnah Zanariah Abd Razak ◽  
Sahlan Surat ◽  
Saemah Abd Rahman ◽  
Rosadah Abd Majid
Keyword(s):  
High School ◽  
High School Students ◽  
Gifted And Talented ◽  
The Self ◽  
School Students ◽  
Special Trait ◽  
Emotional Dimension ◽  
Self Development ◽  
Positive Disintegration ◽  
Talented Students

Overexcitabilities is a special trait in gifted and talented students but is rarely known to the general public. This overexcitabilities is one of the socioemotional issues faced by gifted and talented students. The concept of overexcitedness has come to be known in the field gifted and talented and has a great impact on the self-development and future of the students. A survey was conducted using the Overexcitability Survey (II) instrument to measure the overexcitabilities of these gifted and talented students. Previous researchers agree that the Overexcitability Survey (II) is also suitable to be used in identifying gifted and talented individuals. The Overexcitability Survey (II) has five sub constructs: emotional dimension, imagination, intellectual, psychomotor and sensory. The findings of the study among high school students (n = 40) in gifted and talented schools in Negeri Sembilan showed that gifted and talented students had the highest score for intellectual constructs (mean = 3.54) and followed by sensory (mean = 3.51), imagination (mean = 3.45), emotion (mean = 3.40) and psychomotor (mean = 3.40). This study also goes through the Positive Disintegration Theory by Dabrowski that gifted and talented students are able to excel and strive to overcome their weaknesses in order to succeed if they are able to adapt to the uniqueness of the over excitabilities. The knowledge of this over excitabilities is necessary to help the excellence of gifted and talented students. ABSTRAK Keterujaan luar biasa merupakan satu keistimewaan yang ada pada pelajar pintar dan berbakat namun jarang diketahui oleh masyarakat umum. Keterujaan luar biasa ini merupakan salah satu isu sosioemosi yang dihadapi oleh pelajar pintar berbakat. Konsep keterujaan luar biasa ini mula dikenali di dalam bidang pintar dan berbakat dan memberikan impak yang besar dalam perkembangan diri serta masa depan pelajar. Kajian tinjauan telah dilakukan menggunakan instrumen Soal Selidik Keterujan Luar Biasa (II) bagi mengukur keterujaan luar biasa pelajar pintar dan berbakat ini. Pengkaji-pengkaji yang lepas bersetuju bahawa Soal Selidik Keterujan Luar Biasa (II) ini juga sesuai untuk digunakan bagi mengenal pasti individu pintar dan berbakat. Soal Selidik Keterujan Luar Biasa (II) mempunyai lima sub konstruk iaitu dimensi emosi, imaginasi, intelektual, psikomotor dan sensori. Hasil dapatan kajian dalam kalangan pelajar sekolah menengah (n=40) di sekolah pintar dan berbakat di Negeri Sembilan ini menunjukkan pelajar pintar dan berbakat mendapat skor tertinggi yang signifikan bagi sub konstruk intelektual iaitu (min=3.54) dan diikuti sensori (min=3.51), imaginasi (min=3.45), emosi (min=3.40) dan psikomotor (min=3.40). Kajian ini juga melalui Teori Disintegrasi Positif oleh Dabrowski menunjukkan pelajar pintar dan berbakat mampu melonjak cemerlang dan berusaha mengatasi kelemahan diri untuk berjaya jika mereka mampu menyesuaikan diri dengan keunikan keterujaan luar biasa yang dianugerahkan. Pengetahuan tentang keterujaan luar biasa ini perlu bagi membantu kecemerlangan pelajar pintar dan berbakat.

An Overview of RTI in Grades 6–12

2019 ◽  
pp. 1-24
Author(s):  
Pam Epler
Keyword(s):  
Elementary Schools ◽  
Academic Success ◽  
Service Delivery ◽  
The United States ◽  
Successful Implementation ◽  
Service Delivery Model ◽  
Delivery Model ◽  
History Of ◽  
Rti Model ◽  
Viable Model

The response to intervention (RTI) service delivery model has been incorporated into elementary schools throughout the United States. This multi-tiered model has been found to assist struggling students in all academic areas through the use of research-based instructional strategies. Because of its success at the elementary level, more and more secondary education institutions are turning to RTI as a viable model that can help students achieve academic success. This chapter provides a history of how the RTI model was established in American elementary schools as well as an overview of how it can be implemented into the secondary educational environment. The chapter also describes the components required for successful implementation along with challenges facing middle and high schools when using the model. This type of service delivery model is a new way of teaching within the secondary educational arena but has been shown to be extremely effective if implemented correctly.

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