PURSUIT and G/T Response to

Intervention (RtI)

Shifting our Thinking Wisconsin’s

Comprehensive Integrated Gifted Programming Model

The basis for the PURSUIT model of G/T education

Please note the support functions along the slide. These have always been provided and will continue to be provided in the new version of the program.

G/T Response to Intervention (RtI)

Strugglers Gifted

PURSUIT Model and 3 Tier RtI Model

Identification G/T identification in our district is being revised to align with

Response to Intervention (RtI). Some new data/measures will be used, and some data we

currently have will be used, e.g. MAP scores. Initial aptitude testing has been completed, and we’re awaiting

results.

Students’ parents will be notified that their child has been identified. Notification should occur in February. Students identified this year will continue to be identified next year.

Identification will be on-going. New students will be identified as new information becomes

available. Provisions for identified students will be adjusted as new

information becomes available.

Tier 1:High Quality Universal

InstructionLauren Croix will take the lead on this (K-12):

“Little d” differentiation: in-class, every day

Lauren will help teachers with:How to use pre-assessments to identify students

who need more challenge within my classroom How to manage a differentiated classroomHow to differentiate homeworkHow to construct tiered assignmentsHow to use questioning to differentiate classroom

experiences for children.Robin will assist in this as needed.

Tier 2:Gifted kids who need

opportunities beyond the classroom

Lauren will serve K-5. Robin will serve 6-12. “Big D” differentiation and service to students Lauren and

Robin will divide this responsibility by grade levels: “Big D” differentiation: Working with teachers on planning and

implementing “Big D” differentiation for upper Tier 2 and Tier 3 students in a subject, e.g. compacting, small group provisions, etc.

Service to Students: We will devote at least one day per week to meeting with gifted students during intervention/enrichment periods (K-8) and Flex Time at the high school. K-8 will feature work with the Junior Great Books program.

The emphasis this year will be on ELA: reading, writing, thinking, analyzing, etc.

Tier 3: The most highly gifted and

the underservedRobin will take the lead on this (K-12).Robin will work with teachers, parents and

students on students whose needs exceed even what the Tier 2 provisions provide.

This will also include any student who is exhibiting more potential than test scores show or who isn’t working up to his/her potential. This may be a G/T student at any Tier.

As New Information Becomes Available

All programming options have not been identified yet.

We are focusing on G/T RtI this year, which means reading and math. ELA will be the focus for direct service this

year.However, we are supporting differentiation

across the board.

We hope to have future parent meetings to share additional information once we have it.