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Response to Intervention KnowledgeBase

This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.

The Response to Intervention KnowledgeBase is an online resource supporting educators in understanding and implementing the response to intervention (RTI) model. The National Implementation Research Network (NIRN) has identified four stages in the implementation of evidence-based strategies such as RTI. The first stage is Exploration, and it involves consideration of the essential components of RTI models and the district or school's readiness to implement an RTI model with fidelity. During the second stage, Installation, a district or school selects an RTI model and works actively to put in place all of the supports necessary for implementing the essential components. These supports can include staff member training, policies, implementation guides, forms, assessments, instructional programs, and software. The third stage is Initial Implementation, and it involves implementing the essential components. Initial Implementation can involve just a few components or teachers, and then implementation expands over time. When the majority of teachers are implementing all components of RTI with fidelity, the district or school is in the fourth stage, called Full Implementation. This KnowledgeBase is geared primarily toward those in the Exploration and Installation stages, with some resources for those in the Initial Implementation stage.

Task 1: Learn About Research and Issues

guideline: Adapting response to intervention (RTI) for use with gifted learners emphasizes addressing the needs of all students. Though there is little research on RTI and gifted learners, understanding the associated issues provides practitioners with a foundation upon which to make future decisions regarding implementation of RTI. This task provides resources identifying issues associated with RTI and gifted learners.



Policy Implications at the State and District Level with RTI for Gifted Students

This article from the summer 2009 issue of Gifted Child Today reviews the policy implications associated with RTI for gifted students.

Response to Intervention for Gifted Children - National Association for Gifted Children (NAGC)

The National Association for the Gifted, a division of the Council for Exceptional Children (CEC- TAG) recognizes the importance and the impact of the Response to Intervention (RTI) method of identifying and serving students with diverse educational needs.


Gifted Students, Gifted Services, and Response to Intervention (RTI)

Twice-exceptional students need services for both disability and high ability. RTI can supplement but not replace a systematic program of services for students with high abilities. Through RTI, teachers address the needs of gifted students including those who also have learning disabilities.

Meeting the Learning Needs of Gifted Students with RTI

Although Response to Intervention (RTI) has gained an impressive reputation for helping struggling students, Tamara Fisher says the model works with more than just low-achieving students.