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.
This article from the summer 2009 issue of Gifted Child Today reviews the policy implications associated with RTI for gifted students.
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.
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.
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.
The contents of this website were developed under a grant from the U.S. Department of Education and are intended for general reference purposes only. However, those contents do not necessarily represent the policy of the U.S. Department of Education or the Center, and you should not assume endorsement by the Federal Government. Some resources on this site require Adobe Acrobat Reader. This website archive includes content and external links that were accurate and relevant as of September 30, 2019.