2010 Texas Legacy Award Nominee (TAGT)

RTI for the Gifted Student is written to update educators (K–12) about the RTI process and how it applies to gifted/talented (G/T) learners. Included in this introduction is an overview of the following:
      • Features of RTI for G/T students
      • Value-added practice
      • Comparison of RTI for G/T and for struggling learners
      • Best practices of differentiation for G/T students
      • RTI process for G/T students
      • Characteristics of G/T students

Features of RTI for G/T Students This book is built upon the best practices for the education of G/T students. Best practices include differentiation, research-based strategies, classroom management strategies, products, and product assessment.

In what ways does RTI for the gifted student look the same as or different from RTI for the struggling learner?

Features of RTI for the G/T parallel those for struggling learners in several ways. Both include…
      • observation, identification, and documentation;
      • research-based instruction based on student assessment and best practices;
      • choice of activities based on pre-assessment of content;
      • continuous monitoring of progress toward student self-assessment; and
      • evaluation of process and products through rubrics with external and student self evaluation.

RTI for the gifted in a regular classroom is a process that evaluates students' reactions to appropriate curriculum. This appropriate curriculum includes research-based management and instructional strategies.

RTI for the gifted includes instruction to observe behaviors particular to gifted learners. These observations lead to screening and identification of G/T students for services.

RTI for the gifted services include both pre- and post-assessment with documentation to ensure student growth.

RTI for the gifted offers assessments that guide further educational decisions and opportunities for the gifted.

All Levels.


Download the Table of Contents page here.