Response to Intervention (RtI) was developed as a method for identifying children with disabilities. But now it is being adopted widely as an approach to planning for all students, including those who are gifted. While many concepts associated with RtI ARE good for all students, it is still a deficit model; thus the advanced learning needs of gifted students are often ignored.
In this session, the presenters will describe how one school district has reconceptualized RtI, basing interventions on strengths and interests to promote rigor for ALL. The handout includes specific strategies in the areas of assessment, curriculum and professional learning.