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The Wisconsin Rapids Public School District uses the Response to Intervention (RtI) three-tiered model to provide appropriate services for all students including those with intellectual and academic gifts and talents. Since RtI is a District-wide initiative it is an effective way to provide systematic and continuous services beyond the core curriculum. The RtI process provides students with
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high quality differentiated core instruction
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ongoing assessments to identify learning needs
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a tiered system of evidence-based interventions to meet learning needs
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progress monitoring to ensure that interventions are appropriate and are resulting in adequate student growth
RtI creates an integrated and seamless continuum of service for students. It must be implemented using culturally-responsive and evidence-based practices. It requires effective building leadership and ongoing collaboration among educators with a motto of “all educators for all students”.
For additional information on the Wisconsin Response to Intervention model please refer to the following website: dpi.gov
Key points to remember when implementing RtI for the gifted are:
1. The learning needs of students gifted in any curricular area, not just reading and/or math, will be met using the components of the RtI process.
2. Differentiation of the core curriculum must include advanced level content, creativity, novelty, metacognition and critical thinking skills to address advanced learning needs.
3. Pre-assessment is essential to identify those students who already know the material prior to instruction. For students scoring at the test ceiling, above grade-level testing may be necessary.
4. Students will not be required to receive instruction on material for which they have already demonstrated mastery. Challenge interventions will be offered in place of the core curriculum when classroom expectations have been exceeded. Subject or grade level acceleration may sometimes be necessary.
5. Successful intervention challenges may result in the need for even more intensive interventions moving forward.
6. Professional development, collaboration time, and intervention resources provided for RtI implementation must include options for gifted students.
7. Building level teams should review data to identify students with advanced learning needs including potentially gifted underachievers and those from underrepresented demographic groups.
8. If screening data indicates that more than 20% of students at a grade level in a content area are in need of enrichment, the District needs to address the core curriculum.
The Eight Essential Components of RtI are:
1. Evidence-based curriculum and instruction
2. Ongoing assessment
3. Collaborative teaming
4. Data-based decision-making
5. Fidelity of implementation
6. Ongoing training and professional development
7. Community and family involvement
8. Strong leadership
Each element is part of an interrelated process that should be applied to every student. RtI creates an integrated and seamless continuum of services that encompasses all staff through a multi-tiered service delivery model. The WRPS District’s Gifted and Talented Services adheres to the principles of RtI as the foundation of our practice.
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