ABSTRACT

RtI, sometimes called Response to Intervention or Instruction, is a multi-tiered system of support relying on data about a student's strengths and needs to develop an evidence-based instructional plan. The choice of an RtI framework for identification and services flows logically from a philosophy that gifted education can only flourish within a culture that supports excellence for all learners. Wisconsin has taken a leadership role in the integration of gifted education within their RtI/MTSS (Multi-tiered Systems of Support) model. Culturally responsive practices are built into the Wisconsin model and students who exceed benchmarks are explicitly included in gifted services. The idea that potential is fundamental to giftedness is not new and several models of gifted education include a focus on nurturing potential. The value added of an RtI approach is its explicit framework for collaboration between general and gifted education. RtI seems to offer a new path to the identification of students with dual exceptionalities.