Implementing RtI With Gifted Students shares how RtI can fit within the framework of gifted education programming models. This edited book will serve as a reference guide for those interested in learning more about RtI and how it might be effectively implemented to meet the needs of all gifted students. Chapters contributed by top gifted education experts focus on topics including tiered supports and services for gifted learners; screening, assessment, and progress monitoring; evidence-based practices; popular gifted education models that fit within a tiered framework; and diversity. Additional resources for schools include a self-assessment needs survey; guidelines for planning; forms, templates, and timelines for getting started; and rubrics for reviewing implementation fidelity and progress.
Table of Contents
Foreword Preface SECTION I: INTRODUCTION Chapter One Overview of Response to Intervention and Its Application to Students With Gifts and Talents SECTION II: COMPONENTS OF RTI FOR GIFTED LEARNERS Chapter Two Screening, Assessment, and Progress Monitoring Chapter Three The Importance of Family Engagement Chapter Four Problem Solving: From a Process to a Culture Chapter Five Using Data-Driven Decision Making Chapter Six Evidence-Based Practice Model and Response to Intervention for Students With Gifts and Talents SECTION III: GIFTED EDUCATION MODELS THAT FIT WITHIN TIERED FRAMEWORKS Chapter Seven The Schoolwide Enrichment Model: Responding to Talent Within an RtI Framework Chapter Eight Response to Intervention and the Autonomous Learner Model: Optimizing Potential Chapter Nine The Integrated Curriculum Model: A Basis for RtI Curriculum Development Chapter Ten Recognizing and Nurturing Potential Across the Tiers: U-STARS~PLUS SECTION IV: SPECIAL ISSUES AND CONCERNS Chapter Eleven Culturally Responsive Response to Intervention: Meeting the Needs of Students Who Are Gifted and Culturally Different Chapter Twelve Twice-Exceptional Learners and RtI: Targeting Both Sides of the Same Coin Chapter Thirteen Remaining Challenges, Limitations, and Concerns Chapter Fourteen Future Directions and Opportunities About the Editors About the Contributors
Mary Ruth Coleman, Ph.D., is a senior scientist at the Frank Porter Graham Child Development Institute and Research Associate Professor in the School of Education at the University of North Carolina at Chapel Hill. She directed Project U-STARS~PLUS (Using Science, Talents and Abilities to Recognize Students), a Javits Gifted and Talented Student Education Program and project.
Susan K. Johnsen, Ph.D., is professor emerita of the Department of Educational Psychology at Baylor University.