Overall Model
_____ Does your school use an RTI model that focuses on problem solving?
_____ Is your school’s model flexible?
Monitoring Student Progress
_____ Do you collect data on the student’s strengths and weaknesses?
_____ Do assessments have an adequate ceiling so that advanced students’ growth can be measured?
Tiered Levels of Service
_____ Are services at each level based on student need rather than student label?
_____ Are services provided to nurture potential in young children (particularly those from historically underrepresented populations) prior to formal identification as gifted?
_____ Is the Tier I curriculum rigorous enough for gifted and academically advanced students?
_____ Are above-grade-level tiers of service available to academically advanced or gifted students?
_____ Do interventions for gifted students include networks and mentors in the community?
_____ Are students able to receive both special education and gifted education services?
Curriculum and Instruction Practices
_____ Does differentiation occur at each tier?
_____ Does the school allow above-grade-level curricular interventions?
_____ Does your school use Individual Learning Plans for academically advanced or gifted students?
Collaboration
_____ Are families actively involved in the collaboration planning process?
_____ Does the collaborative RTI team include educators in gifted education?
_____ Does professional development include information about advanced students?
_____ Are teachers trained to use evidence-based strategies in gifted education such as acceleration, content extensions, high-level problem solving, and ability grouping?
_____ Do administrators in your district support inclusion of gifted or academically advanced students in the RTI model?
Rollins, K., Mursky, C. V., Shah-Coltrane, S., & Johnsen, S. K. (2009). RTI models for Gifted Children. Gifted Children Today, 32(3), 29.