Even though there is hypothetical merit in utilizing a Response to Intervention (R.T.I.) model for High Ability students, one can find no examples of this in practice. Johnson (2008) states that while this could be considered a helpful model for monitoring student progress, as of yet the gifted student has not been considered in implementation models. From one school corporation’s recommendations, they point out, congruent with an R.T.I. model, that, as  Gifted Students: All students receive research-based strategies and standards-based instruction::

All students should receive strategies that are proven in the field of gifted education. Acceleration in the area of strength, content extensions for depth and complexity, time with cognitive peers, high level problem solving approaches and use of inquiry and creative thinking strategies are a few critical strategies for ongoing learning. (http://weldsd.viadesto.com/media/EDocs/RTIandGT.doc)

This is to include early intervention through universal screening for strengths—which may prove particularly useful in identifying students from traditionally underserved populations.

            As part of the steps of moving through R.T.I. tiers, schools may use the same type of problem-solving approach in designing programs for gifted students as it does for other students. It is pointed out that this may be particularly useful for gifted students who also have a disability, where ongoing collaboration among special, general, and gifted education is critical for long term planning.