Year: 2025
Type: article
Abstract: Integrating gifted education into a Multi-Tiered System of Supports (MTSS) provides a systemic approach to addressing the academic and social-emotional needs of high-ability learners (HAL) and twice-exceptional (2E) students. This article examines one state’s initiative to align gifted services with the existing MTSS framework through shared leadership, professional development, and data-based decision-making. Key outcomes include increased educator capacity, stronger collaboration across systems, and sustainable implementation practices. Lessons learned emphasize the importance of state-level policies, accountability measures, and targeted professional learning to ensure fidelity and long-term success. By embedding gifted education into MTSS, states can create an equitable and coherent system that ensures advanced learners receive appropriate and meaningful support to reach their full potential.
Source: Gifted Child Today
Author: Sheyanne S. Smith
Institution: Nebraska Department of Education
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W4411132487