Abstract
This chapter depicts a gifted programming framework following a multi-tiered system of support (MTSS) model in K–12 education. Data-driven instruction and differentiation uphold a continuum of service model. This continuum is an essential characteristic of comprehensive gifted and talented programming. The gifted MTSS promotes talent development, creativity, and critical thinking in heterogeneous student groups while meeting the targeted needs of gifted students. This chapter also examines factors contributing to vulnerabilities in gifted education, the role of the gifted and talented teacher/specialist, and how to implement the gifted MTSS model effectively. Each tier in the gifted and talented program meets different learning objectives. The three tiers in the gifted MTSS are Gifted Tier I: Whole class push-in enrichment; Gifted Tier II: Content-based small group instruction; and Gifted Tier III: Pull-out gifted services.
TopIntroduction
Through the ages, knowledgeable members of society have regularly been the victims of persecution and, in some cases, execution. Geniuses of the past, from Socrates and Galileo to Einstein and Turing, were punished because of (or in spite of) their incredible accomplishments. Nevertheless, high ability and intelligence have led to remarkable discoveries, progress, and life-altering contributions to humanity. Educators are charged with finding talent and nurturing it for the betterment of society and the advancement of gifted individuals.
The traditional school curriculum is rapidly changing. The gifted multi-tiered system of support (MTSS) model is a unique approach to gifted instruction and programming. Given the racial inequities in gifted education (Gentry et al., 2022; Peters et al., 2019), it is no longer prudent to focus on identifying students. Instead, following the gifted MTSS model, educators identify student needs. When educators examine the progress schools have made to support struggling students, we observe a needs-based multi-tiered system of support. Likewise, academically advanced students can benefit from tiered gifted services when needed.
Gifted education in the American education system is susceptible to criticism and elimination because teachers and administrators are inadequately trained in gifted education and ill-equipped to advocate for the specialization (Johnsen & Kaul, 2019). Additionally, gifted and talented programs currently have a reputation for racial bias and inequity, favoring Caucasian and Asian students while under-identifying African-Americans, Hispanics, Native Americans, Pacific Islanders, and students of more than one race (Gentry et al., 2022; Peters et al., 2021). In addition to providing a comprehensive overview of a tiered model of gifted programming, this chapter details effective strategies within each tier of the program while embedding professional development for teachers in heterogeneous classrooms to support advocacy of quality gifted and talented programs.
The gifted multi-tiered system of support is a continuum of services to support gifted and talented students. The MTSS disaggregates best practices into distinct services. Each tier in the gifted MTSS framework encompasses different gifted pedagogical approaches. Parallel to the multi-tiered systems of support for struggling students, the gifted MTSS aspires to enrich learning experiences for all students while providing targeted programming for gifted students (Drury et al., 2021). Its successful implementation establishes a comprehensive gifted and talented program.
The goals related to the gifted MTSS in this chapter are: 1) define the gifted and talented specialist’s role in ensuring most students benefit when quality gifted programming is in place, 2) identify best practices that help expand gifted services, and 3) establish a framework that supports gifted students. The multi-tiered system of support aims to address the challenges of gifted education while casting a wider net of effective gifted strategies. The gifted multi-tiered system of support establishes a framework for a comprehensive gifted and talented program. The student outcomes in the gifted MTSS are measurable and data-driven within each tier.
Gifted and talented identification within the gifted MTSS approach seeks to specify student needs following best practices in gifted education. These practices include using student profiles to view multiple performance measures, considering multiple pathways to program services, comparing students to students in the local cohort, and presenting profiles to a committee for review with student identifiers removed (Gentry et al., 2022; NAGC, n.d.; Peters et al., 2021). Annual reviews of student needs ensures an unbiased review of eligibility for gifted services while matching services to student needs.
Key Terms in this Chapter
Creativity: The ability to produce or develop original work, theories, techniques, or thoughts. A creative individual displays fluency, flexibility, originality, elaboration, complexity, curiosity, imagination, expressiveness, and risk-taking tendencies (APA, 2020 AU56: The in-text citation "APA, 2020" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ; Williams, 1993 AU57: The in-text citation "Williams, 1993" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Gifted and Talented Specialist: A professionally qualified educator trained in gifted education who works with pupils and adults alike. Responsibilities include compiling and analyzing student data, creating profile sheets for identification, professional development, community education, pupil testing, and delivering units of instruction.
Multi-Tiered System of Support: A continuum of educational services developed to target specific learning differences and assist students in achieving according to their potential.
Divergent Thinking: Divergent thinking is “creative thinking in which an individual solves a problem or reaches a decision using strategies that deviate from commonly used or previously taught strategies” (American Psychological Association [APA], 2020). In the context of this chapter, readers can use “divergent thinking” interchangeably with the term, ‘creative thinking,’ which is “the mental processes leading to a new invention, solution, or synthesis in any area. A creative solution may use pre-existing elements (e.g., objects, ideas) but creates a new relationship between them” (APA, 2020 AU58: The in-text citation "APA, 2020" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Gifted and Talented Teacher: A teacher trained in gifted education who delivers units of instruction to meet student needs.
Identification: The methodical practice of determining student eligibility for gifted and talented services.
Gifted and Talented: Gifted and talented students are those identified by professionally qualified persons who possess or demonstrate a high level of ability in one or more content areas compared to their chronological peers in the local school district. These children, capable of high performance, require differentiated educational programs and services beyond those usually provided by the regular school program to achieve their potential and realize their contribution to self and society. (Marland, 1972 AU59: The in-text citation "Marland, 1972" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ; New Jersey Department of Education, 2020 AU60: The in-text citation "New Jersey Department of Education, 2020" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).