There are three levels of support under the Response to Intervention (RtI) umbrella
Tier One: Classroom Differentiation
Teachers differentiate for a variety of learners in the classroom and for gifted learners, this might include:
Extension projects
Open-ended assignments
Projects with additional levels of complexity
If these strategies have been put into place, and there is evidence that a student needs additional enrichment, then the classroom teacher can refer the student to a team at the school called the School-Based Team
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School-Based Team
Evidence must be brought to the team that demonstrates that adaptations have been put in place in the classroom to support students
If the School-Based Team team recommends it, the Gifted Learning Support Teacher can assist with putting classroom strategies into place.
The Gifted Learning Support Teacher might do the following:
Observe a student
Collaborate with the classroom teacher to recommend ideas to support the student in the classroom
Provide or recommend resources to assist the student
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Tier Two Supports
After tier one supports have been implemented and there is documented evidence that these classroom adaptations have taken place, then the student can be referred to the SchoolBased Team
The School-Based Team will review the documented evidence and if the student has a demonstrated need for additional supports, then tier two supports will be considered
The School-Based Team might recommend the following:
1) Observations
2) Short-Term, targeted support
3) Participation in Primary District Gifted Learning Support seminars
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Tier Two Supports What is Targeted Support?
The Gifted Learning Support Teacher can support students by providing short-term targeted support at the school with small groups of students
Targeted support includes identifying learning goals based on student needs, abilities, and interests and it is usually 3-6 weeks in length Seminars
Students can attend seminars based on their age, abilities, and interests
Short-term targeted support and seminar participation do not continue each year
Only primary students can attend District Gifted Learning Support Seminars without a designation
**Intermediate students must have a gifted designation to attend seminars
Next Steps
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After students have attended seminars or received short-term, targeted support, the Gifted Learning Support Teacher and Classroom Teacher will update the team on the student’s response to what has happened so far
The team might recommend that:
Documented evidence shows that further support is warranted and the student might receive further support OR
If appropriate for the student’s learning needs, the targeted support may finish at that time
Students who require further supports may be referred to the School-Based Team and brought to the District Gifted Screening Committee
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The Gifted Screening Process
If a student requires more intensive interventions, they may be brought to the District Gifted Screening Committee
The School-Based Team must recommend that a student be referred for screening
This process involves the following steps:
1) Gifted Pre-Screening
2) Assessment
3)Gifted Screening
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Tier Three Supports
If a student receives a gifted designation, they will have the following supports:
An Individual Education Plan (IEP) will be developed with parents and the school
Targeted targeted Gifted Learning Support will be delivered on an ongoing basis
They can attend District Gifted Learning Support seminars with like-minded peers in both Intermediate and Primary Grades
They will have ongoing tier one supports and consultation on strategies for classroom differentiation
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Additional Resources
Hoagie’s Gifted Page
Twice Exceptional Gifted Children
National Association for Gifted Children Website (NAGC)
