
Academically and Intellectually Gifted at RPS
The Ridgefield Public Schools recognize the diverse needs of all students through the delivery of a robust and rigorous curriculum that is engaging, meaningful, creative, and cognitively complex. Differentiation and choice exist within the general education program to serve all students within the social, emotional, and learning spectrum. The Ridgefield Public Schools also recognize that there are academically and intellectually gifted learners (AIG) who require specialized and differentiated instruction beyond the Tier 1 experience, and are committed to supporting the unique needs of AIG students.
According to the Connecticut State Department of Education (CSDE), students identified as gifted and eligible for AIG support are those with extraordinary learning ability (commonly referred to as gifted); which pertains to academic achievement and intellectual creativity. AIG students demonstrate or show the potential to demonstrate extraordinary learning ability (Section 10-76a-2) and give evidence of very superior intellectual, creative, or specific academic performance.
At RPS, the AIG Team may refer highly able students for additional evaluation and subsequent services because of their unique needs for differentiated instruction beyond those provided in the general education program in order to realize their intellectual, creative, or specific academic potential. RPS recognizes that outstanding abilities are present in students from all cultural groups, across all economic strata, and all gender identities and may include students identified as having a disability through the IEP and/or 504 process.
The Ridgefield Public Schools adhere to the requirements provided by the CSDE for referral, evaluation, and identification of students who may be gifted. The referral may come from any source with specific knowledge about the student’s performance, including a teacher, administrator, parent, guardian, or child. However, this requirement does not include the provision of programming. Therefore, while RPS educators and leaders do the best that they can with the resources available, there is currently no AIG instructional program in RPS. With this said, in the last two years, a representative team has worked to begin to revise the referral, evaluation, and identification process, calibrate the elementary schools, and begin to connect the AIG identification process to the enrichment pathway, which is part of the Multi-Tiered System of Supports (MTSS).
Multi-Tiered System of Supports (MTSS)
The Referral, Evaluation, and Identification Process at RPS
The goal of RPS’s Tier 1 Curriculum and the Multi-Tiered System of Support (MTSS) pathways is to meet the needs of all students. Highly able students, who need more than enrichment as part of the Tier 1 curriculum and meet the criteria, can receive longer-term and targeted enrichment in the individual area(s) of strength through MTSS Tier 1 plus enrichment (see graphic above). Elementary students in MTSS Tier 1 plus enrichment receive an individualized plan that is completed mainly during the differentiation block with instruction from the teacher. Students can remain in Tier 1 plus enrichment or return to occasional enrichment as part of the Tier 1 curriculum. This movement is determined by the MTSS team as evidenced by student data, and data collected during each MTSS enrichment Tier 1 plus cycle.
If a student has received multiple cycles of Tier 1 plus enrichment, and the data and feedback from the team determine that a student’s academic needs are still not being met, the MTSS team can refer a student for evaluation and for the consideration of AIG identification and eligibility. Decisions for referral to AIG are made based on evidence, student progress, and growth indicating the need for more complexity and advanced work.
The referral process for AIG does not begin until students are in second grade, or eight years of age, whichever comes first. When students first enter school the focus is on nurturing their potential. Through Tier 1 instruction, all students have access to a rich curriculum and multiple opportunities for enrichment as needed. In addition, for students who are demonstrating a need for more targeted and sustained enrichment, the MTSS enrichment pathway includes an opportunity through Tier 1 Plus. The criteria for the enrichment plans include indicators designed to identify bright and gifted students. These indicators include dispositions typically found in students who fit the AIG profile. Even further, the assessments used for evaluation in this process are most valid and applicable beginning with students at this age and/or grade. What is different in RPS, and key for the fidelity of any AIG referral and eligibility process, is the analysis of the data resulting from the Tier 1 plus instruction in order to make a determination regarding whether further, formal evaluation is warranted. If a student is referred for AIG evaluation and does not meet the criteria for enrichment instruction via Tier 1 plus and or has not yet participated in more than one cycle of Tier 1 Plus, the AIG team can defer or deny the request for further evaluation.
Separately, RPS recognizes that the gifted evaluation and identification process does not follow federal Individuals with Disabilities Education Act (IDEA) regulations, timelines, and laws, which are used in processes related to special education.
According to the Connecticut State Department of Education:
“It is important to note that Gifted and Talented Education is not included in the Federal Individuals with Disabilities Education Act (IDEA), which sets forth the federal requirements regarding special education. Therefore, only state regulations apply to Gifted and Talented Education and not the IDEA. Related to this, it is important to note that, although some terms like “PPT” (Planning and Placement Team) and “identification” are shared between the activities of identifying children with disabilities and children who are Gifted and Talented, these terms have specific definitions that are unique to each activity.”
Therefore, when students are referred to the AIG identification process, parents will be notified and the AIG process will be explained within the context of their child’s data and learning profile. If families have questions about the AIG referral process, MTSS enrichment pathways, or any other related questions, they should contact their school principal.