Academically and Intellectually Gifted at RPS

The Ridgefield Public Schools are committed to recognizing and meeting the diverse needs of all students through a robust, rigorous, and engaging curriculum that fosters creativity, cognitive complexity, and meaningful learning. Differentiation and student choice are integral to the general education program, ensuring all learners are supported across social, emotional, and academic domains.

RPS acknowledges that some students, those who are Academically and Intellectually Gifted (AIG), require specialized, differentiated instruction beyond Tier 1 to fully develop their potential. In alignment with the Connecticut State Department of Education (CSDE) guidelines, AIG students are identified as having extraordinary learning ability in areas such as academic achievement, intellectual capacity, or creative thinking (Section 10-76a-2). These students may demonstrate, or have the potential to demonstrate, superior intellectual, creative, or academic performance.

Our district is dedicated to supporting the unique needs of AIG learners while embracing the belief that outstanding abilities can be found 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.

RPS follows CSDE requirements for the referral, evaluation, and identification of gifted students. While the state mandates identification, it does not require programming. Nevertheless, RPS educators strive to provide appropriate opportunities within available resources. Over the past two years, a district team has revised referral and evaluation processes, calibrated practices across schools, and connected AIG identification to the enrichment pathway within the Multi-Tiered System of Supports (MTSS).

The Referral, Evaluation, and Identification Process at RPS

RPS utilizes a Multi-Tiered System of Supports (MTSS) to meet the needs of all learners, including those who may need academic enrichment.

Multi-Tiered System of Supports (MTSS)

• Tier 1 Enrichment: All students have access to high-quality, differentiated instruction with opportunities for occasional enrichment based on performance and interest.
• Tier 1+ Enrichment: For students consistently exceeding grade-level expectations, individualized enrichment plans are developed and delivered primarily during designated differentiation blocks. Student progress is closely monitored, and enrichment is adjusted or discontinued based on ongoing data analysis.
• Referral for AIG Evaluation:
  • Students typically receive multiple cycles of Tier 1+ enrichment before being considered for AIG referral.
  • MTSS teams use a combination of academic benchmarks, teacher observations, and learner dispositions to determine readiness for AIG evaluation.
  • AIG referrals are not initiated before grade 2 or age 8, as early development is highly variable, and evaluation tools are more valid for older students.
• Evaluation and Identification:
  • If referred, students are evaluated for AIG eligibility based on multiple data points, including standardized assessments, student work, and evidence of advanced learning ability.
  • RPS emphasizes the analysis of Tier 1+ enrichment outcomes as a critical component of the decision-making process.
• Clarification of Legal Context:
  • Gifted education in Connecticut is governed solely by state regulations and does not fall under the federal Individuals with Disabilities Education Act (IDEA).
  • Terms like “Planning and Placement Team (PPT)” do not apply to AIG processes, even though some language may overlap with special education terminology.

Families are kept informed throughout the process, and school principals serve as key points of contact for any questions about enrichment or AIG procedures.

Services

While Connecticut does not mandate gifted education programming, Ridgefield Public Schools strives to provide services that address the learning needs of highly able students within available resources. Currently, enrichment is available k–8 and AIG programming is available for the first time in grades 2 through 5.

These services include:

• Tier 1+ Enrichment MTSS Services:
  • Delivered within the general education setting
  • Focused on extending learning in individual areas of student strength
  • Includes access to individualized enrichment plans supported by teachers and the MTSS team
• AIG Services (for Identified Students):
  • May include sustained enrichment, advanced academic challenges, independent projects, and differentiated instructional pathways
  • Designed to help students realize their intellectual, creative, or academic potential
• District Supports:
  • Collaboration with the district elementary AIG specialist for guidance on identification, planning, and instruction

RPS is committed to continuous reflection and improvement in its enrichment and AIG practices, ensuring that all students receive the support necessary to reach their full potential.