View in EDS HTML Full Text PDF Full Text

MTSS[superscript +Gifted] Module: Infusing the Needs of Gifted Learners within the MTSS Model in Graduate Education Programs

Saved in:
Bibliographic Details
Title: MTSS[superscript +Gifted] Module: Infusing the Needs of Gifted Learners within the MTSS Model in Graduate Education Programs
Language: English
Authors: Debra A. Troxclair (ORCID 0000-0002-7777-507X)
Source: Gifted Child Today. 2025 48(3):198-220.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Elementary Secondary Education
Descriptors: Multi Tiered Systems of Support, Teacher Education Programs, Graduate Study, Academically Gifted, Elementary Secondary Education, Student Needs, Advanced Students, Educational History, Educational Legislation, Federal Legislation, Undergraduate Study, Gifted Education
Laws, Policies and Program Identifiers: Every Student Succeeds Act 2015, No Child Left Behind Act 2001
DOI: 10.1177/10762175251330331
ISSN: 1076-2175
2162-951X
Abstract: The Multi-tiered System of Supports (MTSS) process provides for mitigating gaps in our educator preparation programs with respect to providing for the wide array of student learning needs in K-12 classrooms. However, current educator preparation programs do not adequately address the needs of advanced and gifted learners in either undergraduate or graduate educator preparation degree programs. Without information about the needs of advanced learners, tier I instruction in general education classrooms cannot be guaranteed. Integrating the proposed MTSS[superscript +Gifted] Module within graduate degree programs, proposes a solution for mitigating both of these gaps. This module will inform graduate students about a) the process of supporting the learning needs of a range of students in the current classrooms (MTSS), and b) specifically targeting the needs of advanced and gifted learners in that process ([superscript +]Gifted).
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475327
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFU_tkT1bi-XafIL-0nKJGCAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDEflkSGHY-m2qEXAVAIBEICBmmrScir_u2QS1x-P--9m6l562y6-UUDHwjJeuAfT0g-aXwRI2S-vuNoOwvX1NTSIX3KMpGWD95MYkbZb66ppApLnRnQYAzf2HJ6YMW_qOHmhR-tLyyVdHPjnYKqr4WunWtujx6lbaaDTvtL3sxUH4M_EaVL-yp60JekwCZhA9adUymiIVKuBxoJg-w7_dHSo8L4wUGG5EN-U6P8=
Text:
  Availability: 1
  Value: <anid>AN0185811684;gct01jul.25;2025Aug11.09:06;v2.2.500</anid> <title id="AN0185811684-1">MTSS +Gifted Module: Infusing the Needs of Gifted Learners Within the MTSS Model in Graduate Education Programs </title> <p>The Multi-tiered System of Supports (MTSS) process provides for mitigating gaps in our educator preparation programs with respect to providing for the wide array of student learning needs in K-12 classrooms. However, current educator preparation programs do not adequately address the needs of advanced and gifted learners in either undergraduate or graduate educator preparation degree programs. Without information about the needs of advanced learners, tier I instruction in general education classrooms cannot be guaranteed. Integrating the proposed MTSS<sup>+Gifted</sup> Module within graduate degree programs, proposes a solution for mitigating both of these gaps. This module will inform graduate students about a) the process of supporting the learning needs of a range of students in the current classrooms (MTSS), and b) specifically targeting the needs of advanced and gifted learners in that process (<sup>+</sup>Gifted).</p> <p>Keywords: curriculum; gifted education; leadership; response to intervention; teacher education; MTSS</p> <p>By integrating the MTSS<sups>+Gifted</sups> Module into graduate degree programs, we can prepare our students to meet the diverse needs of their students, fostering an inclusive and supportive learning environment for all learners, including advanced learners."</p> <p> <emph>"Federal education law requires the adoption of multi-tiered systems of support to ensure that every student has equitable access to grade level classrooms, equitable opportunities to learn at high levels, and equitable feelings of belonging and hope"</emph>.</p> <p>[<reflink idref="bib19" id="ref1">19</reflink>].</p> <p>Muti-Tiered System of Supports (MTSS) offers tremendous potential for preventing problems by providing students with data-driven support in appropriate doses as applicable to individual student's learning needs ([<reflink idref="bib21" id="ref2">21</reflink>], p. 8). Additionally, another component of the model is the focus it has on developing skilled professional educators who impact student outcomes ([<reflink idref="bib25" id="ref3">25</reflink>]). Data-driven support and professional development are two notable and worthy endeavors.</p> <p>But what exactly is MTSS and how does it impact gifted learners? Is it just another word for Response to Intervention (RtI), or is it an entirely new one-size-fits-all-cure for all that is wrong with our educational system? It seems that while the world was shut down for the Covid pandemic a new set of acronyms made their way into the language of the discipline of education. MTSS has been percolating since 2008 ([<reflink idref="bib24" id="ref4">24</reflink>]). The purpose of this article is to describe an adapted MTSS model to merge two missing curricular elements, the MTSS Model and gifted and high achieving learners' needs within graduate educator preparations programs.</p> <hd id="AN0185811684-2">What is MTSS?</hd> <p>MTSS is "a system designed to meet the needs of all students by ensuring that schools optimize data-driven decision-making, progress monitoring, and evidence-based supports and strategies with increasing intensity to sustain student growth academically, behaviorally, and social emotionally" ([<reflink idref="bib19" id="ref5">19</reflink>], p. 22).</p> <p>The six key tenets of this framework are: (a) "All students are capable of grade-level learning with adequate support; (b) MTSS is rooted in proactivity and prevention; (c) the system utilizes evidence-based practices; (d) decisions and procedures are driven by school and student data; (e) the degree of support given to each student is based on needs; and (f) implementation occurs school-wide and requires stakeholders collaboration" ([<reflink idref="bib19" id="ref6">19</reflink>], pp. 22–23).</p> <p>There are 3 elements of MTSS: (a) vision, (b) instructional design, and (c) tiered systems (for academics/behavior/social emotional domains) ([<reflink idref="bib19" id="ref7">19</reflink>], pp. 30–31). According to [<reflink idref="bib19" id="ref8">19</reflink>], the overall vision of MTSS is a "collective definition of strong and effective instructional practice" (p. 29) and the "instructional design element requires the use of high-quality instructional materials, consists of equitable practices supporting all learners via the use of effective pedagogical practices, and embraces data-driven decisions within a learning environment that meets all learners' needs" (p. 29). Tiered systems are applied for "academic, behavioral, and social emotional domains" of learning (pp. 29–30).</p> <hd id="AN0185811684-3">Origins of MTSS: From Research to Legislation</hd> <p>While school districts nation-wide were beginning to embrace tiered-instructional strategies resulting from Response to Intervention (RtI) practices and Positive Behavioral Interventions and Supports (PBIS) from within the field of special education ([<reflink idref="bib23" id="ref9">23</reflink>]), MTSS tiered-instructional strategies emerged from the field of general education.</p> <p>The field of special education started to embrace tiered-instruction because of the emergence of research-based interventions for addressing behavior problems coupled with research on strategies which addressed remediation of problems in beginning reading instruction for students with learning disabilities ([<reflink idref="bib24" id="ref10">24</reflink>]). These two areas of research began to overlap and merge. According to Sailor, the instructional strategies from the research in behavioral interventions resulted in what is now known as Positive Behavior Interventions and Support (PBIS). Tiered intervention strategies aimed at academics, especially reading problems of struggling students, resulted in the Response to Intervention (RtI) (pp. 25–26).</p> <p>By 2008 the literature began to reveal a movement to combining premises of both PBIS and RTI into a "broader RTI logic approach that fully integrates academic and behavioral functions and intervention" and MTSS was born (p. 26). [<reflink idref="bib24" id="ref11">24</reflink>] provided a thorough explanation of the structure of MTSS, how MTSS has been extended to embrace social and emotional learning, and how MTSS impacts inclusion (pp. 27–30) but did not specifically mention gifted or twice-exceptional learners in any of this historical perspective.</p> <p>The historical perspective provided evidence, however, that MTSS is a distinct innovative process, and is an outgrowth of RTI and PBIS that has been extended beyond special education to all learners with a focus on the "whole child" ([<reflink idref="bib24" id="ref12">24</reflink>], p. 25). The MTSS Model encompasses 4 domains; (a) administrative leadership, (b) integrated educational framework, (c) family and community engagement, and (d) inclusive policy structure and practice ([<reflink idref="bib27" id="ref13">27</reflink>]).</p> <p>The MTSS Model was introduced at the state and district levels. The [<reflink idref="bib28" id="ref14">28</reflink>]) worked with "five states, 18 school districts, and 64 schools" as part of this major reform effort which provided the opportunity to acquire fidelity of implementation data and systemic analysis of the applicable processes and procedures which are part of the MTSS process (p. 30). Since 2021, the MTSS process has had the potential for impacting educational services by transforming "initial personnel preparation programs as well as professional learning curricula" (p. 31) to fit a new educational paradigm.</p> <p>Little information exists in federal legislation about the MTSS Model with respect to gifted learners' needs and/or how the process supports gifted learners (both twice-exceptional learners as well as gifted learners' whose learning needs require a curriculum that extends deeply and widely to meet their needs). No Child Left Behind (NCLB) and the Every Child Succeeds Act (ESSA) do include mention of gifted learners and/or gifted education.</p> <p>Gifted learners were included in NCLB (which endorses MTSS), but how did the provisions of this legislation impact gifted education? [<reflink idref="bib12" id="ref15">12</reflink>] reported that in the state of Texas, the structure of NCLB was purportedly established to support ALL children but it was not aligned with gifted education as it was based on adequate yearly progress (p. 321). Research findings revealed that there was actually a decline in funding for gifted education in Texas after its enactment (p. 334).</p> <p>ESSA does have provisions for gifted learners in the area of Formula Grants (Sec. 2101(d) (<reflink idref="bib2" id="ref16">2</reflink>). It specifically mentioned gifted and talented, and it also mentioned in Sec.1112 (b) (<reflink idref="bib13" id="ref17">13</reflink>) (A) "assist schools in identifying and serving gifted and talented students" within Local Education Agency Plans in the area of Professional Development. The Every Child Succeeds Act (2015) "places a priority on general tiered supports but does not specifically mention MTSS" ([<reflink idref="bib20" id="ref18">20</reflink>], para 12).</p> <p>The goals of this changing vision for education through the use of the MTSS Model are lofty, but when initiatives are aimed at developing ALL children, I become skeptical especially since there is no specific mention of the high-ability/gifted learners' in MTSS policy information. Gifted learners' needs may not be intentionally ignored, but the voices of those who truly understand and are able to interpret and apply policy relative to the gifted learners' needs are often unheard, misunderstood, or ignored. This lack of specific mention can result in gifted learners' needs being inadequately addressed within the broader educational framework. MTSS has the potential to offset this gap.</p> <hd id="AN0185811684-4">A Caution Regarding Tiered-Instruction</hd> <p>A caution with respect to tiered-instruction should be noted. It is important to keep in mind that an essential element of success in any tiered-instructional paradigm is what happens at the Tier I level in the general education classroom. According to [<reflink idref="bib34" id="ref19">34</reflink>] the paradigm of RtI is closely related to MTSS because of the inclusion of tiered interventions in both systems, and she explained that the system of tiered interventions can become problematic when the continuum of services is out of sync with the learners' educational needs.</p> <p>Tier I is intended to meet all learners' needs in the general education classroom. However, gifted learners' needs at the Tier I level requires teachers who have advanced skills in differentiation for gifted learners. MTSS just like RTI must include appropriate educational opportunities at that initial level to address the highly able students' needs, because this information is often overlooked in pre-service educator preparation programs. Instruction about gifted learners' needs has been significantly absent in undergraduate educator preparation programs, and it is also absent in graduate programs for administrators, school counselor programs, and educator programs (unless the courses are part of a graduate program in the gifted-education-silo at the graduate level). [<reflink idref="bib22" id="ref20">22</reflink>] reported "only 4 states require coursework in gifted education at the undergraduate level; Idaho, Iowa, Maine, Virginia" (p. 159). The lack of instruction in undergraduate educator preparation programs about gifted leaners' needs has huge implications with respect to MTSS or any other tiered-instruction model. It is highly likely that gifted students needs' will not be addressed.</p> <p>The initial launch of the existing MTSS model targeted for PreK-12 pre-service and practicing teachers was undertaken at the state and district level ([<reflink idref="bib24" id="ref21">24</reflink>]). This initial educator preparation program approach appears to be a logical and appropriate place to begin such a transformation, but it is important to note, that when it comes to pre-service education, instruction about the nature and needs of gifted learners is absent from the curriculum in most instances ([<reflink idref="bib10" id="ref22">10</reflink>]; [<reflink idref="bib5" id="ref23">5</reflink>]).</p> <p>It would be logical to surmise that without such background knowledge, and because of the lack of mention of gifted learners in MTSS policy, it is unlikely that pre-service teachers will have those learners' needs on their fingertips. The same holds true for graduate educator preparation programs and/or other graduate degree programs for administrators and counselors. Graduate degree programs and courses that specifically target gifted education provide the bulk of teacher training in their gifted-education-silo.</p> <p>Within any tiered-instruction model in general education classrooms, teachers are expected to differentiate instruction in tiered offerings starting with instruction in the general education classroom at Tier I. Yet, these teachers have had little to no exposure to gifted learners' academic/behavioral/social emotional learning needs. How can pre-service educators create differentiated experiences for a population of learners that they know nothing about? When teachers do not have knowledge of the nature and needs of gifted and high achieving learners, the impact and efficacy of the MTSS Model is impacted.</p> <hd id="AN0185811684-5">Addressing the Gifted Education Gap at the Undergraduate College Level</hd> <p>A definite gap in knowledge and awareness of gifted learners' needs was discovered in our undergraduate educator preparation program. [<reflink idref="bib32" id="ref24">32</reflink>], when updating textbooks for the courses in the undergraduate educator preparation program, analyzed the textbooks to determine if the books used at that time contained content relevant to diverse populations of learners. Their findings indicated that in 11 out of the 16 textbooks (542 pages) being used at that time contained information related to academic, behavioral, and social emotional needs of many types of diversity (ELL learners, special education learners, and students with diverse cultural/ethnic/ socioeconomic backgrounds). They also found that undergraduate pre-service teachers received very little foundational knowledge of the gifted students' learning needs. Only 8 out of the 16 textbooks (33 pages) contained any information about gifted learners' needs and education. This indicated that there was a gap of the education of future educators to effectively support gifted learners (see Table 1).</p> <p>Table 1. Diversity Versus Gifted: Undergraduate Educator Preparation Program Textbook Analysis.</p> <p>Graph</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left" rowspan="2">Course Number/Name</th><th align="center" rowspan="2">Textbook</th><th align="center" colspan="2">Number of Pages in Textbook</th></tr><tr><th align="left">Mention of Diversity</th><th align="center">Mention of Giftedness</th></tr></thead><tbody valign="top"><tr><td align="left">PEDG 2310 Introduction to Education</td><td align="left">Kauchak, D., & Eggen. (2011). <italic>Introduction to teaching: Becoming a professional</italic> (4th ed.). Pearson</td><td align="left">32 pages: 3, 20–21, 23, 30, 40, 43, 56.92, 103, 110, 113–114, 125–126, 131, 135, 136, 144–145, 151–153, 167, 176, 310, 393, 424–425, 442, 466, 490</td><td align="left">2 pages: 148–149</td></tr><tr><td align="left" rowspan="2">PEDG 2342 Diversity of Learners</td><td align="left">Gollrick, D., & Chin. P. (2006). <italic>Multicultural education in a pluralist society</italic>. (6th ed). Pearson</td><td align="left" rowspan="2"><bold>384 pages</bold>: The entire book discusses multiple aspects of diversity</td><td align="left" rowspan="2"><bold>16 pages:</bold> 163–178</td></tr><tr><td align="left">(Describes seven critical microcultures to which students and teachers belong: Class; ethnicity and race; gender; exceptionality; religion; language; and age)</td></tr><tr><td align="left">PEDG 3310 Child and Adolescent Development</td><td align="left">Santrock, J. (2010). <italic>Child and adolescent development</italic>. McGraw Hill</td><td align="left"><bold>20 pages</bold>: 9–10, 43–44, 97–100, 210, 227, 274–275, 306–307, 336–337, 398, 401, 413–414, 441–543,473, 516–517, 535–536, 546–550, 557</td><td align="left"><bold>3 pages:</bold> 402–405</td></tr><tr><td align="left">PEDG 3320 Human Learning</td><td align="left">Santrock, J. (2005). <italic>Educational psychology</italic> (4th ed.) McGraw-Hill</td><td align="left"><bold>42 pages:</bold> 3–4, 9, 72, 87, 100, 124–125,142–144, 148–164, 157–158, 170–172, 375–376, 381, 406–408, 421, 494, 523, 542, 554–555</td><td align="left"><bold>3 pages:</bold> 204–211, 525</td></tr><tr><td align="left">PEDG 3350 Mathematics/Science Methods for Elementary School Teachers</td><td align="left">Abruscato, J., & DeRosa, D. (2009) <italic>Teaching children science: Diversity methods for elementary and middle grades</italic>. Pearson</td><td align="left"><bold>5 pages:</bold> 11, 124–125, 422–423</td><td align="left"><bold>3 pages:</bold> 153–155</td></tr><tr><td align="left">PEDG 4340 Classroom Management</td><td align="left">Evertson, Emmer, & Hardin. Custom Editions</td><td align="left"><bold>2 pages:</bold> 229–230</td><td align="left"><bold>2 pages:</bold> 235–236</td></tr><tr><td align="left">PEDG 4350 Instructional Technology and Assessment</td><td align="left">Nitko, A., & Brockhart, S. (2007). <italic>Educational assessment of students</italic> (5th ed.). Pearson</td><td align="left"><bold>1 page:</bold> Discusses ethnic groups-35</td><td align="left">None</td></tr><tr><td align="left">READ 3326 Reading/Literacy Strategies for the Content Areas</td><td align="left">Vacca, R., Vacca, J., & Mraz, M. (2011). <italic>Content area reading: Literacy and learning across the curriculum</italic> (10th ed.). Pearson</td><td align="left"><bold>23 pages:</bold> 50–83</td><td align="left">None</td></tr><tr><td align="left">READ 3360 Children's and Young Adult Literature</td><td align="left">Tunnel, M., Jacobs, J., Young, T., & Bryan, G. (2011). <italic>Children's literature</italic> (5th ed.). Pearson</td><td align="left">None</td><td align="left">None</td></tr><tr><td align="left">READ 3393 Emergent Literacy</td><td align="left">Savage, J. (2001). <italic>Sound it out! Phonics in a balanced program</italic> (3rd ed.). Pearson</td><td align="left">None</td><td align="left">None</td></tr><tr><td align="left">READ 3393 Emergent Literacy</td><td align="left">Vacca, J. et al. (2012). <italic>Reading and learning to read</italic> (8th ed.). Pearson</td><td align="left"><bold>23 pages</bold>: 50–83 (Duplicate book; only count once)</td><td align="left">None</td></tr><tr><td align="left">READ 3390 Reading and Literacy Development in the Elementary School</td><td align="left">Harvey, S., & Goudvis, A (2000). <italic>Strategies that work.</italic> Stenhouse Publishers</td><td align="left"><bold>3 pages:</bold> 66–69</td><td align="left">None</td></tr><tr><td align="left">READ 4305 Teaching Writing: Elementary/Middle Grades</td><td align="left">Duncan, B. (2011). <italic>Teaching writing in the elementary and middle school.</italic> Lamar Bookstore</td><td align="left">None</td><td align="left">None</td></tr><tr><td align="left">EACH 4303 Instructional Strategies for Early Childhood</td><td align="left">Henniger, M (2000). <italic>Teaching young children: An introduction</italic> (4th ed.). Pearson</td><td align="left"><bold>6 pages:</bold> 9, 220–226</td><td align="left"><bold>2 pages:</bold> 115–116</td></tr><tr><td align="left">EACH 4305 Research in Early Childhood Curriculum</td><td align="left">Eliason, C., & Jenkins, L. (2012). <italic>A practical guide to early childhood curriculum</italic> (9th ed). Pearson</td><td align="left"><bold>24 pages:</bold> 60, 64, 73 93-96, 101–112, 115, 168–170, 207–209</td><td align="left"><bold>2 pages:</bold> 106–107</td></tr><tr><td align="left">Total Number of Pages</td><td align="left" /><td align="left">542 pages</td><td align="left">33 pages</td></tr></tbody></table> </ephtml> </p> <p>A few years later, an opportunity to address this gap presented itself when a clinical faculty member working on a PhD approached me to be her mentor to develop and implement some type of instructional strategy as part of a course in her doctoral program. I proposed testing a solution to address the lack of education about gifted learners, and we discussed implementing a project in her early childhood education course. Having worked with many bright, highly able children in Pre-K classrooms, she wanted her students to learn more about this student population. She was genuinely concerned about children whose talents were overlooked after leaving the constructivist Pre-K environment. We collaborated to adapt the course syllabus and created an online instructional module for her on-campus class. Table 2 includes information about the additions to the early childhood course that included learner outcomes, gifted education standards, reading assignments from [<reflink idref="bib8" id="ref25">8</reflink>], and activities for the module.</p> <p>Table 2. EACH 4303 Fall 2016 Excerpts From Course Syllabus: Learner Outcomes/Gifted Education Module Content.</p> <p>Graph</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left" colspan="2">Learner Outcomes: At the end of the course, the learner will be able to</th></tr></thead><tbody valign="top"><tr><td align="left">LO 1</td><td align="left">Describe the essentials of early childhood education; Identify different types of programs and sources of funding of Early Childhood Education (ECE) programs</td></tr><tr><td align="left">LO 2</td><td align="left">Explain the roles, Responsibilities, and skills of teachers of young children and investigate training/professional development for ECE teachers</td></tr><tr><td align="left">LO 3</td><td align="left">Discuss the Early European influences on US ECE and historical events impacting the field</td></tr><tr><td align="left">LO 4</td><td align="left">Compare and contrast program models/theories in ECE (Montessori, High/Scope, Bank Street, Reggio Emilia programs)</td></tr><tr><td align="left">LO 5</td><td align="left">Explain the behaviorist perspective and its relationship with ECE program models</td></tr><tr><td align="left">LO 6</td><td align="left">Define developmentally appropriate practices (DAP) and explain its importance in ECE</td></tr><tr><td align="left">LO 7</td><td align="left">Summarize developmental differences and similarities of young children, including atypical development. (Added this objective)</td></tr><tr><td align="left">LO 8</td><td align="left">Identify and explain the foundational theories of ECE. (Bowlby, Maslow, Gardner, Gesell, Montessori, Vygotsky, Erikson, Piaget, Bruner, Bronfenbrenner)</td></tr><tr><td align="left">LO 9</td><td align="left">Define the different types of play and explain the importance of play in ECE.</td></tr><tr><td align="left">LO 10</td><td align="left">Differentiate between guidance and discipline and describe the basic principles involved in guiding young children</td></tr><tr><td align="left">LO 11</td><td align="left">Explain the importance of ECEs assisting young children in understanding and responding to their feelings and social interactions</td></tr><tr><td align="left">LO 12</td><td align="left">Describe ways to teach children to encourage acceptance of diversity and explain how to integrate tolerance for diversity in the classroom</td></tr><tr><td align="left">LO 13</td><td align="left">Investigate the role of health and wellness in ECE programs (Health, Physical education, & Safety)</td></tr><tr><td align="left">LO 14</td><td align="left">Discuss the significance of supporting your children in social-emotional development and describe ways to integrate this support into the curriculum</td></tr><tr><td align="left">LO 15</td><td align="left">Describe the characteristics of exceptionally bright children in early childhood classrooms. (Added objective)</td></tr><tr><td align="left">LO 16</td><td align="left">Discuss how exceptionally bright young children learn from each other. (Added objective)</td></tr><tr><td align="left">LO 17</td><td align="left">Explain how early childhood educators can support social-emotional development of exceptionally bright young children. (Added objective)</td></tr><tr><td align="left">LO 18</td><td align="left">Recognize the concerns of parents of all children including those who are exceptionally bright children. (Added objective)</td></tr></tbody></table> </ephtml> </p> <p> <ephtml> <table><thead valign="top"><tr><th align="left">Learner Outcomes</th><th align="center">National Association for Gifted Children/Council for Exceptional Children Standards for All Teachers</th><th align="center">Assignments</th></tr></thead><tbody valign="top"><tr><td align="left" colspan="3">Week 1 & 2 Module</td></tr><tr><td align="left">LO 7Summarize developmental differences and similarities of young children, including atypical development</td><td align="left">All teachers should be able to.... Recognize the learning differences, developmental milestones, and cognitive/ affective characteristics of gifted and talented students, including those from diverse cultural and linguistic backgrounds, and identify their related academic and social-emotional needs</td><td align="left">1. Read <xref ref-type="bibr" rid="bibr8">Gadzikowski (2013)</xref>: Introduction & Chapter 12. View lecture3. Participate in Online Discussion Forum: TOPIC: Why do you think teachers are quick to support struggling learners, but they hesitate to support exceptionally bright children?</td></tr><tr><td align="left" colspan="3">Week 3 & 4 Module</td></tr><tr><td align="left">LO 15Describe the characteristics of exceptionally bright children in early childhood classrooms</td><td align="left">All teachers should be able to.... Recognize the learning differences, developmental milestones, and cognitive/ affective characteristics of gifted and talented students, including those from diverse cultural and linguistic backgrounds, and identify their related academic and social-emotional needs</td><td align="left">1. Read <xref ref-type="bibr" rid="bibr8">Gadzikowski (2013)</xref>: Chapter 5: Helping Children Learn From Each Other2. View Lecture3. Participate in Online Discussion Forum: TOPIC: In Chapter 5, the author describes ways to group exceptionally bright children within classrooms in order to provide for their characteristic learning needs. Complete an internet search to find out more about grouping arrangements for gifted children. Insert the words "grouping gifted children" into your search bar. Identify a website that discusses grouping arrangements for exceptionally bright children in more detail. Post the URL address (http:///www.%5f%5f%5f%5f%5f%5f%5f%5f%5f%5f%5f%5f%5f%5f%5f%5f) and write a 3-4 sentence paragraph that informs your classmates about what you learned about grouping practices. After you post your response, select two of your classmates' posts to read and reply to. In your reply, you can agree/disagree, like/dislike, provide an example/similar experience, etc. You need to share supportive statements about your assertions!</td></tr><tr><td align="left" colspan="3">Week 5 & 6 Module</td></tr><tr><td align="left">LO 17 Explain how ECEs can support social-emotional development of exceptionally bright young children</td><td align="left">All teachers should be able to.... Recognize the learning differences, developmental milestones, and cognitive/ affective characteristics of gifted and talented students, including those from diverse cultural and linguistic backgrounds, and identify their related academic and social-emotional needs</td><td align="left">1. Read <xref ref-type="bibr" rid="bibr8">Gadzikowski (2013)</xref>: Chapter 9 Classroom Strategies for Supporting the Emotional Needs of Exceptionally Bright Children2. View lecture3. Participate in online discussion forum: TOPIC: Supporting Emotional Needs of Exceptionally Bright Children. In Chapter 9, the author describes social-emotional traits of exceptionally bright children. These traits include sensitivity, perfectionism, intense emotions, introversion, extroversion/need to control, adult focus, and sophisticated sense of humor. Select one of these traits, or you can search imaginary playmates of gifted children. Find a website that discusses this trait in more detail. Post the URL address (http:///www.%5f%5f%5f%5f%5f%5f%5f%5f%5f%5f%5f%5f%5f%5f%5f%5f) and write a 3-4 sentence paragraph that informs your classmates about what you learned about this trait. For example, you can go to <ext-link ext-link-type="url" href="https://Google.com" title="Google.com" /> and type in the terms, "perfectionism" and "gifted children." A list of possible websites will be offered. Choose one and read it. Copy the URL address from the search bar. Paste the URL address and your paragraph in the box provided. After you post your response, select two of your classmates' posts to read and reply to. In your reply, you can agree/disagree, like/dislike, provide an example/similar experience, etc. You need to share supportive statements about your assertions!</td></tr><tr><td align="left" colspan="3">Week 7 & 8 Module</td></tr><tr><td align="left">LO 18 Recognize the concerns of parents of all children including those who are exceptionally bright</td><td align="left">All teachers should be able to...1. Recognize the learning differences, developmental milestones, and cognitive/ affective characteristics of gifted and talented students, including those from diverse cultural and linguistic backgrounds, and identify their related academic and social-emotional needs</td><td align="left">1. Read <xref ref-type="bibr" rid="bibr8">Gadzikowski (2013)</xref>: Chapter 10 Working with Parents of Exceptionally Bright Children2. View lecture3. Participate in online discussion forum: TOPIC: Working with Parents of Exceptionally Bright Children. In Chapter 10, the author discusses concerns parents have about their bright children. Those concerns include finding the right academic environment for the child, issues about identification of gifted children, anxiety and perfectionism of these children, friendships, parent-child relationships, and the role of family culture. Find a website that discusses one of these topics in more detail. Post the URL address (http:///www.%5f%5f%5f%5f%5f%5f%5f%5f%5f%5f%5f%5f%5f%5f%5f%5f) and write a 3-4 sentence paragraph that informs your classmates about what you learned about parenting exceptionally bright young children. For example, you can go to <ext-link ext-link-type="url" href="https://Google.com" title="Google.com" /> and type in the terms parenting and gifted children. A list of possible websites will be offered. Choose one and read it. Copy the URL address from the search bar. Paste the URL address and your paragraph in the box provided. After you post your response, select two of your classmates' posts to read and reply to. In your reply, you can agree/disagree, like/dislike, provide an example/similar experience, etc. You need to share supportive statements about your assertions</td></tr><tr><td align="left" colspan="3">Week 9 & 10 Module</td></tr><tr><td align="left">Assignment: Create a Checklist to Observe Young Children for Evidence of Advanced Abilities</td><td align="left">All teachers should be able to...1. Recognize the learning differences, developmental milestones, and cognitive/ affective characteristics of gifted and talented students, including those from diverse cultural and linguistic backgrounds, and identify their related academic and social-emotional needs</td><td align="left">Directions: For the assignment in this module about teaching young children who may be gifted, you are required to create a checklist to use to observe young children for indication of advanced potential. Read and follow the directions below to complete this assignment1. Read the following document: Infants & Toddlers. (n.d.). <italic>Rating scales and checklists.</italic><ext-link ext-link-type="url" href="https://toddlers.ccdmd.qc.ca/observing/checklists" />2. Review the characteristics of children who have high ability from the textbook. Arrange the traits you want to observe into the following categories: Cognitive, emotional, social, physical, intuitive, creative3. Search the Internet for a variety of different types and formats of checklists4. Develop a checklist or a rating scale that you can use in your future classroom5. Use a Word document to create your checklist6. Record your name, date of submission, and the course name and number in the header of the first page of the Word document</td></tr>< /tbody></table> </ephtml> </p> <p>A pre-post survey that measured attitudes toward gifted ([<reflink idref="bib9" id="ref26">9</reflink>]) was administered to the undergraduate students and the results indicated a small but significant change in their attitudes toward gifted children and their education as a result of completing the module. Data collected from the pre- and post-intervention ([<reflink idref="bib31" id="ref27">31</reflink>]; [<reflink idref="bib33" id="ref28">33</reflink>]) is included in Table 3.</p> <p>Table 3. Gagné & Nadeau Opinions About the Gifted and Their Education Pre-, Post Gifted Module in EACH 4303.</p> <p>Graph</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left" rowspan="2">Items Grouped According to Scales</th><th align="center" rowspan="2"><italic>p</italic> <.10</th><th align="center" colspan="3">n = 21 PRE-</th><th align="center" colspan="3">n = 20 POST-</th></tr><tr><th align="left">m</th><th align="center">Range</th><th align="center">Rating</th><th align="center">m</th><th align="center">Range</th><th align="center">Rating</th></tr></thead><tbody valign="top"><tr><td align="left">Scale 1: Needs and Support</td><td align="center">.0721198</td><td align="center">3.8</td><td align="center">3–4.3</td><td align="center">P</td><td align="center">4.1</td><td align="center">2.9–5</td><td align="center">HP</td></tr><tr><td align="left">1. Our schools should offer special educational services for the gifted.</td><td align="left" /><td align="center">4.4</td><td align="center">1–5</td><td align="center">HP</td><td align="center">4.6</td><td align="center">1.2–4.5</td><td align="center">HP</td></tr><tr><td align="left">9. Gifted children are often bored in school.</td><td align="left" /><td align="center">4.2</td><td align="center">2–5</td><td align="center">HP</td><td align="center">4.5</td><td align="center">2–5</td><td align="center">HP</td></tr><tr><td align="left">11. The gifted waste their time in regular class.</td><td align="left" /><td align="center">2.9</td><td align="center">1–5</td><td align="center">A</td><td align="center">2.9</td><td align="center">2–5</td><td align="center">A</td></tr><tr><td align="left">14. The specific educational needs of the gifted are too often ignored in our schools.</td><td align="left" /><td align="center">4.3</td><td align="center">2–5</td><td align="center">HP</td><td align="center">4.7</td><td align="center">3–5</td><td align="center">HP</td></tr><tr><td align="left">15. The gifted need special attention in order to fully develop their talents.</td><td align="left" /><td align="center">4.1</td><td align="center">1–5</td><td align="center">HP</td><td align="center">4.4</td><td align="center">1–5</td><td align="center">HP</td></tr><tr><td align="left">24. In order to progress, a society must develop the talents of gifted individuals to a maximum.</td><td align="left" /><td align="center">3.9</td><td align="center">1–5</td><td align="center">P</td><td align="center">4.4</td><td align="center">1–5</td><td align="center">HP</td></tr><tr><td align="left">30. Since we invest supplementary funds for children with difficulties, we should do the same for the gifted.</td><td align="left" /><td align="center">3.0</td><td align="center">1–5</td><td align="center">A</td><td align="center">3.1</td><td align="center">2–5</td><td align="center">A</td></tr><tr><td align="left">32. The regular school program stifles the intellectual curiosity of gifted children.</td><td align="left" /><td align="center">3.9</td><td align="center">3–5</td><td align="center">P</td><td align="center">4.0</td><td align="center">3–5</td><td align="center">HP</td></tr><tr><td align="left">Scale 2: Resistance to Objectives*</td><td align="left" /><td align="center">3.3</td><td align="center">2.5–4.1</td><td align="center">P</td><td align="center">3.4</td><td align="center">2.7–4</td><td align="center">P</td></tr><tr><td align="left">3. Children with difficulties have the most need of special educational services.</td><td align="left" /><td align="center">2.5</td><td align="center">1–5</td><td align="center">N</td><td align="center">2.7</td><td align="center">1–5</td><td align="center">N</td></tr><tr><td align="left">4. Special programs for gifted children have the drawback of creating elitism.</td><td align="left" /><td align="center">2.5</td><td align="center">1–5</td><td align="center">N</td><td align="center">3.0</td><td align="center">2–4</td><td align="center">A</td></tr><tr><td align="left">5. Special education services for the gifted are a mark of privilege.</td><td align="left" /><td align="center">3.5</td><td align="center">2–5</td><td align="center">P</td><td align="center">4.0</td><td align="center">1–5</td><td align="center">HP</td></tr><tr><td align="left">12. We have a greater moral responsibility to give special help to children with difficulties than to gifted children.</td><td align="center">.019042</td><td align="center">4.1</td><td align="center">2–5</td><td align="center">HP</td><td align="center">3.4</td><td align="center">1–5</td><td align="center">P</td></tr><tr><td align="left">16. Our schools are already adequate in meeting the needs of the gifted.</td><td align="left" /><td align="center">3.9</td><td align="center">2–5</td><td align="center">P</td><td align="center">3.8</td><td align="center">1–5</td><td align="center">P</td></tr><tr><td align="left">18. It is parents who have the major responsibility for helping gifted children develop their talents.</td><td align="left" /><td align="center">2.6</td><td align="center">1–5</td><td align="center">N</td><td align="center">3.0</td><td align="center">1–4</td><td align="center">A</td></tr><tr><td align="left">23. The gifted are already favored in our schools.</td><td align="left" /><td align="center">3.3</td><td align="center">1–5</td><td align="center">A</td><td align="center">3.2</td><td align="center">1–5</td><td align="center">A</td></tr><tr><td align="left">26. Tax-payers should not have to pay for special education for the minority of children who are gifted.</td><td align="left" /><td align="center">4.0</td><td align="center">2–5</td><td align="center">HP</td><td align="center">2.8</td><td align="center">1.3–3.5</td><td align="center">P</td></tr><tr><td align="left">27. Average children are the major resource of our society; so, they should be the focus of our attention.</td><td align="left" /><td align="center">3.7</td><td align="center">2–5</td><td align="center">A</td><td align="center">3.5</td><td align="center">1–5</td><td align="center">A</td></tr><tr><td align="left">28. Gifted children might become vain or egotistical if they are given special attention.</td><td align="left" /><td align="center">3.1</td><td align="center">1–5</td><td align="center">A</td><td align="center">3.1</td><td align="center">1–5</td><td align="center">A</td></tr><tr><td align="left">Scale 3: Social Value</td><td align="left" /><td align="center">3.5</td><td align="center">2.6–4.5</td><td align="center">P</td><td align="center">3.3</td><td align="center">2.0–4.8</td><td align="center">P</td></tr><tr><td align="left">13. Gifted persons are a valuable resource for our society.</td><td align="center">.081149</td><td align="center">4.5</td><td align="center">2–5</td><td align="center">HP</td><td align="center">4.8</td><td align="center">4–5</td><td align="center">HP</td></tr><tr><td align="left">17. I would very much like to be considered a gifted person.</td><td align="left" /><td align="center">3.8</td><td align="center">2–5</td><td align="center">P</td><td align="center">4.0</td><td align="center">2–5</td><td align="center">HP</td></tr><tr><td align="left">25. By offering special educational services to the gifted we prepare the future members of a dominant class. *</td><td align="left" /><td align="center">2.6</td><td align="center">1–5</td><td align="center">N</td><td align="center">2.0</td><td align="center">1–5</td><td align="center">N</td></tr><tr><td align="left">33. The leaders of tomorrow's society will come mostly from the gifted of today. *</td><td align="center">.00661</td><td align="center">3.1</td><td align="center">1–5</td><td align="center">A</td><td align="center">2.4</td><td align="center">1–5</td><td align="center">N</td></tr><tr><td align="left">Scale 4: Rejection Scale</td><td align="left" /><td align="center">3.4</td><td align="center">2.6–4.5</td><td align="center">P</td><td align="center">4.0</td><td align="center">3.6–4.8</td><td align="center">HP</td></tr><t r><td align="left">19. A child who has been identified as gifted has more difficulty in making friends.</td><td align="left" /><td align="center">2.6</td><td align="center">1–5</td><td align="center">N</td><td align="center">3.6</td><td align="center">1–5</td><td align="center">P</td></tr><tr><td align="left">22. Some teachers feel their authority threatened by gifted children.</td><td align="left" /><td align="center">3.3</td><td align="center">1–5</td><td align="center">P</td><td align="center">3.6</td><td align="center">1–5</td><td align="center">P</td></tr><tr><td align="left">31. Often, gifted children are rejected because people are envious of them.</td><td align="left" /><td align="center">4.5</td><td align="center">3–5</td><td align="center">HP</td><td align="center">4.8</td><td align="center">4–5</td><td align="center">HP</td></tr><tr><td align="left">Scale 5: Ability Grouping</td><td align="left" /><td align="center">3.2</td><td align="center">2.2–4</td><td align="center">A</td><td align="center">3.1</td><td align="center">2–4</td><td align="center">A</td></tr><tr><td align="left">2. The best way to meet the needs of the gifted is to put them in special classes.</td><td align="left" /><td align="center">3.4</td><td align="center">1–5</td><td align="center">P</td><td align="center">4.0</td><td align="center">2–5</td><td align="center">HP</td></tr><tr><td align="left">6. When the gifted are put in special classes, the other children feel devalued. *</td><td align="left" /><td align="center">3.0</td><td align="center">1–4</td><td align="center">A</td><td align="center">3.0</td><td align="center">2–5</td><td align="center">A</td></tr><tr><td align="left">8. It is more damaging for a gifted child to waste time class than to adapt to skipping a grade. *</td><td align="left" /><td align="center">2.2</td><td align="center">1–5</td><td align="center">N</td><td align="center">2.0</td><td align="center">1–4</td><td align="center">N</td></tr><tr><td align="left">20. Gifted children should be left in regular classes, since they serve as intellectual stimulant for the other children.*</td><td align="center">.0428</td><td align="center">3.3</td><td align="center">1–5</td><td align="center">P</td><td align="center">2.9</td><td align="center">1–5</td><td align="center">A</td></tr><tr><td align="left">21. By separating students into gifted and other groups, we increase the labeling of children as strong-week, good-less good etc.</td><td align="left" /><td align="center">4.0</td><td align="center">2–5</td><td align="center">HP</td><td align="center">3.7</td><td align="center">1–5</td><td align="center">P</td></tr><tr><td align="left">Scale 6: Attitudes towards School Acceleration</td><td align="left" /><td align="center">2.9</td><td align="center">2.1–3.1</td><td align="center">A</td><td align="center">2.9</td><td align="center">2–3.7</td><td align="center">A</td></tr><tr><td align="left">7. Most gifted children who skip a grade have difficulties in their social adjustment to a group of older students. *</td><td align="left" /><td align="center">2.1</td><td align="center">1–4</td><td align="center">N</td><td align="center">2.0</td><td align="center">1–4</td><td align="center">N</td></tr><tr><td align="left">10. Children who skip a grade area usually pressured to do so by their parents.</td><td align="center">.02438</td><td align="center">3.1</td><td align="center">2–5</td><td align="center">A</td><td align="center">3.7</td><td align="center">2–5</td><td align="center">P</td></tr><tr><td align="left">29. When skipping a grade, gifted students miss important ideas (they have "holes" in their knowledge).*</td><td align="center">.0944</td><td align="center">3.1</td><td align="center">1–5</td><td align="center">A</td><td align="center">2.5</td><td align="center">1–5</td><td align="center">N</td></tr><tr><td align="left">34. A greater number of gifted children should be allowed to skip a grade.</td><td align="left" /><td align="center">3.1</td><td align="center">1–5</td><td align="center">A</td><td align="center">3.2</td><td align="center">1–5</td><td align="center">A</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note.</emph> Ranges of attitudes: HP = High Positive, P = Positive, A = Ambivalent, N = Negative, HN = High Negative.</p> <p>An unexpected surprise occurred within the online discussions as several students shared with their peers their own personal experiences of what it was like to be a gifted child. Having taught this course myself, I can attest that these comments would not have happened in an on-campus class. There was something about the online discussion that allowed the students to share how their own needs were neglected or what school was like for them.</p> <hd id="AN0185811684-6">Addressing the MTSS Gap at the Graduate Level in Colleges</hd> <p>MTSS infiltrated schools and districts as a result of legislation that promoted the use of tiered-instruction to support all children and support professional development for teachers in applying these new instructional paradigms. Colleges and universities need to ensure that their graduates are aware of this paradigm so that when students encounter it upon graduation in their schools and districts, they don't respond with that "deer-in-the-headlights" expression on their faces.</p> <p>Infusion of college educator preparation programs with the MTSS Model can be accomplished by offering courses on the topic of MTSS, including experiences working in MTSS programs as a part of field experiences/practicum in certification programs, via research opportunities, sponsoring workshops and seminars, placing an emphasis data-driven decision-making, focusing on equity and inclusivity (with a spotlight on highly able learners), encouraging collaboration and teamwork and by the use of modules within already existing graduate courses.</p> <p>MTSS is a topic suitable for inclusion in special education courses, in classroom management courses, and in courses which focus on differentiated instruction. Courses which focus on assessment and data analysis and those which deal with collaboration and consultation would be great vehicles to transport the knowledge of the MTSS paradigm. Special educators, general educators, counselors, and school administrators need to gain knowledge and skill in implementing these school-wide support systems. As part of these curriculum adjustments in the graduate courses, it would be efficient to have information about gifted learners interwoven into any courses, modules, webinars, and/or workshops at the graduate level.</p> <p>My current university teaching assignment places me at the intersection of special education and gifted education. I have developed and taught graduate gifted education courses in one master's level graduate program and the special education courses in another master's level graduate program. In order to apply the concerns-based approach to the instructional environment at the college/university level about MTSS in those graduate level programs, I reflected on the curriculum using the same strategy that was used for the mentoring project in the early childhood course. Why not combine the MTSS Model with information about gifted learners' needs in a module similar to the one in the early childhood education course?</p> <p>Immersing a small module similar to the one in the early childhood undergraduate course which integrates the diverse cognitive needs of gifted and highly able learners within the MTSS framework has the potential of leveling the playing field for ALL learners in general education classrooms so they can obtain equitable instruction within Tier I differentiation in the general education classrooms. Imagine the impact of incorporating a module like the one used in the early childhood education course to improve pre-service and practicing teachers' access to information about the nature and needs of gifted learners within the MTSS framework.</p> <hd id="AN0185811684-7">Getting Started</hd> <p>In a process similar to that used in the former early childhood education project and with access through the university course syllabus platform, an analysis of graduate course content was conducted to determine if there was any mention of the MTSS Model in reading assignments or noted on the syllabi in the courses within the two graduate programs I am teaching in my current teaching assignment (gifted education and special education). A tally was completed of the mention of MTSS in all of reading assignments for each course. Textbooks not readily available were easy to obtain as desk copies via online publishers.</p> <p>The findings of this informal review were less than favorable. Upon reviewing the textbooks from four graduate courses in gifted education, there was only one comment in one of the four courses that mentioned "a continuum of services" without specific mention of "MTSS" ([<reflink idref="bib36" id="ref29">36</reflink>]). MTSS was mentioned on 8 pages in 4 of the 12 courses in the special education (see Table 4).</p> <p>Table 4. Analysis of References to MTSS in Gifted and Special Education Courses.</p> <p>Graph</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left" colspan="2"> Graduate Course in Gifted Education</th><th align="center" colspan="2">Graduate Courses in Special Education</th></tr><tr><th align="left">Course</th><th align="center">MTSS Content</th><th align="center">Course</th><th align="center">MTSS Content</th></tr></thead><tbody valign="top"><tr><td align="left" rowspan="4">GTED 5358 Foundations and Issues in Gifted Education</td><td align="left" rowspan="4">"a continuum of services" (without specific mention of MTSS)</td><td align="left">SPED 5301Survey of Special Education</td><td align="left">MTSS was mentioned on pages 27–28 and 38–42</td></tr><tr><td align="left">SPED 5302Introduction to Assessment</td><td align="left">One reference list entry was provided for the following source of informationUniversity of Kansas. (2021). Understanding response to intervention (RTI) and multi-tiered system of support (MTSS). Retrieved from <ext-link ext-link-type="url" href="https://educationonline" />ku.edu/community/what-is-response-to-intervention</td></tr><tr><td align="left">SPED 5304Special Education Law</td><td align="left">p. 205, p. 270</td></tr><tr><td align="left">SPED 5311Instructional Strategies: High Incidence Disabilities</td><td align="left">pp. 58–67</td></tr></tbody></table> </ephtml> </p> <p>Even though the current reading assignments were from highly acclaimed textbooks, the initial review made it apparent that infusing MTSS into the gifted education courses and special education program curriculum would need to be a prequel to the awareness stage. Very few graduate students would have had any foundational knowledge about MTSS and even less with respect to using MTSS with gifted learners since there was so little exposure to the concept in the course reading assignments. I was intrigued with these findings and decided to dig deeper. I proceeded to review graduate degree programs to see which silo-breaking courses would be suitable for inserting an MTSS<sups>+Gifted</sups> Module as a curriculum upgrade.</p> <hd id="AN0185811684-8">Next Steps</hd> <p>The graduate degree programs in the College of Education were analyzed to identify potential programs or courses where the MTSS<sups>+Gifted</sups> Module could be integrated within existing courses. Those programs, housed in 3 different departments within the college, offer a variety of entry points for this vital information. The departments include the Educational Leadership Department, the Curriculum & Instruction Department, and the Counseling Department (See Table 5).</p> <p>Table 5. Including the MTSS +Gifted Module Across College Department/Graduate Program/Course.</p> <p>Graph</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left">Department</th><th align="center">Program</th><th align="center">Course Number/Name</th><th align="center">Course Description</th></tr></thead><tbody valign="top"><tr><td align="left" rowspan="27">Educational Leadership</td><td align="left" rowspan="4">M.Ed. Administration</td><td align="left">EDLD 5312Leadership Diverse Learners</td><td align="left">A study of the relationships between and among human behavior, belief systems and administrative style</td></tr><tr><td align="left">EDLD 5335Curriculum Management</td><td align="left">Models of curriculum development and evaluation with particular emphasis on the management of these functions</td></tr><tr><td align="left">EDLD 5352InstructionalLeadership</td><td align="left">Techniques of improving instruction through application of research on effective schools and models of instruction</td></tr><tr><td align="left">EDLD 5398Principal Internship</td><td align="left">Designed to give the prospective principal job-related experience under the joint supervision of a school administrator and faculty of Lamar University. Management issues include operations resources, facilities, and safety. Study of the instructional and administrative proficiencies necessary for effective schools. Should be the last course taken. May be repeated once for credit</td></tr><tr><td align="left" rowspan="4">MED.AppliedDigital Learning Degree</td><td align="left">EDLD 5302EnhancingLearning</td><td align="left">Explore the theories of constructivist epistemology used to create student-centered learning environments. By applying constructivist techniques, learners create active and engaging learning environments that utilize technology to enhance learning, increase motivation for learning, and engage the learner</td></tr><tr><td align="left">EDLD 5304Leading Organizational Change</td><td align="left">By using current leadership theories and practices and by becoming self-differentiated peer-leaders, professional educators will learn to address the resistance to change that occurs when launching innovative digital educational improvement initiatives</td></tr><tr><td align="left">EDLD 5305Applying Disruptive Innovation</td><td align="left">Success in leading technological change in your learning environment is directly related to how well you and your organizations are prepared. By embracing technological innovations as opportunities rather than challenges, learners can proactively use those changes as catalysts to enhance their institution or district's learning environments. Requires a grade of a B or higher to proceed or must retake course</td></tr><tr><td align="left">EDLD 5313Creating Significant Learning Environments</td><td align="left">Explore the theories of constructivist epistemology used to create student-centered learning environments. By applying constructivist techniques, learners create active and engaging learning environments that utilize technology to enhance learning, increase motivation for learning, and engage the learner</td></tr><tr><td align="left">M.Ed. Educational Technology LeadershipDegree</td><td align="left">EDLD 5317Sharing Resources for Digital Environments</td><td align="left">With the constant addition and enhancement of technology, there can be an overwhelming selection of resources to choose from. By exploring the efficacy of digital resources and identifying, analyzing, and sharing the benefits of those resources, learners can avoid using technology as the quick fix in their learning environment</td></tr><tr><td align="left" rowspan="8">M.Ed. Special Education Degree(s)*Generalist Concentration only+Educ. Diagnost. program#not included in Certification as Educational Diagnostician program</td><td align="left">*+SPED5301Survey of Exceptional Learners</td><td align="left">General survey of the learning potentials of those children deficient in basic integrities which can be categorized into central peripheral nervous system dysfunction and/or behavioral disorder. Prerequisites: Admission to the Graduate School or Post-Baccalaureate educator preparation program</td></tr><tr><td align="left">*+SPED 5302Tests, Measurement & Assessment</td><td align="left">Methods of determining the reliability and validity of tests are investigated. Designs for testing programs and selection of appropriate tests will be included. Evaluation systems of individuals and programs will be discussed</td></tr><tr><td align="left">*+SPED 5311Instructional Strategies for High Incidence Disabilities</td><td align="left">Foundations in the modification of educational components such as content knowledge, methods of instruction, and student learning outcomes are explored through the authentic application of innovative, research-based strategies effective with high incidence disabilities</td></tr><tr><td align="left">*+#SPED 5312Functional Behavior Assessment</td><td align="left">This course provides tools to assess functions of student behavior in order to develop and implement appropriate behavior interventions. Emphasis will be placed on identifying and teaching appropriate replacement behaviors as well as analyzing multiple forms of data</td></tr><tr><td align="left">*+SPED 5313Instructional Strategies for Low Incidence Disabilities</td><td align="left">This course provides foundations in the modification of educational components such as content knowledge, methods of instruction, and student learning outcomes are explored through the authentic application of innovative, research-based strategies effective with low incidence disabilities</td></tr><tr><td align="left">*SPED 5314Reading and Language Arts for Diverse Learners</td><td align="left">Identification of skill deficiencies, modification of curriculum, designing and implementation of instructional strategies for pupils evidencing disabilities in reading and language arts</td></tr><tr><td align="left">*SPED 5315Transition for Students with Exceptionalities</td><td align="left">This course explores transition services and programs for students with exceptionalities. It emphasizes transition throughout the life span by addressing transition needs from early intervention to adulthood. Transition services stress moving from school to work and community</td></tr><tr><td align="left">+SPED 5322Practicum for Educational Diagnostician</td><td align="left">This course provides practicum experience in the use of formal and informal instruments in the evaluation of the psychoeducational and social development of children. Focus is placed on the utilization of education and clinical data by the educational diagnostician to meet the individual needs of students. Couse offered only in spring and fall terms</td></tr><tr><td align="left" rowspan="10">M.Ed. Teacher Leadership Degree (Gifted Concentration, Core Courses, ESL Concentration)</td><td align="left">GTED 5356The Gifted Learner (Gifted Concentration)</td><td align="left">This course is an in-depth study of the characteristics and unique needs of gifted/talented students as they relate to both school and family settings. Understanding the adaptations required for effective instruction of gifted learners</td></tr><tr><td align="left">GTED 5357Creativity and the Gifted Learners (Gifted Concentration)</td><td align="left">Introduction to theoretical constructs related to creative behavior. Emphasis on the development of competence in identifying the student's creative potential through the administration and interpretation of tests of creative behaviors and on strategies for enhancing the learner's creative behavior</td></tr><tr><td align="left">GTED 5358Foundations and Issues in Gifted Education (Gifted Concentration)</td><td align="left">Examination of issues in gifted education, both past and present (including diversity, Rtl, anti-intellectualism, equity versus excellence, dominant/non-dominant cultural value systems with implications on identification and assessment of gifted individuals, acceleration, grouping practices. Survey of philosophy, theories, models supporting gifted education</td></tr><tr><td align="left">GTED 5359Gifted & Talented Curriculum (Gifted Conc entration)</td><td align="left">Survey of models of gifted/talented education with attention to the development of appropriate goals and objectives for curriculum differentiation. Understanding of appropriate evaluation criteria at state/district/classroom levels</td></tr><tr><td align="left">PEDG 5367Diverse Learners (Core Course)</td><td align="left">This course enhances teachers' ability to develop instructional programs to assess, instruct, and support students with diverse learning needs. Special emphasis is given to special education, English language learners and economically disadvantaged students</td></tr><tr><td align="left">PEDG 5370Public School Curriculum (Core Course)</td><td align="left">This course emphasizes the foundations of curricular and instructional design and introduces teachers to models of curriculum development. Special attention is given to understanding the role of state curriculum standards and district policies in planning curriculum, instruction, and assessment</td></tr><tr><td align="left">PEDG 5371Creative Instructional Strategies (Core Course)</td><td align="left">This course emphasizes creative multimodal strategies to support teachers across disciplines and subjects. Students develop instructional strategies to challenge high performing and gifted and talented students. Special attention is given to creative expression and to authentic student performance-based work, such as project-based learning and inquiry</td></tr><tr><td align="left">PEDG 5374 Differentiation of Instruction (Core Course)</td><td align="left">This course emphasizes innovations in teaching and learning resulting from the Response to Intervention initiative with a focus on differentiation of instruction and instructional strategies for 21st century classrooms</td></tr><tr><td align="left">ENSL 5301Methods and Approaches in Teaching ESL (ESL Concentration)</td><td align="left">This course introduces the methods and approaches for providing language and content instruction to English Language Learners (ELLs). The course ENSL 5301: Methods and Approaches in Teaching ESL also reviews types of ESL programs, relevant federal and state learning standards, socio-cultural factors affecting ELLs, and teaching strategies, classroom management techniques and instructional tools that support ELLs' learning and adjustment in U.S. schools. The goal of the course is not to provide simplistic recipes for instruction, nor does it argue for a singular approach or method. Instead, the course seeks to engender a critical awareness of the complexity of teaching ELLs and to encourage an understanding of the primary literature that informs ESL instruction</td></tr><tr><td align="left">ENSL 5303: Understanding Language & Language Learning (ESL Concentration)</td><td align="left">This course covers the nature of language and its basic concepts (e.g., phonology, morphology, syntax, lexicon, semantics, discourse, pragmatics), the functions and registers of English language (e.g., social vs. academic language), and the patterns and conventions of written and spoken English. It introduces the theories, concepts and research related to first and second language acquisition/learning, explores the specific features of the English language (grammar) and how those features function as a system, and addresses the current issues and challenges concerning the role of grammar in language teaching</td></tr><tr><td align="left" rowspan="10">Curriculum& Instruction Department</td><td align="left" rowspan="5">M.Ed. Literacy Degree</td><td align="left">PEDG 5305Multisensory Literacy Learning</td><td align="left">This course explores theories, concepts and research-based pedagogical implications for multisensory language learning. Graduate students conceptualize and implement 'multisensory strategies' in field-based assignments which utilize direct instructional strategies involving visual, auditory and tactile-kinesthetic sensory systems to learn the phonological, morphemic, semantic and syntactic layers of language</td></tr><tr><td align="left">PEDG 5306: Practicum of Literacy Assessment and Instructional Strategies-1</td><td align="left">This course provides an opportunity for an in-depth study of current approaches to assessment as a foundation for literacy instruction and intervention design of struggling readers and writers. In supervised experiences, teachers utilize a range of formal and informal assessment tools and methods to diagnose and assess reading and writing development, design intervention and involve the learner in self-assessment</td></tr><tr><td align="left">PEDG 5312Practicum of Literacy Assessment and Instructional Strategies-2</td><td align="left">This course is designed to prepare secondary classroom teachers and reading specialists for teaching reading to secondary school students and adult populations. Content includes characteristics of secondary students in grades 7–12 and adult learners, language patterns and structures common to various subject-area texts, and techniques to teach reading and writing strategies in secondary and adult classrooms</td></tr><tr><td align="left">PEDG 5313Administration and Supervision of Literacy Programs</td><td align="left">This course examines the organization, development, implementation and improvement of reading and writing programs in public schools, grades K through 12 at classroom, building, and district levels. Because learners will examine the school's literacy program and conduct a needs assessment, learners must verify that they will have the cooperation of appropriate school administrators</td></tr><tr><td align="left">PEDG 5314Identification and Correction of Literacy Learning Difficulties</td><td align="left">In this course, students learn techniques for diagnosis and correction of reading problems. It is an advanced course which presumes students have an introductory reading course at the graduate level. Students will learn various assessment techniques and interventions, which can be applied in the classroom with individual students or with groups of students</td></tr><tr><td align="left" rowspan="5">MA Teaching Degree</td><td align="left">PEDG 4345Instructional Design & Assessment of Academic Achievement</td><td align="left">The structure and organization of the curriculum, materials and methods used and types of evaluation in K-12 classrooms. Prerequisite: PEDG 5330 Offered: Spring, summer, fall</td></tr><tr><td align="left">PEDG 5367Diverse Learners</td><td align="left">This course enhances teachers' ability to develop instructional programs to assess, instruct, and support students with diverse learning needs. Special emphasis is given to special education, English language learners and economically disadvantaged students</td></tr><tr><td align="left">PEDG 5375Content Area Reading</td><td align="left">This course is designed to provide concepts and procedures incorporating reading instructional techniques effectively in the content areas. Emphasis on current teaching practices within the content area classroom. Prerequisite: PEDG 5330. Offered: spring, fall</td></tr><tr><td align="left">PEDG 5387Reading In the Elementary School</td><td align="left">Implications of current research for reading instruction in the elementary school. Offered: spring, fall</td></tr><tr><td align="left">PEDG 5383Internship</td><td align="left">A semester of teaching under the guidance of a university professor. The professor will provide mentoring and supervision during the semester. Offered: spring, fall</td></tr><tr><td align="left" rowspan="5">Counseling Department</td><td align="left" rowspan="5">M.Ed. School Counseling</td><td align="left">CNDV 5320Multicultural Counseling</td><td align="left">Studies in human diversity and cultural issues. Identifies the implications for counseling and learning and strategies for cross cultural effectiveness in various settings</td></tr><tr><td align="left">CNDV 5330Developmental Counseling & Guidance</td><td align="left">Designed to advance the professional competence of the counselor, the course is a study of the design and management of a comprehensive developmental guid ance program. Emphasis is placed on the planning and implementation of a guidance curriculum appropriate for the needs of school age children and youth</td></tr><tr><td align="left">CNDV 5334Measurement & Assessment</td><td align="left">Provides an understanding of individual and group approaches to assessment and evaluation to include basic statistical concepts; standardized and nonstandardized testing; strategies for selecting, administering and interpreting assessment; and evaluation instruments in educational and counseling settings</td></tr><tr><td align="left">CNDV 5390School Counseling Practicum</td><td align="left">A field-based course with supervised observation and practice of guidance and counseling in a school setting during the school day</td></tr><tr><td align="left">CNDV 5394Clinical Mental Health Internship</td><td align="left">Designed to advance the professional competence of the counselor, the course is a study of the design and management of a comprehensive developmental guidance program. Emphasis is placed on the planning and implementation of a guidance curriculum appropriate for the needs of school age children and youth</td></tr></tbody></table> </ephtml> </p> <p>In the Educational Leadership Department, the course descriptions from the following degree programs were reviewed; the M. Ed. Administration, M. Ed. Applied Digital Learning, M. Ed. Educational Technology Leadership, Teacher Leadership (including gifted and ESL concentrations), and the M. Ed. in Special Education (both generalist and educational diagnostician concentrations). In the Curriculum and Instruction Department, the following course descriptions from the following degree programs were reviewed: M. Ed. in Literacy and the M.A in Teaching. In the Counseling Department, the following course descriptions from the M. Ed. in School Counseling were reviewed (see Table 5).</p> <p>After carefully analyzing the courses offered within each of these degree programs, a list of potential courses within college programs was developed in which the elements of MTSS<sups>+Gifted</sups> Module could potentially be housed. Four courses within the M. Ed. Administration degree program were identified which could be updated with information from an MTSS<sups>+Gifted</sups> Module. Those courses about diversity, curriculum management, instructional leadership, and within the practicum course (see Table 5).</p> <p>Five courses within the M. Ed. Applied Digital Learning degree program were identified which could be updated with information from MTSS<sups>+Gifted</sups> Module. Those courses were in the area of enhancement of learning, organizational change, innovation, learning environments, and resources in digital environments. One course from the M. Ed. Educational Technology Leadership degree seems appropriately aligned with content of the MTSS<sups>+Gifted</sups> Module, the course is EDLD 5317 Sharing Resources for Digital Environments (see Table 5).</p> <p>Within the M. Ed. Special degree programs, there were 8 courses which were identified which would align with MTSS<sups>+Gifted</sups> Module. Those courses included an overview of exceptional learners, testing and assessment, instructional strategies, transition services, behavior management, and the practicum course for educational diagnosticians. In the M. Ed. Teacher Leadership program core courses and concentration courses were identified that would be aligned with the MTSS<sups>+Gifted</sups> Module. Those courses were courses about diverse learners, curriculum, instructional strategies, differentiation of instruction, methods, ESL methods, understanding language/language learning, and any of the four gifted education courses would be a natural fit. Since the courses in the GTED concentration already provide information about gifted learners, those students would benefit from the module in one of the core courses in their degree program (See Table 5).</p> <p>In the Curriculum and Instruction Department two graduate degree programs would be appropriate for including content related to an MTSS<sups>+Gifted</sups> Module; the M. Ed. Literacy degree, and the MA Teaching degree. Within the M. Ed. Literacy degree, courses that deal with multisensory literacy, two different practicum courses, and a course in correction of literacy and learning difficulties could be enhanced with content related to MTSS<sups>+Gifted</sups> Module. There are 5 courses that would be appropriate within the MA Teaching degree program that would align with MTSS<sups>+Gifted</sups> Module. Those courses include courses about instructional design/assessment of achievement, diverse learners, reading courses, and an internship course.</p> <hd id="AN0185811684-9">Mitigating Both Curriculum Gaps at the College-Level: MTSS and The MTSS+Gifted Module</hd> <p>MTSS is a school-wide program that includes the strategies and resources that exist related to RtI for all learners. There are MTSS resources (See Table 6) which provide information about MTSS, but just like undergraduate educator preparation programs, those sources do not include mention or resources for gifted learners. The infusion of gifted learners' needs may require resources that may not be on the radar screens of faculty without a background in gifted education. The proposed MTSS<sups>+Gifted</sups> Module includes information about the MTSS process along with information about gifted learners. It can potentially mitigate both existing curriculum deficits in graduate education programs. The gap of providing all educators with information about the gifted learners' needs would be addressed ([<reflink idref="bib5" id="ref30">5</reflink>]; [<reflink idref="bib10" id="ref31">10</reflink>]). The idiom of "killing two birds with one stone" comes to mind.</p> <p>Table 6. MTSS Resources.</p> <p>Graph</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left">Name</th><th align="center">Link to webs</th></tr></thead><tbody valign="top"><tr><td align="left">CEEDAR Center• Online Professional Development Module (<xref ref-type="bibr" rid="bibr4">CEEDAR Center, 2023</xref>)</td><td align="left"><ext-link ext-link-type="url" href="https://ceedar.education.ufl.edu/mtssudldi-professional-development-module/" /></td></tr><tr><td align="left">American Institutes for Research (AIR) Center on Multi-Tiered Systems of Support• Essential Components of MTSS (<xref ref-type="bibr" rid="bibr1">AIR, 2025</xref>)</td><td align="left"><ext-link ext-link-type="url" href="https://mtss4success.org/essential-components" /></td></tr><tr><td align="left">Texas Education Agency (TEA)• Multi-tiered System of Supports (MTSS) (<xref ref-type="bibr" rid="bibr29">TEA 2007-2024</xref>) Many online modules available on a variety of MTSS-related topics</td><td align="left"><ext-link ext-link-type="url" href="https://tea.texas.gov/academics/special-student-populations/special-education/programs-and-services/multi-tiered-system-of-supports-mtss" /></td></tr></tbody></table> </ephtml> </p> <hd id="AN0185811684-10">MTSS</hd> <p>The MTSS model would provide educators with the change process for curriculum innovation. Because of the similarities between RtI and MTSS, a good way to start when implementing MTSS in a school-wide program is to include the strategies and resources that exist related to RtI for gifted learners. However, these educational practices are not included in the curriculum of pre-service teachers in their undergraduate educator preparation programs so graduate level scholars may be unfamiliar with such practices.</p> <p>MTSS promotes a comprehensive and inclusive system that supports all students, including those with high abilities ([<reflink idref="bib3" id="ref32">3</reflink>].). MTSS can address the following gifted learners' needs; "the need to be provided access to appropriate learning opportunities for discovering their potential, the need for twice-exceptional gifted learners to have specialized interventions if they have learning and processing disorders, the need for guidance in social/emotional areas, and the need for flexibility for various services/supports because of their shifting needs" ([<reflink idref="bib17" id="ref33">17</reflink>], para 16–20).</p> <hd id="AN0185811684-11">MTSS+Gifted Module</hd> <p>Instead of just limiting the curricular update to including information about MTSS, the opportunity to enhance graduate educator preparation programs two-fold seemed apparent. The MTSS<sups>+Gifted</sups> Module could potentially mitigate both existing deficits. The MTSS<sups>+Gifted</sups> Module can fill in the gap with respect to providing graduate students with information about MTSS by using the gifted learner's needs for demonstration purposes to illustrate elements of MTSS. This would also resolve another long-standing gap, that of providing all educators (not just gifted educators) with information about the gifted learner's needs.</p> <p>The MTSS<sups>+Gifted</sups> module will be infused with knowledge of gifted learners, and it will act as a vehicle for fostering those learners' strengths, ensuring that they receive appropriate levels of challenge and support. It will provide educators with an opportunity to identify high achieving students earlier, assess their strengths and areas for growth, and provide differentiated instruction and enrichment activities. Tiered-instructional strategies have been used by educators to address the unique needs of gifted students at various levels. This might involve providing advanced curriculum and resources, offering acceleration or compacting options, and facilitating opportunities for independent research or projects. Moreover, MTSS can support the social-emotional development of gifted students. It can include provisions for counseling and guidance services, peer groupings, and mentorship programs to ensure that gifted students receive holistic support.</p> <p>With knowledge of those learners' needs graduate students would learn how to eliminate the use of practice activities in tiered interventions and provide gifted learners with an appropriate curriculum, one which is accelerated, complex, in-depth, challenging, creative, and abstract at all levels or tiers ([<reflink idref="bib35" id="ref34">35</reflink>]). [<reflink idref="bib26" id="ref35">26</reflink>] stated the curriculum for gifted learners needs to be differentiated by abstractness, acceleration depth, and complexity, involve the practice of experts that involve depth and complexity, and include product development (pp. 5–9). [<reflink idref="bib16" id="ref36">16</reflink>] provide a menu of effective differentiation for gifted learners which include the use of higher-level thinking skills, curriculum compacting, creativity, flexible grouping and problem-based inquiry (p. 9).</p> <p>In a presentation at the Pennsylvania Association for the Gifted, [<reflink idref="bib17" id="ref37">17</reflink>] discussed tiered-instructional strategies appropriate to gifted learners Tier 1 Enrichment services can be provided to gifted and/or high-ability learners by "differentiation and accelerating learning for high-ability students, by varying pacing, depth and complexity of instruction as needed, using outcomes measurement, providing students with opportunities to explore, develop and demonstrate strengths and interests, by compacting curriculum units and learning centers, and differentiating assignments by content, process, or products which replace general education classroom assignments" ([<reflink idref="bib17" id="ref38">17</reflink>], Slide 20). Tier II Enrichment activities for gifted learners include "strategic, targeted instruction via individual or flexible, small group instruction, supplemental curriculum aligned with core curriculum, differentiated instruction to access curriculum at an acceleration pace or in greater depth" (Slide 21). Tier III Enrichment for gifted and high-ability learners "includes interventions for targeted instruction for those learners whose needs are not being addressed in Tier I-II Enrichment." Tier III students may need to be provided with a "different curriculum with respect to pacing, acceleration, and consultation with a gifted support teacher" (Slide 22).</p> <hd id="AN0185811684-12">The MTSS+Gifted Module: Resources for Gifted Learners' Needs</hd> <p>There are several online sources that provide information about MTSS that are easily accessible. However, the infusion of gifted learners' needs may require resources that may not be on the radar screens of faculty who teach graduate courses with content from within the field of gifted education. Resources are offered to launch the project; they are listed in Table 6.</p> <p>[<reflink idref="bib7" id="ref39">7</reflink>] explained how the tiered-instructional process can be applied for use with gifted learners in models used by several states/districts across the US, and they provided an explanation of the USTARS Model (Using Science, Talents, and Abilities to Recognize Students - Promoting Learning for Underrepresented Students) (p. 48). [<reflink idref="bib14" id="ref40">14</reflink>] provided an overview of the RtI process, explained how to create a strong general education curriculum for gifted learners, and they described the modification of the tiered levels, and explained how to monitor student progress. Finally, they provided a rationale and plan for professional development. [<reflink idref="bib2" id="ref41">2</reflink>] asserted that the Autonomous Learner Module is strongly aligned with a multi-tiered instructional approach which supports the learning needs of all students.</p> <p>[<reflink idref="bib6" id="ref42">6</reflink>] noted a serious flaw within tiered-instruction in which all learners are provided instruction in core curriculum which is designed for all learners in tier one. There reported that there is no guarantee gifted learners are receiving a differentiated curriculum (p. 13). Choice and Walker's "NEW RtI model (Response to Intelligence) needs to be included and embraced by educators as they acquire training in the MTSS systems as a bridge to providing service." Choice and Walker recommended using the Kingore Observation Inventory ([<reflink idref="bib15" id="ref43">15</reflink>]) to identify students with advanced abilities and twice-exceptionality at the Tier I level and promote them to Tier II small group instruction. Their rationale for doing this is that these students are too far advanced to be a good fit in the general education classrooms, displaying "rapid learning, high verbal skills, strong reasoning abilities, intensity, sensitivity, and a passion for learning" (pp. 37–40).</p> <p>[<reflink idref="bib11" id="ref44">11</reflink>] included the RTI Model and MTSS in their discussion of appropriate models for gifted education. They explained how to adapt these two frameworks both academically and behaviorally (pp. 43–45). The contents of their publication provided educators with a full range of useful information that covers most of the aspects which are a part of tiered-instruction. The HAL/MTSS project which targets existing MTSS systems in schools to serve gifted learners is an MTSS project under development at The Nebraska Department of Education (n.d.). Their website provides a list of resources such as videos and resources for parents, educators, and family/community resources. This pilot study is ongoing and has not yet reported findings.</p> <p>[<reflink idref="bib34" id="ref45">34</reflink>] provided a strategy for graduate level teachers, a unique systemic solution-focused approach for helping twice-exceptional (2e) learners. This research-based intervention explains a process of intervention for 2e learners. The results of this multiple case study research, a component of a two-year course for teachers training to become specialists in 2e learners (especially those with LD/DD and or adequate executive functioning skills), were exciting and promising. This resource is a great one for working on behavior issues and social emotional learning in addition to academics.</p> <hd id="AN0185811684-13">Implementing the MTSS+Gifted Model at the College Level</hd> <p>To start MTSS metamorphosis, the journey begins with a vision. After analyzing current graduate courses and course syllabi from graduate courses a vision of MTSS<sups>+Gifted</sups> Module appeared. The next step will be to assemble a professional learning community (PLC) composed of faculty members from the different graduate programs mentioned who can enact curriculum change at the graduate level so that our graduate students understand concepts, develop skills, apply universal design for learning, embrace effective practices that generate social and emotional learning, and describe behavioral interventions within culturally appropriate classroom environments for all learners, even those with gifts, talent, and high ability ([<reflink idref="bib19" id="ref46">19</reflink>], p. 9).</p> <p>With appropriate administrative support from departmental and college administration, the MTSS<sups>+Gifted</sups> Module can address two gaps in college-level curriculum at the same time, the gap with respect to infusing content knowledge about both MTSS overall and the lack of content with respect to gifted learners' needs. Colleges can replicate a school district team configuration with administrators, faculty, staff, students, and community stakeholders (or some combination of the stakeholders) to being transforming curriculum at the higher education level. [<reflink idref="bib19" id="ref47">19</reflink>] proposed the development of an MTSS team for moving forward with infusing MTSS in schools and districts. Their recommended team configuration needs to include representative members from the area of leadership and with representatives of all stake holders (school and district leadership, staff, school/parent/community members (p. 63). The MTSS stakeholder team creates the vision for change, reviews the findings of the leadership team, engages in stakeholder surveys, maps assets, reviews/provides feedback on plans generated by the leadership team members, shares the final plan, and upon implementation engages in ongoing feedback (p. 63).</p> <p>[<reflink idref="bib19" id="ref48">19</reflink>] view MTSS as being a response to the need for complex change in our current educational system and use the concerns-based adoption approach (p. 7) and the reflect-change growth cycle (p. 8) when making the complex transition to applying MTSS in schools. The concerns-based approach outlines stages people go through as they experience change. Those stages include: the awareness stage, information stage, personal stage, management stage, consequence stage, collaboration stage, and the refocusing stage. Colleges and university programs need to take the lead for updating curriculum via the use of MTSS<sups>+Gifted</sups> Module if there are expectations of their graduates' updating curriculum at the K-12 levels. A sample MTSS<sups>+Gifted</sups> Module is provided in the Appendix. The sample MTSS<emph><sups>+Gifted</sups></emph> Module demonstrates how to include the MTSS process dealing with using data-based interventions ([<reflink idref="bib30" id="ref49">30</reflink>]) with information targeting gifted education ([<reflink idref="bib16" id="ref50">16</reflink>]).</p> <hd id="AN0185811684-14">Summary and Conclusions</hd> <p>Recollections of a prior project which consisted of an online module within an on-campus undergraduate course in early childhood education awakened an AHA moment. After analyzing current graduate course descriptions and course syllabi the vision transpired into cerebration for the MTSS<sups>+Gifted</sups> Module. The next step will be to assemble a professional learning community (PLC) composed of faculty members from the different graduate programs mentioned who can enact curriculum change at the graduate level so that our graduate students understand concepts, develop skills, apply universal design for learning, embrace effective practices that generate social and emotional learning, and describe behavioral interventions within culturally appropriate classroom environments for all learners, even those with gifts, talent, and high ability ([<reflink idref="bib19" id="ref51">19</reflink>], p. 9).</p> <p>MTSS is a complex paradigm which upholds significant expectations of educators, principals, counselors, support staff, and of its stakeholders (parents, learners, and the community). This paradigm, however, contrasts greatly with news media reports of the status of our educational system with its' teacher-shortages, hiring of individuals without teaching credentials, etc. post-pandemic. Garnering support for this paradigm may be more difficult because of these circumstances.</p> <p>Given such circumstances, it is even more vital that college faculty need to demonstrate support for the paradigm of MTSS by looking the gaps in college curriculum in educator preparation programs and consider implementing MTSS<sups>+Gifted</sups> Module<bold>.</bold>[<reflink idref="bib19" id="ref52">19</reflink>] remind us that educators have been "engulfed by waves of educational shifts that pull us to make changes" and that "the past few years have taught us resiliency," and that our educational model is quite malleable (p. 2). It is important for us to remember that there is science behind us and a host of experts with ideas (p. 2). If the culture of the educational environment in which you are operating is negative, with teachers who have lost hope remember that sometimes things need to fall apart before they can be fixed. Letting go of the past is the first step to beginning the future.</p> <hd id="AN0185811684-15">ORCID iD</hd> <p>Debra A. Troxclair https://orcid.org/0000-0002-7777-507X</p> <hd id="AN0185811684-16">Appendix A</hd> <p></p> <hd id="AN0185811684-17">Sample MTSS +Gifted Module</hd> <p></p> <hd id="AN0185811684-18">Suggested Inclusion in the following Graduate Courses</hd> <p>Courses in curriculum, diverse learners, enhancing learning environments, instructional strategies (General education, ESL teachers, Special education, Gifted teachers, Literacy specialists, Internships/practicum courses for teachers/educational specialists), Instructional design courses, School counseling/multicultural counseling courses).</p> <hd id="AN0185811684-19">Instructional Concepts</hd> <p></p> <ulist> <item> • Differentiating classroom instruction for high-ability learners</item> <p></p> <item> • Applying Data-based interventions in your classroom</item> </ulist> <hd id="AN0185811684-20">Learner Outcomes</hd> <p>LO 1. Analyze instructional practice for determining the level of differentiation for high-ability learners in their classrooms.</p> <p>LO 2. Apply a data-based intervention to classroom instruction.</p> <hd id="AN0185811684-21">Activities</hd> <p></p> <hd id="AN0185811684-22">Complete the Data-Based Individuation within MTSS Online Course</hd> <p>[<reflink idref="bib30" id="ref53">30</reflink>]. <emph>Data-based individualization within MTSS</emph>. Texas Education Agency.</p> <p>https://spedsupport.tea.texas.gov/learning-library/mtss-introduction-pathways/data-based-individualization-within-mtss</p> <hd id="AN0185811684-23">Reading Assignment</hd> <p>LaFollette, J. & Reddish, T. (2024). <emph>Differentiating instruction for gifted and high potential students: A LEAP Education Guidebook</emph>. National Association for Gifted Children.</p> <p>• Read Chapter 4: pages 24–35.</p> <hd id="AN0185811684-24">Activity</hd> <p></p> <hd id="AN0185811684-25">Online Discussion Prompt #1</hd> <p>"What aspects of your curriculum and instruction could be personalized to provide the highest level of differentiation?" ([<reflink idref="bib16" id="ref54">16</reflink>]).</p> <hd id="AN0185811684-26">Activity</hd> <p>Complete the Teacher Self-Assessment of Instructional Practice survey ([<reflink idref="bib16" id="ref55">16</reflink>], p. 25). Create a poster to display the survey results. Share your findings with your classmates in an oral presentation using PowerPoint in the Module Gallery Walk for this module.</p> <hd id="AN0185811684-27">Activity</hd> <p>Submit a journal entry sharing the learning you acquired as you completed this module.</p> <p>Include comments about (a) your proficiency in differentiation instruction for high-ability learners in your classroom, and (b) using data-based individuation in your classroom.</p> <ref id="AN0185811684-28"> <title> References </title> <blist> <bibl id="bib1" type="bt">1</bibl> <bibtext> American Institutes for Research. (2025). Essential components of MTSS. Center on Multi-Tiered System of Supports. https://mtss4success.org/essential-components</bibtext> </blist> <blist> <bibl id="bib2" idref="ref16" type="bt">2</bibl> <bibtext> Betts G., Carey R. (2021). Response to intervention and the autonomous learners model: Optimizing potential. In Coleman M., Johnsen S. K. (Eds.), Implementing RtI with gifted students: Service models, trends, and issues (pp. 149–168). Taylor & Francis.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref32" type="bt">3</bibl> <bibtext> Branching minds (n.d.). How MTSS supports gifted students. https://<ulink href="http://www.branchingminds.com/blog/mtss-gifted-students">www.branchingminds.com/blog/mtss-gifted-students</ulink></bibtext> </blist> <blist> <bibl id="bib4" type="bt">4</bibl> <bibtext> CEEDAR Center. (2023). MTSS-UDL-DI: Professional development module. Improving instruction, Accessibility, and outcomes. https://ceedar.education.ufl.edu/mtssudldi-professional-development-module/</bibtext> </blist> <blist> <bibl id="bib5" idref="ref23" type="bt">5</bibl> <bibtext> Chamberlin M., Chamberlin S. (2010). Enhancing preservice teacher development: Field experiences with gifted students. Journal for the Education of the Gifted, 33(3), 381–416. https://doi.org/10.1177/016235321003300305</bibtext> </blist> <blist> <bibl id="bib6" idref="ref42" type="bt">6</bibl> <bibtext> Choice P., Walker S. (2011). The NEW RtI: Response to intelligence. Pieces of learning.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref39" type="bt">7</bibl> <bibtext> Coleman M., Johnsen S. K. (2013). RtI for gifted students: A CEC-TAG educational resource. Prufrock.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref25" type="bt">8</bibl> <bibtext> Gadzikowski A. (2013). Challenging exceptionally bright children in early childhood classrooms. Redleaf Press.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref26" type="bt">9</bibl> <bibtext> Gagné F., Nadeau L. (1991). Brief presentation of Gagné and Nadeau's attitude scale Opinions about the gifted and their education. Montreal, Canada: Unpublished manuscript, University of Quebec.</bibtext> </blist> <blist> <bibtext> Haberlin S. (n.d.). Providing preservice teachers with gifted education training opportunities. Education World. https://<ulink href="http://www.educationworld.com/blog/providing-pre-service-teachers-gifted-education-training-opportunities">www.educationworld.com/blog/providing-pre-service-teachers-gifted-education-training-opportunities</ulink></bibtext> </blist> <blist> <bibtext> Heacox D., Cash R. (2020). Differentiation for gifted learners: Going beyond the basics (Revised and updated edition). Free Spirit Publishing.</bibtext> </blist> <blist> <bibtext> Hodges J. (2018). Assessing the influence of No Child Left Behind on gifted education funding in Texas: A descriptive study. Journal of Advanced Academics, 29(4), 321–342. https://doi.org/10.1177/1932202X18779343</bibtext> </blist> <blist> <bibtext> Infants and Toddlers (n.d.). Checklists and rating scales. <ulink href="http://toddlers.ccdmd.qc.ca/observing/checklists">http://toddlers.ccdmd.qc.ca/observing/checklists</ulink></bibtext> </blist> <blist> <bibtext> Johnsen S., Sulak T., Rollins K. (2012). Serving gifted students within an RtI framework: A practical guide. Prufrock.</bibtext> </blist> <blist> <bibtext> Kingore B. (2001). The Kingore observation inventory (KOI). PA Publishing Kingore.</bibtext> </blist> <blist> <bibtext> LaFollette J., Reddish T. (2024). Differentiating instruction for gfited and high potential students. National Association for Gifted Children.</bibtext> </blist> <blist> <bibtext> Morett S., Levin M. (2018, November 7-8). The MTSS process and supporting students in need of enrichment. Pennsylvania Association for Gifted Education (PAGE) Conference,Pittsburgh, PA, USA. https://<ulink href="http://www.giftedpage.org/wp-content/uploads/2018/11/MTSS-PowerPoint-Slides.pdf">www.giftedpage.org/wp-content/uploads/2018/11/MTSS-PowerPoint-Slides.pdf</ulink></bibtext> </blist> <blist> <bibtext> Nebraska Department of Education. (n.d.). HAL/MTSS pilot project. https://<ulink href="http://www.education.ne.gov/hal/hal-mtss-pilot-project/">www.education.ne.gov/hal/hal-mtss-pilot-project/</ulink></bibtext> </blist> <blist> <bibtext> Novak K., Rodriguez K. (2023). In support of students: A leader's guide to equitable MTSS. Jossey-Bass.</bibtext> </blist> <blist> <bibtext> Pendharkar E. (2023, November 9). What we know about Multi-tiered systems of support (MTSS), in Charts. Education Week. https://<ulink href="http://www.edweek.org/teaching-learning/what-we-know-about-multi-tiered-system-of-supports-mtss-in-charts/2023/11">www.edweek.org/teaching-learning/what-we-know-about-multi-tiered-system-of-supports-mtss-in-charts/2023/11</ulink>.</bibtext> </blist> <blist> <bibtext> Pullen C., Van Dijk W., Gonsalves H., Ashworth K. (2019). RTI and MTSS: Response to Intervention and Multi-tiered Systems of Support: How do they differ and how are they same, if at all? In Pullen P., Kennedy M. (Eds.), Handbook of response to intervention and multi-tiered systems of support (pp. 5–10). Routledge/Taylor & Francis.</bibtext> </blist> <blist> <bibtext> Rinn L., Mun R., Hodges J. (2022). 2020-2021 State of the states in gifted education. National Association for Gifted Children and Council of State Directors of Programs for the Gifted. https://cdn.ymaws.com/nagc.org/resource/resmgr/2020-21_state_of_the_states_.pdf.</bibtext> </blist> <blist> <bibtext> Ross S., Lignurgaris-Kraft B. (2015). Multi-tiered systems of support preservice residency: A pilot undergraduate teacher preparation model. ERIC. https://files.eric.ed.gov/fulltext/EJ1062287.pdf</bibtext> </blist> <blist> <bibtext> Sailor W., Skrtic T., Cohn M., Olmstead C. (2021). Preparing teacher educators for statewide scale-up of multi-tiered system of support (MTSS). Teacher Education and Special Education, 44(1), 24–41. https://doi.org/10.1177/0888406420938035</bibtext> </blist> <blist> <bibtext> Sallesse M., Fogarty M., Whiteside E., Montague M. (2023). Multi-tiered system of supports for teacher preparation: A framework to attract, retain, and prepare special educators. Journal of Special Education Preparation, 3(1), 34–45. DOI:10.33043/JOSEP.3</bibtext> </blist> <blist> <bibtext> Stambaugh T., Mofield E. (2022). A teacher's guide to curriculum design for gifted and advance learners-Advanced content models for differentiating curriculum. Routledge.</bibtext> </blist> <blist> <bibtext> Swift Education Center. (2016a). Domains and features. https://swiftschools.org/docs/swift-domains-and-features-placemat/</bibtext> </blist> <blist> <bibtext> Swift Education Center. (2016b). Meaningful access to core curricular, extracurricular programs. https://doi.org/10.33043/JOSEP.3.1.34-45</bibtext> </blist> <blist> <bibtext> Texas Education Agency (TEA). (2007-2024). Multi-tiered systems of support (MTSS). https://tea.texas.gov/academics/special-student-populations/special-education/programs-and-services/multi-tiered-system-of-supports-mtss</bibtext> </blist> <blist> <bibtext> Texas SPED Support. (2025). Data-based individualization within MTSS. Texas Education Agency. https://spedsupport.tea.texas.gov/learning-library/mtss-introduction-pathways/data-based-individualization-within-mtss</bibtext> </blist> <blist> <bibtext> Troxclair D. (2019). Infusing gifted education into pre-service educator preparation programs via modules in early childhood education courses. World Council for Gifted and Talented Conference.</bibtext> </blist> <blist> <bibtext> Troxclair D., Henry L. (2010). Undergraduate teacher candidate's attitude toward intellectual and cultural diversity. [Conference Session]. Lamar University 7th Annual Education Research Conference, Beaumont, TX, United States.</bibtext> </blist> <blist> <bibtext> Troxclair D., Swope M. (2017, November). Infusing gifted education into pre- service educator preparation programs via modules in early childhood education courses. [Conference Session]. National Associationfor Gifted Children. Minneapolis, MN, United States.</bibtext> </blist> <blist> <bibtext> Van Gerven E. (2023). Treasure hunting for golden moments: A systemic, solution-focused approach for addressing the needs of 2e learners. Journal for the Education of the Gifted, 47(1), 54–83. https://doi.org/10.1177/01623532231214566</bibtext> </blist> <blist> <bibtext> VanTassel-Baska J., Stambaugh T. (2006). Comprehensive curriculum for gifted learners. Pearson.</bibtext> </blist> <blist> <bibtext> Weber C., Boswell C., Behrens W. (2014). Exploring critical issues in gifted education: A case studies approach. Prufrock Press.</bibtext> </blist> </ref> <ref id="AN0185811684-29"> <title> Footnotes </title> <blist> <bibtext> The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The author(s) received no financial support for the research, authorship, and/or publication of this article.</bibtext> </blist> </ref> <aug> <p>By Debra A. Troxclair</p> <p>Reported by Author</p> <p></p> <p>Debra A. Troxclair, PhD, is an associate professor at Lamar University. She is a life-long advocate for the education of gifted children and has been actively involved in many state, national, and international professional organizations in gifted education since 1987. Dr. Troxclair has recently been honored by the Association for Gifted and Talented Students-Louisiana as president-elect for 2024. She has made numerous conference presentations local, regional, state, national and international conferences. She has publications in Roeper Review, Gifted Child Today, Parenting for High Potential, Understanding Our Gifted, and TEMPO (an online resource of TAGT). She has contributed chapters in publications for NAGC. In 2013-2014, Dr. Troxclair was instrumental in developing the online master's degree program in special education and a concentration of gifted education courses within Lamar University's Teacher Leadership online master's degree program. Prior to working at the university level, she spent nearly 20 years teaching at the K-12 level in general education elementary classrooms and gifted pull-out courses at the middle grades level.</p> </aug> <nolink nlid="nl1" bibid="bib19" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib21" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib25" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib24" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib23" firstref="ref9"></nolink> <nolink nlid="nl6" bibid="bib27" firstref="ref13"></nolink> <nolink nlid="nl7" bibid="bib28" firstref="ref14"></nolink> <nolink nlid="nl8" bibid="bib12" firstref="ref15"></nolink> <nolink nlid="nl9" bibid="bib13" firstref="ref17"></nolink> <nolink nlid="nl10" bibid="bib20" firstref="ref18"></nolink> <nolink nlid="nl11" bibid="bib34" firstref="ref19"></nolink> <nolink nlid="nl12" bibid="bib22" firstref="ref20"></nolink> <nolink nlid="nl13" bibid="bib10" firstref="ref22"></nolink> <nolink nlid="nl14" bibid="bib32" firstref="ref24"></nolink> <nolink nlid="nl15" bibid="bib31" firstref="ref27"></nolink> <nolink nlid="nl16" bibid="bib33" firstref="ref28"></nolink> <nolink nlid="nl17" bibid="bib36" firstref="ref29"></nolink> <nolink nlid="nl18" bibid="bib17" firstref="ref33"></nolink> <nolink nlid="nl19" bibid="bib35" firstref="ref34"></nolink> <nolink nlid="nl20" bibid="bib26" firstref="ref35"></nolink> <nolink nlid="nl21" bibid="bib16" firstref="ref36"></nolink> <nolink nlid="nl22" bibid="bib14" firstref="ref40"></nolink> <nolink nlid="nl23" bibid="bib15" firstref="ref43"></nolink> <nolink nlid="nl24" bibid="bib11" firstref="ref44"></nolink> <nolink nlid="nl25" bibid="bib30" firstref="ref49"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1475327
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: MTSS[superscript +Gifted] Module: Infusing the Needs of Gifted Learners within the MTSS Model in Graduate Education Programs
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Debra+A%2E+Troxclair%22">Debra A. Troxclair</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7777-507X">0000-0002-7777-507X</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Gifted+Child+Today%22"><i>Gifted Child Today</i></searchLink>. 2025 48(3):198-220.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 23
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Multi+Tiered+Systems+of+Support%22">Multi Tiered Systems of Support</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Academically+Gifted%22">Academically Gifted</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Advanced+Students%22">Advanced Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+History%22">Educational History</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Legislation%22">Federal Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Gifted+Education%22">Gifted Education</searchLink>
– Name: SubjectThesaurus
  Label: Laws, Policies and Program Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Every+Student+Succeeds+Act+2015%22">Every Student Succeeds Act 2015</searchLink><br /><searchLink fieldCode="SU" term="%22No+Child+Left+Behind+Act+2001%22">No Child Left Behind Act 2001</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/10762175251330331
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1076-2175<br />2162-951X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The Multi-tiered System of Supports (MTSS) process provides for mitigating gaps in our educator preparation programs with respect to providing for the wide array of student learning needs in K-12 classrooms. However, current educator preparation programs do not adequately address the needs of advanced and gifted learners in either undergraduate or graduate educator preparation degree programs. Without information about the needs of advanced learners, tier I instruction in general education classrooms cannot be guaranteed. Integrating the proposed MTSS[superscript +Gifted] Module within graduate degree programs, proposes a solution for mitigating both of these gaps. This module will inform graduate students about a) the process of supporting the learning needs of a range of students in the current classrooms (MTSS), and b) specifically targeting the needs of advanced and gifted learners in that process ([superscript +]Gifted).
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1475327
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1475327
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/10762175251330331
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 198
    Subjects:
      – SubjectFull: Multi Tiered Systems of Support
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Graduate Study
        Type: general
      – SubjectFull: Academically Gifted
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Advanced Students
        Type: general
      – SubjectFull: Educational History
        Type: general
      – SubjectFull: Educational Legislation
        Type: general
      – SubjectFull: Federal Legislation
        Type: general
      – SubjectFull: Undergraduate Study
        Type: general
      – SubjectFull: Gifted Education
        Type: general
      – SubjectFull: Every Student Succeeds Act 2015
        Type: general
      – SubjectFull: No Child Left Behind Act 2001
        Type: general
    Titles:
      – TitleFull: MTSS[superscript +Gifted] Module: Infusing the Needs of Gifted Learners within the MTSS Model in Graduate Education Programs
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Debra A. Troxclair
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1076-2175
            – Type: issn-electronic
              Value: 2162-951X
          Numbering:
            – Type: volume
              Value: 48
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Gifted Child Today
              Type: main
ResultId 1