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Talent development as a framework for understanding giftedness and advancing gifted education services has gained momentum fueled in part by recent publications, discussions, and dissatisfaction with the efficacy and sustainability of traditional approaches in contemporary schools. Important goals in a curriculum focused on talent development include developing an individual's capacity to recognize affordances in natural, social, and technological environments that may multiply individual abilities, and to skillfully and ethically engage with (and add value to) these extended cognitive resources. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter focuses on the use of the Woodcock-Johnson TV Tests of Cognitive Abilities (WJ-IV-COG) and Woodcock- Johnson IV Tests of Achievement (WJ-IV-ACH) in the assessment of students who may be gifted. To provide a context for this discussion, we first tackle the thorny issue of, "who are the gifted?" We then present the readers with the tripartite model of giftedness. Next, we discuss the various purposes of assessment of the gifted, basic principles, and fundamental beliefs underlying these assessments. Finally, we examine the unique strengths of the WJ IV COG and ACH for the assessment of the gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The Woodcock-Johnson battery of tests is widely used to measure cognitive, academic, and oral language abilities in all ages, particularly school-aged children and young adults. With the test now in its fourth edition, WJ IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives provides an in-depth look at how the newest edition of the test differs from its predecessor, providing valuable assistance with its administration and scoring, along with interpretation and application. The Woodcock-Johnson IV (WJ IV) includes three batteries—cognitive, achievement, and oral language. Starting with an introduction to and overview of the test as a whole, this book covers all aspects of the test including score interpretation, online scoring, instructional implications, clinical and diagnostic utility, and the use of the WJ IV in evidence-based assessment approaches. Special features: Discusses the organization and content of all three batteries in the WJ IV; Reviews best practices for score interpretation; Covers psychometric properties and predictive validity; Explores clinical information that can be extracted from 60 individual tests; Includes diagnostic utility for learning disabilities, giftedness, and non-English speaking populations. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

What is the usual language of creativity? In science we often hear about novelty and value, originality, significance, innovation, giftedness, talent, genius, art, science, invention, inspiration, improvisation, imagination, divergent thinking, discovery, so on and so forth. What would a focus on language and its processes teach us about creativity? As we will see here, it would bring to the fore new terms such as dialogue, genre, centripetal and centrifugal forces, intertexuality, indexicality, games, and so on. The first vocabulary applies well to the creative person and his or her creative output; the second focuses our attention on process and context, both crucial for understanding and using language. But, before turning to these notions, let us start by unpacking further the bi-directional relation between language and creativity. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In fairy tales, many protagonists learn by journeying through the Woods, whereas most children in the modem world learn by going through the school system. In this chapter, we use the fairy tale characters from the musical. Into the Woods, as a metaphor for the development of creatively gifted students in our school system (i.e., the Woods). We first trace key research and beliefs about giftedness and creativity in the West, then contrast this with how these concepts are considered in the East (specifically discussing South Korea). We then review how school systems treat various creatively gifted students and problems that commonly arise. Last, we discuss future directions for how school systems can nurture creativity in all students. Discussed solutions include: the RTI model for gifted programs, teaching creative metacognition, and developing effective and efficient creativity assessments. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Intelligent Testing with the WISC-V offers the comprehensive guidance you need to administer, score, and interpret WISC-V profiles for informing diagnoses and making meaningful educational recommendations. Experienced professionals provide valuable advice with regard to clinically applying the WISC-V in an effort to understand a child's strengths and weaknesses—and to create a targeted, appropriate intervention plan. The WISC-V plays an integral role in evaluating children for learning and intellectual disabilities, developmental and language delays, and gifted and talented classifications. As such, understanding how to use the latest version of the WISC is extremely important. • Explore all aspects of both the conventional WISC-V and the WISC-V Digital • Read objective, independent test reviews of the WISC-V from highly respected expert sources • Review and gain insight from 17 clinical case reports that spotlight experiences of children and adolescents referred to psychologists for diverse reasons such as of reading problems, specific learning disabilities, ADHD, intellectual giftedness, and autistic spectrum disorders • Learn how a broad-based, multi-faceted approach to interpretation that calls upon several scientific concepts, such as cognitive neuroscience, clinical and school neuropsychology, cognitive processing, and the CHC model, can benefit children • Use the results of the WISC-V as a helping agent to assist in creating the best intervention plan, rather than allowing test results to dictate placement or labeling. Intelligent Testing with the WISC-V is an indispensable resource for professionals who work with the WISC-V, including school psychologists, clinical psychologists, educational diagnosticians, and more. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: cover)

Psychology of Creativity is a timely collection of cutting-edge conceptual and empirical contributions to the research on the cognitive, emotional, and social processes underlying creativity in general and in specific contexts, such as learning and teaching development, professional development, and adaptive coping with ageing. Each chapter is grounded in psychological theory, addresses specific research questions, and outlines interesting and feasible directions for future research and application. Therefore, the book is suitable both for experienced researchers and for graduate students who are considering conducting their dissertation in the field of psychology of creativity. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: preface)

This chapter explores the idea of whether gifted individuals exhibit higher levels of creativity, as compared to other no gifted individuals. Many prominent theories and models within the field of gifted education include creativity as an important component of giftedness, including Renzulli's Three-Ring Model (1986), Sternberg's Triarchic Theory of Intelligence (2003), Tannenbaum's Star Model (2003), and Gagné's Differentiated Model of Giftedness and Talent (2009). However, it is important to consider these in the context of several debates over definitions of creativity, as well as existing empirical research suggesting advantages in creativity for gifted children and adolescents. Given this framework, the chapter describes an original study examining whether creativity is more prevalent in high-ability young adults as well. Scores on the Scale of Creative Attributes and Behaviors (Kelly, 2004), a self-report measure of creativity, were collected online for a sample of 323 Honors College students and 226 general education students at a mid-sized Midwestern university. A MANOVA was conducted to compare across multiple dimensions of creativity, and a series of follow-up t-tests were conducted for the subscale scores of Creative Engagement, Creative Cognitive Style, Spontaneity, Tolerance, and Fantasy. The results suggested overall group differences, and the Honors College students exhibited significantly higher Creative Engagement and Creative Cognitive Style. However, the general education sample was significantly higher on the Spontaneity subscale. Effect sizes for these differences were small to moderate. Potential reasons for these findings, including the threshold theory, a nuanced conceptualization of creativity, motivational influences, and self-discipline are then presented. Although there are some limitations of the study, these results provide further evidence for the inclusion of creativity in models of giftedness. These differences between bigh-ability and general education college students also highlight the importance of replicating research on creativity and giftedness in a variety of ages, as well as across a variety of talent levels, and the applications of this research for adults. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Meeting the needs of the gifted student with autism spectrum disorder (ASD) requires addressing both conditions. Education professionals are in a unique position to begin this process by referring the student to school specialists for evaluation. However, diagnostic confusion surrounding autism, misconceptions about special education, varying conceptions of giftedness, and overlapping behaviors of giftedness and ASD can inhibit education professionals' ability to recognize unique behaviors of gifted students with ASD, and make appropriate referrals, placing the student at academic risk. Autism and giftedness have been studied separately in the fields of education and psychology for more than half a century. Although the study of giftedness with ASD has begun to increase in recent years, no empirical study to date has focused on education professionals who successfully referred this student population for specialized services. The present mixed methods study examined perceptions and experiences of education professionals who successfully referred gifted students with ASD for specialized services. Survey research probed training, experience, and credentials, as well as perceptions about twice exceptionality. Semi-structured interviews investigated observed behaviors prompting their student's referral for specialized services, experiences with their gifted students with ASD, and evidence they found influential in identifying their student as gifted. These elements combined to provide not only a conceptualization of the gifted student with ASD, but a conception of the education professional who worked with them. The results of this study will inform research, pre-service coursework, and professional development in meeting the needs of this special population of gifted student. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

In spite of the multisite phenomenon's apparent "success" and effectiveness in fulfilling the Great Commission, there are looming variables related to leadership structures and organizational complexities that have not been adequately addressed. Perhaps the most significant question in need of further research in the multisite field is simply determining where final decision-making authority is found. Does such authority lie at the campus level, or at the larger church level? For example, what decisions can and cannot a campus pastor make apart from the approval of the senior leadership team? The longevity of the multisite movement will ultimately be determined by the presence of healthy leadership structures that learn the tedious balance between control and freedom. The senior leadership team has the arduous task of being closely enough involved in the operations of each campus to ensure that campuses rightly embody the DNA of the overall church. Yet at the same time, this senior leadership team must empower and legitimize campus leadership in such a way that they do not feel unnecessarily restricted and compromised of their unique calling and giftedness. Such perceptions on behalf of campus leadership can lead to mistrust, conflict, and the ultimate deterrence of the mission of the church. This quantitative study addresses the leadership dynamics and organizational complexities in multisite churches, with a particular emphasis on the relationship between campus pastors and the church's senior leadership team. Chapter 1 introduces the research problem and its practical significance. It also defines the research questions while indicating the study's limitations. The examination of the precedent literature in chapter 2 underscores the biblical and theological foundations of this topic, such as the clear examples of shared leadership structures seen in the New Testament. Additionally, this chapter details the contemporary research regarding multisite structures in general, and leadership structures in particular. Chapter 3 presents the research design, defines the population, establishes the selection criteria, and outlines the instrumentation. Chapter 4 analyzes the findings, while chapter 5 presents the researcher's conclusions. The study's ultimate aim is to stimulate meaningful dialogue among multisite churches, and to strengthen multisite churches' leadership structures so as to better ensure biblical fidelity, health, unity, and longevity. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Demographics in the United States continue to shift with a rapidly growing Hispanic population. On the other hand, a mismatch still exists between Hispanic students' enrollment in gifted and talented (G/T) programs and general programs. The under-representation of Hispanic students in G/T programs has been attributed to a lack of proper instrument to identify gifted students who are linguistically and culturally diverse; insufficient preparation of teacher in the initial teacher referral phases; and ambiguous definitions of intelligence and giftedness. In this study I investigated psychometric properties of the Hispanic Bilingual Gifted Screening Instrument (HBGSI) within an item response theory (IRT) framework. The HBGSI was developed with social-cultural context in mind and has been recommended for use in the first phase of teacher referral process. Participants in this study were Hispanic bilingual students in first to third grade, who participated in a large-scale longitudinal randomized study carried out in a Texas urban school district. The purpose of this study was to further validate HBGSI within the framework of IRT, exploring the factor structure and dimensionality of the instrument at the item level. I further tested the possibility of constructing an abbreviated version of HBGSI with fewer items for ease of administration, which would potentially lower the demand on the teacher's time, enhance accessibility and facilitate increased usage of the instrument. Results revealed a bifactor structure with a strong general factor corresponding to overall giftedness among Hispanic bilingual students, and five domain factors regarding social responsibility, academic achievement, creative performance, problem solving, and native language proficiency. The multidimensional bifactor IRT model provided information related to each item concerning its discriminating power, thresholds and information regarding the latent constructs. Best items were selected while preserving the integrity of the original HBGSI, and cutting the length to almost half. Thus an abbreviated version of HBGSI was feasible and the adaptation is presented. Overall, this study further validated that the HBGSI holds promise in screening potential Hispanic bilingual students in elementary grades. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This qualitative explanatory case study documented instructional methods used and environmental conditions experienced by standard classroom teachers attempting to integrate instructional technology to support a differentiated curriculum for gifted learners. This research method was chosen as it allows for a teacher's understanding of educating gifted learners in the classroom as well as the effectiveness of curriculum differentiation for the gifted learner through the use of instructional technology. With minimal guidance how to successfully challenge a gifted learner in the regular classroom along with preconceived assumptions about the concept of giftedness, teachers can be overwhelmed when faced with typical gifted learners. Through the perspectives of standard classroom teachers who are attempting to use instructional technology to support the differentiated learning needs of their gifted learners, the study has the potential to support teachers who strive to ensure their gifted learners study something new every day. The study focused on two fourth- through sixth-grade schools using a qualitative explanatory case study through patterns in teacher interviews, teacher observations, and analysis of student technology work. Data sources included in-depth interviews with sixteen tenured teachers at two public fourth- through sixth-grade schools, an analysis of 183 student work samples, and nine classroom observations. Data were analyzed and coded to identify instructional technology practices standard classroom teachers use for curriculum differentiation with gifted learners. Recommendations based on the findings included school system's technology departments support teacher's efforts to appropriately challenge gifted learners through enlisting the help of the developers of sites such as MobyMax or Kahoot, classroom teachers making use of gifted education specialists expertise as well as the specialist monitoring the gifted learners in order to better support the classroom teachers, and effective professional development using teachers who successfully use instructional technology as a differentiation technique for gifted learners as well as ones who establish a cohesive classroom community. Recommendations for future research included similar studies conducted in other districts not only on the same grades but also middle and high school level gifted learners. Additional studies could focus on systems that have limited amount of technology as compared to those who have a one-to-one technology program. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This dissertation focuses on the topic of creativity and emotional regulation in gifted children. While there is a great amount of research available on the subject of giftedness, there is limited literature available on individuals who are creatively gifted and how they process emotions. Additionally, there is a significant gap in the literature that addresses the need for teaching specific emotional regulation skills to gifted children. This doctoral thesis includes a critical review of the literature examining the identification of creatively gifted individuals, theories of emotional regulation techniques and common therapies utilized to help with the regulation of emotional and affective states. Additionally, this study includes information gained from interviews with field consultants who work with gifted children and have considerable expertise in this area. Both the findings of the literature review and the information gained from those interviews was incorporated into the creation of a children's book -- Henri's Great Adventure -- the purpose of which is to teach emotional regulation techniques to gifted children. A sample of the product is included in this document as well as a summary of the feedback given on both the topic and the product from individuals in the field. Additional suggestions are given for further research as well as a discussion of the study's limitations and implications. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

Giftedness is typically defined as above-average ability, task commitment, and creativity (Renzulli, 2012). However, this definition is socially constructed and leans on the literacy practices of the dominant culture. Understanding various contributors and barriers to giftedness (Suboknik, Olszewski-Kubilis, & Worrell, 2012) can help identified students interrogate their own assumptions about their positions in the school system as well as those of teachers and peers. Since the gifted support classroom is relatively immune from the curricular pressures of the regular education classroom, it provides an ideal context for students to use various literacy practices to reflect on the complex dynamics of the public school system including the ways in which dominant literacies are valued over others generally and in regards to giftedness identification and services. This practitioner-research study followed six gifted fifth-grade readers through a four-month long weekly Book Club as they used literacy and dialogue to reflect on, construct, and critically consider their academic identities. An inductive approach was used to generatively code responses and analyze the data. Using literature and informational text, the work supported students in using a critical lens to articulate their academic identities, consciously contemplate the expectations placed upon them in the school setting, and consider the implications of their positioning in that context. They engaged in social practices that aided in and demonstrated comprehension and agency, resulting in their re-conceptualizing the notion of giftedness. In addition, participants viewed giftedness through the perspective of culture, ethnicity, and language. Students' transaction with and dialogue surrounding various text types served as a way to challenge the socially constructed notions of giftedness and the structures that support such definitions. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The first of the following manuscripts addresses the experiences of a group of gifted middle school students as they engaged in community action projects that provided them opportunity to become activists in their school, neighborhood, and larger community. This study pays special attention to participants' self-concepts as measured by the Harter Self-Perception Profile for Children (2012) and through participant interviews. The study finds evidence of students' co-cognitive components of giftedness when themes of courage, sensitivity to human concerns, and sense of destiny are applied. Main themes from Harter's scale are also applied, and participant interviews reveal evidence of academic and social competence. While the data do not support statistically significant change in students' self-concepts, specific domains of self-concept see larger increases than others, and participant interviews reveal the students' perceptions of the particular ways they grew through the process of becoming activists. The second manuscript examines qualitative data collected as students engaged in their community action projects but places special focus on the experiences of the female participants and the ways that their self-concepts were influenced by their experiences. This study develops four main themes through an inductive approach to data analysis: academic experiences, affective self, self-concept, and barriers to self-concept growth. A feminist lens was applied during data analysis. The unique female perspective of this study's participants is particularly important to this study. Participants shared their perceptions of their gendered experiences in schools and explored their experiences operating as community activists. The final manuscript features three female participants from the greater study. The participants were selected for further study because of their insightful reflections, demonstrated growth, and interest in continuing their activist work in the future. Interview data reveal that the participants viewed their successes as activists as informative to their development and as powerful learning experiences. However, they described having to overcome much disappointment in adults, the institutions within which they were operating, and society in general. The first main theme, disappointment, seems to be addressed by additional main themes: personal growth, determination, passion, and motivation. Connections can also be made to co-cognitive components of giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this study was to conduct quantitative non-experimental research to examine the perceived cognitive and motivational characteristics in math problem solving of high school students across gender in China. Participants of the study have been identified as academically gifted, creatively talented, and non-gifted in mathematics. Specifically, the study examined main and interaction effects of the type of giftedness and gender in students' perceived ability, effort expenditure, value, and self-efficacy in math problem solving situations. In addition, the study investigated predictive relationship between students' cognitive and motivational characteristics and math creativity, and the effects of family processes on math creativity. Descriptive statistics, multivariate analyses of variance (MANOVA), univariate analyses of variance (ANOVA), and Multiple Regressions Analyses were conducted to answer the research questions. The group and gender main effects were statistically significant in the multivariate analyses. Male students reported higher math ability scores than female students in the creatively talented group. The ANOVA indicated that group-gender interaction effect was found only in the math effort. Tests of simple effects for gender on math effort indicated female students put more math effort than male students in creatively talented group. Tests of simple effects for the group indicated that male students in academically gifted group had a higher mean effort score compared to male students in creatively talented group. Furthermore, the results of two-way ANOVA revealed statistically significant differences in students' math creativity among the three groups and across gender. Non-gifted students demonstrated lower scores on the math creative problem solving ability performance than the other two groups. Male students had a higher score than female students in math creativity. Finally, the multiple regression analysis for the math cognitive and motivational characteristics indicated the statistically significant contribution of students' math ability to students' math creativity, while the results of multiple regression analysis of family processes indicated that only parental support contributed to student's math creativity. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This dissertation research was grounded in a sizable body of research on identification of students who are gifted, who have specific learning disabilities (SLDs), and who are both gifted and have SLDs, which is referred to as twice exceptional. Four groups of students were compared: those who are gifted with SLDs, those who are gifted without SLDs, those who are average with SLDs, and those who are average without SLDs. Study 1 compared groups two at a time on their learning profiles (achievement on normed measures of reading, writing, and oral language) and their phenotype profiles (normed measures of working memory components supporting learning). Study 2Examined whether each of these groups responded differently to computerized instruction for reading and writing, which is referred to as response to intervention (RTI). Prior research showing that twice exceptional students may score higher on learning profiles but not on phenotype files when compared to average students with SLDs was replicated. A new finding was that gifted students without SLDs achieve at level commensurate with their verbal giftedness but twice exceptional achieve at average level on learning profiles. Comparison of learning and phenotyping profiles was more informative than the RTI approach for group data. The conclusion is that flexible approaches are needed to identify SLDs, both in those who are and are not gifted. These approaches should consider normed measures of reading and writing achievement and phenotype measures of the biological bases of SLDs. Additionally, teacher and parent reported current and past learning histories and response to classroom instruction should also be considered in planning, implementing, and monitoring instructional programs for all students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Throughout the history of English Language Arts education, educators have relied on literature as a tool for the cultivation of knowledge: cultural knowledge, moral and critical knowledge, and knowledge of skills and strategies. The English Language Arts curriculum's increasingly technocratic agenda (Brandt, 2015; Brass, 2014) has resulted not only in the marginalization of literature, but also in the increased instrumentalization of literature---the increased "tooling" of literature toward rational ends. Rather than focusing on literature's "ends," and asking what kinds of knowledge literature might help to facilitate, this project focuses on and takes as its starting point the relationships that comprise the literature curriculum, namely the relationships between readers and texts. By applying a Rancierian lens of equality to literature's more traditional curricular frameworks, I make visible how and when these frameworks perpetuate inequality between readers and texts. Then, using Rancierian equality, along with my own and others' lived experience of reading literature, I imagine a kind of event not accounted for in literature's more rational-instrumental frames: literary communion. I conceive of literary communion as more sacramental than rational-instrumental, evoking a sense of spiritual transcendence, transubstantiation, and giftedness. In my quest to unpack these sacramental dimensions of literary communion, I elaborate their implications for longstanding pedagogical and curricular traditions of close reading, reader response, and emancipation. I conclude by acknowledging that openness to literary communion in the English Language Arts curriculum is, in many ways, a departure from certainty and control. In keeping with the sacramental connotations of communion as well as the spirit of "as if" undergirding Rancierian equality, literary communion might reframe the teaching of literature as a matter of faith. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Teacher nominations are the most commonly used method for identifying students for full consideration to gifted education programs in the United States yet teachers receive little to no pre- or in-service training in the practice. Without changes to this reality, teachers' nominations are less reliable than other data sources because they are based on incomplete knowledge or misunderstandings of the characteristics of giftedness. In addition, when teachers have a great deal of autonomy in making nominations to gifted programs, their beliefs and biases can determine whether students have the opportunity to participate in such programs, regardless of the students' qualifications. This contributes to the persistent underrepresentation of students from culturally and linguistically diverse groups in gifted programs. The purpose of this qualitative case study was to explore the decision-making processes used by teachers when nominating students for one district's gifted education program. Survey, observation, and interview data were collected from 20 fifth and sixth grade teachers in a suburban intermediate school in New Jersey. The following research questions guided my study: (1) how do teachers make decisions about which students to nominate for gifted education programs? (1A) how do teachers define giftedness? (1B) how do teachers come to their understanding of giftedness? (2) How might the teacher nomination process affect access to the gifted education program? Three main findings emerged from the analysis of the data: (1) definitions of giftedness varied among teachers; (2) personal and professional experiences drove the decision-making process; and (3) decisions lacked unity because some teachers were left out of the process altogether and others felt disconnected from its purpose. The implications of these findings are considered on the local and national levels with appropriate recommendations and suggestions for practice and policy. Administrators and teachers should seek opportunities for professional development specific to the local district's nomination expectations. Additionally, districts should consider alternative pathways into the gifted identification process including parent nominations and general screening of all students. Finally, there is a need for gifted education to gain status in federal education policy discussions and grant opportunities so that local districts have support for their efforts. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Providing equitable education for all students is the responsibility of administrators, teachers, and parents. Even though the MTSS/RtII Framework has evolved from the RtI and RtII models, the basis is the same: intervening and identifying students' needs and analyzing data and programming instruction to meet all students' needs. Even though in the early stages of RtI gifted students were not included, recent literature has proven that it is a must for gifted success. When incorporating the MTSS/RtII Framework with gifted students, this becomes a successful model for all. In order to establish an effective MTSS/RtII Framework with gifted students, administrators have to lead the implementation procedures. This study's purpose was to analyze elementary administrators' perceptions regarding the Pennsylvania's MTSS/RtII Framework with gifted elementary students. The intent was to learn more about MTSS/RtII and gifted students from administrators who have been developing the Pennsylvania's MTSS/RtII Framework with gifted elementary students. The MTSS/RtII Framework that was renamed in 2014 categorizes students based on their abilities from data analysis. Recent literature suggests expanding from the three-tiered approach to five tiers including the high achieving and gifted students. Participants included seven elementary administrators who are involved in the Pennsylvania's MTSS/RtII Framework with elementary gifted students. From the Pennsylvania Department of Education, demographic information was collected. Elementary administrator interviews were completed. The results demonstrate that implementing the Pennsylvania MTSS/RtII Framework requires administrator leadership. Three significant themes emerged: curriculum/instruction, data analysis/assessments, and collaboration/leadership. The research validated the significance of a systems thinking approach to increase effective gifted education with Renzulli's (1978 & 1977) Three-Ring Conception of Giftedness and Triad Enrichment Model. Important points were identified regarding the consistency between schools in the same school district, time, and the MTSS/RtII procedures. This study concluded that more research should be investigated with intervention frameworks/models like the MTSS/RtII Framework with gifted elementary students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)