CFDA#
None
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Funder Type
State Government
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IT Classification
C - Funds little to no technology
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Authority
Montana Office of Public Instruction
Summary
Montana's constitution states that the people of Montana seek to "establish a system of education which will develop the full educational potential of each person." To assist Montana school districts and families, the OPI provides guidance, structure, and resources to support, build, and revise a program of services to consistently identify and meet the needs of high ability/high potential students, enabling each to meet his/her full potential.
In the twenty-first century, students come to school with many needs. In this era of ensuring that all students are supported in meeting core standards, schools must also support students who are highly abled and show high potential for excellence in school and in life.
Enrichment alone is not a gifted program, and all gifted learners are not the same. All learners deserve and need an enriched school experience. Identified gifted students need specific interventions that provide high quality, rigorous, and appropriate challenges in their regular classroom throughout their K12 educational experience to grow and thrive.
History of Funding
2023-2025 Allocations for Gifted and Talented State Grants: https://opi.mt.gov/Portals/182/Page%20Files/Gifted%20and%20Talented%20Education/2023-2025%20GT%20Final%20Allocations%20ADA.pdf
Additional Information
MTSS & Gifted Learners
Gifted students need services in the classroom, as well as in other programs, and interventions designed to lead them to their full potential. MTSS research utilizes a triangle-shaped graphic to illustrate how multiple tiers of support meets the needs of most gifted students at the classroom level of instruction.
- Tier 1 - Core Classroom Instruction
- Tier 2 - Strategic Targeted Intervention
- Tier 3 - Intensive Targeted Intervention
The most important Tier 1 strategy for advanced learners is differentiated instruction that usually occurs in flexible small groups within the regular classroom or regular instructional time. The key principles of differentiated instruction are:
- Student-centered instructional practices and materials are standards-based and grounded in research.
- Instruction has clear objectives with focused activities to reach the objectives.
- Assessment results are used to shape future instructional decisions.
- Students have multiple avenues to show mastery of essential content and skills and to demonstrate their learning.
- Instructional pacing, depth, and complexity are varied.
Tier 2 instruction addresses the specific needs of students who do not make sufficient progress in Tier 1. While it is important to be aware of how
advanced learners' progress compares to that of their age peers, the key is observing and assessing each advanced learner's progress based on his or
her potential. Once a teacher understands what progress is occurring during the gifted student's time in the classroom, recommendations can develop
for additional interventions to help the student achieve his or her potential.
Tier 3 refers to evidence-based intensive targeted interventions for students whose academic and intellectual needs are not being met by Tier 1 or Tier 2 supplemental and/or targeted instruction. The highly gifted child needs an Advanced Learning Plan that will make provisions for alternative learning opportunities that may include grade skipping/telescoping or curriculum compacting. In addition, early identification of these individuals will help to ensure that programming may be planned for them to allow for continued growth at each student's level of potential.
In the School Laws of Montana, §20-7-901, Montana Code Annotated (MCA), high ability/high potential students are defined as children with capabilities that "require differentiated educational programs beyond those normally offered in public schools in order to fully achieve their potential contribution to self and society." Montana's Standards of Accreditation, require each school district to provide educational services to high ability/high potential students commensurate with their needs as outlined in a comprehensive district framework for gifted education - Administrative Rules of Montana (ARM) 10.55.804.
Administrative Rules of Montana (ARM) 10.55.804: http://www.mtrules.org/gateway/ruleno.asp?RN=10%2E55%2E804
Eligibility Details
The Gifted and Talented State Grant program provides grant funds for supplemental financial assistance to school districts to strengthen the quality of programs for gifted and talented students.
Deadline Details
The biennial application process begins with an "Intent to Apply" using the state's E-Grants system. Intent to Apply must be submitted by March 1, 2025.
Applications need to be submitted through E-Grants. It will be opened in June every odd year (ex: 2021, 2023, 2025, etc).
Award Details
State funds must be matched with local funds.
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