Integrating gifted education into a Multi-Tiered System of Supports (MTSS) provides a systemic approach to addressing the academic and social-emotional needs of high-ability learners (HAL) and twice-exceptional (2E) students. This article examines one state’s initiative to align gifted services with the existing MTSS framework through shared leadership, professional development, and data-based decision-making. Key outcomes include increased educator capacity, stronger collaboration across systems, and sustainable implementation practices. Lessons learned emphasize the importance of state-level policies, accountability measures, and targeted professional learning to ensure fidelity and long-term success. By embedding gifted education into MTSS, states can create an equitable and coherent system that ensures advanced learners receive appropriate and meaningful support to reach their full potential.
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