Kansas City, Kansas Public Schools (KCKPS) provides services to support the needs of high-achieving learners, including students identified as gifted. In Kansas, giftedness is recognized as an exceptionality under special education law. Students identified as gifted may receive services through an Individualized Education Program (IEP) designed to address advanced learning needs, as determined by the IEP team.

KCKPS aims to provide learning opportunities that support the intellectual, social, and emotional development of students identified for gifted services. Instructional approaches and service delivery are based on individual student needs and may vary.

For questions about gifted education services in Kansas City, Kansas Public Schools, families are encouraged to contact their child’s gifted facilitator, principal, or the Special Education Department:

Kansas City, Kansas Public Schools
Special Education Department
Phone: 913-627-5674 - SPED Main Office Phone
Email: Dana Nelson, Director of Special Edudcation Programs - dana.nelson@kckps.org

Gifted Identification and Eligibility

Students may be referred for gifted evaluation by teachers, parents/guardians, or other school personnel. Referrals are considered through the district’s evaluation procedures and in accordance with Kansas regulations.

The evaluation process may include a variety of data sources, such as:

• General education supports or interventions, when appropriate (e.g., MTSS)

• Review of academic achievement and classroom performance

• Standardized assessments, which may include measures of cognitive ability, problem solving, or creativity

• Teacher and parent/guardian input

• Classroom observations

• Consideration of social-emotional and behavioral factors, when relevant

No single measure is used to determine eligibility.

Eligibility for gifted services is determined by a multidisciplinary team, including parents/guardians, in accordance with Kansas regulations and district procedures.

Multi-Tiered System of Supports (MTSS) and Advanced Learning

Kansas City, Kansas Public Schools (KCKPS) uses a Multi-Tiered System of Supports (MTSS) framework to address a range of student learning needs. While MTSS is often associated with academic or behavioral interventions, the framework may also include opportunities for enrichment for students demonstrating advanced learning needs. The type and availability of enrichment opportunities may vary by school and student need.

How MTSS Enrichment May Be Implemented in KCKPS

Tier 1 (Core Instruction):
All students receive standards-based instruction. Classroom teachers may use differentiation strategies to provide additional depth, complexity, or rigor for students demonstrating readiness for advanced learning.

Tier 2 (Targeted Enrichment):
Students who demonstrate advanced learning needs in specific content areas may participate in targeted enrichment opportunities. These supports may occur in small groups and may focus on areas such as depth of knowledge, real-world application, and problem solving. Implementation may vary by school and available resources.

Tier 3 (Intensive Enrichment):
Some students may receive more individualized enrichment opportunities based on demonstrated needs. These opportunities may include extended projects, independent study, or acceleration considerations. Tier 3 supports within MTSS remain part of general education.

Gifted Services and MTSS

Students identified as gifted under Kansas special education regulations may receive services through an Individualized Education Program (IEP). Gifted services are determined through the evaluation and IEP process and are separate from MTSS supports. MTSS enrichment opportunities may be available to students with advanced learning needs regardless of gifted identification.

Gifted Education Services in KCKPS

Gifted education in KCKPS is individualized and designed to extend beyond the regular curriculum. Services may include:

• Individualized Education Programs (IEPs): Developed for each gifted student to address unique strengths, interests, and learning needs.

• Differentiated Instruction: Enrichment opportunities within the general education classroom.

• Pull-Out Services: gifted teachers focusing on problem-solving, critical thinking, creativity, and leadership in groups. Services are individualized to the student’s unique needs.

• Social-Emotional Support: Students may receive support related to social-emotional development, including areas such as self-awareness, perfectionism, resilience, and peer relationships, when identified as a need through the IEP process.

Twice Exceptional (2E) Students

Some students may be identified as both gifted and as having a disability, often referred to as twice-exceptional (2E). Kansas City, Kansas Public Schools (KCKPS) considers the full range of a student’s identified needs through the evaluation and IEP process. When applicable, the IEP team may address both areas of giftedness and disability to support access to and participation in the educational environment.

Kansas State Department of Education Gifted Education Resources: 

• Gifted Services in Kansas

• National Association for Gifted Children (NAGC)

• The Kansas Association for the Gifted, Talented and Creative

Gifted Education Enrichment & Differentiation 

Resources for Every Classroom

Shared by Robin Miller, Gifted Education Facilitator, 2025–2026

The following strategies and resources are provided as optional considerations to support classroom enrichment and differentiation for students who may benefit from advanced or extended learning opportunities. These suggestions are intended to support instructional planning and may be used based on teacher discretion, student needs, and district priorities.

General Considerations for Enrichment and Differentiation

Complex Thinking Opportunities
Students who benefit from advanced learning opportunities may engage with activities that emphasize higher-level thinking, such as analyzing, evaluating, and creating. Instructional strategies may reduce repetition of previously mastered skills and incorporate more complex learning opportunities when appropriate.

Supplant Rather Than Supplement
When differentiation is provided, instructional activities may replace previously mastered work rather than add additional assignments. This approach may support meaningful engagement and reduce unnecessary repetition.

Student Interests
Incorporating student interests into instruction may increase engagement and motivation. Teachers may connect academic content to areas of student curiosity when appropriate.

SCAMPER Framework
The SCAMPER framework (Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, Reverse) may be used as a strategy for creating differentiated learning opportunities using existing curriculum materials. Resources and examples are available through publicly accessible educational websites.

Classroom Enrichment Ideas by Subject

Reading/Writing

Instructional strategies may include:

• Higher-level discussions and reflections

• Creative writing extensions (e.g., alternate endings, character perspectives)

• Student-created presentations or visual projects

• Expanded classroom library options with varied reading levels and genres

• Access to enrichment-focused literacy websites and resources

Math

Instructional strategies may include:

• Logic puzzles and problem-solving activities

• Open-ended mathematical tasks

• Real-world application projects involving budgeting, planning, or analysis

• Math journaling to support explanation of reasoning

• Providing solutions and asking students to justify reasoning

• Use of enrichment-focused math websites and tools

Science and Social Studies

Instructional strategies may include:

• Research-based projects

• Inquiry-based investigations

• Creative problem-solving tasks

• Student-developed models, theories, or presentations

• Use of educational websites and digital resources

Cross-Curricular Differentiation Strategies

Learning Centers
Learning centers may provide opportunities for enrichment activities when students complete assigned work.

Choice Boards
Choice boards may offer students structured options for demonstrating learning and exploring topics of interest.

Curriculum Compacting
Curriculum compacting may involve pre-assessment to determine prior knowledge and adjust instruction to reduce repetition.

Flexible Grouping
Flexible grouping strategies may be used to support differentiated instruction based on student needs and instructional goals.

Resources

The following publicly available resources may support classroom enrichment and differentiation:

• Educational enrichment websites. 

• Gifted education strategy resources

• Math websites that offer more than rote math facts:

  • https://www.khanacademy.org/math

  • https://www.mathplayground.com/

• Digital learning platforms

• Content-specific instructional tools

Use of resources is optional and based on instructional needs.