Document 2054923

Colorado Department of Education (CDE)
Gifted Education Program Plan
2012– 2016
Administrative Unit’s Name:
Centennial BOCES
Region:
North Central
Name of Gifted Education
Director/Coordinator
Tara Boyer
Director’s e-mail
[email protected]
Director’s Address:
City:
2020 Clubhouse Drive, Greeley CO 80631
Director’s phone number
970-352-7404
Zip
Fax
970-352-7350
Name of Superintendent/BOCES
Director
Randy Zila
Superintendent’s Signature
Date:
____________________________
The BOCES consolidated signature page is the last page of the template. It
is also available on the CDE web page. Copy and mail with signatures from
the BOCES’ superintendents.
Section II:
Elements of the Program Plan
Section II is completed by every administrative unit (AU) – A Program Plan includes
all elements and describes the gifted program and priorities based upon district and
community resources. The guidance document for completing the Program Plan is
at http://www.cde.state.co.us/gt/index.htm.
Directions:
Write the administrative unit’s description and targets for each element in the
blank, white, space provided in the template (include district level descriptions and
targets, if appropriate, in multiple district administrative units). An explanation of
each element in the guidance document provides details for the description. The
description may be in paragraph form and align with the numbered criteria within
each of the elements as outlined in the guidance document.
It is not uncommon in a multi-district AU for districts to be in different stages of
development towards addressing the elements of the Program Plan. A multi-district
AU may include both a general AU description and targets along with unique district
level descriptors and/or targets. The format for multiple district AUs descriptions in
any applicable section is: General AU description, AU targets, District description,
District target/s.
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State Performance Plan indicators relevant to communication.
100% of administrative units will implement methods to provide all stakeholders with
access to current information about identification process and programming for gifted
students; and, methods for parental engagement in identification and programming.
Communication
AU Description:
Stakeholder groups are informed and involved in determining programming options
through various methods. Stakeholders can access current information about the
identification process and programming for gifted students in each district within
the AU.
AU Target/s:
By 2016 the AU will expand communication to a regional area for programming
opportunities to all stakeholders through a blog, quarterly meetings and a
newsletter that will be given to teachers and parents.
Optional for multiple-district AUs
District Name and Description:
WELD RE-9 AULT-HIGHLAND
Ault-Highland Schools have the Gifted Education brochure available on the website,
which includes the vision of our district, state definition, as well as identification,
programming, and personnel. Furthermore, there are parent engagement
opportunities at all building levels: ELEMENTARY – PTO, GT parent meetings with
individual teachers and liaisons including ALP development, accountability team;
MS - PTO, GT parent meetings with individual teachers and liaisons including ALP
development, accountability team; HS - GT parent meetings with individual
teachers and liaison including ALP development.
WELD RE-10J BRIGGSDALE
An electronic version of the informational brochure is complete. The superintendent
has given a final review and it is posted on the school website. A printed version is
also available in the school office. Open house, parent teacher conferences, school
volunteers, and volunteer committees are in place. Parent involvement for ALP is in
place. ESL personnel are in place. Bulletin boards are ready for postings.
BRUSH RE-2J
Information on all gifted programming can be found on the GT website
which is housed on the Brush Schools website located under the District
tab.
The website contains a link to access gifted information in Spanish,
Afrikaans, Catalan, French, and German.
Information about upcoming gifted events/programs are sent home to
parents electronically through email, posted on the GT website, advertised
on Infinite Campus on the parent portal, sent home in Friday folders for
elementary students, or are mailed home.
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Results of gifted testing are mailed home to parents.
Gifted programming opportunities for high school students are advertised
on the Beetdigger Facebook page, maintained by Brush High School.
Monthly meetings are held with the district gifted and talented building
representatives and the GT Coordinator for the purpose of reporting
updates from each school, information from CDE, education on gifted
issues, and information on upcoming events. The reps disseminate
reports back to individual schools.
Communication for district personnel about gifted education and/or
professional development is sent through district email or messages
through Infinite Campus.
Brush hosts a minimum of one parent education opportunity each
semester with local or national speakers. These programs are advertised
in the local newspaper as well as the above communication avenues.
These are free and open to all community members.
Weekly school board updates from the GT Coordinator are posted in a
district newsletter from the superintendent and are distributed to district
employees via email.
The GT Coordinator attends all BOCES, North Central, and State GT
Director’s meetings to keep current with all CDE guidelines and
expectations.
C-GER targets met:
A gifted website has been established and is available in five languages.
A parent library has been started.
The information listed above has improved parent communication on
gifted opportunities.
EATON RE-2
Currently Eaton RE-2 communicates with parents and educators about gifted
programming, identification, and resources through our brochure, website and
district committees (accountability and gifted and talented). We also host
informational nights to provide parents/teachers of identified gifted students with
information about the program. All information is translated as needed. Parents are
involved during the writing of the ALP and meet annually to update the plan.
WELD RE1 GILCREST/LASALLE/PLATTEVILLE
Weld Re-1 has a handbook in English and Spanish that is available at all schools.
This document describes Weld Re-1's definition, identification procedures, parent,
student, and staff resources, programming options, nomination forms, and contact
information. By the end of 2012 the document will also be available as a pdf file on
our website. Additionally, Weld Re-1 GT teachers, in cooperation with parents and
students, create, update, and maintain ALP's for each student that can be accessed
electronically on the student information service site.
Each school has a professional library that is maintained and added to for use by
educators, parents, and students.
Communication and training is held yearly to promote differentiated learning in a
standards based classroom.
High school counselors are actively involved in providing guidance to identified
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gifted students to ensure alignment of ALP goals and ICAP.
WELD RE-11J PRAIRIE
School open-house, brochures, parent/teacher conferences, newsletters, school
paper and the school website are all means of communicating with parents about
the school’s G/T program. Individual meetings are scheduled annually with parents
of identified students to develop the ALP and discuss options for possible
learning/teaching strategies.
PAWNEE RE-12
Pawnee School District has an informational brochure for RTI and GT available upon
request. When appropriate, GT information will be published in the district wide
monthly school newsletter. The RTI process of gathering a body of evidence
supporting GT identification is implemented and will be effectively used. Parents are
engaged in the district’s accountability committee. An Advanced Learning Plan is
implemented within Pawnee School District. Parents of GT students, the students,
and the RTI and GT team monitor each student’s ALP yearly.
PLATTE VALLEY RE-7
The Platte Valley School District reviewed and refined our Gifted and Talented
programming during the 2010-2011 school year. A new brochure was designed to
reflect the changes and the new goals. The colored brochure has been printed and
in both English and Spanish as was disseminated to appropriate teachers and staff
and made available to parents. We have established a GT Advisory Committee to
provide parental input into this process and to foster parent engagement. We
develop new ways for parents to participate in the writing, implementation, and
monitoring of the ALP process. Parents of students from underrepresented groups
will receive communications through the use of an interpreter and in translated
documents.
WELDON VALLEY RE-20J
School open-house, brochures, parent/teacher conferences, newsletters, school
paper
WIGGINS RE-50
Wiggins School District RE-50J will continue using our school website for
posting information about our GT program and services (GT Handbook)
along with information on identification and parent involvement. We will
update annually our GT Handbook and distribute the handbook at the Fall GT
Advisory Council meetings in addition to posting it on line. The GT Advisory
Council, made up of parents, teachers and interested community members,
meets 2-3 times a year providing input, suggestions and recommendations
to help guide the operation of our GT program. We will continue distributing
our Summer Enrichment Activities Flyer to parents available each spring. In
addition to the already mentioned communication methods, we plan to
improve our use of parent email addresses to increase engagement and to
address questions or issues specific to their child’s services.
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Definition
Directions: Write the administrative unit’s definition for gifted students that align
with the State’s definition. If the definition is the same as the State’s definition
merely mark the box and do not rewrite the definition.
Check the box if the administrative unit uses the State definition for gifted
State Performance Plan indicators relevant to identification.
100% of administrative units will increase the identification of gifted students from traditionally
under-represented population if indicated as a need by local data.
100% of administrative units will implement procedures to identify gifted students in all
categories of giftedness.
Identification
AU Description:
Each district has a formal identification process that aligns with CDE Identification
Guidelines. The process and selected tools, used in each district, reflect the State’s
definition of giftedness. The procedures are consistent, equitable and incorporate
valid and reliable instruments. Each district’s procedures reflect efforts to identify
students in traditionally under-served populations; and from all categories of
outstanding potential.
AU Target/s:
By spring 2013 have identification procedures in place for creativity and
leadership.
By spring 2014 decrease the identification gap in underserved populations by
5%.
By spring 2014, increase the fine arts identification rubrics to include Artistic
Ways of Knowing: Arts Talent Identification by Joanne Haroutounian to
increase identification from less than 1 % to 3 % of the district population in
fine arts.
By spring 2015, increase the number of twice exceptional students identified
in the district.
By fall 2012, replace the existing 3rd grade Naglieri test with the new edition
of the Naglieri 2, which can be checked out from BOCES.
Optional for multiple-district AUs
District Name and Description:
WELD RE-9 AULT-HIGHLAND
As early as Kindergarten, students can be referred to the liaison or coordinator as
gifted. At any time, teachers and parents can refer students for the program, and
liaisons and coordinator will collect a body of evidence, including NNAT, COGAT,
DIBELS NXT, DORA, DOMA, TCAP, student work samples, as well as anecdotal
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evidence from teachers and parents. The liaisons and coordinator meet to review
the evidence and admit to the program.
WELD RE-10J BRIGGSDALE
As early as kindergarten, students may be referred to the District Gifted and
Talented Coordinator on the basis of exceptional ability, talent, or potential for
accomplishment as evidenced by student behavior, performance, high scores on
standardized tests or state and district assessments; report cards; and/or samples
of outstanding student work. Referrals may come from teachers and staff, parents,
or students at any time during the year.
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Once a student has been referred for gifted and talented assessment, the District
Gifted and Talented Coordinator gathers information, documenting student need for
programming. Parents are contacted and the district requests permission to
schedule testing such as Naglieri Nonverbal Ability Test (NNAT) and Cognitive
Abilities Test (CogAT) and for the District Gifted and Talented Coordinator to
interview the student. Those students who demonstrate advanced abilities will fall
into one of several categories:
Gifted: Gifted students comprise a very small percentage of the general
population. These students are so exceptional or developmentally advanced
that they require special provisions to meet their educational needs.
Identification is also important because these students may have difficulty
functioning well in the normal classroom and may have difficulty associating
with their peers.
Talented: Talented students show unique skills in certain areas. While these
students generally function well in a normal classroom, it is important to
identify talented students so that they may pursue their interests and
talents and continue to grow in these areas.
High Achieving: High achieving students usually thrive in the standard
classroom. These students tend to be highly motivated and successful. It is
important to identify these students so that teachers continue to challenge
and encourage them.
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Advanced: Advanced students show above average abilities. It is important
to identify advanced students so teachers can strive to continue above
average growth in these students.
BRUSH RE-2J
All students in grades 3 and 6 are screened using the Naglieri Nonverbal
Abilities test. Students scoring above the 90%ile are placed into a talent
pool for further screening.
CSAP data is analyzed from students in grades 4 – 11 to identify students
who are scoring in the advanced level.
NWEA data is analyzed from students in grades K – 8 to identify students
who are scoring in the advanced level.
The GT coordinator meets with grade level teacher teams to discuss
students who exhibit gifted behaviors and/or advanced grade level work.
Requests for testing are honored from parents, teachers, peers, and
students themselves.
Identification Process Flow Chart:
Step 1: Collect Body of Evidence
Information on each student’s Achievement, Aptitude, Performance, and Behavior
will be collected on a student profile. Data is collected from the Naglieri Nonverbal
Abilities test, CSAP tests, NWEA tests, and other testing data such as DIEBELS, DRA
levels, grade level tests, etc. Students who meet given criteria will be placed in the
Talent Pool for further testing.
Step 2: Cognitive Abilities Test
The CogAt (Cognitive Abilities Test) will be administered. A screening
committee reviews this information and makes recommendations for identification
and programming options to meet the child's individual needs.
Step 3: Identification
Testing data is reviewed by a committee at the school level using the
information from steps 1 and 2. Those selected to receive services for exceptional
talent are formally identified and have an Advanced Learning Plan.
Students are currently identified in the academic areas of language arts and
mathematics. Students can also be identified in nonverbal abilities, art, and music.
Art and music students are identified using Renzulli Scales for Rating the Behavioral
Characteristics of Superior Students; Sousa Identifying Young Students with
Musical Talent check sheet, and performance and/or product assessment.
C-GER targets met:
Identification in primary grades.
Test of Mathematical Abilities for Gifted Students is administered to look for
math identification
CogAT is administered in grades K-2 for students
Other testing such as DIEBLES, NWEA, and classroom performance is used
as part of the body of evidence for identification.
Identification in other areas.
Identification of students in art and music is being implemented at all levels,
and is in the beginning stages.
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ALP’s have been developed for fine arts.
Advanced art and music classes are available for students at the primary and
elementary levels.
Honor bands and choirs are in place at the middle and high school levels.
Minority identification is 35% of district gifted population.
District has identified a few twice exceptional students.
Professional Development:
Professional development has been provided during staff meetings at the
elementary and middle school levels using researched based assessment
practices to identify underserved populations.
EATON RE-2
Identification Process
Step 1: Screening
Measures:
* 85th percentile on Naglieri
* 2 or more Advanced scores on CSAP
* 95th percentile or above on 2 or more Scantron areas
* Teacher Referral using Roger’s Checklist
* Accelerated growth (2+ years) on CELA
Any student qualifying with one or more of the above measures will move on to
step 2.
Please note:
* All 3rd & 6th grade students will be administered the Naglieri Nonverbal Test
* All other grades (4thand on up) will rely on the rest of the screening measures.
Step 2: Data Collecting
Body of Evidence is collected on all students in step 2. Parents are notified and are
asked for permission to test. All parents are notified with test results.
CogAT is administered:
* 95th percentile and above are automatically identified (step 3) and placed on an
Advanced Learning Plan (ALP).
* 85th to 94th percentile are considered for identification and referred to school’s
SRIT team. This will also include a student inventory
Body of Evidence includes (but is not limited to):
Naglieri CSAP Demonstrated Performance
ScantronCogAT Interest Survey
Teacher Checklist CELA Parent Inventory
Step 3: Formal Identification
ALP will be written in conjunction with SRIT team. (Student Response to
Intervention Team)
Conferences will be held with GT representative, student and parent(s) to review
ALP at beginning of each school year.
WELD RE-1 GILCREST/LASALLE/PLATTEVILLE
Students are nominated by teachers, parents, and/or themselves for
possible inclusion in the Gifted program. Data is gathered that includes
multiple criteria. This is the “Body of Evidence” from which decisions are
made.
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Students in grades 2 & 6 are screened using the NNAT (a non-verbal
assessment that allows cultural fairness)
ALP template to be revised to align with State guidelines. Electronic versions
available for consistent and efficient use.
Training provided for any new GT staff prior to use.
Gifted Students New to the District: Prior ALP will be evaluated for criteria
used and programming previously received. Additional testing will be
conducted to best identify and meet student academic needs. New ALP will
be written with input from student, staff, and parents.
PAWNEE RE-12
Pawnee School District utilizes a body of evidence as part of our GT
identification process as outlined in the state model for identification.
Beginning with the 2012 school year our RTI team will look at results from
DIBELS Next, Ed Performance, and CSAP for above average performance.
Any student admitted into the advance learning plans will be evaluated for
GT referral along with referrals from parents and/or teachers. In addition,
each fall and spring our faculty review assessment/ performance data on our
students to see if new referrals are in order. Our identification process will
also include formal screening of all students in Third Grade utilizing the
NNAT2 results as part of our body of evidence.
In the next 3 years, we will continue to work on improving the identification
process.
PLATTE VALLEY RE-7
The identification process will take place through an identification team, which may be
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facilitated through the Response to Intervention Student Intervention Team. The GT
specialist will be a member of that team. Referrals for placing a student in the GT
program will be made to that team, although the team may initiate a GT screening
without a referral. Multiple sources of data, including assessment data (standardized
and classroom), teacher and parent observations, and student observation inventories
will be included.
The following assessments and cut off scores will be used to identify
students:
Assessment
CSAP
Galileo Benchmark Assessment
CogAT
Naglieri Nonverbal Abilities test
Torrance Tests of Creative Thinking
Criteria
Advanced or High Proficient
Advanced or High Proficient
95th percentile or above
95th percentile or above
95th percentile or above
Observed performance, indicative of the 95th percentile or above in the visual or
performing arts.
Observed performance, indicative of 95th percentile or above in leadership and human
relations skills.
Observed performance, indicative of 95th percentile or above in creative, productive
thinking.
Product evidence indicative of performance in the 95th percentile or above in a specific
academic area.
Parent referrals, teacher referrals, self-referrals, and peer referrals will be screened by
the GT specialist.
Behavioral checklists based on gifted behaviors, Debrowskian Overexcitabliities, etc.
completed by staff and parents.
The body of evidence will include at least three of the above indicators representing
multiple sources of data and observation, to make a determination of exceptional ability,
the areas of that ability or abilities, and student interest levels in each.
After initial referral by a teacher, parent, peer, or self, the student will be considered to
be in the “Talent Pool.” If the identification process does not result in the generation of
an ALP, the student will be reconsidered from time to time, remaining in the talent pool.
Identification Process Flow Chart
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Identification team generates a referral, or receives a
referral from student, parent/guardian, peers, or
teacher(s).
Written parent/guardian permission is obtained to
gather further behavioral and assessment information.
Behavioral and assessment
information is reviewed by the team.
Talent Pool: Student is monitored
and served in the regular
classroom.
ALP generated: Student is found
to require special provisions to
meet their educational needs.
Student is served with
appropriate programming
options through the ALP
WELD RE-11J PRAIRIE
Teacher /parent referral, CogAT, CSAP, Scantron-Ed performance are means for
student identification. CogAT is administered to 3rd grade students or earlier if
referrals warrant assessments.
WELDON VALLEY RE-20J
Beginning with the 2008-09 school year, the gifted coordinator will utilize the SIT
team to assist the gifted population in all areas including identification and
interventions. A flow chart including the referral, screening and identification
process of gifted students will be updated by the gifted coordinator during the
2008-09 school year and annually thereafter. During the 2008-09 school year, the
gifted coordinator will examine research based rating forms for parents and
teachers resulting in the continued use of the existing forms or adoption of new
forms for 2009-10. ALPs, introduced in 2007-08, will be fully utilized for all
identified students beginning the fall of 2008-09. Beginning with the 2008-09
school year, the gifted coordinator will examine approved assessment tools for
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identifying areas of giftedness other than academically oriented abilities such as
artistic and leadership abilities resulting in full utilization by 2011.
WIGGINS RE-50J
Wiggins School District utilizes a body of evidence as part of our GT
identification process as outlined in the state model for identification.
Referrals from parents and/or teachers are accepted year round. In addition,
each fall and spring our faculty review assessment/ performance data on our
students to see if new referrals are in order. Our identification process also
includes formal screening of all students in Third Grade utilizing the NNAT2
results as part of our body of evidence.
Results from achievement tests, intellectual ability based tests, behavior
rating scales and demonstrated performance indicators are used in our
identification process. Our RTI Team reviews the body of evidence gathered
on each student and makes a determination of eligibility for services.
Students who do not meet GT guidelines are put on a “watch” for review
each year as new evidence may become available.
In the next 3 years, we will continue to work on improving the identification
process in place including identification of GT ELL students. Special attention
will also be given to developing identification criteria specific to the talent
areas of leadership, visual arts, performing arts, musical abilities higher
order thinking skills.
State Performance Plan indicators relevant to programming.
100% of administrative units will declare and could implement at least one
method of Tier II and Tier III programming to serve each category of giftedness
as appropriate for individual gifted students.
100% of AUs will implement ALPs in high schools by fall 2014 either as a blended
plan with the ICAP or as a separate individual ALP.
Colorado will have a policy or guidelines for acceleration.
Programming
AU Description: Each district describes the programming components, options, and
strategies that are implemented by the district to address the educational needs of
gifted students. Programming is designed to match the strengths and interests of
the gifted student. Other educational needs are addressed according to the
individual student’s profile. The program plan components, options, and strategies
include: alignment of assessment data to programming options in the areas of
giftedness; structures by which gifted students are served at the different school
levels; support in differentiated instruction and methods; affective and guidance
support systems; diverse content options provided for gifted students in their areas
of strength; the means by which articulation for preschool through grade 12 is
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planned and implemented; pre-collegiate and/or pre-advanced placement support;
ALP development and annual review conducted through the collaborative efforts of
teacher(s), other school personnel, parents and the student; and post-secondary
option available to gifted students.
AU Target/s:
In addition to local programming opportunities, the AU will share resources
and expand local programming options to include regional opportunities
through collaboration and communication.
By spring 2014, Brush Schools will offer Science, Technology, Engineering,
and Math, (STEM) courses to promote advanced content in the STEM fields.
Optional for multiple-district AUs
District Name and Description:
WELD RE-9 AULT-HIGHLAND
Structure
Classroom with flexible and cluster grouping
Regular education honors classes
Advanced Placement classes
Differentiated Instruction
Single subject acceleration
Concurrent enrollment
Independent study
Advanced Placement
Post-secondary options
Critical and creative higher order thinking skills encouraged throughout
curriculum
Affective Guidance and Counseling Content
Self-awareness
Relationships / social skills
Moral concerns
Character education at ES/MS
Strength Finders at HS
Content Extensions
Language Arts:
Differentiated instructional strategies
Advanced/honors classes
Supplemental curriculum
Post-secondary courses
Advanced Placement
Literary Magazine
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Math:
Differentiated instructional strategies
Advanced/honors classes
Supplemental curriculum
Post-secondary courses
MS Honors
Advanced Placement
Robotics at MS/HS
Science:
Differentiated instructional strategies
Advanced/honors classes
Post-secondary courses
Advanced Placement
Robotics
Social Studies:
Differentiated instructional strategies
Advanced/honors classes
Post-secondary courses
Advanced Placement
Creativity:
Competitions /Internships available on request
Community resources
Leadership:
RYLA
HOBY
Various school clubs
Performing Arts/Music/Visual Arts:
Select choir, Band, Jazz Band
Drama
Art courses, including Applied Art
Performances
General Cognition:
Differentiated instructional strategies
Critical thinking strategies
Acceleration Plan:
We will implement the Iowa Acceleration Scale for all GT students when making the
decision to do grade acceleration. Discussions will be held with the Student RTI
Team, parent, and student when making this decision.
Appropriate Match to Strengths:
The ALP will be further developed to include more specialized programming for the
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GT student. Parents and students will be more directly involved in this process.
Pre-collegiate and Post-Secondary:
2 year or 4 year college coursework
Online college coursework
AP courses
Concurrent enrollment
Mentoring
Advanced Learning Plan:
Classroom teachers, the school counselor, the district gifted and talented
coordinator and school liaisons and the parents will work together to complete an
Advanced Learning Plan (ALP) for the student. All ALPs will be reviewed with
the parent, student, counselor, teacher, and administrator by the end of
the year and continue to make yearly updates and changes as necessary.
Articulation:
Gifted Students New to the District:
All ALPs will be reviewed with the parent, student, counselor, teacher, and
administrator by fall and continue to make yearly updates and changes as
necessary.
WELD RE-10J BRIGGSDALE
Structure
Classroom with flexible grouping
Multi-grade classrooms
Advanced elective classes
Online advanced classes
Advanced classes through interactive video
Differentiated Instruction
Single subject acceleration
Concurrent enrollment
Independent study
Online learning
Post-secondary options
Multi-age classrooms
Critical higher order thinking skills
Creative higher order thinking skills
Affective Guidance and Counseling Content
Understanding giftedness
Self-awareness
Relationships/ social skills
Moral concerns
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Content Extensions
Language Arts:
Differentiated instructional strategies
Assessment alternatives
Advanced classes
Advanced online classes
Advanced distance learning classes
Post-secondary courses
Math:
Differentiated instructional strategies
Assessment alternatives
Advanced classes
Advanced online classes
Advanced distance learning classes
Post-secondary courses
Science:
Differentiated instructional strategies
Assessment alternatives
Advanced classes
Advanced online classes
Advanced distance learning classes
Post-secondary courses
Social Studies:
Differentiated instructional strategies
Assessment alternatives
Advanced classes
Advanced online classes
Advanced distance learning classes
Post-secondary courses
Creativity:
Differentiated instructional strategies
Assessment alternatives
Advanced classes
Advanced online classes
Advanced distance learning classes
Post-secondary courses
Leadership:
Organizations: FFA, FCCLA, FBLA, Student Council, NHS
Community service
Performing Arts/Music/Visual Arts:
Drama class
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Choir
Performances
General Cognition:
Differentiated instruction
Assessment alternatives
Critical thinking strategies
Acceleration Plan:
ED Performance testing, CSAPs, standard curriculum tests and classroom
performance are all used in decision making. A district wide data map for
each student in the district is used to help track and monitor student
progress and potential.
Appropriate Match to Strengths:
Body of evidence:
Student work, standard curriculum tests, student projects, student interviews.
Pre-collegiate and Post-Secondary:
2 year or 4 year college coursework
Online college coursework
Concurrent enrollment
Counseling services
Internships/ job shadow
Mentoring
Service learning
Community resources
Technical training
Advanced Learning Plan:
Classroom teachers, the school counselor, the school principal, the district gifted
and talented coordinator, and the parents will work together to complete an
Advanced Learning Plan (ALP) for the student.
Articulation:
A portion of the work within the AU during the next three years will be to begin the
process of P-16 articulation. This will encompass many stakeholders from all 11 of
the AU districts. In 2011, the preliminary draft will be presented to all stakeholders
in all individual districts.
Gifted Students New to the District:
It is suggested that the classroom teachers continuously monitor progress of
students identified by the program and that an annual review of the student
ALP be performed to insure the student continues to make gains.
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BRUSH RE-2J
Professional Development:
The GT Coordinator leads professional development during Professional
Learning Community (PLC) times or staff meetings.
The GT Coordinator provides professional development through team
planning meetings or scheduled meetings with individual teachers or
administration.
Regional and/or state level professional development opportunities in gifted
education are publicized and teachers are encouraged to attend.
Experts in gifted education are brought in for professional development and
teachers receive continuing education credit for attending.
Tier 11 programming:
AP courses: biology and calculus
Honors courses including honor band and choir
Single subject acceleration
Advanced clubs: chess, robotics, Mars Odyssey
Competitions: spelling bee, geography bee, NJC math/science, Knowledge
Bowl, solo/ensemble contests
Participation in All State Band, All State Choir, CSU Honor Band
Summer science programs, Camp Invention, geology class
Participation in University of Northern Colorado Leadership Enrichment
Program
Tier 111 programming:
Dual enrollment options through Morgan Community College
Whole grade acceleration
Acceleration:
Brush Schools offers whole grade acceleration to those few students whose
academic performance cannot be met in the current grade level.
The Iowa Acceleration Scale will be completed by the GT Coordinator and
classroom teacher.
The school RtI committee will meet to discuss results of the IAS and review
data. A recommendation for acceleration will be made.
If acceleration is recommended, a meeting with school personnel and the
parents will be held. A plan for implementation will be made.
GT Coordinator and RtI team will have a timeline in place to ensure
successful transition to the new grade level.
Follow up meetings will be held if the need arises.
Single subject acceleration will be offered to students in all grade levels based upon
achievement data and will be used for students not requiring whole grade
acceleration.
Data will be collected from a variety of achievement tests.
An initial conference will occur between the teachers, principal, and GT
Coordinator to determine placement and targeted objectives.
Parents will be notified and a conference will be held if desired.
Follow up meetings will be held if the need arises.
Cluster Grouping occurs at the elementary level in order to ensure gifted students
are placed in classrooms with like-ability peers. Flexible grouping will occur within
the cluster classrooms for advanced learning.
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Advanced Courses are offered at the high school including (but not limited to)
anatomy and physiology, pre-calculus, physics, advanced art, and select musical
ensembles.
Parents:
A focus group of gifted parents was created to provide input for future
programming and provide feedback on current programming.
A minimum of once a semester a program is offered for parent education
about gifted children.
A library for parents was started with books on parenting gifted children.
A page for parents was created on the GT website with links for parent
resources and upcoming GT events.
Parents can request meeting with the GT coordinator to discuss individual
students.
GT coordinator is represented at parent/teacher conferences when
requested.
ICAP’s and ALP’s:
All Brush students in grades 6 – 12 have an ICAP.
The Fort Morgan Workforce is working with students at Brush High School to
provide career counseling which will include strategies listed on the ICAP.
Advanced high school students will be encouraged to obtain a Career Ready
Colorado Certificate which focuses on “employer ready” skills.
Brush High School gifted students have an Advanced Learning Plan written
collaboratively between the teacher and student that outlines advanced
coursework which leads towards post- secondary education.
Brush High School students had the opportunity to attend a special
workshop given by College in Colorado with tips to complete college
applications and an opportunity to attend the college fair.
Classroom programming options:
Cluster grouping at the elementary level based upon data driven dialogue.
Flexible grouping within the cluster classroom.
Honors courses at the middle and high school levels.
Looping has occurred at elementary grade levels
GT pull-out classes at elementary level.
GT push-in classes at the primary level.
Use of higher order thinking skills in all grade levels.
Differentiated instruction at all grade levels.
Fine Arts programming:
Advanced art and music classes are offered at the elementary level.
Art teachers have created aligned gifted programming options.
ALP’s are being developed for identified art students.
Students participate in public displays of artwork.
Students participate in honor choir and band opportunities at the regional or
state level.
C-GER targets met:
Data is being utilized for grouping placements.
Middle and high school students are placed into honors classes based upon
NWEA and CSAP data.
Cluster grouping at the elementary level, grades 3 - 5.
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Data driven dialogue for flexible grouping across the district.
Imbedded gifted programming during the school day.
Use of technology to provide students above grade level curriculum.
Grouping to offer advanced curriculum.
Acceleration, both whole grade and single subject.
Use of differentiated instruction for advanced curriculum.
Dual enrollment options.
District Name and Target/s:
By spring 2013, programming for Tier 11 and Tier 111 in art and music will
be developed. By spring 2014, those strategies will be implemented.
By spring 2013 expand the opportunities to enroll in advanced online classes
for students who are performing beyond the capabilities of what the
curriculum is able to provide, regardless of the grade the student is currently
in.
By spring 2014, Brush Schools will offer Science, Technology, Engineering,
and Math, (STEM) courses to promote advanced content in the STEM fields.
By spring 2015, Brush Schools will expand the use of technology in all
classrooms in order to provide advanced curriculum.
EATON RE-2
Structure
Eaton RE-2 provides opportunities for flexible, cross-grade and cluster
grouping based on performance or interest within the K-12 scope and
sequence. Students also have access to honors, Advanced Placement, online
and college courses to supplement their general education.
Differentiated Instruction
Teachers provide differentiation by increasing content depth, novelty or the
complexity of learning tasks. Data is gathered through surveys and preassessment. Students are encouraged to use higher order thinking skills.
The teacher and student choose how instruction will be differentiated when
writing the ALP.
Programming Goal: By 2011, all Eaton RE-2 staff will demonstrate basic
knowledge of differentiated instruction.
Affective Guidance and Counseling Content
Students at EMS and EHS are cluster grouped for their homeroom/advising.
This allows staff to adjust the pacing of the homeroom/advising curriculum
to meet the unique needs of gifted learners and provides time with their
peer group. Both programs provide specialized career/school planning,
practice in social skills, appropriate self-advocacy and instruction on stress
reduction. Individual counseling is also available as needed.
Content Extensions
Language Arts:
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All K-5 students have an additional 30 minute reading instruction time in
flexible, cluster groups at their instructional reading level. Once in secondary
school qualified students can participate in honors or advanced placement
classes. College and online courses are also available.
Math:
K-5 students can accelerate within their general education class either using
the Accelerated Math software or moving to another grade for math
instruction. Qualified secondary students can join accelerated math courses.
Advanced Placement, online, and college courses are available as needed.
Science:
Qualified students can take honors, advanced placement, online, or college
level courses.
Social Studies:
Qualified students can participate in honors or advanced placement classes.
College and online courses are also available.
Creativity:
Gifted students can participate in many extracurricular programs for the
arts, competitions, and community programming.
Leadership:
Many leadership opportunities are available through both courses and
extracurricular activities. Service learning is emphasized within each school.
Performing Arts/Music/Visual Arts:
Gifted students can participate in many extracurricular programs for the
arts, competitions, and community programming.
General Cognition:
Teachers emphasize higher order thinking skills and debate. The Socratic
Seminar is used throughout the district.
Acceleration Plan:
Students are accelerated K-12 within their general education classrooms
through differentiation and by qualifying for accelerated classes. Data used
for decision making includes district, classroom, and state assessments.
Programming Goal: By 2011, Eaton RE-2 will use the Iowa Acceleration
Scale for decisions on student acceleration.
Appropriate Match to Strengths:
Prior to writing the ALP data is gathered on student interests, academic strengths,
and social/emotional needs. Parents work with the student response to intervention
to write the plan
Pre-collegiate and Post-Secondary:
Identified gifted students are cluster grouped for homeroom and advisement during
middle and high school. This allows their teachers to accelerate the pre-collegiate
and post-secondary planning to meet the needs of the gifted students. They also
are able to visit college campuses as a group. Students have the opportunity to
enroll in AP, honors, online or college level courses. Internships and mentoring or
also available as needed based on the ALP. Service learning opportunities are
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abundant.
Advanced Learning Plan:
In December 2007 Eaton RE-2 updated their ALP. The new ALP is a condensed
version of the sample ALP from CDE. It varies by grade span (4-5, 6-8, 9-12) with
the intent of matching the resources/needs of the schools.
Programming Goal for ALP: By 2011, Eaton RE-2 will develop and implement a
common ALP for the Administrative Unit.
Articulation:
A portion of the work within the AU during the next three years will be to begin the
process of P-16 articulation. This will encompass many stakeholders from all 11 of
the AU districts. In 2011, the preliminary draft will be presented to all stakeholders
in all individual districts.
Gifted Students New to the District:
Eaton RE-2 requires that a review of learning plans (ALP or other) be held
within 30 days of enrollment.
WELD RE1 GILCREST, LASALLE, PLATTEVILLE
Structure
Currently the schools within the district offer a variety of the following
strategies:
Curriculum compacting
Single subject acceleration
Concurrent Enrollment
Independent study
Online learning
Advance placement courses
Post-secondary options
Grade skipping
Multi-age classrooms
Critical higher order thinking skills
Creative higher order thinking skills
Classroom with flexible grouping
Multi-grade classrooms
General education with enrichment opportunities in critical thinking
skills
Regular education honors classes
Advanced Placement courses
Advanced elective classes-Advanced Math, English I, etc.
Online advanced classes
Classroom with cluster grouping
Affective Guidance and Counseling Content delivered by counseling staff.
Currently the schools within the district offer a variety of the following
strategies:
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Understanding giftedness
Self-awareness
Relationships/Social skills
Perfectionism
Emotional intensity
Moral concerns
Content Extensions
Currently the schools within the district offer a variety of the following
strategies:
Language Arts:
Differentiated instructional strategies including use of technology
Assessment alternatives
Advanced/honors classes
Supplemental curriculum
Post-secondary courses
Advanced placement
Community resources
Math:
Differentiated instructional strategies including use of technology
Assessment alternative
Advanced/honors classes
Supplemental curriculum
Post-secondary courses
Advanced placement
Middle school students attending high school geometry classes
Science:
Differentiated instructional strategies including use of technology
Assessment alternatives
Advanced/honors classes
Supplemental curriculum
Social Studies:
Differentiated instructional strategies including use of technology
Assessment alternatives
Advanced placement
Creativity:
Creative training
Creativity institutes/summer programs
Community resources
On-line creation of movies, podcasts, glogs, and blogs
Leadership:
Camps
Mentorship
School government
Input on District committees
Performing Arts/Music/Visual Arts:
Select choir, band, etc.
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Competitions
Theatre classes
After school/private classes
Performances
District art show
Poster/calendar creation contests
General Cognition & Twice Exceptional students:
Differentiated instructional strategies
Assessment alternatives
Critical thinking strategies
Acceleration Plan
Weld Re-1 will use at a minimum the Iowa Acceleration Scale for decisions
on grade skipping. We have a consistent process for subject skipping and a
list of tools to support the decision-making process.
Appropriate Match to Strengths:
The ALP will serve as a directive for selecting student programming based on
identified strengths. Training will be provided to teachers as needed to facilitate this
implementation.
Pre-collegiate and Post-Secondary:
Currently the schools within the district offer a variety of the following strategies:
2 year or 4 year college coursework
Advanced placement courses
Counseling services
Concurrent enrollment
Executive internships/job shadow
Mentoring
Community resources
PAWNEE RE-12
Structure:
Pawnee School District utilizes grouping techniques and smaller student
teacher ratio to advantageously administer individualized instruction.
Outside trained consultation on differential instruction and multi-sensory
learning enable teachers to meet students’ needs and capabilities effectively.
Distance learning through fiber optic 2 way video conferencing through polycom and online courses through Aims Community College and The University
of Arkansas broaden what might otherwise limit our capabilities to offer
advanced students college and advanced courses.
3 Year Goals:
Through the RTI process of universal screening and data interpretation
students meeting the GT criteria will be offered individual plans using
differential learning options to meet GT student’s needs and goals.
Differentiated Instruction:
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Pawnee School District has invested in trained and experienced consultation
to observe and council staff members in differentiated instruction within our
combined but small classes. Accelerated learning is implemented within the
subject area when the circumstances effectively allow so. Due to the
commendably small student teacher ratio, the ability to independently
choose study options, web and online course availability, and licensed and
highly qualified staff our students’ learning options are vast and varied while
being well monitored and efficiently implemented.
Affective Guidance and Counseling Content:
Pawnee School District employs a licensed school counselor who works with
students in order to meet their academic; personal/social; and career needs
and goals.
Content Extensions:
Pawnee School District offers advanced college level curriculum in English,
US History, Travel and Tourism, Sports Marketing and Fashion
Merchandising via VNET as well as Art, Business, Criminal Law, Human
Relation, World Regional Geography and History, Humanities, Literature,
Philosophy, Psychology, and other courses as offered by Aims and Morgan
County Colleges.
Pawnee School District offers opportunities for gifted and talented students
to participate in music competitions and productions as well as taking part in
drama and play productions. Academic competitions such as spelling and
geography bees and knowledge bowl teams are present. Leadership roles
are met through FFA, FBLA, NHS, and Student Council at local, district and
state levels.
After school programs in athletics and academic endeavors are available
from our instructors, staff, and faculty who have knowledge and training in
the areas served.
Acceleration Plan:
Pawnee School District offers accelerated college Mathematics courses and
online college courses in English, History, Art, Business, Criminal Law,
Humanities, Psychology, and other various areas through Aims Community
College and Morgan Community College. Acceleration of students is reviewed
with student, teacher, counselor, parents, and the RTI committee and
follows the school board policies already in effect for implementation. A
student intending to enroll in a post-secondary program must give written
notice to the counselor two months in advance of enrollment and must
include a description of all course work. The Fast Track Program allows any
student completing the requirements for graduation to take one or more
higher education course during his/her senior year.
Appropriate Match to Strengths:
Pre-collegiate and Post-Secondary:
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Pawnee School District accepts independent study, work experience and
experienced-based programs approved in advance by the principal for high
school credit. The Board believes most students benefit from four years of
high school however Pawnee School recognizes that in some instances
students need the challenges of Post-Secondary education and the principal
may grant special permission when all district graduation requirements are
met.
Pawnee School District currently offers advanced college level courses in
math and online college courses in in English, History, Art, Business,
Criminal Law, Humanities, Psychology, and other various areas through Aims
Community College and Morgan Community College. Any student
participating in either of the options available to high school students for
post-secondary study shall be granted a high school diploma upon evidence
that required academic work has been completed. The counselor must have
a written description of this course work two months in advance of the
enrollment. Courses not meeting or exceeding high school graduation
requirement in the subject content or grade will be denied credit. Students
enrolling and successfully completing approved courses are eligible to district
reimbursement for said courses.
Advanced Learning Plan:
Pawnee School District has developed the RTI process for reviewing and
implementation of an Advanced Learning Plan. The Advanced Learning Plan
available from the Gifted Education Guidelines and Resources, Volume II:
Programming through the Colorado Department of Education Exceptional
Student Services serves as Pawnee School Districts form for reviewing and
implementing said plan.
Articulation:
A portion of the work within the AU during the next three years will be to begin the
process of P-16 articulation. This will encompass many stakeholders from all 11 of
the AU districts. In 2011, the preliminary draft will be presented to all stakeholders
in all individual districts.
Gifted Students New to the District:
Gifted students new to Pawnee School District RE-12 will be reviewed
through the RTI process already used within our district. New students
meeting the GT criteria Pawnee School district has adopted will be offered
individual plans using differential learning options to meet GT student’s
needs and goals appropriate to the school’s ability. Each plan will be
reviewed and implemented through the combined efforts of the student,
parents, and RTI team at Pawnee School.
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PLATTE VALLEY RE-7
Content Extension/Strategies for each Category of Giftedness
General Cognition
Performing
Arts/
Math, Science, LA, Social Studies
Current
Differentiation
Advanced Classes
Future
Accelerated Course Studies
Concurrent Enrollment
AP English/ AP Government*
Replacement Curriculum (A+)
Whole grade acceleration
Pull Out Programs
Independent Study
Single subject acceleration
School Wide Enrichment Activities
Cluster Grouping
High School Honors Track (in progress
for 2011-12 school year)
Aims Math/Science Day
Acceleration pathway
Compacted Curriculum
1/8/2013
Creativity
HS
Autonomous
Learning
Art Guild
After school
enrichment
programs
Leadershi
p
Music/Visu
al Arts
Secondary
School
Clubs/Organ
izations
Elementary
Student
Council
Visual/Perfor
ming Arts
Contests
Jazz
Band/Impress
ions
Theater Club
Art Classes
Choir/Band
Classes
28
* Items identified with an asterisk will be implemented as teachers and staffs are trained
The district has adopted policy for acceleration and promotion of students within
instructional areas and from grade to grade. The process for acceleration will be based
on the acceleration strategy being considered.
Strategies such as early entrance to kindergarten, telescoping, compacting, concurrent
enrollment options, AP options, testing for eligibility for advanced classes, and testing
out of a class for credit will be handled between the effected parties, with the guidance
of the GT specialist.
The process for whole grade acceleration will be facilitated by the GT specialist, and
informed by the Iowa Acceleration Scale in grades K-8. The GT specialist will
coordinate a meeting involving a representative from the present grade, a
representative from the receiving grade, the counselor(s) of the present and receiving
grades, the principal(s) of the present and receiving grades, the parent(s) or
guardian(s), the student, and the GT specialist.
Determination of acceleration will be part of the annual review of the advanced learner
plan.
Acceleration may be proposed by student, parent, teacher or administrator.
A body of evidence, including assessment and teacher and parent observation, will
inform the decision to accelerate.
An identified gifted student with poor performance (low grades, poor assessment
scores, failing grades) will not be precluded from opportunities for acceleration
strategies, as low performance or achievement can be a manifestation of giftedness.
A high performing student lacking a perfect academic record (all 100% grades,
Advanced Proficient at CSAP, or straight A’s for example) will not be precluded from an
acceleration opportunity based on this information.
Factors such as physical stature, penmanship, a sibling in the present, skipped, or
receiving grade, and social maturity will not be used as factors in an acceleration
decision. All acceleration decisions will be made while honoring research-based best
practices in the area of acceleration.
In the grade-level or subject-level acceleration process, it is understood that the student
who has the ability to earn an A average in classes in the present grade is deemed
successful in their new placement when earning a C average in the receiving grade.
In all cases, the student will have the final decision in declining the opportunity to
accelerate.
Ongoing support, supervised by the GT specialist, receiving grade staff, receiving grade
counselor, and parents will be provided during the receiving grade academic year.
Parent teacher conference time is sufficient for parent communication, although more
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communication is welcomed and encouraged during the receiving academic year if
needed.
Platte Valley Schools will use Alpine Achievement to develop and maintain Advanced
Learning Plans electronically. The plan will include the plan status, background
information, parent involvement, a synthesis of the body of evidence, and
accommodations needed. It will include gifted identification and classification indicators,
programming strength areas, and affective guidance and counseling goals.
The plan will be developed by a team including parents, teachers, administrators and
the student, where appropriate. Others, including counselors and psychologists may be
included if needed. The plan will be reviewed and updated annually.
As described above, the identified strengths and interests of the gifted student will be
used to develop and implement the Advanced Learning Plan. The behavioral and
student interview information in the body of evidence, used to identify the gifted student,
will help to find student strengths and interests.
Middle and High School Guidance Counselors will receive training in providing precollegiate and pre-advanced placement support to gifted students. Develop pathways
for acceleration 6-12, including a 2-year pathway for completing middle school and
concurrent enrollment options, testing for credit, A+ programming, and advanced
classes and AP options for all high school grades.
• 2 year or 4 year college coursework
• Online college coursework
• AP courses
• Concurrent/dual enrollment
• Community resources
It will be the responsibility of classroom teachers, administrators, guidance counselors
and GT specialists to ensure that the needs of gifted students are met at each level of
education. This will be accomplished through the annual review of the Advanced
Learning Plan.
When a gifted student moves into the district, the GT specialist will convene a meeting
of teachers, administrators, and parents to review the student’s current ALP and
develop an ALP for Platte Valley Schools. Any alterations or additional assessment that
is needed will be provided. Counseling office needs to inform GT specialist of the
incoming paperwork.
WELD RE-11J PRAIRIE
Structure:
Grades K-5 swoop reading groups based on reading levels
Advanced elective bovine reproduction and advanced online classes
Differentiated Instruction:
Independent study, online learning and inter-active video conference
instruction
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Affective Guidance and Counseling Content:
Self-awareness available on an as needed basis
Content Extensions:
Language Arts: reading interventions, vocab training
TOSCRF and TOSWRF assessments
Math:
Science:
Social Studies:
Creativity:
Leadership:
Performing Arts/Music/Visual Arts: District competitions and Northeastern Jr.
College Art Show
General Cognition:
Acceleration Plan:
Advanced/honors courses are offered online, post-secondary and AP courses
are also available online
Appropriate Match to Strengths:
ALP’s are written on identified GT students and reviewed annually to assess and
modify the effectiveness of the learning plan. Assessments used are CSAP and Ed.
Performance
Pre-collegiate and Post-Secondary:
Online courses (advanced, college and AP)
Advanced Learning Plan:
The District has an ALP form at this time and by 2011 we will adopt common
Administrative Unit ALP
Articulation:
A portion of the work within the AU during the next three years will be to begin the
process of P-16 articulation. This will encompass many stakeholders from all 11 of
the AU districts. In 2011, the preliminary draft will be presented to all stakeholders
in all individual districts.
Gifted Students New to the District:
Within 30 days of receiving the ALP will be reviewed by the GT team.
WELDON VALLEY RE-20J
The district will continue to use the programming options and strategies as
listed in the 2007-08 brochure including within class differentiation, flexible
grouping, curriculum compacting, accommodations for strength, grouping for
instruction, content area acceleration, after school enrichment, summer
enrichment, contest/competitions, school wide enrichment activities, college
level coursework/concurrent enrollment/AP classes, advanced on-line
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classes. Field trips and off campus experiences, affective needs counseling
and workshops. For the next three years, these strategies will be monitored
annually and additional options will be made available as needed to meet
student needs. By 2011, the district’s programming strategies and options,
as outlined in our brochure, will reflect our continued emphasis on
differentiation and an individualized approach to the needs of gifted
students. ALPs will reflect the use of the programming options available.
Acceleration Plan:
By 2011, the district will adopt a rating scale to use when accelerated
situations arise. Subject area acceleration is more of a need for our gifted
students. The district will continue to focus on district strategies frequently
used for subject area acceleration including acceleration in math classes,
curriculum compacting, post-secondary options/college classes and
advanced on line learning. The Gifted coordinator will work with staff to
review decisions and options regarding subject area acceleration resulting in
a plan that will be in place by 2011.
Appropriate Match to Strengths:
By 2011, 100% of ALPs will reflect that a proper body of evidence was used to
identify students.
The ALPs will show evidence of matching strengths to programming options
Pre-collegiate and Post-Secondary:
By 2011, the district will continue to make available college level course work, on
line college coursework, AP courses, concurrent enrollment, specialized workshops
or technical training as needed. New programs will be added as needed to meet the
needs of the targeted population.
Advanced Learning Plan:
By 2011, the district will implement the common ILP developed by the AU for 100%
of the identified students.
Articulation:
A portion of the work within the AU during the next three years will be to begin the
process of P-16 articulation. This will encompass many stakeholders from all 11 of
the AU districts. In 2011, the preliminary draft will be presented to all stakeholders
in all individual districts.
Gifted Students New to the District:
Within 30 days of receiving the ALP will be reviewed by the GT team.
WIGGINS RE-50J
Wiggins School District’s programming for GT students begins with universal
strategies utilizing research based curriculum and quality instruction. We
have increased our use of differentiated instruction over the past 3 years but
still see that as a need for growth in the next 3 years. We plan to provide
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professional development for staff specific to dealing with GT students within
a mixed ability classroom. A focus will be on differentiation related to
grouping for instruction, work products (choice boards, tic-tac-toe boards
and other strategies) and assessment methods for meeting the needs of GT
students. An emphasis will be placed on incorporating teacher/student
friendly strategies that do not require extensive instructional adaptations.
At the Tier II targeted level of programming, the following programming
options are available for our GT students: content extensions, supplemental
curriculum, single subject acceleration, computer based learning (AR, AM,
Study Island, MS/HS interactive coursework),novel studies, local/state and
national competitions and performances, college level course work via a
distance learning network, MCC Sophomore Scholar program, higher order
thinking/creative skills activities and summer enrichment programs (MCC
College for Kids, college based workshops and camps, and leadership
training programs). In the next 3 years, we plan to examine the
effectiveness of these strategies. We will continue to expand our Tier II
strategies as needed to be responsive in to new or emerging needs such as
21st Century Skills standards.
At the Tier III intensive level of programming, an individualized approach to
programming is provided. Examples include college level coursework/dual
enrollment, independent studies, mentoring/internships and one-on-one
counseling for affective needs. During the process of developing an initial
ALP or updating an ALP plan for each GT student, we explore students’
needs for any intensive interventions that will enhance their educational
experience. This is crucial for choosing or customizing Tier III interventions
(appropriate match to strength) to meet specific student needs.
Effective with the 2010-11 school year, all GT students had an active ALP
plan and those in grades 7-12 also had an ICAP plan. We will continue with
this requirement since it provides the foundation for a comprehensive and
individualized educational plan to meet the unique needs of GT students. In
2012-13, we will continue to examine current trends in our state regarding
the blending of the ALP with the ICAP into one plan/document.
State Performance Plan indicators relevant to accountability.
100% of administrative units will be successful in identifying and moving towards
gifted student achievement/growth targets.
100% of administrative units will accomplish priorities set through the Colorado
Gifted Education Review (C-GER).
Student Accountability and Accreditation
Insert SMART Goals for Student Achievement
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AU SMART Goals: By 2016 all member districts of Centennial BOCES will preport
100% of identified gifted students have made one or more year’s growth in their
area of strength as measured by multiple measures of achievement data.
Student Accountability and Program Evaluation
AU Description: The AU evaluates district program by holding quarterly meetings
with district directors. Each district facilitates a parent advisory committee.
AU Target/s:
By spring 2016 the AU will conduct an annual survey for parents, students
and teachers for all districts in the AU.
Personnel
AU Description: The AU has a person at Centennial BOCES who is responsible for:
management of the program plan; and professional development activities, the
purposes of which are: to improve and enhance the skills, knowledge and expertise
of teachers and other personnel who provide instruction and other supportive
services to gifted students; and to increase, to the extent practicable, the number
of qualified personnel providing instruction to gifted students. Each district has
personnel responsible for the instruction and learning of gifted students in core
academic areas. These personnel meet the requirements under federal law for
highly qualified teachers. Paraprofessionals serve in supportive roles.
AU Target/s:
By spring 2016, additional training for personnel on affective needs of gifted
students will be offered.
.
Budget:
AU Description:
Quarterly, the AU will host meetings to discuss budget options and plans with all
districts. At year end, the AU will evaluate each district budget to ensure proper use
of GT funds.
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Budget: Form
Complete and e-mail a budget page available at:
http://www.cde.state.co.us/gt/index.htm with the Program Plan template.
The proposed budget includes a projection of state funds and contributing funds
from the administrative unit. (State finance/accounting regulations require
reporting of all expenditures (general funds and state grant funds) related to
programs supported through state categorical funds. The program code for gifted
education is 3150.)
State gifted funds may be used for:
1) Salaries for appropriately certified, endorsed or licensed personnel serving gifted
students (gifted education directors, resource teachers, teachers of gifted student
classrooms and counselors for gifted students);
2) Professional development related to gifted education;
3) Programming options specific to gifted students and outlined on advanced learning
plans;
4) Supplies and materials used in instructional programming for gifted education; and,
5) Technology and equipment necessary for the education of gifted students, not to
exceed twenty-five percent of the total amount of the annual state allocation.
Record Keeping
AU Description: All districts have individual ALP management systems and tools.
Early Access
Early access provisions are optional. Mark the box pertaining to the individual AU.
Submit the early access addendum with the program plan as an attachment when
emailing the administrative unit’s documents. If there are no changes to an early
access addendum already on file with CDE, then mark in this section that an early
access addendum is on file. The early access addendum will be posted on the CDE
Web along with the AU’s program plan. The early access addendum and guidance
checklist are at: http://www.cde.state.co.us/gt/resources.htm
An early access plan is on file with CDE. No changes.
An early access plan will be attached to the email for Program Plan submission.
X The AU does not have an early access plan.
Dispute Resolution
AU Description: Each district operates its own method of dispute resolution at this
time.
Additional Administrative Unit Information
Directions: Optional
Attach or U.S. mail documents that further describe the administrative unit’s gifted
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education program design; unique elements of addressing the instructional and
affective needs of gifted students; advanced learning plan form/procedures;
handbooks; and/or provisions for family engagement.
In the space below, list the title/s of the document/s and/or web-links submitted to
Colorado Department of Education.
The administrative unit’s program plan is due April 30, 2012.
E-mail the completed program plan, budget page, and other documents to
Katherine Keck, [email protected]. Use the administrative unit’s name in
the subject line of the e-mail. Label document files according to the following
examples, starting with the name of the administrative unit:
File Name Examples:
Douglas
Douglas
Douglas
Douglas
County_ProgramPlan_12-16
County_Budget_12-16
County_ALP_12-16
County_Early Access_12-16
E-mail the Program Plan to
Katherine Keck, Program Assistant
[email protected]
CDE Mailing Address:
Gifted Education
Colorado Department of Education
Gifted Education Unit
1560 Broadway, Suite 1175
Denver, CO 80202
Phone: (303) 866-6652
Fax: (303) 866-6767
CDE Contact Persons:
Jacquelin Medina, Director, Gifted Education
Colorado Department of Education
Gifted Education Unit
1560 Broadway, Suite 1175
Denver, CO 80202
Phone: (303) 866-6652
Fax: (303) 866-6767
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Katherine Keck, Program Assistant II
Colorado Department of Education
Gifted Education Unit
1560 Broadway, Suite 1175
Denver, CO 80202
Phone: (303) 866-6794
Fax: (303) 866-6767
Gifted Education Regional Consultants (GERCs) are also
available for assistance in writing the Program Plan.
Gifted students’ learning and growth
ensured by needed provisions and advocacy
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Gifted Education Program Plan
2012 – 2016
Multiple Districts Administrative Unit - ConsolidatedSignature Page 1
Administrative Unit’s Name:
Centennial BOCES
BOCES Executive Director Signature:
Region:
North Central
Date: ____11/29/11____________
Number of Districts within
10
Administrative Unit:
List the name of each district
within the administrative unit
List the name of the
district’s superintendent
Weld RE-9 Ault-Highland
Robert Ring
Weld RE-10J Briggsdale
Rick Mondt
Brush RE-2J
Michelle Johnstone
Eaton RE-2
Randy Miller
Weld RE-1
Gilcrest/LaSalle/Platteville
Jo Barbie
Pawnee RE-12
Bret Robinson
Platte Valley RE-7
Glen McClain
Weld RE-11J Prairie
Joe Kimmel
Weldon Valley RE-20J
Robert Petterson
Wiggins RE-50J
Steve Neel
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Signature of the district’s
superintendent reviewing
the Program Plan:
38
Multiple Districts Administrative Unit - Consolidated Signature Page 2
List the name of each district
within the administrative unit
List the name of the
district’s superintendent
Signature of the district’s
superintendent reviewing
the Program Plan:
Copy, complete signatures and mail to:
Gifted Education
Colorado Department of Education
Gifted Education Unit
1560 Broadway, Suite 1175
Denver, CO 80202
Phone: (303) 866-6652
Fax: (303) 866-6767
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Typical/Eligible Expenditures of State Gifted and
Talented Education Funds
A.
State Gifted
Education Funds
I. Licensed, endorsed personnel working with gifted
students
B.
Administrative Unit's
Contributing Funds
AU's
Resources
Salary
36,558.00
112,955.00
Subsitute Teachers
1,727.00
800.00
Additional Earnings/Stipends
7,390.00
4,790.00
3,113.00
48,788.00
20,831.00
139,376.00
Benefits
Sub-total of I.
Other (e.g.
Federal or
local grant)
II. Professional Development for educators of gifted
students
Consultant Fees
2,000.00
500.00
Contracted Services
12,000.00
4,200.00
Workshop Fees: Travel, Registration and Entrance
19,600.00
6,400.00
Substitute Teachers
2,700.00
200.00
Additional Earnings/Stipends
4,500.00
Printing
1,050.00
100.00
39,850.00
11,400.00
Contracted Services
6,500.00
10,264.00
Additional Earnings/Stipends
4,000.00
15,613.00
1,897.00
1,525.00
Other:
Sub-total of II.
III. Activities associated with instruction for gifted
students
Fees for Content Extensions
2,004.00
Field Trips: Contracted
Field Trips: If District Provided Transportation
Transportation - Rental of Buses
700.00
Printing
Other:
Sub-total of III.
13,097.00
29,406.00
Sub-total of IV.
23,120.00
23,120.00
6,500.00
6,500.00
IV. Instructional Materials
Supplies & Materials
V. *Instructional Equipment
Non-Capital Equipment (not a Fixed asset)
Equipment which is a Fixed Asset
Attach completed equipment sheet to plan
Sub-total of V.
Total:
**124,855
186,682.00
* Equipment purchased from state funds may not exceed 25% of the total request from the state.
Equipment must be maintained on an inventory list throughout the useful life of the equipment.
** The AU's request is projected using last year's allocation. The final AU allocation is posted on the CDE
WEB page during summer months after the legislative session and approval of the State Board of Education.