Colorado Department of Education (CDE) Gifted Education Program Plan 2012 – 2016

Colorado Department of Education (CDE)
Gifted Education Program Plan
2012 – 2016
Administrative Unit’s Name: Adams 12 Five Star
Name of Gifted Education Director/
Coordinator
Director’s e-mail
Director’s Address:
Zip: 80241
Region: Metro
Roger Dowd
[email protected]
1500 E. 128th Ave.
City: Thornton
Director’s phone number
720-972-4321
Name of Superintendent/BOCES
Director
Chris Gdowski
Fax: 720-972-3880
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:
Adams 12 Five Star School District uses a variety of methods for communication
about the gifted program. Website, print materials, emails, letters are some
methods by which parents, teachers and the community have access to
information.
Parents, teachers, and any other stakeholders are encouraged to look at the
website for important information. The website houses information for the
following areas:
Identification Recommendation
Assessment and Programming
Advanced Learning Plan information
Parent resource library and internet links
GT Handbook and newsletters (translated into Spanish)
Each school is encouraged to have specific school information as well as a link to
the district GT website on the school’s webpages.
The Gifted Education Handbook is inclusive of underrepresented populations, e.g.,
multi-cultural considerations, English Language Learners (ELL), twice exceptional
learners, and students of poverty.
A district GT newsletter goes out 2-3 times a year to be included in school-based
newsletters and is also posted on the website. Beginning 2012-13 school year the
newsletter will be emailed directly to parents, principals and staff.
Multiple letters are sent to parents in English or Spanish for the referral,
permission to test, and acceptance of students into the GT identification process.
Brochures are available regarding early entrance to kindergarten and about the
process to apply to the gifted magnet school.
The district coordinator communicates with central and school administration on a
regular basis through attendance and reporting at various meetings.
Monthly meetings are held with the building coordinators, District GT Coordinator
and GT Specialists to communicate information around identification and
programming, providing the opportunity to make sure that identification,
programming and ALP processes are consistent throughout the district. This time is
also used to provide professional development opportunities for the building
coordinators.
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Building gifted education coordinators are the communication liaisons between the
district GT department and school staff regarding who has been identified and what
type of programming is available. Building coordinators are responsible for sharing
information and communicate processes in their buildings (i.e. staff meetings,
memos) around current district procedures and timelines in identification, ALP
conferences, and programming options.
Parental engagement is also addressed through SENG trainings held at least twice a
year. Approximately 20 educators have been trained in leading these SENG groups
for parents. Parents are invited to collaborate on the ALP and review goals at
parent teacher conferences.
C-GER Suggestions and Actions Accomplished:
Revise ALP to include all state recommended components
o C-GER suggestions have been addressed by including learning, career
and affective goals and their attainment on Infinite Campus. There is
still room for improvement in making the ALP a more collaborative
process.
Establish collaborative annual communication process for ALP
o Fall parent teacher conferences are used to review previous year's
goals and write new ones for the coming year.
Communicate with students what it means to be gifted
o Sent six schools to be trained on SENG student discussion groups
o Presentation with Terry Bradley on characteristics with coordinators so
teachers can better work with students and share information.
AU Target/s:
TARGET
2012-13
2013-14
2014-15
Update handbook
and website by
Spring 2015
ALP, dispute
resolution and
social-emotional
pages added
Identification
procedures updated
Create a GT parent
steering committee
by first semester
2012
Steering committee
input will be
gathered on
clarifying district
communications
(website, emails,
letters)
Programming
options updated to
include targeted
enrichment
opportunities
Meet bi-annually
and determine the
group’s focus at first
meeting.
By fall 2013 a gifted
education
interventionists will
be hired for buildings
to ensure more
systemic inclusion of
parents and students
in ALP process
Meet bi-annually
and determine the
group’s focus at first
meeting.
2015-16
Meet bi-annually
and determine
the group’s focus
at first meeting.
Gifted Education
Interventionists
hired to coordinate
the writing,
collaborative efforts,
and monitoring of
the ALP in each
building.
Definition
Directions: Write the administrative unit’s definition for gifted students that aligns
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.
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Check the box if the administrative unit uses the State definition for gifted
students.
Definition:
Gifted and talented children are those whose abilities, talents, and
potential for accomplishment are so exceptional or developmentally advanced
that they require special provisions to meet their educational needs. Gifted
and talented students are capable of high performance, exceptional
production, or exceptional learning behavior by virtue of any or a
combination of these areas:
General or specific intellectual ability
Specific academic aptitude
Creative or productive thinking
Leadership and human relations abilities
Visual arts, performing arts, spatial or musical abilities
ALPs are written for each student based on their area of strength.
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:
Adams 12 Five Star School District has identified students in all categories of gifted
as outlined by the state definition, except music. As of October Count 2011, the
following representation is of the population of students identified gifted in Adams
12 Five Star School District: A total of 3437 students are identified as gifted
886 students are identified in math only
791 students are identified in language arts only
838 students are identified in both math and language arts
In the "other category," 797 students are identified which represents all
students identified as anything other than math, language arts or both. At
this point in time, seven students are identified as gifted in creativity, two
students are identified as gifted in leadership, six students are identified in
visual arts, 110 students are identified in Non verbal, and no students have
as yet been identified in music.
By grade level the following numbers are identified gifted:
Kindergarten = 97
First grade = 123
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Seventh grade = 362
Eight grade = 352
4
Second grade = 210
Third grade = 248
Fourth grade = 332
Fifth grade = 390
Sixth grade = 384
Ninth grade = 289
Tenth grade = 228
Eleventh grade = 237
Twelfth grade = 185
The following is a chart that compares the demographics of the GT population with
the entire Adams 12 student population as of October 2011.
Sub-Group
Female
Male
ELL
FEP
LEP
NEP
At Risk
IEP
Hispanic
American Indian/Alaskan
Asian
Black/African American
White
Native Hawaiian
2 or more races
Gifted Population
47.25%
52.75%
14.57%
Adams 12 Population
48.61%
51.39%
19.96%
11.37%
1.56%
1.64%
8.13%
8.25%
3.57%
39.32%
1.85%
12.63%
.32%
11.95%
1.64%
72.83%
.06%
.56%
36.24%
10.14%
32.46%
.8%
5.55%
2.57%
57.95%
.05%
.62%
The biggest discrepancies between district and GT demographics for race are for
White, Asian and Latino students. Also the district’s ELL population is almost 20%,
but only 14.5% of the GT population is ELL. It is recognized that Adams 12 Five
Star School District must continue to provide and actively pursue equitable access
to gifted identification for our historically underrepresented populations to continue
addressing these discrepancies. The 2010 C-GER report gave commendations for
the district’s work in this area.
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Identification Process
Referrals:
Adams 12 currently seeks referrals of students for gifted identification and
programming from parents and teachers. Referrals and the process may be found
on the District’s GT website along with information to assist parents in the process.
http://www.adams12.org/gifted_talented_identification. Once central office
receives a referral they set up an account for the nominated student and the
classroom teacher fills out the Scales for Rating the Behavioral Characteristics of
Superior Students (SRBCSS) electronically.
Screening Procedures: Currently there is not a universal screening. It is a
target that the district will begin using the MAP data for this purpose. Additional
pieces of evidence will be gathered for students who show longitudinal consistency
and growth at the 85%tile and above on math, reading or writing.
Tools for identification and Body of Evidence: The following chart outlines
various testing instruments used in Adams 12 Five Star District. The district uses
multiple criteria to develop a comprehensive body of evidence to identify strengths
of students in verbal, non-verbal and quantitative domains. There is the opportunity
for students to use portfolios and performances as evidence of precocity for
identification purposes.
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Testing: The GT department employs a tester to go to each school and test (once
a year) students who have been referred for GT identification. The tester assists
with the reliability of the data. In addition, many schools have site-based testing
capacity. Tests are selected according to the strengths and information on the
referral forms. Most students are administered the Cognitive Abilities Test (CogAT).
Team procedures: Currently the district GT coordinator oversees the identification
process, reviews student data at two points in the process and then makes the final
decision. Forms and relevant data are gathered by the building coordinators. A
process to use a team approach as was used in past years is a target for future
growth.
GT Identification for “other” categories: Areas of giftedness as outlined in the
definition are identified, and programming is outlined through the ALP. Procedures
are in place for identifying students in creativity and visual arts. A body of
evidence that includes an art portfolio rated with a rubric and a student written
response sheet about work included in the portfolio is used for visual arts. A
creative product rubric along with a score at 95%tile or higher on the Torrance
Test of Creativity is used to identify the creatively gifted. The district is in the
process of refining Leadership identification practices. As the state develops
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enhanced identification procedures for the "other" categories, the district will adopt
and adapt them.
Communication of Identification Process: Multiple letters are sent to parents
in English or Spanish for the referral, permission to test, and acceptance of
students into the GT identification process.
Equal and Equitable Access: The district was commended in their CGER report
for their attention to this area by using multiple assessments based on BOE
evidence data points. This will also be a target area as mentioned below.
C-GER Suggestions and Actions Accomplished:
Ensure a screening process is used with fidelity across the district
o Recommendations from the 2010 Colorado Gifted Education Review to
improve equal and equitable access to identification procedures for all
students will be implemented in the AU's targets through the use of
MAP as a universal screener and the incorporation of USTARS into five
Title Schools.
Include norm referenced achievement data in BOE to identify specific
academic aptitude
o MAP scores will also provide norm referenced achievement data for
inclusion in the body of evidence (BOE) for identification
Provide on-going PD of revised ID process
o Specific building coordinator meetings are held each fall to provide ID
overview and answer all questions
o ID process will continue to be refined with website and professional
development provided for all updates.
o Identification procedures will also be included in district induction
programs.
AU Target/s:
Targets
2012-13
2013-14
2014-15
2015-16
By spring of 2013
the district will reestablish a review
team for
identification
decisions
Create well
articulated review
team procedures.
Initial team to
include district GT
coordinator and GT
specialist
Pilot USTARS in five
title schools in
afterschool and
summer programs
Include GT
coordinator, GT
specialist and newly
hired Gifted
Education
Interventionists
(GEI)
Add schools that
use USTARS
GT coordinator and
GEIs will make up
on-going review
team.
Add additional
members to review
team as needed.
Add schools that
use USTARS
Add schools that
use USTARS
Through the
implementation of
USTARS and the
use of MAP data,
the district will
increase equal and
equitable access
for its Hispanic
population from
12.63% to 17%
Use MAP 85th
percentile as a
screener to help in
the creation of a
talent pool
TALENT POOL
Screener: 85945tile Behavior
checklist K-2: 95th
percentile
ELL: quick
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acquisition, only 1-2
yrs. behind in LA
By end of grades 3
and 4 TALENT POOL
students' observed,
behaviors and
achievement must
show growth to
remain in talent
pool. End of grade 5
ID again and/or
decide if remaining
TALENT POOL
students should be
placed in advanced
MS classes.
By providing
consistent and
ongoing training of
the identification
process, educator
understanding
about the process
will increase. There
will be a decrease
of 5% each year
from a baseline of
37% “limited” to
17% “limited” by
spring of 2016 as
identified in the
district GT end of
year survey.
Include
identification
process in district
induction program.
Continue to
communicate
identification
procedures to
building gifted
coordinators at fall
meeting.
GEI facilitates and
communicates with
buildings about
gifted identification
procedures and
teacher
responsibilities
within the process.
GEI facilitates and
communicates with
buildings about
gifted identification
procedures and
teacher
responsibilities
within the process.
GEI facilitates and
communicates with
buildings about
gifted identification
procedures and
teacher
responsibilities
within the process.
Provide clear
identification
procedures on
district website.
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:
There are 56 schools in the Adams 12 Five Star School District. Throughout the
district there is a continuum of instructional programs, enrichment opportunities
and competitions. Options are available to meet some of the academic needs of
identified gifted students include: Pre-advanced placement classes, advanced
placement, International Baccalaureate programs at elementary (Primary Years
Program), middle and high schools, as well as a Science, Technology, Engineering
and Math (STEM) School and STEM launch schools, and four magnet schools:
Hulstrom Options k-8 for gifted and advanced academics, Studio School k-5,
Expeditionary Learning School k-5 and International Studies and Languages High
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School.
Each neighborhood school makes decisions about gifted services based on funding,
resources, and the needs of the student population. All schools use differentiation
within the regular classroom as their main method of meeting the needs of GT
students however the continuum of services also includes enrichment,
individualization and differentiation, ability grouping, and acceleration. The Renzulli
Learning System was piloted in a few schools during the 2011-12 school year for
use when compacting curriculum, to facilitate independent studies, and to provide
enrichment opportunities. Tier II and Tier III interventions for gifted are
determined by the school. The process of writing Advanced Learning Plans, which
is collaborative and inclusive of students and parents, identifies specific
programming. The RtI process is utilized at some school sites to assist in
identifying student programming as well.
The following are Tier II and Tier III Intervention services offered in
Adams 12 Five Star School District. Not all services are offered at each
school.
Intensive Tier III Gifted Learner Interventions
for 1-5% of Population
These Tier III options are available throughout the district, but not at every building unless
noted.
Early Entrance to School
Early Graduation
Specialized Schools or Magnet Classrooms for Gifted (Hulstrom Options K-8)
Mentorships/Internships/Apprenticeships
Radical Acceleration
Specialized Counseling
Advanced Coursework
Honors/AP/IB courses (at least one is offered at every high school)
Online/distance education
Concurrent enrollment
Monitored independent study
Special interest clubs
Summer programs/camps for gifted students
Saturday interest programs
Advanced contests and competitions
Study abroad
Professional level workshops
Targeted Tier II Gifted Learner Interventions for 5-15%
of the Population
These Tier II options are available throughout the district.
Acceleration
Curriculum Compacting
Career Guidance
Social-Emotional Guidance
Differentiated Curriculum, Instruction, and Assessment
Tiered curriculum that emphasizes depth and complexity in content, process and product
Opportunities for creative thinking and production
Alternative formative and summative assessments
Application of critical thinking skills throughout curriculum
Instruction and implementation of metacognition
Flexible pacing of instruction based on demands of activities
Project/problem/design-based learning
Flexible grouping within and/or outside of classroom
Multi-disciplinary and concept-based curriculum
Universal Level of Instruction 80-90% of Population (Instructional Strategies)
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Advanced Learning Plan (ALP)
All identified Gifted/Talented students in Adams 12 will have an Advanced Learning
Plan (ALP) created for them by their school’s teacher(s). Ideally, this is a
collaborative process, involving the student, parent, teacher and coordinator or
administration where appropriate. All K-8 teachers are to have ALPs completed
within 30 days of notification from the district of students in their classrooms who
are identified as gifted. Parents are invited to collaborate in the process during
parent teacher conferences. Due to the number of high school ALPs that must be
completed, those ALPs must be signed by parents and returned to the central office
by the end of January. Parents will have an opportunity to give feedback to the
coordinator or teachers and may suggest further modifications to the ALP.
The ALP is a direct link between the student profile created during the identification
process and the implementation of programming services matched to the child’s
strengths and interests. Programming interventions are addressed through the
Tiered Intervention Model team (RtI) at each school. ALPs are a planning guide for
making instructional decisions about materials, programming options and
assessments for gifted students based upon strengths, interests, and socialemotional needs. They are critical in the transition of gifted students from one level
of schooling to the next and from school to school.
Each ALP contains 3 primary elements:
At least one learning SMART goal set in the student’s area of strength
At least one affective goal to develop the student’s social/emotional needs
At least one programming strategy to help the student grow and be used to
meet the above goals
ICAP and ALP At this time, ALPs and ICAPs are separate documents.
Transitions from building to building are facilitated through ALPs available
electronically on Infinite Campus. Coordinators have access to student records and
can generate a list of gifted students to give to teachers each fall. A list is also sent
to coordinators from the central office. Gifted Interventionists to be hired for the
2013-14 school year would be responsible for facilitating the transition process at
their schools.
C-GER Suggestions and Actions Accomplished
Revise the ALP
o The ALP, which is incorporated into Infinite Campus, has been revised
to include measurable (SMART) goals, the student’s area of
giftedness/strengths, an affective goal/needs, and social
emotional/career and guidance goals.
Increase understanding and practice of differentiation strategies at all schools
to provide consistent sustainable gifted services at all schools.
AU Target/s:
TARGET
2012-13
2013-14
2014-15
By 2016 The GT
Department will have
collaborated with the
Learning Services
Department to create
Gifted specialists
will draft units and
gather feedback
from classroom
experts and
Continue and refine.
Continue and
refine.
1/8/2013
2015-16
11
Accelerated Evidence
Outcomes for the
Language Arts new
standards units
grades 2-5.
C-GER next steps:
Communicate with
students what it
means to be gifted.
By May 2016, 12
buildings or 25% of
schools in the district
will have training and
implement SENG
student discussion
groups.
The district will pilot
USTARS in the STEM
launch school and
some Title I schools
by 2016.
coordinators.
Train three schools
in SENG student
discussion in the
fall, implement
groups second
semester.
Train three schools in SENG
student discussion in the fall,
implement groups second
semester.
Train three
schools in
SENG student
discussion in
the fall,
implement
groups second
semester.
Summer 2012
USTARS training
and after school
pilot at STEM launch
school
Training for interested Title I
schools, and implementation.
Continued
support and
expansion
Train three
schools in
SENG student
discussion in
the fall,
implement
groups
second
semester
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
AU SMART Goals:
Disaggregated gifted student data reflects some of the same trends seen across the
state. More students identified in the strength area of math are scoring advanced
than proficient in math; and more students identified in the strength area of
Language Arts are scoring proficient than advanced in reading and writing.
Language Arts data for gifted students identified in those areas of strength raises
concerns about the achievement gap that exists in this disaggregated population at
almost every grade level. This data is also in alignment with district data on which
the Adams Five Star School District has based its 2012-13 Unified Improvement
Plan.
1/8/2013
12
Based on the disaggregated gifted student achievement data above, the AU gifted
education program plan for 2012-2016 will focus on increased achievement and
growth in language arts for students who have been identified as gifted in reading
and writing. The district adopted the MAP assessment program this year, and is in
the process of training educators in data analysis for this achievement measure.
Survey results from teachers expressed a desire to use the MAP data, which is used
to measure student progress three times a year, to better assess gifted student
achievement and growth. Therefore, the AU has two achievement goals for 201216 based on MAP as an alternative assessment and the Colorado Growth Model
using TCAP.
TARGET
2012-13
2013-14
2014-15
2015-16
By September 2012
the AU will have
collected
disaggregated
language arts MAP
data for students
identified as gifted in
language arts and
set growth targets
for the next four
years.
By 2016 Adams Five
Star School District
Average median
growth percentile of
Average median growth
percentile of 62 in reading
Average
median growth
Average
median
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13
TCAP language arts
growth data for
students identified as
gifted in reading and
writing will show an
average median
growth percentile of
64.
61 in reading and
writing for students
identified as gifted
in those areas.
and writing for students
identified as gifted in those
areas.
percentile of
63 in reading
and writing for
students
identified as
gifted in those
areas.
growth
percentile of
64 in reading
and writing
for students
identified as
gifted in
those areas.
Student Accountability and Program Evaluation
AU Description:
Along with participation in the Colorado Gifted Education Review (C-GER), the
district requires all departments to conduct an annual program evaluation to
ensure goals align with the district strategic plan and the State Performance Plan
(SPP). The gifted Education Department analyzes identified gifted student data
through the Infinite Campus data management system. This is where the online
ALP’s are housed.
The district collects and reviews data for each identified student to determine
whether performance growth has occurred for achievement and affective goals. In
year 2 of this plan, GT Interventionists will be responsible for this data analysis
through the proposed used of a district data dashboards tool that should assist
with both identification and progress monitoring.
Data is shared with parents during fall parent/teacher K-8 conferences. Parents of
high school students are notified through written correspondence unless a
conference is requested. Current goals are created that reflect student
achievement or talent targets along with an affective goal. Strategies that will aim
towards continued growth in achievement and talent areas are also included.
Instruction takes place to meet the academic needs on the ALP, and data
continues to be collected.
The district adopted the use of NWEA MAP in the 2011-12 school year. This will
serve as an additional data monitoring tool for all students' achievement growth.
C-GER Suggestions and Actions Accomplished
Incorporate accountability measures for ALP goals
o Teachers receive an email in spring requesting information on the
electronic ALP as to whether gifted students have met their ALP goals
for the year. If not, there is a place to record comments as to why
they have not been met.
Develop practices on how teachers will use growth data
o The entire district is in the process of receiving training on data
analysis using MAP.
AU Target/s:
TARGET
2012-13
2013-14
Accountability for
Proposal, job
GEI will have access
1/8/2013
2014-15
2015-16
14
growth measures on
the ALP and using
data to drive
instructional best
practices will be
supported and
facilitated by building
Gifted Education
Interventions
beginning the 201314 school year.
description, budget,
and approval for
hiring completed by
Feb. 2014. GEI
positions posted in
spring. Positions
filled by June 2014.
An annual program
evaluation through
the use of a GT
Steering committee
along with a districtwide survey will be
conducted every
January. The first
survey to collect
base-line date was
sent out in March
2012 and was used
as input for writing
the AU 4 year plan.
Create GT steering
committee Sept.
to all gifted student
data via a data
dashboard to
monitor
achievement and
growth of gifted
students and
students in the
talent pool.
GEI focus will be on
those students
whose behaviors
(which may include
social-emotional
needs) interfere
with learning and/or
whose achievement
and growth data are
not commensurate
with their abilities
with special
attention to
students identified
gifted in Language
Arts.
Advertise about
survey Nov. and
Dec.
Open Survey Jan.
Post survey results
in March.
Personnel
AU Description: The Gifted Student Services Department is comprised of a
District Coordinator, part-time Gifted Specialist, administrative support person, a
part-time contracted assessment specialist along with a contracted school
psychologist. The district coordinator is responsible for management of the
program plan and professional development activities. Each building has a
coordinator who is paid a stipend for extra duty to be the liaison and
communication link between the district office and the school with a primary
responsibility for overseeing the ALP process. Students’ academic and social
emotional needs are primarily served in the regular classroom by highly qualified
personnel in their area of endorsement. Para professionals are used minimally in
supportive roles.
The district employs 15.5 qualified GT FTE. District staff and GT coordinators are
encouraged to continue their education through attendance at conferences,
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monthly coordinator meetings and Javits on-line classes. The district will continue
to encourage employees to take the PLACE test for gifted endorsement.
C-GER Suggestions and Actions Accomplished
Provide district-wide professional development on instructional strategies for
gifted students
o Professional development opportunities were developed in the form of
PowerPoints Towards Change: Rigor For All Students Through Quality
Questioning. This series of 5 minute PowerPoint presentations is
available for staff meetings as conversation starters and
encouragement to enhance classroom teaching strategies.
o The state’s Javits on-line course: Raising Thinking Skills has been
offered to all educators as well.
AU Target/s: The Gifted and Talented Services Department is proposing a
reallocation of funds to hire three full-time qualified gifted personnel (minimum G/T
endorsement) assigned 10+ schools each beginning the 2013-14 school year.
These Gifted Education Interventionists (GEI) will assist individual schools in
meeting UIP achievement and growth goals for this disaggregated population
through data analysis and facilitation of resources to support teachers in meeting
the programming needs of gifted students. They will also act as liaisons between
buildings and the District G/T Coordinator in the identification process and
monitoring of talent pools.
TARGET
2012-13
2013-14
2014-15
By fall 2013 gifted
education will be
included in teacher
induction programs.
By spring 2016, 25
teachers teaching
language arts will
have taken the
Gifted Reader Javits
online class.
By fall of 2013 three
gifted education
interventionists will
be hired to assist
schools in all
elements of gifted
education.
By May 2013 the
district will have a
gifted, interactive,
electronic resource
bank for classroom
teachers.
Write overview of
GT for induction
program.
Include GT in
teacher induction
program Fall 2013
Maintain GT in
teacher induction
programs
Offer class once a
year.
Offer class once a
year.
Offer class once a
year.
Follow district
procedures to get
GEI proposal
approved.
Hire and train GEIs
on district GT
protocols.
2015-16
Offer class once a
year
Data dashboard in
place.
Budget:
1/8/2013
16
AU Description: The district’s allocation from the state of $XXXX supports gifted
education at individual school sites, department costs….. The district contributes
$xxx for gifted student services. In addition to funding the gifted magnet school,
funds are used for professional development, instructional materials, enrichment
opportunities, stipends for building coordinators and instructional equipment.
Individual schools submit an annual plan for utilizing gifted education funds. An
end of the year report to the district GT office provides accountability for all
expenditures.
AU Target/s: By spring of 2014 devise a system for greater oversight of GT
funds.
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: The district keeps records central and information such as
student ALPs is available to staff through Infinite Campus at any time. This system
has been customized to include achievement and affective goals through a drop
down menu, and area(s) of strength. Signed copies of ALPs are stored in student
cumulative files at their schools. Other data easily accessed through the system
includes identification testing data. District GT files are stored at Central office.
Twenty percent of these records have been transferred into electronic form. The
GT department will continue to explore integration of ALP with ICAP for secondary
students. Work will continue with IT on the creation of a data dashboard.
AU Target/s:
TARGET
1/8/2013
2012-13
2013-14
2014-15
2015-16
17
Continue to convert
records into
electronic form and
have completed by
Spring of 2016.
Explore integration of
ALP and ICAP for
secondary students
and make decision
by spring 2014.
Continue to convert
records (40%
completed)
Continue to convert
records (60%
completed)
Meet with secondary
counselors and
other secondary
stakeholders to
discuss process.
Decide process and
communicate
process to
stakeholders.
Continue to convert
records (80%
completed)
Continue to
convert records
(100%
completed)
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.
A REVISED early access plan is attached to the email for Program Plan
submission.
The AU does not have an early access plan.
Dispute Resolution
AU Description: An appeals process is outlined in the acceleration policy 5240
that also applies to other gifted education disputes and their resolution.
5.0 Appeal Process.
5.1 The parents shall submit a written request for a hearing to the Executive Director
of Schools. The request shall identify any items of noncompliance with this policy and
the reasons why the Director’s decision should be modified or changed.
5.2 A hearing shall be held by the Executive Director of Schools to review the
Director’s recommendation for acceleration. The parent/guardian, principal, teacher,
building coordinator and Director may be asked to attend.
5.3 The parent/guardian will be informed in writing of the decision of the Executive
Director of Schools.
5.4 If the recommendation is NOT to accelerate the child and the parent/guardian
objects, the Executive Director of Schools will forward his/her recommendation to the
Assistant Superintendent for Learning Services. The Assistant Superintendent for
Learning Services may gather such information from the Director of Gifted/Talented
education and from the parent/guardian as s/he deems appropriate. The decision of
the Assistant Superintendent for Learning Services shall be final.
C-GER Suggestions and Actions Accomplished:
Clarify appeals process for identification.
AU Target/s:
By May 2013 the appeals process will be posted on the district GT website and
included on identification letters to parents.
1/8/2013
18
Additional Administrative Unit Information
Directions: Optional
Attach or U.S. mail documents that further describe the administrative unit’s gifted
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
1/8/2013
19
Phone: (303) 866-6652
Fax: (303) 866-6767
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
1/8/2013
20
Typical/Eligible Expenditures of State Gifted and
Talented Education Funds
Suggested/Detailed Chart of Accounts Codes
A.
State Gifted
Education Funds
I. Licensed, endorsed personnel working with
gifted students
Salary
Subsitute Teachers
Additional Earnings/Stipends
Benefits
B.
Administrative Unit's
Contributing Funds
AU's Resources
Program: 0070, Object: 0110, Grant: 3150
Program: 0070, Object: 0120, Grant: 3150
Program: 0070, Object: 0150, Grant: 3150
Program: 0070, Object: 0200, Grant: 3150
Other (e.g.
Federal or
local grant)
154,168
1,263
8,942
5,136
169,509
95,295
0
0
0
95,295
0
0
0
0
0
II. Professional Development for educators of
gifted students
Consultant Fees
Program: 2212, Object: 0320, Grant: 3150
Contracted Services
Program: 2212, Object: 0320, Grant: 3150
Workshop Fees: Travel, Registration and Entrance Program: 2212, Object: 0580, Grant: 3150
Substitute Teachers
Program: 2212, Object: 0120, Grant: 3150
Additional Earnings/Stipends
Program: 2212, Object: 0150, Grant: 3150
Printing
Program: 2540, Object: 0550, Grant: 3150
Other:
Object: 0390, Grant: 3150
Sub-total of II.
0
52,667
1,642
15,800
36,719
0
0
106,828
0
5,000
0
5,487
0
0
0
10,487
0
0
0
0
0
0
0
0
III. Activities associated with instruction for gifted
students
Contracted Services
Program: 0070, Object: 0320, Grant: 3150
Additional Earnings/Stipends
Program: 0070, Object: 0150, Grant: 3150
Fees for Content Extensions
Program: 0070, Object: 0320, Grant: 3150
Field Trips: Contracted
Program: 0070, Object: 0513, Grant: 3150
Field Trips: If District Provided Transportation
Program: 0070, Object: 0851
Transportation - Rental of Buses
Program: 0070 & Object: 0444
Printing
Program: 0070, Object: 0550, Grant: 3150
Other:
Program: 0070, Object: 0390, Grant: 3150
Sub-total of III.
43,328
10,850
0
0
0
0
3,000
1,652
58,830
5,599
0
0
0
0
0
0
3,000
8,599
0
0
0
0
0
0
0
0
0
36,708
36,708
9,999
9,999
0
0
10,068
4,000
0
0
4,000
0
0
0
0
128,380
0
Sub-total of I.
IV. Instructional Materials
Supplies & Materials
Program: 0070, Object: 0610, Grant: 3150
Sub-total of IV.
V. *Instructional Equipment
Non-Capital Equipment (not a Fixed asset)
Program: 0070, Object: 0735, Grant: 31050
Equipment which is a Fixed Asset
Program: 0070, Object: 0735, Grant: 31050
Attach completed equipment sheet to plan
Sub-total of V.
Total:
10,068
**381,943
* Equipment purchased from state funds may not exceed 25% of the total request from the state.
Equipment
be maintained
an inventory
throughout
life of theisequipment.
** The AU's must
request
is projected on
using
last year's list
allocation.
Thethe
finaluseful
AU allocation
posted on the CDE WEB page during summer months after the
legislative session and approval of the State Board of Education.
1/8/2013
21
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
1/8/2013
22