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: District #11
Region: El Paso
County
Name of Gifted Education Director/
Coordinator Rebecca Pfingsten
Director’s e-mail
[email protected]
Director’s Address:
Zip 80903
1115 N. El Paso
Director’s phone number
(719) 520-2463
Name of Superintendent/BOCES
Director Dr. Gledich
City:
Colorado Springs, CO
Fax
(719) 520-2386
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,
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District target/s.
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 (communication): Identification procedures and gifted
programming options are communicated to teachers and parents via the district
and building GT homepage, brochures, building newsletters, staff meetings, GT
teacher handbook, GT parent handbook, ALP meetings with teachers, parents and
students, parent information evenings, district GT parent newsletter and building
GT parent information nights conducted by gifted resource teachers.
AU Description (Future improvement): Currently, the district gifted and
talented department has many of their forms translated in Spanish: CogAT parent
letter, permission for testing, parent rating form, SAIL application (elementary and
middle school), Bemis (art) parent letter and identification parent letter. The
district gifted and talented homepage and some of the parent gifted and talented
presentations have been translated in Spanish. The district gifted and talented
department is interested in working more closely with the English as a Second
Language department to ensure at specific schools that forms are translated in the
student’s native language if the need is requested; e.g., Mandarin, Russian, etc.
Therefore, communication between the English as a Second Language teacher and
Gifted Resource teacher at each building will improve.
AU Target/s:
- 100% of Gifted Resource Teachers at schools within District 11 will improve
their cultural sensitivity by providing specific documents in the native languages
of students and their families when the need is requested by the family, English
as a Second Language teacher and/or Gifted Resource teacher.
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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x
Check the box if the administrative unit uses the State definition for gifted
students.
or
Definition: The definition is used as a basis for planning elements of the Program
Plan and programming support for gifted students of the different exceptionalities.
•
•
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 (Identification procedure):
a. District 11 has an eligibility process that is written and included in district rules
and regulations, and allows for a variety of strengths and interests to be
recognized and used to guide individual programming. The process ensures
that there is a variety of ways to be considered for eligibility:
referral/nomination process form at each building, screening assessments (Map
and TCAP), review of test data, etc. Referral forms are available at all schools
for teacher, parents and students to complete and submit. The CogAT is
administered as a screen at the second grade annually to all students.
Students may be identified in reading, writing, math and/or as other
(nonverbal). The KBIT is also used, along with supporting data including parent
and teacher checklists, Naglieri, Tomags, CSAP, MAP, WISC-4, RIAS, etc.
Currently, 97% constitutes automatic eligibility on subtests of CogAT, and
95%-96% on CogAT, Naglieri and/or KBIT subtests require at least one piece of
supporting evidence; e.g., advanced on a specific CSAP subtest, 95% or higher
on a MAP subtest, etc. Identification decisions are made by the gifted and
talented teacher and district gifted facilitator (review team), and input is
obtained from classroom teachers and principals. The review team follows the
identification procedures that are in board policy (rules and regulations) and
posted online to determine eligibility. A document describing identification for
primary-age GT students was developed by the elementary GT staff and posted
on the GT homepage. The same identification instruments are used for the
primary grades, placing emphasis on collecting a diverse body of assessment
data and ensuring the child is challenged.
b. An identification matrix is created for each identified gifted student. The matrix
includes all test results, and the talent area/s identified. A confirmation letter is
sent home to parents of the identified student, listing the test results and the
identified talent area/s. These results, identified talent areas and knowledge of
students’ strengths and interests are used to determine a student’s
programming, including goal setting on the Advanced Learning Plan.
c. The identification process, including eligibility, is posted on the district GT
homepage, and shared during district and building parent information evenings.
In addition, the identification process is also communicated in a district GT
identification brochure, teacher handbook, parent handbook, staff meeting
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presentations conducted by building gifted resource teachers, and principal
presentations made by the district gifted facilitator.
d. Gifted teachers communicate to parents about the Advanced Learning Plan by
sending home a district letter, conducting building parent information nights
and during the sharing of the Advanced Learning Plan with parents. Some
gifted resource teachers use an ALP survey to gather information from parents
before the actual writing of the Advanced Learning Plan. Others send home
goal options for students and their parents in preparation for writing the
Advanced Learning Plan.
e. Approximately nine percent of the total school population is identified gifted and
talented.
AU Description (Future improvement):
a. One of the goals of the district gifted and talented department is to ensure
equal and equitable access to identification for all students, and increase the
percentage of students in specific ethnic groups identified and served in the
district gifted and talented program. Strategies such as placing advanced
Latino and African American students in elementary pull-out classes (in which
a third are eventually identified), implementing the U-Star program at
several low-income schools, incorporating the Naglieri as the second grade
screen at several Title 1 schools and increasing ethnic GT awareness via
presentations and book studies have been implemented. ELL teachers are
also administering an under-represented population checklist to flag
advanced ELL students, who may need further testing. In District 11, the
Caucasian and Asian populations are highly represented (11-13%), while the
Latino, African American and ELL populations are under-represented (2-5%).
During the last 3-5 years, there has been an increase in the percentage of
ELL and Latino students identified as gifted and talented, while the
percentage of African-American students identified has remained the same.
1. Next school year, the district GT facilitator will spend .2 (one day) in the
field working with several elementary schools to increase the identification of
African American and Latino students in gifted and talented. Once the
specific elementary schools are selected, the facilitator, building principal and
building gifted and talented resource teacher will determine the strategies
that will be implemented during the 2012-13 school year (from a list of
strategies). The strategies/models include: U-Star, classroom observations
using alternative assessments, book studies addressing GT underrepresented populations, cluster grouping with advanced under-represented
populations, GT parent information presentations addressing advanced
options at the middle school level, counseling advanced students from underrepresented populations concerning perfectionism, peer pressure and
understanding one’s intelligence, and creating a data base of advanced
Latino and African American elementary students to ensure these students
take advanced courses like AP, IB and honors classes at the secondary level.
b. The district has worked to increase the percentage of twice exceptional
children identified during the last 3-5 years. Currently, 5% of the district
total gifted population is identified as twice exceptional. Since the district
believes there are more twice exceptional children, effort will be made to
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continue increasing the identification of this population.
c. During the next four years, District 11 will implement a process to identify
and serve talented art students at the middle school level. Currently, the
district gifted and talented department collaborates with the city Bemis art
program and sponsors an accelerated art program for elementary students.
There are two satellite schools, and transportation provided for students from
four lower socio-economic schools to McAuliffe Elementary in the Southeast
part of the district. Building art teachers use a specific checklist to select
students, and “R” (recognize) is entered in the district data base for each
student who participates in the program. Since there is an elementary art
program, the next step is to develop and implement a system to identify and
serve talented middle school art students.
AU Target/s:
- The percentage of Latino students identified as gifted and talented will increase
from 4.7% to 6.0%.
- The percentage of ELL students identified as gifted and talented will increase
from 2.0% to 4.0%.
- The percentage of African American students identified as gifted and talented
will increase from 2.0% to 4.0%.
- The percentage of twice exceptional children identified will increase from 5% to
10% of the district gifted population.
- The percentage of talented visual arts middle school students identified will
increase from 0% to 2%.
•
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 (programming):
a. District 11 provides a variety of delivery service options: several magnet gifted
programs, pull-out and pull-in models at the elementary level, GT classroom
and consultant model at the middle school and GT advocacy role at the high
school. In addition, classroom teachers at all levels are expected to challenge
advanced students through differentiation. Curriculum and instruction also
varies depending on the needs of the student and their identified talent area/s.
The College of William and Mary literacy units, Jacob’s Ladder, Jr. Great Books
and Michael Clay Thompson’s Grammar units are used consistently at all levels
in reading and writing. Challenge Math, Math cube, Math Forum Problem of the
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b.
c.
d.
e.
Week, Exemplars, Math Olympiad, Singapore Math Word Problems, Hands-on
Equations, and ST math are used in mathematics. The district is writing
affective lessons to provide opportunities for social-emotional awareness at
each level that will be implemented next fall (see student accountability and
evaluation section). The SAIL middle school program uses the Autonomous
Learner Model and building counselors and psychologists periodically work with
groups of gifted students when the need arises. Differentiated instruction
includes grade level acceleration with specific district guidelines. There is a
retention/promotion manual that all schools must follow, which includes using
the Iowa Scale of Acceleration. In addition to acceleration, flexible grouping
occurs: ability, grouping by interest and learning style, and cross-grade
grouping. Other differentiation strategies include: tiered activities, tiered
products, telescoping curriculum, compacting the curriculum, higher level
thinking questions, faster pace, etc. High school and middle schools offer
honors classes and secondary counselors prepare advanced students to take
Advanced Placement courses. Lastly, post-secondary planning includes the
writing of ICAPs, high school counselor and GT teacher advocacy, dualenrollment and at several high school sites, courses which the student obtains
college credit; e.g., CU Gold.
The district offers a gifted magnet program (SAIL) at the elementary and
middle school levels, International Baccalaureate programming at all three
levels, Advanced Placement courses (with different pathways), AVID, dualenrollment options, in-house college courses (CU Gold), SAIL+ and
mentorships.
Advanced Learning Plans (ALP) are written for all GT students annually,
generating goals and programming that enhance student talent area/s,
strengths and interests. One of the ALP goals must move students from
proficient to advance on specific TCAP subtests that align with one or more
identified talent area/s. Other goals can address projects, extensions and/or
competitions. Most of the GT teachers work with their GT students individually
during the Advanced Learning Plan process. Many of the teachers send home
surveys or encourage parents and students to select specific goals from a list of
options in preparation for writing the Advanced Learning Plan. The first page of
ALPs has the current assessment data for each GT student, which is
automatically updated and available for next year’s GT teacher. Lists of GT
students per building are also updated by one of the district’s data system
(Tienet) each year. Teachers are contacted for input, and during the parentteacher conferences, parents and students provide further input. GT teachers
meet again with their gifted students in April to review and determine whether
Advanced Learning Plan goals were met.
District 11 chose not to merge the ALP with the ICAP because the College in
Colorado format was not appropriate at this stage. Once the format improves
and the seven ALP expectations are included, the district will reconsider.
Therefore, the district will continue using the traditional ALP format at the high
school level.
In mathematics, advanced programming options have been articulated,
especially at the secondary level. In most of our middle schools (including the
SAIL sites) double acceleration is an option, enabling students to take geometry
at the eighth grade level. Effort is made to ensure that advanced mathematics
courses are offered at the high school. Language arts is not fully articulated,
but effort has been made to increase depth and rigor by implementing the
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College of William and Mary literacy units, Jacob’s Ladder, Jr. Great Books and
Michael Clay Thompson’s Grammar units in grades 2-12. Advanced Learning
Plans are shared between GT teachers to ensure that the transition of ALPs
between levels is consistent.
AU Description (Future improvement): The District 11 gifted and talented
department aims to ensure that all identified gifted and talented students will have
an individualized Advanced Learning Plan (ALP) written. Currently, the district
gifted and talented facilitator has 62 schools on his case load, including seven
district charter schools. Of the 62 schools, the three largest high schools have
been the most difficult to implement “individualized” ALPs due to the large number
of GT students; i.e., 300 gifted students per high school. While each gifted
resource teacher at the three largest high schools are assigned a specific number
of ALPs to complete with students, the ALPs that were not addressed were mailed
home by the district GT department to parents of gifted students (with default
goals). Since the mailed home ALPs were not completed by GT students, in the
future, the aim is to provide all gifted students at the three largest high schools
with the opportunity to have input and write the plans. Another possibility is to
implement GT choice at the high school level. High school students and parents are
given a chance to choice into high school GT or opt out. Those who choice into GT
will agree to complete the ALP process. Please note the district will not incorporate
Advanced Learning Plans with ICAPs, until the College in Colorado format
improves. In addition, the district is in compliance at the remaining 59 schools
since gifted students either write or provide input in the completion of their
Advanced Learning Plans. We have also begun work with our software writer for
our ALP database to implement meaningful goals in a pull-down menu for the 1314 school year. Students and parents will now have online access to the student’s
ALP and can choose from a menu of targets in his/her identification area.
District 11 has not had a consistent procedure for transitions between school
levels. Beginning in spring of 2013, we will hold a file-exchange meeting between
elementary/middle and middle/high school to give time for planning and
appropriate course selection. School scores and data are available on our TieNet
database, but the personal communication between school levels will better ensure
a support system for meeting interest needs for all students.
AU Target/s:
- 100% of District 11 gifted and talented students will have an Advanced
Learning Plan written and the opportunity to reflect on whether the goal/s has
been met.
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).
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Student Accountability and Accreditation
Insert SMART Goals for Student Achievement
AU Description (Student Accountability and Evaluation):
a. The district monitors gifted student achievement by analyzing data from
CSAP, Map, Median Growth percentiles and individual growth percentiles
(CSAP). The social-emotional curriculum will ask students to complete pre
and post questionnaires to determine the degree specific affective skills
taught during the units were implemented. Teachers and students use CSAP,
MAP, grades and rubrics to determine whether ALP goals have been met.
b. GT student test data is disaggregated by level, talent area/s, gender, twiceexceptionality and ethnicity. Data is graphed and analyzed to determine the
greatest need and the most essential goals and targets to improve gifted
students achievement per year; e.g., ethnicity, ELL, twice exceptional and
gender.
c. The district gifted program is evaluated by analyzing achievement data
(TCAP, MAP and median growth percentiles), percentage of ethnicity
represented in the GT program, parent, teacher and student survey results,
CDE state audit and period evaluations conducted by the district assessment
department. The CDE state audit and district-level evaluation addresses
policy, identification process, assessment, challenge-level, programming
components, and student achievement. Input is obtained from the following
stakeholders: parents, teachers, administrators and students.
d. Educators, parents and other stakeholders are informed about evaluation
results of the district gifted program via the district GT parent newsletter,
homepage, GT teacher meetings, GT leadership committee, the GT Advisory
Committee and Friday notes for School Board members.
AU Description (Future improvement): Achievement data on gifted and
talented children is consistently collected and analyzed in the district. While CSAP
math scores for quantitatively gifted students have been high and CSAP writing has
improved slightly, the CSAP reading scores for verbally gifted students have not
improved. Many interventions have been implemented to improve CSAP writing
and reading scores including the College of William and Mary literacy and Jacob’s
Ladder programs, Michael Thompson’s grammar series, Jr. Great Books, pre and
post formative assessments, district reading and writing professional development,
data collecting, analysis and goal-setting by district gifted resource teachers. In
contrast, NWEA or MAP reading scores have been more favorable. During the
2010-11 school year, fall and spring MAP comparison data revealed an increase in
reading scores at the elementary and middle school levels. The CSAP median
growth percentiles for gifted students in reading and math were also favorable:
elementary and middle school reading and math scores were above the 50th
percentile. Gifted student achievement data was made available to all stakeholders
on an annual basis; e.g., GT teachers, classroom teachers, administrators, parents,
etc.
AU Target/s:
- The percentage of verbally gifted students scoring advanced on the reading
TCAP will increase from 44% to 55%.
- The percentage of verbally gifted students scoring advanced on the writing
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-
TCAP will increase from 49% to 60%.
The percentage of quantitatively gifted students scoring advanced on the math
TCAP will increase from 86% to 90%.
The medium percentile growth of verbally gifted students will increase from
52.5 to 56.5 on the TCAP reading subtest.
The medium percentile growth of verbally gifted students will increase from 54
to 58 on the TCAP writing subtest.
The medium percentile growth of quantitatively gifted students will increase
from 63 to 66 on the TCAP math subtest.
Student Accountability and Program Evaluation
AU Description (Student Accountability and Evaluation): See the beginning
of the previous student accountability and accreditation section for description.
AU Description (Future improvement): On April 15, 2010, the district gifted
and talented program was audited by the Colorado Gifted Education Review
process of the Colorado Department of Education. The audit team spent several
days in the district, and then produced a final report identifying three improvement
target areas concerning programming. An administrative unit improvement
timeline was generated by the district and submitted to the Colorado Gifted State
Department. The following three improvement areas were identified by the state
GT audit for District 11:
-
Strengthen affective and guidance support programs for gifted students at all
levels.
Build understanding and more completely carry out Advanced Learning Plan
implementation with staff, parents and students.
Continue and extend the district’s professional development in differentiated
instruction and methods.
Since the audit, the district gifted and talented department has been working to
address the three areas of improvement. A committee was formed to write socialemotional lessons for gifted children at each level. These lessons will be
implemented during the fall of 2012. During the fall of 2010, several workshops on
differentiation were implemented district-wide, in a train-the-trainer model.
Further professional development on differentiation was implemented during the fall
of 2011. The district gifted and talented facilitator also requires each gifted
resource teacher to complete a GT plan for the buildings in which they teach.
Included in the plan is a description of how staff, parents and students will provide
input in the creation of each student’s Advanced Learning Plan. The descriptions
along with the plan are submitted to the district gifted and talented facilitator by
the end of October.
AU Target/s (3 improvement areas from state GT audit):
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-
100% of elementary gifted students will participate in social-emotional lessons
that address how students are identified, their talent areas, myths and
perfectionism.
40%-50% of secondary gifted students will participate in social-emotional
lessons that address self advocacy and perfectionism (groups selected by
counselors and GT teachers).
100% of gifted teachers will describe in their annual building’s GT Plan how
they plan to obtain input from parents, teachers and students concerning the
writing of their Advanced Learning Plans.
Professional development on differentiation will consistently be provided by the
district for teachers.
Personnel
AU Description (Personnel):
a. Every building in District 11 has a gifted and talented resource teacher. At
the elementary level, the classroom and gifted resource teacher both
provide instruction to gifted students. At the middle school level, instruction
varies between the gifted resource and honors classroom teachers. The
high school level has a gifted and talented advocate who works with gifted
students completing ALPs, and facilitating course and career counseling.
Honors and Advanced Placement teachers typically instruct the gifted
student at the high school level.
b. The district gifted and talented facilitator manages the program plan and
coordinates professional development activities. Building principals
evaluate the gifted resource teachers using the district evaluation forms.
c. Teacher effectiveness is addressed through professional development, which
includes 4-5 elementary and secondary gifted and talented meetings per
school year. Gifted teachers are also highly encouraged to obtain the state
gifted endorsement. Para-professionals are not involved in the district gifted
program. Teacher effectiveness is evaluated by building principals, using
the district evaluation rubric.
d. Professional development for gifted teachers includes Jr. Great Books,
Jacob’s Ladder, the College of William/Mary literacy program, socialemotional, creative thinking, writing, problem solving in mathematics, book
studies and sharing policy changes. GT teachers are also encouraged to
attend state GT conferences and take GT endorsement courses. The district
also provides on-going professional development for parents which includes
social-emotional development and specific content focuses; e.g., how to
challenge gifted quantitative students.
AU Description (Future improvement): One third of the district’s gifted and
talented (GT) personnel are highly qualified either with a Masters degree with an
emphasis in gifted education and/or the obtainment of a state gifted and talented
endorsement. The percentage of GT personnel who are highly qualified has
increased from 25% to 33% during the 2011-12 school year, and more personnel
are planning to take the Place test or enroll in a higher education institution’s
gifted program. Personnel are encouraged to obtain the state endorsement, but
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the ramifications for not obtaining it are limited in the district.
In regards to the future development and improvement of professional
development for personnel, District 11 must improve PD efforts for regular
classroom teachers. The GT facilitator will work with building principals and TLC’s
(Teaching/Learning Coaches), to meet building needs with training in
differentiation, rigor and DOK 3-4, and teaching strategies that work for nonverbal,
visual/spatial learners. District 11 TLC’s have a current PD schedule for DOK 3-4
rigor training at all schools spanning 12-13. The GT department will make available
nonverbal strategies and lesson plans on the shared network drive and plan PD
schedule for 13-14. The building principals will be required to evaluate all regular
classroom teachers with the new SB191 rubric in full by 2014. This rubric
evaluation includes areas for differentiation evidence. The facilitator will use
communication about the rubric during principal meetings to progress-monitor the
PD needs of a staff in this area.
AU Target/s:
- The percentage of district personnel who are highly qualified (obtained the
state GT endorsement and/or a Masters degree in gifted education) will
increase from 33% to 70%.
Budget:
AU Description (budget): The state GT money is used to fund district GT teacher
salaries, and it constitutes about 10% of the total district GT budget. The
remaining 90% of the GT budget comes from district funds, which addresses GT
teachers’ salaries, professional development, transportation and curriculum
materials.
AU Description (Future improvement): (The following improvement pertains to
district money and not CDE funding!) The district gifted and talented department
is planning on allocating enough money to pay the registration fees of all gifted
teachers who want to attend the November 2012 NAGC conference. Because of
the cost, the conference may be considered the main source of professional
development during the 2012-13 school year. The department has approximately
60 teachers (GT and SAIL teachers) who could attend the conference. Gifted
teachers are being asked to complete an intent form to notify the department
whether they plan to attend the conference, so the appropriate money is allocated
to cover registration costs.
AU Target/s: (The following goal pertains to district money and not CDE
funding!)
- 100% of the gifted teachers who want to attend the 2012 NAGC conference will
have their registration fees paid for by the district gifted and talented
department.
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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: District 11 uses Tienet as a management system for Advanced
Learning Plans. The system identifies whether ALPs are in draft mode or finalized,
and lists the names of the GT students per school. The district ALP has four
sections: goal setting, social-emotional goals, areas of academic concern and the
parent/teacher signature page. The ALP is part of the student’s ongoing records,
utilized in the articulation process and held to be confidential and protected. ALP’s
display the most current student achievement data during the school year, and
during the transition to new grade levels. As mentioned elsewhere in this
document, the district is choosing not to merge ALPs with ICAP at the high school
level, since College in Colorado does not address the seven required components
of an ALP.
AU Description (Future improvement): For each GT student, completed ALPs
are printed, signed by parents and placed in the student’s cum file. This process
has been more difficult at the high school, since completed ALPs are not always
signed by parents. In the future, GT teachers need to contact parents and if the
parent is unable to sign the ALP, the phone message and result needs to be
notated on the ALP, before being placed in the student’s cum file.
AU Target/s:
- 100% of all completed Advanced Learning Plans, will be printed and placed in
the student’s cum file.
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
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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
x
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.
The AU does not have an early access plan.
Dispute Resolution
AU Description: The district has a GT dispute resolution in board policy. The
policy provides a process for conflict resolution for disagreements between parents
and staff regarding identification and programming. The aggrieved individual has
an opportunity to be heard and receive a notice of the decision.
AU Target/s: There is no need to improve the dispute resolution board policy.
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]
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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
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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A.
State Gifted
Education
Funds
B.
Administrative Unit's
Contributing Funds
AU's
Other (e.g.
Resources
Federal or
Typical/Eligible Expenditures of State Gifted
and Talented Education Funds
I. Licensed, endorsed personnel working with
gifted students
Suggested/Detailed Chart of Accounts
Codes
Salary
Subsitute Teachers
Additional Earnings/Stipends
Benefits
Program: 0070, Object: 0110, Grant: 3150
Program: 0070, Object: 0120, Grant: 3150
Program: 0070, Object: 0150, Grant: 3150
Program: 0070, Object: 0200, Grant: 3150
Sub-total of I.
II. Professional Development for educators
of gifted students
Consultant Fees
Contracted Services
Program: 2212, Object: 0320, Grant: 3150
Program: 2212, Object: 0320, Grant: 3150
0
11,300
Program: 2212, Object: 0580, Grant: 3150
Program: 2212, Object: 0120, Grant: 3150
Program: 2212, Object: 0150, Grant: 3150
Program: 2540, Object: 0550, Grant: 3150
Object: 0390, Grant: 3150
2000
7000
2000
1750
2000
26,050
Program: 0070, Object: 0320, Grant: 3150
Program: 0070, Object: 0150, Grant: 3150
Program: 0070, Object: 0320, Grant: 3150
Program: 0070, Object: 0513, Grant: 3150
8,800
2000
1000
0
Program: 0070, Object: 0851
Program: 0070 & Object: 0444
Program: 0070, Object: 0550, Grant: 3150
Program: 0070, Object: 0390, Grant: 3150
2000
0
2000
4000
19,800
Program: 0070, Object: 0610, Grant: 3150
10,000
10,000
local grant)
Workshop Fees: Travel, Registration and
Entrance
Substitute Teachers
Additional Earnings/Stipends
Printing
Other: (mileage)
Sub-total of II.
III. Activities associated with instruction for
gifted students
Contracted Services (Science Challenge)
Additional Earnings/Stipends
Fees for Content Extensions (contests)
Field Trips: Contracted
Field Trips: If District Provided
Transportation (Science Challenge)
Transportation - Rental of Buses
Printing (newsletters, ALPs)
Other: (Bemis scholarships)
Sub-total of III.
IV. Instructional Materials
Supplies & Materials
Sub-total of IV.
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:
268,171
Program: 0070, Object: 0735, Grant:
31050
Program: 0070, Object: 0735, Grant:
31050
1,712,000
10,000
500
414,410
2,136,910
0
0
268,171
2,192,760
* 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.
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Gifted Education Program Plan
2012 – 2016
Multiple Districts Administrative Unit - Consolidated Signature Page 1
Administrative Unit’s Name:
Region:
BOCES Executive Director Signature:
Date: ____________________________
Number of Districts within
Administrative Unit:
List the name of each district
within the administrative unit
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List the name of the
district’s superintendent
Signature of the district’s
superintendent reviewing
the Program Plan:
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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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