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:
Region:
Cheyenne Mountain #1020
Pikes Peak
Name of Gifted Education Director/
Coordinator
Director’s e-mail
Director’s Address:
Bev Tarpley, Assistant
Superintendent
[email protected]
1775 LaClede Street
Colorado Springs, CO 80905
Director’s phone number
719-4756100
Name of Superintendent/BOCES Director
Fax719-4756106
Dr. Walt Cooper
Superintendent’s Signature
Date:
4/30/12____________________________
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 has been the target for the district in SY 20112012 since the C-GER process in 2010 outlined areas for improvement in our
report. During the year, we have enhanced our website with our identification
criteria, programming notes, useful links for parents that detail opportunities for
them and their children in the region/state, links to CAGT and NAGT, and useful
books and publications about raising, working with and challenging gifted students.
We developed a GT brochure detailing the same information found on the website
that is sent home to every family K-8 at the beginning of every year. A different
brochure is sent home to parents of high school students. Parents know whom to
call in schools and at the district level for information. The announcement for this
brochure and new website was advertised through all schools’ newsletters and via
an email blast to all student households. (Our website allows a visitor to the
website to change the language for all content throughout the website to 9
different languages including Spanish, Chinese, Japanese, Korean, Arabic, French,
German, Italian, Portuguese.) The GT Advisory Council has met 4 times this year
and has approved all of the enhancements mentioned above, plus they have
served as a communication link to school, the community, and our DAAC.
All teachers/staff new to the district have a session during their new teacher
orientation days about gifted learners and our district’s processes and programs in
gifted education. The district’s Induction program has a full session each year in
its programming to teach the new teachers about gifted education and the
district’s programming. The GT specialist in each school presents a short
information session for his/her staff at a staff meeting in August to remind them of
the tenets of gifted programming in the district and in their school. Leadership
Team meetings have GT issues as an agenda item at least 4X per year to keep
these issues current and under consideration. The district continues to update the
website with new content and resources and sends a reminder in school
newsletters to alert our community that new content has been posted. We have
received 6 recent calls from prospective new families to the district who checked
our website before calling…all reported that the information about GT on the
website was helpful.
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AU Target/s:
1) Continue to keep the GT page of the district’s website current and useful with
ongoing and new content of interest to parents and the community.
2) Plan and implement a Gifted Education Parent Information Night for parents
and community to showcase what we do in the district for gifted learners
(processes, ID, programming, etc), deliver current information about gifted
education issues, including research-based information about supporting gifted
children at school and in the home, and present a marketplace for vendors and
other providers of GT opportunities to share their information and programs.
This has been scheduled for January 25, 2013.
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.
XX
Check the box if the administrative unit uses the State definition for gifted
students. The district uses the state’s definition. It is identical to the GT Unit
definition on the CDE website.
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:
The district’s identification process has been reviewed by the Board of Education
each year for the past 5 years. The criteria have been adjusted several times to
assure that the criteria is capturing our students who exhibit the characteristics of
the gifted identification statement for the district (and state). Students are
identified in the first two of the areas listed in the definition (general/specific
intellectual ability and specific academic aptitude). Our work during this 4 year
plan is to complete identification protocols for the remaining 3 of the areas listed in
the definition (creative, leadership, arts). The identification criteria is displayed on
the GT page of the district’s website. Identification is accomplished through a
review of a body of evidence that includes aptitude measures, achievement
measures including state and local assessments, and a parent and teacher survey
instrument that has been determined and adopted for use in the 2012-2013 school
year (GRS: Gifted Rating Scale). For English Language Learners, the Naglieri is
used to further probe the exceptional abilities of these students by adding a nonverbal piece of evidence to the mix that does not require the student to read in
English. This is given by a native speaker if possible (always if the student is a
speaker of Spanish, German, or French as we have those resources in the district;
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if needed we can arrange for an interpreter through a local language center for
other languages). Students with disabilities are reviewed for twice exceptionality
in the IEP drafting and review process. Over time, we have not seen the exclusion
of minority students for our programs due to their minority status. Our district is
less than 2% minority and many minority students are included in our GT rosters.
The demographics of the GT population mirrors the general district population.
All students in grade 3 are screened formally in the spring of their 3rd grade year
with CogAT. All 4th graders are reviewed through a body of evidence in the Fall of
their 4th grade year for formal identification. (Our GT criteria is posted on our
website for inspection.) At any time, a teacher/parent may request an RTI
meeting to explore the capabilities of a student who is/is not identified for
additional interventions or services. In addition, students who were not assessed
with the CogAT in 3rd grade - or are newcomers in any grade 4,5,6 - are assessed
in the Fall of their arrival year. All 7th graders are assessed with the CogAT in the
first 3 weeks of their 7th grade year. These scores are used for the body of
evidence for identification of new students and for informing the ALP process for
continuing GT students. Until now, all of our criteria has been quantitative, but the
addition of a survey to our body of evidence will help us add qualitative data to the
mix in our picture of a student. Our criteria contains the provisions of advanced
performance on TCAP/CSAP/Scantron as well as scores at or above the 95th
percentile for CogAT and Scantron. Each Fall, when the identification process
begins for 4th graders and newcomers, a meeting is held with the GT specialists
and principals to review the criteria and how it works and to work with case studies
that help them to practice using the criteria in place.
Parents receive a copy of the GT brochure which includes the criteria for
identification and the description of programming each Fall when it is sent home
with every child in the district’s “Friday folders”. In addition, there is an article
placed in each school’s first newsletter that details the ID process and the
timelines each year. Parents are notified via district letter after the brochures are
sent that the GT identification process is beginning for grade 4 (and for newcomers
in 5,6,7,8). Parents are notified that their child will be taking the CogAT and
information is given about the assessment so they understand its use. The
number of parent inquiries about general GT identification and programming have
been reduced since the website has been updated and now contains that
information. More intensive questions that are past the “initial information stage”
continue and the district welcomes these more complex calls. The district’s
assistant superintendent is the GT coordinator for the district and handles all of
these inquiries. These above-mentioned processes are in answer to needs outlines
on our 2010 C-GER process.
AU Target/s:
1) By the end of the first quarter of the 2012-2013 school year, the district will
update its ID criteria to include the GRS (gifted rating scales) in the body of
evidence and determine an acceptable “rating” for the information on this scale
in the accumulation of evidence for identification. (approved by the GT Advisory
Council in April, 2012). Each school will identify and publish the names of the
team members from their school who are responsible for identifying
gifted/talented learners in that school.
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2) During the term of this 4 year plan (by April 2016), the district will determine
its process and criteria for identifying students in the remaining 3 of the areas
of giftedness as noted above (creativity, leadership, arts). We will research the
processes of other districts and look to CDE for assistance in these processes
and criteria. The district will also formalize and publish the process and
procedures for identifying students in grades K-3 who are exhibiting highlycapable learning characteristics/talents so they can be screen for gifted
education.
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:
The Cheyenne Mountain School District is one of the top performing school districts
in Colorado as evidenced by the continuing John Irwin awards for sustained
performance and the Governor’s awards for growth that the district receives each
year. The level of academic opportunity and performance is extremely high. The
opportunity for excelling in the visual and performing arts and athletics is also
extremely high. Very few of our district students perform in the unsatisfactory
and low partially-proficient categories on the state assessments. The 2011 CSAP
results for our gifted/non gifted students showed that the performance of gifted
students outpaced non-gifted students in all areas. 96.97% of gifted students
who took the 2011 CSAP scored in the proficient/advanced categories. The “floor”
of our performance is very high and the quality of instruction in our classrooms is
challenging for students in grades K-12. The district maintains opportunities and
services for identified gifted students in every school, with a GT specialist in each
elementary and junior high school. The administration and counseling department
maintain the responsibility for communicating opportunities for gifted students
within the building and outside in the community. K-8 services are provided
through push-in and pullout special opportunities for GT identified students in
areas of enrichment, extended learning opportunities, and interest-based
programming. Each elementary school has differentiated programming to meet
the needs of their students that is designed by the GT staff in the building based
on the criteria noted above. Some programming takes place in the regular
classroom and some is delivered through pullouts (Tier II) and specialized groups
or individual programming (Tier III). The opportunities are designed to enhance
the learning for gifted students and give them the opportunity to grow in their
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strength areas and in non-strength areas. Some schools use the College of
William and Mary literature units. All schools have a 6th grade Advanced Math
class taught by the GT specialist. Some schools have advanced classes in math for
grade levels other than grade 6. Since each school has different needs, the
programming is different for each school. We are intentional in our statement
that our district has gifted and talented “programming” rather than a gifted and
talented “program”. Additionally, we say that “gifted education is not a place or a
person” since much enrichment and enhancement is evident in our general
classrooms. Our teachers have had training in differentiated instruction which will
be repeated in the coming year. Higher order thinking skills are a part of
everything we do…they are embedded in all instruction. Four of our GT specialists
have completed the Javits module on Differentiation and all 6 of them have
completed the Javits module on serving the Social and Emotional Needs of Gifted
Children. (They are spending time this summer planning professional development
for their schools to bring this information to ALL teachers and parents in their
individual school communities). Full-time counselors are placed in every school in
the district so student needs can be carefully assessed and addressed by
counseling professionals. These staff members are often the first to recognize an
exceptional ability, the need for higher level programming (especially at HS), and
the solution to getting appropriate programming in place.
.
The junior high and high school both offer Honors classes and the high school
offers 27 Advanced Placement classes in academic subjects and the arts/foreign
language. In 2011, 87% of the students who took the AP exams scored a 3,4 or
5. Opportunities for advanced tracks in foreign language, math, science, Language
Arts, visual and performing arts exist and are heavily populated. Students can
access college level classes at school through the CU Succeed program as well as
through Concurrrent Enrollment opportunities. A student at CMSD never runs out
of classes to take for the challenges that they wish to pursue. Students can
access online opportunities within the school and at local colleges plus they can
attend classes in advanced learning at the colleges. Concurrent enrollment is
limited to 11th and 12 graders, but solutions for younger accelerated students are
in place through opportunities within the school or across schools.
GT identified students all have an ALP that is created by the GT specialist in
consultation with other staff, the parent, and the student (in grades 4+). All
current 9th graders have an ICAP plan in place and this will continue with 9th
graders in future years. In the 2012-2013 school year, the ALPs will be blended
with the ICAP plans for all high school students. Both ALPs for elementary and JH
students and ICAPs for high school students are reviewed annually by school staff
and parents/students. The district has a policy in place for Whole Grade
Acceleration and a set of procedures to complete in the careful study of the
student to assure that the acceleration is appropriate. The Iowa Acceleration
Scales is the instrument currently in use.
All ALPS are created and housed in the district’s data warehouse and management
system (Alpine Achievement Systems) so the transition grade-to-grade and
articulation is systematic since staff at each level have the ability (through
password protection) to easily review a student’s plan/record and continue to
update and use the documents. The Alpine system for ALPs has standardized the
ALP format and planning process as all schools use the same template. A strong
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articulation of information about students is accomplished from PK-K, grade 6 to 7,
and grade 8 to 9 with meetings between administrators/teachers and counseling
staff.
AU Target/s:
1) Continue to search for and review new curriculum and instructional strategies
for serving the needs of gifted students through opportunities provided locally,
regionally, and through the GT staff attendance at the NAGC national
conference in November, 2012.
2) Continue to determine and articulate to our community the GT programming
that exists at each school via our website and other means of communication
3) Complete the development of and deliver the short course on serving the Social
and Emotional Needs of Gifted Children to all school staffs by the end of the
2012 calendar year.
4) Maintain gifted education services throughout this 4 year plan to the best of the
district’s ability in the climate of declining budgets and the need for cuts in
personnel/services when the funding is cut at the state and federal level. (The
district receives about $41,000 from the state and federal sources and
currently maintains a program cost of almost $387,000 for our K-12 GT
programming.)
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
AU SMART Goals:
1) Identified gifted students currently (April 2012) post a performance of
96.97% proficient/advanced in Reading, Writing and Math from the 2011
CSAP results. The goal is for all students in grades 4-10 who are identified
gifted/talented in Math and/or Language Arts, and Other gifted areas
maintain or exceed this performance as they move through the grades and
into graduation.
2) During the timeframe of this plan, students who are identified as gifted in
Reading and Language Arts will attain and maintain typical or high growth
percentiles each year as measured by the state assessment (TCAP or other).
Student Accountability and Program Evaluation
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AU Description:
The district follows all state and federal requirements noted in the Unified
Improvement Plan and process. Plans are completed each year by the district and
each school and submitted on time as required. The district accredits its schools in
the method required via a reporting process to the DAAC by each school wherein
the school team reviews their disaggregated data for the UIP process and reports
their plan for improving any areas that are not judged to be “meets requirements”.
The Board of Education annually recommends the accreditation for each school.
AU Target/s:
1) The district will maintain its effective process with the schools and the DAAC for
reviewing UIP data and planning for improvement in any area that does not “meet
or exceed” expectations, especially the disaggregated groups. The district will
continue to review the performance of identified gifted students for its annual GT
report that is filed each September.
Personnel
AU Description: The district has 8 schools (one is a charter for grades K-6) and
each school has one staff member (or more) who is designated the Gifted
Education specialist for that school. All are licensed and highly qualified in
elementary education or in a secondary core content area. Six of the 8 passed the
PLACE test in March, 2012, and are currently in progress to gain the Gifted
Education endorsement before the end of the 2011-2012 school year. The district
supported their efforts in this area through PLACE test study groups and individual
preparation time.
The district’s Assistant Superintendent is charged with oversight of the GT program
at the district level and for the professional development of the GT staff and all
other personnel in the district (in place since 2007 and continuing). Licensed and
endorsed school counselors are part of the support team in every school for gifted
learners.
The GT specialists have participated in the Javits Modules as well as attendance at
the state GT conference (CAGT) each year and will attend the national NAGC
conference in November 2012 with district funding. They have attended Primary
Sources training this year to gain knowledge on enhancing the research skills of GT
students as well as other students in their schools. Other professional
development is attended at the request of the GT specialist to meet a need in their
buildings. Regular meetings of the GT staff and assistant superintendent provide
opportunities to learn new information, hone their skills, discuss issues in their
schools with colleagues and find answers to those issues, set programming
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opportunities, learn about professional opportunities, etc.
The district has a working relationship with Colorado College and the University of
Colorado/Colorado Springs. These two partnerships give us access to professional
development opportunities for staff and for programming and events for students
and their families.
100% of district teachers are certified as highly qualified in core academic areas.
All staff in the non-charter schools are licensed in the area(s) in which they are
teaching. Charter school has a waiver for licensure but many are licensed in
Colorado. 12 have completed the district’s induction program and are seeking
their professional licenses. All new charter school staff must pass the PLACE test
in the area of their assignment (elem ed or other) in order to be hired.
There are no paraprofessionals that are involved in gifted education in Cheyenne
Mountain School District.
AU Target/s:
1) GT specialists will continue to access and complete one additional Javits module
each year until they have completed them all (by 2016). District pays the
module fees.
2) 2) The district (through general fund and Title II) will provide the financial
support for GT specialists to attend the CAGT conference each year and NAGC
in 2012, for ongoing targeted professional development.
3) All building staff will receive training in the Social and Emotional Needs of
Gifted Students in the 2012-2013 school year and again in the 2015-2016
school year for a refresher.
4) The district will continue to maintain its gifted education sessions for new
teachers in the new teacher orientation and Induction programs.
Budget:
AU Description: The district costs for its complete GT programming efforts are
approximately $345,426 with only $41,520 of that amount in state or federal
resources. It is evident with this 88%/12% mix of these funds, that the district
and its community value the education of gifted learners and is committed to
programming that will help them grow, develop, learn, and succeed. The district’s
GT budget that is included in this plan has been reviewed by the district GT
Advisory Council that is comprised of parents, teachers, and administrators; the
DAAC, and the Board of Education at its 4/30/12 regular meeting.
The submitted GT program budget uses 100% of the state and federal funds and
general fund dollars noted for staff salaries and benefits. Professional
development needs as outlined in this plan are provided from a mix of general
fund dollars and Title II funds. The budget far exceeds the “equal match” with
state and federal funding. Supplies and materials plus technology resources are
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fully funded by the district general fund through school-based budgets.
AU Target/s:
1) Continue to maintain the staffing levels currently in place for gifted education
throughout this 4 year plan in a climate of declining funds from state and federal
sources, if possible, by leveraging community support for gifted education and
seeking grants and foundation support if necessary.
:
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 maintains records of student performance for all
students in its data management and warehouse system provided by Alpine
Achievement Systems. A 10-year history is currently in this system for ALL
students so we can see performance, growth, changes, programming, and
continuity. In the same system, we house Advanced Learning Plans for all GT
students, ELL Plans, Individual Literacy Plans, and 504 plans. All teachers and
administrators have password-protected access to the system with certain staff
having broader access than others via user group. For example, some staff can
access all plans and other staff can only access the plans for students in their
current class list.
The ALP is part of the ongoing record for all GT students.
During conferences and RTI processes, the Alpine system is used to review student
records and use current data for analysis and planning and articulation. Alpine
assists in the systematic and annual review of student plans and in the establishing
of new annual goals at review time. The body of evidence for students on all plans
is included as a part of their record and plan. The Alpine system has an array of
ideas for programming options built into the system that mirror the options that
are in the CDE programming report we do each September. This helps staff review
the many options for programming each year and explains what they mean so the
staff have knowledge of “what’s possible” as they are crafting the plans.
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The plans are maintained in Alpine for as long as the student is in our schools.
Once they leave, we place the plan on inactive status for 2 years in case the
student returns to the district. After two years or graduation (whichever is longer)
the plan is deleted from the system. The handling of student records are held to
be confidential and are protected in accordance with applicable federal and state
laws and regulations.
AU Target(s):
1) Continue to maintain student records and ALPs (and other plans) in the secure
and confidential manner as described above throughout the term of this 4 year
plan.
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.
XXX
The AU does not have an early access plan.
Dispute Resolution
AU Description: Currently, the district has the legally required model policies in
place for dealing with Parental Concerns (Policy # KL) and Complaints about
Instructional processes or materials (KLB) that give parents and
constituents/community members a process to follow to make their concerns
known and seek resolution. These are CASB model policies that have been adopted
by the BOE and reviewed on the legally-required schedule for review. These
policies detail that the parent start at the level at which their concern arose (i.e.
the teacher, coach, specialist, etc) to air their concern and then proceed through
the principal, superintendent, and finally the Board of Education. Gifted Education
concerns about identification and programming are included in these policies and
are handled in the same way as other concerns that these policies address. The
policies are published on the district website and parents are annually reminded
that they are there and that parents should consult the policies for direction with
many issues, including disputes about GT issues. Because each concern/conflict
that parents/others wish to resolve is unique, the district maintains a broad policy
so that ALL concerns can be aired and resolved, including issues about
identification of and programming for gifted learners. For any concern and
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resolution, there is a written record of the concern and the resolution sent to the
person who raised the concern if the concern reaches the principal’s,
superintendent’s, or Board of Education level. Work notes are kept for the
concerns raised at the school level.
AU Target/s:
1) Continue to remind parents annually at the beginning of the school year that
the policies are online and that they cover disputes in all areas, including GT
disputes about identification and programming.
2) Continue the district’s reputation for excellence in working closely with its
parents and community in listening to parents and community entities and
resolving any conflicts that arise in a timely and professional manner.
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:
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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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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
A.
State Gifted
Education
Funds
B.
Administrative Unit's
Contributing Funds
AU's
Other (e.g.
Resources
Federal or
local grant)
Sub-total of I.
II. Professional Development for educators
of gifted students
Consultant Fees
Contracted Services
Workshop Fees: Travel, Registration and
Entrance
Substitute Teachers
Additional Earnings/Stipends
Printing
Other:
Sub-total of II.
III. Activities associated with instruction for
gifted students
Contracted Services
Additional Earnings/Stipends
Fees for Content Extensions
Field Trips: Contracted
Field Trips: If District Provided
Transportation
Transportation - Rental of Buses
Printing
Other:
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:
41520
265987
41520
79439
345426
Program: 2212, Object: 0320, Grant: 3150
Program: 2212, Object: 0320, Grant: 3150
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
2500
2500
Program: 0070, Object: 0320, Grant: 3150
Program: 0070, Object: 0150, Grant: 3150
Program: 0070, Object: 0320, Grant: 3150
Program: 0070, Object: 0513, Grant: 3150
Program: 0070, Object: 0851
Program: 0070 & Object: 0444
Program: 0070, Object: 0550, Grant: 3150
Program: 0070, Object: 0390, Grant: 3150
Program: 0070, Object: 0610, Grant: 3150
Program: 0070, Object: 0735, Grant:
31050
Program: 0070, Object: 0735, Grant:
31050
**41520
345426
2500
* 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.
8/13/2013
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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
8/13/2013
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