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:
Jefferson County R-1
Name of Gifted Education Director
Region:
Metro
Dr. Blanche Kapushion
Director’s e-mail
[email protected]
Director’s Address: 1829 Denver West Dr. #27
City:
Golden
Director’s phone number
Zip 80401
Fax
303-982-6653
303-982-5725
Name of Superintendent
Dr. Cindy Stevenson
Superintendent’s Signature:
Date:
___________________________
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.
1/8/2013
1
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
Description:
General Communication:
o The GT department meets monthly as active participants with the board of
directors of JAGC (Jefferson County Association of Gifted Children) to:
o Provide updates on the process for identification assessment and
programming options.
o Participate in the bi-annual gifted parent gatherings for the district;
attended by as many as 300 people. Examples of specific topics have
been: Characteristics of Gifted Children, Twice-Exceptional Gifted
Learners, Visual-Spatial Learners, Identification and Programming for
Gifted Learners, and Social-Emotional Needs of Gifted Students
o Serve as a contact point for issues/concerns directed from JAGC
o Jefferson County’s GT website includes informational links on topics of
interest including but not limited to; GT Center programming; identification,
application information and program description; Extension and Enrichment
opportunities; Early Access information and GT Resource Teacher contact
information. The GT Website also includes:
o The GT Parent Handbook is updated each year to reflect current
information and is available on Jeffco and JAGC websites
o Student links- including several websites to support identified areas of
strengths listed on student’s Advanced Learning Plan
o Teacher links- providing resources and links to support curriculum and
programming
o Parent links- to provide information and resources about gifted children,
programming, and gifted identification
o
Efforts are made by the District Director of Gifted Programs and Gifted
Resource Teachers to meet with community members representing special
populations for a variety of events and community meetings so that their
concerns can be heard and addressed
o
All nomination forms and important documents are available in print and non-print
forms in English and other languages.
School-based Communication via GT Central Staff:
o Parent information nights based on response to school requests and needs
are available on-going as needed;
o Three to four GT Center School Information Nights are held in September of
each year to share information with interested parents and teachers.
o Individual conferences with parents and school staff regarding gifted students
are available as needed throughout the year.
o GT Resource Teachers provide support to schools based on
parent/community need via face-to-face, phone and e-mail as needed and
on-going throughout the year in an effort to provide increased customer
service to the gifted community.
o Parent Seminars are conducted 4-6 times during the school year to educate,
1/8/2013
2
collaborate and communicate regularly with the GT community as a whole.
Individualized Communication Regarding Student ALP:
o Initial conference held with parent, teacher and student during which ALP is
created to explain areas of strength, programming and methods to measure
success toward achieving goals – initial contact is made via email.
o During Fall and Spring Parent-Teacher conferences each year, ALP
Conferences are held to allow parents, teachers and students an opportunity
to provide input about student ALP goals
o During the spring, a review of ALPs by GT Resource Teachers is conducted to
monitor progress on goals based on teacher and/or parent feedback at the
elementary level.
o The support for middle and high school communication with ALP information
nights and spring review based on input from students, teachers and
parents.
Community Communication Goals:
o GT Communication has set a goal to focus on reaching out beyond school
forums include both non-print and print media:
o Flyers will be posted in libraries and other community gathering places
to inform parents about GT identification and programming options in
August of each school year.
o Communication will be provided through local papers/magazines via
newspaper releases and other oral/written platforms that showcase
gifted initiatives; for example, Destination Imagination.
o School newsletters will contain information about upcoming events
such as JAGC meetings, Center School application process, and other
topics of particular interest as requested and as needed we will track
such requests throughout the year.
o District GT website will post information to parents/guardians about
gifted education events, gifted identification information, programming
options, surveys, parent and teacher resources, a calendar for gifted
education events, and highlights in gifted education as needed and
ongoing throughout the year.
o Center School Information:
 Parent memos are distributed annually before the Center School
parent information session to inform parents about the Center
School option.
 District-wide information sessions for Center Schools are held
each fall before the Center School deadline for nomination.
 A Center School Brochure will be distributed that describe the
program option, mission, philosophy, parent volunteer
guidelines, and curricular design and expectations.
 A parent-student orientation, observation and visit for students
new to center Programs are held in the spring.
 Parents are informed of all gifted programming placement
decisions by letter or email.
o Written documents with policies, procedure, and guidelines will be
available in schools, main offices, and throughout the community by
August of each school year.
o The enrollment staff at each GT Center will participate in training at
least once during the year to learn a uniformed and consistent
1/8/2013
3
o
o
o
o
o
enrollment and tracking process of GT students. Consistent forms and
processes will be available on Google Docs for easy access.
Brochures have been created and will be translated in multiple
languages to address the needs of multiple stakeholder groups. These
brochures will be shared at school sites to inform and engage parents
from traditionally underrepresented groups a about gifted education
programming and identification procedures. They are updated and
distributed to schools by August of each school year.
Cross-department collaborations are taking place on an ongoing basis
with the multi-cultural department and assessment departments to
develop strategies to identify and program for under-represented
groups.
Appropriate documents will be translated into major languages in
Jefferson County (Spanish, Russian, Vietnamese) on gifted
identification and programming, the GT referral process, the ALP
process, newsletters, flyers, parent nomination letters).
On-line surveys will be created to provide an opportunity for parent
input and documentation of answers to open-ended questions. The
same opportunity for input will be mailed to households not having
email addresses.
The 2012-2016 Gifted Education Program Plan, information about its
development, and historical information regarding previous gifted
education plans will be included on the district website.
Jeffco Targets:
1.) Continue to work toward translation of GT documents, forms, materials into
the languages represented in Jeffco- this is an ongoing and continuous process
that will be adjusted as needed.
2.) Work with the Communications Office to create a systemic plan to disseminate
GT information to ALL teachers in ALL schools in an effective and efficient
manner – the District GT Communication Plan will be in place by 2013 and
refined as necessary each year;
3.) Continue to refresh and refine GT Parent Seminars;
4.) Blend the Secondary ALP/ ICAP processes using NAVIANCE – full
implementation during the 2013 school year, feedback gathered, adjustments
made as necessary 2014 school year.
Definition
Directions: Write the administrative unit’s definition for gifted students that align
with the State’s definition. If the definition is the same as the State’s definition
merely mark the box and do not rewrite the definition.
Check the box if the administrative unit uses the State definition for gifted
students.
1/8/2013
4
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
Description:
In order to determine exceptional ability and eligibility for gifted services, multiple
data points are collected using a variety of tools to develop a comprehensive profile
of a student’s potential and to determine a student’s exceptional ability and
eligibility for gifted services. A body of evidence is created that consists of multicriteria based processes to identify area/s of giftedness and determine the
appropriate instructional accommodations and/or other opportunities for each
student. This body of evidence includes but is not limited to:
o Verbal, non-verbal, or written objective assessment methods including group
and individual measures of achievement, general ability, specific aptitudes,
and creativity. Assessments may include norm-referenced standardized and
criterion-referenced standardized tests. (CogAT,DAS, NNAT, T-CAP, KBIT, )
o Subjective assessment methods such as referral, observations, pupil product
evaluations, auditions, rating scales, biographical data, interview, portfolio
artifacts and grades.
o A variety of sources including input from teachers, peers, parents,
community members, subject area experts, and/or the learners themselves
to assure that areas such as creativity, leadership, talent and kinesthetic
areas are identified and addressed as well, in an effort to recognize and
support the whole child.
Procedures for Identification
o
o
o
Information will be provided bi-annually in a variety of languages to parents,
educators, students and other community members regarding the process for
referring students for gifted education programming services as well as
characteristics and needs of gifted students via parent meetings, web, and
staff meetings.
Referral for identification is accepted from multiple sources including but not
limited to teachers, parents, community members, and the students
themselves. Referral is actively sought through examination of student
performance data.
Initial Screening is provided for all students to determine qualified students
for of gifted education services at designated elementary grade levels.
Verbal, non-verbal, and/or written objective assessment methods including
group and individual measures of achievement, general ability, specific
aptitudes, and creativity are administered. These measures include, but are
not limited to: CogAT, NNAT, other group ability tests, the Kingore
Observation Index (KOI), and portfolios.
1/8/2013
5
o
o
o
o
o
o
o
o
Typical cut-off points are at the 95%ile or higher, but in some cases, if the
body of evidence warrants exceptions, they will be made for ELL or 2e
learners, and learners with a solid 8th or 9th stanine profile. (added 11/9/12)
Watch lists are created at each grade level for school sites. These lists
include students whose body of evidence is not complete, but is in the data
collection process.
The identification process is open and ongoing and screening of any student
occurs at any time during the year when it is needed. Students are screened
with multiple and appropriate tools at each local school.
Identification application, testing and placement process for GT Center
placement occurs each fall and spring.
On request and under special circumstance 1:1 testing for identification can
occur. This is a limited option due to limited time and resources.
Student data, both qualitative and quantitative measures, are used for
inclusion, not exclusion in gifted identification as well as to identify student’s
strength areas and need for gifted programming.
Collection of a body of evidence, including the student’s response to
intervention over time, as a tool for formal identification based on reliable
and valid student data:
o Intellectual ability
o Achievement Ability
o Various rating and behavioral scales (from teachers and parents)
o Possible demonstrated performance
After the collection of the body of evidence, a review team that consists of
GT endorsed staff, review the data points and make a recommendation of
ALP & home school, ALP & Center School or other options to support the
needs of the learner. (added after review 11/9/12)
Plans to better identify and assess underserved populations
o
o
Assessments will be provided in a student’s primary language, or if not
available, non-verbal assessments or rating scales will be used. Assessments
utilized will be selected, working in collaboration with the multicultural and
assessment departments, to be responsive to students’ economic conditions,
gender, developmental differences, and handicapping conditions.
o Student assessment data will come from multiple sources and
multiple assessment methods. No single assessment or its results
will deny a student’s gifted eligibility.
o Documents will be translated into multiple languages to provide
broader access to ELL families.
o Staff development will be provided to ensure awareness of GT
characteristics in underserved populations (gender, ethnicity, ELL,
and socio-economic levels).
Collaboration with Title I and ELL Directors and Resource Teachers to share
information, identify students and provide professional development.
Jeffco Targets:
1.) Create awareness and identification systems to support identification in the
Talent areas – increase each talent area by 2% by 2016;
2.) Continue to close the gap on the identification of underserved and
underrepresented GT populations (minority and poverty) increase by 2% by
1/8/2013
6
2014 and another 2% by 2016;
3.) Incorporate social/ emotional and affective goals into ALPs by 2013.
4. Modify our transition plan as student move from elementary to middle school
and middle school to high school center programs.
5. Create clear transition plan processes and procedures for all identified learners,
as well as pathway options. (added 11/9/12 after review)
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
Current Programming Structure
Jefferson County provides a comprehensive range of programming services for its
students who are gifted. Services depend on the intensity of gifted interventions
and the time necessary for gifted students to interact with like-ability peers in order
to best meet their needs and interests. Jefferson County uses the following
placement options to deliver instruction and content extensions to gifted students
within classroom and school environments:
Flexible grouping within the general education classroom;
Cross-grade grouping for specific instruction when a gifted student requires
ongoing acceleration in one or more academic areas;
General education classroom with cluster grouping of gifted students with
support from a Gifted Resource Teacher;
General education classroom with resource room to provide programming
that extends, challenges, and/or accelerates curriculum in the form of
Independent Study, Dual Enrollment, Concurrent Enrollment, Career
education (Warren Tech).
Honors, Advanced Placement, and International Baccalaureate classes;
GT Center classrooms, both multi-age and straight grade level, where gifted
students with like-ability coexist within a regular school setting;
School within a school model where gifted students are placed in selfcontained classes at every grade level in an otherwise heterogeneous school.
GT High School option at Wheat Ridge High School : PEAK
Online Programming options through Jeffco Virtual Academy
Differentiated Instruction
Jefferson County encourages the differentiation of instruction through modification
of content, process, product, and learning environment. The GT Department works
with schools to help determine what constitutes appropriate advanced curriculum
and provides site support for teachers, grade level teams, and whole staff. The
Gifted Resource Teachers co-teach and co-plan lessons for gifted learners,
1/8/2013
7
providing advanced level support materials for curriculum differentiation, curriculum
compacting, and the characteristics and needs of gifted learners.
Teachers are supported in the delivery of differentiated curriculum that
provides appropriate levels of challenge, depth, complexity, and novelty.
Standards-based differentiated curriculum and instruction are based on data
and ongoing assessment.
Flexible instructional pacing allowing for acceleration methods, in-depth
work, and options for curriculum compacting through progress monitoring
are encouraged in all schools and content areas and are based on a student’s
strength and needs.
Compacting curriculum, tiered lesson design, content extensions, cluster
grouping, and higher order thinking skills are targeted areas for site support
for gifted learners.
Supplemental resources have been identified: M2 & M3 Math, ALEKS, and
Nimble with Numbers, Thinking Maps, Junior Great Books, William and Mary
literature, Scholastic ID, science, and math units are examples of these
supplemental materials to extend the curriculum.
Structures and timelines are being developed and put in place to provide
professional development to ensure that teachers district-wide have access
to the support they need to implement advanced curriculum effectively as
well as to implement research-supported instructional strategies for gifted
students.
A plan delineating explicit staff development that is based on best practices
in gifted and talented education and is clearly results oriented is being
constructed utilizing the CDE Training of Trainer Modules in Gifted Education
as well as materials developed by the GT Department, including 18 GT online
courses.
GT Resource teachers and Instructional Coaches – Brown Bag Lunches- IC
and RTs come together to brainstorm and problem solve issues that are
particular to GT Center classrooms.
Acceleration
For students needing grade or content acceleration, Jeffco utilizes the Iowa
Acceleration Scales and the RtI process to make decisions.
This process can be initiated by school personnel or parent.
Collaborative conversations and data guide the decision making process.
Affective Guidance and Counseling
The district’s GT Department recognizes, appreciates, and understands the
importance of building awareness among educators and parents/guardians of the
unique social-emotional needs of gifted students K-12. To a large degree, the needs
of gifted students are the same as those of other students. Some needs and
problems, however, appear more often among gifted students. Several intellectual
1/8/2013
8
and personality attributes characterize gifted students. These characteristics may
be strengths, but potential problems may also be associated with them. These
characteristics are seldom problematic by themselves. More often, combinations of
these characteristics lead to behavior patterns such as:
o Uneven (asynchronous) development
o Peer relations
o Excessive self-criticism
o Perfectionism
o Anxiety
o Over excitabilities
o Awareness around mindset/ effort effect
o Avoidance of risk-taking
o Multi-potentiality
o Twice exceptional gifted students
o Visual Spatial Learners
o English Language Learners
o There are also problems from outside sources
o School culture and norms
o Expectations by others
o Peer relations
o Depression
o Family relations
Social and emotional needs are conditions that are requirements for health, wellbeing, and self-understanding. Some students with dual exceptionalities suffer
great frustration because of discrepancies between their abilities and disabilities.
Gifted students who experience depression, underachievement, or
emotional/behavioral difficulties related to learning disabilities are at greater risk for
problems in social and emotional adjustment. As a result, they need to be provided
coping skills through appropriate interventions. Curriculum and instruction are
designed to address socio-emotional issues pertaining to gifted learners, since
curricular content and instructional practices can be targeted to address the healthy
and holistic development of self-concept.
This Gifted Education Program Plan supports all gifted learners in the socioemotional area in the following ways:
Adoption and implementation of the Autonomous Learner Model (ALM)
Partnership with SPED to provide additional .2 FTE in each GT Center school
Appreciation for and embracing of diversity through curricular content and
instructional strategies;
Cluster and flexible groupings to accommodate the need for developmental
and intellectual peers;
A range of programming options to meet a variety of intellectual and social
emotional needs of students;
Interest-based projects to develop strengths and self-efficacy;
Advanced Learning Plans that are matched to academic and socio-emotional
accommodations with access to guidance and counseling as needed;
Integrated affective curriculum and resources, such as bibliotherapy,
metacognitive and reflective approaches;
Curricular entry points based on individual strengths, such as those
accommodated in the Multiple Intelligences Models;
Development of self-advocacy and strategies for coping with challenge;
1/8/2013
9
Extra-curricular activities to promote social and emotional well-being;
Counseling services to provide for students’ academic and emotional support
as well as guidance for accomplishment of long-term goals;
Co-Teaching Model to support affective needs
Reporting on affective goals
There are methods and strategies to prevent or minimize these problems. Reaching
out to parents, focusing on parents of young children, educating and involving
mental health providers, using educational flexibility, and establishing parent
discussion groups are some ways to cope with these problems. Jeffco will continue
to sponsor frequent GT parent Seminars and GT online/hybrid parent classes that
incorporate SENG strategies to support parents of Jeffco’s gifted learners.
Content Extensions
Resource packets have been developed for use with identified GT students in the
areas delineated below:
Technology: Technology is a fundamental skill and expectation in Jeffco GT
programming. ISTE Technology and 21st Century teaching and learning standards
are integrated in all instruction through online classes, Jeffco Virtual Academy,
ALEKS, Khan Academy, and our GT Technology Challenge.
Language Arts: The GT Department has developed differentiation materials in the
areas of reading, writing, high level questioning, and to provide content extensions
and ideas in the area of Language Arts. William and Mary Language Arts
(Persuasion, Literary Reflections, Journeys and Destinations, Autobiographies,
1940s: A Decade of Change, Threads of Change). These materials foster
interdisciplinary application in authentic settings. The GT Department was invited to
participate in Sally Reis’s SEM-R Reading initiative and has successfully
implemented the strategies in GT Center classrooms and in online teacher classes.
Math: Strategies being utilized are curriculum compacting, flexible grouping,
learning centers, the development of unit and grade level pre and post assessments
for grade levels that align with standards, and appropriate extensions to more
effectively meet the needs of our gifted students. Supplemental resources such as
M2, M3, and Nimble with numbers and ALEKS have been added to GT classrooms
and to students who need extension.
Science: William and Mary Science Units ( Electricity City, No Quick Fix, Acid, Acid
Everywhere) and Units from the Lawrence Hall of Science (Bubbleology,etc) are
recommended for use by teachers of the gifted as supplements/extensions to the
Curriculum Alignment Project (CAP). The GT Department has been working with
vertical teams to delineate pathways and content extensions for gifted learners.
Creativity: The GT Department provides support to nurture creativity though openended activities and products to encourage fluency, flexibility, originality, and
elaboration to:
Learn and use creative problem solving and divergent thinking techniques.
Utilize biographies of creative/talented individuals to promote awareness of
characteristics.
Provide opportunities for students to connect prior knowledge to new
learning experiences and to establish relationships across disciplines.
1/8/2013
10
Leadership: The GT Department has developed materials to support teachers in
understanding and documenting leadership though the following activities:
Teach leadership skills and provide in-school leadership and authentic
problem solving activities.
Develop the interpersonal/intrapersonal intelligences (belief, goals, coping
with differences).
Develop written/verbal communication skill development (letters, speeches,
discussions)
Study biographies of leaders and topics of significant historical events or
human nature.
Resources from LifeBound – Teen Leadership skills
Performing Arts/Music/Visual Arts: Multiple intelligences, brain-based learning,
learning styles, and creativity are incorporated to meet each student’s needs.
Advanced learning plan talent goals are integrated into one or more content area/s
by:
Nurturing talent through awareness of opportunities in/outside the
classroom, and through use of talent in classroom activities and products.
Collaboration with administration on flexible scheduling to accommodate
nurturing student talent.
General Cognition: The following elements are applied across all content areas to
allow for depth and breadth of curriculum and special interest studies:
Higher order questioning techniques
Thinking skills to be used by the learner
Differentiation techniques
Specific assessment tools
Management strategies
Additional units and on-line classes have been developed to:
Meet Social/Emotional Needs of the Gifted Learner
Supporting the Visual/Spatial Learner
Providing scaffolding for teachers in differentiation from the beginning to
advanced levels
Jeffco SPARKS – Summer Program for Able and Remarkable Kids
This summer extension program will be available each summer.
The program is open to GT kids ages 4-14 with a GT high school leader
component.
Jeffco Target:
1.) Affective and Academic goal setting will be part of the NAVIANCE system for
Secondary students beginning in grade 7 – 12. By the end of the 2012 – 2013
school year, all MS and HS ALP students will regularly attend to their ALP goals
in NAVIANCE.
2.) Talent area identification and goal setting will increase by 2% through
professional development for teachers and administrators by 2016.
3.) SPARKs – Summer Program for Able and Remarkable Kids will continue to
grow, and be refined as necessary to meet the extension and enrichment
needs of the Jeffco GT Students.
4.) Refine the implementation of ALM as needed to support the social/emotional
needs and goals of GT learners in GT Center classrooms each year based on
1/8/2013
11
feedback from teachers, parents and students.
Student Accountability and Program Evaluation
SMART Goals for GT Student Achievement:
Jeffco Targets:
1.) Maintain T-CAP/ state assessment GROWTH MEDIAN for ALL GT students at
ALL Levels at 55 or higher in reading, writing and math.
2.) Increase T-CAP/ state assessment GROWTH MEDIAN for MS GT Center
students identified with a MATH Strength area to 55 or higher in Math
(currently 53)
3.) Increase T-CAP/ state assessment GROWTH MEDIAN for MS GT Center
students identified with a Language Arts Strength area to 55 in Writing
(currently 42)
4.) Maintain T-CAP/ state assessment GROWTH MEDIAN for ELEM GT students
at 55 or higher in reading, writing and math.
Description: Each Spring the Jeffco GT Department evaluates a variety of
components within our program structure.
Student ALP goals are monitored for met, unmet, or in progress three times
during the school year, using our ALP life cycle chart, with a final monitoring
each May. This data is collected centrally and shared with Community
Superintendents and school principals.
A survey is sent to all schools to gather feedback on the effectiveness of the
Resource Teachers assigned t their particular schools each May. The
information is shared with the Resource teachers in an effort to make
adjustments to their customer service and responsiveness to the schools
they support.
GT Goals in the District’s Call To Action Plan is monitored throughout the
year to assure completion. These goals are reported to the CAO,
Superintendent and Board of Education at the end of each fiscal year.
GT student achievement data is monitored for growth by the District
Assessment office and reported with CSAP data each fall.
Periodically, the GT Department is asked to present to the Board of Education
on GT identification, programming, student growth, and a variety of other
1/8/2013
12
goals.
The Jeffco GT Department meets once a month with our parent affiliate
group, JAGC, to share professional development goals, staffing updates,
identification numbers, partnership opportunities, and student growth data.
Jeffco GT has and will continue to participate in the CDE C-GER evaluation
process.
Jeffco Targets:
1.)
Facilitate and monitor the ALP/ NAVIANCE process to assure student record
keeping, documentation of strength areas, and goal setting.
2.) Participate in the C-GER Review
3.) Adhere to all state and district policies and regulations that support gifted
learners
4.) Work collaboratively with the JAGC parent affiliate to support the needs of the
GT community.
5.) Assure that the ALP goal setting processes at both the elementary and
secondary levels align with the ALP Lifecycle charts – use the leadership Memo at
critical data or progress monitoring points to make principals and school leaders
aware of where we are on the ALP lifecycle. (added after review 11/8/12)
Personnel
Description:
Jefferson County employs a Director of Gifted and Talented, who is responsible for
management of the Gifted Education Program Plan. The Director plans, develops,
coordinates, and monitors gifted programming. The Director works to improve and enhance
the skills, knowledge and expertise of teachers and other personnel who provide instruction
and support services to gifted students and provides opportunities to the extent practicable
to increase the number of qualified personnel providing instruction to gifted students. The
Director oversees the financial management of the gifted program and communicates
district-wide gifted programming concerns to Central District Administration, principals,
parents and community as appropriate. This position is funded half by the CDE Grant and
half by the district.
The district employs Gifted Resource Teachers that work with schools to improve and
enhance the skills, knowledge, and expertise of teachers and other personnel that provide
instruction to gifted students. The Gifted Resource Teachers provide targeted professional
development and review and approve Advanced Learning Plans for identified GT students.
They help develop and disseminate programming information to parents through a variety
of formats and sources. GT Resource teachers collaborate with the schools they are
assigned to, to support the RtI and progress monitoring of students within the schools.
Presentations in the form of Parent Seminars, CAGT, NAGC, CASE presentations, school
based parent information nights and community nights are also services provided by this
team. These positions are fully funded by the CDE grant.
The Director and Gifted Resource Teachers are licensed, content endorsed teachers who
also have an endorsement or higher degree in gifted education.
A Secretary to the Director and a half-time technician support the GT office.
These 1.5 FTE are funded by the district.
1/8/2013
13
NO paraprofessionals are used as primary instructors for gifted learners. (added after
review on 11/9/12)
A Gifted Center School is an option within the Jeffco school system for students with unique
academic, social, and emotional needs that provide more focused support to the learning
needs of high potential learners in an alternate setting. Teachers at GT Center sites are
supervised by school based administration and support a collaborative partnership with GT
office. All GT Center classroom teachers will have a CDE GT Endorsement or MA in Gifted
Education.
A job description of GT positions will be on file with Human Resources with clearly stated
qualifications and expectations. Any new position opening in a GT Center classroom, GT
Resource Teacher positions, or other GT position that provides direct instruction to GT
students will be filled by a GT endorsed teacher.
Jeffco has active and strong partnerships with Red Rocks Community College, UCD,
Colorado School of Mines, CCU, and Regis University to meet the needs of students as well
as teachers and their professional development. (added after review 11/9/12)
Jeffco Target:
1.) ALL Jeffco GT Resource teachers will have a Masters or CDE Endorsement in
Gifted Education beginning August, 2013.
2.) ALL Jeffco GT Center based classroom teachers will have a Masters or CDE
Endorsement in Gifted Education at the Elementary level beginning 2013, and
and at the secondary level beginning 2014.
3.) GT Center teacher job descriptions will be revise to reflect highly qualified
through the endorsement or MA process by 2014.
Budget:
Description:
The budget for gifted programming is embedded in the district’s strategic plan
processes. The GT Department is working toward integrative, collaborative efforts
between departments in the district for programming, student activities, and
professional development. The state funds are supplemental in nature and used
for:
Salaries for certified, endorsed, or licensed personnel serving primarily gifted
students
Professional development and training related to gifted education
Identification of gifted students; testing materials and processes
Activities associated with gifted programming options specific to gifted
students and their advanced learning plans
Supplies and materials used in the instructional programming for gifted
students
Technology and equipment for the education of gifted students—limited to
25% of the budget
Jeffco Targets:
1.) Align GT Grant expenditures to the needs and goals of the GT learners in the
District based on student achievement data, Call to Action plan, and ends
Policies – this process and expectation will be monitored each year.
1/8/2013
14
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
Description:
1) District guidelines are followed for maintaining financial documents. For current
year and previous years the following documents are kept on site: all credit card
receipts, employee travel documents, expenditure accounting files, petty cash
records, vouchers for the purchase of goods and services, physical inventory
records, departmental billings and journal entries, payroll records, time and labor
records, accounts receivable invoices, revenue contracts, and finalized deposits.
Documents that are from the previous five years are stored in archives.
2) Any equipment that is purchased with state funds is inventoried and those
documents are also kept on site for the current year and previous year, and are
archived from the previous five years.
3) As part of on-going progress monitoring of student goals, teachers use specific
on-line formats to indicate student progress and are finalized during the spring.
These report forms are part of the Advanced Learning Plan. When students change
schools, ALPs follow the individual student to the new location. Also, if students
leave the district, the documents are stored at a central location with the original
cum folders documents.
4.) To maintain the gifted student education records, all the documents are kept in
1/8/2013
15
CAMPUS or NAVIANCE. If a student moves out of the district, reports are printed
and placed in the cumulative folder, which is sent to central area archives. If the
student moves back, schools request the information from archives. In addition,
since our ALP strength areas are kept in Infinite Campus and NAVIANCE, we can
recreate any green folder if it is misplaced.
Jeffco Targets:
1.) Move “green folders” to an electronic format. The process began with the
2011-2012 school year and will continue until all paper “folders” are eliminated.
2.) Testing data is imported into SOARS – electronically for confidentiality, safety,
an easy access for teachers and GT personnel.
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
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
Description:
The Director of Gifted and Talented, along with the GT Resource teachers regularly
and collaboratively problem solve with parents, administrators, teachers and other
stakeholders as needed to reach the best solution for gifted students.
Jeffco Dispute Resolution Process
The dispute resolution process used for resolving disagreements about identification
and programming for gifted students is described below along with the procedures
for parents to access the process, how will parents be heard, who makes the final
decision, and how will parents be notified of the decision.
If a parent/guardian has a dispute with GT services within the classroom, the
following steps may be taken:
1. The parent/guardian should meet with the classroom teacher to share
concern and seek a resolution.
2. If this meeting does not resolve the problem, the parent/guardian should
document the concerns and the parent’s perspective of the situation in a
letter to the teacher, requesting a written response within five school days.
3. Upon receipt of this letter, the parent/guardian may then apply to the
school Administration (principal or assistant principal) on the child’s behalf.
4. Another school level option is for the parent/guardian to contact the Gifted
Resource Teacher assigned to the school for a review of the concern.
1/8/2013
16
If a resolution is not reached at the school site level, parents should contact the
following succeeding Central Office levels:
1. Director of Gifted Programs
2. Executive Director for Student Success
3. Chief Academic Officer
4. Superintendent
5. Board of Education
If a parent/guardian has a dispute that has not been resolved at the school level,
the following steps may be taken. If the parent/guardian is dissatisfied with the
outcome of the school level meeting, the parent may submit a letter to the District
Director of Gifted and Talented within 10 school days following the school based
conference to request a district level meeting to seek a resolution or further
information.
o The parent should meet with the District Director of Gifted and Talented
to seek a resolution or further information. During this meeting, the
parent may present data showing the need for gifted identification or
gifted programming options. Following this conference, the District
Director of Gifted and Talented in consultation with the school’s Gifted
Resource Teacher, the student’s classroom teacher(s), and the school’s
administration will make the final recommendation and send the decision
to the parent/guardian within five working days of the meeting.
o If the parent/guardian is dissatisfied with this recommendation, he/she
may appeal in writing within 20 school days to the Executive Director for
Student Success.
o The Executive Director for Student Success will review the process and
evidence and will respond in writing to the parent/guardian within ten
school days of receipt of the appeal.
o If the parent/guardian does not agree with the response of the Executive
Director for Student Success, he/she may appeal in writing to the Chief
Academic Officer.
o The Chief Academic Officer will review the process and evidence and will
respond in writing to the parent/guardian within ten school days of receipt
of the appeal. If the parent/guardian does not agree with the response of
the Chief Academic Officer, a written appeal may be made within ten
school days to the Superintendent.
o The Superintendent will review the process and/or the policy and will
respond in writing to the parent/guardian within ten school days of the
receipt of the appeal.
o If the parent/guardian does not agree with the Superintendent’s decision,
an appeal may be made within ten school days to the Board of Education.
The Board Chairperson will contact the parent/guardian within ten school
days of the receipt of the appeal to establish the next steps.
Jeffco Target:
1.) Continue to adjust and refine as necessary.
Additional Administrative Unit Information
Directions: Optional
1/8/2013
17
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 email. Label document files according to the following examples, starting with the name of
the administrative unit:
File Name Examples:
Douglas
Douglas
Douglas
Douglas
County_ProgramPlan_12-16
County_Budget_12-16
County_ALP_12-16
County_Early Access_12-16
E-mail the Program Plan to
Katherine Keck, Program Assistant
[email protected]
CDE Mailing Address:
Gifted Education
Colorado Department of Education
Gifted Education Unit
1560 Broadway, Suite 1175
Denver, CO 80202
Phone: (303) 866-6652
Fax: (303) 866-6767
CDE Contact Persons:
Jacquelin Medina, Director, Gifted Education
Colorado Department of Education
Gifted Education Unit
1560 Broadway, Suite 1175
Denver, CO 80202
Phone: (303) 866-6652
Fax: (303) 866-6767
Katherine Keck, Program Assistant II
Colorado Department of Education
Gifted Education Unit
1560 Broadway, Suite 1175
1/8/2013
18
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
19
A.
State Gifted
Education
Funds
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
Substitute 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
439,836
0
0
116,096
555,932
Program: 2212, Object: 0320, Grant: 3150
Program: 2212, Object: 0320, Grant: 3150
5,000
16,085
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
22,000
35,046
7,898
11,740
6,084
103,853
Program: 0070, Object: 0320, Grant: 3150
Program: 0070, Object: 0150, Grant: 3150
Program: 0070, Object: 0320, Grant: 3150
Program: 0070, Object: 0513, Grant: 3150
1,148
641
0
0
Program: 0070, Object: 0851
Program: 0070 & Object: 0444
Program: 0070, Object: 0550, Grant: 3150
Program: 0070, Object: 0390, Grant: 3150
12,995
0
12,584
5,395
32,763
Program: 0070, Object: 0610, Grant: 3150
82,762
82,762
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:
Program: 0070, Object: 0735, Grant:
31050
Program: 0070, Object: 0735, Grant:
31050
B.
Administrative Unit's
Contributing Funds
AU's
Other (e.g.
Resources
Federal or
3,413,868
local grant)
71,678
1,022,048
4,435,916
19,416
91,094
4,435,916
91,094
7000
0
7,000
782,310
* 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.
1/8/2013
20