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: Pikes Peak BOCES
Region: Pikes
Peak
Name of Gifted Education Director/
CoordinatorCyndi Swarts-Gifted and Talented Coordinator
Pikes Peak BOCES
Todd Fenhaus-Interim Executive Director of
Pikes Peak BOCES
Kerry Whitmore-Director of Exceptional
Services
Director’s [email protected];
[email protected];
[email protected]
Director’s Address:
Zip: 80915
4825 Lorna Place
Director’s phone number
Cswarts -719-622-2099
City: Colorado Springs, CO
Fax719-380-9685
Name of Superintendent/BOCES Director :
Todd Fenhaus Interim Executive Director
Superintendent’s Signature
Date:
_4/30/2012___________________________
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
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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.
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:
Pikes Peak BOCES is the Administrative Unit for nine districts: Big Sandy, Calhan,
Peyton, Elbert, Ellicott, Miami-Yoder, Edison, Hanover, and Fremont RE-2. Pikes
Peak BOCES provides information about gifted and talented in a variety of print
and electronic means. Pikes Peak BOCES has developed a web-site that provides a
detailed handbook for gifted and talented. This handbook is available to
stakeholders concerning gifted and talented. This handbook includes information
on the definition of Gifted and Talented that the Pikes Peak BOCES districts follow,
categories of giftedness served, identification procedures, programming options,
and contact information of the Pikes Peak BOCES Gifted and Talented Coordinator
at the Pikes Peak BOCES. Information relating to the calendar events including
upcoming events, regional meetings, newsletters, and parents/student resources
are all posted and revised throughout the calendar year on this website;
ppboces.org
Background Information
Pikes Peak BOCES supports and follows the Mission, Principles, and Vision set forth
by the Colorado Department of Education. This information is clearly stated in the
Pikes Peak BOCES Guide for Gifted and Talented: A Handbook for Educators and
Parents that can be found in each district office as well as the Pikes Peak BOCES
website, ppboces.org
A.
B.
Pikes Peak BOCES Identification Process- Procedures for gifted identification
are outlined on the Pikes Peak BOCES website: Pikes Peak BOCES Guide for
Gifted and Talented, and provided for each member district as a guide for
identifying gifted students as well as information for parents. The
Identification process is reviewed annually and revised based on new state
guidelines.
The Appeals Process is clearly stated in the Pikes Peak BOCES Guide for
Gifted and Talented.
C. Right of Appeal
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If a student does not meet the specified criteria for identification, and gifted
programming services seem warranted, then staff members, the student and/or
parents/guardian may submit data to the school gathering- team to be reviewed.
The gathering team will consider the following information on which to base
decisions for provided gifted programming services:
Demonstrated accomplishments
Expert testimony or reports
Outstanding scores on objective tests
Other evidence
D. Grievance Procedure
The purpose of this regulation is to establish an orderly process for resolving parent
grievances, to promote good relationships, and to provide parents with an opportunity
to present their grievances before the administration.
The Pikes Peak BOCES believes that every effort should be made to settle grievances as
promptly and equitably as possible. Parents are encouraged to take any complaint to the
Gifted and Talented Coordinator as experience has shown that problems can frequently
be settled through discussion and common understanding.
Students and families are encouraged to submit grievances directly to the Coordinator.
1. We encourage students and/or families to submit any grievances in writing, but
you may also file a verbal grievance by calling the Coordinator of Gifted and
Talented at 622-2099.
2. All grievances received by Pikes Peak BOCES will be acknowledged and
responded to within 2 business days. Every effort will made to resolve the
grievance.
3. All grievances will be investigated by the Coordinator (or designee), with the
involvement of any individual associated with the complaint.
Every effort will be made to quickly resolve grievances to the satisfaction of both
student/families and staff members. A written response will be sent to the individual filing
the grievance within 15 business days.
Accountability-The Administrative Plan and The End of Year Reports are a
collaborative effort of Pikes Peak BOCES Gifted and Talented Coordinator,
Superintendents and Gifted Education Facilitators in each of the member districts.
This information guides future decisions in the Pikes Peak BOCES districts gifted
education.
Parent Partnerships-Pikes Peak BOCES provides parents and students information
and support to advocate, communicate, and collaborate for gifted children. This
information is placed on the Pikes Peak BOCES website and updated throughout
the school year. Parents are encouraged to attend parent workshops, join the
“new-CAGT affiliate”, and become a parent-school partner within their school and
region.
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Each year gifted facilitators in the Pikes Peak BOCES districts give an overview of
gifted education in their specific districts. The districts work on keeping the lines of
communication open and encourage parents to be involved and aware of their
child’s academic and affective needs.
Systems and Processes-The Pikes Peak BOCES Handbook for Gifted and Talented
for parents, community members, and school personnel is reviewed annually to
reflect needed changes based on State requirements. This Handbook provides
clear guidance across the Pikes Peak BOCES districts for identification,
programming, personnel, and communication of gifted education.
The Pikes Peak BOCES Gifted and Talented Coordinator meets regularly with
Superintendents to discuss: student monitoring and growth, identification,
programming options, and all current information from CDE that is pertinent to
gifted education.
The Pikes Peak BOCES Gifted and Talented Coordinator meets quarterly with all
the Pikes Peak BOCES districts GT facilitators to update and familiarize the
facilitators with current information pertaining to gifted and talented.
Distance Learning will be utilized for monthly conferences with district facilitators
beginning in the school year 2012-2013.
AU Targets:
1 .Beginning with the school year 2012-2013, 100% of the Pikes Peak BOCES
member district’s gifted facilitators will present an overview of gifted education to
district staff and parents of gifted students to ensure that all parents and staff will
know and understand the identification procedure, including Early Access,
programming options, the right of appeal, and the district’s acceleration policy that
is available in their district.
2. By 2013, 100% of the Pikes Peak BOCES districts will have developed a Gifted
Handbook for parents, community members and school personnel.
3. By 2013, 100% all Pikes Peak BOCES districts will use web-based
communication to promote idea sharing and communicate information related to
gifted education.
4. 100% of the Pikes Peak BOCES districts will have developed a page on the
District website to inform stakeholders about gifted education and provide a link to
the Pikes Peak BOCES website by 2013.
5. 100% of districts will use web-based communication to promote information
and idea sharing related to gifted education by 2013.
6. By 2014, all Pikes Peak BOCES districts staff and parents will know and
understand how to identify gifted students, including the procedures for Early
Access.
7. 2012-2016 all Pikes Peak BOCES districts will continue to develop opportunities
for parents to become more aware and knowledgeable about the academic and
affective needs of gifted children. Examples of this may be to provide parent
involvement activities such as SENG groups, information sharing with parents via
district or Pikes Peak BOCES website, and quarterly invitations to meet with other
parents of gifted students.
District Name and Description:
Big Sandy, Calhan, and Elbert will continue to provide parents with current
information concerning gifted education and update their handbook for
identification.
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Ellicott will continue to hold an annual breakfast with parents to increase parent
awareness of policy and procedures of gifted identification. Their district
coordinator will continue to provide information to the parents concerning
identification procedures, policy and parent information regarding gifted education.
Peyton will have a revised Handbook for Gifted and Talented and parents and staff
will be informed about the procedures for identifying students by 2013. Curriculum
options will continue to be discussed with parents annually.
Miami Yoder will continue to include parent participation with specific functions
involving gifted students to increase parent awareness.
Miami Yoder will continue to provide parents with information concerning career
options and specifically invite fathers to attend functions with their gifted children
to increase awareness of the importance of their involvement with their gifted
child’s education.
Hanover will create a GT page on their website as well as a gifted newsletter by
2013. They will continue to maintain a writing blog for all classes taught by using
Edmoto and Tumbler.
Fremont – Will continue to provide meetings for parents and provide information
for meetings and trainings that they may attend. They will continue to invite
parents to participate as well as host school activities pertaining to enrichment
opportunities for gifted students.
They will work towards informing parents on how GT and the RTi process work in
tandem by 2014.
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.
x
Check the box if the administrative unit uses the State definition for gifted
students.
or
Definition:
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
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AU Description: Pikes Peak BOCES as the AU provides direction for each of the
districts in the process of gathering data of our underserved populations as
indicated by local enrollment data. This process will also guide the Pikes Peak
BOCES districts with recognizing the strengths of all students and how to use
reliable alternative means to identify those students from our traditionally underrepresented population as indicated by local data.
The Pikes Peak BOCES Gifted and Talented Coordinator will provide guidance in the
understanding and implementation of talent development for students exceptional
in visual art, music, dance, and theater arts.
Pikes Peak BOCES as the AU provides the support structure for Early Access for all
of the Pikes Peak BOCES districts.
Background Information
Pikes Peak BOCES has a written Guide for Gifted and Talented: A Handbook for
Educators and Parents. Pikes Peak BOCES uses the Colorado Gifted Education
Guidelines and Resources Body of Evidence for guidance in the identification of
Gifted students. In this handbook Referral, Identification, and Placement of gifted
students are all addressed. This guide has been placed in each district office and
can also be accessed on the Pikes Peak BOCES website. This guide also includes a
chapter on Early Access to Educational Services for Kindergarten and First grade.
Pikes Peak BOCES is the administrative agent for Early Access for each of the
member districts. Signatures are on file at CDE.
Each district member of the Pikes Peak BOCES annually provides information to
parents, students and staff regarding the process for referring students for gifted
programming services. Referrals can be done by K-12 staff, parents, or peers. Ongoing screening takes place in all K-8 classrooms. Each district has their own
screening procedures. The referral process is on-going based on student needs
with guidance provided by the Pikes Peak BOCES Gifted Coordinator.
The Body of Evidence used for identifying gifted students follows the Colorado
Gifted Education Guidelines and Resources format.
Intellectual Ability-All districts use the CogAT at the 3rd grade for all students and
5th or 6th grade depending on the districts procedure.
Achievement-CSAP (TCAP), NWEA and district assessments.
Demonstrated Performances
Behavioral Characteristics-Bertie Kingore’s Inventory, Behavior Evaluation Scale
All Pikes Peak BOCES districts use the CogAT for screening all students at the third
grade.
Calhan, Peyton, Hanover, Ellicott, and Fremont Re-2 have all had training
in The Kingore Observation Inventory and use this for screening in their
K-2 classroom as well as grades 3-5.
Hanover, Miami-Yoder, and Fremont Re-2elementary teachers have been
trained in the U-STARS program, this program will be a target area for
identification 2013-2016 for all Pikes Peak BOCES districts.
Students K-2 that show potential gifted characteristics are referred by
the student’ s teacher to the district GT Coordinator, and then upon
recommendation to the Pikes Peak BOCES G/T Coordinator for
individualized CogAT testing (K-2)then using this information will
determine whether the process for identification should continue.
AU Target/s:
Starting with the 2012-2013 school year, assessment tools for areas of giftedness
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including the traditionally underserved population and talent development of
exceptional students in visual art, music, dance, and theater arts will be developed
over the next three years and fully implemented by 2016.
Timeline for ImplementationUnderserved populations
2012-2013- Pikes Peak BOCES districts will gather district data from their
enrollment data on the traditionally underserved population. Reliable
alternative means for identifying these students will be determined to use in
the identification of these students.
2013-2014- 100% of all Pikes Peak BOCES districts will increase the
identification of gifted students from traditionally under-represented
population as indicated by their district’s data using the pre-determined
reliable means.
2014-2015- 100% of Pikes Peak BOCES districts will demonstrate close
proximity to racial and ethnic representation in the gifted population
compared to the total enrollment as indicated in their district’s enrollment
data.
Talent Development
2013 - Pikes Peak BOCES Gifted and Talented Coordinator will provide
guidance in the understanding and implementation of talent development for
students exceptional in visual art, music, dance, and theater arts.
2013-2014- Assessment tools for all areas of talent development will be
discussed with all Pikes Peak BOCES districts as provided by CDE.
2014 2015- Assessment tools for all areas of giftedness will be incorporated
and implemented in the Pikes Peak BOCES districts when deemed necessary
according to local input.
2015-2016-Identification procedures of students with exceptional talent will
be implemented when deemed necessary in all Pikes Peak BOCES Districts.
Early Access
Early Access Identification will continue to be provided and
procedures administered by the Gifted and Talented Coordinator of
Pikes Peak BOCES annually. The process for Early Access is clearly
stated in Chapter 5 of the Pikes Peak BOCES Gifted and Talented
Handbook found on the Pikes Peak BOCES website, a brochure for
dissemination at all schools with information and contact
information.
Optional for multiple-district AUs
By 2016 all Pikes Peak BOCES districts will have incorporated and implemented
alternative means of identification of all gifted students in each of the districts.
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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:
Pikes Peak BOCES increases the capacity of educators and parents in the
understanding of programming strategies that will facilitate the development of the
identified gifted child’s area of strength, interests, and special needs through
Professional Development opportunities for educators and contact with parents
over the ALP development.
Each Pikes Peak BOCES member school district continues to strive to provide
programming options that match the strengths, interests, and special needs of the
identified gifted student.
Structure
The ALP is the communication tool that documents the continuum of services and
alignment of programming to student needs. The ALP is reviewed at least annually
with students, parents, gifted education facilitators, and school personnel and
revised accordingly based on the changing needs of the student. Programming
options are provided throughout the school day with a variety of school and
community resources to enhance students’ development in the strength areas.
Differentiation Instruction
Differentiation training will continue to be a focus in all the Pikes Peak BOCES
member district’s schools.
Affective Guidance and Counseling
Pikes Peak BOCES has worked closely with the GT facilitators, school counselors
and psychologists to develop programming for the affective needs of identified
gifted students. Each district has developed affective goals for their gifted
students.
Both school counselors and gifted education facilitators in each Pikes Peak BOCES
member districts work in collaboration to provide for the social and emotional
needs of gifted students. The gifted education facilitator and counselor work
closely to provide affective counseling and set affective goals for their identified
gifted students.
Each member district follows a curriculum guide for affective guidance and
counseling.
Content Extension
Gifted education facilitators work in collaboration with classroom teachers to
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provide differentiated instruction for gifted students.
Acceleration Plan
Pikes Peak BOCES Acceleration plan is in place.
All Pikes Peak BOCES districts will have an Acceleration Policy in place and in full
implementation by 2014.
Pikes Peak BOCES districts Gifted Education Facilitators examine student data to
analyze the achievement of gifted students in reading, writing, and math. The
baseline information allows them to determine the percent of identified gifted
students making appropriate growth in the area of strength. With this information
the Gifted Education Facilitators use on-going formative and summative
assessments to determine student need and provide for programming services.
Programming includes cluster grouping, accelerated pace, depth and complexity of
content based on the students’ strengths and needs.
AU Targets:
1. During the school year 2012-2013 all Pikes Peak BOCES member districts
will decide how to use the ALPs in the high schools, whether to blend them
with the ICAP or as a separate ALP.
2. By 2014, all Pikes Peak BOCES member districts will implement ALPS in High
Schools either as a blended plan with the ICAP or as a separate individual
ALP.
3. Over the next 4 years all Pikes Peak BOCES member districts will increase
rigor and align NAGC standards to Colorado Standards and district
curriculum.
4. Pikes Peak BOCES districts will develop a transition process for all gt
students transitioning through the grades or to another school. Steps will be
developed and in place to inform the receiving teacher or school. All the gt
student information will be housed in the schools data warehouse and may
be used to assist in planning. The transition (articulation) procedures for
gifted student’s grade –to –grade or between schools levels shall be
developed at all Pikes Peak BOCES districts by 2014.
AU Districts :
Optional for multiple-district AUs
District Name and Description:
Peyton has replacement instruction in the Elementary in language arts and math.
High School offers dual enrollment and AP courses, and acceleration in subject
areas.
Peyton has cluster grouping in the regular classroom to further the complexity and
depth of instruction.
Calhan’s elementary students have math enrichment classes and use the William
and Mary language arts curriculum and Jacob’s ladder, the Middle School and High
School will implement Problem Based Learning this year. Calhan also has an Honor
choir and Band, as well as Advanced Art courses.
Big Sandy provides curriculum compacting, acceleration of pace, and enrichment
for elementary gifted students. Middle School and High School students are
accelerated within the courses, take advanced courses, college courses and are
using Distance Learning for some of these courses.
Elbert uses differentiation in all grades as well as enrichment opportunities.
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Ellicott uses Language Arts curriculum from William and Mary, Jacob’s Ladder,
curriculum compacting, and enrichment for Elementary students, these Tier II and
Tier II interventions are designed for reading / language arts and Math.
Middle School and High School focus on subject acceleration for high achieving
students.
Edison uses William and Mary Language Arts curriculum in the Elementary and
Middle school.
Miami-Yoder subject acceleration in specific content areas when needed.
Edison and Miami-Yoder provide dual credit for their High School students as well
as advanced on-line courses.
Fremont Re-2 is using Jacob’s Ladder, William and Mary Language Arts curriculum,
and math extensions. In the Middle School and High School. Differentiation is used
in all grade levels using materials in the pool/ project learning opportunities.
Middle School has cluster grouping in their subject areas for students and provides
Tier II and III Interventions for high level reading and math. At the High School
dual credit opportunities/ independent studies through mentoring support, and
online opportunities for course work are provided.
Hanover is working towards integrating all the 21st Century skills into all curriculum
levels.
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
Background
Pikes Peak BOCES districts uses progress monitoring through the T-Cap,
Colorado Growth Model, and RTi. Some of the districts use ITBS, and NWEA
to monitor achievement. GT coordinators in each district work closely with
classroom teachers to analyze data regarding gifted student progress. GT
coordinators work with the school counselor and or psychologist to
evaluate the affective goals of gifted students. Instruction is adjusted to
ensure that the student strength areas are enriched and extended.
Parents meet with teachers at least once a year and some twice a year to
formalize and evaluate ALP goals.
Surveys regarding satisfaction with the gifted and talented programming
are conducted on a yearly basis. Results are used to influence gifted
programming direction.
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AU SMART Goals:
Reading: Students formally indentified as gifted will increase from the 2011 CSAP
data of a 50 median growth percentile to a median growth percentile of 55 by the
2016 state assessment.
Writing: Students formally identified as gifted will increase from the 2011 CSAP
data of 50 median growth percentile to a median growth percentile of 55 by the
2016 state assessment.
Math: Students formally identified a gifted will increase from the 2011 CSAP data
of a 50 medium growth percentile to a median growth percentile of 55 percentile
by the 2016 state assessment.
Affective goals are monitored yearly by each district for individual gifted student.
The goals are revised accordingly.
Student Accountability and Program Evaluation
Background
Pikes Peak BOCES districts use progress monitoring though the T-Cap,
Colorado Growth Model, and RTi. Some of the districts use ITBS, and
NWEA to monitor achievement .
Surveys regarding satisfaction with the gifted and talented programming
are conducted on a yearly basis. Results are used to influence gifted
programming direction.
Pikes Peak BOCES has not had their Colorado Gifted Education Review(CGER), it will take place in September of 2012.
AU SMART Goals:
1. All Pikes Peak BOCES districts will collaboratively review the student ALP
annually with teachers, parents, and student, counselors, and gifted
education facilitators and revise based on students needs.
2. All Pikes Peak BOCES districts will use School View Data Lab to increase data
mining of AU teachers and GT personnel to lead to data driving instruction
annually.
3. All Pikes Peak BOCES districts will use parent surveys to influence gifted
programming direction annually.
4. Pikes Peak BOCES will accomplish priorities set through the Colorado Gifted
Education Review by 2016.
Personnel
Background
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Pikes Peak BOCES fully supports gifted education in the Pikes Peak BOCES member
districts. It was decided by the districts that state disbursements for gifted
education would be administered by the Pikes Peak BOCES office. A full time
licensed and endorsed Gifted Coordinator provides support in the development of
gifted programs and programming in the member districts. It is within this realm
that the Pikes Peak BOCES coordinator assists all member districts in developing
identification procedures, programming options for gifted students, professional
development for all personnel in the districts, developing parent opportunities,
using RTi with Gifted students, and program evaluation. The Pikes Peak BOCES
districts ensure that all personnel working directly with gifted students are taught
by highly qualified professionals in core academic areas.
Pikes Peak BOCES provides avenues for professional development in the area of
gifted education and supports the gifted education facilitator in providing many
opportunities for attaining their specialist endorsement in gifted education. The
Pikes Peak BOCES Gifted Coordinator does not collaborate directly with universities
and /or colleges but does provide information to all personnel concerning available
course work.
District wide trainings for the Pikes Peak BOCES districts provided:
ALP writing
KOI training for use as a indicator of gifted potential
Ed Zacarro math professional development with both Elementary and MS/HS
teachers
Induction program for information on gifted characteristics, identification, and
programming strategies
Differentiation
U-STARS
District workshops providing strategies for working with gifted students in the
classroom
Jim Delisle- social and emotional needs of Gifted students
Regional Professional developed has been provided in these areas:
Torrance Creativity training
William and Mary Curriculum training,
Twice- Exceptional Training Level 1 and 2
SENG training
Bertie Kingore Differentiation
Carolyn Coil trainings
Extending the Math Challenge with Linda Sheffield
Michael Clay Thompson
Rigor and Relevance
Jim Delisle
Pikes Peak BOCES has provided the means to attend the Regional Director’s,
CAGT, Beyond Giftedness Conference, State GT Director’s meetings and quarterly
Pikes Peak BOCES member district gifted education facilitator meetings.
Pikes Peak BOCES will continue to provide avenues for professional development in
the area of gifted education to all member districts.
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The Pikes Peak BOCES provides materials and supplies for the entire Pikes Peak
BOCES member districts in research based instructional programming for gifted
education, parent resources materials, and assessment materials for
administering and scoring.
AU Target/s:
1. During the school year 2012-2013 the Gifted Education Facilitator of each
Pikes Peak BOCES member district will have the opportunity to attend the
NAGC Conference in Denver.
2. During each of the next 3 years ongoing professional development
opportunities for Gifted Education Facilitators will continue.
3. During each of the next 3 years, opportunities will be provided for Gifted
Education Facilitators to attend state CAGT conferences, regional director’s
meeting, and State directors meetings annually.
4. During the next 3 years materials will continue to be provided for
instructional programming education for gifted students that reflect the
needs/strengths of identified gifted students.
5. Pikes Peak BOCES will continue to encourage Gifted Education Facilitators in
the Pikes Peak BOCES member districts to complete the gifted endorsement
program by providing information and opportunities for continuing their
ongoing advancement toward gifted educational specialist.
6. Each year Pikes Peak BOCES will continue to provide opportunities for district
teachers to attend conferences on gifted education.
7. Pikes Peak BOCES will increase the involvement of more personnel in
affective training for gifted students annually.
8. By the year 2016,all Gifted Education Facilitators in the Pikes Peak BOCES
districts will have increased their capacity in understanding of programming
strategies for gifted students through professional development or/ and
college classes.
Optional for multiple-district AUs
District Name and Description:
Peyton and Calhan Gifted Education Facilitators are working on their Gifted
Education endorsement.
District Name and Target/s:
Budget:
AU Description: Pikes Peak BOCES is the Administrative Unit for nine member
districts and the fiscal agent. The distribution of the state monies are directly
deposited within the Pikes Peak BOCES office and used accordingly for salaries,
and benefits of the full time endorsed Gifted and Talented Coordinator,
professional development for educators in gifted education, instructional materials,
and assessment tools.
AU Target/s:
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Pikes Peak BOCES will seek to increase professional development funds and add
additional necessary assessment tools during the 2012-2013 year.
Optional for multiple-district AUs
District Name and Description:
District Name and Target/s:
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:
Pikes Peak BOCES member districts are responsible for the record keeping of all
gifted students identification and programming in accordance with confidentiality
and privacy policy. All ALPs provide a record of ongoing programming options
that can be accessed for information by the GT district coordinator and the
student’s current instructor. The ALP is utilized in educational planning and
decision making in all Pikes Peak BOCES districts by their GT review team
members.
AU Target/s:
Confidentiality and privacy of all identification and programming for gifted students
will continue in all of the Pikes Peak BOCES member districts.
The ALP will continue to be utilized in the articulation piece for each identified
gifted students in all the Pikes Peak BOCES districts.
Optional for multiple-district AUs
District Name and Description:
District Name and Target/s:
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
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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
AU Description: The Pikes Peak BOCES dispute policy in the Pikes Peak BOCES
handbook for Gifted and Talented.
AU Target/s:
Each district in the Pikes Peak BOCES will have a Dispute Resolution policy by
2013.
Optional for multiple-district AUs
District Name and Description:
District Name and Target/s:
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:
1/8/2013
Douglas
Douglas
Douglas
Douglas
County_ProgramPlan_12-16
County_Budget_12-16
County_ALP_12-16
County_Early Access_12-16
15
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
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
16
Typical/Eligible Expenditures of State Gifted
and Talented Education Funds
I. Licensed, endorsed personnel working
with gifted students
Suggested/Detailed Chart of Accounts
Codes
Program: 0070, Object: 0110, Grant:
3150
Program: 0070, Object: 0120, Grant:
3150
Program: 0070, Object: 0150, Grant:
3150
Program: 0070, Object: 0200, Grant:
3150
Salary
Subsitute Teachers
Additional Earnings/Stipends
Benefits
Sub-total of I.
A.
State Gifted
Education
Funds
B.
Administrative Unit's
Contributing Funds
AU's Resources
Other
(e.g.
Federal or
local
grant)
$39568
$91.938.00
$9,203.00
$13701
$53269
$91,938.00
$9,203.00
II. Professional Development for educators
of gifted students
Program: 2212, Object: 0320, Grant:
3150
Program: 2212, Object: 0320, Grant:
3150
Consultant Fees
Contracted Services
Workshop Fees: Travel, Registration and
Entrance
Substitute Teachers
Additional Earnings/Stipends
Printing
Other:
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
Sub-total of II.
$2350
$8000
$4,752.00
$10350
$4752.00
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:
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
Sub-total of III.
$2000
$4000
$885
$6885
IV. Instructional Materials
Program: 0070, Object: 0610, Grant:
3150
Supplies & Materials
Sub-total of IV.
V. *Instructional Equipment
Non-Capital Equipment (not a Fixed asset)
1/8/2013
Program: 0070, Object: 0735, Grant:
$15000
$15000
$7,000
$7,000
$5000
17
Equipment which is a Fixed Asset
Attach completed equipment sheet to plan
Sub-total of V.
Total:
31050
Program: 0070, Object: 0735, Grant:
31050
$5000
**$90504
$103,690.00
$103,690.00
$9,203.00
$9,203.00
* Equipment purchased from state funds may not exceed 25% of the total request from the state.
Equipment must be maintained on an inventory list throughout the useful life of the equipment.
** The AU's request is projected using last year's allocation. The final AU allocation is posted on the CDE WEB page during summer months
after the legislative session and approval of the State Board of Education.
Gifted Education Program Plan
2012 – 2016
Multiple Districts Administrative Unit - Consolidated Signature Page 1
Administrative Unit’s Name: Pikes Peak BOCES
Region: Pikes Peak
BOCES Executive Director Signature:
Date: ____________________________
Number of Districts within
Administrative Unit: 9
List the name of each district
within the administrative unit
List the name of the
district’s superintendent
Big Sandy
Steve Wilson
Calhan
Linda Miller
Peyton
Tim Kistler
Elbert
Kelli Loflin
Ellicott
Danielle VanEsselstine
Hanover
Paul McCarty
Signature of the district’s
superintendent reviewing
the Program Plan:
Richard Walter
Miami-Yoder
Edison
Pat Bershinsky
Fremont RE-2
Rhonda Vendetti
1/8/2013
18
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
1/8/2013
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