WELCOME
GIFTED EDUCATION
DIRECTORS
Office of Gifted Education
September 18, 2013
CAGT State Awards
Carol Crossley
Lifetime Achievement
Adam Hartman
Administrator of the Year
Cyndi Swart
Special Advocate
Paving the Way For Implementation
Celebrating Successes of 2012-13
3
Celebrating Successes
Along the Way
4
Preparing for 2013-14
 Gifted Education Program Addendum
 School finance – ballot initiative
 Data pipeline - live
 Educator evaluation – statewide rollout
 Standards – statewide rollout (curriculum unit samples)
 New assessments – social studies & science
 READ Act and School Readiness Plan
 Year 4 on accountability clock
5
Gifted: Together we can
Vision
 All gifted students will accomplish challenging post
secondary workforce goals and become productive,
creative citizens capable of succeeding in their area
of strength.
Mission
 Ensure gifted student growth and achievement
through systems of support, programming and
advocacy.
Delivery Plans: High Impact Focus Areas
that Cut Across Our Goals
Best education
system in
the nation
Outstanding
schools and
districts
Great
teachers
and leaders
Successful
students
Literacy
Program Addendum and Turnaround,
Improvement Districts
Achievement Excellence Gap
7
Acceleration Statement
Criteria
• Concise
• One page or less
Big Ideas
• Importance of acceleration for students with
exceptional potential
• Checking for mastery, application and transfer
• Use of Iowa Acceleration Scale for grade level
acceleration
LITERACY Legislation
impacting gifted students
SCHOOL
READINESS
Gifted
Student
Performance
READ ACT
Addendum
GGAP
Action
Literacy
Online PD
and
tutorials
Online Professional Learning
GET: Gifted Education Tuesdays
Familiar
• Online courses as per schedule
New proposal
• Routine 7 months of year
• Blend of CDE and WOW Sessions
• Partnership with Colorado Association for
Gifted Children
• Melanie Isenhour , Coordinator
Team Projects – tutorials, etc.
ID
Gifted 4ARTS
Administrators
Top Five
2013- 2014 TIME LINE AND PRIORITY
Colorado gifted Education review
UPDATES
Desk
Audit
AU
Checklist
and Process
Calendar
ALP
Checklist
CGER
AU
Evidence
Handbook
and
Improvements from last C-GER
Template
Random
onsite
interviews
or groups
Verify desk
audit
Engagement and Integration
 NEED
GIFTED EDUCATION REPRESENTATION
 High School Guidelines
 Literacy Council
 Research
 Leadership Forum – October 8
Announcements: CAGT, CASE, Higher
Education
 Curriculum Projects (Standards; Blended)
 Family, School Partnership
 Gifted 4-ARTs
Gifted
Education
C o nt r i b u to rs
E n ga g e d a n d
s h a re d i n q u i r y
Blending of
g i f te d s t u d e nt
needs and
s t re n gt h - b a s e d
i nte re s t s
Under-represented Groups
 Youths
 People with disabilities
 Low-income and working
 Single parents
 Veterans
 Racial or ethnic minority
poor
 Impoverished and/or
homeless
 Immigrants
 People for whom English
is second language
 Seniors
groups
 Religious minority
groups
 Members of the
gay/lesbian/bisexual/tra
nsgender community
 People with limited
education or literacy
Under-representation
 Identification itself will not solve the problem of the
underrepresentation of minority and low -socio economic
students
 IF lack of opportunity to learn in and outside school is prevalent
 Need
 Early stimulating, developmentally instigated environments
 Development-producing experiences that may be a long-term
trajectory for the child
Gee, 2003; Robinson, 2006
Pre-referral experiences: exposure, engagement, skills
Beyond School
Recognizing
and
Developing
Talents
B e fo re a s t u d e nt i s
refe r re d fo r g i f te d
i d e nt i f i ca t i o n
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•Community or online programs; camps
•Concept attainment and skill development
•Observations
•Summative assessment/product(s)
School
Extensions
•Programs run by school personnel
•After-school, Saturday, or summer; 1-2 week units
•Concept attainment and skill development
•Observations
•Summative assessment/product(s)
General
Classroom
•Classroom activities that integrate talent opportunities
•Concept attainment and skill development
•Ongoing observation
•Use of classroom "jot down" tool
Specialist
Classroom
•Differentiated, standards-based curriculum and
instruction
•Concept attainment and skill development
•Observations
•Summative assessment
Pre-referral experiences: exposure, engagement, skills
Observable
Characteristics
Recognized
Recognizing
and
Developing
Talent
1. ALL experiences:
Activities designed to
elicit gifted behaviors
B e fo re a s t u d e nt i s
refe r re d fo r g i f te d
i d e nt i f i ca t i o n
2. Observation tools
& ratings used to
document gifted
behaviors
AND/OR
2. Rubrics applied to
assessments
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Initial decision point about identification
Recognizing
and
Developing
Talent
Observation ratings and/ or
assessment yield indicators (one or
more strong data points) to prompt
referral for formal identification
process
D e c i d i n g w h e n to
refe r a s t u d e nt fo r
gifted
i d e nt i f i ca t i o n
OR
Problem-solving team including
someone knowledgeable about
gifted students makes decisions
about future instruction and
providing more intense experiences
and talent development
19
Continuous talent
development
Recognizing
and
Developing
Talent
Referral for formal identification process
 Referral from classroom or specialist teacher; from
parent or student; from community member,
private teacher, or peer
 Indicators from pre-referral experiences
(observations, assessments) may be used as part of
the Body of Evidence required for identification
W h et h e r a s t u d e nt
i s re a d y fo r g i f te d
i d e nt i f i ca t i o n o r
not,
c o nt i n u e to
d e v e l o p ta l e nt
OR
Ongoing development
of concepts and skills:
 Intentional
 Differentiated in intensity
based on student interest and
readiness
 In every setting
Refer when indicators are present
20
Formal identification process
Recognizing
and
Developing
Talent
Data sufficient to make a determination of giftedness in any domain:
3 or more pieces of qualifying evidence from 2 or more of the following
categories:
Intellectual Ability
T h e fo r ma l
i d e nt i f i ca t i o n
p ro c e s s
Behaviors/
Characteristics
Body of
Evidence
Achievement
Demonstrated Performance
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Achieving Equity &
Excellence for Culturally
Diverse Gifted Learners
Dr. Joy Davis
Recognition
 Colleen Anthony and Diana Caldeira
 ALPs: Making Them Meaningful to Secondary Students
 Bonnie Norton and Shaynee Jesik
 Superintendent’s Cross Curriculum Writing Awards
 Laura Suzuki and Susan Anderson
 Adjusting Standards-based Report Cards for Acceleration in Mathematics
 Debbie Rothenberg and Metro Region
 Metro Region Resource Bank
You are the Change
http://youtu.be/jwxrsngEJDw
Afternoon Schedule
 Breakout sessions
Lighthouse projects – agenda
Social Emotional – Dr. Joy Davis
 Network Sessions
Action
Evaluation
Certificates