Colorado-Gifted
Education Review
Larimer R-1, Poudre
May 7-8, 2009
C-GER Team
Jacquelin Medina –Director of Gifted Education
Melanie Isenhour – Gifted Education Regional Consultant, North Central
Karen Kendig – Gifted Education Regional Consultant, Northeast
Betsey Krill – Gifted Education Regional Consultant, Southwest
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Executive Summary
Strengths and Commendations
The Poudre School District is to be commended for its recent work in developing a new
Program Plan for gifted education that is based on district data regarding student
demographics, programming categories and achievement data of gifted learners. It was
evident that the District supports the integration of gifted education in professional
learning community/practice dialogue and in their response to intervention (RtI) system.
A special recognition is given to Mary Nichols, the Gifted Education Coordinator, who is
providing leadership at the district level; and is personally increasing her knowledge base
and skill set for administering the District’s program.
The District is recognized for its self-evaluation of current practices compared to the new
statute and Colorado Department of Education (CDE) guidelines. The overview presented
to the review team and discussions with staff members clearly identified the most critical
needs and areas for improvement that will be required in Poudre over the next several
years.
Next Steps
Target a revised (systemic) identification assessment process as a primary focus for
improvement according to the Rules for implementation of the Exceptional Student
Education Act and CDE Guidelines. Complete the Administrative Unit Improvement Plan
Template and review progress with the Gifted Education Regional Consultant by
December 2009.
The result of identification is programming matched to the strength area. Collaborate
with stakeholders to select and support varied methods of programming options and
strategies that will match strengths of gifted learners for curriculum, instruction and
assessment. Promote community or summer resources when direct support is not
available in schools.
Secondary improvement efforts are: communication with stakeholders about access to
gifted education procedures, events and educational opportunities; and early recognition
of strengths of exceptional learners integrated with the district’s RtI framework for
quality instruction.
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Introduction
The Colorado Department of Education (CDE) Gifted Education Department is committed
to improving the outcomes for identified gifted students throughout the state. The Gifted
Education Department strives to assist all Administrative Units (AU) to be “on-target” in
all elements of gifted programming and accreditation: communication, definition,
identification, programming, accountability, budgeting and reporting. AUs that are
distinguished in these areas will serve as models and resources in the State.
Every four years, or earlier as needed, the state conducts a C-GER Peer Review. An onsite team, made up of experts/peers in the field of gifted education, reviews documents
and meets with AU stakeholders in an effort to validate the AUs self-reporting and
provide information from alternative perspectives. This review process is not a
comprehensive program evaluation, but rather a process designed to acknowledge the
achievements and help prioritize future improvements and growth necessary to ensure
gifted student learning and high achievement.
The intent of the visit and report is to help promote the process of reflection, and to
encourage AUs to engage in continuous improvement. The team spent many hours
reviewing evidence and artifacts, listening to focus groups, and conducting school visits.
Strengths, commendations and recommendations are the result of team consensus based
on extensive deliberation about findings and evidence. We believe the following report
may be used for future goal determination and action planning.
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COMMUNICATION INDICATORS
Description and Observation
The District Web site includes a link for Gifted and Talented Education and features
information related to identification, board policy (KHBB-Gifted and Talented Education)
a Gifted Education Advisory Board, the district definition, and examples of programming
and enrichment.
Additional communication efforts include a Web site for internal use (Blackboard), with
gifted education resources for teachers and other staff. With staff turnover, this ensures
that everyone receives timely and consistent information.
To communicate with families, the District sends letters in English and Spanish to notify
parents or guardians of the administration of the Cognitive Abilities Test (CogAT) and
subsequent results. Families are also informed in writing when their child is identified.
The team was not made aware if these letters are provided in the primary language of the
family.
A Gifted and Talented Advisory Board is in place to provide feedback on district
programming. Due to other changes in the district this year, the group was less active
and subsequently parents in the focus group were not aware of this advisory opportunity.
Some parents have been notified of support groups and informative meetings provided
through Social, Emotional Needs of Gifted (SENG) and Center for Advanced Student
Learning (CASL).
Based on the limited number of people the team interviewed, teachers and parents
reported a lack of understanding or a misunderstanding of the District’s identification
process and the writing and implementing of individual students Gifted Education Plans.
(GEP)
Parents interviewed reported a feeling of being “out of the loop.” They requested district
guidelines for gifted education to ensure consistency between all schools. They also
wished for better communication about parent support groups and trainings. Not all
parents were informed in the same manner of the CogAT testing, results and formal
identification.
Strengths
Information about Gifted and Talented Education is included in the district Web site
under the heading of Curriculum and Subject Areas.
Parents are appreciative of SENG and CASL opportunities.
Parents and teachers, alike, reported “better direction” for gifted education than in the
recent past.
Several district forms for gifted procedures are available in Spanish.
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Next Steps
12.02 (1) (a) The program plan shall describe how the administrative unit will communicate to parents
and educators about available gifted programming options within the administrative unit and how those
options may be accessed.
Communicate with all stakeholders regarding:
characteristics and behaviors of gifted children as well as district gifted education
identification procedures; and
programming using a variety of media (e.g., Web site, Blackboard, brochures,
handbooks, parent forums, faculty professional development.)
Findings:
X__Developing
___On-Target
___Distinguished
DEFINITION AND IDENTIFICATION PROCEDURE
Description
The District aligns its definition for gifted students with the state’s definition and includes
five categories of giftedness. The definition is easily accessible on the District’s Web site
for parents and other stakeholder groups. Conversations during the on-site visits and
review of the Program Plan indicate the District currently uses the definition to guide
identification in the language arts and math academic areas.
Future plans are being discussed, both at the district level and in the visited schools, to
expand assessment evidence-based practices and to identify students with exceptionality
in the other categories according to Colorado Statute and Rules. District data confirms
the identified gifted population shows disparities when compared with the demographics
of the total population. Currently, the body of evidence is mainly achievement data with a
cognitive screener at the end of third grade and formal identification occurs in fourth
grade.
The 09-10 Program Plan states two goal areas that relate to improvements in the
identification assessment: 1) will identify students in visual and performing arts,
leadership and creativity; and 2) will increase the percentage of ELL students and gifted
student in poverty. It was reported that four schools are piloting creativity assessment to
initiate a more broad-based body of evidence for making identification and programming
decisions. The District will also be exploring evidence-based methods to improve
identification in under-represented populations.
It was notable recognition that district and school staff agree that professional learning
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community teams and the response to intervention instructional (RtI) framework will
provide support for gifted learner identification and programming.
Formal identification assessment begins at the end of third grade. There were numerous
comments from school staff, parents and district personnel expressing a concern about
early recognition and identification not being a consistent practice across the District.
Communication about the District’s guidelines for identification procedures and
involvement were unclear with some interviewed stakeholders. A few parents reported
that they were unaware of the identification of their child. The referral process currently
does not involve multiple sources of quantitative and qualitative data.
Strengths

District personnel and school staff recognize that their identification assessment for
gifted math learners is successful and effective in identifying those students who are
making good academic gains in mathematics.

The central office reported recognition of lack of identification in all categories of
giftedness and is moving forward expanding the body of evidence for assessment.

The central office and the school sites were aware of disparities in the ethnicity/race
and poverty data of their gifted population and are beginning steps to remedy the
issue.

The District is planning a collaborative process to facilitate the upcoming changes in
identification assessment and communication.
Next Steps
12.02(1) (b) The program plan shall include a written definition that is the same as or substantially similar
to the definition of “gifted and talented students” specified in section 12.01(9) of these Rules. The
definition shall serve as the basis for the implementation of all other program plan elements described
below. [The definition includes six categories of giftedness.]
12.02 (1) (c) Identification Procedure: shall describe the assessment process used by the administrative
unit for identify students who meet the definition specified in section 12.01 (9) and for identifying the
educational needs of gifted students. The assessment process shall recognize a student’s exceptional
abilities or potential, interests, and needs in order to guide student instruction and individualized
programming. The assessment process shall include, but need not be limited to:
12.01(1) (c) (i) A method(s) to ensure equal and equitable access for all students. The program plan shall
describe the efforts the administrative unit will make to identify gifted students from all populations,
including preschool (if applicable) through twelfth grade students, minority students, economically diverse
students, culturally diverse students, students with limited English proficiency and children with
disabilities;
12.01(1) (c) (ii) Referral and screening procedures;
12.01(1) (c) (iii) Multiple sources of data in a body of evidence (i.e. qualitative and quantitative)
12.01(1) (c) (iv) Criteria for determining exceptional ability or potential;
12.01(1) (c) (v) A review team procedure; and
12.01(1) (c) (vi) A communication procedure by which parents are made aware of the assessment process
for the student, gifted determination, and development and review of the student’s ALP.
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
Develop revised identification assessment procedures and recommendations for
qualitative and quantitative data in a body of evidence used for making identification
and programming (ALP) decisions.

Use the Administrative Unit Improvement Action Plan (template) with a clearly
articulated time line to develop and implement revised guidelines and professional
development steps for all educators.

Include parental involvement and communication in all aspect of development and
future participation in the identification process. Prepare documents in primary
languages of the District.

In the revised process, ensure that evidence-based practices expressed in Rule and
national standards guide the development: Early recognition through high school (K12); referral and screening that uses multiple sources; multiple sources of data in a
body of evidence; additional data points as needed for unique populations; a
collaborative review team procedure; and, communication with parents.

Ensure that the community and parents are aware of how to access and be involved
in identification assessment

Identify and prioritize technical assistance or resource needs, if required.
Findings:
X__Developing
___On-Target
___Distinguished
PROGRAMMING INDICATORS
Description
The District has outlined examples of gifted programming. Structures for gifted
programming include pull-out, replacement courses, and cluster grouping.
Differentiated instruction is achieved through acceleration, adding depth and complexity
to content, including higher order thinking skills and content extensions. Content options
are provided through Advanced Placement classes, International Baccalaureate,
enrichment and acceleration. Parents interviewed indicated that there was a lack of
consistency in the availability of programming options offered from school to school. The
district offers affective guidance through Gifted Discussion Groups, SENG groups for
parents, and college and career planning and through advisory. Parents stated they
appreciated support for the affective needs of their students and wanted more support
offered at the K-3 level. Students indicated that some teachers knew how to adjust the
pace and content to keep them engaged and actively learning. Each site visited had ideas
of how they planned to address re-configuration and the needs of gifted students.
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Strengths
 The district offers many Advanced Placement (AP) classes. High school students
interviewed stated they appreciated their AP teachers and thought them to be highly
qualified and understanding of their instructional, co-curricular, and affective needs.
 Additional learning opportunities are offered to address student interests and passions
such as B-Classes and Showcase Programs. Teachers interviewed expressed respect for
their students and their hard work towards high achievement.
 Several staff members stated they were pleased with the new direction of gifted
programming and its inclusion in the Response to Intervention (RtI) framework
designed to address the needs of all students.
Next Steps
12.02(1) (d) shall describe the programming components, options, and strategies that will be implemented
by the administrative unit and schools to appropriately address the educational needs of gifted students.
Programming shall match the strengths and interests of the gifted student. Other educational needs shall
be addressed according to the individual student’s profile. The program plan components, options, and
strategies shall include, but need not be limited to:
12.02(1) (d) (i) Alignment of assessment data to programming options in the areas of giftedness;
12.02(1) (d) (ii) structures by which gifted students are served at the different school levels (e.g., the
general classroom, resource, and/or pullout);
12.02(1) (d) (iii) Support in differentiated instruction and methods (e.g., acceleration, cluster grouping and
higher order thinking skills);
12.02(1) (d) (iv) Affective and guidance support systems (e.g., social skills training, early college and career
planning);
12.02(1) (d) (v) Diverse content options provided for gifted students in their areas of strength (e.g.,
mentorship, Socratic seminars, advanced math, honors courses);
 To ensure consistency between schools and while planning for re-configuration, create
a district-wide continuum of programming options, similar to math, for each content
area to ensure K-12 access for all strength areas (e.g., Language Arts, science, social
studies, art, music) to ensure vertical articulation and advanced course work. Examine
existing content options in non-academic areas to assist with promoting identification
in those areas outlined by the definition, but not yet addressed in practice.
 Build understanding and offer K-12 programming options to address affective support
for identified students to address issues of stress, isolation, career guidance and
counseling.
Findings:
X__Developing
___On-Target
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___Distinguished
EVALUATION AND ACCOUNTABILITY INDICATORS
Description
The District has been filing state gifted education reports in a timely manner. They have a
wealth of data to disaggregate, and will implement a new system (Exceed) to make the
process more efficient and the data more accessible to various stakeholders. Exceed is
designed to allow teacher access to student achievement data for instructional purposes.
Gifted education site coordinators have been writing Gifted Education Plans (GEPs) that
are the same district-wide. The district reports there will be a transition to the Advanced
Learning Plan (ALP) to include individual student goals in the next year.
Strengths
 The gifted education coordinator and district administration have a future vision of
what needs to be done to improve gifted education accountability.
 The district is moving to ensure that planning for the needs of gifted students is
embedded in all district initiatives (i.e., RtI, ELL).
 The district is using a new data collecting format to improve accessibility, and adopting
the ALP.
Next Steps
The administrative unit provides:
12.02(1) (e) (i) Methods by which student achievement is monitored and measured for continual learning
progress and how such methods align with the state accreditation process (e.g., intervention progress
monitoring data sources, advanced learning plan goals, and performance, district, and state data);
12.02(1) (e) (iii) Methods for ensuring that gifted student achievement and reporting are consistent with
accreditation requirements (i.e., disaggregation of state assessment data for gifted students, identification
of discrepancies in the data, goal setting and demonstration of growth);
12.02(1) (e) (v) Methods by which parents, educators, and other required persons are informed about the
methods described in 12.01 (1)(e)(i-iv)above.
12.02(1) (d) (viii) ALP development and annual review conducted through the collaborative efforts of
teacher(s), other school personnel (as needed), Parents and the students (as appropriate);
 Develop and integrate gifted student achievement monitoring with essential district
procedures and expectations student learning and growth for all school sites.
 Use data to drive programming at district and site levels (i.e., include planning for SES,
ELL, Hispanic populations; girls identified in math; math achievement higher than
language arts; year or more of growth for all gifted students).
 Write, implement and monitor ALPs for all students to include measureable goals for
ongoing programming and affective needs; and means for parental involvement.
Findings:
_ X__Developing
___On-Target
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___Distinguished
PERSONNEL INDICATORS
Description
Currently there are two teachers with Gifted and Talented endorsement or master’s
degree. Several teachers will be participating in a University of Northern Colorado (UNC)
cohort to gain their endorsement in Gifted Education. Each school has a GT site
coordinator, many of whom are school counselors, to manage GEP paperwork. Some
schools have GT FTE allocated to provide direct student contact as a result of site-based
decision-making. Some site coordinators noted the need to have professional
development training to enhance their ability to serve as a resource for teachers and
students.
The district has a gifted education coordinator who is responsible for implementing the
Rules and guidelines for administering the district’s program plan.
Strengths
 Students interviewed stated their appreciation of GT staff: their expertise and respect
for student learning.
 The district is working on building capacity through the goal of increasing the number
of endorsed GT personnel.
 The district is currently looking at a paradigm shift in how personnel are used with a
future vision already mapped out.
Next Steps
12.02(1) (f) (v) the program plan shall also indicate the content of and means by which the administrative
unit supports the acquisition and/or improvement of the knowledge and competencies of personnel
through appropriate professional development relating to the instruction, programming and counseling for
gifted students. (e.g., induction and inservice programs, job embedded training and coaching, gifted
education workshops or institutes and college coursework). Key topics should include, but need not be
limited to, gifted characteristics and myths, differentiated instruction, affective needs, counseling, content
instructional options and advanced curricular strategies (e.g., higher order thinking strategies).
 Provide on-going professional development for all staff regarding district philosophy,
characteristics, ID process, and programming (e.g., quality DCIA, and the incorporation
of gifted students within the RtI process).
 Outline and provide continued professional development for site coordinators to
further enhance their effectiveness and leadership in the shifting paradigm for roles
and responsibilities.
Findings:
X__Developing
___On-Target
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___Distinguished
BUDGET INDICATORS
Description
The district uses a student-based budget model. Schools receive $352 additional dollars
for each identified gifted and talented student which is included in their distribution
amount. An allocation chart indicates, “for reference only”, how many FTE equivalents
that amount will purchase. In addition, they also receive $3,000 allocated from the State
Grant Funds to be used towards programming needs of their identified students. Each
campus is asked to complete a form indicating how this $3,000 will be utilized to support
gifted education.
Strengths
 Administration reports that they are currently working in the district to increase
expectations for accountability for use of GT funds.
 Scholarships are being offered to support summer programs for students.
Next Steps
Funds requested from the Department may be used for:
12.02 (1) (g) (i) salaries for appropriately certified, endorsed, or licensed personnel serving primarily
gifted students (e.g., gifted education directors, coordinators, resource teachers, counselors and teacher of
gifted classrooms);
12.02 (1) (g) (ii) professional development and training related to gifted education;
12.02 (1) (g) (iii) activities associated with gifted programming options specific to gifted students and their
advanced learning plans;
12.02 (1) (g) (iv) supplies and materials used in instructional programming for gifted education; and
12.02 (1) (g) (v) technology and equipment necessary for the education of gifted students, not to exceed
twenty-five percent of the total amount requested from the Department.
 Establish and communicate to all stakeholders, accountability and guidelines for all GT
funds (district and Department) to include per identified GT student-based funding
amounts and $3,000 GT allocation.
 Use chart of accounts for the tracking of GT funds and their appropriate use as
identified in statute.
 Disaggregate GT student data (e.g. number of students served using GT funds,
secondary workload issues) to assess possible inequities/inconsistencies created by
student-based budgeting and allocation of GT personnel.
Findings:
_ X__Developing
___On-Target
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___Distinguished
REPORTING, RECORD KEEPING AND DISPUTE RESOLUTION
Description
The District submits their annual request for funds and End of Year Report. Student
records are managed electronically.
Strengths
The visiting team was provided with an in-depth snapshot of gifted education in the
District outlining current status and vision for the future.
Gifted student data was accessible to the coordinator and other educators. It was
evident that an infrastructure in the district supports the Gifted Education Office with
needed data and analysis.
Next Steps
DISPUTE RESOLUTION
The program plan shall describe a dispute resolution process to be used for resolving disagreements about
the identification and programming for gifted students. The dispute resolution process shall, at a minimum,
afford the aggrieved individual notice of the decision giving rise to the dispute and an opportunity to be
heard before the decision is implemented.
Develop and make available for all stakeholders a process for dispute resolution.
Findings:
X__Developing
___On-Target
Gifted students’ learning and
growth ensured by needed
provisions and advocacy
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___Distinguished
SUMMARY
INDICATOR
DEVELOPING
Definition,
Identification
Procedure
X
Programming
X
Evaluation and
Accountability
X
Personnel
X
Budget
X
Reports, Audits,
Record Keeping,
Dispute Resolution,
Monitoring
X
Communication
X
ON-TARGET
DISTINGUISHED
___The review committee finds __________________________to be in compliance with state
statute and engaged in continuous improvement efforts. We encourage you to build on
your success.
_X__The review committee finds Larimer R-1 Poudre of not yet meeting all state
standards for gifted education.
Improvement Target Areas: Communication and Definition and Identification
An action plan to improve the “developing” indicators in Communication and the
Definition and Identification Procedure, is due to the Colorado Department of
Education by September 30, 2009.
Implementation of revised expectations and procedures are required by September 30,
2010. This time line will allow the district to plan collaboratively with stakeholders during
the next school year and prepare for systemic and responsive improvements. Technical
assistance and peer support are available through the gifted education regional network
system. The aim is to provide guidance so the goals of Larimer R-1, Poudre’s improvement
plan may be met.
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Colorado Department of Education
Gifted Education Unit
201 E. Colfax Ave.
Room 300 B
Denver, CO 80203
303-866-6794
http://www.cde.state.co.us/gt/index.htm
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