Colorado – Gifted Education Review 2009
Summary of Strengths and Recommendations
Primary Focus for 2009-2010 School Year
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.
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.
COMMUNICATION INDICATORS
Strengths:
 PSD Gifted and Talented Website
 Gifted and Talented Blackboard resource for teachers
 English and Spanish letters for parents
 Gifted and Talented Advisory Board
Next Steps:
Communicate with stakeholders regarding
 characteristics and behaviors of gifted children as well as district gifted education identification
procedures
 programming using a variety of media (e.g., Web site, Blackboard, brochures, handbooks,
parent forums, faculty professional development)
DEFINITION AND IDENTIFICATION PROCEDURE
Strengths:
 Identification assessments for gifted math learners
 Central office and school sites are aware of disparities in the ethnicity/race and poverty data of
their gifted population and are taking steps to remedy the issue.
 Collaborative processes are planned to facilitate the upcoming changes in identification
assessment and communication.
Next Steps:
 Revise identification assessment procedures and recommendations for qualitative and
quantitative data in a body of evidence for identification decisions.
 Include parental involvement and communication in all aspects of development and
participation in the identification processes.
 Ensure that community and parents are aware of how to access and be involved in
identification assessment.
PROGRAMMING INDICATORS
Strengths:
 Many AP classes are offered, and students appreciate the AP teachers and consider them to be
highly qualified.
 Additional learning opportunities are offered to address student interests and passions.
 Gifted programming will be included in the RtI framework.
Next Steps:
 To ensure consistency between schools, create a district-wide continuum of programming
options, similar to math, for each content area to ensure K-12 access for all strength areas.
 Offer K-12 programming options to address affective support for identified students in order to
address issues of stress, isolation, career guidance and counseling.
EVALUATION AND ACCOUNTABILITY INDICATORS
Strengths:
 District administration has a future vision of what needs to be done to improve gifted
education accountability.
 Planning for the needs of gifted students is embedded in all district initiatives (i.e., RtI, ELL)
 The district will be using a new data collecting format to improve accessibility (Exceed).
Next Steps:
 Integrate gifted student achievement monitoring with essential district procedures and
expectations for student learning and growth for all school sites.
 Use data to drive programming at district and site levels.
 Write, implement and monitor ALPs for all students to include measurable goals for ongoing
programming and affective needs. Provide means for parental involvement.
PERSONNEL INDICATORS
Strengths:
 Students appreciate GT staff and 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:
 Provide on-going professional development for all staff regarding district philosophy,
characteristics, ID processes, and programming for gifted students (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.
BUDGET INDICATORS
Strengths:
 Administration is 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:
 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
$3000 GT allocation.
 Use chart of accounts for the tracking of GT funds and their appropriate use of as identified in
statute.
 Disaggregate GT student data to assess possible inequities/inconsistencies created by studentbased budgeting and allocation of GT personnel.
REPORTING, RECORD KEEPING AND DISPUTE RESOLUTION
Strengths:
 Gifted student data is accessible to educators.
Next Steps:
 Develop and make available for all stakeholders a process for dispute resolution.