Advanced Academics & Gifted Services
Handbook for Gifted Education
Growth for All Students
Table of Contents
GT Coordinator Responsibilities ................................................... Page 3
Important Dates ............................................................................. Page 4
AAGS Dates by Category ................................................................ Page 5
Advanced Learning Plans.......................................................... Pages 6-7
Identification/Areas of Strength ............................................... Page 8-12
GT Testing Request Form ............................................................ Page 13
GT Identification Process ........................................................ Page 14-17
Early Access (Kindergarten/First Grade) ............................... Page 18-19
Characteristics by GT Area..................................................... Page 20-22
GT Program Planning ............................................................ Page 23-25
Program Plan Worksheet ....................................................... Page 26-28
End of Year Report.................................................................. Page 29-31
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Gifted & Talented Building Coordinators’ Responsibilities
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Attend four (4) district meetings
Support district directives
Serve as a liaison between district personnel and building staff
 share information
 act as a resource
Oversee budget
Set goals - submit Program Plan
Submit End-of-Year report
Coordinate the building’s Advanced Learning Plans (ALPs) for identified gifted
students, and assist in the creation and implementation of the ALPs, where
appropriate
Participate in professional development
Coordinate the identification of students for Gifted & Talented status
 Gather data and paperwork on students when requested
 Receive training to administer cognitive assessments (if desired) or facilitate
building-level assessments (make arrangements for district tester)
Facilitate parent communication
Support cluster/flexible grouping structures (as appropriate) and facilitate
differentiation
Arrange for enrichment/extension opportunities within the school
Keep track of:
 testing materials
 professional library
 student lists and records
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Important 2014-15 Dates – Advanced Academic & Gifted Services:
All Dates Chronological:
 Fri, August 22: GT Coordinator name(s) to Cathy Jordan
 Mon, Aug 25: HS GT Coordinator meeting
 Wed, Aug 27: MS GT Coordinator meeting
 Thurs, Aug 28: Elementary GT Coordinator meeting
 Mon, Sept 8: ALPs open
 Wed, Sept 10: begin email notifications to teachers: begin ALP process
 Thurs, Sept 11: GT Parent Group meeting (6:00-7:30)
 Fri, Sept 12: Submit Testing Date Request
 Wed, Sept 17: Jim Delisle, “Learning to Exhale”, AD12 Training Center
 Wed, Sept 17: New GT Coordinator meeting
 Fri, Oct 3: ALP drafts due for all currently identified students
 Oct 7: notify parents that ALP draft is available
 Oct 15-16: CO Gifted Education Review visiting team from CDE
 Oct 20-21: Colorado Association of Gifted & Talented (CAGT) conference (optional)
 Thurs, Oct 30: GT Coordinator meeting (All, K-12)
 Thurs, Oct 30: GT Parent Group meeting (6:00-7:30)
 Fri, Oct 31: ALP finalized with parent signature (copy in cum file, Monitor tab on EWS)
 Fri, Nov 7: Program Plans due to Cathy Jordan
o [2nd 40% of budget allocated within 1 week of receipt of Program Plan]
 Saturday, Nov 8: Super Saturday (K-5, tentatively scheduled for STEM Lab)
 Thurs, Jan 29: GT Coordinator meeting (All, K-12)
 Thurs, Jan 29: GT Parent Group meeting (6:00-7:30)
 Thurs, Feb 19: GT Legislative Day at the Capitol (tentative)
 Fri, Feb 20: Beyond Giftedness conference, Arvada Center (tentative)
 Wed, April 8: Art portfolio & Renzulli scales due
 Wed April 22: GT Arts ID panel convenes
 Tues, April 28: HS GT Coordinator Meeting
 Wed, April 29: MS GT Coordinator Meeting
 Thurs, April 30: Elementary GT Coordinator Meeting
 Thurs, April 30: GT Parent Group meeting (6:00-7:30)
 Saturday, May 2: Super Saturday 2 (tentatively K-8)
 Mon, May 4: Accountability section opens (email notification to all year-end goals)
 Fri, May 8: GT End of Year report due to Cathy Jordan (contact us if you have issues with this)
 Fri, May 22: Accountability section completed (all)
[items in BLUE ITALICS impact all district teachers with GT students on their rosters]
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AAGS DATES BY CATEGORY
GT Coordinator Meetings:
 Mon, Aug 25: High School only
 Wed, Aug 27: Middle School only
 Thurs, Aug 28: Elementary only
 Wed, Sept 17: New GT
Coordinator meeting
 Thurs, Oct 30: All, K-12: Guest, Dr.
George Betts
 Thurs, Jan 29: All, K-12
 Tues, April 28: High School only
 Wed, April 29: Middle School only
 Thurs, April 30: Elementary only
Professional Development & Student
Enrichment Opportunities:
 Wed, Sept 17: Jim Delisle,
“Learning to Exhale”, AD12
Training Center, 8-11 AM
 Tues, Sept 23: Patricia GattoWalden, ESC, 6:30-8:30 PM
 Oct 20-21: Colorado Association of
Gifted & Talented (CAGT)
conference (optional)
 Saturday, Nov 8: Super Saturday
(K-5, tentatively scheduled for
STEM Lab)
 Thurs, Feb 19: GT Legislative Day
at the Capitol (tentative)
 Fri, Feb 20: Beyond Giftedness
conference, Arvada Center
(tentative)
 Saturday, May 2: Super Saturday 2
(tentatively K-8)
GT Parent Group Meetings ( 6:00-7:30 @ ESC)):
 Thurs, Sept 11: Theme: Advocacy &
Goal Setting
 Thurs, Oct 30: Guest: Dr. George Betts
 Thurs, Jan 29
 Thurs, April 30
Due Dates: Plans and Identifications:
ALP deadlines:
Fri, Sept 12: Testing Date Request
 Fri,
Mon,
Sept
8: ALPs open
Nov
7: Program
Plans due
 [remainder
Fri, Oct 3: ALP
drafts
for all within
of budgetdue
allocated
1currently
week ofidentified
receipt of Program Plan]
 Wed,
Oct 7:April
notify
that ALP
draft is
8:parents
Art portfolio
& Renzulli
available
scales
due
 Wed
Fri, Oct
31:22:
ALPGTfinalized
April
Arts ID with
panelparent
signature (copy in cum file, Monitor
convenes
tab May
on EWS)
 Fri,
8: GT End of Year report due
 to
Mon,
May
4: Accountability
Cathy Jordan
(contact us ifsection
you have
opens with
(email
notification to all yearissues
this)
end goals)
 Fri, May 22: Accountability section
completed (all)
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Advanced Learning Plans
The ALP is a direct link between the student profile created during the identification process and the
implementation of programming services matched to the child’s strengths and interests. ALPs are a planning
guide for making instructional decisions about materials, programming options and assessments for gifted
students based upon strengths, interests, and social-emotional needs. They are critical in the transition of gifted
students from one level of schooling to the next and from school to school. ALPs should be created in
collaboration with the parent, student & other relevant personnel.
Requirements:
ALPs are required annually for all identified GT students as per CO statute 22-20-103. All ALPs must contain:
 Learning Goals and strategies to meet those goals
 Affective Goals and strategies to meet those goals
 Accountability and monitoring systems
Suggested Process for completing ALPs
 Collaborate with Parents & student on goals, assessments & strategies
o Goal setting could be done for all students (resources available on website below)
 Choose meaningful SMART goal to address student’s strength area(s)
o Choose way to measure that goal (Assessment tool)
o Choose Intervention Strategies to help achieve that goal
 Repeat above process for additional learning goal? (where applicable)
 Repeat above process for Affective goal
 Get copy of final ALP to parents and ask them to sign
Resources
A variety of resources for ALPs (training docs, goal setting resources, a link to our Tiered Instructional Support
Strategies PD webpages) is available at http://www.adams12.org/myfivestar/gt_alp
Timeline:
 Mon, Sept 8: ALPs open
 Fri, Oct 3: ALP drafts due for all currently identified
 Oct 7: notify parents that ALP draft is available
 Fri, Oct 31: ALP finalized with parent signature (copy in cum file, Monitor tab on EWS)
 Mon, May 4: Accountability section opens (email notification to all year-end goals)
 Fri, May 22: Accountability section completed (all)
Parent notification: schools should consider translation issues and communication for families who do not have
internet access (parent portal.)
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Sample ALP Parent Letter
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IDENTIFICATION
Gifted & Talented Areas of Strength
Identification of gifted students is a systematic, ongoing process that can occur in a variety of areas:
INTELLECTUAL ABILITY/ACADEMIC APTITUDE
The potential or demonstrated ability to perform at high levels of achievement in one
or more academic areas, usually in Language Arts and/or Math.
Intellectually/Academically gifted students demonstrate potential in a variety of cognitive areas, such as
abstract reasoning, and the analysis, synthesis, and evaluation of information; as well as a consistently
outstanding mental capacity as compared to children of one's age (usually at or above the 95th percentile.)
CREATIVE/PRODUCTIVE/DIVERGENT THINKING
Imaginative thinking and the ability to come up with many, varied, and unusual
responses to problems or questions. [‘Outside the box’ thinking, NOT artistic ability.]
Creatively gifted students often see problems others do not see, make connections among seemingly unrelated
concepts and ideas, find humor in many situations, make adaptations or improvements on ideas and tend to be
non-conformists. [This area is more related to divergent, ‘outside the box’ thinking, NOT artistic ability.]
LEADERSHIP ABILITIES
The ability to articulate ideas well, have clear opinions on actions and ideas to pursue,
and convince others to carry them out.
Leaders may be quiet or extroverted. They are skilled at bringing structure to activities on which they are
working, at following through, and at cooperating and getting others to cooperate. They are able to articulate a
clear vision and get others to follow their lead.
VISUAL / PERFORMING ARTS
Exceptional ability in art as demonstrated by high-level products and unique,
unconventional solutions to artistic problems.
Artistically gifted students are usually very sensitive to artistic concepts and elements and are able to arrive at
unique and unconventional solutions to artistic problems. They have unique perspectives and can convey these
through artistic media.
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Gifted & Talented (GT) Identification in Adams 12 Schools
Adams 12 Five Star Schools follows Colorado Department of Education (CDE) guidelines in using a holistic
approach in identifying students as Gifted and/or Talented (GT). Through the identification process, we gather
an entire Body of Evidence (BOE), including both quantitative and qualitative measures of student potential and
performance. No single piece of evidence, such as an IQ score or achievement test, qualifies or disqualifies a
student for gifted identification, but these are considered along with the rest of the Body of Evidence by the
identification team. The Body of Evidence comprises 4 different categories of evidence: Intellectual (Cognitive)
Ability, Achievement, Characteristics & Behaviors, and Demonstrated Performance. See the following chart
modified from CDE:
Criteria for Identification
In order to be formally identified, a student must have:
 3 or more pieces of qualifying evidence (generally at the 95th percentile or above)
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Data from more than one source
Data from more than one of the above categories
Both quantitative and qualitative data
Identification Process
Students may be referred for gifted identification by teachers, parents, administrators, counselors or by
themselves. Normally, one of the above people would complete a GT Identification Recommendation (available
for staff at http://www.adams12.org/myfivestar/gt_identification and for parents at
http://www.adams12.org/gifted_talented_identification) and return it to the GT Coordinator at the student’s
school. We then need to gather evidence from at least 3 of the above 4 categories (Intellectual Ability,
Achievement, Characteristics & Behaviors, Demonstrated Performance.)
Cognitive testing will be a part of the evidence gathering process for Intellectual/Academic giftedness.
Sometimes a student already has Intellectual Ability testing results from a previous school district or experience,
or had testing (like an IQ test) administered by a private professional. Most often, the district administers
Intellectual Ability testing as part of the GT Identification Process in the school setting. Coordinators at
elementary & middle schools should complete the District Testing Request form (see below) available at
http://www.adams12.org/myfivestar/gt/media to request a district tester. Coordinators or other personnel
may also administer testing for which they have been trained.
Creative/Productive Thinking identification usually involves administration of a test of creativity (like the Profiles
of Creative Abilities), behavioral surveys pertaining to creativity completed by teachers and parents, an artifact
of creative ‘outside-the-box’ thinking (like a product, project or invention) and a student reflection about the
product/project and the student’s creative process.
Leadership Ability identification usually involves behavioral surveys pertaining to leadership completed by
teachers and parents, an artifact of leadership (such as evidence from a student-initiated community service
project) and a student reflection about the leadership project and process.
Artistic identification usually involves behavioral surveys pertaining to art completed by teachers (preferably the
art teacher) and parents, at least 5 artistic portfolio pieces (some completed in art class, some independently)
accompanied by student reflections on each piece. Awards for juried art shows, competitions, etc., may also be
included in the body of evidence. A panel of qualified art teachers with expertise in gifted education reviews the
body of evidence and makes a determination. A complete student portfolio must be submitted to the ESC/AAGS
Department before April 1, 2015.
Once all the pieces for the Body of Evidence are gathered, the student’s file goes before an identification team,
which will make a determination based on the evidence available at the time. The identification team tries to
make decisions within 30 days of receipt of all of the Body of Evidence. (NOTE: Due to limited resources, the Arts
Identification Panel may only be able to meet once a year.) The team may make one of the following decisions:
 The student is not identified as gifted at the current time (see Code ‘0’ in the chart below). This does not
mean the student is not gifted, but that we do not have enough evidence at the time to make a positive
identification. A student may be re-nominated at a later school year, though there may be some
restrictions based on cognitive testing validity (see the section below on Intellectual Ability Testing.)
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Pending: (see Code ‘9’ in the chart below) there is some evidence of giftedness, but not currently
enough to meet the criteria for identification at the time. We will continue to monitor the student’s
performance and gather evidence. In most cases, we are waiting for student achievement or
demonstrated performance to emerge.
The student is identified as gifted. In this case, the student will be identified in one of the following
areas (see earlier section on areas of giftedness) based on the available evidence:
Code
GT Category
0
1
2
3
4a
4b
4c
4d
9
Tested, NOT identified GT
Language Arts
Math
BOTH Language Arts & Math
Visual/Spatial
Creative/Productive
Leadership
Visual Arts
Pending
Note: a student may be later Reclassified to include other areas of giftedness as more pieces of evidence
emerge. For instance, a student may be initially classified as ‘Gifted in Language Arts’, and later
achievement evidence may indicate reclassification to ‘Gifted in Both Language Arts and Math’.
When an identification decision is made, a letter is sent to parents informing them of the decision. A parent
may also request the results of any testing that may have been performed by the district. If the parent or
student are not satisfied with the decision of the team, they may either initiate the identification process at a
later school year, or they may appeal the process (see Identification Appeals.) [link above red text to section on
Appeals.]
“Wide-net” Screening
In addition to the referral process outlined above, Adams 12 also adopts a ‘wide-net’ screening approach, in
which the top 5 % of students in 3rd grade, based on the Reading and Math scores from the previous year’s
Measures of Academic Performance (MAP) assessments, will be assessed from each of the following categories:
 English Language Learners
 Students from Free & Reduced Lunch programs
 General education population
In addition, all 3rd grade students may be nominated as for other grade levels.
Universal Screening:
Starting in 2015-16, Adams 12 will be implementing ‘universal screening’ of all students at a particular grade
level (most likely 2nd grade). We are currently piloting this process at a few schools.
[Coordinators should complete the following form available at
http://www.adams12.org/myfivestar/gt/media to request the District GT Tester]
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SAMPLE ID NOTICE TO PARENTS
(English)
Gifted-Talented Identification Testing
Do you suspect that your child may be in need of enriched academic programming? Does it seem like
he or she may need additional challenges in their education, and may be gifted or talented?
Gifted/Talented (G/T) testing at [insert school] is currently scheduled for [insert date]. If you have
a student you would like to nominate for G/T identification and would like to have tested, contact
[insert coordinator name and contact information] no later than [select date with
sufficient time]. There is required paperwork which must be completed and returned by [select
date with sufficient time – paperwork must be submitted to GT office at least 2 weeks
prior to testing date.]. You may also go to http://www.adams12.org/gifted_talented_identification
for further information and for nomination forms.
Optional attachments

Gifted Areas of Strength
(Spanish)
Evaluación para la Identificación de los Dotados y Talentosos
¿Sospecha que su niño tal vez necesite programación académica enriquecida? ¿Parece que necesita
desafíos adicionales en su educación y que tal vez sea dotado o talentoso? La evaluación para
dotados y talentosos (G/T siglas en inglés) en [insert school] actualmente está programada para
[insert date]. Si tiene un estudiante al cual le gustaría nominar para la identificación G/T y le gustaría
que se le evalúe, comuníquese con [insert coordinator name and contact information] a más tardar
el [select date with sufficient time]. Hay papeleo requerido que se debe completar y regresar antes
de [select date with sufficient time – paperwork must be submitted to GT office at least 2 weeks
prior to testing date.]. También puede visitar http://www.adams12.org/gifted_talented_identification
para más información y los formularios de nominación.
Adjuntos opcionales
Áreas Dotadas de Fortaleza
F:/AAGS_Identification_Sample ID Notice to Parents
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GIFTED IDENTIFICATION PROCESS (Internal use only)
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Talent Pool Status
Sometimes we see evidence of high potential, but do not have enough evidence in the BOE to make a gifted
identification as per CDE guidelines. In this case, we may place students into a ‘Talent Pool’, which is like a
watch list of students to monitor. Program for these students as if they were identified!
‘Pending’ & ‘Reclassification’ Review Protocol
If students are listed as Pending on your roster, we are usually looking for evidence of advanced achievement. If
you have updated evidence (usually new Avanced TCAP scores, MAP scores at around the 95th %ile, or new
cognitive testing data) for student(s), complete the following form and attach any relevant data (we can pull
MAP & TCAP data here, for those pieces just fill in the scores.)
If you wish to Reclassify students (add an additional GT category) do the same on the attached form.
If you receive a Transfer from another state/district who was identified GT, indicate ‘transfer’ on the form and
include any documentation (testing data, ALP, IEP, identification profile, etc.)
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Advanced Academics & Gifted Services
Pending/Reclassification/Transfer
Request
For each student, provide evidence prompting request for consideration in the appropriate category:
Reclassification = expanding identification to add another GT category; Transfer=GT in another state/district
School:
Date:
Student:
Student Number:
Pending
Reclassification
Transfer (check appropriate category)
Attached:
TCAP/PARCC (Guidelines: at/near Advanced level performance: 4.0 or above)
MAP (Guidelines: at/near 95th %ile or above)
New Cognitive Data (CogAT, NNAT, etc; Guidelines: at/near 95th %ile or above)
Other (Demonstrated Performance: portfolios, Level 4 assessments, juried competitions, etc.)
Student:
Pending
Student Number:
Reclassification
Transfer (check appropriate category)
Attached:
TCAP/PARCC (Guidelines: at/near Advanced level performance: 4.0 or above)
MAP (Guidelines: at/near 95th %ile or above)
New Cognitive Data (CogAT, NNAT, etc; Guidelines: at/near 95th %ile or above)
Other (Demonstrated Performance: portfolios, Level 4 assessments, juried competitions, etc.)
Student:
Pending
Student Number:
Reclassification
Transfer (check appropriate category)
Attached:
TCAP/PARCC (Guidelines: at/near Advanced level performance: 4.0 or above)
MAP (Guidelines: at/near 95th %ile or above)
New Cognitive Data (CogAT, NNAT, etc; Guidelines: at/near 95th %ile or above)
Other (Demonstrated Performance: portfolios, Level 4 assessments, juried competitions, etc.)
NOTE: Please attach this form with all identification requests. Scan evidence of achievement
or additional information and email to Cathy.Jordan@adams12.org
F:/AAGS_Forms_Pending-Reclass-trans 9-14
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Online GT Identification Process
Online Teacher ID Process
1. Go to https://www.adams12.org/myfivestar/gt_identification
a. Teachers either need to be on the district network or logged into myfivestar if they are doing it
from home.
b. Have them read the information on the appropriate strength areas for nomination
2. Teachers should fill out the “Identification Recommendation (Teacher)” form online
a. Teachers should be sure to check which strength area they feel best suits the student).
b. Be sure the student ID # is completed and accurate.
c. Be sure teachers fill out their employee ID# accurately.
d. Be sure to select the appropriate strength area that best describes the student
3. Click 'Print Form' and print it off while the completed form is still up (the completed form cannot be
saved.)
4. Teachers should give their building GT coordinator the completed form.
5. Teachers will be sent a request to complete a Renzulli Behavioral Scales form online.
6. Coordinators need to:
a. Ensure that parents complete and sign an identification recommendation form.
b. For an intellectual or creative identification, coordinators will have to ensure that the student is
signed up for the appropriate testing opportunity. Send all completed portfolios at least 2 weeks
prior to scheduled testing date!
c. For an artistic, creative or leadership identification, the coordinator will have to gather
appropriate evidence/artifacts.
i. Artistic: 5 artworks, with response sheets (available at
http://www.adams12.org/myfivestar/gt_identification) for each due to Cathy Jordan by
April 8
ii. Creative: evidence of creative ability
iii. Leadership: evidence of leadership ability
Online Parent ID Process
1.
Go to https://www.adams12.org/gifted_talented_identification
a. Parents should read the information on the appropriate strength areas for nomination
2.
Print and complete the “Identification Recommendation (Parent)” form online
a. Parents should be sure to complete the form for the strength area they feel best suits the
student).
b. Be sure the student ID # is completed and accurate.
c. Be sure parents sign & date the bottom of the form.
3.
Give their building GT coordinator the completed form.
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Early Access (Kindergarten / First Grade Early Entrance)
Children are normally admitted to kindergarten if their 5th birthday is on or before October 1 of that school year,
and to first grade if their 6th birthday is on or before October 1st of that school year (see District Policy 5230 at
http://www.adams12.org/files/dms/5230.pdf). The District recognizes that some children may benefit
academically, socially and/or emotionally from accelerating and/or grade skipping. Highly advanced gifted
students may be granted early entrance into kindergarten or first grade and accelerated in District academic
programs as provided in District Policy 5240 (available at http://www.adams12.org/files/dms/5240.pdf), Section
2.0. A highly advanced gifted child is a gifted child whose body of evidence demonstrates a profile of
exceptional ability or potential compared to same-age gifted children, generally at or above the 98th percentile
on nationally normed assessments.
Parents should initiate the process by completing an Application for Early Entrance (available at
http://www.adams12.org/files/gt/2013-14_Entrance_Application.pdf). Once an application is submitted, the
District GT Department will call to set up an appointment with a group of other applicant children. The
maximum group size will be 8. The children will spend approximately 3 hours with a team of GT and/or
Preschool professionals going through various assessments to gather data on the child. At the conclusion of the
screening, the team will set up an individual appointment with the child for IQ testing with a district licensed
school psychologist. Because of the intensive nature of testing, a fee will be assessed for this service. Once all
testing is concluded, a testing report will be mailed to the parents. For more information on this see District
Policy 5240.
For more information on kindergarten early entrance go to
http://www.adams12.org/kindergarten/early_entrance.
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Intellectual (Cognitive) Ability Testing
Sometimes a student already has Intellectual Ability testing results from a previous school district or experience,
or had testing (like an IQ test) administered by a private professional. Most often, the district administers
Intellectual Ability testing as part of the GT Identification Process in the school setting. The most common
Intellectual/Cognitive Ability instruments used by the district are:
 Cognitive Abilities Test (CogAT): is a group administered cognitive test that assesses Verbal, Quantitative
and Non-verbal abilities. This is the most commonly used assessment for intellectual/academic gifted
identification.
 Naglieri Non-verbal Abilities Test (NNAT-2) is a group administered test that uses progressive matrices to
evaluate students’ nonverbal reasoning and general problem-solving ability.
 Profiles of Creative Abilities (PCA) is a measure of creative ability designed to identify students gifted in
the area creative thinking.
 Wechsler Preschool and Primary Scales of Intelligence (WPPSI-IV): is an individually administered
measure of cognitive development for preschoolers and young children (up to age 7). This is an actual
IQ (Intelligence Quotient) test which must be administered by a school psychologist or other licensed
professional. The district usually administers these only in the cases of kindergarten or first grade early
entrance (see Early Access.) The WPPSI is for grades K-2 students, and its counterpart, the Wechsler
Intelligence Scales for Children (WISC) is for grades 3 through 12.
Re-testing & Test Validity: to maintain the test validity of the above instruments, a student may have to wait for
a certain period before they can retake a certain test (usually about 2 years.) For the same reason, students and
parents are not permitted to view the testing materials. We are also prohibited by copyright from making
copies of the actual tests for students and parents after they are administered. Students and parents may
usually have access to the final scores of any intellectual/cognitive testing administered, however.
Identification, Early Access & Acceleration Appeals
As outlined in District Policy 5240 (available at http://www.adams12.org/files/dms/5240.pdf), Section 5.0, the
parents shall submit a written request for a review to the Executive Director of Schools. The request shall
identify any items of noncompliance with this policy and the reasons why the Director’s decision should be
modified or changed. A review shall be done by the Executive Director of Schools of the Director’s decision
regarding acceleration. The parent/guardian, principal, teacher, building coordinator and Director will be asked
to attend a meeting to provide additional information to the Executive Director. The parent/guardian will be
informed in writing of the decision of the Executive Director of Schools. The decision of the Executive Director
shall be final.
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Characteristics to Look for When Identifying Mathematically Gifted Students
There are many characteristics to consider when identifying which students are mathematically gifted. The
following descriptors of characteristics of highly able mathematics students should be viewed as examples of
indicators of potential. Few students will exhibit all characteristics and these characteristics can emerge at
different times as the child develops cognitively, socio-emotionally, and physically.
The highly able mathematics student should independently demonstrate the ability to:
 Display mathematical thinking and have a keen awareness for quantitative information in the world
around them.
 Think logically and symbolically about quantitative, spatial, and abstract relationships.
 Perceive, visualize, and generalize numeric and non-numeric patterns and relationships.
 Reason analytically, deductively, and inductively.
 Reverse reasoning processes and switch methods in a flexible yet systematic manner.
 Work, communicate, and justify matheatical concepts in creative and intuitive ways, both verbally and in
writing.
 Transfer learning to novel situations.
 Formulate probing mathematical questions that extend or apply concepts.
 Persist in their search for solutions to complex, "messy," or "ill-defined" tasks.
 Organize information and data in a variety of ways and to disregard irrelevant data.
 Grasp mathematical concepts and strategies quickly, with good retention, and to relate mathematical
concepts within and across content areas and real-life situations.
 Solve problems with multiple and/or alternative solutions.
 Use mathematics with self-assurance.
 Take risks with mathematical concepts and strategies.
 Apply a more extensive and in-depth knowledge of a variety of major mathematical topics.
 Apply estimation and mental computation strategies.
It is important to realize that these variables are not fixed and need to be continually developed.
[Source: http://www.montgomeryschoolsmd.org/curriculum/enriched/parents/characteristics-math.aspx]
Characteristics of Gifted Language Arts Students
 Learn to read early and read widely and quickly
 Reads widely for a period of time in a variety of types of literature; seeks support of the librarian
 Interested in words, definitions, derivations
 Have large vocabularies, a command mood and high degree of accuracy in diction
 Uses language with maturity
 Large storehouse of information about a variety of topics which they can recall quickly
 Capable of appreciating different levels of meaning: literal and metaphorical
 Sees details, is a good observer, sees relationships, makes connections
 Can pick up non-verbal clues
 Organises ideas and sequences well in preparation for speaking or writing
 Generates interesting ideas; challenges existing ideas and makes suggestions
 Evaluates effectively so encourages writing and speaking that evaluates
 Skilful use of metaphorical language
 A sense of audience
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 Appreciative of style and form
 May tackle tasks and problems in a well-organised, goal-directed manner
 Readily grasp underlying principles, and quickly perceive similarities, differences and anomalies
 Attacks complicated material by separating it into components, analysing it systematically
 Better able to construct and handle abstractions
 Display a questioning attitude and seek information for its own sake
 Often show keen powers of observation and an eye for important details
 Can make quantum leaps and transfer learning from one subject to another
[Source: “Recognising the Gifted English Student” by Glenda Pearce]
Additionally, Gifted Readers may more specifically display the following:
Characteristics of Gifted Readers:
 Anticipation of meaning based on visual clues:
o Punctuation, the use of commas to set off appositives;
o Syntax, the use of however to signal exceptions;
o Organizational patterns, such as cause and effect signaling the need to look for two related
descriptions, circumstances, or facts;
 Use of prior knowledge and experience, personal identification and reader purpose; and
 Awareness of the cognitive processing of text for information/concept gathering. Links are made
between the present text and what the reader has previously read, and, as a result, concepts are formed
or developed.
[Source: Gifted readers: Who are they, and how can they be served in the classroom? By Andrea Vosslamber]
Characteristics of Creatively Gifted Children
 Creatively gifted children are fluent thinkers, able to generate possibilities, consequences, or related
ideas.
 They are flexible thinkers, able to use many different alternatives and approaches to problem solving.
 They are original thinkers, seeking new, unusual, or unconventional associations and combinations
among items of information.
 They can also see relationships among seemingly unrelated objects, ideas, or facts.
 They are elaborate thinkers, producing new steps, ideas, responses, or other embellishments to a basic
idea, situation, or problems.
 They are willing to entertain complexity and seem to thrive on problem solving.
 They are good guessers and can readily construct hypotheses or "what if" questions.
 They often are aware of their own impulsiveness and irrationality, and they show emotional sensitivity.
 They are extremely curious about objects, ideas, situations, or events.
 They often display intellectual playfulness and like to fantasize and imagine.
 They can be less intellectually inhibited than their peers are in expressing opinions and ideas, and they
often disagree spiritedly with others' statements.
 They are sensitive to beauty and are attracted to aesthetic values.
[source: http://fairland.k12.oh.us/CreativeCharacteristicsofGiftedChildren.aspx]
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Characteristics of Leadership Giftedness
Leadership can be defined as the ability to direct individuals or groups to a common decision or action. Students
who demonstrate giftedness in leadership ability use group skills and negotiate in difficult situations. Many
teachers recognize leadership through a student's keen interest and skill in problem solving. Leadership
characteristics include
 Self-confidence
 Responsibility
 Cooperation
 Group skills
 A tendency to dominate
 The ability to adapt readily to new situations
 The ability to communicate a vision
[These students can be identified through instruments such as the Fundamental Interpersonal Relations
Orientation Behavior (FIRO-B).]
Characteristics of Artistically Gifted Children
In Identifying Artistically Gifted Children, Willemina Foeken describes some characteristics of those with
exceptional art ability:
 Artistically gifted children show fluency of imagination and expression. These children can’t get their
ideas down fast enough. They don’t need stimulation. One idea leads to another.
 They might have a highly developed sensibility in certain areas. For example, movement, space, rhythm,
color.
 They show integration of thinking, perceiving, and feeling.
 There is a distinctive quality to their imagination. These children have faith in their ideas and don’t find
the need to copy.
 There’s a directness of expression. The gifted child can be very expressive but only if the experience
motivating him or her to paint, has been personally meaningful. Such a child might not respond well to
classroom activities where the teacher sets the topic.
 There is a high degree of self-identification with the subject and the medium. Artistically gifted children
live their art. They are in their work. It is part of them. Even the medium is often like an extension of the
fingers. Their work is intensely personal and shows an inner need for visual expression.
 Most of these children draw well before the age of 2—usually by 15 months if given the chance.
 They are usually above average in intelligence.
 All show extraordinary skill with the medium.
 There is usually a sensibility for design.
 Each child is highly individual and inventive.
 The artistically gifted child works frequently on a favorite art form. No encouragement is needed.
[source: http://resources.prufrock.com/GiftedChildInformationBlog/tabid/57/articleType/ArticleView/articleId/
74/Artistically-Gifted-Children.aspx]
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GT Program Planning
Completing the GT Program Plan
 Setting effective goals
 Setting budget priorities in accordance with those goals
Just as our Advanced Learning Plans (ALPs) are meant to collaboratively set goals for gifted students’ success,
while also coming up with strategies to meet those goals and assessment tools to measure success, so does the
GT Program Plan provide a roadmap for a successful school GT program. Each school is allocated funds
(discussed below), which should be allocated to support the attainment of these goals.
In order to have the greatest impact, it is suggested that schools form a GT Planning/Advisory Committee to
help choose these goals and strategize to meet them. Ideally, this committee would consist of the GT
coordinator(s), at least one administrator, faculty member and parent.
Rather than trying to do too much with limited resources, it is suggested that the team should meet to choose 2
meaningful SMART (Specific, Measurable, Attainable, Realistic, Time-bound) goals from the following areas:
Student Achievement, Program Design & Development, Social-emotional/Affective Support, Identification,
Professional Development, Parent Communication & Education.
Sample Goals for Building Plans …
STUDENT ACHIEVEMENT
 Provide targeted instruction for those GT students not advanced in their strength area.
 Improve GT students’ overall performance on MAP reading test
 Supplement literacy instruction with William & Mary materials.
PROGRAM DESIGN & DEVELOPMENT
 Cluster group students in grades 3-5 by strength area in math and lang. arts.
 Students with verbal strengths will participate in Junior Great Books discussion groups.
 Form a building “GT steering committee” to address school & student needs.
SOCIAL EMOTIONAL / AFFECTIVE SUPPORT
 Offer monthly lunch bunch meetings (Student Discussion Groups) with psychologist, social worker,
and/or GT coordinator.
 Purchase copies of The Gifted Kids Survival Guide for student checkout.
 Work with teachers on developing affective goals for GT students.
IDENTIFICATION
 Boost enrollment of ELLs/minority students to be more representative of school population
 Use MAP/TCAP data to identify students for GT testing.
 Use behavioral inventories (like the KOI, Renzulli, etc.) to identify a “talent pool” for testing.
PROFESSIONAL DEVELOPMENT
 Schedule at least 1 ERD training in differentiation strategies.
 Send interested teachers to the CAGT or Beyond Gifted conference.
 Provide a copy of Differentiation: Simplified, Realistic, and Effective to each cluster teacher.
PARENT COMMUNICATION & EDUCATION
 Hold a parent info night on identification, programming options and/or explanation of ALPs.
 Develop a school brochure of GT services and opportunities.
 Develop a GT newsletter or website for your school
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
Invite parents of identified students to attend SENG discussion groups.
Consider the evidence that would demonstrate achievement of that goal (making it Measurable). This could
look like the following:
AREA
st
1 Goal
Identification
AREA
2nd Goal
Student Achievement
G/T GOAL
Boost enrollment of ELLs/minority
students to be more
representative of school
population
G/T GOAL
Improve GT students’ overall
performance on MAP reading test
EVIDENCE
Comparison of percentages by recipient
groups from beginning & end of year
EVIDENCE
Increase in percentile average from fall to
spring MAP scores for identified GT
students
GT Budgeting
Schools are allocated a budget each year from the Advanced Academic & Gifted Services Department intended
to meet the needs of gifted and advanced students in a particular building. These funds are meant to be used in
conjunction with a building’s supplemental funds for the purposes of identifying gifted students, programming
to meet their academic and affective needs, and for professional development of a school’s staff so they may
better meet the needs of gifted and advanced students.
GT funds do not have to exclusively benefit identified gifted students, but their primary purpose should be for
the benefit of gifted and advanced students in a building. For instance, GT funds could be used for an after
school club like Lego Robotics, where identified GT students would be invited to attend and where the club
would provide enrichment as a supplemental intervention, but students who were not identified as gifted could
also participate in the club and benefit from those GT funds. Likewise, GT funds could be used to send a teacher
to a workshop on differentiation (as long as there was a component on differentiating for gifted/advanced
learners), which would benefit all students in the classroom as well.
GT funds are limited (see ‘GT Budget’ below), so it is best to allocate those funds to support the goals chosen by
the GT team. For the purposes of the program plan, schools can consider the broad categories (sub-totals) for
how they would allocate those resources to best support the goals. Those broad categories are:
 Personnel working with gifted students (includes coordinator’s salary)
 Professional Development for educators working with gifted students
 Activities associated with instruction for gifted students
 Instructional materials
 Instructional equipment
Throughout the school year, the GT coordinator should track how funds were spent and for what purposes,
keeping in mind that they will have to be tracked in the above categories. They should also examine the subcategories in each of the above 5 categories on the worksheet, as they will have to be tracked in each of these
areas.
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Procedures for completing the Program Plan:
 Meet with the GT Planning/Advisory Committee to discuss goals for the year
o List the membership of this GT Planning/Advisory Committee
 Choose 2 goals total from the 6 areas to focus on, and evidence that will show the goals are met, and
outline those on page 1 of the Program Plan worksheet
 Discuss how funds should be allocated to meet the above goals for the year, including how those should
be spent in the 5 broad budget categories, and fill in at least the subtotals on the worksheet
 Use the Program Plan Worksheet available at http://www.adams12.org/myfivestar/gt/media
 Enter the data from the Worksheet on the Google Doc electronic Program Plan form. Look for this form
at the Program Plan tab on the website (www.adams12.org/myfivestar/gt ).
 Submit and print the final program plan, and ask your principal to read, approve and sign the copy.
 Scan & email the final signed copy to Cathy Jordan at the ESC no later than November 7. (The
worksheet is for guidance purposes only and does not need to be submitted, unless there were
technical issues with submitting the form electronically.)
GT Budget
Each school will receive an annual GT budget, which will be disbursed as follows:
 GT Coordinator stipend/salary: 20% of total GT school budget
o These funds are NOT sent to the schools, but to HR, where they are distributed as ‘Leadership
Pay’ in GT Coordinator paychecks
o Payments will begin in the November paycheck and then disbursed in 10 monthly installments
 Roughly half of the balance is loaded into the school’s GT budget at the beginning of the year.
o This amount is an estimate based on the previous year as per the Student-based Budgeting
(SBB) process.
 The remainder is disbursed upon receipt of the program plan (signed by the principal)
o This amount may vary slightly from the first installment as per the SBB process noted above.
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WORKSHEET
Due Friday, November 7, 2014
Advanced Academics & Gifted Services
PROGRAM PLAN 2014-15 Principal Signature
Once Program Plan is submitted electronically, please print copy and have your building principal sign in the
space below. Once the Program Plan has been signed, forward to AAGS/ESC/Cathy Jordan
School*Required
Building Coordinator/s*Required
Planning/Advisory Committee:*Required
(A) G/T Goals & Evidence for 2014-15 School Year*Required Choose 1st meaningful SMART goal for this
year from the following:

Professional Development

Social Emotional/Affective Support

Program Design/Development

Identification

Parent Communication and Education

Student Achievement
(A) 1st SMART GT Goal*Required
(A) 1st SMART Goal - Evidence*Required
(B) G/T Goals & Evidence for 2014-15 School Year*Required
Choose 2nd meaningful SMART goal for this year from the following;

Professional Development

Social Emotional/Affective Support

Program Design/Development

Identification

Parent Communication and Education

Student Achievement
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(B) 2nd SMART GT Goal*Required
(B) 2nd SMART Evidence*Required
1. DISTRICT GT ALLOCATION FUNDS - Licensed, endorsed personnel working with gifted
students*Required Enter subtotal for #1 from the following areas: Salary, Substitute Teachers, Additional
Earnings/Stipends, Benefits
2. BUILDING FUNDS - Licensed, endorsed personnel working with gifted students*Required Enter subtotal
for #2 from the following areas: Salary, Substitute Teachers, Additional Earnings/Stipends, Benefits
3. DISTRICT GT ALLOCATION FUNDS - Professional Development for educators of gifted
students*Required Enter subtotal for #3 from the following areas: Consultant Fees, Contracted Services,
Workshop Fees: Travel, Registration and Entrance, Substitute Teachers, Additional Earnings/Stipends, Printing,
Other
4. BUILDING FUNDS - Professional Development for educators of gifted students*Required Enter subtotal
for #4 from the following areas: Consultant Fees, Contracted Services, Workshop Fees: Travel, Registration and
Entrance, Substitute Teachers, Additional Earnings/Stipends, Printing, Other
5. DISTRICT GT ALLOCATION FUNDS - Activities associated with instruction for gifted
students*Required Enter subtotal for #5 from the following areas: Contracted services, Additional
earnings/stipends, Fees for content extensions, Field trips: contracted, Field trips: if district provided
transportation, transportation - Rental of buses, Printing, Other)
6. BUILDING FUNDS - Activities associated with instruction for gifted students*Required Enter subtotal for
#6 from the following areas: Contracted services, Additional earnings/stipends, Fees for content extensions, Field
trips: contracted, Field trips: if district provided transportation, transportation - Rental of buses, Printing, Other)
7. DISTRICT GT ALLOCATION FUNDS - Instructional Materials*Required Enter subtotal for #7 from the
following area: Supplies & Materials
8. BUILDING FUNDS - Instructional Materials*Required Enter subtotal for #8 from the following area: Supplies
& Materials
9. DISTRICT GT ALLOCATION FUNDS - Instructional Equipment*Required Enter subtotal for #9 from the
following areas: non-capital equipment, equipment which is a fixed asset, attach completed equipment sheet to
plan
10. BUILDING FUNDS - Instructional Equipment*Required Enter subtotal for #10 from the following areas:
non-capital equipment, equipment which is a fixed asset, attach completed equipment sheet to plan
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TOTAL: DISTRICT GT ALLOCATION FUNDS*Required
TOTAL: SCHOOL FUNDS*Required
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End of Year Report
Similar to the Program Plan, at the end of the school year the GT Planning Advisory Committee should meet
again to review their performance in light of the Program Plan. Using the End of Year Report worksheet
available at http://www.adams12.org/myfivestar/gt/media the team should:
 Evaluate their performance on the 2 goals chosen in the Program Plan, using the evidence method also
described in the program plan, and determine whether the goals were attained or not attained.
 Review budget spending and determine if it best supported achievement of the goals in the program
plan.
o NOTE: Consider both the amount allocated by the AAGS Department to the school, as well as
any additional funds provided form other school budgets (general fund, co-curriculuar, etc.) The
total of the District GT Allocation should equal the amount originally allocated to the school by
the AAGS Department.
 Review the most commonly used Programming/Intervention Strategies used at the school and the
approximate number of students impacted by them (the AAGS department needs this data for its final
report to CDE.)
 Review the most common Supplemental Enrichment activities (usually after school clubs) and the
approximate number of students impacted by them (the AAGS department needs this data for its final
report to CDE.)
 Enter the data from the Worksheet on the Google Doc electronic End of Year Report form available at
the End of Year tab at http://www.adams12.org/myfivestar/gt
 Submit and print the final program plan, and ask your principal to read, approve and sign the copy.
 Submit the final signed copy to Cathy Jordan at the ESC no later than May 8. (The worksheet is for
guidance purposes only and does not need to be submitted, unless there were technical issues with
submitting the form electronically.)
 If you have difficulties with this process, contact Cathy Jordan.
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End of Year Report: WORKSHEET
ADAMS 12 Five Star Schools – Advanced Academics & Gifted Services
Budget Report
Amount Spent Fiscal Year 2013-14
I. Licensed, endorsed personnel working with gifted
District GT
students
Allocation
School Funds
Salary
Substitute Teachers
Additional Earnings/Stipends
Benefits
Sub-total of I.
II. Professional Development for educators of gifted
students
District GT
Allocation
School Funds
District GT
Allocation
School Funds
District GT
Allocation
School Funds
District GT
Allocation
School Funds
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
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Sub-total of V.
Total:
(1) Programming/Strategies
List the 5 most frequently used strategies to serve advanced students’ needs:
(Examples: clustering, differentiated instruction, advanced curriculum, acceleration, etc.)
STRATEGIES
# of students impacted
Identified
Non-Identified
G/T Students / Students
1) _______________________________
2) _______________________________
3) _______________________________
4) _______________________________
5) _______________________________
(2) Enrichment Activities
Each school has a choice in the types of activities it provides. Please include any enrichment activities you
provide for gifted students. (Examples: MESA, Robotics, Math Counts, DI, etc.)
ACTIVITIES
# of students impacted
Identified
Non-Identified
G/T Students / Students
1) _______________________________
2) _______________________________
3) _______________________________
4) _______________________________
5) _______________________________
(3) Goals
Each school designated 2 SMART goals in their Program Plan, completed in the fall.
GOAL
Attained
Not Attained
1) _______________________________
Evidence
______________
___________
GOAL
Attained
Not Attained
2) _______________________________
Evidence
_______________
__________
NOTE: Enter the data from this worksheet onto the End of Year online report (available at
http://www.adams12.org/myfivestar/gt/media) by May 9, 2014.
F:/AAGS/Handbook/GT Coordinator Handbook
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