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4/1/2013 1
Colorado Department of Education (CDE) Gifted Education Program Plan
2012 – 2016
Administrative Unit’s Name: Lewis-Palmer School District #38
Region: Pikes Peak
Name of Gifted Education
Facilitator
Caryla Holt
District Gifted Education Facilitator
Facilitator’s e-mail
Facilitator’s Address: 146 Jefferson Street, Monument, CO 80132
Facilitator’s phone number
719-757-1468
Fax
719-785-4219
Name of Superintendent
John Borman
Superintendent’s Signature
Date: ____________________________
The BOCES consolidated signature page is the last page of the template. It is also available on the CDE web page. Copy and mail with signatures from
the BOCES’ superintendents.
Section II: Elements of the Program Plan
Section II is completed by every administrative unit (AU) – A Program Plan includes
all elements and describes the gifted program and priorities based upon district and community resources. The guidance document for completing the Program Plan is at http://www.cde.state.co.us/gt/index.htm.
Directions: Write the administrative unit’s description and targets for each element in the
blank, white, space provided in the template (include district level descriptions and targets, if appropriate, in multiple district administrative units). An explanation of each element in the guidance document provides details for the description. The
description may be in paragraph form and align with the numbered criteria within each of the elements as outlined in the guidance document.
It is not uncommon in a multi-district AU for districts to be in different stages of development towards addressing the elements of the Program Plan. A multi-district
AU may include both a general AU description and targets along with unique district level descriptors and/or targets. The format for multiple district AUs descriptions in
any applicable section is: General AU description, AU targets, District description, District target/s.
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State Performance Plan indicators relevant to communication.
100% of administrative units will implement methods to provide all stakeholders with access to current information about identification process and programming for gifted students; and, methods for parental engagement in identification and programming.
Communication AU DESCRIPTION: This plan has been approved by the Lewis-Palmer School District with input from educators, administrators, parents, and community members. Methods by which the AU communicates to educators: The Lewis-Palmer School District (LPSD) employs a variety of communication avenues to communicate all aspects of the gifted program: categories of giftedness served, identification procedures, programming options, regularly updated achievement results, and contact information for each building/site. This information is accessible via the “Departments-Specialized Programs-Gifted Ed” link on the district website. Print materials are available upon request. Information about upcoming special events is regularly posted on the website. There is consistent collaboration between gifted education facilitators, the director of gifted education, and the district gifted education facilitator at bi-monthly meetings, and between facilitators and classroom teachers regarding Identification, ALP writing, implementation and monitoring. Implementation of the Response to Intervention (RtI) process has provided yet another avenue for communicating identification procedures and services for under-represented populations. Methods by which the AU communicates to parents/stakeholders: The communication by which parents are made aware of gifted-education that are available in the district and in the school are through:
Brochures
Website Information
Parent Meetings
Letters to All Parents
Gifted Education Information at Registration
Presentations to Board of Education
Advisory Groups
Counselor Information and Advocacy
District Publications
Gifted News Releases
Media
Liaison with Local State Gifted Association
Gifted Education Leadership Team (GELT)
Curriculum Night Information
Gifted Education Parent Night
Back to School Night in Schools
E-mail Systems
Newsletters Lewis Palmer District #38 has a Gifted Education website with numerous links to keep stakeholders informed. At present, communication on the website includes the district gifted education mission, values, vision, purpose, along with brochures available in English and Spanish. Additional translations are available through our English Language Learner
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Department. Each building campus has a link for gifted education on the school website. Consistency between building sites is addressed through the use of standardized district forms, letters and announcements. Infinite Campus (IC) and the School Fusion link on the GT website sends communication postings to stakeholders concerning GT events and opportunities within the district and beyond. Outreach occurs each fall at “Back to School” night which occurs at every building where gifted education facilitators provide information of gifted services, identification procedures, gifted education philosophy shifts, and specific programming adaptations. These meetings are available to any parent or student who is interested in the gifted programs within our district.
LPSD offers a “Parenting Identified Gifted and High-Ability Children PK-12” annual parent night with the following workshops presented by current teachers, administrators, parents, and gifted education facilitators. This parent night is provided to further build understanding of the gifted and their needs. The breakout sessions offered include:
High School Gifted Education
Selective College Preparation
Building your Resume and Interview Preparation for Selective Colleges
Self-Advocacy Skills
All Work and No Play? Fun and Challenging Activities for Gifted Children
Perfectionism and High Emotional Intensity in Gifted and High-Ability Children
Transitions from Elementary School to Middle School
Cluster Grouping in Elementary
Math Tracks, Options, and Opportunities Additional marketplace enrichment opportunities are provided by vendor representatives and/or informational brochures:
Bear Creek Nature Center
Bemis School of Arts
Center for Bright Children
Challenger Learning Center
Cheyenne Mountain Zoo
Colorado Springs Children’s Chorale
Colorado College
Costa Rica Outward Bound School Leadership Course
Fountain Creek Nature Center
High Mountain Institute
Rocky Mountain Chess
Western Academic Talent Search
University of Northern Colorado
USAFA Falcon Sports Camps In addition, students and parents attend an annual Advanced Learning Plan (ALP) conference which includes student, teachers, gifted education facilitators, and parents. This offers yet another opportunity for communication to occur. (see attached ALP)
The Gifted Education Leadership Team (GELT) is comprised of parents, teachers, gifted education facilitators, and administrators. The purpose of the GELT is to provide guidance to the direction of gifted education in Lewis-Palmer School District. This group meets bi-monthly to address, advise, and communicate gifted education issues, documents, and educational strategies in response to all racial and ethnic backgrounds, cultures, and socio-economic groups.
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Our yearly “End of Year Report” is printed and presented annually to the superintendent, board of education, district accountability advisory council, and building accountability committees with minutes of the meetings published on the district web-site and/or in the local paper.
AU TARGETS/FUTURE STEPS: CGER: We plan to create a Gifted Education Identification Flowchart that outlines the basic steps of the identification process. We will post this document on our district website and the information will be distributed to stakeholders by our building gifted education facilitators and administrators. CGER: We will update stakeholders (new teachers and administrators) on gifted education philosophy shifts and programming adaptations (cluster grouping) during new teacher orientation, staff meetings, professional development, curriculum planning, and administrative leadership meetings.
We will continue to revise and make adjustments to our website and other forms of communication (see list of communication to parents) using feedback from parents, teachers, and other stakeholders. Website information to include:
Mission, Value, Vision, Purpose
Identification Information
Acceleration Flowchart
Services
Contact Information
Announcements
Gifted Education Resources
Enrichment Opportunities
Summer Opportunities
Testing Information
Local, Regional, State, and National Gifted links Additional programming options will be added to the website: Elementary Options may include:
Differentiated Instruction
Cluster Grouping
Curriculum Compacting
Literature Circles
Junior Great Books
William & Mary Curriculum
Battle of the Books
Acceleration by content or grade including early access Secondary Options may include:
Differentiated instruction
Advanced Placement classes
Honors Program
Dual enrollment
Acceleration by content or grade
Enrichment and leadership opportunities
Career and college counseling
Twice-exceptional programming
Experiential Learning through fieldtrips
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Definition
Directions: Write the administrative unit’s definition for gifted students that aligns with the State’s definition. If the definition is the same as the State’s definition merely mark the box and do not rewrite the definition.
Check the box if the administrative unit uses the State definition for gifted
students.
State Performance Plan indicators relevant to identification.
100% of administrative units will increase the identification of gifted students from traditionally under-represented population if indicated as a need by local data.
100% of administrative units will implement procedures to identify gifted students in all categories of giftedness.
Identification AU DESCRIPTION:
Current Demographics for AU Spring 2011: As of Spring 2011:
14.55% of total students in LPSD are gifted
4.10% of total Multi-racial compared to 4.40% Multi-racial gifted
0.05% of total Pacific Islander compared to 0.12% Pacific Islander gifted
81.68% of total Caucasian compared to 86.09% Caucasian gifted
0.69% of total American Indian compared to 0.46% American Indian gifted
2.78% of total Asian compared to 1.85% Asian gifted
0.98% of total Black compared to 0.70% Black gifted
9.71% of total Hispanic compared to 6.37% Hispanic gifted AU’s Identification Procedures: See attached Lewis-Palmer School District (LPSD) Gifted Education Identification Matrix for criteria used to identify gifted students. The Lewis-Palmer AU website (www.lewispalmer.org) includes comprehensive descriptions for parents and teachers about Identification Procedure Matrix, Acceleration Procedures (Early Access-Secondary), Appeal Processes. Gifted Brochures are provided in both English and Spanish. Contact information for Gifted Education Facilitators is current, should there be questions. Referral Procedures and Sources of Referrals: Students may be identified through a comprehensive screening process and/or oral or written referral from classroom teacher, administrator, school counselor, school psychologist, community member, parent or student. Screening Procedures and Tools used for Grade Level Screening: The AU screens all students at 3rd and 6th grade levels using the CogAT. We also use the Kaufman Brief Intelligence Test, Second Edition (KBIT-2) and/or the Naglieri (NNAT) to screen under-represented populations. Achievement data from the Northwest Evaluation Association (NWEA) is used K-8. Behavior characteristics observations/lists Kingore Observation Inventory (KOI) and Scales for Identifying Gifted Students (SIGS) are utilized at all levels.
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Primary Tools for Identification and Description of the Required Body of Evidence: The identification process must use a body of evidence for gifted identification. A body of evidence, organized on the Student Profile, may include but is not limited to:
Intellectual Ability
Academic Achievement
Behavioral Characteristics
Demonstrated Performance Both qualitative and quantitative data is considered. Assessment tools may include:
NWEA
ITBS
EXPLORE
SAT/ACT
K-BIT II
OLSAT
Cognitive Abilities Test (CogAT)
Naglieri (NNAT)
Wechsler Intelligence (WISC IV)
Wechsler Primary and Pre-School Intelligence (WPPSI for K-2)
KOI
SIGS
Portfolio of demonstrated performance All students may be identified with a body of evidence to meet 3 of 4 categories in the Identification Matrix. (see attached Identification Matrix) Review team procedures: The review team will use the district identification matrix (see attached Identification Matrix). The identification review team may include a gifted education facilitator, teacher(s), administrator(s), a specialist (SPED, ELL, School Psychologist). (MA does not always have a specialist) Additional support is offered through district gifted education facilitator meetings for student identification. Methods by which procedures and information are clearly articulated to stakeholders: Reference “Communication to Parents/Stakeholders” for specifics. Communication procedures for student identification and ALP:
Before testing begins, parents are notified and permission to test is obtained in writing
The Body of Evidence is gathered
Parents are notified of eligibility and area of giftedness
An ALP is written following identification
Parents are invited to the annual ALP review through mail or email
Parents are included in the review process of the ALP, give input, and sign the report
Electronic document is printed and a copy is available to parents Statement about how identification process guides individual programming:
Currently identify three areas: Language Arts, Mathematics, Both (Language Arts and Math), and Other
Based on area of identification, programming decisions are used to promote student growth in their area of gift(s):
Differentiated curriculum
Vertical alignment
Flexible pacing
Independent projects
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Flexible grouping
Subject Acceleration
Whole-grade Acceleration AU TARGETS/FUTURE STEPS: Future steps to improve identification, assessment, and procedures:
Facilitator collaboration will occur to improve identification
Will follow state identification guidelines to include underserved populations
Add additional gifted identification for students in “The Arts” The AU will demonstrate close proximity in racial and ethnic representation of Hispanic gifted students:
with a proportionate representation of our total district population
expand the body of evidence to include additional non-verbal assessments
consult with ELL to increase identification Current identification includes: Language Arts, Math, Both (Language Arts and Math), and Other. We will work towards the areas of new identification, i.e. “The Arts” by 2014.
State Performance Plan indicators relevant to programming.
100% of administrative units will declare and could implement at least one
method of Tier II and Tier III programming to serve each category of giftedness
as appropriate for individual gifted students.
100% of AUs will implement ALPs in high schools by fall 2014 either as a blended
plan with the ICAP or as a separate individual ALP.
Colorado will have a policy or guidelines for acceleration.
Programming
AU DESCRIPTION: A. Approach to implementing Programming Components: Delivery of Services/Options for Curriculum and Instruction:
Differentiated instruction
Cluster grouping
Curriculum compacting
Literature Circles
Junior Great Books
William & Mary Curriculum
Battle of the Books
Acceleration by content or grade including Early Access
Advanced Placement classes
Honors Program
Dual Enrollment
Enrichment and Leadership Opportunities
Career and College Counseling
Twice-exceptional Programming
Spelling Bee
Spanish Language Instruction
Science Olympiad
Math Counts
Continental Math League/Colorado Math League
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MA - Odyssey of the Mind (after school)
Note: Gifted education facilitators work in collaboration with content department chairs and classroom teachers to provide differentiated instruction in language arts,
mathematics, science, and higher-order thinking skills. School personnel are trained
to be proficient with integrating differentiated instruction in standards-based curriculum, instruction, and assessment.
Social Emotional Guidance and Post-Secondary Planning:
Joint collaboration between gifted education facilitators, teachers, specialists, and school counselors focuses on the social and emotional needs, along with post-secondary planning, for gifted and twice exceptional students
Secondary school counselors and school psychologists are members of the acceleration team, as well as may take part in or lead ALP conferences
Specific courses are also taught by gifted education facilitators to address the social/emotional and post-secondary planning needs of gifted students
B. Descriptions of options available that serve and identified area of exceptionality: LPSD uses the Collaborative Inquiry process to examine student data in an effort to close students’ achievement gap. This process has been used with gifted education facilitators to analyze the achievement of gifted students in reading, writing, and mathematics. Our goal is to have all students identified gifted make adequate growth in language arts and mathematics. With this achievement information, gifted education facilitators will use on-going formative and summative assessment to determine students’ needs and provide for programming services. Programming PK-8 will include but not be limited to interdisciplinary connections, cluster grouping, accelerated pace, and complexity of content based on students’ strengths and needs. Currently, gifted students in high school are taking on-line coursework, AP, Honors, and post-secondary college classes (concurrent enrollment) earning college credit while in high school. Career and college planning conferences for all high school students are led by gifted education facilitators and/or school counselors in secondary schools to help map a Post-Graduate plan for gifted students.
C. Advanced Learning Plan Development: All identified gifted students have an electronic ALP in ALPINE, which include yearly conferences with all identified students and parents and other school personnel for the purpose of identifying and implementing comprehensive programming. All identified gifted students have an ALP and all classroom teachers will use it to plan meaningful instruction and learning opportunities for gifted students. See attached Advanced Learning Plan.
D. Decision to merge the ALP and I-CAP: The AU will merge the ALP and I-CAP housed in the computer program “Naviance” at the High School level.
E. Articulation Procedures: Transition grade to grade or between schools:
Gifted Education Facilitators meet to transition gifted students from one level to another, by reviewing progress and needs, and passing along current records and data
School Counselors and Gifted Education Facilitators host events that provide opportunities for students and families to understand the next level of programming
Annual Parent Night for Gifted and High-Achieving Children
Link Program (mentor new incoming students MS to HS) AU TARGETS:
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Future Steps to develop or improve programming:
Beginning with the 2012-13 school year, the AU high schools will use “Naviance” for I-CAP (includes 4 year academic plan that supports post-graduate goals) and Alpine for remaining ALP components (includes additional gifted education progress and goals)
The gifted education facilitator(s) and school counselors will collaborate to remain current and knowledgeable about the I-CAP/ALP needs
Review and assess the math acceleration process to ensure appropriate programming occurs
Align student programming to increase differentiated classes in area of giftedness
Increase programming support for twice-exceptional population
Increase programming support for the social-emotional needs of the gifted
Increase time allotted for Gifted Education Facilitators in all schools and at the district level
State Performance Plan indicators relevant to accountability.
100% of administrative units will be successful in identifying and moving towards gifted student achievement/growth targets.
100% of administrative units will accomplish priorities set through the Colorado Gifted Education Review (C-GER).
Student Accountability and Accreditation Insert SMART Goals for Student Achievement
AU Goals aligned with UIP:
Methods and tools used for assessment and evaluation of gifted students’ academic
performance and growth and affective growth as a result of programming: Formative, interim, summative assessment to monitor achievement o Elementary: CSAP, NWEA o Middle School: CSAP, NWEA, EXPLORE o High School: CSAP, NWEA, PSAT, ACT, SAT o Assessments other than grade level CSAP to measure learning when gifted students
consistently ceiling the CSAP assessment Methods and procedures to evaluate gifted program:
o Determine targets for gifted student achievement for reading, writing, and mathematics
o Body of Evidence o CSAP, ACT
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Lewis-Palmer School District 2011 School View Data Lab Report
Subject Name
Gifted/Talented (Specific)
Elem/Middle/High
Percent Proficient Advanced
Median Growth Percentile
Adequate Growth Percentile
Math LA & MATH E 98.53 63 9
Math LA & MATH H 100 36 1
Math LA & MATH M 100 54 8
Math Mathematics E 100 58 12
Math Mathematics H 95.31 44 3
Math Mathematics M 100 52 12
Math Other Gifted E 100 66 15
Math Other Gifted H 88.89 50 9
Math Other Gifted M 95.83 20 18
Reading LA & MATH E 98.53 68 7
Reading LA & MATH H 100 30 2
Reading LA & MATH M 100 41 4
Reading Language Arts E 100 58 8
Reading Language Arts H 96.92 43 2
Reading Language Arts M 100 59 6
Reading Other Gifted E 100 76 12
Reading Other Gifted H 94.44 46 4
Reading Other Gifted M 91.67 26 11
Writing LA & MATH E 97.06 65 12
Writing LA & MATH H 100 57 3
Writing LA & MATH M 100 40 9
Writing Language Arts E 96.67 60 14
Writing Language Arts H 95.38 55 3
Writing Language Arts M 100 58 11
Writing Other Gifted E 95.83 80 14
Writing Other Gifted H 86.11 57 8
Writing Other Gifted M 91.67 47 17
Methods used for reporting results to stakeholders: GELT, DAAC Locally-determined achievement targets
o State – TCAP o National – ACT, SAT, NWEA, EXPLORE, PLAN, PSAT
o S-We address particular needs of gifted students and gifted programming
efforts
o M-Achievement data shows patterns of progress over time o A-Baseline data, timelines, and resources are used to make changes
o R-Maintain the percentage of gifted students at the proficient/ advanced level of performance
o T-Annual Time Line is created for accomplishing the goal, periodic monitoring of the goal implementation process and determining how well
or quickly to goal is being met
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AU monitors gifted student achievement, affective or talent goals for district, school, or students:
o ALP o Collaboration of student, parents, and teachers
Gifted student performance and growth indicators are disaggregated: o see above chart in B
Identification of priority goals/targets for improving gifted student achievement based on disparities found in data: We use these processes:
o RtI o Alternative Programming o Professional Development o Collaboration
Description of how the administrative unit will evaluate the gifted program: o Assessment Data o Classes offered o Evaluation of materials and resources
Explain how parents, educators, and other stakeholders are informed about evaluation and accountability:
o DAAC o GELT o ALP conferences
Future steps to develop or improve evaluation and accountability (CGER areas of need):
o Increase programming o Evaluate our Language Arts programming
AU TARGETS: o Re-evaluation rigor of language arts at the elementary level o Expand curriculum experiences for students identified as gifted in writing o 90 percent of gifted students will strive to achieve proficient/advanced on TCAP in
their identified area of Math and/or Language Arts o Gifted students will meet/exceed adequate growth in their area of identification
Student Accountability and Program Evaluation
AU DESCRIPTION:
Gifted student performance and growth indicators are disaggregated: o RtI process o Programming for underachieving o Progress monitoring o ALP for students and parents o Meeting with counselors o BAAC o DAAC o GELT
Identification of priority goals/targets for improving gifted student achievement based on disparities found in data:
o ALP Student, parent, teacher, specialists input Programming Assessments
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Goals: personal and academic Affective needs: social/emotional Post-Graduate planning
o Collaboration of student, parents, and teachers
Description of how the administrative unit will evaluate the gifted program: o Assessment Data o Classes offered o Evaluation of materials and resources
Explain how parents, educators, and other stakeholders are informed about evaluation and accountability:
o DAAC o GELT o ALP conferences
Future steps to develop or improve evaluation and accountability (CGER areas of need):
o Increase programming o Evaluate our Language Arts programming
Program Evaluation – Gifted education facilitators examined and analyzed student achievement data in reading, writing, and mathematics to determine students’ academic growth over a year’s time. As stated in the Student Achievement section, gifted students will meet/exceed adequate growth in their area of identification.
Annually – Gifted education facilitators and school personnel will use the collaborative inquiry process to examine individual scores of identified gifted students on CSAP, NWEA, and formative and summative classroom assessments to determine adequate growth for all identified gifted students. Through collaboration information will be shared with school, District administrators, and GELT to identify ways to support students, parents, and teachers.
Social and Emotional – Collaboration occurs as needed between gifted education facilitators, administrators, teachers, resource specialists, and school counselors to identify strategies for meeting the social and emotional need of students.
AU TARGETS: Provide and recommend enrichment opportunities through community connections and
service learning
Lewis-Palmer School District #38 will submit year-end reports submitted electronically by September 30th annually
Each gifted education facilitator, in collaboration with other school personnel, will analyze progress on individual gifted students to determine if they are making adequate growth. Goals will be developed and included in students’ ALPs for instructional support in their academic strength areas.
District administrators will report results to the DAAC (district accountability committee)
Personnel
AU DESCRIPTION: In Lewis-Palmer School District gifted students are served at each school site with a Gifted Education Facilitator, at the district level with a District Gifted Education Facilitator and Director of Gifted Education.
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Lewis-Palmer School District Gifted Education Facilitators
BCES 1
LPES 1
LPHS 0.5
LPMS 1
MA 0.25
PLES 0.8
PRHS 0.5
PWES 0.85
RKES 0.85
District 0.5
Total 7.25
Who serves gifted students?
Gifted facilitators
Specialists
Counselors
Teachers
Case managers Identify the position responsible for management of the program plan and professional development activities:
Director of Gifted Education Program, Curriculum & Instruction, Technology, and Assessment
District Gifted Education Facilitator
Professional development opportunities and funding in gifted education is based on current student and staff needs and has been extended to other educators throughout the District. Teachers and facilitators have participated in and received professional learning credit for workshops or courses in programming for gifted education.
o Teaching with Primary Sources o William and Mary Jacob’s Ladder o CAGT (Colorado Association for Gifted and Talented) o Javits Module Training o Higher Education Online gifted education courses o Presentations for Gifted and High-Ability Students o Bertie Kingore, KOI o TAG Symposium o Extending the Challenge in Mathematics for Gifted Students o STEM: Rubik’s Cube o Book Studies
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AU addresses teacher effectiveness: teachers of gifted students will be knowledgeable about gifted students and programming-differentiated instructional methods and competencies in gifted education:
Differentiation book study
Gifted and Talented
Annual presentation to Parent Night for Gifted and High-Ability Students (refer to Communication Annual Parent Night)
Professional Development opportunities (see above)
Professional degrees and endorsements for gifted Assurance that paraprofessionals serve in supportive roles, not as primary instructional facilitators:
Paraprofessionals support gifted students in the twice-exceptional program, under the guidance of SPED
Professional Development topics that are on-going and targeted for future professional development:
Twice-exceptional
Differentiation
Identification
Social/Emotional
Alpine Achievement: ALP
Naviance: ALP/ICAP
New Teacher Induction AU TARGETS:
Future steps to develop or improve personnel and professional development:
Continue to address the above mentioned list of professional development
On-going on-line courses in gifted education will be offered to all LPSD personnel
Training annually in KOI is continued with all classroom teachers to promote understanding of the nature and needs of gifted students
Gifted education facilitators and classroom teachers will collaborate to best meet the needs of gifted students
By the end of 2012, all of the current gifted facilitators will have received their Colorado Gifted Endorsement
Collaboration with universities and/or colleges for professional development
Maintain 100% highly-qualified teaching personnel
Budget:
AU Description: Lewis-Palmer School District’s state funds are linked to:
Personnel: Salaries for gifted facilitators and District leadership in gifted education.
Professional learning for gifted education
Materials for identification of gifted students
Activities associated with gifted instruction and programming options
Student Instructional supplies and materials used in the programming
Technology and equipment used in the education of gifted students
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The budget is linked to:
Identification
Programming needs of AU’s students and ALP Primary use of state funds is linked to:
Administration
Personnel
Instruction
Professional development
A collaborative method is used between gifted facilitators and district leadership to establish budget priorities:
Gifted facilitators collaborate with their building administrators to develop a budget plan for gifted students based on programming need
Review of the gifted education budget is submitted for collaborative review and input to District leadership
AU TARGETS: Future steps to develop or improve personnel and professional development Gifted Education Budget will support: (see attached Budget)
Substitutes for release time for gifted service providers
Professional Development
Professional Gifted Organizations/Conferences: CAGT, NAGC
Salaries for gifted facilitators and District leadership in gifted education.
Professional learning for gifted education
Materials for identification of gifted students
Materials and resources for programming
Activities associated with programming options
Supplies and materials used in the programming
Technology and equipment used in the education Approximately 80% of the Gifted Education Budget is supported by Lewis-Palmer School District funding.
Budget: Form
Complete and e-mail a budget page available at: http://www.cde.state.co.us/gt/index.htm with the Program Plan template. The proposed budget includes a projection of state funds and contributing funds
from the administrative unit. (State finance/accounting regulations require reporting of all expenditures (general funds and state grant funds) related to
programs supported through state categorical funds. The program code for gifted education is 3150.) State gifted funds may be used for:
1) Salaries for appropriately certified, endorsed or licensed personnel serving gifted
students (gifted education directors, resource teachers, teachers of gifted student
classrooms and counselors for gifted students);
2) Professional development related to gifted education;
3) Programming options specific to gifted students and outlined on advanced learning
plans;
4) Supplies and materials used in instructional programming for gifted education; and,
5) Technology and equipment necessary for the education of gifted students, not to
exceed twenty-five percent of the total amount of the annual state allocation.
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Record Keeping
AU Description: ALP management system and tool or method for management: ALP record keeping is kept electronically in Alpine Achievement Systems and hard copies with signatures in individual student files.
Programming options
Strategies
Current and previous records
Accommodations: 504, IEP, RtI
Recommendations
Educational planning
Used in articulation process
Body of evidence in identified area of exceptionality, interests, and need
Confidential, maintained, retained, and destroyed
Components of the ALP for the student record:
See attached Advanced Learning Plan (ALP)
Permission has been received from Ben’s parents to send to CDE
Financial records and inventories are housed electronically in SAGE.
AU TARGETS: The District has or will train staff to use all current, up-to-date database information for gifted students.
My Learning Plan
Professional Development Opportunities
Alpine
Infinite Campus
NAVIANCE
Future steps to develop or improve student education records:
Streamline the ALP at all levels
Teachers will access the ALP to guide instruction
General steps to manage the ALP when merged with the I-CAP at the High School level:
Starting 2012-2013
Student directed ALP will be housed in NAVIANCE
Data assessment will still remain electronic in Alpine Achievement Systems Gifted students’ paper records (current and former) will move to next grade level gifted education facilitator each year.
Early Access Early access provisions are optional. Mark the box pertaining to the individual AU.
Submit the early access addendum with the program plan as an attachment when emailing the administrative unit’s documents. If there are no changes to an early access addendum already on file with CDE, then mark in this section that an early
access addendum is on file. The early access addendum will be posted on the CDE Web along with the AU’s program plan. The early access addendum and guidance
checklist are at: http://www.cde.state.co.us/gt/resources.htm
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An early access plan is on file with CDE. No changes. An early access plan will be attached to the email for Program Plan submission.
The AU does not have an early access plan.
Dispute Resolution
AU DESCRIPTION: See attached Lewis-Palmer School District #38 Gifted Education Identification Appeals Procedures. Information is given to parents on how to access the Dispute Resolution document that is posted on the website, when the body of evidence does not support services.
AU TARGETS: The Dispute Resolution will remain on the District’s webpage for gifted education and available for public viewing.
Additional Administrative Unit Information
Directions: Optional Attach or U.S. mail documents that further describe the administrative unit’s gifted
education program design; unique elements of addressing the instructional and affective needs of gifted students; advanced learning plan form/procedures; handbooks; and/or provisions for family engagement.
In the space below, list the title/s of the document/s and/or web-links submitted to
Colorado Department of Education. WEBSITE: www.lewispalmer.org –Departments–Specialized Programs-Gifted Education Attached to this Gifted Education Program Plan:
LewisPalmer_StudentALP_12-16 LewisPalmer_IdentificationMatrix_12-16 LewisPalmer_Budget_12-13 LewisPalmer_DisputeResolution_12-16 LewisPalmer_EarlyAccessSignature_12.12.08
The administrative unit’s program plan is due April 30, 2012.
E-mail the completed program plan, budget page, and other documents to
Katherine Keck, [email protected]. Use the administrative unit’s name in the subject line of the e-mail. Label document files according to the following
examples, starting with the name of the administrative unit: File Name Examples: Douglas County_ProgramPlan_12-16
Douglas County_Budget_12-16 Douglas County_ALP_12-16
Douglas County_Early Access_12-16
X
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E-mail the Program Plan to Katherine Keck, Program Assistant
CDE Mailing Address: Gifted Education
Colorado Department of Education
Gifted Education Unit
1560 Broadway, Suite 1175
Denver, CO 80202
Phone: (303) 866-6652
Fax: (303) 866-6767
CDE Contact Persons:
Jacquelin Medina, Director, Gifted Education
Colorado Department of Education
Gifted Education Unit
1560 Broadway, Suite 1175
Denver, CO 80202
Phone: (303) 866-6652 Fax: (303) 866-6767
Katherine Keck, Program Assistant II
Colorado Department of Education
Gifted Education Unit
1560 Broadway, Suite 1175
Denver, CO 80202
Phone: (303) 866-6794 Fax: (303) 866-6767
Gifted Education Regional Consultants (GERCs) are also available for
assistance in writing the Program Plan.
Gifted students’ learning and growth
ensured by needed provisions and advocacy
