I will explain the criteria for the presentation first before I talk about the process.

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2 There will be some things in the presentation that the school is responsible for implementing, however, there are some things that are standardized district-wide. Identification is district-wide every school uses the same body of evidence. Expectations for the ALPs (the information you ll be getting tonight in this presentation) are district-wide, however, the way the ALPs are written/completed/managed/communicated are up to the school site. Communicate with your school s GT Site Coordinator if you have questions about ALPs at your school. 2

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4 I will explain the criteria for the presentation first before I talk about the process. 4

5 These are the areas of the body of evidence, and the assessments that match these areas. (ITBS is often a test that students from out of district or private schools use, however, it is not a test that PSD offers). Using a body of evidence ensures we are measuring different things, not just achievement. Gifted does not necessarily translate into high school performance. It can sometimes be about divergent and creative thinking. In the past gifted ID was based very heavily on achievement, and this did not fit with our state or district definition of gifted. Consider that achievement is what a student can already do, while measures for ability want to tell us what a student is able to do (in the future). Take into mind that ability without motivation or certain behaviors does not necessarily translate into high achievement. 5

6 CSAP, MAP, and COGAT are available to all students. SIGS and Torrance are as needed based on screening. CSAP, MAP, and COGAT are considered the screening for students because all students take the test (unless parents opt them out). Not all districts do this this is good for finding all kids with potential. We do not just rely on referrals for GT identification. Goal is to combine Qualitative as well as Quantitative EVIDENCE/DATA to make decisions about gifted identificaiton. 6

7 An indicator is a qualifying score. One needs a TOTAL of 2 scores, but those two scores must be in two different AREAS of the body of evidence. Qualifying scores are explained in the next slide. As we have expanded our identification process, we also want to recognize the SUBJECTIVE nature of rating scales (SIGS). Behavior rating scales can only be used as a supplement, not a replacement. For example, a SIGS rating scale can not be used in place of a CogAT or achievement score. No one score is a gatekeeper for gifted identification. 7

8 indicators are scores that qualify. As a district, we are still working on better defining that last bullet regarding performance. 8

9 Because we identify in content areas, we look for complementary scores. 9

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11 This is the process for identification for all students. Exceptions to this process: students who enter the district after 3 rd grade and indicate a need for CogAT assessment Students who show abilities in later grades K-2 students with exceptional abilities/strenghts compared to age-peers Students can be identified K-12, although we do a screening in 3 rd Grade. 3 rd grade is a better screening time because all students have gone through the basic reading instruction. Some students are not able to read early because they do not know how. It s not necessarily because they can t. This gives everyone a fair chance. We consider borderline scores in this manner because we believe that students are individuals and tests are just a snapshot. There has to be flexibility in this process to consider all students. 95 th percentiles find one type of gifted student not all types of gifted students. 11

12 The profile sheet documents identification and qualifying scores. This goes in the cumulative file. It does not have ALL scores documented, however, it does have the scores that qualify a student for gifted services. This might only be two scores since only two scores are needed if they are in 2 separate areas of the body of evidence. A letter explaining identification and your child s identification status will be sent home. Schools will also send home information about the GT program at that school site all GT programs are different, so this is important. Always communicate with your child s classroom teacher or GT Site Coordinator for information about the GT programs at your school. Each school decides how to meet the needs of the gifted population at that school. The next step is the Advanced Learning Plan! 12

13 Advanced Learning Plans are written for all students identified for gifted services. The ALP is updated each year. Once a student is identified for gifted services in Poudre School District, the student will have an ALP through graduation from a PSD school. 13

14 The ALP process (and therefore, document) connects identification to programming. Programming is the structure as well as the curriculum or services offered at a school that is specific to GT and is centered around gifted education best practices. 14

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16 Colorado Statute the program plan can either apply to our district program plan or the school s program plan. ALP expectations are district-wide, however, the method a school adopts for writing ALPs can be site-specific. Also, the programs offered as a result of ALPs are sitespecific. This statement really defines how the ALP is intended to be used: The function of the ALP is to guide gifted program decision-making. 16

17 We should not adapt an ALP to fit a pre-established program. Programs adapt to the needs of students. For example, if a large group of 5 th graders show interest in Algebra, is it possible to adapt the advanced math course to include some fundamentals of Algebra? This is for the site to consider and weigh against available staffing and resources. 17

18 Although some sites might choose to monitor a plan more frequently, the required monitoring of the plan is once/year. Some might review the plan in the Fall following the year of implementation and others might choose to review the plan at the end of the year of implementation. Always contact your school s GT Site Coordinator for information about the Annual Review. Parents should see or have the option of seeing the ALP each year. Please work in a collaborative spirit with a school to better the ALP process. Although gifted education plans have been around for several years in PSD, our district is now trying to make them much more meaningful and individualized. Schools with many students with ALPs are working on systems for effectively and collaboratively writing and communicating the content of the ALP to students, teachers, and parents. 18

19 We encourage sites to use these documents. The ALP should not feel like an item to check off the list of to-do s. It can be changed, updated, and/or edited at any time. It is a dynamic and living document that should help guide programming decisions. Anyone in the school can view the ALP. this is a good thing! ALPs exist on a program called EXCEED which is software our district uses to write intervention plans. The ALP looks just like an intervention plan for a student who might be struggling, except the interventions are purposefully targeted to provide challenge and motivation to the advanced learner. The decision to make the ALP just like any other intervention plan is because in PSD we purposefully include gifted education in our Response to Intervention process. Please see the FAQ on the Parent portion of the PSD GT Website for more information about the RtI process in Colorado and Poudre School District. There is also information about how gifted fits within the RtI Framework. We know that although a school might have a gifted program, students are not gifted for only part of the day when that program occurs. All teachers having access to these plans will help build awareness and education around gifted students needs. 19

20 The core of the ALP is the goal. We ll review this later on in the presentation, but the goal is the part of the plan that is actually monitored. The goal is developed collaboratively (most importantly, with the student), and the goal is specific so that success can be measured. 20

21 Student Information: Because the ALP exists on Exceed, all student information is a click away for teachers. Although it might not show on the printed ALP form, teachers can easily access test scores, grades, schedule, and growth information. Also, there is a feature on the ALP in which a teacher can add any qualitative data or notes that seems necessary. In this way,. We can record information that will help us plan for meeting the needs of students. This is a great new way to individualize the ALP. This makes the process and the product more personalized for students that need a more individualized plan. All qualitative (plan) notes should be dated/timestamped. The great thing about the ALP is that is based on STRENGTHS. The ALP should address the strengths of a student not the weaknesses. Gifted education is about ability. The plan should help motivate the student to take on the challenge of advanced curriculum or post-secondary goals. Affective information is important as well. Gifted students have unique and qualitatively different social and emotional needs. 21

22 Goals setting is the core of the process, and therefore, it is the core of the plan. All stakeholders should be involved in the process. This might look different at each site. Some sites with large numbers choose to work with students first on the goals and ask for feedback from parents once a tentative goal is written. Some sites might choose to meet with students in groups and discuss the ALP goals. Our goal is to complete ALPs and communicate by mid-november each year. From August until November, schools are gathering information and collaborating with students about the goal. 22

23 The review is important as it is a chance for teachers, parents, and students to evaluate the past and plan for the future. This can happen at the end of the year, and sometimes it will happen the following year in the fall when it is time for a new plan to be written. 23

24 Take a look at the example I have provided for this presentation. Notice the following components on the ALP: Plan Notes (Qualitative data compiled over the years). Plan Goals (SMART goal to be monitored) Interventions (support goal achievement and successful learning experience) In the RtI process, interventions are provided for any student who s needs are not met through the regular curriculum. Differentiation should take place in these instances. Teachers can adapt the curriculum to better meet needs. Things like pace, depth, and complexity are considered. If differentiation is listed as an intervention, it is ok to ask, How is the curriculum being differentiated? How is the instruction being differentiated? For example, an intervention might be acceleration which is common in our accelerated math program. Other examples might include specific enrichment opportunities that exist within the school-day as well as instructional modifications like tiered lessons, choice in assignments, or faster pace. Tier II or III (on the ALP) refers to the level of individualization or the frequency with which an intervention is offered. So, if a service is being offered to a group of students, this might be tier II. If it is something more specific to a certain learner s needs, like whole-grade acceleration or meetings with the counselor twice/month, this would be tier III. This is flexible and dependent on student needs. School programs will look different from site to site. Programming and interventions should not be IN ADDITION TO but IN PLACE OF work that a student is already doing. Students can feel punished if they feel they are doing more work than their peers because of their gifts, and this will cause them to not invest or buy into the ALP process. Any teacher of a gifted learner should have an 24

25 In addition to instructional interventions, there can also be affective interventions which focus on the social and emotional needs of your student. We know that gifted learners have qualitatively different academic and affective needs than their age peers, so this can be a goal that is just as important. Content extensions might include AP, IB, or HONORS, which might also overlap with the structure. The structure of a program refers to the way students are placed or grouped. Research supports that gifted learners learn best with other gifted learners. 25

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27 Goals should be developed based on data or evidence. Student interest is a big part of developing the SMART goal. The targets set in a goal are basically an agreement between all stakeholders regarding what the student will accomplish by the end of the year. Again, the SMART goal is the CORE of the ALP. 27

28 We know gifted learners need to be challenged, and the ALP SMART goal can address this. We are most inspired by things about which we are passionate or interested the ALP goal can address this! There is no right or wrong goal, and there can be as many different kinds of SMART goals as there are gifted students in PSD. This does not mean every student MUST have a different SMART goals. As gifted teachers or coordinators work with gifted students, often themes develop and some students might have similar or the same SMART goals for their ALP. This is ok, and is a great source of information for developing future programs. RESOURCES must be considered during the process of developing the SMART goal. Parents and students are part of the collaboration process, and school staff must balance the expectations of the ALP with the resources available. SMART goals guide the decisions about interventions. When shared with classroom teachers, they can help guide instructional decisions. 28

29 We have to define WHERE we want the student to be at the end of the year. This is specific. How is success measured? This can be a quantitative or qualitative indicator sometimes success is defined by whether a student does or doesn t do a certain thing. On the ALP example, you might see observational notes. Observational Notes are a way for teachers to assess goal achievement in a simple manner did they do it or not? The actual measure might be a checklist of behaviors or traits, a presentation, a rubric (the sky is the limit!), however, the ALP might simply say observational notes. Please contact your school s GT Site Coordinator if you have questions about the measure for the SMART goal. 29

30 By taking the time to write the goal, we are taking time to consider strengths and evidence to point the teacher and student in a direction that will enhance and improve the student s overall educational experience. Think of the goal as the bridge to a better learning experience for your gifted student the instructional and affective interventions support the bridge and the journey across. 30

31 These are just examples. Indicators can be anything we define as a successful accomplishment of advanced learning or social/emotional health. It s always important to define at which level the expectations are set. For example, if you are using college planning as an indicator in the goal, what about college planning will indicate success. This leads us to why this is called a SMART goal. 31

32 How many of you are familiar with SMART goals? SPECIFIC: Goals are specific. Prior to writing a goal think about the Who, what, when, where, and how of the action or learning that is to be accomplished based upon student information. To be specific, a goal has a clear INDICATOR that will be emphasized for learning and growth. The indicator is a standard, used to determine what the student should know, understand, and do academically, personally, or affectively. MEASUREABLE To be measurable, a goal has an action or expectation toward a higher level of performance. ATTAINABLE: Attainable goals inspire positive attitude, skill development, opportunities for developing self-esteem and breakdown barriers to learning. To be attainable, a goal defines an indicator that is important and relevant. REALISTIC A target is a prediction of where the student will be, or how far the student will learn and grow. A target demonstrates growth in the standards of the INDICATOR. Realistic long term targets for gifted students in the area of strength is two years or more. TIMELY and TANGIBLE To be timely, a goal has a time frame for accomplishing the measurable target or measuring the growth expected in the specific continuum of indicators identified in the goal statement. To be tangible, a goal is dynamic. Ongoing progress monitoring provides data for making pace, content and skill decisions for adjusting the learning experience toward the goal. 32

33 When developing a goal, consider the evidence you have to support the decisions you will be making. Some schools take inventories of student interests and strengths. Some schools ask students what they would like to accomplish by the end of the year. All of these are considered evidence. Often times our gifted students scores are already exceptional how can we use the goal to motivate and inspire advanced learning for the student? ADDRESS INTERSTS, REAL-WORLD and AUTHENTIC LEARNING EXPERIENCES, and CHALLENGING AND RIGOROUS CURRICULUM. There are all sorts of ways to gather information/evidence to support your goalwriting. However, this does not guarantee that the goal will be whatever the student (or parent) decides. Resources have to be considered before a goal is finalized. 33

34 This is an example of an affective goal. Notice the SMART qualities of the Goal. Specific reduction in perfectionist tendencies Measureable parent/teacher observations and reduction over time, observations and calendar log Attainable this is a behavior that can be attained with help and intervention. Realistic May 2010 deadline Timely and Tangible the times are defined and it is something that can be demonstrated and observed. 34

35 Consider that by reading this goal you can determine what the student s strengths are, and you can see that this goal sets high expectations for mastery and real-world application. REMINDER: Goals should not feel like extra work to the student. How can this sort of goal be accomplished without the student feeling like they have to do more because of their abilities? 35

36 This is a common type of goal for programs that already offer advanced curriculum. When I was working with a school last year in gathering interest and strength information from their students with ALPs, I noticed a shift in thinking from grades 6 and 7 to grades 8. Students in grade 8 were much more interested in grades as an outcome. It is ok for grades to be an outcome, however, it is important to note that grades are not always evidence of learning or the whole picture. Also, there should be a conversation with your student about grades as measures for success. Are there other measures of success? When the advanced curriculum is already been in place (and in circumstances like our Accelerated Math Program, this is the case), grades might be a good measure because the content extensions, structure, and differentiated curriculum is already in place and being provided. It might also be beneficial, since Honors, AP, pre-ap, and IB are not exclusive to gifted students, to define more specifically which interventions will support this goal. What might be another alternative to a goal that focuses on achievement in this manner? 36

37 As stated before, SMART goals are the bridge, and instructional strategies and other interventions are the support for the journey to goal accomplishment. At least one intervention is required, but as many as necessary can be documented. Often times teachers respond to student needs without it being documented, and that s ok. As stated before, we are developing our ALP process and learning what works and what is do-able with each different gifted population at each school. It is important, however, that there be at least one intervention to support goal attainment on the ALP. 37

38 One of the strengths of our district is the fact that all schools are allowed to offer the programming options that best meet the needs of the specific population(s) at that school. When we standardize programs, we sometimes see that they are all minimal, however, with site-based management, each school has the potential to go above and beyond in gifted programming and address the specific needs of the gifted learners at that school site. This is a major advantage! Each school has a Gifted Site Coordinator the GT Site Coordinator is the person responsible for attending district GT meetings and helping the school meet the expectations of PSD and CDE. This person might not be the responsible person listed on the ALP, however, they are the main contact for gifted at the school site. Always contact the responsible person first if you have questions about the ALP. In some schools, responsibilities of the ALP are shared among different staff members. Often times classroom teachers help write the goals and provide interventions. Some interventions happen in the regular classroom setting, and that is ok. Classroom teachers in your child s area of strength should be consulted when writing the ALP. There are a variety of options for programming structures. Structures include grouping and placement, and there are as many different structures as there are schools. You might hear things like cluster grouping or flexible grouping. These mean that students are grouped together based on achievement or readiness. Pre-tests and assessments are used to determine grouping placements. Do not confuse grouping with tracking. Groups are flexible and based on needs. Schools offer a variety of acceleration, enrichment, and content extensions. Schools are encouraged to develop a continuum of services to communicate to stakeholders. This continuum of services is basically a description of all the school offers for gifted/advanced learners. This can include differentiated curriculum, and if it does, should be specific to the strategies and methods for differentiation. The school should also address structure (grouping and placement), content extensions, and affective guidance. 38

39 Parents do have a role in the ALP process. You have valuable information to share with schools. You can also help share the responsibility of the ALP by working with your student. Your role is as an advocate for your student, and understanding the ALP and the process is the first step. Look for information from your school regarding the ALP process. By knowing and understanding the information in this presentation, you can now ask questions and be an active member in the development of your child s ALP. 39

40 Students, as participants in the process, can share interests, strengths and passions. These are important because they guide the goal writing process to ensure that we are inspiring students to go beyond the grade-level/age-level expectations. As with anything in education, students have a responsibility to commit to their goals. Teachers and parents can not be expected to do all the work to reach a goal, and these are great lessons for students to learn, especially our advanced students who need practice in autonomy, goal-setting, and working independently. Sometimes just the process of defining and writing a goal, looking at it a year later, and seeing it accomplished can be invigorating and inspiring for a student who needs advanced and challenging options. The ALP is meant to help schools define their gifted program as well as document the way in which we meet individual student s needs. 40

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