Colorado Gifted Program

Transcription

1 Summary Colorado Gifted Program "Gifted and talented children" means those persons between the ages of five and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs. Children under five who are gifted may also be provided with early childhood special educational services. Gifted students include gifted students with disabilities (i.e. twice exceptional) and students with exceptional abilities or potential from all socio-economic and ethnic, cultural populations. Gifted students are capable of high performance, exceptional production, or exceptional learning behavior by virtue of any or a combination of these areas of giftedness: Criteria for screening and identification of gifted students Each administrative unit shall adopt and implement a program plan to identify and serve gifted children who are at least five years of age. Gifted children are considered capable of high performance, exceptional production, or exceptional learning behavior by virtue of any or a combination of the following areas of giftedness: General or Specific Intellectual Ability: intellectual ability is demonstrated by advanced level on performance assessments or ninety-fifth percentile and above on standardized cognitive tests. Specific Academic Aptitude: is demonstrated by advanced level on performance assessments or ninety-fifth percentile and above on standardized achievement tests. Creative or Productive Thinking: is demonstrated by advanced level on performance assessments or ninety-fifth percentile and above on standardized tests of creative/critical skills or creativity/critical thinking. Leadership Abilities: is demonstrated by advanced level on performance assessments or ninety-fifth percentile and above on standardized leadership tests. Visual Arts, Performing Arts, Musical or Psychomotor Abilities: Visual arts, performing arts, musical or psychomotor abilities are demonstrated by advanced level on performance talent-assessments or ninety-fifth percentile and above on standardized talent-tests.

2 Screening tools may be qualitative or quantitative in nature, standardized and/or normative. In addition to selecting and serving gifted children, each administrative unit may include in its program plan provision to identify and serve highly advanced gifted children who are: Four years of age and for whom early access to kindergarten is deemed appropriate by the administrative unit; and Five years of age and for whom early access to first grade is deemed appropriate Criteria established for screening and identification shall include: 1. Aptitude; 2. Achievement; 3. Performance; 4. Readiness for advanced placement; 5. Observable social behavior; 6. Motivation to learn; and 7. Support from parents, teachers, and school administrators. Process for screening and identification shall include: 1. A time line according to which a child s parents may apply for advanced placement for the child; 2. A description of administrative unit personnel who shall be involved in the process of identifying highly advanced gifted children for whom advanced placement is appropriate; 3. A descript of how each child for whom the child s parents are seeking advanced placement shall be evaluated; 4. A description of the entire body of evidence that shall be used to evaluate each child for whom the child s parents are seeking advanced placement; 5. Multiple sources of data in a body of evidence; 6. A description of how decisions concerning the advanced placement of highly advanced gifted children shall be made collaboratively by administrative unit personnel; and

3 7. A description of how an administrative unit shall monitor the performance of a child who has received an advanced placement pursuant. Program Model A collaborative process guides the cooperative develop of a Program Plan across schools or districts within the administrative unit. The gifted education director/coordinate works with the stakeholders to determine the methods and descriptions required for each Program Plan element. This group provides consensus for identification and programming provided for gifted students. Programming is linked to identification. Gifted and talented programming services, options, and strategies are matched to the identified academic and affective needs of students. Programming design is systemic. It is not an add-on, but is directly linked with the values, vision, mission, and structure of an educational system. Programming occurs along a set of continuums. The delivery of services continuum determines where students will be served in their own regular classrooms, in classrooms at another school, in resource rooms, in special classes, or in special schools. Gifted programming design encompasses a variety of services. Therefore, programming will not look the same for every district/boces, for every school, or even for every student within a school. Flexible grouping and ascending intellectual demand are hallmarks of programming for students with gifts and talents. Programming is monitored and documented through a structured process. The transition of information about gifted programming for individual students is articulated and proceeds smoothly from one educational level to the next. The results of programming services, options, and strategies link to student achievement and program evaluation for accountability. A gifted program groups like-talented students for: 1. a set of classes of less than a school year in length offered as an alternative to general classroom or a long-term/full-time classroom setting; 2. the teaching of more in-depth or accelerated material linked to content standards; 3. creating an environment whereby scholarship and socialization are outcomes; 4. support in developing high level study skills and perseverance in learning; 5. practicing homework skills and independent learning; 6. developing research questions and creative solutions/presentations.

4 Programs for gifted students target specific curricular areas or interest-based topics. Gifted students should not be collectively grouped in programs that may not address individual strengths and needs. If resources limit program offering, districts are encouraged to consider short-term summer experiences or a series of classes offered in partnership with the community or higher education. Programs are usually facilitated by the classroom teacher, gifted education resource teacher/s, counselors, or other staff members trained in gifted education strategies. In some cases, community members who specialize in an area of study (e.g., engineering, math) may offer course to supplement the school s offerings. Programs will: Target rigorous, in-depth, and creative studies. Not simply act as enrichment. Serve students with different learning styles, cultures, and socioeconomic backgrounds. As a rule of thumb cover 50% more material than general education. Provide counseling to gifted students and families who need help with emotional and social issues often faced by gifted students. Involve parents. Provide a focus on career and college planning. Allocation of Funds Flat grants provided: $6500 per district + flat grand per 7% enrolled pupils + other special purpose programs. For each fiscal year, appropriations made by the general assembly to fund programs for gifted and talented children shall be designated by a separate line item in the annual general appropriation act. Funding for the gifted shall be for appropriately certified, endorsed, or licensed staff, for activities related to serving gifted children, and for educational equipment and material. Funding for gifted programs shall supplement, not supplant programs for students with disabilities. Gifted program is mandated and partially funded by the state.

5 Mission, Principles & Vision Mission Gifted students learning and growth ensured by needed provisions and advocacy. Principles Relevant, appropriate instruction and outcomes for gifted learners Shared responsibility and involvement of educators, parents, and community for the academic and affective outcomes and growth of gifted learners A climate of excellence and rigorous curricula for every child Differentiation in curricula, instruction, and assessment supporting tiered programming and a continuum of services for every gifted learner High quality standards for educators and counselors who work with gifted learners Identification and gifted programming in all populations of race, culture, gender, and income level Vision ( ) Gifted student education is a shared responsibility among educators, parents and community members for the learning and growth of gifted students. Collaboration creates a partnership in which purposeful direction is set in the State Performance Plan and local Program Plans. Meaningful efforts are aligned and supported by all stakeholders. Regional networks expand a statewide support system, and, include representation from parents and each district. Aligned local and state policies ensure high expectations, personnel and accountability for gifted students. Jointly, stakeholders obtain additional resources for gifted student education. Gifted student achievement is accomplished in a RtI adaptable system of ongoing assessment, problem solving and learning through a continuum of benchmarks and tiered programming options. Strengths, interests and needs of diverse gifted learners are matched to programming and/or interventions. Curriculum is rigorous and differentiated. 100% of administrative units implement evidence-based models and strategies for curriculum and instruction. Assessment (screening, diagnostic, progress monitoring and summative) drives instruction and student grouping. District and classroom assessments provide meaningful data for pace, depth and complexity. Acceleration methods are implemented in the areas of strength using Tier II and III methods for continued learning. Counseling and early college planning are vital to the needs of gifted students. 100% of administrative units meet their local achievement targets. A system of accountability and record keeping for identification and programming is implemented by an advanced learning plan (ALP) for every gifted student. 100% of

6 administrative units have Program Plans that align with the needs expressed in the ALPs of their particular gifted population. ALPs are dynamic documents developed by the student, parent and educators to address the exceptional ability and potential of gifted students, in any one or more areas of giftedness. ALPs are well articulated throughout the school system. Gifted students are motivated toward maximum performance. Qualified personnel inspire and facilitate learning. 100% of administrative units provide professional development in gifted student education individually or through other means. Institutions of higher education support local and state efforts in professional development. Parental engagement is valued and respected. Trusting relationships and sharing of responsibilities are the norm. Parents are well informed. Parents participate in ALP development, local and state committees, and provide input into important strategic planning and accountability efforts. A statewide monitoring system for gifted student education is shared between administrative units and the state. High relationship between directors and the state create a positive attitude to improve and grow gifted education, together. The work in the field is valued and fostered through positive communication, technical assistance and collaborative networks. Statewide professional development aligns with needs identified through the shared work.