Colorado Springs School District 11 Gifted & Talented Department Handbook

1115 N. El Paso Street

Colorado Springs, Colorado 80903

719-520-2464

Gifted children means those persons between the ages of five and twenty-one whose abilities, talents, and potential for accomplishment are so developmentally advanced or exceptional that they require special provisions to meet their educational needs. Outstanding abilities, talents, and potential for accomplishment are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor. Gifted students are capable of exceptional production or exceptional learning behavior by virtue of any one or a combination of these areas:

· Specific academic aptitude

· Creative, productive thinking

· Leadership and human relations abilities

· Visual and performing arts

· Psychomotor skills

On-going comprehensive screening will also occur through a process that allows parents, teachers, administrators, counselors and the students themselves to make referrals. Referral forms are available at the district GT office, at schools sites and on the D-11 website. Once a student is referred, the Gifted Resource Teacher will begin to collect information regarding the student’s academic achievement: cultural, linguistic, socioeconomic background; and any disabling condition(s). GT students may be assessed individually or in a group using one or more of the following tests:

*Cognitive Abilities Test (CogAT)

*Kaufman Brief Intelligence Test (K-BIT)

*Naglieri Nonverbal Ability Test (NNAT 2)

*Test of Mathematical Abilities for Gifted Students (TOMAGS)

*Teacher Rating Scales

*Parent Rating Scales

*TCAP scores

*Ability test scores (CogAT or other)

*Achievement test scores (MAP or other)

Formal identification occurs after the careful examination of the “Body of Evidence” for each referred student. Three possible outcomes are:

1) There is sufficient data for gifted & talented identification of the student for Tier III programming. (An Advanced Learning Plan will be developed and shared with the parents and classroom teacher).

2) The evidence does not support the formal identification of the student at that time.

3) Or, additional information is needed as part of this student's "Body of Evidence," in order to make the best determination of need. For students who show potential of a formal identification because they have high achievement and/or ability, but are missing other components of the Body of Evidence, the child can be placed in Tier II enrichment classes. Tier II enrichment is when the GRT gives accommodations or enrichment to a student, but they are not yet formally identified as gifted and talented. They may be tested again in the years to come. (Tier II requires a permission slip from parents).

Communication concerning the outcome of the student referral will be mailed directly to the child's parents or guardian. If a child is formally identified as Tier III gifted & talented programming, an Advanced Learning Plan (ALP) will be developed based on student data, teacher observation and recommendations, student performance, strengths and needs, GT resource teacher input and requests from parents. The ALP should be updated twice annually.

An appeals process may be initiated by notifying the building GT resource teacher in writing. The appellant will meet with the school principal and GT resource teacher to review data. New information may be introduced to clarify inaccuracies, review decisions and decide a future course of action. If the appellant is not satisfied with the decision reached at this meeting, a written appeal may be made to the Facilitator of Gifted Education to review the decision.

Tiers of Gifted & Talented Programming

Tier III – Intensive Intervention: Gifted Identification

The Tier III gifted program offers formally identified gifted students a highly challenging instructional program. Students receive an Advanced Learning Plan (ALP) with specific, measurable, and attainable learning goals. Tier III students receive differentiation in the depth, breadth, and pace of instruction, designed to meet the needs of advanced learners with a strong emphasis on higher level thinking skills. Adaptations are made to the curriculum in order to provide an appropriate level of challenge for gifted learners with a strong emphasis on critical and creative thinking, problem-solving, and decision-making. Teachers develop and implement units of study that lead to a deeper understanding of concepts, themes, and issues and their interrelationships. Students pursue independent investigations and ongoing research. They have ongoing opportunities for reflection and self-assessment that develop an understanding of the characteristics, demands, and responsibilities of advanced intellectual development. The number of students requiring intensive intervention in given populations ranges between 1-5%.

Each year, members of our gifted education team screen all students for possible participation in advanced academic services. Students who meet the criteria for Strategic Intervention in gifted programming, and who show promising academic talents require strategic interventions to maximize their intellectual potential. Each school has a gifted resource teacher who creates various academic and interest groups, based on the talents and achievements of the current school population. Teachers invite students to participate in pull-out classes. These classes and groups are flexible and require parent permission. Students may enter and exit groups throughout the year, depending on the academic units being taught by the gifted resource teachers (GRT’s). In many cases, students receiving strategic interventions may go on to be formally identified for Tier III Gifted & Talented. Tier II Talent Pool students represent 15% of a given population.

Quality teaching, for every child every day, is the single most important factor in a child’s success in school. High-ability learners scoring below the 95^th percentile may have academic and intellectual needs met in the regular classroom through quality, rigorous instruction, and a differentiated curriculum. Classroom teachers will provide various strategies to meet the needs of Tier I learners including, but not limited to, small groups, flexible groups, curriculum compacting activities, and inquiry units.

Students in Tier III programming will receive an Advanced Learning Plan (ALP) with specific, measurable, and obtainable goals in their area of strength.

Curriculum and instruction in the magnet program uses the state standards as a springboard toward advanced programming. Teachers deliver instruction by differentiating content, process and product, emphasizing complexity, multiple perspectives, ethical real-world issues, critical and creative thinking, problem-based learning and leadership/learning styles in a conducive learning environment. The program focuses on interdisciplinary units, in a more in-depth approach. Possible themes that may be covered include change, conflict, adaptation, form/function, systems, perspective, patterns and independence vs. interdependence.

There is an application process in order to enroll at one of our four sites. Applications can be found at www.d11.org/GT/Pages/SAIL.aspx.

Elementary School Programs and Services

*Pull-out- enhancing specific talent areas

*Cluster grouping- classroom teacher provides extensions to small groups of gifted students

*Cross-grade grouping- student is accelerated one grade level in a specific content area

*Acceleration- student is grade skipped one or more grades in all content areas

*Competitions- Destination Imagination, Future Problem Solving, etc.

*Mentorships; e.g., Side Kicks

*Differentiation

Full-Time Gifted Magnet Program

*Self-contained gifted program at Fremont and Stratton, grades 3-5

*Focus: interdisciplinary units; more in-depth approach, standards based curriculum

Middle School Programs and Services

Site based model:

*Honors classes- typically advanced math and language arts

*GT classroom as elective or required course- more in-depth approach, acceleration and typically focuses on one or more content areas

*Competitions- History Day, Destination Imagination, Science Olympiad, Math Counts

*Mentorships; e.g., Side Kicks

*Differentiation

Advocate for gifted students at each building: counsels, provides social/emotional guidance

Advanced courses: Advanced Placement, International Baccalaureate, CU Gold Courses, honors classes

Competitions: Future Problem Solving, Forensics, etc.

Mentorships

Dual enrollment options

The Science Challenge serves two purposes for gifted learners. First, it allows for intense, in depth study that is not commonly found in the classroom. Secondly, it gives students a chance to work with a recognized expert in the field. Since many gifted students have the intellect and motivation to excel academically, it is wise to provide powerful role models during a period of their life when the importance of academics may be put on the back burner. The program has garnered national and international recognition. The Science Challenge has been featured at the Colorado Association of Gifted Education Conference, the National Science Teachers Association Conference, and the International Conference on Geo-Science Education.

To help fund the program, fees are collected from the students who participate. Fee reductions are provided to help students who qualify for the free or reduced lunch program. Students learn science and have fun while exploring the front range of the Colorado Plateau. Students with a passion for science should plan to join the School District 11 Science Challenge Team to investigate the unique geology found in the American West. Students travel by bus to various locations each Thursday for a six-week session in a choice of 3 sessions based on grade in school. For more information contact Mr. Jim Keating at keatij@d11.org.

Bemis Art Program - An accelerated art program for elementary students in grades 3-5. Each semester building art teachers select students (using a checklist) who they believe are advanced in the visual arts and would benefit from the program. Students take art courses such as drawing, painting, printmaking and digital photography. The elementary Bemis Art program addresses middle school art standards encouraging students to extend themselves. The district Gifted and Talented department offers scholarships for students who need assistance, and there are satellite courses for students residing in the southeast (McAuliffe Elementary) and northeast (Freedom Elementary). For more information about the program, contact 520-2464.

​​​​West Elementary- EAGLES- Exceptional Academic Genuine Learning Experience Site delivers best practices in education for high-interest students through project-based approaches. Students can be identified as gifted and talented but do not have to be. At EAGLES, students are clustered in cross-grade grouping, receive differentiation according to strength areas and challenge areas more effectively. They engage in technology in the classroom setting on Learn Pads and laptops. The program focuses on developing creative learners in a diverse setting.

Academy ACL is a free public charter school in District 11 with a kindergarten through eighth grade program that specializes in gifted curriculum.

Advanced and creative content beginning in kindergarten

Multi-age classrooms

Standards-based, hands-on projects

Flexible skill grouping on a block schedule for math and language arts

AACL LifeSkills (TM) curriculum that supports unique social-emotional needs

Page Content

Each formally identified gifted student in District 11 will have an Advanced

Learning Plan developed. This plan will document the student’s areas of strength and set goals for academic and social/emotional growth. This plan will also document the

programming that is in place to meet the needs of the student. These plans are developed and reviewed annually, with input from the teacher, student, parent, and gifted specialist.

resource on Advanced Learning Plans (ALPs). You can access this full document to learn more information about your child’s ALP.

http://www.cde.state.co.us/gt/fastfacts.htm.

What is an ALP?

An ALP, or Advanced Learning Plan, is “a written record of gifted and talented programming

20-103 Criteria for ALPs is detailed in the Rules promulgated by the State Board of Education.

ALPs may be electronic or paper versions, and are to be reviewed annually.
Why are ALPs important?

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.
What are the critical components for an ALP?

The ALP should include information about the student’s areas of strength and what curriculum

and programming options will be provided to match these strengths at tiers 2 (targeted) and 3

(intensive). It should describe the differentiation methods to be used for acceleration, depth and complexity, higher order thinking skills and content extensions. The ALP should include S.M.A.R.T. goals for student achievement and for affective growth. The ALP should affix signatures of parent, teacher, GT teacher and student.

Next, submit COMPLETED portfolio to the district gifted and talented department (1115 North El Paso, Colorado Springs, CO 80903). Please note that the Gifted Rating Scale-P needs to be obtained from the district gifted and talented department by calling 520-2464.