UnBOCES Gifted Education

Gifted Education Overview:

The Exceptional Children's Educational Act (ECEA) defines "gifted" children as:

Those persons between the ages of four and twenty-one whose aptitude or competence in abilities, talents, and potential for accomplishment in one or more domains are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs. Gifted children are hereafter referred to as gifted students. 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, ethnic, and 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:

General or specific intellectual ability
Specific academic aptitude
Creative or productive thinking
Leadership abilities
Visual arts, performing arts, musical or psychomotor abilities 12.01(16)

District Gifted Coordinators:

Within our BOCES, each district has identified a school coordinator who is responsible for gifted education services in their district. While there are many similarities among our districts, each district chooses to serve their gifted students in various ways according to the strengths of the students they serve. Contacting your district or school gifted coordinator should be your first step in determining your district's policies and procedures. Should you need help beyond what your district coordinator can provide, please feel free to contact our BOCES Gifted Education Director, Gin Randolph at grandolph@ridgway.k12.co.us

Norwood Public Schools: Shelley Donnellon (elementary), Makayla Gordon, (secondary) GT Coordinators (Norwood's Gifted Page-Helpful Links)

Ouray School District: Rhonda Jack, GT Coordinator, (Ouray's Gifted Page )

Ridgway School District: Christy Sabo (Ridgway Elementary Gifted Coordinator); Nancy Madsen (Ridgway Middle School Gifted Coordinator; Maggie Guscott (Ridgway High School Gifted Coordinator), (Ridgway School District Gifted Page)

Telluride School District, Courtney Price, K-12 GT Coordinator (Telluride's Gifted Page)

West End Public Schools, Sara Bray (elementary) and Clint Wytulka (secondary), GT Coordinators (West End Gifted Page)

Unboces Gifted Education Purpose:

To support an environment that cultivates and encourages intellectual and creative abilities.

To support students with instruction in the regular curriculum and acceleration and/or enrichment according to the student's strengths, interests, and learning styles.
To develop a realistic self-concept that allows students to realize and acknowledge their own and others’ skills and talents.
To cultivate a classroom environment where students can freely and willingly communicate with their intellectual peers and teachers.
To increasingly enrich the opportunity, structure, and expectation to encourage constructive independence and self-sufficiency.

Gifted Identification

How are gifted students identified?

The UnBOCES identification process is aligned with state guidelines for identifying students eligible for gifted education and advanced learning services. These guidelines support the approach of looking at various information for each student based on a robust “Body of Evidence.” This complete-picture descriptive evidence, not simply test scores, will determine if a student's strengths and needs necessitate gifted programming beyond the regular classroom curriculum.

Gifted students usually fall within the top 3-7% of the general student population in terms of potential abilities.

How can parents, teachers, students, and community members be involved in the identification process?

Identifying a gifted child begins with a referral initiated by a parent, teacher, self, peer, or community member. Referrals are received by a teacher, principal, or the gifted coordinator. In the initial stages of identification, parents may be asked to fill out an inventory of gifted behaviors they observe at home. Parents are also invited to give permission for specific tests to be completed. After testing, parents review the results with the gifted and talented facilitator, teachers, and principal.

When does the identification process begin?

Teachers and staff are trained to recognize gifted behaviors and student strengths and use them to refer students of all grade levels, PK-12th grade. They use tools such as test data, observations, and universal screeners to help seek out and guide students for further assessments and possible identification. Parents, students, and community members may also initiate a referral by contacting their child’s classroom teacher, principal, or district gifted and talented coordinator. In addition, all students are given an intellectual screening test (CogAT Test) in 2nd and 6th grade. Those who score above a threshold are referred for further evaluation, and a robust Body of Evidence is collected.

What is the Body of Evidence?

A body of evidence is built to determine if a student's characteristics, strengths and needs meet the criteria for gifted identification. A body of evidence consists of quantitative and qualitative measures to determine if a student’s aptitude or competence in abilities, talents, and potential for accomplishment in one or more domains are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs. Evidence of exceptional ability is collected and evaluated against qualifying criteria. To be formally identified, a student must have strong qualifying evidence in at least two of the four areas and have three total pieces of supporting or qualifying data. The four areas are listed below, along with possible data that may be collected in each. Tests listed by name are the ones most commonly used in the District, but others may be used if approved by CDE's gifted assessment matrix.

• Aptitude: Cognitive Abilities Test (CogAT), Naglieri General Ability Test (NGAT-2), Kaufman Brief Intelligence Test (KBIT-2)

• Achievement: Colorado Measures of Academic Success (CMAS) at the exceeds expectations level, ACT, PSAT, SAT, iReady, Northwest Evaluation Association (NWEA)

• Demonstrated Performance or Portfolio: portfolios, student products, regional contests and competitions, and/or juried performance tasks ranked highly by experts in that field

• Behaviors and Characteristics: Scales for Identifying Gifted Students (SIGS) or Gifted Rating Scales (GRS)

A body of evidence should consist of both quantitative and qualitative measures to describe the whole child and determine if a student meets the criteria for gifted identification and to build a robust student profile of strengths, needs and interests.

What criteria are used to identify a student gifted in a specific area?

We follow the process and criteria developed by CDE for identifying students who meet the definition specified in section 12.01(16) and for identifying the educational needs of gifted students. 12.02(2)© Once a student is identified in an area of giftedness, that identification will remain in place to be supported and monitored as needed throughout their PK-12 education.

-General Intellectual Ability

-Specific Academic Aptitude

● Reading

● Writing

● Mathematics

● Science

● Social Studies

-Specific Talent Aptitude

● Creative or Productive Thinking

● Leadership Abilities

● Visual and Performing Arts

● Music

● Dance

● Psychomotor

If a child is not identified during the 2nd or 6th grade screening process, can he be placed in another grade?

Yes, there is no “window” for identifying giftedness. 2nd and 6th grade are simply the years that all students take the Universal Screener abilities test (CogAT). Identification of students for gifted services is an ongoing process throughout all years of PK-12 using multiple criteria. No single low factor can eliminate a student from consideration. Teachers review assessment results and other data throughout the year(s) to understand students’ strengths, needs, and abilities. Several types of evidence may be used to identify a student.

Can a child with a disability be identified as gifted?

Yes, a student can be twice-exceptional and identified as eligible for special services in more than one area.

Are other areas of giftedness considered besides academics?

Yes, all learners are considered regardless of academic achievement. Parents and students are invited to provide evidence and/or portfolios of student strengths and talents in art, music, creativity, and leadership. Teachers may also recognize these strengths and talents and refer students based on their observations.

Will students identified in another district continue to be served in this district?

The Exceptional Children’s Educational Act (ECEA) requires that students who move from one Colorado district to another state district retain their gifted identification. This concept is referred to as “portability.” If a child comes from another Colorado public school district with complete title and is identified according to state rules and regulations, the child’s Advanced Learning Plan (ALP) from the former community will be recognized and followed in the new district. However, ALPs often differ from community to district.

The rule for portability does not always apply to students moving into Colorado from another state. However, the receiving school district's gifted education coordinator will review the student’s records for evidence of giftedness and determine whether additional assessment is necessary to confirm if the student meets the Colorado criteria for gifted identification.

How can an identification decision be appealed?

If a parent or teacher feels that an error has been made in the identification process, appeals shall be made in writing and given to the principal of their child’s school. The principal will meet with the BOCES gifted coordinator to review all documents and decisions. This review will be presented to the district superintendent. The district's superintendent will make the final determination.

UnBOCES Gifted Coordinator:

Gin Randolph, grandolph@ridgway.k12.co.us

Early Access to Kindergarten or First Grade

The Uncompahgre Board of Cooperative Educational Services (UnBOCES) and its member districts of Norwood, Ouray, Ridgway, Telluride and the West End and House Bill 08-1021 allow Colorado schools to accelerate highly advanced gifted children under age 5 (for kindergarten) and/or under age 6 (for first grade). UnBOCES member districts offer early access to kindergarten or first grade in order to support students who may have exceptional aptitude/cognitive reasoning, academics, school readiness. However, early access is not recommended for the majority of 4 or 5 year olds.

Criteria for Identification for Early Access to Kindergarten or First Grade:

MUST turn four (4) for Kindergarten or five (5) for First Grade BEFORE October 1 for early access.
Cognitive Assessment: All areas at 97% or higher
Achievement Assessment (reading, math, and writing): 97% or higher in
all three areas
Performance: Demonstrated academic ability at least 2 years above
current age peers.
Behavior assessment to determine school readiness, motivation, and social behavior.

All five areas must meet criteria.

Contact your district's elementary principal for the application packet. All parent applications must be completed and turned in to your elementary school office no later than April 1st in order to start the evaluation and testing process prior to the start of the next school year. You may contact the Uncompahgre Board of Cooperative Educational Services (UnBOCES) Gifted Coordinator, Gin Randolph at grandolph@ridgway.k12.co.us with any questions.

Advanced Learning Plans and Gifted Programming

Why do competent students need something different?

Dispelling the myths around gifted education - How often have you heard, “Gifted students will do fine on their own?” This is just one of the many myths that become barriers to educating millions of high-potential students. The following is a list of the most prevalent myths in gifted education, accompanied by evidence rebutting each.

For a student’s perspective, watch The 10 Myths & Truths in Gifted Education, produced by gifted teens in the Baltimore County Public Schools for the Maryland State Department of Education.

Is there a difference between being in a "gifted program" and receiving "gifted programming"?

Although the wording may seem similar, the change from program to programming represents a significant shift in how schools deal with student differences. A “gifted program” is often fixed and pre-planned, while "gifted programming" is built around the currently identified gifted students and others being monitored and supported through a talent pool that can respond to their needs and interests from year to year. Students identified as gifted have shown that they consistently need “something different” than most other students in order to continue to grow academically and social-emotionally.

What is an ALP?

The Advanced Learning Plan (ALP) is a legal document outlining programming for identified gifted and talented students and is used as a guide for educational planning and decision-making. It is also an accountability method for assessing student growth through progress monitoring of quantitative and qualitative goals in gifted student academic programming and social-emotional development. The ALP may be blended with an ICAP (optional) for secondary students. The ALP and ICAP requirements must be combined on the singular ICAP portfolio system where data is collected and goals are established and monitored.

Foundational Principles of an ALP

It is a tool that drives instruction and social-emotional guidance.
It is a living document and may be revised as necessary.
It is a communication tool between students, teachers, and parents.
It is an individual gifted student planning document reflecting current levels of performance, curricular areas to be addressed, student goals, parent involvement, student involvement, timeline, monitoring, and review process.
It is used to measure student’s progress and the effectiveness of programming by including an indicator of success, self-efficacy, and next steps.

What are the main components of an ALP?

· Body of Evidence (BOE) – identifies accomplishments, interests, strengths, growth and needs of the student

· Academic Goal – a standards-based goal for the area(s) of strength

· Affective Goal – a goal that reflects the development of personal, social, communication, leadership, and social competency.

· Programming Options and Strategies Matched to Strengths and Interests - supplemental curriculum, events, activities, specific classroom coursework, specific strategies, and extended or expanded learning opportunities available that match a student’s strength area(s) and support the goals.

· Progress Monitoring – ongoing throughout the year.

· Personnel involved – students, teachers, staff, parents, community members, gifted coordinator, etc.

Does an ALP change every year?

It may or may not. Because it is based on student strengths as observed and documented, academic and talent goals usually remain essentially the same – educational purposes are directed toward growth in the area of strength or development of the talent area each year.

You, your child, your child’s teacher, and the gifted and talented coordinator review the ALP annually and make changes as needed.

Grade and Subject Acceleration (Grade-Skipping)

What conditions must be met for a student to be considered for grade and subject acceleration in grades K-8?

Students in grades K-8 may be accelerated to another grade if the following conditions are met:

Current classroom performance indicates mastery of the material in the current grade level.
The student demonstrates mastery of the grade to be skipped by scoring 90 percent or higher on standardized tests for reading, writing, math, science, and social studies for that grade level. (For example, a student accelerating from second to fourth grade must demonstrate mastery of third-grade subjects through testing.) or the student performs at the 75th percentile or higher on a norm-referenced administered for two grade levels above the student’s current grade.
The acceleration would not harm the social and emotional development of the student.
The parents or guardians and the student desire acceleration.
The current school's principal, gifted coordinator, and teacher(s) agree that acceleration is in the student’s best interest and the logistics are a possibility for that year.
The receiving school must be included if the acceleration requires a building change.

How do I initiate the process for a whole grade or subject acceleration?

You should submit in writing an inquiry to the building principal by the first day of the second quarter for a mid-year acceleration or the first day of the fourth quarter for a beginning-of-year acceleration? This gives the acceleration team enough time to collect data and make informed decisions.

Enrichment & Programming Resources

K-5

MATH

UnBOCES Math Olympiad - Local math competition in March for grades 4th-6th.

Math Wire Problem-Solving Grades K-2: Standards-based problem-solving activities for students in Grades K-2

Problem-Solving Grades 3-4: Standards-based problem-solving activities for students in Grades 3 & 4

Problem-Solving Grades 5-8: Standards-based problem-solving activities for students in Grades 5 - 8

Math Wire Enrichment: Tons of ideas!

Beast Academy/Beast Classroom: Art of Problem Solving website. Licenses may be available through enrichment opportunities.

Art of Problem-Solving: Alcumus offers students a customized learning experience, adjusting to student performance to deliver appropriate problems and lessons. Alcumus is designed to provide high-performing students with a challenging curriculum appropriate to their abilities.

This could compliment Beast Academy work some students are doing for enrichment.

Open Middle: Grade level and standards-based deep, challenging problems, often with multiple correct answers. Lead to great discussions about mathematical thinking.

NRICH: Math Activities for Ages 3-5. Activities on number sense, shapes, space, and measurement for high achieving and gifted Kindergartners. These would be great if the teacher wanted to pull a high group to do a math activity with, as it needs teacher instruction and interaction.

Esti-Mysteries: Estimating mystery slideshows, four challenge levels that span grades K-12, fun images, and clues to get kids thinking! Steve Wyborney also has some other excellent, free math-related resources below.

UnBOCES STEAMfair.org - Local STEM fair for 3rd-12th graders. First week of February.

Colorado Infusion Gifted courses online - 8 week enrichment classes taught by certified Colorado teachers through CDLS for any interest area: Poetry, Optical Illusion Art, Journaling, Robotics, Quantum Science, Writing Fairy Tales, Logic Puzzles and more.

READING

UnBOCES Battle of the Books Competition in May of each year. Contact local school gifted coordinator for team info.

NOVEL CONVERSATIONS: Almost 60 pages of books with gifted characters. Most have an interest level (IL), a Lexile, and a brief description.

High Reading Level, Low Maturity Level List: Extensive book list; click the tabs at the bottom to get a more narrow grade level.

Reading Continuum: Provides a progression of skills for readers to help assess below, on, and above grade-level reading.

WRITING

Writing Continuum: Evaluate where students are on continuums involving organization, ideas, voice, word choice, fluency, and grammar/conventions.

National Novel Writing Notebook: - NaNoWriMo National Novel Writing Month workbook usable all year long.

UnBOCES STEAMfair.org Art & Writing Contest - Art & Writing Categories

Writing Strategies Menu: Once you determine student goals from the continuum, try some strategies for improving writing in the above areas. Allows students to have choice and creativity and use exciting strategies to improve writing.

Poetry Example (students can choose options).

Independent Writing Projects: This example has lessons on starting a great story, creating a compelling character, a page-turning plot, and an immersive setting.

6-8

MATH

UnBOCES Math Olympiad - Local math competition in March for grades 4th-6th.

Open Middle: Grade level and standards-based deep, challenging problems, often with multiple correct answers. Lead to great discussions about mathematical thinking.

Problem of the Week: Designed to provide students with an ongoing opportunity to solve mathematical problems. Each week, problems from various areas of mathematics will be posted here and e-mailed to teachers for use with their students.

NRICH: Covers almost every math topic with exciting problems that get kids thinking. I suggest stage 3 or 4 for sixth-grade gifted and stage 4 or 5 for seventh and eighth-grade gifted. You can start with a 1-star challenge level and work students up to 2 or 3-star problems or choose a topic.

Art of Problem Solving: Alcumus offers students a customized learning experience, adjusting to student performance to deliver appropriate problems and lessons. Alcumus is designed to provide high-performing students with a challenging curriculum appropriate to their abilities.

Which One Doesn't Belong?: A website providing thought-provoking puzzles for math teachers and students alike. No answers are provided as there are many different, correct ways of choosing which one doesn't belong. Enjoy!

READING

NOVEL CONVERSATIONS: Almost 60 pages of books with gifted characters. Most have an interest level (IL), a Lexile, and a brief description.

High Reading Level, Low Maturity Level List: Extensive book list; click the tabs at the bottom to get a more narrow grade level.

Mensa Excellence in Reading Grade 7-8 List: A list compiled by Mensa. Students can earn a certificate and a T-shirt if they read all the books.

CommonLit: A free collection of fiction and nonfiction for 3rd-12th grade classrooms. The group can be searched and filtered by Lexile level, grade, theme, genre, literary device, or Common Core Standard. Each reading can be downloaded or read online. There are guiding questions and activities. My favorite feature is the recommendations for book pairings.

WRITING

Writing Continuum: Evaluate where students are on continuums involving organization, ideas, voice, word choice, fluency, and grammar/conventions.

UnBOCES STEAMfair.org Art & Writing Contest - Art & Writing Categories

National Novel Writing Notebook: - NaNoWriMo National Novel Writing Month workbook usable all year long.

Poetry Example (students can choose options).

Independent Writing Projects: This example has lessons on starting a great story, creating a compelling character, a page-turning plot, and an immersive setting.

Knowledge Bowl competitions

National History Day Colorado - Students complete themed projects with presentations for judges in video, web design, essays, board presentations or theater productions.

9-12

AP Advanced Placement Courses - Courses prepare students college level work and for AP Exams for possible earned college credit.

National History Day Colorado - Students complete themed projects with presentations for judges in video, web design, essays, board presentations or theater productions.

Knowledge Bowl competitions

UnBOCES STEAMfair.org - Local STEAM fair for 3rd-12th graders in the categories of Science, Technology, Engineering, Art & Writing, and Math. First week of February.

Big History Project: Examines our past, explains our present, and imagines our future. It's a story about us. This growing, multi-disciplinary approach is focused on high school students yet designed for anyone seeking answers to the big questions about the history of our Universe.

Brain Craft: Vanessa Hill is your neighborhood science educator and psychology specialist. On BrainCraft, she makes videos about your brain, body, and behavior to help you better understand yourself and the world. Her mission is to empower you with evidence-based information to enrich your everyday life – to boost well-being, strengthen relationships, and increase productivity.

HippoCampus: A free, core academic website that delivers rich multimedia content--videos, animations, and simulations--on general education subjects to middle-school and high-school teachers, college professors, and their students, free of charge. The site collects a wide range of content resources from other sites and organizes them in a central location that can be browsed by subject area.