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Denver Public School Gifted and Talented Education

** Administrative Unit Checklist Gifted Education **
 * ~ =**Communication Outreach**= ||~ ** Y ** ||~ ** N ** ||~ =** Evidence - **** See page: ** **Community Outreach and Definition** = ||
 * Does the AU communicate to educators about available gifted programming options within the AU and how those options may be accessed? || X ||  || “Definition Programs Enrollment”

“Edu Connect Newsletter”

“Advanced K Flier and Dates”

“Sample GT Weekly Newsletter”

“GT Brochure”

GT Representatives as liaisons ||
 * Does the AU communicate to parents about available gifted programming options within the AU and how those options may be accessed? || X ||  || “GT Brochure”

“Definition/programs/ enrollment” (from GT webpage)

“HGT Parent Flier/Meetings”

“Advanced K Fliers/Meetings”

Telephone communications || Unit the same or substantially similar to the definition of “gifted and talented student”specified in the Rules. || X ||  || “Definition/programs/ enrollment” || Specifically pages 2, 10, 11, 12
 * ~ **Definition** ||~ ** Y ** ||~ ** N ** ||~ ** Evidence - **** See page: ** **Community Outreach and Definition** ||
 * Is the definition adopted by the Administrative
 * Is the definition used as a basis for planning elements of the Program Plan and programming support for gifted students of various exceptionalities? || X ||  || “Definition/programs/ enrollment” ||
 * ~ **Identification** ||~ ** Y ** ||~ ** N ** ||~ ** Evidence – ** **See page:** **Identification** ||
 * Does the identification process allow for a variety of strengths and interests to be recognized? || X ||  || On page @GT Identification then “Identification Guidelines”

On page @Tier 1 Goals || Specifically pages 2, 4
 * Does the identification procedure ensure equal and equitable access to identification for all students (e.g., minority students, economically diverse students, culturally diverse students, students with limited English proficiency and children with disabilities) through the use of assessment tools that are unbiased toward the group completing the assessments? || X ||  || On page @GT Identification then “Identification Guidelines”

On page HGT Identification then “HGT 11-12 Decisions”

On page @Twice Exceptional

On page @Advanced Kindergarten Information || Specifically pages 2-7,13
 * Are the demographics of the gifted population reflective of the district’s overall demographics? || X ||  || On page @GT Identification then “DPS GT Diversity” ||
 * Does the administrative unit collect referrals from a variety of sources? || X ||  || On page @GT Identification then “Identification Guidelines”

“Inventories/Checklists/Interviews” Specifically pages 3, 8, 11, 13, 15, 18, 23 || Specifically pgs.4-7
 * Is a screening tool administered to every student at one or more grade levels? || X ||  || On page @GT Identification then “Identification Guidelines”

On page @HGT Identification then “Highly Gifted Testing” || Specifically p. 2
 * Are multiple sources of quantitative and qualitative data in a body of evidence used to make identification decisions for all areas of giftedness? || X ||  || On page @GT Identification then “Identification Guidelines”

On page @HGT Identification then “HGT 11-12 Decisions” || Specifically p. 2
 * To determine an area of giftedness do criteria require that the body of evidence demonstrates advanced level on a performance assessment or ninety-fifth percentile and above on a standardized achievement test in the area of exceptionality? || X || x || On page @GT Identification then “Identification Guidelines”

On page @HGT Identification then “HGT 11-12 Decisions”

For highly gifted identification students must have at least one score above the 97th percentile

For gifted identification students must have at least one score above the 90th percentile || Specifically pgs. 2, 4, 8, 9, 13
 * Are well-articulated review team procedures implemented? || X ||  || On page @GT Identification then “Identification Guidelines”

On page @HGT Identification then “HGT 11-12 Decisions” || Specifically pgs. 2-13
 * Are the procedures for identification assessment clearly written and available to all schools? || X ||  || On page @GT Identification then “Identification Guidelines”

“Inventories/Checklists/ Interviews” Specifically pgs. 2, 7, 10, 13, 14, 17, 23

On page GT Identification then “Creativity Identification” Specifically pgs. 2-4, 6-8

On page @HGT Identification then “Highly Gifted Testing” ||
 * Does the administrative unit have a consistent method by which parents are made aware of the assessment process for their student, gifted determination, and development and review of the advanced learning plan? || X ||  || On page GT Identification then “All Letters to Parents” pgs. 2-13

On page @HGT Identification then “Highly Gifted Testing” ||
 * If the administrative unit permits early entrance of age 4 gifted students into kindergarten, its program plan shall describe the elements of an early access process and how those elements, criteria and components will be implemented. ||  || X || NO EARLY ACCESS ||
 * ~ **Programming** ||~ ** Y ** ||~ ** N ** ||~ ** Evidence **** See page: @Programming ** ||
 * Is it well articulated that programming shall match the strengths, interests, and special needs of the gifted student? || X ||  || “GT Programming and Services” Specifically pgs. 2-7

"DPS Acceleration Policy and IOWA scale made available" ||
 * Is it evident in advanced learning plans that programming matches the assessment data on strengths and interests of the gifted student? || X ||  || “Advanced Learning Plans” Specifically pgs. 2-14 ||
 * Does the administrative unit clearly describe where gifted students are served (e.g., general classroom, classroom cluster groups, vertical cluster groupings, pull-out groupings, or school for gifted)? || X ||  || “Advanced Learning Plans” Specifically pages 2-6

“Building Plans-Budgets” Specifically pages 1-3 || page 17
 * Is differentiated instructional philosophy and support evident for gifted students and exemplified in any of the following:
 * Does the administrative unit have a well-articulated process to consider and determine acceleration decisions?
 * Is cluster grouping, a research-based strategy, supported and implemented in the administrative unit?
 * Are critical and creative thinking strategies incorporated into differentiated content and assessment for gifted students? || X ||  || “GT Programming and Services”

“Advanced Learning Plans” Specifically pages 2-5 \ “Building Plans-Budgets”

On page @Budget then “Charter Funds”

“DPS Board of Education Acceleration Policy" ||
 * Are affective and guidance support systems available to gifted students in needs of such services? || X ||  || “Advanced Learning Plans” Specifically pages 4, 20 ||
 * Does the administrative unit provide diverse content options (e.g., mentorships, honors program, advanced math) and/or support strategies for each area of giftedness at the different levels of school? || X ||  || “Advanced Learning Plans” Specifically pgs. 2-5

“GT Programming And Services” GT Considerations Developed with Curriculum Department pgs. 23-29

“Extracurricular Enrichment Activities”

“Post Secondary Options”

"Academic Mentors/Community Resources" || Specifically pgs. 18-21
 * Does the administrative unit implement a well- communicated method to articulate the needs, interests, and achievement of every gifted student, preschool (if applicable) through grade 12 as exemplified in any of the following:
 * Is there an administrative unit timeline for the transition of gifted student data to the next level of school in a timely manner for planning and appropriate course selection?
 * Is gifted student data systemically available for articulation and transition? || X ||  || “GT Programming and Services”

“Student Data in Infinite Campus”

GATE Tab and students’ ALP available to every teacher, principal and GT school rep. Gifted Reps also have access in IC to a printout of all school identified GT/HGT students, including how they were identified and their strength areas. ||
 * Does the administrative unit have a method to facilitate early college planning for gifted students? || X ||  || ALP strength area tie-in to established Personal Education Plan Requirements (PEP) from Counseling Dept. – in developmental stage

“Post Secondary Options” ||
 * Does the administrative unit have pathways for advanced placement courses for gifted students? || X ||  || “GT Programming and Services” then see Acceleration Policies p. 17

“Post Secondary Options” ||
 * Are pre-collegiate, pre-advanced placement, vertical teaming, or study skill programs available to gifted students who may need additional support and instruction before taking advanced placement courses? || X ||  || “Post Secondary Options”

ALP strength area tie-in to established Personal Education Plan Requirements (PEP) from Counseling Dept. – in developmental stage || ALP saved yearly in Infinite Campus and previewed for new school year || specifically pages15-16, 21-23 Developed by GT rep, teachers and parents || specifically pages 5-16 Discussed with parents at conferences in October ||
 * Is there evidence of ALPs for gifted students that facilitate planning, record keeping and future instructional decisions? || X ||  || “Advanced Learning Plans”
 * Is the ALP process a collaborative effort of the teacher, parent and student, and other school personnel as needed? || X ||  || “Advanced Learning Plans”
 * Are ALPs reviewed annually (e.g., during a regular teacher-parent conference; phone conference; individual parent-teacher meeting)? || X ||  || “Advanced Learning Plans”
 * Are challenging post secondary options available to gifted students in their area of strength? || X ||  || “Post Secondary Options” ||
 * ~ **Evaluation and Accountability** ||~ ** Y ** ||~ ** N ** ||~ ** Evidence **** See page: ** **Evaluation and Accountability** ||
 * Do methods by which student achievement is monitored and measured for continual learning progress align with the state accreditation process (e.g., district assessments, progress monitoring data, ALP goals, classroom performance, and state assessment data)?
 * Do gifted students have a plan of action (ALP) for coursework, mentors, internships, assessments or other options facilitating the growth of their exceptionality, and future college planning?
 * Are gifted student data results used to determine goals for the administrative unit and the instructional focus for the individual ALP?
 * Does the administrative unit have a goal or goals for improving gifted student achievement? || X ||  || “ALP Progress Monitoring”

See page @Personnel then “Rep Duties Building Plans Budget” specifically pages 10-18

See page @Budget then “Budget Guidance Manual/Charter Funds”

“CDE Administrative Unit Plan” ||
 * Is the affective growth of gifted students monitored on the ALP and social-emotional needs addressed as needed (e.g., goal or check-off ALP system)? || X ||  || Mandatory “affective” goal setting in ALP

“ALP Progress Monitoring” specifically pages 2, 7, 11, 17 ||
 * Is gifted student achievement and reporting consistent with accreditation requirements as exemplified by the following:
 * Are the accreditation requirements for categorical groups (e.g., exceptional ability, students with disabilities, English language learners) equally applied to gifted students or students with exceptional ability?
 * Is CSAP data disaggregated for gifted students?
 * Are there ways to address disparities in gifted student data if evident?
 * Is the learning of gifted students monitored for growth? || X ||  || “ALP Progress Monitoring”

“GT & HGT Growth Data”

DPS submits yearly GT accreditation and disaggregated data to CDE

DPS progress monitoring done district wide for all students

"GT Disaggregated CSAP Data" ||
 * Does the administrative units self-evaluation provide feedback on: policy, goals, identification process, assessment, programming components, personnel, budget, reporting practices, and the impact of gifted programming on student achievement and progress? || X ||  || “Evaluation Forms”

Monthly meetings, surveys

“Administrative Unit Program Plan”

See CDE EOY report

See page @Identification then“Tier 1 Goals”

Weekly department meetings ||
 * Does the administrative units program evaluation involve periodic feedback from major stakeholders: parents, students, educators and administrators? || X ||  || “Evaluation Forms”

Monthly meetings, surveys

Parent Survey under development

Curriculum Extension Feedback under development || Program manager TOSAs GT Reps/Itinerants || Teacher On Special Assignment (TOSA) ||
 * Is data on gifted student achievement available to all stakeholders on an annual basis? || X ||  || Can be found in teacher/principal /parent portal and on the DPS website [] ||
 * ~ **Personnel** ||~ ** Y ** ||~ ** N ** ||~ ** Evidence **** See Page: @Personnel ** ||
 * Beginning in the 2010-2011 school year, does the administrative unit employ personnel responsible for the management of the program plan? || X ||  || GT Director
 * Beginning in the 2010-2011 school year, does the administrative unit employ personnel responsible for gifted education professional development activities? || X ||  || GT Administration and
 * Are personnel who work in specific programs or classrooms consisting of mainly gifted students encouraged to become qualified personnel in gifted education? || X ||  || “Professional Development Javits”

Endorsement and masters developing with university (UNC)

“Sample GT department weekly newsletter”

Monthly meetings, CAGT, NAGT, 2x workshops, summer PD, classes, Moodles, Javits, etc. ||
 * Does the administrative unit have designated personnel knowledgeable in the characteristics, differentiated instructional methods and competencies in the special education of gifted students who provide instruction, counseling, coordination and other programming for gifted students? || X ||  || Masters, extended experience, endorsements, specific specialties

“Rep. Duties Building Plans”specifically page 10 and 17

See page @Budget “GT Options Request 11-12” ||
 * Does the administrative unit provide professional development to improve and enhance the skills, knowledge and expertise of teachers and other personnel who provide instruction and other supportive services to gifted students, (e.g., training in differentiated curriculum, instruction, and assessment for gifted learners)? || X ||  || “Sample GT Meeting Agendas”

“HGT Flyer 2011 Summer Institute”

“Sample Weekly Newsletter”

“Professional Development Javits”

Monthly meetings, CAGT, NAGT, 2x workshops, summer PD, classes, Moodles, Javits, etc. ||
 * Does the Administrative Unit have a plan to increase the number of qualified personnel providing instruction to gifted students? || X ||  || Endorsement and masters developing with university (UNC)

Working with Counseling department – integrating strength areas into //Naviance// (HS/College Planning, requires for all DPS students) ||
 * Does the administrative unit make attempts to collaborate with universities and/or colleges for the development of qualified personnel? || X ||  || Endorsement and masters developing with university (UNC) ||
 * Are provisions in place to ensure that gifted students are taught by highly qualified teachers in core academic areas || X ||  || Endorsements strongly encouraged

DPS Human Resources ensures placement of highly qualified in all subject areas and teaching positions ||
 * Are provisions in place to ensure that paraprofessionals are not the sole instructional provider for gifted students? || X ||  || Paraprofessionals are not considered instructional providers for GT in any DPS funding model ||
 * Are district personnel aware of the means by which the administrative unit supports the acquisition and/or improvement of the knowledge and competencies of personnel relating to the instruction, programming, and counseling for gifted students (e.g., inservice, coaching, induction programs)? || X ||  || Included in GT handbook accessed through Teacher Portal

GT staff development advertised to all teachers through DPS website; GT staff development emailed to GT reps, and in turn, to school faculty and administration where appropriate. ||
 * ~ **Budget** ||~ ** Y ** ||~ ** N ** ||~ ** Evidence **** See page: @Budget ** ||
 * Does the administrative unit implement a collaborative process with stakeholders (e.g., schools, districts, parents, or steering committee) for determining the gifted education budget? || X ||  || “State and District funding for GT Programming”

“GT Options Request 11-12”

District review and approvals are required || 1) salaries for appropriately endorsed or licensed personnel serving primarily gifted students (e.g., director, coordinator, gifted resource teachers, counselors of the gifted); 2) professional development and training related to gifted education; 3) activities associated with gifted programming options specific to gifted students and their ALPs; 4) supplies and materials used in instructional programming for gifted education; and 5) technology and equipment necessary for the education of gifted students (up to 25% of state funds) || X ||  || “Budget Guidance Manual/Charter Funds”
 * Does the budget reflect the cost of implementing the programming, goals and objectives stated in the Program plan? || X ||  || // “Administrative Unit End of Year Report” // sent to CDE ||
 * Does the budget detail the funding committed by the administrative unit and funding request from the Department of Education? || X ||  || // “Administrative Unit Plan and Budget Application” // sent to CDE ||
 * Is the funding committed by the administrative unit equal to or greater than the amount requested from the Department of Education? || X ||  || // “Administrative Unit Plan and Budget Application” // sent to CDE ||
 * Is state funding for gifted education used only for one or more of the following purposes?

// “Administrative Unit Plan and Budget Application” // sent to CDE ||
 * ~ ** @Reporting ** ||~ ** Y ** ||~ ** N ** ||~ ** Evidence See page: @Reporting ** ||
 * Does the administrative unit have a current report on file at the Department of Education (due September 30 annually)? || X ||  || // “Administrative Unit Plan and Budget Application” // sent to CDE ||
 * Does the administrative report provide evidence of programming through the grades, preschool (if applicable) through grade 12? || X ||  || Written in our DPS GT 5-year plan ||
 * Are formally identified students reported to CDE according to: gifted in math, gifted in language arts, gifted in both (math and language arts), and other (aggregate of student gifted in creativity, leadership, visual arts, music, and performing arts) as well as by grade, gender, ethnicity, twice exceptionality, if appropriate, and by early entrance preschoolers, if applicable? || X ||  || Submitted to CDE by the district ||
 * Does the administrative unit report the number of non-identified students served through gifted student programming? || X ||  || // “Administrative Unit End of Year Report” // sent to CDE ||
 * Does the AU report the percentage of gifted students who have been identified? || X ||  || Supplied in the district CDE “October count” submission ||
 * Is the number of qualified personnel working in the administrative unit reported on the end-of- year report? || X ||  || // “Administrative Unit End of Year Report” // sent to CDE ||
 * Are programming strategies common to each level of schooling reported on the end-of-year report? || X ||  || // “Administrative Unit End of Year Report” // sent to CDE ||
 * Does the administrative unit delineate methods for articulation/transition through the grades? || X ||  || // “Administrative Unit End of Year Report” // sent to CDE ||
 * Does the administrative unit delineate methods and tools used to monitor gifted students achievement and commensurate growth? || X ||  || // “Administrative Unit End of Year Report” // sent to CDE ||
 * Do the administrative unit and their member districts, if any, comply with the requirements of accreditation with regard to student achievement, instructional goals, identification of disparities in the data, growth and reporting? || X ||  || // “Administrative Unit End of Year Report” // sent to CDE ||
 * ~ ** Audit ** ||~ ** Y ** ||~ ** N ** ||~ ** Evidence ** ||
 * Is the administrative unit aware and ready to participate in monitoring activities associated with the Colorado Gifted Education Review (C- GER)? || X ||  ||   ||
 * ~ **Record Keeping** ||~ ** Y ** ||~ ** N ** ||~ ** Evidence See page: @Record Keeping ** ||
 * Are the financial records of the administrative unit kept in accordance with accepted principles of governmental accounting? || X ||  || Electronic budget details and expenditures available electronically. District accountants assist in all documents and budgets. ||
 * Does the administrative unit maintain an inventory of all equipment purchased with state funds throughout the useful life of the equipment? || X ||  || Kept within the GT department ||
 * Does the administrative units ALP provide a record of ongoing programming options and strategies utilized with individual students and results? || X ||  || “Advanced Learning Plans” ||
 * Is the ALP part of the students’ ongoing records? || X ||  || “Advanced Learning Plans” ||
 * Is the ALP utilized in educational planning and decision-making concerning subsequent programming for that student? || X ||  || “Advanced Learning Plans” ||
 * Is the ALP utilized in the articulation process? || X ||  || “Advanced Learning Plans” ||
 * Do gifted student records include the body of evidence that identified the area of exceptionality, interests and needs? || X ||  || See page @Programming then“Student Data in Infinite Campus” ||
 * Are gifted student educational records and ALPs held to be confidential and protected in accordance with applicable federal and state laws and regulations, and maintained, retained and destroyed consistent with the ongoing system of student record keeping established in the administrative unit, including its member districts? || X ||  || ALP’s are in read-only format available to designated staff and parents.

See page @Programming then “Student Data in Infinite Campus” ||
 * ~ **Dispute Resolution** ||~ ** Y ** ||~ ** N ** ||~ ** Evidence See page: @Dispute Resolution ** ||
 * Does the administrative unit have a written, well-articulated dispute resolution process? || X ||  || “Appeals Process GT and HGT” ||
 * Does the dispute resolution afford the aggrieved individual notice of the decision, giving rise to the dispute and an opportunity to be heard before the decision is implemented? || X ||  || “Appeals Process GT and HGT” ||
 * ~ **Early Access** ||~ ** Y ** ||~ ** N ** ||~ ** Evidence See page: ** @Early Access ||
 * ||  || X ||   ||