Programming


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

“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” ||