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WELCOME GIFTED EDUCATION DIRECTORS

WELCOME GIFTED EDUCATION DIRECTORS. Office of Gifted Education September 18, 2013. CAGT State Awards. Carol Crossley Lifetime Achievement Adam Hartman Administrator of the Year Cyndi Swart Special Advocate. Paving the Way For Implementation. Celebrating Successes of 2012-13.

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WELCOME GIFTED EDUCATION DIRECTORS

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  1. WELCOMEGIFTED EDUCATION DIRECTORS Office of Gifted Education September 18, 2013

  2. CAGT State Awards Carol Crossley Lifetime Achievement Adam Hartman Administrator of the Year Cyndi Swart Special Advocate

  3. Paving the Way For Implementation Celebrating Successes of 2012-13 ….Preparing for 2013-14 3

  4. Celebrating Successes Along the Way Rural Council & BOCES funding READ Act Ramp Up Data Pipeline Graduation Guidelines District Sample Curriculum e-Grants, accounting, budget Reinventing Special Education Communication Resources Ed. Eff. Pilot 4

  5. Preparing for 2013-14 • Gifted Education Program Addendum • School finance – ballot initiative • Data pipeline - live • Educator evaluation – statewide rollout • Standards – statewide rollout (curriculum unit samples) • New assessments – social studies & science • READ Act and School Readiness Plan • Year 4 on accountability clock 5

  6. Gifted: Together we can Vision • All gifted students will accomplish challenging post secondary workforce goals and become productive, creative citizens capable of succeeding in their area of strength. Mission • Ensure gifted student growth and achievement through systems of support, programming and advocacy.

  7. Delivery Plans: High Impact Focus Areas that Cut Across Our Goals Best education system in the nation Outstanding schools and districts Great teachers and leaders Successful students Literacy Program Addendum and Turnaround, Improvement Districts Achievement Excellence Gap 7

  8. Acceleration Statement • Criteria • Concise • One page or less • Big Ideas • Importance of acceleration for students with exceptional potential • Checking for mastery, application and transfer • Use of Iowa Acceleration Scale for grade level acceleration

  9. LITERACY Legislation impacting gifted students

  10. If you focus on results, you will never change. If you focus on change, you will get results. The only way to make sense out of change is to plunge into it, move with it, and join the dance.

  11. Online Professional LearningGET: Gifted Education Tuesdays • Familiar • Online courses as per schedule • New proposal • Routine 7 months of year • Blend of CDE and WOW Sessions • Partnership with Colorado Association for Gifted Children • Melanie Isenhour , Coordinator

  12. Team Projects – tutorials, etc. 2013- 2014 TIME LINE AND PRIORITY

  13. Colorado gifted Education review UPDATES Verify desk audit Improvements from last C-GER

  14. Gifted Education • NEED GIFTED EDUCATION REPRESENTATION • High School Guidelines • Literacy Council • Research • Leadership Forum – October 8 Announcements: CAGT, CASE, Higher Education • Curriculum Projects (Standards; Blended) • Family, School Partnership • Gifted 4-ARTs Contributors Engaged and shared inquiry Blending of gifted student needs and strength-based interests Engagement and Integration

  15. Under-represented Groups • Youths • People with disabilities • Low-income and working poor • Impoverished and/or homeless • Immigrants • People for whom English is second language • Seniors • Single parents • Veterans • Racial or ethnic minority groups • Religious minority groups • Members of the gay/lesbian/bisexual/transgender community • People with limited education or literacy

  16. Under-representation • Identification itself will not solve the problem of the underrepresentation of minority and low-socio economic students • IF lack of opportunity to learn in and outside school is prevalent • Need • Early stimulating, developmentally instigated environments • Development-producing experiences that may be a long-term trajectory for the child Gee, 2003; Robinson, 2006

  17. Pre-referral experiences: exposure, engagement, skills Recognizing and Developing Talents Before a student is referred for gifted identification 17

  18. Observable Characteristics Recognized Pre-referral experiences: exposure, engagement, skills Recognizing and Developing Talent 1. ALL experiences: Activities designed to elicit gifted behaviors 2. Observation tools & ratings used to document gifted behaviors AND/OR 2. Rubrics applied to assessments Before a student is referred for gifted identification 18

  19. Initial decision point about identification Problem-solving team including someone knowledgeable about gifted students makes decisions about future instruction and providing more intense experiences and talent development Observation ratings and/ or assessment yield indicators (one or more strong data points) to prompt referral for formal identification process Recognizing and Developing Talent OR Deciding when to refer a student for gifted identification 19

  20. Ongoing development • of concepts and skills: • Intentional • Differentiated in intensity based on student interest and readiness • In every setting • Refer when indicators are present Continuous talent development • Referral for formal identification process • Referral from classroom or specialist teacher; from parent or student; from community member, private teacher, or peer • Indicators from pre-referral experiences (observations, assessments) may be used as part of the Body of Evidence required for identification Recognizing and Developing Talent Whether a student is ready for gifted identification or not, continue to develop talent OR 20

  21. Formal identification process Data sufficient to make a determination of giftedness in any domain: 3 or more pieces of qualifying evidence from 2 or more of the following categories: Body of Evidence Recognizing and Developing Talent Intellectual Ability The formal identification process Behaviors/ Characteristics Achievement Demonstrated Performance 21

  22. Achieving Equity & Excellence for Culturally Diverse Gifted Learners Dr. Joy Davis

  23. Recognition • Colleen Anthony and Diana Caldeira • ALPs: Making Them Meaningful to Secondary Students • Bonnie Norton and Shaynee Jesik • Superintendent’s Cross Curriculum Writing Awards • Laura Suzuki and Susan Anderson • Adjusting Standards-based Report Cards for Acceleration in Mathematics • Debbie Rothenberg and Metro Region • Metro Region Resource Bank

  24. You are the Change http://youtu.be/jwxrsngEJDw

  25. Afternoon Schedule • Breakout sessions • Lighthouse projects – agenda • Social Emotional – Dr. Joy Davis • Network Sessions • Action • Evaluation • Certificates

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