Gifted Program Review Spring 2013

1. Gifted Program ReviewSpring 2013

2. In February 2013 a team of 41 individuals met to develop questions: parent, teachers, psychologists and administrators • Review occurred on April 29, 30 and May 1 • Review consisted of classroom observations and interviews with administrators, psychologists, teachers, parents, and students. • The team also reviewed survey data the district obtained from the same stakeholders. Process

3. Chaired by Dr. Mike Masko, Assistant Executive Director, BCIU and James LoGiudice, BCIU consultant • Committee of 25 • Regular Education teachers • Gifted Support Teachers • Curriculum coordinators • District and school level administrators • IU consultant • Guidance counselor • School psychologist The Review Team

4. Noteworthy effort to screen all 1st graders • Students value their learning in the humanities-based programs • High schools provide rigor through a wide range of AP, honors, and advanced level courses. Philosophy course is noteworthy. • CRSD strives to make real the high standards set by the district’s mission statement Strengths

5. Teachers of the gifted are dedicated, enthusiastic, and demonstrate expertise in engaging students • The district provides the necessary staffing to meet caseload requirements • Parents value existing learning provisions and support increased efforts to differentiate • Students overwhelmingly value their learning and challenge in the humanities program Strengths

6. Increase awareness of screening procedures • Revise the ‘Gifted Program Overview’ pamphlet • Make information more readily accessible on the website • Provide training to school staff • Systematically identify students after 1st grade • Provide opportunities for school staff to understand the gifted learner and referral procedures • Consider screening after 1st grade 1. To what extent are screening, assessment, identification, and placement procedures for the gifted current and appropriate?

7. Address factors that may be masking giftedness (i.e., disability, ESL) • Consider non-verbal measures of intelligence when appropriate • Further consider multiple criteria as part of the evaluation process • Consider standardized checklists for parents and teachers to complete • Identify if there are social and emotional concerns 1. To what extent are screening, assessment, identification, and placement procedures for the gifted current and appropriate?

8. Continue to ensure that procedures align with Chapter 16 • Identify and ensure participation of all required members of the GMDT and GIEP teams 1. To what extent are screening, assessment, identification, and placement procedures for the gifted current and appropriate?

9. 2. To what extent does the design and delivery of the district’s programming for the gifted meet the identified and assessed needs of each gifted student? • Increase academic challenge in math at the elementary and middle levels • Seek means to assess students advanced ability in math when appropriate • Develop procedures and guidelines for when opportunities for accelerated math instruction should occur

10. 2. To what extent does the design and delivery of the district’s programming for the gifted meet the identified and assessed needs of each gifted student? • Increase the use of student assessment data to implement instructional differentiation • Develop present levels of educational performance that reflects each student’s strengths and advanced abilities • Use this data to develop GIEPs that are tailored to individual strengths • This data should be used to plan challenge across a range of instructional settings • Monitor student progress towards goals • Include student input in GIEPs

11. 2. To what extent does the design and delivery of the district’s programming for the gifted meet the identified and assessed needs of each gifted student? • Increase academic challenge at the middle school • Consider restructuring the humanities program to be more interdisciplinary • The social studies course should have a different pacing, depth of knowledge, and use of higher level assessments than the regular ed. social studies course • Consider a structure to have gifted support teachers increase ownership of GIEPs • Ensure understanding of the math common core standards

12. Train all professional staff to consistently communicate knowledge of the gifted learner • Social and emotional needs of the gifted learner • Articulation of programming • Writing GIEPs • Identifying twice exceptional students • Utilizing ESP to access GIEPs 3. To what extent and how do we communicate and coordinate GIEP information to all teachers, parents, students, and teachers?

13. Develop a universal protocol for communication among stakeholders • Develop a mission statement, program goals, and guidelines • Assign students consistent case managers at the high and middle schools • Enhance the district website • Engage all team members in writing and implementing the GIEP • Procedure for communicating progress on goals 3. To what extent and how do we communicate and coordinate GIEP information to all teachers, parents, students, and teachers?

14. Train all staff on the characteristics and needs of the gifted learner and how to meet those needs in the regular education classroom across subject areas • Staff development for new and experienced teachers • Examine how to use the very knowledgeable gifted support staff as trainers, to model lessons, and to plan collaboratively with regular ed. teachers 4. How are staff oriented to the learning needs of the gifted and provided with appropriate training and instructional support to meet those needs?

15. Train teachers of the gifted to be educational leaders and resources • Encourage gifted support teachers to attend conferences/workshops • Look for ways for gifted support teachers to provide support to regular ed. teachers 4. How are staff oriented to the learning needs of the gifted and provided with appropriate training and instructional support to meet those needs?

16. Train regular education teachers to design instruction that meets the needs of gifted students across the curriculum • Expand staff development on differentiation to include strategies for the gifted learner • Provide staff development on enrichment and opportunities for acceleration 4. How are staff oriented to the learning needs of the gifted and provided with appropriate training and instructional support to meet those needs?

17. Develop a defined vision, purpose, structure and underlying goals that drive the service delivery for the gifted. • Develop agifted education plan as required by Chapters 16 and the soon to be revised Chapter 4 • Relay this plan to all team members so that it is enacted in the education of gifted students • Make the plan available to all stakeholders • Revise the Gifted Program Overview pamphlet 5. To what extent are there defined vision, purpose, structure, and underlying goals that drive service delivery for the gifted?

18. Meeting with representative stakeholders to develop a plan for implementation • Steps to be prioritized (Question 5 likely first, others to follow or coincide) • Some steps in place already to add math at the primary level Next Steps

19. Contact Information • If you would like to be considered for the planning session: • clambert@crsd.org • Name • Phone Number & Email Address • Child’(s) schools(s) and grade(s) • If you would to provide information to be considered or have other questions • clambert@crsd.org