SLV Gifted Education Network November 17, 2016

Today’s Goals Reintegrate as a group during the warm-up Review upcoming calendar dates Evaluate current Unified Improvement Plans (UIP) and develop processes for future plans Share information from recent conferences Revisit Gifted Identification Process

Warm-Up Pictures to Make Students Think – bit.ly/what-picture What is going on in this picture? What do you see that makes you say that? What more can you find?

Calendar Dates December 2: 9:00 am-12:00 pm - KOI follow-up - BOCES December 3: 8:30 am – 4:00 pm Creative Explorations February 10: 8:30 am – 4:00 pm Workshop 1 – Depth and Complexity – ASU – Student Union Rm. 309 https://www.surveymonkey.com/r/Depth2017 February 24: 8:30 – 4:00 Workshop 2 – R4R-ASU– Rm. 309 May 9–11: Colorado Gifted Education Review (C-GER)

Unified Improvement Process (UIP) Elements Previous Targets Data Analysis, Trends, Priority Performance Challenge & Root Cause Targets Action Plan

Remember !! The purpose of the UIP is to analyze student achievement or growth and to create a plan to improve these The focus of the Gifted Education Addendum is on achievement or growth of gifted students

Location of Gifted Education Addendum May be completely integrated with the district’s UIP – reference on the addendum to the location of the requirement in the District’s UIP – EMBEDDED Partially filled-our with some of the requirements referenced and located in the district UIP - COMBINATION Addendum is completely filled out in its unique location - ADDENDUM

Location – Self-evaluation Review the UIP from your district to determine the location of the Gifted Education Addendum Enter the information on the Self-evaluation sheet under format

Previous Targets State previous year’s target(s) from AU plan Show a chart, graph or narrative of previous year and current year to show comparison data State whether target(s) were or were not met Use a metric to describe how far above or below the target actual data was

Previous Targets – Self-evaluation Complete Section III: Data Narrative Report – Previous Targets on self-evaluation sheet Share strengths and questions in this section

Data Analysis Disaggregate gifted student performance by sub-groups (e.g. grade ranges (EMH), minority groups, Free and Reduced, ELL, gender) Include trend statements about achievement (at the exceeds expectation level or 95th percentile), growth or growth gaps on the addendum Identify the most notable trend Clearly identify the needs of gifted students in at least one Priority Performance Challenge area including why this challenge was selected as the most important to address

Data Analysis Identify possible underlying causes behind the priority performance challenge Cause must address the challenge If dissolved would result in elimination, or substantial reduction of the performance challenge Are not student attributes, but rather relate to adult behavior Are within the district’s control NOTE: The challenge may converge with or diverge from district challenges and root causes

Data Analysis– Self-evaluation Complete Section III: Data Narrative Report – Data Analysis on self-evaluation sheet Share strengths and questions in this section

Target Setting Specifies target(s) for gifted students that is/are consistent with the priority performance challenge State targets in terms of the measure used (e.g. PARCC) and the metric (exceeds expectations) Set ambitious yet realistic targets that if achieved, would eliminate of diminish the priority performance challenge in two years Name the interim measure and its frequency, that monitors progress toward the identified target

Target Setting – Self-evaluation Complete Section IV: Target Setting on self- evaluation sheet Share strengths and questions in this section

Action Plan Include actions that address the Tier II or Tier III strategies or approaches that are evidence-based in gifted education (e.g. supplemental curriculum, compacting, acceleration, higher level critical and creative thinking) Describes the professional development that will have positive and long term impact to improve performance of gifted students (or to increase the capacity of educators working with gifted students)

Action Plan Each root cause is addressed by a major improvement strategy Includes activities for parental awareness and involvement in improvement strategies Includes action steps and timeline for implementing improvement strategies and action plans

Action Plan– Self-evaluation Complete Section IV: Action Plan on self- evaluation sheet Share strengths and questions in this section

Resources for Addendum Completion Guidance for Gifted UIP Addendum for the Online System https://www.cde.state.co.us/gt/onlinegifteduip Worksheet for preparing Gifted UIP Addendum https://www.cde.state.co.us/gt/uipworksheet-0

Information from Conferences Lisa Van Gemert - http://www.giftedguru.com/ books and general information http://www.mensaforkids.org/ Belin-Blank Center - I-Excel http://www2.education.uiowa.edu/belinblank/Stu dents/BESTS/#Group46 CAGT – Brian Housand 60 in 60– Technology Tools http://www.brianhousand.com/cagt16.html

Identification of Gifted Students Gifted Identification

Questions About Identification What are your specific concerns about identification?

Talent Identification Issues about portfolios or tapes for performance reviews Set meetings for subgroups to finish process

Closing Next Network Meeting – January 26, 2017 Enjoy your well-earned holidays!!!!