1. SLV Gifted Education Network
November 17, 2016

2. 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

3. 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?

4. 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
February 24: 8:30 – 4:00 Workshop 2 – R4R-ASU– Rm. 309
May 9–11: Colorado Gifted Education Review (C-GER)

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

6. 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

7. 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

8. 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

9. 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

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

11. 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

12. 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

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

14. 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

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

16. 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)

17. 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

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

19. Resources for Addendum Completion
Guidance for Gifted UIP Addendum for the Online System
Worksheet for preparing Gifted UIP Addendum

20. Information from Conferences
Lisa Van Gemert -
books and general information
Belin-Blank Center - I-Excel
dents/BESTS/#Group46
CAGT – Brian Housand
60 in 60– Technology Tools

21. Identification of Gifted Students
Gifted Identification

22. Questions About Identification
What are your specific concerns about identification?

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

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