1. Early Access Replication Project: fostering academic Success Through the Acceleration of Young Gifted Children

2. OUR Purpose
Colorado House Bill passed in 2008, now it is 2016 and only 60 percent of administrative units even have a process registered with the state department of education.
The purpose of the Early Access Replication Project is to bring a successful Early Access Process to many of the Colorado School Districts who have not yet engaged in the process of identifying bright young learners and engaging them in school.  This research study will be conducted by two University of Denver doctoral candidates. 
Why is this State Bill beneficial? Providing access and programming

3. What is Early Access?
Early Access is an optional educational program to include "highly gifted" underage learners in educational programs for kindergarten and first grade who are:
Academically ready
Emotionally ready
Behaviorally ready

4. What are the State Criteria?
A child admitted under the Colorado Early Access provision must demonstrate high:
Aptitude at or above the 97th percentile
Achievement at or above the 97th percentile
Performance at or above the 97th percentile
Readiness for advanced placement
Observable advanced social behavior
Motivation to learn
Support from parents, school, and AU

5. Colorado House Bill
Colorado Department of Education-Fast Facts

6. Accountability
CDE C-GER review
October Count
Early Access Addendum

7. Timeline
QUESTION: Think about your district and state: What processes and tools would your district have available for implementation?

8. Phase #1-Aptittude -Cognitive Assessment
Recommended tools: (Normed to the lowest age population)
Wechsler Preschool and Primary Scale of Intelligence™ - (WPPSI™ - IV)
Differential Ability Scales®-II (DAS-II)
Kaufman Assessment Battery for Children -(KABC™-II)
Discuss what components each assessment has. The first Cohort was given the WPPSI, then switched to the DAS.

9. Phase #2-Achievement
Recommended tools: (Normed to the lowest age population)
Test of Early Reading Ability - Third Edition (TERA-3)
Test of Early Mathematics Ability – Third Edition (TEMA-3)
Kaufman Test of Educational Achievement, Third Edition(KTEA™-3) (4.0 age)

10. Phase #3-performance & readiness-preschool Observations
Early Access
Common Protocol for Observations
Child’s Name: _____________________________ Age: ___________
Observer’s Name: _________________________
Date of Observation: ______________________ Observation Location: __________________
Please keep the following five points in mind as you observe the child, noting any pertinent information. Remember, this is merely a tool to gather information that will help the child transition into the early access classroom.
Interactions with peers:
Interactions with adults:
Transitions between activities:
Focus / attention span:
Sensory issues / evidence of overexcitabilities:

11. Phase #4-Committee review of BOe
QUESTION: Who would you include in your teams selection committee?
Jeffco Examples Stakeholders: child find, preschool Director and preschool support staff, psych, placement schools (principal, IC, teacher, & school psychologist) parents, GT resource teacher, GT Director

12. Phase #5-Support structures
Every 6 weeks progress monitoring
Professional Development for Early Access teachers
Online Course
Invited to all Center PD’s
Parent Support tools
Hybrid online course
General topics
Young gifted specific topics & resources

13. Early access replication project
Contact:
Lindsey Reinert
Ruthi Manning-Freeman
What is a systematic and replicate(able) process for identifying highly gifted youth for placement in an early entrance program?
Website:

14. BRIGHT BEGINNINGS
Robinson, Nancy M. Effects of Academic Acceleration on the Social-Emotional Status of Gifted Students. A nation Deceived: How Schools Hold Back America’s Brightest Students. (pp. 59 – 67).
Acceptance documents
ALP creation
Progress Monitoring
Placement pathway decisions for following school year
Boredom, underachievement, perfectionism, and succumbing to the effects of peer pressure are predictable when needs for academic advancement and compatible peers are unmet.
~Nancy Robinson