1. Board Presentations Protocol:
• Brief overview of program
• Share achievement or outcome goals for program – connect to the strategic plan
• Present data related to outcome goals (can be synthesized/summarized)
◦ Cause/effect data – how do we get from where we are to where we want to be
◦ Cause of successes & challenges
• Based on data share next steps including what the Board/District can do to support (not time or money)
• Focus on what is the most important thing for you to leave the board with to understand
• Student engagement is something the board very interested in hearing about

2. Gifted & Talented Program
CCSD Board Meeting
Monday, November 16, 2015
6:00 PM
There are 7.5% students formally identified in our 4-12th grade gifted and talented program. We have ____ students participating in our newly formed PACE program. All of these students are amazing with differing needs and abilities. We continue to grow as a GT team to meet these diverse needs.
share anything about last year’s goals for this year?

3. Gifted and Talented CCSD Program Goals 2015-2016
1. Curriculum Alignment
2. Identification
3. Student Achievement
4. Professional Development
5. Communication

4. Program Overview

5. Goal #1 - Gifted & Talented Curriculum Alignment Goal
Refine and implement GT Scope & Sequence aligned with NAGC for K-12.
Power standards identified in each grade level's (K-12) GT scope and sequence.

6. 3. One instructional unit (Either individual or collaborative) is developed by each teacher for one grade level based on the GT Scope and Sequence and GT Power Standards and recorded/entered into the Atlas Rubicon curriculum mapping software.

7. 4. The GT Staff will provide increased opportunities for student reflection aligned to GT Standards.

8. Goal # 2 - Gifted and Talented Identification Goal
Reflect and revise any necessary changes to the identification process.
Develop and implement identification process (PACE) for students K-3.

9. Goal # 2 - Gifted and Talented
Identification Goal
In accordance with our district identification plan, our eligibility committee will continue meeting three times a year to discuss students whose names are proposed for the program.
For the new PACE program (Primary Activities for Challenge and Enrichment), the elementary GT differentiation specialists and Tracy Schipper have been working to refine the process used to identify students in grades 2 and 3. We have been collecting and analyzing student data since last spring, and met in September to determine eligible students in those grades. We will continue to work on the identification procedure for younger students, and the development of appropriate curricular activities to meet primary student needs.

10. Goal #3 - Student Achievement Goal
75% of G/T students will meet or exceed their growth target as measured by their fall to spring MAP in both reading and math.
By the spring of 2016, 80% of GT students will meet or exceed their self-identified academic goal.
By the spring of 2016, 80% of GT students will meet their additional self-identified goal.
The GT team will work to support a GT student’s experience or recognize a GT student’s social/emotional/academic need that may be satisfied through work with a mentor.

11. Number of G/T students reporting % did not meet growth goal
MAP Reading Results
Grade
Level
4th
5th
6th
7th
8th
9th
10th
11th
Number of G/T students reporting 37 42 67 52 59 58
% met growth goal 73 64 68 48 62 45
% did not meet growth goal 27 36 33 32 38 55
59% of GT students MET or EXCEEDED their target

12. Number of G/T students reporting % did not meet growth goal
MAP Math Results
Grade
Level
4th
5th
6th
7th
8th
9th
10th
11th
Number of G/T students reporting 39 44 67 53 60 51
% met growth goal 85 50 58 57 78 54
% did not meet growth goal 15 42 43 33 22 46
63% of GT students MET or EXCEEDED their target

13. Number of Total Students Number of Identified Students
Iowa Assessment Results : READING
Grade Level 4 5 6 7 8 9 10 11
Number of Total Students
408
402
410
409
380
373
324
Total Population
NPR 69 65 62 66 68 75 74 63
Number of Identified Students 39 43 57 53 60 67
Gifted and
Talented
Population 98 93 89 94 87

14. Iowa Assessment Results 2014-2015: MATH
Grade
Level 4 5 6 7 8 9 10 11
Number of total students
408
402
410
380
409
373
324
Total Population NPR 64 56 60 65 62 67 69 72
Number of identified students 39 43 57 53
Gifted and Talented Population NPR 94 93 88 97 92 95

15. Our data tells us...
We will continue to work towards our program goal of raising student achievement through best practices.

16. Goal #4 - Professional Development Goal
Increase teachers’ knowledge and skills in providing differentiated instruction for gifted and talented students via job-embedded opportunities.

17. We do know this...
Our kids are gifted all day long! Best practice NAGC emphasizes this through its statements regarding professional learning for teachers:
Educators systematically participate in ongoing, research-supported professional development that addresses the foundations of gifted education, characteristics of students with gifts and talents, assessment, curriculum planning and instruction, learning environments, and programming. - See more at:
Administrators provide human and material resources needed for professional development in gifted education (e.g. release time, funding for continuing education, substitute support, webinars, or mentors). - See more at:
District PL: Last spring- 28 teachers involved
Faculty meeting time: we would love more!
PL Days: we would love a moment to share!
Embedded PLC: infusion of learning within our meetings
Time with administration: we would love more!

18. Forms of PL that we employed last year and continue to use:
District PL- 2 nights after school (2 hrs each time; stipend for participants): variety of sessions
Embedded PLCs
Any faculty meeting time allowed
Differentiation supports (ie, math extensions)
As needed, “on your feet”
Inviting staff to ITAG or other learning opportunities
Model instruction (ie, “push in”)
Share resources

19. Goal #5 - Communication
GT Differentiation Specialists will share, seek input, and collaborate regularly with building administrators (at least twice monthly) to ensure effective GT services and continuous improvement.
GT Differentiation Specialists will collaborate with guidance counselors and administrators annually, to ensure continuity of supports and services as GT students transition from building to building.
GT Differentiation Specialists will increase communication to and clarity for all stakeholders on continuity of services over time.
We continue to strive for better communication and more established lines of communication with our various building administrators. While this goal is sometimes difficult given schedules- GT specialists strive to meet with our administrators at least twice a month- this can include formal and informal conversations.
For our part We will try to pre-plan these meetings and have a focus of one important item to collaborate on as it relates to GT students and their unique academic and social/emotional needs.
Successes as a result- More time with students and more supports in place! WIN at Creek allows GT and all Tier 1 students to regularly engage in areas of passion every day , more schedule flexibility at Point allows more direct student contact time
The GT specialists are working to ensure all stakeholders- administrators, teachers, students, parents- have a clearer understanding of what our program looks like across all levels from the PACE identification process at K-3 to providing outside opportunities for our high school students. The GT program staff maintains a strong vision and shared philosophy yet also understands how needs of GT students- and what our role in it is- shifts over time and that it is important that all are aware of how that looks (refer back to GT- MTSS )

20. Final Thoughts
The GT program is a continuum of services, from elementary to middle level to high school. Those services will vary based on a number of things, but we are working to meet students needs.
Best practice says that students are not just gifted when we are working with them directly, but they are gifted all throughout the day.
We need advocates in our buildings who work with us, who help support our students and our communication with the staff.
Our programming is moving forward and we feel good about the work we are doing, but we are always looking to continuously improve.