1. Gifted & Talented Program
CCSD Board Meeting
Monday, February 20, 2017
Tricia Tendick welcome, introduce ourselves

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

3. Program Overview
Tricia

4. 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.
Tricia

5. 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.
Tricia

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

7. Goal # 2 - Gifted and Talented Identification Goal
Reflect and revise any necessary changes to the identification process.
The District Eligibility committee will continue meeting three times a year
Develop and implement identification process (PACE) for students K-3.
We have been collecting and analyzing student data to determine eligible students in grades 1-3. We will continue to develop appropriate curricular activities to meet primary student needs.
Erin

8. Goal #3 - Student Achievement Goal
75% of GT 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.
Erin H

9. MAP Reading Comparison GT Data
Erin H
Math is renormed in 2015

10. MAP Math Comparison GT Data
Erin H
Reading is renormed in 2015

11. Number of students reporting
Iowa Assessment Data
Number of students proficient or advanced
Grade
Level
4th GT
Not GT
6th
8th
11th
Number of students reporting 41
379 44
362 54
353 61
295
Reading
100%
71.2%
68.9%
96.7%
72.9%
Math
75.7%
74.9%
73.7%
98.3%
77.9%
Erin H

12. PEP Goals 85% of GT students met their self-identified academic goal.
89.5% of GT students met their additional self-identified goal.
Lori

13. Reflecting on Student Achievement...
We will continue to work towards our program goal of raising student achievement through best practices.
Our GT students are gifted “all day long” and therefore achievement is impacted by educators other than GT Specialists.
We have provided increased opportunities for different levels of mentorships for our students.
Lori

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

15. Forms of PL that we employed last year and continue to use:
District PL- We structured our PL differently this past year and were able to offer a new opportunity - an ONLINE class for teachers!
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
Lori D

16. 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.
Lori D

17. Final Thoughts
The GT program is a continuum of services that varies based on student need. Because GT students are gifted throughout the day, we will continue to encourage and empower our colleagues to offer challenging options for students and to recognize social/emotional needs.
We will continue to work with administration and the counseling staff to strengthen understanding and practices.
We continue to have a growth mindset- learning from our past and present and continually striving to improve future programming, and will continue to refer to the strategic plan for alignment.
The Board can help through your advocacy of GT funding and for your continued and ongoing support of quality dedicated programming.
Lori D