1. Palmer High School Gifted & Talented Program
September 2015

2. Definition
Gifted students are capable of high performance, exceptional production, or exceptional learning behavior by virtue of any area(s) of giftedness.
Gifted students include students with disabilities ( twice-exceptional) and students with exceptional abilities or potential from all socio-economic, ethnic, and cultural populations.

3. Categories of Giftedness
New State Changes -
Specific Academic: Reading, writing, math, science, social studies, world languages
Specific Talent Aptitude: Visual arts, performing arts, music, dance, psychomotor, creativity, leadership
General Intellectual Ability

4. Twice-exceptional Student
Identified gifted with an IEP or 504.
Physical disability
Learning disability
Social/emotional disability
Served by both the IEP or 504 and an ALP (Advanced Learning Plan)
10-20% of gifted population. ALPs done separately.
Added an extra bullet

5. Bright Child Gifted Learner
Knows the answer
Is interested
Is attentive
Has good ideas
Works hard
Answers the questions
Top group
Listens with interest
Learns with ease
6-8 repetitions for mastery
Understands ideas
Enjoys peers
Grasps the meaning
Completes the assignments
Asks the questions
Is highly curious
Is mentally and physically involved
Has wild, silly ideas
Plays around, yet tests well
Discusses in detail, elaborates
Beyond the group
Shows strong feelings & opinions
Already knows
1-2 repetitions for mastery
Constructs abstractions
Prefers adults
Draws inferences
Initiates projects
Now all students have strengths and differing learning styles . . .so what differentiates a gifted learner?

6. Bright Child Gifted Learner
Is receptive
Copies accurately
Enjoys school
Absorbs information
Technician
Good at memorization
Enjoys sequential presentation
Is alert
Is pleased with own learning
Is intense
Creates a new design
Enjoys learning
Manipulates information
Inventor
Good guesser
Thrives on complexity
Is keenly observant
Is highly self-critical
All characteristics aren’t necessary, just a propensity for . . .

7. GT Identification Process
Tested in second grade using the CoGAT Ability Test and other metrics
Depending on need, GT testing can be done at any time (K-12). Identification mostly happens in elementary and middle school
New state-wide identification process - multiple measures of quantitative and qualitative Body of Evidence
Once identified as gifted in District 11, then always identified as gifted; transferrable statewide.

8. Why GT at High School?
18% of high school dropouts nationwide are gifted students US News and World Report, 8/83.
More than IB, AP, Honors class options
Unique academic and social/emotional needs

9. GT Programming at Palmer
IB program
AP/CU Succeed classes
Honors classes
College classes
Curriculum modification
Mentorships
Job shadows
Independent projects
Clubs
Study skills
Goal planning
Student advocacy

10. IB/AP/Honors Programs and GT
While these programs offer advanced course work, and many GT students are enrolled in these programs for this reason, the GT program is separate.
GT is a service for identified gifted students, offering students assistance (academic, social, emotional) for their unique gifted needs.
What GT can provide is rather diverse – curriculum differentiation, study skills, mentorships, job shadowing, student advocacy, goal planning, etc.
GT works collaboratively with other Palmer programs and activities.

11. Advanced Learning Plan (ALP)
“a written record of gifted and talented programming utilized with each gifted child and considered in educational planning and decision making.”
Colorado Department of Education,
A CDE mandate. Verification and accountability for the passing of HB 1244.

12. Why ALPs?
Colorado is one of the few states that mandate gifted education and programming. The ALP is the means by which the state monitors this mandate.
The ALP serves as a portfolio, a repository of information documenting achievements and goals. The end result is a body of evidence covering years of schooling that students can use for post-graduate endeavors – often for college and scholarship applications.

13. The ALP Process Student completes online ALP form
Gifted Resource Teacher (GRT) schedules a meeting with the student to review the ALP and to provide assistance in helping the student realize their goals, interests, and aspirations
Progress monitoring of goals.

14. Individual ALPs
The emphasis of an ALP should address student strengths
May be a little extra work, but will directly benefit the student
Collaboration with parents and teachers
Not necessarily related to school work
Delete a before student first bullet

15. ALP Players Student Parent(s) Teacher(s) Gifted Resource Teacher
Community

16. Communication Email: michael.chamberlin@d11.org
Web:
Teacher Page:

17. Contact Michael Chamberlin Gifted Resource Teacher (GRT), Palmer
(719)
Room 222
Ask for questions.