Section

  • Parent and Family Communication

    Parents in the ECBOCES region are informed about access to identification procedures through each district’s Gifted Education Handbook which is posted on all district websites.  The handbook includes an overview of identification procedures including referral and screening procedures, collection and team review of the body of evidence, types of evidence collected, and state criteria for identification. 

     

    Parents and families are educated about giftedness and parenting gifted students by attending parent sessions at twice yearly regional gifted education events.  Professional speakers present relevant information based on the needs and requests of parents of East Central BOCES gifted children.  Parents are also encouraged to visit the East Central BOCES gifted education webpage where they have access to lists of gifted organizations; general GT information; specific information on social and emotional issues; lists of recommended books, journals, and magazines for parents and students; and academic contests for gifted children.  An ECBOCES GT Advisory Committee was created in the spring of 2016.  Members include parents, teachers, and administrators from the region.


    For College and Career information for gifted students, parents can check their district's website calendar for events or contact their district GT coordinator. 




     


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  • ECBOCES works closely with member districts to provide recommended guidelines, resources, and tools that align with state rules, recommendations and best practices for gifted student identification. We believe that outstanding abilities are present in students from all cultural groups and across all economic strata. All efforts are made to ensure cultural fairness in the screening and identification process. A complete Body of Evidence that includes both qualitative and quantitative measures is collected on a student before a team decision is made to identify a student for gifted education programming. Member districts strive to provide identified students with gifted programming congruent with their identified needs. All programming options are dependent upon the resources, funding, and personnel available in each individual district. Students identified in the area of Psychomotor will be given appropriate accommodations as noted on their Advanced Learning Plans. 

    Screening

    Member districts in the ECBOCES Administrative Unit (AU) utilize at least one of the following methods to cast a wide net screen for gifted student potential:

    • Administer the Cognitive Abilities Test to all students in 2nd grade and a middle school grade, and to students recommended by teachers/parents, and/or to new students to a district
    • Scan district achievement test data to provide evidence of gifted ability
    • Accept parent/teacher/student referrals
    • Review teacher observation notes

    Students who score within a certain referral range as determined by the individual district comprise a potential “pool” of students to go through further data collection procedures described below.

    Criteria for Identification

    Districts in the ECBOCES AU utilize the following recommendations as criteria for identification:

    In order to be formally identified, students need a Body of Evidence (BOE) that complies with the following state criteria:

    • Three or more pieces of qualifying evidence
    • Data from more than one source
    • All points aligned to one or more areas of strength
    • Both qualitative and quantitative data
    • All assessments and instruments reliable and valid
    • All assessments and instruments culturally fair

    The BOE may include data collected across at least two of the following areas: Intellectual Ability, Characteristics and Behaviors, Achievement, and Demonstrated Performance (See attached CDE guidelines for additional information and examples). 

     

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  • An Advanced Learning Plan (ALP) is a direct link between the student profile created during the identification process and the implementation of programming services matched to the child’s strengths and interests. ALPs are a planning guide for making instructional decisions about materials, programming options and assessments for gifted students based upon strengths, interests, and social-emotional needs. They are critical in the transition of gifted students from one level of schooling to the next and from school to school.

    The ECBOCES Administrative Unit has developed an electronic ALP for districts to use. Districts have the option of using their own ALP form if it includes all essential elements described in the Rules promulgated by the State Board of Education. 

    ALPs should be updated, progress monitored, and reviewed annually. Each district should have a process in place for collaborative development of standards aligned academic and affective ALP goals and strategies which includes teachers, parents, and student input.

    East Central BOCES school districts offer a variety of programming options to meet the needs of gifted learners.  With the resources available, districts implement programming options based on each student’s strengths and area(s) of identification.  Individual student programming selections are driven by student data.  East Central BOCES recognizes that programming for affective or social-emotional needs is crucial to the well-being of gifted students. Programming and instruction for gifted students falls within the Colorado Multi-Tiered Model of Instruction and Intervention with services at the universal, targeted or intensive levels based on student needs.

     

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  • The ECBOCES Administrative Unit (AU) Gifted Education Budget is split between 20 school districts. Our Gifted Education Regional Consultant works closely with Gifted Coordinators and Administration in each district to identify and provide professional development opportunities for teachers, quality resources and instructional materials, and regional event opportunities that support gifted student academic as well as social-emotional needs. Each year, our BOCES collects information from districts to determine how gifted education funds are spent to support gifted students in our region. The following is an approximate description of how funds are used in our region:

    40% Licensed, endorsed personnel working with gifted students

    30% Activities associated with instruction for gifted students

    20% Professional Development for educators of gifted students

    10% Instructional Materials for gifted students

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  • ECBOCES recommends that member districts in our Administrative Unit follow the dispute resolution guidelines listed below when concerns are presented in relation to gifted identification and programming.

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    • ECBOCES has a variety of gifted education resources, assessment tools, and curriculum extension materials available for teachers and gifted education coordinators in our member districts to check-out and use in their classroom. Some of these resources are listed below.  Please contact Marianne Johnson at mariannej@ecboces.org to inquire about other resources available and to check out resources and have them delivered to your district.  

      Math

      A Teacher’s Guide to Using the Common Core State Standards with Mathematically Gifted and Advanced Learners. Author: Johnsen, Susan K. Ph. D.

      Using the Common Core State Standards for Mathematics with Gifted and Advanced Learners. Author: VanTasel-Baska, Joyce Ed.D

      Beyond Base Ten. Author: Johnson, Dana T.

      Using the Common Core State Standards for Mathematics with Gifted and Advanced Learners. Author: Johnsen, Susan K. Ph.D.

      Moving Through Dimensions. Author: Johnson, Dana T.

      Polygons Galore! Author: Johnson, Dana T.

      Spatial Reasoning. Author: Johnson, Dana T.

      Splash. Tonneson, Virginia Caine Ph. D.

      Extending the Challenge in Mathematics. Author: Sheffield, Linda Jensen

      Identifying and Nurturing Math Talent. Author: Gavin, M. Katherine Ph.D.

      Language Arts 

      A Teacher's Guide to Using the Common Core State Standards with Gifted and Advanced Leaners in the English Language Arts.  Author: Hughes, Claire,Ph.D; Kettler, Todd, Ph.D.

      Using the Common Core State Standards for English Language Arts with Gifted and Advanced Learners. Author: VanTasel-Baska, Joyce Ed.D.

      Jacob's Ladder Reading Comprehension Program Primary 1. Author: VanTassel-Baska, Joyce L. Ed. D.; Stambaugh, Tamra Ph.D.

      Jacob's Ladder Reading Comprehension Program Primary 2. Author: VanTassel-Baska, Joyce L. Ed. D.; Stambaugh, Tamra Ph.D.

      Jacob's Ladder Reading Comprehension Program Elementary 1. Author: VanTassel-Baska, Joyce L. Ed. D.; Stambaugh, Tamra Ph.D.

      Jacob's Ladder Reading Comprehension Program Elementary 2. Author: VanTassel-Baska, Joyce L. Ed. D.; Stambaugh, Tamra Ph.D.

      Jacob's Ladder Reading Comprehension Program Middle School 3. Author: VanTassel-Baska, Joyce L. Ed. D.; Stambaugh, Tamra Ph.D.

      Jacob's Ladder Reading Comprehension Program Middle School 4. Author: VanTassel-Baska, Joyce L. Ed. D.; Stambaugh, Tamra Ph.D.

      Jacob's Ladder Reading Comprehension Program Middle School 5. Author: VanTassel-Baska, Joyce L. Ed. D.; Stambaugh, Tamra Ph.D.

      Literature Celebrations: Catalysts to High-Level Book Responses. Author: KIngore, Bertie.

      Independent Study

      Envision : Grade 3. Author: Brondy, Melanie L.

      Envision : Grade 4. Author: Brondy, Melanie L.

      Envision : Grade 5. Author: Brondy, Melanie L.

      Differentiation

      Cooperative Learning and Gifted Students Report on Five Case Studies. Author: Coleman, Mary Ruth, James J. Gallagher and Susanne M. Nelson

      Curriculum 21 Essential Education For aChanging World. Author: Jacobs, Heidi Hayes

      Differentiating Instruction With Menus Set (4 Books)( Kit). Author: Westphal, Laurie E.

      Guide Book and Trainer's Manual Successful Teaching in the Differentiated Classroom. Author: Coil, Carolyn

      Making Differentiation A Habit. Author: Heacox, Diane Ed.D.

      Making Differentiation a Habit (Kit) How to Ensure Success in Academically Diverse Classrooms. Author: Heacox, Diane, Ed.D.

      Research-Based Strategies. Author: Payne, Ruby K.

      Successful Teaching in the Differentiated Classroom. Author: Coil, Carolyn

      Teaching Tools for the 21st Century. Author: Coil, Carolyn

      Teaching with Poverty in Mind (Kit). Author: Jensen, Eric

      Identification/Testing

      Creativity Identification Tool Kit

      Torrance Test of Creativity

      Leadership Identification Tool Kit

      Visual Arts Identification Tool Kit

      Cognitive Abilities Test Form 7. Riverside Publishing.

      Scales for Identifying Gifted Students (SIGS)

      Social-Emotional

      College Planning for Gifted Students. Author: Berger, Sandra L.

      The Genius in Every Child Elementary Version. Author: Armstrong, Thomas Ph.D. 

      The Gifted Kids Survirval Guide A Teen Handbook. Author: Galbraith, Judy M.A,, Delisle, Jim Ph.D. 

      The Gifted Kids Survival Guide For Ages 10 and under. Author: Galbraith, Judy M.A.

      Gifted Parent Group: The SENG Model. Author: Devries, Arlene, R. M.S.E.; Webb, James T. Ph.D

      Guiding the Gifted Child A practical source for Parents and Teachers. Author: Webb, James T. Ph.D; Meckstroth, Elizabeth A.

      Habits of Mind (Kit) Activating & Engaging, Discovering & Exploring. Author: Costa, Arthur L.; Kallick, Bena

      Social-Emotional Curriculum With Gifted and talented Students. Author: Van Tassel-Baska, Joyce 

      When Gifted Kids Dont Have All the Answers How to Meet Their Social and Emotional Needs. Author: Delisle, Jim Ph.D & Galbraith, Judith M.A.

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