EC BOCES Gifted Program
Section outline
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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 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.
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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The ECBOCES Administrative Unit (AU) has adopted the state definition for gifted students.
"Gifted and talented children" means those persons between the ages of four and twenty- one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs. Children under five who are gifted may also be provided with early childhood special educational services.
Gifted students include gifted students with disabilities (i.e. twice exceptional) and students with exceptional abilities or potential from all socio-economic and ethnic, cultural populations. Gifted students are capable of high performance, exceptional production, or exceptional learning behavior by virtue of any or a combination of these areas of giftedness:
General or Specific Intellectual Ability
Specific Academic Aptitude
Creative or Productive Thinking
Leadership Abilities
Visual Arts, Performing Arts, Musical or Psychomotor Abilities
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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 recognize 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.
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 at any time of the year
- 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 follow state rule and 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 CDE guidelines at cde.state.co.us/gt 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. ALPs are developed within 30 days of gifted identification and are revised yearly by October 1st.
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 divided between the twenty school districts. Our GERC/coordinator 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 and social-emotional needs. Each year, ECBOCES 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 in the Gifted Education Handbook when concerns are presented in relation to gifted identification and programming.
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ECBOCES shares a variety of gifted education resources with member districts. These include assessment tools, curriculum extensions, and books for educators and parents. Educators can contact ECBOCES to inquire about available resources which can be loaned to ECBOCES districts.
