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District Plan/State Plan

Revised 9/4/2013



All gifted students will accomplish challenging post-secondary workforce goals and become productive, creative citizens capable of succeeding in their area of strength.




Ensure gifted student growth and achievement through systems of support, programming and advocacy.


Definition of Gifted and Talented:


Colorado Department of Education

Office of Gifted Education


“Gifted and Talented children” mean’s those persons between the ages of five 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 education 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 or Performing Arts, Musical or Psychomotor Abilities


Identified Gifted:

Have met the state criteria established through a Body of Evidence (BOE) and require an annual, collaboratively developed Advanced Learning Plan (ALP) to ensure advanced programming in the student’s strength area(s).

Talent Pool:

Demonstrate evidence of high potential but do not meet the criteria established through a Body of Evidence. Advanced programming in their strength area(s) and progress monitoring to document effective instructional strategies is provided. They may eventually meet the state criteria for formal identification at a later date.

Current Demographics: (April 2013)

*Other: students identified by the district as 2 or more ethnicities or unclassified.



District Goals: (Plan 2012-2016)


·         Partially Proficient (PP) students in reading and writing will make adequate growth in those areas to achieve medium or high proficient status on state testing.


·         Gifted students at the proficient level on any of the three areas of the TCAP (reading, writing and math) will make at least one year of growth and achieve advanced



·         Conduct parent meetings at the beginning of the school year.


·         Communicate budget expenditures complete with pie graph.


·         Increase membership of less represented groups, specifically by ethnicity as documented by the annual demographic report.


·         Increase representation of gifted students identified in the talent areas from 2% of the total gifted population to 10% of the total gifted population (Creativity, Leadership,

     Music, Performing Arts (Drama) and Visual Arts).


·         Review and update ALP’s in May. Re-address ALP’s in January.


·         Provide parent education regarding transitions from Elementary School to Middle School and from Middle School to High School.

·         Educate parents about programming options in the district (e.g., cluster and flexible grouping, on-line content acceleration, grade level acceleration, classroom

     enrichment independent studies, group projects and pull-outs).


·         Identify instructional strategies for general education classrooms to implement with fidelity (e.g., cluster grouping, flexible grouping) and monitor effectiveness using

     qualitative and quantitative measures.


·         Professional development to K-5 teachers about characteristics of gifted students and programming that will be provided.




·         Professional development for teachers

·         Gifted Education Advisory Council: 3 meetings per year.

·         Website/Webpage

·         Attend administrators meetings

·         Newsletters (Parents and Teachers) (Quarterly)

·         Email (Parents and Teachers)

·         Information provided to parent group

·         Parent meetings

·         Reports: (Superintendent/School Board)


Gifted Education Advisory Council


The purpose of the Montezuma-Cortez School District RE-1 Advisory Council is to provide an opportunity for building, district, school board, and parent representatives to discuss the development and implementation of goals for the program. The Council also provides a network for communication, support and accountability. The council will consist of 13 standing members consisting of one administrator, two gifted education staff members, one principal and one alternate, one representative and one alternate from each school, one school board member, and one representative and one alternate from the parent group. Anyone is welcome to attend the council meetings, but the standing members will be responsible for discussing topics that have been submitted to them from their respective buildings. Alternates will sit in for the representative, if they are unable to attend. Meetings will take place in August, October, January and April.


The responsibility of being an active member of the council and actively attending the meetings should be seriously considered by those who have chosen to serve.


Advanced Learning Plans: (ALP’s)


Advanced Learning Plans (ALP’s) are an accountability method for assessing gifted student growth through progress monitoring of qualitative and quantitative goals in gifted student programming and social-emotional development.


·         The Advanced Learning Plan:

 o   Inspires students to achieve new levels of learning and growth.

o   Provides clear instructional and social-emotional guidance each year.

o   Provides a means to measure student progress as a result of programming.

o   Provides the student with an indicator of success, self-efficacy, and next steps.

o   Gifted Education staff, the student, parent/guardian, and teachers are involved in completing the ALP.

o   SMART Goal: Specific, Measurable, Attainable, Realistic, Timely.

o   Parent Goals: provides the parent input on the child’s ALP.

o   ALP Review/Updates: each May and January during the academic school year.

o   Parent meetings at the beginning of each school year provide an opportunity to meet and discuss the students ALP. Changes may be made at that time and the ALP will be revised and the parent/guardian will be provided a copy.


·         Social/Emotional Guidance:

 o   Student Interviews with gifted education staff.

o   Meet with the classroom teacher(s)

o   Meet with parents

o   Meet with counselors

o   Meet with school nurse

o   Support system at school

o   Support system at home

o   Yearly goals set and reviewed

o   Referrals made for additional services (when needed or necessary)

Programming Options

·         Elementary:

o   Cluster grouping

o   Independent study

o   Classroom projects

o   Flexible grouping

o   Enrichment centers

o   Content acceleration

o   Grade acceleration

o   Collaborative teaching

o   Student interviews

o   Research opportunities

o   Pull-Out


Resources: Teachers:

·         Staff development

·         Gifted student rosters

·         Instruct teachers on the use of APAS for student information.

·         Reading list

·         Academic extension/Enrichment resources(Commercial publications designed for gifted, curriculum support materials, materials and supplies to complete special student projects, etc.)

·         Academic support and counseling to meet the needs of the gifted student.

·         Specific information on the nature and needs of gifted students.

·         Classroom activities as requested (including whole class instruction).


Resources: Students:

·         Enrichment centers

·         Advanced materials in their area of giftedness.

·         Student interview.

·         Materials needed for projects.

·         On-going academic instruction and follow-up.

·         Journals to free-write ideas, thoughts, revelations, frustrations, and positives for social and emotional growth.

·         Academic counseling/support.

·         Age appropriate mentorship.


Gifted Education Sponsored Competitions:

 ·         Elementary Knowledge Bowl

·         Spelling Bee

 Special Events:


.     October, January and April. (3rd, 4th, and 5th grades)

·         Some events may include a robotics day, science day, and other student interest based options.


·         Secondary:

o   Extensions classes

o   Advanced placement classes

o   Independent study

o   On-line courses

o   Honors Diploma Program

o   Concurrent enrollment through PCC/SCCC

o   Mentorship

o   Academic Competitions


·         Differentiated Instruction:

o   Instructional materials:

§  Focuses on the students area(s) of giftedness.

§  Provide for interests the student has indicated on the interest inventory.

§  As needed to support student projects.

o   Instructional strategies from the Colorado Department of Education Guidelines.

o   Enrichment centers

o   Independent study

o   Gifted student individual/Group projects

o   Research projects

o   Content acceleration

o   Grade acceleration


Staff Development for Teachers


·         Provided at the beginning of the school year. The materials will be presented in a teacher handbook, in addition to meeting with principals, teachers and staff to discuss  several important aspects of the program.


o   Roll out the Gifted Education Program for the school year.

o   Definition of gifted.

o   State requirements/changes from the state department.

o   Professional development

o   Program goals

o   Communication

o   Areas of Giftedness

o   Characteristics of a gifted child.

o   Screening process

o   Referral process

o   Identification process

o   Advanced Learning Plan (ALP)

o   Affective Needs: Social/Emotional

o   Programming (Options on page 4)

o   Programming strategies

o   Role of the teacher

o   Thinking skills

o   Thinking processes

o   Rigor: How to Plan Rigorous Instruction (Robyn R. Jackson)

o   Best Practices in the classroom with gifted students

o   Program evaluation

o   Gifted Education support

o   Advisory Council

o   Positive advocacy for gifted education

Parent Targets

·         Communication/Services:

o   Develop new and updated website.

o   Focus on making the Gifted Education webpage user friendly with capacity for all the requested information to be available to parents, teachers and administrators.

o   Continue to provide an activity/important date calendar.

o   Provide contact information, GT data, progress information on disproportionality in the district and the steps being taken to address it, budget information itemized from the budget disbursement information provided to the state department each year.

o   Quarterly Newsletters

o   Links to: 4CAGT, CAGT, NAGC, CDE/Gifted Education websites.


·         Sources/Reports:

o   The budget is comprised of funding from the Montezuma-Cortez School District RE-1 and the State Department of Gifted Education. The state funding come through the San Juan Board of Cooperative Educational Services.

 o   An itemized budget allocation report from RE-1 Gifted Education is provided to the Colorado Gifted Education Office each year. The deadline for this report is September 30th.

o   An itemized projected budget for the next school year is provided to the Colorado Gifted Education Office each year. This report is due before leaving for the summer each year.


Program Evaluation:

·        Accountability:

o   Gifted Education Programs in Southwest Colorado are evaluated through the San Juan Board of Cooperative Educational Services (SJBOCES) Gifted Education Regional Consultant (GERC). For SJBOCES, the (GERC) is Betsey Krill. The region is made up of nine school districts, Bayfield, Dolores, Dove Creek, Durango, Ignacio, Mancos, Montezuma-Cortez, Pagosa Springs and Silverton.

o   The Colorado Department of Education (CDE), through the Department of Gifted Education conducts an evaluation called the Colorado Gifted Education Review (CEGR). This review is completed in the region approximately every 5 years. The Montezuma-Cortez School District RE-1 did well on the CGER in the fall of 2010. The next CGER for the southwest region is scheduled for 2015.

o   Betsey Krill (GERC) leads several regional meetings each school year. The meetings provide valuable information, in addition to looking at and discussing the gifted programs in the 9 districts that make up our region. The districts work collaboratively on meeting the needs of gifted students in the Southwest region.

 o   Yearly reports are submitted to CDE by the district each year. The reports consist of budget expenditures, district demographic information; complete up to date student information used to provide the district with student data to help better meet the needs of gifted students.

 o   Individual meetings with the GERC are scheduled when needed.

 o   Professional development is provided in areas of concern in the gifted program.

 o   Two Gifted Education Director’s meetings are held each year (September and April). These meetings provided professional development and an opportunity to look at gifted education programs throughout the state of Colorado. It is an opportunity to collaborate, brainstorm, and plan for the future in gifted education in Colorado.



·         “Active Support, Especially for a Cause”

 o   Advocacy is an on-going process.

o   Support what is happening within the cause.

o   Support all of the stakeholders working for the betterment of the cause

o   Take an active role in supporting students with exceptional abilities.

o   Advocate for gifted students to be provided a quality education that meets their academic and social-emotional needs.

o   Positive support of making Kids First.



·         Individuals volunteering in the RE-1 School District must complete a volunteer application with Human Resources before starting volunteer work in the schools.


o   Elementary:

§  Assist teachers in the classroom.

§  Read to students.

§  Read with students.

§  Help coaches with academic competitions.

§  Sponsor a group/club. Ex: reading, math, etc...

§  Tutor/Provide instruction in areas you are trained in.

§  Provide snacks for after school activities or practices.

§  Be a chaperone.

§  Volunteer to help with activities/competitions (even if your child is not participating.

o   Middle School:

§  Be a club sponsor (reading, chess, etc…)

§  Coach or assist with student academic competitions.

§  Team Manager for Destination Imagination.

§  Be a chaperone.

§  Volunteer to help with activities/competitions.

§  Tutor/Provide instruction in areas you are trained in.

§  Provide snacks for after school activities or practices.

§  Be a mentor.

§  Ask the school what other areas you could volunteer for.


o   High School:

§  Be a mentor

§  Tutor/Provide instruction in areas you are trained in.

§  Sponsor/Coach/Volunteer to help with academic competitions.

§  Contact the school about other volunteer opportunities.



Montezuma-Cortez School District RE-1:

Colorado Association for Gifted and Talented:

Colorado Department of Education/Gifted Education:

National Association for Gifted Children:

San Juan Board of Cooperative Educational Services:

4CAGT: Four Corners Association for Gifted and Talented:




400 North Elm Street | Cortez, CO 81321 | Phone: 970.565.7522