Gifted & Talented

The district has the following personnel specific to gifted education: 

• A district wide coordinator that oversees gifted programming across the district

• Building-level coordinators that support Advanced Learning Plan development and implementation

Please direct any questions to Rachel Graham, district wide gifted coordinator.

The Exceptional Children's Educational Act (ECEA) defines gifted children as:

Those persons between the ages of four and twenty-one whose aptitude or competence in abilities, talents, and potential for accomplishment in one or more domains are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs. Gifted children are hereafter referred to as gifted students. 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, ethnic, and 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 (reading, writing, math, science, social studies, world languages)

• Creative or productive thinking

• Leadership abilities

• Visual arts, performing arts, musical or psychomotor abilities

District procedures have been established to conform with state criteria and to follow a multiple assessment approach.  This means that many sources of information are reviewed over a period of time before formally identifying a student as gifted in one or more areas. This evidence must include, at minimum, assessment results from multiple types of measures that demonstrate exceptional ability or potential when compared to peers of similar age, environment and experience.  This might include qualitative data, quantitative data, cognitive ability, achievement data, performance, teacher input, parent input, and behavior scales.  

Decisions are made collaboratively based on sound reasoning and data interpretation by the MTSS team that includes at least one person trained or endorsed in gifted identification and programming per ECEA rule. Outcomes could include, but are not limited to:

• gifted identification

• identify for talent pool/development

• identify additional tools needed to collect more data

• determine that the data does not support gifted identification at this time

• determine a need for a Special Education evaluation in addition to a gifted identification (twice exceptional students)

Students who demonstrate certain markers, but do not meet the full criteria, will be monitored through the building MTSS system.  They may receive intervention services and support as available, but will not be formally identified unless a robust body of evidence is established.

The Advanced Learning Plan (ALP) is a state requirement for every student who is identified as gifted and talented. State statute defines ALPs as ‘a written record of a gifted student’s strengths, academic and affective goals and the resulting programming utilized with each gifted child and considered in educational planning and decision making.’ 

These plans are reviewed annually and are updated by October 15th of each school year.  Each newly identified gifted and talented student will have an ALP written after an identification is made. ALPs are written through a collaborative process that includes relevant stakeholders such as the building gifted coordinator, teachers, counselor, parents, and the student.  At the high school level, students are the primary plan creator.  Previous year teachers are asked for feedback when possible.  

ALPs are written with documentation of giftedness, at least one strength based goal for academic area(s) of giftedness, an affective goal, a progress monitoring plan, and outlined instructional actions and/or strategies.  Students in high school will have an ALP blended with their Individual Career and Academic Plan (ICAP).  

ALPs are written and stored in the Frontline system.  ALPs blended with ICAPs are written and stored in the Xello system.  Registrars send copies of ALPs when students transfer to another district in order to ensure portability. 

 Building gifted coordinators facilitate the transition of gifted students from level to level. They work as a team when students matriculate from one building level to the next. This ensures planning and services are consistent for students receiving services on an ALP.

Progress Monitoring

The ALPs are intended to provide personalized focus for the year. To be most helpful, they are living documents, and as such, they should be referred to and adapted as needed throughout the year. Progress monitoring refers to the follow up conversations between the student and the building gifted coordinator, teacher, and other support staff. Progress monitoring occurs quarterly in alignment with grade reports at the elementary and middle school levels and semesterly in alignment with grade reports at the high school level.

While the building's gifted coordinator is responsible for writing the ALP, the teachers, student, and families are all involved with the actual plan in action. Estes School District is committed to utilizing strong Professional Learning Communities, professional development and instructional coaching to provide differentiated opportunities inside the classroom for each student. 

The following list outlines some of the services that the Estes Park School District provides that supports gifted learners. This is not an all inclusive list. 

Elementary

• Embedded classroom support
• Differentiation in Content, Process, Product or Environment
• Individualized learning
• Opportunities to work with like minded peers
• Curriculum compacting
• Affective needs small group counseling
• Whole grade acceleration

Middle School

• Embedded classroom support

• Differentiation in Content, Process, Product or Environment

• Individualized learning

• Opportunities to work with like minded peers

• Curriculum compacting

• Course options (i.e. Exploratory classes)

• High School Classes (i.e. Algebra I, Spanish I, etc.)

• Counseling and Career counseling

High School 

• Embedded classroom support

• Differentiation in Content, Process, Product or Environment

• Individualized learning

• Opportunities to work with like minded peers

• Curriculum compacting

• Counseling and Career counseling

• Advanced Placement classes

• Dual Enrollment classes 

• Community College classes

• Independent Studies

• Mentorships

The Estes Park School District’s Global Outcomes are threaded throughout all that we do.  These outcomes are supportive of many gifted students’ goals, both current and future.  

In addition to programming in school, there are a number of opportunities outside of the school day through clubs, activities and sports that also serve our gifted students. 

Identification in a talent area does not guarantee programming, but advanced learning opportunities are often available for many of the talent areas (i.e. joining a sport for a psychomotor identification, taking Art independent study for a visual arts identification, etc).  The ALP also allows for flexibility in scheduling for outside programming or performances, if needed.

There are a relatively small number of students who are identified as gifted and talented that may benefit from whole grade acceleration.  This must be a thoughtful and systematically planned out decision.  Students who have been identified as gifted and talented are the only students considered for whole grade acceleration. Once a student has been referred then an eligibility determination will be made by a team comprised of the building gifted coordinator, principal(s), classroom teacher, family and student.  The Estes Park School District utilizes the Iowa Acceleration Scale (IAS) to assist in this determination.  The IAS considers school history, evaluation of student ability, aptitude and achievement, school and academic factors, developmental factors, interpersonal skills, attitude and support.

In order to make an informed decision, the following steps must be followed:

1. Family signs a permission to assess form.  

2. Student is given any additional assessments needed to complete the IAS by the end of June of the current school year.

3. The building principal(s), gifted coordinator and teacher will hold a meeting to make a recommendation based on the IAS score and considerations.

4. An eligibility meeting will then be held with the building gifted coordinator, principal(s), classroom teacher, family and student prior to the start of the next school year. 

5. If an agreement can’t be made then the district gifted Dispute Resolution process will be followed.

Students who are both identified as gifted and as having learning or emotional needs are considered twice exceptional or 2E.  Students must have been identified both as gifted and qualify for either an Individualized Education Program or a 504 Plan.  Often, the disability masks the giftedness or the giftedness masks the disability, creating unique learning needs for the student.  The gifted building coordinator will work in concert with the Special Education team or counselor in order to identify and collaborate on a student’s educational plans and programming.

Parents can be the most effective advocates for their children’s education.  Not sure where to begin? Start small with things like attending parent conferences, giving input on your child’s ALP, volunteering and connecting with other parents of gifted children.  Becoming involved with our school and district accountability committees is another way to advocate locally, but also joining state and national organizations can allow further influence and connections. 

Colorado Department of Education, Gifted Education

Gifted Education Terms and Definitions

Colorado Association for the Gifted and Talented

National Association for Gifted Children

Supporting the Emotional Needs of the Gifted

It is the intent of the Estes Park School District to resolve questions and concerns at the level in which they occurred.  The building gifted coordinator will make every effort to work with families to come to an agreement on any questions, issues or concerns with gifted identification, ALPs and/or gifted programming.

If a family is not satisfied with an outcome, an inquiry must be made to the district gifted coordinator.  This inquiry should include a detailed written description of the circumstances.  The district gifted coordinator will review the decision, make a recommendation and notify the family within 15 days. 

If the family is not satisfied with the resolution at this level, a written inquiry must be made to the Director of Student Services, and if necessary the Superintendent, and include the original detailed written description of the circumstances, for a final judgment.  This final decision will be made within 10 days. 

The Exceptional Children's Educational Act (ECEA) defines the purpose of Early Access as:

Early access shall not be an acceleration pattern recommended for the majority of age 4 or age 5 gifted children who will benefit from preschool gifted programming that responds to the strength area. The purpose of early access is to identify and serve the few highly advanced gifted children who require comprehensive academic acceleration. 

Early access shall be provided by the AU to identify and serve highly advanced gifted children who are: 

• Four years of age and for whom early access to kindergarten is deemed appropriate by the AU

• Five years of age and for whom early access to first grade is deemed appropriate by the AU

Early Access is open to students who are age 4 by September 30th for Kindergarten or age 5 by September 30th for first grade.

Families must submit the application and a portfolio of work during the published window of time before April 1st.  This portfolio needs to include up to five artifacts that include their child’s drawing ability, writing ability, and mathematical ability. Artifacts can include written work, videos, pictures, etc. as long as they demonstrate ability. A birth certificate to confirm age requirements will also be required. 

Families are also asked to fill out the English Language Arts and Math Checklist for either Kindergarten or first grade to give them an idea of what standards will be assessed.

The district wide gifted coordinator and the elementary MTSS team will review portfolio and application submissions. This team will determine whether or not a student will proceed with additional testing within two weeks of the due date of April 1st for the application. All decisions will be made within 60 days of the application due date.

The KBIT-2 will be given first followed by the TERA-4 and TEMA-3.  If at any point the student is below the 97th percentile, testing will end and Early Access will not be considered. Families will be notified in writing if this is the case. Families will not be charged a fee for testing.

Preschool teachers or another adult, other than the parent, that knows the child well will be asked to complete the Gifted Rating Scale- Primary to assess indicators of readiness.

All Early Access applications, along with the student portfolio and copy of the birth certificate will be due on April 1st.  In the event that April 1st is on a school holiday or weekend, applications will be due the next school day. Applications will be available each year starting on March 1st.  

Families will be notified within two weeks if their child is eligible to move forward with the process. At that time, testing arrangements will be made. 

All testing and determinations will be completed within 60 days of the application due date. This process allows a body of evidence with input from multiple stakeholders to be used in order to make a determination. The final decision lies with the district wide gifted coordinator and the elementary MTSS team.  

If a student does not meet the requirements for Early Access, but do for gifted identification then an Advanced Learning Plan will be written once the student enters school.

Important Dates

The building gifted coordinator at the elementary school will work with the classroom teacher receiving an Early Access student to ensure a smooth transition.  Classroom teachers will receive resources and training as needed. Meetings with families will be set up before school starts to make a plan for the transition to kindergarten or first grade.  Advanced Learning Plans will be completed by September 30th with progress monitoring taking place at least once every five weeks.  Progress monitoring will be collaborative between the building gifted coordinator and the classroom teacher.  Support from the MTSS team will also be available, if needed.  This team includes the building principal and counselor.  

The building gifted coordinator will be the main point of contact for this student’s gifted services. Progress reports will be sent home with each report card.  Additional social emotional support will be available, if needed.  Families are asked to attend parent teacher conferences in both the fall and spring.

It is the intent of the Estes Park School District to resolve questions and concerns at the level in which they occurred.  The building gifted coordinator will make every effort to work with families to come to an agreement on any questions, issues or concerns with gifted identification, ALPs and/or gifted programming.

If a family is not satisfied with an outcome, an inquiry must be made to the district wide gifted coordinator.  This inquiry should include a detailed written description of the circumstances.  The district gifted coordinator will review the decision, make a recommendation and notify the family within 15 days. 

If the family is not satisfied with the resolution at this level, an inquiry must be made to the Director of Student Services, and if necessary the Superintendent, and include the original detailed written description of the circumstances, for a final judgment.