District 11 Educational Support Services
Gifted & Talented

Welcome

"Gifted and Talented Education is a department that supports and encourages appropriate programming for bright students. Our goal is to collaborate with different content areas (e.g., mathematics, language arts) and departments such as ELL and Special Education to ensure all of our populations in gifted education are appropriately served. Our aim is to ensure our gifted students are challenged and performing at the advanced level in their area/s of identification."
~ Gary Marx, Gifted & Talented Coordinator   marxgc@d11.org   Contact: 719.520.2463



D-11 Gifted and Talented programs serve approximately 3,000 students (10% of the school population) whose academic potential is in the very high to superior range.




"If we were TV sets, some of us would only get five channels. Others are wired for cable (the general population) and some of us (the gifted) are hooked up to a satellite dish. That makes these gifted children capable of making connections that others don't even know exist! Teaching those types of voracious minds in a regular classroom without enhancement is like feeding an elephant one blade of grass at time. You'll starve them."
~ Elizabeth Meckstroth




"With regard to excellence, it is not enough to know, but we must try to have and use it."
~ Aristotle

 

 

 

 

 








 

News

Presentations and Workshops (Parents and Teachers)

  • January 14, 2009- SAIL+ parent information night, Mitchell High School, room 12, 6:30 pm

  • January 15, 2009- "Your  Child is Identified Gifted- Now What?" presenter:  Gary Marx (district GT coordinator), Tesla        auditorium, 6:30-8:00 pm

  • January 20, 2009- "Young GT Child book study," Anne Wolfe, Gary Marx, 5 sessions, 3:30-5:00 pm, Chipeta and Steele

  • January 22, 2009- SAIL parent information night, Irving Middle School (auditorium), 6:00 pm

  • January 29, 2009- SAIL parent information night, West Middle School (auditorium), 6:00 pm

  • February 3, 2009- SAIL parent information night, Stratton Elementary School, 6:30 pm

  • February 10, 2009- SAIL parent information night, Fremont Elementary School, 6:30 pm

  • February 18, 2009- GT social/emotional presentation for secondary teachers, presenter:  Jim Delisle, Tesla, rooms 116 and 129

  • February 18, 2009- GT social/emotional presentation for parents, presenter: Jim Delisle, Tesla auditorium, 6:30 pm

  • February 19, 2009- GT social/emotional presentation for elementary teachers, presenter: Jim Delisle, Tesla, rooms 116 and 129.

  • March 7, 2009- Regional DestiNation ImagiNation competition at Mitchell High School (all day)

New Electronic Newsletter - The District 11 Gifted and Talented office has a new electronic notification system. If you would like to receive newsletters and important notices by email, Click here to sign up.
See the Current Newsletter     See Archived Newsletters

Advisory Council - This Council is comprised of teachers, administrators, parents and interested community members. The council's purpose is to review the alignment of the department’s services to the state and national standards, comply with state statues and rules and regulations in  gifted and talented education, and to build community understanding about the unique needs of gifted and talented students. If you are interested in serving on this Council, please contact our office at 719-520-2464.

Search the Gifted and Talented Website

What We Believe

Vision: Maximize achievement for all gifted students.


Mission: Our mission is to support gifted and talented students by providing an appropriate learning environment that stimulates students to reach their potential based on current best practices in gifted education.

Philosophy Statement:  In School District 11 we believe that gifted and talented students should receive appropriate differentiated instruction from trained teachers that address individual needs.  We believe that the district gifted and talented program must have a broad base representation of students from different ethnic and socio-economic backgrounds.  These students will have resources to maximize their potential as appropriate to their educational needs and talents.  In addition, the social-emotional needs of gifted students should be recognized and addressed.

State Definition:  "Gifted and talented children" means those students whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs. "Gifted and talented children" include those with disabilities (i.e., twice exceptional) and students with exceptional abilities or potential 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 and performing arts 

Student Goals:  Gifted students will:

  • Develop higher level thinking skills

  • Develop creative thinking and problem solving skills

  • Develop research skills as applied to "real world" problems

  • Progress at rate and pace appropriate to abilities and learning styles

  • Develop effective communication skills

  • Create products that are unique and synthesize major concepts

  • Develop self-esteem and self understanding

  • Work with others of similar ability

Program Options:  Listed in the Programs and Services section

Identification and Eligibility:  Listed in the Assessment section

D11 Policy on Gifted and Talented - Board of Education Policy IHBB

Standards-Based Instruction

Programs and Services

Twice Exceptional (View the Video Introduction)- This program recognizes and nurtures outstanding potential so that gifted students with disabilities may become all that they are capable of becoming. Review Colorado's Twice Exceptional Definition and Mission.

Elementary School Programs and Services

- Site based model:

  • Pull-out- enhancing specific talent areas
  • Cluster grouping- classroom teacher provides extensions
  • Cross-grade grouping- student is accelerated one grade level in a specific content area
  • Acceleration- student is grade skipped one or more grades in all content areas
  • Competitions
  • Mentorships; e.g., Side Kick
  • Differentiation

- SAIL program:

  • Self contained gifted program at Fremont and Stratton, grades 4-5
  • Focus:  interdisciplinary units; more in-depth approach, standards based curriculum   

- Eagles Program:

  • Self contained gifted classroom (grades 3-5) housed at Whittier
  • Twice-exceptional program, interdisciplinary approach, project centered, standards based curriculum

Middle School Programs and Services

- Site based model:

  • Classroom elective- more in-depth approach, acceleration, focus on areas of strength
  • Honors classes- advanced math, language arts classes
  • Competitions
  • Differentiation
  • Mentorships

- SAIL program:

  • Self contained gifted program at Irving and West, grades 6-8
  • Interdisciplinary units, project based focus, more in-depth approach, standards based curriculum
  • Students switch teachers for different content areas
  • Competitions

High School Programs and Services

- Site based model:

  • Advocate for gifted students at each building:  counsels, provides social/emotional guidance
  • Competitions
  • Advanced courses:  Advanced Placement, International Baccalaureate, CU Gold Courses, honors classes
  • Mentorships

- SAIL+ (Mitchell)

  • SAIL program offered for 9th graders at Mitchell:  students switch teachers for different content areas; service learning options and advanced courses in grades 10-12. 

 

Curriculum

District 11 offers a variety of Gifted Programs for elementary and secondary students.

  • S.A.I.L.  - (Student-Centered Academic Interdisciplinary Learning Lab) - Curriculum and instruction in the SAIL program uses the State Standards as a springboard toward advanced placement. Teachers deliver instruction by differentiating the Content, Process, and Product to include: abstractions, complexity, multiple perspectives, ethical real-world issues, critical and creative thinking, multiple intelligences, problem based learning, leadership/working styles, real products, real audience, and rubrics in a conducive learning environment. These focus on interdisciplinary units; more in-depth approach, and standards based curriculum.  Some possible themes that may be covered include Change, Conflict, Adaptation, Form & Function, Systems, Perspective, Patterns, and Independency vs. Interdependency. 

  • Elementary School SAIL Application / Fremont or Stratton Elementary School 

  • Middle School SAIL Application / Irving or West Middle School

  • High School - SA I L+/Honors Endorsement Program Application/Mitchell High School

     

  • EAGLES (Exceptional Academic Gifted Learning Experience Site) - A West Side Gifted Magnet for grades 3,4, and 5. EAGLES Application and Brochure.


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  • Advanced Proficiency by Design - a quarter or semester class for GT  middle school students to meet every day with intellectual peers and develop academic and social skills.  Schools offering this class include Russell, Sabin, and Holmes Middle Schools.  Teachers use a curriculum that is fast paced and complex for GT learners.
     

  • Math and Literacy Clusters for GT - Chipeta, Trailblazer, and Scott Elementary Schools have chosen a service delivery model, which clusters GT students for a portion of each day in area/s of strength (math and/or language arts). GT students not only enjoy working with intellectual peers but also focus on advanced proficiency level of Colorado.
     
  • Science Challenge - is an exciting field science program for fourth through eighth grade students. It is structured as a magnet with students from throughout the district meeting at a central site one day a week for six weeks. From that meeting place students travel to a variety of locations in the Pikes Peak region to practice science in a field setting.

    The Science Challenge serves two purposes for gifted learners. First, it allows for intense, in depth study that is not commonly found in the classroom.  Secondly, it gives students a chance to work with a recognized expert in the field. Since many gifted students have the intellect and motivation to excel academically it is wise to provide powerful role models during a period of their life when the importance of academics may be put on the back burner. The program has garnered national and international recognition. The Science Challenge has been featured at the Colorado Association of Gifted Education Conference, the National Science Teachers Association Conference, and the International Conference on Geo-Science Education.

    To help fund the program, fees are collected from the students who participate.  Fee reductions are provided to help students who qualify for the free or reduced lunch program. Students learn science and have fun while exploring the front range of the Colorado Plateau. Students with a passion for science should plan to join the School District 11 Science Challenge Team to investigate the unique geology found in the American West. Students travel by bus to various locations each Thursday for a six-week session in a choice of 4 sessions based on grade in school. For more information contact Mr. Jim Keating at 328-3631.

     

  • Bemis Art Program -  An accelerated art program for elementary students in grades 3-5.  Each semester building art teachers select students (using a checklist) who they believe are advanced in the visual arts and would benefit from the program.   Students take art courses such as drawing, painting, printmaking and digital photography.  The elementary Bemis Art program addresses middle school art standards encouraging students to extend themselves. The district Gifted and Talented department offers scholarships for students who need assistance, and there is effort in creating a satellite course for students residing in the southeast part of the city beginning fall 2008.  For more information about the program, contact 520-2464. 
     

Assessment

CogAT: District #11 administers the Cognitive Abilities Test (CogAT) as a screening instrument for all third graders district-wide. The CogAT has three subsections: verbal, quantitative, and nonverbal. The verbal subsection refers to flexibility, fluency, and adaptability in reasoning with verbal materials and in solving verbal problems. These reasoning abilities play an important role in reading comprehension, critical thinking, writing and virtually all verbal tasks. The quantitative section refers to reasoning skills; flexibility and fluency in working with quantitative symbols and concepts; and the ability to organize, structure, and give meaning to an unordered set of numerals and mathematical symbols. Nonverbal refers to reasoning, using geometric shapes and figures. To perform successfully, students must invent strategies for solving novel problems.

Naglieri Nonverbal Ability Test (NNAT): The NNAT is administered as another piece of evidence if the CogAT nonverbal test results are borderline. The NNAT is a brief, culture-fair, nonverbal measure of school ability. Students must rely on reasoning and problem-solving skills, not on verbal skills. (NNAT is an extension and revision of the Matrix Analogies Test.)

Kaufman Brief Intelligence Test (KIBT): The KBIT is also administered if another piece of evidence is warranted. The KBIT measures verbal and nonverbal abilities, using puzzles, riddles and word associations.

Test of Mathematical Abilities for Gifted Students (Tomags):  The Tomags is a standardized, norm-referenced test designed to assess mathematical talent in children 6 through 12 years old.  

CSAP and Map test results are also used as supporting evidence. Parent and teacher checklists are quantified and used as another body of evidence.

Identifying Gifted Students:

District 11 uses a multi-step process for identification and appropriate service options.  Multiple indicators of giftedness with information obtained from a variety of sources are used to determine eligibility for formal identification.

Step 1:  General Screening or Student Search

The purpose is to establish a pool of students who may qualify for services ensuring that no student falls through the cracks.  The screening will begin with a group-administered abilities test (CogAT) for grade 2 in the late winter of 2009.  Parents will be notified of the general nature of the tests that are being administered prior to administration.  Parent permission will not be obtained, though any student may be excused from the group assessment at the parents’ request. 

On-going comprehensive screening will also occur through a process that allows parents, teachers, administrators, counselors and the students themselves to make referrals.  Referral forms are available at the district GT office, at schools sites and on the D-11 website. Once a student is referred, the Gifted Resource Teacher will begin to collect information regarding the student’s academic achievement; cultural, linguistic, socioeconomic background; and any disabling condition(s).   GT students may be assessed individually or in a group using one or more of the following tests:

     *Cognitive Abilities Test (CogAT)

     *Kaufman Brief Intelligence Test (K-BIT)

     *Naglieri Nonverbal Ability Test (NNAT)

     *Test of Mathematical Abilities for Gifted Students (TOMAGS)

Step 2:  Reviewing Students for Eligibility

The purpose is to review student data and determine which students would benefit from formal identification and services. Data will be recorded on a matrix form, reviewed   at this point, and will include the following:

     *Teacher Rating Scales

     *Parent Rating Scales

     *CSAP scores

     *Ability test scores (CogAT or other)

     *Achievement test scores (MAP or other)

     *Informal assessments; e.g., observations, work products, etc.

Eligibility:  Students scoring 97% or higher on any subtest of the CogAT and/or individual IQ test are automatically identified gifted and talented. A 95-96% score on any of the subtests requires one other piece of supporting evidence in the specific talent area addressed; e.g., a 95% on the verbal portion of the CogAT would require a qualifying score of “advanced” in reading on CSAP, or 95% or higher on the verbal portion of the KBIT.  Scores below 95% are reviewed if there are special circumstances- such as Special Education or ELL. 

 

    

 

 

Parent Resources

Frequently Asked Questions  

Pose questions to Gary Marx, marxgc@d11.org

Newsletters:
Current GT Parent Newsletter: Fall, 2008  
Archived GT Parent Newsletters

 

Advanced Learning Plan forms

Teacher Resources

Comments:

 

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