Presentation on theme: "Early Access to Kindergarten or First Grade. Needs assessment by stakeholders Review of research and studies in early entrance practices Historical data."— Presentation transcript:
Early Access to Kindergarten or First Grade
Needs assessment by stakeholders Review of research and studies in early entrance practices Historical data of state enrollment of early access students Projected cost for early access over a five year period; funding issues Patience and articulation of early access meaning and substantive issues
Collaboration among early childhood (private and public), general and gifted education Recommendations from State Advisory Committee and Colorado Association for Gifted and Talented Drafting policy language based upon best practices for elements and procedures in an early access policy
Collaboration and discussions among advocates of gifted learners about context and costs of an early access bill Consensus among gifted education directors, early childhood leaders, CAGT, administrative groups and other stakeholders People outside the Colorado Department of Education working with supportive legislators to initiate and carry an early access bill
Policy in statute Rules for implementation Power point for local presentations Template and resources for an early access plan Checklist for evaluating early access plan Technical assistance and time lines
“ Early Access means early entrance to kindergarten or first grade for highly advanced gifted children under the age of six before October 1.” Colorado Exceptional Children’s Education Act (ECEA) Rule Section 12.02(1)(H) and 12.08
The student is formally identified as gifted according to ECEA Rules The student meets requirements for accelerated placement as determined in an auditable body of evidence (e.g., achievement, ability, social-emotional factors, school learning skills, developmental characteristics, and family and school support).
“Highly Gifted Child means a gifted child whose body of evidence demonstrates a profile of exceptional ability or potential compared to same-age gifted children. To meet the needs of highly advanced development, early access to educational services may be considered as a special provision. For purposes of early access into kindergarten or first grade, the highly advanced gifted child exhibits exceptional ability and potential for accomplishment in cognitive and academic areas.” Colorado Exceptional Children’s Education Act (ECEA) Rule Section and 12.08
Program Management Student Identification Program Services – Advanced Learning Plan Curriculum and Instruction Assessment of Learning Personnel Preparation Program Evaluation
Step One: Parent contacts school/district office and makes request. District Coordinator contacts parents.
Portfolio: Observable Student Behaviors Letter from parent requesting early entrance Kingore Observation Inventory for Parents) completed by parent Letter from preschool teacher recommending student Preschool & Kindergarten Behavior Scales (PKBS-2) completed by Preschool teacher(s) (You will receive this when you turn in the portfolio) Any supporting anecdotal information Any available test data (public/private testing, etc.) Student Performance-work samples including but not limited to: Examples of Number Sense (knowledge of) Examples of Beginning alphabet sounds (knowledge of) Examples of shapes (knowledge of) Examples of colors (knowledge of) Examples of writing Student Interest Examples ~ Drawings Other Items Parent Deems Appropriate
Parent contacts District Coordinator and schedules an appointment to discuss and review the completed portfolio. Student is interviewed at the time of portfolio review. District Coordinator refers student to school psychologist for individual testing (at district expense). District Coordinator informs principal at local school where parent wishes to enroll student.
Step Two: Identification criteria must be met. Placement determination The school team may include the principal, district coordinator, GT school psychologist, GT facilitator for that school, kindergarten teacher and/or preschool teachers, and any other appropriate person (i.e. counselor, ESL teacher or Special Ed teacher, etc.). The final decision to accept or not to accept a student is ALWAYS at the discretion of the local school. Parents will be contacted with the decision of the placement team. If the child is placed in the program, a conference is scheduled with the parent(s) and any appropriate school personnel to develop an Advanced Learning Plan (required by state rules for all identified GT students) for the school year of enrollment.
Instruments That May Be Used in Determining Placement Include the Following: Kingore Observation Inventory for Parents Preschool & Kindergarten Behavioral Scales (PBKS-2) Individual School Reading Inventories Individual School Math Placement tests Scales for Rating the Behavior Characteristics of Superior Students-R (SRBCSS-R) Young Children’s Academic Intrinsic Motivation Inventory (Y-CAIMI) Standardized Tests That May Be Used for Determining Placement (given by a licensed psychologist) Wechsler Intelligence Test (WIPPSI) Differential Abilities Scale (DAS) Ravens Matrices Test of Early Mathematics Ability (TEMA) Test of Early Reading Ability (TERA)
Year Requesting Number of Referrals Birthdate on/before October 1st28 = 80%32 = 66%21 = 49%16=59% Birthdate after October 1st76229 # Out of District 1815 #Placed
Gathering a body of evidence Social/Emotional needs Academic needs Making the right decision
The child is consulted at each step. The guidelines for acceleration are clear to all parties. The guidelines are implemented correctly. The teacher’s attitude is positive. The teacher has knowledge in the area of gifted education.
The level of giftedness matches the degree of acceleration. Proper monitoring and evaluation take place. There is a comprehensive assessment when a child has problems. The acceleration process remains open and flexible. (Smutney, Walker, Meckstroth 2007)
Period of adjustment Developing self-efficacy Motivation Support for all participants Access to appropriate resources Flexibility Ongoing monitoring through observation, conversation and advanced learning plan
Process Evaluation Student Progress Monitoring Ongoing data analysis Improved communication
Jacquelin Medina Colorado Department of Education Melinda Ness Littleton Public Schools