Programming Options

The following are services that can be documented in Advanced Learning Plans. The ALP process informs schools about services that will best meet the needs of the gifted learners.

Although Gifted & Talented programming exists all Cañon City schools, not all program options are available at each school.

The best gifted programs offer a menu of options for gifted learners. For example, in-class differentiation should be taking place for gifted learners, but there might also be enrichment or acceleration options beyond that level of service.

It is also important to consider the structure (how students are grouped together, and the timing and scheduling of a service).

All programs focus on one or more of the following program priorities:

  • Advanced Academic Performance and Achievement
  • Independent Learning and Research
  • Post-Secondary Readiness and Career Exploration
  • Social Emotional Support/Affective Needs

Elementary:

  • Enrichment: Enrichment extends the curriculum. This is sometimes a "pull-out" setting once or multiple times per week
  • Acceleration: Acceleration has many different meanings. It can exist as either replacement curriculum with the content of a higher grade-level or a mixture of the current grade level and the next grade level's content.
  • In-class Differentiation: This service is offered by teachers within the classroom setting. Teachers pre-assess and adjust the curriculum as needed in order to create respectful tasks for advanced learners. Some strategies might include accelerated pace, choice in content, open-ended projects, more complexity and depth, etc. It is important to consider that differentiation should not result in MORE work for a gifted learner.
  • Cluster Grouping:This practice allows schools to cluster gifted learners in one classroom so that the teacher can effectively differentiate for a larger group of students. This is an example of a structure for providing differentiation or other gifted services.
  • Social and Emotional Interventions: GT students discuss issues that affect their social/emotional well-being. Some of these issues might address peer relationships, academic and achievement expectations, perfectionism, post-secondary preparation, challenge, etc.

Middle School:

  • GT Class: Some middle schools offer a Gifted and Talented class that replaces the regular course. For example, students might take GATE for their Academic Enrichment class if they are identified gifted.  
  •     Social and Emotional Interventions: Middle schools GT students discuss issues that affect their social/emotional well-being. Some of these issues might address peer relationships, academic and achievement expectations, perfectionism, post-secondary preparation, challenge, etc.
  • In-class Differentiation: This service is offered by teachers within the classroom setting. Teachers pre-assess and adjust the curriculum as needed in order to create respectful tasks for advanced learners. Some strategies might include accelerated pace, choice in content, open-ended projects, more complexity and depth, etc. It is important to consider that differentiation should not result in MORE work for a gifted learner.  
  • After school enrichment opportunities: While these are excellent options for students to pursue an area of interest at deeper levels, these should not be the only services a school offers for advanced learners. They are a great addition to the menu of options.

High School:

  • Advanced Coursework: Courses labeled Honors or AP courses that are designed to meet the needs of advanced learners. While these courses are not exclusively for gifted learners, they do serve a role in the menu of options a school offers gifted students. A good question to ask is "What is the qualitative difference between this advanced course and the regular course?"
  • After school enrichment opportunities: While these are excellent options for students to pursue an area of interest at deeper levels, these should not be the only services a school offers for advanced learners. They are a great addition to the menu of options.  
  • In-class Differentiation: This service is offered by teachers within the classroom setting. Teachers pre-assess and adjust the curriculum as needed in order to create respectful tasks for advanced learners. Some strategies might include accelerated pace, choice in content, open-ended projects, more complexity and depth, etc. It is important to consider that differentiation should not result in more work for a gifted learner.  
  •  Advanced Placement:   The Advanced Placement Program is a cooperative educational endeavor between secondary schools and colleges and universities. Since its inception in 1955, the Program has provided motivated high school students with the opportunity to take college-level courses in a high school setting. Students who participate in the Program not only gain college-level skills, but in many cases they also earn college credit while they are still in high school. AP courses are taught by dedicated and enthusiastic high school teachers who follow course guidelines developed and published by the College Board. 
  • Post Secondary Option: Post-secondary enrollment options allow public school juniors and seniors to enroll in courses at Colorado public institutions of higher education. The intent of the program is two-fold: (1) to provide students with opportunities for additional academic challenge and rigor, and (2) to offer an alternative educational setting, which may stimulate interest and motivation in learning. Tuition is paid by the student's school district when the courses count toward high school graduation.
  • College and Career Readiness:

Concurrent Enrollment programs offer eligible students both high school and college credit for select classes, as well as other academic and financial benefits. Benefits of taking college classes in high school:

  • Students take challenging courses in their interest area 
  • Tuition costs are paid by CCSD, saving students tuition costs later
  • Students may finish college earlier because they have college credits.
  • Students may earn an associate degree by the time they graduate from high school.

Acceleration Process

Cañon City School District is committed to providing an educational program that recognizes the unique abilities and needs of these students while promoting adequate yearly progress from their points of entry.  Gifted and talented learners require diverse curricular and instructional experiences through the shared responsibility of teachers, gifted and talented specialists, administrators, counselors, parents, and the learners themselves. Each child deserves the opportunity to demonstrate growth.

The process may be initiated by an administrator, teacher, gifted specialist, counselor, or parent. The referral should be made to the student’s current building principal. From there a Plan of Action Meeting will occur for the purpose of gathering information. Various strategies will be discussed and tried for a said number of weeks. If grade acceleration appears to be a strong consideration for the student, the team will move forward using student data to include: academic functioning, intellectual functioning, social/emotional functioning, Iowa Acceleration Scale, along with student, parent, and teacher survey. A Child Study Meeting will be held and a determination for placement shall be made.

 *For students not achieving to potential, RtI and MTSS gt procedures have been established at each school.