You are here
Gifted Education Reports
Jump to a section:
Exceptional Children's Educational Act (ECEA) defines "Reports" as:
- Fiscal Report
- Gifted Student Enrollment
- Programming Strategies and Articulation Through Grades
- Qualified Personnel
- Accountability/Accreditation Report
ECEA defines the reports an Administrative Unit (AU) shall submit to the Colorado Department of Education (CDE).
Fiscal (Budget) Report
The AU submits an annual Extended Budget report by September 30. The Expended Budget is a report that details the exact expenditures to support gifted programming from the previous school year.
Gifted Enrollment Pupil Count
Districts report gifted enrollment data during the Student October Count. These data are reported via the Data Pipeline. A student may be coded in more than one area of giftedness.
Annually, the Office of Gifted Education provides a comprehensive gifted enrollment data report to the AU via DMS. The report includes an indicator of whether significant disparities exist in the gifted population. These reports guide the AU in analyzing their gifted enrollment to determine subgroups that may be underrepresented and how their data compare to state percentages. This in turn may lead the AU to developing specific targets for identification within the Comprehensive Program Plan to ensure equal and equitable gifted enrollment. This resource helps guide the completion of the annual Gifted Assurances Report.
Programming Strategies and Articulation
The AU's CPP includes a description of programming strategies aligned to meet the needs of gifted students. The plan describes the process to articulate programming needs as the student transitions to a new grade or school level.
The AU's Comprehensive Program Plan (CPP) includes a report of qualified gifted education personnel at the school and district levels. AUs may revise and update the CPP as necessary.
AUs shall provide CDE documentation of the "qualified" person designated to administer the AU Gifted Program Plan if the AU submits an application for the Universal Screening and Qualified Personnel Grant. AUs shall make a good faith effort to hire one qualified person, at least half time, to administer and monitor the implementation of the AU’s gifted program [12.02(2)(j)(ii)]. House Bill 14-1102 permits AUs to apply for grant funds to offset costs incurred by employing a qualified person to administer the gifted program plan.
UIP - Accountability/Accreditation Report
The Unified Improvement Plan (UIP) fulfills the obligations for accountability as defined within ECEA for the Gifted Education Annual Plan. Unified Improvement Planning was introduced in 2009 to streamline improvement planning components of state and federal accountability requirements. Based on the Colorado Achievement Plan for Kids (SB212-08), the primary purpose of improvement planning is to align efforts to: Ensure all students exit the K-12 education system ready for postsecondary education, and/or to be successful in the workforce, earning a living wage immediately upon graduation.
ECEA defines the "Annual Plan" as the Gifted Education Unified Improvement Plan (UIP) Addendum. ECEA Rules were last authorized in 2014. Since that time, CDE implemented a biennial UIP submission for most districts. The ECEA term for "Annual Plan" coincides with a district's UIP submission.
A separate gifted "addendum" is no longer submitted to CDE. The provision for gifted student performance is integrated into the district's electronic UIP form. In multi-district AUs or BOCES, AU Gifted Coordinators/Directors may collaborate with districts to develop a common performance challenge, target and action plan. This plan is shared with member districts who then include the information within their district UIP.
Administrative units shall submit to the Department an end-of-year report for the prior fiscal year, including:
12.03(1) A detailed report of financial income and expenditures;
12.03(2) The number of formally identified gifted students served through gifted student programming reported by:
12.03(2)(a) Each grade level, preschool (if applicable) through grade 12;
12.03(2)(b) Gender and ethnicity;
12.03(2)(c) Free and reduced lunch;
12.03(2)(d) Area(s) of giftedness;
12.03(2)(e) Twice exceptionality; and
12.03(2)(f) Gifted preschoolers served through early entrance per local policies and procedures, if applicable;
12.03(3) The percent of students in the AU who have been identified as gifted and talented through a formal identification procedure;
12.03(4) Qualified personnel by school level, district resource personnel and central administration;
12.03(5) The types of programming strategies utilized most commonly at each school level to address the needs of gifted students reported by:
12.03(5)(a) Programming options for each area of giftedness as specified in 12.01(16) of these Rules;
12.03(5)(b) Methods of articulation through the grades; and
12.03(5)(c) Methods and tools used in accountability to monitor gifted student achievement and commensurate growth related to the implementation of the programming components; and
12.03(6) Administrative units and their member districts, if any, shall comply with the requirements of accreditation, pursuant to Article 11 of Title 22, C.R.S., with regard to gifted student achievement, identification of disparities in the data, instructional goals, growth and reporting.
Note: If you are not able to access the resources or need additional support, please contact the Office of Gifted Education Program Administrator.