Early Access to Kindergarten or First Grade. Needs assessment by stakeholders Review of research and studies in early entrance practices Historical data.

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 12.01 and 12.08 

Program ManagementStudent IdentificationProgram Services – Advanced Learning PlanCurriculum and InstructionAssessment of LearningPersonnel PreparationProgram 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 determinationThe 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 2005-2006 2006-2007 2007-2008 2008-09

Number of Referrals 35 48 43 27

Birthdate on/before October 1st 28 = 80% 32 = 66% 21 = 49% 16=59%

Birthdate after October 1st 7 6 22 9

# Out of District     18 15

#Placed 11 13 14 9

Preschool teacher

Classroom teacher

Gifted & Talented facilitator

Administrator

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 adjustmentDeveloping self-efficacyMotivationSupport for all participantsAccess to appropriate resourcesFlexibilityOngoing 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