Worksheet

End of Year 2014-15

NOTE: Print a copy of your building End of Year Report BEFORE you submit electronically.

DUE DATE: Friday, May 8, 2015

* Required

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Principal Signature

Please print copy of your END OF YEAR report before you submit electronically and have your building principal sign in the space below. Once the End of Year report has been signed, forward principal signature page to ESC/AAGS/Cathy Jordan.

School*

Building Coordinator/s*

Planning/Advisory Committee:*

(1) SMART GOALS

(A) G/T Goals & Evidence for 2014-15 School Year*

Based on the Program Plan submitted earlier this year, what was the 1st meaningful SMART goal you chose from following categories

  • Professional Development
  • Social Emotional/Affective Support
  • Program Design/Development
  • Identification
  • Parent Communication and Education
  • Student Achievement

(A) 1st SMART GT Goal*

(A) 1st SMART GT Goal - Outcome and Evidence*

(B) G/T Goals & Evidence for 2014-15 School Year*

Based on the Program Plan submitted earlier this year, what was the 2nd meaningful SMART GT goal you chose from the following categories

  • Professional Development
  • Social Emotional/Affective Support
  • Program Design/Development
  • Identification
  • Parent Communication and Education
  • Student Achievement

(B) 2nd SMART GT Goal*

(B) 2nd SMART GT Goal - Outcome and Evidence*

(2) Actual Expenditures and Fund Sources for Gifted Education

July 1, 2014 through June 30, 2015
Werecommend asking your school's bookkeeper to print off a Budget Status Report for GT expenditures when completing the report below.

I. Licensed, endorsed personnel working with gifted students

District GT Allocation

Salary

Beyond amount already allocated for GT Coordinator payroll.

Substitute Teachers

Funds used for performing GT Coordinator duties.

Additional Earnings/Stipends

Funded by the school for GT Coordinator duties.

Benefits

SUB-TOTAL OF 1.*

II. Professional Development for educators of gifted students

District GT Allocation

Consultant Fees

Outside speakers, etc.

Contracted Services

Additional external personnel.

Workshop Fees: Travel, Registration and Entrance

Substitute Teachers

Provided for staff to attend GT professional development.

Additional Earnings/Stipends

Funds for presenting or attending professional Development.

Printing

Funds for professional resources.

Other:

SUB-TOTAL OF II.*

III. Activities associated with instruction for gifted students

District GT Allocation

Contracted Services

External personnel working directly with GT students.

Additional Earnings/Stipends

Fees for Content Extensions

Enrichment clubs, etc.

Field Trips: Contracted

Field Trips: If District Provided Transportation

Transportation - Rental of Buses

Printing

For GT instruction.

Other

SUB-TOTAL OF III.*

IV. Instructional Materials

District GT Allocation

Supplies & Materials

SUB-TOTAL OF IV.*

V. *Instructional Equipment

District GT Allocation

Non-Capital Equipment (not a Fixed asset)

Equipment purchases under $5,000

Equipment which is a Fixed Asset

Any single purchase over $5,000.

SUB-TOTAL OF V.*

TOTAL: DISTRICT GT ALLOCATION FUNDS

TOTAL: DISTRICT GT ALLOCATION FUNDS*

Total District Funds must equal 5 above sub-totals.

(3) IDENTIFICATION

The final written CDE end-of-year report will include a variety of demographic data that describes state and AU gifted populations. Most data is collected through the October enrollment count.

Number of non-identified students that were served by gifted education programming plus number of identified students

Number (FTE) of qualified personnel at your school.

Note: Qualified personnel means educators with an endorsement, Master’s degree or higher in gifted education.

(4) Programming

STRUCTURE

What are typical structure-options implemented at the school? (Mark all that apply.)

  • Classroom with flexible grouping
  • Classroom with cross-grade grouping
  • General education with cluster grouping
  • General education with resource room
  • Magnet classrooms
  • School for gifted students
  • School within a school
  • Online courses
  • Online school for gifted students
  • Other – please list:

DIFFERENTIATED INSTRUCTION

What are the most used differentiated instruction strategies/methods used at your school? (Mark the top 3-5.)

  • Curriculum compacting
  • Subject-based Acceleration
  • Grade-based Acceleration
  • Content Extension
  • Magnet classrooms
  • Targeted critical thinking skills development
  • Other – please list:

AFFECTIVE GUIDANCE

What are the most used effective guidance strategies used at your school. (Mark all that apply.)

  • Personal competence (self-awareness, efficacy advocacy)
  • Social competence (peer/social relationships, group skills)
  • Cultural competence (regard for diversity, language)
  • Communication (speaking, listening, writing skills)
  • Leadership (decision making, flexibility, commitment, working with others)
  • Understanding giftedness
  • Respect for individual strengths and needs of peers
  • Relationships/social skills
  • Multi-potentiality
  • Perfectionism
  • Emotional intensity
  • Moral concerns
  • Other - please list:

CAREER AND COLLEGE PLANNING

In what ways are post-secondary workforce readiness outcomes, blended with gifted student planning, learning and growth? (Mark all that apply.)

  • Personal strengths/interests
  • Decision-making
  • Early career and college exploration
  • Goal setting
  • Time management
  • Study skills
  • SAT assessment programs
  • Talent search opportunities
  • Advocating with experts
  • Other – please list

CONTENT OPTIONS-ACADEMICS

  • Pre-assessment for appropriate instructional level
  • Assessment alternatives
  • Acceleration and monitoring
  • Advanced/honors courses
  • Supplemental curriculum
  • Replacement curriculum
  • Concurrent enrollment options
  • Advanced Placement
  • International Baccalaureate
  • Community resources
  • Mentorship
  • Other – please list:

CREATIVITY

  • Creativity training
  • Improvisational training
  • Problem solving skill development
  • Competitions
  • Specialized curriculum
  • Internship
  • Creativity institute/summer program
  • Type III activities
  • Community resources
  • Other - Please list:

LEADERSHIP

  • Direct instruction in leadership skills
  • Student Council leadership
  • Coaching by a recognized leader
  • Debate
  • Specialized curriculum
  • Leadership camps/conferences
  • Mentorship
  • Executive internship
  • Service learning
  • Community resources
  • Other – Please list:

ARTS:DANCE, MUSIC, THEATER, VISUAL ARTS

  • Direct instruction in domain skill development
  • Integrated arts with core academic standards
  • Select choir, band, orchestra, ensemble
  • Coaching by a skilled artists/performer
  • Arts camp, summer school, or conference
  • Theater classes
  • Dance classes
  • Advanced performance opportunities
  • Competitions
  • Independent study with direct supervision
  • Advanced Placement course
  • Arts school
  • Mentorship
  • Community resources
  • Other – Please list:
  • General Cognition
  • Develop understanding of strengths of executive functioning and ways to express strengths in academic areas
  • Application of critical thinking to academic content tasks and assignments
  • Reasoning tasks that strengthen logic and novelty, the ability to make decisions, evaluate, and solve dilemmas
  • Exploration of interests, promoting ways to study, learn, and create in area of interest
  • Varied choices for product demonstration or evidence of learning
  • Content extensions that apply academic standards within and across disciplines
  • Extended learning opportunities

ARTS:DANCE, MUSIC, THEATER, VISUAL ARTS (General Cognition)

  • General Cognition
  • Develop understanding of strengths of executive functioning and ways to express strengths in academic areas
  • Application of critical thinking to academic content tasks and assignments
  • Reasoning tasks that strengthen logic and novelty, the ability to make decisions, evaluate, and solve dilemmas
  • Exploration of interests, promoting ways to study, learn, and create in area of interest
  • Varied choices for product demonstration or evidence of learning
  • Content extensions that apply academic standards within and across disciplines
  • Extended learning opportunities

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