GT End of Year Training 2020-2021
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2020-2021
GT End of Year Training
1
Welcome
• Attendance – use the QR code or
link to the attendance form in the
chat box to record your
attendance.
• Meeting is being recording.
• Questions will answered at the
end of each section.
2
Today’s Topics
• Part I: Screening and Identification
• Part II: Program Evaluation
• Part III: End of Year Processes
3
Part I: Screening, Selecting and
Identifying Students
4
Selection and
Identification Process
Meet with GT Selection and
Screen Collect Evidence
Placement Committee
Place student on
Decide level and placement Notify parent/guardian of
“Watch List” if more of services Gifted Student Service Plan
evidence is needed
5
Primary Talent Pool (PTP)
Items to Remember
• Selected from grades K-3
• Assessed/evaluated informally
• Scales for diagnosis
• District diagnostic assessments
• Be inclusive/cast a wide net
• Referrals
• High Potential in all categories
• Evidences
• Primary Talent Pool Committee
6
PTP Regulation Evidence Choices
• A collection of evidence (e.g., primary portfolios) demonstrating student
performance;
• Inventory checklists of behaviors specific to gifted categories;
• Diagnostic data;
• Continuous progress data;
• Anecdotal records;
• Available formal test data;
• Parent interview or questionnaire;
• Primary review committee recommendation;
• Petition system; and
• Other valid and reliable documentation.
7
Broad Knowledge Base – Seems to know something about
everything
Intense Interest – Displays a vast amount of knowledge in
an area of interest to kids
Problem Solving - Attempts to solve difficult problems
PTP “Look- Connections - Connects ideas or concepts, sometimes
Fors”
between subject areas
Advanced Communication Skills - Uses advanced
vocabulary
Thinking Skills - Has excellent memory
Behavior - Is intensely curious
8
Staff and Parent Recommendations
Staff Parents
• Training is important • Questionnaire and Interviews that include
• Present at a faculty meeting multiple criteria
• Parent/Student Nights
• Set up times to discuss during professional
learning communities • Local venues to encourage participation
• Set up times to discuss during planning times • Communications in the language of the
• Make a video and post for easy access and parent/guardian
availability
• Send out an email describing what to look for
and directions to referral forms
• Schedule in-person or virtually parent
night/meetings
9Formal Identification
10Getting Started
• Seek talent continually
• Screen in all five areas
• Keep a “Watch List” of students
• Follow regulation criteria
• Gather a minimum of three evidences
This Photo by Unknown
Author is licensed under
CC BY
11GT Selection and
Placement Committee
• Assemble a GT Selection and Placement Committee to:
• review the regulation 704 KAR 3:285, Section 1 (17) to ensure the committee
has the appropriate members.
• ensure the committee understands the criteria for in each category.
• discuss what is means to be looking for students with disabling conditions
which might mask their gifts or talents.
• discuss and decide services for students once identified.
12General GT Evidence
from the Regulation, Section 3
(11)
13“Laundry List” of GT Evidence
• A collection of evidence from portfolios demonstrating student performance;
• Inventory checklists of behaviors specific to gifted categories;
• Continuous progress data;
• Anecdotal records;
• Peer nominations;
• Formal testing data specific to gifted categories;
• Parent interview or questionnaire;
• Primary review committee recommendation for those entering the fourth grade;
• Self-nomination or petition system;
• Student awards or critiques of performance or products specific to gifted categories; and
• Other valid and reliable documentation;
14Portfolios
• A collection of evidence from portfolios demonstrating student
performance
• Work samples that demonstrate high ability
• Examples:
• Artwork
• Musical recordings
• Drama Monologues
• Pictures of students with Awards
• Copies of Awards
• Playbills with Student’s Name
• Written work – stories, open responses
15Checklists and
Continuous Progress Data
• Inventory checklists of behaviors
specific to gifted categories
• Jot Down Forms are in the GT
Coordinator Sample Handbook
• Other forms that list behaviors that
are unique to the category
• Continuous progress data
• Data that progress information
over time
• Examples:
• Progress Reports
• Report Cards
• Diagnostic Assessments
16Anecdotal Records, Nominations
Formal Testing Data, Parent Interviews
• Anecdotal records - detailed descriptive narrative recorded after a
specific behavior or interaction occurs
• Peer nominations - method of assessing sociometric status in which
participants are asked to nominate or rank their peers by the variable
of interest
• Formal testing data specific to gifted categories - data-based tests
that measure what and how well the students have learned
• Parent interview or questionnaire - survey questions that ask
to parents to understand the opinions, attitudes, perceptions, and
point of views about topics that concern their children
17Primary Review Committee,
Self-Nomination, Awards, Recommendations
• Primary review committee recommendation for those entering the
fourth grade - committee reviews student evidences for formal
identification
• Self-nomination or petition system - student completes the district’s
process
• Student awards or critiques of performance or products specific to
gifted categories - honors or evaluations that are evidence of high
achievement in a specific category
• Other valid and reliable documentation – Example: Recommendations
are a formal letter that explains why a person is appropriate or
qualified
18Specific Criteria for the Formal
Categories for Gifted
Identification
19Before Identification Begins
• Before the selection/identification process begins:
• Review category criteria
• Create a documentation process
• Create a student transfer process
• Review the GT Data Standards
20General Intellectual Ability (GIA)
• Must be determined by a student score within the ninth stanine on a
full-scale comprehensive test of intellectual ability
• May include:
• High performance on additional individual or group intellectual assessment;
• Observation of applied advanced reasoning ability; or
• Checklist inventories of behaviors specific to underachieving or disadvantaged
gifted learners.
21Multiple Criteria Multiple Criteria
• Ensure staff gather different
types of evidences for each of
the gifted categories.
• Look at the whole child,
gathering evidence from
multiple views such as Similar Criteria
observations, checklists and
continuous progress data.
22GIA screenshot if using
Special Considerations
23Specific Academic Aptitude (SAA)
• Must be determined by composite scores in the ninth stanine on one
(1) or more subject test scores of an achievement test
• May include:
• High performance on an additional individual or group test of academic
aptitude;
• Student awards or critiques of performances;
• Off-level testing;
• Portfolio of high academic performances; or
• Student progress data.
24Entering a SAA Record in IC
• For SAA, you must select 9th Stanine on a
Comprehensive Test of Intellectual Ability
as one of your three evidences.
• However, if exceptions are being
considered due to the student being
identified for special education services,
as disadvantaged or as underachieving,
the 9th stanine would not be selected.
• Instead, select Checklist of Inventories
(Underachieving or Disadvantaged) and
Special Considerations. From the drop-
down menu select one of the following:
• Special Ed
• Disadvantaged
• Underachieving
25Creativity
• Must be determined through the use of informal or formal
assessment measures of a child's capacity for originality of thought,
fluency, elaboration, and flexibility of thought.
• May include:
• Creative writing samples;
• High scores on tests of creative ability (e.g., Williams or Torrance, etc.);
• Behavioral checklists or observations specific to creative behavior; or
• Observation of original ideas, products or problem-solving.
26Entering a Creativity
Record in IC
• Evidence of formal or informal
assessment must be selected
• If Formal Assessment
Measures is chosen, a box will
pop up to allow the user to
choose the formal assessment
• Informal Assessment could
come from:
• Anecdotal Observations
• Behavioral Checklist Specific to
Creative Behavior
• For informal assessment,
ensure the evidence is
gathered for originality of
thought, fluency, elaboration,
and flexibility of thought
27Leadership
• Must be determined by a variety of informal measures and the
documentation of the willingness of a student to assume leadership
roles in class, in a student organization, and in a community activity
• May include:
• Sociograms (i.e., questionnaires designed to assess leadership
characteristics);
• Peer recommendations;
• Behavioral checklists or observations specific to leadership behavior;
• Portfolio entries which display leadership qualities; or
• Offices held by student in extracurricular activities and class government.
28Entering a Leadership
Record in IC
• Documentation of Student Leadership in Community, Class and Student Organization
must be checked
• Referrals/Recommendation should describe at least one of the areas of “willingness “ to
lead
• Checklist of inventories should be specific to Leadership
29Visual and Performing Arts (VPA)
• VPA must be determined through evidence of performance which
may include auditions, letters of recommendations, or product or
portfolio assessment by specialists or professional artists.
• VPA may include:
• Awards or critiques of performance; or
• Portfolio of visual or performing arts ability.
• For faculty, parents and others to correctly submit evidence, they
must be aware that “performance” is an important item.
• For recommendations, there should be examples of a performance,
where it was observed and examples of why the performance
indicated high ability.
30Entering a VPA Record in IC
• One of these evidences must be chosen:
• Auditions
• Letters of Recommendation
• Portfolio Assessment by Specialist or Professional Arts
• Products (Paper, Video, Audio, Pictures)
Assessment by Specialists or Professional
Artists
31Questions?
32Part II: Annual Program
Evaluation
33Program Evaluation
Areas to Address
• District needs to create a policy and procedure which addresses:
• Overall student progress
• Student, parent, and faculty attitudes toward the program
• Community involvement
• Cost effectiveness
• The incorporation of gifted education into the regular school program
• Overall quality of instruction and program personnel credentials
• Future program directions and modifications
• The procedures will address the steps, who is responsible and the timeframe for the
actions/activities.
• Data collected in the annual program evaluation must be utilized in the school and
district instructional planning process.
• Ensure agendas, meeting minutes, slide decks that discuss or present information
regarding the annual evaluation are saved for documentation and to comply with the
Retention Schedule.
34School and District
Instructional Process
• Data collected in the annual program evaluation must be utilized in
the school and district instructional planning process.
• Ensure agendas, meeting minutes, slide decks that discuss or present
information regarding the annual evaluation are saved for
documentation and to comply with the Retention Schedule.
35Overall Student Progress
• Addressing progress
• Data Collection
• Data Analyzation
• Next steps
• Documentation
36Student, Parent, and Faculty
Attitudes Toward the Program
• Collecting feedback
• Analyzing feedback
• Next steps
• Documentation
37Community Involvement
• Defining community involvement
• Analyzing the involvement
• Next steps
• Documentation
38Cost Effectiveness
• Cost effectiveness is how the money from the GT State Grant and
other funds have been expended on the GT program.
• Meetings/discussions should document how funds were expended
and needs for future funds.
• Data should be used to explain the reason for additional funding.
39The Incorporation of Gifted
Education into the Regular School Program
• This item should be a discussion/presentation about how Gifted
Education is a part of the regular school program.
• The discussion/presentation could include information about how
many students are part of the program, what types of services are
provided, how services are being providing, who is providing services
and the model used to provide services.
• There could be a discussion of enrichment and acceleration as they
relate to services offered.
40Overall Quality of Instruction
and Program Personnel Credentials
• In this part of the evaluation, there should be a review of GT staff and
regular education staff credentials.
• Discussions might include:
• Certifications of staff
• Hiring of additional staff
• Pairing of needs of students to staff
41Future Program
Directions and Modifications
• Once all the program evaluation data is gathered, the GT Coordinator
could meet with supervisors, building administrators and the GT
Selection and Placement Committee to discuss and write up Future
Program Directions and Modifications for the following school year’s
gifted program.
• Future Program and Modifications should be shared with school staff
and district staff.
• Some district’s policies state annual program evaluation will be
shared with SBDC Councils and the local board of education.
42School and District
Instructional Planning
• Data collected must be used in the school and district instructional
process
• This means the data needs to be a part of School and District
Improvement plans for the upcoming school year
• Collaborate with building and district administrators to plan how the
data will be used in the improvement planning process
• Document using agendas, meeting notes, CSIPs and CDIP documents
43Questions?
44Part III: GT End of Year Processes
45Dates to Know
• Now – May 31st: Data and Record Clean-up/Correction
• June 1st: Summative Evaluation Report and Validation of Records is
due
• June 31st : Last day to enter GT records that will count for data on the
School Report Card
• NOTE: GT records can be entered after June 31st, but for records to be
counted for the school year, they must be entered before July 1st.
46Three Reports to
Complete for EOY Processes
• 2021 Student Groups for the School Report Card Validation
• 2021 Validation of GT Records Report
• 2021 GT Summative Evaluation Report
• All reports are due June 1st
• Note: All reports will be completed as Google forms. Links will be sent
through email to GT Coordinators.
47IC Permissions that are
Needed to Complete EOY Processes
• GT Participation Tool: Read and Write rights
• Enrollment Tab: Read Only rights required
• State Published ad-hoc filters: Ability to generate reports
• Data Integrity Tools: Ability to generate reports
• NOTE: Staff may need to work with the KSIS contact. Some districts
are cautious in giving rights to multiple sections of IC for several
reasons.
48Getting Started with
Data Correction
49GT Ad-hoc Filters
• The following Ad-hoc filters should appear in the State Published
Section:
• Student G&T – Invalid Start Date – Year End Cleanup
• Student G&T – Validation Roster for State Testing
• Student G&T Invalid General Intellectual Ability
• Student G&T Invalid gifted category
• Student G&T Invalid Primary Talent Pool
• Student G&T Invalid Specific Academic Aptitude
• Student G&T student list
• NOTE: If filters are missing, please check with your district KSIS
contact to ensure that all needed rights are in place.
50Record Clean Up for
General Intellectual Ability Records
• Select the Student G&T
Invalid General
Intellectual Ability filter.
Ensure that all settings
are clicked as indicated
by the red arrows below.
Once all settings are
selected, click Export.
(NOTE: Be sure to select
the current school year.)
51GIA Invalid Report
• After clicking EXPORT, a spreadsheet will generate with any students
in the district that have an invalid General Intellectual Ability (GIA)
entry. Students marked as GIA must have one of the following criteria
indicated by the red arrows below in order to be a valid entry:
52GIA Invalid Report Continued
• For each student listed on the spreadsheet, search for the student in the district’s
IC site.
• Once the student is found, proceed to his/her GIA GT record.
• Review the student’s GT folder to determine the correct area to be marked.
• If the correct identification evidence is in the folder, select one of the evidences
indicated by a red arrow above and click SAVE.
• NOTE: If evidences are not available to determine the student’s current
placement and the student transferred from another district, contact the GT
Coordinator from the previous district and request the documentation. If the
previous district does not have documentation, contact the GT State Consultant
for assistance.
53Completing the GIA Invalid
Report
• If an assessment is not offered on the drop-down menu, contact the
GT State Consultant to ensure the assessment meets the regulation
criteria. If the assessment meets regulation criteria, select OTHER
from the dropdown menu.
• Once all the correct boxes have been checked, click SAVE.
• Proceed through the student records for the district completing this
process for each student record.
• Once each record is completed, generate the report again to ensure
that all changes saved to the records.
54Record Clean Up for
Specific Academic Aptitude(SAA) Records
• Select the Student
G&T Invalid Specific
Academic Aptitude.
Select the current
school year. Ensure
that all settings are
checked as indicated
by the red arrows
below, then click
EXPORT.
55Valid Entry
• After clicking EXPORT, a spreadsheet will generate with any students for the
district that have an invalid Specific Academic Aptitude (SAA)entry. Students
marked as SAA must have one of the following criteria indicated by the red arrows
below in order to be a valid entry.
56Students Listed on Error
Report
• For each student listed on the spreadsheet, search for the student in the
district’s IC site.
• Once the student is found, proceed to his/her invalid Specific Academic
Aptitude GT record. GT area codes are listed for Specific Academic
Aptitude Areas are:
• 04- Language Arts
• 05- Math
• 06- Science
• 07- Social Studies
• NOTE: If evidences are not available to determine the student current
placement and the student transferred form another district, contact the
GT Coordinator from the previous district and request documentation. If
the previous district does not have documentation, contact the GT State
Coordinator for assistance.
57Troubleshooting the Invalid
SAA Report
• NOTE: If evidences are not available to determine the student’s current placement and
the student transferred from another district, contact the GT Coordinator from the
previous district and request the documentation. If the previous district does not have
documentation, contact the GT State Consultant for assistance.
• If an assessment is not offered on the drop-down menu, contact the GT State
Consultant to ensure the assessment meets the regulation criteria. If the assessment
meets regulation criteria, select OTHER from the dropdown menu.
• Once all the correct boxes have been checked, click SAVE.
• Proceed through the student records for the district completing this process for each
student record.
• Once each record is completed, generate the report again to ensure that all changes saved
to the records.
58Record Clean Up for
Invalid GT Category
• Select the Student G&T
Invalid gifted category
filter.
• Select the current year.
• Ensure that all settings are
completed as indicated by
the red arrows below,
then click Export.
59Invalid GT Category
Report Continued
• After clicking export, a spreadsheet will generate with any students for the
district that have an invalid gifted category.
• In order to have a formally identified GT category, a student MUST be in
grades 4-12 and have appropriate evidences marked for identification.
• Students generated on this report are currently in grades K-3, however
have been formally identified for GT.
• In order to correct these records, the student’s invalid record should be
changed to a Primary Talent Pool record.
• Ensure the Primary Talent Pool record has the appropriate end date.
• Once GIA and SAA data have been corrected, complete and sign the Google
doc entitled Student Groups for the School Report Card Validation Report.
60Record Clean Up for
Invalid GT Category
• Select the Student
G&T Invalid gifted
category filter.
• Select the current
year.
• Ensure that all
settings are
completed as
indicated by the red
arrows below, then
click Export.
61Record Clean Up for
Invalid GT Category Continued
• After clicking export, a spreadsheet will generate with any students for the district that
have an invalid gifted category.
• In order to have a formally identified GT category, a student MUST be in grades 4-12 and
have appropriate evidences marked for identification.
• Students generated on this report are currently in grades K-3, however have been given a
formally identified GT Identification.
• In order to correct these records, the student’s invalid record should be changed to a
Primary Talent Pool record.
• Ensure the Primary Talent Pool record has the appropriate end date.
• Once GIA and SAA data have been corrected, complete and sign the Google doc entitled
GT Assessment Areas Validation.
• Note: Information for the School Report Card is usually accessed on or after July 1.
Districts need to enter any student who was identified during the school year into Infinite
Campus before July 1.
62End Dating Primary
Talent Pool (PTP) Records
• Generate a district list of ALL students currently identified as PTP.
(Gifted Area #12 in IC.) End date each primary talent pool record for
the anticipated exit date from grade 3. End date any grade 3 students’
records with the current year last day of school or type 6/30/XXXX
(XXXX is the end of school year date).
• To expedite this process, when records are entered for students that
qualify for PTP, an end date in the future should be added to indicate
the date that the child will exit grade 3. The date to be added will be
06/30/XXXX with XXXX being the year the child exits grade 3.
63G&T Invalid Primary Talent
Pool Adhoc Report
• Generate the G&T Invalid
Primary Talent Pool adhoc
report. This report will list all
students who are too old to
be in PTP (5th - 12th grades).
• Using the SSIDs listed on the
report, find the student’s GT
record in IC and end date the
student’s PTP records using
the estimated date the
student exited 3rd grade.
• When all students on the list
have been corrected, generate
the list again to ensure there
are no more records to be
corrected.
64Validation of Student Records
65Getting Started
• Before completing the Validation of GT Records, review the Google
form Validation of Student Records attached to the email sent
regarding GT End of Year Processes.
• The form will request state and local data for each gifted category.
• Before the report can be completed, Local data will need to compared
and validated to State data.
• To do this, follow the instructions on the next several slides.
66Validating State and Local Data
• Ensure you have permissions to the Data Integrity Tools in Infinite
Campus (IC).
• In order to ensure all GT data is correct for the program data in the
School Report Card, districts must review and then validate their
information is correct. In order to correct and update the records the
following process must occur:
• Comparison between State and Local data sets
• If there are missing student records on the Local data set, student records
must be located and then added or corrected.
• Once the data is correct, the GT Coordinator will complete the Validation of
GT Records Report using a link to the Google Form.
67Steps for Validation
• Step 1: Log in to Infinite
Campus (IC).
• Step 2: Scroll down
towards the bottom of
the Index and click DATA
INTEGRITY TOOLS.
• Step 3: Select Data
Validation
68Step for Validation
Continued
• Step 4: Select Reports
• Step 5: Select Definition Group
Extract
• You will complete two extracts
using this tool:
• A State Dataset
• A Local Dataset from your district
69Generating the State Dataset
• Please note - the State Dataset
validation report will NOT be
generated immediately:
• When generating the report,
District Edition sends a request
to State Edition for a state report
of the data in your district.
• The report is sent back to the
district in the State Report
Output area once compiled;
please remember to check the
status periodically.
70Generating the State Dataset
• Select these from the dropdown
boxes:
• Gifted and Talented Group
• Report Format CSV
• State Dataset
• After making selections, click
GENERATE REPORT.
71Generating the State Dataset
• Please note, the State Dataset
validation report will NOT be
generated immediately:
• When generating the report,
District Edition sends a request
to State Edition for a state
report of the data in your
district.
• The report is sent back to the
district in the State Report
Output area once compiled;
please remember to check the
status periodically.
72Retrieving the State Dataset
• Once completed, select GET
THE REPORT under the
Download column
• Once you have generated
the state dataset, you should
save it as a Microsoft Excel
file named State_GT_xx_xx
(current school year).
• This will give you a list of ALL Gifted and Talented Students with
categories
students in the district First Enrollment
currently identified for gifted School Name SSID Grade Name Last Name Category End Date
and talented services in
State Edition of IC.
73Generating the Local Dataset
• Select these from the dropdown
boxes:
• Gifted and Talented Group
• Report Format CSV
• Local Dataset
• After making selections, click
Generate Report.
74Generating the Local Dataset
• Once you have generated the
local dataset, you should save it
as a Microsoft Excel file and title
it District_GT_xx_xx (current
Gifted and Talented
school year). Students with
categories
• This will give you a list of ALL Grad First Last Catego Enrollment
students in the district currently School Name SSID e Name Name ry End Date
identified for gifted and talented
services.
75Comparing the State and
Local (district) Datasets
• Once both data sets are generated, you will examine the data sets
to ensure a direct match.
• State • District
• Guiding Questions
• Do you have the same number of records on each spreadsheet? • Susie - 2 • Susie - 2
• If not, what is different? You will want to make a list of ALL discrepancies.
• If records appear on district, but not state, run a manual sync at the • Susie - 4 • Susie - 4
district level (Talk to your KSIS Person)
• Check to ensure that all records for each student are present. If
discrepancies are present, document those. If possible, attempt to • Susie - 6 • Susie - 6
transfer in the record that is missing from a prior district.
• Example- (Students with multiple records will appear once for each record.)
• Susie - 8 • Susie - 8
• Once you have completed the validation process and corrected any
errors:
• If lists match, complete the Google form GT Records Validation Report by
June 1st.
• If the lists are different, first utilize the troubleshooting steps below. If the
steps below do not correct the problem, contact the GT State Consultant
for assistance to determine next steps for troubleshooting.
76Troubleshooting Discrepancies in Record
Numbers between State and District Reports
• Option 1- If the student appears on State but not District list and has an end date, verify that the
student has moved and make a note of the discrepancy on the last response of the State Validation
of GT Records Verification form. (You will still count the child on the state list, you may simply note
the difference in numbers by adding an * next to the number and a note at the bottom.)
• Note example: *SSID 234567 appears on State list but not District list. This student moved out of
the district on November 22, XXXX.
• Option 2- Student appears on State list but not District list and DOES NOT have an end date. This
student’s record may have not been imported when they enrolled. Look at the child’s record in IC.
If he/she does not have a GT record for the district, attempt to import the record using the Student
Records Transfer Standard from the prior district. In order to know where to send the records
transfer, you must know where the student was last enrolled. If you are unable to see where the
student was last enrolled, contact the GT State Consultant. The GT State Consultant has
permissions to see all enrollments and GT records in the State.
• Option 3 – Student appears on the District list but not on the State list. For some reason the
student’s record may not be syncing to the State. Ask your KSIS person to manually sync the
student’s record to the state. Run the State list again to ensure the student is on the list. If the
student is still not on the list, contact the GT State Consultant.
77Validation of GT Record Report
• Complete the Validation of GT Records when:
• State and Local records have been compared
• Notes have been taken on those students who had end-dates to include on
the report
• Missing student records imported, and requests sent to previous districts for
copies of identification documentation, GSSPs and Progress Reports
78Directions for Completing the
Gifted and Talented Summative
Evaluation Report
79Before Completing the
Summative Evaluation Report Ensure:
• the data cleanup and correction process are completed and the reports for
validation or records has been submitted.
• the annual program evaluation has been completed and documented.
• there are district policies and procedures where the gifted regulation (704
KAR 3:285) states, “the district must have a policy and procedure” or “the
district must have procedure”.
• all policies and procedures are available for public inspection. One of the
best places for public inspection is the district’s webpage.
• the district’s policies and procedures were implemented correctly
regarding screening and identification per 704 KAR 3:285, Section 3 and 4.
80Completing the Summative
Evaluation continued
• services were provided to all selected and identified students per 704 KAR
3:285 Section 7.
• ensure GT staff were appropriately hired according to 704 KAR 3:285
Section 8 and 16 KAR 2:210.
• the budget was expended per 704 KAR 3:285 Section 9.
• the GT Coordinator was appointed and overseeing the program per 704
KAR 3:285, Section 9.
• the GT Coordinator is certified according to 16 KAR 4:010, Section 7 or has
Supervisor of Instruction or Superintendent Certification.
• the district knows if GT students over all progress in grades 4-12 met, did
not meet or exceeded district expectations and goals for the Gifted
Program.
81Questions?
82Wrapping Up
• To receive EILA credit for today’s
training, complete the
attendance form using the link in
the chat box or the QR code on
the right.
• Thank you for attending!
• Please contact me if you have
questions.
83Contact Information
Kathie Anderson, GT State Consultant
Email: kathie.anderson@education.ky.gov
Phone: (502)-564-4970 ext. 4133
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