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State monitoring finds Steamboat Springs' gifted program strong on staffing and programming, urges broader identification and family outreach
Summary
CDE reviewers praised Steamboat Springs' gifted programming and staffing, noted a roughly 10% identification rate (above a state average of ~8.2%), and recommended expanding identification beyond reading and math, improving family communication, and more consistent staff professional development.
Colorado Department of Education gifted-education reviewers told the Steamboat Springs School Board on Nov. 17 that the district’s gifted program shows strengths in staffing, programming and accountability but should expand identification efforts and improve family engagement.
Terry Loisel, CDE gifted-education monitoring and data consultant, said the monitoring visit included about three days of visits and listening sessions with roughly 166 people across schools, and that the district will receive a fuller monitoring compliance report later. "Gifted education in Steamboat Springs is clearly thriving and expanding under the district's strategic inclusive approach," Loisel said.
Reviewers highlighted several strengths: increased staffing for gifted services, high-quality small-group programming at the elementary and middle levels, and a robust range of secondary options, including AP and concurrent-enrollment courses. Michael Scott, the professional development and monitoring consultant, said student and family feedback was informative and that staff-led practices were a clear asset.
The reviewers also recommended improvements. The team noted that Steamboat Springs' identification rate is about 10% (compared with a state average of about 8.2%) but said that demographic disparities persist. "There's still disparities existing in underrepresented populations," Loisel said, urging the district to expand identification into areas such as writing, science, social studies and talent areas like art and music.
Board members asked practical questions about the 'talent pool' (students who are near but below formal identification thresholds) and about meeting the needs of twice-exceptional students who may have disabilities that mask giftedness. Scott described 'talent pool' as sometimes labeled "high potential" and recommended varied assessments and collaboration with special-education staff to collect a full body of evidence. "High potential re those students that they don't have the data point that qualifies them for giftedness," Scott said.
District staff said they have already begun next steps, including work with five gifted educators and plans to present a more detailed monitoring compliance report when the CDE completes modifications to the template. The board moved to acknowledge receipt of reports and communications during the meeting.
