GIFTED AND TALENTED EDUCATION · 2016. 11. 28. · GATE Identification Flow Chart – Grade 1 17...

Fairfield

GIFTED AND TALENTED EDUCATION

GATE INFORMATION AND PROCEDURES

Fairfield-Suisun Unified School District



Revised April, 2016

Suisun Unified School District



Table of Contents

PROGRAM OVERVIEW 1

Philosophy of GATE 2

Who Are the Gifted? 3

Characteristics of Gifted Students 4

Challenges Associated with Characteristic Strengths of Gifted Children 5

STANDARD 1: PROGRAM DESIGN 6

Standard 1: Program Design (Summary) 7

GATE Service Options 9

GATE Site Coordinator Responsibilities 12

STANDARD 2: IDENTIFICATION 13

Standard 2: Identification (Summary) 14

GATE Identification Process 15

GATE Identification Flow Chart – Grade 1 17

GATE Identification Flow Chart – Grades 2-7 18

Screening Instruments 19

The Renzulli-Hartman Scale 20

STANDARD 3: CURRICULUM AND INSTRUCTION 25

Standard 3: Curriculum and Instruction (Summary) 26

Learning Plan, Directions 27

GATE Learning Plan 28

Curriculum Compactor 31

Instructional Strategies for Improving Student Achievement 32

Effect Size on Student Achievement 33

Habits of a Scholar: Scholarliness 36

Icons of Depth & Complexity 37

STANDARD 4: Social and Emotional Development 38

Standard 4: Social and Emotional Development (Summary) 39

GATE Interventions Process 40

Resources, Social and Emotional Needs of Gifted Students 41

STANDARD 5: Professional Development 42

Standard 5: Professional Development (Summary) 43

Gifted and Talented Education Certificate Program 44

STANDARD 6: Parent and Community Involvement 46

Standard 6: Parent and Community Involvement (Summary) 47

Role of the GATE Parent Representative 48

STANDARD 7: Program Assessment 49

Standard 7: Program Assessment (Summary) 50

1

PROGRAM OVERVIEW

2

Philosophy of GATE

The Fairfield-Suisun Unified School District is committed to the belief that all students

should be given the opportunity to develop to their full potential. The goal of the GATE

program is to provide for rigorous and challenging learning experiences, which include

ongoing opportunities for critical and creative thinking, problem solving, and questioning.

All goals are interwoven with the Common Core State Standards (CCSS) in acceleration,

depth, complexity, and novelty. In addition, the program design supports instructional

strategies to accommodate student differences and support student collaboration, self-

evaluation, and reflection.

3

Who Are The Gifted?

There are many definitions for giftedness. The website of the National Association for Gifted Children (NAGC) provides the following definitions and guidelines: A gifted person is someone who shows, or has the potential for showing, an exceptional level of performance in one or more areas of expression. Some of these abilities are very general and can affect a broad spectrum of the person's life, such as leadership skills or the ability to think creatively. Some are very specific talents and are only evident in particular circumstances, such as a special aptitude in mathematics, science, or music. The term giftedness provides a general reference to this spectrum of abilities without being specific or dependent on a single measure or index. It is generally recognized that approximately five percent of the student population, or three million children, in the United States are considered gifted.

A person's giftedness should not be confused with the means by which giftedness is observed or assessed. A parent, teacher or student recommendation, a high mark on an examination, or a high IQ score are not giftedness; they may be a signal that giftedness exists. Some of these indices of giftedness are more sensitive than others to differences in the person's environment.

NAGC does not subscribe to any one theory of the nature of human abilities or their origins. We assert that there are children who demonstrate high performance, or who have the potential to do so, and that we have a responsibility to provide optimal educational experiences for talents to flourish in as many children as possible, for the benefit of the individual and the community.

We advocate that schools must provide educational experiences appropriate to the needs of all children, including those who are high-ability, gifted learners. Educational programs adapted to meet the needs of gifted learners are referred to as differentiated . In order to develop exceptionally high ability to its fullest potential, educational programs based on appropriate curricular and instructional modifications beyond that typically provided in most classrooms are necessary. Some of the needs of gifted students can be met in regular classrooms with adequate teacher training and support services. Some cannot. Further, gifted students, as is the case for all students, are not a homogeneous group with needs that can be satisfied through a single administrative adjustment. We support the use of a variety of educational services to enable educators to meet the needs of gifted learners, and, indeed all learners.

Source: NAGC web site (nagc.org)

Characteristics of Various Areas of Giftedness

VISUAL/PERFORMING ARTS

• outstanding in sense of spatial relationships • unusual ability for expressing self feelings, moods, etc., through art, dance, drama, music

• good motor coordination • exhibits creative expression

• desire for producing “own product” (not content with mere copying) • observant

CREATIVE THINKING

• independent thinker • exhibits original thinking in oral and written expression

• comes up with several solutions to a given problem • possesses a sense of humor

• creates and invents • challenged by creative tasks

• improvises often • does not mind being different from the crowd

SPECIFIC ACADEMIC ABILITY

• good memorization ability • advanced comprehension

• acquires basic-skills knowledge quickly • widely read in special-interest area

• high academic success in special-interest area • pursues special interests with enthusiasm and vigor

GENERAL INTELLECTUAL ABILITY

• formulates abstractions • processes information in complex ways

• observant • excited about new ideas

• enjoys hypothesizing • learns rapidly

• uses a large vocabulary • inquisitive

• self-starter

LEADERSHIP

• assumes responsibility • high expectations for self and others • fluent, concise self-expression • foresees consequences and implications

of decisions

• good judgment in decision making • likes structure • well liked by peers • self-confident • organized

4

Characteristics of Gifted Students Common Characteristics of Gifted Children

• Unusual alertness as early as infancy

• Rapid learner; able to put thoughts together quickly

• Retains much information; very good memory

• Unusually large vocabulary and complex sentence structure for age

• Advanced comprehension of word nuances, metaphors, and abstract ideas

• Enjoys solving problems that involve numbers and puzzles

• Largely self-taught reading and writing skills as a preschooler

• Unusual emotional depth; intense feeling and reactions; highly sensitive

• Thinking is abstract, complex, logical, and insightful

• Idealism and sense of justice appear at an early age

• Concern with social and political issues and injustices

• Longer attention span, persistence, and intense concentration

• Preoccupied with own thoughts; daydreaming

• Impatient with self or others’ inabilities or slowness

• Ability to learn basic skills more quickly with less practice

• Asks probing questions; goes beyond what is being taught

• Wide range of interests (though sometimes extreme interest in only one area)

• Highly developed curiosity; limitless questions

• Interest in experimenting and doing things differently

• Tendency to put ideas or things together in ways that are unusual or not obvious (divergent thinking)

• Keen and sometimes unusual sense of humor, particularly with puns

• Desire to organize things and people through complex games or other schemas

• Imaginary playmates (preschool age children); vivid imagination

Source: A Parent’s Guide to Gifted Children, James T. Webb, Janet L. Gore, Edward R. Amend and Arlene R. DeVries

www.greatpotentialpress.com Reprinted with permission.

5

Challenges Associated with

Characteristic Strengths in Gifted Children Strengths Possible Challenges

Acquires and retains information quickly Impatient with slowness of others; dislikes routine and drill; may resist mastering foundation skills; may make concepts unduly complex

Inquisitive attitude; intellectual curiosity; intrinsic motivation; searches for significance

Asks embarrassing questions; strong willed; excessive in interests; expects same of others

Ability to conceptualize, abstract, synthesize; enjoys problem-solving and intellectual activity

Rejects or omits details; resists practice or drill; questions teaching procedures

Can see cause-effect relations Difficulty accepting the illogical, such as feelings, traditions, matters to be taken on faith

Love of truth, equity, and fair play Difficulty in being practical; worries about humanitarian concerns

Enjoys organizing things and people into structure and order; seeks to systematize

Constructs complicated rules or systems; may be seen as bossy, rude, or domineering

Large vocabulary and facile verbal proficiency; broad information in advanced areas

May use words to escape or avoid situations; becomes bored with school and age peers; seen by others as a “know-it-all”

Thinks critically; has high expectations; is self-critical and evaluates others

Critical or intolerant toward others; may become discouraged or depressed; perfectionist tendencies

Keen observer; willing to consider the unusual; seeks new experiences

Overly intense focus; may be gullible

Creative and inventive; likes new ways of doing things

May disrupt plans or reject what is already known; seen by others as different and out-of-step

Intense concentration; long attention span in areas of interest; goal-directed behavior; persistent

Resists interruption; neglects duties or people during periods of focused interest; seen as stubborn

Sensitivity, empathy for others; desire to be accepted by others

Sensitivity to criticism or peer rejection; expects others to have similar values; need for success and recognition; may feel different and alienated

High energy, alertness, eagerness; periods of intense efforts

Frustration with inactivity; eagerness may disrupt others’ schedules; needs continual stimulation; may be seen as hyperactive

Independent; prefers individualized work; reliant on self

May reject parent or peer input; non-conformist; may be unconventional

Diverse interests and abilities versatile May appear scattered and disorganized; becomes frustrated over lack of time; others may expect continual competence

Strong sense of humor Sees absurdities of situations; humor may not be understood by peers; may become “class clown to gain attention

6

Standard 1:

PROGRAM DESIGN

7

STANDARD 1: PROGRAM DESIGN

Fairfield-Suisun Unified School District provides a comprehensive continuum of services and program options responsive to the needs, interests, and abilities of gifted students and based on philosophical, theoretical, and empirical support. � Formal identification includes an intellectual and academic achievement component that meets and

exceeds the California Association for the Gifted Standards and CCSS. Formal identification also includes input regarding learning, creativity, leadership, and motivational characteristics.

� The GATE plan aligns with the LCAP and other district services and resources for staff, parents and community. The program provides continuity within the GATE and general education programs. The Educational Services staff serves as overseers of program development, implementation, and monitoring. The Principals/Site GATE Program Managers provide professional development for teachers regarding characteristics of giftedness and specific instruction for GATE students.

� The plan is easily accessible to parents and the community. Communication of the plan will be

provided through informational meetings, and summary of the plan is available in the GATE handbook and will be posted on the district website. All written communication is available in both English and Spanish.

� A District GATE Parent Advisory Committee meets to ensure equity in services throughout the district. They meet 4-6 times a year and include representation from each school site. Their primary goal is to ensure that GATE services are comprehensive and sequential. Their duties include:

o Attending district GATE Parent Advisory Committee meetings.

o Sharing information from the committee meetings with other parents.

o Sharing professional development opportunities for staff and parents.

o Helping to plan GATE services and opportunities.

o Working with other parent representatives to develop components of the district GATE plan.

o Monitoring program progress.

� The program provides groupings and structures appropriate for gifted education and available to all gifted learners. The program options support both the cognitive and affective needs of students and provide opportunities, within the school day, for gifted students to work with their intellectual peers. Differentiated Instruction will be a component of all program options. These include:

o Magnet classes o Cluster grouping o Learning Plans o Flexible grouping (using assessment data) o Honors and Advanced Placement Classes o International Baccalaureate o Out of level and advanced level coursework o On-line courses o Post Secondary experiences are available in a partnership with local community colleges

8

o Enrichment activities – Battle of the Books, Future Problem Solvers, Math Olympiad, robotics, advanced technology, etc.

o Leadership opportunities include Rachel’s Challenge, Honor Society, Student Leadership, No Excuses University (NEU), etc.

� Students in TK-1, while not formally identified as part of the GATE program, are served using flexible and part time grouping strategies.

9

GATE Service Options

Elementary Grades (2-5)

Magnet Program

K.I. Jones

Cluster Grouping with Learning Plans

Anna Kyle, B. Gale Wilson, Cleo Gordon, Cordelia Hills, Crescent, Dan O. Root, David Weir, Dover, Sheldon, Fairview,

Laurel Creek, Matt Garcia, Nelda Mundy, Oakbrook, Public Safety Academy, Rolling Hills, Suisun Elementary, Suisun Valley,

and Tolenas

Middle Grades (6-8)

GATE and Honors Courses

B. Gale Wilson, Crystal, Grange, Green Valley

Cluster Grouping with Learning Plans

David Weir, Dover, Laurel Creek, Oakbrook, Matt Garcia, Public Safety Academy, Sheldon, and Suisun Valley

High School Grades (9-12)

Honors Courses and International Baccalaureate (IB) Program

Armijo

Honors and Advanced Placement (AP)

Courses

Fairfield, Rodriguez

10

Support for Concurrent College Enrollment

Matt Garcia

Advanced Placement Courses and

College Pathway Courses

Public Safety Academy

Early College Courses

Rodriguez

11

GATE Service Options

Elementary Grades � GATE magnet classes are offered at one elementary site (K.I. Jones) for students in grades 2-5. The

elementary magnet program is appropriately differentiated for academic and creative growth. The CCSS curriculum is differentiated in several significant ways: accelerated pacing, integration of core curriculum, depth, novelty and complexity. Teachers in the magnet classes have received training in differentiated instruction and work closely together to flexibly group students based upon academic needs, interests and strengths.

� Gifted students who remain in their schools of residence are clustered at each grade level and receive support through Learning Plans (LPs). An Individual Learning Plan (ILP) may be created for one student or a Cluster Learning Plan (CLP) may be designed for multiple students. The teacher, students and parents develop the learning plans together, focusing on students’ interests and strengths. Professional Development is provided to teachers so that they can support the Learning Plans.

� When funds are available, the non-magnet schools provide GATE activities for the GATE identified students.

Middle Grades � GATE classes in English, social studies and science are offered in the GATE programs at the four

comprehensive middle schools. Accelerated programs in math are offered to all students with demonstrated skills and abilities. The GATE programs are differentiated to extend the core curriculum in terms of depth, novelty, and complexity. Critical thinking and problem solving are key elements of the GATE classes.

� Gifted students who remain at their schools of residence, and those who choose to attend Public Safety Academy or Matt Garcia College and Career Academy, are clustered to provide an environment for students to work with their intellectual peers. (Sixth grade students, whose home schools is a K-8, may request placement at a comprehensive middle school, within specific guidelines.) In the cluster grouping model, Learning Plans are developed to support academic growth. An Individual Learning Plan (ILP) may be created for one student or a Cluster Learning Plan (CLP) may be designed for multiple students. Professional Development is provided to teachers so that they can support the Learning Plans.

� At the comprehensive middle schools, honors courses are offered to high achieving students.

� Advanced band, jazz band, art, other visual and performing arts classes, foreign language, robotics, creative writing, journalism, and technology are components of the elective programs at the middle schools. These classes are designed to meet the needs of gifted students in the area of visual and performing arts, as well as other areas.

High School Grades

� Honors courses are offered at all three comprehensive high schools in several curricular areas, and Advanced Placement courses are offered at Fairfield, Public Safety Academy, and Rodriguez. Rodriguez offers Early College Courses and Public Safety Academy offers college pathway courses. These classes are open to GATE-identified students as well as other students who choose to participate.

� Armijo High offers the only International Baccalaureate Program in Solano County.

� GATE students are encouraged to excel in both academic and non-academic areas of school life, including participation in leadership activities, sports, music, drama, and art programs.

� Post-secondary experiences are available in a partnership with local community colleges.

12

GATE Site Program Manager

Responsibilities

Communication

The GATE Site Program Manager serves as a liaison between the school site and the district office. Responsibilities include:

� Attending all District GATE Program Manager meetings. � Attending one GATE Parent Advisory meeting. � Providing training to staff regarding characteristics of giftedness, the referral and identification

process, and GATE program options. � Sharing information from the GATE Program Manager meetings with teachers and

administrators. � Sharing professional development opportunities for staff and parents. � Conducting a yearly GATE survey of parents, students and teachers regarding program

effectiveness and needs. � Acting as the first responder to parent questions regarding GATE. � Communicating parent questions to District Office as necessary.

Identification

The GATE Site Program Manager manages the identification process for the school site. Responsibilities include:

� Helping communicate the date, time and place for administration of GATE test(s). � Assist in the administration of GATE testing. � Working with the school site team (principal and teachers) to assist in the process of referring

and assigning students to GATE.

Other Responsibilities include:

� Maintaining site GATE records, including cum folders for each GATE student. � Collecting required materials (LPs, surveys, referrals) and delivering them to the district GATE

Specialist. � Supporting/coaching GATE teachers to help meet the needs of GATE students. � Working with the site administrator to develop a GATE spending plan and budget.

13

Standard 2:

IDENTIFICATION

14

Standard 2: Identification

Fairfield-Suisun Unified School District’s identification procedures are equitable, comprehensive,

and ongoing.

� All district pupils, regardless of socioeconomic, linguistic, cultural background and/or disabilities,

have an equal opportunity to be considered for placement in the GATE program.

� Prior to the universal screening process each year, the GATE Specialist will provide training for GATE teachers, from each school, regarding the Characteristics of Giftedness and the referral and identification process.

� The referral, screening and identification process is conducted, annually, in grades 1-7.

� All first grade students complete the Naglieri Non-Verbal Ability Test, unless opted-out by a

parent/guardian.

� Students, in grades 2-7, need to be referred by school personnel and/or parent/guardian for screening.

� Implementation of non-linguistic testing with the Naglieri Non-Verbal Ability Test is used to help

increase the percentage of Hispanic and high poverty students screened and identified for the GATE program.

� The computer adaptive MAP assessments are used as the academic portion of the assessment

process.

� If necessary, teachers complete the Renzulli-Hartman Rating Scale for the Characteristics of Giftedness portion of the assessment process.

� A broad-based screening process is used in an effort to increase the participation of pupils from

disadvantaged and varying linguistic, economic, and cultural background and to ensure that the identified students reflect the gender and diversity of the district’s student population

15

GATE IDENTIFICATION PROCESS

The district's identification procedures are equitable, comprehensive, and ongoing. They reflect the district's definition of giftedness and its relationship to current state criteria. All district pupils, regardless of socioeconomic, linguistic, cultural background or disabilities have an equal opportunity to be considered for placement in the GATE program.

Students may be identified for GATE through the following processes: Grade 1 The Naglieri Non-Verbal Ability Test is used to universally screen all first grade students in an effort to increase participation of pupils from underrepresented student populations. Parents will be notified of plans to test these students with the Naglieri and may choose to “opt out” of having their student tested. Students with scores at or above the 90th percentile are invited to stage 2 testing. In Stage 2 testing, students’ academic achievement levels in reading and math are assessed using computer adaptive MAP (Measures of Academic Progress) assessments. If necessary, teacher input on the Renzulli-Hartman Rating Scale is also used in developing a total composite score for GATE identification. The placement committee reviews the Naglieri, academic achievement scores, and teacher input on the Renzulli-Hartman Scale to determine identification of new GATE students. Parents are notified of results by mail.

Timelines, Grade 1 Identification

Grades 2-7

Parents will be notified of plans to test these students with the Naglieri Non-Verbal Ability Test and may choose to “opt out” of having their students tested.

The Naglieri Non-Verbal Ability Test will be administered to students with qualifying achievement test score, and those referred by school personnel and/or parent/guardian. Students must score at or above the 90th percentile. (Note: Students may not take the Naglieri more than twice in three years. Students who have previously scored above 90 do not need to be re-tested.)

What Who When

Letters to parents re: Naglieri screening test District office September

Parent opt-out deadline Parents September September/October Naglieri testing Sites October

Academic (stage 2) testing Sites October

Teacher forms completed Teachers October

Placement committee meeting Committee members November

Results letters to parents District office January

16

Students’ academic achievement levels in reading and math are assessed using Northwest Evaluation Association’s computer adaptive MAP assessments.

If necessary, teacher input on the Renzulli-Hartman Scale is used in developing a total composite score for GATE identification. The placement committee reviews the Naglieri and MAP data, along with teacher input, to determine identification of new GATE students. Parents are notified of results by mail.

Timelines, Grades 2-7 Identification

Transfer Student Identification

Students transferring into the Fairfield-Suisun Unified School District who were identified as eligible for gifted programs in their previous district will be identified as FSUSD GATE students upon receipt of written verification of their GATE identification in the previous district. Schools should request this verification as soon as the student enrolls in FSUSD.

What Who When

Student testing lists to sites District office September

Letters to parents re testing District office September

Parent opt-out deadline Parents September September/October Naglieri testing Sites October

Academic (stage 2) testing Sites October

Teacher forms completed Teachers October

Placement committee meeting Committee members November

Results letters to parents District office January

17

GATE Identification Flow Chart – Grade 1

Letters are sent to all first grade parents informing them of GATE testing and providing the opportunity to opt their students out of testing.

Stage 1

All first grade students, except those whose parents have opted them out, are screened with the Naglieri Nonverbal Ability Test.

For students who do not qualify, no further assessment is required.

Students who qualify go on to Stage 2 of the screening process.

Stage 2 � Students are administered the MAP

Assessment in both English and math. � If necessary, teacher completes the

Renzulli-Hartman Rating Scale.

Stage 3 The District GATE Placement Committee meets, as needed, to review referred students for GATE identification. The team includes the district GATE Specialist, teacher leader, classroom teacher, and site administrator.

• Cognitive abilities test results (Naglieri Non-Verbal Ability Test)

• Academic Achievement Data (MAP Assessments) • The Renzulli-Hartman Rating Scale • Other sources of information which may include:

o Observation o School History o Interview o Portfolio

Parents of students are sent a notification letter of qualification or non-qualification.

Parents of students who qualified may have the following service options available: cluster grouping at elementary school of residence or request magnet program placement.

Students who do not qualify may be referred again for GATE screening and identification. (The Naglieri can only be administered two times in a three-year period.)

18

GATE Identification Flow Chart – Grades 2-7

Lists of students in grades 2-7 who are eligible (based on academic assessments and/or CAASPP data) for GATE screening, in addition to those referred by school personnel and/or parents/guardians, are sent to sites from district office.

Letters are sent to the students’ parents informing them of GATE testing and providing the opportunity to opt out.

For students who do not qualify, no further assessment is required.

Parents of students are sent a notification letter of qualification or non-qualification.

Parents of students who qualified may have the following service options available: cluster grouping at school of residence or request magnet program placement.

Students who do not qualify may again

be considered for GATE screening the

next school year. School personnel

and/or parents/guardians may request

screening the following year; however,

the Naglieri can only be administered

two times in a three-year period.

All the students whose parents have not opted them out are tested with the Naglieri Non-Verbal Ability Test.

The District GATE Placement Committee meets three times a year to review referred students for GATE

identification. The team includes the district GATE Specialist, teacher leader, classroom leader, and site

administrator.

• Cognitive abilities test results (Naglieri Non-Verbal Ability Test) • Academic Achievement Data (MAP Assessments) • The Renzulli-Hartman Rating Scale • Other sources of information which may include:

o Observation o School History o Interview o Portfolio

Academic data will be reviewed, and for students who qualify, teachers complete and submit the Renzulli-Hartman Rating Scale.

19

Screening Instruments

California Assessment of Student Performance and Pr ogress (CAASPP)

The assessments that comprise the CAASPP administration include computer-based and paper-pencil assessments. The computer-based assessments are the Smarter Balanced English language arts/literacy (ELA) and mathematics tests. The paper-pencil assessments include the science assessments—the California Standards Tests (CSTs) for Science, the California Modified Assessment (CMA) for Science, and the California Alternate Performance Assessment (CAPA) for Science—and the optional Standards-based Tests in Spanish (STS) for Reading/Language Arts (RLA).

(Source: caaspp.org)

Naglieri Non-Verbal Ability Test

The Naglieri Non-Verbal Ability Test is a group-administered measure of reasoning and problem solving that is independent of educational curricula and children’s cultural or language background. It uses progressive matrices with shapes and designs that are not unique to any cultural group. The results are used to screen for general ability.

(Source: pearsonassess.com)

Northwest Evaluation Association’s Computer-Adaptiv e Tests (MAP Assessments)

MAP Assessments, by Northwest Evaluation Association, are computerized, norm-referenced assessments that measure reading and math achievement for students in grades 1-12.

(Source: nwea.org)

Renzulli-Hartman Rating Scale

This is a series of four separate judgment scales designed to obtain information about the manifestations of students’ characteristics, which include learning, creativity, leadership, and motivation. To respond to the items on the scale, teachers rate the frequency with which they observe each characteristic manifested in a student on a 4-point scale.

(Source: education.uconn.edu)

20

FAIRFIELD-SUISUN UNIFIED SCHOOL DISTRICT

The Renzulli-Hartman Scale

for Rating Behavioral Characteristics of Gifted and Talented Students

Name ______________________________________________ Perm # ________________________________________

School ___________________________ Grade ____________________ Person Completing _______________________

Directions: These scales are designed to obtain teacher estimates of a student’s characteristics of learning, motivation,

creativity and leadership. The items are derived from the research literature dealing with characteristics of gifted and

creative persons. A considerable amount of individual differences can be found within this population, therefore, the

profiles are likely to vary a great deal. Each item in the scales should be considered separately and should reflect the

degree to which you have observed the presence or absence of each characteristic. Since the four dimensions of the

instrument represent relatively different sets of behaviors, the scores obtained from the separate scales should not be

summed to yield a total overall score. Please read the statements carefully and circle the appropriate number according

to the following scale of values:

Rating of 1 = If you have seldom or never observed this characteristic

Rating of 2 = If you have observed this characteristic occasionally

Rating of 3 = If you have observed this characteristic to a considerable degree

Rating of 4 = If you have observed this characteristic almost all of the time

Scoring: Separate scores for each of the four dimensions may be obtained as follows:

1. Add the total number of circles in each column to obtain the column total.

2. Multiply the column total by the number indicated to achieve a weighted column total

3. Sum the weighted column totals across to obtain the score

4. Enter the scores below.

Learning Characteristics ______________

Creativity Characteristics ______________

Leadership Characteristics ______________

Motivational Characteristics ______________

Office Use Only:

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If student qualified, return a copy to the site to be placed in student’s orange folder in cum.

Learning Characteristics 1 2 3 4

1. Has unusually advanced vocabulary for age or grade level; uses terms in a meaningful way; has verbal behavior characterized by “richness” of expression, elaboration, and fluency.

1 2 3 4

2. Possesses a large storehouse of information about a variety of topics. 1 2 3 4 3. Has quick mastery and recall of factual information. 1 2 3 4 4. Has rapid insight into cause-effect relationships; tries to discover the how and why of things;

asks many provocative questions; wants to know what makes things “tick”. 1 2 3 4

5. Has a ready grasp of underlying principles and can quickly make valid generalizations about events, people, or things; looks for similarities and differences in events, people, and things.

1 2 3 4

6. Is a keen and alert observer; usually “sees more” or “gets more” out of a story, film, etc. than others.

1 2 3 4

7. Reads a great deal on his/her own; usually prefers adult level books; does not avoid difficult material; may show a preference for biographies, autobiographies, encyclopedias, and

atlases.

1 2 3 4

8. Tries to understand complicated material by separating it into its respective parts; reasons things out for himself/herself; sees logical and common sense answers.

1 2 3 4

Count the number of circles in each column

Multiply the column total by the indicated number X1 X2 X3 X4

Column results

Total all columns and enter the score on page 1

Creativity Characteristics:

1 2 3 4

1. Displays a great deal of curiosity about many things; is constantly asking questions about anything and everything.

1 2 3 4

2. Generates a large number of ideas or solutions to problems and questions; often offers unusual “way out”, unique, clever responses.

1 2 3 4

3. Is uninhibited in expressions of opinion; is sometimes radical and spirited in disagreement; is tenacious.

1 2 3 4

4. Is a high risk taker; is adventurous and speculative. 1 2 3 4 5. Displays a good deal of intellectual playfulness; fantasizes; imagines; manipulates ideas; is

often concerned with adapting, improving, and modifying institutions, objects, and systems. 1 2 3 4

6. Displays a keen sense of humor and sees humor in situations that may not appear humorous to others.

1 2 3 4

7. Is usually aware of his/her impulses and more open to the irrational in himself/herself; shows emotional sensitivity.

1 2 3 4

8. Is sensitive to beauty; attends to aesthetic characteristics of things. 1 2 3 4

9. Nonconforming; accepts disorder; is not interested in details; is individualistic; does not fear being different.

1 2 3 4

10. Criticizes constructively; is unwilling to accept authoritarian pronouncement without critical examination.

1 2 3 4



Column results


Leadership Characteristics:

1 2 3 4

1. Carries responsibility well; can be counted on to do what he/she promised and usually does it well.

1 2 3 4

2. Is self confident with children his/her own age as well as with adults; seems comfortable when asked to show his work to the class.

1 2 3 4

3. Seems to be well liked by his/her classmates. 1 2 3 4 4. Is cooperative with teacher and classmates; tends to avoid bickering and is generally easy to

get along with. 1 2 3 4

5. Can express himself/herself well; has good verbal facility and is usually well understood. 1 2 3 4

6. Adapts readily to new situations; is flexible in thought and action and does not seem disturbed when the normal routine is changed.

1 2 3 4

7. Seems to enjoy being around other people; is sociable and prefers not to be alone. 1 2 3 4

8. Tends to dominate others when they are around; generally directs the activity in which he/she is involved.

1 2 3 4

9. Participates in most social activities connected with the school; can be counted on to be there for others.

1 2 3 4

10. Excels in athletic activities; is well coordinated and enjoys all sorts of athletic games. 1 2 3 4



Column results


Motivational Characteristics:

1 2 3 4

1. Becomes absorbed and truly involved in certain topics or problems; is persistent in seeking task completion (It is sometimes difficult to get him/her to move on to another topic.)

1 2 3 4

2. Is easily bored with routine tasks. 1 2 3 4 3. Needs little external motivation to follow through in work that initially excites him/her. 1 2 3 4 4. Strives toward perfection; is not easily satisfied with his/her own speed or products. 1 2 3 4

5. Prefers to work independently; requires little direction from teachers. 1 2 3 4

6. Is interested in many “adult” problems such as religion, politics, sex, race – more than usual for age level.

1 2 3 4

7. Often is self assertive (sometimes even aggressive); stubborn in his/her beliefs. 1 2 3 4

8. Likes to organize and bring structure to things, people, and situations. 1 2 3 4

9. Is quite concerned with right and wrong, good and bad; often evaluates and passes judgment on events, people, and things.

1 2 3 4



Column results


23

Additional Information

Can this student work independently for extended periods of time on projects that are

of interest?

_____ almost always _____ seldom _____almost never _____ don’t

know

Can this student work in an environment that is somewhat less structured than a formal

classroom setting?

_____ almost always _____ seldom _____almost never _____ don’t

know

Factors that Might Limit a Student Reaching His/Her Full Potential

Check all that Apply

Yes No Don’t know

English Learner

On Free/Reduced Lunch Program

Receives Special Education Services:

• RSP • Speech • Hearing • Vision • Other (specify________________)

Social/Emotional Issues (ADD, ADHD,

Asperger’s, etc.)

GATE Identified Sibling

Dual Immersion

Other Extenuating Circumstances

Please Explain

24

MANDATORY COMMENT: What else can you tell me about this child to

help the committee make a final decision. Be specific, as this will help if the

child turns out to be borderline .

25

STANDARD 3:

CURRICULUM AND INSTRUCTION

26

Standard 3: Curriculum and Instruction

Fairfield-Suisun Unified School District develops differentiated curriculum, instructional models and strategies that are aligned with, and extend, the Common Core State Standards and curriculum frameworks. The differentiated curriculum is related to theories, models, and practices from the recognized literature in the field.

� The core curriculum is differentiated as recommended by the California Association for the Gifted and other experts in the field of gifted education.

� Gifted students spend minimal time reviewing standards that they have already mastered.

� Acceleration through topics already mastered affords students the opportunity to study topics in greater depth with novelty and complexity.

� The differentiated curriculum is supported by appropriate materials and technology.

� Students are provided choice and opportunities for independent exploration and self-directed learning. Various instructional models in the GATE program include:

o Ability grouping within and between classes using small and whole group instruction

o Ability grouping between grade levels

o Individualized instruction

o Independent exploration and learning

27

Learning Plan

At school sites, where GATE students are served through the cluster grouping model, documentation of differentiated instruction is required for each identified gifted and talented student and will need to be documented via a Learning Plan (LP). In classrooms with two or more GATE students, a Cluster Learning Plan (CLP) may be written. In classrooms with one GATE student, an Individual Learning Plan (ILP) will be written. Services for GATE students will be provided during the regular school day. The principal’s signature will acknowledge implementation of the Learning Plan.

Cluster teachers should complete plans for individuals or groups based on interest/need. The initial plan must be completed, signed by the teacher and the principal, and a copy submitted to the District GATE Specialist by the end of the parent/teacher conference for the first grading period.

The Learning Plan is a living document. It should be updated regularly to adjust for change. At the end of the year, a copy must be placed in the orange GATE folder in each child’s cum. When placing the Learning Plan in a child’s folder, be sure that only his/her name is visible. No cum should contain the name of another student.

28

Fairfield – Suisun Unified School District

GATE Individual Learning Plan (ILP) 20 ___ - 20 ___ School Year

Directions: Within the first 30 days of instruction each school year, a plan will be written

for the instruction of GATE students. In classrooms with two or more GATE students, a

Cluster Learning Plan may be written. In classrooms with one GATE student, an

Individual Learning Plan will be written.

Student:_____________________________ Teacher:_______________________

Grade: __________ School: ______________________________________

Environment Content Process Product

Language Arts

Math

Science

Social Studies

Other:

____________

______________________________ ______________ Teacher Date

_____________________________________________ ______________________

Principal Date

29


GATE Cluster Learning Plan (CLP) 20 ___ - 20 ___ School Year

Directions: Within the first 30 days of instruction each school year, a plan will be written

for the instruction of GATE students. In classrooms with two or more GATE students, a

Cluster Learning Plan may be written. In classrooms with one GATE student, an

Individual Learning Plan will be written.

Teacher: ___________________ Grade: _____ School: ____________________

Students covered under this plan:

_______________________________ _________________________________

_______________________________ _________________________________

_______________________________ _________________________________

_______________________________ _________________________________

_______________________________ _________________________________

_______________________________ _________________________________

_______________________________ _________________________________

_______________________________ _________________________________

_______________________________ _________________________________

_______________________________ _________________________________

_______________________________ _________________________________

_______________________________ _________________________________

_______________________________ _________________________________

_______________________________ _________________________________

30


GATE Cluster Learning Plan (CLP) 20 ___ - 20 ___ School Year

Environment Content Process Product

Language Arts

Math

Science

Social Studies

Other:

____________

_____________________________ ______________ Teacher Date

_____________________________________________ ______________________

Principal Date

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Fairfield-Suisun Unified School District

GATE Program

Curriculum Compactor

Student: _______________________ School: ____________________________ School year: ________________ Teacher: _______________________ Grade: __________________

Curriculum Areas to be considered for compacting: Provide a brief description of the basic material (standards) to be covered and the assessment or evidence that suggests the need for compacting.

How will proficiency in these standards be guaranteed? Provide a brief description of activities that will guarantee proficiency in these curricular areas.

What enrichment activities and opportunities will be provided? Provide a brief description of activities that will be planned with the student to provide additional depth and complexity in these curricular areas.

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Instructional Strategies for Improving Student Achievement: Best Practice, Best Brain Research, and Teaching Tactics

Strategy Percentile Gain How the Brain Works Strategies Finding similarities and differences by comparing, contrasting, classifying, analogies, and metaphors

45 The brain seeks patterns, connections, and relationships between and among prior and new learning.

• Classifying • Compare,

contrast • Venn diagrams • Synectics • Concept

attainment • Concept formation

Summarizing and note taking

34 The brain pays attention to meaningful information and deletes that which is not relevant.

• Mind maps • Word webs • Jigsaw • Reciprocal

Reinforcing effort and providing recognition

29 The brain responds to challenge and not threat. Emotions enhance learning.

• Stories of determination

• Celebrate success

Assigning homework and practice

28 If you don’t use it, you lose it. Practice and rehearsal make things “stick.”

• Create challenges in a variety of ways.

Generating non-linguistic representations

27 The brain is a parallel processor. Visual stimuli are recalled with 90% accuracy. *

• Mind maps • Graphic

organizers • Models

Using cooperative learning

27 The brain is social. Collaboration facilitates understanding and higher order thinking.

• Think-Pair-Share • Jigsaw • P.I.G.S.F.

Setting objectives and providing feedback

23 The brain responds to high challenge and continues to strive based on feedback.

• Helpful feedback • Rubrics • Criteria • Expectations

Generating and testing hypotheses

23 The brain is curious and has an innate need to make meaning through patterns.

• Problem-based inquiry

• Portfolios • Case studies

Providing questions, cues, and advance organizers

22 The brain responds to wholes and parts. All learners need to open “mental files” into which new learning can be “hooked.”

• Wait time • Questioning

techniques • Agenda maps • Advance

organizers • Diagrams and

charts

Note: Marzano’s Best Instructional Strategies are underlined above.

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John Hattie Research

Effect Size greater than 0.4 effects student achievement Effect Size greater than 0.4 effects student achievement Effect Size greater than 0.4 effects student achievement Effect Size greater than 0.4 effects student achievement How to develop high expectations for each teacher

(Note: Hattie contends teachers must stop over-emphasizing ability and start emphasizing progress—steep learning curves are the RIGHT of ALL students regardless of where they start. Be prepared to be surprised!)

0.43 Studies included effects related to the notion of self-fulfilling prophecy—teachers are more likely to have their students reach their expected outcomes regardless of the “veracity” of the outcomes. Studies in this meta-analysis also show students know they are treated differentially in the classroom due to expectations by teachers for certain students to take AP courses, for example, or others to pursue technical fields.

Professional development on student achievement 0.51 Research re: PD seems to focus more on changes in teachers rather than impact on student outcomes. PD likely to change teacher learning but has less effect on teacher behavior. PD in science has highest effects on student outcomes (0.94) then writing (0.88). Seven themes re: what works best in PD were advocated as a result of 72 studies.

Home environment 0.52 Includes measures of the socio-psychological environment and intellectual stimulation in the home. Most highly correlated factors with achievement were maternal involvement, variety and play materials.

Peer influences on achievement 0.53 Studies include a variety of influences: peer tutoring, helping, friendship, and giving feedback. Studies examining what happens when a student moves schools show single greatest predictor of subsequent success is whether student makes friend in first month.

Phonics instruction 0.54 Teaching students the alphabetic code. Designed for beginners in early elementary.

Providing worked examples 0.57 Typically consist of a problem statement and the appropriate steps to a solution. Three steps: introductory phase, acquisition/training phase, test phase (assess learning). Reduces cognitive load for students such that they concentrate on the processes that lead to the correct answer and not just providing an answer.

Cooperative vs individualistic learning 0.59 Most powerful when students have acquired sufficient background knowledge to be involved in discussion and learning w/peers. Most useful when learning concepts, verbal problem-solving, spatial problem-solving, retention and memory. Effects increase with age.

Direct instruction 0.59 Not to be confused with didactic teacher-led talking from the front. Refers to 7 major steps:

1. Teacher specifies learning outcomes/intentions 2. Teacher knows and communicates success criteria 3. Builds commitment and engagement in learning task (the hook) 4. Lesson design: input, model, check for understanding 5. Guided practice 6. Closure 7. Independent practice

Speaks to power of stating learning intentions/outcomes and communicating standards for performance and then engaging students in getting there. Effects were found to be similar for regular education and special education—i.e. direct instruction is effective for all.

Concept mapping 0.60 Involves development of graphical representations of the conceptual structure of content to be learned. Importance of concept mapping is in its emphasis on summarizing main ideas in what is to be learned. Assists in

34

synthesizing and identifying major ideas, themes, and interrelationships. Comprehension programs

(Interesting note: Hattie did not find a 4th grade reading slump, just no growth or increase during upper elementary years. Several possible reasons for plateau: most curricula does not attend to reading progressions, lack of building upon learning to read once students have learned to read, and possibly perceived “unimportant” reading difficulties appear for the first time in Grade 5 when students encounter information materials and multiple text types requiring more inference and comprehension.

0.60 Comprehension programs with dominant focus on processing strategies (e.g. inferential reasoning, rules for summarizing, and chunking texts) produced higher effect than did text programs (e.g. repetition of concepts and explicitness) and task programs.

Teaching learning strategies 0.62 Teaching kids how to learn and developing students’ strategies for learning. Need to provide students with learning strategies in the context of learning, a chance to practice, and assurance that the strategies are effective. Need to understand intention to use, consistency in appropriate use ,and knowing when chosen strategy is effective—learning to learn or self-regulation.

Teaching study skills 0.63 To get to deeper levels of understanding and effectiveness, combine study skills instruction with the content.

Vocabulary programs 0.67 Students who experienced vocabulary instruction experienced major improvements in reading comprehension and overall reading skills. Most effective vocabulary instruction included providing both definitional and contextual information, involved students in deeper processing, and gave students more than 1 or 2 exposures to the word to be learned.

How to accelerate learning (e.g. skipping a year) 0.68 Other forms of acceleration include compacting curriculum, telescoping curriculum, and advanced placement. No negative social effects for accelerated students were supported by the research. Effect size for 2 meta-analyses and 37 studies regarding all forms of acceleration was 0.88.

How to better teach meta-cognitive strategies 0.69 Meta-cognitive strategies refer to those “thinking about thinking” strategies: planning how to approach a learning task, evaluating progress, and monitoring comprehension. Self-questioning is another meta-cognitive strategy.

Teacher-student relationships 0.72 Interestingly, “when students, parents, teachers and principals were asked about what influences student achievement, all BUT the teachers emphasized the relationships between the teachers and the students.” “Building relationships implies agency, efficacy, respect by the teacher for what the student brings to the class (from home, culture, and peers) and recognition of the life of the student.”

Reciprocal teaching 0.74 Teaching cognitive strategies intended to lead to improved learning outcomes. Emphasis on teachers enabling students to learn and use strategies such as summarizing, questioning, clarifying, and predicting. Dialogue between teacher and students around text. Students take turns as teacher and lead dialogue to bring meaning to written word with assistance to learn to monitor their own learning and thinking.

How to provide better feedback 0.75 Among most powerful of influences, especially when it is from the student to the teacher. If the teacher is open to feedback regarding what students know and understand, where they make errors, when they have misconceptions, and when they are disengaged, then they can respond accordingly. Feedback is about providing information about the task performance. Effect sizes from these studies show considerable variability, meaning some forms of feedback are more powerful than others. Least

35

effective: programmed instruction, praise, punishment, and extrinsic rewards. Feedback is more effective when it provides information on correct rather than incorrect responses and when it builds on changes from previous trials.

Providing formative evaluation to teachers 0.90 Refers to teachers attending to what is happening for each student in their classrooms as a result of their instruction—when teachers ask, “How am I doing?” Highest effects when teachers seek evidence on where students are not doing well.

Teacher credibility in the eyes of the students

(Note: This link is to an interesting article on credibility and how to build it: http://bit.ly/WRZ5iA)

0.90 “If a teacher is not perceived as credible, the students just turn off. If a student doesn’t get (the value of education) by the age of 8, they are behind for most of the rest of their school life. Students are very perceptive about knowing which teachers can make a difference to their learning. And teachers who command this credibility are most likely to make the difference.”

How to develop high expectations for each student 1.44 Refers to students’ expectations for and beliefs in themselves. Involves students predicting or self-reporting their grades. Implications: teachers need to provide opportunities for students to be involved in predicting their performance. “Making the learning intentions and success criteria transparent, having high, but appropriate, expectations, and providing feedback at the appropriate levels is critical to building confidence in taking on challenging tasks.”

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Standard 4:

SOCIAL AND EMOTIONAL DEVELOPMENT

39

Standard 4: Social and Emotional Development

Fairfield-Suisun Unified School District supports the social and emotional development of gifted learners to increase

responsibility, self-awareness, and other issues of affective development.

� The topic of social and emotional development of our gifted students is one of the five courses in our GATE Certification.

� Strategies for working with at-risk and under achieving GATE students are included in seminars and professional development.

� The focus of the SST model of support for gifted and talented students is to ensure academic success, determine why a student is not being successful, and design interventions to reverse negative patterns.

� Teachers, and support personnel, receive ongoing support in implementing intervention strategies for at-risk students which may include:

o Meetings with GATE Specialist

o Parent conferences

o Behavior plan

o Weekly progress reports as needed

o Referral to community services

o Before/during/after school interventions

� A crisis intervention team is a component of the school safety plan and may be utilized in meeting the needs of at-risk gifted students.

40

GATE Interventions Process

When a GATE student’s achievement drops significantly, or when a teacher has concerns about the social and

emotional needs of a GATE student affecting his/her achievement, teachers should first confer with the student’s

parents. If meetings with parents are not successful in resolving the concern, the Student Study Team (SST) process

may be used to help determine why the student is not being successful and to formulate a plan for success. The

Student Study Team for a GATE student should include the Site GATE Program Manager or the GATE Specialist for the

district. Other support strategies for GATE students are outlined in the description of Standard 4: Social and Emotional

Development, in this handbook.

41

Resources, Social and Emotional Needs of Gifted Students

Following is a list of some recommended resources related to the social/emotional needs of the gifted.

Books

Web Sites

California Gifted Network: www.cagiftednetwork.com

Council for Exceptional Children: www.cec.sped.org

Supporting Emotional Needs of the Gifted (SENG): www.sengifted.org

California Association for the Gifted: www.cagifted.org

National Association for Gifted Children: www.nagc.org

Fighting Invisible Tigers: Stress Management for Teens, by Earl Hipp

Freeing Our Families from Perfectionism, by Thomas S. Greenspon

Gifted Parent Groups: The SENG Model, by James T. Webb and Arlene R. DeVries

Managing the Social and Emotional Needs of the Gifted: A Teacher’s Survival Guide, by Connie

C. Schmitz and Judy Galbraith

Perfectionism: What’s Bad About Being Too Good?, by Miriam Adderholdt and Jan Goldberg

Social/Emotional Curriculum With Gifted and Talented Students, by Joyce L. VanTassel-Baska,

Tracy Cross and F. Richard Olenchak

The Essential Guide to Talking with Gifted Teens: Ready-to-Use Group Discussions About

Identity, Stress, Relationships, and More, by Jean Sunde Peterson

The Gifted Kids’ Survival Guide: A Teen Handbook, by Judy Galbraith and Jim Delisle

The Gifted Kids’ Survival Guide: For Ages 10 and Under, by Judy Galbraith

The Social and Emotional Development of Gifted Children: What Do We Know?, edited by

Maureen Neihart, Sally M. Reis, Nancy M. Robinson and Sidney M. Moon

The Survival Guide for Parents of Gifted Kids, by Sally Yahnke Walker

What to Do When Good Enough Isn’t Good Enough: The Real Deal on Perfectionism: A Guide

for Kids, by Thomas S. Greenspon

When Gifted Kids Don’t Have all the Answers, by Jim Delisle and Judy Galbraith

Why Bright Kids Get Poor Grades: And What You Can Do About It, by Sylvia Rimm

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STANDARD 5:

PROFESSIONAL DEVELOPMENT

43

Standard 5: Professional Development

In an effort to expand and enhance the GATE program in Fairfield-Suisun Unified School District, we

provide professional development opportunities related to gifted education to administrators, teachers,

and staff to support and improve educational opportunities for gifted students.

� Teachers are participating in GATE Certification professional development through Fresno Pacific University. At this time, the district’s goal is that all GATE teachers receive the

Certification, and as such, all teachers within the district are encouraged to participate.

� A district-developed evaluation tool is used to determine the effectiveness of all professional development activities.

� District GATE Specialist provides ongoing support to teachers by providing resources, assisting with lesson planning, teaching model lessons, and facilitating professional development

opportunities.

� The district requires teachers to either possess or to acquire (or be committed to acquire) advanced training to teach AP or International Baccalaureate classes.

� Principals evaluate effectiveness of teachers working with gifted students to ensure that the curriculum is differentiated appropriately.

� Site GATE Program Managers provide site level training in characteristics of giftedness, the identification and referral process, and meeting the social and emotional needs of gifted

students.

� The district promotes the concept of teacher-to-teacher professional development in addition to contracting experts to conduct an in-service.

� Each year a site-based assessment of programmatic and professional development needs will be completed by teachers and will be utilized to plan long range professional development

opportunities.

Gifted and Talented Education

Designed for classroom teachers, administrators and site support personnel, the

Gifted and Talented Education Certificate

and Fresno Pacific University. The five courses may be taken in

Differentiation, Part I, which must precede Differentiation, Part II.

Contact instructor’s directly for more information regarding dates and fees.

Differentiating Instruction, Part I: Instructionally Responsive Classrooms

Course # HBM 1211 Two six hour sessions. (One semester unit available, $69)

This course supports teachers in establishing classrooms that are responsive to the varied readiness levels,

learning profiles, and interests of their students. Recognizing that

students, key principles and instructional strategies for differentiating the core curriculum will be presented.

This course also provides participants with models to develop curriculum appropriate for special popu

such as English learners and students identified as gifted and talented.

Differentiating Instruction, Part II: Application To Core

Course # HBM 1347 Three six hour sessions. (Two semester units available, $178.) *Must take

place in a computer lab *Limited to 35 students

This course is designed for teachers who have completed Part I and have a working knowledge of the theory

and strategies behind differentiation.

teams, an opportunity to apply the concepts of differentiation to their core curricula. Participants use a

template designed to give them guided practice in the process of differentiating a self

While all units are standards-based, participants are offered direction in how and what to modify or

“differentiate.” You must bring a Teacher’s Edition (your choice) to this class

this course, available through the instructor, for $64.50 with tax.

Gifted and Talented Education

Certificate Program

Designed for classroom teachers, administrators and site support personnel, the

Gifted and Talented Education Certificate program is offered through the Capitol Region GATE Consortium

and Fresno Pacific University. The five courses may be taken in any order, with the exception of

Differentiation, Part I, which must precede Differentiation, Part II.

Contact instructor’s directly for more information regarding dates and fees.

Differentiating Instruction, Part I: Instructionally Responsive Classrooms

Two six hour sessions. (One semester unit available, $69)


learning profiles, and interests of their students. Recognizing that a “one size fits all” approach serves few


This course also provides participants with models to develop curriculum appropriate for special popu

such as English learners and students identified as gifted and talented.

Differentiating Instruction, Part II: Application To Core


*Limited to 35 students


and strategies behind differentiation. Application to Core offers individuals, grade-level colleagues or site


template designed to give them guided practice in the process of differentiating a self

based, participants are offered direction in how and what to modify or

“differentiate.” You must bring a Teacher’s Edition (your choice) to this class! There is a required text for

the instructor, for $64.50 with tax.

44

program is offered through the Capitol Region GATE Consortium

any order, with the exception of


a “one size fits all” approach serves few


This course also provides participants with models to develop curriculum appropriate for special populations,



level colleagues or site


template designed to give them guided practice in the process of differentiating a self-selected unit of study.

based, participants are offered direction in how and what to modify or

! There is a required text for

45

Teaching the Diverse Gifted Child

Course # HBM 1366 Two six hour sessions. (One semester unit available, $69.)

This course is designed to provide an understanding of issues related to identifying and serving students from

diverse backgrounds, English learners and students living in poverty. Participants gain experience in identifying and

accommodating gifted students who may not be recognized by teachers and psychologists through traditional means,

including students with learning disabilities. Activities will include demonstrations of techniques that bridge theory

of “access to the core” to appropriate accommodations and classroom practices.

Nature & Nurture of the Gifted and Talented

Course # HBM 1362 Two six hour sessions. (One semester unit available, $69.)

Gifted and talented children have unique psychosocial characteristics that influence their development.

This course explores motivation, self-concept, and concomitant challenges faced by this specialized

population. Perfectionism, underachievement, and gender issues will be discussed. Implications for

appropriate services to gifted children served in a “standards-based” curriculum will be shared. As an

avenue for forming positive partnerships, parent involvement & advocacy will be explored.

Program Design & Administration

Course # ADM 1001 Two six hour sessions. (One semester unit available, $69.)

An overview of the compliance issues and recommended state standards for program services for gifted

and talented children will be shared. Current models for providing appropriate services and program

models will be examined by participants. Identification tools, especially those methods that seek equitable

cultural and socioeconomic representation in gate programs will be shared. If requested, an opportunity

for a district representative to share policies & procedures unique to their own program services can be

arranged.

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STANDARD 6:

PARENT AND COMMUNITY INVOLVEMENT

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Standard 6: Parent & Community Involvement

Fairfield-Suisun Unified School District provides procedures to ensure consistent participation of parents

and community members in the planning and evaluation of programs for gifted students.

� Written and oral communication is provided in both English and Spanish to parents and the community by several methods; including:

o School/GATE Newsletters

o Middle School GATE Brochures

o Back to School Night

o Tour of K.I. Jones, our elementary magnet site

o Informational Meetings

� A District Parent GATE Advisory Committee meets four times a year.

� All parents are invited to attend the District Parent GATE Advisory Committee meetings.

� Parents are encouraged to attend the California Association for the Gifted (CAG) conferences.

� A GATE website, with parent resources

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Role of the GATE Parent Representative

The GATE Parent Representative serves as a liaison between the school site, district office, and community. Responsibilities include:

� Attending district GATE Parent Advisory Committee meetings.

� Sharing information from the committee meetings with other parents.

� Sharing professional development opportunities for staff and parents.

� Helping to plan GATE services and opportunities.

� Working with other parent representatives to develop components of the district GATE plan.

� Monitor program progress.

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Standard 7:

PROGRAM ASSESSMENT

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Standard 7: Program Assessment

Fairfield-Suisun Unified School District establishes formal and informal evaluation methods and instruments that assess the gifted program and the performance of gifted students (which meets or exceeds state content standards). Results of data collected, including state standardized tests, are used to study the value and impact of the services provided and to improve gifted programs and gifted student performance.

� The GATE Program is evaluated annually, through the use of surveys, at both the site and district level.

� The District GATE Specialist provides information to the GATE Parent Advisory Committee related to the assessment activities.

� The program clearly defines the performance expectations of GATE students at each level.

� Parent representatives, Site GATE Program Managers, and the GATE Specialist meet to review input from various sources, including:

o Parents

o GATE teachers

o Site staff

o District personnel

GIFTED AND TALENTED EDUCATION · 2016. 11. 28. · GATE Identification Flow Chart – Grade 1 17...

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