Transcript Novato Unified School District GATE Leadership Committee

Novato Unified School District
GATE Parent Information Night
February 11, 2013
All of us do not have equal talent,
but all of us should have an equal
opportunity to develop our talent.
– John F. Kennedy
Tonight’s Agenda
 GATE: Past to Present
 Identification Procedures
 Program Design
GATE: Past to Present
 Standards Movement- 1980s
 1998 NAGC Gifted Programming Standards
 No Child Left Behind-2001
 California GATE Standards 2005
 California 2009 funding
 Under-resourced and disappearing infrastructure
 NUSD 2010
 NUSD 2011
 NUSD 2012
 2010 NAGC Pre-K-Grade 12 Gifted Programming Standards
 NUSD 2013
What are the Gifted Education
Programming Standards?
 Giftedness is dynamic and constantly changing.
 Giftedness is found among students from a variety of
backgrounds.
 Standards focus on student outcomes rather than practices.
 All educators are responsible for the education of students
with gifts and talents.
 Services should be provided throughout the day in all
environments based on their abilities, needs and interests.
What are the Gifted Education
Programming Standards?
 Focus on student outcomes in six areas:
 Learning and development
 Assessment
 Curriculum planning and instruction
 Learning environments
 Programming
 Professional development
What are the Gifted Education
Programming Standards?
 Focus on student outcomes in six areas:
 Learning and development
 Assessment
 Curriculum planning and instruction
 Learning environments
 Programming
 Professional development
Quality Teachers
 32 NUSD teachers participated in GATE Certification
Program
 Collaboration Time
 Materials and Supplies
 Depth and Complexity Training
 Teachers attended National Gifted Conference
 California Gifted Conference-3 years
 Northern California Symposium
 GATE Leadership Committee-Superintendent, 2 Directors,
11 administrators,42 teachers
 Teacher for Teacher Time
Identification Procedures
The purpose of the GATE identification process is to seek and
find students who may require additional support services
beyond the core curriculum.
GATE is 3-5% of
a population.
Term vs. Label
Identification Procedures
 Giftedness is dynamic and constantly changing.
 Giftedness is found among students from a variety
of backgrounds.
 Standards focus on student outcomes rather than
practices.
 All educators are responsible for the education of
students with gifts and talents.
 Services should be provided throughout the day in
all environments based on their abilities, needs and
interests.
Identification Procedures
 Giftedness is dynamic and constantly changing.
 Giftedness is found among students from a variety
of backgrounds.
 Standards focus on student outcomes rather than
practices.
Student Outcome 1:
Establishing Equal Access
 Private assessments are not accepted as part of the
identification process because the state of California requires
that identification of gifted students be equitable to all
students in the district.
 Professional development opportunities for all educators of
gifted and talented.
 Characteristics
 Classroom environments
 Differentiated Instruction
Student Outcome 2: Using and Interpreting a
Variety of Assessment Evidence
 Comprehensive, Cohesive, and Ongoing Identification Procedures
 Committee Review of Assessment Information
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Variety of Assessments
Multiple Sources
Qualitative and Quantitative Information
Nonbiased and equitable
Dynamic
 Interpreting Multiple Assessments
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Equal weighting of Assessments
Comparable Scores
Best Performance
Description of the Student
 Informing and Eliciting Information From Parents
Student Profile
Qualitative Measures
 Writing Sample
 Open ended Math problem solving
activity
 Referrals, endorsements, and
pertinent comments from
teachers, psychologists, principals,
or parent
 Cultural, economic and other
factors that may be masking
exceptionally high intellectual or
academic potential
Quantitative Measures
 Ability Test Results- Naglieri NonVerbal Ability Test Version 2
(NNAT2) -General cognitive
ability without reliance on
language or motor skills that
measures reasoning and problem
solving
 Available achievement test data
 MAP scores demonstrating
Advance Levels or Significant
Growth
 EL identified students in proficient
range
 CELDT Scores demonstrating
Significant Level Growth
Student Study Team
 The Student Study Team meets to review Student Profile Packets and to
make recommendations for placement based on the student evidence.
 The eligibility for GATE placement will be determined on an individual
basis with all measures of the profile of diagnostic information to be
considered by the Student Study Team.
 The GATE Student Study Team (GSST) shall minimally comprise
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the site administrators
GATE trained 3rd,4th and 5th grade teachers
Director of Elementary and Elementary Curriculum Coordinator
School psychologist
If needed for students with disabilities, a representative with in-depth
understanding of the disability will be included in determining eligibility.
With their endorsement,
identification for GATE services will result.
Re-Evaluation
 We are not retesting students on the NNAT2, but parents,
teachers and advocates have the option to refer students for reevaluation by the GATE Student Study Team (GSST).
 Cohesive and ongoing identification process, a child can be
identified as needing gifted services any time beyond third grade
by a committee evaluating evidence from a student profile.
 A child can be re-evaluated by the GATE Student Study Team
(GSST) triggered by completion of the Re-evaluation Form
 GSST will add more recent test scores and work samples to the
student profile to re-evaluate GATE identification.
Identification for Spring 2013
February
•Parent Cover Letter and Permission/Referral sent home
•SiteTesting Dates Established and Confirmed
•Parent Information Night
•Parent Permission Due Feb 27th
•Student Profile Information Sent to Sites
Identification for Spring 2013
March
•Testing takes place at all elementary schools March 4th – 15th
•Test Results Normed
•Student Profiles complied
•SST Dates Scheduled and Confirmed
Identification for Spring 2013
April
•GSST completed
•Student names for identification submitted
•Notification letters sent home (early May)
Program Design
 Giftedness is dynamic and constantly changing.
 Giftedness is found among students from a variety of
backgrounds.
 Standards focus on student outcomes rather than practices.
 All educators are responsible for the education of students
with gifts and talents.
 Services should be provided throughout the day in all
environments based on their abilities, needs and interests.
Program Design
 All educators are responsible for the education of students
with gifts and talents.
 Services should be provided throughout the day in all
environments based on their abilities, needs and interests.
Grouping Arrangements
Cluster Grouping
Self-Contained
Pull-Out
Quality Programs
Differentiation
instructional strategies to
adjust the core curriculum
using one or more of the
following four dimensions:
Complexity refers to
broadening the understanding of an
area of study through questioning
techniques that make connections
and associations between, within,
and across subjects and disciplines.
Acceleration refers to
altering the pace of learning and
compacting the curriculum.
Novelty refers to constructing
an individualized and personal
understanding of knowledge in the
area of study.
Depth refers to challenging
learners by enabling them to
venture further, deeper, and
more elaborately into the area of
study.
Resources
California Association for the Gifted
www.cagifted.org
National Association for Gifted Children
www.nagc.org
Hoagies Gifted Education Page
www.hoagiesgifted.org
Gifted Education Programming Standards: A Guide to Planning and Implementing High-Quality Services
National Associated Association for Gifted Children, edited by Susan K Johnsen, Ph. D
Making ALL Kids Smarter: Strategies That Help All Students Reach Their Highest Potential
John DeLandtsheer
The Cluster Grouping Handbook: How to Challenge Gifted Students and Improve Achievement for All
Susan Winebrenner and Dina Brulles, Ph.D.
Helping All Gifted Children Learn: A Teacher’s Guide to Using the NNAT2
Jack Naglieri, Ph. D., Dina Brulles, Ph.D., Kim Lansdowne, Ph. D.
Subscriptions: Gifted Child Today and Gifted Child Quarterly