PURPOSE

Welcome

Team Introductions

GATE Identification Process

District Philosophy, Goals, and Practice

QUALIFICATIONS:

1. Review Raven Criteria –95th Percentile

2. Review Academic Levels

• 3rd Grade - Local Measure – Met or Exceeded

• 4th-6th Grade – CAASPP – Met or Exceeded

3. Review Social/Environmental Variables

• economic, language, health, educational factors

4. Review Teacher/Psychologist/Principal Consensus

GATE IDENTIFICATION PILOT

CogAT

CVESD GATE GOALS:

Continually improve the quality of GATE instruction

Support teacher knowledge and practice of differentiated instruction

Address Social/Emotional Needs of GATE Students

Ensure full participation of students from economically disadvantaged and varying cultural backgrounds

Involve parents in the District GATE Advisory Committee and GATE committees and activities at sites.

American

Indian

0%

Pacific Islander

0%

African

American

3%

Asian

6%

Filipino

18%

White

20%

Hispanic

53%

DISTRICT ETHNIC BREAKDOWN - GATE

GATE PHILOSOPHICAL FOUNDATION:

Common Core State Standards are the starting point

for all GATE instruction

Differentiation of curriculum is the basis for gifted

education in CVESD

Higher level thinking skills are to be addressed in all

GATE instruction

WHAT IS GATE?

W H AT I T I S :

• An approach towards differentiating instruction to support and challenge our GATE students.

• A focus on addressing the unique social/emotional needs of GATE students.

• An opportunity to provide unique experiences both in and outside of the classrooms.

W H AT I T I S N O T:

• It is not a program.

• It is not exclusive to

special events.

• It doesn't look the

same at each

school.

CALIFORNIA STATE STANDARDS

Common Core

Standards

Adopted by 45 states

Depth vs. Breadth

Assessed

2014-2015

(Nationwide)

Less multiple choice, more

written responses

10

COLLEGE & CAREER READINESS: REAL WORLD

SOURCE: Hart Research Associates. (2010). Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn.

Learning Outcomes Desired by Employers

0% 20% 40% 60% 80% 100%

The ability to effectively communicate orallyand in writing

Critical thinking and analytical reasoningskills

The ability to apply knowledge and skills toreal-world settings

The ability to analyze and solve complexproblems

Concepts and new developments in scienceand technology

Percent Who Agree With Each Statement

Learn

ing

Ou

tco

mes

COMMON CORE ELA SHIFTS

Balancing Informational

and Literary TextText Complexity

Analyzing, Inferring, Giving

Evidence

Writing to Sources & Research

Mastery of Writing & Speaking

Academic Vocabulary

KEY SHIFTS IN COMMON CORE MATH

• Teach less, learn more

• International comparisonsFocus

• Progression across grades

• Foundational skills for the learning of algebraCoherence

• Conceptual understanding

• Procedural knowledge and fluency

• Problem solvingRigor

8 STANDARDS OF MATHEMATICAL PRACTICES

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

14

GATE STRUCTURES:

Differentiated instruction in all classrooms

Regular classrooms with GATE clusters

GATE students integrated into homogeneously grouped classes

INSTRUCTIONAL PRACTICE:

At each school site: Grade Level CollaborationGrade level teachers work together to define the scope of lessons and units of instruction.

Differentiated Instruction

GATE and other high-performing students participate in rigorous, challenging curriculum commensurate with their abilities and interests.

REMINDER:

***GATE Programs are not just about special events and should

not be measured accordingly.

***More Important:

• How is the daily instruction being differentiated for my child?

• How is my child’s learning style being nurtured?

• How is my child being challenged socially and academically?

EXTRA CURRICULAR GATE ACTIVITIES:

• Mad Science

• Service Projects (rain forest)

• JA/BIZ Town

• Photography I and II

• Robotics

• Mysteries of the Ocean

• Coding

• Kinesiology

• Field Trips

•Scripps Aquarium

•Opera

• Classic Literature

• Stock Market Games

• MicroSociety®

• Digital History Project

• Battle of the Books

• School Newspaper

EXTRA CURRICULAR GATE ACTIVITIES:

• Owl Pellet Dissection/Life Cycle

• Making Paper Sessions

• Music Programs

• Marketing Workshop-Advertising

• Odyssey of the Mind

• Creating and Editing iMovies

• Catapult Competition

• Math Competitions

• Science Field Day

• High-Level Literacy Projects

• Multimedia Presentations

• Science Projects

• Environmental Studies

Avoid unrealistic expectations

SUGGESTIONS FOR PARENTS TO BUILD CHILD’S

CONFIDENCE:

ADDITIONAL SUGGESTIONS:

Set up environment where children feel safe

to fail.

AVOIDING PERFECTIONISM:

R A T H E R T H A N

F O C U S O N E N D R E S U L T

Another 100%! Wow Carlos, you are so intelligent!

Great job on acing that math test.

You’re the smartest kid in school.

F O C U S O N

P E R S E V E R A N C E

I really am proud of you for the extra studying you put it. It really paid off.

I’m impressed with how you didn’t give up on learning about microchips even when you felt like giving up.

I like how you took the teachers suggestions to heart and ran with them.

I’m proud of how much effort you put forth to achieve

what you did.

Wow, you worked hard and that hard work paid off!

Your perseverance shows in your work.

I’m impressed at how patient you are when you face a

challenge.

Even though you may not have achieved your goal, I can

tell that you worked your hardest.

GIVE YOUR CHILD COMPLIMENTS THAT CAN BUILD

CONFIDENCE, SUCH AS:

SUGGESTIONS FOR PARENTS TO BUILD CHILD’S

CONFIDENCE: GROWTH MINDSET

Model Perseverance:

Use your own mistakes as a learning tool.

Discuss the effort that you put forth each day.

Display your continued learning.

Welcome challenges

WHEN YOUR CHILD COMES HOME FROM SCHOOL,

ASK QUESTIONS LIKE:

What is one specific thing that you learned today?

What mistake did you make today that taught you

something about yourself?

What did you try hard at today?

What is one thing that you would change about your

learning today?

What specific goal will you set for yourself tomorrow?

MEETING SOCIAL-EMOTIONAL NEEDS

MEETING SOCIAL-EMOTIONAL NEEDS

Provide Emotional Support:

Strengthen relationships

Build trust

Listen to children reflect and problem solve

instead of give advice

Continue GATE Certification for District

teachers to increase classroom certification.

Strengthen our District GATE Advisory

Committee by increasing parent participation.

Continue with GATE Toolkits for each school

(newsletters and resources for schools)

NEXT STEPS (DISTRICT LEVEL):

• Contribute to your school's GATE program

Join site GATE Advisory Committee

Volunteer in classroom or with special

events

Use the resources provided to learn more

about characteristics of Gifted and Talented

children.

WHAT CAN YOU DO TO SUPPORT YOUR CHILD:

GATE RESOURCES:

Thank you!!!

Lisa Parker

Executive Director Student,

Family, Community, and Instruction

619-425-9600 Ext. 1507

lisa.parker@cvesd.org

Erika Munoz

Lead School Psychologist

Special Ed. and Instruction

619-425-9600 Ext. 1756

erika.munoz@cvesd.org