district gate plan - chula vista elementary school … child... · model with mathematics. 5. ......
TRANSCRIPT
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
Erika Munoz
Lead School Psychologist
Special Ed. and Instruction
619-425-9600 Ext. 1756