Presentation on theme: "Meeting for Parents of Students Newly Identified as GATE Prepared by April Stebbins-Dorman GATE Office"— Presentation transcript:
Meeting for Parents of Students Newly Identified as GATE Prepared by April Stebbins-Dorman GATE Office
Theme: Gifted children… “…are like other children in most respects. They need acceptance, guidance, support, respect, love, protection, and the opportunity to grow…” - Annemarie Roeper A Parent’s Guide to Gifted Children
Purposes: To review what it means to be a student identified as gifted and talented To review why we have a GATE program To discuss how students identified as GATE are served by San Diego Unified School District and the school site To highlight opportunities for parent involvement
GATE is recognized in both State and Federal Law Students who are identified as gifted and talented are “…children and youth who give evidence of high performance capability…who require services or activities not ordinarily provided by the school in order to fully develop such capabilities.”
Characteristics of Giftedness There are as many lists of characteristics of children identified as gifted and talented. These lists are often divide up into domains based on observable behavior. Most individuals display some or all of these characteristics to varying degrees. The following slides are from Characteristics of Giftedness based on research compiled by Dr. J. Renzulli. Reprinted from the Mensa Gifted Youth Handbook.
Learning Characteristics Has unusually advanced vocabulary for age or grade level. Has quick mastery and recall of factual information. Wants to know what makes things or people tick. Usually sees more or gets more out of a story, film, etc., than others. Reads a great deal on his or her own; usually prefers adult-level books; does not avoid difficult materials. Reasons things out for him- or herself.
Motivational Characteristics Becomes easily absorbed with and truly involved in certain topics or problems. Is easily bored with routine tasks. Needs little external motivation to follow through in work that initially excited him or her. Strives toward perfection; is self-critical; is not easily satisfied with his or her own speed and products. Prefers to work independently; requires little direction from teachers. Is interested in many "adult" problems such as religion, politics, and race. Stubborn in his or her beliefs. Concerned with right and wrong, good and bad.
Creativity Characteristics Constantly asking questions about anything and everything. Often offers unusual, unique or clever responses. Is uninhibited in expressions of opinion. Is a high-risk taker; is adventurous and speculative. Is often concerned with adapting, improving and modifying institutions, objects and systems. Displays a keen sense of humor. Shows emotional sensitivity. Is sensitive to beauty. Is nonconforming; accepts disorder; is not interested in details; is individualistic; does not fear being different. Is unwilling to accept authoritarian pronouncements without critical examination.
Leadership Characteristics Carries responsibility well. Is self-confident with children his or her own age as well as adults. Can express him- or herself well. Adapts readily to new situations. Is sociable and prefers not to be alone. Generally directs the activity in which he or she is involved.
SDUSD GATE Program Design Seminar 99.9 %ile Raven’s Progressive Matrices 50 school programs available Application required Cluster 98 %ile on Raven’s Progressive Matrices 4 program models
GATE Program Models Traditional Cluster (Model A) The traditional cluster model provides that percent of the students are to be GATE identified, with any remaining openings to be filled with students who score in the upper 10 percent on either state standardized tests or on the Ravens (high ability) or other district-accepted intelligence test. This model takes the following forms: full day Cluster class in elementary; multiple period core class in 5 th and 6 th grade, middle school; class period in middle and high school course offerings. Diversity Cluster (Model B) The diversity cluster model provides that 25 percent or more of the students in a class are GATE identified with the remaining openings reflecting the diversity of the school.
GATE Program Models cont. Collaborative Cluster (Model C) The collaborative cluster model provides for grade level and cross-grade level teaming in which smaller clusters of students are grouped and regrouped for at least one core subject per day, creating a cluster of 25 percent or more students identified as GATE in one classroom. The remaining openings are to be filled by students who would benefit from accelerated instruction and who reflect the diversity of the school population. This model is particularly useful for smaller schools. Individualized GATE Plan- IGP (Model D) The IGP model is designed for schools with very small populations of students identified as GATE where grouping could be counterproductive. An IGP, Individualized GATE Accountability Plan, is created for each student identified as GATE and placed on file in both the site office and the GATE Office along with the GATE Site Program Summary.
Our School Site’s GATE Plan Insert your site’s GATE Plan here.
Where to start when you have a question At school: Your child’s Teacher GATE-DAC Representative GATE Team Leader Administrator in charge of GATE (at elementary site this will likely be your school principal) Site School Psychologist At Central office: GATE Office (619)
Parent Involvement at Home “…there are strong indications that the most effective forms of parent involvement are those which engage parents in working directly with their children on learning activities in the home.” -
Parent Involvement at the School and District Levels You can help your child identified as gifted and talented by becoming knowledgeable. Participate in parent/ teacher conferences Participate in GATE parent meetings Become involved in the GATE District Advisory Committee (DAC) Participate in your Site Governance Committee Attend School Board Meetings