1. CAC-GATE General Parent Meeting September 2016
On your post-it, jot a question you are hoping to have answered tonight.

2. Agenda Welcome CAC-GATE Introduction IUSD GATE Program Overview
Parent Resources
Welcome and intro self
Prompt post-it, a question you are hoping to have answered tonight
If I answer it, fold up for disposal
If I do not time to post for Q&A session at end
Geared toward K-8, not high school

3. School Site Representatives
CAC-GATE
CAC-GATE Board
School Site Representatives
I’d like to start this evening by sharing what exactly CAC GATE is.
CAC-GATE or the Community Advisory Committee for GATE serves as an important vehicle for parent and community involvement in the educational program of gifted and advanced learners. The committee is comprised of parent representatives from each school within our district. CAC-GATE hosts general parent community meetings to promote open communication between district administrators, school staff, and parents. Meetings also provide parents with information and opportunities related to gifted education. All of our CAC GATE parent nights are open to all IUSD parents.
Additionally we have a CAC GATE board made up of 3 teachers, 3 parent reps and myself. The board meets three times annually before general parent meetings to collaborate around CAC-GATE community offerings and stakeholder input.

4. CAC-GATE Board Board Mission Board Goals Kara Rydman, IUSD Coordinator
Kelly Counseller, Teacher Representative
Mary Olson, Teacher Representative
Emily Lasala, Teacher Representative
Seth Grossman, Parent Representative
Yvonne Mansouri, Parent Representative
Anuradha Raghavan, Parent Representative
I would like to introduce this year’s board to you all.
We met earlier this evening and ___ will share our board report.
Thank you ____

5. School Site Representatives
Alderwood
Julie Yao
Bonita Canyon
Clyde Dodge
Brywood
Freddi Siegel
Canyon View
Michelle Dunn
College Park
Kelly Counseller
Culverdale
Jen Meloni
Cypress Village
Mary Olson
Deerfield
Kathy Larson
Eastshore
Patricia Goheen
Greentree
Carrie Eaton/Kris Dayton
Meadow Park
Kayla Purcell
Northwood
Donna Catalano
Oak Creek
Dan Carroll
Portola Springs
Emily Lasala
Santiago Hills
Heather Manchester
Springbrook
Ashley Campos
Stone Creek
Flora Morgan
Stonegate
Hilda Rahmann
Turtle Rock
Stacy Leal
University Park
Nancy Asnon
Westpark
Kristy Chao
Woodbury
Donna Willis
School Site Representatives
SCHOOL
REP
Beacon Park
TBD
Plaza Vista
Jamison Luke
Vista Verde
Katherine Jacobs
Jeffrey Trail
Abraham Angel
Lakeside
Parisa White
Rancho San Joaquin
Kay Gee
Sierra Vista
Christina Ralston
South Lake
Diane Sjogren
Venado
Rebecca Belarge
Each K-8 school site in USD also has 1 parent and 1 teacher GATE representative.
Our Teacher reps, listed on the screen, meet with me several times each year to collaborate around program development and implementation. Their role includes:
Communicating with parents of the school's advanced learners, keeping them informed of upcoming events, and distributing pertinent information
Sharing department information with school staff
Communicating and clarifying site support needs
Sharing advanced learner differentiation strategies with staff
Providing my department with input to assist in the development of department program and services
I also meet with our school parent representatives several times throughout the year. If you are one of our reps, I am in the process of collecting member names and then will coordinate our first meeting. Parent site reps serve as important conduits of information for our schools and the GATE department. These meetings allow stakeholders to ask burning questions and provide input and ideas around meeting the needs of IUSD’s advanced learners.

6. Meeting the academic, social and emotional needs of advanced learners
IUSD’s GATE Program
Meeting the academic, social and emotional needs of advanced learners
For your information, California law places GATE programming under "local control" which means that each district can set its own guidelines and policies regarding identification and enrolment procedures for new students as well as programming components. Tonight I will be providing you with an overview of what this means in IUSD and how this translates into a school program for your child.

7. outstanding levels of aptitude or achievement in one or more domains
unique and diverse learning characteristics
Research tells us that gifted children demonstrate outstanding levels of aptitude or achievement in one or more domains while possessing unique and diverse learning characteristics. They often have highly creative abilities, strong memories, and subtle or mature senses of humor. Some, but not all, gifted students love the learning process and crave knowledge and understanding across a broad spectrum of topics. According to NAG, the National Association for Gifted Children, there are characteristics commonly associated with gifted individuals. They include:
Rapid learner
Excellent memory
Unusually large vocabulary and complex sentence structure for age
Advanced comprehension of word nuances, metaphors and abstract ideas
Enjoys solving problems
Deep, intense feelings and reactions: Highly sensitive
Thinking is abstract, complex, logical, and insightful
Concern with social and political issues and injustices
Longer attention span and intense concentration
Preoccupied with own thoughts—daydreamer????
Asks probing questions- what if?, why?
Wide range of interests, or extreme focus in one area
Highly developed curiosity
Interest in experimenting and doing things differently- Puts idea or things together that are not typical
Keen and/or unusual sense of humor
Desire to organize people/things through games or complex schemas
Vivid imagination
Knowing that each of your children has unique learning needs, IUSD’s GATE program is committed to providing a comprehensive educational model that meets the diverse and varied needs of each gifted student. IUSD program options serve students in 4th through 8th grades and are grounded in current research and best practice in the field of gifted education.
The Gifted Learner

8. Screening & Placement Process
3rd Grade
4th – 6th Grades
Ability
Achievement
Creativity
Learner Characteristics
Achievement/Ability
Learner Characteristics
The first question often asked, is how is a student placed in the GATE program.
GATE Multiple Criteria Measures Screening Process
IUSD conducts an annual Multiple Criteria Measure screening process for all students in 3rd through 7th grades to identify students for placement in the GATE program. The process takes place automatically for students within the school day and over the course of the school year. To qualify, students must score within the top 20% of his/her grade level. Parents are notified of GATE placement in mid-June.
There are three categories of criteria measures utilized.
The first being Achievement/Ability. This category includes: for all grade levels- STAR Reading and Math -These IUSD Universal Assessments are administered to all students three times annually. Fall and Winter scores will be used as criteria measures.
GRADES in grades 4 and higher, fall and winter
OLSAT- A fee based option offered to families. When administered by IUSD, it will be considered as one measure of achievement. OLSAT will not be a stand alone determinate of program participation. Students need not take the OLSAT for program participation.
2nd category only used in 3rd grade is Creativity. It includes:
An Assessment Measure includes questions that require a variety of types of creative and/or analytical thinking; such as the following:  
demonstrate abstract thinking
to make connections between things that don't initially have an apparent connection
The ability to shift one’s perspective on a situation
The confidence to push boundaries beyond accepted conventions.
The ability to force oneself to keep trying to derive more and stronger solutions even when good ones have already been generated
Creativity also incorporates A Writing Sample
Measure includes four writing prompt options for students. Prompts are evaluated for use of Narrative techniques across a 4 point rubric on the following:
Author’s voice
Use of language
Idea Development
The scoring rubric focus lies on creativity and not conventions
Learner Characteristics
Measure includes the common characteristics of gifted individuals that I shared earlier. This is the list*Adapted from the National Association for Gifted Children
It also includes a Student Ability Level measure or Perceived academic ability and potential based on teacher observation.

9. Program Model Elementary|Grades 4-6 Middle Cluster Program APAAS Class
Parent Information Night 1/23 at Woodbridge High
Cluster Courses
Honors/GATE Courses
Academic Enrichment Opportunities
In IUSD we offer multiple program models:
Elementary Cluster Class Option
Each IUSD Elementary School provides cluster classes for GATE-identified students in 3rd through 6th grades. Cluster classrooms include 6 or more GATE program students within a mixed ability, general education classroom. This model allows the classroom teacher to more effectively differentiate instruction and provides GATE students interaction with both their intellectual and age peers.
APAAS- this is an alternative program for advanced students. Students are placed in the program via an application process. Students do not need to be GATE program identified to apply. I will provide the community with detailed information around this program at our parent meeting in January
Middle School Program Options vary from site to site
Middle School GATE programs can include GATE cluster courses, Honors/GATE courses, and/or academic enrichment opportunities. Please check your middle school’s website for further information.

10. The Instructional Approach
Our GATE program model is based upon the Instructional Approach referred to as differentiation. As an introduction we will watch a short video.- play video
In the differentiated classroom, GATE teachers assess each student's current knowledge and skill level and make adjustments to instruction and curriculum to meet their individual needs. Students participating in GATE cluster groups receive differentiated instructional opportunities designed with elements of depth, complexity, and content imperatives across the grade-level core curriculum. Differentiated instruction is provided within the school day and general education classroom through the use of flexible groupings, supplemental materials, and varied learning activities. Differentiation is not accomplished by assigning GATE students more homework or special at home projects.

11. Differentiating for student readiness, interests and learning profile
Content
The information
Ways information is accessed
Process
Flexible groupings
On-going assessment
Depth of exploration
Product
Varied level of difficulty
Student choice options
According to Carol Ann Tomlinson, a well respected researcher on differentiation, Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.
Talk through visual

12. Tools of differentiation
Advanced students benefit from applying critical thinking skills through studying the standards in greater depth. Instruction prompts them to gain a deeper understanding of the content and build a stronger foundation. Our instructional approach focuses on developing scholarly attributes that require intellectual discourse and intellectual risk-taking surrounding the big ideas of the curriculum, to better prepare students for expectations of higher education and innovative careers.
What does this look like in the classroom? Teachers use the tools displayed referred to as depth and complexity and content imperatives

13. Ian Bryd
The prompts of depth and complexity become even more powerful when combined. Here are several examples of iconic statements: sentences formed using two tools of depth and complexity:
Details form patterns
Different points of view see ethical issues differently
When patterns change, they become trends
Trends lead to new rules
Rules solve and create ethical problems
A change leads to new perspectives.
Rules depend on the point of view.
Big ideas are built from details
A big idea can change over time
New rules create new patterns
Different people will view a pattern differently
Ethical issues lead to new rules.
Rules lead to new ethical issues.
Changes leads to ethical issues.
Combining disciplines leads to changes.
In Ancient Greece, how did “Ethical issues lead to new rules.”
In Hatchet, is it true that “Combining disciplines leads to change?”
Depth and complexity icons and content imperatives are thinking tools designed to dig deeper into content. They provide a simple way to differentiate curriculum and increase complexity for gifted learners. 
You can see on the slide, Ian Byrd’s input on how these icons are powerful instructional tools.
In thinking about a 6th grade unit on Ancient Greece: some students may read textbook content to identify the key components of this ancient civilization’s government system and the lasting contributions made by its people. Another group of students may analyze and evaluate a variety of fiction and non-fiction sources in addition to the core textbook to answer the question, “In Ancient Greece, how did “Ethical issues lead to new rules,” and use evidence to support their argument.
The same can be true for any novel read within a class. Consider the Hatchet question, In Hatchet, is it true that “Combining disciplines leads to change?” The question provides the lens through which students will go deeper into grade level content. They may then take their findings and apply them to real world situations. Meeting a gate students needs does not require that they move into the next grade level literature. It si about the depth with which they explore the content at hand.
Each teacher of a GATE class is provided training and support in accomplishing this level of differentiation within the classroom. Let’s take a look at teacher professional development.

14. IUSD LCAP
Beginning in , the state of California brought major changes to the way school funding is allocated.  This new funding is called Local Control Funding Formula (LCFF) and the Local Control and Accountability Plan (LCAP).  Under California's previous system for funding K-12 schools, there were more than 40 funding categories, each for a specific purpose identified by the state. The LCFF model has established three sources of state funding with increased local control to determine the best use of those funds.
Per-Student Base Funding – The district receives a base level of per-student funding that varies slightly depending on the grade level of each student. 
Supplemental Funding – This funding source adds 20 percent to the base funding for each English language learner, low income student and foster youth. 
Concentration Funding –This funding is only received if a district’s enrollment of English language learners, low income students and foster youths exceeds 55 percent of its total enrollment.   IUSD does not receive this third level of funding, because its enrollment does not exceed the 55 percent threshold. 
On June 28, 2016, the IUSD Board of Education approved the LCAP and budget for Throughout the 10-month LCAP process, IUSD engaged parents, students, teachers, staff and the community to help identify priorities for creating a better learning system for our more than 30,000 students.
Within collected survey data, GATE was identified as a priority as seen in the displayed graph. The LCAP continues to support our gifted and advanced learners. Knowing that the teacher is the most important component of any outstanding academic program, IUSD invests approximately $190,000 annually for teachers to receive ongoing professional learning specific for differentiating curriculum and instruction to meet the needs of advanced and gifted learners.

15. Professional Development
Gifted and Advanced Learner Foundation Series
meeting the social-emotional needs of gifted students
an introduction to depth and complexity
differentiating instruction for advanced learners
effective strategies to increase rigor in the classroom
On-Going Advanced Learner Professional Development
Advanced Learner Conference Options
The GATE department provides teachers with a variety of professional learning throughout their career. Our goal is for all teachers to stay current on best practices in meeting the needs of the advanced learners in their classroom. We start by training all teachers teaching this population with a
Gifted and Advanced Learner Foundation Series- in this series we address the following components
meeting the social-emotional needs of gifted students
an introduction to depth and complexity
differentiating instruction for advanced learners
effective strategies to increase rigor in the classroom
On-Going Advanced Learner Professional Development
is provided annually to all teachers, topics include further understanding of depth and complexity and the content imperatives, specific strategies like Socratic seminar, and content specific approaches
Advanced Learner Conference Options
Are also offered to teachers. we have local conferences at UCI and through the range county department of education as well as state conferences offered annually to our teachers

16. Student Goal Setting ACADEMIC PROFILE: recent assessment information
METHODS: instructional strategies based on student’s abilities, readiness level, and interests
GOAL(S): to work on over the course of this school year for this student to grow toward personal best
How does this all translate into service for your child?
Each school will conduct annual Fall goal setting parent conferences. Each GATE student will have a goal setting component within this process that outlines the above information. The format may look different form site to site. This conference affords you as the parent an opportunity to discuss your interests and priorities for your child’s learning experience this year.
It is important to remember that GATE program placement does not automatically qualify your student for the most challenging RTI or Math group placement, nor does it mean that you will receive GATE stamped homework, more homework, special projects, or acceleration into the next grade level’s content standards. GATE program placement means that your child has demonstrated criteria commonly associated with giftedness and requires individual supports to meet their unique needs. Classroom instructional groupings will be determined based upon student’s demonstrated skills and levels of readiness for leveled instruction.
As an advocate for your child, it is important that you communicate with your child’s teacher as they are the practitioner working with your child. Our IUSD teachers are a dedicated group of professionals working to meet the needs of children. They are highly receptive to parent input. As I always share, it is all in the delivery. When you want to dig deeper with your teacher, be ready to listen for understanding, ask questions, and partner with the teacher. These strategies will set you up for on-going respectful and productive communication. This is a vital component in advocating for your child.

17. Parent Resources OCC GATE Conference OCC Parent Education Nights
Tomorrow’s Leaders Today
Speakers: Ian Byrd, Lisa Van Gemert, Paige McCord, Jessica Manzone
October 22, UCI
Speaker: Sharon Duncan
January 17- Placentia Yorba Linda January 23- Saddleback January 31- Anaheim
The CAC parent meetings will serve as a resource for you as parents in this journey. All parent resources will be communicated via an electronic newsletter. If you come across a resource that more families may benefit from, please it to me so I can include it in the next communication. As of now, there are a couple of events I would like to bring to your attention.
Use slide
Additionally,

18. Book Club Will send Google doc sign up with next email newsletter
How Praise Can Harm, and How To Use it Well. When, What, and How to Criticize. Why Bright Children (and Talented Athletes) Stop Working and What To Do About It. How To Communicate The Values That Bring Success.
Mindset is a simple idea discovered by world-renowned Stanford University psychologist Carol Dweck in decades of research on achievement and success—a simple idea that makes all the difference.
If you have ideas for future book club topics, please me.

19. Questions, Answers, and Discussion
Now take a moment to answer questions posed on the pot-its.
Always available via , and check the website.