Presentation on theme: "Mountain View High School GATE Program"— Presentation transcript:
1 Mountain View High School GATE Program Steve Kahl: GATE Coordinator
2 Professional Biography High school English teacher for twenty-three years:fifteen at Independence High School in East San Joseeight at Mountain View High School in Mountain ViewProfessional development presenter for thirteen years: curriculum differentiation, gifted education, Socratic seminar, classroom management, ethics educationMentor teacher for sixteen yearsCLAD certificatedTeacher Certification from California Assn. for the GiftedMaster of Arts Degree in Educational LeadershipFormer coordinator of the Teaching Academy, a California Partnership Academy for high school kids who intend to become teachers.
3 Objectives for the Visit Participants will identify the major components of the GATE program at MVHS.Participants will examine examples of differentiated assignments.Participants will reflect together on their experiences with GATE Programs.
4 Agenda GATE Program Overview Examination of Differentiated Assignments Overview of Training for New Teachers in Gifted EducationQuestions and AnswersEvaluation
5 Differentiated Instruction Training (Sixteen Hours) For all new teachers in the district--every year for the last six years. (That includes more than half of our staff.) Differentiated instruction design for academic readiness levels, interests, learning profiles, cultures, and language backgrounds.For veterans on Saturdays and during summer breaksOngoing coaching from GATE CoordinatorTuning Protocols
6 IdentificationMost GATE students were already identified in elementary districtsTeachers identify other students using CAG’s identification checklists for general academic ability, specific academic ability, creativity, leadership, visual arts, and performing arts.We also have a form parents use to recommend students for the identification process.
7 The Differentiated Classroom Teachers’ form letters to GATE studentsStudents’ form letters to their teachersLearning contracts for students“Open Access” AP and Honors courses (with invitations to students from underrepresented groups)Project menus and tiered assignmentsPre-assessment toolsThe Tuning Protocol
8 Meeting Students’ Needs Outside the Regular Classroom Survey of GATE students’ academic needs--as well as their intellectual and academic and career interestsAcademic Mentorship ProgramProfessional Mentorship Program“Walk a Day in My Shoes” Programgroup lists for each grade level to keep students informed of opportunities outside our school communityLunch with Leaders Program
9 “Assignment Bank” of Model Assignments for GATE Students Connected to school websiteModels of tiered assignments, project menus, and pre-assessment toolsTeachers may upload and download
10 GATE Advisory Board GATE Coordinator Assistant Principal Three parents Three teachersThree studentsThree community members
11 GATE Parent Involvement An overview of the GATE program at MVHS--what to expect from teachers“How to Raise a Successful, Ethical Gifted Child”The Social and Emotional Needs of GATE Students (a series)“Overcoming Underachievement” workshopSupport for our mentorship program
12 Options for Pre-assessment Before a New Instructional Unit Pre-test students on unit concepts, skills, and facts.Give the chapter test first.Survey students about their experience & comfort level with the material.Survey students on areas of interest in unit.Complete a KWL chart (know/want to know/learned).Use “find my partner” cards or match-up game.Students create PSAs on what they know already.Students write ironic statements on unit concepts.
13 Pre-assessment Activities to Begin the Year Letter to the TeacherLearning Skill InventoryInterest CirclePersonal MuseumsStudent SurveyStudent Self-Assessment of Skills ChartParent SurveyParent Letter to the TeacherAnnotated Portfolio of Work from Years PastStandardized Test Scores
14 Joseph Renzulli’s Definition of Successful Gifted Students (University of Connecticut)
15 Heuristic for Creating a Project Menu Decide on the enduring understanding and/or skill(s) you want all students to develop from the projects.Review your pre-assessment data on individual students’ learning styles, interests, and learning profiles.Create several standard projects typical for your grade level and subject area.Each project choice should contain a process activity, new content to be learned, a research component, and a product to demonstrate growth.Add several projects connecting your enduring understanding to other disciplines and talents.
16 Heuristic for Creating a Tiered Assignment Identify the essential understanding (concepts, principles, attitudes, knowledge base and/or skills) you want the students to cultivate as they complete the assignment.Write a typical standards based “grade level” assignment, containing the process, content, research, resources, and products the students will be using. Make certain that the activity is interesting, challenging, and that it causes students to use key skills to understand the major idea or conceptStudy the pre-assessment data for the unit to identify the needs of struggling students and advanced students.Use the “Equalizer” to adjust at least one aspect of the assignment to make it even more challenging for some.Use the “Equalizer” to adjust at least one aspect of the assignment to make it more “do-able” for struggling students. Add scaffolding for support.