1. GATE/SAS Gifted and Talented Education and School for Advanced Studies Cowan Avenue Elementary

2. Cowan Avenue Gifted Magnet Beginning 2009-2010 School Year Beginning 2009-2010 School Year Focus on International Humanities Focus on International Humanities Applications beginning in December 2008 Applications beginning in December 2008 –Child must be identified as gifted by December 2008 to apply to the Magnet for the 2009-2010 school year

3. Frequently Asked Questions… GATE program in Cowan’s Community school still exists GATE program in Cowan’s Community school still exists –If a child is not admitted to the Magnet, they will be placed in a Gifted cluster class in the community school Admission based on lottery system Admission based on lottery system –Cowan resident applications carry more magnet points

4. Is my child gifted?

5. Parent observations tend to provide a fairly accurate indication of early giftedness.

8. Is my child gifted?

9. Cognitive Social and Emotional Language Additional

10. Gifted and talented students will demonstrate many but not all characteristics listed in each area.

11. Cognitive Social and Emotional Language Additional

15. Is my child gifted?

16. Ways in which students are identified for GATE High Achievement High Achievement Specific Academic Ability Specific Academic Ability Intellectual Intellectual Visual and Performing Arts Visual and Performing Arts Creative Ability Creative Ability Leadership Ability Leadership Ability

17. High Achievement Identified in 3 rd through 5 th grade Identified in 3 rd through 5 th grade Two consecutive years of high scores in both Language Arts and Math Two consecutive years of high scores in both Language Arts and Math

18. Specific Academic Ability Identified in 4 th and 5 th grades Identified in 4 th and 5 th grades Three consecutive years of high scores in Language Arts or Math Three consecutive years of high scores in Language Arts or Math

19. Identification Criteria CAT6 test (1 st & 3 rd grades)– composite score of 78 th percentile CAT6 test (1 st & 3 rd grades)– composite score of 78 th percentile CST test – CST test – 200620072008 Language Arts392425425 Math401450450

20. Intellectual All grades eligible for identification All grades eligible for identification –Additional documents required for grades K – 2 (i.e. Teacher recommendation, parent observation, work samples, etc.) Recommended by Teacher and Parent Recommended by Teacher and Parent Shows ability to identify patterns and recognize spatial relationships Shows ability to identify patterns and recognize spatial relationships A psychologist will come to school to test A psychologist will come to school to test

21. Visual & Performing Arts Identified in 3 rd through 5 th grades Identified in 3 rd through 5 th grades Drawing, Painting, Drama, Dance, Voice Drawing, Painting, Drama, Dance, Voice –Student Work Portfolio –Teacher Inventory and Observations –Parent and Student Questionnaires –Talent Assessments given 3 rd Saturday of November and May  Referral packets must be submitted to the district 3 weeks before assessment date

22. Creative & Leadership Ability Identified in 4 th and 5 th grades Identified in 4 th and 5 th grades Creative Ability Creative Ability –Produce unique alternative solutions to problems –Challenge assumptions Leadership Ability Leadership Ability –Show confidence and knowledge –Influence others effectively –Have problem-solving and decision-making skills –Express ideas in oral and written form clearly –Shows a sense of purpose and direction

23. Criteria for Creative & Leadership Categories 78% or above on standardized rating assessment scale for Creative and Leadership ability from the district 78% or above on standardized rating assessment scale for Creative and Leadership ability from the district Portfolio assessment of student work Portfolio assessment of student work Documentation of outstanding ability, or the potential for such ability through community recognition Documentation of outstanding ability, or the potential for such ability through community recognition Teacher evaluation and observations Teacher evaluation and observations

24. Referral Procedure Type letter stating category of identification for your child Type letter stating category of identification for your child –Submit copies to Mr.DaSylveira, Ms. Moore, and child’s teacher

25. Once My Child is Identified… Then What?

26. GATE/SAS Programs Science Fair Science Fair –Focus on scientific process and generation of science project ideas Academic Challenge Academic Challenge –Challenges in Spelling, Geography, Public Speaking, Math, Reading, and Science United Nations United Nations –Learn about issues concerning various countries (I.e. health care, politics, poverty)

27. What is Differentiation? Differentiated instruction occurs when the core curriculum (Language Arts and Math) is modified. Differentiated instruction occurs when the core curriculum (Language Arts and Math) is modified. Occurs at all grade levels Occurs at all grade levels This includes acceleration/ pacing, levels of complexity, depth, and novelty with the expectation that students will produce work that is appropriate to their individual learning interests, assessed needs, and abilities. This includes acceleration/ pacing, levels of complexity, depth, and novelty with the expectation that students will produce work that is appropriate to their individual learning interests, assessed needs, and abilities.

28. Differentiation Strategies Differentiation occurs when the core curriculum is modified to include Acceleration Acceleration Depth Depth Complexity Complexity Novelty Novelty

29. Acceleration Acceleration Acceleration – individual pacing –adjustment in time –more advanced resources and experiences to the gifted learner

30. Depth Depth Depth –allows students to “dig deeper” into the subject matter through the use of various strategies such as: understanding big ideas and the rules that govern a system, recognizing patterns and trends, determining unanswered questions, and identifying ethical issues.

31. Complexity Complexity Complexity –The idea of guiding students to understand complex concepts and generalizations at a more sophisticated level. –Gifted learners see multiple possibilities and are interested in seeing how things relate to the real world. –The dimensions of complexity include looking at issues over time, and seeing connections to other areas of study.

32. Novelty Novelty Novelty –The state or process of being new, unique, or unusual. –A common characteristic of gifted students is the need to incorporate original interpretations of existing information by utilizing their personal views and interests. Meeting this need allows gifted students to construct unique meaning of the concept and allows them to recreate old systems and ideas.

33. What Does This Look Like in Cowan’s Classrooms?

34. Language Arts Language Arts –Inquiry and Investigation research related to unit theme, Challenge homework, Centers Math Math –Real-life math applications, Enrichment homework, Word problems, Centers Science Science –Challenge/extension questions, Experiments Social Studies Social Studies –Challenge extension questions, Socratic Seminars (Ethical Discussions)

35. Cowan is striving to meet the special needs of gifted children.

36. There are things you must do outside of school.

37. Be involved in the GATE programs at Cowan.

38. Staying Involved in Your Child’s Gifted Program Attend Follow Up Meetings January 2009 May 2009

39. Q & A Any Questions?