Novato Unified School District GATE Leadership Committee

February 11, 2013

Novato Unified School DistrictGATE Parent Information NightAll of us do not have equal talent, but all of us should have an equal opportunity to develop our talent. John F. Kennedy Tonights AgendaGATE: Past to PresentIdentification ProceduresProgram Design

GATE: Past to Present Standards Movement- 1980s1998 NAGC Gifted Programming StandardsNo Child Left Behind-2001California GATE Standards 2005California 2009 fundingUnder-resourced and disappearing infrastructureNUSD 2010NUSD 2011NUSD 20122010 NAGC Pre-K-Grade 12 Gifted Programming StandardsNUSD 2013What are the Gifted Education Programming Standards?Giftedness is dynamic and constantly changing.Giftedness is found among students from a variety of backgrounds.Standards focus on student outcomes rather than practices.All educators are responsible for the education of students with gifts and talents.Services should be provided throughout the day in all environments based on their abilities, needs and interests.

What are the Gifted Education Programming Standards?Focus on student outcomes in six areas:Learning and developmentAssessmentCurriculum planning and instructionLearning environmentsProgrammingProfessional development

What are the Gifted Education Programming Standards?Focus on student outcomes in six areas:Learning and developmentAssessmentCurriculum planning and instructionLearning environmentsProgrammingProfessional development

Quality Teachers32 NUSD teachers participated in GATE Certification ProgramCollaboration TimeMaterials and SuppliesDepth and Complexity TrainingTeachers attended National Gifted ConferenceCalifornia Gifted Conference-3 yearsNorthern California SymposiumGATE Leadership Committee-Superintendent, 2 Directors, 11 administrators,42 teachersTeacher for Teacher Time

Identification ProceduresThe purpose of the GATE identification process is to seek andfind students who may require additional support services beyond the core curriculum.

GATE is 3-5% of a population.Term vs. LabelIdentification ProceduresGiftedness is dynamic and constantly changing.Giftedness is found among students from a variety of backgrounds.Standards focus on student outcomes rather than practices.All educators are responsible for the education of students with gifts and talents.Services should be provided throughout the day in all environments based on their abilities, needs and interests.

Identification ProceduresGiftedness is dynamic and constantly changing.Giftedness is found among students from a variety of backgrounds.Standards focus on student outcomes rather than practices.

Student Outcome 1: Establishing Equal AccessPrivate assessments are not accepted as part of the identification process because the state of California requires that identification of gifted students be equitable to all students in the district.Professional development opportunities for all educators of gifted and talented.CharacteristicsClassroom environmentsDifferentiated Instruction

Student Outcome 2: Using and Interpreting a Variety of Assessment EvidenceComprehensive, Cohesive, and Ongoing Identification ProceduresCommittee Review of Assessment InformationVariety of AssessmentsMultiple SourcesQualitative and Quantitative InformationNonbiased and equitableDynamicInterpreting Multiple AssessmentsEqual weighting of AssessmentsComparable ScoresBest PerformanceDescription of the StudentInforming and Eliciting Information From Parents

Student ProfileQualitative MeasuresWriting SampleOpen ended Math problem solving activityReferrals, endorsements, and pertinent comments from teachers, psychologists, principals, or parentCultural, economic and other factors that may be masking exceptionally high intellectual or academic potential

Quantitative MeasuresAbility Test Results- Naglieri Non-Verbal Ability Test Version 2 (NNAT2) -General cognitive ability without reliance on language or motor skills that measures reasoning and problem solving Available achievement test dataMAP scores demonstrating Advance Levels or Significant GrowthEL identified students in proficient rangeCELDT Scores demonstrating Significant Level Growth

Student Study TeamThe Student Study Team meets to review Student Profile Packets and to make recommendations for placement based on the student evidence.The eligibility for GATE placement will be determined on an individual basis with all measures of the profile of diagnostic information to be considered by the Student Study Team.The GATE Student Study Team (GSST) shall minimally comprisethe site administratorsGATE trained 3rd,4th and 5th grade teachersDirector of Elementary and Elementary Curriculum CoordinatorSchool psychologist If needed for students with disabilities, a representative with in-depth understanding of the disability will be included in determining eligibility. With their endorsement, identification for GATE services will result.Re-EvaluationWe are not retesting students on the NNAT2, but parents, teachers and advocates have the option to refer students for re-evaluation by the GATE Student Study Team (GSST).Cohesive and ongoing identification process, a child can be identified as needing gifted services any time beyond third grade by a committee evaluating evidence from a student profile.A child can be re-evaluated by the GATE Student Study Team (GSST) triggered by completion of the Re-evaluation FormGSST will add more recent test scores and work samples to the student profile to re-evaluate GATE identification.

Identification for Spring 2013FebruaryParent Cover Letter and Permission/Referral sent home Site Testing Dates Established and Confirmed

Parent Information NightParent Permission Due Feb 27th Student Profile Information Sent to Sites

Identification for Spring 2013MarchTesting takes place at all elementary schools March 4th 15th Test Results Normed

Student Profiles compliedSST Dates Scheduled and ConfirmedIdentification for Spring 2013April GSST completed

Student names for identification submittedNotification letters sent home (early May)Program DesignGiftedness is dynamic and constantly changing.Giftedness is found among students from a variety of backgrounds.Standards focus on student outcomes rather than practices.All educators are responsible for the education of students with gifts and talents.Services should be provided throughout the day in all environments based on their abilities, needs and interests.

Program DesignAll educators are responsible for the education of students with gifts and talents.Services should be provided throughout the day in all environments based on their abilities, needs and interests.

Grouping ArrangementsCluster GroupingSelf-ContainedPull-OutQuality ProgramsResourcesCalifornia Association for the Giftedwww.cagifted.orgNational Association for Gifted Childrenwww.nagc.orgHoagies Gifted Education Pagewww.hoagiesgifted.org

Gifted Education Programming Standards: A Guide to Planning and Implementing High-Quality ServicesNational Associated Association for Gifted Children, edited by Susan K Johnsen, Ph. D Making ALL Kids Smarter: Strategies That Help All Students Reach Their Highest PotentialJohn DeLandtsheerThe Cluster Grouping Handbook: How to Challenge Gifted Students and Improve Achievement for AllSusan Winebrenner and Dina Brulles, Ph.D.Helping All Gifted Children Learn: A Teachers Guide to Using the NNAT2Jack Naglieri, Ph. D., Dina Brulles, Ph.D., Kim Lansdowne, Ph. D.Subscriptions: Gifted Child Today and Gifted Child Quarterly