Gifted and Talented Education Program: Resource Guide

GIFTED AND TALENTED EDUCATION RESOURCE GUIDE
Gifted and Talented Education Program

Resource Guide
California Department of Education
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INTRODUCTION What is the Gifted and Talented Education Program? T#e California Department of Education $CDE% admini&ter& t#e Gifted and Talented Education $GATE% 'ro(ram) *#ic# provide& fundin( for local educational a(encie& $LEA&% to develop uni+ue education opportunitie& for #i(#,ac#ievin( and underac#ievin( pupil& in t#e California pu-lic elementar. and &econdar. &c#ool& Eac# &c#ool di&trict/& (overnin( -oard determine& t#e criteria it *ill u&e to identif. &tudent& for participation in t#e GATE pro(ram Cate(orie& for identification ma. include one or more of t#e follo*in(0 intellectual) creative) &pecific academic) or leader&#ip a-ilit.1 #i(# ac#ievement1 performin( and vi&ual art& talent1 or an. ot#er criterion t#at meet& t#e &tandard& &et fort# -. t#e State 2oard of Education $S2E% T#e GATE pro(ram i& aut#ori3ed under Education Code (EC) &ection& "22!!,"2242 What is the purpose of the G TE Program Resource Guide? T#e GATE Re&ource Guide #a& -een developed a& a tec#nical a&&i&tance document for LEA& t#at receive &tate fundin( to provide pro(ram& for (ifted and talented &tudent& T#e (uide clarifie& t#e re+uirement& of EC &ection& "22!!,"2242) related provi&ion& of California Code of Regulations $CCR%, Title 5) and t#e S2E Recommended Standards for Programs for Gifted and Talented Students It al&o provide& information for di&trict and count. office GATE coordinator&) admini&trator&) principal&) teac#er&) and parent& re(ardin( implementation and evaluation of effective pro(ram& for (ifted and talented &tudent& T#e (uidance in t#e GATE 'ro(ram Re&ource Guide i& not -indin( on LEA& or ot#er entitie& E5cept for t#e &tatute& and re(ulation& t#at are referenced #erein) compliance *it# t#e (uideline& i& not mandator. $EC 666!7 "%
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T !"E O# CONTENT$ INTRODUCTION P RT % 44 42 46 4: 4" P RT * 24 22 26 2: 2" 2< 2= P RT + 64 62 66 6: P RT , 8#at i& t#e Gifted and Talented Education 'ro(ram9 8#at i& t#e purpo&e of t#e GATE 'ro(ram Re&ource Guide9 PROGR & UT'ORI( TION ND "EGI$" TI)E INTENT
8#at i& t#e le(i&lative intent for t#e GATE pro(ram9 8#at are t#e element& all GATE pro(ram& &#ould include9 8#at are t#e (eneral &tandard& for GATE pro(ram&9 8#at are t#e re+uirement& for LEA *ritten plan&9 8#at are t#e EC definition& for GATE9 $TUDENT IDENTI#IC TION ND P" CE&ENT
8#at are t#e LEA re&pon&i-ilitie& for identification of GATE &tudent&9 8#at evidence i& u&ed to identif. &tudent& for GATE &ervice&9 8#at are t#e cate(orie& for identification of GATE &tudent&9 8#o ma;e& t#e final determination a-out GATE pupil eli(i-ilit.9 8#at are t#e t.pe& of GATE pro(ram &ervice option&9 8#at are t#e definition& for GATE pro(ram &ervice option&9 8#at are t#e provi&ion& for GATE &tudent participation in colle(e9 PPRO) " O# G TE PROGR &$ 8#at i& t#e proce&& for approval of GATE pro(ram application&9 8#at i& t#e fundin( formula for GATE9 8#at e5penditure& are allo*a-le under t#e GATE pro(ram9 8#at e5penditure& are not allo*a-le9 I&P"E&ENT TION O# $!E RECO&&ENDED G TE $T ND RD$
Section 40 'ro(ram De&i(n Implementation Activitie& for Section 40 'ro(ram De&i(n Section 20 Identification Implementation Activitie& for Section 20 Identification Section 60 Curriculum and In&truction Implementation Activitie& for Section 60 Curriculum and In&truction Section :0 Social and Emotional Development Implementation Activitie& for Section :0 Social and Emotional Development Section "0 'rofe&&ional Development Implementation Activitie& for Section "0 'rofe&&ional Development Section <0 'arent and Communit. Involvement
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Implementation Activitie& for Section <0 'arent and Communit. Involvement Section =0 'ro(ram A&&e&&ment Implementation Activitie& for Section =0 'ro(ram A&&e&&ment Section 70 2ud(et& Implementation Activitie& for Section 70 2ud(et& P RT "4 "2 "6 ": "" "< P RT 0 <4 PPENDI1 I PPENDI1 II PPENDI1 III .E/ RO"E$ ND RE$PON$I!I"ITIE$
8#at are t#e re&pon&i-ilitie& of t#e di&trict GATE admini&trator9 8#at are t#e re&pon&i-ilitie& of t#e di&trict GATE coordinator9 8#at are t#e re&pon&i-ilitie& of t#e &ite GATE coordinator9 8#at are t#e re&pon&i-ilitie& of t#e &ite GATE admini&trator9 8#at are t#e re&pon&i-ilitie& of GATE teac#er&9 8#at are t#e re&pon&i-ilitie& of GATE parent&9 $& "" DI$TRICT CON$IDER TION$ Implementation of GATE pro(ram& in &mall &c#ool di&trict& RE$OURCE$ $ &P"E #OR&$ RE$OURCE "I$T O# GI#TED IN$TRU&ENT$ ND T "ENTED IDENTI#IC TION
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P RT % PROGR & UT'ORI( TION ND "EGI$" TI)E INTENT %2% What is the legislati3e intent for the G TE program?
T#e le(i&lative intent of t#e GATE pro(ram i& to provide fundin( for LEA& to develop uni+ue education opportunitie& for #i(#,ac#ievin( and underac#ievin( pupil& in California pu-lic elementar. and &econdar. &c#ool& *#o #ave -een identified a& (ifted and talented It i& t#e intent of t#e le(i&lature t#at &pecial effort& -e made to en&ure t#at pupil& from economicall. di&advanta(ed and var.in( cultural -ac;(round& are provided *it# full participation in t#e&e uni+ue opportunitie& $ EC "22!!>a?% In addition) it i& t#e intent of t#e Le(i&lature to improve t#e +ualit. of e5i&tin( pro(ram& for (ifted and talented pupil& and provide for e5perimentation in t#e deliver. of pro(ram& includin( a variet. of pro(rammatic approac#e& and co&t level& and to provide for identification of GATE &tudent& in a variet. of *a.& $ EC "22!!>-?% LEA& t#at elect to provide GATE pro(ram& &u-mit an application for fundin( Application& are approved -a&ed on t#e criteria in t#e S2E Recommended Standards for Programs for Gifted and Talented Students availa-le on t#e CDE 8e- &ite at http:// !cde!ca!go"/sp/gt/! 'rovi&ion& of t#e EC and related CCR, Title " re(ulation& for implementation of pro(ram& for (ifted and talented &tudent& are reflected in t#e aforementioned &tandard& %2* What are the elements all G TE programs should include?
EC Section "22!!$c% &tate& t#at all pro(ram& for (ifted and talented pupil& &#ould include t#e follo*in(0 $4% Differentiated opportunitie& for learnin( commen&urate *it# t#e (ifted and talented pupil&/ particular a-ilitie& and talent& $2% Alternative learnin( environment& in *#ic# (ifted and talented pupil& can ac+uire &;ill& and under&tandin( at advanced ideolo(ical and creative level& commen&urate *it# t#eir potential& $6% Element& t#at #elp (ifted and talented pupil& develop &en&itivit. and re&pon&i-ilit. to ot#er& $:% Element& t#at #elp to develop a commitment in (ifted and talented pupil& to con&tructive et#ical &tandard& $"% Element& t#at a&&i&t (ifted and talented pupil& to develop &elf,(eneratin( pro-lem,&olvin( a-ilitie& to e5pand eac# pupil/& a*arene&& of c#oice& for &ati&f.in( contri-ution& in #i& or #er environment
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$<% Element& t#at #elp (ifted and talented pupil& develop reali&tic) #ealt#. &elf, concept&
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What are the general standards for G TE programs?
T#e CCR) Title " e&ta-li&#e& t#e follo*in( (eneral &tandard& t#at appl. to all t.pe& of (ifted and talented pro(ram&0 $a% Uni+ue opportunitie& for #i(#,ac#ievin( and under,ac#ievin( pupil& *#o are identified a& (ifted and talented &#all -e provided $-% Di&trict& &#all ma;e provi&ion& for en&urin( participation of pupil& in t#e upper ran(e of intellectual a-ilit. $c% Di&trict& &#all ma;e provi&ion& for en&urin( full participation of pupil& from di&advanta(ed and var.in( cultural -ac;(round& $d% T#e +ualit. of e5i&tin( pro(ram& for (ifted and talented pupil& &#all -e maintained or improved $e% E5perimentation *it# a variet. of pro(rammatic approac#e& and co&t level& &#all -e encoura(ed $f% 8ritten con&ent of a parent) (uardian) or ot#er per&on #avin( actual cu&tod. and control of t#e pupil &#all -e on file *it# t#e di&trict prior to t#e pupil/& participation in t#e pro(ram $(% T#e di&trict pro(ram &#all meet t#e &pecific need& and re+uirement& a& &pecified in t#e EC Section "22!!$c% for (ifted and talented pupil& Academic component& &#all -e included in all pro(ram offerin(& $#% T#e di&trict pro(ram &#all reflect t#e a&&e&&ed need& of it& identified pupil& $i% All identified (ifted and talented pupil& &#all #ave an opportunit. to participate in t#e (ifted and talented pro(ram $@% T#e di&trict &#all develop a *ritten plan for t#e di&trict pro(ram *#ic# i& availa-le for pu-lic in&pection T#e *ritten plan de&cri-e& t#e appropriatel. differentiated curricula for identified (ifted and talented pupil& a& *ell a& &pecifie& t#e met#od& u&ed to e5amine t#e appropriatene&& of t#e identified pupil/& total educational e5perience) includin( articulation *it# ot#er &pecial,funded pro(ram& t#at &erve (ifted and talented pupil& $CCR, Title " Section 6764%
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What are the re4uirements for "E 5ritten plans?
T#e *ritten plan &#all include0 $4% $2% $6% T#e purpo&e& of t#e pro(ram) includin( (eneral (oal& and &pecific o-@ective& t#at t#e pupil& are e5pected to ac#ieve T#e rationale for t#e di&trict/& met#od of identification of (ifted and talented pupil& 8#ere appropriate) procedure& for con&ideration of t#e identification and placement of a pupil *#o *a& identified a& (ifted or talented in t#e di&trict from *#ic# t#e pupil tran&ferred T#e &ervice& to -e rendered and t#e activitie& to -e included for pupil& participatin( in &pecial da. cla&&e&) receivin( &pecial &ervice&) or participatin( in &pecial activitie& for an amount of time a& &pecified in EC Section "22!< A plan for evaluatin( t#e variou& component& of t#e pro(ram t#at include& an annual revie* of pupil pro(re&& and of t#e admini&tration of t#e pro(ram 'rocedure& for modif.in( t#e di&trict (ifted and talented pro(ram on t#e -a&i& of t#e annual revie* A &taff development plan -a&ed upon a need& a&&e&&ment *#ic# include& &pecification of re+ui&ite competencie& of teac#er& and &upervi&or. per&onnel A procedure to inform parent& of a pupil/& participation or nonparticipation in t#e (ifted and talented pro(ram 'rocedure& for en&urin( continuou& parent participation in recommendin( polic. for plannin() evaluatin() and implementin( t#e di&trict pro(ram An o-@ective related -ud(et $CCR, Title " Section 6764%
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What are the EC definitions for G TE?
EC Section "22!4 provide& t#e follo*in( definition& for GATE0
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Gifted and Talented Pupil6 BGifted and talented pupilC mean& a pupil enrolled in a pu-lic elementar. or &econdar. &c#ool *#o i& identified a& po&&e&&in( demon&trated or potential a-ilitie& t#at (ive evidence of #i(# performance capa-ilit. 'ighl7 Gifted Pupil6 BDi(#l. (ifted pupilC mean& a (ifted and talented pupil *#o #a& ac#ieved a mea&ured intelli(ence +uotient of 4"! or more point& on an a&&e&&ment of intelli(ence admini&tered -. +ualified per&onnel or #a& demon&trated e5traordinar. aptitude and ac#ievement in lan(ua(e art&) mat#ematic&) &cience) or ot#er academic &u-@ect& a& evaluated and confirmed -. -ot# t#e pupil/& teac#er and principal Program6 B'ro(ramC mean& an appropriatel. differentiated curriculum provided -. a di&trict for identified pupil& t#at meet& t#e &tandard& &et fort# in EC C#apter 7 Gifted and Talented 'upil 'ro(ram Participating Pupil6 B'articipatin( pupilC mean& a pupil identified a& (ifted and talented *#o ta;e& part in a pro(ram for at lea&t one &eme&ter of a &c#ool .ear 'igh Performance Capa8ilit76 T#e demon&trated or potential a-ilitie& t#at (ive evidence of #i(# performance capa-ilitie& are defined -. eac# &c#ool di&trict (overnin( -oard in accordance *it# re(ulation& e&ta-li&#ed -. t#e S2E Identification cate(orie& ma. include one or more of t#e follo*in( (EC "22!2)0 Intellectual) creative) &pecific academic) or leader&#ip a-ilit. Di(# ac#ievement 'erformin( and vi&ual art& talent An. ot#er criterion t#at meet& t#e &tandard& &et fort# -. t#e S2E
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P RT * $TUDENT IDENTI#IC TION *2%
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What are the "E responsi8ilities for identification of G TE students?
Eac# &c#ool di&trict #a& t#e re&pon&i-ilit. for developin( a met#od for t#e identification of pupil& a& (ifted and talented T#e met#od of identification i& included in t#e di&trict/& application and conform& to t#e&e (eneral principle&0 $a% T#e &tandard& en&ure t#e identification of pupil& *#o po&&e&& a capacit. for e5cellence far -e.ond t#at of t#eir c#ronolo(ical peer& $-% Eet#od& are de&i(ned to &ee; out and identif. t#o&e pupil& *#o&e e5traordinar. capacitie& re+uire &pecial &ervice& and pro(ram& $c% 'rovi&ion& are made for e5aminin( a pupil/& ran(e of capacitie& $d% Eet#od& and tec#ni+ue& of identification (enerate information a& to a pupil/& capacitie& and need& $e% T#ere i& e+ual opportunit. to -e identified in t#e cate(orie& &erved $f% Eet#od& are de&i(ned to &ee; out and identif. (ifted and talented pupil& from diver&e lin(ui&tic) economic) and cultural -ac;(round& $ CCR, Title " Section 672!% *2* What e3idence is used to identif7 students for G TE ser3ices?
'rior to identification) pertinent evidence a& to a pupil/& capacit. for e5cellence far -e.ond t#at of c#ronolo(ical peer& i& compiled T#e ran(e of data &#ould -e -road enou(# to reveal (ift& and talent& acro&& cultural) economic) and lin(ui&tic (roup& $a% Appropriate data to -e collected -. t#e &c#ool di&trict ma. include0 Sc#ool) cla&&) and individual pupil record& Individual te&t& $includin( &ummar. and evaluation -. a &c#ool p&.c#olo(i&t% Group te&t& Intervie*& and +ue&tionnaire& $teac#er) parent) and ot#er&%
$-% Evidence of a pupil/& capacit. ma. al&o -e derived from pupil product&) comment& from peer&) and opinion& of profe&&ional per&on&
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$c% Studie& of factor& contri-utin( to a pupil/& underac#ievement re&ultin( from #andicappin( or di&advanta(ed condition& &#all -e con&idered $d% T#e pertinent evidence &#all reflect con&ideration of t#e economic) lin(ui&tic c#aracteri&tic&) and cultural -ac;(round $CCR, Title " Section 6726% *2+ What are the categories for identification of G TE students?
T#e follo*in( cate(orie& are u&ed for identification of t#e pupil/& e5traordinar. capa-ilit. in relation to t#e pupil/& c#ronolo(ical peer&0 $a% Intellectual 8ilit76 A pupil demon&trate& e5traordinar. or potential for e5traordinar. intellectual development $-% Creati3e 4 2 6 8ilit76 A pupil c#aracteri&ticall.0
'erceive& unu&ual relation&#ip& amon( a&pect& of t#e pupil/& environment and amon( idea& Overcome& o-&tacle& to t#in;in( and doin( 'roduce& uni+ue &olution& to pro-lem&
$c% $pecific cademic 8ilit76 A pupil function& at #i(#l. advanced academic level& in particular &u-@ect area& $d% "eadership 8ilit76 A pupil di&pla.& t#e c#aracteri&tic -e#avior& nece&&ar. for e5traordinar. leader&#ip $e% 'igh chie3ement6 A pupil con&i&tentl. produce& advanced idea& and product& andFor attain& e5ceptionall. #i(# &core& on ac#ievement te&t& $f% )isual and Performing rts Talent6 A pupil ori(inate&) perform&) produce&) or re&pond& at e5traordinaril. #i(# level& in t#e art& $(% *2, n7 other categor7 *#ic# meet& t#e &tandard& &et fort# in t#e&e re(ulation& $CCR, Title " Section 6722% Who ma9es the final determination a8out G TE pupil eligi8ilit7?
T#e final determination of eli(i-ilit. of a pupil re&t& *it# t#e admini&trative #ead of t#e &c#ool di&trict or a de&i(nated emplo.ee of t#e di&trict& in accordance *it# procedure& adopted -. t#e local (overnin( -oard
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$a% T#e &c#ool emplo.ee &#all -a&e a deci&ion upon t#e evaluation of t#e pertinent evidence -. t#e &c#ool principal or a de&i(nee of t#e &c#ool principal) a cla&&room teac#er familiar *it# t#e &c#ool *or; of t#e pupil) and) *#en appropriate) a credentialed &c#ool p&.c#olo(i&t $-% To determine t#e full ran(e of a pupil/& capa-ilit.) a per&on reco(ni3ed a& an e5pert in t#e (ifted and talented cate(or. under con&ideration) andFor an individual *#o #a& in,dept# under&tandin( of t#e pupil/& lin(ui&tic or cultural (roup &#all participate in t#e evaluation of t#e evidence unle&& t#ere i& no dou-t a& to t#e pupil/& eli(i-ilit. $c% T#e&e individual& ma. revie* &creenin() identification) and placement data in &erial order) provided t#at t#e&e individual& meet to re&olve difference& in a&&e&&ment and recommendation $d% T#i& &#all not preclude t#e u&e of an identification and placement committee $CCR, Title " Section 672:% *2What are the t7pes of G TE program ser3ice options?
Governin( -oard& of &c#ool di&trict& t#at elect to provide pro(ram& ma. e&ta-li&# pro(ram& for (ifted and talented pupil& con&i&tin( of0 Special da. cla&&e& 'art time (roupin(& Clu&ter (roupin(&
'ro(ram& mu&t -e con&i&tent *it# t#e applica-le &tatute& and re(ulation& and are re+uired to -e planned and or(ani3ed a& inte(rated) differentiated learnin( e5perience& *it#in t#e re(ular &c#ool da. T#e GATE pro(ram &ervice& ma. -e au(mented or &upplemented *it# ot#er differentiated activitie& related to t#e core curriculum u&in( &uc# &trate(ie& a&0 Independent &tud. Acceleration 'o&t&econdar. education Enric#ment
Eac# participatin( (overnin( -oard determine& t#e mo&t appropriate curricular component& for participatin( pupil& For all (ifted and talented pupil&) includin( t#o&e *it# #i(# creative capa-ilitie& and talent& in t#e performin( and vi&ual art&) eac# participatin( (overnin( -oard &#all concentrate part of t#e curriculum in providin( pupil& *it# an academic component and) *#ere appropriate) in&truction in -a&ic &;ill& $EC "22!<%
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What are the definitions for G TE program ser3ice options? $a% $pecial Da7 Class6 A BSpecial Da. Cla&&C for (ifted and talented pupil& con&i&t& of one or more cla&&e& totalin( a minimum &c#ool da. *#ere eac# of t#e one or more cla&&e& meet& t#e follo*in( re+uirement&0 $4% It i& compo&ed of pupil& identified a& (ifted and talented $2% It i& e&peciall. de&i(ned to meet t#e &pecific academic need& of (ifted and talented pupil& for enric#ed or advanced in&truction and i& appropriatel. differentiated from ot#er cla&&e& in t#e &ame &u-@ect& in t#e &c#ool $6% It i& tau(#t -. a teac#er *#o #a& &pecific preparation) e5perience) per&onal attri-ute&) and competencie& in t#e teac#in( of (ifted c#ildren $-% Part:time Grouping6 'upil& attend cla&&e& or &eminar& t#at are or(ani3ed to provide advanced or enric#ed &u-@ect matter for a part of t#e &c#ool da. T#e&e cla&&e& are compo&ed of identified (ifted and talented pupil& $c% Enrichment cti3ities0 'upil& remain in t#eir re(ular cla&&room& -ut participate in &upplemental educational activitie& planned to au(ment t#eir re(ular educational pro(ram& In t#e&e &upplemental educational activitie& t#e pupil& u&e advanced material& andFor receive &pecial opportunitie& from per&on& ot#er t#an t#e re(ular cla&&room teac#er $d% Cluster Grouping6 'upil& are (rouped *it#in a re(ular cla&&room &ettin( and receive appropriatel. differentiated activitie& from t#e re(ular cla&&room teac#er $e% Independent $tud70 'upil& are provided *it# additional in&tructional opportunitie& t#rou(# eit#er &pecial tutor& or mentor&) or t#rou(# enrollment in corre&pondence cour&e& &pecified in EC Section "4=:! T#e&e opportunitie& &#all -e &upervi&ed -. a certificated per&on emplo.ed -. t#e pupil/& &c#ool di&trict $f% cceleration6 'upil& are placed in (rade& or cla&&e& more advanced t#an t#o&e of t#eir c#ronolo(ical a(e (roup and receive &pecial coun&elin( andFor in&truction out&ide of t#e re(ular cla&&room in order to facilitate t#eir advanced *or;
$(% Postsecondar7 Education Opportunities6 Di(# &c#ool pupil&) for a part of t#e da.) attend cla&&e& conducted -. colle(e or communit. colle(e or participate in Colle(e Entrance E5amination 2oard Advanced 'lacement $A'% pro(ram& 8#en needed) t#e #i(# &c#ool provide& -oo;& and &upplie& $#% $er3ices for Underachie3ing Gifted and Talented Pupils6 'upil& receive &ervice& de&i(ned to a&&i&t t#em in developin( -a&ic &;ill& needed to overcome) a& &oon a& po&&i-le) t#eir underac#ievement and to ena-le t#em to ac#ieve in
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t#eir academic cla&&e& at level& commen&urate *it# t#eir individual a-ilitie& T#i& doe& not preclude participation in ot#er pro(ram option& $i% $er3ices for "inguisticall7 Di3erse; Culturall7 Di3ergent; and<or Economicall7 Disad3antaged Gifted and Talented Pupils6 'upil& receive &ervice& de&i(ned to a&&i&t t#em to develop t#eir potential to ac#ieve #i(# level& commen&urate *it# t#eir a-ilitie& T#i& &#all not preclude t#eir participation in ot#er pro(ram option& $@% Other6 'upil& participate re(ularl.) on a planned -a&i&) in &pecial coun&elin( or in&tructional activit. or &eminar& carried on durin( or out&ide of t#e re(ular &c#ool da. for t#e purpo&e of -enefitin( from additional educational opportunitie& not provided in t#e re(ular cla&&room in *#ic# t#e pupil& are enrolled $;% Other ser3ices or activitie& approved A! da.& in advance -. t#e State Superintendent of 'u-lic In&truction $CCR, Title " Section 67:!% *2= What are the pro3isions for G TE student participation in college?
A&&em-l. 2ill 22!=) C#apter 4!=6) Statute& of 2!!!) aut#ori3e& t#e (overnin( -oard of a &c#ool di&trict to (rant a re+ue&t for &pecial part,time or full,time enrollment for #i(#l. (ifted pupil& to attend a communit. colle(e T#e le(i&lation al&o re+uire& t#e (overnin( -oard of a &c#ool di&trict or communit. colle(e t#at denie& a re+ue&t for &pecial part, time or full,time enrollment at a communit. colle(e to i&&ue it& *ritten recommendation and t#e rea&on& for t#e denial *it#in <! da.& 'arent& or (uardian& ma. file an appeal *it# t#e count. -oard of education if t#eir re+ue&t for t#eir &tudent to attend a communit. colle(e i& denied -. t#e (overnin( -oard of t#e di&trict
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P RT + PPRO) " O# G TE PROGR &$ Approval of GATE pro(ram& i& -a&ed on t#e criteria in t#e S2E Recommended Standards for Programs for Gifted and Talented Students LEA& t#at elect to provide GATE &ervice& are re+uired to &u-mit an application for approval of a propo&ed pro(ram T#e application template i& po&ted on t#e CDE 8e- &ite on or -efore April 4 eac# .ear Application& are due to t#e CDE -. Gune 4" +2% What is the process for appro3al of G TE program applications?
GATE pro(ram application& are approved for a period of one) t*o) or t#ree .ear& -a&ed on t#e +ualit. of t#e plan) in accordance *it# criteria in t#e S2E Recommended Standards for Programs for Gifted and Talented Students Application& recommended for five,.ear approval re+uire a &ite validation of t#e application All application& mu&t addre&& t#e S2E criteria for t#e follo*in( component&0 4 2 6 : " < = 7 +2* 'ro(ram De&i(n Identification Curriculum and In&truction Social and Emotional Development 'rofe&&ional Development 'arent and Communit. Involvement 'ro(ram A&&e&&ment 2ud(et
What is the funding formula for G TE?
T#e State Superintendent of 'u-lic In&truction apportion& fund& to participatin( &c#ool di&trict& -a&ed on a formula t#at divide& t#e total fundin( availa-le for GATE pro(ram& in t#e &tate -ud(et for t#e current .ear -. t#e &tate*ide total unit& of avera(e dail. attendance $a d a % in ;inder(arten t#rou(# (rade t*elve at t#e &econd principal apportionment of t#e prior .ear for all participatin( &c#ool di&trict& No &c#ool di&trict *it# fe*er t#an 4)"!! in a d a receive& le&& to &upport it& GATE pro(ram t#an H2)"!! or t#e amount it received in 4AA7,AA) *#ic#ever i& (reater Dollar amount& are ad@u&ted for deficit& or percenta(e inflation ad@u&tment& on an annual -a&i& Information re(ardin( di&trict apportionment fundin( i& availa-le on t#e CDE 8e&ite at http:// !cde!ca!go"/fg/ T#e approved indirect rate ma. not e5ceed 6 percent $CCR, Title " Section 67=!% +2+
What e>penditures are allo5a8le under the G TE program? 'rofe&&ional development t#at focu&e& on meetin( t#e need& of advanced &tudent& $in,#ou&e) in&titute&) con&ultant&) conference&%
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'rofe&&ional development on differentiatin( curriculum for mi5ed a-ilit. cla&&room&) clu&ter (roup&) part,time (roupin() or &elf,contained cla&&e& Salarie& and -enefit& for GATE &peciali&t& $pull,out teac#er&) itinerant teac#er&) coordinator&% Stipend& for teac#er& *#o &erve GATE &tudent& -e.ond contract time $3ero period) after &c#ool) -efore &c#ool) prep time% Admini&trative co&t& $GATE coordinatorI& &alar. and -enefit&) or a prorated percenta(e of a per&onI& &alar. -a&ed on t#e percenta(e of time t#e. devote to GATE% Indirect co&t& $limited to 6 percent% Stipend& for a &ite liai&on Tec#nolo(. and &oft*are to &upport curriculum &pecificall. to meet t#e need& of t#e (ifted &tudent& in accordance *it# t#e di&trict plan Supplementar. te5t-oo;& and &upplie& for #onor& and A' cla&&e&) &elf,contained GATE cla&&room&) clu&ter (roup& or individual &tudent&) part,time (roup& 'articipation in educational e5perience& appropriate for GATE &tudent&) &uc# a& Od.&&e. of t#e Eind) Science Ol.mpiad) Academic Decat#lon) even if &ome of t#e participatin( &tudent& are not identified a& GATE &tudent& Te&tin( material& and time u&ed in t#e identification of (ifted &tudent& Tran&portation and admi&&ion for &tud. trip& determined -. t#e di&trict to -e appropriate Tran&portation to and from re(ularl. &c#eduled cla&&e& or &eminar& Sc#olar&#ip& for (ifted &tudent& to attend &pecial event& or cla&&e& Summer activitie& appropriate for GATE &tudent& What e>penditures are not allo5a8le?
+2,
Salarie& and -enefit& for teac#er& of &elf,contained GATE cla&&room&) #onor& cla&&e&) and A' cla&&e& conducted durin( t#e re(ular contract da. 2a&ic te5t-oo;& and &upplie& (enerall. provided to all &tudent&
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E+uipment and &pecial &upplie& t#at are intended for u&e -. t#e *#ole &c#ool
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P RT , I&P"E&ENT TION O# $!E RECO&&ENDED G TE $T ND RD$ Approval of GATE pro(ram& i& -a&ed on t#e criteria in t#e S2E Recommended Standards for Programs for Gifted and Talented Students Information re(ardin( t#e S2E criteria and implementation activitie& for t#e ei(#t pro(ram area& i& provided -elo* $ection I6 Program Design Di&trict& provide a compre#en&ive continuum of &ervice& and pro(ram option& re&pon&ive to t#e need&) intere&t&) and a-ilitie& of (ifted &tudent& -a&ed on p#ilo&op#ical; t#eoretical) and empirical &upport $EC "22!">d? and "22!<>a?% %6% The plan for the district program has a 5ritten statement of philosoph7; goals; and standards appropriate to the needs and a8ilities of gifted learners2
&inimum $tandards $a% $-% $c% $d% T#e plan include& intellectual component t#at meet& or e5ceed& &tate academic content &tandard& T#e plan incorporate& e5pert ;no*led(e and i& approved -. t#e local -oard of education T#e plan ali(n& *it# re&ource& of &c#ool&) &taff) parent&) and communit. T#e GATE advi&or. committee repre&entin( educator&) communit.) and parent& i& formed to &upport t#e need& of t#e pro(ram
Commenda8le $tandards $a% T#e di&trict plan i& di&&eminated and acce&&i-le to parent& and t#e communit. in pamp#let) 8e- &ite) or ot#er form& $-% 'articipation in t#e pro(ram i& not limited -. pro-lem& of lo(i&tic& or ot#er pro-lem& $c% A di&trict GATE advi&or. committee repre&entin( all con&tituent& meet& on a re(ular -a&i& to a&&i&t *it# pro(ram plannin( and a&&e&&ment
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E>emplar7 $tandards $a% T#e di&trict plan include& identification and pro(ram option& in one or more of t#e cate(orie& of creative a-ilit.) leader&#ip) and vi&ual and performin( art&
%6*
The program pro3ides administrati3e groupings and structures appropriate for gifted education and a3aila8le to all gifted learners2
&inimum $tandards $a% Admini&trative (roupin(& and &tructure& appropriate for (ifted education ma. include clu&ter (roupin() part,time (roupin() &pecial da. cla&&e&) and &pecial &c#ool& T#e pro(ram provide& &ervice& t#at are an inte(ral part of t#e re(ular &c#ool da. T#e pro(ram provide& for continuou& pro(re&& and intellectual peer interaction T#e pro(ram provide& for fle5i-le (roupin( in t#e cla&&room to meet &tudent need& and a-ilitie& C#ildren in ;inder(arten t#rou(# (rade t*o are &erved even if not formall. identified
$-% $c% $d% $e%
Commenda8le $tandards $a% A ran(e of appropriate admini&trative (roupin( option& and &tructure& i& availa-le At t#e &econdar. level &uc# (roupin(& and &tructure& are not limited to a &in(le t.pe at an. (rade level
E>emplar7 $tandards $a% %6+ T#e pro(ram &tructure and deliver. of &ervice& provide a -alance -et*een co(nitive and affective learnin(
The program is articulated 5ith the general education programs
&inimum $tandards $a% T#e pro(ram provide& continuit. *it#in t#e (ifted pro(ram and *it# t#e (eneral education pro(ram
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$-% $c%
A coordinator i& de&i(nated and re&pon&i-le for all a&pect& of t#e pro(ram T#e pro(ram involve& t#e #ome and communit.
Commenda8le $tandards $a% T#e pro(ram i& planned and or(ani3ed to provide articulated learnin( e5perience& acro&& &u-@ect& and (rade level&
E>emplar7 $tandards $a% $-% T#e pro(ram i& compre#en&ive) &tructured) and &e+uenced *it#in and acro&& ;inder(arten t#rou(# (rade t*elve level& T#e pro(ram provide& &upport &ervice& includin( coun&elor& and con&ultant& cti3ities for $ection %6 Program Design
Implementation
E&ta-li&# t#e di&trict GATE advi&or. committee repre&entin( educator&) parent&) and t#e communit. t#at meet& on a re(ular -a&i& $at lea&t t#ree time& a .ear% to a&&i&t *it# pro(ram plannin( and a&&e&&ment $T#e advi&or. committee can -e included a& a part of t#e &c#ool &ite council % Develop t#e overall &tructure) de&i(n) and implementation of t#e di&trict/& GATE pro(ram in colla-oration *it# t#e GATE advi&or. committee) di&trict admini&trator&) &ite GATE coordinator&) teac#er&) and parent& Ali(n t#e plan *it# ot#er &c#ool and communit. re&ource& De&i(nate a coordinator *#o i& re&pon&i-le for all a&pect& of t#e pro(ram Develop t#e di&trict/& identification proce&& Determine t#e cate(orie& t#at *ill -e u&ed for GATE &tudent identification includin( one or more of t#e follo*in(0 academic a-ilit.) creative a-ilit.) leader&#ip) and vi&ual and performin( art& En&ure t#at &tudent& from diver&e et#nic) &ocioeconomic) and cultural (roup& #ave e+ual opportunit. to -e referred to and to participate in t#e GATE pro(ram En&ure t#at GATE pro(ram &ervice& are provided a& inte(rated) differentiated learnin( e5perience& *it#in t#e &c#ool da. t#at provide &tudent& *it# opportunitie& to meet or e5ceed &tate academic content &tandard&
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'rovide GATE pro(ram option& t#at include one or more of t#e follo*in(0 &pecial da. cla&&e&) clu&ter (roupin() part,time) part,time (roupin() &pecial &c#ool&) #onor& cla&&e&) advanced placement) International 2accalaureate 'rovide au(mented or &upplement pro(ram option& *it# ot#er differentiated activitie& related to t#e core curriculum &uc# a& independent &tud.) acceleration) po&t&econdar. education) and enric#ment 'rovide opportunitie& for GATE pro(ram articulation acro&& &u-@ect& and (rade level& in ;inder(arten t#rou(# (rade t*elve En&ure t#at &tudent& in ;inder(arten t#rou(# (rade t*o are &erved even if t#e di&trict doe& not formall. identif. &tudent& at t#at (rade &pan 'rovide &upport &ervice& for GATE &tudent& t#rou(# &c#ool coun&elin( or out&ide con&ultant& O-tain local -oard approval of t#e di&trict/& GATE application and &u-mit t#e application to t#e CDE -. t#e due date Di&&eminate t#e di&trict/& GATE plan ma;in( it readil. acce&&i-le to parent& and t#e communit. t#rou(# *ritten form andFor 8e- &ite $ection *6 Identification6 T#e di&trict/& identification procedure& are e+uita-le) compre#en&ive) and on(oin( T#e. reflect t#e di&trict/& definition of (iftedne&& and it& relation&#ip to current &tate criteria $EC "22!2 and CCR, Title " Section 6722% *6% The nomination<referral process is ongoing and includes students in 9indergarten through grade t5el3e2
&inimum $tandards $a% $-% All c#ildren are eli(i-le for t#e nomination proce&& re(ardle&& of &ocioeconomic) lin(ui&tic) or cultural -ac;(round) andFor di&a-ilitie& T#e di&trict e&ta-li&#e& and implement& -ot# traditional and non, traditional in&trument& and procedure& for &earc#in( for (ifted &tudent& All data are u&ed to en&ure e+ual acce&& to pro(ram &ervice& Referral& are &ou(#t from cla&&room teac#er& and parent& T#e di&trict activel. &earc#e& for referral& amon( underrepre&ented population& Student& ma. -e nominated for participation more t#an once
$c% $d%
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Rev 2!!"
$e%
All &taff receive trainin( and information a-out t#e nomination proce&&) includin( c#aracteri&tic& of (ifted learner& and #ave acce&& to nomination form&
Commenda8le $tandards $a% $-% Trainin( in t#e identification proce&& i& provided t#at i& &pecificall. appropriate for admini&trator&) teac#er&) and &upport per&onnel T#e di&trict maintain& data on nominee& and include& t#e&e data *#en rea&&e&&in( &tudent& *#o are referred more t#an once
E>emplar7 $tandards Not Applica-le) None provided) or None *6* n assessment<identification process is in place to ensure that all potentiall7 gifted students are appropriatel7 assessed for identification as gifted students2
&inimum $tandards $a% A committee) includin( t#e GATE coordinator and certificated per&onnel) ma;e t#e final determination& on individual &tudent eli(i-ilit. for t#e pro(ram Evidence from multiple &ource& i& u&ed for eli(i-ilit. and a data record or file i& e&ta-li&#ed for eac# nominee 'arent& and teac#er& are notified of a &tudent/& eli(i-ilit. for pro(ram placement and are informed of t#e appeal proce&& Tran&fer &tudent& are con&idered for identification and placement in a timel. manner
$-% $c% $d%
Commenda8le $tandards $a% Identification tool& are reflective of t#e di&trict/& population $-% T#e di&trict ma;e& timel. c#an(e& in identification tool& and procedure& -a&ed on t#e mo&t current re&earc# E>emplar7 $tandards
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$a% 'er&onnel trained in (ifted education meet at re(ular interval& to determine eli(i-ilit. of individual candidate& $-% T#e diver&it. of t#e di&trict/& &tudent population i& increa&in(l. reflected in t#e di&trict/& GATE population *6+ &ultiple ser3ice options are a3aila8le 5ithin the gifted education program and 8et5een other educational programs2 Placement is 8ased on the assessed needs of the student and is periodicall7 re3ie5ed2
&inimum $tandards $a% Student& and parent& are provided information and orientation re(ardin( &tudent placement and participation option& Si(ned parent permi&&ion for participation i& on file $-% Upon parent re+ue&t t#e di&trict provide& identification information t#e parent ma. ta;e to a ne* &c#ool or di&trict $c% 'articipation i& -a&ed on t#e criteria of identification and i& not dependent on t#e perception of a &in(le individual Once identified t#e &tudent remain& identified) t#ou(# &ervice& to individual& ma. var. from .ear to .ear Commenda8le $tandards $a% 2efore an. &tudent i& con&idered for *it#dra*al from t#e pro(ram) intervention& are implemented and a meetin( i& #eld *it# parent& and &tudent& E>emplar7 $tandards None Implementation cti3ities for $ection *6 Identification
Develop an identification proce&& t#at en&ure& all &tudent&) includin( t#o&e from diver&e &ocioeconomic and cultural -ac;(round&) andFor di&a-ilitie&) e+ual opportunit. to -e identified and participate in t#e GATE pro(ram Develop a met#od to identif. GATE &tudent& in one or more of t#e follo*in( cate(orie&0 intellectual) creative) &pecific academic a-ilit.) leader&#ip a-ilit.) #i(# ac#ievement) and vi&ual and performin( art& Activel. &earc# for referral& amon( underrepre&ented population& to a&&ure t#at t#e diver&it. of t#e di&trict/& &tudent population i& increa&in(l. reflected in t#e
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di&trict GATE population Utili3e data and evidence from multiple &ource& to identif. &tudent& for GATE pro(ram &ervice& includin() -ut not limited to) intelli(ent +uotient te&t&) criterion referenced te&t&) &tandardi3ed te&t&) content &tandard& te&t&) portfolio a&&e&&ment) and teac#er and parent o-&ervation& and c#ec;li&t& En&ure t#at t#e identification tool& are reflective of t#e di&trict/& population and t#at all data are u&ed to en&ure e+ual acce&& to pro(ram &ervice& 'rovide trainin( for all admini&trator&) teac#er&) coun&elor&) &upport &taff) and parent& re(ardin( t#e c#aracteri&tic& of GATE &tudent& and t#e di&trict/& referral and identification proce&& 'rovide copie& of referral form& includin( information t#at &tudent& ma. -e referred more t#an once t#rou(#out t#eir &c#ool .ear& E&ta-li&# a committee t#at include& individual& *#o are ;no*led(ea-le a-out GATE pro(ram identification) &uc# a& t#e GATE coordinator and ot#er certificated per&onnel) to ma;e t#e final determination on individual &tudent eli(i-ilit. Notif. parent& and teac#er& of a &tudent/& eli(i-ilit. for t#e pro(ram and of t#e appeal proce&& E&ta-li&# a data file for eac# nominee A&&ure t#at once identified) all GATE &tudent& #ave an opportunit. to participate and remain identified t#ou(# pro(ram &ervice& ma. var. 'rovide an orientation for parent& and &tudent&) a& appropriate) re(ardin( &tudent placement and pro(ram option& O-tain &i(ned parent permi&&ion for &tudent participation and include it in t#e &tudent/& file Develop a proce&& for implementation of intervention& and #old a meetin( *it# parent& -efore an. &tudent i& con&idered for *it#dra*al from t#e pro(ram Develop a proce&& for con&iderin( tran&fer &tudent& for identification and placement in a timel. manner
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$ection +6 Curriculum and Instruction T#e di&trict develop& differentiated curriculum) in&tructional model&) and &trate(ie& t#at are ali(ned *it# and e5tend t#e &tate academic content &tandard& and curriculum frame*or;& T#e differentiated curriculum i& related to t#eorie&) model&) and practice& from t#e reco(ni3ed literature in t#e field $EC "22!<>a? and "22!<>-?% +6% differentiated curriculum is in place; responsi3e to the needs; interests; and a8ilities of gifted students2
&inimum $tandards $a% T#e differentiated curriculum facilitate& t#e (ifted &tudent& in t#eir a-ilit. to meet or e5ceed &tate core curriculum and &tandard& $-% T#e differentiated curriculum provide& for t#e -alanced development of critical) creative) pro-lem &olvin( and re&earc# &;ill&) advanced content) and aut#entic and appropriate product& $c% T#e differentiated curriculum focu&e& primaril. on dept# and comple5it. of content) advanced or accelerated pacin( of content and novelt. $uni+ue and ori(inal e5pre&&ion& of &tudent under&tandin(% $d% T#e differentiated curriculum facilitate& development of et#ical &tandard&) po&itive &elf,concept&) &en&itivit. and re&pon&i-ilit. to ot#er&) and contri-ution& to &ociet. Commenda8le $tandards $a% T#e core curriculum i& compacted for (ifted &tudent& &o learnin( e5perience& are developmentall. appropriate $not redundant% to t#eir need&) intere&t&) and a-ilitie& $-% T#e differentiated curriculum i& ali(ned *it# in&tructional &trate(ie& t#at promote in+uir.) &elf,directed learnin() di&cu&&ion) de-ate) metaco(nition) and ot#er appropriate mode& of learnin( $c% T#ere i& ali(nment of t#e differentiated curriculum *it# in&tructional &trate(ie& t#at promote in+uir.) &elf,directed learnin() di&cu&&ion) de-ate) metaco(nition) and ot#er appropriate mode& of learnin( $d% T#e differentiated curriculum include& learnin( t#eorie& t#at reinforce t#e need&) intere&t&) and a-ilitie& of (ifted &tudent& includin( a-&tract t#in;in( and -i( idea& of t#e content area
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E>emplar7 $tandards $a% A &cope and &e+uence for t#e (ifted pro(ram articulate& t#e &i(nificant learnin( in content) &;ill&) and product& *it#in and amon( (rade level& ;inder(arten t#rou(# (rade t*elve +6* The differentiated curriculum for gifted students is supported 87 appropriate structures and resources2
&inimum $tandards $a% T#e differentiated curriculum i& &c#eduled on a re(ular -a&i& and i& inte(ral to t#e &c#ool da. $-% T#e differentiated curriculum i& tau(#t *it# appropriate in&tructional model& $c% T#e differentiated curriculum i& &upported -. appropriate material& and tec#nolo(. Commenda8le $tandards $a% T#e &tructure of differentiated curriculum allo*& for continuit. and compre#en&ivene&& of learnin( e5perience& in unit& and cour&e& of &tud. $-% T#e differentiated curriculum utili3e& a variet. of teac#in( and learnin( pattern&0 lar(e and &mall (roup in&truction) #omo(eneou& and #etero(eneou& (roupin() teac#er, and &tudent,directed learnin() and opportunitie& for independent &tud. $c% An e5ten&ive ran(e of re&ource& $includin( out,of,(rade,level material&% i& availa-le to au(ment differentiated curriculum and to &upplement independent &tud. opportunitie& for individual &tudent& E>emplar7 $tandards $a% T#e differentiated curriculum i& planned -ot# for (roup& of (ifted learner& *it#in a (rade level or cla&& and for individual (ifted learner& Implementation cti3ities for $ection +6 Curriculum and Instruction
Implement differentiated curriculum) in&tructional model&) and &trate(ie& for GATE in&truction t#at are ali(ned *it# and e5tend t#e &tate academic content &tandard& and curriculum frame*or;& *it# t#e cla&&room
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Rev 2!!"
En&ure t#at academic component& are included in all pro(ram offerin(& and t#at t#e differentiated curriculum facilitate& GATE &tudent&/ a-ilit. to meet or e5ceed t#e &tate academic content &tandard& En&ure t#at a differentiated curriculum i& in place t#at i& re&pon&ive to t#e need&) intere&t&) and a-ilitie& of (ifted &tudent& *it#in a (rade level or cla&& and for individual learner& in ;inder(arten t#rou(# (rade t*elve En&ure t#at t#e differentiated curriculum i& &c#eduled on a re(ular -a&i& and inte(ral to t#e re(ular &c#ool da.) tau(#t *it# appropriate in&tructional model&) and &upported -. appropriate material& and tec#nolo(. 'rovide differentiated curriculum re&pon&ive to t#e need&) intere&t&) and a-ilitie& of (ifted &tudent& t#at utili3e& a variet. of teac#in( and learnin( pattern&1 lar(e and &mall (roup in&truction1 #omo(eneou& and #etero(eneou& (roupin(1 teac#er, and &tudent,directed learnin(1 and opportunitie& for independent &tud. 'rovide &upport &ervice& for underac#ievin() lin(ui&ticall. diver&e and economicall. di&advanta(ed GATE &tudent& &o t#e. can ac#ieve at level& commen&urate *it# t#eir individual a-ilitie&
$ection ,6 $ocial and Emotional De3elopment E&ta-li&# and implement plan& to &upport t#e &ocial and emotional development of (ifted learner& to increa&e re&pon&i-ilit.) &elf,a*arene&&) and ot#er i&&ue& of affective development $EC "2242>a?>4?% ,6% ctions to meet the affecti3e needs of gifted students are ongoing2
&inimum $tandards $a% Teac#er&) parent&) admini&trator&) and coun&elor& are provided *it# information and trainin( re(ardin( t#e c#aracteri&tic& of (ifted learner& and t#eir related &ocial and emotional development $-% Gifted &tudent& #ave a*arene&& of career and colle(e option& and (uidance con&i&tent *it# t#eir uni+ue &tren(t#& At t#e &econdar. &c#ool& t#i& include& mentorin( and pre,colle(e opportunitie& Commenda8le $tandards $a% Teac#er trainin( and ;no*led(e re(ardin( &ocial and emotional development of (ifted &tudent& and incorporate tec#ni+ue& to &upport affective learnin( in t#eir cla&&room
2=
Rev 2!!"
$-% Guidance and coun&elin( &ervice&) appropriate to t#e &ocial and emotional need& of (ifted &tudent& are provided -. trained per&onnel Referral &ervice& to communit. re&ource& are made *#en appropriate E>emplar7 $tandards $a% On(oin( coun&elin( &ervice& -. teac#er&) principal&) and coun&elor& are provided and documented a& appropriate $-% Teac#er& and (uidance per&onnel are trained to colla-orate in implementin( intervention &trate(ie& for at,ri&; (ifted &tudent& Intervention option& can ta;e place in t#e &c#ool) #ome) and communit. ,6* t:ris9 gifted students are monitored and pro3ided support ?e2g2; underachie3ement; s7mptoms of depression; suicide; su8stance a8use@2
&inimum $tandards $a% Teac#er& are trained to reco(ni3e &.mptom& of at,ri&; -e#avior in (ifted and talented &tudent& and to refer t#em to appropriate &c#ool per&onnel Coun&elor& and admini&trator& are trained to ma;e referral& to internal and e5ternal a(encie& *#en needed Gifted &tudent& con&idered at,ri&; receive coun&elin( and &upport &ervice& -ut are not dropped from t#e (ifted pro(ram -ecau&e of related pro-lem& Information and &upport are made availa-le to parent& re(ardin( at, ri&; (ifted &tudent&
$-% $c%
$d%
Commenda8le $tandards $a% T#e di&trict develop& a plan for teac#er& to *or; in colla-oration *it# (uidance per&onnel re(ardin( at,ri&; intervention &trate(ie&
E>emplar7 $tandards $a% At,ri&; (ifted &tudent& are provided *it# &pecific (uidance and coun&elin( &ervice& t#at addre&& related i&&ue& and pro-lem&) and include development of an intervention plan cti3ities for $ection ,6 $ocial and Emotional De3elopment
Implementation
27
Rev 2!!"
'rovide information and trainin( for admini&trator&) teac#er&) coun&elor&) and parent& re(ardin( t#e c#aracteri&tic& of (ifted learner& and t#eir related &ocial and emotional development
2A
Rev 2!!"
'rovide trainin( for admini&trator&) teac#er&) and coun&elor&) in reco(ni3in( at,ri&; GATE &tudent&) and #o* to ma;e referral& to appropriate &c#ool per&onnel and e5ternal a(encie& Identif. &taff and pro(ram &ervice& t#at &upport t#e &ocial and emotional development of (ifted learner& to facilitate #ealt#. &elf,concept& Develop a plan for teac#er& to *or; in colla-oration *it# (uidance per&onnel re(ardin( at,ri&; intervention &trate(ie& and provide intervention option& for (ifted &tudent& in t#e &c#ool) at #ome) or in t#e communit. En&ure t#at an intervention plan i& developed for at,ri&; GATE &tudent& t#at include& coun&elin( &ervice& and &upport and t#at &tudent& are not dropped from t#e pro(ram En&ure t#at information and &upport are provided to parent& re(ardin( at,ri&; (ifted &tudent& 'rovide &tudent *it# a*arene&& of career and colle(e option& and (uidance con&i&tent *it# t#eir uni+ue &tren(t#& includin( mentorin( and pre,colle(e opportunitie& at t#e &econdar. level
$ection -6 Professional De3elopment Di&trict& provide profe&&ional development opportunitie& related to (ifted education to admini&trator&) teac#er&) and &taff to &upport and improve educational opportunitie& for (ifted &tudent& $EC "2242>a?>4?% -6% The district pro3ides professional de3elopment opportunities related to gifted learners on a regular 8asis2
&inimum $tandards $a% T#e profe&&ional development opportunitie& are correlated *it# defined competencie& for teac#er& of t#e (ifted and t#e &tandard& for GATE pro(ram& T#e focu& eac# .ear i& -a&ed on .earl. a&&e&&ment of t#e need& of teac#er& and of t#e GATE pro(ram An evaluation of outcome& o-tained from profe&&ional development i& conducted to determine effectivene&& Re&ult& are u&ed to ma;e improvement& for future plannin( Individual& &elected to conduct in&ervice for teac#er& of t#e (ifted learner& #ave ;no*led(e and e5perti&e in t#e area of (ifted education
$-%
$c%
6!
Rev 2!!"
Commenda8le $tandards $a% $-% place E>emplar7 $tandards $a% -6* A di&trict profe&&ional development plan to accommodate different level& of teac#er competenc. i& in place T#e di&trict encoura(e& teac#er& to focu& on (ifted education a& one area of profe&&ional (ro*t# #our& for credential rene*al A di&trict proce&& to +ualif. teac#er& to teac# (ifted &tudent& i& in
District personnel 5ith direct decision:ma9ing and<or instructional responsi8ilities for gifted students are pro3ided 5ith role specific training
&inimum $tandards $a% Teac#er& in t#e pro(ram #ave education andFor e5perience in teac#in( (ifted &tudent& or are en&ured opportunitie& to (ain or continued &uc# ;no*led(e and e5perience A coordinator i& in place *it# e5perience and ;no*led(e of (ifted education or i& en&ured t#e opportunit. to (ain &uc# ;no*led(e Admini&trator&) coun&elor&) and &upport &taff participate in profe&&ional development related &pecificall. to t#eir role& and re&pon&i-ilitie& in t#e GATE pro(ram Admini&trator&) coun&elor&) and &upport &taff are encoura(ed to participate *it# teac#er& in t#e on(oin( profe&&ional development related to (ifted &tudent&
$-% $c%
$d%
Commenda8le $tandards $a% T#e di&trict promote& t#e concept of teac#er,to,teac#er profe&&ional development in addition to contractin( *it# e5pert& to conduct in&ervice
E>emplar7 $tandards $a% $-% All teac#er& a&&i(ned to teac# (ifted &tudent& are certified t#rou(# a variet. of formal and informal certificate pro(ram& T#e coordinator of t#e pro(ram i& a &peciali&t in (ifted education *it# demon&trated e5perience and ;no*led(e in t#e field
64
Rev 2!!"
$c%
Follo*,up cla&&room &upport for application of activitie& and &trate(ie& pre&ented durin( in&ervice or profe&&ional development are planned
62
Rev 2!!"
$d%
T#e di&trict identifie& &upport per&onnel -ot# in&ide and out&ide t#e di&trict *it# e5perti&e in meetin( t#e need& of (ifted learner& cti3ities for $ection -6 Professional De3elopment
Implementation
E&ta-li&# defined competencie& for GATE teac#er& and u&e t#em to develop a di&trict proce&& for +ualif.in( teac#er& to teac# (ifted &tudent& E&ta-li&# a profe&&ional development plan -a&ed on a .earl. a&&e&&ment of admini&trator) teac#er) and coun&elor need& related to (ifted education 'rovide #i(# +ualit.) re&earc#,-a&ed profe&&ional development related to (ifted education for admini&trator&) teac#er&) coun&elor&) &upport &taff) and parent& to improve t#e ac#ievement of GATE &tudent& and t#e GATE pro(ram Encoura(e teac#er& to focu& on (ifted education for credential rene*al Conduct an evaluation of outcome& from profe&&ional development plan to determine t#e effectivene&& and u&e t#e re&ult& for future plannin( and to ma;e improvement& in t#e GATE pro(ram Select individual& to conduct profe&&ional development for GATE teac#er& *#o #ave ;no*led(e and e5perti&e in (ifted education En&ure t#e GATE coordinator i& a &peciali&t in (ifted education and #a& opportunitie& to (ain on(oin( e5perience and ;no*led(e A&&ure t#at all teac#er& a&&i(ned to teac# (ifted &tudent& are certified t#rou(# a variet. of formal and informal GATE certificate pro(ram&
Identif. and ma;e availa-le re&earc# material& and pu-lication& to a&&i&t &taff and parent& in -uildin( t#eir ;no*led(e of GATE pro(ram curriculum and in&truction $ection 06 Parent and Communit7 In3ol3ement Develop procedure& to en&ure con&i&tent participation of parent& and communit. mem-er& in t#e plannin( and evaluation of pro(ram& for (ifted &tudent& $EC "22!">2? >f?%
66
Rev 2!!"
06%
Open communication 5ith parents and the communit7 is maintained2
&inimum $tandards $a% 'arent& are informed of t#e di&trict/& criteria and procedure& for identif.in( (ifted and talented &tudent& a& *ell a& pro(ram option& and learnin( opportunitie& availa-le Tran&lation& are provided T#e di&trict/& &tate application i& availa-le to parent& and t#e communit. GATE parent& are involved in t#e on(oin( plannin( and evaluation of t#e GATE pro(ram
$-% $c%
Commenda8le $tandards $a% T#e di&trict andFor &c#ool provide& parent& of &tudent& identified a& (ifted and talented *it# orientation and re(ular update& re(ardin( t#e GATE pro(ram and it& implementation T#e product& and ac#ievement& of GATE &tudent& are &#ared *it# parent& in a variet. of *a.&
$-%
E>emplar7 $tandards $a% $-% $c% 06* 'arent& are involved in t#e development of t#e di&trict application andFor &c#ool &ite plan& related to (ifted pro(ram& T#e talent& of GATE parent& and ot#er communit. re&ource& &upplement t#e core and differentiated curriculum 'artner&#ip& -et*een t#e GATE pro(ram and -u&ine&& and communit. or(ani3ation& are e&ta-li&#ed
n acti3e G TE ad3isor7 committee 5ith parent in3ol3ement is supported 87 the district2
&inimum $tandards $a% $-% 'arent& participate in t#e di&trictF&ite advi&or. committee& It i& recommended t#at t#e committee meet& at lea&t t#ree time& a .ear T#e di&trict GATE coordinator colla-orate& *it# t#e GATE advi&or. committee to provide parent& *it# educational opportunitie& related to (ifted education
6:
Rev 2!!"
$c%
Effort& are made to en&ure t#at repre&entative& of GATE parent& on t#e advi&or. committee reflect t#e demo(rap#ic& of t#e &tudent population
6"
Rev 2!!"
Commenda8le $tandards $a% $-% $c% $d% A parent mem-er of t#e GATE advi&or. committee co,&i(n& t#e di&trict/& &tate application 'arent& participate in GATE advi&or. committee *#ic# meet& on a re(ular -a&i& T#e GATE committee& andFor &c#ool &ite council& are re(ularl. informed of current re&earc# and literature in (ifted education T#e di&trict GATE coordinator colla-orate& *it# t#e di&trict GATE advi&or. committee to offer profe&&ional development to &taff) parent&) and communit. mem-er& related to (ifted education T#e di&trict GATE coordinator and t#e di&trict GATE advi&or. committee &olicit communit. &upport
$e%
E>emplar7 $tandards $a% 'arent& of &pecial need& &tudent&) &uc# a& En(li&# learner& and (ifted di&a-led &tudent&) participate in t#e di&trict/& GATE advi&or. committee T#i& ma. include &pecial provi&ion& &uc# a& c#an(in( meetin( &ite& and time&) and providin( tran&portation cti3ities for $ection 06 Parent and Communit7 In3ol3ement
Implementation
E&ta-li&# a di&trict GATE advi&or. committee t#at i& made up of admini&trator&) teac#er&) parent&) and t#e di&trict GATE coordinator Involve parent& in t#e development and on(oin( plannin( of t#e di&trict GATE pro(ram) application) and &c#ool GATE plan& Dave a mem-er of t#e GATE advi&or. committee co,&i(n t#e di&trict/& GATE application En&ure t#at t#e di&trict GATE advi&or. committee include& parent& from diver&e lin(ui&tic) &ocioeconomic) and cultural -ac;(round& repre&entative of t#e demo(rap#ic& of t#e &tudent population Facilitate participation of parent& of &pecial need& &tudent&) &uc# a& (ifted En(li&# learner& and (ifted &tudent& *it# di&a-ilitie&) to participate in t#e di&trict GATE advi&or. committee Involve parent& in t#e on(oin( plannin() implementation) and evaluation of t#e GATE pro(ram
6<
Rev 2!!"
En&ure t#e di&trict/& GATE application i& di&&eminated and made ea&il. acce&&i-le to parent& and t#e communit. in *ritten form andFor po&ted on t#e di&trict 8e- &ite 'rovide an orientation for parent& of GATE &tudent&) a& *ell a& re(ular update& re(ardin( pro(ram implementation Re(ularl. inform t#e di&trict GATE advi&or. committee or &c#ool &ite council of current re&earc# and literature in (ifted education Colla-orate *it# t#e di&trict GATE advi&or. committee to provide profe&&ional development opportunitie& for &taff) parent&) and communit. mem-er& 'rovide opportunitie& for GATE &tudent& to &#are product& and ac#ievement& *it# parent& in a variet. of *a.& Coordinate t#e talent& of GATE parent& in &upport of t#e pro(ram See; communit. re&ource& to &upplement t#e core and differentiated curriculum E&ta-li&# partner&#ip& -et*een t#e GATE pro(ram and -u&ine&& and communit. or(ani3ation&
$ection =6 Program ssessment Di&trict& e&ta-li&# formal and informal evaluation met#od& and in&trument& t#at a&&e&& t#e (ifted pro(ram and t#e performance of (ifted &tudent& $*#ic# meet& or e5ceed& &tate content &tandard&% Re&ult& of data collected) includin( &tate &tandardi3ed te&t&) are u&ed to &tud. t#e value and impact of t#e &ervice& provided and to improve (ifted pro(ram and (ifted &tudent performance $EC "2242>a?>4?% =6% The district pro3ides ongoing student and G TE program assessment that is consistent 5ith the programAs philosoph7; goals; and standards2
&inimum $tandards $a% All component& of t#e pro(ram are periodicall. revie*ed -. individual& ;no*led(ea-le a-out (ifted learner& and *#o #ave competence in t#e evaluation proce&&e& T#e re&ult& are u&ed for continuin( pro(ram development T#e pro(ram a&&e&&ment proce&& i& &tructured to mea&ure t#e (oal& and &tandard& of t#e pro(ram In&trument& are valid and relia-le for t#eir intended purpo&e
$-%
6=
Rev 2!!"
$c%
T#e di&trict u&e& multiple traditional and nontraditional &trate(ie& to a&&e&& &tudent performance T#e&e include &tandardi3ed and criterion, referenced ac#ievement te&t&) +ue&tionnaire&) and performance,-a&ed mea&ure&
Commenda8le $tandards $a% $-% $c% $d% Individual& plannin( and conductin( t#e a&&e&&ment activitie& #ave e5perti&e in (ifted education pro(ram evaluation T#e pro(ram contain& a clear de&cription of performance e5pectation& of (ifted &tudent& defined at eac# (rade level Criteria for level& of performance or ru-ric& are u&ed a& part of t#e a&&e&&ment proce&& T#e a&&e&&ment proce&& include& &trate(ie& t#at parallel t#e in&truction a& a mean& to collect information a-out &tudent ;no*led(e and capa-ilit. Strate(ie& include &tudent in+uir.) colla-oration) and reflection T#e re&ult& of t#e pro(ram a&&e&&ment are pre&ented to t#e local -oard of education and acce&&i-le to all con&tituencie& of t#e pro(ram Di&trict& provide &ufficient re&ource& to fund pro(ram a&&e&&ment
$e% $f%
E>emplar7 $tandards $a% $-% Criteria for level& of performance or ru-ric& are u&ed for eac# a&&e&&ment product) cour&e) andFor (rade level T#e a&&e&&ment report for all educational &ervice& involvin( (ifted &tudent& include& -ot# &tren(t#& and *ea;ne&&e& of t#e pro(ram and i& accompanied -. a plan *it# implication& for improvement and rene*al over time Di&trict& allocate time) financial &upport) and per&onnel to conduct re(ular and &.&tematic formative and &ummative pro(ram a&&e&&ment cti3ities for $ection =6 Program ssessment
$c%
Implementation
Conduct an annual evaluation of t#e GATE pro(ram includin( anal.&i& of &tudent pro(re&& from t#e Standardi3ed Te&tin( and Reportin( $STAR% pro(ram
67
Rev 2!!"
En&ure u&e of multiple) traditional and nontraditional &trate(ie& to a&&e&& &tudent performance includin( &tandardi3ed and criterion,referenced ac#ievement te&t&) +ue&tionnaire&) and performance,-a&ed mea&ure&
6A
Rev 2!!"
O-tain data from teac#er&) &tudent&) and parent& to &tud. t#e value and impact of GATE pro(ram &ervice& Identif. -ot# &tren(t#& and *ea;ne&&e& of t#e pro(ram& and include a plan for improvement En&ure t#at individual& conductin( t#e a&&e&&ment are ;no*led(ea-le a-out pro(ram a&&e&&ment and (ifted education 're&ent t#e re&ult& of t#e a&&e&&ment in a report to t#e local -oard of education En&ure t#at t#e di&trict allocate& time) financial &upport) and per&onnel to conduct re(ular and &.&tematic formative and &ummative pro(ram a&&e&&ment
$ection B6 !udgets Di&trict -ud(et& for t#e (ifted pro(ram &upport and provide for all component& of t#e di&trict/& GATE pro(ram and meet t#e related &tandard& $EC "22!A and "2242>a?>4?>2? >6?% B6% The district G TE 8udget is directl7 related to the G TE program o8Cecti3es 5ith appropriate allocations2
&inimum $tandards $a% GATE fund& andFor fundin( &ource& are u&ed to addre&&0 profe&&ional development) direct &tudent &ervice&) di&trict level coordination) and GATE &tudent identification proce&& E5penditure& of &tate GATE fund& &upplement) and do not &upplant) di&trict fund& &pent on (ifted learner& T#ere i& a -ud(et allocation for di&trict GATE coordination -. a &in(le individual on a full, or part,time -a&i& 8#en appropriate) t#e coordinator& &#ould -e included in t#e -ud(et Carr.over i& minimal and maintained *it#in t#e di&trict GATE account& Indirect co&t& do not e5ceed t#e &tate limitation
$-% $c%
$d% $e%
Commenda8le $tandards $a% T#e allocation for t#e GATE coordinator) re(ardle&& of fundin( &ource) reflect& t#e &cope and comple5itie& of t#e di&trict/& &i3e and GATE plan 2
:!
Rev 2!!"
E>emplar7 $tandards $a% T#e di&trict encoura(e& fi&cal colla-oration -et*een cate(orical pro(ram& in order to ma;e it po&&i-le for (ifted &tudent& to -enefit from more t#an one cate(orical pro(ram cti3ities for $ection B6 !udgets
Implementation
En&ure t#at GATE -ud(et e5penditure& are u&ed to addre&& component& of t#e GATE plan includin( GATE &tudent identification proce&&e&) direct &tudent &ervice&) di&trict,level coordination) and profe&&ional development
En&ure t#at e5penditure& of GATE fund& &upplement) and do not &upplant) di&trict fund& for (ifted learner& Identif. a -ud(et allocation) u&in( GATE fund& or ot#er &ource&) for a di&trict GATE coordination -. a &in(le individual on a full, or part,time -a&i& t#at reflect& t#e &cope and comple5itie& of t#e di&trict &i3e and t#e GATE plan 8#en appropriate) include &ite coordinator& in t#e -ud(et En&ure t#at carr.over fund& are minimal and u&ed for GATE pro(ram &ervice& En&ure t#at indirect co&t& do not e5ceed t#e &tate limitation $6 percent% Encoura(e fi&cal colla-oration -et*een cate(orical pro(ram& to provide &ervice& for GATE &tudent&
:4
Rev 2!!"
P RT .E/ RO"E$ ND RE$PON$I!I"ITIE$ Clearl. defined role& and re&pon&i-ilitie& for GATE admini&trator&) coordinator&) teac#er&) and parent& are inte(ral to t#e &ucce&& of t#e GATE pro(ram Eac# di&trict decide& t#e t.pe& of GATE pro(ram &ervice& it *ill provide Admini&tration of GATE pro(ram& varie& accordin( to LEA fundin( level& and t#e num-er of GATE &tudent& to -e &erved Eac# di&trict i& re+uired to de&i(nate a di&trict GATE coordinator *#o i& re&pon&i-le for over&eein( t#e implementation and evaluation of t#e di&trict GATE pro(ram Di&trict& ma. al&o de&i(nate a GATE coordinator at eac# &c#ool &ite GATE parent& #ave defined role& in t#e implementation of GATE pro(ram& T#e role& and re&pon&i-ilitie& of GATE admini&trator&) coordinator&) and parent& are provided -elo* -2% What are the responsi8ilities of the district G TE administrator?
T#e di&trict GATE admini&trator i& re&pon&i-le for over&eein( t#e implementation and evaluation of t#e GATE pro(ram and providin( &upport for di&trict and &ite coordinator&) &ite admini&trator&) and teac#er& T#e re&pon&i-ilitie& of t#e di&trict GATE admini&trator include t#e follo*in(0 Over&ee plannin( t#e overall &tructure and de&i(n of t#e di&trict/& GATE pro(ram in colla-oration *it# t#e di&trict GATE coordinator) di&trict GATE advi&or. committee) &ite admini&trator&) &ite GATE coordinator&) teac#er&) and parent& to en&ure t#at GATE &ervice& are implemented accordin( to t#e current GATE plan Over&ee GATE identification and placement procedure& to en&ure t#e. are e+uita-le) compre#en&ive) on(oin() and con&i&tent *it# t#e current GATE plan Include met#od& to &ee; out and identif. GATE &tudent& from diver&e lin(ui&tic) &ocioeconomic) and cultural (roup& En&ure t#e GATE pro(ram i& compre#en&ive) &tructured) and &e+uenced *it#in and acro&& (rade level& En&ure t#e implementation of differentiated curriculum) in&tructional model&) and &trate(ie& t#at are ali(ned *it# and e5tend t#e &tate academic content &tandard& and curriculum frame*or;& *it#in cla&&room& En&ure t#e implementation of pro(ram& and &ervice& t#at &upport t#e &ocial and emotional development of (ifted learner& to increa&e re&pon&i-ilit.) &elf, a*arene&&) empat#.) and ot#er a&pect& of affective development) includin( coun&elin( and intervention &ervice&
:2
Rev 2!!"
En&ure t#e implementation of profe&&ional development opportunitie& related to (ifted education for admini&trator&) teac#er&) coun&elor&) and ot#er &taff to &upport and improve educational opportunitie& for (ifted &tudent& En&ure t#e participation of parent& and communit. mem-er& in plannin( and evaluatin( GATE pro(ram& Conduct an annual evaluation of component& of t#e GATE pro(ram includin( data from teac#er) &tudent) and parent &urve.&) a revie* of &tudent academic pro(re&&) and t#e admini&tration of t#e pro(ram Over&ee GATE -ud(et e5penditure& t#at &upport t#e implementation of t#e (ifted pro(ram t#at meet& t#e identified &tandard& -a&ed on a&&e&&ed need& of t#e di&trict or &ite What are the responsi8ilities of the district G TE coordinator?
-2*
T#e di&trict GATE coordinator i& re&pon&i-le for coordinatin( t#e implementation and evaluation of t#e GATE pro(ram T#e role& and re&pon&i-ilitie& of t#e di&trict GATE coordinator include t#e follo*in(0 'lan t#e overall &tructure) de&i(n) and implementation of t#e di&trict/& GATE pro(ram in colla-oration *it# t#e di&trict GATE admini&trator) t#e GATE advi&or. committee) &ite admini&trator&) &ite GATE coordinator&) teac#er&) and parent& to en&ure t#at GATE &ervice& are inte(rated *it#in t#e &c#ool da. and t#at t#e pro(ram provide& for continuou& pro(re&& and intellectual peer interaction of GATE &tudent& Coordinate GATE identification proce&&e& and procedure& t#at are e+uita-le) compre#en&ive) on(oin() and con&i&tent *it# t#e current GATE plan Develop met#od& to &ee; out and identif. &tudent& from diver&e lin(ui&tic) &ocioeconomic) and cultural (roup& Coordinate t#e implementation of differentiated curriculum) in&tructional model&) and &trate(ie& are ali(ned *it# and e5tend t#e &tate academic content &tandard& and curriculum frame*or;& *it#in t#e re(ular cla&&room Develop and di&&eminate information re(ardin( t#e di&trict/& met#od for identification of (ifted and talented pupil& to admini&trator&) teac#er&) and parent& Implement procedure& for con&ideration of t#e identification and placement of a pupil *#o *a& identified a& (ifted or talented in t#e di&trict from *#ic# t#e pupil tran&ferred
:6
Rev 2!!"
Implement procedure& to inform parent& of a pupil/& participation or nonparticipation in t#e (ifted and talented pro(ram Coordinate t#e placement of GATE &tudent& *it# teac#er& *#o #ave trainin( in (ifted education Identif. pro(ram& and &ervice& t#at &upport t#e &ocial and emotional development of (ifted learner& to increa&e re&pon&i-ilit.) &elf,a*arene&&) empat#.) and ot#er i&&ue& of affective development) includin( coun&elin( and intervention &ervice& Implement profe&&ional development opportunitie& related to (ifted education for admini&trator&) teac#er&) and &taff to &upport and improve educational opportunitie& for (ifted &tudent& Attend profe&&ional *or;&#op& and meetin(& to remain current on re&earc# and -e&t practice& in (ifted education Develop and conduct an annual evaluation of t#e GATE pro(ram includin( data from teac#er) &tudent) and parent &urve.&) &tudent academic pro(re&&) and admini&tration of t#e pro(ram Coordinate t#e participation of parent& and communit. mem-er& in plannin( and evaluatin( GATE pro(ram& En&ure t#at GATE -ud(et e5penditure& &upport (ifted pro(ram component& Identif. profe&&ional re&ource&) re&earc# material&) and pu-lication& to a&&i&t &taff and parent& in -uildin( t#eir ;no*led(e -a&e for *or;in( effectivel. *it# (ifted &tudent& What are the responsi8ilities of the site G TE coordinator?
-2+
T#e &ite GATE coordinator i& re&pon&i-le for implementation of t#e GATE pro(ram &ervice& at t#e &c#ool &ite T#e re&pon&i-ilitie& of t#e &ite GATE coordinator include t#e follo*in(0 Coordinate t#e &ite GATE pro(ram) includin( facilitatin( t#e nomination) referral) and a&&e&&ment of potential GATE &tudent& includin( t#o&e from diver&e lin(ui&tic) &ocioeconomic) and cultural -ac;(round& 'articipate in advanced trainin( in providin( curriculum and pro(ram& for (ifted learner& to &erve a& a model) coac#) and re&ource to teac#er& and admini&trator& at eac# &c#ool &ite
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Rev 2!!"
'rovide re&ource& for teac#er& *it# individual GATE &tudent& and clu&ter& of (ifted learner& Coordinate t#e &c#ool &ite GATE advi&or. committee 'rovide profe&&ional re&ource& for admini&trator& and teac#er& includin( -e&t practice& for (ifted learner&) re&earc# on t#e (ifted) and GATE &tandard& Coordinate &upport &ervice& to meet t#e &ocial,emotional need& of t#e (ifted learner t#at ma. include coun&elin( andFor intervention &ervice& Or(ani3e on(oin( &taff development opportunitie& to improve teac#er&/ ;no*led(e and &;ill& Serve a& GATE liai&on -et*een parent&) teac#er&) admini&trator&) and di&trict GATE coordinator Attendin( di&trict advi&or. committee meetin(&) GATE conference&) and trainin(& Conduct GATE teac#er) &tudent) and parent need& a&&e&&ment&) and pro(ram evaluation &urve.& What are the responsi8ilities of the site G TE administrator?
-2,
T#e &c#ool &ite admini&trator provide& &upport for implementation of t#e GATE pro(ram in t#e &c#ool T#e re&pon&i-ilitie& of t#e &c#ool &ite admini&trator include t#e follo*in(0 Implement a continuum of pro(ram option& and &ervice& identified in t#e di&trict/& GATE plan t#at are e+uita-le and on(oin( and re&pon&ive to t#e need&) intere&t) and a-ilitie& of (ifted &tudent& En&ure t#at t#ere are GATE pro(ram option& acro&& (rade level& and t#at (ifted learner& are placed *it# teac#er& trained in GATE curriculum and peda(o(. En&ure t#at differentiated curriculum) in&tructional model&) and &trate(ie& for GATE are ali(ned *it# and e5tend t#e &tate academic content &tandard& and curriculum frame*or;& *it#in cla&&room& of (ifted learner& Support #i(# +ualit. profe&&ional development related to (ifted education for teac#er&) coun&elor&) and parent& to &upport and improve educational opportunitie& for (ifted &tudent& Encoura(e participation of parent& and communit. mem-er& in &upportin( GATE pro(ram activitie&
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'rovide &ervice& to meet t#e &ocial and emotional need& of t#e (ifted learner) includin( coun&elin( or intervention &ervice& for at,ri&; &tudent& Support formal and informal evaluation to a&&e&& t#e performance of (ifted &tudent& $meetin( or e5ceedin( &tate content &tandard&% U&e t#e re&ult& of data collected to &tud. t#e value and impact of t#e &ervice& provided and to improve t#e performance of (ifted &tudent& and t#e (ifted pro(ram Over&ee t#e &ite GATE -ud(et to &upport implementation of component& of t#e GATE pro(ram -a&ed on a&&e&&ed need& What are the responsi8ilities of G TE teachers?
-2-
GATE teac#er& provide differentiated curriculum for GATE &tudent& T#e re&pon&i-ilitie& of GATE teac#er& include t#e follo*in(0 Refer potential &tudent& for GATE pro(ram identification includin( t#o&e from diver&e lin(ui&tic) &ocioeconomic) and cultural -ac;(round& Develop differentiated curriculum and learnin( opportunitie& in colla-oration *it# GATE &tudent& and parent& 'rovide differentiated curriculum t#rou(# t#e u&e of dept# and comple5it.) compactin() acceleration) tiered a&&i(nment&) and independent contract& Set #i(# e5pectation& for GATE &tudent& to meet and e5ceed &tate content &tandard& 'rovide fle5i-le (roupin( *it#in t#e cla&&room or -et*een cla&&room& to provide lar(e and &mall colla-orative learnin( opportunitie& *it# peer& and *it# ot#er &tudent& -a&ed on intere&t& or a-ilitie& 'rovide opportunitie& for independent &tud. Eonitor) a&&e&&) and evaluate GATE &tudent pro(re&& and communicate pro(re&& *it# parent& and &tudent& 'articipate in profe&&ional development related to c#aracteri&tic& of GATE &tudent&) re&earc# and literature on -e&t practice& in GATE pro(ram curriculum and peda(o(. What are the responsi8ilities of G TE parents?
-20
GATE parent& &upport t#e GATE pro(ram and &tudent participation in a variet. of *a.& T#e re&pon&i-ilitie& of GATE parent& include t#e follo*in(0
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'articipate in re(ular meetin(& of t#e &ite andFor di&trict GATE advi&or. committee& or &c#ool &ite council to a&&i&t in t#e plannin( and evaluation of t#e di&trict GATE pro(ram
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A&&i&t *it# t#e development of t#e GATE application andFor &c#ool &ite plan 'articipate in orientation and update& re(ardin( di&trict criteria for identification of GATE &tudent&) pro(ram option&) and learnin( opportunitie& availa-le 'articipate in profe&&ional development related to re&earc# and literature on (ifted education Eeet *it# teac#er& to en&ure t#at t#e GATE pro(ram addre&&e& t#e need&) intere&t&) a-ilitie&) and talent& of participatin( &tudent& Include t#e (ifted learner&) a& appropriate A&&i&t *it# t#e GATE pro(ram -. &#arin( talent& and attendin( event& for GATE &tudent&
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P RT 0 $& "" DI$TRICT CON$IDER TION$ 02% Implementation of G TE programs in small school districts2
Ean. &mall di&trict& face c#allen(e& related to implementation of t#eir GATE pro(ram due to limited fundin( for coordination and pro(ram &ervice& Strate(ie& for implementation ma. include one or more of t#e follo*in(0 G TE Consortiums Di&trict& ma. form GATE con&ortium& for implementation of pro(ram& *it#in a count. or re(ion Developin( a con&ortium allo*& for colla-oration in *ritin( di&trict plan&) #irin( GATE coordinator&) providin( profe&&ional development) and conductin( pro(ram a&&e&&ment and ot#er activitie& Count7 Office of Education ssistance
Small &c#ool di&trict& ma. &ee; a&&i&tance from t#e count. office of education for GATE plan development) curriculum and in&truction) profe&&ional development) pro(ram a&&e&&ment) &ocial and emotional development) and -ud(etin( $chool $ite Councils Small &c#ool di&trict& ma. include GATE advi&or. committee activitie& *it#in t#e &c#ool &ite council includin( developin( t#e GATE plan) providin( parent information a-out GATE) and involvin( parent& in t#e evaluation of t#e GATE pro(ram Consultant $er3ices Small &c#ool di&trict& ma. &ee; a&&i&tance from out&ide con&ultant& for developin( t#e GATE pro(ram application1 providin( profe&&ional development for admini&trator&) teac#er&) and parent&1 providin( &ervice& or trainin( related to &ocial and emotional development1 and conductin( pro(ram evaluation)
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PPENDI1 I RE$OURCE$ OrganiDations Academic Decat#lon http:// !usad!org/ A team competition *#erein &tudent& matc# t#eir intellect& *it# &tudent& from ot#er &c#ool& American A&&ociation for Gifted C#ildren http:// !aagc!org/ Du;e Univer&it. or(ani3ation and re&ource& related to (ifted education and &tudent& T#e A&&ociation for t#e Gifted $TAG% http:// !cectag!org/ A divi&ion of t#e Council for E5ceptional C#ildren 'romote& &c#olarl. re&earc#) advocac.) and profe&&ional development 2elin,2lan; International Center for Gifted Education and Talent Development http:// !education!uio a!edu/#elin#lan$/ Spon&ored -. t#e Univer&it. of Io*a Conduct& talent &earc# and educational pro(ram& for (ifted &tudent& California A&&ociation for t#e Gifted $CAG% http:// !cagifted!org/ A non,profit or(ani3ation of teac#er&) admini&trator&) parent&) and profe&&ional& intere&ted in promotin( (ifted education in California Colle(e Admi&&ion& Service& http:// !go%i"&!com/resource!asp Re&ource& and information a-out colle(e admi&&ion& includin( financial aid) &c#olar&#ip&) &tud.in( for t#e SAT) *ritin( application e&&a.&) and t#e colle(e admi&&ion& proce&& David&on In&titute for Talent Development http:// !ditd!org/pu#lic/ Support& profoundl. (ifted .oun( people and opportunitie& for development of talent&
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Stanford Univer&it. Education 'ro(ram for Gifted Jout# $E'GJ% http://epg&!stanford!edu/ Computer,-a&ed di&tance,learnin( cour&e& for #i(#,a-ilit. &tudent& of all a(e& in an individuali3ed educational e5perience in a variet. of &u-@ect& from ;inder(arten t#rou(# advanced,under(raduate Doa(ie&/ Gifted Education 'a(e http:// !hoagiesgifted!org/ Gifted information and re&ource& for parent&) educator&) coun&elor&) admini&trator&) ot#er profe&&ional&) ;id& and teen& International 2accalaureate Or(ani3ation $I2O% http:// !i#o!org/ A nonprofit educational foundation t#at offer& curriculum for #i(# academic pro(ram& for #i(# &c#ool) middle &c#ool) and primar. (rade& Gaco- K Gavit& Fello*&#ip& 'ro(ram http:// !ed!go"/programs/'aco#'a"its/inde(!html U S Department of Education &pon&ored pro(ram& for (ifted and talented education fundin( for elementar.) #i(# &c#ool) and colle(e &tudent&1 local educational a(enc. (rant pro(ram&) and univer&it. re&earc# Go#n& Dop;in& Univer&it. Center for Talented Jout# http:// !'hu!edu/)gifted/ T#e pro(ram identifie& top academic &tudent& in (rade& t*o t#rou(# ei(#t and opportunitie& for participation in c#allen(in( educational pro(ram& t#rou(# t#eir tent# (rade .ear National A&&ociation for Gifted C#ildren $NAGC% http:// !nagc!org/ A non,profit or(ani3ation of teac#er&) admini&trator&) parent&) and profe&&ional& intere&ted in promotin( (ifted education on a national level National Re&earc# Center on t#e Gifted and Talented $NRCGT% http:// !gifted!uconn!edu/nrcgt!html T#e NRCGT promote& and pu-li&#e& re&earc# on (ifted education related to current and emer(in( i&&ue& in education of (ifted and talented &tudent&) includin( GATE &tudent& from diver&e cultural) lin(ui&tic) and &ocioeconomic (roup& Od.&&e. of t#e Eind http:// !od&sse&ofthemind!com/ An international educational pro(ram t#at provide& creative pro-lem,&olvin( opportunitie& for &tudent& from ;inder(arten t#rou(# colle(e involvin( re(ional) &tate) and international competition&
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Supportin( Emotional Need& of t#e Gifted $SENG% http:// !sengifted!org/ Fo&ter& education and re&earc# to &upport t#e uni+ue &ocial and emotional need& of (ifted individual& U S Department of Education) No C#ild Left 2e#ind $NCL2% http:// !ed!go"/inde(!'html T#e NCL2 Act) admini&tered -. t#e U S Elementar. and Secondar. Education 'ro(ram) provide& federal fundin( to &tate for implementation of pro(ram& for improvin( &tudent academic ac#ievement 8orld Council for Gifted and Talented C#ildren http:// ! orldgifted!org/ A *orld*ide net*or; of educator&) &c#olar&) re&earc#er&) parent&) educational in&titution&) and ot#er& intere&ted in re&earc# and information on t#e (ifted
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Pu8lications Gifted Education Communicator) California A&&ociation for t#e Gifted Gifted Program Standards) National A&&ociation for Gifted C#ildren Gifted Child *uarterl&) National A&&ociation for t#e Gifted Gifted C#ild Toda.) 'urfroc; 're&& +eeting the Standards, , Guide to -e"eloping Ser"ices for Gifted Students ) California A&&ociation for t#e Gifted +eeting the Challenge, , Guide#oo$ for Teaching Gifted Students ) California A&&ociation for t#e Gifted Raising .our Gifted Child) California A&&ociation for t#e Gifted Creative Kid& http:// !prufroc$!com/client/client/pages/prufroc$/'m/create$ids!cfm !gifted0children!com/
Gifted C#ildren Eont#l. http://
Ima(ine http://'huni"erse!'hu!edu/gifted/imagine/ Gournal for t#e Education of t#e Gifted http:// !prufroc$!com/client/client/pages/prufroc$/'m/'eg!cfm Gournal of Secondar. Gifted Education http:// !prufroc$!com/client/client/pages/prufroc$/'m/'sge!cfm Roeper Revie* http:// !roeperre"ie !org/ !openspacecomm!com/pu#lications!htm
Under&tandin( Our Gifted http:// !oo9s<Eournal rticles
2urn&) D E 1 S E Rei&1 and G S Ren3ulli Curriculum Compacting: The complete guide to modif&ing the regular curriculum for high0a#ilit& students Ean&field Center) CT 0 Creative Learnin( 're&&) 4AA2 Calla#an) C E 1To ,ccelerate or 2ot To ,ccelerate: E"aluation Gi"es the ,ns er!3 Gifted C#ild Toda. 4"$2%) "!,"<) Au&tin) TL0 'urfroc; 're&&) 4AA2
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Calla#an) Carol.n E 1 Scott L Dun&a;er1 C#er.l E Adam&1 Sara D Eoore1 and Lori C 2land 14nstruments 5sed in the 4dentification of Gifted and Talented Students3 (Research +onograph 65789)! Connecticut0 T#e National Re&earc# Center on t#e Gifted and Talented) Univer&it. of Connecticut) 4AA" Ca&tellano) Gaime) A 4dentif&ing and ,ssessing Gifted and Talented :ilingual ;ispanic Students C#arle&ton) 8M0 ERIC Clearin(#ou&e on Rural Education and Small Sc#ool&) 4AA7 Clar;) 2ar-ara Gro ing 5p Gifted: -e"eloping the Potential of Children at ;ome and at School!0 <t# Edition) 'rentice Dall) 2!!4 Colan(elo) Nic#ola&1 Su&an G A&&ouline1 and Eiraca U E Gro&& 2!!: , 2ation -ecei"ed: ;o Schools ;old :ac$ ,merica<s :rightest Student! 2elin,2lan; International Center for Gifted Education and Talent Development Io*a Cit.) Io*a0 Univer&it. of Io*a) 2!!: Ford) D J The Recruitment and Retention of ,frican ,merican Students in Gifted Education Programs: 4mplications and Recommendations $R2DE A:!<% Connecticut0 Univer&it. of Connecticut) T#e National Re&earc# Center for t#e Gifted and Talented) 4AA: Fra&ier) E E 1 G D Garcia1 A D 'a&&o* , Re"ie of ,ssessment 4ssues in Gifted Education and Their 4mplications for 4dentification of Gifted +inorit& Students $RE A"<:% Connecticut0 Univer&it. of Connecticut) T#e National Re&earc# Center for t#e Gifted and Talented) 4AA" Fra&ier) E E= S L Dum&a;er1 G Lee1 M S Finle.1 G D Garcia1 D Eartin1 N E Fran; ,n E(plorator& Stud& of the Effecti"eness of the Staff -e"elopment +odel and Research0:ased ,ssessment Plan in 4mpro"ing the 4dentification of Gifted Economicall& -isad"antaged Students $RE A"22:% Connecticut0 Univer&it. of Connecticut) T#e National Re&earc# Center for t#e Gifted and Talented) 4AA" Deaco5) Diane! -ifferentiating 4nstruction in the Regular Classroom! +inneapolis, +2: Free Spirit 'u-li&#in() 2!!4 >aplan, Sandra and :ette Gould! The ?lip :oo$, , *uic$ and Eas& +ethod for -e"eloping -ifferentiated @earning E(periences! Cala-a&a&) CA0 Educator to Educator) Inc ) 4AA" Kaplan) Sandra and 2ette Gould! ?rames: -ifferentiating the Core Curriculum! Cala-a&a&) CA0 Educator to Educator) Inc ) 2!!! Ren3ulli) G S Scales for Rating the :eha"ioral Characteristics of Superior Students! Ean&field Center) CT 0 Creative Learnin( 're&&) 2!!2
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Ro(er& >! :! 1Grouping the Gifted and Talented: *uestions and ,ns ers,3 Roeper Revie*) Mol 2:$6% $&prin( 2!!2%) 4!2,4! Tomlin&on) Carol Ann1 Sandra N Kaplan1 G Ren3uilli1 G 'urcell1 Gan Leppien1 and D 2urn& The Parallel Curriculum: , -esign to -e"elop ;igh Potential and Challenge ;igh0,#ilit& @earners T#ou&and Oa;&) CA0 Cor*in 're&&) 2!!: Man Ta&&el,2a&;a) G Curriculum Planning and 4nstructional -esign for Gifted @earners 2!!6 Denver) CO 0 Love 'u-li&#in() 2!!6 8ine-renner) Su&an Teaching Gifted >ids in the Regular Classroom: Strategies and TechniAues E"er& Teacher Can 5se to +eet the ,cademic 2eeds of the Gifted and Talented (Re"ised and 5pdated Edition)! +inneapolis, +2: Free Spirit 'u-li&#in() 2!!"
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PPENDI1 II $ &P"E G TE #OR&$ 4 Screenin( and A&&e&&ment Student 'rofile 2 'arent 'ermi&&ion for Student Te&tin( 6 'arent Notification of Eli(i-ilit. and 'ermi&&ion for 'articipation : Ratin( Scale& for 2e#avioral C#aracteri&tic& of Gifted Student& " Re&ource Li&t of Gifted and Talented Identification In&trument&
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Gifted and Talented Education $creening and ssessment $tudent Profile

Date Referred6 FFFFF Date $creened6 FFFF N &E6 FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFGR DE6 FFFFFFDO!6 FFFFF$e>6 &ale #emale #irst &iddle "ast Ethnicit76 merican Indian or las9a Nati3e sian Pacific Islander #ilipino 'ispanic or "atino frican merican While ?not 'ispanic@ &ultiple or no response Parent<Guardian6 FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF &ailing ddress6 FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF $chool6 FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFTeacher6 FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF Referred 87 GNameH6 FFFFFFFFFFFFFFFFFFFFFF Teacher< dministrator Parent $elf Other E3aluation Team Decision6 Eligi8le Ineligi8le Reassess Talent Pool
8ilit7Intellectual ptitude Tests Name of ptitude Test FFFFFFFFFFFFFFFFFDate6 FFFFFFF Composite6 FFFFFFFF )er8al<"inguistic6 FFFFFFFF Non3er8al6 FFFFFFFF Iuantitati3e6 FFFFFFFF
Name of ptitude Test FFFFFFFFFFFFFFFDate6 FFFFFFF Composite6 FFFFFFFF )er8al<"inguistic6 FFFFFFFF Non3er8al6 FFFFFFFF Iuantitati3e6 FFFFFFFF
chie3ement Tests chie3ement cademic California $tandards Test ?C$T@J English<"anguage $caled $coreFFFFF d3anced Proficient !asic rts &ath $caled $coreFFFFFF d3anced Proficient !asic Reading FFFFFFFFFK "anguage FFFFFFFFFK &ath FFFFFFFFFK Reading Writing "anguage &ath FFF FFF FFF FFF California chie3ement Test ?C T0@ District !enchmar9 or Other Tests
Characteristics!eha3ioralGifted
Teacher Rating $cale Reading &athematics $cience $core FFFFFFFF FFFFFFFF FFFFFFFF
!eha3ioral Characteristics Rating $cales Teacher Rating $cale &oti3ation Creati3it7 "eadership $core FFFFFFFF FFFFFFFF FFFFFFFF
Teacher Rating $cale rtistic &usical Dramatic $core FFFFFFFF FFFFFFFF FFFFFFFF
rts
)isual and Performing rts $tudent Wor9 $amples Portfolio of $tudent rt &usical Performance )ideo<Tape Dramatic rts )ideo<Tape Other FFFFFFFFFFFFFFFFF Other Considerations< Impact #actors
)isual and Performing
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Impact #actors ConsiderationsOther
$ocio Economic English "anguage "earner $pecial Education 'ealth
Parent Information Peer Rating scales Portfolio of $tudent Wor9 Other FFFFFFFFFFFF
Identification Categories
Intellectual 'igh chie3ement $pecific cademic FFFFFFFFFFF Creati3e
Identification Categories "eadership )isual rts Talent Performing rts Talent Other FFFFFFFFFFFFFFF
JPlease Note6 California $tandards Tests ha3e not 8een 3alidated for use to identif7 indi3idual students for participation in a program2 Identification of G TE students is determined through multiple criteria including6 school; class; and indi3idual pupil recordsL indi3idual tests ?including summar7 and e3aluation 87 a credentialed school ps7chologist@L group testsL inter3ie5s and 4uestionnaires ?teacher; parent; and others@2 The range of data should 8e 8road enough to re3eal gifts and talents across cultural; economic; and linguistic groups2 ? CCR, Title $ection +B*+@
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Gifted and Talented Education Program Parent Permission for $tudent Testing Dear 'arentFGuardian0 Jour &onFdau(#ter #a& -een recommended for te&tin( for participation in t#e Gifted and Talented Education $GATE% pro(ram T#e te&t to -e admini&tered *ill -e OOOOOOOOOOOOO Te&tin( *ill ta;e place at OOOOOOOOOOOOO&c#ool at OOOO a m ) mont# OOOOOOO) da. OOOOOO) .earOOOOO Te&tin( *ill ta;e appro5imatel. OOOOOOOOOOO minute& Student eli(i-ilit. for t#e GATE pro(ram include& a variet. information and data includin( re&ult& of a-ilit.) academic ac#ievement) and content &tandard& te&t&1 teac#er recommendation&1 parent information1 and &ample& of &tudent *or; 'arent& *ill -e notified in *ritin( a-out &tudent eli(i-ilit. for t#e GATE pro(ram and option& for pro(ram placement If .ou #ave an. +ue&tion&) plea&e contact t#e di&trict GATE coordinator at $p#one num-er% OOOOOOOOOOOOOOOO To (ive permi&&ion for .our c#ild to -e te&ted) plea&e do t#e follo*in(0 $4% &i(n t#e permi&&ion for te&tin( form provided -elo* and $2% return t#e form to .our c#ild/& teac#er Sincerel.)
GATE Coordinator FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF Gifted and Talented Education 'ro(ram 'ermi&&ion for GATE Te&tin( OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOO C#ild/& Name Sc#ool I (ive permi&&ion for m. &onFdau(#ter to -e te&ted for t#e GATE pro(ram I do not *ant m. &onFdau(#ter to -e te&ted for t#e GATE pro(ram OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 'arentFGuardian Si(nature
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Gifted and Talented Education Program Parent Notification of Eligi8ilit7 and Permission for Participation
Dear 'arentFGuardian0 Jour &onFdau(#ter #a& -een identified for participation in t#e di&trict/& Gifted and Talented Education $GATE% pro(ram GATE pro(ram &ervice& ma. include one or more of t#e follo*in(0 Differentiated curriculum in t#e re(ular cla&&room provided -. t#e cla&&room teac#er Clu&ter (roupin( *it# ot#er GATE pupil& for differentiated curriculum in t#e cla&&room 'art,time (roupin( of GATE pupil& for advanced or enric#ed curriculum durin( t#e &c#ool da. Enric#ment activitie& involvin( &upplemental educational activitie& Special da. cla&& de&i(ned for (ifted and talented &tudent& Acceleration in (rade& or cla&&e& t#at are more advanced Independent &tud. provided t#rou(# &pecial tutor&) mentor&) or &pecial cour&e& 'o&t &econdar. education conducted -. a colle(e Ot#er OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO To (ive permi&&ion for .our &onFdau(#ter to participate in t#e GATE pro(ram) plea&e &i(n and return t#e form provided -elo* to .our &c#ool If .ou #ave an. +ue&tion&) plea&e contact OOOOOOOOOOOOOOOOOO at OOOOOOOOOOOOOOOO '#one Num-er Sincerel.)
Di&trict GATE Coordinator FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF Gifted and Talented Education 'ro(ram 'ermi&&ion for GATE 'articipation OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOO C#ild/& Name Sc#ool I (ive permi&&ion for m. &onFdau(#ter to participate in t#e GATE pro(ram I do not *ant m. &onFdau(#ter to participate in t#e GATE pro(ram OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
California Department of Education <! Rev 2!!"
'arentFGuardian Si(nature
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Gifted and Talented Program Ratin( Scale& for 2e#avioral C#aracteri&tic& of Gifted Student& Di&trict developed or pu-li&#er developed ratin( &cale& are often included a& a part of t#e multiple criteria for a&&e&&in( GATE &tudent& Information a-out t*o re&earc#, -a&ed -e#avioral ratin( &cale& i& provided -elo* Characteristics of Giftedness $cale Developed -. Dr Linda Silverman) Gifted Development Center at http://www.gifteddevelopment.com/ 1. Good pro-lem &olvin(F rea&onin( a-ilitie& 2. Rapid learnin( a-ilit. 3. E5ten&ive voca-ular. 4. E5cellent memor. 5. Lon( attention &pan 6. 'er&onal &en&itivit. 7. Compa&&ion for ot#er& 8. 'erfectioni&m 9. Inten&it. 10. Eoral &en&itivit. 11. Unu&ual curio&it. 12. 'er&everant *#en intere&ted 13. Di(# de(ree of ener(. 14. 'reference for older companion& 15. 8ide ran(e of intere&t& 16. Great &en&e of #umor 17. Earl. or avid readin( a-ilit. 18. Concerned *it# @u&tice) fairne&& 19. At time&) @ud(ment &eem& mature for a(e 20. Keen po*er& of o-&ervation 21. Mivid ima(ination 22. Di(# de(ree of creativit. 23. Tend& to +ue&tion aut#orit. 24. S#o*& a-ilit. *it# num-er& 25. Good at @i(&a* pu33le&
$cales for Rating the !eha3ioral Characteristics of $uperior $tudents Aut#or&0 Go&ep# S Ren3ulli) Linda D Smit#) Alan G 8#ite) Carol.n E Calla#an) Ro-ert K Dartman) Karen L 8e&t-er() E Kat#erine Gavin) Sall. E Rei&) Del Sie(le) Rac#el E S.t&ma Cop.ri(#t 2!!:0 Creative Learnin( 're&& at http://www.creativelearningpress.com/2 T#e Scale& for Ratin( T#e 2e#avioral C#aracteri&tic& of Superior Student& $(rade& t#ree t#rou(# t*elve% are re&earc#,-a&ed and #ave -een developed t#rou(# t#e National Center for Gifted and Talented http://www.gifted.uconn.edu/2 $cales are a3aila8le for the follo5ing6 Learnin( C#aracteri&tic&1 Eotivational C#aracteri&tic&1 Creativit. C#aracteri&tic&1 Leader&#ip C#aracteri&tic&1 Arti&tic C#aracteri&tic&1 Eu&ical C#aracteri&tic&1 Dramatic& C#aracteri&tic&1 Communication C#aracteri&tic&,'reci&ion1 and Communication C#aracteri&tic&
<2
Rev 2!!"
Gifted and Talented Education Program Resource "ist of Gifted and Talented Identification Instruments
A li&t of commonl. u&ed in&trument& for identification of &tudent& for participation in t#e GATE pro(ram i& provided a& a re&ource T#e te&t& li&ted are not recommended or endor&ed -. CDE cademic chie3ement "e3el dministration Pu8lisher We8 $ite California Ac#ievement Te&t $CAT <% K42 Group CT2FEcGra* Dill http:// !ct#!com California Te&t of 2a&ic S;ill& $CT2SF:% K,42 Group CT2FEcGra* Dill http:// !ct#!com Io*a Te&t of 2a&ic S;ill& $IT2S% K,7 Group River&ide 'u-li&#in( http:// !ri"erpu#!com Eetropolitan Ac#ievement Te&t $EAT% K,42 IndividualFGroup '&.c#olo(ical Corporation http:// !harcourt!com 'reliminar. Sc#ola&tic Aptitude Te&t $'SAT% 4!,44 Group Colle(e 2oard http:// !college#oard!com Stanford Ac#ievement Te&t K,42 Group '&.c#olo(ical Corporation http:// !harcourt!com Sc#ola&tic Aptitude Te&t $SAT% =,42 Group Colle(e 2oard http:// !college#oard!com 8oodcoc;,Go#n&on Te&t of Ac#ievement $8G% K,42 Individual River&ide 'u-li&#in( http:// !ri"erpu#!com cademic chie3ement<$panish "e3el< ge dministration Pu8lisher We8 $ite Spani&# A&&e&&ment of 2a&ic Education $SA2E% 4,7 IndividualFGroup CT2FEcGra* Dill http:// !ct#!com Intellectual ptitude "e3el< ge dministration Pu8lisher We8 $ite Co(nitive A-ilitie& Te&t $Co(AT% K,42 IndividualFGroup River&ide 'u-li&#in( http:// !ri"erpu#!com Invie*,A Eea&ure of Co(nitive A-ilitie& 2,42 IndividualFGroup CT2FEcGra* Dill http:// !ct#!com Kaufman A&&e&&ment 2atter. for C#ildren II A(e 6,47 Individual AGS 'u-li&#in( http:// !agsnet!com Na(lieri Non Mer-al Intelli(ence Te&t $NNAT% K,42 IndividualFGroup '&.c#olo(ical Corporation http:// !harcourt!com Oti&,Lennon Sc#ool A-ilitie& Te&t) Si5t# $OLSAT% K,42 IndividualFGroup '&.c#olo(ical Corporation http:// !harcourt!com Raven Colored and 'ro(re&&ive Eatrice& A(e ",44 Group '&.c#olo(ical Corporation http:// !harcourt!com Stanford,2inet A(e 2,Adult IndividualFGroup River&ide 'u-li&#in( http:// !ri"erpu#!com Slo&&on Full,Ran(e Intelli(ence Te&t A(e ",Adult Individual Slo&&on Educational 'u-li&#in( http:// !slosson!com Structure of Intellect $SOI% K,6 IndividualFGroup Structure of t#e Intellect S.&tem http:// !sois&stems!com Te&t of Co(nitive S;ill& K,42 Group CT2FEcGra* Dill http:// !ct#!com Te&t of Nonver-al Intelli(ence $TONI% K,42 Individual AGS 'u-li&#in( http:// !agsnet!com Univer&al Nonver-al Intelli(ence Te&t $UNIT% K,42 Individual River&ide 'u-li&#in( http:// !ri"erpu#!com 8ec#&ler Intelli(ence Scale for C#ildren IM A(e <,4< Individual '&.c#olo(ical Corporation http:// !harcourt!com 8oodcoc;,Go#n&on III Co(nitive A-ilit. $8G III% 're,42 Individual River&ide 'u-li&#in( http:// !ri"erpu#!com Intellectual ptitude<$panish "e3el< ge dministration Pu8lisher We8 $ite Co(nitive A-ilitie& Te&tFSpani&# K,42 IndividualFGroup River&ide 'u-li&#in( http:// !ri"erpu#!com 8ec#&ler Intelli(ence Scale IMFSpani&# A(e <,4< Individual Darcourt Educational A&&e&& http:// !harcourt!com 8oodcoc;,Euno3) 2ateria PRFSpani&# A(e& 2,A! Individual River&ide 'u-li&#in( http:// !ri"erpu#!com Structure of Intellect) Spani&# $SOI) Spani&#% K,6 Individual Structure of t#e Intellect S.& http:// !sois&stems!com O8ser3ation $cales "e3el< ge dministration Pu8lisher We8 $ite Ren3uliFDartman Scale for Ratin( K,42 Individual Creative Learnin( 're&& http:// !creati"elearningpress!com 2e#avior C#aracteri&tic& of Superior Student& Silverman) C#aracteri&tic& of Giftedne&& Scale K,42 Individual Gifted Development Center http:// !giftedde"elopment!com California Department of Education <6 Rev 2!!"

Gifted and Talented Education Program: Resource Guide

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GIFTED AND TALENTED EDUCATION RESOURCE GUIDE