Encinitas Union School District Gifted and Talented Education

What we will review State Requirements for Gifted and Talented Education (GATE) What the Research Says What We are Doing as a District What the School is Doing What Classrooms are Doing Resources State Requirements for Gifted and Talented Education (GATE) What the Research Says What We are Doing as a District What the School is Doing What Classrooms are Doing Resources

GATE From the State Level To participate in the state program and thereby receive funding, the district must submit an application to the state for approval. The application may be approved for one, two, or three years. Our application is up for renewal at the end of this year. The application must meet the requirements of Ed. Code and California GATE Standards. To participate in the state program and thereby receive funding, the district must submit an application to the state for approval. The application may be approved for one, two, or three years. Our application is up for renewal at the end of this year. The application must meet the requirements of Ed. Code and California GATE Standards.

California Education Code The Legislature is committed to the belief that programs for gifted and talented pupils include all of the following: Differentiated opportunities commensurate with pupil’s particular abilities and talents. Learning environments in which pupils can acquire skills and understanding at advanced ideological and creative levels commensurate with their potential. The Legislature is committed to the belief that programs for gifted and talented pupils include all of the following: Differentiated opportunities commensurate with pupil’s particular abilities and talents. Learning environments in which pupils can acquire skills and understanding at advanced ideological and creative levels commensurate with their potential.

California Education Code Elements that help gifted and talented pupils develop sensitivity and responsibility to others. Elements that help to develop a commitment ethical standards. Elements that assist pupils to develop problem solving abilities to expand each pupil’s awareness of choices for making contributions to his or her environment. Elements that help gifted and talented pupils develop realistic, healthy self concepts. Elements that help gifted and talented pupils develop sensitivity and responsibility to others. Elements that help to develop a commitment ethical standards. Elements that assist pupils to develop problem solving abilities to expand each pupil’s awareness of choices for making contributions to his or her environment. Elements that help gifted and talented pupils develop realistic, healthy self concepts.

California Standards for the Gifted Program Design Identification Curriculum and Instruction Social and Emotional Development Professional Development Parent and Community Involvement Program Assessment Budgets Program Design Identification Curriculum and Instruction Social and Emotional Development Professional Development Parent and Community Involvement Program Assessment Budgets

So what does all this mean? The district has certain criteria they must meet for ongoing state financial support of our program. The standards and education code both support our focus for gifted students on –differentiated curriculum and opportunities within the classroom –Staff Development –Service Learning The district has certain criteria they must meet for ongoing state financial support of our program. The standards and education code both support our focus for gifted students on –differentiated curriculum and opportunities within the classroom –Staff Development –Service Learning

What is recommended Differentiated Curriculum Flexible Grouping Clustering students within classes More than one identification instrument. Strong staff development programs for teachers. Parent Education Differentiated Curriculum Flexible Grouping Clustering students within classes More than one identification instrument. Strong staff development programs for teachers. Parent Education

What is not recommended (not supported by research) Pull-out instruction that is unrelated to state standards or content being covered in the classroom. After school /lunchtime programs which could exclude some students. One-time presentations/field trips. Pull-out instruction that is unrelated to state standards or content being covered in the classroom. After school /lunchtime programs which could exclude some students. One-time presentations/field trips.

Gifted Learners The Learner Precocity Intensity Complexity The Learner Precocity Intensity Complexity The Curriculum Advanced content ( Well beyond 2 years) Process/product depth (ability to concentrate over extended periods of time) Issues/concepts/themes ( Ideas across domains of learning)

Gifted Learners Uneven development –majority of gifted kids develop this way. (Stronger in one domain than another) –Manifested in one area or several – model that child is bright everywhere is not realistic. –Degrees of giftedness within & across areas Non-intellectual factors matter in predicting program success (motivation, persistence) Uneven development –majority of gifted kids develop this way. (Stronger in one domain than another) –Manifested in one area or several – model that child is bright everywhere is not realistic. –Degrees of giftedness within & across areas Non-intellectual factors matter in predicting program success (motivation, persistence)

Programs and Services Necessary components –Curriculum Alignment and Adaptation to Standards –Philosophy Statements –Goals –Student Assessment –Organizational Arrangements Necessary components –Curriculum Alignment and Adaptation to Standards –Philosophy Statements –Goals –Student Assessment –Organizational Arrangements

Program and Services Flexible grouping with differentiation is what is proven through research to work Acceleration vs. enrichment: acceleration yields better results Cluster grouping – smaller is better, diads to quads. Pull-out and self contained lead to about the same results Flexible grouping with differentiation is what is proven through research to work Acceleration vs. enrichment: acceleration yields better results Cluster grouping – smaller is better, diads to quads. Pull-out and self contained lead to about the same results

Curriculum Gifted students tend to use higher order thinking even without training, but benefit significantly from being trained. Gifted students prefer a structured learning environment, but prefer open-ended tasks and assignments. Academically gifted students tend to be uncomfortable taking risks or dealing with ambiguity, therefore there is a need for teaching divergent thinking Needs to be Standards-Based Gifted students tend to use higher order thinking even without training, but benefit significantly from being trained. Gifted students prefer a structured learning environment, but prefer open-ended tasks and assignments. Academically gifted students tend to be uncomfortable taking risks or dealing with ambiguity, therefore there is a need for teaching divergent thinking Needs to be Standards-Based

Differentiated Curriculum What the teacher differentiates –Content –Process –Product –Learning Environment What the teacher differentiates –Content –Process –Product –Learning Environment

Differentiated Curriculum Why is the Teacher Differentiating –Access to Learning –Motivation to Learn –Efficiency of Learning Why is the Teacher Differentiating –Access to Learning –Motivation to Learn –Efficiency of Learning

Differentiated Curriculum Features of a GATE Differentiated Curriculum Acceleration Complexity Depth Challenge Creativity Features of a GATE Differentiated Curriculum Acceleration Complexity Depth Challenge Creativity

50 year longitudinal Study Students given an accelerated curriculum, do better over time Gains for students were across groupings – how students were grouped did not matter Students given an accelerated curriculum, do better over time Gains for students were across groupings – how students were grouped did not matter

What the District is Doing Differentiation Task Force Composition of the Group –Primary Teachers –Intermediate Teachers –Parents –Principals –District Office Administrators Differentiation Task Force Composition of the Group –Primary Teachers –Intermediate Teachers –Parents –Principals –District Office Administrators

Process 1.Discuss definitions of Differentiated Instruction and GATE Program 2.Review existing GATE Plan 3.Look at what research tells us Articles Findings from William & Mary Teacher presentation from William and Mary 4.Recommendations/Next Steps 1.Discuss definitions of Differentiated Instruction and GATE Program 2.Review existing GATE Plan 3.Look at what research tells us Articles Findings from William & Mary Teacher presentation from William and Mary 4.Recommendations/Next Steps

Recommended Next Steps Review and Revise District GATE Plan Revisit Identification Process Professional Development in Differentiated Instruction for Gifted Learners Address needs of Gifted Students at all Grade Levels GATE Certification of Teachers Stronger Communication with Parents Provide Resources for Parents Form District Parent Advisory Review and Revise District GATE Plan Revisit Identification Process Professional Development in Differentiated Instruction for Gifted Learners Address needs of Gifted Students at all Grade Levels GATE Certification of Teachers Stronger Communication with Parents Provide Resources for Parents Form District Parent Advisory

Resources for You Books –Helping Gifted Children Soar, Carol A.Strip –Guiding the Gifted Child, Webb, Meckstroth, & Tolan –Reforming Gifted Education, Karen Rogers Web Sites –California Association for the Gifted –National Association for Gifted Children –Supporting the Needs of Gifted Children Books –Helping Gifted Children Soar, Carol A.Strip –Guiding the Gifted Child, Webb, Meckstroth, & Tolan –Reforming Gifted Education, Karen Rogers Web Sites –California Association for the Gifted –National Association for Gifted Children –Supporting the Needs of Gifted Children