1. Meeting for Parents of Students Newly Identified as GATE
Prepared by the
GATE Office
Updated October 2016

2. Theme: Gifted children…
“…are like other children in most respects. They need acceptance, guidance, support, respect, love, protection, and the opportunity to grow…”
-Annemarie Roeper
A Parent’s Guide to Gifted Children

3. Purposes:
To review what it means to be a student identified as gifted and talented
To review why we have a GATE Program
To discuss the program models students identified as GATE are able to access in the San Diego Unified School District
To highlight opportunities for parent involvement

4. GATE is recognized in both State and Federal Law
Students who are identified as gifted and talented are “…children and youth who give evidence of high performance capability…who require services or activities not ordinarily provided by the school in order to fully develop such capabilities.”

5. Characteristics of Giftedness
There are as many lists of characteristics of children identified as gifted and talented.
These lists are often divide up into domains based on observable behavior.
Most individuals display some or all of these characteristics to varying degrees.
The following slides are from Characteristics of Giftedness based on research compiled by Dr. J. Renzulli. Reprinted from the Mensa Gifted Youth Handbook.

6. Learning Characteristics
Has unusually advanced vocabulary for age or grade level.
Has quick mastery and recall of factual information.
Wants to know what makes things or people tick.
Usually sees more or gets more out of a story, film, etc., than others.
Reads a great deal on his or her own; usually prefers adult-level books; does not avoid difficult materials.
Reasons things out for him- or herself.

7. Motivational Characteristics
Becomes easily absorbed with and truly involved in certain topics or problems.
Is easily bored with routine tasks.
Needs little external motivation to follow through in work that initially excited him or her.
Strives toward perfection; is self-critical; is not easily satisfied with his or her own speed and products.
Prefers to work independently; requires little direction from teachers.
Is interested in many "adult" problems such as religion, politics, and race.
Stubborn in his or her beliefs.
Concerned with right and wrong, good and bad.

8. Creativity Characteristics
Constantly asking questions about anything and everything.
Often offers unusual, unique or clever responses.
Is uninhibited in expressions of opinion.
Is a high-risk taker; is adventurous and speculative.
Is often concerned with adapting, improving and modifying institutions, objects and systems.
Displays a keen sense of humor.
Shows emotional sensitivity.
Is sensitive to beauty.
Is nonconforming; accepts disorder; is not interested in details; is individualistic; does not fear being different.
Is unwilling to accept authoritarian pronouncements without critical examination.

9. Leadership Characteristics
Carries responsibility well.
Is self-confident with children his or her own age as well as adults.
Can express him- or herself well.
Adapts readily to new situations.
Is sociable and prefers not to be alone.
Generally directs the activity in which he or she is involved.

10. CogAt Score* The CogAT includes three subtests: Quantitative Verbal
Non-verbal
One index score created from the three raw scores
Scores reported directly from Houghton Mifflin Harcourt to
SDUSD Research and Development
Research and Development integrates with matrix factors
Final results provided to schools through the District’s
Student Information system: Illuminate
*The CogAt is one component of the matrix for identification

11. Multi-Criterion Matrix*
Students with 121 – 134 points were recommended for GATE Cluster
Students with 135 or more points were recommended for GATE Seminar
Weighted factors are added for:
English Learners with a CELDT score at or below Intermediate
Students from low socioeconomic backgrounds
Students with IEP’s/504
Achievement– Exceeds Grade Level Standards
Students who have attended more that three schools by 2nd grade
* As we progress through the assessment and identification process, adjustments may be made to the Multiple Matrix and/or the factors.

12. GATE Program Models Cluster
25% of each GATE Cluster Class identified in PowerSchool (e.g. E3_G.4, or E5_MG.17) is comprised of students identified as GATE; the remainder of the students in the class must reflect the diversity of the school’s population.
Seminar
A minimum 50% of each class identified as Seminar in PowerSchool (e.g. E3_H.4, or E5_H.6) is comprised of students identified as GATE Seminar; the remainder of the students in the class are identified as GATE Cluster.

13. Where to start when you have a question
At school:
Your child’s Teacher for questions about the classroom program
GATE-DAC Rep. or GATE Team Leader for questions about your school’s GATE Program
Principal or Psychologist for questions about GATE testing or identification
At Central office:
GATE Office (858)
Related/Specialized Services-School Psychology Services
(858)

14. Parent Involvement at Home
“…there are strong indications that the most
effective forms of parent involvement are those
which engage parents in working directly with
their children on learning activities in the home.” -

15. Parent Involvement at the School and District Levels
You can help your child identified as gifted and talented by becoming knowledgeable.
Participate in parent/ teacher conferences
Participate in GATE parent meetings at your school site
Become involved in the GATE District Advisory Committee (DAC)-2nd Monday of each month
Participate in your Site Governance Committee/SSC
Attend School Board Meetings

16. Web Resources www.sandi.net/GATE www.cagifted.org www.nagc.org