1. What is Gifted and Talented Education? GATE Parent Meeting October 22, 2009

2. What is Giftedness? There is no universal definition. There is no universal definition. Some professionals define "gifted" as an intelligence test score above 130, two or more standard deviations above the norm, or the top 2.5%. Some professionals define "gifted" as an intelligence test score above 130, two or more standard deviations above the norm, or the top 2.5%. Others define "gifted" based on scholastic achievement: a gifted child works 2 or more grade levels above his or her age. Others define "gifted" based on scholastic achievement: a gifted child works 2 or more grade levels above his or her age. Still others see giftedness as prodigious accomplishment: adult-level work while chronologically a child. Still others see giftedness as prodigious accomplishment: adult-level work while chronologically a child. Former U. S. Commissioner of Education Sidney P. Marland, Jr., in his August 1971 report to Congress, stated: Former U. S. Commissioner of Education Sidney P. Marland, Jr., in his August 1971 report to Congress, stated: Gifted and talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society. Gifted and talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society.

3. What is Giftedness? No Child Left Behind legislation created a new, achievement-based definition of giftedness, however it does not mandate that states use its definition: No Child Left Behind legislation created a new, achievement-based definition of giftedness, however it does not mandate that states use its definition: The term gifted and talented, when used with respect to students, children, or youth, means students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities. (Title IX, Part A, Section 9101(22), p. 544) The term gifted and talented, when used with respect to students, children, or youth, means students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities. (Title IX, Part A, Section 9101(22), p. 544) A group of respected professionals in the field of gifted suggest a definition based on the gifted child's differences from the norm: A group of respected professionals in the field of gifted suggest a definition based on the gifted child's differences from the norm: "Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally." The Columbus Group, 1991, cited by Martha Morelock, "Giftedness: The View from Within", in Understanding Our Gifted, January 1992 "Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally." The Columbus Group, 1991, cited by Martha Morelock, "Giftedness: The View from Within", in Understanding Our Gifted, January 1992Giftedness: The View from WithinUnderstanding Our GiftedGiftedness: The View from WithinUnderstanding Our Gifted

4. What is Giftedness? Most definitions agree: gifted children are a population who have different educational needs, thanks to their unique intellectual development. What we're not so sure of, is how to identify them, and what this different education should look like. Most definitions agree: gifted children are a population who have different educational needs, thanks to their unique intellectual development. What we're not so sure of, is how to identify them, and what this different education should look like.

5. Myths About Being Gifted High Academic Performance High Academic Performance High Measured Ability or IQ High Measured Ability or IQ Completes assignments quickly Completes assignments quickly Completes all work Completes all work Well organized Well organized Excellent social relationships Excellent social relationships Highly verbal Highly verbal Responds in mature ways Responds in mature ways Very concerned about details Very concerned about details Self-motivated Self-motivated Never lazy Never lazy

6. How Are Those Needs Met? Pupil Services at the District Office Pupil Services at the District Office Gifted and Talented Education District Advisory Council (GATE-DAC) Gifted and Talented Education District Advisory Council (GATE-DAC) GATE Facilitators GATE Facilitators Classroom Teachers Classroom Teachers

7. Goals for GATE Continue to work on differentiation strategies in the classroom Continue to work on differentiation strategies in the classroom Address management strategies to support differentiation Address management strategies to support differentiation Utilize data and other student indicators to guide student learning and progress Utilize data and other student indicators to guide student learning and progress

8. GATE at Lang Ranch Site Plan Site Plan Parents Parents Teachers Teachers

9. GATE-DAC Gifted and Talented Education District Advisory Board Gifted and Talented Education District Advisory Board Purpose: to advise the CVUSD Administration, School Baord, and District Advisory Council (DAC) on matters related to educational programs, policies, procedures, and specific actions being taken fro gifted and talented students. GATE-DAC establishes and maintains intradistrict communication and encourages the sharing of needs, accomplishments, and activities in order to support a high quality program for gifted and talented students. Purpose: to advise the CVUSD Administration, School Baord, and District Advisory Council (DAC) on matters related to educational programs, policies, procedures, and specific actions being taken fro gifted and talented students. GATE-DAC establishes and maintains intradistrict communication and encourages the sharing of needs, accomplishments, and activities in order to support a high quality program for gifted and talented students.

10. GATE Facilitator Attend GATE Facilitator bi-monthly meetings Attend GATE Facilitator bi-monthly meetings Attend staff development day Attend staff development day Serve as liaison to the entire staff by providing information from the GATE Facilitator bi- monthly meetings at regular staff meetings Serve as liaison to the entire staff by providing information from the GATE Facilitator bi- monthly meetings at regular staff meetings Distribute information from Pupil Services to teachers of GATE students Distribute information from Pupil Services to teachers of GATE students Coordinate the process used for identification GATE students Coordinate the process used for identification GATE students

11. GATE Facilitator Monitor the completion of the Individual Differentiated Learning Plan (IDLP) Monitor the completion of the Individual Differentiated Learning Plan (IDLP) Consult and assist the site administration in the planning and implementation of at least 3 GATE parent meetings Consult and assist the site administration in the planning and implementation of at least 3 GATE parent meetings Coordinate planning with the GATE parent representative to the GATE-DAC Coordinate planning with the GATE parent representative to the GATE-DAC Develop and utilize a variety of data based approaches to assess ongoing student learning and progress in the classroom Develop and utilize a variety of data based approaches to assess ongoing student learning and progress in the classroom

12. Identification Purpose: To enhance and facilitate Purpose: To enhance and facilitate Appropriate academic gains Appropriate academic gains Development of cognitive skills Development of cognitive skills Appropriate challenges Appropriate challenges Positive personal and interpersonal growth Positive personal and interpersonal growth

13. Identification Multiple step process Multiple step process Varies based on area considered, age of student and documentation available Varies based on area considered, age of student and documentation available Generally consists of Referral, Screening, Group Testing, Review of Data, Individual Assessment, Decision by Committee Generally consists of Referral, Screening, Group Testing, Review of Data, Individual Assessment, Decision by Committee Based on Multiple Sources of Information-no single score or tool is sufficient Based on Multiple Sources of Information-no single score or tool is sufficient Referral made by parent, teacher, student, or other school staff member Referral made by parent, teacher, student, or other school staff member Student may be considered more than once Student may be considered more than once Final Decision Made by Committee Final Decision Made by Committee

14. Important Dates Oct. 22 GATE Parent Meeting for Lang Ranch (7:00-8:00 pm) Oct. 22 GATE Parent Meeting for Lang Ranch (7:00-8:00 pm) Feb 6 GATE Group Testing #1 for referred students for identification (9:00 am, 11:00 am, and 1:00 pm at University) Feb 6 GATE Group Testing #1 for referred students for identification (9:00 am, 11:00 am, and 1:00 pm at University) Mar 5-7 CAG Annual Conference in Sacramento for teachers, administrators, and parents Mar 5-7 CAG Annual Conference in Sacramento for teachers, administrators, and parents Feb 20 GATE Group Testing #2 for referred students for identification (9:00 am, 11:00 am, and 1:00 pm at University) Feb 20 GATE Group Testing #2 for referred students for identification (9:00 am, 11:00 am, and 1:00 pm at University) Mar 27 Adventures in Art for grades 3-10 held at Newbury Park High School (8:30 am – 2:10 pm) Mar 27 Adventures in Art for grades 3-10 held at Newbury Park High School (8:30 am – 2:10 pm)