1. GATE Parent Night January 22, 2015 Presented by: Liz Sloan, Principal Rebecca Clark, Teacher, GATE Team Leader Aaron Lehman, Parent, GATE DAC Representative

2. Gifted A child has an advanced capacity to learn and apply what is learned to one or more subject areas, or in the performing or fine arts. Gifted does not connote good or better; it is a term that allows students to be identified for services that meet their unique learning needs.

3. What is GATE Certification? Raven Test GATE Cluster 98 th percentile and above GATE Seminar 99.9 th percentile and above Special Factors Certified for life Tested in second and fifth grade Test students new to District

4. San Diego Unified offers two instructional models for gifted students GATE Cluster: Traditional Model (A): 50% minimum GATE identified; remainder of class high achieving students Diversity Model (B): 25% minimum GATE identified; remainder of class reflects the diversity of the school Collaborative Model (C): grade level and cross age teaming where students are regrouped for core subjects creating a Cluster of 25% or more GATE identified Individualized GATE Plan (D): for schools with small populations where grouping is not possible; a plan for each GATE student regarding curricular modifications GATE Seminar: Not all sites offer seminar. Most classes are composed of a majority of seminar students. They may also include high achieving GATE cluster students. These classes are taught by GATE certified teachers, who should have 3 years experience teaching in a GATE cluster classroom.

5. GATE Model at EBS Diversity Model: At least 25% of students in all classes in grades 3 through 5 are GATE certified. We differentiate the curriculum in all classes to meet the needs of all students

6. Differentiation Differentiation is the practice of making lessons different by using multiple strategies to accommodate the different students in a single classroom. A classroom may have students with a wide range of abilities and rather than teach to the middle, and lose the students who need some extra help as well as those who need very little repetition, a teacher may alter lessons so that all students in a classroom will benefit. Sandra Kaplan, CAG website -acceleration-flexible grouping -enrichment-tiered assignments

7. How do we differentiate instruction? Dimensions of Differentiation of the California GATE State Standards Depth Complexity Novelty

8. Common Core and GATE

9. Video: 7 Minutes of Terror As you watch the video think about the complex problem solving skills that will be needed for 21 st Century jobs. Thinking outside the box Teamwork Approaching problems from different angles Persevering

10. Video

11. Common Core State Standards (CCSS) o CCSS is being implemented this year (2014/15) o “The standards set grade level- specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade level expectations.”

12. Assessment: Students will be assessed in a new way. Students will have to explain why the answers they are giving are correct and how they came to that conclusion. This requires a more thorough understanding of content, the ability to present and defend an argument, and the ability to demonstrate their reasoning.

13. Pathways through Middle and High School Elementary: Cluster and Seminar classes Middle School: Cluster and Seminar humanities classes. Math placement based on achievement High School: Seminar humanities. Shift into AP pathway.

14. Parent Involvement What is the District Advisory Committee?

15. Research Supports the importance of Parent Involvement in Children’s School “…the most accurate predictor of a student's achievement in school isn’t income or social status but the extent to which that student's family is able to: Create a home environment that encourages learning Express high (but not unrealistic) expectations for their children's achievement and future careers Become involved in their children's education at school and in the community Henderson and Berla (1994)

16. How do I support my child at school? Create a home environment that encourages learning:  Limit technology and “screen” time  Have a designated location and time for homework, in order to support the idea of the importance of doing school work, be available to support your child staying focused  Let your child see you reading every day, whether for pleasure or for work.  Explore local museums on free days or with passes checked out from the City library system  Explore puzzles and word games together as a family  Provide the tools to encourage creativity, such as crayons, paper, clay, sidewalk chalk, Legos, etc.

17. How do I support my child at school? Express high (but not unrealistic) expectations for your children's achievement and future careers  Don’t expect straight A’s because your child is gifted. Many students develop asynchronously – they may be aces in Math or science and struggle with penmanship and expressing themselves – or vice versa.  Be supportive and patient when your child struggles. Mastering difficulties builds confidence for the next time they are encountered.  Be careful not to over-praise your child for work easily done well, rather, praise them heavily for working hard to master difficulties.

19. How do I support my child at school? Become involved in your children's education at school and in the community Take every opportunity to volunteer at your school site and otherwise. Your willingness to participate will stimulate your child to do the same. Attend as many school events as possible. When you value school, your child will too. If you have any time at all to be in the classroom to help on a regular basis – do it! Grandparents are often welcome to help as well on an on-going basis. Always attend Parent/Teacher meetings. Bringing you child is even better, as it will teach them that they are an important actor in their learning. Ask your child open ended questions that will lead to conversations such as: “What was the coolest thing you learned at school today?” rather than: “How was your day?” which can lead to a simple, communication ending “fine.”