1. SEPTEMBER 16, 2015 7-8PM RUTHANNE BEXTON, DIRECTOR(ELEMENTARY) JULIA KEMPKEY, DIRECTOR (SECONDARY) Novato Unified School District GATE Parent Meeting

2. Objective of Tonight’s Meeting To update parents about the informational meetings and the GATE leadership team To provide information about the cluster model at middle and elementary school To provide information about the training that the GATE cluster teachers will receive and the instructional strategies that will be implemented as a result of this training

3. GATE Parent Meeting Objective of GATE Parent Meeting September 16 th, 2015 (Tonight’s meeting) Tuesday, April 19 th at 6:00 pm General update about the GATE program Review aggregate data for our gifted students’ academic progress Update parents on the instructional strategies being implemented in the classroom based on teacher training and coaching Parent Communication

4. GATE Leadership Team Objective Thursday, October 29th, Thursday, January 21 st Thursday, March 17 th Thursday, May 26th, Bring a collaborative group of teachers, parents and administrators together to improve communication, elicit feedback, review data, discuss instructional strategies and further understand the student experience in the GATE program Parent Communication

5. All cluster teachers and administrators will receive two trainings with Dr. Dina Brulles and her consulting partner, Karen Brown. This training will consist of specific instructional strategies in order to appropriately differentiate instruction for our gifted and talented students. Teacher Training

6. With the support of our instructional coaches, all cluster teachers will come together district- wide several times this year. The collaborative team will share instructional strategies, build lessons and generate ideas on how best to support our gifted students Collaborative Training

7. Addressing the Advanced Learning Needs of Gifted and High Ability Students Novato USD Parent Meeting September 16 th, 2015 Dina Brulles, Ph.D. www.giftededucationconsultants.com

8. Relevant Disclosures I am coauthor of: - Helping All Gifted Children Learn: A Teacher’s Guide to Using the Results of a nonverbal ability test (Naglieri, Brulles, & Lansdowne) - The Cluster Grouping Handbook: How to challenge gifted students and improve achievement for all (Winebrenner & Brulles) - Teaching Gifted Kids in Today’s Classrooms (Winebrenner & Brulles) Book and Multimedia Training Kit

9. All Gifted is Local “Without a national strategy or federal mandate (or funding), gifted education depends on decisions made at state and local levels. Leading to a bewildering system of services.” “State of the States Report”, NAGC 2009

10. A cluster grouping model allows schools to employ… Critical elements of effective gifted programs: Flexible grouping Differentiation Continuous progress Intellectual peer interaction Continuity Teachers with specialized education

11. Cluster grouping enfranchises all gifted students… Creatively gifted people Gifted Perfectionists Culturally and linguistically diverse gifted students Twice-exceptional gifted students Non-productive gifted students

12. Effective Gifted Cluster Teachers… Understand, respect, and enjoy teaching gifted students Strongly support inclusion Decrease use of whole group instruction Encourage student-centered approach to learning Participate in professional development

13. When designating cluster teachers, we seek teachers who: Understand, respect, and enjoy teaching gifted students Strongly support inclusion Decrease use of whole group instruction Encourage student-centered approach to learning Participate in professional development

14. Gifted cluster teacher meetings Each school’s Gifted Mentor leads monthly meetings. Suggested meeting components: Discussion of specific strategies Sharing resources: lessons, materials, etc. Nomination and testing issues Problem solving regarding classroom or site concerns Planning for growth- scheduling students and incoming gifted cluster teachers

15. Some Strategies Acceleration Flexible Grouping Ability Grouping Curriculum Compacting Differentiated Instruction Enrichment

16. Matching characteristics to teaching strategies Characteristics: Unusual alertness Rapid learner; puts thoughts together quickly Excellent memory Teaching strategy: Curriculum compacting

17. Matching characteristics to teaching strategies Characteristics: Enjoys solving problems, enjoy numbers & puzzles Thinking is abstract, complex, logical & insightful Advanced comprehension of word nuances and abstract ideas Ask probing questions Teaching strategy: Problem solving and Project Based Learning

18. Matching characteristics to teaching strategies Characteristics: Deep, intense feelings and reactions Highly sensitive Idealism and sense of justice Concern w/social & political issues and injustices Teaching strategy: Attention to S/E needs that impact learning.

19. Matching characteristics to teaching strategies Characteristics: Learn basic skills quickly and with little practice Longer attention span and intense concentration Often self-taught reading and writing as a preschooler Unusually large vocabulary and complex sentence structure for age Teaching strategy: Acceleration

20. Matching characteristics to teaching strategies Characteristics: Wide range of interests (or extreme focus in one area) Highly developed curiosity Interest in experimenting and doing things differently Puts ideas or things together that are not typical Teaching strategy: Self-directed learning opportunities

21. Matching characteristics to teaching strategies Characteristics: Deep, intense feelings and reactions Highly sensitive Idealism and sense of justice Concern w/social & political issues and injustices Teaching strategy: Attention to social and emotional needs.

22. Extension menus and other DI lesson plans posted by grade level and content area

23. Cluster Teacher training topics: Understand and know how to implement the SCGM Recognize gifted potential in all populations Pay attention to students’ social/emotional needs Identify students who need learning accommodations Compact and differentiate Form flexible learning groups Integrate basic skills and higher order thinking skills Create and use learning extensions and tiered lessons Use appropriate assessments and grading practices Develop student’s abilities to self-direct Build effective parent/teacher partnerships

24. What are some advantages of cluster grouping? Grouping all gifted children in a regular classroom provides social, emotional, and academic advantages to students Teachers can focus instruction to better meet all students academic needs Schools provide full-time gifted services with few additional costs Achievement levels increase

26. Cluster Grouping: Achievement Implications - Narrowed range of abilities allows for more focused instruction - Teachers learn strategies for advanced ability learners they can use for all students, not just the gifted students - On-going assessment of students’ strengths and needs ensures continual progress - Gifted students are more likely to receive advanced instruction and extended learning opportunities - Not all student are working on the same material at the same time Higher expectations for all students!

27. Benefits of The SCGM include: Challenging gifted students every day, all day Creating learning and leadership opportunity for all students Empowering all teachers by expanding awareness and providing preparation On-going assessment of students’ strengths and needs All students have opportunities for extended learning Increase teacher training throughout district Increase gifted population

28. Parent Resources www.pvschools.net/gifted www.nagc.org www.hoagiesgifted.org www.sengifted.org www.2enewsletter.org

29. Thank you! Dina Brulles, Ph.D. dina@giftededucationconsultants.com http://gifted.pvschools.net

30. GATE Leadership Team Drawing We will draw for 8 parent participants in total with representatives from each of the following schools/programs:  Elementary Cluster Program (2)  Lynwood Self-Contained (2)  Sinaloa (2)  San Jose (2)

31. Open Forum- Questions? Assume Positive Intent Respect the speaker and allow for a variety of voices Respect confidentiality with regard to individual students and staff