Gifted and Talented Education (GATE) Program Handbook

Gifted and Talented Education (GATE) Program Handbook

Table of Contents Philosophy and Goals Page 3 Major Categories of Gifted and Talented Identification Page 4 Characteristics of High Achievers, Gifted Learners, or Creative Thinkers...Page 5 GATE Identification for VESD Page 7 VESD GATE Documentation Page 7 District/Site GATE Programs. Page 8 VESD GATE Application Page 9 VESD Invitation to Test...Page 10 VESD GATE Program Acceptance Letter...Page 11 VESD GATE Program Denial Letter...Page 12 VESD GATE Site Coordinators.Page 13 2

Philosophy and Goals The philosophy of the Victor Elementary School District (VESD) Gifted and Talented Education (GATE) Program is fundamentally connected to the district s vision and mission statements. VESD's instructional programs for gifted and talented students are based upon the understanding that all students are to receive an education appropriate to their individual aptitudes and needs, and that students must be provided with learning opportunities that help develop their abilities and talents to their maximum potential. VESD s beliefs regarding its GATE program include the following: While all students have strengths, not all students are gifted. Students may be gifted and talented in one area, or in multiple areas. GATE students have unique and varied cognitive and affective abilities and needs. GATE students appear in all populations. GATE students should be provided programming which fosters maximum academic and personal growth, and adequate documentation of that growth. GATE students should learn in an environment where their gifts and abilities are acknowledged, valued, and nurtured. GATE students should be provided appropriate and varied programming options. GATE students require adequate support, including direct instruction, to maximize their academic potential. GATE students need choice and student-led opportunities. Early recognition of GATE students and appropriate educational responses are essential. Providing appropriate programming for GATE students is a responsibility shared by school staff and parents. GATE students must take active roles in, and share responsibility for, their learning. VESD s GATE Program has been designed with the awareness that GATE students have unique educational, social, and emotional needs which may not be fully met within the parameters of the regular education program. Differentiated instructional techniques are utilized to modify the core curriculum in a qualitative versus quantitative manner. Assignments are customized to challenge GATE students with rigorous and relevant opportunities for divergent thinking, problem solving, and real-world application. Grade level-specific curriculum is adjusted within one or more of the following dimensions: Depth, Complexity, Novelty, and Acceleration. Examples of alternative assignments may include, yet are not limited to the following: independent projects, research, cooperative learning opportunities, technology-based activities, etc. Soft skills are also an area of focus, promoting essential characteristics and behaviors while preparing GATE students for success in the future careers of their choosing. 3

VESD s GATE program goals are as follows: IDENTIFICATION: Process acknowledges the need for identifying students with exceptional abilities and/or potential across all demographics of VESD s diverse population. PROGRAM PLACEMENT OPTIONS: VESD offers a variety of placement options for students that are identified for GATE. These include a homogenous GATE class option, as well as several cluster settings. CURRICULUM DIFFERENTIATION: VESD s GATE students are provided complete access to the core state-mandated curriculum, which is modified according to individual student needs and aptitudes. GATE students are challenged via multiple learning opportunities including, but not limited to, the following: hands-on experiences, inquiry, reciprocal teaching, Socratic questioning, project-based learning, higher level thinking activities, character development, leadership skills, etc. RIGOR, RELEVANCE, & RELATIONSHIPS: VESD has developed a program which allows GATE students to develop basic skills and processes at a rate and to the extent that are characteristic of the students individual abilities. Stimulating and applicable instruction is provided, while fostering each GATE student s intrapersonal awareness and interpersonal abilities. VESD s GATE program creates an enriched and extended educational environment for a unique population of students who are reflective of the community. Major Categories of Gifted and Talented Identification Students who are identified as gifted and/or talented exhibit excellence, or the capacity for excellence, far beyond that of their chronological peers. They require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their abilities. Students whose extraordinary abilities fall into one or more of the categories below may be considered for gifted and talented education identification. (Some or all of these categories may be used in identifying gifted and talented students). 4

1. Intellectual Ability Possible indicators: a. Individual achievement test results indicating a high level of performance b. Superior abstract reasoning ability c. Superior vocabulary d. Indication of potential for advanced academic performance e. Accelerated rate of learning new tasks f. Developmental potential g. Analysis of an individually administered intelligence test which indicates superior abilities h. Analysis of an ability test which indicates superior cognitive abilities 2. High Achievement Possible Indicators: a. Several consecutive years of advanced achievement in multiple academic areas b. A significantly high grade point average for several consecutive years in multiple areas c. Results of an individually or group administered ability test which indicates performance at least two years above current grade level in multiple areas d. Recommendations from teachers or other professionals documenting the student s abilities 3. Specific Academic Ability Possible Indicators: a. Evidence of at least two years of advanced achievement in one of the specific academic core subjects b. The results of individually or group administered ability tests which indicate or predict performance above the grade level peers in the specific core subject area. 4. Performing and Visual Arts Ability Although VESD does not currently have a tool in place to assess this skill, several school sites offer instruction related to these abilities. 5. Creative Ability Although does not currently have a tool in place to assess this skill, open-ended, student-led instructional strategies are prevalent in the GATE program, allowing GATE students to thrive in this area. 6. Leadership Although VESD does not currently have a tool in place to assess this skill, Student Leadership training has been provided to intermediate students on an annual basis. VESD s Student Leaders helped develop VESD s Student Basics Bookmark which details a list of behaviors conducive to success. Some school sites also offer Leadership elective classes. 5

Characteristics of High Achievers, Gifted Learners, or Creative Thinkers Dr. Bertie Kingore, an international consultant and renowned educator of gifted and talented students, developed a chart to compare the characteristics of High Achievers, Gifted Learners, and Creative Thinkers. This tool is a helpful resource for educators and parents when determining if a child is a candidate for a GATE program. A High Achiever... A Gifted Learner... A Creative Thinker... Remembers the answers Poses unforeseen questions Sees exceptions Is interested Is curious Wonders Is attentive Generates advanced ideas Performs at the top of the group Is selectively mentally engaged Generates complex, abstract ideas Is beyond the group Daydreams; may seem off task Overflows with ideas, many of which will never be developed Is in own group Learns with ease Already knows Questions: What if... Needs 6 to 8 repetitions to master Enjoys the company of age peers Completes assignments on time Needs 1 to 3 repetitions to master Prefers the company of intellectual peers Initiates projects and extensions of assignments Questions the need for mastery Prefers the company of creative peers but often works alone Initiates more projects than will ever be completed Enjoys school often Enjoys self-directed learning Enjoys creating Is highly alert and observant Is pleased with own learning Gets A's Anticipates and relates observations Is self-critical May not be motivated by grades Is intuitive Is never finished with possibilities May not be motivated by grades 6

GATE Identification for VESD In order for a student to participate in VESD s GATE program, s/he must meet the specific criteria of a thorough qualification process. At the school site level, a teacher makes the initial recommendation. Several factors are considered including the results from state tests, and a student s school history. Points are allotted to each of several areas. A testing referral is made to the School Psychologist if a student earns at least the minimum requirement of points. A cognitive ability test (CoGat 6) is administered which tests a student s reasoning in verbal, quantitative, and nonverbal (spatial)areas. Upon determination of a student s scores on the CoGat 6, and the review of the other data and indicating factors, parents are notified as to their child s acceptance status via a letter. Parents may decide whether or not to have their child participate in the GATE program and indicate their choice on a form that must be returned to their child s school office. Overall VESD GATE Identification Process is as follows: 1. Teacher recommendation is made. Teacher submits students names to site GATE Coordinator. 2. Site Secretary populates components of the application form with information from SchoolMAX system. 3. Site GATE coordinator (in collaboration with recommending teacher) completes GATE application (impact factors, CST results, etc.) and totals points from all sections. If a student meets the minimum point criteria, s/he is eligible to be tested. 4. Site GATE Coordinator submits application to principal. 5. Principal approves the referral by reviewing and signing the application. 6. Completed application is sent to School Psychologist, testing date is scheduled, and parents receive a letter inviting their child to be tested. 7. Student is tested. Test results are sent to site. 8. Acceptance/Denial letter is sent to parents. 9. If a student qualifies for the program, parents make decision on whether to accept or reject this opportunity. 10. If parent accepts the opportunity, student is place in GATE program and receives curriculum modifications accordingly. VESD GATE Documentation Once a student has been identified as qualifying for VESD s GATE program, notification is made in writing to parents so that they can choose to exclude their student from GATE classes, if so desired. Documentation of which criteria was met in order to qualify the student, along with supporting evidence as defined by the criteria, should also be placed n the student cum file on initial identification. Students who have been identified as GATE will maintain that status, whether or not they participate in the GATE classes available to them. 7

Site GATE Programs VESD s school sites customize their GATE programs year-to-year to meet student needs. Students who are in grades three through six, and have been identified as gifted and/or talented, receive modified instruction customized to their needs and aptitudes. Some current options include one or more the following: Grade-level cluster groups Before or after school enrichment programs Independent Study contracts Multi-grade level cluster groups Differentiated Instruction VESD also offers a specialized program for highly gifted and talented third through sixth grade students at Galileo Academy 101. Students encounter rigorous curriculum, predominantly through project-based instruction. A variety of elective classes are offered each trimester allowing GATE students to explore areas of interest while intermingling with students from the school s two other distinctly unique programs: Independent Study and Bilingual. Community Service is required of each GATE student at Galileo. The entire staff has been trained in differentiated instructional techniques such as Sandra Kaplan s Icons of Depth and Complexity. Please refer to the district website to view information about additional school-specific GATE program offerings provided throughout the district. 8