Welcome To GATE Parent Information Night Presented by : Julie Williams, Fremont Unified School District GATE Program Specialist jwilliams@fremont.k12.ca.us
Who Are The Gifted? According to the National Association of Gifted Children: Gifted individuals are those who demonstrate outstanding levels of aptitude or competence in one or more domains.
Who Are The Gifted? Levels of giftedness: Moderately Gifted full scale IQ of 130 is the cut off Highly Gifted IQ above 140 Profoundly Gifted IQ above 170 Less than 5% of the population are gifted May be gifted in one area only No one child exhibits all of the characteristics Gifted does not guarantee academic success
Bright vs. Gifted A Bright Learner Knows the answer Is interested Has good ideas Works hard Answers the questions Is in the top group Listens with interest Requires 6-8 repetitions for mastery Understands ideas A Gifted Learner Asks the questions Is highly curious Has innovative, out-of-thebox ideas Plays around, yet tests well Discusses in detail, elaborates Goes beyond the group Shows strong feelings and opinions Requires 1-2 repetitions for mastery Constructs abstractions
Bright vs. Gifted A Bright Learners Enjoys peers Grasps the meaning Completes assignments Is receptive Enjoys school Absorbs information Is a technician Is a good memorizer Is alert Is pleased with own learning A Gifted Learner Prefers adults Draws inferences Initiates projects Is intense Enjoys learning Manipulates information Is an inventor Is a good guesser Is keenly observant Is highly self-critical
Characteristics Of Gifted Intellectual Research ability Academic acceleration Intellectual curiosity Rapid learning rate Abstract reasoning Vivid imagination Passion for learning Moral concerns Concentration Keen sense of justice Analytical thinking Personality Insightful I-N-T-E-N-S-E Need to understand Need for mental articulation Perfectionism Keen sense of humor Perseverance Empathy and sensitivity Active self-awareness Question rules/authority Non-conformity
Twice-Exceptional Experts estimate that 2-5% upwards to 20% of students may be twice exceptional What is twice exceptional? What type of learning disabilities? 1. Academic skills: students excel in one or more academic areas but perform poorly in another. 2. ADD or ADHD: attention deficit disorders, hyperactivity, impulsive or distracting behavior interferes with the student s ability to access the curriculum or their gifted talents
GATE Identification CogAT test Tests only intellectual abilities Verbal, Quantitative, Non-Verbal, Sub-tests requires (one area) 99% Composite must be 98%
Identification Categories Intellectual Cognitive ability testing Specific Academic CST scores Professional Judgment Multiple criteria Leadership Out of District
Areas of Intelligence Linguistic Mathematical-Logical Musical Bodily-Kinesthetic Spatial Intrapersonal Interpersonal Naturalist
Third Grade Testing All 3 rd graders are encouraged to take test Opt-in: parent permission needed by December 10, 2010 Test measures a student s potential to learn Tested in February and March at the school site Tutoring is not recommended Results are mailed home in June
Fourth and Fifth Grade Testing Those not tested in third grade or those new to our district Parent or teacher must send in a request to be tested (Parent Nomination form) Test measures a student s potential to learn Tested either on Saturday, March 12 or March 19, 2011 at the District office Tutoring is not recommended Results are mailed home in June
My Child Qualified: What Now? Elementary School Happens during the school day! Placed in a GATE cluster GATE Certified teacher Offered differentiated curriculum
Cluster Grouping What are clusters? Clusters of 5-10 GATE students in a classroom are placed with GATE certified teachers
GATE Certification Teachers receive extensive training in meeting the needs of the gifted GATE and the law GATE characteristics Social emotional needs Differentiation
Differentiation Providing learning opportunities that are compatible with each student s needs. Primary purpose of GATE differentiated instruction: CHALLENGE and INTELLECTUAL STIMULATION
Differentiated Instruction Student Centered Best Practices Different approach: NOT MORE OR LESS A way of thinking and planning A blend of whole-class, small group, and individual instruction
Reasons to Differentiate Readiness Ability Interests Learning Styles - Multiple Intelligences
Dimensions of Differentiation Acceleration/Pacing Depth Complexity Novelty
Acceleration and Pacing Moving students faster through the curriculum and not expecting them to do what they already know what to do.
Depth Having students become true experts in a given area; giving them an opportunity to find out about certain subjects in great detail.
Complexity Exploring the connections and relationships between things, comparing and contrasting
Novelty Allowing students to exhibit their creativity in the creation of original projects that challenge their thinking in new and unusual ways.
Ways to Differentiate Process/Activities Scholarly Habits High Order Thinking Skills Open-ended Questioning Extension Menus Tiered Activities
Ways to Differentiate Product Write and Illustrate Own Books Socratic Seminars and Debates Presentations, Videos, Speeches Posters Projects: Models, Dioramas, Portfolios Possibilities are limitless! Subject to teacher approval.
Ways to Differentiate Assessment Rubrics Observation Conferencing Projects- Choices
This is NOT Differentiation Student receives additional work of same difficulty Student taught what he already knows Student assigned work that demands only lower level thinking skills Student spends much time assisting less able peers Student s assignments designed for older children.
What if My Child Does Not Qualify Specific Academic 2 out of last three years scores English Language Arts and Math only Professional Judgment Two year waiting period Multiple criteria Committee decision
Honors Classes Junior/Senior High Level Algebra in 7 th grade based CST/grades, and placement test Many and varied classes What is best for the child
Honors Curriculum Differentiated from Core curriculum Curriculum objectives reflect higherlevel critical thinking and problem solving Lesson incorporate one or more of the following dimensions: Depth Complexity Novelty Acceleration of pacing
Advanced Placement College curriculum Much information to cover Not differentiated AP testing College limits Make careful choices
Your Best Source of Information: FUSD website: http://www.fremont.k12.ca.us/parent resources/gate TGIF Parent Group: Email: feedback@giftedinfremont.org Website: http://www.giftedinfremont.org/
Other Resources CAG www.cagifted.org NAGC: www.nagc.org Gifted Communicator Magazine GATE library at the District Office Johns Hopkins CTY Talent Search EPGY at Stanford
Questions?