Gifted and Talented Education

Elementary Program

2015-2016

Board of Education Members

Mr. Pilar Tabera - President

Mrs. Patt Haro - Vice-President

Mr. Dan Flores - Clerk

Mr. Randall Ceniceros - Member

Mr. Frank A. Ibarra - Member

Mr. Kent Taylor - Member

Mrs. Joanne E. Thoring-Ojeda - Member

Educational Services Division

Mike Snellings, Assistant Superintendent, Educational Services Division

Dr. Syed Hyder, Director, Curriculum and Instruction (TK-6)

Table of Contents

Introduction …………………………………………….……………….……………………………….… 1

CJUSD Statement of Purpose/Mission Statement/ GATE

Program Goals ……………………………………………………………………………………………. 2

Identification and Eligibility ………………………………………………………..……………….. 3

GATE Testing Procedures ………………………………….……………….……………………….. 4

Identification Appeal Process …………………………….…….…………………….……………. 5

Definitions of Giftedness ………….…………………………………………………...…………… 6

Demystifying GATE ……….……………………………..…………………………..……….………… 7

12 Traits of Giftedness…………………………………..…………………….……….………...…… 8

Bright Child vs. Gifted Learner ………………………………..………..……….….………….….. 9

Differentiation in a Nutshell……………………………………………………..….……..………… 10

CCSS vs. GATE…………………………………………………………………………………..………….. 11

How Does Instruction Differ in a GATE Cluster Class compare to a non-GATE class?............................................................................................................................ 12

Frequent Asked Questions ………………….……….…………………….………………….…..… 13

Parent Involvement ………………………….………….…………………….…………………….… 14

Parent Resources ………………………………………………………………...………………….….. 15

Portions of this booklet e t have been copied d with permission from the California Association for the Gifted publication "The Challenge of Raising Your Gifted Child" Copyright 1998.

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INTRO DU CTIO N

General Principles The Gifted and Talented Education program shall conform to these general principles:

1. Standards shall ensure the identification of students who possess a

capacity for excellence far beyond that of their chronological peers. 2. Methods shall be designed to seek out and identify those students whose

extraordinary capacities require special services and programs.

3. Provision shall be made for examining a student’s range of capacities.

4. There shall be equal opportunity to be identified in the categories served.

5. Methods shall be designed to seek out and identify gifted and talented

students from varying linguistic, economic, and cultural backgrounds.

- Education Code Sections 33031, 52202, 52203

Program Principles The Gifted and Talented Education program shall:

1. Encourage ongoing participation of parents of gifted and talented

students in the planning and evaluation of programs.

-Education Code Section 52205

2. Develop and implement a program that meets standards

adopted by the California State Board of Education. GATE

Standards include program design, identification, curriculum and

instruction, social and emotional development, professional

development, parent and community i n v o l v e m e n t , program

assessment, and budgeting.

-Education Code Section 52212 in AB 2313-Correa

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COLTON JOINT UNIFIED SCHOOL DISTRICT

STATEMENT OF PURPOSE The purpose of the Colton Joint Unified School District’s GATE Elementary Program is to provide an enriched and differentiated curriculum for scholars who demonstrate excellence beyond that of their peers. Scholars at all levels need to be provided with appropriate learning activities and a differentiated core curriculum. Gifted scholars need to be able to exceed content standards. Standards need to be in place for gifted scholars in advanced levels of depth, pacing, complexity, novelty and acceleration. The inclusion of these five elements will ensure that our scholars are provided with challenging learning experiences. Principles of a differentiated instruction for the Gifted and Talented Learner are: content/ topic, process/activities, product and environment. These

experiences should be designed for all gifted scholars regardless of age, gender,

ethnicity, or socio-economic status.

COLTON JOINT UNIFIED SCHOOL DISTRICT

MISSION STATE MENT

The mission of the Colton Joint Unified School District, a team of caring employees dedicated to the education of children, is to ensure each student learns the academic knowledge and skills necessary to thrive in college or in the workforce and be responsible, productive citizens by providing engaging, challenging and enriching opportunities and specialized programs in a safe environment in partnership with students, families and our diverse communities.

COLTON JOINT UNIFIED SCHOOL DISTRICT

GATE PROGRAM GOALS

1) Provide differentiated learning opportunities that are commensurate with abilities and talents of individuals.

2) Offer alternative learning environments that will expose GATE scholars to advanced levels of curriculum through the use of: depth, complexity, and acceleration. 3) Educate scholars in the development of a commitment to constructive ethical standards. 4) Foster the development of sensitivity and responsibility to others. 5) Enhance the GATE scholars self-generating, problem -solving abilities. 6) Create an environment that develops a realistic healthy self-concept.

The Colton Joint Unified School District’s GATE Program identifies Talented Scholars in the categories of Intellectual Ability and High Achievement:

IDENTIFICATION AND ELIGIBILITY REQUIREMENTS The GATE program views gifted and talented scholars as those possessing the potential for excellence as reflected in superior ability levels that may include several dimensions such as abstract thinking, linguistic ability, creative processing, logical reasoning, persistence, concentration, visual reasoning, etc. The traditional perception of intelligence is seen as too narrow and is not adequate for fair assessment of all scholars who possess such a capacity for excellence. Evidence of the scholar’s eligibility for the Gifted and Talented Education program must be based upon multiple criteria with documentation of these traits attained from a variety of sources. Colton Joint Unified School District uses multiple measures. With parent permission, all second grade scholars are assessed annually for the GATE program using the non -verbal Raven's Progressive Matrices. The non -verbal assessment is used due to the large English Learner and low socio-economic populations within the district. We believe this process provides early identification and eliminates inherent biases.

INTE LLECT U A L A BI L IT Y

This c a t e g o r y is aimed at targeting scholars who consistently produce advanced ideas and/or products and who score exceptionally high on ability tests. Documentation will include:

-Parent signature and permission -Raven’s Standard Progressive Matrices score of 98%-99% -Score of Proficient/Advanced in Language Arts and Math on the District Benchmark 4 (level 3-4)

HIGH ACHIEVEMENT Scholars will be recommended for identification that demonstrates high academic

achievement or potential for superior academic achievement in one or more academic areas

of Math or Language Arts. This category is aimed at targeting scholars who consistently

produce advanced ideas and products and are exceptionally high on achievement tests.

Documentation will include:

- Parent signature and permission -Raven’s Standard Progressive Matrices score of 98%-99% -Score of Proficient/Advanced in Language Arts and Math on the District Benchmark 4 (level 3-4) -Teacher input:

Scholar Behavior Checklist Impact Factors

-Evidence of Rapid Acquisition of English -Parent Information

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INTELLECTUAL IDENTIFICATION APPEAL PROCESS

The Colton Joint Unified School District has an intellectual identification appeal process which allows parents to appeal test results when the scholar has not met the district criteria for identification. The Appeal Process includes the following procedures: 1. The parent contacts the GATE Department, (909) 580-5000 Ext. 6548. Evidence must be

provided of student’s illness or acute family problems at the time the student was assessed.

2. If illness or family problems did not interfere with the student’s assessment, the parent provides complete documentation of the student’s demonstrated ability and achievement or the GATE Department requests this information from the school. 3. Student ability and achievement are documented and may include any of the following: Standardized achievement test scores, benchmark test scores, open-ended math assessments, district writing assessments, student work samples or similar evidence that reflects a high level of student ability and/or potential above the chronological age. 4. If there is sufficient evidence to demonstrate that the student might benefit from additional assessment, the GATE Department will arrange a time and date for the s t u d e n t

to be reassessed. The GATE Department will inform the parent/guardian of the testing date and

time. 5. For reassessment purposes, the GATE Department, with parent or guardian permission, will re- administer the Raven Progressive Matrices Test.

6. The re-assessed student must score in the 95th percentile or above.

7. Students meeting the 95th percentile criterion will be intellectually identified for the GATE Program. They will receive services beginning the next academic year.

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Definitions of Giftedness (From National Association of GIFTED Children)

What is Giftedness?

Giftedness, intelligence, and talent are fluid concepts and may look different in

different contexts and cultures. Even within schools you will find a range of beliefs

about the word "gifted," which has become a term with multiple meanings and

much nuance. Gifted children may develop asynchronously: their minds are often

ahead of their physical growth, and specific cognitive and social-emotional functions

can develop unevenly. Some gifted children with exceptional aptitude may not

demonstrate outstanding levels of achievement due to environmental circumstances

such as limited opportunities to learn as a result of poverty, discrimination, or

cultural barriers; d u e to physical or learning disabilities; or due to motivational or

emotional problems. This dichotomy between potential for and demonstrated

achievement has implications for schools as they design programs and services

for gifted students. NAGC does not subscribe to any one theory of the nature of

human abilities or their origins. We assert that there are children who demonstrate

high performance, or who have the potential to do so, and that we have a

responsibility to provide optimal educational experiences to fully develop talents

in as many children as possible, for the benefit of the individual and the community.

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Demystifying GATE…

Here’s to the crazy ones.

The misfits.

The rebels.

The troublemakers.

The round pegs in the square holes.

The ones who see things differently.

They’re not fond of rules.

And they have no respect for the status quo. You can praise them,

disagree with them, quote them, disbelieve them, glorify or vilify them.

About the only thing that you can’t do is ignore them.

Because they change things.

They invent. They imagine. They heal.

They explore. They create. They inspire.

They push the human race forward. Maybe they have to be crazy. How else

can you stare at an empty canvas and see a work of art? Or

sit in silence and hear a song that’s never been written? Or gaze at a red

planet and see a laboratory on wheels? And while some may see them as the

crazy ones, we see genius.

Because the ones who are crazy enough to think that they

can change the world, are the ones who do.

– Apple Computer Advertisement

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12 Traits of Giftedness (Adapted from material from the National Research Center on the Gifted and Talented and Mary Ruth Coleman, Ph.D., U of N. C.)

Trait, Aptitude, or Behavior General Description How It May Look Motivation Evidence of desire to learn.

Internal drive or encouragement that initiates, directs, or sustains individual or group behavior in order to satisfy a need or attain a goal.

Demonstrates persistence in pursuing or completing self-selected tasks (may be culturally influenced); evident in school or non- school activities. Enthusiastic learner; has aspirations to be somebody, to do something.

Interests Intense, sometimes unusual, interests

Activities, avocations, objects, etc. that have special worth or significance and are given special attention.

Unusual or advanced interests, topic, or activity; self-starter; pursues and activity unceasingly beyond the group.

Communication Skills Highly expressive with words, numbers, or symbols

Transmission and reception of signals or meanings through a system of symbols (codes, gestures, language, and numbers).

Unusual ability to communicate (verbally, nonverbally, physically, artistically, symbolically); uses particularly apt examples, illustrations, or elaborations.

Problem-Solving Ability Effective, often inventive, strategies for recognizing and solving problems.

Process of determining a correct sequence of alternatives leading to a desired goal or to successful completion of a performance task.

Unusual ability to devise or adopt a systematic strategy to solve problems and to change the strategy if it is not working; creates new designs; inventor.

Memory Large storehouse of information on school or non-school topics.

Exceptional ability to retain and retrieve information.

Already knows; needs only 1-2 repetitions for mastery; has a wealth of information about school and non-school topics; pays attention to details; manipulates information.

Inquiry/Curiosity Questions, experiments, explores.

Method or process of seeking knowledge, understanding or information.

Asks unusual questions for age; plays around with ideas; extensive exploratory behaviors directed toward eliciting information about materials, devices, or situations.

Insight Quickly grasps new concepts; sees connections; senses deeper meanings

Sudden discovery of correct solution following attempts based primarily on trial and error; putting disparate elements together in unexpected ways.

Exceptional ability to draw inferences; appears to be a good guesser; is keenly observant; heightened capacity for seeing unusual and diverse relationships, integration of ideas and disciplines.

Reasoning Logical approaches to figuring out solutions.

Highly conscious, directed, controlled, active, intentional forward-looking, and goal-oriented thought.

Ability to make generalizations and use metaphors and analogies; can think things through in a logical manner; critical thinker; ability to think things through and come up with a plausible answer.

Imagination/Creativity Produces many ideas; highly original

Process of forming mental images of objects; qualities, situations, or relationships which aren’t immediately apparent to the senses; problem solving through non- traditional patterns of thinking.

Shows exceptional ingenuity in using everyday materials; is keenly observant; has wild, seemingly silly ideas; fluent, flexible producer of ideas; highly curious.

Humor Conveys and picks up on humor well.

Ability to synthesize key ideas or problems in complex situations in a humorous way; exceptional sense of timing in words or gestures.

Keen sense of humor that may be gentle or hostile; large accumulation of information about emotions; capacity for seeing unusual; uncommon emotional depth; openness to experiences; sensory awareness.

Intensity (“Overexcitabilities”) Strength of reactions, responses, behaviors. (The term overexcitabilities” comes from Polish psychologist Dabrowski.)

Very Strong, even extreme, responses to stimuli in five areas: emotional, intellectual, sensory, psychomotor, and imagination.

Intense desire for experiences in the area(s) of overexcitability; powerful emotions; seeks intellectual stimulation; sensory experiences evoke strong responses; constant or repetitive movement or gesturing; intense fantasy life; may need creative outlets for intensity.

Sensitivity Strong reactions to emotional stimuli

Events and situations in the affective and social domains elicit a stronger response than usual.

Strong sense of compassion; keen sense of justice; empathy; moral and ethical sensibilities; sense of being “different” socially; existential worrying; often overly self-critical.

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BRIGHT CHILD GIFTED LEARNER

Knows the answers.

Is interested.

Is attentive.

Has good ideas.

Works hard.

Answers the questions.

Top group.

Listens with interest.

Learns with ease. 6-8 repetitions for mastery.

Understands ideas.

Enjoys peers.

Grasps the meaning.

Completes assignments.

Is receptive.

Copies accurately.

Enjoys school.

Absorbs information.

Technician.

Good memorizer.

Enjoys straightforward,

sequential presentation. Is alert.

Is pleased with own l earning.

Asks the questions.

Is highly curious.

Is mentally and physically involved.

Has wild, silly ideas.

Plays around, yet tests well.

Discusses in detail, elaborates.

Beyond the group.

Shows strong feelings and opinions.

Already knows.

1-2 repetitions for mastery

Constructs abstractions.

Prefers adults.

Draws inferences. Initiates projects.

Is intense.

Creates a new design.

Enjoys learning.

Manipulates information.

Inventor. Good guesser.

Thrives on complexity.

Is keenly observant.

Is highly self-critical.

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Differentiation in a Nutshell

At Colton Joint Unified School District (CJUSD), the needs of Gifted and Talented

(GATE) students are met by differentiation of instruction in GATE cluster classes.

Differentiation of instruction for GATE students is achieved through many different

teaching strategies and through the utilization of:

Attributes of Scholarliness

Universal Themes

Depth and Complexity

Novelty/ Independent

Study

Acceleration

Scholarly Pursuits

Think like a

Disciplinarian

Intellectual Traits

Change Conflict

Exploration Force Order

Patterns Power Structure Systems

Relationships

Depth: Language of the

Discipline Recognize Details Note the Patterns State the Trends

Identify the Rules Ethical Considerations Unanswered Questions

Complexity: Change over time

Different Perspectives Points

of View Across Disciplines

Content Imperatives:

Determine origins Identify paradox Compare Parallel Events Examine

contributions Note Convergence

Allocation of time for student to conduct a self- selected study in

an area of interest relevant

to the core curriculum

Adjusting the pace of

instruction to the student’s capability for the purpose of providing

an appropriate

level of challenge.

Differentiation of curriculum for gifted students is achieved through the modification of:

Process/Thinking Skills

Content Resources/ Research Skills

Products

Basic Skills

Critical Thinking Skills

Creative Thinking

Bloom’s Taxonomy

Depth

Complexity

Content Imperatives

Many and varied resources

More Advanced

Resources

Strategies for gathering, organizing, and reporting

information

Rigorous and meaningful products that verify students’

understanding of their learning

experience

Symbols for dimensions of Depth, Complexity, and Content imperatives were developed by Sandra Kaplan under the auspices of curriculum Project T.W.O., 1996

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Common Core State Standards vs. GATE

The example below is an illustration of how a given CCSS can be redesigned so it is differentiated to meet the needs of gifted scholars. While educators have rewritten the CCSS to respond to a given population of learners, the CAG (CA. Association for the GIFTED) decided to embed the elements or dimensions of differentiation within the existing CCSS. This model of curriculum modification reinforces the relationship between the CCSS and the GATE Standards. It also requires elaboration of t h e dimensions of a differentiated curriculum. Note that the specific elements to differentiate the CCSS have been identified within the context of the CCSS in a separate chart. Two charts describing the pre and post differentiation are shown. Each chart is based on the features of a learning objective. The first chart outlines the anchor standard as it is presented in the CCSS. The second chart represents the extensions and elaborations to the standards generated by the CAG.

Examples: Common Core Reading – Anchor Standard for Reading #1: Original – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from t h e text. Differentiated - Read closely to determine what the text says explicitly and to make logical inferences from it; cite patterns and trends as textual evidence, and write or speak your conclusions from the point of view of a literary critic. Consider a set of factual, analytic, or valuative quest io ns to support your role as a literary critic.

Common

Thinking Skill Content Resource Product

Cite Determine

Draw conclusions Make inferences

Logic

Text inferences Any text Write or speak

Elements of Thinking Skill Content Resource Product

Patterns Trends

Role o f a Literary Critic

Point of View

Questions of Literary

Critic

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How does instruction differ in a GATE Cluster class compare to a non-GATE class?

Sample GATE Class Lesson

Teacher starts with the content standard: Grade 5 Social Science, Standard 5.2: Students trace the routes of early explorers and describe

the early exploration of the Americas.

Teacher adds an element of scholarliness: Think like an Historian

Teacher looks for ways to relate the lesson to the classroom’s Universal Theme: (Power, Exploration, Conflict, etc.)

PROCESS (THINKING

SKILLS )

Intellectual objectives that differentiate

the standards- based curriculum

Set up the

thinking or

analysis

skill:

Students will judge with criteria

the impact of European

exploration upon the indigenous peoples of the

explored region.

CONTENT

Differentiation activities that

incorporate the listed thinking Skills and

modify content through depth/complexity/

content

Add the elements of depth, complexity, and content comparatives: Students will examine

the ethical considerations of the

early explorations of the Americas by examining a

selected exploration from

multiple perspectives, e.g.,

from the perspectives of the

explorers and of indigenous peoples of

the region .

RESEARCH

SKILLS/RESOURCES

Students use many and varied resources to

gather, organize, and report information.

Select appropriate ate resources and

teach necessary research skills

(e.g., note- taking, the steps in

writing a report):

Students will use a variety of resources,

such as maps, text, primary source

documents, reference books, and the internet.

PRODUCTS

Rigorous and meaningful

products that verify

students' understanding of

their learning experience.

Determine the w ay in which the student will

demonstrate understanding of the learning experience.

Students will write a report that analyzes

their elected exploration from the perspective

of the explorer (including the explorer’s

motives, obstacles, and accomplishments) and from the perspective of

the indigenous peoples of the region.

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FREQUENTLY ASKED QUESTIONS Q1. Why is the GATE program using the Raven test for identification? It is non-verbal, essentially culture –free and appropriate for English Learners and non-readers. It tests abstract thinking, categorical thinking and conceptual reasoning. Q 2 . May my kindergartner or first grader be tested? CJUSD begins the identification process by testing all second graders in winter. Q3. Why do I have to fill out and sign the Parent Survey at the time of testing? The parent survey gives insight into the inner workings of your child's thought processes. Gif ted scholars of ten take unusual approaches to norm al childhood activities. The survey m ay also assist in identifying performance inhibitors that are helpful in identifying underachieving gif ted scholars. Q4. Will my elementary school child need to be re-tested when entering middle

school?

No. Once a child is GAT E-identified, they are always identified. Q5. If my child was identified in another district ma y he/she be identified in this district? Confidential GATE records provided by the other district are used to make a decision about identification criteria. If they are compatible, placement is made. If not, your scholar can use the testing procedure f or identification in this district. Q6. What makes a GATE class different from a regular class? The Common Core State Standards are differentiated for the GATE scholar. One can expect a GATE class to have challenging activities that extend the regular lesson to new and more difficult levels of understanding.

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PARENT INVOLVEMENT Research shows that scholars achieve at higher levels when parents are involved in their education. The Colton Joint Unified District strongly encourages parents to participate in the education of their children through the school and through the school district.

School Level

School Site Councils (SSC)

Every school has a school site council that annually updates and approves the school plan. If you are interested in serving as an SSC member, or would like information on meeting dates and times, contact your school principal. All SSC meetings are open to the public.

English Learners Advisory Committees (ELAC) English Learners Advisory Committees provide information to parents on services for their English learner scholar. These parents may serve as a member or as a representative to the School Site Council. All ELAC meetings are open to the public. If you have A GATE-identified English Learner and would like to serve on the ELAC or SSC, contact your school principal.

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PARENT RES OURCES

National Association for Gifted Children An advocacy group of parents, professional ed u ca t o r s , and affiliate groups from various states to support gifted children. 1331 H Street NW, Suite 1001 Washington, D C 20005 (202) 785-4268 http://www.nagc.org

Council for Exceptional Children An advocacy group that focuses on the needs of the gifted in the broader range of special needs children. 2900 Crystal Drive, Suite 1000 Arlington, VA 22202-3557 (888) 232-7733 http://www.cec.sped.org

California Association for the Gifted An organization of educators and parents dedicated to meeting the unique needs of gifted and talented students. CAG is one of the nation’s largest advocacy groups of its kind providing its members information and training about the education of gifted and talented students. 9278 Madison Avenue Orangevale, CA 95662 (916) 988-3999 http://www.cagifted.org/

Supporting Emotional Needs of the Gifted The mission on SENG is to improve the quality of life for gifted individuals so they can appreciate understand and enjoy the intellectual and emotional talents they possess. P.O. Box 488 Poughquag, NY 12570 (845) 797-5054

http://sengifted.org/

Hoagie’s Gifted Education An Hoagie’s consists of over 1150 pages of resources, information for parents, teachers, administrators, mental health professionals, and gifted kids. 256 Eagleview Blvd., PMB 123 Exton, PA 19341 http://www.hoagiesgif ted.org