cag lcff,gate pptgate_ppt_.pdf · 2018. 4. 2. ·...
TRANSCRIPT
-
1
-
2
-
3
-
4
-
• This is an incredible opportunity to expand gi9ed services, not to decrease them. • It provides the structure to ensure services that all students need and gives them
the opportuni?es they deserve. • The target popula?ons have gi9ed students and students with high poten?al that
have more o9en than not, gone un or under iden?fied. • Using early and informal iden?fica?on, we can target these students with
challenging and rigorous curricular opportuni?es. Indicators are mul?ple and varied. Rapid acquisi?on of a 2nd language is one.
• Gate services fit into this new structure easily. Integra?ng GATE services, strategies into the LCFF priori?es and the LCAP can assist districts meet the state mandates and beMer serve all students.
• Parents Involvement is essen?al in the process. Harness that energy and enthusiasm. Use them to develop and share the process and plan. Use them as liasons to other groups.
• Pupil achievement strategies spill over and to all students. We cannot stop at proficient and must ensure that all students have a rigorous curriculum.
• Access-‐ All students should experience differen?a?on (depth, complexity, novelty and accelera?on) to provide them with opportunites to reveal and express their poten?al. Educators of the gited can promote a more rigorous curriculum for all students, which can become a catalyst for iden?fying poten?al in a broader base.
5
-
CAG has created a white paper, Differen?a?ng the CCSS for Gi9ed Students. It can be found on our webs?te as well as on the resources page of the CDE Common Core website.xxxxxxxxxx • Rigor for all students • Iden?fy the already imbedded elements of differen?a?on in the CCSS • Embedded the elements of differen?a?on, (depth, complexity, novelty and
accelera?on) into the Common Core • Assist educators to simultaneously comply with the CCSS and differen?a?on for
the gi9ed. The elements are highlighted in red. • Requires no new textbooks • Requires training, prac?ce, prepara?on, intent and support • CAG provides professional development through our annual conference and
Teacher Ins?tutes • CAG consults and iden?fies best prac?ce models
6
-
There are gi9ed students within the focus groups that have not been iden?fied in the passed. We need to iden?fy and ensure that they have the opportunity and rigor to achieve their poten?al. By idne?fying bonding with these groups, we ensure that services expand and are provided for all.
7
-
Local-‐ Iden?fica?on, achievement and opportuni?es will look different in each district. EL popula?ons are different in each district. Control and Funding-‐ Parents and educators are in control. They need to exercise that control to ensure that funds are commiMed to serve the needs of all students. Ques?ons must be asked and evalua?ons made. Formula-‐ There needs to be short and long term goals established and evaluated.
8
-
9
-
Ideas for advoca?ng: • Enter into formal and informal conversa?ons at your school site and district level. • Insert examples of situa?ons where student work reflects use of differen?a?on
strategies and planning. • Educators are responsible for what happens in the classroom, enlighten colleagues
as to possibili?es and share the body of knowledge. • Ask to be added to curriculum commiMees where you would have the opportunity
to talk about differen?a?on. • Par?cipate in any surveys. • Speak out at union mee?ngs. • Promote a more rigorous curriculum for all students which can become a catalyst
for iden?fying poten?al with a broader base. • Open up your classroom for colleagues to visit to see what is possible. • Collaborate with others in lesson planning in which differen?a?on is integrated.
Show them how to do it…
10
-
Engage in formal and informal conversa?ons with friends, community members and groups, as well as district personnel. Opportuni?es for input include, but are not limited to: Site Council, ELAC/DLAC, PTA, LCFF/LCAP mee?ngs, and Board mee?ngs. Ask to be added to commiMees that would involve curriculum, finances, professional development, resources for parents and programs. Use any and all memberships and a groups to talk about gi9ed students and their needs.
11
-
12
-
13
-
14
-
15
-
16