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Norwalk-La Mirada Unified School District’s New GATE Plan

This plan outlines the district's program for gifted and talented students, including curriculum design, identification procedures, curriculum and instruction strategies, social and emotional support, and professional development opportunities.

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Norwalk-La Mirada Unified School District’s New GATE Plan

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  1. Norwalk-La Mirada Unified School District’sNew GATE Plan Presented by Robin Ridgeway, MA Ed., GATE Specialist Norwalk-La Mirada Unified School District

  2. Recommended Standards for Programs for Gifted and Talented Students:Section 1: Program Design 1.1 The plan for the district program has a written statement of philosophy, goals, and standards appropriate to the needs and abilities of gifted learners.(EC 52205d and 52206a)

  3. NLMUSD GATE philosophy: • “When participating in a differentiated curriculum, bright, talented students will become analytical thinkers, creative producers, and practical problem solvers.

  4. NLMUSD GATE goals: • Identify and service students in grades 4-12 including underrepresented student populations; • All students will meet or exceed the district content standards. The core curriculum will be differentiated through acceleration, depth, complexity, and novelty; • Federal and State Programs Department will provide professional development opportunities for teachers and parents in differentiated instruction and the social and emotional needs of gifted children.

  5. 1.2 The program provides administrative groupings and structures appropriate for gifted education and available to all gifted learners. Recommended Standards for Programs for Gifted and Talented Students:Section 1: Program Design

  6. GATE students are offered advanced curriculum, choices for independent study topics, and on-line courses at some schools; • Elementary schools will cluster GATE Students in classrooms*, students are serviced through flexible grouping, rotations; • *so long as no class is more than 50% GATE students • Middle & High schools offer accelerated core curriculum, Honors and AP courses • K-3 students, though not formally identified, are serviced through flexible grouping and differentiated instruction.

  7. Recommended Standards for Programs for Gifted and Talented Students:Section 2: Identification The district’s identification procedures are equitable, comprehensive, and ongoing. They reflect the district’s definition of giftedness and its relationship to current state criteria. (EC 52202: Title 5 Regulations, Section 3822)

  8. Students are identified by: • Intellectual and High Achiever: Scoring in the top 11% of nationally norm-referenced tests, the Naglieri Nonverbal Ability Test (NNAT) and Otis Lennon School Ability Test (OLSAT) • VAPA: Review of student audition/work samples by District Art Coordinator/Consultant. • Who is tested? • All 3rd graders tested beginning Spring ’09 • Students scoring advanced on CSTs in grades 4-12 • Students grades 4-12 referred by teachers and/or parents, and self-referral for students in grade 9-12.

  9. Recommended Standards for Programs for Gifted and Talented Students:Section 3: Curriculum & Instruction Districts develop differentiated curriculum, instructional models, and strategies that are aligned with and extend the state academic content standards and curriculum frameworks. The differentiated curriculum is related to theories, models and practices from the recognized literature in the field. (EC 52206[a] and 52206[b])

  10. Scholarliness, Thinking Tools of Depth & Complexity Sandra Kaplan, University of Southern California • Scope and Sequence of Differentiation including Universal Themes and Big Ideas Sandra Kaplan, University of Southern California • Curriculum Compacting & Independent Study Sally Reis and Joseph Renzulli, University of Connecticut • Tiered Lessons Carol Ann Tomlinson, University of Virginia • Literacy Initiative Balanced Literacy Approach provides opportunities for differentiated learning, inquiry, discussion, debate, and self-directed learning. Katherine Casey, University of Washington

  11. Recommended Standards for Programs for Gifted and Talented Students: Section 4: Social & Emotional Development Districts establish and implement plans to support the social and emotional development of gifted learners to increase responsibility, self-awareness, and other issues of affective development. (EC 52212[a][1])

  12. GATE Office Lending Library • Parent Meetings • Gifted Child Speaker Series • GATE Keeper Triennial Newsletter • Teacher Training • Guidance & Counseling at Middle & High Schools • SST & Psychologist • Intervention for At-Risk Gifted students

  13. Recommended Standards for Programs for Gifted and Talented Students: Section 5: Professional Development Districts provide professional development opportunities related to gifted education to administrators, teachers, and staff to support and improve educational opportunities for gifted students. (EC 52212[a][1])

  14. Well, you are here! • Development of a GATE Certification Program • Ongoing Professional Development • Annual PD Surveys • Peer Coaching and Demonstration Lessons • Goal: • All teachers of GATE students will be expected to be working towards completion of the GATE Certificate.

  15. Recommended Standards for Programs for Gifted and Talented Students: Section 6: Parent & Community Involvement Districts provide procedures to ensure consistent participation of parents and community members in the planning and evaluation of programs for gifted students. (EC 52205[2][f])

  16. GATE Page on the District Website http://www.nlmusd.k12.ca.us • GATE Keeper Newsletter • GATE Brochure • Site Parent Meetings • Gifted Parent Advisory Committee (GPAC) Two parents from each school, meets triennially • GPAC Community Liaison • Parent Evaluations

  17. Recommended Standards for Programs for Gifted and Talented Students: Section 7: Program Assessment Districts establish formal and informal evaluation methods and instruments that assess the gifted program and the performance of gifted students (which meets or exceeds state content standards). Results of data collected, including state standardized tests, are used to study the value and impact of the services provided and to improve gifted programs and gifted student performance. (EC 52212[a][1])

  18. Teachers analyze and monitor GATE students’ performance on CSTs • Annual Parent/Student/Teacher surveys of GATE Program • Results of surveys are used to revise and amend site and district GATE Plans • Development of a GATE Student Performance Expectation Matrix

  19. Recommended Standards for Programs for Gifted and Talented Students: Section 8: Budget District budgets for gifted programs support and provide for all the components of the district’s GATE program and meet the related standards. (EC 52209 and 52212[a][1], [2], [3])

  20. The GATE budget supplements the general funds to support: • Professional Development • Direct Student Services • District Level Coordination • Identification • Additionally, the district coordinates between different categorical programs so that GATE students benefit from more than one categorical program as appropriate.

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