Novato Unified School District GATE Parent Information Night

1. Novato Unified School DistrictGATE Parent Information Night February 11, 2013 All of us do not have equal talent, but all of us should have an equal opportunity to develop our talent. – John F. Kennedy

2. Tonight’s Agenda • GATE: Past to Present • Identification Procedures • Program Design

3. GATE: Past to Present • Standards Movement- 1980s • 1998 NAGC Gifted Programming Standards • No Child Left Behind-2001 • California GATE Standards 2005 • California 2009 funding • Under-resourced and disappearing infrastructure • NUSD 2010 • NUSD 2011 • NUSD 2012 • 2010 NAGC Pre-K-Grade 12 Gifted Programming Standards • NUSD 2013

4. What are the Gifted Education Programming Standards? • Giftedness is dynamic and constantly changing. • Giftedness is found among students from a variety of backgrounds. • Standards focus on student outcomes rather than practices. • All educators are responsible for the education of students with gifts and talents. • Services should be provided throughout the day in all environments based on their abilities, needs and interests.

5. What are the Gifted Education Programming Standards? • Focus on student outcomes in six areas: • Learning and development • Assessment • Curriculum planning and instruction • Learning environments • Programming • Professional development

6. What are the Gifted Education Programming Standards? • Focus on student outcomes in six areas: • Learning and development • Assessment • Curriculum planning and instruction • Learning environments • Programming • Professional development

7. Quality Teachers • 32 NUSD teachers participated in GATE Certification Program • Collaboration Time • Materials and Supplies • Depth and Complexity Training • Teachers attended National Gifted Conference • California Gifted Conference-3 years • Northern California Symposium • GATE Leadership Committee-Superintendent, 2 Directors, 11 administrators,42 teachers • Teacher for Teacher Time

8. Identification Procedures The purpose of the GATE identification process is to seek and find students who may require additional support services beyond the core curriculum. GATE is 3-5% of a population. Term vs. Label

9. Identification Procedures • Giftedness is dynamic and constantly changing. • Giftedness is found among students from a variety of backgrounds. • Standards focus on student outcomes rather than practices. • All educators are responsible for the education of students with gifts and talents. • Services should be provided throughout the day in all environments based on their abilities, needs and interests.

10. Identification Procedures • Giftedness is dynamic and constantly changing. • Giftedness is found among students from a variety of backgrounds. • Standards focus on student outcomes rather than practices.

11. Student Outcome 1: Establishing Equal Access • Private assessments are not accepted as part of the identification process because the state of California requires that identification of gifted students be equitable to all students in the district. • Professional development opportunities for all educators of gifted and talented. • Characteristics • Classroom environments • Differentiated Instruction

12. Student Outcome 2: Using and Interpreting a Variety of Assessment Evidence • Comprehensive, Cohesive, and Ongoing Identification Procedures • Committee Review of Assessment Information • Variety of Assessments • Multiple Sources • Qualitative and Quantitative Information • Nonbiased and equitable • Dynamic • Interpreting Multiple Assessments • Equal weighting of Assessments • Comparable Scores • Best Performance • Description of the Student • Informing and Eliciting Information From Parents

13. Student Profile Qualitative Measures • Writing Sample • Open ended Math problem solving activity • Referrals, endorsements, and pertinent comments from teachers, psychologists, principals, or parent • Cultural, economic and other factors that may be masking exceptionally high intellectual or academic potential Quantitative Measures • Ability Test Results- Naglieri Non-Verbal Ability Test Version 2 (NNAT2) -General cognitive ability without reliance on language or motor skills that measures reasoning and problem solving • Available achievement test data • MAP scores demonstrating Advance Levels or Significant Growth • EL identified students in proficient range • CELDT Scores demonstrating Significant Level Growth

14. Student Study Team • The Student Study Team meets to review Student Profile Packets and to make recommendations for placement based on the student evidence. • The eligibility for GATE placement will be determined on an individual basis with all measures of the profile of diagnostic information to be considered by the Student Study Team.  • The GATE Student Study Team (GSST) shall minimally comprise • the site administrators • GATE trained 3rd,4th and 5th grade teachers • Director of Elementary and Elementary Curriculum Coordinator • School psychologist • If needed for students with disabilities, a representative with in-depth understanding of the disability will be included in determining eligibility.   With their endorsement, identification for GATE services will result.

15. Re-Evaluation • We are not retesting students on the NNAT2, but parents, teachers and advocates have the option to refer students for re-evaluation by the GATE Student Study Team (GSST). • Cohesive and ongoing identification process, a child can be identified as needing gifted services any time beyond third grade by a committee evaluating evidence from a student profile. • A child can be re-evaluated by the GATE Student Study Team (GSST) triggered by completion of the Re-evaluation Form • GSST will add more recent test scores and work samples to the student profile to re-evaluate GATE identification.

16. Identification for Spring 2013

17. Identification for Spring 2013

18. Identification for Spring 2013

19. Program Design • Giftedness is dynamic and constantly changing. • Giftedness is found among students from a variety of backgrounds. • Standards focus on student outcomes rather than practices. • All educators are responsible for the education of students with gifts and talents. • Services should be provided throughout the day in all environments based on their abilities, needs and interests.

20. Program Design • All educators are responsible for the education of students with gifts and talents. • Services should be provided throughout the day in all environments based on their abilities, needs and interests.

21. Grouping Arrangements Cluster Grouping Self-Contained Pull-Out

22. Quality Programs

23. Resources California Association for the Gifted www.cagifted.org National Association for Gifted Children www.nagc.org Hoagies Gifted Education Page www.hoagiesgifted.org Gifted Education Programming Standards: A Guide to Planning and Implementing High-Quality Services National Associated Association for Gifted Children, edited by Susan K Johnsen, Ph. D Making ALL Kids Smarter: Strategies That Help All Students Reach Their Highest Potential John DeLandtsheer The Cluster Grouping Handbook: How to Challenge Gifted Students and Improve Achievement for All Susan Winebrenner and Dina Brulles, Ph.D. Helping All Gifted Children Learn: A Teacher’s Guide to Using the NNAT2 Jack Naglieri, Ph. D., Dina Brulles, Ph.D., Kim Lansdowne, Ph. D. Subscriptions: Gifted Child Today and Gifted Child Quarterly