Dunsmuir
Elementary School DistrictGifted
and Talented Education (GATE)Proposed
2005-2008 Plan
1. Program
Design
How does your
district provide a comprehensive continuum of services and program options
responsive to the needs, interest and abilities of gifted students and based on
philosophical, theoretical, and empirical support? [EC Section 52205(d) and 52206(a)] Dunsmuir
Elementary School District believes that children with giftedness are found in
every culture, and economic strata. In our one school district with ADA 197 we
strive to identify and serve those students from kindergarten through eighth
grade whose performance and/or capacity for performance significantly exceeds
grade-level expectations as set forth by the California State Standards. The goal
of DES is to provide differentiation of curriculum and instruction for GATE
students in the general classroom by the use of cluster grouping, part-time
grouping, interest level grouping, and individual activities. In these settings
the highly qualified teacher can provide flexibility with pacing, levels of
complexity, depth and novelty. Kindergarten
through eighth grade classes provide cluster grouping and part-time grouping to
provide differentiation, opportunities for enrichment activities, and an
opportunity for the gifted students to work together. Fourth through eighth grade
classes also provide accelerated math classes. Students are place at their
ability level rather than grade level for the math period. When needed there is
an Advanced Algebra Class that provides concepts at a higher order of thinking
and that moves at an accelerated pace. Fourth through
eighth grades participate in History Day.
It provides a format for students to explore, create, problem solve,
develop research skills and to work in interest level groups. History Day is a
classroom activity with home support. The highly qualified classroom teacher
receives support from other staff members, parents and community. History Day
models what differentiation means. Teachers 4th
8th prepare an Individualize Learning Plan at the beginning of the
school year which is shared with the student and parent at the first
conference. Although student grades K-3 are not formally identified, students
that exhibit giftedness are addressed individually by the teacher with support
from the GATE coordinator. A notation will be made in the student?s cumulative
record to indicate that differentiation is needed and that in the future the
student should be considered for GATE. To help all GATE
students excel, DES recognizes and assists GATE students who have special needs.
These needs include GATE students who are enrolled in special education classes,
who are performing below state standards, who have social and emotional needs,
and who have interest in visual and performing arts. The performing arts are
critical to our GATE students due to the low socio-economic base and the rural
environment of our community. To help track
students? progress, teachers will reflect and document students? progress each
trimester. If students are not progressing as the teacher feels is needed, the
students will then participate in the intervention program offered at DES. Dunsmuir
Elementary also employs a full time counselor who spends time with GATE
students to help meet the social and emotional needs. DES music program offers
band, drums, and choir. They meet during and after school. DES in 2005-2006
school years will begin a new art curriculum for K-8th grades. The
teachers are excited about having a program that builds upon itself and teaches
the students art history. The Gifted and
Talented Education program is administrated by GATE coordinator who holds a
GATE certificate in order to help better mange the GATE program. This
individual is responsible for overseeing the program and working with the
students, parents, teachers, administrator, and school board. The GATE
coordinator oversees the identification of students, student meetings, and
parent nights. GATE will hold two parent education nights each school year. Information
about upcoming events, such as the county gate conference will be given to
students or mailed home. The GATE plan will be accessible on the website. It is
important to communicate this information with students and parents because they
provide opportunities for DES gifted students to interact with their peers from
other schools in Siskiyou County. The GATE
coordinator will also oversees the GATE Advisory Committee. This committee will
compose of the GATE coordinator, principal, teachers, parents and/or members of
the community and will meet a minimum of three times a year to discuss the
needs of the program. The GATE
coordinator will provide support and staff development opportunities for the
teachers in order to help maintain an atmosphere of differentiation that meets
the needs of gifted students in the classroom. To help with school wide
communication the GATE coordinator will attend site council meetings to provide
updates. This individual will also meet with the school board twice a year to
provide updates and to review or approve the GATE plan.
2.
Identification
Describe how
your district?s identification procedures are equitable, comprehensive, and
ongoing. The identification process needs to reflect the district?s definition
of giftedness and its relationship to current state criteria. [EC 52202: Title 5 Regulations, Section 3822] The Raven?s
Assessment, which is a non-verbal ability test, is used at DES because its
format is fair to all students including minorities, low socio-economic
students, and students who may be twice identified. The criteria for
identification is a multiple measures including the results from the RAVENS,
scores from CAT-6 or STAR test, teachers observations, and special
considerations. The data from identification
process will be filed for five years under the supervision of the GATE
coordinator. Each spring DES screens
all the 3rd grade students. With parent permission the RAVENS may be given to students
who are nominated by their teacher. Each spring the GATE coordinator will
review the identification process with the teachers to help them in better
understanding the process that their nominees will go through. If requested by
the teacher and parent the RAVENS will be given at other times in the year to
meet the needs of our students. There are other traditional tests available to
test a child?s ability. If a parent would like their child to take one of these
tests, then the parent needs to ask school site team which includes the
specialist, principal, classroom teacher, and GATE coordinator for a meeting.
Accommodations are made for students with special needs. For example, a student
diagnosed with ADHD, may be given the test on a one to one basis. Students
transferring into DES with documentation of GATE identification from another
school district are automatically considered for placement. The GATE
coordinator will review the documentation and meet with the principal and
classroom teacher to discuss the student?s needs. DES feels that it is not in
the best interest of the student to have to re-qualify and then possibly deny a
student previously identified as gifted.
GATE Referral Process
Step 1 In the spring 3rd grade parents/guardians are
notified that the third grade students will be screened for the gifted program
through the use of the RAVENS. To test students individually, permission is
required. Step 2 The GATE coordinator, who is trained in giving the RAVENS,
and the third grade teacher administer the test to the third grade students. Step 3 Students who score at the 90th percentile
are considered for identification. Students who score below the 90th
percentile require no further assessments. Parents of students who did not
qualify may appeal in writing to the GATE coordinator. Step 4 To continue the qualification process, teachers will
fill out a GATE Referral Form and parent permission will be required to review
state testing scores. Step 5 Then a school site team consisting of the principal,
classroom teacher, and GATE coordinator will review individual student files
and record information required on the identification rubric. Step 6 Students and Parents are then sent a notification
letter of qualification or non-qualification for GATE. Step 7 Students who qualify will fill out a Student Survey and
parents will fill out a Parent Survey. These surveys will then be place in the students cum file for
teacher information, Step 8 A parent meeting is then held to go over the identification
process and procedures and what services will be provided. At this meeting the
parents will receive a parent handbook. Step 9 In special cases where the student does not qualify
for GATE services and there are significant discrepancies in the data collected,
an individual IQ test may be administered by a district psychologist with
parent permission. Step 10 Students who do not qualify may be referred again.
It is recommended to wait two years.
3.
Curriculum and Instruction
How does your
district 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)] In the adoption
process of Language Arts and Mathematics, the special needs populations of our
school were taken into consideration. We felt as teachers that the structure of
Houghton Mifflin and Holt allowed the classroom teacher the most flexibility in
differentiating in the classroom. We have met our goal set by the state for
2003-2004 school years. We feel confident we can achieve our goal again next
year with the introduction of our new math program.
California State Adopted Language Arts and Mathematics
Programs
Language Arts:
K-6 grades use Houghton Mifflin and 7-8 grades use Holt. The teachers use the
challenge guidelines found in the teachers editions, challenge handbook, blooms
taxonomy of questioning, cubing, and compacting when appropriate. The students remain
in the general classroom and are taught in whole group and ability group
settings. A variety of leveled reading material is available to all students so
they can all be challenge appropriately in reading. When appropriate challenge
activities are given as an independent activity that can be worked on at home
and school. Mathematics:
K-5 uses the Houghton Mifflin Mathematics program. K-3 completes their work in
whole group and ability group settings in the regular classroom. When
appropriate, challenge activities are sent home for homework. Fourth and fifth
grades participate with the 6-8th grades in placing students at
their ability level. This program promotes differentiation which allows for development
of metacognition, and enriching discussion. The 6th 8th
grades use Mc Dougal Litell. This program allows the teachers to adjust the
depth and complexity of each assignment by the questions the students are asked
to complete. Beginning in 2005-2006 school years there will be an Advance
Algebra class that allows for acceleration, higher order of thinking and
opportunities for GATE students to discuss issues and relate with other gifted
students in a small setting. History Day is
an activity that GATE sponsors because it models differentiation. Our school
learned that the students loved working in interest level groups and studying a
concept of their choice. We learned that we need to focus on teaching research
skills to our students, which will be focused on more in language arts and
social studies next year. Three of DES projects that were at the county completion
received honorable mention and one is a runner-up for the state contest. We are
looking forward to providing our students with this opportunity to inquire,
explore, problem solve, research, and to learn about themselves and the world
again next year. It is GATE?s hope that the practice of this differentiated
activity will occur in other parts of the curriculum. Technology is a
resource that teachers use to differentiate in the classroom. DES now has twelve
laptops that can be checked out from the media center in the library for
student use in the classroom. This year the 4th 8th grade
teachers have used them for History Day, language arts activities, science,
social studies, and I Search reports. The lap tops have increased the teacher?s
ability to provide independent study for students. Our school uses assessments
from our programs to drive our curriculum. Teachers all turn in results from
the reading assessments to our principal. If needed the principal then can meet
with the teacher to discuss what further differentiation needs to take place in
the classroom. Two of our teachers were GATE certified in May of 2005. They
will be sharing their differentiated units with the staff. As funding allows
more teachers will be given this opportunity to receive this training. At the
beginning of the school year the GATE coordinator will review strategies for differentiation
in the classroom. Throughout the year opportunities will be allowed at teachers
meeting for teachers to share their successes and to inquire on areas they may
have concerns. It is continuous communication and education that create a
culture of differentiation. Differentiated
learning is occurring in all the classrooms by the use whole group, small group
and individual settings. Over the past three years DES has had many teachers
retire. With this in mind, a focus will be put on providing opportunities for
our new highly qualified teachers to gain more knowledge and background in the
area of giftedness.
4.
Social and Emotional Needs
How does the
district 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)] To help
educators better understand the issues that develop from being a gifted student
the principal, the teachers and full time counselor will be in-service on the
social and emotional needs of gifted students. The teachers and counselor will
be provided with a list of social needs for the elementary and adolescent students.
Articles will be provided concerning emotion needs, for example, ?Portraits in
Emotional Awareness? Educational Leadership. Teachers will be provided with handouts that will help them guide
their students in understanding themselves and their futures. Other areas to
gain information on the social emotional needs of students are through the
Supporting Emotional Needs of the Gifted (SENG) organization. One of the topics
discussed in this organization is underachievement. This is a concern at DES so
articles concerning underachievement will be addressed at an in-service during
the school year. The full time
counselor at DES will be available to work individually or in small groups with
GATE students to help them with their needs. At risk students will meet
regularly with the school counselor. Many of DES GATE
students have parents who have not gone to college, so they need help in
understanding options for their future. The 8th grade students work
on I Search reports to help the students explore career options. They also
attend Career Day in the fall at College of the Siskiyous. This year The
College of the Siskiyous is offering Career Day for Kindergarteners. We are
excited to participate in this activity, for as mentioned earlier, many of our
students do not know they have options to excel in the world. We hope this
event will create excitement in our students and open their minds to new ideas.
.
5.
Professional Development
How does your
district plan to provide professional development opportunities related to
gifted education to administrators, teacher, and staff to support and improve
educational opportunities for gifted students?[EC
52212(a)(1)] In the spring a
needs assessment is given to each teacher to evaluate the effectiveness of the
GATE program. From this information a focus for professional development will
be developed for the following year. With the support of DES, who presently
pays teachers to attend workshops when not working, teachers can travel to
weekend workshops and summer events. DES is also presently seeking another
teacher to become GATE certified this summer through the Siskiyou County Office
Education. Through the support of the Siskiyou County Office of Education and
DES two teachers from our school are now GATE Certified. They have also received
training in administering the RAVENS and identifying gifted students. DES
supports in-services put on by contracting experts and teachers at our school
who have gained knowledge in the area of the workshop. It is our goal at
Dunsmuir Elementary to develop a program for our teachers that will cover the
concepts learned in the Gifted Learners Certification Class taught at the
county level. Due to the fact that two of our teacher participated in GATE
certification, they now have access to their trainers for guidance when needed.
This is an expensive class, so we
hope that two or three of us who complete the class will be able to put on a
workshop that helps our teachers better meet the needs of gifted students.
6. Parent and Community Involvement
How does the
district provide procedures to ensure consistent participation of parents and
community members in the planning and evaluation of programs for gifted student? [EC 52205(2) (f)]
Two
information/education parent meetings are held each year. At the first meeting
parents are given a handbook and notified that the GATE plan is on the school
web site and reminded about the county GATE conference in the fall.
Informational updates will be given to students or mailed to parents. At the
second meeting parents will be given information on summer camps. At this point
the students have opportunities to attend camps through the Kids Factory,
College of the Siskiyous Performing Arts Camp, and camps through Southern
Oregon College. One meeting for newly identified students is held in the spring
after the third graders have been tested and identified. The GATE Advisory Committee
which involves parents will meet a minimum of three times year, the beginning,
the middle, and toward the end of school year to discuss the progress of the
program and the direction it would like it to go. Due to the low-socio economic
base of our community, transportation and/or meeting times can be changed to
meet parent?s needs. A
parent on the Advisory committee will review, make suggestions and co-sign the
district?s state application. The
GATE coordinator will inform the GATE Advisory Committee and Site Counsel of
current research and literature in gifted education. The GATE coordinator
notifies the staff, parents, and community members of professional
opportunities. Parents have two opportunities to attend conferences in Siskiyou
County. One meeting will take place in the fall and another in the spring. Parents may also attend the annual CAG
conference. We offer full and partial scholarships to parents and students who
wish to attend. We
are fortunate that we have a working relationship with the Kids Factory that
provides tutoring services to students at no cost. They also offer summer
programs for the parents and children. Scholarships are available for these
programs. History Day is a project
where GATE Advisory Committee solicits support from the community members to be
mentors and judges for the
competition at our school and at
the county level.
- Program Assessment
How
will the district establish formal and informal evaluation methods and
instructions 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 test, are used to study the valued and
impact of the services provided and to improve gifted programs and gifted
student performance.[EC 52212(a)(1)]
Assessment of Program Services
On-going
communication with students, parents, teachers, and the administrator is critical
to driving the GATE program at our school. An example of this is the
development of an Advance Algebra.
Parents and students voiced their needs and since then we have been
brainstorming on how to implement this class for such a small number of
students. Through many discussions we came up with a plan that works for the students,
parents, teachers, and administrator. History Day is another example. The
teachers were not happy with the format we used this year but the students
loved the project and learned a great deal. We knew that History Day needed to
continue and worked with the teachers to develop a plan that would work better
in their classrooms next year. Formal
data gathering also helps evaluate the program. In the spring the students,
parents, and teachers evaluate the program. A summary will then be developed
from the data collected and shared with the Parent Advisory Committee, administer,
and teachers. The results from the student portion will be shared with the
students. This data helps us understand the successes and challenges that need
to be met to insure a successful GATE program.
Assessment of Students Progress
DES
use rubrics for writing assignments, one to one reading assessments, multiple
choice assessments, open ended assessments that are all standardized based. Informal
assessments are used regularly in the classroom to make adjustments for student
learning. Assessments are given weekly, and at the end of each unit. Many
teachers also use a pre assessment to direct their teaching DES
is on a trimester system and the teachers hold parent conferences the first two
trimesters to discuss student progress on standard based report cards. When
reviewing a GATE student?s progress, the teacher can consult with the GATE
coordinator and or request the GATE coordinator to attend the conference. These
opportunities will support the teacher in making adjustments on the GATE
student?s individualized learning plan. We
need to improve in developing methods to formally track the progress of GATE students.
This will be a work in progress. At
this point the students? test scores will be recorded on their Individualize Learning
Plans. With results of the testing, standard based report cards, and input from
the previous teacher the new teacher will be able to make educated changes on
the newt years plan. Once we complete this process for a year, we will review
it and make improvements for the following year. Performance
Expectations K-1
above State Standards on Language Arts Assessments as indicated on standard
based report card2-3
Above State Standards in Language Arts or Mathematics as indicated on standard
based report card4-8
above state standards in Language Arts or Mathematics on standard based report
cards or standardized testing
- Budget
What
is your districts budget for gifted programs support and provide for al the
components of the district?s GATE program and meet the related standards. [EC 52209, 52212(a) (1),(2),(3)] The
GATE funds are managed at the district level by the GATE Coordinator. All
expenditures must be evaluated to make sure they are connected to the GATE
Plan. Expenditures will be approved by the GATE coordinator to make certain
that they are used to supplement, not supplant, general fund money in providing
an excellent education for GATE students. The
GATE funds and/or funding sources are used to address professional development,
direct student services, district level coordination, and GATE student
identification process. Carryover funds will be used the following year to differentiate
GATE students? learning by
purchasing extended learning materials and technology for classroom use.
Deductions
from the GATE budget include the allowable 3% in indirect cost. GATE
understands and encourages students to be twice identified, but at this time
Special Education services and Title I programs do not have co-mingling of
categorical funds at DES.
Click
HERE for our G.A.T.E brochure.
GATE
Certified - Tammera Ridge
Advisor
- Pat O'Conner
