Gifted and Talented Education (GATE)

Proposed 2005-2007 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)]

Statement of Philosophy, Goals, and Standards

Quartz Valley Elementary School District believes that giftedness is multicultural and found in economically diverse environments. In our one school district with ADA 50 we will identify giftedness and serve those students from kindergarten through eighth grade according to the California State Standards. The goal of Quartz Valley Elementary School 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 a highly qualified teacher provides flexibility with pacing, levels of complexity, depth and novelty. Teachers 2nd - 8th prepare an individualize differentiation plan at the start of the year and make amendments as necessary. To help track students' progress, teachers will reflect and document students' progress each quarter. If students are not progressing as the teacher feels is needed they will take part in the intervention program offered at QVE.

The K-1Teacher addresses individual K-1 students with support from the GATE coordinator. The K-1 Teacher does not formally identify students exhibiting giftedness but a notation is made in their cumulative folders for the possibility of entering the GATE program in the future.

Grouping and Articulation with General Education Program

Teachers in grades K-8th provide cluster grouping and part-time grouping to provide differentiation, opportunities for enrichment activities, and an opportunity for the gifted students to work together. Kindergarten -8th grade teachers also provide accelerated math and Language Arts classes. Students are placed at their ability level or in advanced classes rather than at grade level. For example, when there is a need, an Advanced Algebra Class can be provided. These kind of classes provide concepts at a higher order of thinking and move at an accelerated pace. There is a balance between cognitive and affective learning.

Student Opportunities

The following are ways QVE addresses the specific needs of the students with giftedness, including those students with special needs:

The GATE program recognizes and assists those students who have special needs, and/or who are enrolled in special education classes, performing below state standards, have social and emotional needs, or who have interest in visual and performing arts. QVE will also have two musical/drama performances yearly. A certified GATE coordinator is responsible for administrating and overseeing the GATE program by working with the students, parents, teachers, the administrators, and school board. The plan is approved by the local Board of Education and is available to parents at parent conferences and on our website.

Performing arts is critical to our GATE students due to low socio-economic base and the rural environment of our community. QVE also employs a counselor who spends time with GATE students to help meet their social and emotional needs.

Additionally, grades 4th -8th have the opportunity to participate in History Day. It provides a way 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 classroom teacher receives support from other staff members, parents and community. History Day models what differentiation means.

GATE Coordinator

The GATE coordinator will identify students, facilitate student and parent education and support meetings, and facilitate the GATE Advisory Committee. QVE will have two education/support nights and have the plan accessible on the website. Information about upcoming events, such as the county gate conference will be given to students or mailed home. It is important to communicate this information with students and parents because they provide opportunities for 'fun' educational peer interactions. The Gate Advisory Committee will be composed 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 student needs assessment and program planning.

This individual 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. The GATE Coordinator will participate in Countywide Coordinator meetings to learn strategies for GATE programs and planning countywide events for GATE student and parents.

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]

Assessment

The Raven's Assessment, which is a non-verbal ability test, is used at QVE 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 STAR test, teachers observations, and special considerations. All of the 2nd-8th grade students were screened during the year 2004-2005. In future years all 2nd grade students as well as any new unidentified students will be screened in the fall.

Screening

Each fall QVE screens all the 2nd grade students regardless of socioeconomic linguistic or cultural background and or disabilities. 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 wishes for one of these tests, then the parent can request a student study team meeting which would include specialist, principal, classroom teacher, and GATE coordinator for a meeting. Accommodations are made for students with special needs. For example, a child diagnosed with ADHD, may be given the test on a one-to-one basis. Students may be nominated for participation more than once.

Transferring students

Students transferring into QVE 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. QVE feels that it is not in the best interest of the child to have to re-qualify and then possibly deny a student previously identified as gifted.

The data from identification process will be filed for five years under the supervision of the GATE coordinator.

GATE Referral Process

Step 1 In the spring parents/guardians of first grade students are notified that when their child is in the second grade their child will be screened for the gifted program through the use of the RAVENS. To test students individually, permission must first be given by parents.

Step 2 The GATE coordinator, who is trained in giving the Ravens and the second grade teacher work together to administer the RAVENS to all the second grade students.

Step 3 Students who score at the 95th percentile are considered for identification. Students who score below the 95th percentile require no further assessments. Parents of students who did not qualify may go through the appeals process.

Step 4 Teacher fills our GATE Referral Form #1 for all students who performed at the 95th percentile or above and parents signs Parent Permission Form.

Step 5 Then a school site team consisting of the principal, classroom teacher, and GATE coordinator will review individual student files and fill out Identification Systems Worksheet.

Step 6 Students and Parents are then sent a notification letter of qualification or non-qualification. The GATE Committee makes this decision. They are also provided with identification information. Before any student is considered for withdrawal from the program, interventions are implemented and a meeting is held with the parent and student.

Step 7 Students who qualify will fill out the Student Information Form #3 at the school, and parents will fill out the Parent Information Form #2. These forms will then be place in the cum file for teacher information,

Step 8 A parents 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 Students who do not qualify may be referred again. It is recommended to wait two years. The identification process and tools are periodically reviewed and changes are made as needed to keep up with current research.

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)]

California State Adopted Programs

Language Arts:

K-8 grades use Houghton Mifflin. The teachers use the challenge guidelines found in the teachers editions, blooms taxonomy of questioning, cubing, and compacting when appropriate. The children 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-6 uses the Mc Graw Hill Mathematics program. The 7th-8th grade students us Prentice Hall for Pre-Algebra and Algebra. The 2nd -8th students complete their work in whole group and ability group settings in the regular classroom. Placing students at their ability level promotes differentiation, which allows for development of metacognition, and enriching discussion. This program allows the teachers to adjust the depth and complexity of each assignment by the questions the students are asked to complete. When appropriate, challenge activities are sent home, for homework. An Algebra class is available that allows for acceleration, higher order of thinking, and opportunities for GATE students to discuss issues and relate with other in a small setting.

Social Studies

We are presently looking into adopting a new Social Studies Curriculum. We will take the special needs populations of our school into consideration and choose a curriculum that will allow the teacher the most flexibility in differentiating in the classroom. The projected date of the new curriculum adoption is during the start of the 2007-2008 school years.

History Day is GATE sponsored because it is an activity that focuses on language arts and social studies and models differentiation. Students will be working in interest level groups, studying a concept of their choice, and using research skills to participate in History Day. 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.

Technology

Technology is another avenue to differentiate in the classroom. QVE has ten computers with Internet access that are used for History Day, Language Arts activities, science, social studies, and reports. QVE also has opportunities to use multimedia equipment, such as an LCD. QVE needs to purchase at least one laptop that can be used for student check out (in the classroom) from the media center in the library. The laptop will increase the teacher's ability to provide independent study for students. It will also be used in the upper grades so the students can create power point presentations.

Science

Science is based on Harcourt curriculum. Inquiry and hands-on experiences are encouraged, such as with opportunities to places like Turtle Bay in Redding, California. The Siskiyou County Office Of Education is offering several opportunities that would offer enriched activities for our GATE students. The 7th -8th grade class is offering chemistry and physics next year.

Assessments

Our school uses the following assessments:

1. STAR Reading Assessment for 2nd-8th grades

2. STAR Math Assessment for 2nd-8th grades

3. Houghton Mifflin Reading Assessment K-5th grades

4. McDougal Littell Assessment 6th-8th

5. McGraw Hill Math Assessments K-6th

6. Prentice Hall Assessments 7th-8th grade

All teachers turn in results from the reading and math 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.

Professional Growth

One of our teachers has been working on GATE certification that will be completed through the Siskiyou County Office Of Education. She will be sharing her 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 staff meetings for teachers to share their successes and to inquire on areas they may have concerns. The continuous activities like this create a culture of differentiation. Differentiated learning is occurring in all the classrooms by the use of ability grouping, whole group instruction, small group instructing and individual instruction. A focus will be put on providing opportunities for our 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)]

Resources

The principal, the teachers, and the counselor will be in-serviced on the social and emotional needs of gifted students. This will help educators better understand the issues that develop from being a gifted child. The teachers and counselor will be provided with a list of social needs for the elementary and adolescent level from The Prepare Curriculum. This list will help to better identify and refer resources for students with social and emotional needs. Articles will be provided concerning emotional needs, for example, from 'Portraits in Emotional Awareness' from Educational Leadership. Handouts, with student self-assessments, will be provided for teachers to use with their students. Self-assessments help students identify their purpose and think about 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 QVE so articles concerning underachievement will be addressed at one in-service, at least.

The counselor at QVE 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. The teacher will develop an intervention plan that can include at home help from the guardians(s).

Some of QVE students have parents who have not gone to college; therefore, help in understanding future options will be provided. For example, the 8th grade students work on reports to help the students explore career options. They also may attend Inspirational Day at College of the Siskiyou. This year The College of the Siskiyou is offering Career Day for Kindergarteners and Science Fun Day for 5th graders. We are excited to participate in these activities, 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. This will help develop a college going culture.

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)]

Evaluations

In the spring a needs assessment will be 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.

Professional Development

With the support of QVE and Siskiyou County Office of Education, staff can attend workshops, and/or can travel to weekend workshops and summer events. For instance, we have had two staff members who have received training in giving the RAVENS and identifying gifted students. Presently, one teacher from our school will be receiving a GATE Certificate this summer. QVE also supports in-services put on by contracting experts and by teachers at our school, who have gained knowledge in the area of the workshop. It is our goal at QVE to develop a program for our teachers that will cover the concepts learned in the GATE Certification Class sponsored by the Siskiyou County Office of Education. This is an expensive class, so we hope that those who complete classes will be able to put on a workshop that helps our teachers better meet the needs of our students.

Due to the fact that one of our teachers will participate in GATE certification, she will now have access to the GATE certification program trainers: They are a wealth of information and are there to answer questions as needed.

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)]

Meetings

Informational

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 and/or mailed to parents. When needed, parents will be called.

At the second meeting, parents will be given information on summer camps. At this point the students have opportunities to attend camps through the College of the Siskiyou Performing Arts Camp, and camps through Southern Oregon College.

GATE Advisory Committee

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. These meetings will be held 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 meeting times can be changed to meet parent's needs.

GATE coordinator

The GATE coordinator will inform the Advisory Committee of current research and literature in gifted education. The GATE coordinator notifies the staff, parents, and community members of professional opportunities.

Parents

In our area there are two opportunities put on by the county for parents. One meeting will take place in the fall and another in the spring. One out of town opportunity for parents to attend is the CAG conference.

History Day is a project where GATE Advisory Committee solicits support from the community. We need mentors to guide the students through the project and judges.

7. 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 Student Progress

Formal and Informal Assessments

QVE use results of STAR testing, rubrics for writing assignments, one to one reading assessments, multiple choice assessments, open ended assessments that are all standards based. Behavioral and/or academic portfolios may also be used. 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.

QVE is on a quarter system and the teachers hold parent conferences the first and last quarters. 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.

Informal assessments are also collected through dialogue with students, parents, teachers, and administrators. Our school is small so this dialogue occurs when the teachers and administrator eat lunch, after the students leave, and at teachers' meetings. Students and parents feel comfortable and are able to talk with the teacher, counselor, and GATE coordinator. This open communication, that is kept confidential at the school, is helpful in noting what students need additional support.

Future Assessments

We need to develop a method of tracking the progress of GATE students formally over a period of a year. This will be a work in progress. At this point the student test scores can be recorded and reviewed on the individualized learning plan (developed at the beginning of the year) and on the standard based report cards. Any new teacher can make educated changes on the next year's plan based on the results of the testing and the report cards. Once we complete this process for a year, we can 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 card

2-3 Above State Standards in Language Arts or Mathematics as indicated on standard based report card

4-8 above state standards in Language Arts or Mathematics on standard based report cards or standardized testing

Assessment of Program Services

Surveys will be sent home for students and parents to fill out and return to school. Surveys will also be giving to teachers to fill out and return to the office. The data will be recorded and reflected on by the GATE Advisory Committee and reported to Site Council and the Board.

8. 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)]

Management of Funds

The GATE Coordinator manages the GATE funds at the district level. All expenditures must be evaluated to make sure they are connected to the GATE Plan. Expenditures must be approved by the GATE Coordinator and make certain that they are used to supplement, not supplant, general fund money in providing an excellent education for GATE students.

Spending

The GATE funds and/or funding sources are used to address professional development, direct student services, district level coordination, GATE student identification process, employee stipends, equipment, instructional supplies, and travel expenses. Carryover funds will be used the following year to enhance GATE students' needs.

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 there is no co-mingling of categorical fund