CVUSD GIFTED & TALENTED PROGRAM DAC PRESENTATION May 12, - PowerPoint PPT Presentation

CVUSD GIFTED & TALENTED PROGRAM – DAC PRESENTATION May 12, 2015

GATE Program  GATE District Advisory Committee  GATE Facilitator – teacher representatives from each school  GATE Plan – single school plan  Individual Differentiated Learning Plans (IDLP)  Professional Development  Clustering, differentiation, consideration for academic placement  Parent programs  Tri County GATE Council – grants  California Association for the Gifted (CAG) conference

GATE Identification Process Step Step Step Step 1 2 3 4 GATE GATE Supporting Teacher Documents Input Referral Eligibility Reviewed GATE Academic Individual Testing Testing GATE Eligibility Committee Group Not GATE Testing Eligible Parent Input

GATE Identification Process  Group Testing: OLSAT (Otis-Lennon School Ability Test) Administration  Measures cognitive abilities related to student’s academic success in school.  Included verbal, nonverbal & quantitative items  Reliability coefficients range from .90 to .94 & considered to be a valid measure 98 th percentile  Student Ability Index score of approximately 132 placed students in of test takers and results in GATE eligibility of Intellectually Gifted  Individual testing: Slosson Intelligence Test – Revised  Addresses six cognitive domains: vocabulary, general information, similarities & differences, comprehension, quantitative & auditory memory  Test is administered orally with a focus on verbal skills & ability  Correlates well with Stanford-Binet & Weschler Intelligence Scale for Children-R  Current eligibility areas includes: Intellectual Ability, High Achievement, Specific Academic Math

GATE DAC 2014-15 Focus  Socio-emotional needs of gifted students  Discussions on the neurological implications of anxiety & Mindset Theory  Sharing of GATE program best practices  Sharing of common challenges associated with raising a gifted child  Presentations by CVUSD teachers on new state standards  Building a common expectation for effective GATE programs  Maximizing strengths and building on continuity  Work toward uniform method of GATE identification for English Learners

GATE Program 2015-16 Plans  Utilize multiple platforms & timelines for OLSAT administration  Broadening parent participation in GATE-related meetings & events  Focus professional development on elementary teachers while supporting autonomy of middle / high schools in GATE-related activities, rather than placement  Greater dissemination & alignment of GATE Program offerings at each elementary school (i.e. Odyssey of the Mind, E-block, afterschool activities)  Reintegration of state standardized scores into GATE eligibility determination while fine tuning use of district-created measures  GATE Facilitators as members of elementary leadership teams  More adaptable & individual GATE site plans with an emphasis on parent engagement, capacity building & resource allocation

Questions?