Gifted and Talented Education

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Gifted and Talented Education

• Murrieta Valley Unified School District

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Introductions
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Gifted And Talented Education

• The National Association for Gifted Children
  (NAGC) defines Giftedness as someone who shows,
  or has the potential for showing, an exceptional
  level of performance in one or more areas of
  expression.

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California Ed Code

• The Legislature is committed to the belief that
  programs for gifted and talented pupils should
  include all of the following Section Code 52200
  
• Differentiated opportunities for learning
  commensurate with the gifted and talented pupil's
  particular abilities and talents.
  
• Alternative learning environments in which gifted
  and talented pupils can acquire skills and
  understanding at advanced ideological and
  creative levels commensurate with their
  potentials.

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• Elements that help gifted and talented pupils
  develop sensitivity and responsibility to
  others.
  
• Elements that help to develop a commitment in
  gifted and talented pupils to constructive
  ethical standards.
  
• Elements that assist gifted and talented pupils
  to develop self-generating problem-solving
  abilities to expand each pupil's awareness of
  choices for satisfying contributions in his or
  her environment.
• Elements that help gifted and talented pupils
  develop realistic, healthy self-concepts.
  

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Identification Process
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There are three ways to enter the gifted program

• The Multiple Measures The Tests for High
  Achievement
  
• The Intellectual Test
• Administrative Placement

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Multiple Criteria

• District designed standards-based assessments
  in
  
• reading/language arts
• mathematics
• social studies (7 8th grade)
• science (7 8th grade)
• These exams include a selective response portion
  and a writing sample, mathematical reasoning
  constructed response or a Document based Question
  (DBQ).

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• Current information from students standardized
  achievement test,the California Standards Test in
  Language Arts, Mathematics, and the California
  Standards test in Social studies.
• Results for the UC Mathematics Diagnostics
  Testing Project assessments.

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Students must qualify each year with the above
criteria
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Intellectual Ability

• Students entering grade 4 may also be
  considered for placement in GATE Mathematics
  and/or Reading-Language Arts through the Raven
  Progressive Matrices, but must also meet the
  specific academic criteria.

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Administrative Placement

• School site principals may administratively
  place students in the gifted program based on
  his/her evaluation of pertinent student evidence
  of academic achievement.

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My child has been identified as GATE. What
should I be looking for in the classroom?
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• 4th 5th grade Cluster grouped, part-time
  grouped, or special day (GATE) class in Math
  and/or Language Arts
  
• 6th-8th grades Part-time grouped classes
  (advanced classes) in Language Arts, Math,
  Science and/or Social Studies (7th 8th grade)
  
• 9-12th grades Part-time grouping and post
  secondary education opportunities referred to as
  Advanced and Advanced Placement (AP) courses

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Differentiated Education

• Modifications of written curriculum content,
  teaching process, and teaching environment that
  supplement but do not supplant core curriculum

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Teachers

• Assess students for mastery in core curriculum
  and content standards
  
• Provide for Acceleration
• Provide Compacting of the core curriculum
• Provide for Depth Complexity

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The goal in providing a differentiated curriculum
is to allow students to

• Think in different ways
• Develop positive self-concepts
• Give different responses as well as to ask varied
  types of questions and apply what they know in a
  variety of ways

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Curriculum is aligned with instructional
strategies that promote

• inquiry,
• self-directed learning,
• discussion,
• debate,
• Metacognition
• other appropriate modes of learning.

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Acceleration

• Students move through grade level curriculum
  at their own/faster pace, possibility advancing
  into the next grade level curriculum

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Compacting

• Curriculum compacting is a content
  acceleration strategy that enables students to
  skip parts of the curriculum they have already
  mastered and move on to more challenging content
  and activities.

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Blooms Taxonomy

• Classifying levels of cognitive thinking.
• Like a ladder
• Appropriate questions for GATE students are
  analyzing, synthesizing, and evaluating
  
• Leads to higher-level thinking skills instead of
  busy work

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Depth

• Content is elaborated upon as students engage in
  the investigation of new ideas and concepts.
  
• Students are encouraged to delve deeper into the
  content area from concrete to abstract ideas

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Complexity

• Relationship between disciplines
• shows how these relationships have changed over
  time using a variety of perspectives.

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Social Emotional Development of the Gifted
Student
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MVUSD Goal

• To provide the gifted learner with an increase in
  
  
• Responsibility
• Self-awareness
• Other issues that affect development

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What Does a Gifted Child Look Like?

• Reasons well (good thinker)
• Learns rapidly
• Has extensive vocabulary
• Has an excellent memory
• Has a long attention span (if interested)
• Sensitive (feelings hurt easily)
• Shows compassion
• Perfectionist
• Intense

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• Morally sensitive
• Has strong curiosity
• Perseverant in their interests
• Has high degree of energy
• Prefers older companions or adults
• Has a wide range of interests
• Has a great sense of humor
• Early or avid reader (if too young to read, loves
  being read to)
  
• Concerned with justice, fairness

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• Judgment mature for age at times
• Is a keen observer
• Has a vivid imagination
• Is highly creative
• Tends to question authority
• Has facility with numbers
• Good at jigsaw puzzles

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Programs

• PLUS Peer Leaders Uniting Students
• Leadership Club
• ASB
• Peer Tutors
• PALS
• Odyssey of the Mind
• California Scholarship Federation
• National Honor Society

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What I do, as a parent?
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Encourage your child to

• Show creativity
• Learn skills to make tasks easier and more
  successful
  
• Manage stress
• Exercise
• Take time to enjoy activities
• See each problem as a new challenge and something
  to be learned
  
• See the humorous side of a situation

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CAG

• California Association for the Gifted

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Budget
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GATE Advisory Committee

• Responsible for providing input on the GATE plan
• Consists of
• Two District representatives.
• Director of Curriculum and Instruction
• Teacher/Facilitator (GATE TOSA),
• One site representative from each school
• One parent representative from each school
  selected by the site council.
  

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Communication

• MVUSD GATE website
• Email
• tkoeppen_at_murrieta.k12.ca.us
• Brightlight Newsletter- 3x a year
• GAC Meetings
• Oct. 13, Feb. 9, May 18

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Questions Answers