1. Program Design
2. Identification
3. Curriculum and Instruction
4. Social and Emotional
Development
5. Professional
Development
6. Parent and
Community Involvement
7. Program Assessment
8. Budget
1. PROGRAM
DESIGN
Overview
- Effective programs include
all of the above standards.
The emphasis for 2003/2004
is Professional Development
for teachers aimed at differentiating
curriculum and instruction
for students. Some schools
have grouped students in
small clusters to facilitate
the gifted learner, ie. education,
and social and emotional
development. Another emphasis
is on supporting parents
and students in participating
in their education.
2. IDENTIFICATION- The
focus this year includes:
-Intellectual
ability defined as
potential or aptitude
for higher level thought
production, intellectual
means all subjects-Specific
Academic Achievement refers
to students who consistently
produce advanced ideas
or products, and/or score
exceptionally high on
achievement tests in
one or more areas -Creative
Ability refers to
students who have demonstrated
exceptional critical
and creative thinking.
Evidence of this can
be seen in work samples
or classroom participation.
All
students have equal access
to the screening process.
Multiple
measures will be used including:
teacher recommendation, parent
checklists, SAT 9 and SABE
scores, group ability tests,
creativity checklists, work
samples and other measures
as appropriate to identify
underrepresented groups.There
will be a GATE Placement
Committee at the school site
consisting of the school
psychologist or GATE Coordinator,
Principal, GATE Resource
teacher and classroom teacher(as
appropriate). The focus
for identification is to
determine a gifted learner's
strengths and needs for modifications
in the regular classroom.
3rd grade students
were recommended in the spring,
tested with the Ravens Test
or Lenin School Ability Test
(OLSAT), and evidence was
gathered for fall. During
the year the inservices will
be on characteristics of
the gifted, differentiation,
and social and emotional
development of the gifted.
3. CURRICULUM
AND INSTRUCTION-The
main focus within the classroom
is on differentiating instruction,
cluster grouping, or flexible
ability grouping.
-Differentiated
Curriculum refers
to taking the core standards
based curriculum and
extending and expanding
the content, process,
or product based on a
student's readiness,
interest, or learning
profile. "There is no
single formula for creating
a differentiated classroom."*
Assessment and instruction
are inseparable. A thematic,
or interdisciplinary
approach lends itself
well to varied student
needs.
-Differentiated
Instruction refers
to the strategies used
to learn a given content
and might include independent
research, accelerating
or compacting the content,
using higher order thinking
skills, tiered assignments,
or many others.
4. SOCIAL
AND EMOTIONAL DEVELOPMENT means
there needs to be a balance
between cognitive and affective
growth. The classroom curriculum
may include: character education,
ethical standards, multiple
perspectives, personal development
and self-esteem, healthy
peer relations, leadership
skills, decision making,
risk taking, college and
career guidance, and/or
mentorships.
5. PROFESSIONAL
DEVELOPMENT is
our primary focus for the
2003-2004 school year. Training
for teachers on identification,
differentiation, social and
emotional development, parent
and community involvement
are main topics. Teachers
will have the support/coaching
from the GATE REsource Teacher
adn GATE Coordinator.
6. PARENT
AND COMMUNITY INVOLVEMENT-Parent
Forums, Zone GATE Parent
meetings, GATE Advisory Focus
Committee meetings, and school
site councils are some of
the ways parents can be involved
in implementing the program.
7. PROGRAM
ASSESSMENT-An
interview with eachelementary
site principal, at the end
of the year, will begin our
profile of the needs at each
school Staff, parents and
students will be part of
the ongoing assessment of
the program to determine
the priorities for the coming
year.
8. BUDGETmoney
will be spent on support for
students within schools, testing,
district coordinator, and a
teacher on special assignment,
materials and supplies.
*The
Differentiated Classroom,
Carol Ann Tomlinson |
