Gifted And Talented Education (GATE) Program

Statement of Philosophy
The Castro Valley Unified School District is committed to the belief that all students should be given the opportunity to develop to their greatest potential.  By challenging all students while providing special assistance to the needs of the gifted and talented, we strive for individual excellence and achievement.

Identification
According to the California Department of Education, school districts may identify students for GATE programs in the following categories:

Intellectual Ability
Students whose general intellectual development is markedly advanced in relation to their chronological peers.

High Achievement
Students who consistently function at highly advanced levels in several academic areas.

Specific Academic Ability
Students who consistently function at a highly advanced level in a single academic area.  The process to identify elementary GATE students begins at each school with a search and referral system.  This formal process begins at the end of the third grade.

Assessment Criteria
All third grade students are assessed on:

1. CAT-6 (California Academic Test) — high achievement in content areas of Language Arts and Mathematics;
2. OLSAT (Otis-Lennon School Ability Test) — high performance in verbal and non-verbal intelligence;
3. Teacher recommendations.

Identified students are those who qualify in at least 2 of the 3 areas above.

The identification of GATE students involves input from the classroom teacher, principal, GATE specialists, and parents.

Students who have been identified are eligible for special cluster grouping opportunities at each school, modification of the content and instructional program, and extended learning opportunities as defined at each school.  Students are assessed yearly and program recommendations are made for each year.

Program Instruction
Differentiation is the process of matching students with program options.  This involves the adjustment of curriculum and instruction by acceleration or pacing, depth and complexity of learning experience, and student generated approaches to research, projects, and/or learning products.

Using the differentiated education model, whole group instruction must integrate several concepts:

• the establishment of classroom environments which promote interaction of thinking
• teaching strategies which encourage student participation and higher level thinking
• methods and models of curriculum presentation which are varied to meet the needs of students
• grouping arrangements which include:
  • cooperative groups (which capitalize on students' different abilities)
  • collaborative groups (based on students' interests and talents)
  • flexible groups or cluster groups or pairs (based on an individual's learning needs and strengths)
  • individual assignments (based on an individual's learning needs and strengths)

The primary deliverer of the differentiated program is the classroom teacher.  With assistance provided by the GATE specialist, the teacher expands or modifies materials to respond to the needs and abilities of the students in the classroom.

The GATE specialist may work collaboratively with the regular classroom teachers on developing and delivering the program by providing the following services:

• staff development
  • teaching strategies
  • critical thinking techniques
  • modification
  • assessment of student needs
  • development of instructional units
  • integration of problem solving strategies
  • flexible grouping options
  • instructional techniques and resources for specific school site focuses
• consultation with individual teachers to provide suggestions for modifying lessons for instructions
• consultation with school personnel to develop and refine the enrichment programs
• being a resource for gathering or recommending resource materials
• consultation or collaboration on specific student needs

GATE Program Goals
The goals of the GATE program are:

• differentiate curriculum and instruction by matching student needs with program options
• develop critical and higher level thinking skills in both cognitive and affective areas as appropriate to the student
• develop school and classroom environments which stimulate inquiry and which allow for the growth of a student's strengths and interests
• provide an integrated, thinking curriculum by approaching concepts, subjects, themes and problems as they are related to each other and as they occur in the real world
• encourage students to draw on prior knowledge and to develop creative, productive ideas in relation to new information and problems
• provide learning experiences which respond to different student learning styles

State and District Objectives
Objectives of Gifted and Talented Education (GATE) programs will include one or more of the following elements:

• differentiated opportunities for learning commensurate with abilities and talents
• alternative learning environments in which gifted students can acquire skills and understandings at advanced levels commensurate with their potential
• elements that help develop sensitivity and responsibility to others
• elements that develop a commitment to constructive ethical standards
• elements that assist in developing problem-solving abilities
• elements that help develop realistic and healthy self-concepts

Individual School Program Plans
Each school provides individually tailored options for GATE students.  With the school/classroom structure adjustments take different forms at each school and may fall into the category of independent projects, flexible groups or cluster grouping which involves students working together based on talents or interests.  Each school develops a plan specific to its own needs and is available upon request.

Program Evaluation
At the end of the school year, school staff, interested parents, and administrators evaluate the school programs and individual students' progress.  Recommendations for adjustments for the next school year are made at that time.

For more information, contact us.

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