Program Design
Mission Statement
In recognition of the unique needs of gifted and talented students, it is the mission of the Hortonville Area School District Gifted and Talented Program (GATE) to enable them to develop to their greatest potential, become life-long learners, critical thinkers, and responsible members of an ever-changing society.
Philosophy
Gifted students will be provided opportunities that challenge them to a level commensurate with their affective and effective needs. This requires utilizing a variety of curriculum delivery strategies and resources. Differentiation will be the primary means to appropriately challenge students. Program options such as enrichment and curriculum extensions will help develop student potential. GATE programming is viewed as comprehensive services which are integrated within the district educational plan, not a separate entity. The district recognizes the unique social challenges and emotional needs of gifted students and will provide counseling and support in accordance with their needs. We serve gifted students in partnership with parents and community.
Objectives
Ø Identify gifted students using multiple criteria, allowing numerous points of entry during a child’s education
Ø Provide high quality differentiated learning opportunities that meet specific abilities and talents
Ø Exhibit sensitivity to sub-groups that may be under-identified: ethnic minorities, twice-exceptional learners, non-native English speakers, and students with different cultural norms
Ø Deliver curriculum that meets the academic needs of gifted and talented students
Ø Monitor student progress to provide a continuum of services
Ø Foster problem-solving, higher-level critical thinking skills, and creativity
Ø Develop a commitment to constructive ethical standards, sensitivity and responsibility
Ø Model and encourage a passion for learning
Ø Provide exploration and the pursuit of challenging opportunities
Ø Create and maintain a nurturing environment that fosters the social and emotional growth of gifted students
Ø Build a collaborative relationship with teachers where training and resources are provided support
Ø Communicate with parents on the district’s efforts to support GATE students, educate them on the varied needs of students, and encourage their participation
Ø Evaluate the effectiveness of the GATE program
Ø Develop an consensus of beliefs and purpose with all stakeholders contributing to the process
Recommendations for Planning and Implementation
1. The district plan is disseminated and easily accessible to parents and the community in a variety of formats.
2. A District GATE Advisory Council representing all constituents meets on a regular basis to assist in program planning and assessment.
3. The district plan includes identification and program options in the five areas of giftedness.
4. The district plan provides “groupings” and structures that are appropriate for gifted education and available to all gifted learners.
5. The structure and delivery of the program will provide students with a balance between cognitive and affective learning.
6. The district program is comprehensive, structured, and sequenced appropriately.
The Identification Component
Strategies
Ø Use subjective and objective information to identify students who exhibit or have the potential to exhibit outstanding:
· Intellectual Abilities
· Specific Academic Abilities
· Creative Thinking Abilities
· Visual and Performing Arts Abilities
· Leadership Abilities
Ø Adhere to a comprehensive, equitable and ongoing identification process:
· Step One: Screening/Nomination
The screening step of the identification process may be triggered by a review of test scores or a teacher, parent, self, or student nomination. The purpose of the step is to develop a “Review List” which is a pool of students who need further assessment.
· Step Two: Eligibility
The purpose of this step is to review nominated students and determine the need for formal identification and ultimate placement in the GATE program. The GATE coordinator and GATE resource specialist will build and maintain a thorough profile to determine what curriculum and programming options are best suited to student needs.
· Step Three: Program Options and Services
The purpose of this step is to ensure the student needs are matched with appropriate and available program options. The majority of the students will receive differentiated opportunities within the core curriculum in the regular classroom. Services such online learning, mentoring, or acceleration may be provided to students who need additional challenges beyond the grade level or classroom.
Objectives
Ø Training in identification: process, instruments used, and criteria for placement, characteristics of and social and emotional needs of GATE children, will be provided
Ø Nomination/referral process is ongoing, equitable, consistent and includes students in grades K – 12
Ø Students will be identified in the five areas of giftedness
Ø The identification process will include multiple measures
Ø Identification tools will vary based on area of giftedness and grade level and students’ needs (i.e. EL and special education students)
Ø All constituents receive information about the nomination/referral process, including the characteristics and needs of gifted learners
Ø The district maintains data on nominees
Ø A committee, not just a single person, makes the final determinations on student eligibility
Ø Parents, administrators, and teachers are notified of a student’s eligibility for program placement
Ø Transfer students are considered for identification and placement in a timely manner
Ø The identification tools used are reflective of the district’s population and are based on current research
Ø Multiple service options are available. Placement is based on assessed needs of students
Ø Students and parents are provided information regarding the ID process and program options
Ø Identification tools and procedures are specific to the different areas of giftedness being assessed
Ø Identified students services are based on student’s needs and may vary from year to year
Ø Student’s level of giftedness will help determine programming options and services
Ø Information about students is obtained from multiple sources that have first-hand knowledge of the student’s performance or potential such as teachers, students, peers, parents, counselors, coaches, community members in leadership positions. subject-area experts)
Ø The progress of identified GATE students is assessed annually and services are reviewed for appropriateness
Ø Consider use of a broad-based screening of the total district (i.e. OLSAT to all 3rd graders) to ensure that all potentially gifted and talented students have an opportunity to be considered
The Curriculum and Instruction Component
Ø The GATE program will be integrated with the regular school curriculum rather than being an add-on
Ø A well-defined and implemented curriculum scope and sequence should be articulated for all grade levels and subject areas
Ø The differentiated curriculum provides for the balance of critical, creative, problem-solving, and research skills, advanced content, and authentic and appropriate products
Ø The core curriculum is compacted for gifted students so that learning experiences are developmentally appropriate (not redundant) to their needs, interests, and abilities
Ø The differentiated curriculum is based on current research and is presented through appropriate instructional strategies
Ø Classroom teachers, resource specialists, and other school personnel work collaboratively to plan and provide a program that meets the needs of the gifted students
Ø Documentation of instruction for assessing level(s) of learning and acceleration rates of learning should demonstrate plans for gifted learners based on specific needs of individual learners
Ø Gifted leaner should be assessed for proficiency and if needed, be provided with more challenging educational opportunities
Ø When warranted, continual opportunities for curricular acceleration should be provided in gifted learner’s areas of strength and interest
Ø The district will provide a comprehensive continuum of services and program options responsive to the needs, interests, and abilities of identified gifted learners
Ø Classroom teachers will differentiate the curriculum by providing students opportunities for learning that are commensurate with their abilities, talents, and interests
Ø GATE program options may include:
· Grade level acceleration
· Subject acceleration
· Curriculum compacting
· Collaborative planning and teaching
· Online courses
· Mentoring
· Recess Rap (Elementary)
· Lunch Bunch (Middle)
· Junior Great Books
· Book Clubs
· Giggles and Games
· Pull-outs
· Web-quests
· Tiered assignments
· Flexible grouping
· After-school and community enrichment opportunities
· Curriculum replacement units
· Consortium events: Math 24, Quiz Bowl, How I Learn Best, Leadership Day
· Battle of the Books
· Elementary Science Fair
· Lego League
· Future Problem Solvers of America
The Professional Development Component
Ø District will provide professional development opportunities related to gifted education to administrators, teachers, and staff
Ø Professional development in gifted and talented education is provided which includes a background of general knowledge about the characteristics of giftedness and implications for curriculum, instruction, and assessment. Specific content should include:
· characteristics and identification of gifted and talented learners
· social and emotional needs of gifted and talented students
· need for and concept of differentiated instruction
· differentiated teaching strategies and assessments for gifted and talented students
· strategies for identifying and serving student groups historically underrepresented in gifted and talented education including students with disabilities, students who live in poverty, and those who are culturally or linguistically diverse
· administrative alternatives and program options to support acceleration, enrichment, extensions, etc.
· program implementation, evaluation and revision
· program design, mission, make up of GATE Advisory Council, its mission statement and goals
Ø Professional development is differentiated based on the participant’s levels of expertise in gifted education, current teaching assignment, professional responsibilities, content area, and specialization
· Staff working directly with gifted and talented students or those with direct responsibility should receive additional training which addresses specific ways to differentiate instruction and to develop and deliver curriculum appropriate for gifted and talented students
Ø A comprehensive staff development program will be provided for all school staff involved in the education of gifted learners
Ø All school staff will be provided ongoing staff development in the nature and nurture of gifted learners and related instructional strategies
Ø Regularly scheduled planning time should be allotted to teachers for the development of differentiated educational programs and related resources
Recommendations for Planning and Implementation
1. The district will promote the concept of teacher-to-teacher professional development.
a. after-school workshops
b. early release presentations on differentiation
c. providing, creating, and/or sharing resources
d. webinars
e. job-embedded opportunities
f. local conferences and seminars
g. study groups
h. promoting consortium opportunities
2. GATE coordinator and resource specialists stay current with research-based learning theories and effective instructional strategies.
3. GATE staff participates in other district initiatives such as
a. Literacy Collaborative
b. Rigor, Relevance and Relationships and Creating Gold Seal Lessons
c. District and site committees for professional development; planning and facilitating
d. 21st Century training
e. K-12 curriculum meetings
f. Elementary Math Teams and Cognitively Guided Instruction (CGI)
4. Follow-up classroom support is provided through:
a. demonstration lessons
b. peer-coaching
c. collaborative planning and teaching
d. providing or suggesting resources
e. ongoing communication
f. practical knowledge
The Social and Emotional
Needs and Characteristics Component
Ø The district plan will support the social and emotional development of gifted learners
Ø Actions to meet the affective needs of gifted students will be ongoing
Ø Teachers, parents, counselors, and administrators will be provided with current information and training regarding the characteristics of gifted learners and their related social and emotional development/needs
Ø Gifted students are provided with options and guidance consistent with their unique needs
Ø Intervention strategies/program options are available for at-risk gifted students
Ø At-risk gifted students are monitored and provided the appropriate support from trained and certified counselors
Ø Socio-emotional goals will be proactive and are intended to enhance students’:
· Responsibility levels
· Empathy and understanding of others
· Self-concepts
· Enthusiasm for learning
· Value of personal potential
· Knowledge of career opportunities
· Outlets for support
The HASD GATE program is more than academics. Programs, goals, and services consider the whole child; both effective and affective domains. Teachers, students, and parents learn about and work with the multiple intelligences. (Dr. Howard Gardner) GATE students participate in activities that extend the core curriculum and enhance socio-emotional skills. Differential cognitive and affective characteristics are considered when planning and facilitating these programs. It is vital for GATE students to interact with their intellectual peers periodically, as gifted children often feel different from their chronological-aged peers. GATE students also need to participate in heterogeneous activities. Flexible groupings encourage GATE students to:
Ø make decisions that affect a group
Ø establish goals
Ø develop higher level thinking skills
Ø apply interrelationship skills
Ø work collaboratively
Ø share
Ø respect personalities and ideas of others
Ø channel their emotions and energies in positive arenas
Ø assume leadership roles
Ø delegate responsibilities
Ø take and follow directions from others
The Parent and Community Involvement Component
Ø Parents, community members, and District personnel will work collaboratively to build and maintain a quality program
Ø Parents are encouraged to participate in:
1. GATE Parent Group
2. GATE Advisory Council
3. GATE Advisory Council sub-committees
Ø Communication between parents, community, and the District will be consistent and timely.
Ø Parent orientation meetings will be scheduled as needed
The Evaluation Component
Ø Formal and informal evaluation methods and instruments will be used to assess the program and progress of gifted learners
Ø Formal and informal assessments will be used to assess the progress of identified GATE students
Ø All components of the program will be periodically evaluated. The results will be used for program planning
Ø Results of the assessments and evaluations will be used to study the effectiveness of the program and to improve both the program and the performance of the students
Ø Results of the program evaluation will be shared with all constituents
Ø Evaluations will be consistent with the program’s objectives and mission
Ø Criteria for levels of performance or rubrics are used for each assessment/evaluation
Ø Students’ standardized and interim assessment results will be used to plan and drive an exemplary GATE program. Standardized testing results will delineate the types of long-range activities needed and the criteria used to evaluate those activities.
Ø HASD shall allocate time, financial support, and personnel to conduct a systematic program evaluation.
Ø Areas of purposeful evaluation will include:
o differentiated instructional strategies
o professional growth
o students’ academic strengths and weaknesses
o budget and fiscal allocations
o support services such as counselors, peer coaches, psychologists
o curriculum and instruction
o assessment methods
o learning environments
o resources
