Title: California GATE Program Standards and California Education Code 52200-52212 Guides for Putting Together the Pieces of Services for Gifted Students
1California GATE Program Standards and
California Education Code 52200-52212Guides
for Putting Together the Pieces of Services for
Gifted Students
- Presented by
- Virginia McQueen and Nancy Gardner
2- Society gains from the advancement of all
abilities and from the highest - development of the talents of all of its
- members, whatever their strengths.
- Barbara Clark
3Goals for this session
- Knowing and understanding GATE Program Standards
and their application within a standards based
curriculum.. - To understand the role and content of CA State Ed
Code. - Understanding compliance issues related to gifted
education.
4Activity Legislation and Policies
- Using the guide sheet entitles Legislation and
Policies, Answer yes or not to each of the 17
questions. - Note the items that are surprising to you.
- Discuss your answers with your group.
5History and Rationale
6Rationale for Gifted Education
- Our political and social system is based
- on democratic principles. The school as
- an extension of those principals purports to
- provide an equal educational opportunity for
- all children to develop their talents to the
- fullest potential.
7History of Gifted Education in California
- October 4, 1957 - the launching of Sputnik I by
the Russians - November 3, 1957 - Sputnik II was launched
which led to the creation of National Aeronautics
and Space Administration (NASA) and the rush to
locate and educate the brightest and the best.
8- 1959 - Mentally Gifted Minors program and
provided for identification and enriched
curriculum for gifted students - 1961 California Association for the Gifted held
its first conference as an advocacy group to
support gifted education - 1959-1999 Various revisions to the original
legislation, as each bill sunsetted - 2000 AB 2313 (Corea) established permanent
status for GATE - 2001 California State GATE Program Standards
established
92000 - Assembly Bill 2313
- planned and organized as an integrated
differentiated learning experience within the
regular school day - may be augmented with other differentiated
activities related to the core curriculum
10History of Federal Legislation
- 1958 National Defense Education Act
- The first federal legislation which affected
gifted and talented students by offering them
loans for higher education - Elementary and Secondary Education Act of 1965
- Jacob R. Javits legislation designed to to carry
out a coordinated program of scientifically based
research, demonstration projects, innovative
strategies, and similar activities designed to
build and enhance the ability of elementary and
secondary schools to meet the special educational
needs of gifted and talented students. - .
11- 1969 Public Law 91-230 mandated a report on
education of gifted and talented from United
States Office of Education Commissioner to
Congress - 1971 USOE Commissioner Sidney P. Marland, Jr.
submitted Report to Congress on the Education of
the Gifted and Talented. (The National/State
Leadership Training Institute on the Gifted and
the Talented, and the clearinghouse for
information services resulted from this report.)
12- 1972 Emergency School Act
- This law mentions gifted and talented
education in describing how desegregated schools
should include programs for this category of
child as well as the others. - 1974 Amendments to the Elementary and Secondary
Education Act - Makes provisions for special instruction in
science foreign languages and for part-time
teachers in music and art. - Introduced as Gifted and Talented Childrens
Education Act by Senator Jacob Javits (R-NY)
on February 15, 1973 and became ESEA in 1974 - Provided a statutory basis for the Office for
Gifted Talented
13- 1975 President for vetoes a 7.9 billion
- education appropriations bill (2.5 million
for gifted and talented) - followed the next day by the Senates and U.S.
House of Representatives override vote. - Jacob R. Javits Gifted and Talented Students Act
of 1994.
141994 Jacob Javits Gifted and Talented Students
Act
- First U.S. Department of Education grant
program - Funds grants
- Provides leadership
- Sponsors a national research center on the
education of gifted and talented students - The Javits grant was scheduled to be eliminated
from the budget during 2005 - -reinstated in the amount of 11 million by
the Senate HHS Education Appropriations
Committee. Final amount reduced to about half. -
15Long Term Studies of Gifted
- 1921- Louis Terman
- Tested 250,000 11-13 year olds in Los Angeles
- 1500 showed an I.Q. of 140 or above
- - Top 1 of the population
- Mean average was an I.Q. of 150
- The study continues today and is archived at
Stanford University
16- 1902-35 Lita Stetter Hollingworth
-
- a contemporary of Terman
-
- did longitudinal studies of children in a
special school for gifted which she founded and
was connected with New York State University -
- her work did not gain the same attention of
Termans
17- 1979 Barbara Clark
- first definitive text on gifted published
-
- others have written in the field, but her
work continues to stand out and is constantly
updated -
- she is planning a seventh edition based on
new research about learning, the brain, and
intelligence due this year - Growing Up Gifted is translated and used
throughout the world -
18So Why Learn About the GATE Standards and the Ed
Code?
- Budget depends on compliance with the law.
- The law for education is the Education Code.
- The California Education Code, Section 52200
records the interpretation of legislation AB 2313
passed into law in 2000. There are also 17 other
sites that note GATE. - Further guidelines for the law have been
explained in California State Program Standards
for Gifted and Talented Education.
19- Each district must write a plan for GATE
service based on these program standards and
submit it to the state before receiving funds. - The quality of the plan dictates funding for
one, two, or three year approval. - -minimum standards 1 year approval
- -commendable standards2 year approval
- -exemplary standards 3 year approval
- Broaden awareness of all eight areas of the
standards and learn strategies for implementation
and practice
20CA GATE Program Standards
- Standards
- defined
- Assessment
- alluded to
- Accountability
- mandated
-
21CA GATE Program Standards
- Intent of Ed Code and Standards
- support identified students
- improve quality of existing programs
- experimentation in delivery of programs
- variety of identification methods
22- differentiated and alternative learning
opportunities - develop sensitivity and responsibility to
others - develop a commitment to constructive ethical
standards - develop self-generated problem-solving skills to
benefit mankind - develop realistic, healthy self-concepts
23California GATE Program Standards
- 8 GATE PROGRAM STANDARDS
- 1. Program Design (EC 52205d and 52206a)
- 2. Identification (EC 52202 Title 5 Regulations,
Section 3822) - 3. Curriculum and Instruction (EC52206a and
52206b) - 4. Social and Emotional Development (EC 52212a1)
- 5. Professional Development (EC 52212a1)
- 6. Parent and Community Involvement (EC 52205 2f)
- 7. Program Assessment (EC 5221211)
- 8. Budgets (EC 52209. 52212a 1,2,3)
24Standard 1 Program Design
- provide a comprehensive continuum of services and
program options responsive to the needs,
interests, and abilities of gifted students and
based on philosophical, theoretical, and
empirical support. - a written statement of philosophy, goals and
standards appropriate to the needs and abilities
of gifted learners. -
- provides appropriate administrative groupings
and structures available to all gifted learners. - program is articulated with general education
programs.
25Standard 2 Identification
- Procedures are equitable, comprehensive, and
ongoing. They reflect the districts definition
of giftedness and its relationship to current
state criteria. - The nomination referral process is ongoing and
includes K-12. - Process is in place to ensue that all
potentially gifted students are appropriately
assessed. - Multiple service options are available within
the GATE program and between other educational
programs. Placement is based on the assessed
needs of the student and is reviewed periodically.
26Identified Students in California 2005-2006
- Statewide identified GATE students
- female 254,005
- male 247,225
- total 501,230 7.9 of total enrollment
- Siskiyou County identified GATE students
- female 262
- male 216
- total 478 7.4 of total enrollment
27Standard 3 Curriculum and Instruction
- Districts develop differentiated curriculum,
instructional models and strategies that are
aligned with and extend the state academic
content standards and curriculum frameworks. The
differentiated curriculum is related to theories,
models and practices from the recognized
literature in the field. - A differentiated curriculum is in place,
responsive to the needs, interests, and abilities
of gifted students. - The differentiated curriculum for gifted students
is supported by appropriate structures and
resources.
28Standard 4 Social and Emotional Development
- Districts establish and implement plans to
support the social and emotional development of
gifted learners to increase responsibility,
self-awareness, and other issues of affective
development. - Actions to meet the affective needs of gifted
students are ongoing. - At risk gifted students are monitored and
provided support (e.g. underachievement, symptoms
of depression, suicide, substance abuse).
29Standard 5 Professional Development
- Districts provide professional development
opportunities related to gifted education to
administrators, teachers, and staff to support
and improve educational opportunities for gifted
students. - The district provides professional development
opportunities related to gifted learners on a
regular basis. - District personnel with direct decision-making
and/or instructional responsibilities for gifted
students are provided with role specific training.
30Activity and Break
- Read Standards 6, 7, and 8.
- Take a break.
- When we come back be prepared to answer How do
these three standards support the first five GATE
Program Standards?
31Standard 6 Parent and Community Involvement
- Districts provide procedures to ensure consistent
participation of parents and community members in
the planning and evaluation of programs for
gifted students. - Open communication with parents and the
community is maintained. - An active GATE advisory committee with parent
involvement is supported by the district.
32Activity for Standard 6 Parent Involvement
- Discuss with your group the procedures in place
in your district to ensure consistent
participation of parents and community member in
the planning and evaluation of programs for
gifted students.
33Standard 7 Program Assessment
- Districts establish formal and informal
evaluation methods and instruments that assess
the gifted program and the performance of gifted
students (which meets or exceeds state content
standards). Results of data collected, including
state standardized tests, are used to study the
value and impact of the services provided and to
improve gifted programs and gifted student
performance. - The district provides ongoing student and GATE
program assessment that is consistent with the
program's philosophy, goals, and standards.
34Assessment
- The word assessment for many people is anxiety
producing. - There is a tendency to
- try to get around
- ignore it
- not use it as a tool for improvement
35GATE Program Assessments
- Should provide guidance for improvement
- Should provide information for collaborative
efforts to improve services for gifted students.
36Activity for GATE Standard 7 Program Assessment
- With your group discuss your interpretation of
GATE Program Standard 7 - Discuss at least three of the components of
Standard 7, in the column for two year approval
noting how your district has implemented this
part of the Standard for Program Assessment. - After the discussion on your own, list an action
plan with three steps that you think should be
done in your district to improve Program
Assessment.
37Standard 8 Budget
- District budgets for gifted programs support and
provide for all the components of the districts
GATE program and meet the related standards. - The district GATE budget is directly related to
the GATE program objectives with appropriate
allocations - professional development
- student services
- district level coordination
- GATE student identification process
38- Expenditures of state GATE funds supplement, not
supplant, district funds spent on gifted learners.
39Budget for 2006
- Governors estimate K-12 per pupil spending
from all sources is 10,325 - Actual is closer to 7,000
- GATE is projected at 46 million
- -monies are allocated based on ADA for district,
not number of identified GATE students - -translates to about 9.80 per identified
student - 49.5 million is projected for low performing
schools
40Mandates and Reality
- All students will read by third grade
- Schools will meet pre-set achievement targets
- Assessment shall be with multiple measures (but
only the SAT-9 results are published) - Since 1995 there have been several changes in
the law concerning assessment - Education continues to be saved by the POD
(program of the day) - Most teachers are dedicated to doing the best
for all their students
41- Laws are guidelines and should assist in creating
a balance between mandates and reality. - GATE law is not a mandate but it does encourage
innovation and creativity to meet the needs of
gifted students.
42- There is nothing so unequal
- as the equal treatment
- of unequal people
- Thomas Jefferson
43Lunch Break
- When you come back have ready for discusson
- Planning for Standards Based
- Learning
- Green Sheet
44Certification Requirements
- Attend all five sessions plus two conferences.
- Meet timeline requirements for assignments.
- Prepare reflections on readings.
- Plan, develop and present three related
standards-based lessons which demonstrate the use
of teaching and learning strategies used to
differentiate for gifted students. This unit will
be scored against the NAGC rubric.
45Time Line GATE Certification
- September 29
- Differentiated lesson - hard and electronic copy
- October 28
- Sharing of lessons at Fall GATE Conference using
NAGC Rubric - 14 copies to share - January 26
- Revised first differentiated instruction lesson
due. - Second differentiated lesson (hard and electronic
copy) - Second reflection from participants on
implementation of second differentiated lesson -
hard and electronic copy
46- February 23
- Revised second differentiated lesson - if needed
- Third differentiated lesson - hard/electronic
copy - Third reflection from participants on
implementation of lesson - hard/electronic copy - March 30
- -Send differentiated unit - hard/electrionic copy
to Siskiyou COE - April 21
- Share unit - Spring GATE Conference - 14 copies
- Send all copies to
- Heidi Jandowski, 609 South Gold Street, Yreka,
CA 96097 - Heidi_at_sisnet.ssku.k.12.ca.us
-
47Lesson Plan Template Tiered lesson planning
48Activity Lesson Plan Template
- In your group review the Planning for Standards
Based Learning template. - Each participant select a possible theme for a
lesson and share with your group how you might
get started using the guide.
49Tiered Lesson
50Tiered Lesson
Skill Dribbling and Basketball
Dribble from point A to point B in a straight
line with one hand. Switch to the other hand and
repeat. Use either hand and develop a new floor
pattern
Zigzag one hand then the other hand Increased
speed Change pattern to simulate going around an
opponent
In and out of pylons as fast as possible Dribble
with one hand - partner playing defense Increase
speed and change hands
51Tiered Lesson
Creating Tiered Assignments
The Equalizer
Tiered Lesson Examples
52Wrap Up
- Clarification of any topic over the last three
days. - Review of timeline for completion of
certification. - We are available to assist you along the way.
E-mail addresses are on the green sheet.
53- A teacher affects eternity
- he can never tell where his influence stops.
- Henry Adams