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Title: California GATE Program Standards and California Education Code 52200-52212 Guides for Putting Together the Pieces of Services for Gifted Students


1
California 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

3
Goals 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.

4
Activity 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.

5
History and Rationale
  • For
  • Gifted Education

6
Rationale 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.

7
History 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

9
2000 - 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

10
History 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.

14
1994 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.

15
Long 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

18
So 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

20
CA GATE Program Standards
  • Standards
  • defined
  • Assessment
  • alluded to
  • Accountability
  • mandated

21
CA 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

23
California 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)

24
Standard 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.

25
Standard 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.

26
Identified 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

27
Standard 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.

28
Standard 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).

29
Standard 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.

30
Activity 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?

31
Standard 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.

32
Activity 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.

33
Standard 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.

34
Assessment
  • 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

35
GATE Program Assessments
  • Should provide guidance for improvement
  • Should provide information for collaborative
    efforts to improve services for gifted students.

36
Activity 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.

37
Standard 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.

39
Budget 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

40
Mandates 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

43
Lunch Break
  • When you come back have ready for discusson
  • Planning for Standards Based
  • Learning
  • Green Sheet

44
Certification 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.

45
Time 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

47
Lesson Plan Template Tiered lesson planning
48
Activity 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.

49
Tiered Lesson
50
Tiered 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
51
Tiered Lesson
Creating Tiered Assignments
The Equalizer
Tiered Lesson Examples
52
Wrap 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
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