GATE Leadership Team

1/21/16 Meeting

Group Norms

• Assume positive intent, respect the speaker and allow for a variety of voices
• Respect confidentiality with regard to individual students and staff
• Begin and end meetings on time

GATE Instruction

• What do you think GATE instruction should look like?

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• Teachers provide concrete examples of GATE strategies/projects

Student and Parent Surveys

Classroom Differentiation Opportunities for Gifted Students

• Parent/Guardian Assessment Survey
• Student Assessment Survey

Evaluation of Program Effectiveness

• Currently tracking student’s MAP scores in terms of Percentile average
• SBAC, Benchmarks and District Writing Assessments are options
• Other data points that the GATE Leadership Team would like to review

EVALUATION

Review of the aggregate data of students

(MAP assessment)

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Gate Identification:

Using and Interpreting a Variety of Assessment Evidence

Qualitative Measures

• Writing Sample
• Open ended Math problem solving activity
• Referrals, endorsements, and pertinent comments from teachers, psychologists, principals, or parent
• Cultural, economic and other factors that may be masking exceptionally high intellectual or academic potential

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Gate Identification:

Using and Interpreting a Variety of Assessment Evidence

Quantitative Measures

• Ability Test Results- Cognitive Abilities Test (CogAT)-quantitative, nonverbal and verbal cognitive ability
• Available achievement test data (Future CAASPP Results)
• MAP scores demonstrating Advanced Levels or Significant Growth
• CELDT Scores demonstrating Significant Level Growth

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Example of Writing Prompt

Imagine your school closes for the day, and you can do anything you want. What will you do? Why?

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Tell about what would happen.

Example of Open Ended Math Question: Growing Staircases

Level A:

• This is a staircase that goes up three steps.
• How many blocks are needed for the first step?
• How many blocks are needed for the second step?
• How many blocks are needed for the third step?
• How many blocks in all are needed to make this staircase of three steps?
• Explain how you know.

Level B:

• Draw the blocks in the diagram to make the fourth step.
• How many blocks in all are needed to make a staircase with five steps?
• How many blocks does it take to build just the twelfth step?
• How many blocks in all are needed to make a staircase of ten steps?
• A staircase has 105 blocks. How many stairs does it have?
• Explain your answers.

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Example of Open Ended Math Question: Growing Staircases Cont.

Level C:

• How many blocks are needed to make just the one hundredth step? Explain how you know.
• Write a rule to find the number of blocks needed for the nth step. Explain your rule.
• Write a rule to find the total number of blocks needed to make a staircase with n number of steps. Explain your rule.
• Write a rule that given y number of blocks, you can tell how many steps are in the staircase. Explain your rule.

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Teacher Referral Form: Characteristics Inventory

Please rate the student for each of these items, using this four point performance scale.

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1 = Below Average, 2 = Average, 3 = Above Average, 4 = Excellent or Exemplary

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• Uses advanced vocabulary
• Can establish relationships between seemingly unrelated concepts and ideas
• Has a good memory
• Asks questions; is very curious
• Learns very quickly
• Generates many ideas, questions, and suggestions
• Is a storehouse of information on a variety of topics
• Offers unique or unusual solutions to questions or problems
• Generalizes skillfully
• Transforms or combines ideas
• Understands both concrete and abstract ideas
• Sees implications or consequences easily
• Can state similarities and differences in relationships

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• Finds subtle humor, paradox, or discrepancies in events or stories
• Understands cause and effect
• Becomes deeply involved in some tasks
• Can problem solve
• Needs little external motivation when pursuing preferred tasks
• Enjoys learning new ideas
• Eagerly attempts new challenges
• Achieves well above grade level
• Produces projects that are complex and detailed
• Has advanced knowledge or skills in a specific area
• Is highly sensitive to issues of fairness and justice
• Makes connections between learning experiences

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Student Study Team

• The Student Study Team meets to review Student Profile Packets and to make recommendations for placement based on the student evidence.
• The eligibility for GATE placement will be determined on an individual basis with all measures of the profile of diagnostic information to be considered by the Student Study Team. 
• The GATE Student Study Team (GSST)
• The Lynwood Principal and another Elementary School Principal
• Director of Elementary and Elementary Curriculum Coordinator
• School psychologist
• If needed for students with disabilities, a representative with in-depth understanding of the disability will be included in determining eligibility.  

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Qualified GATE Students Over Time

Naglieri

Areas Assessed

• Non-verbal

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Percentage of Students Qualified

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2011-12

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• Out of 652 total students, 39 qualified, 5.98%

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(Cognitive Abilities Test) CogAT

Areas Assessed

• Non-verbal
• Quantitative
• Verbal

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Percentage of Students Qualified

2013-14

• 576 students, 37 qualified, 6%

2014-15

• 501 students, 27 qualified, 5.4%

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