GATE Team Leader Manual - PDF by vqm31048

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									                                       San Diego Unified School District
                                      Office of the Deputy Superintendent

                     GIFTED AND TALENTED EDUCATION DEPARTMENT


                      Marcia DiJiosia, Interim GATE Program Manager
                            Telephone: (858) 573-5998 Fax: (858) 637-6214
                                      e-mail: mdijiosia@sandi.net
  GATE Department website: www.sandi.net , go to the Offices and Departments link, then Gifted and Talented
                                                Education




  GATE Team Leader Manual
         2008-2009

              Madison campus-- Bungalow 6 (main GATE office and GATE student records)
                                 4833 Doliva Drive, San Diego 92117
                   GATE Professional Development Center – Room R-25, Madison HS


Bungalow 6     Aline Hendricks, GATE Program Secretary               (858)-573-5998 ahendricks@sandi.net
               Rosa Covarrubias, GATE Records Clerk                  (858)-573-5986 rcovarrubias@sandi.net
               Mary Quiñonez, part time GATE clerk                   (858)-573-5998 mquinonez@sandi.net

Room R-24      Rhonda Zawadzki, GATE Resource Teacher (858) 573-5987 rzawadzki@sandi.net
               Robin Nelson Dime , GATE Resource Teacher (858) 573-5992 rdime@sandi.net
               Rolena Jones, GATE Resource Teacher       (858) 573-5988 rjones4@sandi.net
                                     FAX: (858) 573-5939

Bungalow 5     Guadalupe Cuarenta, GATE School Psychologist (858) 573-5990 gcuarenta@sandi.net
               Laura Rafal, GATE School Psychologist       (858) 573-5993 lrafal@sandi.net
               Marc Sanchez, GATE School Psychologist      (858) 573-5989 msanchez3@sandi.net
               Mary Todd, GATE School Psychologist         (858) 573-5997 mtodd1@sandi.net
               Julienne Venditti, GATE School Psychologist (858) 573-5994 jvenditti@sandi.net
               Cristina Molina, GATE School Psychologist   (858) 637-6217 cmolina@sandi.net
                                       FAX: (858) 637-6214
                                 2008-2009 GATE Team Leader Manual
                                           Table of Content
Chapter 1. - Information for Working with the GATE Office
 GATE Department Calendar of Events                                                                     3
 GATE Resource Teachers’ Assignments 2008-2009                                                          5
 GATE Resource Teacher Services to School Sites                                                         6
 Testing Procedures and Working with Your GATE Psychologists                                            7
 Raven Progressive Matrices                                                                             9
 Opt-out Form for Grade 2 Testing for GATE                                                             10
 Teacher Rating Scale                                                                                  11
 Retest Criteria                                                                                       12
 GATE Seminar Program Registration Form                                                                13

Chapter 2. - Information for Working at the School Site
 Role of GATE Team Leaders                                                                             17
 Directions for Creating GATE Team Leader Assignments/Stipends                                         18
 Use of GATE Funds (CA Department of Education)                                                        19
  General Guidelines for Use of GATE Funds                                                             20
 Directions for Getting a Directory of GATE Students from Zangle                                       22
 California State Definition of Differentiation                                                        23
 Models and Descriptions                                                                               24
 Explanation of Strategies                                                                             25
 Guidelines for Preparing the GATE Teacher Accountability Plan                                         27
 Rubric for Assessing your Site Program Summary and Accountability Plan                                29
 Sample Secondary GATE Accountability Plan for Differentiated Instruction                              31
 Sample Elementary GATE Accountability Plan for Differentiated Instruction                             32
 Definitions for Differentiating Content, Process, and Product Especially for Use in Preparing IGP’s   33
 Observation Tool for Principals to Evaluate Differentiated Instruction                                35

Chapter 3. - Site GATE Plan Materials
 Checklist for Submitting Your 2008-2009 GATE Plan                                                     39
 Schedule of Two-year Rotations for Teacher Accountability Plans by Feeder Patterns                    40
 Program Summary (generic for all grade levels)                                                        41
 Accountability Plan for Differentiated Instruction (generic for all grade levels)                     43
 Waiver for Non-Certified Teachers                                                                     45
 2008 -2009 Teacher Roster                                                                             47
 Site GATE Budget 2008-2009 Form                                                                       48
 Individualized GATE Plan (IGP) Form                                                                   49

Chapter 4. - Information Regarding Teacher Professional Development
 2008-2009 Distinguished Lecture Series for Teachers Only Informational Flyer                          53
 GATE Training for K-2 Teachers                                                                        54
 GATE Teacher Certification Informational Letter and Application (District Circular 99)                55
 North County Professional Development Federation Certification Announcements and Registrations        58

Chapter 5. - Information for Working with Parents
 GATE District Advisory Committee Startup Memo and Representative Designation Form                     63
 2008-2009 Meetings for Parents of Newly Identified GATE Students Informational Flyer                  65
          (English/Spanish)
 2008-2009 Distinguished Lecture Series for Parents Informational Flyer (English/Spanish)              67
Information for Working with the
         GATE Office




                1
2
                              CALENDAR OF EVENTS
                                           GATE Department
                                               2008-2009
                                           (Corrections in red.)
September 08, 2008   GATE DAC (District Advisory Committee) Meeting 6:30 – 8:00 p.m. Harold J. Ballard Parent
                     Center, 2375 Congress St., San Diego Childcare provided.

September 24         GATE Governance Team Meeting 4:00 – 6:00 p.m. Madison High School, R25

October 7            GATE Team Leaders Meeting/Elementary        Madison High School Cafeteria       4:15 – 5:45 p.m.

October 11           AP Workshop – La Jolla High School Campus 8:00 a.m. – 3:30 p.m. Registration deadline:
                     September 17, 2008 Call Rhonda Zawadzki for details at (858) 573-5987

October 13           GATE DAC (District Advisory Committee) Meeting 6:30 – 8:00 p.m. Harold J. Ballard Parent
                     Center, 2375 Congress St., San Diego Childcare provided.

October 16           GATE Team Leaders Meeting/Secondary Madison High School Rm.R25
                     Senior High 3:00 to 4:15 p.m.  Middle 4:30 to 5:45 p.m.

October 20           GATE DAC (District Advisory Committee) GATE 101 Meeting for new representatives
                     6:30 – 8:00 p.m. Harold J. Ballard Parent Center, 2375 Congress St., San Diego

October 23           GATE Team Leaders Make-Up Meeting Madison, Room R25 3:30 – 5:00 p.m.

November 5           Distinguished Lecture Series featuring Nathan Levy
                     For Educators: “Practical Ways to Develop Critical Thinkers and Writers”
                     4:00-5:45 p.m. Eugene Brucker Education Center Board Auditorium
                     For Parents: “Powerful Strategies for Enhancing Learning in Gifted and Highly Capable Learners”
                     7:00-8:30 p.m. Eugene Brucker Education Center Board Auditorium, 4100 Normal Street

November 17          GATE DAC (District Advisory Committee) Meeting 6:30 – 8:00 p.m. Harold J. Ballard Parent
                     Center, 2375 Congress St. San Diego Childcare provided.

December 3           GATE Governance Team Meeting 4:00 – 6:00 p.m. Madison High School, R25

December 5           GATE Site Plans due to GATE Office

December 16          Informational meeting for Seminar Parents (High school)      Madison High 6:00 – 7:00 p.m.

January 12, 2009     GATE DAC (District Advisory Committee) Meeting            6:30 – 8:00 p.m. Harold J. Ballard
                     Parent Center, 2375 Congress St. San Diego

January 20           Informational meeting for Seminar Parents (High School)      Kearny High     6:00 – 7:00 p.m.

January 24           ASDEG (Association of San Diego Educators of the Gifted) Conference
                     USD/Joan Kroc Center for Peace and Justice 7:30 a.m. – 1:30 p.m.

January 27           Informational meeting for Seminar Parents (Middle) Innovation Middle 6:00 – 7:00 p.m.

January 28           GATE Governance Team Meeting 4:00 – 6:00 p.m. Madison High School, Rm. B25

February 3           GATE DAC (District Advisory Committee) Meeting 6:30 – 8:00 p.m. Harold J. Ballard Parent
                     Center, 2375 Congress St., San Diego Childcare provided.

February 4           Distinguished Lecture Series featuring Susan Weinbrenner
                     For Educators: “Challenging Gifted Students While Improving Schoolwide Achievement”
                     4:00-5:45 p.m. Eugene Brucker Education Center Board Auditorium
                     For Parents: “Challenging Gifted Students While Improving Schoolwide Achievement”
                     7:00-8:30 p.m. Eugene Brucker Education Center Board Auditorium, 4100 Normal Street



                                                       3
                        CALENDAR OF EVENTS, continued
February 13-15   CAG (California Association for the Gifted) 47th Annual Conference
                 Anaheim Convention Center/Anaheim Marriott
                 Call the CAG Office at (916) 441-3999 or web: www.CAGifted.org

February 18      Meeting for Parents of Newly Identified Students 7:00 – 8:30 p.m. Eugene Brucker Education
                 Center Board Auditorium

February 19      Informational Meeting for Seminar Parents (Middle school)   Mann Complex 6:00 – 7:00 p.m.

February 25      GATE Governance Team Meeting 4:00 – 6:00 p.m. Madison High School, Rm. R25

March 2          GATE DAC (District Advisory Committee) GATE 102 Meeting 6:30 – 8:00 p.m. Harold J.
                 Ballard Parent Center, 2375 Congress St., San Diego

March 3          Informational Meeting for Seminar Parents (Elementary school)
                 Dingeman Elementary 6:00 – 7:00 p.m.

March 9          GATE DAC (District Advisory Committee) Meeting 6:30 – 8:00 p.m. Harold J. Ballard Parent
                 Center, 2375 Congress St., San Diego Childcare provided.

March 18         Distinguished Lecture Series featuring Dr. Donna Ford
                 For Educators: “Keys to Success and the Under-represented Student”
                 4:00-5:45 p.m. Eugene Brucker Education Center Board Auditorium
                 For Parents: “Becoming Part of the Solution” 7:00-8:30 p.m.
                 Eugene Brucker Education Center Board Auditorium, 4100 Normal Street, San Diego

March 25         GATE Governance Team Meeting 4:00 – 6:00 p.m. Madison High School, Rm. R25

April 1          Informational Meeting for Seminar Parents (Elementary school) Jones Elementary
                 6:00 – 7:00 p.m.

April 13         GATE DAC (District Advisory Committee) Meeting 6:30 – 8:00 p.m. Harold J. Ballard Parent
                 Center, 2375 Congress St., San Diego Childcare provided.

April 29         GATE Governance Team Meeting 4:00 – 6:00 p.m. Madison High School, Rm. B25

May 12           GATE DAC (District Advisory Committee) Meeting 6:30 – 8:00 p.m. Harold J. Ballard Parent
                 Center, 2375 Congress St., San Diego Childcare provided.

May 20           GATE Governance Team Meeting 4:00 – 6:00 p.m. Madison High School, Rm. B25

May 27           Distinguished Lecture Series featuring Erik Jenson
                 For Educators: “Enriching the Gifted Brain” 4:00-5:45 p.m.
                 Eugene Brucker Education Center Board Auditorium
                 For Parents: “Parenting the Gifted Brain” 7:00-8:30 p.m.
                 Eugene Brucker Education Center Board Auditorium, 4100 Normal Street, San Diego

June 1           GATE DAC (District Advisory Committee) Meeting 6:30 – 8:00 p.m. STEERING
                 COMMITTEE MEMBERS ONLY Harold J. Ballard Parent Center, 2375 Congress St.
                 San Diego

June 3           Meeting for Parents of Newly Identified Students 7:00 – 8:30 p.m. Eugene Brucker Education
                 Center Board Auditorium




                                                   4
GATE Resource Teachers’ Assignments 2008-2009
                  Rolena Jones                                          Robin Nelson Dime                                           Rhonda Zawadzki
Lincoln/Morse/ScrippsRanch/MiraMesa/Serra                  San Diego/Madison/Kearny/Hoover/Henry                 La Jolla/University City/Crawford/Mission
School of Creative and Performing Arts(SCPA)                                                                     Bay/Clairemont/Pt. Loma
Baker                        Dingeman                   Balboa                      Angier                       Bird Rock                      Bayview Terrace
Chollas/Mead                 Jerabek                    Birney                      Carson                       La Jolla                       Crown Point
Horton                       Miramar Ranch              Burbank                     Chesterton                   Torrey Pines                   Pacific Beach
Johnson                      Ericson                    Chavez                      Cubberley                    Curie                          Sessions
Knox                         Hage                       Emerson/Bandini             Fletcher                     Doyle                          Alcott
Porter                       Hickman                    Florence                    Jones                        Spreckels                      Bay Park
Webster                      Mason                      Golden Hill                 Juarez                       Carver                         Cadman
Audubon                      Sandburg                   Garfield                    Linda Vista                  Clay                           Toler
Boone                        Walker                     Grant                       Ross                         Euclid                         Cabrillo
Encanto                      Hancock                    Jefferson                   Wegeforth                    Fay                            Dewey
Freese                       Miller                     Kimbrough                    Adams                       Hardy                          Loma Portal
Fulton                       Tierrasanta                Logan                       Central                      Ibarra                         Ocean Beach
Lee                          Vista Grande               McKinley                    Cherokee Point               Marshall                       Silver Gate
Nye                                                     North Park                  Edison                       Oak Park                       Sunset View
Paradise Hills               Open GATE                  Perkins                     Franklin                     Rolando Park
Penn                                                    Rodriquez                   Hamilton
Perry                                                   Sherman                     Joyner
Valencia Park                                           Washington                  Normal Heights
Zamorano                                                Field                       Rosa Parks
                                                        Hawthorne                   Rowan
                                                        Holmes                      Benchley/Weinberger
                                                        Lafayette                   Dailard
                                                        Lindbergh/Schweitzer        Foster
                                                        Sequoia                     Gage
                                                        Whitman                     Green
                                                                                    Hearst
                                                                                    Marvin
Memorial Preparatory         T. Marshall                Roosevelt                   Taft                         Muirlands                      Pacific Beach Middle
Bell                         Challenger                 CPMA(Creative and           Clark                        Standley                       Marston
Millennial Tech              Wangenheim                 Performing Media Arts)      Wilson                       Mann                           Correia
                             DePortola                  Innovation                  Lewis                                                       Dana
                             Farb                       Montgomery                  Pershing                                                    Longfellow
Lincoln High                 Scripps Ranch High         San Diego Complex:          Kearny Complex:              La Jolla High                  Mission Bay High
Morse High                   Mira Mesa High               International Studies       SCT                        University City High           Clairemont High
                             Serra High                   Sci Tech                    International Business     Crawford Complex:              Point Loma High
                             SCPA High School             LEADS                       DMD                         IDEA                          Mt. Everest
                             Language Academy             MVAPA                     Hoover                                                      Muir Alternative
                                                          Business                  Henry
                                                          CIMA                      Twain
                                                        Madison High                Garfield High
Telephone: 858/573-5988                                 Telephone: 858/573-5992                                  Telephone: 858/573-5987
Email: rjones4@sandi.net                                Email: rdime@sandi.net                                   Email: rzawadzki@sandi.net
NOTE: The first High school listed in each column begins the elementary and middle school feeder patterns. Each high school feeder pattern ends with an underlined
elementary school. Updated 09/25/08 4:18p.m.                                     5
          GATE Resource Teacher Services to School Sites


Services to School Sites:

Resource teachers will train and plan with team leaders and/or GATE
teachers by
          explaining the site GATE plan;
          contributing materials and ideas for parent meetings;
          offering assistance and group workshops regarding differentiated
          instruction;
          sharing ideas for use of the GATE Handbook/GATE Web site;
          facilitating the dissemination of information to parents and
          teachers;
          assisting new GATE teachers and team leaders; and
          providing materials and resources for addressing the social and
          emotional needs of GATE students.

Resource teachers will support and celebrate your successes by
         attending special events or demonstrations at your school site;
         arranging teacher mentorships;
         exhibiting student work at the GATE Professional Development
         Center (Room R25, Madison HS); and
         visiting and modeling GATE strategies at school sites.


Services to Vertical Team Feeder Patterns:

Resource teachers will assist GATE administrators, GATE teachers, and
GATE parents by
         coordinating and facilitating vertical team meetings;
         developing a resource packet of suggestions regarding vertical
         teaming;
         announcing and/or sponsoring professional development
         opportunities to include GATE certification classes, Discover
         courses, Advanced Placement conferences, ASDEG and CAG
         conferences; and
         presenting at feeder pattern parent meetings.

                                      6
    What is Needed When the                                                                      Raven Progressive Matrices
                                                              IDENTIFICATION
    Psychologist Arrives?                                                                        The Raven is a nonreading test of cognitive
                                                                                                 processing skills or how a child learns.
                                                                GATE Cluster:
•   A list of all students to be tested by
                                                                                                 It is an untimed test consisting of 60 multiple
    classroom/grade with the following
    data: Student names                        Intellectual~Raven score of 98%ile or Raven       choice tasks that get progressively more
                                                                                                 complex.
                                               score of 95%ile + a factor
            Student Id # and birthdate                                                           The percentile score we obtain is based on the
            Ethnic code                        High Achievement~Raven score of 95%ile +          age of the child and the number correct
                                                                                                 compared nationally to other children their age.
                                               3 scores of CST in the Advanced level
            Room number/grade
                                               (elementary) +4 scores in the Advanced            The Raven looks at abstract reasoning skills,
            Free/Reduced lunch                 level (gr.7)                                      synthesis and analysis, problem-solving and
                                                                                                 complex thought rather than memorization,
            Special Education code                                                               vocabulary or achievement.
                                               Specific Academic (gr. 7 only)~Raven score
            Language proficiency
            code (e.g. A, I, B, etc.)          of 95%ile + 1 score on the CST in the same        This test is appropriate for children with differing
                                                                                                 backgrounds, second language learners,
                                               area in the Advanced level + an “A” in the        varying learning styles and learning disabilities.
            Is this a retest for Cluster
            or Seminar?                        corresponding subject (or 3.0 overall GPA)
                                                                                                 Either side of the brain may be used in figuring
            A list of 2nd grade students, by                                                     out clues to the test making it excellent for both
            class, “opting out” of the                          GATE Seminar:                    verbal and visual learners.
            testing process                    ~Raven score of 99.9%ile or Raven score of

•   Parent forms (blue or green) and           99.6%ile + factor
    Teacher forms (goldenrod) in                                                                               Retesting Criteria
    alphabetical order by class                                    Factors
                                                                                                 Retesting for Cluster
•   Testing environment is important.          1.     Environmental-attended three or more
                                                                                                 previous Raven score of 85%ile         (gr. 5)
    A quiet, well-lit room that would          schools from grades K-5, applicable through gr.
    provide a fair and comfortable             5 only
    setting for testing (e.g. plenty of                                                                90%ile on Raven                 (gr. 7)
                                               2. Economic-eligible for free or reduced lunch
    tables and chairs, away from school                                                                             OR
    traffic and noise, space to separate       3. Language-assigned a Language Proficiency
    students from one another and              Code by the school site of ILEP,B,EI,EA or A      2 scores of Advanced on the CST (gr. 5)
    translation services, when needed)         indicating limited English proficiency

                                               4. Emotional-having involved a psychiatrist,      3 scores of Advanced on the CST (gr. 7)
•   A school phone number list for             counselor, psychologist or social worker due to
    calling classrooms or a runner to          emotional problems or acute emotional trauma
    help bring students to the testing                                                           Retesting for Seminar:
    room. The school’s daily bell              5. Health- has an active IEP or 504 Plan or is
    schedule and a map of the site.            diagnosed with a medical condition that           5 scores of Advanced in either area on the
                                               interferes   with   efforts    towards   school
                                                                                                 CST (gr.5) or 7 scores of Advanced (gr.7)
                                               achievement, including corrective lenses


                                                                          7
After the Testing…                            The following materials should all be
                                               grouped together and distributed:
                                                                                       GIFTED
You will be receiving materials either by
school mail or they will be dropped off by
                                                                                       A ND
the psychologist. They need to be
                                              •   Student did not qualify-
                                                                                       TALENTED
distributed to the parents and guardians
using the best method determined by the
                                                  Letter to parent only                EDUCATION
school.
                                              •   Student identified for GATE
Some schools:                                     Cluster-

use U.S. mail;                                    Letter to parent

some send the results home with students          GATE Program booklet (English or
in sealed envelopes;                              Spanish)

some call parents to pick up results from
the school office;
                                                  Notice of meeting for parents of
                                                  newly identified GATE students
                                                                                          Testing Procedures
                                                                                                   and
                                                  Booklist
while others hold a meeting and hand out                                               Working with Your GATE
materials at that time.
                                                  Distinguished Lecture Series flier        Psychologist
Data sheets will be part of the packet of                                                        2008-2009
materials and are confidential                •   Student identified for GATE
information. Please work with the school          Seminar-(this may be sent
principal to determine the extent to which        home directly to parents from
school staff will have access to this             the GATE office)
information
                                                  Letter to parent
GATE SPC Codes:
                                                  GATE Program booklet (English or
1=Seminar                                         Spanish)

2=Intellectual (Cluster)                          Seminar booklet (English or           GATE Office: (858) 573-5998
                                                  Spanish)
3=High Achievement (Cluster)                                                               FAX: (858) 637-6215
                                                  Seminar site descriptions booklet    Website: www.sandi.net /GATE
4=Specific Academic (Cluster)
                                                  Notice of Seminar parent meetings
Students to be tested: grades 2, 5 or 7 OR
new-to-the district only (All must meet           Notice of meeting for parents of
eligibility criteria)
                                                  newly identified GATE students

                                                  Booklist
Requests for 3rd tests must be submitted to
                                                  Distinguished Lecture Series flier
the GATE Retest Committee
                                                                     8
              Raven Progressive Matrices

•   Originally developed by John Raven in England in 1935, the Raven
    Progressive Matrices is a test that does not require reading, yet is, however,
    highly related to general intelligence. It assesses cognitive processing skills
    or how a child learns. It is not based on achievement.

•   This instrument may be used to predict ability levels and gifted potential
    for all students because it is as culturally fair as a test can be constructed. It
    acts as an excellent assessment for culturally diverse populations, bilingual
    students and all types of learners, as well. As with all standardized
    intelligence tests, it assesses general mental ability, which is primarily
    correlated with success in school.

•   The Raven takes approximately 45 minutes to administer, although SDCS
    provides an untimed setting. It is a 60-item test with multiple-choice answers
    and is administered in a group. The tasks become progressively more difficult
    and complex as the test proceeds, but builds upon one another so that the
    patterns of reasoning may be established for clues to responses. The Raven
    has been normed using diverse ethnic groups and socioeconomic levels.

•   The Raven assesses abilities in a variety of areas, including: alertness to
    visual detail; categorical thinking; conceptual reasoning; problem-solving
    skills; concentration; persistence; sequencing; nonverbal concept formation;
    synthesis and analysis; spatial perception and information processing skills.
    These follow the hierarchy of Bloom’s Taxonomy. Children aged 6 years 6
    months through 16 years 6 months take the Standard Progressive Matrices—
    Plus version (the most current revision) and scores are age based.

•   The Raven assesses fluid intelligence and cognitive processing rather than a
    student’s achievement levels, ability to memorize facts or possession of a
    broad vocabulary. It calls upon abstract rather than concrete thinking and
    either side of the brain can be utilized in the resolution of responses. Also, the
    individual determines the correct answer choice by applying his or her area of
    strength, be it in the formation of verbal or visual clues. The entire test is a
    learning process. The better a child is able to learn and apply the simpler rules
    to the more complex problems, the better s/he will perform on the test.




                                       9
                       SAN DIEGO UNIFIED SCHOOL DISTRICT
                              Office of the Deputy Superintendent
             • GIFTED AND TALENTED EDUCATION DEPARTMENT •




                              OPT-OUT form


All students in grade 2 will be tested for the Gifted and Talented Education
Program. If you do not want your child tested for GATE at this time, please fill
out the form below and return it to the school office. This form will be kept at the
school site as a record of your request.

If you do want your child tested, please fill out the attached Student/Parent
Information form and return it to the school site.

Do not return both forms.


School name: _______________________________________________

Child’s name: ______________________________________________

I do not want my child tested for the GATE Program at this time. I understand that
my child cannot be considered again for testing until grade 5 or 7.



                                          Signature of Parent or Guardian



                                                             Date

‘08-‘09




                                                    10
                          SAN DIEGO UNIFIED SCHOOL DISTRICT
                           Office of the Deputy Superintendent
             GIFTED AND TALENTED EDUCATION DEPARTMENT
                         TEACHER RATING SCALE

__________________________ ___________________                                    ___________
STUDENT’S Name             (Last, First)                  School                       Grade

_________ _____________________                           _____/_____/____(see back of this form
Room No.               Teacher/Counselor                            Date             for retest criteria)


Please complete the following rating scale for every child to be tested by marking one
number for each description:
                                                                           very rarely                frequently
Learning                                                                          1       2       3         4   5
  Displays advanced vocabulary
  Is insightful about cause and effect relationships
  Asks many deep questions; experiments with ideas
  Able to reason through complicated tasks; sees implications

Achievement                                                                      1        2       3         4   5
  Achieves well above grade level in several areas
  Needs few repetitions for acquisition of complex information

Motivation                                                                       1       2       3          4   5
  Persists when faced with complex tasks
  Resourceful when finding answers to questions
  Is absorbed in tasks when interested; intense need to know
  Requires little external motivation

Leadership                                                                       1        2       3         4   5
  Is self-confident; aware of the feelings of others
  Enjoys taking on responsibility
  Need for fairness; takes action to resolve injustice

Creativity                                                            12345
  Expresses curiosity about various topics
  Does not fear being different
  Imaginative and shows emotional sensitivity
  Asks many questions and offers unique responses
  Nonconforming
                                                              Total Points:
Comments:
____________________________________________________________
____________________________________________________________
In your professional opinion this student should be in:       General Ed GATE Cluster
                                                11            GATE Seminar
RETEST CRITERIA

GATE Cluster          If a child is not identified for the GATE Cluster program and a retest is
requested in grades 5 or 7, the child must meet one of the following criteria:

                                Raven score of 85%ile or above (grade 5)

                                Raven score of 90%ile or above (grade 7)

                                               OR
                                Earned two scores* of Advanced on the CST (grade 5)

                                Earned three scores* of Advanced on the CST (grade 7)

                                *Does not need to be the same area or same year

GATE Seminar                    If a child is GATE Cluster identified and a retest for GATE
Seminar is                                      requested, the child must meet the following
criteria:

                                Five scores of Advanced on the CST (grade 5)
                                Seven scores of Advanced on the CST (grade 7)

All third tests must go through the GATE Retest Committee appeal process. Check the GATE
website for items to be submitted before deliberations may commence. www.sandi.net/GATE2

          BRIGHT CHILD                                        GIFTED CHILD

          Knows the answers                                   Asks the questions
          Is interested                                       Is highly curious
          Is attentive                                        Is mentally and physically involved
          Has good ideas                                      Has wild, silly ideas
          Works hard                                          Plays around yet tests well
          Answers the questions                               Discusses in detail; elaborates
          Top group                                           Beyond the group
          Listens with interest                               Shows strong feelings and opinions
          Learns with ease                                    Already knows
          6-8 repetitions for mastery                         1-2 repetitions for mastery
          Understand ideas                                    Constructs abstractions
          Enjoys peers                                        Prefers adults
          Grasps the meaning                                  Draws inferences
          Completes assignments                               Initiates projects
          Is receptive                                        Is intense
          Copies accurately                                   Creates a new design
          Enjoys school                                       Enjoys learning
          Absorbs information                                 Manipulates information
          Technician                                          Inventor
          Good memorizer                                      Good guesser
          Enjoys straightforward, sequential presentation     Thrives on complexity
          Is alert                                            Is keenly observant
          Is pleased with learning                            Is highly self-critical

’08-’09                                        12                    by Janice Szabos
                The GATE office will distribute registration forms to school sites.

                                 San Diego Unified School District
      GATE Seminar Program Registration Form
                               for the 2009-2010 school year

          Deadlines for submission of the Seminar Registration form to the school site:
                         High school               Friday, February 6, 2009
                         Middle school             Friday, March 13, 2009
                        Elementary school          Friday, May 8, 2009


Student’s name: _________________________________________ Birthdate: ___________________
                         Last                  First

Name of parent/guardian: ______________________________________________________________

Daytime phone: _______________ Evening phone: ________________ e-mail:___________________

Complete home address: _______________________________________________________________

                             _______________________________________________________________

Present school: ________________________________________ Present grade:__________________
of attendance

School and grade level at which you will register: ______________________________ __________
                                                              school                 grade

Has your child participated in a Seminar Program before? (check one) ________No
                                                                      ________Yes
                                                           (If Yes, most recent grade level: _____)


Parent’s signature: __________________________________                   Date: __________________________

Student’s signature: ___________________________________________________________________


                                                Instructions
1.   Submit this form directly to the school to which you are enrolling. (See deadline dates above)
2.   Attach a copy of the school district letter which states that your child is identified for the Seminar Program.
     If you have lost this letter, you should be able to secure a copy from your child’s cumulative folder at the
     school. If there is no copy in the folder, have the school request a copy from the GATE Office. Note: Students
     who have not been identified by the school district as Seminar may not participate in this enrollment process.
3.   It is highly recommended that you call the school in which you are interested to schedule a visit for both you
     and your child. You may observe the class in action, meet the teacher and ask questions.
                                                   13
                         Please do not send a registration form to the GATE Office.
             The GATE office will distribute registration forms to school sites.


                        GATE Seminar Registration Information


   •    Please make a copy of your registration and keep it for your records.


   •   If the student has been identified for the Seminar Program, the district is committed to
       ensuring appropriate placement. However, due to space availability issues, there may need
       to be a placement made at an alternative school site.


   •   A Seminar student has priority for placement in the Seminar Program within the resident high
       school cluster, either as a resident or an articulating Seminar student. A high school cluster is
       considered all of the elementary and middle schools that feed into the same high school.


   •   Students may apply to programs outside of their resident area if parents feel other programs are
       better suited for their children or if they expect their resident Seminar Program to have more
       applications than available space. This process must be handled through the Enrollment Options
       Office and the Choice Program. They can be reached at (619) 725-5672 or through their website
       at http://www.sandi.net then click on Enrollment Options. Please contact them for information on
       important deadlines.


   •   Acceptance priority criteria adopted by the SDUSD School Board on February 24, 1998, include
       the following:

               District Seminar identification
               Residency within the high school cluster pattern
               Gender and ethnic balance

               Individual schools may add site-specific considerations, but the above three criteria are to
               be used first


    • Unfortunately, transportation is not provided for the Seminar Program.


    • For answers to questions about a specific Seminar Program, please contact the principal or GATE
    Team Leader at the site.



Reminder: A Seminar student has priority at his/her neighborhood Seminar school site. However,
space may be limited at that site and alternative means of choosing students to participate may be
utilized by the school. There will be space available at another school if you wish for your child to
participate.

                                                         14
Information for Working at the
         School Site




                15
16
                       ROLE OF GATE TEAM LEADERS

I. AT THE SCHOOL SITE

     Coordinate GATE program planning, implementing, budgeting, and evaluation with site
     administrators, teachers, and parents. Monitor the budget during the school year.

     Establish and maintain communication and collaboration
                    -among team members,
                    -with GATE parents, and
                    -with GATE-DAC representative.

     Support new GATE teachers.

     Support teachers undergoing certification and provide leadership by encouraging on-
     going staff development.

     Schedule site GATE parent meetings together with the DAC representative, and
     encourage parents to attend GATE events.

     Work with site governance team and make certain that GATE is represented at each
     meeting.

     Encourage GATE teacher participation in professional development opportunities, e.g.
     ASDEG Conference, CAG Conference, Distinguished Lecture Series, Advanced
     Placement (AP) and pre-AP training, etc.

II. WITH THE GATE OFFICE

     Be a two-way communication link with the GATE office by
     -disseminating information from the GATE office to site staff, and by
     -forwarding important information for the site to the GATE office, including
      site needs.

     Perform record-keeping and administrative responsibilities by
     -attending Team Leader meetings convened by the GATE office;
     -downloading, coordinating, and submitting the Program Summary and Accountability
      Plans to the GATE office both electronically and in hardcopy;
     -submitting a comprehensive site Master Schedule and GATE Teacher Roster;
     -turning in your site’s GATE budget to the GATE office; and
     -attending or appointing someone to attend your feeder pattern vertical team meetings.




                                            17
             Directions for Creating GATE Team Leader Assignments/Stipends


The following is an explanation of how to designate a GATE teacher as the GATE Team Leader for the
school site and for them to receive the additional stipend.

1.     Check the individual’s assignment on the HR system. If the teacher in question is already
       listed as the GATE Team Leader, there is nothing to be done; the assignment will continue.
       If the teacher in questions has not been a GATE Team Leader, then

2.     Contact the site’s budget analyst. If the teacher in question is in a unique position—no other
       staff member shares that job title—the budget analyst can simply change the position’s title,
       generating the additional stipend. If the teacher in question is not in a unique position, then

3.     The teacher in question has to have their position title changed to the GATE Team Leader.
       The site timekeeper will need a position number for this that will allow for the stipend to be
       added to the regular salary. This position number is different for each site and needs to be
       created by the site’s budget analyst. Once this is done, then two PARS must be generated
       and approved; one PAR to release the teacher from the current position and the second PAR
       to assign them to the newly created position. After the PAR progresses through the usual
       channels, the new assignment may take up to a month before appearing on the payroll
       stub/check. Any retro pay should follow.

4.     Budget problems need to be discussed with the budget analyst assigned to the site. If the
       timekeeper has other problems, they can call the GATE office at (858) 573-5998.




                                                    18
Use of Funds (CA Dept of Education)


Taken from: http://www.cde.ca.gov/fg/fo/r12/gate05uof.asp
Last modified: Thursday, February 17, 2005


Use of Funds
GATE Authorized and Unauthorized Use of Funds

Authorized Use of GATE Funds

     •     Professional development that focuses on meeting the needs of advanced students (in-house, institutes, consultants,
           conferences).
     •     Professional development on differentiating curriculum for mixed ability classrooms, cluster groups, part-time grouping, or
           selfcontained
     •     classes.
     •     Salaries and benefits for GATE specialists (pull-out teachers, itinerant teachers, coordinators).
     •     Stipends for teachers who serve GATE students beyond contract time (zero period, after school, before school, prep time).
     •     Administrative costs (GATE coordinator's salary and benefits, or a prorated percentage of a person's salary based on the
           percentage of time they devote to GATE).
     •     Indirect costs (limited to 3 percent).
     •     Stipends for a site liaison.
     •     Technology and software to support curriculum specifically to meet the needs of the gifted students in accordance with the
           district plan.
     •     Supplementary textbooks and supplies for honors and Advanced Placement classes, self-contained GATE classrooms,
           cluster groups or individual students, part-time groups.
     •     Participation in educational experiences appropriate for GATE students, such as Odyssey of the Minds, Science Olympiad,
     •     Academic Decathlon, even if some of the participating students are not identified as GATE students.
     •     Testing materials and time used in the identification of gifted students.
     •     Transportation and admission for study trips determined by the district to be appropriate.
     •     Transportation to and from regularly scheduled classes or seminars.
     •     Scholarships for gifted students to attend special events or classes.
     •     Summer activities appropriate for GATE students.

Note: There is no requirement that GATE purchases be used only for GATE students. GATE money should purchase
supplementary, above grade-level items, which may be used by all students.


Unauthorized Use of GATE Funds

     •     Salaries and benefits for teachers of self-contained GATE classrooms, honors classes, and Advanced Placement classes
           that meet during the teacher's regular contract day.
     •     Basic textbooks and supplies generally provided to all students.
     •     Equipment and special supplies that are intended for use by the whole school.
     •     Food and lodging for students on field trips.


                                                                              Questions: Sandra Frank| sfrank@cde.ca.gov | 916-323-5505




http://www.cde.ca.gov/fg/fo/r12/gate05uof.asp?print=yes7/20/2005 3:40:16 PM


                                                                              19
                   GENERAL GUIDELINES FOR USE OF GATE FUNDS

GATE expenditures must be aligned with the California GATE standards. Allowable expenses
could reference any of the aspects of the program: program design, identification, curriculum and
instruction, social and emotional development, professional development, parent and community
involvement, and program assessment.

Suggestions for implementation can be found in each of the pertinent handbook sections, as well
as in Meeting the Standards: A Guide to Developing Services for Gifted Students, a joint endeavor
of California Association for the Gifted (CAG) and the California Department of Education and
published by CAG. (www.CAGifted.org)


• GATE expenditures must be aligned with the site's program summary descriptions. Each item
  of expenditure should be traceable to what the site says it plans to do as described in the
  program summary.
      Examples:
      (a) If a site plans to base its differentiated instruction on the Thematic Interdisciplinary
      Teaching model, classroom materials purchased should clearly be those that support the
      students' investigation of the theme and generalizations at a deeper and more complex
      level than basic classroom materials allow.
      (b) If a site has set goals for staff development that include awareness of the ways in
      which local teachers incorporate depth and complexity in a particular content area, then
      costs of attending a local GATE conference that has sessions on this topic would be
      appropriate expenditures.

• GATE expenditures should be directly related to the academic program. (GATE legislation
  requires that all programs for gifted students have an academic component.)
     Example:
     Expenditures for a field trip that may be enriching, but that has nothing to do with the
     differentiated curriculum and instruction provided, are inappropriate.

• GATE expenditures must supplement, not supplant, general education costs. GATE funds
  cannot pay for expenses considered general education expenses.
     Example:
     If computers are being provided for all students in a school, the cost of computers for the
     GATE students is not an allowable use of GATE funds.

• GATE funds may be used to support differentiated activities for advanced learners in a
  Cluster classroom even though all the students in the class are not identified gifted students.
  The activities must, however, be consistent with the written GATE program summary.
     Example:
     Any students for whom they are appropriate may use materials purchases to support the
     differentiated curriculum and instruction in a classroom as long as the materials are
     directly related to the academic program and are consistent with the descriptions in the
     program summary.


                                                   20
• GATE funds may and should be used to support the needs of under prepared and
  underachieving GATE students.
     Example:
     GATE funds may be used to support counseling, mentoring, and other interventions that
     assist under prepared and underachieving GATE students whether or not these students
     are placed in GATE or advanced classes as long as the services provided are described in
     the GATE program summary.
   • GATE funds may be used to support vertical teaming in high school articulation patterns,
      as reflected in the program summary.
         Example:
          GATE funds may be used to pay hourly rates for participating teachers in planning
         meetings that support the high school articulation pattern in sustaining rigorous
         academic paths, e.g., classroom visitations, joint newsletter, multi-level speakers,
         curriculum fair, college prep night for all levels.

   •   GATE funds may also be used to assist parents in the understanding of the social and
       emotional needs of GATE students.
          Example:
          GATE funds may be used to support a library of resources available for parents
          and teachers to check out or to pay a stipend or honorarium for a speaker to
          present at a parent meeting, as long as these services are reflected in the GATE
         site plan.




                                              21
          DIRECTIONS FOR GETTING A DIRECTORY OF
               GATE STUDENTS FROM ZANGLE

1) Log into Zangle.

2) Select School Site

3) Click on “Enrollment” button

4) Click on “Reports” button

5) Choose “Student Directory” from list

6) Click on “Select” button

7) When next window opens up, click “Options” tab then on “Student Phone” and “Student
   Address”

8) Click on “Select” tab then on the word “Group” Scroll down the list of names until
   “Prg-GATE(All)” or “Prg-GATE-C” or “Prg-GATE-S” is highlighted. Click on “Select”
   button at bottom.

9) Select “Preview” on next window. A type of data list will appear with a little box in the
   upper left-hand corner. Click on the door icon to close this out. The next window should
   be all the information requested with another little box in the upper left-hand corner.

10) Click on the printer icon to print.

11) Once done, close that window and select “Cancel” on “Report Destination” box that
    appears. Continue to close out windows until done.




                                           22
           CALIFORNIA STATE DEFINITION OF DIFFERENTIATION

Differentiation for advanced learners involves the adjustment of curriculum and instruction by using
the following four dimensions:


1. Depth—Depth refers to the concept of challenging learners by enabling them to venture
   further, deeper, and more elaborately the area under study.
    Questions related to the dimension of depth:
    • What details further the understanding of this area of study; i.e., theme, concept, topic,
      generalization, issue, theory, or principle?
    • How can study of the known be directed towards the unknown, the concrete directed
      towards the abstract, and the familiar directed towards the unfamiliar?
    • What facts, concepts, generalizations, principles, and theories are related to the area of study?
    • What patterns and/or trends exist within the area of study?
    • What structure(s) and rules characterize the area of study?


2. Complexity—Complexity refers to the concept of broadening the learner's understanding of the
   areas under study by asking him/her to make connections, relationships, and associations
   between, within, and across subjects and disciplines.
     Questions related to the dimension of complexity:
     • What new relationship can be made within, between, or among the area of the study and any
       other areas of study?
     • How can this subject be viewed from many varied perspectives?
     • What are the problems and issues within this area of study?
     • What might be multiple solutions to a problem identified within the area of study?
     • What are the prevailing themes related to the area of study?
     • What influence has "time" had on knowledge related to the area of study?


 3. Novelty—Novelty refers to the concept of gaining a personal understanding of the area under
     study or constructing meaning of knowledge in an individualized manner.
      Questions related to the dimension of novelty:
      • How can knowledge in the area of study be interpreted personally?
      • How can one restate or express in personally important ways knowledge from this study?
      • What type of investigation or experiment can be designed to learn more about the area of
        study?
      • What type of original investigation or experiment can be developed to prove or disprove an
        idea about this area of study?


  4. Acceleration or Pacing-Acceleration refers to the concept of altering the pace or speed of
      learning and providing more sophisticated resources for learning in order to challenge
      learners.
      Questions related to the dimension of acceleration:
      • What advanced resources can be used to enhance understanding of the subject under study?
      • What are the strategies needed to study the subject at a more sophisticated level?

                                                  23
                                    Models and Descriptions*

TRADITIONAL CLUSTER (MODEL A)
    The traditional cluster model provides that a minimum of 50 percent of the students are to be GATE
    identified, with any remaining openings to be filled with students who score in the upper 10 percent
    on either state standardized tests or CST (high achieving) or on the Raven (high ability) or other
    district-accepted intelligence test. This model takes the following forms: full day Cluster class in
    elementary; multiple-period core class in 6th grade, middle school; class period in middle and high
    school course offerings. At the secondary level the principal may use his/her discretion in the
    placement of additional Advancement Via Individual Determination (AVID) students in the places
    remaining in the class (procedure adopted 3/23/99). An Accountability Plan for Differentiated
    Instruction is in place describing how and what modifications take place to ensure that the needs of
    the students are being met. Those who teach traditional cluster model A classes must attend at least
    one GATE teacher in-service or conference per year and provide documentation thereof when the
    school’s GATE plan is submitted (SDCS Administrative Policy 4236).


DIVERSITY CLUSTER (MODEL B)
    The diversity cluster model provides that 25 percent or more of the students in a class are GATE
    identified with the remaining openings reflecting the diversity of the school and, where appropriate,
    including students in the AVID program. An Accountability Plan for Differentiated Instruction is in
    place describing which modifications take place to ensure that the needs of the GATE identified
    students are being met throughout the school day. Those who teach diversity cluster model B classes
    must attend at least one GATE teacher in-service or conference per year and provide documentation
    thereof when the school’s GATE plan is submitted (SDCS Administrative Policy 4236).


COLLABORATIVE CLUSTER (MODEL C)
    The collaborative cluster model provides for grade level and cross-grade level teaming in which
    smaller clusters of students are grouped and regrouped for at least one core subject per day, creating a
    cluster of 25 percent or more GATE identified students in one classroom. The remaining openings
    are to be filled by students who would benefit from accelerated instruction (e.g., AVID) and who
    reflect the diversity of the school population. This model may be particularly useful for smaller
    schools. An Accountability Plan for Differentiated Instruction is in place describing which
    modifications may take place to ensure the needs of the students are being met throughout the school
    day. Those who teach collaborative model C classes must attend at least one GATE teacher in-
    service or conference per year and provide documentation thereof when the school’s GATE plan is
    submitted (SDCS Administrative Policy 4236).


INDIVIDUALIZED GATE PLAN – IGP (MODEL D)
    The IGP model is designed for schools with very small populations where grouping could be
    counterproductive. An IGP Individualized GATE Accountability Plan is created for each GATE
    identified student and placed on file in both the site office and GATE office, along with the Program
    Summary. Those who teach individual cluster model D classes must attend at least one GATE
    teacher in-service or conference per year and provide documentation thereof when the school’s
    GATE plan is submitted (SDCS Administrative Policy 4236).

*On September 13, 2005, the SDUSD Board of Education adopted the following recommendations:
           schools will include a professional development component in their GATE program summaries; and
           the GATE Department will post schools’ GATE summaries and plans on the GATE Web site.
                                                    24
                                Explanation of Strategies
The following is designed to assist in filling out the required Accountability Plan for Differentiated
Instruction. More details and examples of each can be found in section 4 of the GATE Handbook located
at the school site.

Definition of Terms:

Curriculum Compacting: A three-step process whereby students are able to test out of material they
have already mastered thereby free up time for independent study in a passion area or continued in-
depth study in the same content area.

ICONS for Depth and Complexity: A process using ICONS to help identify elements of depth and
complexity (language of the discipline, details, patterns, trends, rules, unanswered questions, ethics, big
ideas, over time, and point of view) so that students are able to examine content in a more critical fashion.

Tiered Lessons: A process through which all students are working on a specific skill or concept and the
assignments are “tiered” based upon levels of need. Lessons are designed to move from concrete to
abstract, simple to complex, more structured to more open, fewer facts to multi-facets, or slower pace to
quicker pace.

Problem Based Learning (PBL): A process through which students explore an ill-structured problem or
situation by building a hypothesis, consulting information, constructing solution products, and deepening
their understanding of concepts through debriefing.

Socratic Seminar: A highly structured process in which students seek a more in-depth understanding of
complex ideas through rigorously thoughtful dialogue instead of memorizing bits of information or meeting
arbitrary demands for simple “coverage” of a topic. Socratic Seminar is not to be confused with
accountable talk as a simple group discussion or sharing of options rather than ideas.

Independent Study: A process through which student and teacher identify topic of interest to the student.
They plan a method of identification and investigation as well as products resulting from independent
study. The product should demonstrate the student’s ability to apply skills and knowledge to a specific
topic.

Kohlberg: The theory of the development of moral reasoning provides a method to examine moral
dilemmas through class discussion and individual reasoning. The objective of this theory is to have
students reach an understanding of the existence of universal ethical principles and to apply these
principles to real life problems.

Taba: Thinking skills (concept development, interpretation of data, application of generalizations, and
resolution of conflict) using inductive processes in which the teacher facilitates the discussion allowing
students to develop higher levels of thinking.

Parnes Problem Solving: Strategy provides a structured method for approaching problems in an
imaginative way. It differs from other problem-solving methods in its emphasis on generating a variety of
alternatives before selecting or implementing a solution.

Learning Centers: Stations or collections of materials learners use to explore topics or to practice skills.
Centers should move beyond cursory exploration of topics and practice of basic skills and provide study
in greater depth and complexity on interesting and important topics.



                                                     25
26
               Guidelines for Preparing the GATE Teacher Accountability Plan

Steps in preparing the Accountability Plan:
1. Select 1 or 2 strategies listed on the plan.
2. Select a lesson (or part of a lesson) during which you use the chosen strategy.
3. Then, write your plan to show how you use the chosen strategy to differentiate instruction
    during the chosen lesson.
4. Be succinct. Include some details of your differentiated content, list specific titles of resources used,
    and fully delineate a few required products. Attach handouts that facilitate your explanation.
5. Refer to the strategies below for some suggestions as to what to include in your accountability plan
    explanation. They are intended as a springboard; you are not expected to answer every question.
{Note: The Dimensions of Depth and Complexity and the Content Imperatives often overlap the other
strategies as they are thinking tools or springboards for planning differentiated lessons.}

Suggestions for Accountability Plan content by strategy:

Curriculum Compacting:
  • What specific curriculum is being compacted?
  • What procedures are being used for compacting basic materials? pretest, survey, self-assessment,
      etc.?
  • What levels of acceleration are students able to be achieved?
  • What enrichment activities will be offered to students who are excused from lessons on content
      they have already mastered?

ICONS Dimensions of Depth and Complexity and/or Content Imperatives:
   • Which icon(s) or content imperatives was/were used in the lesson to add depth and complexity?
   • To what core curriculum task is the ICON or Content Imperative applied, and how does it add
     depth and complexity to the lesson?
   • Are more than one ICON/Content Imperative used in order to further enhance differentiation?

Tiered Lessons:
   • Was the content tiered for content, process, and/or product?
   • How does the tiering address individual students’ readiness, talents, interests, and/or student
       learning profiles?
   • Are different levels of content explained?
   • What assessments have been used to determine content needs or to assign tiered groupings of
       students?
   • Are specific titles and difficulty levels of resources listed?
   • Are different project options listed that show different levels of difficulty?

Problem-Based Learning:
   • What situation must students explore or what problem must they investigate?
   • To what degree does the student have a particular role to play in the process, and does it connect to
      a specific discipline?
   • What responsibilities must the student assume?
   • What explanation of steps in the process was provided?

Parnes Problem Solving:
   • What situation or problem will be addressed?
                                                       27
   •    What evidence is there of creative problem solving?
   •    How does the lesson allow for a variety of alternative solutions?
   •    Will students work alone or in groups?
   •    What data will be collected and from what resources?
   •    How will students express their solutions in novel products?

Socratic Seminar:
   • Is the text identified that is used during the seminar (perhaps with an attached sample)?
   • How were students asked to prepare for the Seminar?
   • Are complex ideas that will/did result from the seminar listed (product)?
   • Was there a debriefing aspect of the Seminar?

Independent Study:
   • How did students select topics for independent study?
   • Does the content of the study address students’ interests, readiness levels, learning styles, etc.?
   • How does the process promote independence and lifelong learning?
   • Are the steps and requirements of the process listed?
   • How will students express the results of their learning? Please list some of these specific products.

Kohlberg:
  • What ethical principle(s) is/are addressed?
  • What materials were used to support the discussion or assignment?
  • Were parallels drawn to real life?
  • Did the students use evidence to support reasoning?
  • What stages of moral reasoning were considered?
  • What ideas and reasoning were the outcome of the application of Kohlberg’s moral reasoning
      (product)?
  • Were students asked to express their learning through additional products?

Taba:
   •    What thinking skill(s) was/were addressed?
   •    What questioning were asked of students?
   •    To what content were thinking skills and questioning techniques applied?
   •    What resources were used?
   •    Did interpretation of data occur?
   •    Was cause and effect explored?
   •    Were generalizations drawn?
   •    Was there resolution of conflict?
   •    What ideas and generalizations were generated (product)?
   •    Were students asked to apply questioning strategies themselves?

Learning Centers:
   • What topics were focused on, and how were they addressed?
   • How did the learning center address depth/complexity, allow for tiering, and/or promote
      independent/small group learning?
   • How did the teacher monitor productivity?
   • Through what novel products did students express their learning?
                                                     28
        A Rubric for Assessing your Site Program Summary and Accountability Plan for
                                  Differentiated Instruction
   DIRECTIONS: This rubric is intended as a planning tool to guide the development of your site’s GATE plan. We
   encourage you to use the performance descriptors on this rubric in two ways: when planning your GATE plan, and
   as a self-assessment upon its completion. You are not expected to fill it out completely. The GATE office will
   also use this rubric to give you feedback on your GATE plan.

  Part I. Program Summary
CALIFORNIA GATE           Evidence in                                   Evaluation
Standard                     Plan                  (What needs to be added, changed, or extended upon to
and Performance            (Yes/No)                      make your site’s GATE plan exemplary?)
Descriptors
Program Design Standard:
Are current names and contact information
provided for your site’s GATE team leader,
DAC representative, and person responsible
for placement of GATE students?

Are specific ways for GATE staff to meet,
plan, and vertical team included?



Identification Standard:
Does the site identify and track GATE
students and inform GATE teachers of their
identity?

Professional Development
Standard:
Are GATE certified teachers assigned to
GATE classes?

Will each GATE teacher be provided with at
least one professional development
opportunity this year?

Social/Emotional Standard:
Are plans to support underachievers, English
language learners, at-risk, and double-labeled
students specified?



Parent/Community
Involvement Standard:
How will your site provide a voice to your
DAC representative and other parents?

Program Assessment
Standard:
Is a plan to assess your site’s GATE program
delineated?

Budget Standard:
Are GATE funds used to supplement, not
supplant, district funds with no more than 3%
of GATE funds spent on administrative costs?




                                                        29
   Part II. Accountability Plan for Differentiated Instruction
CALIF. GATE Curriculum            Evidence                           Evaluation
and Instruction Standard:          in Plan     (What needs to be added, changed, or extended upon to
   Performance Descriptors        (Yes/No)            make your site’s GATE plan exemplary?)
Has each teacher submitted an Accountability
Plan for each of his/her classes?

Does the plan clearly delineate how GATE
differentiated instruction is aligned with and
exceeds state core content standards?




Does the plan clearly illustrate how Seminar
curriculum and instruction is differentiated from
that of GATE Cluster, Advanced, and AP
classes?




Do instructional activities modify curriculum for
 depth (allowing students to venture further
        and more elaborately into an area of
        study);
 complexity (asking learners to draw
        connections between, within, and
        across subjects);
 acceleration (altering the pace of instruction
         and providing more sophisticated
         resources); and
 novelty (allowing learners to construct
         meaning in a personalized manner)?




Does the plan specify an extensive range of
resources used to support instruction, including
out of grade level print and non print materials?




Does each teacher’s Accountability Plan provide
specific evidence of differentiated instructional
strategies indicated, i.e. Tiered Lessons, Socratic
Seminar, etc.?




Do instructional activities allow for the
development of ethical standards, sensitivity, and
responsibility to others?




Do instructional activities allow for a variety of
teaching and learning patterns: large and small
group instruction, teacher-directed learning, and
independent study?




                                                      30
   Due: December 5, 2008                                                SAMPLE                                               Section 2: Models: A, B, C, D, and Seminar

                                                         GATE Accountability Plan for Differentiated Instruction
   School: High School                                                                     Teacher Name(s): Diamond, Hart, Silverman
   DIRECTIONS: Each GATE teacher must submit a plan for differentiation. We encourage teachers of the same grade/subject to work together on
   this plan; however, teachers may choose to work individually. Accordingly, please list one or more teacher names above. At the elementary level,
   please submit one plan for each grade and core subject. At the secondary level, please submit one plan for each GATE course offered at the site.
   Curriculum and Instruction State GATE Standard: 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.
   (EC 52206a and 52206b)
   Part I. Elementary (Required on first page only)                                       Part I. Secondary
   Grade:                                     Circle one: Seminar       Cluster           Course Title: English 3-4 Cluster                                                  No. Sections: 2
   Circle one: Model A       Model B       Model C Model D(IGP)                           Department: English                                                  Circle one: Seminar Cluster
   Number Identified GATE (or identified Seminar) students served:                        Number Identified GATE (or identified Seminar) students served: 28
   Total Number of students in the class:                                                 Total Number of students in the class(es): 70


    Part II: For the GATE course(s) designated above, please select a lesson that provides specific evidence of differentiation (acceleration, novelty, depth,
   and complexity) in your class. Then, complete the curriculum map below or attach a handout containing the same information. Do not submit student work.
Core Elementary Subject or Title/Topic of Secondary Unit or Lesson:               The Individual v. the System
Core Content Standard: (Please write out the standard or standards. Do not list the number of the standard only.)
                                     3.5 Compare works that express a universal theme and provide evidence to support the ideas in each work.

Differentiated Content: (Please select 1-2 strategies and explain how you use               Strategies: _X_   (Select 1-2)     Resources: (List specific titles,   Product: (Please specify)
those strategies to differentiate instruction.)                                                                                materials, technology)
This lesson calls upon students to read independently and to judge critically the           ___ Curriculum Compacting                                              Select one:
universal theme of man versus society as it is expressed in fiction, nonfiction,                                               Students select 3 options           1. Write an essay critiquing the
                                                                                            _X_ Depth/Complexity                                                   abilities of two or more subjects
philosophy, and art. Students must examine multiple viewpoints (ICON), identify                                                from the following:
                                                                                            ICONS/ Content Imperatives                                             from selected readings to deal with
patterns(ICON), draw parallels(Content Imperative), and prove opinion with evidence. A                                         -selected biographies of
range of resources and products addresses individual interests and learning styles. The                                                                            conflict.
                                                                                            ___ Tiered Lessons                 individuals or artists
following big ideas concerning conflict will be stressed:                                                                                                          2. Produce a debate between two
                                                                                                                               -selected works from                selected philosophers regarding
    •    conflict is composed of opposing forces,
                                                                                            ___ Problem-Based Learning/
                                                                                                                               Emerson, Thoreau, M.L. King,        whether or not the needs of
                                                                                                Parnes Problem Solving
    •    conflict can be intentional or unintentional,                                                                         Sir Thomas More, Thomas             individuals and those of society
    •    conflict can occur naturally or by human involvement,                              ___ Socratic Seminar               Aquinas, Ayn Rand, etc.             must be mutually exclusive.
                                                                                                                                                                   3. Plan to teach a lesson explaining
    •    conflict may or may not result in synthesis or change, and                         _X_ Independent Study              -selected news articles,
                                                                                                                                                                   common ways humans deal with
    •    conflict may or may not be resolved.                                                                                  historical essays, and/or
                                                                                                                                                                   conflict giving examples from
Students may work in pairs, in self-selected groups, or individually.                       ___ Kohlberg      __Taba           historical speeches
                                                                                                               31                                                  selected readings.
   Due: December 5, 2008                         SAMPLE                      Section 2: Models: A, B, C, D, and Seminar
                                       GATE Accountability Plan for Differentiated Instruction
   School: Elementary School                                                                                     Teacher Names(s): Fellows, MacKenzie, Napier, Taylor

   DIRECTIONS: Each GATE teacher must submit a plan for differentiation. We encourage teachers of the same grade/subject to work together on
   this plan; however, teachers may choose to work individually. Accordingly, please list one or more teacher names above. Al the elementary level,
   please submit one plan for each grade and core subject. At the secondary level, please submit one plan for each GATE course offered at the site.
   Curriculum and Instruction State GATE Standard: 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.
   (EC 52206a and 52206b)
   Part I. Elementary (Required on first page only)                                      Part I. Secondary
   Grade: 3                                   Circle one: Seminar Cluster                    Course Title:                                                             No. Sections:

   Circle one: Model A Model B            Model C Model D(IGP)                               Department:                                                      Circle one: Seminar   Cluster

   Number Identified GATE (or identified Seminar) students served: 11                        Number Identified GATE (or identified Seminar) students served:

   Total Number of students in the class: 20                                                 Total Number of students in the class(es):


    Part II: For the GATE course(s) designated above, please select a lesson that provides evidence of differentiation (acceleration, novelty, depth, and
   complexity) in your class. Then, complete the curriculum map below or attach a handout containing the same information. Do not submit student work.
Core Elementary Subject or Title/Topic of Secondary Unit:                                        Title/Topic of Lesson:
                       Literacy: Informational/expository texts                                                         Timelines
Core Content Standard: (Please write out the standard or standards. Do not list the number of the standard only.)
1) Reading Comprehension 2.6: Extract appropriate and significant information from the text, including problems and solutions. 2) Writing 1.3: Understand the structure
and organization of various reference materials. 3) Listening and Speaking 1.5: Organize ideas chronologically or around major points of information.
Differentiated Content: (Please select 1-2 strategies and explain how you use                  Strategies: _X_     (Select 1-2)   Resources: (List specific     Product: (Please specify.)
those strategies to differentiate instruction.)                                                ___ Curriculum Compacting          titles, materials,            1. Students write individual
                                                                                                                                  technology)                   journal reflections explaining
1. This lesson tiers the process, content, and environment by carefully grouping               _X_ Depth/Complexity
                                                                                               ICONS/Content Imperatives                                        how an author uses a timeline
students with intellectual peers and providing them with appropriately challenging texts                                          To learn about timeline       to enhance communication.
containing timelines to examine and discuss in order to foster deeper questioning and          _X_Tiered Lessons                  features, 15-20 books of      2. Student pairs examine and
wondering, i.e., why authors choose to use timelines to present materials, how one event
                                                                                                                                  appropriate level and         extract evidence from several
impacts the next event, etc. Peer groups are formed based upon District assessment             ___ Problem-Based Learning/        difficulty are carefully      timelines to argue in support of
data.                                                                                              Parnes Problem Solving
2. Students work in pairs to compare the attributes of timelines, to identify common                                              selected and assigned to      the generalization, “Structure
structural patterns of timelines, and to evaluate the efficiency and value of timelines on     ___ Socratic Seminar               partners.                     follows function.”
various subjects. (ICONS)                                                                                                                                       3. Students design, exhibit,
3. Students structure an original timeline to communicate researched information about
                                                                                               ___Independent Study               Texts, Web quests,            and explain an original timeline
a topic of interest.                                                                                                              encyclopedias, etc., are
                                                                                               ___ Kohlberg      ___Taba                                        on a topic of interest.
                                                                                                                   32             used for research.
                          Definitions for Differentiating Content, Process, and Product
                           Especially for Use in Preparing Individualized GATE Plans
When planning an Individualized GATE Plan (IGP), the teacher will accelerate, or provide enrichment commensurate with the
student’s abilities. Keeping in mind differentiated strategies of content, process, product and learning environment, the teacher
will integrate lessons that are supported in the following manner.

                       Content                              1.    abstractness
                                                            2.    complexity
                                                            3.    extra curricular topics
                                                            4.    lives and living
                                                            5.    organization
                                                            6.    real life topics
                                                            7.    self-selected content
                       Process                              8.    complex thinking
                                                            9.    open-endedness
                                                            10.   expert methods of inquiry
                                                            11.   individual pursuits
                                                            12.   inquiry based
                                                            13.   reflective
                                                            14.   pacing
                                                            15.   variety
                                                            16.   self-selected process
                       Product                              17.   addressed to authentic audiences
                                                            18.   transformation
                                                            19.   variety
                                                            20.   self-selected product
                                                            21.   appropriate evaluation
                       Learning Environment                 22.   learner centered
                                                            23.   encourages independence
                                                            24.   open-endedness
                                                            25.   accepting
                                                            26.   complexity
                                                            27.   varied groupings
                                                            28.   flexibility
                                                            29.   high mobility

Definitions for Content Modifications
Abstractness: the content focuses on abstract concepts, themes, and theories, ideas that have a wide range of uses rather than
simple facts.
Complexity: complex content focuses on the relationships between abstract concepts.
Extra curricular topics: the content includes ideas and content areas not taught in the regular curriculum in the student’s grade.
This may include the student’s interests
Lives and living: the content includes biographies, autobiographies, and interviews of brilliant individuals (past and present) to
enable students to learn how exceptional individuals have dealt with their own talents, joys, failures, struggles, peers, family, etc.,
and can also provide students with opportunities to interact with real, passionate committed, goal-directed individuals in their
community.
Organization: the content is multidisciplinary and integrated, organized in large, meaningful wholes around a theme or
generalization rather than small, sequential bits.
Real Life Topics: the content addresses problems or provocative questions suggested by or of interest to the student. Students
may need help focusing, analyzing and/or defining their questions.
Self selected content: the content is chosen by the student. Some will help choosing and reducing their interests to topics that are
manageable

Definitions for Process Modifications
Complex thinking: Learning processes used stress the use, rather than acquisition of information. Students apply new, complex
ways of thinking to new situations, use it to develop new knowledge, products, or ideas and evaluate its appropriateness.
Open-endedness: Learning activities include more open than closed questions and activities. These have no predetermined right
answer. They are provocative, stimulating students to think broadly.
Expert methods of inquiry: Students learn by using professional methods of locating and managing resources, problem solving,
production techniques, communication techniques, etc.
Individual pursuits: Learning alone (with support available) after a plan and evaluation scheme are developed.
                         Definitions for Differentiating Content, Process, and Product
                          Especially for Use in Preparing Individualized GATE Plans
Inquiry-based: Learning by discovering patterns, ideas, and underlying principles in real-life events.
Pacing: Students learn at their own pace. Examples include pretesting, “compacting,” or “telescoping” curriculum, or acceleration
with subject areas.
Reflective: Students are asked to explain their conclusions and the reasoning that lead to them. They are encouraged to evaluate
both the process and products of others’ thinking.
Self-selected process: Students should be given the freedom to chose the ways they will learn whenever possible. Some may need
assistance identifying their preferences or following through on their choices.
Variety: A range of methods of thinking and feeling while learning.



Definitions for Product Modifications
Authentic audiences: Products should be shared with real audiences to the greatest extent possible. This may involve the
scientific community, the city council, a government agency, art critic, etc. At other times, the real audience may consist of
classmates or other students in the school.
Transformation: The product should change the original format of the content. For example, survey data can be presented in a
table or chart, or written.
Variety: Students should learn about and use different types of production techniques and media. They should also learn how to
select an appropriate format for the audience.
Appropriate evaluation: Products should be evaluated by a member or members of the real audience for the product, using real,
predetermined procedures and criteria. Students should learn to develop criteria and self-evaluate their products.




Definitions for Learning Environment Modifications:
Learner centered: Have several floor plans for the furniture, with at least one configuration that does not place the teacher “in
front.” Involve students in the planning and display of class projects, as well as the final form of the produce.
Encourages independence: Teach techniques for dividing responsibilities within a group, including the self-monitoring of
progress. Discuss methods of accessing the available resources. Help students to organize and learn time management techniques.
Open-endedness: Negotiate realistic stages for evaluation. Accept substantial progress toward the goal as a kind of closure.
Accepting: Support in put of ideas from varied perspectives. Differentiate between the nonjudgmental generation of possibilities
and the choices made for the final form. Create a climate that fosters risk-taking and acceptance of failures as a part of the
learning process.
Complexity: Encourage the recognition of relationships between concepts. Coordinate with other studies of an overarching theme
to develop interdisciplinary understanding.
Varied Groupings: Have a regular procedure to reconsider groupings as you progress through the stages of a lesson or unit.
Include different levels of experience where workable, as well as a degree of individual choice for group composition.
Flexibility: Be ready to alter direction or scope of a lesson as needs develop. Maintain the overall goals of the curriculum while
giving consideration to novel approaches.
High mobility: Take advantage of other venues at the school. Incorporate educational field studies when possible. Trust students
to move about the room at appropriate times.




                                                               34
                                PRINCIPALS: GIFTED AND TALENTED EDUCATION REFLECTION ON DIFFERENTIATION FORM

DIRECTIONS: Draw the ------------------------- > to indicate the degree or amount observed in each area.
            AREAS TO OBSERVE                                                                      NOTES
                                                                                                                             INDICATOR-->
 Environment: The student centered environment encourages
 independence and intellectual risk-taking. The curriculum is aligned
 with instructional strategies that promote inquiry, self-directed
 learning, discussion, debate, meta-cognition, and other modes of
 learning appropriate to the needs and abilities of gifted learners.
 Content: The challenge level of the content meets or exceeds
 State Standards with appropriate scaffolding. Content is concept (big
 idea) based and organized around essential questions.
 Differentiation is Evidenced By:
 Depth- Students venture further, deeper, and more elaborately than
 standards would require by probing deeper into the language of the
 discipline, details, patterns, trends, unanswered questions, rules,
 ethics, big ideas and concepts under study.
 Complexity- Students make connections, associations, and
 relationships overtime and from different points of view between,
 within, and across disciplines. Students are challenged to deal with
 multiple meanings, multiple variables, and multiple skills.
 Novelty- Students construct personal meaning resulting in reflection,
 synthesis and personal insight.
 Acceleration- Instruction is appropriately altered using compacting,
 tiered lessons, independent study, and more sophisticated resources.
 Process: The process is concept and generalization driven, balanced
 between critical and creative thought. Complex thinking skills are
 taught using a process of discovery and specific strategies or tools
 such as Icons for Depth and Complexity, Problem Based Learning,
 Socratic Seminars, Open-Ended Questioning, etc.
 Product: Students produce work that is authentic, concept/ issue
 centered, relevant to the concepts being taught. Student work reflects
 that the skills of planning and production are taught, flexibility of
 choice, and a standard commensurate with current skill and potential.
 Social and Emotional Needs: Discussions include exploration
 of philosophy, values, ethics, psychology, and conflict resolution.

SUMMARY:




NEXT STEPS:

                                                                                              35           (Continued on back)
                                                            SAN DIEGO CITY SCHOOLS
                                               OFFICE OF THE DEPUTY SUPERINTENDENT
                                                   CURRICULUM AND INSTRUCTION
                                           GIFTED AND TALENTED EDUCATION DEPARTMENT

                            DIFFERENTIATION OF INSTRUCTION FOR GIFTED AND TALENTED STUDENTS

Differentiation occurs when the following qualities are evident in the questioning, responses, instruction and engagement in learning that occurs
in a student-centered environment. A student-centered environment encourages independence and is conducive to intellectual risk-taking. The
differentiated curriculum is aligned with instructional strategies that promote inquiry, self-directed learning, discussion, debate, meta-cognition,
and other modes of learning appropriate to the needs and abilities of gifted learners.

Content: Challenge level of the content meets or exceeds state standards with appropriate scaffolding when needed. Content is concept and
generalization-based organized around “big ideas” and essential questions. Content differentiation may be evidenced through multiple texts, computer
programs, audio-visuals, varied time allotments, contracts, compacting, group investigations, etc.

Depth: Learners venture further, deeper and more elaborately than standards would require in the subject under study. Dimensions of depth are
demonstrated when students use and probe deeper into: the language of the discipline, details, patterns, trends, unanswered questions, rules, ethics, and
the big ideas presented in the texts and concepts under study.

Complexity: Dimensions of complexity of thinking requires students to make connections, associations, and relationships overtime and from different
points of view between, within, and across disciplines. Students are challenged to deal with multiple meanings, multiple variables, and multiple skills
simultaneously while working with advanced resources.

Novelty: Students construct personal meaning of knowledge, resulting in reflection, synthesis and personal insight.

Acceleration or Pacing: The pace of instruction is appropriately altered and more sophisticated resources are provided. The teacher may use strategies
such as compacting, tiered lessons, and independent study to meet individual/group pacing needs.

Process: The process is concept and generalization driven, balanced between critical and creative thought. The teacher asks open-ended questions with
elements of ambiguity that allow students to explore and discover new meaning. Students demonstrate complex thinking and formulate questions
appropriate to the area of study, engaging in a process of discovery. Tasks necessitate that students apply and extend major concepts and generations.
The teacher may be using specific strategies or tools such as Icons for Depth and Complexity, Problem based Learning, Socratic Seminars, tiered
assignments, multiple intelligence assignments, simulations, learning logs, graphic organizers, group investigations, and/or complex direct instruction.

Product: Students produce work that is authentic, concept/ issue centered, relevant to the concepts being taught and which represents flexibility of
choice. Student work and progress reflect a standard commensurate with their current skill and potential. The products reflect that the skills of planning
and production are taught. The products allow for multiple modes of expression, address real problems and audiences, and require application of all key
skills and understandings. The products may be differentiated through tiered product assignments, independent study, negotiated criteria, graduated
rubrics, and challenge level.

Social and Emotional Needs: In support of the social and emotional needs of GATE students, discussions include exploration of philosophy, ethics,
psychology, values clarification, and conflict resolution when appropriate.          36                               (Continued on back)
Site GATE Plan Materials




           37
38
 Please send all materials to Rosa Covarrubias, GATE Dept., Madison HS, Bung. 6, or rcovarrubias@sandi.net.
                                     San Diego Unified Schools District
                                    Office of the Deputy Superintendent
                                      Gifted and Talented Education

                CHECKLIST for Completing the Site GATE Plan for 2008-09

Note: A self-assessment rubric to support and guide the design of school sites’
Program Summaries and Accountability Plans has been provided with your team leader
materials. We encourage you to use it as a guide in completing your site plan.

TO BE SUBMITTED BY ALL SCHOOLS by December 5, 2008:
_____ A copy of Section 1: Site GATE Program Summary, due December 5, 2008.*
      There is one generic form for use by elementary, middle, and high school sites.
      Please submit your Program Summary electronically and in hard copy.
_____ A copy of Section 3: GATE Teacher Roster, due December 5, 2008.

_____ A copy of Section 4: GATE Site Budget 2008-09, due December 5, 2008.
      Please submit hard copy with signatures.

TO BE SUBMITTED BY SCHOOLS ON A TWO-YEAR ROTATIONAL BASIS (SEE NEXT
PAGE):
_____ A copy of Section 2: Gate Accountability Plan for Curriculum Differentiation, due December
      5, 2008.
                There is one generic form for use by elementary, middle, and high school sites.
                Teachers of similar grades/subjects are encouraged to submit one plan together.
                Secondary teachers, please submit one plan for each GATE course offered at the site.
                Elementary teachers, please submit one plan for each grade and core subject.
                Duplicate the form as needed.
                Please submit your Accountability Plans electronically and/or as hard copy.
TO BE SUBMITTED AS NEEDED by December 5, 2008:
_______   A copy of Waiver for Non-Certified Teachers (Please submit hard copy with signatures.)

_____ Copies of Individualized GATE Plans (IGP’s) from sites using Model D.
         Please submit a copy of each student’s Individualized GATE Plan.

*California GATE State Standard C.1.1a requires that GATE Program Summaries and Accountability
Plans, as public documents, be available to parents and the community. Delegates to the district’s
2004-05 Cluster Task Force recommended that Program Summaries and Accountability Plans be
made available online in order to provide visibility of and accessibility to the educational efforts
being made for gifted students in the school, the feeder pattern, and the district. Online access
also aids feeder pattern communication and articulation.

 Please send all materials to Rosa Covarrubias, GATE Dept., Madison HS, Bung. 6, or rcovarrubias@sandi.net.
          Schedule of Two-year Rotations for Teacher Accountability Plans by Feeder Patterns
                                                    39
                          2007-2008                                               2008-2009

Clairemont:                                                Crawford:
Alcott         Cadman            Marston Middle            Clay           Ibarra              Mann Middle
Bay Park       Toler             Clairemont HS             Euclid         Marshal Elem        Fay
                                                           Crawford Complex

Hoover:                                                    Henry:
Adams          Hamilton          Rowan                     Benchley-Wein. Green               Lewis Middle
Central        Joyner            Clark Middle              Dailard        Hearst              Pershing Middle
Cherokee Point Normal Heights    Wilson Middle             Foster         Marvin              Henry HS
Edison         Rosa Parks        Hoover HS                 Gage
Franklin

Kearny:                                                    La Jolla:
Angier         Jones             Wegeforth                 Bird Rock        Torrey Pines    La Jolla HS
Carson         Juarez            Montgomery Middle         La Jolla Elem.   Muirlands Middle
Chesterton     Linda Vista       Taft Middle
Cubberley      Ross              Kearny HS Complex         Madison:
Fletcher                                                   Field            Lafayette       Whitman
                                                           Hawthorne        Lindbergh Schw. CPMA
                                                           Holmes           Sequoia         Innovation
Lincoln:                                                   Madison HS
Baker          Johnson           Webster
Chollas-Mead   Knox              Lincoln HS Complex        Mira Mesa:
Horton         Porter            Memorial Prep             Ericson          Mason             Challenger Middle
                                                           Hage             Sandburg         Wangenheim Middle
Mission Bay:                                               Hickman          Walker            Mira Mesa HS
Bayview Terrace PB Elementary PB Middle
Crown Point     Sessions      Mission Bay HS               Morse:
                                                           Audubon          Lee               Valencia Park
Point Loma:                                                Boone            Nye               Zamorano
Cabrillo       Ocean Beach       Dana Middle               Encanto          Paradise Hills    Bell
Dewey          Silver Gate       Correia Middle            Freese           Penn              Morse HS
Loma Portal    Sunset View       Pt. Loma HS               Fulton           Perry

Scripps Ranch:                                             San Diego:
Dingeman       Miramar Ranch Scripps Ranch HS              Balboa         Golden Hill         Perkins
Jerabek        Marshall Middle                             Birney         Grant Magnet        Rodriquez
                                                           Burbank        Jefferson           Sherman
Serra:                                                     Chavez         Kimbrough           Washington
Hancock        Vista Grande      Farb Middle               Emerson/Bandini Logan              Roosevelt Middle
Miller         DePortola         Serra HS                  Florence       McKinley            SD High Complex
Tierrasanta                                                Garfield Elem North Park

Atypicals/Alternatives:                                    University City:
Language Academy         Mt. Everest     Twain             Curie            Spreckels       University City HS
Longfellow               Muir                              Doyle            Standley Middle
Garfield HS              SCPA




                                                      40
                                                                                                                                                 Section 1: All Schools
                                                                Site GATE Program Summary
                                                                    DATE Due: December 5, 2008

School: _______________________________________________________________                                                     Location Number: _______________
                                                                                                                                                           Core Curriculum
Program Design State GATE Standard: Districts 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.   Model A      □      in which
(EC 52205d and 52206a)                                                                                                                 (Traditional)       differentiation
                                                                                                                                                           occurs:
GATE Team Leader:                                                  Telephone extension:                Email:                          Model B      □      Literacy/ □
                                                                                                                                       (Diversity)            English
DAC Representative:                                                Telephone:                          Email:
                                                                                                                                                           Math      □
                                                                                                                                       Model C □
                                                                                                                                       (Collaborative) Social Studies□
Who is responsible for tracking the overall placement and progress of GATE students at your site: Name:

Position:                                                          Telephone extension:               Email:
                                                                                                                                       Model D □       Science       □
How does your GATE staff plan GATE curriculum, facilitate vertical teaming, and discuss ways to address the needs of GATE students?
                                                                                                                                       (Individualized)
                                                                                                                                                           Other: _______
                                                                                                                                       Seminar      □
Identification State GATE Standard: The district’s identification procedures are equitable, comprehensive, and ongoing. They reflect the district’s definition of
giftedness and its relationship to current state criteria. (EC 52202: Title 5 Regulations, Section 3822)

                                                                         Grade Level: _______      _______      ________      ________      _______       _______

                      How many GATE identified students are in each grade level?      _______      _______      ________      ________      _______       _______

                      How many GATE students do not take at least one GATE class? _______          _______      ________      ________       _______      _______

How are your GATE teachers notified of which students in their classes are GATE identified:

 _____ Student names are tagged on class rosters.     _____ A list of GATE students is provided.    ____ Data Director        ____ Other:

Professional Development State GATE Standard: Districts provide professional development opportunities related to gifted education to administrators, teachers, and
staff to support and improve educational opportunities for gifted students. (EC 52212a1)

SDSC Administrative Procedure 4236 requires that “those who teach any GATE class must attend at least one GATE teacher-in-service or conference per year and
provide documentation thereof when the school’s GATE plan is submitted to the GATE office.”

How many teachers at your site are assigned to GATE classes? _______                 Of those assigned to teach GATE, how many are GATE certified: _______

What professional development opportunities are planned to train your GATE staff in meeting the needs of GATE students in a diverse classroom?


                                                                                      41
                                                                                                                                               Section 1: All Schools
Social and Emotional Development State GATE Standard: 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. (EC 52212a1)

How do the teachers at your site balance cognitive learning and affective learning for their GATE students?




What support does your site provide for GATE students who are underachieving, learning the English language, at-risk, and/or double-labeled?




Parent and Community Involvement State GATE Standard: Districts provide procedures to ensure consistent participation of parents and community members in the
planning and evaluation of programs for gifted students. (EC 52202 2f)

How does your site involve your DAC representative and/or your GATE steering committee in planning and reviewing your site’s GATE program?



Program Assessment State GATE Standard: 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 students’ performance. (EC 52212a1)

How does your site plan to assess the effectiveness of your GATE program during 2008-09?



Budget State GATE Standard: District budgets for gifted programs support and provide for all the components of the district’s GATE program and meet the related
standards. (EC 52209, 52212a1,2,3)

Who manages GATE funds, and how are GATE funds distributed for use at your site?


How does your site ensure that GATE funds are used to support GATE program standards and that they supplement, not supplant, district funds spent on GATE learners?




                 I understand that this GATE program summary is a public document that will be available on the SDUSD web site.

                   ________________________________________________                                ________________________________________________
                   Principal Signature                         Date                        42       DAC Parent Representative Signature         Date
Due: December 5, 2008                                                                                                 Section 2: Models: A, B, C, D, and Seminar

                                         GATE Accountability Plan for Differentiated Instruction
School: _____________________                                          Teacher Name(s): __________________________________
DIRECTIONS: Each GATE teacher must submit a plan for differentiation. We encourage teachers of the same grade/subject to work together on
this plan; however, teachers may choose to work individually. Accordingly, please list one or more teacher names above. At the elementary level,
please submit one plan for each grade and core subject. At the secondary level, please submit one plan for each GATE course offered at the site.

Curriculum and Instruction State GATE Standard: 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.
(EC 52206a and 52206b)
Part I. Elementary (Required on first page only)                                Part I. Secondary
Grade:               Core Subject:                                              Course Title:                                                           No. Sections:

Circle one model: A B       C   D(IGP)        Circle one: Seminar    Cluster    Department:                                                   Circle one: Seminar    Cluster

Number Identified GATE (or identified Seminar) students served:                 Number Identified GATE (or identified Seminar) students served:

Total Number of students in the class:                                          Total Number of students in the class(es):


 Part II: For the GATE course(s) designated above, please select a lesson that provides evidence of differentiation (acceleration, novelty, depth, and
complexity) in your class. Then, complete the curriculum map below or attach a handout containing the same information. Do not submit student work.
Core Elementary Subject or Title/Topic of Secondary Unit and/or lesson:

Core Content Standard: (Please write out standard or standards. Do not list the number of the standard only.)

Differentiated Content: (Please select 1-2 strategies and explain how you use     Strategies: _X_   (Select 1-2)   Resources: (List specific titles,   Product: (Please specify.)
those strategies to differentiate instruction. For help, see “Guidelines for      ___ Curriculum Compacting        materials, technology)
Preparing the GATE Teacher Accountability Plan,” p. ____.)
                                                                                  ___ Depth/Complexity ICONS/
                                                                                      Content Imperatives

                                                                                  ___ Tiered Lessons

                                                                                  ___ Problem-Based Learning/
                                                                                      Parnes Problem Solving

                                                                                  ___ Socratic Seminar

                                                                                  ___ Independent Study

                                                                                  ___ Kohlberg

                                                                                  ___Taba         43
44
                                                                     San Diego City Schools
                                                              Office of the Deputy Superintendent
                                                                  Curriculum and Instruction
                                                            Gifted and Talented Education Program
                                                         WAIVER FOR NON-CERTIFIED TEACHER(S)

It is my understanding that the teacher(s) listed below are presently not certified to instruct GATE classes. I am requesting a waiver for the teacher(s) listed below with the
understanding they will enroll in and complete GATE certification within the consecutive two years.

TEACHER ID #      TEACHER NAME         SUBJECT/COURSE #          SUBJECT/COURSE NAME                   # OF PERIODS                    REASON FOR WAIVER
                                                                                                     (SECONDARY ONLY)




I understand that this two year waiver is only valid for the teachers listed above below. I will work with the(se) teacher(s) to ensure that certification will be completed in
the two-year time frame.
______________________________                            ________________________________________________                                         ___________________
Site Name                                                 Site Administrator’s Signature                                                         Date
I understand this waiver is only valid for two consecutive school years during which I will complete my certification training. I also understand that if I do not comply with the
guidelines for GATE teachers, my administrator can be asked to move me to another class/section that is not designated GATE.

_________________________________________________________                                    ______________________
Teacher’s Signature                                                                          Date

_________________________________________________________                                    ______________________
Teacher’s Signature                                                                          Date

_________________________________________________________                                    ______________________
Teacher’s Signature                                                                          Date

                                                   GATE OFFICE USE ONLY – DO NOT WRITE BELOW THIS LINE

Date Received: ________________________________             Approved _____        Not Approved _____

Reason for “Not Approved”: _________________________________________________________________________________________________________

_______________________________________________________________                               _________________________________
Marcia Di Jiosia, Interim GATE Program Manager                                          45     Date
46
Please print.                                                                                                            Section 3: All Schools
                                                                        GATE Teacher Roster
                                                                                2008-2009
                                                                        Due Date: December 5, 2008
              School: ______________________________                                            Team Leader: ______________________________

                   GATE Class                              Acct. Plan    Grade       No.                        Teachers (s) of GATE Class
(Please label each class as Seminar, Cluster , AP or IB)   submitted     (Levels)   Classes
                                                             __X__                  (periods)      First Name                   Last Name




                                                                                          47
  Due: December 5, 2008                                                                                                                              Section 5: All Schools
                                                                         SAN DIEGO CITY SCHOOLS
                                                                  OFFICE OF THE DEPUTY SUPERINTENDENT
                                                                    GIFTED AND TALENTED EDUCATION



Which budget fund codes does your site use for GATE?                 GATE SITE BUDGET                         SIGNATURES:
_____ 71401 (General GATE Fund – Not Seminar)                                                                 GATE Team Leader: ______________________________
_____ 72500 (School Based Coordinated Program)                              2008 - 2009
                                                                                                              Administrator: ___________________________________
SCHOOL ____________________________________
OBJECT                                                                                                  PROGRAM TYPE                             TOTAL
CODE       CATEGORY                                                                                                                           EXPENDITURES
                                                                                                        CLUSTER          SEMINAR
1162             Teacher/Sub/GATE*
1189             Instructional Expert/Retired Teacher
1971             Materials Development/Hourly
2157             Classroom Paras./Hourly
2183             Classified Hourly/Professional Expert/Direct Services
4101             Textbooks and Core Curricular Materials
4301             Supplies
5725             Interprogram/Postage
5207             Travel/Conference Fees
5209             Travel Conference Fees (San Diego Area Only)
5735             Fields Trips, Trans (Bus Rental Only)
5613             Lease of Equipment
5619             Rental of Equipment
6491             Permanent Equipment
                                                                                         TOTALS

* If the substitute is for a Seminar teacher, please use Object Code 73944 when the teacher is sick or out on personal business; if teacher is out for a conference, please use
Object Code 71401.




                                                                                         48
                                                                                                         Conference Dates and Persons
                                                                                                         Participating in Planning IGP

                                                                                                         _____________        _____________
                                                                                                         (reporting period)    (reporting period)
                                                  INDIVIDUALIZED GATE PLAN (IGP)

Student Name _________________________                    Age ______      Teacher(s)_____________________________________

School ____________________________               Grade __________         Parent ________________________________________

Student’s Areas of Strength __________________                   Student’s Areas of Interest ___________________
                            __________________                                               ___________________
                             __________________                                               ___________________

     Subject      Core/ Standards. In what areas does      Streamlining of Core. How will you    Acceleration and/or Enrichment Activities.
                  the child show proficiency? How was      guarantee proficiency in basic        How will you support the student’s strength
                  this determined (what assessments)?      curricular areas if mastery is less   and/or interest. Describe type of activities
                  What were the scores? What percentile    than 100%?                            to be used to provide advanced level
                  demonstrates mastery?                                                          learning experiences that differentiate the
                                                                                                 core curriculum.
  Language Arts




    Science




                                                                     49
      Subject     Core/ Standards. In what areas does     Streamlining of Core. How will you    Acceleration and/or Enrichment Activities.
                  the child show proficiency? How was     guarantee proficiency in basic        How will you support the student’s strength
                  this determined (what assessments)?     curricular areas if mastery is less   and/or interest? Describe type of activities
                  What were the scores? What percentile   than 100%?                            to be used to provide advanced level
                  demonstrates mastery?                                                         learning experiences that differentiate the
                                                                                                core curriculum.
    Mathematics




Social Studies




                                                                    50
Information Regarding
 Teacher Professional
     Development




          51
52
                             SDUSD GATE Department
                               invites you to attend the
                                    2008-2009
                Distinguished Lecture Series
                       for Educators
                          all events will be held in the
                  Eugene Brucker Education Center Auditorium
                          Wednesday afternoons from
                                 4:00-6:00 p.m.

November 5, 2008                                    Nathan Levy
      “Practical Ways to Develop Critical Thinkers and Writers”


February 4, 2009                                   Susan Winebrenner
 “Challenging Gifted Students While Improving Schoolwide Enrichment”


March 18, 2009                                     Dr. Donna Ford
          “Keys to Success and the Underrepresented Student”


May 27, 2009                                                 Eric Jensen
                         “Enriching the Gifted Brain”

 4100 Normal Street in the auditorium—parking in the lot is prohibited until 5 p.m.

       If you have questions, please call the GATE office at (858) 573-5998

          No reservations are necessary and all are encouraged to attend.

                                         53
   San Diego Unified School District
   Gifted & Talented Education                                                            (858) 573-5998
   Madison Campus 4833 Doliva Drive, San Diego, CA 92117-3299                        Fax: (858) 637-6214


                                                                   Office of the Deputy Superintendent
                                                                         Gifted and Talented Education
                                                                                  www.sandi.net/GATE2

                                            MEMORANDUM

TO:               GATE Teacher Certification Applicants
                  K – 2nd Grade Teachers
FROM:             Rolena Jones via Marcia Di Jiosia

DATE:             September 30, 2008

SUBJECT:          GATE TRAINING FOR TEACHERS OF KINDERGARTEN
                  THROUGH 2ND GRADE

We are very pleased to announce that the GATE Department will continue to offer special training
for K through 2nd grade teachers to Develop Gifted Potential in their classrooms through the
Discover Program. Please be sure to register for our classes either online with the Discover Office
or through their catalog.

Teachers need only take three classes, consisting of two sessions each to earn a Certificate
for Developing Gifted Potential in grades K-2.

Differentiating Instruction Utilizing Multiple Intelligences and Learning Styles:
October 25, 2008 from 8 a.m. to 12:00 with a demo class November 6, 2008 from 4:00 to 6:00 p.m.


Differentiating Instruction with Dimensions of Depth and Complexity Icons:
November 8, 2008 – 8:00 a.m. to 12:00 with a demo class November 19, 2008 from 4:00 to 6:00 p.m.


Differentiating Instruction with Curriculum Compacting and Tiered Lessons:
March 7, 2009 8:00 a.m. to 12:00 with a demo class March 19, 2008 from 4:00 to 6:00 p.m.


These courses will instruct teachers on how to develop a plan for providing identification and
evaluation of young, gifted students in their classroom, along with mechanisms for differentiating
instruction and alternate options for students with unique needs.

I look forward to seeing you in these exciting classes.




                                                     54
                                                                       ADMINSTRATIVE CIRCULAR NO. 99
                                                                       Office of the Deputy Superintendent



                                 SAN DIEGO UNIFIED SCHOOL DISTRICT

Date:                        May 15, 2008

To:                          Elementary and Secondary School Principals

Subject:                     GIFTED AND TALENTED EDUCATION
                             TEACHER CERTIFICATION APPLICATION

Department and/or            Elementary and Secondary Teachers Requesting Gifted and Talented
Persons Concerned:           Education (GATE) Certification

Due Date:                    June 30, 2008

Reference:                   California Code of Regulations Title 5, 3831, Article 7

Action Requested:            Announce to faculty and post circular. Duplicate applications for
                             interested candidates. Applications due to GATE Department by
                             June 30, 2008
Brief Explanation:

California Code of Regulations Title 5, 3831, Article 7, stipulates that all elementary and secondary
teachers with a major assignment in the area of gifted education must demonstrate knowledge of
appropriate characteristics, and skills in this field.

San Diego Unified School District requires GATE certification for all GATE Seminar and GATE
Cluster teachers. Any teacher with an assignment that requires certification must either hold a
GATE certificate or have a current application for a certification class on file when he/she begins the
assignment. Teachers receive GATE certification by complying with one of the following: a San
Diego Unified School District GATE certificate, a graduate certificate in gifted education from an
accredited university, or a master’s degree in gifted education.

GATE certification for the ’08 -’09 school year will first be available to any teachers who need
to complete their GATE certification. If there is space available, a qualified teacher may enroll in
all seven modules between September 2008 and May 2009. Each module requires outside readings and
assignments. Of the two sections offered, each section will be limited to 35 participants. Priority for
enrollment will be given to teachers assigned to a GATE class and those completing their certification
training.

On the attached application, teachers must select a class starting time. The GATE certification
classes will meet at San Diego State University (SDSU). Room assignments will be listed on each
teacher’s confirmation. Module 7 will include experiences such as the Distinguished Lecture Series,
the Association of San Diego Educators of the Gifted (ASDEG) Conference, and/or the Advanced
Placement Conference for secondary teachers. Teachers are responsible for payment of class
materials, events and conferences. Site GATE funds may be used for payment of these items upon
approval of the principal.

Questions about the GATE Certification process may be directed to the GATE Office at 858-573-5988
or 858-573-5998


                                                       55
Administrative Circular No. 99
Office of the Deputy Superintendent
Page 2

Modules scheduled for 2008-2009

Fall semester dates and modules:
Section A: 8:00 to 10:00 a.m. or Section B: 10:30 a.m. to 12:30 p.m. Please select a time for
each module. You must attend all classes in each module to receive credit for the module.

Module 1:       GATE Student Characteristics/Social-Emotional Needs
                     Saturdays: September 13; September 27; October 18, 2008

Module 2:       Instructional Strategies
                       Saturdays: October 4; November 1; December 6, 2008

Module 3:    Curriculum Differentiation I
                    Saturdays: October 11; November 15; December 13, 2008
Spring semester dates and modules:

Module 4:       Assessment and Management
                      Saturdays: January 31; February 21; March 14, 2009

Module 5:       Diversity (Online course)
                       Saturdays: February 28; March 21; May 16, 2009

Module 6:       Curriculum Differentiation II
                      Saturdays: March 14; March 28; May 9, 2009

Module 7:       Professional Activities

Teachers must attend all sessions or make arrangements for appropriate make-up assignments or
sessions and satisfactorily complete assignments in order to be awarded the GATE certificate.
Substitute teachers are not eligible to register for district GATE certification.

Attached is the application for certification classes. Please duplicate the application form for all
interested candidates. Each applicant must forward a completed application to the GATE
Office, Madison High School, Room B-6, by June 30, 2008. Applications may also be faxed to
858-637-6214. Confirmation notices for fall and spring sessions will be sent out in late August.

Teachers accepted for GATE certification classes have the following options:
      • Pay for three (3) units of salary advancement credit through the Discover Program.
      • Pay for three (3) graduate units through San Diego State University. This option can provide
          the opportunity to apply this three-unit course to a University GATE certificate which is
          applicable to a master’s degree in special education with a focus in gifted education. (You
          will be notified of the cost once you are accepted)
                                            Marcia DiJiosia
                                            Interim GATE Program Manager
                                            Gifted and Talented Education Department
APPROVED:


Geno Flores
Office of the Deputy Superintendent

AL/RJ: agh
Attachment
Distribution: Lists B, D, E, F                     56
                                    San Diego Unified School District
                                   Office of the Deputy Superintendent
                                   Curriculum and Instruction Division
                                Gifted and Talented Education Department

              APPLICATION FOR CERTIFICATION-TEACHER OF THE GIFTED
                                    2008-2009

Return this completed application to the GATE Office, Madison High School, Room B-6, by
June 30, 2008. You may duplicate the application for interested candidates at your site.

Please note: Substitute teachers are not eligible to register for district certification.

PART I.         TEACHER INFORMATION:

NAME OF APPLICANT __________________ District ID #________ e-mail______________
                       Please print clearly

SCHOOL _________________________SCHOOL PHONE ______________ Ext. __________


HOME PHONE_________________________ CELL PHONE__________________________

HOME ADDRESS____________________________________________________________________
                Street                         City                   Zip
PART II. TEACHER SELECTION:
This is a one-year course. You must sign up for both fall and spring semester at the same time. Circle
the sessions preferred for each semester. See circular for title of module and dates. Due to course
work involved in GATE Certification, students enrolled in other graduate programs are
encouraged to apply at a later date.

FALL SEMESTER:                                         SPRING SEMESTER
Module 1: 8:00 to 10:00 a.m.                           Module 4: 8:00 to 10:00 a.m.
          10:30 a.m. to 12:30 p.m.                               10:30 a.m. to 12:30 p.m.

Module 2: 8:00 to 10:00 a.m.                           Module 5:     8:00 to 10:00 a.m.
          10:30 a.m. to 12:30 p.m.                                   10:30 a.m. to 12:30 p.m.

Module 3: 8:00 to 10:00 a.m.                           Module 6:     8:00 to 10:00 a.m.
          10:30 a.m. to 12:30 p.m.                                   10:30 a.m. to 12:30 p.m.

PART III.      SITE ADMINISTRATOR PORTION:

______ please check if teacher is assigned to a GATE class for the 2008-2009 academic year.

GRADE LEVEL ASSIGNMENT FOR 2008-2009 _________

Secondary Only: Two or more assigned sections are: ____________ __________ ___________
                                                              (Must be completed)

_____________________________________                          ___________________
Principal’s Signature (Required)                                      Date

____________________________________                           __________________
Teacher’s Signature (Required)                                        Date

                                          Please send this application to:
                GATE Office Madison High School, B6 or fax 858-637-6214 by June 30, 2008.
Information for Working with
           Parents




              61
62
   San Diego Unified School District
  Gifted & Talented Education                                                                    (858) 573-5998
  Madison Campus 4833 Doliva Drive, San Diego, CA 92117-3299                                Fax: (858) 637-6214




                                                                           Office of the Deputy Superintendent
                              MEMORANDUM                                         Gifted and Talented Education


TO:               GATE District Advisory Committee Representatives

FROM:             Rhonda Zawadzki, GATE-DAC Coordinator
                  via Marcia Di Jiosia, Interim GATE Program Manager

DATE:             September 5, 2008

SUBJECT:          GATE DISTRICT ADVISORY COMMITTEE MEETINGS
                  MONDAYS, 6:30 p.m.

Welcome back to the 2008-2009 school year. I hope your summer was both restful and
enjoyable. This year the GATE-DAC is under the direction of Elizabeth Nagy, parent
Chair, and Rhonda Zawadzki, GATE office coordinator.

Please join us for the first meeting of the GATE-DAC:

 DATE:                             Monday, September 8, 2008

 TIME:                             6:30p.m. – 8:00p.m.

 PLACE:                            Harold J. Ballard Parent Center - auditorium
                                   2375 Congress Street
                                   San Diego, CA 92110

 OPTIONS:                          Childcare and translation available.

 DIRECTIONS:                       Take I-5 south and exit left onto Old Town Ave. Turn
                                   Left on San Diego Avenue. Then, bear left on Congress
                                   St. Some parking is available for parents in the upper lot.
                                   Enter on Jefferson Street.

Dates for this year’s meetings follow. We will send email reminders before each
meeting.
         Sept. 8                              Nov. 17                            March 9
         Sept. 16 (steering committee only)   Jan. 12 (steering committee only)  April 13
         Oct. 13                              Feb. 3 (Tuesday)                   May 11
         Oct. 20 (GATE 101 for new members)   March 2 (GATE 102 for new members) June 1 (steering committee
                                                                                                     only)

I look forward to meeting with you. Working together, I am confident that we can make
this a very productive and successful school year.


                                        63
    San Diego Unified School District
    Gifted & Talented Education                                                             (858) 573-5998
    Madison Campus 4833 Doliva Drive, San Diego, CA 92117-3299                         Fax: (858) 637-6214

                                                                     Office of the Deputy Superintendent
                                                                           Gifted and Talented Education


                                   MEMORANDUM


 TO:               GATE Office/DAC

 FROM:             ______________/_______________________
                   Principal/School Name
 DATE:             ______________________________


 SUBJECT:          GATE-DAC REPRESENTATIVE for 2008-2009

 I have asked the following parent representative to be our GATE-DAC representative to
 the meetings held once a month. I have also asked the second parent listed to be the
 alternate should the first be unable to attend. If you have any questions, please contact
 me at :__________________________________.

 FIRST REPRESENTATIVE:

 Name:

 Phone Number:                                                          (Please include area code.)

 Mailing Address:

 Email Address:                                                  ________________________


 SECOND REPRESENTATIVE:

 Name:

 Phone Number:                                                          (Please include area code.)

 Mailing Address:

 Email Address:                                                  ________________________

PLEASE RETURN THIS FORM TO THE GATE OFFICE. Thank you!
    Attention: Rhonda Zawadzki, GATE Office, Madison HS, Bungalow 6
                                 FAX: 858-573-5939 or 858-637-6214

                                                64
             The San Diego Unified School District
        Gifted and Talented Education Department
       invites you to attend an informational meeting for


    Parents of Newly Identified
       GATE Students

      Wednesday, February 18, 2009
                  or
       Wednesday, June 3, 2009
                    (the meetings are identical)


            from 7:00 until 8:30 p.m.
                  in the
Eugene Brucker Education Center Auditorium
 4100 Normal Street (University Heights)92103


        find out how your child was identified
    learn what to expect in a GATE classroom
            take home a few parenting tips
     after 5:00 parking restrictions are suspended
             no reservations are necessary
                  childcare is provided
 Questions? Call the GATE office at (858) 573-5998
                                65
El Departamento de Educación para Alumnos Sobredotados y Talentosos del
                   Distrito Escolar Unificado de San Diego
                le invita a asistir a una reunión informal para


         Padres de Alumnos GATE
         Recientemente Identificados
              Miércoles 18 de febrero, 2009
                            o
               Miércoles 3 de junio, 2009
                           (las reuniones son iguales)


               de las 7:00 hasta las 8:30 p.m.
                       en el
   Auditorio de Eugene Brucker Education Center
    4100 Normal Street (University Heights) 92103

           Entérese cómo su hijo/a fue identificado/a
    infórmese de lo que puede esperar en un salón GATE
         lleve consigo algunas sugerencias para padres
          después de las 5:00 las restricciones de estacionar
                          están suspendidas
                   no necesita hacer reservaciones
                            hay guardería
   Si tiene preguntas llame a la oficina GATE al (858) 573-5998
                                       66
               San Diego Unified School District
                 Gifted and Talented Education Department
                                Presents the 2008-2009

         Distinguished Lecture Series
 Wednesday evenings throughout the school year giving you a chance to hear and
                 meet experts in the field of gifted education
              No reservations are necessary, so bring your friends
                               7:00-8:30 p.m.

November 5, 2008                                                   Nathan Levy

                       “Powerful Strategies for Enhancing Learning”

February 4, 2009                                              Susan Winebrenner

        “Challenging Gifted Students While Improving Schoolwide Achievement”

March 18, 2009                                                        Dr. Donna Ford

                         “Becoming Part of the Solution”

May 27, 2009                                                              Eric Jensen

                               “Parenting the Gifted Brain”

      Eugene Brucker Education Center auditorium—4100 Normal Street 92103
      Parking rules are suspended in the evening so you may park in the lot
                      Childcare and translation are provided

                 Questions? Call the GATE Office at (858)573-5998
               El Departamento de Educación para Alumnos
                       Sobredotados y Talentosos del
                 Distrito Escolar Unificado de San Diego
                         Presenta en 2008-2009 su

      Serie de Discursos Distinguidos
En miércoles por la noche en el transcurso del ciclo escolar para darle la oportunidad
    de escuchar y conocer expertos en el campo de la educación para talentosos
                No necesita hacer reservaciones, traiga a sus amigos
                                  7:00-8:30 p.m.
Noviembre 5, 2008                                                     Nathan Levy
                    “Powerful Strategies for Enhancing Learning”
                  Estrategias poderosas para realzar el aprendizaje

Febrero 4, 2009                                             Susan Winebrenner
           “Challenging Gifted Students While Improving Schoolwide Achievement”
  Estímulos para los alumnos talentosos mientras se mejora el rendimiento escolar

Marzo 18, 2009                                                        Dr. Donna Ford
                          “Becoming Part of the Solution”
                              Sea parte de la solución

May 27, 2009                                                               Eric Jensen
                              “Parenting the Gifted Brain”
                     Ser el padre/madre de un cerebro talentoso

    En el auditorio Eugene Brucker Education Center —4100 Normal Street 92103
    Las reglas de estacionar durante la noche están suspendidas por lo que puede
                                      estacionarse
                                 en el estacionamiento
                 Se proporciona guardería y servicios de interpretación
             Si tiene preguntas llame a la oficina GATE al (858)573-5998

								
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