|
|
Instruction
and Support Office
Phone (858) 794-7138 Fax:
(858) 794-7136 |
| |
Terry
Decker
Director, Instructional Services |
Melani
Graeser
Instructional Services Assistant
|
| |
|
| GATE
Philosophy |
The Solana
Beach School District (SBSD) believes in providing students with
appropriate educational experiences to help them
reach their maximum
potential.
The district
recognizes gifted students as those who have an exceptional level
of ability in any one or combination of intellectual, creative,
artistic, leadership, or other specific academic fields.
Although
we realize that students possess a variety of strengths, the Solana
Beach School District will focus on academic aptitude, while continuing
to nurture other abilities.
"Gifted
students' needs in all classrooms at all grade levels, will
be met
through differentiated instructional models (e.g. tiered instruction,
compacting, learning centers, learning contracts, etc.). Additionally,
a range of opportunities including flexible grouping
within the
classroom, cluster grouping, and re-grouping for
instruction may
be provided to address the variety of strengths
and learning challenges
that our students possess." (District GATE Philosophy, 2002) |
| |
| Goals
for Gifted Students |
The goal is for
gifted students to exhibit the following skills, knowledge, and behaviors
by the time they leave the Solana Beach School District.
All GATE students should have: |
1. Skills
- Perform at or above grade level in all basic skilll areas (including
technology and research skills)
- Use critical thinking and problem-solving skills
- Develop strong communication skills
- Use strong organization, time management, and study skills.
|
2. Knowledge
- Develop application
level of achievement in area(s) of expertise.
- Become self-aware and accept both areas of giftedness and weakness.
- Expand exploration of all content areas.
- Be prepared for advanced level of instruction at the secondary
level.
|
3. Behaviors
- Possess an enthusiasm for learning.
- Display academic independence (self-directed, resourceful,
and confident).
- Become willing to take risks.
- Become tolerant of self and others.
- Demonstrate leadership ability particularly in areas of personal
expertise.
|
| |
| Recommended
Strategies |
| The following
nine instructional and management strategies are recommended for differentiation
in the regular classroom: |
1. High-Level
Questions
2. Tiered Assignments
3. Flexible Skills Grouping
4. Independent Projects
5. Learning Centers
6. Interest Centers or Interest Groups
7. Contracts/Management Plans
8. Compacting
9. Mentorships/Apprenticeships/Community Contact of
Outreach
|
| |
| Identification
Measures & Current Practice |
Identification Measures
Ability Tests:
Otis Lennon School Abilities Test (OLSAT)
Naglieri Nonverbal Ability
Test (NNAT2)
Observation & Information Tools:
Kingore Observation Inventory
Renzulli Scale for Rating Behavioral
Characteristics of
Talented and Gifted Students
Teacher Information
Parent Input
Student Input and Projects
Current Practice
In the fall of each year, all 3rd grade and new
4th, 5th, & 6th
grade students are tested with an abilities test (Otis Lennon
or Naglieri). The 98th percentile in either verbal,
nonverbal or overall is the basis for identification,
along with information from parent, teacher,
and student. The observation and rating scales (Kingore & Renzulli)
may be used for grades K-2 and in other grades as additional
information for identification. Students not identified may
be tested one additional time before moving to the high school
district.
Parents are notified in January of GATE placement, and an
Individual Learning Plan (ILP) is initiated and discussed at a
spring parent/teacher conference. The ILP details student
strengths, and how curriculum is differentiated to meet needs,
abilities, and interests. For additional information, please
contact the Curriculum Resource Teacher for your child's
school.
|
| |
