New GATE Family Orientation

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New GATE Family Orientation
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You know your child is gifted when.

• your two-year-old arranges her soup vegetables on
  the high chair tray by color and type.

you find your child at 4 a.m. watching a nature
video and reading an encyclopedia because he had
a dream and wanted to check its factual content.
you have a conversation, and subsequent Google
search, with your 9 year old about the best
possible education options to allow him to be
involved with a  research opportunity at CERN. He
wants to be involved with the discovery of the
Higgs Boson particle.
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You may NOT know your child is gifted when

• he does not talk until hes four or read until
  hes seven.

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Who Are the Gifted?
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Gifted brains have more dendrites so they are
more efficient, faster, and more complex
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Distribution of Intelligence Based on IQ Tests
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How Do We Meet Their Educational Needs?
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Needs of Gifted Learners

• Faster pace
• Go into a topic in more depth
• Make connections
• Look at different points of view
• Consider the ethics
• Note patterns
• Identify details

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• All programs for gifted learners, regardless of
  how they are structured, must provide
  differentiation, flexible grouping, continuous
  progress, intellectual peer interaction,
  continuity, and teachers with specialized
  education.
• Dr. Barbara Clark

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Program Design

• Programs for gifted and talented students may
  include special day classes, part-time groupings
  and cluster groupings which shall be planned and
  organized as an integrated, differentiated
  learning experience within the regular school
  day. These programs may be augmented or
  supplemented with other differentiated activities
  related to the core curriculum using such
  strategies as independent study, acceleration,
  postsecondary education, and enrichment.
• Board Policy and Education Code

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What is Differentiation?
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Differentiating Content

• Go into a topic deeper
• View a topic from different perspectives
• Discuss ethical considerations
• Note patterns

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Differentiating Process

• Find information through books, interviews,
  computers, news media
• Small groups, partners, work alone, whole group
• Learning contracts, choice boards, compacting,
  independent study, stations

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Differentiating Products

• Uses multiple intelligences
• Videos
• Art
• Performing arts
• Discussion
• Reports
• Student choice

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Comparing Classrooms

• Traditional Differentiated
• Teacher directs students Teacher facilitates
  students skills at
• 
  becoming more self-reliant learners
• Whole-class instruction Many instructional
  arrangements are used
• A single text is used Multiple materials are
  used
• Single option assignments Multi-option
  assignments
• Student interest untapped Student interests
  guide learning choices
• Single form of assessment used Students are
  assessed in multiple ways
• Assessment is common at Assessment is ongoing
  and diagnostic
• the end of the learning

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Venturas GATE Program

• Students participate from 3rd to 12th grade
• Core program is differentiation
• Enrichment opportunities (elementary)
• GATE classes (middle school)
• Honors and AP classes (high school)
• Being gifted is not a prerequisite

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Elementary Saturday Academies

• October 13
• December 15
• February 9
• May 4

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Social and Emotional Development
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Some Issues for Gifted Students

• Asynchronous development
• Range of giftedness
• Overexcitabilities or Intensities

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Overexcitablilites in Gifted People

• Psychomotor
• Surplus of energy
• Nervous habits, compulsive talking, etc.
• Sensual
• Sensory pleasure
• Overeating, buying sprees, want limelight
• Intellectual
• Probing questions, problem solving
• Thinking about thinking

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• Imaginational
• Free play of imagination
• Mixing truth and fiction, elaborate dreams, fears
  unknown, dramatic
• Emotional
• Intensity of feelings
• Inhibition
• Strong memory
• Concern with death
• Difficulty adjusting to new environment
• Feeling of inadequacy and inferiority

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Columbus Group Definition

• Giftedness is asynchronous development in
  which advanced cognitive abilities and heightened
  intensity combine to create inner experiences and
  awareness that are qualitatively different from
  the norm. This asynchrony increases with higher
  intellectual capacity. The uniqueness of the
  gifted renders them particularly vulnerable and
  requires modifications in parenting, teaching,
  and counseling in order for them to develop
  optimally.

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Eight Great Gripes of Gifted KidsManaging the
Social and Emotional Needs of the Gifted by
Schmitz and Galbraith 2009

• We miss out on activities other kids get to do
  while were in GT class.
• We have to do extra work in school.
• Other kids ask us for too much help.
• The stuff we do in school is too easy and its
  boring.

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1. When we finish our schoolwork early, we often
   arent allowed to work ahead.
2. Our friends and classmates dont always
   understand us, and they dont see all of our
   different sides.
3. Parents, teachers, and even our friends expect
   too much of us. Were supposed to get As and do
   our best all the time.
4. Tests, tests, and more tests!

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Staff to Help You and Your Child

• School teacher, principal, liaison
• Aleta Lepper, Coordinator
• 641-5000 x 1027
• aleta.lepper_at_venturausd.org
• Amber Shaffer, assistant
• 641-5000 x 1087
• amber.shaffer_at_venturausd.org

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GATE Website

• www.venturausd.org
• Departments
• Gifted and Talented

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