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GATE Information

GATE Program Mission Statement

The District encourages gifted and talented students to maximize their potential by reaching extraordinary heights and by internalizing highly effective life skills. The gifted program includes a well-defined advanced level curriculum delivered by exceptional teachers who artfully and explicitly connect this high level curriculum with the readiness, interest and learning profiles of students.

Anyone interested in receiving a copy of the following presentations can email our GATE parent liaison, Anne Simmons at annesimmons@yahoo.com.
 
Guiding and Supporting a Gifted Child: What does research tell us?  By Pat Peterson, GATE Coordinator, San Diego County Office of Education
 
Stress and the Gifted Child.  By Carolyn M. Light, Ph.D., R.N.
 
Depth and Complexity Icons:  What They Are and How You Can Use Them at Home by Joyce Vallone, GATE Facilitator, Carlsbad Unified School District.

These are all sites that offer resources and up to date research articles on raising gifted children. Check them out!
 
www.hoagiesgifted.org
www.cagifted.com
www.nagc.org
www.geniusdenied.com

Characteristics of Gifted Students

The following is a list of several intellectual and corresponding personality characteristics that are typical of many gifted learners.

Intellectual Characteristics Personality Characteristics
   
Exceptional reasoning ability Insightfulness
Facility with abstraction Perfectionism
Early Moral Concern Sensitivity/Empathy
Analytical thinking Acute self-awareness
Capacity for reflection Tendency toward introversion
Intellectual curiosity Need to understand
Complex thought process Need for precision/logic
Passion for learning Intensity
Divergent thinking/creativity Nonconformity
Rapid learning rate Need for mental stimulation
Vivid imagination Excellent sense of humor
Powers of concentration Perseverance
Keen sense of justice Questioning of rules/authority

Differentiated Curriculum

Many parents ask what is meant by "Differentiation." Quite simply, a differentiated classroom is one that offers a variety of learning options that tap into the different readiness levels, interests, and learning profiles of its students. Differentiation can occur in content (what is presented), process (how it is presented), and product (how it is assessed).

Examples of Differentiation

  • Pre-assessment is typical and guides learning options
  • The teacher adjusts content, process, and product in response to student readiness
  • A variety of ways for students to explore the curriculum is available
  • Learning is multi-faceted and interdisciplinary
  • Flexible grouping is used
  • Students have multiple options for demonstrating what they have learned
  • On-going assessment of student readiness and growth occurs
  • Abstract, complex, higher-level thinking is emphasized

Program Description

A differentiated curriculum model is in place for all students at the elementary, middle, and secondary levels. The GATE program focuses on the advanced level component of the general education curriculum and is delivered during the regular school day.

Currently, the District uses cluster grouping for language arts and mathematics in grades 3-6. Assignments in these classes are more open-ended, long-term, and complex, and require a balance of independent and collaborative thinking with like-peers than in non-clustered classes.

GATE Program (link)

Frequently Asked Questions for GATE (link)

GATE Advisory Team

Thanks to Hope parent, Anne Simmons, for serving as our representative to the GATE Advisory Team. This district level group meets four times a year to review GATE information.

Program Goals

  • Continuous Academic Progress for Advanced Learners Specific annual goals, objectives, and learning plans that exceed state content standards are developed for identified advanced learners based on the District’s advanced level curriculum and individual student readiness, interests, and learning profiles.

  • Professional Development Focused on Advanced Learners. Teachers, support staff, and administrators continue to participate in trainings designed to help them effectively address the academic and social/emotional needs of advanced learners.

  • Improved Communication Staff, students, and parents have a clear understanding of and easy access to the District’s GATE Plan.

  • Active GATE Advisory Team There will be active and meaningful participation on the GATE Advisory Team by parents, community members, and staff.

We recognize that gifted students have special talents that must be nurtured, as well as unique needs that must be addressed through accommodations such as differentiation of content, instruction, and assessment, as well as through careful attention to their social-emotional development. By considering the whole child, and not just his or her innate abilities, teachers, parents, and administrators will be able to challenge and motivate gifted students to reach for the stars and achieve at their full potential.