CAPISTRANO UNIFIED   SCHOOL DISTRICT

San Juan Capistrano, California

AAA/GATE SCHOOL PLAN

Wagon Wheel Elementary School 2008-2009

Recommended Standards for Programs for Gifted and Talented Students

Section 1: Program Design

            Standard 1.1-1.3

a.     AAA identified students are clustered in one class in grade 3 and two classes in grades 4 5.

b.    AAA/GATE Coordinators present AAA/GATE program information to teachers throughout the year during staff meetings.

Section 2: Identification

            Standard 2.1-2.3:

a.     Students are screened for the AAA/GATE program based on California Standards Test scores. Students who meet the district’s criteria are invited to take the OLSAT/NNAT in January.

b.    Additionally, teachers complete the Teacher Nomination forms to nominate students to take the Otis-Lennon School Abilities Test (OLSAT) in January.

c.     Parents may elect to have the OLSAT administered to their child, for a fee, in late winter.

d.    English Language Learners (ELL), are screened for the AAA/GATE program based on California Standards Test scores. ELL students who meet the district’s criteria are invited to take the Naglieri Nonverbal Ability Test (NNAT) for AAA/GATE identification.  Identified ELL AAA/GATE students are mainstreamed into AAA/GATE classes.

e.     Parents may submit IQ test results, administered by a private psychologist, to be considered as one component of CUSD Multiple Measures Criteria in the Portfolio Nomination Process for alternative identification into the AAA/GATE program.

e.   The Portfolio Nomination Process is also used as an alternative identification.

Section 3: Curriculum and Instruction

            Standard 3.1-3.2:

a.     Lessons are tiered to differentiate and meet the needs of the gifted learners.

b.    Teachers use pre-assessments and post-assessments to effectively group students and plan instruction.

c.     Independent studies are offered throughout the year that require research skills and promote higher-level thinking.

d.    Teachers develop learning centers that reflect students’ interests, readiness levels, and learning profiles.

e.     Students can participate in academic and creative contests (Destination Imagination and PTA Reflections Contest, and National History Day Contest).

f.     Students have opportunities to make oral presentations, give speeches, and participate in debates on current issues and topics relating to the state standards.

g.    Students engage in analysis of literature through Junior Great Book discussions throughout each trimester.

h.     Students are required to read and log the time spent as part of their home education. 

i.      Compacting and Acceleration is used in mathematics to effectively meet students’ needs.

j.      Teachers use Depth and Complexity to deepen student understanding.

k.     Teachers differentiate by using different resources, products, thinking skills, or pacing.

l.      Teachers utilize the Thinking Maps program to provide students with tools to organize their thoughts and create graphic organizers as pre-writing activities.

m.   Teachers implement Write from the Beginning program to provide structured writing instruction and to extend student’s development and understanding of the writing process.

Section 4: Social Emotional

Standard 4.1:

a.     AAA/GATE teachers are encouraged to attend classes on social/emotional needs of gifted students. 

b.     Teachers read articles, circulated by the AAA coordinator, on the social/emotional needs of AAA/GATE students.

Section 5: Professional Development

            Standard 5.1-5.2:

a.     Four teachers have obtained the CUSD AAA Certificate.

b.    Five teachers have obtained the CUSD “Differentiated Instruction for All Learners” (DIAL) certificate.

c.     Two teachers have received National Board Certification

d.    Elementary teachers are invited to attend district AAA/GATE articulation meetings throughout the school year.

e.     Elementary teachers are encouraged to enroll in the 3 part Introductory to Gifted Education Series through Staff Development

f.     Teachers meet regularly during banked minutes to discuss differentiated instructional strategies and plan curriculum.

g.    AAA/GATE teachers are experienced teachers who differentiate their curriculum, in depth and complexity, for AAA/GATE students.

h.     AAA/GATE teachers attend CUSD Professional Development Academies throughout the year to learn different models of instruction.

i.      AAA/GATE teachers are encouraged to attend one AAA/GATE conference each year to learn innovative differentiation strategies.

j.      Several AAA/GATE teachers attend the California Association for the Gifted Conference when it is held in the southern part of the state (every other year).

k.     Fifth grade AAA/GATE teachers meet in “Vertical Teams” with sixth grade teachers from the feeder middle schools.

l.      Teachers have access to a growing educational professional library.

m.   Teachers work with their grade level teams to develop curriculum maps for the school year.

n.     Teachers have release days to articulate lessons and coordinate the school-wide Thinking Maps program and other programs in the AAA classrooms

o.    Teachers work together to implement the I Squared program that provides students with opportunities to work in teams to creatively solve problems

p.    Teachers use Depth and Complexity as thinking tools and a way to provide students with deeper meaning of the content

q.    Teachers use the Thinking Maps program in order to provide students with graphic organizers that allow them to organize their thoughts for prewriting activities as well as content information

Section 6: Parent and Community Involvement

            Standard 6.1-6.2:

a.     Parents play an active role in setting goals for their child during the school year during fall Goal Setting Conferences.

b.    AAA/GATE parents are invited to attend a AAA/GATE Parent Information Meeting in the fall.

c.     Parents are invited to attend the three CUSD AAA/GATE Parent Advisory Committee meetings and the three school site AAA/GATE Parent Advisory Committee meetings.

d.    Parents who attend the school site Parent Advisory Committee meetings review the AAA/GATE budget and sign the AAA/GATE Plan.

e.     The CUSD AAA/GATE department invites parents to participate in an online survey in the spring to review various components of the program.

f.     Parents receive regular correspondence, such as school newsletters and classroom updates.

g.    Parents are invited into the classroom as helpers and guest speakers in their areas of expertise. 

h.     Parents are invited to attend the regional Destination Imagination competitions and Future Scientists and Engineers of America activities.

i.      District and other AAA/GATE parent workshop opportunities are distributed to AAA/GATE parents.

j.      Parents help to plan and implement a Book Club for students during the year, providing activities connected to the specific book, along with discussion groups and challenges (2 times a year)

k.     Parents help to plan and implement Destination Imagination information meetings and after school activities for students to engage in DI type challenges

l.      Parents have access to CUSD’s AAA/GATE plan, which was approved by the California State Department of Education, via the AAA/GATE website and by hard copies upon request.

m.   Parents are forming a group that will provide students with an opportunity to read a particular book, and then see it performed at a local theater or performing arts center

Section 7: Program  Assessment

            Standard 7.1:

a.     AAA/GATE teachers employ formal assessments and ongoing informal assessments to meet the differentiated needs of AAA/GATE students.

b.    Time is provided during banked minutes for teachers to engage in analysis of data and discussion of student work.

c.     AAA/GATE teachers analyze standardized data and utilize resources to effectively plan instruction.

d.    AAA/GATE teachers set clear, measurable goals for gifted students and track growth made over time.

e.     The CUSD AAA/GATE department’s online survey results are E-mailed to each school site’s principal and AAA/GATE Coordinator.  The survey results will be shared with the school site’s AAA/GATE Parent Advisory Committee to help improve the school’s AAA/GATE program.

Section 8: Budgets

            Standard 8.1:

            a. AAA/GATE coordinator and AAA/GATE teachers develop AAA/GATE budget.

b. AAA/GATE budget is presented to the AAA/GATE Parent Advisory Committee for approval.

c. AAA/GATE budget is presented to the SIP Committee and is incorporated into their budget.

d. Preliminary AAA/GATE budget for this school year $3,900.00

Updated: October 20, 2008