SECTION 2:  Identification

GOAL:  DJUSD’s identification procedures are equitable, comprehensive, and ongoing to reflect the district’s definition of giftedness and that relationship to current state criteria. (EC 52202:  Title 5 Regulations, Section 3822)  It is the goal of the DJUSD to locate students and to provide educational experiences for students whose abilities range from higher-than-normal to “highly gifted.” [EC52202] The student population of the GATE Program should proportionately represent the student population of the District with regard to gender, race, and ethnicity, and current efforts are focusing on increasing the numbers of students from underrepresented groups. 

STANDARD 2.1 The nomination/referral process is ongoing and includes students K-12.

RATIONALE:  In order to ensure equal access to GATE services, the nomination and referral process must be an ongoing, integral part of the program; students at all grade levels must be eligible for consideration for the gifted program.

ONGOING IMPLEMENTATION

1. Student nomination forms are accepted at any time in the GATE Office. 
2. District Search and Serve Process for screening students in grades 3,4,6,7 and 9 includes universal screening of 3rd graders, and for 4^th, 6^th, 7^th, and 9^th graders outreach to parents, community, teachers, administrators, and support personnel via staff inservice, information packets to teachers, articles in school newsletters and The Davis Enterprise, and parent meetings.

STANDARD M2.1a All children are eligible for the nomination process regardless of socioeconomic, linguistic or cultural background, and/or disabilities.

RATIONALE:  Gifted students exist among all of the diverse populations in a district.  Gifted students, including those representing populations that are often underrepresented in GATE programs, frequently are not recognized by traditional referral processes.

ONGOING IMPLEMENTATION

1. DJUSD provides an equal opportunity for all students to be considered for the GATE program.
2. An active search is conducted by the GATE Coordinator, involving teachers, counselors, psychologists, principals, parents, and students.  Search is a critical step in the identification of gifted students because it is the only way many of the underrepresented students will be nominated as prospective GATE participants.  The importance of the sites in the search process cannot be stressed enough—especially in grades 4, 6, 7, and 9.  Clearly, if students are not nominated, they may never have an opportunity to receive educational services commensurate with their abilities.  Even though parents/guardians are able to refer children, many students need an opportunity for others to help identify those who should be nominated.
3. The search focuses on students who are believed to possess extraordinary potential or performance in one or more of these categories:

·         Intellectual Ability

·         Achievement Ability: High Achievement (in two or more academic content areas)

·         Achievement Ability:  Specific Academic Ability (in a single academic content area)

4.       The GATE Identification Committee will determine whether a student who is recommended by his/her parent or teacher for re-screening shall be rescreened, and if so, using which method.  The Committee shall usually be composed of the following staff:  GATE Coordinator, psychologist, administrator, and two GATE teachers.     

5.       The Identification Committee reviews information gathered from the classroom teacher, support personnel, and parent/guardian as well as samples of student work completed under the supervision of the classroom teacher.

STANDARD M2.1b The district establishes and implements both traditional and nontraditional instruments and procedures for searching for gifted students.  All data are used to ensure equal access to program services.

RATIONALE:  Equity can only be ensured when a variety of methods are used to seek out potentially gifted students.

ONGOING IMPLEMENTATION

To be identified intellectually gifted, a student must attain a qualifying score (described below) on a test of abstract thinking and mental reasoning using traditional and non-traditional methods. The district is currently using the OLSAT-7 and considering other options for universal testing at third grade. The OLSAT-7 assesses “examinees ability to cope with school learning tasks, to suggest their possible placement for school learning functions, and to evaluate their achievement in relation to the talents they bring to school learning situations.”[1] To solve mental reasoning test problems, a student must use both sides of the brain; he or she determines the correct answer by applying his or her area of strength whether it is verbal or nonverbal clues.  An additional category of “highly gifted pupil” was added to state law in January of 2001 and is defined as a student “who has achieved a measured intelligence quotient of 150 or more points on an assessment of intelligence administered by qualified personnel or [who] has demonstrated extraordinary aptitude and achievement.”  [EC52202]

1.       Gate Identification:  SEARCH & SERVE PROCESS (To be completed by February 28^th)

A.      Before the Universal Testing Occurs:

·         Parent information letter is sent to all 3^rd grade parents/guardians

·         IEP accommodation information is gathered and processed prior to administering the universal testing

·         Necessary modifications are arranged for student testing

·         Selection of assessment tool and GATE Identification team

2.       Universal Testing of Grade 3:

·         Classroom teachers are trained and administer OLSAT –7  to 3^rd grade students at each site under standardized testing conditions during the final two weeks of September according to procedures defined in the GATE Master Plan

SEARCH

3.       Criteria for Immediate Qualification

·         Measure 1 – Observational data or anecdotal records, i.e. cumulative folders, teacher comments, checklist information, and pertinent testing records, and

·         Measure 2 – Parent and/or Teacher Nomination Form, and

·         Measure 3 –minimum OLSAT-7 results:  T=96% and Verbal=96% or Non-Verbal=96%

4.       Criteria for triggering Search and Serve Process for Student Rescreening

·         Students not qualifying immediately in Step 3, are reviewed based on:

--OLSAT-7 score on Total and one Subtest score are within the standard error of measurement (SEM + or –5), or

--risk factors as identified in the Master Plan (socioeconomic status, language, health, designated

  special education, etc.), or

--discrepancy in norm referenced test on reading/language arts and/or math scores (if available at

  80%ile) or CST at advanced level or if student is bilingual or has risk factors—math CST

  advanced and language CST proficient, or

--sample work products’ assessment, or

--parent/teacher indicators of gifted characteristics as identified on the Nomination Forms or  

--a student in a sub-group that suggests s/he might have a lower than accurate OLSAT test score because of the student’s cultural background (examples:  lower socioeconomic level, lower parent education level, language other than English).                                                                                                                   

5.       Rescreening Qualifying Process and Criteria

·         WISC-IV Verbal is administered to students who appear highly verbal and who meet criteria in Step 4, or

·         TONI-3 is administered to those students who appear nonverbally/spatially advanced, who have limited English, who benefit from more structured test environment without time constraints, and who meet the criteria in Step 4, or

·         Structure of Intellect (SOI) or Slossen may be administered as an alternative for those students who have taken the above named tests within a 12 month period and who meet the criteria in Step 4, and

·         Administration of re-screening methods will be available in the student’s primary language if the primary language is English or Spanish; it may be available in other languages whenever appropriate for the student and feasible for the district.

6.       Program Placement

·         Options: 4 self-contained GATE classrooms, currently limited to 116-124 positions (as determined by district requirements), will be filled at the 4th grade level; at 5th through 9th grades, vacancies will be filled from a rank order wait list.

·         Parents/guardians of GATE identified students shall submit an Intent Form to request placement in self-contained GATE classes in 4th grade and each year thereafter to continue in their current program.

·         Students whose parents/guardians request placement in self-contained GATE classes are rank ordered by the student’s total score first, followed by the higher subtest score, when available, on the qualifying test of school ability (OLSAT-7,WISC IV, TONI-3, etc.)  Students qualifying on the basis of a single test score (TONI-3, Raven, etc.) will be placed below students qualifying with the Total and one Subtest Score.

·         Students are placed into self-contained classes from the rank-ordered list according to the student’s geographical proximity until a site is full; a student in the rank-ordered pool of 116-124 whose closer site is full will be offered a seat at another site; if the family does not accept the second site, he/she will remain in the neighborhood school and be placed on a waiting list.  First priority for a site vacancy is given to a student attending a GATE class further away from his/her home address who wishes to return to the closer program.

·         Placement notification is made by the end of the 3rd quarter and parents/guardians must commit in writing to the placement by the specified due date or the vacancy goes to the next person on the waiting list

·        Individualized counseling will be offered to parents/guardians of students from a different cultural background to ensure the parent/guardian makes an informed decision about their student’s placement.

7.       Students in grades 4 and 6 can be tested between mid-November and Winter break. Tests are administered on Wednesday afternoons and are scored by the GATE Coordinator; results are mailed to principals, teachers, and parents/guardians by mid-January.

8.       Students in grades 7 and 9 can be tested on scheduled Wednesdays between mid-November and Winter break.  The GATE Coordinator scores the tests and mails the results to secondary counselors and parents/guardians by mid-January.

9.        Only after all rescreening processes and appeals process review have been completed by district office staff and shared with administrators will confidential GATE identification results be sent to all parents at the same time.

10.   Teacher and/or parent/guardian referrals are reviewed by the GATE Identification Committee and the referrals are either denied or sent to the GATE Coordinator and/or a district psychologist for testing.

11.   Once the testing process is completed, parents/guardians and students are asked to decide what kind of program delivery system they want for the next school year.  Those choosing self-contained GATE classes are rank-ordered, using first the total score, followed by the higher subtest score, when available, and placed according to the Placement Procedure (described below). Information for those remaining in their neighborhood schools is forwarded to the sites to support instructional differentiation by classroom teachers. 

Qualifying Scores for “Intellectual Ability” –

Achievement in relation to the talents students bring to school learning situations

A.      An intellectually gifted student with no risk factors:

·         Test data indicating that on a test of school ability mental reasoning, the student has attained a minimum Total score of 96% and a minimum score of 96% on either the Verbal or the Nonverbal subtest score.

B.      An intellectually gifted student with one risk factor:

·         Test data indicating that on a test of school ability, the student has attained a minimum Total score of 95%.

·         Verification of risk factor that is present.

      C.  An intellectually gifted student with two or more risk factors*: 

·         Test data indicating that on a test of school ability, the student has attained a minimum total score of 94%.

·         Verification of risk factors that are present.

Qualifying Scores for “Intellectual Ability”

*RISK FACTORS:

The following five risk factors may impact a student’s potential or performance on tests of school ability and/or achievement.  The presence of these variables will be documented by a review of school records or a statement from the administrator, teacher, or parent.  Appropriate consideration is given to students who are impacted by these factors:

1. Economic:  parent unemployed; low /single parent income; participation in free-reduced lunch programs
2. Environmental:  lack of preschool/kindergarten experience; poor attendance due to conflict with home responsibilities; and/or transiency and study time; unsettled family life
3. Health: designated instructional services via RSP such as learning disabilities, etc., severe allergies, asthma, health problems, on-going medication, etc.
4. Language/Cultural: primary language of parent and/or student is other than English; lack of proficiency or verbal fluency in English; limited home/school communication; cultural values and beliefs in conflict with those of dominant culture; parent from different culture.
5. Social/Emotional: child abuse; emotional adjustment problems; significant home factors such as divorce, chronic illness or death, family separation, extended absence of a parent, remarriage, and/or frequent moves.

STANDARD M2.1c Referrals are sought from classroom teachers, principals, counselors and parents.  The GATE Coordinator actively searches for referrals among underrepresented populations.

RATIONALE:  To ensure that students are observed from different perspectives, all individuals who interact with students must have the opportunity to refer them for consideration.  Students whose giftedness may be masked by factors such as language or cultural barriers or poverty must especially be sought out.

ONGOING IMPLEMENTATION

1.       All 3^rd graders are tested at their school sites the last two weeks of September unless the parent/guardian submits a “DO NOT TEST” form.

2.       Student nomination forms for grades 4, 6, 7, and 9 are accepted at any time in the GATE Office. 

3. The formal search for 4th and 6th graders begins in October:

a.       Letters of explanation and teacher nomination forms are mailed to all 4th and 6^th grade teachers.

b.       Teachers and school secretaries are sent copies of “Parent Nomination” forms in English and Spanish.  (Forms may be translated into other languages, as needed.)

c.       “Camera ready” notices about the parent nomination process are sent for publication in principals’ newsletters.

d.       Information about nominating students is sent for publication to The Davis Enterprise.

e.       Grades 4 and 6 nomination forms are due in the GATE Office by early November with testing scheduled between mid-November and Winter break on Wednesday afternoons.  A final make-up session is offered the third Wednesday in January.

f.         Student results are mailed home by the end of January.

4. Students in grades 7 and 9 are sought beginning in October:

a.       “Camera ready” data is sent to secondary schools to be included in the October newsletters mailed to students’ homes.

b.       Letters of explanation and nomination forms are sent to secondary counselors for use and for distribution to teachers.

c.       Information about secondary nominations is sent for publication to The Davis Enterprise.

d.       Nomination forms are due in the GATE Office by early November.

e.       Secondary students are tested on Wednesday’s between mid-November and Winter break.  A final make-up test is offered the third Wednesday in January.

f.         Student results are mailed home by the end of January.

STANDARD M2.1d Students may be nominated for participation more than once.

RATIONALE:  No nomination or identification process is 100% accurate.  In order to eliminate the possibility of bias and to guarantee the opportunity to be evaluated more than one time, it is necessary to accept referrals for a student more than once.

ONGOING IMPLEMENTATION

1. Students may not retake any specific mental reasoning or school ability test administered by GATE staff or by outside/private practitioners more than once during a 12 month period.
2. When parents have been notified of a student’s score and the score is within a 5 point Standard Error of Measurement on the Total and one subtest score, the student will be rescreened with an alternative test.  The OLSAT may be taken once a year.
3. GATE Coordinator and a district psychologist meet with the GATE Identification Committee to review information from staff and parents/guardians and to screen for risk factors and collect additional pertinent information as previously described in the components of Section 2.
4. Recommended students receive further evaluation.
5. Students not scoring in the Standard Error of Measurement are evaluated by the GATE Identification Committee if the parent/guardian and/or school district instructional staff member submit(s) a written nomination form.
6. Davis Joint Unified School District will accept outside/private testing reports if, and only if, an approved test is used and all subtests are administered and reported and with approval of the GATE Coordinator; it is not the responsibility of the district or its representatives to advise parents about outside testing.

STANDARD M2.1e All staff receive training and information about the nomination process and the characteristics of gifted learners.  Nomination forms are sent directly to teachers, counselors, administrators, and support personnel.

RATIONALE:  To ensure equal access to GATE services, all individuals who interact with students must have knowledge of the GATE program and the referral process.

ONGOING IMPLEMENTATION

1. Universal 3^rd grade testing notification and “opt out” information will be included in the back-to-school packet distributed to all 3rd grade families.
2. Testing information for grades 4 and above is provided in October, the GATE Office provides letters of explanation, testing schedules, and teacher nomination forms to elementary teachers in grades 4 and 6 and to counselors at the secondary level.  Secondary teachers are advised through faculty meetings and/or teacher bulletins that nomination forms are available from the counselors, or from the GATE Office. 
3. “Camera ready” information is provided for elementary principals’ newsletters, secondary PTA newsletters, and The Davis Enterprise, to inform parents that the search is underway and to explain how parents can nominate students.  
4. The GATE Office provides nomination forms that can be completed by teachers who refer students and another form, in both English and Spanish, for parents/guardians to refer children.  All information included on the initial referral form is essential to the completion of each case study. 
5. Nomination forms for students in grades 4 and 6 are due in the GATE Office by early November.  The GATE Office staff then compiles grade level lists of nominees.  When a child is nominated by staff, but not by parent/guardian, a letter is mailed home requesting permission to test.  When a parent/guardian nominates a child, the nomination form includes the permission to test.  Once every parent is given the opportunity to complete a permission form to test, lists are compiled and materials organized for each testing session.
6. Outreach currently in place for underrepresented groups include GATE forms that are now translated into Spanish and are being translated into Mandarin and Korean.  The GATE Coordinator works with the English Language Learner Coordinator to identify prospective students, EL teachers are encouraged and guided about how to refer students, and risk factors are considered in qualifying percentiles.  The GATE Coordinator attends School Site Council and PTA meetings.  All information and forms are available in the district office and on the district website.

STANDARD C2.1a Training in the identification process is provided that is specifically appropriate for administrators, teachers, and support personnel.

RATIONALE:  Interaction with students varies by the role an individual plays in the educational system.  An administrator or counselor, for example, interacts with students from a different perspective than a classroom teacher.  In order to ensure that students are evaluated from various perspectives, it is necessary to provide specific training for individuals in a variety of positions within the school and district.

ONGOING IMPLEMENTATION

1.       Informational materials sent to all elementary teachers and secondary counselors identify characteristics of giftedness, the nomination process with the forms, due dates, and the testing schedule.

2.       Parent informational materials are sent in the opening school packet, and presentations are made by request at PTA and School Site Council meetings.

3.       Information and materials are posted on the district website.

STANDARD C2.1b The district maintains data on nominees and includes these data in reassessing students who are referred more than once.

RATIONALE:  Data from previous referral(s) provide useful information for a team evaluating a student who has been referred previously.

ONGOING IMPLEMENTATION

1.       In the fall, before the nomination forms are distributed, the GATE Coordinator works with site administrators to set the testing schedule and notifies teachers and administrators at each school to inform them about characteristics that may be present in the potential GATE student.

2.       The GATE Coordinator provides parent education about characteristics of giftedness.

3.       In November and December, information about risk factors, STAR test performance, and other school related data is gathered about 3^rd grade students.

4.       The data gathered on the 3^rd grade students will be compared with the OLSAT results to determine which students qualify and, in addition to those scoring within the standard error of measurement to be rescreened, which students have significant disparities to require further evaluation.

5.       Information gathered during this process will be included in the evaluation of students who test again in 4^th, 6^th, 7^th, or 9^th grades

STANDARD 2.2 An assessment/identification process is in place to ensure that all potentially gifted students are appropriately assessed for identification as gifted students.

RATIONALE:  To ensure equal access to GATE services, the plan must include a process for the use of multiple tools to identify gifted students including those that are appropriate for diverse populations of students.

ONGOING IMPLEMENTATION

1. Once parents/guardians and teachers have been advised as to who qualifies in the intellectually gifted category, parents/guardians and staff may submit data for reevaluation.  The data may include grades, standardized test scores, and sample work completed in the classroom under the teacher’s supervision.
2. During the reevaluation process, the GATE Coordinator screens any additional information and gathers data about potential risk factors.  If the GATE Coordinator/Identification Committee agree, the student is referred for additional evaluation with a district psychologist.
3. During this process, students are also considered for designation in the categories of high achievement and specific academic ability.  Students who qualify in these categories are entitled to differentiated curriculum in the regular classroom.
4. Students may qualify as gifted in the area of high achievement. K-12 students qualify by scoring Above Grade Level (a score of 5) on the California Standards Tests in Reading/Language Arts and Mathematics for two consecutive years, and/or CELDT scores OR by maintaining a 3.6 GPA in university/college preparatory academic courses for the previous two years OR by teacher verification of student performance at two or more years above chronological peers in two or more subject areas.  High achieving students are re-certified every 2 years as long as they meet or exceed the criteria.
5. Students may qualify as gifted in the area of specific academic ability.  K-12 students qualify by scoring Above Grade Level (a score of 5) in one academic content area for two consecutive years on the California Standards Test, and/or CELDT scores OR by maintaining a 3.6 GPA in a single university/college preparatory academic course for the previous two years OR by teacher verification of student performance at two or more years above chronological peers in a single subject area.  These students are re-certified every 2 years if they still meet or exceed the criteria.

Qualifying Requirements for “Achievement”

A.      A student may qualify as high achieving or as specific academic ability with no risk factors:

·         A high achieving student has, for two or more years, attained an Above Grade Level score (5) on two or more of the California Standards Tests when available and/or maintained a 3.6 in university/college preparatory academic courses and/or has verification of academic performance two or more years above grade level.

·         A student with specific academic ability has, for two or more years, attained an Above Grade Level Score (5) on a single subtest (reading, language arts, or mathematics)  and/or a 3.6 GPA in a single university/college preparatory academic course and/or documented academic performance two or more years above grade level in a single subject.

B.      A student may qualify as high achieving or as specific academic ability with two or more risk factors:

·         For two or more years, a student has attained a score of 4 or higher on the California Standards Test (reading, language arts, mathematics, science, etc.) or an advanced math score (5) and/or proficient language score (4) on STAR and/or a 3.5 in university/college preparatory courses and/or above grade level academic performance in two more academic areas (reading, language arts, math, science, etc.).

·         For two or more years, a student has attained a score of 4 or higher on a single subtest (reading, language arts, mathematics, or science, etc.) on the California Standards Test and/or a 3.5 GPA in a single university/college preparatory academic course and/or above grade level academic performance in a single subject.

Achievement

No Risk Factors

With 2 or More Risk Factors

High

Achieving

(K-12)

·         STAR / California Standards Test Score of 5 on two or more tests (Reading/Language, Math, etc) for 2 or more years.

·         GPA 3.6 or higher in 2 or more university/college preparatory academic classes for 2 or more years

·         Verification of academic performance at two or more years above grade level in 2 or more subjects for 2 consecutive years

·         Attains a 92-95% on both the verbal and nonverbal subtests of a mental reasoning/school ability test; this designation is permanent

·         STAR / California Standards Test of 4 or higher on two or more tests (Reading/Language, Math, etc) or a math score of 5 and a score of 4 in reading/language arts  for 2 or more years

·         GPA 3.5 or higher in two or more university/college preparatory academic classes for 2 or more years

·         Verification of academic performance at two or more years above grade level in 2 or more subjects for 2 consecutive years.

Specific

Academic

Ability

(K-12)

·         STAR / California Standards Test Score of 5 on one test (Reading/Language, Math, etc) for 2 or more years

·         GPA 3.6 in a single university/college preparatory academic course for 2 or more years.

·         Verification of academic performance at two or more years above grade level in a single subject for 2 consecutive years.

·         Attains a 92-95% on either the verbal or nonverbal subtest scores of a mental reasoning/school ability test; this designation is permanent

·          STAR / California Standards Test Score of 4 or higher on one test (Reading/Language, Math, etc) for 2 or more years.

·          GPA 3.5 in single university/ college preparatory academic preparatory course for 2 or more years.

·         Verification of academic performance at two or more years above grade level in a single subject for 2 consecutive years.

STANDARD M2.2a A committee, including the GATE Coordinator and certificated personnel, makes final determinations on individual student eligibility for the program.

RATIONALE:  To ensure that all possible variables have been considered, it is necessary for more than one person to make a determination of a student’s eligibility.  Multiple perspectives must be considered.

ONGOING IMPLEMENTATION

1. After the universal testing process has been completed, the Search and Serve Process (see Section M2.1b) is initiated to begin to evaluate students for rescreening.      
1. During November and December, the GATE Coordinator uses the previous spring STAR test results and other student data to evaluate the current 3^rd grade students.
2. Risk factor information is gathered about 3^rd graders and is considered in addition to the information from the STAR test information. 
3. Additional information is gleaned from teachers, counselors, student records, including cum files and report cards, and classroom observations by the GATE Coordinator or a district psychologist.
4. Samples of student work, completed in the classroom under teacher supervision, may be solicited.
2. Students may be referred for alternative assessment as a result of this process.
3. GATE Identification Committee makes final determinations on student eligibility for program.

STANDARD M2.2b Evidence from multiple sources is used to determine eligibility, and a data record or file is established for each nominee.

RATIONALE:  Since students have differing ways of demonstrating talent, final determination of eligibility must always allow for more than one criterion or screening instrument.  A data record or file ensures that information is retained for future use.

ONGOING IMPLEMENTATION

1. In addition to OLSAT, DJUSD may offer testing with other tests of school ability or accept results from other tests of mental reasoning such as the Structure of Intellect (SOI), TONI, Raven, WISC-IV, etc., as long as the results are in the District’s qualifying range and results of all subtests are included on the test protocols that are submitted. 
2. Some students are assessed by school psychologists as a result of other referrals. Parent/guardian and/or teacher nominations and sample work may be submitted for consideration by the Identification Committee.
3. Testing instruments, such as those named, have proven through extensive research to be the fairest measure available for identifying potential.  Superior levels of school ability have been equated with excellence or the potential for excellence.  These assessments are used to identify the potential for success in the self-contained GATE Program classes.
4. Item M2.2a (above) further explains multiple identification criteria.

STANDARD M2.2c Parents and teachers are notified of a student’s eligibility for program placement and are informed of the appeal process.

RATIONALE:  Information regarding the status of a nominated student should be provided to parents and all who interact with that student in the school setting so that appropriate plans can be made in a timely manner.  Teachers and parents who may have questions or desire more information are entitled to know the procedure to obtain that information.

ONGOING IMPLEMENTATION

1. Test results are forwarded to the school sites, and the GATE coordinator meets with teachers so that staff may use data for student placement and services.
2. Parent appeals shall be reviewed by the GATE Identification Committee and processes completed before placement of any student is determined.
3. Once all of the testing and Search and Serve processes are completed, letters are mailed to parents explaining the results of student testing.

STANDARD M2.2d Transfer students are considered for identification and placement in a timely manner.

RATIONALE:  It is not appropriate to delay evaluation for transfer students who have been identified by the criteria of their former district.  The educational program for transfer students must continue with as little disruption as possible.  Waiting to fit into the test schedule would be detrimental to such a student.

ONGOING IMPLEMENTATION

1. Students transferring into Davis Joint Unified School District schools are requested to submit their GATE identification records from their previous school district.  If the qualification is comparable to DJUSD’s criteria, when requested students are placed in self-contained classes or added to a wait list. The classroom teacher is advised as to the student’s GATE status.
2. Transfer students who have been identified as GATE eligible in another district but whose scores are not commensurate with Davis requirements are re-evaluated to determine if s/he qualifies in Davis.  This ensures equity of access for all students.

STANDARD C2.2a The identification tools used are reflective of the district’s population.

RATIONALE:  In order to ensure all students equal access to GATE services, the instruments used to measure eligibility must be appropriate for the particular students being assessed, including gifted minority children, English Language Learners, and children in poverty.

ONGOING IMPLEMENTATION                    

1. DJUSD will provide a second district-administered test to any student who scores within a standard error of measurement on the total score and one subtest or who is referred by the GATE Identification Committee that will provide data in support of a second screening.
2. If the choice is a second test, the type of test needed is based upon the needs of the student.  This test will be a test of non-verbal school ability (i.e. Raven or TONI) or verbal school ability (i.e. Slossen Verbal, WISC-IV Verbal) or one-on-one testing with a psychologist or the GATE Coordinator.

STANDARD C2.2b The district makes timely changes in identification tools and procedures based on the most current research.

RATIONALE:  Due to the increasing diversity of students, there are many research studies regarding alternative methods of identifying gifted students.  These alternative methods can provide more effective ways to evaluate these students.

ONGOING IMPLEMENTATION

1. The GATE Advisory Committee schedules monthly meetings (except December) throughout the school year and regularly assesses new tests and placement procedures as they become known to the GATE office.  The district’s most recent analysis of its GATE Program was completed in 2007 by an outside group of consultants.
2. The DJUSD GATE Program is also working under the auspices of a three year federal Javits’ Grant which is studying identification procedures.  A final report will be provided for the Superintendent and Board of Education in the fall of 2008.  New information gleaned from the study will be integrated into the GATE plan.

STANDARD E2.2a Personnel trained in gifted education meet at regular intervals to determine eligibility of individual candidates.

RATIONALE:  It is necessary to ensure consistency in the referral and identification process throughout the district.  Regular meetings of involved personnel assure consistency and accountability.

ONGOINGING IMPLEMENTATION

1. The DJUSD GATE Advisory Committee has a subcommittee that meets annually to review current standards for identification of gifted students and to review available testing protocols.
2. Some members of this subcommittee are GATE-trained staff who participate regularly in GATE staff development provided by the GATE Coordinator and guest presenters.  In addition, the GATE Coordinator reviews potential and referred candidates on an annual basis.

STANDARD E2.2b The diversity of the district’s student population is increasingly reflected in the district GATE population.

RATIONALE:  All gifted students are entitled to GATE services.  Every effort must be made to seek and find potentially gifted students among all of the diverse populations found in the district.  The more successful that set of processes is, the more the population of the GATE program will reflect the population of the district.

ONGOING IMPLEMENTATION

1. Students who fall into the category of under-represented are screened for additional GATE evaluation according to their performance on STAR tests including CST scores, CELDT scores, risk factors, etc., and referred for further assessment by the GATE Coordinator and/or GATE Identification Committee.
2. Many under-represented students who demonstrate disparity between actual performance skills and thinking ability perform very well in advanced classes.  Students flagged as having risk factors or disparate scores are encouraged to participate in additional screening.  Those who qualify are counseled as to the advantages and disadvantages available to them in the GATE program as well as what support services are offered; these students are followed by both the GATE Coordinator and, when applicable, the EL Coordinator.
3. Universal testing of 3^rd graders and the follow-up Search and Serve process better achieves equity of access to the GATE program for all students regardless of cultural and linguistic backgrounds. With this process, DJUSD increased the number of underrepresented students who qualify and participate.
4. Through the universal testing and the Search and Serve process, classroom teachers receive information about each student’s verbal and non-verbal comprehension and reasoning which supports the teacher’s efforts to differentiate and individualize curriculum in each classroom for each student.
5. DJUSD provides a second district-administered test to any student who scores within a standard error of measurement on the total score and one subtest or who is referred by the GATE Identification Committee at no cost to the family.  The selection of the second test is based on the needs of the student as determined by the GATE Coordinator and/or GATE Identification Committee.

STANDARD M2.3 Multiple service options are available within the gifted education program and between other educational programs.  Placement is based on the assessed needs of the student and is periodically reviewed.

RATIONALE:  No one program meets the needs of all students.  To ensure equity, it is necessary to correlate GATE service options to students’ skills and abilities.  GATE services must be available to “Twice Exceptional Students” or those gifted students with emotional issues, physical or learning disabilities.

ONGOING IMPLEMENTATION

1. DJUSD requires various delivery systems for GATE services including self-contained GATE classes in grades 4-10; differentiation in the regular classroom; designated high achieving, honors, and Advanced Placement classes; independent study; acceleration; and concurrent college enrollment.
2. GATE instruction is delivered to students in homogeneous classes, in cluster groups within specific classrooms, in flexible groupings based on readiness or interests or learning modalities, and/or on individual learning contracts.

STANDARD M2.3a Students and parents are provided information and orientation regarding student placement and participation options.  Signed parent permission for participation is on file.

RATIONALE:  In order for families to make an informed choice regarding their child’s participation in the GATE program, they must have access to information regarding all aspects of the program.

ONGOING IMPLEMENTATION

1. Parent Information Nights are part of the scheduled parent education program.
2. Information is provided to School Site Councils and PTA’s.  The GATE Coordinator will attend meetings upon request.
3. Teachers provide information at Back-to-School Night and in school/teacher newsletters.
4. Handouts are available from the school and GATE Office and/or posted on the district website.
5. Opening of school information packets include explanations about the GATE program and options, testing, GATE Advisory Committee meeting schedules, and “opt out” information for families of third graders choosing not to participate in universal testing.
6. Development of effective support mechanisms for underrepresented students and their parents, so that fully informed choices are made regarding GATE options, is ongoing.

STANDARD M2.3b Upon parent request, the district provides identification information the parent may take to a new school or district.

RATIONALE:  It is important for a child to receive GATE services as soon as possible upon moving to a new school or district.  When parents/guardians deliver the GATE information from the prior district, the evaluation/assessment process can begin immediately.

ONGOING IMPLEMENTATION

1. Students transferring out of DJUSD to another district may receive copies of GATE identification information, as well as grades and attendance records upon request by the parent/guardian or receiving school.
2. The GATE Office will provide a letter and accompanying materials if requested by the parent/guardian or the receiving school.

STANDARD M2.3c Participation in the program is based on the criteria of identification and is not dependent on the perception of a single individual.  Once identified, a student remains identified as a gifted student in the district, though services to individuals may vary from year-to-year.

RATIONALE:  While GATE students may not always perform to expectations, they are still identified as GATE.  They are entitled to an objective evaluation of participation and of GATE services to meet their needs.

ONGOING IMPLEMENTATION

CERTIFICATION AND PLACEMENT

Intellectually gifted [2] students are certified for the duration of their attendance in DJUSD. If an intellectually gifted student requests and is placed in a self-contained GATE class, that intellectually gifted student may retain his/her seat each year through grade 10 so long as the parent/guardian returns the annual Intent to Continue Form by the due date.  Should an intellectually gifted student choose to leave a GATE class, he or she is encouraged to participate in an exit interview with his/her family and the GATE Coordinator and/or school representative to resolve any questions or concerns and to facilitate the most beneficial future placement.

1.       Elementary students identified intellectually gifted who remain in their neighborhood schools are entitled to differentiated curriculum.  District-wide training in differentiation is ongoing. Differentiated program offerings may include enrichment in the regular classroom, ability grouping for reading and/or math, writing individual learning plans, and acceleration techniques such as compacting, pretesting, etc.

2.      Secondary students identified intellectually gifted who are not placed into self-contained GATE classes are entitled to differentiated curriculum.  This differentiation includes district-designated high achieving classes, accelerated programs in math, science, foreign language, etc., or independent study.  High Achievement and Specific Academic Ability certification is for a two-year period.  At the end of two years, a student certification must be renewed if the student still meets the qualification criteria.  The exception to this two year certification is a student who scores 92-95% on one or both subtests of a test of school ability/mental reasoning; this student will be certified as high achieving in the appropriate category for the duration of his/her attendance in the district.  Students are entitled to programs at the school site so long as they remain certified.  These services may include enrichment activities in the regular classroom, ability or cluster grouping in the regular classroom, flexible grouping in content areas, honors and Advanced Placement classes and/or independent study. 

STANDARD C2.3a  Before any student is considered for withdrawal from the program, interventions are implemented and a meeting is held with the parents and student.

RATIONALE:  All qualified gifted students are entitled to the services of the GATE program.  Every effort must be made to meet the needs of the student before withdrawal from the program is considered.  Alternative ways to meet the student’s needs must be explored.  Regardless of the modification, the student is still an identified GATE student.

ONGOING IMPLEMENTATION

1.       Only a parent/guardian may withdraw a qualified intellectually gifted student from the DJUSD self-contained GATE program once the student is admitted.

2.       The parent/guardian is encouraged to first meet with the GATE Coordinator and/or the classroom teacher/counselor to discuss possible interventions and/or modifications to the curriculum where appropriate.

3.       A student whose parent/guardian removes him/her from the self-contained GATE class will be considered for re-entry after those on the waiting list have been offered a seat.

4.       Only a parent/guardian may withdraw his or her intellectually gifted student from the GATE Program by submitting a request to the GATE Office, in writing, to remove and destroy any GATE records.  The parent/guardian will be notified that the student must requalify to return to the program at a later date.

5.       The GATE Master Plan requires that district psychologist time be provided in assisting with GATE identification of underrepresented groups as necessary (not to exceed 80 hours per year).

6.       The GATE staff provides many at-risk GATE students with the benefits of a long term relationship with an individual qualified to help them with needed academic and social coping strategies.

7.       The GATE staff provides support for underachieving, learning disabled, perfectionist, and socially-isolated gifted students who require additional help.

8.       The GATE staff provide teachers working with these special needs’ gifted students the strategies and interventions to improve their success in the classroom

9.       The GATE staff provides parents of gifted students, including at-risk or special needs’ gifted students, with assistance to support these children at home and at school.