Master Plan Section 8: Budgets

SECTION 8:  Budgets

GOAL:  District budgets for gifted programs support and provide for all of the components of the Davis Joint Unified School District’s GATE program and meet the related standards.  (EC Section 52209, 52212a1, 2, 3)

RATIONALE:  Davis Joint Unified School District students perform well above the average for California.  The inclusiveness of the identification categories—intellectually gifted, high achieving, and specific academic ability—provides options for services to a population larger than most districts.  It is the goal of the community and the district to provide services in self-contained GATE classes, but also to encourage teachers to differentiate in the regular classroom so as to provide a challenging and appropriate curriculum for each type of gifted student in the regular classroom.

STANDARD 8.1  The district GATE budget is directly related to the GATE program objectives with appropriate allocations. GATE funds which may be used to supplement—not supplant—district funds are used to address:

• Professional development
• Direct student services
• District-level coordination
• GATE student identification

A budget allocation for district GATE coordination by a single, full-time individual reflects the scope and complexities of the district’s size and GATE plan.  Carry-over monies are maintained within the district GATE accounts.  GATE collaborates on expenditures across categorical programs.  Indirect costs are aligned with the state limitations.

RATIONALE:  The GATE budget, prepared with input from the administration, GATE Advisory Committee, teachers, and Board of Education, is created so that there is a one-to-one match between expenditures and items in the GATE plan in order to provide both accountability and integrity in the program.

ONGOING IMPLEMENTATION

1. Expenditures for District-level coordination include the cost of the GATE Coordinator, half of the cost of third grade universal testing, some district psychologist time for GATE rescreening of third graders, .6 FTE secretarial time, and supplies, postage, and materials necessary to maintain the GATE Office.
2. Expenditures for the GATE identification process:

a.       Harcourt-Brace for testing supplies and materials

b.       GATE Coordinator for scoring make-up tests for grade 3

c.       GATE Coordinator for scoring tests for grades 4 and above

d.       Harcourt-Brace universal test scoring for 3^rd grade tests

e.       Secretarial time for maintaining GATE records and database, collecting referrals, contacting families and schools to schedule testing, collating and sharing the data from the testing, and postage and handling for all the letters.

3. The GATE Coordinator works with the English Learner Program Coordinator to improve the identification process by assisting with testing information and directions in students’ native languages as often as is feasible and for the dissemination of information about the GATE program to parents of English language learners.
4. The GATE Coordinator works closely with the Director of Student Services and the Coordinator of Special Education to ensure proper GATE services are provided to students who are twice-labeled.
5. The GATE Coordinator works with the Director of Technology to ensure the implementation of technology standards
6. The GATE Coordinator works with the Director of Curriculum and Instruction to align GATE curriculum to meet or to exceed state standards.
7. Professional development about gifted students and gifted curriculum is provided and shared by the GATE Office, the BTSA Program, and other programs such as Buy-Back Professional Development Days.

NEW IMPLEMENTATION ACTIVITIES

1. Increase training and support for student referral process—even with universal testing.
2. Work with district technology specialists to utilize the Technology Center to preview software appropriate for gifted students and to assist teachers to make technology available for these students who rarely find appropriate materials in a school library.
3. Work more closely with neighboring colleges and universities to enhance staff development and student learning opportunities.