GIFTED AND TALENTED EDUCATION
Clovis High School
Clovis Unified School District
2018-2019 SECONDARY SCHOOL SITE PLAN
SCHOOL SITE: Alta Sierra
COORDINATOR(S): Marcy Zunich
DATE of PLAN: October 30, 2018
Signature Site Coordinator’s Signature
how your site will determine which students to consider for GATE certification.
children are eligible for the nomination process regardless of socio-economic,
linguistic or cultural background, and/or disabilities. Evidence from multiple sources will be used
in the referral process. These
include: SBAC testing results; teacher
recommendations based on high achievement, gifted characteristics scale,
Renzulli Hartman Scale; and parent/teacher recommendation.
Achievement: SBAC minimum cut score of
95th percentile in both ELA and Math.
or higher in ELA
95 percentile or higher in Math
Specific Academic Ability
percentile on the SBAC assessment in a single subject area.
additional criteria that will be required at your school for the school year to
certify GATE students. This would
include any criteria that are above the District minimum qualifying
scores in the High Achievement and Specific Academic Ability categories. NA
Describe: How will your site assess the needs of the GATE students at your
?Site Academic Counselors
by subject area
?Discussions at staff meetings
Results of SART
and GATE survey
each assessment: SBAC
for Language Arts, Math and Science
what you will do with the assessed data to meet students’ needs: Students are placed in honors academic
courses for Science and Math. They are
encouraged to participate in some of the academic teams such as: History Day, Robotics, Destination
Briefly describe your site’s
overall plan for providing services to GATE students.
In the classroom
teachers will provide differentiated and accelerated instruction with
opportunities for practice in small groups during lessons and activities. GATE students will extend the instruction
and practice through choices of assignments/projects. The classroom teacher will monitor the
differentiation to ensure that students are being challenged, and their
academic needs are being met.
for socialization and project-based
curriculum will be addressed
through Destination Imagination, Robotics, and Science Olympiad
participation, History Day and
culminating activities, presentations and field trip related projects completed
in heterogeneous groups with students in the regular classroom. Students will also have the opportunity to
visit a university trip offered in February.
Placement classes are offered to GATE students that include an
accelerated curriculum and a variety of teaching and learning strategies geared
toward developing depth, complexity, novelty, and acceleration of academic
skills for the 21st Century learner, large and small groups, teacher
and student directed activities, and independent study.
These differentiated experiences will focus primarily on depth and
complexity of content, advancement or acceleration of pacing and the content,
and novelty of each student’s ability.
Coordinator will provide staff development to teachers to build capacity to differentiate instruction appropriately
for gifted students. On a quarterly
basis the Site GATE Coordinator will collect documentation and examples of
differentiated instruction from teachers at the site. These examples may include the subject areas
of English Language Arts, Math, Social Studies/Geography, and Science.
collected from classroom teachers could include: homework, assignments,
projects, student work samples, lesson samples, etc.
the type of articulation your site plans to use between the GATE program and
other programs and grade levels at your school?
The Site GATE
Coordinator and staff will collaborate share
instructional strategies and curriculum that
blends standards across content areas and moves gifted students’ learning
forward in the regular classroom setting.
on an annual basis to discuss the alignment of GATE
Standards to the California State Standards across all academic subjects to
ensure that learning opportunities are embedded in class instruction to enhance
the overall performance of gifted students on annual statewide tests.
differentiated curriculum resources will be disseminated to teachers to
support the differentiated instruction for gifted students in all classrooms at
the school site. This is embedded in our
communication from the Site GATE Coordinator to other teachers and site
administrators to help build teacher capacity to differentiate instruction for
Coordinator will provide in-services for general education teachers on
strategies to differentiate instruction as well as how to document
differentiation on Unit Plans Describe how your GATE program increases depth and
complexity of content or accelerates learning in the core content areas
?Resources to provide differentiated
curriculum models are used by teachers:
?Differentiated use of technology tools
are used to provide greater depth and breadth of learning for students. All Academic Block classes are currently
using laptops in the classroom. Science
and Math courses are adding the use of laptop/chromebook technology into the instruction.
?Integration of Speaking and Listening,
Language, Literacy (Reading & Writing), and Technology standards are
embedded in curricular units across the curriculum and in all courses.
?Within the classroom, GATE students are
offered numerous opportunities to experience accelerated curriculum within
their area(s) of strength. This is done
through compacted curriculum, independent studies, study contracts, etc. State adopted textbooks, along with a variety
of additional resources as tools for meeting the needs of GATE students
?Students are encouraged to seek new
interests and utilize unique talents through participation in co-curricular
activities such as student council, oral interpretation, drama, destination
imagination, band, choir, math team, science fair, science olympiad, robotics,
history day and technology instruction.
is your plan for evaluating various components of your GATE program? What if any surveys (parent, student) do you
?GATE students will be monitored through
enrollment in Honors and AP courses compared
to GATE students enrolled in parallel regular classes.
?Performance on State Tests will be
monitored to determine how well GATE students are
making progress on California State Standards.
?Site GATE Coordinator will create a site
webpage to communicate with parents of
on-going opportunities for GATE students at the school.
are your plans for ensuring continuous parent participation in the planning and
evaluation or your program? How do you
keep parents informed of your program?
How often do you communicate with your GATE parents?
school hosts a culminating event for parents in the spring. It can be held in conjunction with Open House
or some other program at the school.
Please describe your plans for this event.
Title and Month of Event: Portfolio Day (May)
create a portfolio which will include a resume, reflections and a copy of each
item they will present. The students
will make a presentation to a panel which will include a member of the
community, as well as, their peers. Students
are required to provide evidence of their growth over the course of their 7th
and 8th grade years in all academic subjects.
Included in their portfolio are examples of co-curricular participation
and community organizations they were involved in.