GATE
At the elementary sites, GATE students are placed in cluster groupings at each grade level. Students in the middle are placed in honors classes. In addition, students may participate in after-school enrichment programs at the middle school, a Saturday program for grades 4 to 6, an after-school visual arts program for grades 4 to 6, and summer school. Teachers differentiate the core curriculum through acceleration, depth, novelty, and complexity. Such differentiation aims to cultivate the students’ ideology and creativity levels, sensitivity and responsibility, ethical standards, problem-solving, and self-concept.
Differentiation strategies are reviewed in school site staff meetings each year, ensuring that all teachers have methods available to them to meet the needs of gifted learners, whether identified or not, at all grade levels and to allow for flexible groupings to meet varied needs and ability levels of students.
Rosemead School District’s GATE program includes cluster grouping within the mainstream classroom where students’ individual needs are met through differentiation of instruction. Intellectual peer interaction and challenge are provided through the clustering of students, group projects, independent student contracts, Saturday GATE programs, visual arts after-school program, and the GATE summer school program.
Each school site writes a comprehensive school-level plan incorporating the GATE plan. The program described in the plan addresses students in the full range of grade levels at the school and is offered within the regular classroom by teachers who are trained or are receiving training in developing and delivering a core curriculum that is differentiated to meet the needs of GATE students. At the middle school, students participate in honors classes in language arts, math, science, history, computers, and visual arts. Among the other learning opportunities available to older students are the Cal State Los Angeles Early Entrance Program, Science Olympiad, Builders Club, CJSF, Leadership Class, and AVID.
Differentiation strategies are reviewed in school site staff meetings each year, ensuring that all teachers have methods available to them to meet the needs of gifted learners, whether identified or not, at all grade levels and to allow for flexible groupings to meet varied needs and ability levels of students.
Rosemead School District’s GATE program includes cluster grouping within the mainstream classroom where students’ individual needs are met through differentiation of instruction. Intellectual peer interaction and challenge are provided through the clustering of students, group projects, independent student contracts, Saturday GATE programs, visual arts after-school program, and the GATE summer school program.
Each school site writes a comprehensive school-level plan incorporating the GATE plan. The program described in the plan addresses students in the full range of grade levels at the school and is offered within the regular classroom by teachers who are trained or are receiving training in developing and delivering a core curriculum that is differentiated to meet the needs of GATE students. At the middle school, students participate in honors classes in language arts, math, science, history, computers, and visual arts. Among the other learning opportunities available to older students are the Cal State Los Angeles Early Entrance Program, Science Olympiad, Builders Club, CJSF, Leadership Class, and AVID.
Program Goal:
The goal of the Rosemead Gifted and Talented Education program is to provide Gifted & Talented students opportunities to develop skills and understandings commensurate with their potential while recognizing their social and emotional needs.
Identification of Students:
Students are eligible for the GATE program at the end of fourth grade and may be identified in one of two categories with the recommendation of the classroom teacher, exemplary student work, and a validating decision from the District GATE Committee.
High Achieving Gifted Students: Students must score, for two consecutive years, at the Exceeds Standards level on both English Language-Arts and Mathematics sections of the annual CAASPP state test.
Intellectually Gifted Students: Students must score at least 98% on the WISC 3. Student classified as Limited English Proficient take the non-verbal Naglieri Test and must score at the 98% level.
- Program Goal
- Identification of Students
- Parent Resources
- Programs for Gifted Learners
- Self-Paced Learning
- Articles About Giftedness
- Articles about Giftedness
- Self Paced Learning
- Programs for Gifted Learners
- Parent Resources - Organizations