Gifted and Talented and
Accelerated Programs
Parent Handbook
Table of
Contents
Introduction
What is Giftedness?
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Definition and Common Characteristics............................................................. 1
Bright Child / Gifted Learner ............................................................................. 2
Myths and Truths about Gifted Learner s............................................................ 3
Gifted and Talented Education Purpose Statements at SJUSD
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San Juan Mission and Goals for Gifted Education................................................ 5
School Based Services for Gifted and Talented Students
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Overview of GATE in SJUSD .............................................................................. 5
Rapid Learner........................................................................................................ 6
GATE in Elementary............................................................................................ .9
Middle School…………….................................................................................. 10
High School..........................................................................................................12
Testing and Identification
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Identification ..........................................................................................................14
First Grade Testing ................................................................................................. 14
Parent Involvement and Support
Resources
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Parent Support………………………………………………………………….16
GATE Advisory Committee .............................................................................. 17
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Organizations ..................................................................................................... 18
Books.................................................................................................................. 19
Websites.............................................................................................................. 20
Frequently Asked Questions ..................................................................................................... 21
Time Line..................................................................................................................................... 26
Appendices…………………………...…………………………………………………………28
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Introduction
The purpose of the San Juan Unified School District Gifted and
Talented Education (GATE) Handbook is to provide a complete source
of information about the various aspects of the diverse programs for
our Gifted and Talented students. While different in nature, these
programs take a focused approach toward reaching students who are
creative, innovative, and equipped to successfully lead our nation into
an increasingly complex global society. This guide is a resource for
present and prospective families of students that are identified as
Gifted and Talented as well as families interested in accelerated
programs. It has been specifically designed to include current
research based information as well as explain identification, services,
timelines and address some frequently asked questions.
We look forward to working together as we continue to ensure the
success of our students.
Not every child has an equal talent or an equal ability or equal motivation,
but children have the equal right to develop their talent, their ability, and their motivation.
—John F. Kennedy
Not every
—John F. Kennedy
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What is Giftedness?
Defining Giftedness and Characteristics of Giftedness
According to the California Association for the Gifted: "Compared to
their age peers, GATE students usually learn at a faster pace, use a large
vocabulary, ask many questions, and need activities that are complex
and challenging. They may also be highly sensitive, creative and intense.
These are only some of the characteristics of a GATE student.”
http://www.cagifted.org/
A gifted person is one who demonstrates or has the potential of
displaying an extraordinary level of performance in one or more areas.
These abilities can be very broad or can be from other aspects of the
person’s life such as leadership skills or creativity. Others are very
specialized talents such as an aptitude for mathematics, writing, science,
or music. It is commonly recognized that about five percent of the
student population is considered gifted. Exceptional talents are prevalent
in children and youth from all linguistic, racial, ethnic, cultural, or
socioeconomic backgrounds.
It is common for a gifted child to demonstrate several of these qualities:
Good problem-solving abilities
Extensive vocabulary
Longer attention span
Perfectionism
Preference for older companions
Interest in experimenting and doing things
differently
Early or avid reader with greater
comprehension
At times seems mature for age
Intense concentration
May question authority
Perceives abstract ideas, understands
complex concepts
May demonstrate intense emotional and/or
physical sensitivity
Rapid learning
Good memory
Compassion for others
High degree of energy
Wide range of interests (or narrow
ones)
Unusual sense of humor
Ability with puzzles, mazes or numbers
Insatiable curiosity and persistence
Perseverance in areas of interest
Advanced sense of conscience
Sees relationships/makes connections
with ideas
Exhibits creativity
Differences Between Bright Children and Gifted Children
Bright or high-achieving students are often "rule followers". They
are able to read circumstances, know what is anticipated, and carry out
expectations to a high level. These students often get high grades,
complete all work, and are excellent citizens. Gifted children can be
"rule benders" or push the envelope of expectations. This chart from
Challenge Magazine might help you recognize and distinguish some of
these traits.
Bright Child
Knows the answers.
Is interested.
Is attentive.
Has good ideas.
Works hard.
Answers the questions.
Top group.
Listens with interest.
Learns with ease.
6-8 repetitions for mastery.
Understands ideas.
Enjoys peers.
Grasps the meaning.
Completes assignments.
Is receptive.
Copies accurately.
Enjoys school.
Absorbs information.
Technician.
Good memorizer.
Enjoys straightfoward, sequential
Gifted Learner
Asks the questions.
Is highly curious.
Is mentally and physically
involved.
Has wild, silly ideas.
Plays around, yet tests well.
Discusses in detail, elaborates.
Beyond the group.
Shows strong feelings and
opinions.
Already knows.
1-2 repetitions for mastery.
Constructs abstractions.
Prefers adults.
Draws inferences.
Initiates projects.
Is intense.
Creates new design.
Enjoys learning.
Manipulates information.
Inventor.
Good guesser.
Thrives on complexity.
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presentation.
Is alert.
Is pleased with own learning.
Is keenly observant.
Is highly self-critical.
Janice Szabos, Challenge, 1989, Good Apple, Inc.
Some Common Myths About Gifted Students
• Gifted students are a homogeneous group, all high achievers.
• Gifted students do not need help. If they are really gifted, the
can manage on their own.
• Gifted students have fewer problems than others because their
intelligence and abilities somehow exempt them from the hassles of
daily life.
• The future of a gifted student is assured: a world of opportunities
lies before the student.
• Gifted students are self-directed; they know where they are
heading.
• The social and emotional development of the gifted student is at
the same level as his or her intellectual development.
• Gifted students are social isolates.
• The primary value of the gifted student lies in his brain power.
• The gifted student's family always prizes his or her abilities.
• Gifted students need to serve as examples to others and they
should always assume extra responsibility.
• Gifted students make everyone else smarter.
• Gifted students can accomplish anything. All they have to do is
apply themselves.
• Gifted students are naturally creative and do not need
encouragement.
• Gifted children are easy to raise and a welcome addition to any
classroom.
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Truths About Gifted Students
• Gifted students are often perfectionistic and idealistic. They may
equate achievement and grades with self-esteem and self-worth, which
sometimes leads to fear of failure and interferes with achievement.
• Gifted students may experience heightened sensitivity to their own
expectations and those of others, resulting in guilt over achievements or
grades perceived to be low.
• Gifted students are asynchronous. Their chronological age, social,
physical, emotional, and intellectual development may all be at different
levels. For example, a 5-year-old may be able to read and comprehend a
third-grade book but may not be able to write legibly.
• Some gifted children are "mappers" (sequential learners), while others
are "leapers" (spatial learners). Leapers may not know how they got a
"right answer." Mappers may get lost in the steps leading to the right
answer.
• Gifted students may be so far ahead of their chronological age mates
that they know more than half the curriculum before the school year
begins. Their boredom can result in low achievement and grades.
• Gifted children are problem solvers. They benefit from working on
open-ended, interdisciplinary problems; for example, how to solve a
shortage of community resources.
• Gifted students often think abstractly and with such complexity that
they may need help with concrete study- and test-taking skills. They
may not be able to select one answer in a multiple-choice question
because they see how all the answers might be correct.
• Gifted students who do well in school may define success as getting an
"A" and failure as any grade less than an "A." By early adolescence they
may be unwilling to try anything where they are not certain of
guaranteed success.
Adapted from College Planning for Gifted Students, 2nd edition, by Sandra Berger. 2000 ERIC
Clearinghouse on Disabilities and Gifted Education
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Gifted and Talented Education Purpose
Statements
San Juan Unified Mission Statement:
Valuing diversity and excellence, the San Juan Unified School District’s
mission is to educate and inspire each student to succeed and responsibly
contribute to a radically evolving world by providing innovative,
rigorous, student-focused instruction and programs in a safe, caring, and
collaborative learning community.
San Juan School District believes that all Gifted and Talented students,
including those from diverse socioeconomic, linguistic and cultural
backgrounds, should be provided with quality academic learning
experiences. These experiences should be challenging and enriching and
meet each student’s particular abilities and talents. Inherent in this
philosophy is that focus on recognizing our responsibility to meet needs
of students who show and have the potential of showing, an exceptional
level of performance in one or more areas of expression.
Goals for Gifted Education in San Juan Unified:
 Offer equitable, high quality, differentiated learning opportunities
for the GATE identified students to reach their full affective and
academic potential
 Support students in expanding their capabilities to convey and
employ their ideas successfully
 Ensure that gifted education services are an integral part of the
general education program.
 Provide for the social and emotional needs of advanced learners.
 Recognize and foster diverse abilities and talents.
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 Deliver comprehensive professional development for teachers
specific to the needs of gifted learners.
School Based Services for Gifted and Talented
Students
San Juan Unified School District’s GATE Program serves students in
regular K-12 classes through cluster grouping and differentiation using
an individualized student learning plan as well as self-contained Rapid
Learner classes in grades 2-6. International Baccalaureate, Honors and
AP classes as well as post-secondary opportunities are available to serve
students in secondary.
Rapid Learner Program
The Rapid Learner Program is a specially designed program for GATE
elementary students grade 2-6. Students who are identified are then
given priority using the weighted criteria (see Appendix B). The purpose
of the program is to meet the specialized needs of GATE students with
respect to their cognitive development, their social development and
their emotional needs. Students in the RL Program receive instruction
one grade level above their current placement in language arts and math.
For example, students in a 2nd grade classroom, receive instruction in
3rd grade standards. Teachers provide grade level instruction in science
and social studies while integrating a curriculum that is rich in depth,
complexity and novelty. Strands of deep-thinking inquiry and problem
solving are constant across advanced coursework. The goal of the three
RL schools is to allow GATE students to achieve their maximum
potential in an environment with like-minded peers, however integration
with general education students occurs as well.
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Throughout the Rapid Learner program emphasis is placed on the social
and emotional aspects of learning by working with various theories of
development including, but not limited to, Piaget and Vygotsky.
Students scrutinize and weigh social and ethical issues in literature,
science and social studies as well as behaviors with and among their
peers.
San Juan Unified School District has three Rapid Learner Elementary
sites: Del Paso Manor, Deterding Elementary and Pershing Elementary.
Del Paso Manor: The students in the Del Paso Manor Rapid Learner
Program are engaged in a high quality learning experience. All students'
abilities and talents are recognized and encouraged so that each student
has the opportunity to reach his or her maximum potential. The program
features an accelerated curriculum rich in complexity, depth and
creativity, which also fosters sensitivity and responsibility. The unique
nature of Del Paso Manor's Rapid Learner Program assists students in
becoming life-long learners.
Del Paso Manor
2700 Maryal Drive
Sacramento, CA 95821
(916) 575-2330
Deterding Elementary: Deterding Elementary meets the advanced
learning needs of gifted students while stimulating their intellectual
curiosity and artistic abilities. With inquiry-based instruction, students
master accelerated skills, then apply their knowledge using critical and
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creative thinking. The academic curriculum is interwoven with a strong
tradition of excellence in visual and performing arts.
Mary A. Deterding
6000 Stanley Ave
Carmichael, CA 95608
(916) 575-2338
Pershing Elementary: The Rapid Learner Program teaches an
accelerated academic curriculum in every subject except social studies
and science, which are at grade level. In all subjects, supplemental
materials extend and enrich the text, allowing teachers to push
intellectual and social development. Students entering the program at
the second grade level are working 1-2 years above grade level upon
completion of the program in sixth grade.
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Pershing Elementary
9010 Pershing Ave
Orangevale, CA 95662
(916) 867-2076
GATE Services in Elementary
GATE identification formally occurs late in 1st grade. Classroom
teachers are able to integrate differentiation for their gifted students
within the classroom utilizing the individualized student-learning plan
(See Appendix A). The plan is shared at the first parent conference to
allow for parent input and support in modifying curriculum and
instruction as needed to accommodate the needs of the student. A copy
of the plan will need to be included in the student’s cumulative records.
This in-class differentiation can sometimes be hard for parents to
recognize. Three of the components that are most often associated with
differentiation are:
 Content – altering what is being taught; putting more depth into
the curriculum, using universal concepts to create broader
understanding, etc.
 Process – changing how it is being taught; using varied resources
at differing levels, flexible groupings, varying instructional
strategies, etc.
 Product – having different outcomes (i.e., how the student
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demonstrates understanding of the lesson); providing choice in
product, varying assignments or levels of assessment.
Rapid Learner students engaged in a
Language Arts project
Not every lesson will be differentiated and not every lesson will vary
content, process, and product. Ongoing assessment helps teachers
evaluate who needs an assignment altered, and how a lesson should be
taught.
In addition to differentiation throughout the day, each site has a different
way of developing the strengths of our GATE students. Several sites
have added clubs, opportunities for leadership, project based learning or
extension activities. Each site determines how they will serve the
unique needs of GATE children. Please inquire about the site-specific
GATE services with your elementary school administrator.
GATE Services in Middle School
Middle School specialized programs meet the needs of our GATE
students; however, are accessible to all high achieving students who
meet the rigorous academic criteria (See Appendix B). All middle
schools in San Juan Unified School District, excluding Winston
Churchill, offer High Achiever courses. Winston Churchill Middle
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School offers the International Baccalaureate Programme. Placement
into these programs is done through the Office of Student Learning
Assistance.
High Achiever Program: The Middle School High Achiever (HA)
program provides increased rigor and depth to create a challenging
learning environment that provides qualified students with an
opportunity to go beyond standards in social science, language arts and
science. The content is extended beyond the grade level curriculum in
terms of both depth and complexity. Student products are varied, and the
processes emphasize decision-making, problem solving and
critical/creative thinking. Students who meet the High Achiever criteria
are sent letters in the fall notifying their families of their eligibility for
HA and about the Open Enrollment process if the neighborhood school
is not the school for choice attendance. Qualified students will be
eligible to register for the High Achiever Program when registering in
the spring.
International Baccalaureate Programme: The IB Middle Years
Programme begins at Winston Churchill Middle School and continues
at Mira Loma High School. The IB Middle Years Programme, for
students aged 11 to 16, provides a framework of academic challenge.
The purpose of IBMYP is to provide a thorough study of the various
core disciplines, a holistic view of knowledge, intercultural awareness
and communication, and the development of global ethics and values.
The aim is to awaken the intelligence of students and teach them to
recognize relationships between school subjects and the world outside
the school walls by combining knowledge, experience and critical
observations. Along with a rigorous core curriculum, students are
involved in community service, high school level courses in a second
language, and involvement in visual and performing arts. Students who
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meet the IB criteria (See Appendix B) are sent letters in the fall notifying
their families of their eligibility for the program. Parents are asked to
return a letter of intent by November. Acceptance letters are sent out in
the winter. Accepted students are placed into the program by Student
Learning Assistance and do not need to contact San Juan Central for the
Open Enrollment process. Our International Baccalaureate schools are
known for their rigorous college preparatory program.
International Baccalaureate students at
Science Olympiad
GATE Services at High School
High School specialized programs meet the needs of our GATE
students; however, are accessible to all high achieving students who
meet the rigorous academic criteria. All High Schools in San Juan
Unified School District, offer AP courses. Mira Loma High School
offers the International Baccalaureate Programme.
Honors: Honors courses offer more rigorous and in-depth coursework to
especially talented and driven students. In order to sign up for an honors
course, students need to demonstrate talent, motivation, and a strong
record in basic courses in the same subject. These classes can offer
GATE students the opportunity to flourish in the secondary school
environment. Parents who want to request enrollment in Honors classes
should meet with a counselor at their high school during spring
registration for fall classes.
Advanced Placement Courses: Advanced placement courses are
classes, which are tailored for students who intend to take an advanced
placement exam. These exams are used to allow students to skip over
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basic prerequisites in college by demonstrating that they know the
material. These courses are taught at the college level and are available
at all High Schools. Grades in AP classes are based on a 5-point scale
(weighted), rather than the typical 4-point scale. In addition, students
may receive college credit for successfully completing AP classes and
making an appropriate score on AP tests. After the freshman year,
entrance requirements for AP classes are based upon teacher
recommendation and academic performance. These classes are
accelerated and appropriate for GATE students as well as other students
who are achieving at a high academic level. Parents who want to request
enrollment in AP classes should meet with a counselor at their high
school during spring registration for fall classes.
IB Diploma Programme: The IB Diploma program is offered at Mira
Loma High School. This is a challenging academic program in which
students meet the highest academic standards, develop critical thinking
skills and learn to see themselves in an international context. Mira Loma
has one of the most successful diploma programs in the country,
routinely testing with a passage rate at or above ninety percent. All
applications for the High School IB Programme are completed through
Mira Loma.
CIVITAS: Rio Americano High School, offers Academia CIVITAS, a
four-year program of political studies. The Civitas program provides
students with advanced and specialized learning in the social sciences
and an enriched sense of citizenship. The mission of the program is
prepare students to be active, responsible, knowledgeable citizens who
accept their role as civic minded adults. In addition to completing the
SJUSD graduation requirements, CIVITAS students complete a
minimum of 6 semesters of specialized courses. CIVITAS is a college
preparatory program. All applications for CIVITAS are done through
Rio Americano.
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Testing and Identification
First Grade GATE Naglieri Testing: Universal testing occurs for all
district 1st graders unless parents “opt out.” The first grade assessment
tool used in San Juan is the Naglieri Nonverbal Ability Test (NNAT)
which is administered to all first graders. It is a group ability test that
does not require English language skills and knowledge that is taught in
school. This test allows students to demonstrate their ability to think and
reason by figuring out problems that are presented through a complex
series of geometric shapes and designs. The Naglieri Nonverbal Ability
Test allows students to demonstrate advanced levels of reasoning
without word knowledge, mathematics, or reading skills. The content of
the test is completely nonverbal, the instructions are brief, and the
questions may be solved using only the information that is presented in
each diagram. Students practice sample questions as part of the test
preparation. Sample tests are not commercially available. The best test
preparation is a good night's sleep and a healthy breakfast. Testing
generally occurs in January. Students who score in the 97th percentile
and above are identified as GATE students and parents are sent
notification in March.
California Standards Tests: Students within the top 2 percent of total
scale scores California Standards Tests in English Language Arts and
Mathematics combined for the specific grade level will be identified
GATE. Parents receive CST scores over the summer and then parent
letters of GATE identification are sent out in September. The specific
scaled scores needed for identification will be posted on the website
each year.
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Standardized Tests: Students can be identified GATE is they score in
the 95th percentile or higher on both reading comprehension and total
mathematics on the Stanford 10 (SAT/10) or the California Achievement
Test 6 (CAT/6) or 95th percentile or higher on both reading
comprehension and total mathematics on another norm-referenced test
with up to date norms.
Full Scale IQ Tests: Students who have a full-scale IQ score of 130 on
the Wechsler or full-scale IQ score of 132 on the Stanford-Binet test
assessed by a licensed psychologist can be identified as gifted.
Other District Identification: San Juan Unified will accept GATE
identification from students who can show that they were identified in
another district.
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Parent Involvement and Support
Gifted children come with challenges as well. Parents are the most
influential teachers a child will have, and teachers rely on building a
successful partnership in order to create the most positive environment
for learning. Parental involvement in a child’s continuing education is
fundamental, particularly in the areas of motivation, reinforcement,
emotional stability, and enrichment.
 Inform yourself, once your child is identified, about th
characteristics, feelings, and challenges of gifted children.
Investigate the resources listed in this guide. Books will be
available for check-out through the Parent Resource Center at San
Juan Central.
 Value the process of learning, not only the end results, and model
learning from your own mistakes and challenges. Bright children
often become familiar to success and quick results. It’s important
they learn that not all their goals or desires will be met easily. By
learning to cope with difficult challenges, where success is not
immediate, your child will develop the persistence to handle the
increasing demands of school and life in general.
 Be an active listener, particularly when difficulties arise. Make
sure that you understand the child’s concerns and point of view
before trying to offer advice. What may not seem important to you,
may be a big deal to a child, especially with the intenseness of
some gifted children.
 Encourage your child to attempt and persevere in areas that he
may struggle. This may help him understand that he need not be
perfect, while also developing empathy for others who find it
difficult to excel and gain appreciation for those whose talents are
different from their own.
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 Allow children to do things that they can do (or can be helped to
do) for themselves. The primary job of parenting is preparing a
child for independence.
 Provide enrichment but don’t over-schedule your child -- and don't
let an older child over-schedule him or herself. Everyone needs
time to think, to plan, and most of all, to dream.
 Volunteer and get involved in your child’s education. Parents are
needed to teach after-school GATE enrichment classes and provide
expertise and enrichment in the classroom. Talk to your child’s
teacher about how you can help.
 Advocate for your child but be wary of living through your child.
All parents want the best for their children, but your child’s goals
and dreams may be very different from the ones that you have for
them.
 Remember most of all, that gifted children are first and
foremost…children.
GATE Advisory Committee
Parents are encouraged to attend the Gifted And Talented Education
Advisory Committee. The committee supports the needs of the GATE
program as well as reviews and provides input on the implementation
and development of GATE programming and evaluation. Members
include interested parents/guardians, teachers and administrators. The
committee meets three times a year and all parents of GATE students are
invited to attend. The meeting dates are posted on the website.
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Resources
The resources below are not sponsored by San Juan Unified School District although
they may be used as additional resources.
Organizations
California Association of the Gifted: is an organization of educators,
parents, and community members dedicated to meeting the unique
academic and social-emotional needs of gifted and talented students.
http://www.cagifted.org/
Gifted Child Society: A non-profit organization founded in l957 to
further the cause of gifted children. The Society has served over 40,000
children and their families. www.Gifted.org
International Baccalaureate Organization: A world wide program.
Maintains an office at 200 Madison Avenue, Suite 2007, New York, NY
10016, (212)696-44464. www.IBO.org
TAG Family Network: An organization by and for parents, it
disseminates information, supports parents, monitors and influences
legal issues. www.teleport.com/~rkaltwas/tag
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Books
You Know Your Child is Gifted When....: A Beginner’s Guide to
Life on the Bright Side by Judy Galbraith
Stories of gifted kids, from verbal to humor, and lots of great quotes from the
experts, all to get you started on your adventure with your gifted child.
Parenting Gifted Children from the National Association for Gifted
Children By Jennifer L. Jolly, Ph.D., Donald Treffinger, Ph.D., Tracy Ford Inman and Joan
Franklin Smutny, Ph.D.
The only book of its kind, this guidebook will allow parents to find the support and
resources they need to help their children find success in school and beyond.
Covers topics such as high achievers, advocacy, homeschooling, twice exceptional
students, underachievement, and postsecondary options.
“Could Do Better” Why Children Underachieve and What to do
About It by Mandel and Marcus
Two leading psychologist give you individualized, practical solutions tailored for
the six types of underachievers: Coasters, Anxious Underachievers, IdentitySearchers, Wheeler-Dealers, Sad Underachievers, and Defiant Underachievers. An
eminently valuable resource for anyone confronted with the challenge of getting
the best out of children and adolescents.
Guiding the Gifted Child: A Practical Source for Parents and
Teachers by James Webb
Gifted children have special social and emotional needs. Their
characteristics, combined with current educational practices, often put them at risk
for problems. This award-winning book contains chapters on motivation,
discipline, peer relationships, sibling relationships, stress management, depression
and many other issues that parents and teachers encounter daily with these
children. It has been called "The Dr. Spock book" for parents of gifted children,
and over 100,000 copies have been sold.
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Websites
Gifted Child Society is a non-profit organization that was founded in
1957 by the parent's of New Jersey's gifted children to further the cause
of gifted children. http://giftedchildsociety.com/
Hoagies' Gifted Education Page, provides resources, articles, books
and links to help and support parents, teachers, and gifted children alike.
Pick your entrance, but explore them all! http://www.hoagiesgifted.com/
Supporting Emotional Needs of the Gifted is a great resource for
parents filled with information articles for parents of gifted
children. http://www.sengifted.org/
Dr Linda Silverman Gifted Development Center has served as a
resource center for developmentally advanced children and their parents,
and for gifted individuals of all
ages. http://www.gifteddevelopment.com/
Institute of Educational Advancement is dedicated to helping our
nation’s most talented young people in developing their fullest potential
by focusing on creating programs and providing leadership for
educational practices and policies that are student-centered and which
promote academic rigor, excellence in the arts, high standards and
educational innovations. http://www.educationaladvancement.org/
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Frequently Asked Questions
What test scores are required to qualify for GATE from the
Naglieri?
There are several different ways students can be identified (Please see
identification). The qualifying criterion for the Naglieri is a minimum of
the 97th percentile.
How long does it take to get results for the Naglieri or SAT 10?
It can take up to 6-8 weeks after testing to get results for GATE
identification.
Are there benefits to placing my child in a Rapid Learner program?
Placement in Rapid Learner is a family decision. For many gifted
students, there are educational and social advantages. Some students
may be sufficiently challenged and socially content in their
neighborhood school program. As parents/guardians you will want to
weigh the pros and cons, and consult with others who deal with your
child (pediatrician, teacher, etc.). Attend the Parent Orientation Meeting
in March and/or visit the sites, talk with families who currently have a
child in the GATE program, and make your best-informed decision. An
important consideration is that this commitment will probably be for five
years and may require extra driving and early start times. However, for
some children, not feeling isolated and/or different is worth some of the
disadvantages of transportation.
How do I get my child evaluated for the GATE program?
If your child is currently a 1st grader, he/she will participate in the
universal testing of all 1st graders using the Naglieri Nonverbal Test.
This test is administered in the child's classroom in January. If your
child is in second grade or higher, he or she may be identified through
the California Standards Test.
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In addition to district administered testing, parents/guardians may also
submit test results from other districts and/or from private licensed
psychologists. A student must have taken a test of mental reasoning
administered by a school district or by a licensed psychologist. A student
may not repeat the same test within a 12 month period; for example, if a
student took the Weschler in October and again in May, the results of the
May test would be invalid. A student's test results must also include
scores from all subtests.
If my child is identified GATE, will he need to be retested every
year?
No, once a student is identified GATE, he or she maintains the
identification. There is no need to retest.
How is placement in GATE classes determined?
All qualified students who request placement in a Rapid Learner class
are rank-ordered. The first criterion is GATE identification, followed by
a standardized achievement test score and report card scores (See
Appendix). The rank-ordered scores will fill any vacancies from
students on the wait list.
Can we choose a GATE site?
There are currently 3 Rapid Learner sites: Del Paso Manor, Deterding
and Pershing. Each have one class/strand of self-contained classes at
the2nd, 3rd, 4th, 5th, and 6th grades. Every effort is made to place
qualifying students at the school of choice; however, parents are asked
to rank their choices and may be offered a spot at a different Rapid
Learner site.
At the Middle and High School levels advanced courses are offered to
all high achieving students. GATE students who meet the High
Achiever or IB criteria will be placed into the courses. Students also
have many honors and AP classes from which to choose.
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Does my child have priority if a sibling is also a Rapid Learner or if
the Rapid Learner school is our home school?
We do not offer priority placement. All students are ranked using the
district criteria. The only priority given is to students who reside in
district boundaries over students who do not reside in district
boundaries.
What if my child doesn’t want to go to a Rapid Learner class?
Seldom does a child want to leave the known for the unknown.
Ultimately, it is up to you to decide what would be best for your child.
If you decide that Rapid Learner is the appropriate placement, you can
mitigate some of the stress by providing regular opportunities to
maintain neighborhood friendships. Also, take your child to the new site
after school and talk with people you meet. Usually, these concerns
lessen over the first month or so as your child makes new friends.
Are the Rapid Learner classes integrated with the rest of the school?
Rapid Learner classes are integrated just as any comparable elementary
class. While classroom content is different, students take recess, lunch,
music, PE, fine arts, and many field trips with other classes. There also
will be many opportunities to interact with other students through clubs,
leadership programs, sports, etc.
Can my child enter the Rapid Learner Program at any time?
At 2nd and 6th grades there are more opportunities to enter when the
classes are being formed. Grades 3rd through 5th have openings only
when someone leaves the program. The vacancies are first offered to
students who have applied to the Rapid Learner program and are GATE
identified. A new waiting list is generated each year. Students who did
not get into a Rapid Learner site will need to reapply.
How many placements are available in Rapid Learner?
We have three Rapid Learner sites and each 2nd grade will have 31
spaces. Most students are admitted into the Rapid Learner program in
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2nd grade. Class size expands from 31 students to 34 students in 4th grade
and with middle school choices there is more space available in our 6th
grade RL classes. We will have a small number of placements available
as students drop from the program; however, it is impossible to
determine the spaces from year to year or per site. The chance of your
child’s acceptance is based on the criteria, the number of spaces
available and the number of applicants. We will not be able to make
judgments regarding placement of your student any time during the
application process.
How does my child accelerate to be working one year ahead? Won’t
they miss something?
Once students enter the 2nd grade RL Program, the teacher assesses
students and identifies any gaps in Language Arts and Math. He or she
will fill in gaps as they quickly work through the curriculum. Second
grade curriculum should be covered by December. Gifted students can
learn content quickly and most of the time, there are no issues. If you
have any concerns at any time, please speak with the teacher.
What if my child is not doing well in an accelerated program?
Everyone involved the child’s education wants enrolled children to
succeed, in fact, to thrive. The vast majority of students who enroll in
accelerated classes continue successfully in the program. There are
some students who are not served by the fast pace and the demands that
projects place on them. Generally there are clear signals when a child is
not deriving benefit. Grades go down, or absenteeism goes up, or
behavior and attitude towards school changes, etc... Teachers or parents
then must initiate a remedial plan. If, despite all efforts to prevent it, a
youngster suffers in the accelerated environment, then we exercise the
option of counseling him or her out
What if I have missed the deadline for applying to any of the
programs?
Students who have submitted applications prior to the deadline will
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receive first priority. If there are still openings, we will generate a
waitlist as applications come in. Parents may be notified anytime up
until the start of school.
If I do not reside in the district, can my child apply for accelerated
programs?
If your child is attending San Juan Unified School District with
an interdistrict transfer (IDT) or if you are requesting one and your child
meets the qualifications, you may submit an application. Students who
are on interdistrict transfers will be placed after eligible San Juan
residents. Once a child is placed in the classes, he/she may continue.
Parents will be required to get new interdistrict transfers for each new
school. For instance, if you are in a Rapid Learner Elementary School
and wish to transfer into the IB Middle School program, you will be
required to obtain a new interdistrict transfer.
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Accelerated Programs Timeline
August:
 GATE Advisory Meeting Dates are posted on our Website
September:
 Parents are notified if students are identified as GATE through the
CST.
October:
 Parent letters are sent out notifying future middle school students
of eligibility of High Achiever, Rapid Learner 6th grade or IB
Programs.
 IB/HA/RL Parent information nights
November:
 Placement testing for out of district students wanting to apply for
IB or HA who do not have CST scores
 GATE Information Night
 Commitment Letters for IB and 6th Grade RL are due
January:
 Letters of acceptance for 6th grade RL or IB are sent out.
 Naglieri Test is given to all first grade students
March:
 Parents are sent letters of identification for students identified
GATE through the Naglieri.
 Parents interested in 2nd grade RL need to submit a Request for
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SAT 10
 2nd Grade Rapid Learner Information Night
April:
 SAT 10 is administered to 1st Graders interested in Second Grade
Rapid Learner.
May:
 Results of the SAT 10 are sent to parents
 3rd through 6th grade Rapid Learner applications are due
July:
 Parents are notified of Rapid Learner placements
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Appendices
Appendix A
Student Learning Plan
Appendix B
Rapid Learner Criteria
High Achiever Criteria
Middle School International Baccalaureate Criteria
9th Grade Honors Criteria
28
San Juan Unified School District
GATE Student Learning Plan
Student:
Grade:
School:
Teacher:
Date:
Overview: Your GATE identified child is receiving a comprehensive instructional program across the curriculum. The goal of the GATE program is to provide
challenging learning experiences and enrichment, including depth, complexity and accelerated pacing of content when appropriate. The strategies for differentiating
content are designed to meet the student’s academic strengths and learning needs.
Example:
2nd grade
Student will:
o include details
o elaborate on the character traits
o connect this character with another
character from a different story
Example:
5th grade
Content Learning Focus
Student will:
o include details, general ideas and
elaboration
o view different perspectives and
connections between subjects
(informational text)
Differentiated Activities/
Performance Tasks/Products
Processes/Thinking Skills
Student will:
o identify attributes of character
o compare/contrast character with another
character
o determine importance of characters in the
two stories
Student will:
o analyze bias
o make judgments based on criteria
o think deductively and summarize
Research Skills/Resources
Student will:
o give an oral presentation of a character
for a current literature story
o
o
o
o
library
newspaper
magazines
internet
Student will:
o write a current editorial newspaper
article about an historical event in social
studies book
o
o
o
o
library
internet
newspaper
magazines
Strategies for Differentiating Content
Teacher: Please check any of the following strategies used for differentiating students’ learning during the school year.
Inquiry-based projects
Research projects
Advanced content standards
Participate in interest-based activities
Analysis and application of
relationships/patterns over time
In-depth analysis in content
standard
Accelerated pacing
Cross age learning opportunities
In-depth explanation of a topic
Teacher-guided independent learning
Flexible learning groups
Other: (list)
Comments:
Teacher Signature:
Parent Signature:
29
San Juan Unified School District
Strategies for Differentiating Content
Student Characteristic
Strategy
Depth and complexity ** of student
understanding in content areas
o
o
o
o
o
o
o
o
o
Provide supplementary texts including research materials at varied reading levels
Offer extended learning opportunities for advanced students
Demonstrate ideas or skills in addition to oral discussions
Provide audiotaped materials for extended study
Use videotapes to supplement and support explanations and instruction
Provide cooperative learning experiences
Use reading partners to work on extension projects
Provide organizers to guide in depth comprehension of text
Provide advanced vocabulary lists for reference during note taking in research projects
Interest
o
o
o
o
o
Provide interest centers to encourage further exploration of topics
Provide a wide range of materials to support diversified student interests
Use advanced questioning techniques and topics to guide discussions in content areas
Use examples and illustrations based on students interests
Provide extended research projects across content areas
Learning Profile
o Present in visual, auditory, and kinesthetic modes
o Use applications, examples, and illustrations from a wide range of intelligences (based on Gardner and
Sternberg models)
o Use applications, examples, and illustrations from both genders and range of cultures/communities
o Teach with whole-to-part and part-to-whole approaches
** Depth:
-
Concept of challenging students to probe deeper, more elaborately into the core curricular area(s) of study
(academic language) vocabulary of content areas
details/elaboration
apply rules
note patterns
state trends
arguments/positions surrounding a topic(s)
define unanswered questions
generalize principles, theories, big ideas
Complexity: concept of broadening the student’s understanding of area(s) studied by making connections, relationships, associations, between,
within, and across subjects and disciplines
- analyze relationships/patterns over time
- examine concepts/ideas
- interdisciplinary connection
SAN JUAN UNIFIED SCHOOL DISTRICT
ENTRY CRITERIA FOR
RAPID LEARNER PROGRAM GRADE 2
Preliminary criteria: Students must be GATE identified. Students residing within the San
Juan Unified School District boundaries have priority placement before students from outside of
the San Juan Unified School District boundaries for placement in a RL Program.
2nd grade RL eligibility: After preliminarily qualifying, GATE students will have scores
calculated centrally as follows:
1. Norm curve equivalent score (NCE score) from a standardized
norm-referenced test (SAT/10 or another norm-referenced test)
Score
Reading Comprehension
Math Problem Solving
Math Procedures
30%
15%
15%
2. Classroom Performance (Third Trimester report card of current year)
Possible
Score
1st Grade English Language Arts Standards – # 1, #2
Maximum
Score
8
10%
4
15%
8
10%
4
5%
(#1- word analysis, vocabulary, fluency #2- comprehension)
1st Grade Writing Standard - #5
(#5- writing applications)
1st Grade Math Standard – #1, #5
(#1- number sense/operations #5- mathematical reasoning/problem solving)
Work Habits




demonstrates organization and time management;
stays focused and on task;
completes class assignments on time;
works independently.
Total:
100%
Students with the highest scores will be offered placement in the 2nd grade program until
the classes are filled.
SAN JUAN UNIFIED SCHOOL DISTRICT
ENTRY CRITERIA FOR
RAPID LEARNER PROGRAM GRADE 3
Preliminary criteria: Students must be GATE identified to qualify for the Rapid Learner
Program. Students who reside in the San Juan Unified School District boundaries have priority
placement, however the application process is open to all students.
3rd grade RL eligibility: After preliminarily qualifying, GATE student scores will be calculated
centrally as follows.
Possible
Weight in
Score
Total Score
State Tests
2nd English Language Arts CST* (available in August)
600
25%
2nd Math CST* (available in August)
600
25%
Classroom Performance (Third Trimester report card of current year)
2nd Grade Standards English Language Arts - #1, #2/3
12
15%
4
15%
8
15%
4
5%
(#1- word analysis, vocabulary, fluency #2/3- comprehension/literary response)
2nd Grade Standards Writing - #5
(#5- writing applications)
2nd Grade Standards Math - #1, #5
(#1- number sense/operations #5- mathematical reasoning/problem solving)
Work Habits
* demonstrates organization and time management;
* stays focused and on task;
* completes class assignments on time;
* works independently
Total:
100%
Scores will be weighted and a total score calculated. Students with the highest scores will be
offered placement in the 3rd grade program until the classes are filled.
For further information, please contact the GATE office at 979-8049 or visit our web site at
www.sanjuan.edu.
* CST - California Standards Test
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SAN JUAN UNIFIED SCHOOL DISTRICT
ENTRY CRITERIA FOR
RAPID LEARNER PROGRAM GRADE 4-6
Preliminary criteria: Students must be GATE identified to qualify for the Rapid Learner Program.
Students who reside in the San Juan Unified School District boundaries have priority placement,
however the application process is open to all students.
4-6 grade RL eligibility: After preliminarily qualifying, GATE student scores will be calculated
centrally as follows.
Possible
Score
State Tests
English Language Arts CST* (use prior year’s scores)
Math CST* (use prior year’s scores)
Weight in
Total Score
600
600
Classroom Performance (Third Trimester report card of current year)
Standards English Language Arts - #2/3
4
25%
25%
15%
#2/3- comprehension/literary response)
Standard Writing – #5, #6
8
15%
8
15%
4
5%
(#5- writing applications #6- writing conventions)
Standards Math - #1, #5
(#1- number sense/operations #5- mathematical reasoning/problem solving)
Work Habits
-demonstrates organization and time management;
-stays focused and on task;
-completes class assignments on time;
-works independently
Total:
100%
Scores will be weighted and a total score calculated. Students with the highest scores will be offered
placement in the appropriate grade level program until the classes are filled. An introductory meeting
will be held with the principal.
For further information, please contact the GATE office at 979-8049 or visit our web site at
www.sanjuan.edu.
* CST - California Standards Test
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6TH GRADE High Achiever Program
The 6th grade High Achiever (HA) Program is available at all middle schools except Winston
Churchill. The district office will centrally calculate student scores. Students with scores of 83 points
or higher will be eligible for the 6th grade HA Program.
Students residing within the San Juan Unified School District boundaries have priority
placement before students from outside of the San Juan Unified School District boundaries.
Preliminary Criteria: Advanced score (5) on the California Standardized Test (CST) in EnglishLanguage Arts in 4th grade or a total 4th grade CST score for English Language Arts and math of 805
or higher.
For students who have not taken the CST, preliminary criteria can be determined by a score at or
above the 85th percentile on total reading on a norm-referenced test. 6th grade HA eligibility after
preliminarily qualifying, students will have scores calculated as follows:
6th grade HA eligibility: After preliminarily qualifying, students will have scores calculated as
follows:
State Testing
4 Grade ELA CST
3rd Grade ELA CST
4th Grade State Writing
Classroom Performance
(Third Trimester)
th
4 Grade Standards English
Language Arts -1,2/3,5
th
Possible Score
5
5
8
Possible Score
Weight in Total Score
35%
20%
20%
Weight in Total Score
12
25%
These scores will be weighted and a total score calculated. Students with 83 points or higher will be
eligible for the program.
After 7th grade, sites determine HA placement based on a combination of grades and performance.
For further information, please contact the GATE office at 979-8049 or our web site at
www.sanjuan.edu.
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7TH GRADE HIGH ACHIEVER
PROGRAM
The district office will centrally calculate student scores. Students with scores of 83 points or
higher will be eligible for the High Achievement (HA) Program when registering for 7th grade in
the spring.
Please note that students who wish to attend a middle school other than their feeder school or
current middle school will have to go through Open Enrollment which begins January 2
through January 31st.
Preliminary Criteria: Advanced score (5) on the California Standardized Test (CST) in
English-Language Arts in 5th grade.
For students who have not taken the CST, preliminary criteria can be determined by a score at or
above the 85th percentile on both total reading and total language arts on a norm-referenced test.
7th grade HA eligibility: After preliminarily qualifying, students will have scores calculated as
follows:
State Testing
5 Grade ELA CST
4th Grade ELA CST
Classroom Performance
(Third Trimester)
5th Grade Standards Report
LA – 1,2/3, 5
th
Possible Score
5
5
Possible Score
Weight in Total Score
45%
25%
Weight in Total Score
12
30%
These scores will be weighted and a total score calculated. Students with 83 points or higher
will be eligible for the program.
After 7th grade, school sites determine HA placement based on a combination of grades and
performance.
For further information, please contact the Office of Student Learning Assistance at
accelerated@sanjuan.edu or our web site at www.sanjuan.edu Click on Academics, Accelerated
Programs.
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6TH GRADE INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAM
The district office will centrally calculate student scores and students with the highest scores will be
sent letters in the fall notifying them of their eligibility for the IBMY program.
Students residing within the San Juan Unified School District boundaries have priority
placement before students from outside of the San Juan Unified School District boundaries.
Preliminary Criteria: Advanced score (5) on the California Standardized Test (CST) in EnglishLanguage Arts in 4th grade.
For students who have not taken the CST, preliminary criteria can be determined by a score at or
above the 85th percentile on both total reading and total language arts on a norm-referenced test.
6th grade IBMY eligibility: After preliminarily qualifying, students will have scores calculated as
follows:
State Testing
4 Grade ELA CST
4th Grade Math CST
4th Grade State Writing
Classroom Performance
(Third Trimester)
th
4 Grade Standards Report
Math-1,5
4th Grade Standards Report
LA – 1,2/3, 5
th
Possible Score
600
600
8
Possible Score
Weight in Total Score
30%
30%
20%
Weight in Total Score
8
10%
12
10%
These scores will be weighted and a total score calculated. Students with the highest scores will be
offered placement into the program until the classes are filled.
For further information, please contact the GATE office at accelerated@sanjuan.edu or our web site
at www.sanjuan.edu Click on Academics, Accelerated Programs.
36
CRITERIA FOR THE 9TH GRADE
HONORS PROGRAM
Preliminary criteria: Advanced score (5) on the California Standards Test (CST) in
English-Language Arts in 7th grade.
9th Grade Honors English and World History eligibility:
Option One: After preliminarily qualifying, students will have scores calculated as follows.
Students with 305 points or higher will be eligible for 9th grade Honors English and World History
classes.
For students who have not taken the CST, preliminary criteria can be determined by a
score at or above the 81st percentile on total reading on a norm-referenced test.
Possible
Score
State Testing (STAR}
7th Grade ELA CA Standards Test
6th Grade ELA CA Standards Test
Weight in
Total Score
600
600
35%
15%
Writing
7th Grade State Writing Assessment
8
25%
Classroom Performance
2nd Quarter English grade
2nd Quarter Social Studies grade
4
4
12.50%
12.50%
Total possible points:
400
Option Two: After preliminarily qualifying, a student who is currently in the 8th grade HA/IB
program must have earned:
 1st and 2"d quarter HA/IB English grades of 3.5 or higher and
 1st and 2nd quarter HA/IB social studies grades of 3.5 or higher
Students with the qualifying grades in HA/IB English and social studies will be eligible for
9thgrade Honors English and World History classes.
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