G I F T E D AN D TAL E N T E D E D U C AT I O N R E S O U R C E G U I D E

Gifted and Talented

Education Program
Resource Guide

California Department of Education

G I F T E D AN D TAL E N T E D E D U C AT I O N R E S O U R C E G U I D E

Revised June 2005

California Department of Education

Rev. June 2005

G I F T E D AN D TAL E N T E D E D U C AT I O N R E S O U R C E G U I D E

INTRODUCTION
What is the Gifted and Talented Education Program?
The California Department of Education (CDE) administers the Gifted and Talented
Education (GATE) Program, which provides funding for local educational agencies
(LEAs) to develop unique education opportunities for high-achieving and
underachieving pupils in the California public elementary and secondary schools. Each
school districts governing board determines the criteria it will use to identify students for
participation in the GATE program. Categories for identification may include one or
more of the following: intellectual, creative, specific academic, or leadership ability; high
achievement; performing and visual arts talent; or any other criterion that meets the
standards set forth by the State Board of Education (SBE). The GATE program is
authorized under Education Code (EC) sections 52200-52212.
What is the purpose of the GATE Program Resource Guide?
The GATE Resource Guide has been developed as a technical assistance document for
LEAs that receive state funding to provide programs for gifted and talented students.
The guide clarifies the requirements of EC sections 52200-52212, related provisions of
California Code of Regulations (CCR), Title 5, and the SBE Recommended Standards
for Programs for Gifted and Talented Students. It also provides information for district
and county office GATE coordinators, administrators, principals, teachers, and parents
regarding implementation and evaluation of effective programs for gifted and talented
students.
The guidance in the GATE Program Resource Guide is not binding on LEAs or other
entities. Except for the statutes and regulations that are referenced herein, compliance
with the guidelines is not mandatory. (EC 33308.5)

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TABLE OF CONTENTS
INTRODUCTION

PART 1
1.1
1.2
1.3
1.4
1.5
PART 2
2.1
2.2
2.3
2.4
2.5
2.6
2.7
PART 3
3.1
3.2
3.3
3.4
PART 4

What is the Gifted and Talented Education Program?

What is the purpose of the GATE Program Resource Guide?
PROGRAM AUTHORIZATION AND LEGISLATIVE INTENT
What is the legislative intent for the GATE program?
What are the elements all GATE programs should include?
What are the general standards for GATE programs?
What are the requirements for LEA written plans?
What are the EC definitions for GATE?
STUDENT IDENTIFICATION AND PLACEMENT
What are the LEA responsibilities for identification of GATE students?
What evidence is used to identify students for GATE services?
What are the categories for identification of GATE students?
Who makes the final determination about GATE pupil eligibility?
What are the types of GATE program service options?
What are the definitions for GATE program service options?
What are the provisions for GATE student participation in college?
APPROVAL OF GATE PROGRAMS
What is the process for approval of GATE program applications?
What is the funding formula for GATE?
What expenditures are allowable under the GATE program?
What expenditures are not allowable?
IMPLEMENTATION OF SBE RECOMMENDED GATE STANDARDS

Section 1: Program Design

Implementation Activities for Section 1: Program Design
Section 2: Identification
Implementation Activities for Section 2: Identification
Section 3: Curriculum and Instruction
Implementation Activities for Section 3: Curriculum and Instruction
Section 4: Social and Emotional Development
Implementation Activities for Section 4: Social and Emotional
Development
Section 5: Professional Development
Implementation Activities for Section 5: Professional Development
Section 6: Parent and Community Involvement

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Implementation Activities for Section 6: Parent and Community

Involvement
Section 7: Program Assessment
Implementation Activities for Section 7: Program Assessment
Section 8: Budgets
Implementation Activities for Section 8: Budgets
PART 5
5.1
5.2
5.3
5.4
5.5
5.6
PART 6
6.1

KEY ROLES AND RESPONSIBILITIES

What are the responsibilities of the district GATE administrator?
What are the responsibilities of the district GATE coordinator?
What are the responsibilities of the site GATE coordinator?
What are the responsibilities of the site GATE administrator?
What are the responsibilities of GATE teachers?
What are the responsibilities of GATE parents?
SMALL DISTRICT CONSIDERATIONS
Implementation of GATE programs in small school districts

APPENDIX I

RESOURCES

APPENDIX II

SAMPLE FORMS

APPENDIX III

RESOURCE LIST OF GIFTED AND TALENTED IDENTIFICATION

INSTRUMENTS

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PART 1
PROGRAM AUTHORIZATION AND LEGISLATIVE INTENT
1.1

What is the legislative intent for the GATE program?

The legislative intent of the GATE program is to provide funding for LEAs to develop
unique education opportunities for high-achieving and underachieving pupils in
California public elementary and secondary schools who have been identified as gifted
and talented. It is the intent of the legislature that special efforts be made to ensure that
pupils from economically disadvantaged and varying cultural backgrounds are provided
with full participation in these unique opportunities. (EC 52200[a])
In addition, it is the intent of the Legislature to improve the quality of existing programs
for gifted and talented pupils and provide for experimentation in the delivery of programs
including a variety of programmatic approaches and cost levels and to provide for
identification of GATE students in a variety of ways. (EC 52200[b])
LEAs that elect to provide GATE programs submit an application for funding.
Applications are approved based on the criteria in the SBE Recommended Standards
for Programs for Gifted and Talented Students available on the CDE Web site at
http://www.cde.ca.gov/sp/gt/. Provisions of the EC and related CCR, Title 5 regulations
for implementation of programs for gifted and talented students are reflected in the
aforementioned standards.
1.2

What are the elements all GATE programs should include?

EC Section 52200(c) states that all programs for gifted and talented pupils should
include the following:
(1) Differentiated opportunities for learning commensurate with the gifted and
talented pupils particular abilities and talents
(2) Alternative learning environments in which gifted and talented pupils can acquire
skills and understanding at advanced ideological and creative levels
commensurate with their potentials
(3) Elements that help gifted and talented pupils develop sensitivity and
responsibility to others
(4) Elements that help to develop a commitment in gifted and talented pupils to
constructive ethical standards
(5) Elements that assist gifted and talented pupils to develop self-generating
problem-solving abilities to expand each pupils awareness of choices for
satisfying contributions in his or her environment

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(6) Elements that help gifted and talented pupils develop realistic, healthy selfconcepts.
1.3

What are the general standards for GATE programs?

The CCR, Title 5 establishes the following general standards that apply to all types of
gifted and talented programs:
(a) Unique opportunities for high-achieving and under-achieving pupils who are
identified as gifted and talented shall be provided.
(b) Districts shall make provisions for ensuring participation of pupils in the upper
range of intellectual ability.
(c) Districts shall make provisions for ensuring full participation of pupils from
disadvantaged and varying cultural backgrounds.
(d) The quality of existing programs for gifted and talented pupils shall be maintained
or improved.
(e) Experimentation with a variety of programmatic approaches and cost levels shall
be encouraged.
(f) Written consent of a parent, guardian, or other person having actual custody and
control of the pupil shall be on file with the district prior to the pupils participation
in the program.
(g) The district program shall meet the specific needs and requirements as specified
in the EC Section 52200(c) for gifted and talented pupils. Academic components
shall be included in all program offerings.
(h) The district program shall reflect the assessed needs of its identified pupils.
(i) All identified gifted and talented pupils shall have an opportunity to participate in
the gifted and talented program.
(j) The district shall develop a written plan for the district program which is available
for public inspection. The written plan describes the appropriately differentiated
curricula for identified gifted and talented pupils as well as specifies the methods
used to examine the appropriateness of the identified pupils total educational
experience, including articulation with other special-funded programs that serve
gifted and talented pupils. (CCR, Title 5 Section 3831)

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1.4

What are the requirements for LEA written plans?

The written plan shall include:

1.5

(1)

The purposes of the program, including general goals and specific

objectives that the pupils are expected to achieve

(2)

The rationale for the districts method of identification of gifted and

talented pupils

(3)

Where appropriate, procedures for consideration of the identification and

placement of a pupil who was identified as gifted or talented in the district
from which the pupil transferred

(4)

The services to be rendered and the activities to be included for pupils

participating in special day classes, receiving special services, or
participating in special activities for an amount of time as specified in
EC Section 52206

(5)

A plan for evaluating the various components of the program that includes
an annual review of pupil progress and of the administration of the
program

(6)

Procedures for modifying the district gifted and talented program on the
basis of the annual review

(7)

A staff development plan based upon a needs assessment which includes

specification of requisite competencies of teachers and supervisory
personnel

(8)

A procedure to inform parents of a pupils participation or nonparticipation

in the gifted and talented program

(9)

Procedures for ensuring continuous parent participation in recommending

policy for planning, evaluating, and implementing the district program

(10)

An objective related budget (CCR, Title 5 Section 3831)

What are the EC definitions for GATE?

EC Section 52201 provides the following definitions for GATE:

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Gifted and Talented Pupil: Gifted and talented pupil means a pupil enrolled in a
public elementary or secondary school who is identified as possessing
demonstrated or potential abilities that give evidence of high performance capability.
Highly Gifted Pupil: Highly gifted pupil means a gifted and talented pupil who has
achieved a measured intelligence quotient of 150 or more points on an assessment of
intelligence administered by qualified personnel or has demonstrated extraordinary
aptitude and achievement in language arts, mathematics, science, or other academic
subjects as evaluated and confirmed by both the pupils teacher and principal.
Program: Program means an appropriately differentiated curriculum provided by a
district for identified pupils that meets the standards set forth in EC Chapter 8. Gifted
and Talented Pupil Program.
Participating Pupil: Participating pupil means a pupil identified as gifted and talented
who takes part in a program for at least one semester of a school year.
High Performance Capability: The demonstrated or potential abilities that give
evidence of high performance capabilities are defined by each school district governing
board in accordance with regulations established by the SBE. Identification categories
may include one or more of the following (EC 52202):

Intellectual, creative, specific academic, or leadership ability

High achievement
Performing and visual arts talent
Any other criterion that meets the standards set forth by the SBE

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PART 2
STUDENT IDENTIFICATION AND PLACEMENT
2.1

What are the LEA responsibilities for identification of GATE students?

Each school district has the responsibility for developing a method for the identification
of pupils as gifted and talented. The method of identification is included in the districts
application and conforms to these general principles:
(a) The standards ensure the identification of pupils who possess a capacity for
excellence far beyond that of their chronological peers.
(b) Methods are designed to seek out and identify those pupils whose extraordinary
capacities require special services and programs.
(c) Provisions are made for examining a pupils range of capacities.
(d) Methods and techniques of identification generate information as to a pupils
capacities and needs.
(e) There is equal opportunity to be identified in the categories served.
(f) Methods are designed to seek out and identify gifted and talented pupils from
diverse linguistic, economic, and cultural backgrounds. (CCR, Title 5 Section
3820)
2.2

What evidence is used to identify students for GATE services?

Prior to identification, pertinent evidence as to a pupils capacity for excellence far

beyond that of chronological peers is compiled. The range of data should be broad
enough to reveal gifts and talents across cultural, economic, and linguistic groups.
(a) Appropriate data to be collected by the school district may include:

School, class, and individual pupil records

Individual tests (including summary and evaluation by a school
psychologist)

Group tests

Interviews and questionnaires (teacher, parent, and others)

(b) Evidence of a pupils capacity may also be derived from pupil products,
comments from peers, and opinions of professional persons.
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(c) Studies of factors contributing to a pupils underachievement resulting from

handicapping or disadvantaged conditions shall be considered.
(d) The pertinent evidence shall reflect consideration of the economic, linguistic
characteristics, and cultural background. (CCR, Title 5 Section 3823)
2.3

What are the categories for identification of GATE students?

The following categories are used for identification of the pupils extraordinary capability
in relation to the pupils chronological peers:
(a) Intellectual Ability: A pupil demonstrates extraordinary or potential for
extraordinary intellectual development.
(b) Creative Ability: A pupil characteristically:
1.

Perceives unusual relationships among aspects of the pupils

environment and among ideas

2.

Overcomes obstacles to thinking and doing

3.

Produces unique solutions to problems

(c) Specific Academic Ability: A pupil functions at highly advanced academic

levels in particular subject areas.
(d) Leadership Ability: A pupil displays the characteristic behaviors necessary for
extraordinary leadership.
(e) High Achievement: A pupil consistently produces advanced ideas and products
and/or attains exceptionally high scores on achievement tests.
(f) Visual and Performing Arts Talent: A pupil originates, performs, produces, or
responds at extraordinarily high levels in the arts.
(g) Any other category which meets the standards set forth in these regulations.
(CCR, Title 5 Section 3822)
2.4

Who makes the final determination about GATE pupil eligibility?

The final determination of eligibility of a pupil rests with the administrative head of the
school district or a designated employee of the districts in accordance with procedures
adopted by the local governing board.

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(a) The school employee shall base a decision upon the evaluation of the pertinent
evidence by the school principal or a designee of the school principal, a
classroom teacher familiar with the school work of the pupil, and, when
appropriate, a credentialed school psychologist.
(b) To determine the full range of a pupils capability, a person recognized as an
expert in the gifted and talented category under consideration, and/or an
individual who has in-depth understanding of the pupils linguistic or cultural
group shall participate in the evaluation of the evidence unless there is no doubt
as to the pupils eligibility.
(c) These individuals may review screening, identification, and placement data in
serial order, provided that these individuals meet to resolve differences in
assessment and recommendation.
(d) This shall not preclude the use of an identification and placement committee.
(CCR, Title 5 Section 3824)
2.5

What are the types of GATE program service options?

Governing boards of school districts that elect to provide programs may establish
programs for gifted and talented pupils consisting of:

Special day classes

Part time groupings
Cluster groupings

Programs must be consistent with the applicable statutes and regulations and are
required to be planned and organized as integrated, differentiated learning experiences
within the regular school day. The GATE program services may be augmented or
supplemented with other differentiated activities related to the core curriculum using
such strategies as:

Independent study
Acceleration
Postsecondary education
Enrichment

Each participating governing board determines the most appropriate curricular

components for participating pupils. For all gifted and talented pupils, including those
with high creative capabilities and talents in the performing and visual arts, each
participating governing board shall concentrate part of the curriculum in providing pupils
with an academic component and, where appropriate, instruction in basic skills.
(EC 52206)

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2.6

What are the definitions for GATE program service options?

(a) Special Day Class: A Special Day Class for gifted and talented pupils consists
of one or more classes totaling a minimum school day where each of the one or
more classes meets the following requirements:
(1) It is composed of pupils identified as gifted and talented.
(2) It is especially designed to meet the specific academic needs of gifted and
talented pupils for enriched or advanced instruction and is appropriately
differentiated from other classes in the same subjects in the school.
(3) It is taught by a teacher who has specific preparation, experience,
personal attributes, and competencies in the teaching of gifted children.
(b) Part-time Grouping: Pupils attend classes or seminars that are organized to
provide advanced or enriched subject matter for a part of the school day. These
classes are composed of identified gifted and talented pupils.
(c) Enrichment Activities: Pupils remain in their regular classrooms but participate
in supplemental educational activities planned to augment their regular
educational programs. In these supplemental educational activities the pupils use
advanced materials and/or receive special opportunities from persons other than
the regular classroom teacher.
(d) Cluster Grouping: Pupils are grouped within a regular classroom setting and
receive appropriately differentiated activities from the regular classroom teacher.
(e) Independent Study: Pupils are provided with additional instructional
opportunities through either special tutors or mentors, or through enrollment in
correspondence courses specified in EC Section 51740. These opportunities
shall be supervised by a certificated person employed by the pupils school
district.
(f) Acceleration: Pupils are placed in grades or classes more advanced than those
of their chronological age group and receive special counseling and/or instruction
outside of the regular classroom in order to facilitate their advanced work.
(g) Postsecondary Education Opportunities: High school pupils, for a part of the
day, attend classes conducted by college or community college or participate in
College Entrance Examination Board Advanced Placement (AP) programs.
When needed, the high school provides books and supplies.
(h) Services for Underachieving Gifted and Talented Pupils: Pupils receive
services designed to assist them in developing basic skills needed to overcome,
as soon as possible, their underachievement and to enable them to achieve in

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their academic classes at levels commensurate with their individual abilities. This
does not preclude participation in other program options.
(i) Services for Linguistically Diverse, Culturally Divergent, and/or
Economically Disadvantaged Gifted and Talented Pupils: Pupils receive
services designed to assist them to develop their potential to achieve high levels
commensurate with their abilities. This shall not preclude their participation in
other program options.
(j) Other: Pupils participate regularly, on a planned basis, in special counseling or
instructional activity or seminars carried on during or outside of the regular school
day for the purpose of benefiting from additional educational opportunities not
provided in the regular classroom in which the pupils are enrolled.
(k) Other services or activities approved 90 days in advance by the State
Superintendent of Public Instruction. (CCR, Title 5 Section 3840)
2.7

What are the provisions for GATE student participation in college?

Assembly Bill 2207, Chapter 1073, Statutes of 2000, authorizes the governing board of
a school district to grant a request for special part-time or full-time enrollment for highly
gifted pupils to attend a community college. The legislation also requires the governing
board of a school district or community college that denies a request for special parttime or full-time enrollment at a community college to issue its written recommendation
and the reasons for the denial within 60 days. Parents or guardians may file an appeal
with the county board of education if their request for their student to attend a
community college is denied by the governing board of the district.

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PART 3
APPROVAL OF GATE PROGRAMS
Approval of GATE programs is based on the criteria in the SBE Recommended
Standards for Programs for Gifted and Talented Students. LEAs that elect to provide
GATE services are required to submit an application for approval of a proposed
program. The application template is posted on the CDE Web site on or before April 1
each year. Applications are due to the CDE by June 15.
3.1

What is the process for approval of GATE program applications?

GATE program applications are approved for a period of one, two, or three years based
on the quality of the plan, in accordance with criteria in the SBE Recommended
Standards for Programs for Gifted and Talented Students. Applications recommended
for five-year approval require a site validation of the application. All applications must
address the SBE criteria for the following components:
1.
2.
3.
4.
5.
6.
7.
8.
3.2

Program Design
Identification
Curriculum and Instruction
Social and Emotional Development
Professional Development
Parent and Community Involvement
Program Assessment
Budget

What is the funding formula for GATE?

The State Superintendent of Public Instruction apportions funds to participating school

districts based on a formula that divides the total funding available for GATE programs
in the state budget for the current year by the statewide total units of average daily
attendance (a.d.a.) in kindergarten through grade twelve at the second principal
apportionment of the prior year for all participating school districts.
No school district with fewer than 1,500 in a.d.a. receives less to support its GATE
program than $2,500 or the amount it received in 1998-99, whichever is greater. Dollar
amounts are adjusted for deficits or percentage inflation adjustments on an annual
basis. Information regarding district apportionment funding is available on the CDE Web
site at http://www.cde.ca.gov/fg/. The approved indirect rate may not exceed 3 percent.
(CCR, Title 5 Section 3870)
3.3

What expenditures are allowable under the GATE program?

Professional development that focuses on meeting the needs of advanced

students (in-house, institutes, consultants, conferences).

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Professional development on differentiating curriculum for mixed ability

classrooms, cluster groups, part-time grouping, or self-contained classes.

Salaries and benefits for GATE specialists (pull-out teachers, itinerant teachers,
coordinators).

Stipends for teachers who serve GATE students beyond contract time (zero
period, after school, before school, prep time).

Administrative costs (GATE coordinator's salary and benefits, or a prorated

percentage of a person's salary based on the percentage of time they devote to
GATE).

Indirect costs (limited to 3 percent).

Stipends for a site liaison.

Technology and software to support curriculum specifically to meet the needs of

the gifted students in accordance with the district plan.

Supplementary textbooks and supplies for honors and AP classes, self-contained

GATE classrooms, cluster groups or individual students, part-time groups.

Participation in educational experiences appropriate for GATE students, such as

Odyssey of the Mind, Science Olympiad, Academic Decathlon, even if some of
the participating students are not identified as GATE students.

Testing materials and time used in the identification of gifted students.

Transportation and admission for study trips determined by the district to be

appropriate.

Transportation to and from regularly scheduled classes or seminars.

Scholarships for gifted students to attend special events or classes.

Summer activities appropriate for GATE students.

3.4

What expenditures are not allowable?

Salaries and benefits for teachers of self-contained GATE classrooms, honors

classes, and AP classes conducted during the regular contract day.

Basic textbooks and supplies generally provided to all students.

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Equipment and special supplies that are intended for use by the whole school.

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PART 4
IMPLEMENTATION OF SBE RECOMMENDED GATE STANDARDS
Approval of GATE programs is based on the criteria in the SBE Recommended
Standards for Programs for Gifted and Talented Students. Information regarding the
SBE criteria and implementation activities for the eight program areas is provided below.
Section I: Program Design
Districts provide a comprehensive continuum of services and program options
responsive to the needs, interests, and abilities of gifted students based on
philosophical, theoretical, and empirical support. (EC 52205[d] and 52206[a])
1:1

The plan for the district program has a written statement of philosophy,
goals, and standards appropriate to the needs and abilities of gifted
learners.

Minimum Standards
(a)

The plan includes intellectual component that meets or exceeds state

academic content standards.

(b)

The plan incorporates expert knowledge and is approved by the local

board of education.

(c)

The plan aligns with resources of schools, staff, parents, and

community.

(d)

The GATE advisory committee representing educators, community,

and parents is formed to support the needs of the program.

Commendable Standards
(a) The district plan is disseminated and accessible to parents and the
community in pamphlet, Web site, or other forms.
(b) Participation in the program is not limited by problems of logistics or other
problems.
(c) A district GATE advisory committee representing all constituents meets on a
regular basis to assist with program planning and assessment.

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Exemplary Standards
(a)

1:2

The district plan includes identification and program options in one or

more of the categories of creative ability, leadership, and visual and
performing arts.

The program provides administrative groupings and structures appropriate

for gifted education and available to all gifted learners.

Minimum Standards
(a)

Administrative groupings and structures appropriate for gifted

education may include cluster grouping, part-time grouping, special day
classes, and special schools.

(b)

The program provides services that are an integral part of the regular
school day.

(c)

The program provides for continuous progress and intellectual peer

interaction.

(d)

The program provides for flexible grouping in the classroom to meet

student needs and abilities.

(e)

Children in kindergarten through grade two are served even if not

formally identified.

Commendable Standards
(a)

A range of appropriate administrative grouping options and structures

is available. At the secondary level such groupings and structures are not
limited to a single type at any grade level.

Exemplary Standards
(a)
1:3

The program structure and delivery of services provide a balance

between cognitive and affective learning.

The program is articulated with the general education programs

Minimum Standards
(a)

The program provides continuity within the gifted program and with the
general education program.

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(b)
(c)

A coordinator is designated and responsible for all aspects of the

program.
The program involves the home and community.

Commendable Standards
(a)

The program is planned and organized to provide articulated learning

experiences across subjects and grade levels.

Exemplary Standards
(a)

The program is comprehensive, structured, and sequenced within and

across kindergarten through grade twelve levels.

(b)

The program provides support services including counselors and

consultants.

Implementation Activities for Section 1: Program Design

Establish the district GATE advisory committee representing educators, parents,
and the community that meets on a regular basis (at least three times a year)
to assist with program planning and assessment. (The advisory committee
can be included as a part of the school site council.)
Develop the overall structure, design, and implementation of the districts GATE
program in collaboration with the GATE advisory committee, district
administrators, site GATE coordinators, teachers, and parents. Align the plan
with other school and community resources.
Designate a coordinator who is responsible for all aspects of the program.
Develop the districts identification process. Determine the categories that will
be used for GATE student identification including one or more of the following:
academic ability, creative ability, leadership, and visual and performing arts.
Ensure that students from diverse ethnic, socioeconomic, and cultural groups
have equal opportunity to be referred to and to participate in the GATE
program.
Ensure that GATE program services are provided as integrated, differentiated
learning experiences within the school day that provide students with
opportunities to meet or exceed state academic content standards.

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Provide GATE program options that include one or more of the following:
special day classes, cluster grouping, part-time, part-time grouping, special
schools, honors classes, advanced placement, International Baccalaureate.
Provide augmented or supplement program options with other differentiated
activities related to the core curriculum such as independent study,
acceleration, postsecondary education, and enrichment.
Provide opportunities for GATE program articulation across subjects and grade
levels in kindergarten through grade twelve.
Ensure that students in kindergarten through grade two are served even if the
district does not formally identify students at that grade span.
Provide support services for GATE students through school counseling or
outside consultants.
Obtain local board approval of the districts GATE application and submit the
application to the CDE by the due date.
Disseminate the districts GATE plan making it readily accessible to parents and
the community through written form and/or Web site.
Section 2: Identification:
The districts identification procedures are equitable, comprehensive, and ongoing. They
reflect the districts definition of giftedness and its relationship to current state criteria.
(EC 52202 and CCR, Title 5 Section 3822)
2:1

The nomination/referral process is ongoing and includes students in

kindergarten through grade twelve.

Minimum Standards
(a)

All children are eligible for the nomination process regardless of

socioeconomic, linguistic, or cultural background, and/or disabilities.

(b)

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.

(c)

Referrals are sought from classroom teachers and parents. The district
actively searches for referrals among underrepresented populations.

(d)

Students may be nominated for participation more than once.

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(e)

All staff receive training and information about the nomination process,
including characteristics of gifted learners and have access to nomination
forms.

Commendable Standards
(a)

Training in the identification process is provided that is specifically

appropriate for administrators, teachers, and support personnel.

(b)

The district maintains data on nominees and includes these data when
reassessing students who are referred more than once.

Exemplary Standards
Not Applicable, None provided, or None.
2:2

An assessment/identification process is in place to ensure that all

potentially gifted students are appropriately assessed for identification as
gifted students.

Minimum Standards
(a)

A committee, including the GATE coordinator and certificated

personnel, make the final determinations on individual student eligibility for
the program..

(b)

Evidence from multiple sources is used for eligibility and a data record
or file is established for each nominee.

(c)

Parents and teachers are notified of a students eligibility for program

placement and are informed of the appeal process.

(d)

Transfer students are considered for identification and placement in a

timely manner.

Commendable Standards
(a) Identification tools are reflective of the districts population.
(b) The district makes timely changes in identification tools and procedures
based on the most current research.
Exemplary Standards

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(a) Personnel trained in gifted education meet at regular intervals to determine

eligibility of individual candidates.
(b) The diversity of the districts student population is increasingly reflected in the
districts GATE population.
2:3

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.

Minimum Standards
(a) Students and parents are provided information and orientation regarding
student placement and participation options. Signed parent permission for
participation is on file.
(b) Upon parent request the district provides identification information the parent
may take to a new school or district.
(c) Participation is based on the criteria of identification and is not dependent on
the perception of a single individual. Once identified the student remains
identified, though services to individuals may vary from year to year.
Commendable Standards
(a) Before any student is considered for withdrawal from the program,
interventions are implemented and a meeting is held with parents and
students.
Exemplary Standards
None.
Implementation Activities for Section 2: Identification
Develop an identification process that ensures all students, including those from
diverse socioeconomic and cultural backgrounds, and/or disabilities, equal
opportunity to be identified and participate in the GATE program.
Develop a method to identify GATE students in one or more of the following
categories: intellectual, creative, specific academic ability, leadership ability,
high achievement, and visual and performing arts.
Actively search for referrals among underrepresented populations to assure that
the diversity of the districts student population is increasingly reflected in the

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district GATE population.

Utilize data and evidence from multiple sources to identify students for GATE
program services including, but not limited to, intelligent quotient tests,
criterion referenced tests, standardized tests, content standards tests,
portfolio assessment, and teacher and parent observations and checklists.
Ensure that the identification tools are reflective of the districts population and
that all data are used to ensure equal access to program services.
Provide training for all administrators, teachers, counselors, support staff, and
parents regarding the characteristics of GATE students and the districts
referral and identification process. Provide copies of referral forms including
information that students may be referred more than once throughout their
school years.
Establish a committee that includes individuals who are knowledgeable about
GATE program identification, such as the GATE coordinator and other
certificated personnel, to make the final determination on individual student
eligibility.
Notify parents and teachers of a students eligibility for the program and of the
appeal process. Establish a data file for each nominee.
Assure that once identified, all GATE students have an opportunity to participate
and remain identified though program services may vary.
Provide an orientation for parents and students, as appropriate, regarding
student placement and program options. Obtain signed parent permission for
student participation and include it in the students file.
Develop a process for implementation of interventions and hold a meeting with
parents before any student is considered for withdrawal from the program.
Develop a process for considering transfer students for identification and
placement in a timely manner.

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Section 3: Curriculum and Instruction

The district develops differentiated curriculum, instructional models, and strategies that
are aligned with and extend the state academic content standards and curriculum
frameworks. The differentiated curriculum is related to theories, models, and practices
from the recognized literature in the field. (EC 52206[a] and 52206[b])
3:1

A differentiated curriculum is in place, responsive to the needs, interests,

and abilities of gifted students.

Minimum Standards
(a) The differentiated curriculum facilitates the gifted students in their ability to
meet or exceed state core curriculum and standards.
(b) The differentiated curriculum provides for the balanced development of
critical, creative, problem solving and research skills, advanced content, and
authentic and appropriate products.
(c) The differentiated curriculum focuses primarily on depth and complexity of
content, advanced or accelerated pacing of content and novelty (unique and
original expressions of student understanding).
(d) The differentiated curriculum facilitates development of ethical standards,
positive self-concepts, sensitivity and responsibility to others, and
contributions to society.
Commendable Standards
(a) The core curriculum is compacted for gifted students so learning experiences
are developmentally appropriate (not redundant) to their needs, interests, and
abilities.
(b) The differentiated curriculum is aligned with instructional strategies that
promote inquiry, self-directed learning, discussion, debate, metacognition,
and other appropriate modes of learning.
(c) There is alignment of the differentiated curriculum with instructional strategies
that promote inquiry, self-directed learning, discussion, debate,
metacognition, and other appropriate modes of learning.
(d) The differentiated curriculum includes learning theories that reinforce the
needs, interests, and abilities of gifted students including abstract thinking
and big ideas of the content area.

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Exemplary Standards
(a) A scope and sequence for the gifted program articulates the significant
learning in content, skills, and products within and among grade levels
kindergarten through grade twelve.
3:2

The differentiated curriculum for gifted students is supported by

appropriate structures and resources.

Minimum Standards
(a) The differentiated curriculum is scheduled on a regular basis and is integral to
the school day.
(b) The differentiated curriculum is taught with appropriate instructional models.
(c) The differentiated curriculum is supported by appropriate materials and
technology.
Commendable Standards
(a) The structure of differentiated curriculum allows for continuity and
comprehensiveness of learning experiences in units and courses of study.
(b) The differentiated curriculum utilizes a variety of teaching and learning
patterns: large and small group instruction, homogeneous and heterogeneous
grouping, teacher- and student-directed learning, and opportunities for
independent study.
(c) An extensive range of resources (including out-of-grade-level materials) is
available to augment differentiated curriculum and to supplement independent
study opportunities for individual students.
Exemplary Standards
(a) The differentiated curriculum is planned both for groups of gifted learners
within a grade level or class and for individual gifted learners.
Implementation Activities for Section 3: Curriculum and Instruction

Implement differentiated curriculum, instructional models, and strategies for

GATE instruction that are aligned with and extend the state academic content
standards and curriculum frameworks with the classroom.

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Ensure that academic components are included in all program offerings and that
the differentiated curriculum facilitates GATE students ability to meet or exceed
the state academic content standards.

Ensure that a differentiated curriculum is in place that is responsive to the needs,

interests, and abilities of gifted students within a grade level or class and for
individual learners in kindergarten through grade twelve.

Ensure that the differentiated curriculum is scheduled on a regular basis and

integral to the regular school day, taught with appropriate instructional models,
and supported by appropriate materials and technology.

Provide differentiated curriculum responsive to the needs, interests, and abilities

of gifted students that utilizes a variety of teaching and learning patterns; large
and small group instruction; homogeneous and heterogeneous grouping;
teacher- and student-directed learning; and opportunities for independent study.

Provide support services for underachieving, linguistically diverse and

economically disadvantaged GATE students so they can achieve at levels
commensurate with their individual abilities.

Section 4: Social and Emotional Development

Establish and implement plans to support the social and emotional development of
gifted learners to increase responsibility, self-awareness, and other issues of affective
development. (EC 52212[a][1])
4:1

Actions to meet the affective needs of gifted students are ongoing.

Minimum Standards
(a) Teachers, parents, administrators, and counselors are provided with
information and training regarding the characteristics of gifted learners and
their related social and emotional development.
(b) Gifted students have awareness of career and college options and guidance
consistent with their unique strengths. At the secondary schools this includes
mentoring and pre-college opportunities.
Commendable Standards
(a) Teacher training and knowledge regarding social and emotional development
of gifted students and incorporate techniques to support affective learning in
their classroom.

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(b) Guidance and counseling services, appropriate to the social and emotional
needs of gifted students are provided by trained personnel. Referral services
to community resources are made when appropriate.
Exemplary Standards
(a) Ongoing counseling services by teachers, principals, and counselors are
provided and documented as appropriate.
(b) Teachers and guidance personnel are trained to collaborate in implementing
intervention strategies for at-risk gifted students. Intervention options can take
place in the school, home, and community.
4:2

At-risk gifted students are monitored and provided support (e.g.,

underachievement, symptoms of depression, suicide, substance abuse).

Minimum Standards
(a)

Teachers are trained to recognize symptoms of at-risk behavior in

gifted and talented students and to refer them to appropriate school
personnel.

(b)

Counselors and administrators are trained to make referrals to internal

and external agencies when needed.

(c)

Gifted students considered at-risk receive counseling and support

services but are not dropped from the gifted program because of related
problems.

(d)

Information and support are made available to parents regarding atrisk gifted students.

Commendable Standards
(a)

The district develops a plan for teachers to work in collaboration with

guidance personnel regarding at-risk intervention strategies.

Exemplary Standards
(a)

At-risk gifted students are provided with specific guidance and

counseling services that address related issues and problems, and include
development of an intervention plan.

Implementation Activities for Section 4: Social and Emotional Development

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Provide information and training for administrators, teachers, counselors, and

parents regarding the characteristics of gifted learners and their related social
and emotional development.

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Provide training for administrators, teachers, and counselors, in recognizing

at-risk GATE students, and how to make referrals to appropriate school
personnel and external agencies.

Identify staff and program services that support the social and emotional
development of gifted learners to facilitate healthy self-concepts.

Develop a plan for teachers to work in collaboration with guidance personnel

regarding at-risk intervention strategies and provide intervention options for
gifted students in the school, at home, or in the community.

Ensure that an intervention plan is developed for at-risk GATE students that
includes counseling services and support and that students are not dropped
from the program.

Ensure that information and support are provided to parents regarding at-risk
gifted students.

Provide student with awareness of career and college options and guidance
consistent with their unique strengths including mentoring and pre-college
opportunities at the secondary level.

Section 5: Professional Development

Districts provide professional development opportunities related to gifted education to
administrators, teachers, and staff to support and improve educational opportunities for
gifted students. (EC 52212[a][1])
5:1

The district provides professional development opportunities related to

gifted learners on a regular basis.

Minimum Standards
(a)

The professional development opportunities are correlated with defined

competencies for teachers of the gifted and the standards for GATE
programs. The focus each year is based on yearly assessment of the needs
of teachers and of the GATE program.

(b)

An evaluation of outcomes obtained from professional development is

conducted to determine effectiveness. Results are used to make
improvements for future planning.

(c)

Individuals selected to conduct inservice for teachers of the gifted

learners have knowledge and expertise in the area of gifted education.

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Commendable Standards
(a)

The district encourages teachers to focus on gifted education as one

area of professional growth hours for credential renewal.

(b)

A district process to qualify teachers to teach gifted students is in

place.

Exemplary Standards
(a)
5:2

A district professional development plan to accommodate different

levels of teacher competency is in place.

District personnel with direct decision-making and/or instructional

responsibilities for gifted students are provided with role specific training.

Minimum Standards
(a)

Teachers in the program have education and/or experience in teaching

gifted students or are ensured opportunities to gain or continued such
knowledge and experience.

(b)

A coordinator is in place with experience and knowledge of gifted

education or is ensured the opportunity to gain such knowledge.

(c)

Administrators, counselors, and support staff participate in professional

development related specifically to their roles and responsibilities in the GATE
program.

(d)

Administrators, counselors, and support staff are encouraged to

participate with teachers in the ongoing professional development related to
gifted students.

Commendable Standards
(a)

The district promotes the concept of teacher-to-teacher professional

development in addition to contracting with experts to conduct inservice.

Exemplary Standards
(a)

All teachers assigned to teach gifted students are certified through a

variety of formal and informal certificate programs.

(b)

The coordinator of the program is a specialist in gifted education with

demonstrated experience and knowledge in the field.

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(c)

Follow-up classroom support for application of activities and strategies

presented during inservice or professional development are planned.

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(d)

The district identifies support personnel both inside and outside the
district with expertise in meeting the needs of gifted learners.

Implementation Activities for Section 5: Professional Development

Establish defined competencies for GATE teachers and use them to develop
a district process for qualifying teachers to teach gifted students.

Establish a professional development plan based on a yearly assessment of

administrator, teacher, and counselor needs related to gifted education.

Provide high quality, research-based professional development related to

gifted education for administrators, teachers, counselors, support staff, and
parents to improve the achievement of GATE students and the GATE
program.

Encourage teachers to focus on gifted education for credential renewal.

Conduct an evaluation of outcomes from professional development plan to

determine the effectiveness and use the results for future planning and to
make improvements in the GATE program.

Select individuals to conduct professional development for GATE teachers

who have knowledge and expertise in gifted education.

Ensure the GATE coordinator is a specialist in gifted education and has

opportunities to gain ongoing experience and knowledge.

Assure that all teachers assigned to teach gifted students are certified
through a variety of formal and informal GATE certificate programs.

Identify and make available research materials and publications to assist staff
and parents in building their knowledge of GATE program curriculum and
instruction.
Section 6: Parent and Community Involvement
Develop procedures to ensure consistent participation of parents and community
members in the planning and evaluation of programs for gifted students. (EC 52205[2]
[f])

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6:1

Open communication with parents and the community is maintained.

Minimum Standards
(a)

Parents are informed of the districts criteria and procedures for

identifying gifted and talented students as well as program options and
learning opportunities available. Translations are provided.

(b)

The districts state application is available to parents and the

community.

(c)

GATE parents are involved in the ongoing planning and evaluation of

the GATE program.

Commendable Standards
(a)

The district and/or school provides parents of students identified as

gifted and talented with orientation and regular updates regarding the GATE
program and its implementation.

(b)

The products and achievements of GATE students are shared with

parents in a variety of ways.

Exemplary Standards

6:2

(a)

Parents are involved in the development of the district application

and/or school site plans related to gifted programs.

(b)

The talents of GATE parents and other community resources

supplement the core and differentiated curriculum.

(c)

Partnerships between the GATE program and business and

community organizations are established.

An active GATE advisory committee with parent involvement is supported

by the district.

Minimum Standards
(a)

Parents participate in the district/site advisory committees. It is

recommended that the committee meets at least three times a year.

(b)

The district GATE coordinator collaborates with the GATE advisory

committee to provide parents with educational opportunities related to gifted
education.

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(c)

Efforts are made to ensure that representatives of GATE parents on

the advisory committee reflect the demographics of the student population.

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Commendable Standards
(a)

A parent member of the GATE advisory committee co-signs the

districts state application.

(b)

Parents participate in GATE advisory committee which meets on a

regular basis.

(c)

The GATE committees and/or school site councils are regularly

informed of current research and literature in gifted education.

(d)

The district GATE coordinator collaborates with the district GATE

advisory committee to offer professional development to staff, parents, and
community members related to gifted education.

(e)

The district GATE coordinator and the district GATE advisory

committee solicit community support.

Exemplary Standards
(a)

Parents of special needs students, such as English learners and gifted

disabled students, participate in the districts GATE advisory committee. This
may include special provisions such as changing meeting sites and times,
and providing transportation.

Implementation Activities for Section 6: Parent and Community Involvement

Establish a district GATE advisory committee that is made up of

administrators, teachers, parents, and the district GATE coordinator. Involve
parents in the development and ongoing planning of the district GATE
program, application, and school GATE plans. Have a member of the GATE
advisory committee co-sign the districts GATE application.

Ensure that the district GATE advisory committee includes parents from
diverse linguistic, socioeconomic, and cultural backgrounds representative of
the demographics of the student population.

Facilitate participation of parents of special needs students, such as gifted

English learners and gifted students with disabilities, to participate in the
district GATE advisory committee.

Involve parents in the ongoing planning, implementation, and evaluation of

the GATE program.

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Ensure the districts GATE application is disseminated and made easily

accessible to parents and the community in written form and/or posted on the
district Web site.

Provide an orientation for parents of GATE students, as well as regular

updates regarding program implementation.

Regularly inform the district GATE advisory committee or school site council
of current research and literature in gifted education.

Collaborate with the district GATE advisory committee to provide professional

development opportunities for staff, parents, and community members.

Provide opportunities for GATE students to share products and achievements

with parents in a variety of ways.

Coordinate the talents of GATE parents in support of the program.

Seek community resources to supplement the core and differentiated

curriculum. Establish partnerships between the GATE program and business
and community organizations.

Section 7: Program Assessment

Districts establish formal and informal evaluation methods and instruments that assess
the gifted program and the performance of gifted students (which meets or exceeds
state content standards). Results of data collected, including state standardized tests,
are used to study the value and impact of the services provided and to improve gifted
program and gifted student performance. (EC 52212[a][1])
7:1

The district provides ongoing student and GATE program assessment that
is consistent with the programs philosophy, goals, and standards.

Minimum Standards
(a)

All components of the program are periodically reviewed by individuals

knowledgeable about gifted learners and who have competence in the
evaluation processes. The results are used for continuing program
development.

(b)

The program assessment process is structured to measure the goals

and standards of the program. Instruments are valid and reliable for their
intended purpose.

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(c)

The district uses multiple traditional and nontraditional strategies to

assess student performance. These include standardized and criterionreferenced achievement tests, questionnaires, and performance-based
measures.

Commendable Standards
(a)

Individuals planning and conducting the assessment activities have

expertise in gifted education program evaluation.

(b)

The program contains a clear description of performance expectations

of gifted students defined at each grade level.

(c)

Criteria for levels of performance or rubrics are used as part of the

assessment process.

(d)

The assessment process includes strategies that parallel the

instruction as a means to collect information about student knowledge and
capability. Strategies include student inquiry, collaboration, and reflection.

(e)

The results of the program assessment are presented to the local

board of education and accessible to all constituencies of the program.

(f)

Districts provide sufficient resources to fund program assessment.

Exemplary Standards
(a)

Criteria for levels of performance or rubrics are used for each

assessment product, course, and/or grade level.

(b)

The assessment report for all educational services involving gifted

students includes both strengths and weaknesses of the program and is
accompanied by a plan with implications for improvement and renewal over
time.

(c)

Districts allocate time, financial support, and personnel to conduct

regular and systematic formative and summative program assessment.

Implementation Activities for Section 7: Program Assessment

Conduct an annual evaluation of the GATE program including analysis of

student progress from the Standardized Testing and Reporting (STAR)
program.

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Ensure use of multiple, traditional and nontraditional strategies to assess

student performance including standardized and criterion-referenced
achievement tests, questionnaires, and performance-based measures.

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Obtain data from teachers, students, and parents to study the value and
impact of GATE program services. Identify both strengths and weaknesses of
the programs and include a plan for improvement.

Ensure that individuals conducting the assessment are knowledgeable about

program assessment and gifted education.

Present the results of the assessment in a report to the local board of

education.

Ensure that the district allocates time, financial support, and personnel to
conduct regular and systematic formative and summative program
assessment.

Section 8: Budgets
District budgets for the gifted program support and provide for all components of the
districts GATE program and meet the related standards. (EC 52209 and 52212[a][1][2]
[3])
8:1

The district GATE budget is directly related to the GATE program objectives
with appropriate allocations.

Minimum Standards
(a)

GATE funds and/or funding sources are used to address: professional

development, direct student services, district level coordination, and GATE
student identification process.

(b)

Expenditures of state GATE funds supplement, and do not supplant,

district funds spent on gifted learners.

(c)

There is a budget allocation for district GATE coordination by a single

individual on a full- or part-time basis. When appropriate, the coordinators
should be included in the budget.

(d)

Carryover is minimal and maintained within the district GATE accounts.

(e)

Indirect costs do not exceed the state limitation.

Commendable Standards
(a)

The allocation for the GATE coordinator, regardless of funding source,

reflects the scope and complexities of the districts size and GATE plan.

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Exemplary Standards
(a)

The district encourages fiscal collaboration between categorical

programs in order to make it possible for gifted students to benefit from more
than one categorical program.

Implementation Activities for Section 8: Budgets

Ensure that GATE budget expenditures are used to address components of

the GATE plan including GATE student identification processes, direct student
services, district-level coordination, and professional development.

Ensure that expenditures of GATE funds supplement, and do not supplant,

district funds for gifted learners.
Identify a budget allocation, using GATE funds or other sources, for a district
GATE coordination by a single individual on a full- or part-time basis that
reflects the scope and complexities of the district size and the GATE plan.
When appropriate, include site coordinators in the budget.
Ensure that carryover funds are minimal and used for GATE program services.
Ensure that indirect costs do not exceed the state limitation (3 percent).
Encourage fiscal collaboration between categorical programs to provide
services for GATE students.

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PART 5
KEY ROLES AND RESPONSIBILITIES
Clearly defined roles and responsibilities for GATE administrators, coordinators,
teachers, and parents are integral to the success of the GATE program. Each district
decides the types of GATE program services it will provide. Administration of GATE
programs varies according to LEA funding levels and the number of GATE students to
be served. Each district is required to designate a district GATE coordinator who is
responsible for overseeing the implementation and evaluation of the district GATE
program. Districts may also designate a GATE coordinator at each school site. GATE
parents have defined roles in the implementation of GATE programs. The roles and
responsibilities of GATE administrators, coordinators, and parents are provided below.
5.1

What are the responsibilities of the district GATE administrator?

The district GATE administrator is responsible for overseeing the implementation and
evaluation of the GATE program and providing support for district and site coordinators,
site administrators, and teachers. The responsibilities of the district GATE administrator
include the following:

Oversee planning the overall structure and design of the districts GATE program
in collaboration with the district GATE coordinator, district GATE advisory
committee, site administrators, site GATE coordinators, teachers, and parents to
ensure that GATE services are implemented according to the current GATE plan.

Oversee GATE identification and placement procedures to ensure they are

equitable, comprehensive, ongoing, and consistent with the current GATE plan.

Include methods to seek out and identify GATE students from diverse linguistic,
socioeconomic, and cultural groups.

Ensure the GATE program is comprehensive, structured, and sequenced within

and across grade levels.

Ensure the implementation of differentiated curriculum, instructional models, and

strategies that are aligned with and extend the state academic content standards
and curriculum frameworks within classrooms.

Ensure the implementation of programs and services that support the social and
emotional development of gifted learners to increase responsibility, selfawareness, empathy, and other aspects of affective development, including
counseling and intervention services.

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Ensure the implementation of professional development opportunities related to

gifted education for administrators, teachers, counselors, and other staff to
support and improve educational opportunities for gifted students.

Ensure the participation of parents and community members in planning and

evaluating GATE programs.

Conduct an annual evaluation of components of the GATE program including

data from teacher, student, and parent surveys, a review of student academic
progress, and the administration of the program.

Oversee GATE budget expenditures that support the implementation of the gifted
program that meets the identified standards based on assessed needs of the
district or site.

5.2

What are the responsibilities of the district GATE coordinator?

The district GATE coordinator is responsible for coordinating the implementation and
evaluation of the GATE program. The roles and responsibilities of the district GATE
coordinator include the following:

Plan the overall structure, design, and implementation of the districts GATE
program in collaboration with the district GATE administrator, the GATE advisory
committee, site administrators, site GATE coordinators, teachers, and parents to
ensure that GATE services are integrated within the school day and that the
program provides for continuous progress and intellectual peer interaction of
GATE students.

Coordinate GATE identification processes and procedures that are equitable,

comprehensive, ongoing, and consistent with the current GATE plan. Develop
methods to seek out and identify students from diverse linguistic, socioeconomic,
and cultural groups.

Coordinate the implementation of differentiated curriculum, instructional models,

and strategies are aligned with and extend the state academic content standards
and curriculum frameworks within the regular classroom.

Develop and disseminate information regarding the districts method for

identification of gifted and talented pupils to administrators, teachers, and
parents.

Implement procedures for consideration of the identification and placement of a

pupil who was identified as gifted or talented in the district from which the pupil
transferred.

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Implement procedures to inform parents of a pupils participation or

nonparticipation in the gifted and talented program.

Coordinate the placement of GATE students with teachers who have training in
gifted education.

Identify programs and services that support the social and emotional
development of gifted learners to increase responsibility, self-awareness,
empathy, and other issues of affective development, including counseling and
intervention services.

Implement professional development opportunities related to gifted education for

administrators, teachers, and staff to support and improve educational
opportunities for gifted students.

Attend professional workshops and meetings to remain current on research and

best practices in gifted education.

Develop and conduct an annual evaluation of the GATE program including data
from teacher, student, and parent surveys, student academic progress, and
administration of the program.

Coordinate the participation of parents and community members in planning and

evaluating GATE programs.

Ensure that GATE budget expenditures support gifted program components.

Identify professional resources, research materials, and publications to assist

staff and parents in building their knowledge base for working effectively with
gifted students.

5.3

What are the responsibilities of the site GATE coordinator?

The site GATE coordinator is responsible for implementation of the GATE program
services at the school site. The responsibilities of the site GATE coordinator include the
following:

Coordinate the site GATE program, including facilitating the nomination, referral,
and assessment of potential GATE students including those from diverse
linguistic, socioeconomic, and cultural backgrounds.

Participate in advanced training in providing curriculum and programs for gifted

learners to serve as a model, coach, and resource to teachers and administrators
at each school site.

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Provide resources for teachers with individual GATE students and clusters of
gifted learners.

Coordinate the school site GATE advisory committee.

Provide professional resources for administrators and teachers including best

practices for gifted learners, research on the gifted, and GATE standards.

Coordinate support services to meet the social-emotional needs of the gifted

learner that may include counseling and/or intervention services.

Organize ongoing staff development opportunities to improve teachers

knowledge and skills.

Serve as GATE liaison between parents, teachers, administrators, and district

GATE coordinator. Attending district advisory committee meetings, GATE
conferences, and trainings.

Conduct GATE teacher, student, and parent needs assessments, and program
evaluation surveys.

5.4

What are the responsibilities of the site GATE administrator?

The school site administrator provides support for implementation of the GATE program
in the school. The responsibilities of the school site administrator include the following:

Implement a continuum of program options and services identified in the districts

GATE plan that are equitable and ongoing and responsive to the needs, interest,
and abilities of gifted students.

Ensure that there are GATE program options across grade levels and that gifted
learners are placed with teachers trained in GATE curriculum and pedagogy.

Ensure that differentiated curriculum, instructional models, and strategies for

GATE are aligned with and extend the state academic content standards and
curriculum frameworks within classrooms of gifted learners.

Support high quality professional development related to gifted education for

teachers, counselors, and parents to support and improve educational
opportunities for gifted students.

Encourage participation of parents and community members in supporting GATE

program activities.

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5.5

Provide services to meet the social and emotional needs of the gifted learner,
including counseling or intervention services for at-risk students.
Support formal and informal evaluation to assess the performance of gifted
students (meeting or exceeding state content standards). Use the results of data
collected to study the value and impact of the services provided and to improve
the performance of gifted students and the gifted program.
Oversee the site GATE budget to support implementation of components of the
GATE program based on assessed needs.
What are the responsibilities of GATE teachers?

GATE teachers provide differentiated curriculum for GATE students. The responsibilities
of GATE teachers include the following:

5.6

Refer potential students for GATE program identification including those from
diverse linguistic, socioeconomic, and cultural backgrounds.

Develop differentiated curriculum and learning opportunities in collaboration with

GATE students and parents.

Provide differentiated curriculum through the use of depth and complexity,

compacting, acceleration, tiered assignments, and independent contracts.

Set high expectations for GATE students to meet and exceed state content
standards.

Provide flexible grouping within the classroom or between classrooms to provide

large and small collaborative learning opportunities with peers and with other
students based on interests or abilities.

Provide opportunities for independent study.

Monitor, assess, and evaluate GATE student progress and communicate

progress with parents and students.

Participate in professional development related to characteristics of GATE

students, research and literature on best practices in GATE program curriculum
and pedagogy.
What are the responsibilities of GATE parents?

GATE parents support the GATE program and student participation in a variety of ways.
The responsibilities of GATE parents include the following:

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Participate in regular meetings of the site and/or district GATE advisory

committees or school site council to assist in the planning and evaluation of the
district GATE program.

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Assist with the development of the GATE application and/or school site plan.

Participate in orientation and updates regarding district criteria for identification of

GATE students, program options, and learning opportunities available.

Participate in professional development related to research and literature on

gifted education.

Meet with teachers to ensure that the GATE program addresses the needs,
interests, abilities, and talents of participating students. Include the gifted
learners, as appropriate.

Assist with the GATE program by sharing talents and attending events for GATE
students.

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PART 6
SMALL DISTRICT CONSIDERATIONS
6.1

Implementation of GATE programs in small school districts.

Many small districts face challenges related to implementation of their GATE program
due to limited funding for coordination and program services. Strategies for
implementation may include one or more of the following:
GATE Consortiums
Districts may form GATE consortiums for implementation of programs within a county or
region. Developing a consortium allows for collaboration in writing district plans, hiring
GATE coordinators, providing professional development, and conducting program
assessment and other activities.
County Office of Education Assistance
Small school districts may seek assistance from the county office of education for GATE
plan development, curriculum and instruction, professional development, program
assessment, social and emotional development, and budgeting.
School Site Councils
Small school districts may include GATE advisory committee activities within the school
site council including developing the GATE plan, providing parent information about
GATE, and involving parents in the evaluation of the GATE program.
Consultant Services
Small school districts may seek assistance from outside consultants for developing the
GATE program application; providing professional development for administrators,
teachers, and parents; providing services or training related to social and emotional
development; and conducting program evaluation,

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APPENDIX I
RESOURCES
Organizations
Academic Decathlon
http://www.usad.org/
A team competition wherein students match their intellects with students from
other schools.
American Association for Gifted Children
http://www.aagc.org/
Duke University organization and resources related to gifted education and
students.
The Association for the Gifted (TAG)
http://www.cectag.org/
A division of the Council for Exceptional Children. Promotes scholarly research,
advocacy, and professional development.
Belin-Blank International Center for Gifted Education and Talent Development
http://www.education.uiowa.edu/belinblank/
Sponsored by the University of Iowa. Conducts talent search and educational
programs for gifted students.
California Association for the Gifted (CAG)
http://www.cagifted.org/
A non-profit organization of teachers, administrators, parents, and professionals
interested in promoting gifted education in California.
College Admissions Services
http://www.go4ivy.com/resource.asp
Resources and information about college admissions including financial aid,
scholarships, studying for the SAT, writing application essays, and the college
admissions process.
Davidson Institute for Talent Development
http://www.ditd.org/public/
Supports profoundly gifted young people and opportunities for development of
talents.

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Stanford University Education Program for Gifted Youth (EPGY)

http://epgy.stanford.edu/
Computer-based distance-learning courses for high-ability students of all ages in
an individualized educational experience in a variety of subjects from
kindergarten through advanced-undergraduate.
Hoagies Gifted Education Page
http://www.hoagiesgifted.org/
Gifted information and resources for parents, educators, counselors,
administrators, other professionals, kids and teens
International Baccalaureate Organization (IBO)
http://www.ibo.org/
A nonprofit educational foundation that offers curriculum for high academic
programs for high school, middle school, and primary grades.
Jacob K. Javits Fellowships Program
http://www.ed.gov/programs/jacobjavits/index.html
U.S. Department of Education sponsored programs for gifted and talented
education funding for elementary, high school, and college students; local
educational agency grant programs, and university research.
Johns Hopkins University Center for Talented Youth
http://www.jhu.edu/~gifted/
The program identifies top academic students in grades two through eight and
opportunities for participation in challenging educational programs through their
tenth grade year.
National Association for Gifted Children (NAGC)
http://www.nagc.org/
A non-profit organization of teachers, administrators, parents, and professionals
interested in promoting gifted education on a national level.
National Research Center on the Gifted and Talented (NRCGT)
http://www.gifted.uconn.edu/nrcgt.html
The NRCGT promotes and publishes research on gifted education related to
current and emerging issues in education of gifted and talented students,
including GATE students from diverse cultural, linguistic, and socioeconomic
groups.
Odyssey of the Mind
http://www.odysseyofthemind.com/
An international educational program that provides creative problem-solving
opportunities for students from kindergarten through college involving regional,
state, and international competitions.

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Supporting Emotional Needs of the Gifted (SENG)

http://www.sengifted.org/
Fosters education and research to support the unique social and emotional
needs of gifted individuals.
U.S. Department of Education, No Child Left Behind (NCLB)
http://www.ed.gov/index.jhtml
The NCLB Act, administered by the U.S. Elementary and Secondary Education
Program, provides federal funding to state for implementation of programs for
improving student academic achievement.
World Council for Gifted and Talented Children
http://www.worldgifted.org/
A worldwide network of educators, scholars, researchers, parents, educational
institutions, and others interested in research and information on the gifted.

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Publications
Gifted Education Communicator, California Association for the Gifted
Gifted Program Standards, National Association for Gifted Children
Gifted Child Quarterly, National Association for the Gifted
Gifted Child Today, Purfrock Press
Meeting the Standards, A Guide to Developing Services for Gifted Students, California
Association for the Gifted
Meeting the Challenge, A Guidebook for Teaching Gifted Students, California
Association for the Gifted
Raising Your Gifted Child, California Association for the Gifted
Creative Kids http://www.prufrock.com/client/client_pages/prufrock_jm_createkids.cfm
Gifted Children Monthly http://www.gifted-children.com/
Imagine http://jhuniverse.jhu.edu/gifted/imagine/
Journal for the Education of the Gifted
http://www.prufrock.com/client/client_pages/prufrock_jm_jeg.cfm
Journal of Secondary Gifted Education
http://www.prufrock.com/client/client_pages/prufrock_jm_jsge.cfm
Roeper Review http://www.roeperreview.org/
Understanding Our Gifted http://www.openspacecomm.com/publications.htm
Books/Journal Articles
Burns, D. E.; S. M Reis; and J. S. Renzulli. Curriculum Compacting: The complete
guide to modifying the regular curriculum for high-ability students. Mansfield
Center, CT.: Creative Learning Press, 1992.
Callahan, C. M. To Accelerate or Not To Accelerate: Evaluation Gives the Answer.
Gifted Child Today. 15(2), 50-56, Austin, TX: Purfrock Press, 1992.

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Callahan, Carolyn M.; Scott L. Hunsaker; Cheryl M. Adams; Sara D. Moore; and Lori C.
Bland. Instruments Used in the Identification of Gifted and Talented Students
(Research Monograph 95130). Connecticut: The National Research Center on
the Gifted and Talented, University of Connecticut, 1995.
Castellano, Jaime, A. Identifying and Assessing Gifted and Talented Bilingual Hispanic
Students. Charleston, WV: ERIC Clearinghouse on Rural Education and Small
Schools, 1998.
Clark, Barbara. Growing Up Gifted: Developing the Potential of Children at Home and at
School.: 6th Edition, Prentice Hall, 2001.
Colangelo, Nicholas; Susan G. Assouline; and Miraca U. M. Gross. 2004. A Nation
Deceived: How Schools Hold Back Americas Brightest Student. Belin-Blank
International Center for Gifted Education and Talent Development. Iowa City,
Iowa: University of Iowa, 2004.
Ford, D. Y. The Recruitment and Retention of African American Students in Gifted
Education Programs: Implications and Recommendations. (RBDM 9406).
Connecticut: University of Connecticut, The National Research Center for the
Gifted and Talented, 1994.
Frasier, M. M.; J. H. Garcia; A. H. Passow. A Review of Assessment Issues in Gifted
Education and Their Implications for Identification of Gifted Minority Students
(RM 9564). Connecticut: University of Connecticut, The National Research
Center for the Gifted and Talented, 1995
Frasier, M. M; S. L. Humsaker; J. Lee; V. S. Finley; J. H. Garcia; D. Martin; & E. Frank.
An Exploratory Study of the Effectiveness of the Staff Development Model and
Research-Based Assessment Plan in Improving the Identification of Gifted
Economically Disadvantaged Students (RM 95224). Connecticut: University of
Connecticut, The National Research Center for the Gifted and Talented, 1995.
Heacox, Diane. Differentiating Instruction in the Regular Classroom. Minneapolis, MN:
Free Spirit Publishing, 2001.
Kaplan, Sandra and Bette Gould. The Flip Book, A Quick and Easy Method for
Developing Differentiated Learning Experiences. Calabasas, CA: Educator to
Educator, Inc., 1995.
Kaplan, Sandra and Bette Gould. Frames: Differentiating the Core Curriculum.
Calabasas, CA: Educator to Educator, Inc., 2000.
Renzulli, J. S. Scales for Rating the Behavioral Characteristics of Superior Students.
Mansfield Center, CT.: Creative Learning Press, 2002.

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Rogers K. B. Grouping the Gifted and Talented: Questions and Answers, Roeper
Review, Vol. 24(3) (spring 2002), 102-10.
Tomlinson, Carol Ann; Sandra N. Kaplan; J. Renzuilli; J. Purcell; Jan Leppien; and D.
Burns. The Parallel Curriculum: A Design to Develop High Potential and
Challenge High-Ability Learners. Thousand Oaks, CA: Corwin Press, 2004.
Van Tassel-Baska, J. Curriculum Planning and Instructional Design for Gifted Learners.
2003. Denver, CO.: Love Publishing, 2003.
Winebrenner, Susan. Teaching Gifted Kids in the Regular Classroom: Strategies and
Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted
and Talented (Revised and Updated Edition). Minneapolis, MN: Free Spirit
Publishing, 2005.

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APPENDIX II
SAMPLE GATE FORMS
1. Screening and Assessment Student Profile
2. Parent Permission for Student Testing
3. Parent Notification of Eligibility and Permission for Participation
4. Rating Scales for Behavioral Characteristics of Gifted Students
5. Resource List of Gifted and Talented Identification Instruments

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Gifted and Talented Education

Screening and Assessment Student Profile
Date Referred: _____ Date Screened: ____

AbilityIntellectual

NAME: _________________________________GRADE: ______DOB: _____Sex:

Male
Female
First
Middle
Last
Ethnicity:
American Indian or Alaska Native
Asian
Pacific Islander
Filipino
Hispanic or Latino
African American
While (not Hispanic)
Multiple or no response
Parent/Guardian: _______________________________________________________________________
Mailing Address: _______________________________________________________________________
School: ________________________________________Teacher: _______________________________
Referred by [Name]: ______________________ Teacher/Administrator
Parent
Self
Other
Evaluation Team Decision:
Eligible
Ineligible
Reassess
Talent Pool
Aptitude Tests
Name of Aptitude Test _______________Date: _______
Name of Aptitude Test _________________Date: _______
Composite:
________
Composite:
________
Verbal/Linguistic: ________
Verbal/Linguistic: ________
Nonverbal:
________
Nonverbal:
________
Quantitative:
________
Quantitative:
________

Arts

Visual and
Performing

CharacteristicsBehavioralGifted

AchievementAcademic

Achievement Tests
California Achievement Test
(CAT6)

California Standards Test (CST)*

English/Language Arts
Scaled Score_____
Advanced
Proficient
Basic

Math

Reading
Mathematics
Science

Artistic
Musical
Dramatic

Reading
Writing
Language
Math

___
___
___
___

Behavioral Characteristics Rating Scales

Teacher Rating Scale
Score
________
________
________

Teacher Rating Scale

Reading _________%
Language _________%
Math
_________%

Scaled Score______
Advanced
Proficient
Basic

Teacher Rating Scale

District Benchmark or
Other Tests

Score
________
________
________

Motivation
Creativity
Leadership

Score
________
________
________

Visual and Performing Arts

Student Work Samples
Portfolio of Student Art
Musical Performance Video/Tape
Dramatic Arts Video/Tape
Other _________________
Other Considerations/ Impact Factors

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Categories

Impact Factors
ConsiderationsOther

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Socio Economic
English Language Learner
Special Education
Health

Intellectual
High Achievement
Specific Academic ___________
Creative

Parent Information
Peer Rating scales
Portfolio of Student Work
Other ____________

Identification Categories
Leadership
Visual Arts Talent
Performing Arts Talent
Other _______________

*Please Note: California Standards Tests have not been validated for use to identify individual students for
participation in a program. Identification of GATE students is determined through multiple criteria including:
school, class, and individual pupil records; individual tests (including summary and evaluation by a credentialed
school psychologist); group tests; interviews and questionnaires (teacher, parent, and others). The range of data
should be broad enough to reveal gifts and talents across cultural, economic, and linguistic groups. (CCR, Title 5
Section 3823)

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Gifted and Talented Education Program

Parent Permission for Student Testing
Dear Parent/Guardian:
Your son/daughter has been recommended for testing for participation in the Gifted and
Talented Education (GATE) program. The test to be administered will be
_____________. Testing will take place at _____________school at ____ a.m., month
_______, day ______, year_____. Testing will take approximately ___________
minutes.
Student eligibility for the GATE program includes a variety information and data
including results of ability, academic achievement, and content standards tests; teacher
recommendations; parent information; and samples of student work.
Parents will be notified in writing about student eligibility for the GATE program and
options for program placement. If you have any questions, please contact the district
GATE coordinator at (phone number) ________________
To give permission for your child to be tested, please do the following: (1) sign the
permission for testing form provided below and (2) return the form to your childs
teacher.
Sincerely,

GATE Coordinator
______________________________________________________________________
Gifted and Talented Education Program
Permission for GATE Testing
___________________________________ ____________________________
Childs Name
School
I give permission for my son/daughter to be tested for the GATE program.
I do not want my son/daughter to be tested for the GATE program.
________________________________
Parent/Guardian Signature

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Gifted and Talented Education Program

Parent Notification of Eligibility and Permission for Participation

Dear Parent/Guardian:
Your son/daughter has been identified for participation in the districts Gifted and
Talented Education (GATE) program. GATE program services may include one or more
of the following:
Differentiated curriculum in the regular classroom provided by the classroom
teacher.
Cluster grouping with other GATE pupils for differentiated curriculum in the
classroom.
Part-time grouping of GATE pupils for advanced or enriched curriculum during
the school day.
Enrichment activities involving supplemental educational activities.
Special day class designed for gifted and talented students.
Acceleration in grades or classes that are more advanced.
Independent study provided through special tutors, mentors, or special courses.
Post secondary education conducted by a college.
Other __________________________________.
To give permission for your son/daughter to participate in the GATE program, please
sign and return the form provided below to your school. If you have any questions,
please contact __________________ at ________________
Phone Number
Sincerely,

District GATE Coordinator

______________________________________________________________________
Gifted and Talented Education Program
Permission for GATE Participation
___________________________________ ____________________________
Childs Name
School
I give permission for my son/daughter to participate in the GATE program.
I do not want my son/daughter to participate in the GATE program.
________________________________
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Parent/Guardian Signature

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Gifted and Talented Program

Rating Scales for Behavioral Characteristics of Gifted Students
District developed or publisher developed rating scales are often included as a part of
the multiple criteria for assessing GATE students. Information about two research-based
behavioral rating scales is provided below.
Characteristics of Giftedness Scale
Developed by Dr. Linda Silverman, Gifted Development Center at
http://www.gifteddevelopment.com/
1. Good problem solving/
reasoning abilities
2. Rapid learning ability
3. Extensive vocabulary
4. Excellent memory
5. Long attention span
6. Personal sensitivity
7. Compassion for others
8. Perfectionism
9. Intensity
10. Moral sensitivity
11. Unusual curiosity
12. Perseverant when interested
13. High degree of energy
14. Preference for older
companions

15. Wide range of interests

16. Great sense of humor
17. Early or avid reading ability
18. Concerned with justice,
fairness
19. At times, judgment seems
mature for age
20. Keen powers of observation
21. Vivid imagination
22. High degree of creativity
23. Tends to question authority
24. Shows ability with numbers
25. Good at jigsaw puzzles

Scales for Rating the Behavioral Characteristics of Superior Students

Authors: Joseph S. Renzulli, Linda H. Smith, Alan J. White, Carolyn M. Callahan, Robert
K. Hartman, Karen L. Westberg, M. Katherine Gavin, Sally M. Reis, Del Siegle, Rachel
E. Sytsma Copyright 2004: Creative Learning Press at
http://www.creativelearningpress.com/.
The Scales for Rating The Behavioral Characteristics of Superior Students (grades
three through twelve) are research-based and have been developed through the
National Center for Gifted and Talented http://www.gifted.uconn.edu/. Scales are
available for the following: Learning Characteristics; Motivational Characteristics;
Creativity Characteristics; Leadership Characteristics; Artistic Characteristics; Musical
Characteristics; Dramatics Characteristics; Communication Characteristics-Precision;
and Communication Characteristics.

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Gifted and Talented Education Program

Resource List of Gifted and Talented Identification Instruments
A list of commonly used instruments for identification of students for participation in the GATE program is provided as a resource. The tests listed are
not recommended or endorsed by CDE.
Academic Achievement
Level
Administration
Publisher
Web Site
California Achievement Test (CAT 6)
K12
Group
CTB/McGraw Hill
http://www.ctb.com
California Test of Basic Skills (CTBS/4)
K-12
Group
CTB/McGraw Hill
http://www.ctb.com
Iowa Test of Basic Skills (ITBS)
K-8
Group
Riverside Publishing
http://www.riverpub.com
Metropolitan Achievement Test (MAT)
K-12
Individual/Group Psychological Corporation
http://www.harcourt.com
Preliminary Scholastic Aptitude Test (PSAT)
10-11
Group
College Board
http://www.collegeboard.com
Stanford Achievement Test
K-12
Group
Psychological Corporation
http://www.harcourt.com
Scholastic Aptitude Test (SAT)
7-12
Group
College Board
http://www.collegeboard.com
Woodcock-Johnson Test of Achievement (WJ)
K-12
Individual
Riverside Publishing
http://www.riverpub.com
Academic Achievement/Spanish
Level/Age
Administration
Publisher
Web Site
Spanish Assessment of Basic Education (SABE)
1-8
Individual/Group CTB/McGraw Hill
http://www.ctb.com
Intellectual Aptitude
Level/Age
Administration
Publisher
Web Site
Cognitive Abilities Test (CogAT)
K-12
Individual/Group Riverside Publishing
http://www.riverpub.com
Inview-A Measure of Cognitive Abilities
2-12
Individual/Group CTB/McGraw Hill
http://www.ctb.com
Kaufman Assessment Battery for Children II
Age 3-18
Individual
AGS Publishing
http://www.agsnet.com
Naglieri Non Verbal Intelligence Test (NNAT)
K-12
Individual/Group Psychological Corporation
http://www.harcourt.com
Otis-Lennon School Abilities Test, Sixth (OLSAT)
K-12
Individual/Group Psychological Corporation
http://www.harcourt.com
Raven Colored and Progressive Matrices
Age 5-11
Group
Psychological Corporation
http://www.harcourt.com
Stanford-Binet
Age 2-Adult Individual/Group Riverside Publishing
http://www.riverpub.com
Slosson Full-Range Intelligence Test
Age 5-Adult Individual
Slosson Educational Publishing
http://www.slosson.com
Structure of Intellect (SOI)
K-3
Individual/Group Structure of the Intellect System http://www.soisystems.com
Test of Cognitive Skills
K-12
Group
CTB/McGraw Hill
http://www.ctb.com
Test of Nonverbal Intelligence (TONI)
K-12
Individual
AGS Publishing
http://www.agsnet.com
Universal Nonverbal Intelligence Test (UNIT)
K-12
Individual
Riverside Publishing
http://www.riverpub.com
Wechsler Intelligence Scale for Children IV
Age 6-16
Individual
Psychological Corporation
http://www.harcourt.com
Woodcock-Johnson III Cognitive Ability (WJ III)
Pre-12
Individual
Riverside Publishing
http://www.riverpub.com
Intellectual Aptitude/Spanish
Level/Age
Administration Publisher
Web Site
Cognitive Abilities Test/Spanish
K-12
Individual/Group Riverside Publishing
http://www.riverpub.com
Wechsler Intelligence Scale IV/Spanish
Age 6-16
Individual
Harcourt Educational Assess.
http://www.harcourt.com
Woodcock-Munoz, Bateria R/Spanish
Ages 2-90
Individual
Riverside Publishing
http://www.riverpub.com
Structure of Intellect, Spanish (SOI, Spanish)
K-3
Individual
Structure of the Intellect Sys
http://www.soisystems.com
Observation Scales
Level/Age
Administration Publisher
Web Site
Renzuli/Hartman Scale for Rating
K-12
Individual
Creative Learning Press
http://www.creativelearningpress.com
Behavior Characteristics of Superior Students
Silverman, Characteristics of Giftedness Scale
K-12
Individual
Gifted Development Center
http://www.gifteddevelopment.com
California Department of Education

63

Rev. June 2005