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State GATE Standards

Program Design: Districts provide a comprehensive continuum of services and program options responsive to the needs, interests and abilities of gifted students and based on philosophical, theoretical and empirical support.
Identification: The district¹s identification procedures are equitable, comprehensive and ongoing. They reflect the district¹s definition of giftedness and its relationship to current state criteria.
Curriculum and Instruction: Districts develop differentiated curriculum, instructional models and strategies that are aligned with and extend the state academic content standards and curriculum frameworks.
Differentiated curriculum (see page 12) is related to theories, models and practices from recognized literature in the field.
Social and Emotional Development: Districts 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.
Professional Development: Districts provide professional development opportunities related to gifted education to administrators, teachers and staff to support and improve educational opportunities of gifted students.
Parent and Community Involvement: Districts provide procedures to ensure consistent participation of parents and community members in the planning and evaluation of programs for gifted students.
Program Assessment: Districts establish formal and informal evaluation methods and instruments that assess the gifted program and the performance of gifted students to ensure that they meet or exceed 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 the gifted program and gifted student performance.
Budgets: District budgets for gifted programs support and provide for all components of the district¹s GATE program and meeting the related standards.

AB2313 dismisses the 200-minute per week requirement for services to gifted students. The recently enacted California Gate Program Standards have established requirements to implement the law. Programs must now be an integral part of the school day and include modification and extensions of core curriculum appropriate for gifted learners. This means that a greater emphasis must be placed on professional development. No longer can we justify providing training only for assigned afterschool or GATE pull-out teachers. Regular teachers must be professionally trained to meet the needs of gifted students. No longer can we offer pull-out programs unrelated to the core curriculum. See page 12 for information on differentiated instruction.