What is the gate cluster program

The role of the Gifted Education program is to: Identify the particular abilities and needs of these students. Challenge students functioning at the highest level of ability. Encourage underachieving students who are capable of the highest performance. Promote higher level creative and productive thinking skills throughout the district. Promote creative or productive achievement. Self-Contained Schools Self-Contained Services - Students attend full time, five days per week at a school that accommodates the feeder pattern based on the neighborhood school.

Forde, rm K3 Kinder - Mrs. Grindstaff, rm B1 Kinder - Ms. Hagerty, rm K2 1st Grade - Ms. Gonzalez, rm 9 1st Grade - Mrs. Plata, rm 3 1st Grade - Mrs. Voinov, rm 2 1st Grade - Ms. Watts, rm 1 2nd Grade - Ms. Duque, rm 5 2nd Grade - Ms. Roberts, rm 7 3rd Grade - Ms. When new students enter the district, they are tested at their school during that year. Students from private schools are also tested to provide a conduit into the San Diego Unified School District.

GATE programs begin in grade 3 and extend through grade San Diego offers two program delivery systems: Cluster classes or groupings for the gifted classes may include students who have demonstrated the ability to benefit from the GATE differentiated curriculum and instruction and Seminar classes for students identified as highly gifted.

These students may not be challenged by the regular curriculum or its manner of pace or presentation. They require program differentiation of the core curriculum content in order to realize their learning potential. The Cluster curriculum and instruction, though based on the core curriculum, must be differentiated in content, process, product and learning environment. Levels of abstraction, complexity, and depth must be greater than those provided by the core. The pace of learning must be altered to accommodate students' needs.

While students must master the core curriculum, the amount of time and number of repetitions required for learning must be compacted based on teachers' assessment of how the students learn and what they already know. In the Cluster classroom, student interests become a large part of the curricular emphasis. Instructional processes are adapted to students' abilities to work with abstract ideas, to generalize, and to make complex relationships within and across the disciplines.

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