• Differentiation means providing students with different tasks and activities.
• Differentiation can be varying the pacing, challenge level, and/or instructional strategy to meet students' needs, learning goals, or interests.
• Differentiating the curriculum can relate to the content of the material (what is presented), the process by which such material is presented (how it is presented), and the products that students create, and/or the assessment of student work (how is it assessed).
• Differentiating for gifted or high achieving students allows them a wider range of creativity, critical thinking, and opportunities for intellectual growth.
• Differentiation is integrated into the regular school day as learning experiences based on the core curriculum.
• Different types of differentiation techniques may be used separately or in combination.

• Using Depth and Complexity
• Flexible Skills Grouping
• Cluster Grouping
• Pre-Assessment and Compacting
• Tiered Assignments
• Contracts / "Menus"
• Learning Centers
• Interest Centers / Interest Groups
• High Level Questions
• Independent Work / Special Projects (Longitudinal Studies)
• Mentoring

The goal of differentiation is to maximize learning time for the advanced learner.

• Individualized Instruction
• Chaotic
• Just another way to provide homogeneous grouping
• Necessarily just harder grading of the basic assignment
• Just higher-level questions and higher expectations of the same assignment
• More work

• A proactive plan for a variety of ways to express learning, as well as a different way of learning
• Flexible grouping fluid
• Adjustment of the nature of an assignment, not the quantity (It's more qualitative)
• Multiple approaches to content, process, and product
• Student centered
• A Blend of whole-class, group, and individual instruction
• A call for "compacting"

A: Students may be referred for Advanced Learner identification at anytime during the school year beginning in Grade 3.

A: The District uses multiple criteria to identify Advanced Learners. Test scores, classroom performance, teacher recommendation surveys, parent surveys of student behavior, and the Raven Progressive Matrices test (for 2nd graders and referral students). Teachers are encouraged to refer students. Parents may also refer a student by contacting the District GATE Facilitator.

A: A student is identified as an Advanced Learner, he/she will retain that designation throughout his/her school education in the Carlsbad Unified School District. All district non-GATE students in Grades 3 – 8 are reevaluated each year. A student may be identified in any grade from Grades 3 – Grade 8.

A: Yes. "Twice-exceptional" students are difficult to identify because they possess the characteristics of gifted students and the characteristics of students with disabilities. These learning disabilities may include AD/HD, Asperger Syndrome, Autism, etc. Their special needs often hide their giftedness. The District GATE Facilitator and classroom teachers work with the student's Learning Center/Special Education teachers to identify these students and incorporate enrichment/challenge-level materials into their IEPs where appropriate.

A: Yes. One of the additional multiple measures used to identify English Language Learners (ELLs) is the California English Language Development Test (CELDT), given yearly to all ELL students in California. The rapid acquisition of English is one characteristic of Advanced Learners. Students who make two or more levels of growth in one year are evaluated and teachers are sent specially designed survey to check for high potential.

A: Raven Progressive Matrices Test is a non-reading test of cognitive processing skills, or how a child learns and thinks. This test helps predict ability level and gifted potential (even if the student is not performing at a high level). It has 60 items with multiple choice answers and is administered in a group. The test is age-normed, and the percentile score is based on a student's age at the time of the test date, not his/her grade.

A:  These students demonstrate abilities, critical thinking, problem-solving skills and achievements considerably higher than those of their chronological peers. Some of the most common traits are:

• Quick to grasp ideas
• Intense interest in one or more subjects
• Evidences originality, creativity, and flexibility in thought and action
• Shows unusual maturity in the ability to verbally express themselves; uses an extensive vocabulary
• Understands complicated concepts and relationships

A: Currently, the District uses cluster groups and flexible skills groups for language arts and mathematics in Kindergarten through Grade 5. Advanced learners have received more open-ended, long-term, and complex assignments that require a balance of independent and collaborative thinking with like-peers. District teachers have received professional development in working with Advanced Learners. They implement a wide variety of strategies to meet the needs of these students, including Depth and Complexity, developed by Dr. Sandra Kaplan, USC, Rossiter School of Education. Furthermore, curriculum programs such as Achieve 3000 serve to support each child’s unique ability.

A: High functioning Kindergarten - 2nd grade students are provided learning activities to extend their learning experiences within the regular classroom setting. Teachers use the same teaching strategies that are used with students in Grades 3 - 5.

A: Parents will receive notice of an initial screening in the spring of their child’s 2nd grade year.  Results of the screening are uploaded to the Aeries Parent Portal and a notification will be made at the child’s fall parent-teacher conference of their 3rd grade year.  Students who passed the initial screening are considered to be on a “watch list.” Throughout the year, the teacher will offer activities that support the learner profile and make an official recommendation for GATE identification at the end of the year.

A: At the middle school level, part-time grouping is used in English and mathematics in order to compact, extend, and exceed the core curriculum. These courses are designed to specifically address the needs of advanced learners with tiered assignments and differentiated resources that require more depth and complexity than the regular grade level curriculum.

A: Advanced classes are specially designed to be advanced in content, process, and product. Traditionally, students who meet prerequisite criteria are accepted into these courses.

A: Advanced Learners at the high school are served by an exemplary honors and Advanced Placement (AP) program. Enrollment in these classes is dependent upon meeting the course prerequisites.

A: Advanced Placement courses are rigorous, college-level curricula where high school students can gain college credit and/or advanced college placement. The grades for these courses are weighted (A = 5 pts., B = 4 pts., etc.) See the Carlsbad High School website (under Guidance) or the Carlsbad High School Student Handbook for more information.

A: There are no California Department of Education GATE identification guidelines. Each district sets up their own evaluation criteria. When GATE students enter the Carlsbad Unified School District, the GATE Facilitator evaluates the student's grades and testing information to determine if he/she qualifies under the CUSD criteria.

A: The student's cumulative file, containing the final GATE identification information (for 4th grade students and higher) will be forwarded to the student's new school. However, since cumulative files may take up to several months to arrive at the new school, parents should notify the office, classroom teacher, and/or school guidance counselor when enrolling. It would be helpful to share copies of the student's Advanced Learner identification letter, report card indicating advanced level work, and/or the "Advanced Learner Differentiated Learning Plan" with the new district. The CUSD would be happy to help share information with the new district.