GATE (Gifted and Talented Education)
It is the philosophy of the Franklin-McKinley School District to provide a rigorous curriculum within an academic setting that nurtures the intellectual, social, and emotional needs of our gifted population. GATE students are challenged in their regular classroom through differentiated instruction.
The goals of Gifted and Talented Education Department can be defined as follows:
- To equip each student with the knowledge, skills, and attitudes necessary to become a lifelong learner.
- To stimulate independent decision making.
- To encourage students to become contributing citizens leading productive and personally satisfying lives.
- To provide a standards-based curriculum that allows gifted students to develop higher level thinking skills by delving deeper into the content.
- To provide an environment that cultivates and supports all learning, intellectual, creative, and social.
- To develop and support a home/school partnership that facilitates advancement for all by providing services for GATE families at all sites.
- To ensure out teachers are trained and ready to meet the challenge of teaching the gifted.
Throughout the year, we provide multiple opportunities for GATE students to participate in after school enrichment classes and the annual GATE fair.
GATE Identification Process
The GATE identification process uses multiple measures of students' academic and intellectual ability. All students in 3rd grade, and those new to the district in 4th through 7th grades, are tested in the Fall using the Raven's Standard Progressive Matrices. This assessment, along with the CAASPP (ELA and Math), District Writing Assessment, ELPAC, and Renaissance STAR (ELA and Math), are weighted to determine qualification.
For more information about GATE in the Franklin-McKinley School District, please contact the Curriculum & Instruction department.
English Language Learners
English Language Development (ELD)
The Franklin-McKinley School District provides English language Development (ELD) instruction for students acquiring English. Research based instructional strategies help students develop the academic English skills needed to succeed in school.
We strive to help students:
- Develop fluency in English
- Cultivate a positive sense of self
- Understand and respect other cultures
- Achieve equal access to core academic curriculum
California requires all parents to complete a home language survey when they register their children for school. The survey asks:
- What language did this student learn when first beginning to talk?
- What language do you use most frequently?
- What language does this student most frequently use at home?
- What language is most often spoken by the adults at home?
If the answer to any questions on the survey is a language other than English the student's English proficiency will be evaluated. Students are assessed using the English Language Proficiency Assessment for California (ELPAC). The results of this test determine if the student is an
English Learner (EL)
Fluent English Proficient (FEP)
English Learner (EL) students receive English Language Development instruction until they are proficient in English. Such instruction targets the four domains:
Academic language in English is emphasized in all classrooms for all children.
Our English Learners receive the same engaging and rigorous Common Core curriculum as their classmates - with additional language-base supports - ensuring they are ultimately successful in school and fluent in English.
All of our teachers use English Language Development (ELD) Standards
along with the Common Core Standards and the California State Standards to give English Learners what they need to develop language and reach grade-level standards.
Our teachers are skilled in using research-based instructional strategies, proven most effective in helping EL students understand lessons taught at their grade-level. Through these top quality instructional strategies, our EL’s continue to attain English fluency.
Common Core State Standards
|The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.
In August 2010, the State of California joined 45 other states and the District of Columbia in approving national K-12 academic standards for math and language arts. The new academic benchmarks were recommended by the 21-member California Academic Content Standards Commission. The State Board of Education adopted the Common Core Standards on August 2, 2010.
The standards were written using the best and highest state standards already in existence throughout the country. The standards keep the best of what we have, and replace outdated ways of learning. They are based on research around effective instruction, internationally benchmarked, aligned with college and career expectations, and designed to prepare every student for success in college and the workplace.
Subject matter is no longer presented as general information or isolated facts or separated ideas. Instead, learning becomes more sequential with one "building block" of knowledge leading to another.
Common Core Frequently Asked Questions: Click Here
To access Common Core State Standards by subject, see below:
Common Core Resources for Parents