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Gifted Information LAUSD

Gifted Information

Welcome
Welcome to a very large family of parents, students, teachers and administrators whose overall goal is to ensure that students who demonstrate outstanding ability or potential are helped to make the most of their unique talents and capabilities.

LaRoyce Bell, District Coordinator


Purpose
Gifted/Talented Programs creates high end learning opportunities which allow students to flourish in stimulating academic and social environments. In designing challenging educational opportunities, we strive to raise the floor, remove the walls and eliminate the ceiling on learning.

Ceilings are for rooms not students

Philosophy
The philosophy of Gifted/Talented Programs is integrally connected to the District mission statement. The District's instructional programs for gifted and talented students are based on the principles that all students are to receive an education appropriate to their individual capabilities, interests, and needs, and that students have learning opportunities that help develop their abilities to the highest level. Because gifted and talented students generally demonstrate high performance or capacity for high performance beyond age/grade expectations, they are atypical learners who require specialized learning experiences beyond the regular curriculum.


History
Los Angeles Unified School District was one of two districts in California to develop an extensive educational program for gifted in 1951. However, there was no legislation to provide school districts with funds to develop programs for gifted students. The California Department of Education conducted a "State Study of Educational Programs" sponsored by the State Legislature in 1957-1960.

"The study proved conclusively that special provisions made in these programs are beneficial for the gifted…participating pupils made striking gains in achievement with accompanying personal and social benefits."

In 1961, AB362 provided minimal funding for excess cost reimbursement for mentally gifted minors. There were insufficient funds to cover all school districts in California. A new district in California could only apply if a district dropped out of the program. The program was named MGM, or Mentally Gifted Minors. The Intellectual Category was the only category for identification in California.

In 1980, the California Legislature provided legislation (AB1040) to adopt the federal definition of gifted. The program was renamed Gifted and Talented Education (GATE). The Marland Federal Report on gifted education adopted the following:

Students who are identified as gifted/talented exhibit ‘excellence’ or the capacity for excellence far beyond that of their chronological peers. They require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their ability to contribute to self and society.

This definition expanded the identification categories of gifted to include intellectual ability, high achievement ability, specific academic ability, leadership, creativity, and visual and performing arts abilities. It provided for 200 minutes a week of differentiated curriculum. The Legislature deemed that each school district determine the categories for identification.

It was the intent of the Legislature in passing AB555 in 1986 to ensure that programs for gifted and talented students are continued and improved. AB555 provided funding for all school districts upon application and approval from the California Department of Education.


Changes Governing Gifted and Talented Education: AB2313
The legislation supports unique opportunities for high-achieving and underachieving students who are identified gifted/talented. Its intent is that special efforts be made to ensure that students from economically disadvantaged and varying cultural backgrounds be provided with full participation in unique learning opportunities. 

• Click here to view current GATE Standards

Starting January 1, 2001, the legislation did the following:
 

 

1.

 

Differentiated Instruction: The 200-minute per week minimum requirement for differentiated instruction has been eliminated, and replaced with a more rigorous standard that requires instructional programs be planned and organized as an integrated, differentiated learning experience throughout the regular school day, and may be augmented and supplemented with other differentiated activities related to the core curriculum.
 

2. New Standards: Revises the application requirements to reflect new standards for each of the following categories:
 

Program Design
  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
  Identification procedures are equitable, comprehensive, and ongoing. They reflect the district's definition of giftedness and its relationship to current state criteria.
 
Curriculum and Instruction
  Develop 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.
 
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.
 
Professional Development
  Provide professional development opportunities related to gifted education to administrators, teachers, and staff to support and improve educational opportunities for gifted students.
 
Parent and Community Involvement
  Provide procedures to ensure consistent participation of parents and community members in the planning and evaluation of programs for gifted students.
 
Program Assessment
  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 programs and gifted student performance.
 
Budget
  Budgets for gifted programs suppport and provide for all the components of the District's GATE program and meet the related standards.
     

Categorical education programs, including funding for Gifted and Talented Education are in constant need of public support. Existing federal and state accountability systems redirect funds away from GATE to other purposes. The result has been a severe reduction in services to GATE students. Support from members of the Assembly Education Committee to direct GATE funds to serve the GATE student population is needed. Letters and phone calls of support are recommended. 



Program Features
(Differentiated Instruction)

  • Accelerated or advanced content
  • More complex understandings of generalizations, principles, theories, and the structure of the content area
  • Abstract concepts and thought processes or skills
  • Level and type of resources used to obtain information, acquire skills, and develop products
  • Appropriation of longer/shorter time span for learning
  • Generating new information and/or products
  • Transfer of learning to new/different disciplines, situations
  • Development of personal growth and sophistication in attitudes, appreciations, feelings, intuition
  • Independence of thought and study


District Mission Statement 

The teachers, administrators and staff of the Los Angeles Unified School District (LAUSD) believe in the equal worth and dignity of all students and are committed to educate all students to their maximum potential.


LAUSD Gifted/Talented Programs 

Central Administrative Offices
333 S. Beaudry Ave., 25th Floor
Los Angeles, CA 90017
Phone (213) 241-6500
Fax (213) 241-8975 

LaRoyce Bell, District Coordinator
Catherine Estrada, District Specialist
Dr. Lucy Hunt, District Specialist
Erin Yoshida-Ehrmann, District Specialist
Wynne Wong-Cheng, Specialist, Psychological Services 

 

 

Disclaimer: This page of Gifted/Talented Programs, Web Site identifies resources and links to other Web sites that would appear useful for our readers. The opinions expressed on these pages are solely those of the host website and not necessarily those of the Los Angeles Unified School District. Any advertising presented on these pages is solely the responsibility of the host site and not the Los Angeles Unified School District. Such references and links do not constitute any endorsement by the Los Angeles Unified School District of the products or services of those enterprises.

 

 

Major Categories of Identification 
(Revised December 2011)

Gifted/Talented students exhibit excellence or the capacity for excellence far beyond that of their chronological peers. Students whose abilities fall into one or more of the categories below may be considered for participation in the Gifted/Talented Programs.

Intellectual Ability: Students whose general intellectual development is markedly advanced in relation to their chronological peers. Students can only be tested one time.

High Achievement Ability--Grade 4 and aboveStudents who consistently function for two consecutive years at highly advanced levels in both English-Language Arts/reading/EL* (elementary), English/EL* (secondary), and mathematics. 
Grade 2 only: Students who demonstrate high achievement on a nationally standardized, norm-referenced, group administered measure of verbal and non-verbal school abilities.

Specific Academic Ability: Students who consistently function for three consecutive years at highly advanced levels in either English-Language Arts/reading/EL* (elementary), English/EL* (secondary), or mathematics. Students in Grades 9-12 may also be considered in either science or social science.

Creative Ability: Students who characteristically perceive significant similarities or differences within the environment, challenge assumptions, and produce unique alternative solutions.

Leadership Ability: Students who show confidence and knowledge; influence others effectively; have problem-solving and decision making skills; express ideas in oral or written form clearly; show sense of purpose and direction.

Ability in the Performing or Visual Arts: Students who originate, perform, produce, or respond at exceptionally high levels in either dance, music (voice), drama, or in drawing or painting.
 

NOTE: Test results from private sources may be used to supplement the evaluation but may not be used instead of the test results. According to County Counsel, selecting students solely on the basis of private test results would constitute denial of equal protection under the law for those who cannot afford or obtain private testing


Process for Identification 
Identification is accomplished through an assessment process consisting of the following components: 

(1) Search, screen and referral, 
(2) Committee review and 
(3) District verification. 

Here are the initial steps:

Search and referral: The school develops an initial list of potential candidates through the process of search and referral. 

Screening: The school administrator or designee screens students by collecting data from existing sources, such as, the cumulative record and progress report card. School personnel may use the Student Information System's (SIS) potential list.

Committee review: The local school Screening Committee makes a recommendation for consideration of eligibility of students. When appropriate, an intellectual assessment or an evaluation of academic abilities, or audition in the performing arts, or a demonstration in the visual arts may be required.

District verification: A designated District staff member reviews all screening and assessment materials and determines the eligibility of students.

Qualifying students may request assessment through the local LAUSD school of attendance.

  • Participants must be enrolled in LAUSD schools.
  • The administrator of independent and affiliated charter schools within LAUSD boundaries must contact the Charter School's office to start the fee-for-service process for students to be assessed.
  • A Parent Consent for Assessment and Program Placement must be obtained, signed and returned to the referring school.

 

Guidelines for Recommendation 
Interested parents of students who attend LAUSD schools should contact their local school of attendance concerning the identification process. The program serves students who demonstrate outstanding ability or high-level academic potential in one or more of the areas listed below. 

The following are the criteria for each category: 
(Revised December 2011)

Intellectual Ability: Second semester K and above: Students who consistently exhibit the capacity for excellence at remarkably high levels of accomplishment far beyond their chronological peers.

  • One semester of observation by the staff in the school of current enrollment and
  • Supportive descriptions of behavior by the teacher (supportive data may be included from the parentand
  • Teacher observations, review of student's cumulative record, and sample of student work must provide support for a recommendation of assessment and
  • Evidence of intellectual ability which may include but is not limited to: 
    (1) advanced reasoning ability, 
    (2) superior vocabulary, 
    (3) rapid acquisition of a second language, 
    (4) demonstrated advanced academic ability, i.e., two years above grade level in reading comprehension, and mathematical reasoning and problem-solving, 
    (5) accelerated rate of learning new tasks, 
    (6) honors or recognition for outstanding accomplishments; or
  • Scaled scores in the "advanced level" on State-adopted criterion-reference tests of academic content standards or
  • Percentile score in the "advanced level" in reading and math indicated on past group or individual achievement tests; or
  • A pattern of advanced academic ability or an indication of the potential for advanced academic performance; and must include
    (1) Superior cognitive abilities indicated on standardized administration of an intelligence test given by a LAUSD school psychologist.
    (2) Teacher observations, review of student's cummulative record, and sample of student work must provide support for a recommendation of assessment.

    NOTE: Eligibility criteria for identification in the Intellectual category are as follows:
    Designation as Gifted--Students who score 95 to 99.8 percentile on a standardized administration of an intelligence test given by a LAUSD school psychologist. 
    Designation as "Highly Gifted Applicable"--Students who score between a 99.5 to a 99.8 percentile are considered "eligible to apply" to a highly gifted magnet program; selection is based upon space availablility.
    Designation as Highly Gifted--District criterion for identification status for the highly gifted program is the score of 99.9 percentile on a standardized administration of an intelligence test given by a LAUSD school psychologist.

High Achievement Ability--Grade 4 and above: Two current consecutive years of advanced achievement in English-Language Arts/reading/EL* (elementary), or English/EL* (secondary) and mathematics. There must be a minimum of three out of four eligible test scores documented on a standardized or criterion-reference test, i.e., California Standards Test (CST) in both English-Language Arts and mathematics. Grades may be substituted for one of the four required scores. 

Grade 2 only: A score a 95 percentile or above of the total "Age Percentile Rank" (APR) score on the achievement test, Otis-Lennon School Ability Test, Eighth Edition (OLSAT-8), administered by the classroom teacher. A score of 90 to 94 percentile on the total "APR" score of the OLSAT will be considered along with eligible 2010 CST scaled scores in English-Language Arts and mathematics as indicated below. 
NOTE: Because the OLSAT is not a measure of IQ, it does not identify students as “highly gifted.” Students may not take it twice, therefore, reassessment requests will not be considered.

Scores for 2011-2012 School Year
Scaled scores of 445 or above in English-Language Arts and scaled scores of 450 or above in math from grades 2-7 or scaled scores of 450 or above in math content courses for grades 8 and above on the California Standards Test (CST)
Scores for 2010-2011 School Year
Scaled scores of 445 or above in English-Language Arts and scaled scores of 450 or above in math from grades 2-7 or scaled scores of 450 or above in math content courses for grades 8 and above on the California Standards Test (CST); or

A percentile score of 85 or above on approved standardized achievement tests (78 or above for CAT/6 or 77 or above on APRENDA-3**) in bothreading and math on standardized individual or group achievement tests obtained in the previous two consecutive years; or

Grade substitution rule--one score within the two required years may be documented by grades as follows: 
Elementary(Grades 1-5) --grades of 4 (advanced) in achievement in boththe second and third reporting periods; or 
Secondary(Grades 6-12) --a GPA of 3.5 or above. (Note: a 3.0 is required in Honors or Advanced Placement courses or accelerated classes designated as gifted/talented); and 

Teacher Observations--Review of student's cummulative record, and sample of student work or recommendations from other District professionals verifying the degree of achievement must provide support for a recommendation of assessment. 

Specific Academic Ability--Grade 4 and above: Three current consecutive years of advanced achievement in English-Language Arts, reading/EL* (elementary), English/EL* (secondary) or mathematics. Students in Grades 9-12 may also be referred in either science or social science. 
Documentation of the three consecutive years of eligible criteria is as follows: 

  • The most recent year must be an eligible test score on a standardized orcriterion-reference test, i.e., California Standards Test (CST), CAT/6, orAPRENDA-3** in either English-Language Arts, mathematics, science orsocial science. 
  • Either the second or third year may use the grade substitution rule as indicated below. 

Scores for 2010- 2011 and 2011-2012 School Years
Scaled scores of 445 or above in English-Language Arts or scaled scores of 450 or above in math from grades 2-7 or scaled scores of 450 or above in math content courses for grades 8 and above on the California Standards Test (CST)
Scores for 2009-2010 School Year
Scaled scores of 425 or above in English-Language Arts or scaled scores of 450 or above in math from grades 2-7 or scaled scores of 450 or above in math content courses for grades 8 and above on the California Standards Test (CST); and/or 

Percentile scores of 85 or above on approved standardized achievement tests (78 or above for CAT/6 or 77 or above on APRENDA-3**) in the specific subject area or as many as two years of grades as follows: 

Grade substitution rule--grades may be substituted for either the second or third year as follows (The most recent year must be an eligible test score): 
Elementary(Grades 1-5) --grades of 4 (advanced) in achievement in the second and third reporting periods; or 
Secondary(Grades 6-12) --a GPA of 3.5 or above. (Note: a 3.0 is required in Honors or Advanced Placement courses or accelerated classes designated as gifted/talented); and 

Teacher Observations--Review of student's cummulative record, and sample of student work or recommendations from other District professionals verifying the degree of achievement must provide support for a recommendation of assessment.

*English Learners (EL).
**CAT-6 and APRENDA were eliminated in 2009.

Creative Ability--Grade 4 and above: 

  • Portfolio assessment;
  • Documentation of outstanding ability or the potential for such ability as evidenced by community recognition, and teacher evaluation; and
  • Teacher observations, review of student’s cumulative record, and sample of student work must provide support for a recommendation of assessment.

Leadership Ability--Grade 4 and above: 

  • Portfolio assessment;
  • Documentation of outstanding ability or the potential for such ability as evidenced by community recognition, and teacher evaluation; and
  • Teacher observations, review of student’s cumulative record, and sample of student work must provide support for a recommendation of assessment.

Ability in the Performing Arts--Grades 2 and above: 

  • Documentation of outstanding ability or the potential for such ability as evidenced by parent and student questionnaires; and
  • Recommendation(s) by teacher(s) verifying the degree of excellence; and
  • Demonstration of talent at a Districtwide audition. 

Ability in the Visual Arts--Grade 2 and above:

  • Documentation of outstanding ability or the potential for such ability as evidenced by parent and student questionnaires; and
  • Recommendation(s) by teacher(s) verifying the degree of excellence; and
  • Portfolio Assessment at a Districtwide demonstration.

Districtwide Talent Assessment 
The 2011-2012 talent assessment is scheduled as follows:
Performing Arts: Dance, Drama, Voice
Visual Arts: Drawing and painting

November 19, 2011 at CSU, Los Angeles
Paperwork due at 5:00 p.m., October 26, 2011
May 19, 2012 at CSU, Los Angeles 
Paperwork due at 5:00 p.m., April 25, 2012.

Participants will be invited by letter by the Gifted/Talented Programs, which must be brought in order to register.
 

 

Student Preparation Flyer: Visual Arts 

 

 

 

 

 

 

Student Preparation Flyer: Performing Arts  Click here for English Click here for Spanish

 

 

Verification of Eligibility or Non-eligibility 

  • Designated LAUSD staff from the Psychological Services make the initial determination of eligibility for students being considered for the intellectual and academic categories.
  • Designated personnel under the supervision of Gifted/Talented Programs make final determination of eligibility for students being considered for the talent categories.


Notification of Eligibility or Non-eligibility

  • School receives a letter of notification to be used to notify parents of student's eligibility or non-eligibility.
  • School receives a copy of the signed Application for Identification containing the Committee Report on Eligibility or Non-eligibility. (Parents may request a copy from the school.)
  • The letter of notification, the signed Application for Identification and the Parent Consent for Assessment and Program Placement forms for each student must be kept in student's cum.

Program Participation

  • Students not identified but who demonstrate outstanding ability or high-level academic potential may participate at local school GATE programs. 
  • Students who score 95 to 99.8 percentile on a standardized administration of an intelligence test given by a LAUSD school psychologist. 
  • Students who score between a 99.5 to a 99.8 percentile are considered "highly gifted applicable" and may apply to a highly gifted magnet program; selection is based upon space availablility.
  • District criterion for participation in the highly gifted program is the score of 99.9 percentile on a standardized administration of an intelligence test given by a LAUSD school psychologist.


SCHOOLS FOR ADVANCED STUDIES

SCREENING AND IDENTIFICATION PROGRAMS
  • Click here for more program services:


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Please refer to the Program Options section 
of our Web page for a description of services offered by the local community schools.

Page 4 of the "program options" section describes the application process to the Gifted/High Ability and Highly Gifted Magnet Centers.