Howard Vogel, Administrator
Phone: 310.354.3423
e-mail: hvogel@lausd.k12.ca.us
Cheryl Nakada-Becerra, Specialist
Phone: 310-354-3520
e-mail:cxn0091@lausd.k12
Mars Rover Project, Districk K Mission Control. Differentiated Technology Training, GATE/SAS Parent Summits
"The development and implementation of quality educational programs for gifted/highly gifted and talented students are a major priority for all District K Schools."
The Gifted and Talented Office assists schools with the implementation of programs for gifted and talented students. Support with instruction, strategies and identification is provided as needed. Professional development opportunities for teachers, coordinators and administrators will publicize and offered by the staff and outside specialist. We are pleased to have world-renowned expert Dr. Sandra Kaplan as a consultant for District K schools again this year. Links will also be provided to websites on the Internet related to gifted education and parenting of gifted children on the District K website.
District K Schools has a very strong commitment to the education of gifted and talented students. This includes providing a rich academic program that addresses both acceleration and differentiation. Continually reviewing student data to increase the number of gifted and talented students and providing additional resources to all schools to address the needs of these students are major priorities.
Parent summits continue to be an important activity for District K Schools. These summits provide all parents with extensive information regarding gifted and talented programs and services provided to students.They will also provide parents and coordinators with hands on professional development in differentiated learning experiences.
Each school has a gifted coordinator who oversees all parts of the program including identification, budget, clustering, professional development and implementation following state and district guidelines.
Process for Identifying a Student As Gifted and Talented
Usually, the identification process begins with a referral by the student's teacher or parent (after consulting with the teacher). The Local School Screening Committee gathers documentation including any standardized test scores, cumulative records and report cards from the teachers and parents. The Committee then makes a preliminary recommendation for consideration on the eligibility of the student. The recommendation is then forwarded to the District K Psychologist for Intellectual Ability testing, or to the LAUSD Gifted/Talented Office for High Achievement or Specific Ability designation. When the decision has been made, the parent is notified, in writing, of the student's eligibility.
There are several categories under which a student may be identified as Gifted. These include Intellectual Ability in which the student's general intellectual development is markedly advanced in relation to their chronological peers. This category includes those students designated Highly Gifted who have scored 145 or above on an individualized intelligence test, or 99.9 on a group intelligence test.
A student may also be identified under the category of High Achievement. These students consistently function for two consecutive years at highly advanced levels in Total Reading and Total Math on standardized tests such as Stanford 9. Another criterion would be a stanine of 7 or above on District-administered standardized individual or group achievement test obtained within the previous 24 months in specific subjects and/or a combination of stanines 7 or above or a grade of 4 advanced elementary or a GPA of 3.5 or above (secondary) may be used for the remaining year.
Beginning in fourth grade, a student may be identified under the category of Specific Academic Ability. These students consistently function for three consecutive years at highly advanced levels in either Total Reading or Total Math on standardized tests such as Stanford 9. Students in grades 9-12 may also be referred in either science or social science.
District K Schools Gifted Education Plan
Target: All schools will set Clear Expectations for their school community and provide a quality, standards based gifted and talented program that demonstrates academic rigor. All schools will provide a description of gifted and talented program to parents at Open House.
1. All schools will offer a gifted and talented program that will include:
- Clustering of students (5 to 8 in elementary, 15 to 25 in secondary)
- Honors programs
- Strategies for the increased enrollment of all sub-groups
- Differentiated instruction in the classroom in all areas of the core curriculum
- Parent involvement
- Professional development offerings for coordinators, teachers, administrators and support staff to support academic and talent excellence in students
2. Expansion of the SAS program
3. Increase the identification of gifted and talented students to reflect a minimum 10% identification rate
4. Professional development for teachers of Advanced Placement courses and gifted students.
5. Implementation of parent education programs
6. Recognition of Accomplishments and publicity for Open House for District K Schools
7. Provide an identified program for Highly Gifted students in District K Schools
8. Learning Walk Checklists linked to Differentiation Checklist
9. Develop a steering committee for program implementation within District K
DISTRICT K SCHOOLS FOR ADVANCED STUDIES
PROGRAM GOAL
The Advanced Studies Program was developed to meet the increasing demand for high-level academic programs, which meet the educational needs of highly able learners. The overall program goal is to provide a program with high quality content and performance standards within the classroom setting.
BASIC COMPONENTS of the program are:
1. Each school in the SAS program will be designated as a Demonstration Site.
2. Gifted/highly gifted students are to be clustered in classes. The original intent of this program was to mirror as much as possible the setup of a gifted magnet program.
3. Teachers are mandated to attend 32 hours of professional development directed toward instructional techniques/strategies for gifted/highly gifted/high level learners.
4. Administrators will be mandated to attend 8 hours of professional development directed toward instructional techniques/strategies for gifted/highly gifted/high level learners.
5. Assessment/evaluation will be conducted to direct curriculum modification.
6. Parent education programs will be ongoing and directed toward issues related to gifted children. These issues include, but are not limited to:
* support of counseling services
* parenting styles that support giftedness
* cognitive and social-emotional needs of gifted children
* strategies to use at home to extend differentiated experiences
* assessment and identification
* understanding the transition from elementary to middle to senior high school
* use of community, print, online, university, school and family resources
* college preparation techniques
There is financial support for this program from the district’s general fund.
The District Schools for Advanced Studies are:
PHASE 1
SCHOOL
PRINCIPAL
PHONE:
Phase 1 & 2
Barton Hill
Lupe Grajeda
(310) 547-2471
Catskill Ave.
Sandy Winchell
(310) 834-7241
Meyler St.
Nancy Wlock
(310) 328-3910
156th Street
Esther Kim
(310) 324-6639
Dana Middle School
Linda Lade
(310) 833-5230
Peary Middle School
Bettie Andrews
(310) 324-6606
White Middle School
Shannon Lee
(310) 328-7540
Carson High School
Doug Waybright
(310) 835-0181
San Pedro High School
Steven Walters
(310) 547-2491
Phase 3
Cabrillo Avenue
Dr. Keniko
(310) 832-6446
Gulf Avenue
Dolores Buettgenbach
(310) 835-3157
Purche Avenue
Sellena Carter
(310) 323-3184
Taper Avenue.
Hobart Cress
(310) 832-3056
White Point
Paul Sazuki
(310) 833-5232
Carnegie Middle School
(310) 830-1330
Wilmington Middle School
Ernest Tarango
(310) 518-1120
Banning High School
Tanya Cameron
(310) 549-7500
Gardena High School
Dr. David Armada
(310) 327-5900
Narbonne High School
Pat Donahoe
(310) 326-0920
Phase 1 implemented SAS 1999-2000
Phase 2 implemented SAS 2000-2001
Phase 3 implemented SAS 2001-2002
