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 above: Students 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 parent) and
• 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 both reading 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 both 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.

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 or criterion-reference test, i.e., California Standards Test (CST), CAT/6, or APRENDA-3** in either English-Language Arts, mathematics, science or social science.
• Either the second or third year may use the grade substitution rule as indicated below.
  

• 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.
  

• 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.
  

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.

• 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.
  

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.

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