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.
Major Categories of Identification
|
|
|
2nd semester kindergarten:
Students whose general intellectual development is markedly advanced in relation
to their chronological peers. In general, students are tested only 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 (OLSAT-8).
|
| Specific Academic Ability |
Grade 4 and above:
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 |
Grade 4 and above:
Students who
characteristically perceive significant similarities or differences within the environment,
challenge assumptions, and produce unique alternative solutions.
|
| Leadership Ability |
Grade 4 and above:
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 Arts or
Visual Arts |
Grade 2 and above:
Students who originate, perform, produce, or respond at exceptionally high levels
in either dance, music (voice), drama, or in drawing or painting. |
*English Learners
(EL).
|
Note: Test results from private
sources may be used to supplement the evaluation but may not be used instead of
the District 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
A referral for identification can be made by a teacher, parent, or student. 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.
A referral for identification can be made by a teacher, parent, or student.
|
|
| 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 |
When a candidate
is deemed eligible for consideration, a member of the Local School Screening Committee
obtains parent consent and completes the referral. 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.
|
|
P articipants must res i d e within the boundaries of LAUSD
(a copy of the Inter-District Permit must be provided for students who are not residents but who are attending LAUSD schools on permit) .
- 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 should contact their local school and meet with the school site GATE coordinator concerning the identification process.
The following
are the criteria for each category:
Intellectual
Ability--Second semester kindergarten 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
- Superior cognitive abilities indicated on a standardized administration of an intlligence test given by a LAUSD psychologist.
Eligibility criteria for GATE identification in the Intellectual category are as follows:
|
|
|
Students who score 95% to 99.8% on a standardized administration of an intelligence test given by a LAUSD school psychologist.
Expanded criteria for students of low socio-economic status: Students who score between 90–94% and meet the federally defined poverty level are eligible under 2011–2012 district criteria.
|
|
Designation as "Highly Gifted Applicable"
|
Students who score between a 99.5% to a 99.8% are considered "eligible to apply" to a highly gifted magnet program; selection is based upon space availability.
|
| Designation as Highly Gifted |
District criterion for identification status for the highly gifted program is the score of 99.9% on a standardized administration of an intelligence test given by a LAUSD school psychologist. |
High Achievement and Specific Academic Ability Categories.
The following are the determining factors:
High Achievement Ability--Grade 2 only:
A score of 95% or above on 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.
|
- Expanded criteria for students of low socio-economic status: Students with a Total APR of 90% to 94% on the OLSAT-8 who meet the federally defined poverty level will be considered.
- Students not meeting the poverty level and scoring within 90% to 94% in the Total Age-Based Percentile Rank Score will need additional CST scaled scores of 450 or above in English-Language Arts and 455 or above in math.
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 available.
|
|
|
|
|
|
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.
|
- Scaled scores of 450 or above in English-language Arts and scaled scores of 455 or above in math from grades 2–7 or scaled scores of 455 or above in math content courses for grades 8 and above on the CST or
- Percentile scores of 85% or above in total reading and total math on standardized individual or group achievement tests
- Expanded criteria for students of low socio-economic status: Students who meet the federally defined poverty level and are missing one CST score that meets the criteria will be considered for eligibility.
|
|
|
|
|
|
|
|
|
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.
- Scaled scores of 450 or above in English-language Arts or scaled scores of 455 or above in math from grades 2–7 or scaled scores of 455 or above in grades 8 and above in math content courses on the CST and/or
- Percentile scores of 85% or above in total reading or total math on standardized individual or group achievement tests
- Expanded criteria for students of low socio-economic status: Students who meet the federally defined poverty level and are missing one CST score that meets the criteria will be considered for eligibility.
Scaled scores: California Standards Test (CST) that qualify students are as follows:
|
|
|
|
|
|
English-Language Arts: Grades 2–11
|
445
or above
|
445
or above
|
450
or above
|
|
Mathematics:
Grades 2–7
|
450
or above
|
450
or above
|
455
or above
|
|
Grades 8 and above
(subjects stated below):
|
450
or above
|
450
or above
|
455
or above
|
|
Math content subjects only (not General Math):
Algebra I or II; Geometry; Integrated Math I , II, or III; High School Summative Math.
|
*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
- Evaluation of student drawings at a Districtwide demonstration and a Portfolio Assessment.
|
Districtwide Talent Assessment
The 2012-2013 talent assessment is scheduled as follows:
Performing Arts:
Dance, Drama, Voice
Visual
Arts: Drawing
and painting
November 17, 2012 at CSU, Los Angeles
Paperwork due at 5:00 p.m., October 24, 2012
May 18, 2013
at CSU, Los Angeles
Paperwork due at 5:00 p.m., April 24, 2013.
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.
In accordance with the Family Education Rights and Privacy Act of 1974, parents or guardians may receive a copy of their child’s intelligence test results through written request. The student’s name, birth date, exact request, approximate date and location of assessment, and the home address where information should be sent must be included. Parent signature is required.
Make your request to:
Gifted/Talented Programs
333 S. Beaudry Ave., 25th Floor
Los Angeles, CA 90017
Fax: (213) 241-8975
Program
Participation
- Students not identified
but who
demonstrate outstanding ability or high-level academic potential may participate at local school GATE programs.
- Students
identified as gifted in the High Achievement or Specific Academic Ability Categories.
- Students
identified on
an intelligence test given by a LAUSD school psychologist in the Intellectual Category
as gifted or highly gifted.
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.
Top of page | Page 1 2
|
