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.
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
- Identification
- Curriculum and Instruction
- Social and Emotional Development
- Professional Development
- Parent and Community Involvement
- Program Assessment
- Budget
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
Los Angeles Unified School District will provide high quality instruction and a coherent and rigorous curriculum in every classroom to facilitate student learning and achievement.
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
Dr. Lucy Hunt, District Specialist
Jennifer Slabbinck, District Specialist
Erin Yoshida-Ehrmann, District Specialist
Wynne Wong-Cheng, Specialist, Psychological Services
Disclaimer: This page of Gifted/Talented
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