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LOS ANGELES UNIFIED SCHOOL DISTRICT Division of Instruc;on
Advanced Learning Op;ons (ALO)
Gi#ed/Talented Programs (GATE)
2016 Parent’s Guide to LAUSD GATE Iden;fica;on
Shannon James, GATE Psychologist, Local District Northeast Sherine Shenouda, GATE Psychologist, Local District West
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Who Can I Contact For Help?
Advanced Learning Op<ons (ALO) Arzie Galvez, Director
[email protected] Gi#ed/Talented Programs (GATE) Cathy Estrada, District Coordinator (LD NE/NW)
[email protected] Dr. Lucy Hunt, District Coordinator (LD C)
[email protected] Dr. Gloria Mahoney, District Coordinator (LD S)
[email protected] Dr. Nicole Niederdeppe, District Coordinator (LD E)
[email protected] Erin Yoshida-‐Ehrmann, District Coordinator (LD W)
[email protected] Wynne Wong-‐Cheng, District Coordinator, Psychological Services
[email protected] Anne Fleming, Central Office Designated GATE Psychologist
Phone: (213) 241-‐6500 Fax: (213) 241-‐8975
333 S. Beaudry Avenue, 25th Floor Los Angeles, CA 90017
hep://achieve.lausd.net/gate
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Who are our “Giged” Learners?
High Achiever
Intellectual Crea<ve Thinker
Leader
Performing Ar<st
Visual Ar<st
English Learner
Standard English Learner
Twice Excep<onal
Able Underachiever
Social-‐Emo<onal Needs
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Giged/Talented Programs Goal
To iden;fy giged and talented students, including those from diverse racial, socioeconomic, linguis;c, and cultural backgrounds, and provide high-‐quality differen;ated opportuni;es for learning that meet students’ par;cular abili;es and talents.
California Department of Educa;on(CDE)
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GATE Iden;fica;on Goals
District Iden;fica;on Goals Include: • Increase the number of students iden;fied as Giged to a minimum
of 6% of the school site’s popula;on • Increase the total percentage of each site’s African American and
La;no student popula;on iden;fied as Giged to a minimum of 6% of each subgroup’s total popula<on
• Schoolwide iden;fica;on should propor<onately reflect the demographics of the school
64675 65080 75463 76329 68826
602166 584871 576054 562288 547437
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100000
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600000
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May 2011 May 2012 May 2013 May 2014 May 2015
LAUSD Enrollment and Gi#ed Iden<fica<on Data
# of Giged
Total Enrollment
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“Truths and Myths” about Giged/ Talented Students
TRUTHS They may become bored in class.
Giged students’ emo;onal and intellectual development may all be at different levels.
Giged students may not be able to select one answer in a mul;ple choice ques;on because they see how all the answers might be correct
Giged children tend to be problem-‐solvers.
Giged children are ogen perfec;onist and idealis;c.
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Who Are the Giged?
• Exhibits early, rapid learning • Uses extensive vocabulary and
expressive speech • May exhibit endless energy • Generalizes concepts and
transfers knowledge • Exhibits advanced interests • Shows interest in how things
work, and why (ques;ons authority)
• Shows overwhelming curiosity, asks many ques;ons
• Has apparent excep;onal memory (high capacity)
• Has a keen sense of humor: shows wit • Demonstrates thinking that is abstract,
complex • Has superior reasoning, problem-‐solving • Shows unusually high moral thinking;
demands fairness • Gets along well with adults and
communicates easily with them • Uses rich imagery in informal language • Can ogen interpret body language • Giged students may not be able to
select one answer in a mul;ple choice ques;ons; they may all look correct.
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Who “else” are the giged?
Popula<ons Underrepresented q Girls (Science/Math) q Students talented in the arts q Non-‐English speaking students q Students who speak “Non-‐
standard” English q Students who do not “fit the
mold”
Other Characteris<cs O#en Overlooked when Referring for GATE Iden<fica<on
q Non-‐producers q Behavior problems q “Cocky” dominant students (who
put down others) q Introverted/Quiet q Absentminded
Giged Iden;fica;on Los Angeles Unified School District iden<fies students
in the following SEVEN categories: • Intellectual Ability (2nd semester K-‐12; highly giged possibility)
• High Achievement (2nd grade OLSAT-‐8 and grades 4-‐12; criteria TBD)
• Specific Academic Ability (Grades 4-‐12; criteria TBD) • Visual Arts (Grades 2-‐12) • Performing Arts (Grades 2-‐12) • Crea<ve Ability (Grades 4-‐12) • Leadership Ability (Grades 4-‐12)
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Did you know?
Only the High Achievement and Specific Academic categories are weighted with standardized test scores and grades.
All other categories require the professional exper;se of the local school screening team and addi;onal category-‐specific requirements (i.e. porqolio review for Visual Arts Ability, test by GATE psychologist for Intellectual, etc.).
Referrals for Iden<fica<on
If an administrator, teacher, parent, or child thinks a student is poten;ally giged, they may provide this student’s name to the school site GATE screening commieee.
The screening commieee is responsible for determining if the child is ready for GATE referral and in what category. This screening process could include observing the student, looking through SBAC scores/report card records or porqolios, interviewing teachers, etc.
If the screening commieee determines that the student is a good candidate and is ready to be referred, they will ini;ate the paperwork process and proceed with comple;ng the informa;on in the District database system. If not, they will document their decision and discon;nue the referral process. Parents will also be no;fied of the commieee’s decision.
Parent/Guardian Referrals
Step 1: Go to your child’s home school. Step 2: Ask to see the GATE Coordinator or Administra;ve Designee. Step 3: Say, “I’d like to refer my son/daughter/grandchild/etc. for iden;fica;on as giged.”
Parent/Guardian Referrals (cont.)
Follow up with the school site. NOTE: Your referral does not guarantee that your child will be tested. The request will be screened by an on-‐site screening commieee, where a decision about tes;ng will be made based on school records and other anecdotal evidence.
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Characteris;cs of Able Underachieving Students from Diverse
Backgrounds: Intellectual • Is crea;ve and produc;ve in small groups. • May prefer inferen;al reasoning to deduc;ve or induc;ve
reasoning. • May display inner conflicts about academic achievement. • Exhibits rapid insight into cause-‐effect rela;onships. • Has skill in spa;al visualiza;on and analysis.
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Characteris;cs of Able Underachieving Students from Diverse
Backgrounds: Linguis;c
• Exhibits verbal fluency in na;ve language. • Shows rapid acquisi;on of oral English language skills (although wrieen skills may lag behind).
• Communicates effec;vely with peers and within community (although non-‐standard English may be used).
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Characteris;cs of Able Underachieving Students from Diverse Backgrounds: Social Emo;onal
• Prefers novelty, freedom, and personal dis;nc;veness, i.e.., may be shown in the development of improvisa;ons in music and styles of clothing.
• Is looked to by peers for leadership. Demonstrates high-‐level social sills and leadership quali;es (may lead in nega;ve ways).
• Demonstrates ability to evaluate and control social situa;ons.
• Exhibits a sense of humor.
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Characteris;cs of Able Underachieving Students from Diverse Backgrounds:
Other Indicators
• Assumes adult responsibili;es at home and community. • Uses body language and gestures expressively; has ability to interpret
body language. • Shows a “street sense” and is recognized by others as someone who
has the ability to “make it” in the dominant culture.
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INTELLECTUAL Criteria: (2nd semester kindergarten) Superior cogni;ve abili;es indicated on a standardized administra;on of an intelligence test given by an LAUSD school psychologist.
Referrals can begin the 2nd Semester of kindergarten with significant evidence of the child achieving at least two grade levels above (in ELA and Math). Evidence may include test scores (i.e. Common Core Forma;ve Assessments) and a porqolio. This early iden-fica-on is reserved for truly excep-onal students.
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INTELLECTUAL
Score Criteria:
District criterion for iden<fica<on as gi#ed is a score of 95 to 99.8 percen;le and iden;fica;on as highly giged is the score of 99.9 percen;le on a standardized administra;on of an intelligence test given by an LAUSD school psychologist. (For Magnet purposes only, students who score between a 99.5 to a 99.8 percen;le are considered “highly gi#ed applicable” and may apply to a highly giged magnet school program; selec;on is based upon space availability.)
As part of a district-‐wide comprehensive plan and agreement with Office for Civil Rights (OCR), a program was developed and piloted in 2008-‐2009 to address the dispropor;onate par;cipa;on of African-‐American and La;no students.
Elementary schools are selected each year to par;cipate in TIP to increase the number of iden;fied giged students for schools which currently do not meet the 6% iden;fied giged benchmark.
INTELLECTUAL CATEGORY TARGETED IDENTIFICATION PROGRAM (TIP)
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Preparing for the Tes<ng Day: Tips for Parents
Before Tes<ng Day: Once you have signed the Parent Consent for Assessment and Placement, commit to the
following strategies: • Ensure that your child is comple;ng all homework assignments. • Help your child to develop good study habits, thinking skills, and a posi;ve attude
towards learning. • Ensure that your child has good aeendance at school. • Stay in communica;on with your child’s teacher. • Encourage your child to read as much as possible. • Look for educa;onal games and programs that engage your child. • Help your child learn how to follow direc;ons carefully. • Help your child to embrace failure and encourage a “growth mindset.” • Speak to your child as ogen as possible. • Be aware that there is no specific prepara;on for an intelligence test. Pre-‐exposure to
similar test items may invalidate the test results. 22
Preparing for the Tes<ng Day: Tips for Parents
Tes<ng Day: Schools will no;fy parents in advance of the expected test day. Prepare your child as follows:
• Make sure your child is prepared – Inform your child of the upcoming test. – Assure your child that you are aware of the test and approve of their
taking the test – Tell them they will be called out of the regular classroom.
• Remain posi;ve – Staying calm will help your child stay calm. Discuss relaxa;on techniques
that can be used if needed. • Make sure your child gets a good night’s sleep and eats a healthy breakfast – If your child is not well on the morning of the test, please keep your child
home and no;fy the GATE Coordinator immediately. Tes;ng dates can be rescheduled for illness BUT reassessment requests due to illness are not valid appeals if too much ;me has lapsed.
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Preparing for the Tes<ng Day: Tips for Parents
A#er the Test: • Test scores will help determine your child’s program eligibility and scheduling needs and help guide the teacher in implemen;ng instruc;on in the classroom.
• Talk to your child’s teacher/counselor regarding appropriate programs and courses.
• Discuss test results generally with your child. Assure your child that all results are posi;ve.
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Test Invalida<on
Tes%ng will be discon%nued immediately if the psychologist has reason to believe that a student has been pre-‐exposed to the test or if the student was prepped for the test by using samples that are similar to test ques%ons taken from an actual intellectual assessment. Consequently, all tests administered at the school that day may be invalidated. The tes%ng session will be rescheduled at a later %me, based on schedule availability, and the student(s) will be administered a different intellectual test.
REASSESSMENT REQUESTS
“If the school or parent requests a reassessment, there must be significant documenta;on to indicate the ini;al administra;on was an underes;mate of the student’s poten;al. The person reques;ng reassessment must submit to the local school administrator a valid, wrieen ra;onale including standardized test results that document significantly higher poten;al.”
* IEP and 504 Plans that are either, ac<ve or in process, must be submieed with Reassessment Request and included in new applica<on if reassessment is approved.
REQUEST NOT AVAILABLE IN MISIS
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NO PRIVATE PSYCHOLOGICAL TESTING!
“Test results from private sources may be used to supplement the evalua%on, but may not be used instead of test results from public sources. According to County Counsel, selec%ng students solely on the basis of private test results would cons%tute denial of equal protec%on under the law for those who cannot afford or obtain private tes%ng.”
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CHARTER SCHOOLS
Independent and Affiliated Charter Schools* within LAUSD boundaries may request services for iden;fica;on of their students through the Fee-‐for-‐Service Process.
Charter Schools receive their own categorical funds. *The affiliated charter schools that were granted charter status a?er the 2013-‐2014 school
year do not receive Charter Schools Block Grant funding and will not be charged a Fee for Service according to LCFF regula-ons.
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Private School Policy For the 2015-16 school year, private school students can request gifted
identification within LAUSD.
Requests for iden;fica;on as giged/talented received from parents of school-‐age students who live within LAUSD boundaries but are aeending private schools, may request assessment from the student’s public school of residence. Verifica;on of residen;al address will be required for students not aeending LAUSD schools. The school of residence and parent will work with the student’s school of aeendance to collect documenta;on and proper signatures. The complete paper applica<on will be submieed by the school of residence.
Note: Independent and Affiliated Charter Schools are not considered private schools and will s-ll require a Fee-‐for-‐Service.
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The Giged/Talented Programs Office will be reviewing results of the SBAC test administered in the 2014-‐2015 school year. A decision on eligibility criteria for the HA/SA iden;fica;on categories will be
determined at a later date.
HIGH ACHIEVEMENT AND SPECIFIC ACADEMIC ABILITY
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CREATIVE ABILITY
Students who characteris<cally perceive significant similari<es or differences within the environment, challenge assump<ons, and produce alterna<ve solu<ons.
• Students referred in this category should evidence characteris;cs in the excep<onal range and have evidence to support abili;es.
• Schools must be able to provide a plan to support student’s iden;fica;on. • Students may be iden;fied in grades 4 and up. • The Student Poriolio is an important component of the evalua;on.
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LEADERSHIP ABILITY
Students who show confidence and knowledge; influence others effec<vely; have problem-‐solving and decision making skills; express ideas in oral or wrieen form clearly; show sense of purpose and direc<on.
• Students referred in this category should evidence characteris;cs in the excep<onal range and have evidence to support abili;es.
• Schools must be able to provide a plan to support student’s iden;fica;on.
• Students may be iden;fied in grades 4 and up. • The Student Poriolio is an important component of the evalua;on.
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Crea<ve Ability/ Leadership Examples of Evidence
Student accomplishments must be aligned with a varied poriolio of evidence
Examples: • Student Body President/Council with Leadership evidence • Mentoring younger students • Projects like food and gig collec;ons, community or school-‐
wide outreach, visi;ng the elderly, and fundraising successes • Student created original/authen;c work (not based on a
classroom assignment or worksheet) • Original speeches, short stories, scripts/screenplays, poems,
videos, presenta;ons, anima;ons, comic books • Photo essays • Crea;ng his/her own language using logical coding • Crea;ng a board game, video game or puzzle with new
concepts, rules, and goals • Taking “outside of the box” approach to solving real world
problems
GATE IDENTIFICATION IN THE VISUAL &
PERFORMING ARTS
Demonstra;ons and audi;ons for GATE iden;fica;on in the visual and performing arts takes place twice a year: 1) November 21, 2015 2) May 21, 2016 WHERE: Sotomayor Learning Academies High School Referral packets are due four weeks prior to the iden;fica;on dates: 1) October 21, 2015 2) April 20, 2016
STUDENTS SHOULD NOT SHOW UP WITHOUT
PRIOR APPLICATION AND APPROVAL!
Parents must bring invita<on leeer on day of event.
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VISUAL AND PERFORMING ARTS
Iden<fying talented students? Look for students who originate, perform, produce, or respond at excep<onally high levels in dance, voice, drama, drawing, and pain<ng.
Visual Arts Ability (Gr. 2 -‐12; drawing & pain<ng; requires superior marks at a Districtwide Demonstra;on in the Visual Arts, including the porqolio evalua;on)
Performing Arts Ability (Gr. 2 -‐12; dance, drama, or voice; requires superior marks at a Districtwide Audi;on in the Performing Arts in either dance, drama, or voice)
(Students iden-fied as talented in the arts receive priority to par-cipate in the Saturday Conservatory of Fine Arts when they apply.)
Guidelines for Porqolio for Visual Arts Demonstra;ons
PorGolio can be student-‐made or store-‐bought and should include: ü No more than 6-‐10 of artwork clearly marked with student’s name on each piece ü Artwork that is fairly recent (within 3 years) ü A variety of age-‐appropriate artwork (e.g. watercolor, portrait, pencil drawings, landscape, s;ll life, three-‐dimensional work, collage, mixed media, photography, etc.) PorGolio should not include: q Pain;ng by numbers q Copyrighted characters/images q Class assignments where all artwork looks the same q DVDs, slides or PowerPoint presenta;ons
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Guidelines for Performing Arts Audi;ons Drama • Students should come prepared to perform a 15-‐30 line
memorized monologue no longer than 2 minutes long (no profanity)
• Students may be asked to perform an improvisa;onal piece Dance • Students should come dressed in appropriate dance atre
Girls: black %ghts/leotard Boys: Black sweats/white T-‐shirt Students may perform in jazz shoes or bare-‐footed
Voice: • Students should come prepared to sing a few verses from an
age-‐appropriate song suited for their voice range • Students may bring their own music on CD, sheet music and/
or accompanist (singing acapella is not recommended)
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Iden<fica<on… and Beyond! Gi#ed iden<fica<on is not the final goal of this program. Iden;fica;on is the tool that allows teachers to make instruc;onal
and programming decisions to best meet the academic and social-‐emo;onal needs of students.
The iden;fica;on process has liele value without appropriate
clustering and differen;ated instruc;on to follow.
Q & A Ques;ons or comments?
Be sure to Stay Connected to GiOed/Talented Programs!
@LAUSDGATE
achieve.lausd.net/gate
www.facebook.com/LAUSDGATE
Arrigato
Thank you for coming! Together, we make a
difference.
