A referral for identification can be made by a teacher, parent, or student. Interested parents should contact their local school and meet with the school site GATE coordinator to initiate the process. Identification is accomplished through a screening and assessment process consisting of the following components:
Search and Referral
The school develops an initial list of potential candidates through the process of search and referral. The screening process and recommendation must be documented prior to obtaining the required parent consent and completing the referral.
The school administrator or designee screens students by collecting data from existing sources, such as, the cumulative record, standardized test scores and progress report cards. The recommendation to continue the identification process must be made by LAUSD school certificated personnel.
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, the following are required:
- an evaluation of academic abilities or an intellectual assessment administered by a LAUSD psychologist
- an audition in the performing arts: dance, drama or vocal
- a demonstration in the visual arts consisting of portfolio evaluation and student drawings at the site.
A designated District staff member reviews all screening and assessment materials and determines the eligibility of students.
Legislation governing Gifted/Talented Education states that districts identification procedures are equitable, comprehensive, and ongoing. They reflect the district’s definition of giftedness and its relationship to current state criteria. The following are seven categories of identification:
- Intellectual Ability: Students whose general intellectual development is markedly advanced in relation to their chronological peers.
- High Achievement Ability
Grade 5 and above: Students who consistently function for two consecutive years at highly advanced levels in both English-Language Arts/reading (elementary), English (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 5 and above): Students who consistently function for three consecutive years at highly advanced levels in either English-Language Arts/reading (elementary), English (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 use imagination or have original ideas; have the ability to think up and design new inventions; produce innovative work, solve problems in new ways, or develop an idea based on an original, novel or unconventional approach.
- 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, vocal, drama, or in drawing or painting.
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.
· California Association for the Gifted
· California Department of Education
· California Gifted Network
· Central Cities Gifted Children's Association
· Common Core State Standards Initiative
· Davidson Institute for Talent Development
· Greater Los Angeles Gifted Children's Association
· Hoagies Gifted Education Page
· Johns Hopkins Center for Talented Youth
· National Association for Gifted Children
· Smarter Balanced Assessment Constortium (Common Core assessments)
· Summer Institute for the Gifted
· Supporting Emotional Needs of the Gifted
· Twice Exceptional (2e) Newsletter
· University of California, Irvine- Gifted Students Academy