The gifted student program provides identified gifted and talented students with differentiated instruction that meets and exceeds state guidelines using state resources. Many students demonstrate an ability to achieve beyond grade level in various subject areas. TECS is committed to providing these students with opportunities to study core curriculum in-depth.
The program at TECS is available to all students in every classroom that show the ability to receive such differentiated instruction, not only those identified as GATE. Higher level, creative and logical thinking activities provide for the depth, complexity and novelty that define a high quality gifted program. Curriculum is differentiated by the classroom teacher, and professional development opportunities to meet the needs of the gifted student are offered in house as well as in university and college coursework on a yearly basis.
When a classroom teacher recognizes advanced achievement by a student, that student is referred to the gifted coordinator by the classroom teacher. A review of the student’s scores, achievements and records is conducted by the coordinator and administration, and a determination is completed as to whether or not to proceed with gifted identification. The school uses the LAUSD guidelines for identification of GATE students through the CST scores of 425 on Language Arts and 450 on Math. Students can also apply for GATE through visual and performing arts with a portfolio or audition.
Because identified GATE students comprise approximately 20% of the school population, qualitatively differentiated curriculum instruction occurs school wide according to California State Guidelines. Open-ended, inquiry-based instruction ensures that the full potential of each GATE student is maximized. The Gate Program is integrated throughout the curriculum, including language arts, mathematics, science, technology, and visual and performing arts. To address the needs of our GATE students, we provide:
- Differentiated instruction in all curricular areas
- Use of Open Court Reading Classics
- Use of technology
- Flexible student grouping
Guidelines for Recommendation
Interested parents of students who attend LAUSD schools and reside within the LAUSD boundaries 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 August 2010)
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:
- advanced reasoning ability,
- superior vocabulary,
- rapid acquisition of a second language,
- demonstrated advanced academic ability, i.e., two years above grade level in reading comprehension, and mathematical reasoning and problem-solving,
- accelerated rate of learning new tasks,
- 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:
- Superior cognitive abilities indicated on standardized administration of an intelligence test given by a LAUSD school psychologist.
- Teacher observations, review of student’s cumulative 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 availability.
- 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 COST, 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 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)
Scores for 2009-2010 School Year
Scaled scores of 425 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 cumulative 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.
Scores for 2010-2011 School Year
Scaled scores of 445 or above in English-Language Arts or 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 2008-2009 and 2009-2010 School Years
Scaled scores of 425 or above in English-Language Arts or 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); and/or
Percentile scores of 85 or above on approved standardized achievement tests (78 or above for CAT/6 or 77 or above on APRENDA-3**) in the specific subject area or as many as two years of grades as follows:
Grade substitution rule–grades may be substituted for either the second or third year as follows (The most recent year must be an eligible test score):
- Elementary(Grades 1-5) –grades of 4 (advanced) in achievement in 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 cumulative 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.
For more information about the GATE program please visit the LAUSD website »
