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Tina Choi Orapin Chang

Lockhurst GATE Parent Meeting A Guide for Identifying Gifted and Talented Students and An Overview of Our GATE Plan. Tina Choi Orapin Chang. Process for Identification. Search and Referral Screening Committee Review District Verification. Major Categories of Identification.

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Tina Choi Orapin Chang

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  1. Lockhurst GATE Parent MeetingA Guide for Identifying Gifted and Talented StudentsandAn Overview of Our GATE Plan Tina Choi Orapin Chang

  2. Process for Identification • Search and Referral • Screening • CommitteeReview • District Verification

  3. Major Categories of Identification • IntellectualAbility • High AchievementAbility • SpecificAcademicAbility • CreativeAbility • Leadership Ability • Ability in the Performing or Visual Arts

  4. Criteria for the Intellectual CategoryStudents must meet ALL of the criteria for this category. • One semester observation by the teacher. • Supportive descriptions of behavior by the teacher and/or parent. • Teacher observations, review of student’s cumulative record and sample of student work. • Evidence of intellectual ability. • Superior cognitive abilities on standardized adminstration of an intelligence test administered by a LAUSD psychologist. • Students can only be tested one time.

  5. Criteria for the High Achieving Category • Grade 4 and above: Twocurrentconsecutiveyears of advancedachievement in ELA andMathematics on the CST • Grade 2 only: A score of 95% on the total Age Percentile Rank (APR) score on the OLSAT or a score of 90-94% on the total APR alongwith a scaled score of 445 or above in ELA and a scaled score of 450 or above in math on the CST. • OLSAT test mayonlybetaken once.

  6. Criteria for the Specific Academic Ability Category • Grade 4 and above: Threecurrentconsecutiveyears of highlyadvancedachievement in ELA orMathematics on the CST.

  7. Criteria for the Creative Ability CategoryGrade 4 and above • Results of 95% or above on a standardized rating assessmentscale for CreativeAbility • Portfolio assessment • Documentation of outstandingability or the potential for suchability as evidenced by community recognition and teacherevaluation • Teacher observations, review of student’s cumulative record, and sample of studentwork must provide support for a recommendation of assessment

  8. Criteria for the Leadership Ability CategoryGrade 4 and above • Results of 95% or above on a standardized rating assessmentscale for Leadership Ability • Portfolio assessment • Documentation of outstandingability or the potential for suchability as evidenced by community recognition and teacherevaluation • Teacher observations, review of student’s cumulative record, and sample of studentwork must provide support for a recommendation of assessment

  9. Criteria for the Performing Arts CategoryGrade 2 and above • Documentation of outstandingability or the potential for suchability as evidenced by parent andstudent questionnaires and • Recommendation(s) by teacher(s) verifying the degree of excellence and • Demonstration of talent at a Districtwide audition • The performing arts include dance, drama, and music (voice).

  10. Criteria for the Visual Arts CategoryGrade 2 and above • Documentation of outstandingability or the potential for suchability as evidenced by parent andstudent questionnaires and • Recommendation(s) by teacher(s) verifying the degree of excellence and • Portfolio AssessmentDistrictwide audition

  11. OLSAT FAQs What is the OLSAT-8? • The OLSAT stands for the Otis-Lennon School Ability test version 8 and is used to identify gifted students in the high achieving category.

  12. OLSAT FAQs Whowillbetested? • All second graders, includingstudentswithdisabilities and English learners. In most cases, studentswillbetested by theirclassroomteacher. • Studentswho are exempt include a) studentswhotake the CAPA b) studentspreviouslyidentified as gifted in the intellectualcategory c) studentswhose parents have requested non- participation

  13. OLSAT FAQs Whyadminister the OLSAT district wide? • Analysis of 2009 pilot data indicatesthatthisassessment supports the District’s goal to improve the District’s identification process and to increaseaccess, particularly of underrepresentedstudents, to thiseducational program.

  14. OLSAT FAQs Is the OLSAT an IQ test? • No, the OLSAT is an achievement test.

  15. OLSAT FAQs What are the qualifying scores? • The total score must be 95% or above in order to qualify for the High Achievementcategorythisyear. OR • If the studentreceives a 90-94%, thentheymaystillqualifywiththeir 2012 CST scores. The student must meet the cutoffcriteria of havingscaled scores of 445 in English Language Arts AND 450 in Math. OR • Low SES studentswhoreceives a score of 90-94%.

  16. OLSAT FAQs What types of questions willbeasked on the OLSAT? • Detectinglikenesses and differences • Recallingwords and numbers • Definingwords • Following directions • Classifying • EstablishingSequence • Solvingarithmeticproblems • Completing Analogies

  17. OLSAT FAQs If the second grade studentisidentifiedgifted in the High AchievementCategory, do theyneed to re-apply for the categorynextyear? • No. As with all giftedcategories in the LAUSD, once a studentisidentifiedgifted, the gifted label willremainwith the student for the duration of his/herenrollmentat LAUSD.

  18. OLSAT FAQs Can mychildtake the test again if he/shedoes not pass? • Currently, the OLSAT isonlybeingadministered to second graders. • The test canonlybetaken once in the second grade.

  19. OLSAT FAQs What are the test administration dates? • March 14, 2012 and/or March 15, 2012 Make-up testing date: • Wednesday, March 21, 2012

  20. OLSAT FAQs Whenwillschoolsreceive the results? • Scores willbe sent directly to the schoolsome time in May. Wewillsend the scores home as soon as wereceivethem.

  21. GATE Plan

  22. Kindergarten • Students are introduced to and familiarized with the Depth and Complexity prompts.  • Critical and creative thinking skills are developed during the year to supplement and enrich the core curriculum.  • Students are introduced to technology and taught basic computer and word processing skills.

  23. First Grade • Students continue to utilize the Depth and Complexity prompts. • Students are given opportunities to use critical and creative thinking skills in tiered assignments according to their interest and capabilities. • Students are taught how to use technology to access information through appropriate sites on the internet.

  24. Second Grade • Students are taught to utilize critical and creative thinking skills to research fossils and dinosaurs and how animals camouflage.  • The use of the Depth and Complexity prompts flows into all areas of study.

  25. Third Grade • Third grade students are taught to utilize the Depth and Complexity prompts.  • The goal for all students is that they increase rigor by developing their own ability to create their own analytical, factual, and evaluative questions with the prompts.

  26. Fourth Grade • Students are encouraged to be more actively involved and responsible in their own learning.  • Students are pre-assessed in order to compact the curriculum so they can focus on individualized projects.

  27. Fifth Grade • Students independently research and study topics of their own interest. • Students develop PowerPoint presentations according to rigorous criteria that they develop together. The criteria parallel the state standards.

  28. www.scholarlylions.edublogs.org

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