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GIFTED/TALENTED PROGRAMS

  • Identification Categories   


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    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

     
    2nd semester kindergarten and above  Students whose general intellectual development is markedly advanced in relation to their chronological peers. In general, students are tested only one time.

    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.

    Creative Ability


    Grade 2 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 2 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.

     

    NOTA:
     
    Los resultados de pruebas por fuentes privadas se pueden utilizar como complemento a la evaluación, pero no pueden ser usados en lugar de los resultados del examen del Distrito. Según el Abogado del Condado, la selección de los estudiantes únicamente sobre la base de los resultados de las pruebas privadas constituiría la negación de la igualdad ante la ley para aquellos que no pueden pagar u obtener pruebas privadas.