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    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.

     

    NOTE:
     
    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.