Gifted and Talented Education Update · Rather it I\ an academic necessity for children who learn...
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Curriculum, Instruction and Assessment Committee April 28, 2015 Gifted and Talented Education Update Arzie Galvez Director Advanced Learning Options OCISS
Gifted and Talented Education Update · Rather it I\ an academic necessity for children who learn differently. Their learning and abilities are significantly different from the no對rm
Curriculum, Instruction and Assessment Committee April 28, 2015
Gifted and Talented Education Update
Arzie Galvez Director Advanced Learning Options OCISS
Gifted and Talented Update
• Identification • Equitable Access • Program Options • Budget/Staffing • Professional Development
Gifted/Talented Identification
Facts
• Defined by California law • 68,000 LAUSD students identified • Seven District categories • Multiple identification methods • Underrepresentation of African American and Latino students
Presenter
Presentation Notes
It is mandated by state law. For example California law defines a gifted and talented student as: (California Ed Code Academic gifts and talents are not confined to math and English language arts Gifted and talented (G/T) students are a small percentage of the population (6%). Not a reward for students who behave well and turn in perfect work It is an educational intervention, required by law, for student with different learning needs. The NAGC estimates that there are approximately 3 million academically gifted children in grades K-12 in the U.S - approximately 6% of the student population.” The NAGC estimates that there are approximately 3 million academically gifted children in grades K-12 in the U.S - approximately 6% of the student population.” T is NOT a reward for kids who behave well in class and turn in perfect work. Rather it IS an academic necessity for children who learn differently. Their learning and abilities are significantly different from the norm. Yes, some gifted kids do behave well and turn in perfect work, but so do many high-achieving, hard-working, teacher-pleaser kids. Gifted kids can also be the ones who act up in class or who don’t turn in ANY work because they’re sick of learning about pronouns for the fifth year in a row when they had it the first time. GT is NOT a program for kids with exceptional grades. Rather, it IS a program for kids with exceptional abilities and potential… who may or may not have exceptional grades to show for it. GT is NOT fun for fun's sake. Rather, it IS often fun for the sake of challenge and learning. “Fun” to these kids is reading the dictionary, debating stem cell research, a chess tournament, taking a challenging class, solving a difficult problem or puzzle, and spending ten solid hours on their own intellectual pursuits. Just because they’re having fun in the process doesn’t mean that “fun” is the main or only goal. Some gifted students also have learning difficulties Some gifted students have a general ability to think and analyze. Others may have a speci High-ability learners span all cultures, races, classes, and backgrounds. However, our nation often fails to identify and serve the gifted students who are the most disadvantaged”
Gifted and Talented Identification
State District California Ed Code permits each school district to develop its own identification criteria.
• Intellectual Ability • Creative Ability • Leadership Ability • Performing Arts Ability • Visual Arts Ability • High Academic Achievement • Specific Academic Achievement
Gifted and Talented Identification 2013-2014
Total # of Students
% of Total Enrollment
Total # Identified GATE
% of Students Identified GATE
LAUSD 554,886 100% 75,069 13.5% Board District 1 64,283 100% 6,594 10.3% Board District 2 90,906 100% 10,759 11.8% Board District 3 79,929 100% 16,621 20.7% Board District 4 49,371 100% 9,064 18.4% Board District 5 90,476 100% 11,883 13.1% Board District 6 82,713 100% 9,282 11.2% Board District 7 97,208 100% 10,866 11.1%
Gifted and Talented Identification 2014-2015 (Fall Semester)
STUDENT # of Students
% of Students
# of Students
% of GATE Enrollment
Disproportionality %
Total 538,890 100% 66,976
100%
African Amer. 46,441 9% 3,664 6% .70
Latino 399,934 74% 42,095 63% .85
Asian 22,732 4% 6,741 10% 2.5
White 53,954 10% 10,915 16% 1.6
Who are our “gifted” learners?
High Achiever
Intellectual Creative Thinker
Leader
Performing Artist
Visual Artist
English Learner
Standard English Learner
Twice Exceptional
Able Underachiever
Social-Emotional Needs
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Not all gifted students are the same!
Gifted/Talented Access
• Percentage of LAUSD student identified as gifted exceeds national average (13%) • Gifted identification rates for African American (8%) and Latino (11%) students are lower than the District average • District entered a voluntary agreement with the Office for Civil Rights to address the disproportionality
Gifted/Talented Access
• 68,000 LAUSD students identified gifted • Multi-dimensional view of giftedness • Open referral/application process • Use of multiple methods to identify • Administer linguistic and culture-free assessments • Target Identification Program • Professional Development/Resources • Parent Resources/Training
Presenter
Presentation Notes
It is mandated by state law. For example California law defines a gifted and talented student as: (California Ed Code Academic gifts and talents are not confined to math and English language arts Gifted and talented (G/T) students are a small percentage of the population (6%). Not a reward for students who behave well and turn in perfect work It is an educational intervention, required by law, for student with different learning needs. The NAGC estimates that there are approximately 3 million academically gifted children in grades K-12 in the U.S - approximately 6% of the student population.” The NAGC estimates that there are approximately 3 million academically gifted children in grades K-12 in the U.S - approximately 6% of the student population.” T is NOT a reward for kids who behave well in class and turn in perfect work. Rather it IS an academic necessity for children who learn differently. Their learning and abilities are significantly different from the norm. Yes, some gifted kids do behave well and turn in perfect work, but so do many high-achieving, hard-working, teacher-pleaser kids. Gifted kids can also be the ones who act up in class or who don’t turn in ANY work because they’re sick of learning about pronouns for the fifth year in a row when they had it the first time. GT is NOT a program for kids with exceptional grades. Rather, it IS a program for kids with exceptional abilities and potential… who may or may not have exceptional grades to show for it. GT is NOT fun for fun's sake. Rather, it IS often fun for the sake of challenge and learning. “Fun” to these kids is reading the dictionary, debating stem cell research, a chess tournament, taking a challenging class, solving a difficult problem or puzzle, and spending ten solid hours on their own intellectual pursuits. Just because they’re having fun in the process doesn’t mean that “fun” is the main or only goal. Some gifted students also have learning difficulties Some gifted students have a general ability to think and analyze. Others may have a speci High-ability learners span all cultures, races, classes, and backgrounds. However, our nation often fails to identify and serve the gifted students who are the most disadvantaged”
Identification Flow Chart
Search and Referral
Screening
PRELIMINARY SCREENING (Local School Screening Committee)
Student NOT recommended Student recommended (Charter Schools only – Request Fee-For-Service
from Charter School Office)
Indicate Not Recommended in MiSiS
(Do Not Proceed)
Proceed with Referral in MiSiS
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Status Report: Intellectual Ability
2013-2014 Backlog 2014-2015
a
ESC Pending
North 3,052 West 1,628 East 886 South 1,219 ISIC 498
To address backlog, Superintendent allocated $35,000 for Saturday administration, which occurred five Saturdays in February and March.
ESC Referrals Pending North 1998 0 West 875 0
Targeted Intervention Schools 2014-2015
Elementary Middle High Total
LAUSD 129 3 1 133 Board District 1 33 1 1 35 Board District 2 22 1 23 Board District 3 1 1 Board District 4 5 5 Board District 5 16 16 Board District 6 15 15 Board District 7 37 1 38
Gifted/Talented Program Options
Options
• Local School • Conservatory of Fine Arts • Schools for Advanced Studies • Gifted/High Ability Magnets • Highly Gifted Magnets
Presenter
Presentation Notes
It is mandated by state law. For example California law defines a gifted and talented student as: (California Ed Code Academic gifts and talents are not confined to math and English language arts Gifted and talented (G/T) students are a small percentage of the population (6%). Not a reward for students who behave well and turn in perfect work It is an educational intervention, required by law, for student with different learning needs. The NAGC estimates that there are approximately 3 million academically gifted children in grades K-12 in the U.S - approximately 6% of the student population.” The NAGC estimates that there are approximately 3 million academically gifted children in grades K-12 in the U.S - approximately 6% of the student population.” T is NOT a reward for kids who behave well in class and turn in perfect work. Rather it IS an academic necessity for children who learn differently. Their learning and abilities are significantly different from the norm. Yes, some gifted kids do behave well and turn in perfect work, but so do many high-achieving, hard-working, teacher-pleaser kids. Gifted kids can also be the ones who act up in class or who don’t turn in ANY work because they’re sick of learning about pronouns for the fifth year in a row when they had it the first time. GT is NOT a program for kids with exceptional grades. Rather, it IS a program for kids with exceptional abilities and potential… who may or may not have exceptional grades to show for it. GT is NOT fun for fun's sake. Rather, it IS often fun for the sake of challenge and learning. “Fun” to these kids is reading the dictionary, debating stem cell research, a chess tournament, taking a challenging class, solving a difficult problem or puzzle, and spending ten solid hours on their own intellectual pursuits. Just because they’re having fun in the process doesn’t mean that “fun” is the main or only goal. Some gifted students also have learning difficulties Some gifted students have a general ability to think and analyze. Others may have a speci High-ability learners span all cultures, races, classes, and backgrounds. However, our nation often fails to identify and serve the gifted students who are the most disadvantaged”
Conservatory of Fine Arts 2013-2014
Number of District Schools with Students Participating Elementary Middle High Total
LAUSD 90 46 35 171 Board District 1
15 5 3 23 Board District 2
13 6 9 28 Board District 3
10 9 11 30 Board District 4
18 11 4 33 Board District 5
19 7 4 30 Board District 6
8 4 2 14 Board District 7
7 4 2 13
Schools for Advanced Studies 2013-2014
Number of District Schools with Students Participating Elementary Middle High Total
Gifted/High Ability Highly Gifted Magnet Centers Elem Middle High Total Elem. Middle High Total
LAUSD 18 14 4 36 2 1 1 4 Board District 1
2 3 0 5 0 0 0 0 Board District 2
3 3 0 6 0 0 0 0 Board District 3
3 2 0 5 0 0 1 1 Board District 4
3 0 1 4 0 1 0 1 Board District 5
1 2 3 6 1 0 0 1 Board District 6
3 2 0 5 1 0 0 1 Board District 7
3 2 0 5 0 0 0 0
GATE Budget/Staffing
GATE FUNDING: LCFF GATE Dedicated Staffing
“The GATE program funding is now included in the Local Control Funding Formula (LCFF), authorized by the 2013-2014 Budget Act, in place of most previously existing K-12 state funding streams. Funding for the program will be determined at the local level.” California Department of Education
• GATE Coordinator (each school) • District GATE Coordinators (4) • District GATE Coordinator, Psychological Services (1) • Psychologists (12) • Director (1)
Professional Development 2014-2015
Activity Description Participant # Salary Point Classes Differentiated curriculum focus 1000 Small Group Offered on multiple topics 100 GATE/SAS Coordinator Supports school site GATE/SAS
coordinators 800
School Site Schools select from menu of options
1200
GATE Webinars Differentiated instruction focus 1000 GATE Symposium One day annual event 400 GATE Conference District co-sponsored conference
on gifted education 1800
GATE/SAS Parent Workshops Offered at each ESC 450 GATE/SAS Parent Conference Half-day conference 500
