Philosophy
The philosophy
of Gifted/Talented Programs is integrally connected to the District mission statement.
The District's instructional programs for gifted and talented students are based
on the principles that all students are to receive an education appropriate to their
individual capabilities, interests, and needs, and that students have learning opportunities
that help develop their abilities to the highest level. Because gifted and talented
students generally demonstrate high performance or capacity for high performance
beyond age/grade expectations, they are atypical learners who require specialized
learning experiences beyond the regular curriculum.
History
Los Angeles Unified School
District was one of two districts in California to develop an extensive educational
program for gifted in 1951. However, there was no legislation to provide school
districts with funds to develop programs for gifted students. The California Department
of Education conducted a "State Study of Educational Programs" sponsored
by the State Legislature in 1957-1960.
"The study proved conclusively that special provisions made in these programs
are beneficial for the gifted…participating pupils made striking gains in achievement
with accompanying personal and social benefits."
In 1961, AB362 provided minimal funding for excess cost reimbursement for mentally
gifted minors. There were insufficient funds to cover all school districts in California.
A new district in California could only apply if a district dropped out of the program.
The program was named MGM, or Mentally Gifted Minors. The Intellectual Category
was the only category for identification in California.
In 1980, the California Legislature provided legislation (AB1040) to adopt the federal
definition of gifted. The program was renamed Gifted and Talented Education (GATE).
The Marland Federal Report on gifted education adopted the following:
Students who are identified as gifted/talented exhibit ‘excellence’ or
the capacity for excellence far beyond that of their chronological peers. They require
differentiated educational programs and/or services beyond those normally provided
by the regular school program in order to realize their ability to contribute to
self and society.
This definition expanded the identification categories of gifted to include intellectual
ability, high achievement ability, specific academic ability, leadership, creativity,
and visual and performing arts abilities. It provided for 200 minutes a week of
differentiated curriculum. The Legislature deemed that each school district determine
the categories for identification.
It was the intent of the Legislature in passing AB555 in 1986 to ensure that programs
for gifted and talented students are continued and improved. AB555 provided funding
for all school districts upon application and approval from the California Department
of Education.
Changes
Governing Gifted and Talented Education: AB2313
The legislation supports unique
opportunities for high-achieving and underachieving students who are identified
gifted/talented. Its intent is that special efforts be made to ensure that students
from economically disadvantaged and varying cultural backgrounds be provided with
full participation in unique learning opportunities. Starting January 1, 2001, the
legislation did the following:
1. Differentiated Instruction
The 200-minute per week minimum
requirement for differentiated instruction has been eliminated, and replaced with
a more rigorous standard that requires instructional programs be planned and organized
as an integrated, differentiated learning experience throughout the regular school
day, and may be augmented and supplemented with other differentiated activities
related to the core curriculum.
2. New Standards
Revises the application requirements
to reflect new standards for each of the following categories:
- Program Design
- Identification
- Curriculum and Instruction
- Social and Emotional Development
- Professional Development
- Parent and Community Involvement
- Program Assessment
- Budget
Program
Features
(Differentiated Instruction)
- Accelerated
or advanced content
- More complex
understandings of generalizations, principles, theories, and the structure of the
content area
- Abstract
concepts and thought processes or skills
- Level and
type of resources used to obtain information, acquire skills, and develop products
- Appropriation
of longer/shorter time span for learning
- Generating
new information and/or products
- Transfer
of learning to new/different disciplines, situations
- Development
of personal growth and sophistication in attitudes, appreciations, feelings, intuition
- Independence
of thought and study
District Mission
Statement
Los Angeles Unified
School District will provide high quality instruction and a coherent and rigorous
curriculum in every classroom to facilitate student learning and achievement.
LAUSD Gifted/Talented Programs
Central Administrative Offices
333 S. Beaudry Ave., 25th Floor
Los Angeles, CA 90017
Phone (213) 241-6500
FAX (213) 241-8975
LaRoyce Bell, District Coordinator
Catherine Estrada, District Specialist
Dr. Lucy Hunt, District Specialist
Erin Yoshida-Ehrmann, District Specialist
Wynne Wong-Cheng, Specialist, Psychological Services
Disclaimer: This page of
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