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Message Subject Were You Part Of The "Mentally Gifted Minds" Program In California Scools back in the 70's?
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PART 2
STUDENT IDENTIFICATION AND PLACEMENT

2.1 What are the LEA responsibilities for identification of GATE students?
Each school district has the responsibility for developing a method for the identification of pupils as gifted and talented. The method of identification is included in the district’s application and conforms to these general principles:

(a) The standards ensure the identification of pupils who possess a capacity for excellence far beyond that of their chronological peers.

(b) Methods are designed to seek out and identify those pupils whose extraordinary capacities require special services and programs.

(c) Provisions are made for examining a pupil’s range of capacities.

(d) Methods and techniques of identification generate information as to a pupil’s capacities and needs.

(e) There is equal opportunity to be identified in the categories served.

(f) Methods are designed to seek out and identify gifted and talented pupils from diverse linguistic, economic, and cultural backgrounds. (CCR, Title 5 Section 3820)
2.2 What evidence is used to identify students for GATE services?
Prior to identification, pertinent evidence as to a pupil’s capacity for excellence far beyond that of chronological peers is compiled. The range of data should be broad enough to reveal gifts and talents across cultural, economic, and linguistic groups.

(a) Appropriate data to be collected by the school district may include:

• School, class, and individual pupil records

• Individual tests (including summary and evaluation by a school psychologist)

• Group tests

• Interviews and questionnaires (teacher, parent, and others)

(b) Evidence of a pupil’s capacity may also be derived from pupil products, comments from peers, and opinions of professional persons.

(c) Studies of factors contributing to a pupil’s underachievement resulting from handicapping or disadvantaged conditions shall be considered.

(d) The pertinent evidence shall reflect consideration of the economic, linguistic characteristics, and cultural background. (CCR, Title 5 Section 3823)
2.3 What are the categories for identification of GATE students?
The following categories are used for identification of the pupil’s extraordinary capability in relation to the pupil’s chronological peers:
(a) Intellectual Ability: A pupil demonstrates extraordinary or potential for extraordinary intellectual development.

(b) Creative Ability: A pupil characteristically:

1. Perceives unusual relationships among aspects of the pupil’s environment and among ideas

2. Overcomes obstacles to thinking and doing

3. Produces unique solutions to problems

(c) Specific Academic Ability: A pupil functions at highly advanced academic levels in particular subject areas.

(d) Leadership Ability: A pupil displays the characteristic behaviors necessary for extraordinary leadership.

(e) High Achievement: A pupil consistently produces advanced ideas and products and/or attains exceptionally high scores on achievement tests.

(f) Visual and Performing Arts Talent: A pupil originates, performs, produces, or responds at extraordinarily high levels in the arts.

(g) Any other category which meets the standards set forth in these regulations. (CCR, Title 5 Section 3822)
2.4 Who makes the final determination about GATE pupil eligibility?
The final determination of eligibility of a pupil rests with the administrative head of the school district or a designated employee of the districts in accordance with procedures adopted by the local governing board.

(a) The school employee shall base a decision upon the evaluation of the pertinent evidence by the school principal or a designee of the school principal, a classroom teacher familiar with the school work of the pupil, and, when appropriate, a credentialed school psychologist.

(b) To determine the full range of a pupil’s capability, a person recognized as an expert in the gifted and talented category under consideration, and/or an individual who has in-depth understanding of the pupil’s linguistic or cultural group shall participate in the evaluation of the evidence unless there is no doubt as to the pupil’s eligibility.

(c) These individuals may review screening, identification, and placement data in serial order, provided that these individuals meet to resolve differences in assessment and recommendation.

(d) This shall not preclude the use of an identification and placement committee.

[link to www.cde.ca.gov]
 
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