Welcome to a very large family of parents, students, teachers and administrators whose overall goal is to ensure that students who demonstrate outstanding ability or potential are helped to make the most of their unique talents and capabilities.
• The GATE application for the Los Angeles Unified
School District is available by clicking on this link.• Click here to view current GATE Standards
Gifted/Talented Programs creates high end learning opportunities which allow students to flourish in stimulating academic and social environments. In designing challenging educational opportunities, we strive to raise the floor, remove the walls and eliminate the ceiling on learning.
Ceilings are for rooms not students
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.
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.
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
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
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
the application requirements to reflect new standards for each
of the following categories:
- Program Design
- Curriculum and Instruction
- Social and Emotional Development
- Professional Development
- Parent and Community Involvement
- Program Assessment
(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.
For more information about the Gifted Program please contact: Ms. Hwang