GATE Identification
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Legislation governing Gifted/Talented Education states that district 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.