ALC GATE PARENT INFORMATION
MEETING THE NEEDS OF GIFTED LEARNERS
MEETING AGENDA
GIFTED/TALENTED �PROGRAMS GOAL
THE GOAL OF GIFTED/TALENTED PROGRAMS AT ALC IS:
TO PROVIDE HIGH-QUALITY DIFFERENTIATED OPPORTUNITIES FOR LEARNING THAT MEET THE UNIQUE ABILITIES AND TALENTS OF OUR GIFTED AND TALENTED STUDENTS INCLUDING THOSE FROM DIVERSE RACIAL, SOCIOECONOMIC, LINGUISTIC, AND CULTURAL BACKGROUNDS.
DISPELLING THE MYTHS
MYTHS ABOUT GIFTED LEARNERS:
RESEARCH SAYS: FAIR DOES NOT MEAN THE SAME – ALL STUDENTS SHOULD RECEIVE EDUCATIONAL OPPORTUNITIES THAT RESPOND TO THEIR INDIVIDUAL NEEDS AND LEARNING STYLES
RESEARCH SAYS: GIFTED STUDENTS MAY NOT REACH THEIR FULL POTENTIAL IF THEY ARE NOT GIVEN DIFFERENTIATED LEARNING OPPORTUNITIES THAT MEET THEIR COMPLEX LEARNING NEEDS
RESEARCH SAYS: GIFTED STUDENTS SHOULD NOT HAVE TO SACRIFICE ACADEMIC EXCELLENCE IN ORDER TO FIT IN – IT IS THE RIGHT OF GIFTED STUDENTS TO STAND OUT IN THEIR AREAS OF STRENGTH
RESEARCH SAYS: THE REVERSE OF THIS MYTH IS MORE OFTEN TRUE – SOCIAL-EMOTIONAL DISCONTENT MAY OCCUR IF STUDENTS ARE NOT PROVIDED WITH STIMULATING LEARNING EXPERIENCES
ADAPTED FROM STEPHENS, K. “PROMOTING GIFTED EDUCATION IN YOUR COMMUNITY”. PARENTING FOR HIGH POTENTIAL: 1998.
CHARACTERISTICS OF GIFTED LEARNERS�
A GIFTED LEARNER MAY EXHIBIT:
WHAT GIFTED STUDENTS NEED
ADAPTED FROM THE 11TH WORLD CONFERENCE ON GIFTED AND TALENTED EDUCATION, 1995.
Problems Gifted Kids May Face
Self-esteem issues
Not only do gifted kids have to live with the stigma of being “different,” but their sensitivity can also make them appear vulnerable. In combination, these two factors increase the likelihood of being bullied or rejected by peers, both of which are highly damaging to a child’s self-esteem.
Boredom at school
Boredom at school frequently leads to underachievement in gifted students, particularly during adolescence. Gifted adolescents often become frustrated knowing they could complete their work much faster at home, leaving more time to pursue other interests. In essence, school begins to feel like a waste of time, and this may be true even for students enrolled in specialized gifted programs.
Problems with attention and organization
Gifted kids are often stereotyped as being exceptionally focused and organized, but this isn’t always the case. Many gifted kids struggle with inattention and disorganization, in part because they’re abstract thinkers and in part because they have many diverse interests competing for their attention.
Adapted from an article by Dr. Tali Shenfield, October 25, 2022, Advanced Psychology www.psy-ed.com
CATEGORIES OF IDENTIFICATION
STUDENTS WHOSE GENERAL INTELLECTUAL DEVELOPMENT IS MARKEDLY ADVANCED IN RELATION TO THEIR CHRONOLOGICAL PEERS; EVIDENCED BY DISTRICT PSYCHOLOGICAL TESTING
STUDENTS WHO CONSISTENTLY FUNCTION FOR TWO CONSECUTIVE YEARS AT HIGHLY ADVANCED LEVELS IN ENGLISH-LANGUAGE ARTS AND MATHEMATICS; EVIDENCED BY TEST SCORES (SECOND GRADERS MAY ALSO BE IDENTIFIED IN HIGH ACHIEVEMENT WITH THE OLSAT-8)
STUDENTS WHO CONSISTENTLY FUNCTION FOR THREE CONSECUTIVE YEARS AT HIGHLY ADVANCED LEVELS IN EITHER ENGLISH-LANGUAGE ARTS OR MATHEMATICS (SCIENCE OR SOCIAL SCIENCE INCLUDED IN GRADES 9 – 12); EVIDENCED BY TEST SCORES
STUDENTS WHO ORIGINATE, PERFORM, PRODUCE, OR RESPOND AT EXCEPTIONALLY HIGH LEVELS IN DRAWING AND PAINTING; EVIDENCED BY DISTRICT DEMONSTRATION/PORTFOLIO REVIEW
STUDENTS WHO ORIGINATE, PERFORM, PRODUCE, OR RESPOND AT EXCEPTIONALLY HIGH LEVELS IN EITHER DANCE, VOICE, OR DRAMA; EVIDENCED BY DISTRICT AUDITION
STUDENTS WHO CHARACTERISTICALLY PERCEIVE SIGNIFICANT SIMILARITIES OR DIFFERENCES WITHIN THE ENVIRONMENT, CHALLENGE ASSUMPTIONS, AND PRODUCE UNIQUE ALTERNATIVE SOLUTIONS; EVIDENCED BY DISTRICT PORTFOLIO OR PRESENTATION REVIEW
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; EVIDENCED BY DISTRICT PORTFOLIO OR PRESENTATION REVIEW
CATEGORIES OF IDENTIFICATION
“HIGHLY GIFTED”DESIGNATION: �INTELLECTUAL CATEGORY
SCHOOL GATE PROGRAM
NO MATTER WHAT PROGRAM, IT’S ALL ABOUT DIFFERENTIATION: �HOW IS THE CORE CURRICULUM MODIFIED TO MEET THE NEEDS OF GIFTED LEARNERS?
IMPORTANT! MANY OF THE TERMS LISTED ABOVE SHOULD BE PART OF THE RESPONSE FROM A TEACHER OF GIFTED STUDENTS WHEN ASKED ABOUT MEETING THE NEEDS OF YOUR CHILD.
Honors and AP Courses Offered at ALC
Grade 9 | Grade 10 | Grade 11 | Grade 12 |
H English 9 H Biology | H English 10 H Biology H Chemistry H World History AP World History AP Studio Art | AP English Language AP US History AP Biology AP Physics AP Environmental Science AP Studio Art AP Spanish Language | AP English Literature AP Government H Economics AP Biology AP Physics AP Environmental Science AP Calculus AP Studio Art AP Spanish Language |
WHAT CAN A PARENT DO TO NURTURE GIFTEDNESS?
ADAPTED FROM MOUNTFORD, S. “WHAT CAN A PARENT DO?” CALIFORNIA ASSOCIATION FOR THE GIFTED PARENT HANDBOOK.
BE SURE TO READ THE �GATE PARENT NEWSLETTER!
NEWSLETTERS”
ADDITIONAL DISTRICT WIDE GATE PARENT MEETINGS
GATE Parent Hour - First Wednesday of the month on Zoom
GATE Webinars - Held bi-monthly on Zoom
For more information visit the Families page on the GATE website at www.lausd.org/gate
Q & A
MS. HOLMES AT KRH9877@LAUSD.NET OR CALL
(310) 847-3719
THANK YOU ATTENDING!
TOGETHER, WE MAKE A DIFFERENCE.