Gifted and Talented Education (GATE)
San Leandro Unified School District addresses Gifted and Talented Education (GATE) programming for eligible students in the elementary and secondary settings using instruction designed to meet the academic, social, and emotional needs of gifted students. SLUSD believes in providing the necessary challenges for gifted students to reach their full potential, which often extends beyond advanced levels of district and state standards. Across our school sites, students are offered acceleration, enrichment, and challenge through an instructional program based on California State recommended program standards for gifted students.
San Leandro Unified School District utilizes multiple measures to determine GATE eligibility including measures of intellectual capability, academic work, and profiles of gifted characteristics. All third-grade students are screened for further evaluation in the GATE identification process.
Universal GATE Screening Starts in January
The first step in the screening process for Gifted and Talented Education (GATE) services is a cognitive abilities assessment administered to all 3rd-grade SLUSD students. The screening administration will happen in classrooms between January to June. SLUSD utilizes multiple measures to identify students for services. This screening assessment is but one part of the GATE screening process. 3rd-grade students are assessed utilizing the Naglieri Non-Verbal Abilities Test (NNAT3).
SLUSD uses multiple measures to determine the identification of students for the Gifted and Talented Education (GATE) program. AR 6172 states that “Highly gifted students shall generally constitute not more than one percent of the student population (Education Code 52201).” A student needs to demonstrate exceptional ability in one or more of the following area:
- Intellectual ability demonstrated by a combination of results on the NNAT2 GATE test, Intellectual Quotient (IQ) assessment, parent/teacher recommendation, and/or portfolio of work samples.
- Creative ability demonstrated by a portfolio of creative work, parent/teacher recommendation, and/or portfolio of work samples.
- Specific academic ability demonstrated by consistently high academic measures in a specific academic area by review of test scores and grades, parent/teacher recommendation, and/or portfolio of work samples.
- Leadership ability demonstrated by parent/teacher recommendation, active participation in leadership roles, ie. student council, peer coaching, etc., community leadership roles, and/or portfolio demonstrating leadership roles.
- High achievement demonstrated by a review of grades, teacher recommendation, test scores, and/or portfolio of work samples.
- Performing and visual art talent demonstrated by parent/teacher recommendation, and portfolio of work samples.
Below are summaries of AB 2313, BP 6172, and AR 6172 in regards to student identification.
The California State Department of Education, Assembly Bill (AB) 2313, clearly states that GATE identification should not be based on just one factor. The following list are examples provided by the state:
- intelligence quotient (IQ)
- ability or other test scores
- student motivation
- recommendations – from parent/guardian, student or teacher
- classroom observations
- portfolio assessment
Currently, in San Leandro, our Board Policy 6172 Instruction states the following regarding identification of GATE students:
Students may be identified for the GATE program on the basis of demonstrated or potential abilities in any one or more of the following categories: (Education Code 52202; 5 CCR 3822)
- Intellectual Ability: The student demonstrates extraordinary or potential for extraordinary intellectual development.
- Creative Ability: The student characteristically perceives unusual relationships among aspects of the student’s environment and among ideas, overcomes obstacles to thinking and doing, and/or produces unique solutions to problems.
- Specific Academic Ability: The student functions at highly advanced academic levels in particular subject areas.
- Leadership Ability: The student displays the characteristic behaviors necessary for extraordinary leadership.
- High Achievement: The student consistently produces advanced ideas and products and/or attains exceptionally high scores on achievement tests.
- Performing and Visual Arts Talent: The student originates, performs, produces, or responds at extraordinarily high levels in the arts.
SLUSD AR 6172 further states the following criteria for identification of students:
The Superintendent or designee shall design methods to seek out and identify gifted and talented students from varying linguistic, economic, and cultural backgrounds whose extraordinary capacities require special services and programs. (5 CCR 3820)
Students may be recommended for the GATE program by administrators, teachers, counselors, other staff, or parents/guardians. Parent/guardian consent shall be obtained before administering any assessments for the sole purpose of identifying students for this program.
Students shall be selected for the program based on their demonstrated or potential ability for high performance in categories identified by the Board, as evidenced by any of the following indicators: (5 CCR 3823)
- School, class, and individual student records
- Individual tests, including summary and evaluation by a credentialed school psychologist
- Group tests
- Interviews and questionnaires of teachers, parents/guardians, and others
- Student products
- Opinions of professional persons
The GATE program, “Gifted and Talented Education,” is the educational program designed to address the learning styles of the students who have been identified as gifted and talented. GATE services are based on the most current research in gifted education.
These are in keeping with the State Education Code’s directions for services for the gifted and talented. Differentiation of course content is achieved through added depth, complexity, novelty, and acceleration. Teachers across the district are provided with opportunities to attend staff development in the differentiation of instruction.