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Identification Process

 

Gifted Characteristics

The CA Association for the Gifted in the Position Paper, Characteristics of Gifted Children (2005), describes the high levels of functioning exhibited by gifted children in the cognitive, intuitive, affective, and physical areas. A gifted student may exhibit some but not all of these characteristics in varying degrees.
 

COGNITIVE AREA involves logical and rational thought processes:

  • processes an extraordinary quantity of information
  • has a capacity for processing information at an accelerated pace
  • is persistent, goal-oriented
  • demonstrates flexibility
  • rapidly acquires a new language

INTUITIVE AREA involves non-linear reasoning:

  • demonstrates creative and inventive approaches
  • insightfulness leads to leaps of understanding
  • is curious
  • is sensitive to aesthetic qualities
  • shows an interest in the future
  • has the ability to make predictions, extrapolate

AFFECTIVE AREA involves the social-emotional realm:

  • demonstrates unusual sensitivity to the environment
  • has empathy and awareness of the expectations and feelings of others
  • develops idealism and a sense of justice
  • displays emotional intensity
  • has high expectations of self and others

PHYSICAL AREA involves the senses:

  • has heightened sensitivity to light, sound, touch, smell, taste
  • demonstrates high energy that may be misdiagnosed as a hyperactivity disorder
  • displays asynchrony between physical and emotional development
  • avoids physical activity in favor of the intellectual

Some gifted students may also display behaviors that have acted as barriers to identification:

  • lack of organization
  • daydreaming
  • failure to complete work
  • argumentative
  • challenges authority
  • challenges assignments that seem repetitive and pointless
  • sense of humor
  • perfectionism
  • inability to prioritize
  • emotional intensity
  • assorted learning disabilities
  • English language learner

For the full article: http://c.ymcdn.com/sites/www.cagifted.org/resource/resmgr/docs/position13char.pdf

 

 

 G.A.T.E. IDENTIFICATION PROCESS


LVJUSD GATE Program exists to identify and enrich the educational experiences of all students who exhibit a potential for exceptional academic abilities and talents. LVJUSD identifies students for the GATE Program for intellectual ability and high achievement.

 

All students in third grade are assessed for GATE eligibility using the Cognitive Abilities Test (CogAT) Form 7. If parents do NOT want their child assessed, please download the following form and return it to the classroom teacher.

 

2017-2018 Parent Do Not Assess Form (English/Spanish)

 

The third grade GATE assessment schedule for each school site:

 

TBD Fall 2017 @ Altamont Creek Elementary

TBD Fall 2017 @ Arroyo Seco Elementary

TBD Fall 2017 @ Croce Elementary

TBD Fall 2017 @ Jackson Avenue Elementary

TBD Fall 2017 @ Junction K-8 School
TBD Fall 2017 @ Lawrence Elementary

TBD Fall 2017 @ Marylin Avenue Elementary

TBD Fall 2017 @ Michell K-8 School

TBD Fall 2017 @ Rancho Elementary

TBD Fall 2017 @ Smith Elementary

TBD Fall 2017 @ Sunset Elementary

 

 

All students in grades 4-12 are eligible for nomination for testing by teachers, parents, support personnel, and administrators. LVJUSD administers the Cognitive Abilities Test Form 6 to students in grades 4-12 to assess the level of a student's cognitive development.  Nomination forms are available in the main office of each school site or click on the following link and print the form.

 

Testing forms are due October 27, 2017.  Testing of students in grades 4-12 is in December 2017 and January 2018.

 

2017-2018 Nomination Form (English/Spanish)

 

2017-2018 Parent Permission to Test Form (English/Spanish)

 

Please send the completed forms to the LVJUSD Curriculum and Special Projects Department, 685 East Jack London Blvd., Livermore, CA 94551 by October 27, 2017. The CogAT will be administered to students in grades 4-12 in December 2017 and January 2018.

 

 

The CogAT consists of nine ten-minute tests that provide separate scores for verbal, quantitative, and nonverbal reasoning abilities as described below.

VERBAL BATTERY
  • Measures verbal reasoning abilities
  • Uses a variety of item types to sample a broad range of verbal strategies needed to perform both inductive and deductive reasoning

QUANTITATIVE BATTERY

  • Measures the ability to organize, structure, and give meaning to quantitative concepts
  • Samples a broad range of inductive and deductive reasoning strategies
  • Assesses problem-solving abilities in math and other disciplines
NONVERBAL BATTERY
  • Measures reasoning abilities using shapes and visual patterns

 

LVJUSD utilizes multiple criteria for GATE identification, including the results of the Cognitive Abilities Tests Forms 6 and 7, the California Assessment of Student Performance and Progress (CAASPP), the California English Language Development Test (CELDT), and the LVJUSD Benchmark Assessments in Writing.

 

Oftentimes, new students to our district may have been identified as gifted in their previous district.  We review the identification assessment criteria prior to accepting the new student to our program.  Additional testing may not be required.