Hayward USD | BP 6172 Instruction
Gifted And Talented Student Program
Cautionary Notice: AB 97 (Ch. 47, Statutes of 2013) repealed Education Code 42605, which provided temporary flexibility for specified "Tier 3" categorical programs, and instead redirects the funding for those categorical programs into the Local Control Funding Formula (LCFF) (Education Code 42238.01-42251). The supplemental and concentration grant portions of the LCFF may be used for any schoolwide or districtwide educational purpose in accordance with state regulations to be adopted by January 31, 2014, with a goal of increasing or improving services for English learners, foster youth, and students eligible for free and reduced-price meals. Certain requirements related to Tier 3 categorical program(s) in the following policy or regulation are no longer applicable.
The Governing Board believes that all students deserve an education that challenges them to reach their fullest potential. The district shall provide gifted and talented students with opportunities for learning commensurate with their particular abilities and talents.
(cf. 0200 - Goals for the School District)
(cf. 0460 - Local Control and Accountability Plan)
(cf. 0420.1 - School-Based Program Coordination)
(cf. 6000 - Concepts and Roles)
The Superintendent or designee shall identify students for the district's gifted and talented education (GATE) program on the basis of demonstrated or potential intellectual development, creative ability, consistently high achievement levels, academic ability in particular subject area(s), leadership ability, and/or performing and visual arts talent.
The Superintendent or designee shall provide all eligible students, including economically disadvantaged students, English learners, and students of varying cultural backgrounds, with full opportunities to participate in the GATE program and shall provide special counseling or services as necessary to help such students to succeed in the program.
(cf. 0410 - Nondiscrimination in District Programs and Activities)
(cf. 6164.2 - Guidance/Counseling Services)
(cf. 6174 - Education for English Language Learners)
The district's GATE program shall be designed to provide articulated learning experiences across subjects and grade levels and shall meet or exceed state academic content standards and curriculum frameworks.
(cf. 6011 - Academic Standards)
(cf. 6142.7 - Physical Education and Activity)
(cf. 6142.8 - Comprehensive Health Education)
cf. 6142.91 - Reading/Language Arts Instruction)
(cf. 6142.92 - Mathematics Instruction)
(cf. 6142.93 - Science Instruction)
(cf. 6178 - Career Technical Education)
Educational opportunities in the district's GATE program may include:
1. Special day classes which are designed to meet specific academic needs of gifted and talented students and are appropriately differentiated from other classes in the same subjects at the school
2. Part-time groupings, in which students attend classes or seminars that are organized to provide advanced or enriched subject matter for a part of the school day
3. Cluster groupings, in which students are grouped within a regular classroom setting and receive appropriately differentiated activities from the regular classroom teacher
4. Independent study supervised by a certificated district employee and offered through special tutors or mentors or through enrollment in correspondence courses pursuant to Education Code 51740 and 5 CCR 1633
(cf. 6158 - Independent Study)
5. Acceleration, in which students are placed in grade levels or classes more advanced than those of their chronological age group and are provided special counseling and/or instruction outside the regular classroom in order to facilitate their advanced work
(cf. 5123 - Promotion/Acceleration/Retention)
6. Opportunities to attend classes conducted by a college or community college
(cf. 6172.1 - Concurrent Enrollment in College Classes)
7. Advanced Placement classes, International Baccalaureate program, or honors classes
(cf. 6141.5 - Advanced Placement)
8. Supplemental educational activities which augment students' regular educational programs in their regular and/or after school classrooms may include the use of advanced materials and/or provide special opportunities from persons other than the regular classroom teacher
In addition, the district's program shall support the social and emotional development of GATE students in order to promote student engagement in school.
(cf. 5113.1 - Chronic Absence and Truancy)
(cf. 5147 - Dropout Prevention)
Staff development shall be provided as needed to support teachers in understanding the unique learning styles and abilities of gifted and talented students and in developing appropriate instructional strategies.
(cf. 4112.2 - Certification)
(cf. 4131 - Staff Development)
As appropriate, the Superintendent or designee may involve certificated staff, students, parents/guardians and community members in planning, implementation, and evaluation of the GATE program., and students as appropriate.
(cf. 1220 - Citizen Advisory Committees)
(cf. 6020 - Parent Involvement)
The Superintendent or designee shall regularly report to the Board regarding the progress of students enrolled in the district's GATE program. Reports may include, but not limited to, student achievement test results, school attendance, and feedback from program staff and participants.
(cf. 0500 - Accountability)
(cf. 5121 - Grades/Evaluation of Student Achievement)
(cf. 6162.5 - Student Assessment)
(cf. 6162.51 - Standardized Testing and Reporting Program)
(cf. 6162.52 - High School Exit Examination)
(cf. 6190 - Evaluation of the Instructional Program)
37223 Weekend classes for mentally gifted minors
51740 Instruction by correspondence
CODE OF REGULATIONS, TITLE 5
1633 Instruction by correspondence
California Association for the Gifted: http://www.cagifted.org
Council for Exceptional Children, The Association for the Gifted (CEC-TAG): http://www.cectag.org
National Association for Gifted Children: http://www.nagc.org
Policy HAYWARD UNIFIED SCHOOL DISTRICT
adopted: August 3, 1992 Hayward, California
revised: December 11, 2013
revised: January 14, 2015