title: number: issuer: date: routing - Los Angeles Unified School District

Transcripción

LOS ANGELES UNIFIED SCHOOL DISTRICT
REFERENCE GUIDE
TITLE:
Guidelines for Identifying Students as Gifted in the Visual
and Performing Arts Categories
ROUTING
Local District
Superintendents
Local District Administrators
Instructional Services
Principals
Gifted/Talented Program
Coordinators and
Teachers
NUMBER:
REF-5234.0
ISSUER:
Judy Elliott, Chief Academic Officer
Office of Curriculum, Instruction and School Support
DATE:
October 15, 2010
PURPOSE:
The purpose of this Reference Guide is to describe the eligibility criteria and the process
for search, screening, and referral of potentially gifted students in the Visual and
Performing Arts Categories.
MAJOR
CHANGES:
This Reference Guide describes guidelines and procedures for referring eligible students
residing in the Los Angeles Unified School District for identification, previously
detailed in the Office of Curriculum, Instruction and School Support BUL-269.7, issued
July 16, 2009, titled, Assessing and Identifying Students for Gifted/Talented Programs.
For the school’s responsibility and policy procedures regarding student assessment
eligibility, please refer to the revised Office of Curriculum, Instruction and School
Support BUL-269.8 titled, Policy for Assessing and Identifying Students for
Gifted/Talented Programs.
INSTRUCTIONS:
I.
BACKGROUND
California Education Code, Section 52200-52212 which regulates Gifted and
Talented Programs permits each school district to develop its own identification
criteria for determining the eligibility of students as gifted/talented. At regularly
scheduled intervals or as an ongoing process throughout the school year, the site
administrator or designee should seek input from teachers and staff, students,
community, and parents to gather and analyze existing data to determine the
potential of candidates. School personnel may use Attachment D, Local School
Search and Referral form, included in this Reference Guide.
II.
STUDENT REFERRAL
An equal opportunity for consideration of referral should be provided at all
school sites to all qualifying students. Student referral in the Visual and
Performing Arts categories is as follows:
A. Grade Level: Second grade and above.
B. Deadline: Deadline to submit referrals in the Visual Arts Ability and
Performing Arts Ability Categories is three weeks before the talent
assessment date. The Districtwide talent assessment in dance, drama,
voice, and visual arts is conducted twice a year the third week in
November and the third week in May unless otherwise notified.
NOTE:
For the exact dates and location, school personnel may refer to
the online Memorandum titled, Conservatory of Fine Arts
Program for Gifted and Potentially Gifted/Talented Students,
MEM-5160.0, revised each mid July–early August.
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October 15, 2010
REFERENCE GUIDE
III. SEARCH AND SCREENING
Designated LAUSD certificated personnel who form the Local School
Screening Committee are responsible for the search and screening of all
potential candidates. The Local School Screening Committee is composed of
the principal or a designee, GATE coordinator, and a teacher familiar with the
school work of the student and of gifted/ talented students. At least one
member should have an understanding of the candidate’s economic, linguistic,
cultural group, and/or abilities.
A. Search—The search phase is as follows:
1. Ability in the Visual Arts: Students who originate, perform, produce,
or respond at exceptionally high levels in either drawing or painting.
2. Ability in the Performing Arts: Students who originate, perform,
produce, or respond at exceptionally high levels in either dance,
music (voice), or drama.
B. Screening: Indicators of extraordinary ability or talent or the potential for
either may be found by reviewing the cumulative record, teacher
inventory, and parent and student questionnaires.
IV. CRITERIA
Students being referred in the Visual and Performing Arts Ability categories
must meet the following:
A. Evidence of such things as quality participation; great interest in the arts;
creativity; divergent thinking; awards of outstanding achievement and
recognition; and
B. Evaluation from a teacher or a District expert verifying advanced
performance in the area of performing arts or a student project or portfolio
verifying outstanding ability in the visual arts. Please see Section B, V.
Documentation, pg. 3–4 of this Reference Guide for sample comments;
and
C. Evaluation of student and parent inventories showing evidence of
motivation, interest, or experience.
Visual Arts
Talent assessment areas include:
drawing and painting and consists
of portfolio evaluation of student
artwork and a Districtwide
demonstration of student drawings
at the demonstration site.
Performing Arts
Talent assessment areas include:
dance, drama, and voice. It is
accomplished through a Districtwide
audition in the performing arts at a
demonstration site.
D. Local school screening committee recommendation: When the
committee finds that a candidate is not eligible for consideration, a copy
of the completed application form is sent to the parents. The original is
kept in the cumulative record.
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REFERENCE GUIDE
V.
DOCUMENTATION
A. Ethnicity Codes: Please use chart below to identify student ethnicity.
DATA FROM THE SCHOOL INFORMATION SYSTEM (SIS)
CODE ETHNICITY
CODE ETHNICITY
1
American Indian
5
White
2
Asian
6
Filipino
3
Black, Not Hispanic
7
Pacific Islander
4
Hispanic
B. Sample Comments: The following are sample comments in the disciplines to
assist school personnel when filling out the Application for Identification
form.
I.
Performing Arts:
a. Displays imagination through verbal and nonverbal expression.
b. Communicates ideas and feelings through the medium.
c. Uses different forms of communication to express the same idea.
d. Perceives and reacts to discrete details of the environment, i.e., color,
music, art, voice, etc.
e. Interprets abstract concepts personally.
f. Goes beyond the anticipated performance; brings a new dimension.
g. Evidences an ability to move an audience emotionally.
2. Visual Arts:
a. Draws a wide variety of imaginative things.
b. Shows originality. Draws or sculpts things in ways few other
students do and in ways usually not taught.
c. Shows evidence of high psychomotor ability related to a particular
medium.
d. Takes art work seriously; seems to find much satisfaction.
e. Is willing to try out new materials and experiences.
f. Expresses curiosity about concepts and methods of artists.
g. Demonstrates interest in various fields of design such as stage,
costume, or fashion, interior, advertising, etc.
C. Student selection:
1. Student must select one category only and must select one discipline
per assessment date.
2. Student must apply one time within the school year for the same
discipline.
3. Student will receive an invitation letter at home sent by the
Gifted/Talented Programs staff.
If students want to participate in the next available talent assessment, a
new application, a new request for audition/demonstration form, and new
parent consent to assess must be submitted.
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REFERENCE GUIDE
D. Student preparation:
1. The classroom teacher or school staff personnel should inform the
student and parent of the date of assessment in order to alert and
prepare the student for best performance.
2. Attachment H-2, “Requirements for Giving a Demonstration in the
Visual Arts” or Attachment H-1, “Requirements for an Audition in
the Performing Arts” should be distributed to student.
3. The parent consent, parent inventory, and student questionnaire(s)
must be provided to parents and students to complete and return to the
school.
4. The parent and student should understand the significance of the
student’s participation on the assessment activity.
VI. PREPARATION OF REFERRAL PACKETS
Current forms must be used and signatures cannot be over a year old. The
original form with the screening materials listed below is forwarded to the
designated office as per instructions in the Directory, Section VII, pg. 5 of this
Reference Guide.
A. Attachments for visual and performing arts: The packet for each Visual
or Performing Arts Ability applicant consists of the following and should
be assembled as follows:
1. Request for Audition/Demonstration Form, Attachments B-1, or B-2
for each School Organizational Code
2. Application for Identification as Talented, Attachment A
3. Parent Consent for Assessment of Student as Talented, Attachment C
4. Talent Inventory (Teacher):
Performing Arts, Attachment E-1 or
Visual Arts, Attachment E-2
5. Parent Inventory:
Performing Arts, Attachment F-1 or
Visual Arts, Attachment F-2
6. Student Questionnaires:
Performing Arts
Dance, Attachment G-1 or
Drama , Attachment G-2 or
Voice, Attachment G-3 or
Visual Arts, Attachment G-4
7. Copy of the front page of the cumulative record only
8. Copy of current IEP or 504, if applicable.
B. Processing student referrals for talent assessment: Referral packets in the
Visual or Performing Arts Ability Categories must be complete. Students
will be invited by letter (which must be presented) on a first-come firstserve basis due to limited capacity.
1. Incomplete referrals—Student data that is incomplete will be returned
to the referring school. The return of incomplete referral packets may
cause the student to lose placement.
2. Over subscription—Should there be an over subscription or if it is
submitted late, student referral packet will be returned to the referring
school.
3. No shows—If a student does not show up at the indicated time, the
referral packet will be returned to the referring school.
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REFERENCE GUIDE
VII. DIRECTORY
Reference
Contact
Telephone
A. Assistance
Gifted/Talented Programs
Administrative Offices
Beaudry Site, 25th Floor
(213) 241-6500
B. Student Records Los Angeles Unified School District (213) 241-6500
333 S. Beaudry Avenue, 25th Floor FAX
(213) 241-8975
Los Angeles, CA 90017
In accordance with the Family Education Rights and Privacy Act of 1974,
parents or guardians may receive a copy of their child’s intelligence test results
through written request. The student’s name, birth date, approximate date and
location of assessment, and where information should be sent must be included.
C. Generating a Roster of Potential Gifted/Talented Students
Student Information Systems Support Branch
Elementary SIS
(213) 241-4617
Secondary SIS
(213) 241-4850
D. Visual Arts Ability and Performing Arts Ability Categories
Items
Referral
Packets
School Mail Address
Telephone
(213) 241-6500
Beaudry Site, 25th Floor
Indicate Auditions/Demonstrations
VIII. ATTACHMENTS
A
B-1
B-2
C-1
C-2
D
E-1
E-2
F-1
F-2
G-1
G-2
G-3
G-4
H-1
H-2
“Application for Identification as Talented: Visual and Performing Arts”
“Request for a Demonstration in the Visual Arts Ability Category”
“Request for an Audition in the Performing Arts Ability Category”
“Parent Consent for Assessment of Student as Gifted/Talented”
“Parent Consent for Assessment of Student as Gifted/Talented” (Spanish)
“Local School Search and Referral Form”
“Talent Inventory: Performing Arts (Teacher)”
“Talent Inventory: Visual Arts (Teacher)”
“Parent Inventory: Performing Arts”
“Parent Inventory: Visual Arts”
“Student Questionnaire: Dance”
“Student Questionnaire: Drama”
“Student Questionnaire: Music (Voice)”
“Student Questionnaire: Visual Arts”
“Requirements for an Audition in the Performing Arts”
“Requirements for Giving a Demonstration in the Visual Arts”
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REFERENCE GUIDE
RELATED
RESOURCES:
For instructions concerning the policy for student assessment eligibility, the schools
responsibility regarding parent notification, student cumulative record, and the student
Developmental Case Study follow-up, please refer to the revised Office of Curriculum,
Instruction and School Support BUL-269.8, titled, Policy for Assessing and Identifying
Students for Gifted/Talented Programs.
For guidelines regarding student referral in other categories, please refer to the
following Reference Guides from the Office of Curriculum, Instruction and School
Support:
REF-5228 titled, Guidelines for Identifying Students as Gifted in the
Intellectual Category.
High Achievement and Specific Academic Categories.
Creative and Leadership Categories.
For more information about professional development workshops on identification of
students and search and referral strategies, school personnel may refer to the
following:
For the current calendar of the Districtwide Coordinators’ meetings,
log onto Inside LAUSD. It will also be available under the
“Professional Development” Section of our website at
<www.lausd.net/GATE>.
To register for the current Professional Development training
sessions, log onto the Learning Zone for the dates and locations.
For the development of cluster models for student grouping and the approval process
for the GATE Plan, please refer to the Office of Curriculum, Instruction and School
Support MEM-1886.6 titled, Gifted/Talented Program Plan Guidelines, accessible
online through Inside LAUSD.
ASSISTANCE:
For assistance, please call Wynne Wong-Cheng, Specialist, Psychological Services,
Gifted/Talented Programs Office at (213) 241-6500.
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October 15, 2010
GIFTED/TALENTED PROGRAMS
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October 15, 2010
ATTACHMENT A
APPLICATION FOR IDENTIFICATION AS TALENTED
Type or print legibly.
Org. Code
VISUAL AND PERFORMING ARTS
Dist.
STUDENT IDENTIFICATION NUMBER
Special Education
Eligibility:
I. Last Name
English Language Development
ELD Level:_
Classification: RFEP IFEP
EO
M.I. Sex Grade Birth Date Ethnicity
Copy of IEP or 504 Plan
First Name
School
Track Student Language:
Home Language:
Work Phone:
Home Phone:
City
Parent/Guardian Name
Current Street Address (Must be a residential address within LAUSD)
Zip Code
II. REFERRAL
Print Name & Title:
Signature:
Select a Category. Mark [ x ] one box only. Assessment date requested: 3rd Saturday in
Nov.
May
Visual Arts
Performing Arts (Select one discipline):
Dance
Drama
Music (Voice Only)
III. SCREENING All items must be completed; see reverse side. Mark [ x ] as items are completed.
A. Documentation: Attach all questionnaires to the application in the following order.
1.
Parent Consent
3.
Student Questionnaire 5.
Front Page of Cum Record Only
2.
Talent Inventory (Teacher) 4.
Parent Inventory
B. Previous GATE assessment?
Yes
No If yes, complete below:
Result:
Date:
Visual Arts Performing Arts:
Dance
Drama
Music (Voice)
School:
Category:
Result:
Year:
IV. REPORT ON ELIGIBILITY FROM THE LOCAL SCHOOL SCREENING COMMITTEE
A. EVALUATION
1. Please indicate the observed characteristics applicable to the areas of visual arts or performing arts
talent:
2. List student’s academic strengths and weaknesses:
B. DETERMINATION OF CANDIDACY /SCREENING COMMITTEE REPORT
(A member should have understanding of candidate’s economic, linguistic, and cultural background.)
Consideration for eligibility in:
Visual Arts
Performing Arts: dance
drama
Not recommended. (Discontinue screening.)
voice
Minimum of three committee member signatures required.
Signature of Teacher (required):
Signature of Administrator or Designee (required):
Signature of committee member (required; include title):
Signature of committee member (include title):
V. DISTRICT DETERMINATION OF ELIGIBILITY
[ ] Not eligible for participation.
[ ] Eligible for participation in: [ ]Visual Arts Ability
Date:
Date:
Date:
Date:
FOR DISTRICT OFFICE USE ONLY
[
]Performing Arts Ability: [ ]Dance [ ]Drama [ ]Voice
Comments:
_____________________________________ __________________________________ ____________
Print Title of District Staff
Signature of District Staff
Date
Please type or print in black ink. Duplicate this form double-sided before obtaining signatures.
ATTACHMENT A
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October 15, 2010
GUIDELINES FOR REFERRAL OF STUDENTS AS TALENTED
Applicants must be in the third grade or above
For instructions concerning the policy for student assessment eligibility, the schools responsibility regarding parent
notification, student cumulative record, and the student Developmental Case Study follow-up, please refer to the revised
Office of Curriculum, Instruction and School Support BUL-269.8, titled, Policy for Assessing and Identifying Students for
Gifted/Talented Programs. Templates are available in the Attachment Section of this Reference Guide through Inside
LAUSD. Student data will not be accepted by FAX.
REQUESTS: Due to State restrictions, students must attend LAUSD schools and reside within LAUSD boundaries to
be considered for gifted/talented assessment. Independent and Affiliated charter schools within LAUSD boundaries may
request evaluations for identification of their students through the Fee-for-Service Process by contacting the Charter
Schools Office (213) 241-2487.
STUDENT’S DEVELOPMENTAL CASE STUDY: The orange folder becomes a part of the student’s cumulative
record and is to be kept within the cumulative record. If a student moves to another school, the cumulative record
including the orange folder must be forwarded to the next school.
REFFERALS: Students who originate, perform, produce, or respond at exceptionally high levels in either dance,
drama, music (voice), or drawing and painting. When the committee finds that a candidate is not eligible for
consideration, a copy of the completed application form is sent to the parents. The original is kept in the cumulative
record.
NOTES: Districtwide talent assessment is conducted the third Saturday in November and the third Saturday in May,
unless otherwise notified.
• Student data: Students whose paperwork is complete and on time will be invited by letter, which student must bring
to the audition/demonstration. (Current home address is needed.) Two applications for one student will
automatically be declined and returned to school. Student applications will be processed on a first-come firstserve basis due to limited capacity.
• Incomplete data: Paperwork will be returned to the referring school if student does not select a category or if
student selects more than one discipline, or if application and student, parent, and teacher evaluations are missing
or not filled out properly.)
• Over subscription: Paperwork must be submitted at least three weeks prior to date of assessment. If there is an
over subscription or referral packets are received after the deadline, student data will be returned to the referring
school. If student wants to participate in the next talent assessment date, a new application, a new request for
audition/demonstration form, and new parent consent to assess must be submitted.
• No Shows: Students who do not show up, data will be returned to the referring school. If student wants to
participate in the next talent assessment date, a new application, a new request for audition/demonstration form, and
new parent consent to assess must be submitted.
For scanning purposes, all documents must be legible and complete. Do not use a highlighter on any form. Please use
black ink (not pencil), use white paper only, and do not staple student data (use paper clips). The Local School
Screening Committee completes the referral packet and addresses it as indicated below:
The Local School Screening Committee completes
Candidates must select one category per assessment date.
the referral packet and addresses it as follows:
PERFORMING ARTS ABILITY
(DANCE, VOICE, OR DRAMA): Grade 2 or above.
Candidates must select one discipline per audition.
Beaudry Site, 25th Floor.
VISUAL ARTS ABILITY (DRAWING AND PAINTING):
Indicate: Auditions/Demonstrations
Grade 2 or above.
Reference
Contact
A. Student Records - In accordance with the Family Education
Los Angeles Unified School District
(213) 241-6500
333 S. Beaudry Avenue, 25th Floor
Los Angeles, CA 90017
FAX
(213) 241-8975
Rights and Privacy Act of 1974, parents or guardians may
receive a copy of their child’s intelligence test results through
written request. The student’s name, birth date, approximate date
and location of assessment, and where information should be sent
must be included.
B. Generating a roster of potential gifted/ talented
students
Telephone
Information Systems Support Branch
Elementary SIS
(213) 241-4617
Secondary SIS
(213) 241-4850
DUPLICATE THIS FORM BACK-TO-BACK BEFORE DISTRIBUTION.
REF-5234.0
October 15, 2010
ATTACHMENT B-1
REQUEST FOR A DEMONSTRATION IN THE VISUAL ARTS ABILITY CATEGORY
Name of School
Contact Person & Title
Org. Code
E-mail
Dist.
Phone Number
(
)
Students listed below have been screened as candidates for identification as talented and all attend a
LAUSD school.
All addresses are current and have been verified as being within LAUSD boundaries.
All screening forms have been completed, are properly assembled, and are attached.
Keep a copy of this form for your records.
For scanning purposes, all documents must be legible and complete. Do not use a highlighter on any form. Please
use black ink (not pencil), use white paper only, and do not staple student data (use paper clips).
VISUAL ARTS ABILITY, GRADES 2–12—drawing, painting. Date of demonstration: 3rd Sat. in
Please Print Name of Student
Alphabetically by Category & Discipline
(Last Name, First Name, Middle Initial)
Student Data
Student 10-Digit
ID Number
Nov.
May
For Office Use
Only
*Preliminary
Eligibility Status
Not
Ethnicity
Grade Track Eligible Eligible
1
2
3
4
5
6
7
8
9
10
11
12
Two applications for one student will automatically be declined and returned to school. Districtwide talent
assessment is conducted the third Saturday in November and the third Saturday in May, unless otherwise notified.
*Gifted/Talented Programs staff will mail the notification letter to parents and will send the completed case study to the school.
_________________________________________________
Signature of Principal
Date
Form may be duplicated for additional names. See reverse side for
guidelines. Please do not submit student data by FAX.
FOR OFFICE USE ONLY: Date______________
Processed by___________________________
Date Orange Folders were sent_________________
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October 15, 2010
ATTACHMENT B-2
REQUEST FOR AN AUDITION IN THE PERFORMING ARTS ABILITY CATEGORY
Name of School
Contact Person & Title
Org. Code
E-mail
Dist.
Phone Number
(
)
Students listed below have been screened as candidates for identification as talented and all attend a
LAUSD school.
All addresses are current and have been verified as being within LAUSD boundaries.
All screening forms have been completed, are properly assembled, and are attached.
Keep a copy of this form for your records.
For scanning purposes, all documents must be legible and complete. Do not use a highlighter on any form. Please
use black ink (not pencil), use white paper only, and do not staple student data (use paper clips).
PERFORMING ARTS ABILITY, GRADES 2–12—dance, drama, or voice.
Date of audition: 3rd Sat. in
Nov.
May
\
Please Print Name of Student
Student Data
(Last Name, First Name, Middle Initial)
Alphabetically by Discipline
For Office Use
Must Select One
Only
Discipline Only
*Preliminary
Indicate Discipline Eligibility Status
Student 10-Digit
ID Number
Ethnicity
Grade Track
Category of
Application
Not
Eligible Eligible
1
2
3
4
5
6
7
8
9
10
11
12
Two applications for one student will automatically be declined and returned to school. Districtwide talent
assessment is conducted the third Saturday in November and the third Saturday in May, unless otherwise notified.
*Gifted/Talented Programs staff will mail the notification letter to parents and will send the completed case study to the school.
_________________________________________________
Signature of Principal
Date
Form may be duplicated for additional names. See reverse side for
guidelines. Please do not submit student data by FAX.
FOR OFFICE USE ONLY: Date______________
Processed by___________________________
Date Orange Folders were sent_________________
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October 15, 2010
ATTACHMENT C-1
PARENT CONSENT FOR ASSESSMENT AS GIFTED/TALENTED
STUDENT MUST RESIDE WITHIN LAUSD BOUNDARIES
Last Name
First Name
M.I.
Grade Track Local
District:
School
Home Address (Must be a residential address within LAUSD)
Date of Birth
Home Phone No.
(
City
)
Zip Code
Your child has been referred as a candidate for assessment and identification as Gifted/Talented in the
following category:
Intellectual Ability*
High Achievement Ability
Specific Academic Ability in:
(Indicate subject):
English
Science
Math
Social Science
Visual Arts Ability
Performing Arts in:
dance
drama
Creative Ability
Leadership Ability
voice
**Talent assessment date:
3rd Sat. in
Nov.
May
*In general, students referred for identification as potentially gifted in the area of intellectual ability are administered only
a single psychological evaluation.
**Districtwide talent assessment is conducted the third Saturday in November and the third Saturday in May, unless
otherwise notified.
PLEASE COMPLETE THIS FORM AND RETURN IT TO YOUR CHILD’S TEACHER.
A brief description of the categories and identification process is provided on the reverse side.
If you would like a continuation of the assessment process indicate your consent by signing below.
The following are factor(s) for consideration that may affect my child’s performance:
Physical:
Other (Specify):
I consent to an assessment, which may include the administration of an intelligence test and/or the
evaluation of the student’s performance or academic record.
I do not consent to an assessment.
Name of Parent/Guardian (print name):
_____________________________________
Parent/Guardian Signature
__________________________________
Relationship to Pupil
__________
Date
(Evidence of legal guardianship required)
- over - Gifted/Talented Programs Office recommends that all applications are completed and submitted to the
appropriate offices in a timely manner after date of the parent consent signature.
- Schools may give a copy of the consent form to parent. Make sure the reverse side is included.
Consent form, which can be reproduced, is available in several languages by calling (213) 241-6500.
DUPLICATE (BACK-TO-BACK) BEFORE DISTRIBUTION.
ATTACHMENT C-1
-2-
REF-5234.0
October 15, 2010
IDENTIFICATION AS GIFTED/TALENTED
Gifted/Talented students are those who have outstanding abilities and are capable of high
performance.
CATEGORIES OF IDENTIFICATION—Students whose abilities fall into one or more of the
categories below may be considered for Gifted/Talented Programs.
Intellectual Ability—Students whose general intellectual development is markedly advanced
in relation to their chronological peers.
Grades 4 and above—Students who consistently function for two consecutive years at highly
advanced levels in reading/EL (elementary), English/EL (secondary), or English-language arts
and mathematics.
Grades 2 only—Students who demonstrate high achievement on a nationally standardized,
norm-referenced, group administered measure of verbal and non-verbal school abilities.
Specific Academic Ability (fourth grade and above)—Students who consistently function
for three consecutive years at highly advanced levels in either reading/EL (elementary),
English/EL (secondary), or English-language arts, or mathematics. Students Grades 9–12
may be referred in either science or social science.
Performing Arts Ability—Students who originate, perform, produce, or respond at
exceptionally high levels in either dance, music (voice), or drama.
Visual Arts Ability—Students who originate, perform, produce, or respond at exceptionally
high levels in drawing or painting.
Creative Ability—Students who characteristically perceive significant similarities or
differences within the environment, challenge assumptions, and produce unique alternative
solutions.
Leadership Ability—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.
PROCESS FOR IDENTIFICATION
Identification is accomplished through an assessment process consisting of the following
steps:
1. The school develops an initial list of potential candidates through the process of search
and referral.
2. The school administrator or designee screens students by collecting data from existing
sources, such as the cumulative record and progress report card. When appropriate, a
test or audition or demonstration may be required.
3. The Local School Screening Committee makes preliminary recommendations for
consideration on the eligibility of students.
4. A designated District staff member reviews all screening and assessment data and makes
a final determination on the eligibility of students.
LOS ANGELES UNIFIED SCHOOL DISTRICT— Gifted/Talented Programs
DISTRITO ESCOLAR UNIFICADO DE LOS ANGELES— Programas Para Alumnos Dotados/Talentosos
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ANEXO C-2
(Spanish)
PARENT CONSENT FOR ASSESSMENT AS GIFTED/TALENTED — STUDENT MUST LIVE WITHIN THE LAUSD BOUNDARIES
CONSENTIMIENTO PARA LA EVALUACION DEL ESTUDIANTE COMO DOTADO/TALENTOSO
ESTUDIANTE DEBE RESIDIR DENTRO DE LOS PERIMETOS DEL DISTRITO ESCOLAR DE LOS ANGELES
Escriba con letra legible.
Last Name/Apellido del Estudiante
School/Escuela
M.I. Birthdate /Fecha de
Nacimiento:
Telephone/Teléfono de la casa
Gr./Año Track Distrito
(
)
Local:
First Name/Primer Nombre del Estudiante
Address/Domicilio (Debe ser un domicilio residencial dentro del Distrito City/Ciudad
LAUSD):
ZipCode/Código
Postal:
Your child has been referred as a candidate for assessment and identification as Gifted/Talented in the following category.
Su niño ha sido nombrado como candidato para una evaluación e identificación como Dotado/Talentoso en la siguiente categoría:
Visual Arts Ability
Creative Ability
Intellectual Ability/Habilidad Intelectual*
Destreza en Artes Visuales
Destreza en el área de
Creatividad
Performing Arts in/Destreza en
Habilidad de Aprovechamiento Superior
Artes
Dramáticas
en
el
área
de:
Specific Academic Ability in/Destreza Académica
Leadership Ability
Dance/Danza
Drama/Drama
Voice/Canto
Específica en el área de:
English/Inglés
Destreza en el área de
**Talent
assessment
date
/
Math/Matemáticas
Science/Ciencias
Liderazgo
Fecha: 3er Sab. en
Nov.
Mayo
Social Science/ Ciencias Sociales
*In general, students referred for identification as potentially gifted in the area of intellectual ability are administered only a single
psychological evaluation. Por lo general, a los estudiantes que se les refiere para ser identificados en el área intelectual se les hace una
evaluación solamente.)
**Districtwide talent assessment is conducted the third Saturday in November and the third Saturday in May, unless otherwise notified. Las
sesiones de evaluación son conducidas el tercer sábado en noviembre y el tercer sábado en mayo, a menos que se le notifique lo contrario.
PLEASE COMPLETE THIS FORM AND RETURN IT TO YOUR CHILD’S TEACHER.
POR FAVOR LLENE LA FORMA Y MANDELA AL MAESTRO DE SU NIÑO.
A brief description of the categories and identification process is provided on the reverse side. If you would like a continuation of the
assessment process indicate your consent by signing below. Una breve descripción de las categorías y proceso de la identificación es
proporcionada al reverso de este documento. Favor de leerlo cuidadosamente e indique si Ud. desea continuar con dicho proceso y anote su
selección al pie de la página. Envie la forma al maestro de su niño.
The following are factor(s) for consideration that may affect my child’s performance/Factores de consideración que pueden afectar el
resultado del rendimiento de mi hijo:
Physical/Físico:
Other (Specify)/Otro (Especifique):
I consent to an assessment, which may include the administration of an intelligence test and/or the evaluation of the student’s
performance or academic record. Doy mi consentimiento para la evaluación cual puede incluir la administración de un examen de
inteligencia o una evaluación de su capacidad o rendimiento académico.
I do not consent to an assessment. No doy mi consentimiento para la evaluación.
Nombre del Padre/Tutor (con letra de molde):
_________________________________
Firma del Padre/Tutor
__________________________________
___________
Parentesco con el Alumno
Date/Fecha
(Se necesita evidencia legal de su tutela.)
Gifted/Talented Programs Office recommends that all applications are completed and submitted to the appropriate offices in a timely
manner after date of the parent consent signature. La oficina de los Programas Para Alumnos Dotados/Talentosos
recomienda que las solicitudes deben llenarse y mandarse a la oficina correspondiente lo más pronto posible después
de obtener la firma del consentimiento. Schools may give a copy of the consent form to parent. Make sure the reverse side of
this form is included. Asegure que la escuela le de una copia de ésta forma y que incluya el reverso.
ANEXO C-2
-2-
REF-5234.0
(Spanish)
IDENTIFICACION COMO DOTADO/TALENTOSO
IDENTIFICATION AS GIFTED/TALENTED
Los estudiantes Dotados/Talentosos son aquellos que sobresalen en sus habilidades y son
capaces de un aprovechamiento superior.
CATEGORIAS DE IDENTIFICACION―Los estudiantes que califiquen en más de una de las
categorías mencionadas abajo, pueden ser considerados para los Programas Para Alumnos
Dotados/Talentosos.
Habilidad Intelectual—Aquellos estudiantes cuyo desarrollo intelectual en general está
sumamente avanzado cronológicamente en relación al de sus compañeros.
Aprovechamiento Superior
Grado 4 en adelante—Aquellos estudiantes cuyo rendimiento por dos años consecutivos es a
un nivel sumamente avanzado en lectura/EL (primaria), inglés/EL (secundaria), o artes de
lenguaje y matemáticas.
Grado 2 únicamente—Aquellos estudiantes que demuestren habilidades escolares verbales y
no verbales a un alto rendimiento a nivel nacional en una norma de referencia estandarizada
administrada en grupo.
Destrezas Académicas Específicas (únicamente del cuarto año en adelante)—Aquellos
estudiantes cuyo rendimiento por tres años consecutivos es a un nivel sumamente avanzado
en una de las materias siguientes: lectura/EL (primaria), inglés/EL (secundaria), o artes de
lenguaje o matemáticas. Estudiantes que cursan del grado 9–12 pueden ser referidos en
ciencias o en ciencias sociales.
Destrezas en las Artes Dramáticas—Aquellos estudiantes que inician, trabajan, producen o
responden a niveles excepcionalmente altos en danza, drama o música (voz).
Destrezas en las Artes Visuales—Aquellos estudiantes que inician, trabajan, producen o
responden a niveles excepcionalmente altos en dibujo o pintura.
Destreza en la Creatividad—Aquellos estudiantes que característicamente perciben similitudes
significantes o diferencias dentro del ambiente, desafían suposiciones, y presentan soluciones
alternativas y únicas.
Destreza en el área de Liderazgo—Aquellos estudiantes que demuestran seguridad y
conocimientos; influencian a los demás con eficacia; demuestran habilidad para resolver
problemas y tomar sus propias decisiones; expresan ideas con claridad oralmente o por escrito;
demuestran tener un propósito y un sentido de ubicación.
PROCESO DE IDENTIFICACION
La identificación de los estudiantes se lleva a cabo por medio de un proceso de evaluación que
consiste en lo siguiente:
1. La escuela inicia una lista de posibles candidatos por medio del proceso de reconocimiento y
asignación.
2. El administrador escolar o persona designada clasifica a los estudiantes por medio de datos
recientes, tales como el expediente escolar y la boleta de calificaciones. Cuando sea
apropiado, se requerirá un examen, o una audición, o una demostración individual.
3. El Comité de Evaluación de la escuela hace la recomendación preliminaria referente a la
consideración acerca de la elegibilidad de los estudiantes.
4. Un miembro del personal del Distrito escolar es asignado para revisar todos los documentos
clasificados y para hacer su determinación final acerca de la elegibilidad de los estudiantes.
REF-5234.0
October 15, 2010
ATTACHMENT D
LOCAL SCHOOL SEARCH AND REFERRAL FORM
SCHOOL YEAR:
Legislation governing Gifted/Talented Programs (Education Code Section 52202, GATE VI: Categorical
Program Monitoring, Section 3820, F) and Title VI Guidelines, Office of Civil Rights, stipulates that
special emphasis be directed toward identifying students from all ethnic, linguistic, cultural, and
socioeconomic backgrounds.
TEACHERS—Please review the characteristics on reverse side of this page and write the names of potentially
gifted/talented student(s) in your classroom who you are recommending, the category for possible identification,
or whether they may be a candidate to participate in the Screening and Instructional Program(s). Please note that
students, parents, and district personnel may also refer students for identification.
CATEGORIES for formal identification—Intellectual Ability: Students whose general intellectual development is
markedly advance in relation to their chronological peers (one semester teacher observation is required); High Achievement Ability, Gr. 4–12: Students who function at highly advanced levels in both English Language Arts/Reading and
Mathematics (evidence requires two consecutive years); High Achievement Ability, Gr. 2 only: Students who
demonstrate high achievement on a nationally standardized, norm-referenced, group administered measure of verbal and
non-verbal school abilities; Specific Academic Ability, Gr. 4–12: Students who function at highly advanced levels in
either English Language Arts/Reading, Mathematics, Science or Social Science (evidence requires three consecutive years);
Visual and Performing Arts Abilities, Gr. 2–12: Students who originate, perform, produce, or respond at exceptionally
high levels in either dance, drama, voice, drawing or painting; Creative Ability, Gr. 4–12: Students who characteristically
perceive significant similarities or differences within the environment, challenge assumptions, produce unique alternative
solutions. Leadership Ability, Gr. 4–12: 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.
STUDENT’S NAME
Referring Teacher’s Name
CATEGORY/PROGRAM REFERRAL
(indicate specific discipline[s] if applicable)
GRADE
Track
Return to GATE Coordinator/Designee
Room No.
Date:
Room No.
- Over -
ATTACHMENT D
-2-
REF-5234.0
October 15, 2010
GENERAL CHARACTERISTICS OF GIFTED/TALENTED STUDENTS
Even though all children differ in physical, intellectual, and affective and behavioral traits, some characteristics of
gifted/talented students reoccur frequently in the research literature. The following list of characteristics will be
divided into the following categories: Intellectual Traits and Affective Characteristics of gifted students.
INTELLECTUAL TRAITS
• Thirst for knowledge to satisfy an inquiring mind.
• Strong powers of reasoning, ability to make comparisons and generalizations, and ability to see
cause-and-effect relationships.
• Ability to concentrate, to become totally submerged and absorbed in an assignment, project, or
activity.
• Approaches tasks in different, unusual, and original ways.
• Ability to use humor to make a point, to change a situation, to gain an advantage, or to connect
diverse knowledge.
• Has keen capacity for processing information.
• Display keen powers of perception and observation that can frequently detect fallacies and
inconsistencies.
• Is highly motivated to learn a wide variety of subjects at advanced levels.
• Shows fluency in his/her native language; uses expressive speech, extensive vocabulary, and
communication skills.
• May display inner conflicts about academic achievement.
• Thinks of and asks questions which involve logical-thinking process.
AFFECTIVE CHARACTERISTICS
• Is sensitive and empathetic to the feelings of others but is impatient with illogical, sloppy, or
disorganized thinking.
• Possesses a sense of justice and fairness, intuitively understands why certain behavior is good and
another is bad.
• Is more sensitive to social and moral issues, particularly those in which the students’ sense of reason
seems to be violated.
• Likes flexibility in scheduling and experience: is resistant to routine drill.
• Daydreams and may appear to be restless—may complete part of the assignment and then take off in
a new direction.
• Develops an internal locus of control (intrinsic motivation), which means doing or learning for the
fun and joy of it without an external reward.
• Sets high-level goals for self and others. Likely to use errors and failures constructively.
• Demonstrates high-level social skills and leadership qualities (may lead in a negative way).
• Enjoys competition but also works in cooperation with others.
NOTE: For the school’s responsibility and policy procedures regarding student assessment
eligibility, please refer to the revised Office of Curriculum, Instruction and School Support
BUL-269.8 titled, Policy for Assessing and Identifying Students for Gifted/Talented
Programs.
REF-5234.0
October 15, 2010
ATTACHMENT E-1
TALENT INVENTORY: PERFORMING ARTS (Teacher)
Applicants must be in the second grade or above.
Last Name
First Name
M.I.
Grade
School
Today’s Date
Track
Local
District:
Listed below are two sets of characteristics frequently evidenced by students talented in the performing arts.
Section I is comprised of characteristics general to all the performing arts;
Section II is comprised of behaviors specific to the particular medium for which the student is referred, i.e.,
dance, drama, music (voice).
DIRECTIONS: Complete all items in Section I and the one group in Section II that relates to the category
of referral. Read each statement carefully and indicate the frequency of the characteristics observed by
placing a ( x ) in the appropriate number in the space provided according to this scale.
RUBRIC 4. =All of the time 3. =Most of the time 2. =Occasionally 1. =Seldom or never N. =No opportunity to observe
_____________________________________________________________________________________
PART I. GENERAL CHARACTERISTICS___________________________________________________
4
3
2
1
N
-
Applies appropriate mechanics of the art or communication skill ........
Evidences body awareness, control, and flexibility..............................
Shows attention to detail, e.g., retains images or mimics effectively ...
Displays imagination through verbal and nonverbal expression..........
Communicates ideas and feeling through the art form ........................
Uses different forms of communication to express the same idea ......
Produces or performs original work or product ....................................
Listens, pays attention, and shows interest .........................................
Is receptive to constructive criticism ....................................................
Volunteers readily to perform or show work.........................................
Evidences willingness to try out new materials, experiences, and
techniques............................................................................................
Perceives and reacts to discrete details of the environment, i.e., color,
music, art, voice, etc. ...........................................................................
Demonstrates involvement and commitment to a given activity ..........
Engages fully when participating in the art form ..................................
Displays perseverance.........................................................................
Interprets abstract concepts personally ...............................................
Goes beyond the anticipated performance; brings a new perspective
Evidences an ability to move an audience emotionally........................
Shows originality in performance or production ...................................
Seems to enjoy and solicit audience response....................................
Appreciates the abilities of others who use the particular art form ......
- Over PLEASE DUPLICATE ATTACHMENT BACK-TO-BACK BEFORE DISTRIBUTION.
ATTACHMENT E-1
-2-
REF-5234.0
October 15, 2010
DIRECTIONS: Complete all items in Section I and the one group in Section II that relates to the category
of referral. Read each statement carefully and indicate the frequency of the characteristics observed by
placing a (x ) in the appropriate number in the space provided according to this scale.
_____________________________________________________________________________________
PART II. SPECIFIC CHARACTERISTICS___________________________________________________
4
3
2
1
N
A. Dance:
-
Demonstrates rhythmic sense.....................................................
Evidences balance skills .............................................................
Demonstrates flexibility and agility ..............................................
Demonstrates coordination .........................................................
Communicates ideas through dance...........................................
Creates interesting and meaningful choreography .....................
Improvises based on verbal and nonverbal prompts ..................
B. Drama:
- Uses voice to reflect changes of idea and mood ........................
- Imitates others, i.e., mimics people or animals ...........................
- Portrays writer's intent in a situation when given the opportunity
to act out a dramatic event..........................................................
- Writes original plays or makes up plays from stories ..................
- Shifts readily into the role of another character, animal, or object
- Communicates feelings by means of facial expression, gestures,
and bodily movements art forms .................................................
- Moves a dramatic situation to a climax and brings it to a welltimed conclusion when telling a story..........................................
C. Music (Voice):
-
Evidences sense of rhythm and beat ..........................................
Demonstrates accurate pitch and tone discrimination ................
Demonstrates tonal memory of complete phrases......................
Plays one or more musical instruments ......................................
Sings with accurate intonation (in tune) ......................................
Evidences self-taught ability to play one or more instruments ....
Composes original music ............................................................
Writes original words to existing tunes........................................
Performs musically in ways not typically taught ..........................
Evidences ear for style and nuance ............................................
Performs unusual rhythms, melodies, and harmonies with
accuracy......................................................................................
Checklist Completed by (print name)
Signature:
Print Title
Date:
DUPLICATE THIS FORM BACK-TO-BACK BEFORE DISTRIBUTION.
REF-5234.0
October 15, 2010
ATTACHMENT E-2
TALENT INVENTORY: VISUAL ARTS (Teacher)
Last Name
First Name
M.I.
Grade
School
Today’s Date
Track Local
District:
Listed below are two sets of characteristics frequently evidenced by students talented in the visual arts.
Read each statement carefully and indicate the degree to which you have observed the characteristics by
checking (√) the appropriate number in the space provided according to this scale.
____________________________________________________________________________________
PART I. GENERAL CHARACTERISTICS___________________________________________________
4
3
2
1
N
-
Takes art work seriously; seems to find much satisfaction ....................
Engages fully when participating in the visual arts ................................
Is willing to try out new materials and experiences................................
Fills extra time with drawing and painting activities ...............................
Seems to portray own experiences and feelings in art projects.............
Is interested in other people's artwork. Can appreciate, evaluate,
and learn from others' work....................................................................
- Responds positively to music, art, poetry, emotions, etc. ......................
- Takes art classes outside of school .......................................................
- Visits museums and galleries. Attends arts events...............................
- Expresses curiosity about concepts explored and methods used by
artists .....................................................................................................
- Submits work for contents or public displays .........................................
- Demonstrates interest in various fields of design such as stage,
costume, or fashion, interior, advertising, etc. .......................................
_____________________________________________________________________________________
PART II. SPECIFIC CHARACTERISTICS___________________________________________________
-
Draws a wide variety of imaginative things ............................................
Puts depth and detail into pictures.........................................................
Creates compelling compositions ..........................................................
Shows originality. Draws or sculpts things in ways few other students
do and in ways not usually taught..........................................................
Likes to model with clay, carve, construct or work with other threedimensional materials ............................................................................
Experiments with color; uses unusual combinations .............................
Creates objects from scraps of left-over materials.................................
Shows evidence of high psychomotor ability related to a particular
art or medium.........................................................................................
Checklist Completed by (print name)
Print Title
Signature:
Date:
REF-5234.0
October 15, 2010
ATTACHMENT F-1
PARENT INVENTORY: PERFORMING ARTS
The information you provide in this inventory about interests and activities outside of school will help in the
evaluation of your child's performing arts talent. Please respond to each of the questions below.
Candidates must select one discipline per audition. Thank you for your assistance.
Date of Talent Assessment: 3rd Sat. in
Nov.
May
Last Name
First Name
M.I.
Grade
School
City
Date of Birth
Track Local
District:
Zip Code
1. At what age was an interest in the performing arts first shown?
__________________________________________________________________________________
2. What types of performing arts activities seem to be enjoyed most?
__________________________________________________________________________________
__________________________________________________________________________________
3. How much free time is spent in arts-related activities?
__________________________________________________________________________________
__________________________________________________________________________________
4. Has he/she attended classes or lessons outside of school? ______
If yes, please list when and where the classes or lessons were taken and the subject matter studied.
__________________________________________________________________________________
5. Has he/she expressed a desire to be an actor, dancer, or singer?
6
__________________________________________________________________________________
Does the family participate in arts-related activities such as attending plays, concerts, etc.?
Please describe. ____________________________________________________________________
__________________________________________________________________________________
7. Are you or a relative working in an art-related field? _____ If yes, please describe. _______________
__________________________________________________________________________________
=================================================================================
Two applications for one student will automatically be declined and returned to school. Districtwide
talent assessment is conducted the third Saturday in November and the third Saturday in May,
unless otherwise notified.
Name of Parent/Guardian (print name)
Relationship to Child
Signature:
Date:
- Over -
PLEASE DUPLICATE PARENT INVENTORY BACK-TO-BACK BEFORE DISTRIBUTION.
DISTRITO ESCOLAR UNIFICADO DE LOS ANGELES
Programas Para Alumnos Dotados/Talentosos
REF-5234.0
ANEXO F-1
(Spanish)
PARENT INVENTORY: PERFORMING ARTS
CUESTIONARIO PARA PADRES: BELLAS ARTES
El solicitante debe cursar el segundo año en adelante.
Fecha de la audición: 3er sab. en
Nov.
Mayo
NUMERO DE IDENTIFICACION DEL ESTUDIANTE
La información que Ud. nos proporcione en este cuestionario sobre el interés y las actividades fuera del plantel escolar nos
ayudará en la evaluación del talento del estudiante en las Bellas Artes. Favor de responder a cada una de la preguntas.
El solicitante debe escoger sólo una disciplina por audición. Gracias por su cooperación.
Apellido del Estudiante
Inicial Fecha de Nacimiento
Primer Nombre
Año
Escuela
Domicilio (Debe ser un domicilio residencial dentro del Distrito LAUSD)
Ciudad
Track
Distrito
Local:
Código Postal
1.
¿A qué edad demostró interés en el arte?_________________________________________________________________
2.
¿En que clase de actividades relacionadas a las bellas artes demuestra más placer?_______________________________
3.
__________________________________________________________________________________________________
¿Cuánto tiempo fuera del plantel escolar dedica a actividades relacionadas al arte?________________________________
__________________________________________________________________________________________________
4. ¿Ha asistido a clases o a tomado lecciones fuera de la escuela? ____ Si contesta afirmativamente, por favor indique cuándo
y dónde se tomaron las clases o lecciones y los nombres de los cursos de estudio. ________________________________
5.
__________________________________________________________________________________________________
¿Ha expresado el deseo de ser actor/actriz, bailarín/a, o cantante?_____________________________________________
__________________________________________________________________________________________________
6.
¿Participa la familia en actividades relacionadas al arte tales como asistiendo a obras de teatro, conciertos, etc.? ________
Por favor describa. ___________________________________________________________________________________
__________________________________________________________________________________________________
7. ¿Está Ud. o algún familiar empleado en un ramo relacionado al arte? ________ Si su respuesta es sí, por favor descríbalo.
___________________________________________________________________________________________________
=================================================================================
Dos aplicaciones para un estudiante automáticamente serán negadas y devueltas a la escuela. Las
sesiones de evaluación son conducidas el tercer sábado en noviembre y el tercer sábado en mayo, a
menos que se le notifique lo contrario.
Nombre del Padre/Tutor (con letra de molde)
Parentesco con el Estudiante
Firma:
Fecha:
REF-5234.0
October 15, 2010
ATTACHMENT F-2
PARENT INVENTORY: VISUAL ARTS
The information you provide in this inventory about interests and activities outside of school will help in the
evaluation of your child's performing arts talent. Please respond to each of the questions below. Thank
you for your assistance.
Nov.
May
Date of Talent Assessment: 3rd Sat. in
Last Name
First Name
M.I.
Grade
School
City
Date of Birth
Track
Local
District:
Zip Code
1.
At what age was an interest in art first shown? __________________________________________
2.
What types of art activities seem to be enjoyed most? _____________________________________
________________________________________________________________________________
3.
How much free time is spent in art-related activities? ______________________________________
4.
Does he/she prefer artwork to being with other children? ___________________________________
5.
Does he/she like to read and look at art books? ______ Where do the art books come from?
6.
________________________________________________________________________________
Has he/she attended classes outside of school? _____ If yes, please list when and where the
classes were taken and the subject matter studied. _______________________________________
7.
8.
________________________________________________________________________________
Has he/she expressed a desire to be an artist, designer or inventor?
________________________________________________________________________________
Does he/she show a tendency to create, organize elaborate, design, or modify the environment or
objects by rearranging rooms, setting up an art workshop, painting a mural, etc.?
Please describe. __________________________________________________________________
9.
________________________________________________________________________________
Does the family participate in arts related activities such as attending museums, plays, concerts,
etc.? ____ Please describe. ________________________________________________________
10.
________________________________________________________________________________
Are you or a relative working in an art-related field? ____ If yes, please describe. ______________
________________________________________________________________________________
=================================================================================
Two applications for one student will automatically be declined and returned to school.
Districtwide talent assessment is conducted the third Saturday in November and the third Saturday
in May, unless otherwise notified.
Name of Parent/Guardian (print name)
Relationship to child
Signature:
Date:
- Over PLEASE DUPLICATE PARENT INVENTORY BACK-TO-BACK BEFORE DISTRIBUTION.
DISTRITO ESCOLAR UNIFICADO DE LOS ANGELES
Programas Para Alumnos Dotados/Talentosos
ANEXO F-2
REF-5234.0
PARENT INVENTORY: VISUAL ARTS
CUESTIONARIO PARA PADRES: ARTES VISUALES
(Spanish)
El solicitante debe cursar el segundo año en adelante.
Fecha de la demostración: 3er sab. en
NUMERO DE IDENTIFICACION DEL ESTUDIANTE
Nov.
Mayo
La información que Ud. nos proporcione en este cuestionario sobre el interés y las actividades fuera del plantel escolar nos
ayudará en la evaluación del talento del estudiante en las Bellas Artes. Favor de responder a cada una de la preguntas.
El solicitante debe escoger sólo una disciplina por audición. Gracias por su cooperación.
Apellido del Estudiante
Primer Nombre
Inicial Fecha de Nacimiento
Año
Escuela
Domicilio (Debe ser un domicilio residencial dentro del Distrito LAUSD)
Ciudad
Track
Distrito
Local:
Código Postal
1.
¿A qué edad demostró interés en el arte? ________________________________________________________________
2.
¿En que clase de actividades relacionadas al arte demuestra más placer?______________________________________
_________________________________________________________________________________________________
3.
¿Cuánto tiempo fuera de la escuela dedica a actividades relacionadas al arte?___________________________________
_________________________________________________________________________________________________
4.
¿Prefiere el dibujo a estar con sus compañeros?___________________________________________________________
5.
¿Le gusta ver y leer libros de dibujo? ______ )¿Dónde consigue los libros de arte? ______________________________
6.
_________________________________________________________________________________________________
¿Ha asistido a clases fuera del plantel escolar? _____ Si contesta afirmativamente, por favor indique cuándo y dónde se
tomaron las clases y los nombres de los cursos de estudio. ___________________________________________________
__________________________________________________________________________________________________
7.
¿Ha expresado el deseo de ser un artista, diseñador, o inventor?______________________________________________
_________________________________________________________________________________________________
8.
¿Tiene la tendencia de crear, organizar, elaborar, diseñar, o modificar su alrededor u objetos por medio de arreglar los
cuartos, poniendo su taller de arte, pintando un mural, etc.? _________________________________________________
Por favor describa. _________________________________________________________________________________
9
¿Participa la familia en actividades relacionadas al arte tales como visitando museos, asistiendo a galerías de pinturas o
dibujo, etc.?_____ Por favor describa. __________________________________________________________________
_________________________________________________________________________________________________
10. ¿Está Ud. o algún familiar empleado en un ramo relacionado al arte? ______ Si su respuesta es sí, por favor
descríbalo.________________________________________________________________________________________
Dos aplicaciones para un estudiante automáticamente serán negadas y devueltas a la escuela. Las sesiones de
evaluación son conducidas el tercer sábado en noviembre y el tercer sábado en mayo, a menos que se le notifique lo
contrario.
Nombre del Padre/Tutor (con letra de molde)
Parentesco con el Estudiante
Firma:
Fecha:
REF-5234.0
October 15, 2010
ATTACHMENT G-1
STUDENT QUESTIONNAIRE: DANCE
Student must select one discipline per audition.
Last Name
School
First Name
M.I.
Grade
Today’s Date
Track
Local
District:
Please answer the following questions and return the form to your teacher as soon as possible.
Thank you.
1.
When did you first become interested in dance?
_________________________________________________________________________
2.
_________________________________________________________________________________
Have you taken any dance lessons? If so, when?
_________________________________________________________________________
3.
_________________________________________________________________________________
Is either parent a dancer? _____ If yes, please list
_________________________________________________________________________
4.
_________________________________________________________________________________
In what dance activities are you involved outside of school?
_________________________________________________________________________
5.
_________________________________________________________________________________
In what dance activities are you involved within the school?
_________________________________________________________________________
6.
_________________________________________________________________________________
What honors or awards have you won in dance?
_________________________________________________________________________
7.
_________________________________________________________________________________
What are your goals in dance?
_________________________________________________________________________
_________________________________________________________________________________
REF-5234.0
October 15, 2010
ATTACHMENT G-2
STUDENT QUESTIONNAIRE: DRAMA
Last Name
First Name
School
M.I.
Grade
Today’s Date
Track
Local
District:
Thank you.
1.
When did you first become interested in drama?
_________________________________________________________________________
_________________________________________________________________________________
2.
Have you taken any drama lessons? If so, when?
_________________________________________________________________________
_________________________________________________________________________________
3.
Is either parent an actor or actress?
_________________________________________________________________________
_________________________________________________________________________________
4.
In what drama activities are you involved outside of school?
_________________________________________________________________________
_________________________________________________________________________________
5.
In what drama activities are you involved within the school?
_________________________________________________________________________
_________________________________________________________________________________
6.
What honors or awards have you won in drama?
_________________________________________________________________________
_________________________________________________________________________________
7.
What are your goals in drama?
_________________________________________________________________________
_________________________________________________________________________________
REF-5234.0
October 15, 2010
ATTACHMENT G-3
STUDENT QUESTIONNAIRE: MUSIC (Voice)
Last Name
First Name
School
M.I.
Grade
Today’s Date
Track
Local
District:
Thank you.
1.
When did you first become interested in music?
_________________________________________________________________________
_________________________________________________________________________________
2.
Have you taken any music lessons? If so, when?
_________________________________________________________________________
_________________________________________________________________________________
3.
How long have you been taking music lessons?
_________________________________________________________________________
_________________________________________________________________________________
4.
Does either parent sing or play an instrument? _____ If yes, please list _____________________
_________________________________________________________________________
_________________________________________________________________________________
5.
In what musical activities, such as, community, or church choir, are you involved outside of school?
_________________________________________________________________________
_________________________________________________________________________________
6.
What musical activities do you participate in at your school?
_________________________________________________________________________
_________________________________________________________________________________
7.
What honors or awards have you won in music?
_________________________________________________________________________
_________________________________________________________________________________
8.
What are your goals in music?
_________________________________________________________________________
_________________________________________________________________________________
REF-5234.0
October 15, 2010
ATTACHMENT G-4
STUDENT QUESTIONNAIRE: VISUAL ARTS
Student must select one category per assessment date.
Last Name
School
First Name
M.I.
Grade
Today’s Date
Track
Local
District:
1.
At what age did you begin drawing, painting, modeling, etc.?________________________________
2.
How often do you draw, paint, or design? _______________________________________________
3.
Do you consider art one of the things that you do well? ____________________________________
4.
Do your parents and friends think of you as an artist? _____________________________________
5.
Have you ever taken art classes outside of school? ____ If so, describe.______________________
________________________________________________________________________________
6.
Would you like to pursue art as a career? ____ If yes, describe. ____________________________
________________________________________________________________________________
7.
Has your art ever been in an exhibit or appeared in print? ____ If yes, describe._________________
________________________________________________________________________________
8.
What kind of art do you like to do best? ________________________________________________
9.
What area of your art would you like to improve?_________________________________________
10.
What medium do you prefer to use? ___________________________________________________
11.
What media do you not like to use?____________________________________________________
12.
What new media would you like to learn to use? _________________________________________
13.
What kind of art do you like seeing? __________________________________________________
14.
Who is your favorite artist?__________________________________________________________
15.
Have you visited any museums, galleries, studios or art fairs? ______________________________
Tell about them briefly._____________________________________________________________
16.
What did you like about visiting a museum? What did you dislike? __________________________
_______________________________________________________________________________
17.
Do you have in mind any special art project you would like to work on this year? ______
Describe.________________________________________________________________________
18.
Do you expect to enter your artwork in any contest or exhibitions in the near future? ______
Describe.________________________________________________________________________
- Over PLEASE DUPLICATE ATTACHMENT BACK-TO-BACK BEFORE DISTRIBUTION.
ATTACHMENT G-4
-2-
REF-5234.0
October 15, 2010
Put a check mark (√) next to each of the art activities that you have done.
PAINTING:
PRINTMAKING:
DRAWING:
____watercolor
____oil
____poster paint
____acrylic
____other*______________
____silk-screen
____etching
____woodcut
____linoleum
____pencil
____India ink
____felt-tip pens
____charcoal monoprints
CERAMICS:
DESIGN:
PHOTOGRAPHY:
____slab
____wheel
____coil
____glazing
____clothing
____interiors
____stage sets
____costumes
____make-up
____fabrics
____trademarks
____cars, planes, etc.
____buildings
____take pictures
____develop film
____print photographs
____animate cartoons
____make films
____videotape
____other*________________
FIBER:
LETTERING:
SCULPTURE:
____weaving
____hanging
____construction
____other*______________
____pen
____brush
____calligraphy
____plaster
____clay
____wood
____metal
____wire
____plastic
____other*________________
____embroider
____carpentry
____use hand tools
____repair things
____make furniture
____crochet
____knit
____decorate rooms
____design record jack
____macramé
____mechanical drawing
____make models
____sew
GENERAL:
____weld
____solder
____use power tools
____use hairbrush
____invent things
____make posters
____make houses
REF-5234.0
October 15, 2010
ATTACHMENT H-1
REQUIREMENTS FOR AN AUDITION IN THE PERFORMING ARTS
Applicants must be in the second grade or above
REGISTRATION
Candidates must register in order to participate. Registration takes place 30 minutes
before the scheduled audition and all students receive a notification letter upon receipt
and review of the referral packet. All students will be seen in the order of their arrival.
Students arriving 30 minutes late will not be seen. Parents may remain on campus but
may not observe the audition.
Below is a description of the Performing Arts Audition instructions. Candidates who will
be participating in the auditions in the performing arts should be aware of the
requirements below so that they may be fully prepared.
1. Candidates must select one category per audition date.
2. Student selection should be age-appropriate material.
3. Candidates must be punctual.
DRAMA
Candidates should be prepared to do the following:
• Make a one- to two-minute maximum presentation, such as a monologue or an
acting routine from a play which has been prepared by the candidate before the
audition.
• Give a cold reading or an improvisation on a piece assigned by the evaluator at the
audition, if necessary.
DANCE
Candidates should wear appropriate dance clothing (no big shirts, jeans, or oversized
sweats). Girls in black tights and leotards; boys in black sweats and white T-shirts; may
wear jazz shoes or bare feet. Long hair should be tied or pinned up neatly. Students
will not be allowed to participate if attire is not appropriate. Candidates should be
prepared to do the following:
• Participate in a warm-up.
• Learn a variety of dance steps and combinations.
• Perform a choreographed dance learned at the audition.
VOICE
Candidates should bring either sheet music for an accompanist or their own
accompanist or an accompaniment CD player and should be cued to the starting point;
no other voices should be on it. If student brings own CD player, it should have fresh
batteries and be prepared to do the following:
• Sing one verse and chorus of a folk song, classical piece, show tune or popular song
selected and prepared prior to the audition.
• Listen to and sing back intervals and rhythms played on the piano, if necessary.
• Sing a song taught by the evaluator at the audition, if necessary.
- over Distribute this information to candidates whose referral packet has been
submitted for identification for the Districtwide audition process.
PLEASE DUPLICATE ATTACHMENT BACK-TO-BACK BEFORE DISTRIBUTION.
ATTACHMENT H-1
-2-
REF-5234.0
October 15, 2010
REQUIREMENTS FOR AN AUDITION IN THE PERFORMING ARTS
REQUISITOS PARA UNA AUDICION EN EL AREA DE BELLAS ARTES
Candidatos deben cursar el segundo año
REGRISTRATION/ REGISTRO
Candidates must register in order to participate. Registration takes place 30 minutes before the scheduled audition and
all students receive a notification letter upon receipt and review of the referral packet. All students will be seen in the
order of their arrival. Students arriving 30 minutes late will not be seen. Parents may remain on campus but may not
observe the audition. Below is a description of the Performing Arts Audition instructions. This information has been
included to provide the candidate with a better opportunity to prepare for the audition. Los candidatos deben registrarse
para poder participar. El registro debe hacerse 30 minutos antes del horario de la audición. Cada estudiante recibirá
una carta de notificación después de recibir y repasar los datos del estudiante. Cada estudiante se verá conforme va
llegando. Los estudiantes que lleguen 30 minutos tarde no se verán. Los padres pueden quedarse en el campo escolar
pero no podrán presenciar la audición. Lo siguiente es una descripción de las instrucciones para la Audición en el
Area de Bellas Artes. Esta información ha sido incluida para que cada candidato tenga una oportunidad de prepararse
para la audición.
The following are special concerns which candidates should be aware:
Las siguientes notas son de especial interés que los candidatos deben tomar en cuenta:
1. Candidates must select one category per audition date.
Los candidatos deben seleccionar una categoría por cada fecha.
2. Student selection should be age-appropriate material.
La presentación debe ser adecuada conforme a su edad.
3. Candidates must be punctual. Los candidatos deben ser puntuales.
• Drama / Drama
Presentation can be a prepared and memorized 15–30 line monologue from a play of your choice (max. 2 min.); a
cold reading may be requested, if necessary.
La presentación puede ser un monólogo de 15–30 líneas preparado y memorizado de alguna obra o comedia de
su preferencia (el tiempo máximo es de 2 min.); se le pedirá leer de improviso si se considera necesario.
• Dance / Danza
Attire should be appropriate (no big shirts or sweats). Girls in black tights and leotards; boys in black sweats and
white T-shirts; may wear jazz shoes or bear feet. Long hair should be tied or pinned up neatly. Students will not
be allowed to participate if attire is not appropriate. El vestuario debe ser adecuado (no usar camisas o playeras
grandes). Muchachas en leotardos negros; muchachos en sweats negros y camisetas blancas; puede usas
zapatos de Jazz o descalzos. El pelo largo debe estar recogido. No se le permitirá al estudiante participar si su
vestuario no es el adecuado.
• Voice / Canto
If you bring sheet music, it should be in your own key (accompanist cannot transpose); no chord charts, please.
If you bring your own CD player, it should be cued to your starting point and should be used as accompaniment
only; no other voices should be on it; batteries should be fresh. Si trae su hoja de música, debe ser en su propia
nota musical (el pianista no podrá trasponer); no acordes por favor. Si trae su propio CD, la entrada de la
grabación debe ser al punto del empiezo y deberá usarse como acompañamiento únicamente; no deben oírse
otras voces; las baterías deben estar frescas).
Students will be invited by letter. Paperwork will be returned to school if student does not select a
category or if student selects more than one discipline, or if application and student, parent, and
teacher evaluations are missing or not filled out properly.)
A los estudiantes se les invitará por carta. El
papelaje se devolverá a la escuela si el estudiante no selecciona una categoría o si el estudiante selecciona más de una
disciplina, o si la solicitud está incompleta, o si las evaluaciones del maestro, padre o estudiante faltan o no son
llenadas correctamente.
REF-5234.0
October 15, 2010
ATTACHMENT H-2
REQUIREMENTS FOR GIVING A DEMONSTRATION IN THE VISUAL ARTS
Candidates must be in the second grade or above
The demonstration in the visual arts consists of two parts: an evaluation of the portfolio of artwork brought by the
candidate to the demonstration and an evaluation of artwork prepared by the candidate at the demonstration site. The
following is a recommendation to best guide the student’s presentation.
I.
The portfolio should contain a variety of at least six, but not more than ten, pieces of the candidate's original
artwork. Student artwork must be age-appropriate, current, and must illustrate the student’s overall knowledge of
the elements of art, perspective, and color theory. The following requirements should be observed:
Must be student’s original work
Water color paintings
Media
Still life drawings
Landscapes
Charcoal; Conte or
crayon/charcoal
Oil pastels
Mixed media
Figure drawings
Pen and ink
Self-Portraits
Pieces done for class projects are
allowable, if independent
individual artwork is produced
Pencil
Prisma
Tempera
Water colors
Unacceptable pieces
No cartoons; no doodles
No pencil or pen tracings of commercial art
No painting by numbers
No class assignments where all artwork
produced looks the same
No work over three years old
No DVD’s, slides, or power-point
presentations_____________________________
No copies of copyrighted figures, commercial
illustrations, calendars, or direct, uninterpreted
renderings of photographs
• Art work should be contained. A student-made folder or commercially made carrying case is acceptable (artwork
should not be loose).
• Maximum size of work presented should be 18" x 24".
• Pictures should not be framed. Matting is optional.
• All items must be clearly marked with the candidate's name, grade, and school.
II. The demonstration consists of candidates working unassisted within time limits on the art exercises described
below. Students will use familiar art materials to draw and paint from observation. The process will take
approximately three hours. All materials will be provided.
DRAWING I: PENCIL ONLY
Exercise I
Elementary students
Secondary students
Observation
Draw a still life of real objects.
Draw a still life of real objects.
Media
Pencil only.
Pencil only.
Time
One hour.
One hour.
DRAWING II: MIXED MEDIA
I.
Exercise II
Elementary students
Secondary students
Observation
Paint or draw still life of real objects.
Paint or draw a still life of real objects.
Media
Watercolor, pastel, pencil, or ink.
Watercolor, pastel, ink, or mixed media
Time
One hour.
One hour.
Students will be invited by letter, which must be brought to the demonstration. Paperwork will be returned to
school if student does not select a category or if application and student, parent, and teacher evaluations are
missing or not filled out properly.) Student applications will be processed on a first-come first-serve basis due to
limited capacity.
Distribute this information to candidates whose referral packet has been submitted
for identification for the Districtwide demonstration process.
REF-5234.0
ANEXO H-2
(SPANISH)
REQUISITOS PARA LA DEMOSTRACION EN LAS ARTES VISUALES
El candidato deberá cursar del segundo grado en adelante
La demostración en las artes visuales consiste en dos partes: una evaluación de la carpeta de dibujos presentada por el
candidato en la demostración y una evaluación del arte que el candidato prepare durante la demostración. Lo siguiente es
una recomendación para que el estudiante se prepare de la mejor manera.
I.
La carpeta de dibujos debe contener una variedad de por lo menos seis piezas sin excederse de diez piezas de trabajo
original del candidato. El trabajo del estudiante debe ser actual, conforme a su edad, e ilustrar el conocimiento total del
estudiante sobre los elementos del arte, la perspectiva, y teoría del color. Se deben observar los siguientes requisitos:
Piezas deben ser originales
Medio
Dibujos de acuarela
Dibujos de naturaleza muerta de
objetos reales
Paisajes
Carbón; Conte o crayola
Figuras
Tinta y lapis
Retratos de sí mismo
Piezas hechas en clase como
proyectos son permitidos, si éstos
son independientes y demuestran
su individualidad
Lápiz
Prisma
Pastel
Medios mixtos
Tempera
Acuarela
Piezas Inaceptables
Caricaturas; garabatos
Calcar con lápiz o tinta cualquier arte
comercial
Dibujos conectando números
Dibujos hechos en clase donde todo se mira
igual
Dibujos hechos por más de tres años
Presentaciones en Power Point, DVD, o
diapositivas_____________________________
Copias protegidas por los derechos de autor
de personajes de caricaturas, ilustraciones
comerciales, o calendarios, ni versiones
directas sin interpretación de fotografías
• Los dibujos no deben estar sueltos. Se deben presentar en una carpeta ya sea comercial o en un folder confeccionado
por el estudiante.
• El tamaño máximo del trabajo presentado debe ser de 18" x 24".
• Los dibujos no deben ponerse en un marco. Encuadrar el trabajo es opcional.
• Todos los dibujos que se presenten deben tener claramente el nombre, grado, y la escuela del candidato.
II. La demostración consiste en que los candidatos trabajarán sin ayuda y durante un tiempo limitado como se indica en los
ejercicios siguientes. Los alumnos usarán materiales conocidos para dibujar y pintarán de su observación. El proceso
durará aproximadamente tres horas. Se les proveerán todos los materiales.
DIBUJO I: LAPIZ SOLAMENTE
Ejercicio I
Alumnos de la primaria
Alumnos de la secundaria
Observación
Dibujar una naturaleza muerta de objetos reales.
Dibujar una naturaleza muerta de objectos reales.
Medio
Lápiz solamente.
Lápiz solamente.
Tiempo
Una hora.
Una hora.
Ejercicio II
Alumnos de la primaria
Alumnos de la secundaria
Observación
Pintar una naturaleza muerta de objetos reales.
Pintar una naturaleza muerta de objetos reales.
Medio
Acuarela, pastel, lápiz, o tinta.
Acuarela, pastel, lápiz, o tinta.
Tiempo
Una hora.
Una hora.
DIBUJO II: MEDIOS MIXTOS
III. A los alumnos se les invitará por medio de una carta la cual deben presentar en la audición. Los documentos se
devolverán a la escuela si el alumno no selecciona una de las categorías, o si la solicitud no se llenara correctamente o,
faltaran las evaluaciones del alumno, del padre, o maestro. Las solicitudes se procesarán conforme se reciban debido al
límite de capacidad.
Distribute this information to candidates whose referral packet has been submitted
for identification for the Districtwide demonstration process.
DUPLICATE THIS FORM (BACK-TO-BACK) BEFORE DISTRIBUTION.

title: number: issuer: date: routing - Los Angeles Unified School District

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