Gifted and Talented Education (GATE)
The GATE program is designed to provide students with
appropriately challenging learning experiences and to assist them with the achievement
of academic excellence. To qualify for the program, students must demonstrate by their
ability and achievement that they are truly exceptional when compared with their
chronological peers in the District. Students who have demonstrated extremely high abilities
in math and students who have demonstrated extremely high verbal abilities are included in
the high school program. To qualify for the GATE program students must not only demonstrate
exceptionally high achievement, but must show support with classroom records, test scores and
sample work. The recommendation of the teacher, principal, school psychologist, GATE director, and
parents are part of the identification process.
Honors, Advanced Placement, and
Accelerated Courses
Honors, advanced placement, and/or accelerated-level courses are offered each year in science, English, social science,
foreign language, mathematics, and the arts if minimum enrollment requirements are satisfied.
The course of study in each of these classes provides challenging educational experiences with emphasis on extensive writing,
evaluation, inquiry, discovery, individual study, and in-depth discussion.
Students are placed in honors, advanced placement, and accelerated-level courses as set forth in Administrative Regulation 6141.5,
Section 2.0.
2.0 Placement Procedures2.1 The basis for placement shall be on the criteria set forth in Board Policy 6141.5.
2.2 Placement of students in such classes shall be determined by one or more of the following criteria:
2.2.1 Teacher recommendation; the strongest predictor of success,
2.2.2 Grade of "B" or better in a prerequisite course,
2.2.3 A qualifying score on a placement test in the subject or standardized testing (i.e., Stanford 9)
2.2.4 Student's potential for success in the course as evidenced by high motivation,
2.2.5 Counselor and/or principal may determine placement,
2.2.6 A parent's/student's written request (on a space-available basis, only) for courses for which there is no placement test.
Parent/student requests for placement, which are exceptions to the stated placement criteria, shall be initiated in
writing by the student and/or parent/guardian and shall be submitted to the principal or his/her designee. A conference
with the student and parent/guardian shall be held to review the request. If the request is granted, the student and
parent/guardian shall be required to sign a waiver indicating that placement is probationary and dependent upon student
success and performance.
Honors Courses
Honors courses provide accelerated high school level instruction for academically-talented students. They are different from corresponding
regular high school courses in terms of extended content and additional workload. As such, they
include research using primary sources in
writing detailed reports or using supplementary materials usually found at the college level.
Honors courses, which results in weighted high school credit are designated with an “H” after the
course
title on the student transcript. See
Weighted Classes
Advanced Placement Courses
Advanced Placement (AP) courses provide college-level instruction to academically-talented high
school students who are expected to achieve
the quality of work ordinarily required of college freshmen.
The Advanced Placement program offers students the opportunity to earn university credit while enrolled in courses on the high school campus.
The Advanced Placement (AP) courses are designed to prepare students for the Advanced Placement examinations administered by the College
Entrance Examination Board (CEEB). Advanced Placement courses are scheduled to carry weighted high school credit. In addition, students who
score well on the tests may earn up to one year of university credit in a subject area. The College Entrance Examination Board’s Advanced
Placement examinations are administered each spring to verify that students are competent in Advanced Placement subjects and are used to
demonstrate college level proficiency. A score of “3” on a scale of “1” to “5” is recognized by most universities as sufficient for college credit.
Many students enter college with advanced freshman or, in some cases, sophomore standing. Refer to the credit
policy of each college.
Accelerated-Level Courses (courses without the "H" or "AP" designation)
Advanced level courses offered in various subjects are designed for the student who wishes to
continue work beyond the
exploratory or introductory level and are intended for college preparation.Some advanced level
courses are
scheduled to receive weighted credit. See
Weighted Classes
Advanced Projects
Advanced project classes or special project classes are designed for students who have already
completed all required coursework
in a given subject area. Students work under the direction of the instructor, and prior approval
of the teacher is required.
Special Education
Special education classes provide instruction for students who have exceptional needs which cannot
be met in the regular classroom.
Students are placed in the special education classes after a proper educational assessment has
identified the student's learning needs
and determined whether the student requires a special education program and, if so, what type.
An Individualized Education Program
(IEP) is written for each student who participates in the special education program.
Parental permission is obtained before the assessment process is undertaken and before students are placed
in special education classes.
English Language Learners (ELD)
All bilingual students are assessed to determine their English language proficiency. Students who
are identified as non-English proficient (NEP)
or limited-English proficient (LEP) are provided with special language instruction at each school.
The ELD program is designed to:
- raise the level of the students’ competency in the English language in order to benefit fully
from the instruction
- ease the transition for the student into an American secondary school,
- help the student maintain a sense of self worth and identity.
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College Credit Courses/College Programs
College credit courses in certain subject areas are offered on an after-school basis on the high school campus or at other locations
on the Peninsula by selected local colleges and universities. These courses are taught on a tuition basis by members of the
college/university faculty. Classes from Harbor College or El Camino do not require any fees. These classes are not weighted.
Los Angeles Harbor College, El Camino, Marymount Palos Verdes College, and other colleges and universities offer a high school program for
recommended students during the regular school year and during summer session.
The objectives of the program are as follows:
• to provide a “head start” on college work for students who have completed most of their high school graduation requirements
• to enable students to enroll in courses not offered at the high school because of curriculum or program limitations.
Students who plan to use college work for high school credit must file the appropriate form in the counseling office and receive prior approval.
Dual credit will be granted to students who want high school credit. College work for high school credit is not intended to duplicate
courses available at the high school. Transcripts received by the high school from other schools and colleges become part of the permanent
high school transcript.
Counselors have additional information regarding this program.
Southern California Regional Occupational Center (SCROC)
Southern California Regional Occupational Center is a job training center organized to prepare students for employment.
The Center cooperates with District high schools to provide advanced occupational training not available at the high school.
Satellite courses are scheduled on the Peninsula in cases where there is sufficient enrollment interest. Applications may be picked up in the College
/Career Center.
Visit the SCROC website for additional information by clicking on (SCROC)
- Emphasis is on developing proficiency which can be used in an entry-level job.
- Students work toward their own goals,
at their own speed.
- Highly skilled instructors teach
specialized skills.
The center is located at 2300 Crenshaw Boulevard,
Torrance, CA 90501 (310) 224-4200
- Classes start at 7:30 a.m., 1:00 p.m., and 4:00 p.m.
- Bus transportation is provided to and from SCROC.
- Students attend their own high schools four hours per day and SCROC three hours a day.
- SCROC issues a Certificate of Proficiency at completion of training.
- District schools give credit for SCROC based on attendance as follows.
- 174-216 hrs=15 credits
- 108-173 hrs=10 credits
- 88 -107 hrs=5 credits
- No fees are charged for high school students.
Work Experience/Internships
The work experience program qualifies for high school elective credit. In this program, students
gain practical experience in a
variety of jobs in industry, business, or the professions. They receive grade and school credit
for work and related instruction assignments.
Up to forty (40) credits may be applied toward the total graduation credit requirement through
successful completion of a work experience program(s);
consult with your counselor regarding related restrictions that may apply to this 40-credit
maximum.
To enter the work experience program, the student must:
- have a qualified job approved by the work experience coordinator and a counselor
- be at least 11th or 12th grade
- have parental or guardian approval in writing
- plan a program schedule to meet program requirements
- submit signed job papers to the work experience coordinator.
To continue in the program, the student must
- maintain regular attendance at school and work
- continue satisfactory achievement in academic work
- maintain satisfactory citizenship records
- meet assignment deadlines and fulfill program requirements.
Credit is allocated as follows:
- 10 hours per week (weekly flexible hours) = 5 credits per semester
- 20 hours per week (weekly flexible hours) = 10 credits per semester
Transportation is the responsibility of the student.
Students may be employed at a job selected and approved by the work experience coordinator, or they may obtain their own jobs,
subject to the approval of the coordinator. Under the provisions of the program, the student receives related classroom instruction/counseling
and a minimum of two on-site contacts by the coordinator each semester.
Career Exploration/Internships
Students in the 11th and 12th grades who are interested in future career exploration may participate in summer or semester programs.
Internships are scheduled at various businesses, professional offices, and industrial educational facilities. Weekly instructional classes help to
supplement field participation. Individual interviews are required for appropriate placement. Students develop journals and portfolios pertinent to
their involvement in career exploration.
Credit is allocated as follows:
- 5 hours per week = 5 credits per semester
- 10 hours per week = 5 credits
(Summer Session-6-week program)
- 10 hours per week = 10 credits per semester
- 20 hours per week = 10 credits (Summer Session-6-week program)
Project Ego
Project EGO is a special community-based program designed to offer career direction and experience
to high school juniors and seniors.
Students are required to attend semimonthly seminars conducted by community business professionals and psychology interns.
Students are eligible for the Project Ego Program based on counselor's recommendations.
Project EGO, which was conceived by the Palos Verdes Peninsula Education Foundation, is sponsored
by the Community Association
of the Peninsula (CAP) in cooperation with the District.
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