LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM

Transcription

1 MEMORANDUM TITLE: Annual Local School GATE Report, NUMBER: ISSUER: Jaime R. Aquino, Ph.D. Deputy Superintendent of Instruction Arzie Galvez, Administrative Coordinator Office of Curriculum, Instruction and School Support ROUTING Local District Superintendents Local District Administrators of Instruction Local District Principal Leaders Principals Gifted/Talented Program Coordinators and Teachers DATE: PURPOSE: MAJOR CHANGES: District policy and State guidelines require the development of a GATE plan at the District level and individual plans for each school in the District. School Site GATE Educational Plans should reflect a comprehensive, articulated approach for identifying and ensuring that all students who are gifted and talented receive educational opportunities that develop their potential and lead to exceptionally high levels of performance. The School Site GATE Educational Plan and the Annual Local School GATE Report, which must be data-driven, are used for accountability purposes to measure whether or not gifted and talented identification reflects the demographics of the school and if there is equitable access to quality GATE programs. This Memorandum replaces MEM , dated September 27, 2010 Gifted/Talented Program Plan Guidelines, , and MEM , dated July 29, 2010 Schools for Advanced Studies Demonstration Sites Plan, This Memorandum provides guidelines for the submission of an Annual Local School GATE Report and addresses the District process for the submission and approval of School Site GATE Educational Plans. Beginning with the school year, schools are assigned by the GATE Office to a multi-year approval cycle for the submission and approval of School Site GATE Educational Plan. A school that is new or a school that is assigned to the submission/approval cycle year must complete a School Site GATE Educational Plan. (Please refer to Section IV, B, pg. 4 of this Memorandum for additional documentation being requested.) BACKGROUND District policy and State guidelines establish that it is our shared responsibility to ensure that all students who are gifted are identified and have equitable access to educational opportunities that develop their potential and support their success. In accordance with the voluntary agreement between the District and the Office for Civil Rights (OCR), all Site GATE Educational Plans and Annual Local School GATE Reports must explicitly ensure that GATE identification reflects the demographics of the school. In addition, the District agreement with OCR stipulates that GATE professional development must embrace new constructs of giftedness that are multifaceted, multi-cultural, and multi-dimensional for various stakeholders. The professional development must also promote a philosophy of giftedness that is inclusive and ensures local school GATE programs are equitable. Office of Curriculum, Instruction and School Support Page 1 of 5

2 MEMORANDUM INSTRUCTIONS I. ANNUAL LOCAL SCHOOL GATE/SAS REPORTS A. In support of District policy, State guidelines and the District s voluntary agreement with the Office of Civil Rights (OCR), each school site is to submit an Annual GATE Report that includes an analysis of GATE identification and achievement that will inform future school site procedures and actions, including professional development, thereby promoting a philosophy of giftedness that is inclusive and ensures equitable access to GATE districtwide. B. To comply with all District, State and Federal provisions, given below are areas to be considered: 1. Data Analysis: How can the school use data to identify areas of need or inform procedures and practices? 2. Problem-Solving: Based on data, what can the school do to address any issues with identification, curricular/instructional differentiation, and professional development? 3. Implementation: Based on gifted and talented research, what strategies, e.g., professional development are available that would ensure an articulated, inclusive gifted and talented educational program, aligned to rigorous standards, and provide a balance between cognitive and affective learning? Professional development must strengthen links between identification and instruction (differentiated). 1) It is recommended that all teachers of gifted and talented students participate annually in a minimum of 16 hours of professional development. 2) Schools for Advanced Studies (SAS) teachers are required to obtain thirty-two hours of initial professional development in gifted education which must be completed within a two-year period (eight hours within a two-year period for SAS administrators). 3) Professional development opportunities may be found online on the Learning Zone: and on the GATE webpage at (Professional Development Section). 4. Assessment and Evaluation: Based on the evidence, what is the school s progress to provide an inclusive, articulated gifted and educational program? What actions are needed to fully address identified areas of need, e.g., identification, and equitable access to high quality differentiated instruction? C. Included in this Memorandum are documents that serve as a framework for the Annual Local School GATE Report (Attachments A to E). Office of Curriculum, Instruction and School Support Page 2 of 5

3 MEMORANDUM II. GATE BUDGET A. Annual allocation of GATE funds: The District and State require a school site to cluster identified gifted students in a well-defined way and to provide a differentiated educational program. 1. A cluster is a minimum of 5 to 8 identified gifted students per class at elementary and 15 to 25 students at the secondary level. 2. For additional information regarding cluster models, refer to Attachment E-1. B. Allocation of GATE Funds: The school allocation is $15 per participant. Schools must submit their Annual Local School GATE Report and receive approval from Gifted/Talented Programs Office by December 8, 2011 to receive gifted and talented funds. C. Allocation of SAS Funds: The school allocation is based on June 1, 2011 data. Participating SAS schools must receive exemplary approval to receive SAS funding. D. The GATE allocation is intended to support the delivery of appropriate educational opportunities for gifted students. As such, school sites must adhere to the following requirements: 1. Encumbrance/Processing expenditures: Schools must process and obtain approval of all expenditures, including salaries, curricular trips, instructional materials, and instructional equipment, by May 31, Single-item purchases: Schools (Local Districts 1 8 and T) must submit Request for Approval for Single-Item Purchases of $800 or More, included in this Memorandum as Attachment D-3 to: Gifted/Talented Programs Administrative Offices Beaudry Site, 25th Floor 3. Guidelines for Curricular Field Trips: Curricular trips requiring expenditure of gifted/talented funds must receive prior approval from the Gifted/Talented Programs Office. a. Schools are to justify intended curricular trips by demonstrating that the off-campus instruction is aligned to the site s GATE plan s goals and objectives. b. For additional information, refer to BUL-267.3, Revised Transportation Procedures for Curricular Trips, Gifted/ Talented Programs. 4. School Fiscal Services: For assistance with budget adjustments, school personnel may contact the fiscal specialist assigned to their school: District Phone No. District Phone No. 1 (818) (323) (818) (323) (310) (323) (213) (310) T (213) Office of Curriculum, Instruction and School Support Page 3 of 5

4 MEMORANDUM III. SUBMISSION OF ANNUAL LOCAL SCHOOL GATE REPORT A. Deadline: The Annual Local School GATE Report (Local Districts 1 8 and T) must be submitted by 5:00 p.m. on December 8, 2011 to: Gifted/Talented Programs, Administrative Offices, Beaudry Site, 25th Floor. B. Approval and Allocation of GATE funds: A school site must complete and submit Attachments A to E. Before submitting for approval, please do the following: 1. Duplicate all forms back-to-back before submission. Be certain that all pages are in order. 2. Obtain original signatures (blue ink). 3. Do not staple documents (use paper clips) as copies are forwarded to Budget Services for the allocation of funds. 4. Maintain a copy at the school site. It must be available for public reference and District/State/Federal audits. 5. NOTE: No faxes accepted. If submitting a joint report, include a separate data form and a budget summary for each cost center. IV. SITE GATE EDUCATIONAL PLAN A. Beginning with the school year, schools were assigned by the GATE Office to a multi-year approval cycle for the submission and approval of School Site GATE Educational Plan. B. New schools or schools assigned to the submission/approval cycle year must complete and submit the appropriate attachments listed in this Memorandum along with the following documents: 1. Schoolwide Content Description Form for Gifted/Talented Programs Teacher Differentiated Curriculum Elements, Elementary Teacher Differentiated Curriculum Elements, Secondary To access above documents, school personnel may log onto Inside LAUSD, click on Issuing Organizations, scroll to Federal and State Education Programs, select Publications, and click on Templates and Forms. C. If a school s initial GATE Plan submission is not approved, the school is required to submit a complete GATE Plan and is placed on a three-year cycle. V. UPDATE SITE GATE STAFF INFORMATION If there have been changes in staff or you are not currently receiving updates from Gifted/Talented Programs, please Erin Yoshida-Ehrmann, Gifted/Talented Programs Specialist, at [email protected]. Office of Curriculum, Instruction and School Support Page 4 of 5

5 MEMORANDUM RELATED RESOURCES: District Communications: - BUL-5261: Policies and Procedures for the Implementation and Development of Gifted/Talented Programs. - BUL-267.3: Revised Transportation Procedures for Curricular Trips, Gifted/ Talented Program. - MEM-1895.: Gifted/Talented Student Rosters Newsletters: To access GATE Newsletters log onto Inside LAUSD, select Issuing Organizations. Find Federal and State Education Programs and click on Publications. The newsletters are found under Other Document Types. GATE Web Page: This website provides information for parents and school personnel. It includes a Professional Development section for school personnel where they may find GATE newsletters, informatives, parent workshop announcements, Districtwide SAS and GATE Coordinator meeting schedules, and PowerPoint presentations on a variety of gifted and talented topics. Teachers may register for Gifted and Talented training by accessing the Learning Zone at Gifted/Talented Programs Publications: - A Collection of Selected Goals and Objectives for Students in Gifted/Talented Programs, Publication No. GC-101, Revised Screening and Instructional Program for Able Underachieving Students from Diverse Backgrounds, Publication No. GC-106. ASSISTANCE: For assistance or further information please contact LaRoyce Bell, District Coordinator, Gifted/Talented Programs at (213) Office of Curriculum, Instruction and School Support Page 5 of 5

6 ATTACHMENT A TEMPLATES FOR THE ANNUAL LOCAL SCHOOL GATE REPORT INSTRUCTIONS: The Attachment section of this Memorandum includes the templates for the Annual Local School GATE Report. This section includes the following attachments: Annual Local School GATE Data Form (Attachment A-1). Please see Attachment A-2 which provides instructions on how to complete. Gifted/Talented Programs Assurances (Attachment B) School Gifted/Talented Professional Development (Attachment C) Budget Summary (Attachment D-1 to D-3) Related Site Gifted/Talented Resources (Attachment E-1- E-2). Included in this section are resources to assist school personnel with development of the Annual Local School GATE Report and the implementation of a comprehensive, articulated Gifted/Talented program. DO NOT FAX Districts 1 8 and T schools submit Site GATE/SAS Educational Plan documents to: Gifted/Talented Programs Administrative Offices Beaudry Site, 25th Floor Office of Curriculum, Instruction and School Support

7 ATTACHMENT A-1 LOS ANGELES UNIFIED SCHOOL DISTRICT Gifted/Talented Programs Cost Center (7-digit number): ANNUAL LOCAL SCHOOL REPORT: DATA FORM 1 0 Name of School: Indicate if: Magnet Lrng.Ctr. Charter idesign--t Traditional Multi-Track 90/30 Concept 6 Print Coordinator(s) Name(s), track, and Track:. Track:. School Phone: Mark all that apply: ( x ): 3. No. of Students: 4. Percentage: District Support Options: 1. CLUSTER MODELS 2. ETHNICITY Model 1: Team-Taught Cluster American Indian/ Alaskan Native School # of Students Gifted # of Students Referral # of Students I.D. % of Students Model 2: Full day Asian Model 3: Self-Contained Black % Model 4: Alternative Program (This clustering model is subject to approval by Gifted/Talented Programs) (Please refer to pages 2 and 3 of Attachment E of this Memorandum for the definition of cluster models.) Hispanic % White % Filipino % Pacific Islander % 7. No. of referrals in : Total Population: % (Formula: Gifted School Population = % of Identified Students) 9. SUPERINTENDENT PERFORMANCE METER: GATE STUDENT DATA Grade 2010 CST Results for GIFTED/TALENTED 2011 CST Results for GIFTED/TALENTED % Proficient % Proficient % Proficient and and % Proficient and Advanced in Advanced in and Advanced in Mathematics Algebra I or Advanced in Mathematics (General) Geometry ELA (General) (Secondary) % Proficient and Advanced in ELA % Proficient and Advanced in Algebra I or Geometry (Secondary) % % ( ) Coord. ext. Local District: 5 SCREENING/INSTRUCTIONAL PROGRAMS: Schools not meeting the minimum requirement of 6% of identified students MUST conduct (as applicable) the following Screening, Instructional and Identification Programs. Schools will need to attend a mandatory Districtwide Screening Programs Meeting in winter 2012 to receive screening materials and forms. New Continuing a) Able Underachieving Students from Diverse Backgrounds program is/will be conducted at school. b) Screening in the Primary Grades, K 3, program is/will be conducted at school. c) Saturday Conservatory of Fine Arts (CSULA) Number of students participating in: Perf. Arts [ ] Visual Arts [ ] 6. School participates in the Schools for Advanced Studies (SAS) Charter SAS School 8. NO. OF AUTHORIZED PERSONNEL Due: December 8, 2011 DO NOT FAX Submit as follows: Districts 1 8, T - Gifted/Talented Programs, Beaudry Site, 25th Floor I: II: III: Grand Total: GATE identification should reflect the demographics of the school (Office of Civil Rights Stipulation). It is the school s responsibility to remedy inequities in identification and programming of underrepresented students (African-American, Hispanic, English learners, and low-income students). Schools not meeting the minimum requirement of 6% of identified students in any one subgroup MUST conduct, as applicable, the following Screening, Instructional and Identification Programs: a. Able Underachieving Students of Diverse Backgrounds b. Primary Grades (K 3) screening and instructional program. 10. SAS ALLOCATION: 11. GATE ALLOCATION: 12. SIGNATURE No. of participating SAS Students: $ NO. $ 15 = $ Print Principal s Name: Principal s Signature: Completed by (Print Name and Title): Date: DO NOT STAPLE. PLEASE DUPLICATE (BACK-TO-BACK) BEFORE OBTAINING SIGNATURE.

8 ATTACHMENT A NO. OF STUDENTS IDENTIFIED: 14. NO. OF IDENTIFIED PARTICIPANTS BY GRADE: 15. NO. IDENTIFIED PARTICIPANTS BY TRACK: K Total Trad./LEARN A B C D Total EL STUDENTS: IFEP/RFEP STUDENTS: SPEC. ED STDS: 16. No. of new GATE teachers at each grade level: K: ( ) 1st: ( ) 2nd: ( ) 3rd: ( ) 4th: ( ) 5th: ( ) 6th: ( ) 7th: ( ) 8th: ( ) 9th: ( ) 10th: ( ) 11th: ( ) 12th: ( ) 17. SAS Permit Data (SAS Schools Only): Selection Process: No. of student applications received for : 1st priority qualifying students who live within school boundaries No. of permits granted for : 2nd priority qualifying students who live outside school boundaries No. of students currently on SAS permit schoolwide: Locally designed process (subject to approval by GATE office prior to selection) No. of non-permit (resident) SAS students: Lottery Date order applications are received 18. GOALS, OBJECTIVES, AND EVALUATION METHODS. Check box if goals are new (Use Arabic numbers. If the number of the objective is below ten, enter "0" in the column followed by the digit.) 1ST GOAL Obj.-1 Eval. 1 2ND GOAL Obj.-1 Eval. 1 3RD GOAL GOAL 8 -- Academic Goal (Mandatory) Obj.-1 N/A Eval. 1 Obj.-2 Eval. 2 Obj.-2 Eval. 2 Obj.-2 N/A Eval. 2 8 (Working toward achievement of advanced performance Obj.-3 Eval. 3 Obj.-3 Eval. 3 level.) Obj.-3 N/A Eval. 3 PARENT AND COMMUNITY INVOLVEMENT List specific dates of the two required parent meetings: 1) 2) (Education Code Section 52208; 5 Coordinated Compliance Review, J, 8) PARENT REPRESENTATIVE Name of parent representative (Please print): Signature of parent representative: Address: City, State: ZIP: Home: ( ) Work/Cell phone: ( ) SCHOOL SCREENING COMMITTEE List name and title of members of the Screening Committee as per Compliance Agreement with the Office of Civil Rights (OCR). A committee member should have an understanding of the candidate s economic, linguistic, and cultural background. 1) Name Title 3) Name Title 2) Name Title 4) Name Title FOR DISTRICT OFFICE USE ONLY PROPOSAL STATUS APPROVAL Next Complete Proposal Due: 1. Exemplary: 1st Yr. 2nd Yr. 3rd Yr. 4th Yr. 5th Yr. [ ] APPROVED 2. Approved: 1st Yr. 2nd Yr. 3rd Yr. Allocation has BY: Date 3. Not Approved been verified Directions for completing this form are contained in Attachment E included in this Memorandum.

9 LOS ANGELES UNIFIED SCHOOL DISTRICT ASSURANCES SELF-REVIEW FORM ATTACHMENT B DATE DUE: DECEMBER 8, 2011 Cost Center: District Name of School Magnet SAS Charter Date Lrng.Ctr. idesign (T) Gifted/Talented Programs Coordinator Name of Principal Telephone No. ( ) DIRECTIONS FOR SUBMISSION: Listed below are required State and District requirements for gifted/talented programs. Read each item and indicate its status. If Partially in Place or Not In Place is indicate, provide a brief overview of actions that will be taken to remedy this non-compliant item in the explanation section provided. NOTE: Gifted/talented funding is contingent upon a plan of remedy. ROSTER Maintaining an updated roster of all identified gifted students as per legislation. A current list of gifted/talented students that includes their identified differentiated program schedules is maintained throughout the school year. Teachers are aware of the identified gifted/talented learners in their classrooms. Explanation: In Place Partially in Place Not in Place IDENTIFICATION (SEARCH AND SCREENING) Maintaining equitable, comprehensive, and ongoing practices that reflect State criteria. In Place Partially in Place Not in Place Whole staff has a shared understanding of gifted and talented. A system is in place to search and screen gifted/talented students from all ethnic, linguistic, cultural, and economic backgrounds, including learners with dual exceptionality. The school identifies any underrepresented population and develops strategies for inclusion. A system is in place for parent/family/student referrals for gifted and talented identification. The school actively refers students in all seven categories (intellectual, high achievement, specific academic, creative, leadership, visual and performing arts). GATE identification is representative of the demographics of the school (Office of Civil Rights Stipulation). School utilizes SIS printouts to refer students for identification in the High Achievement and Specific Academic Ability Categories. School has identified strategies to address any underachievement and to increase motivation and self-esteem. School monitors impact of strategies. Explanation: Office of Curriculum, Instruction and School Support

10 ATTACHMENT B EDUCATIONAL PROGRAM DESIGN ELEMENTS Providing a comprehensive, articulated instructional program that is responsive to the needs, interests, and abilities of gifted students. The Site GATE Educational Plan, aligned to District and State requirements, reflects the input of whole school community. Responsibility for gifted and talented provision is distributed, and evaluation of its impact is shared, at all levels in the school. The Site GATE Educational Plan is integral to school curricular program and plays a significant role in shaping practice and curricular decisions, e.g., staffing, allocation of resources at the school. Evidence of a monitoring system is in place to ensure the educational needs of gifted and talented students are met. This includes teachers monitoring their own practice and identifying areas where professional development and additional instructional support are needed. The school establishes and implements plans to support the social and emotional development of gifted learners. The school adheres to clustering requirements (Elementary: 5 8 students per class; Secondary: students). It provides a differentiated program for gifted/talented students, e.g., honors and Advanced Placement courses. The school establishes an articulated pattern of matriculation for gifted students. Students have access to qualified teachers, administrators, and other staff members. All gifted educators have access to high-quality professional growth opportunities. Alternative learning environments are considered for Gifted/Talented learners including grade promotion or dual-enrollment options at the secondary level. The school ensures that students, parents/families have information regarding District/site enrichment, and academic services. The school places equal emphasis on high achievement and social and emotional well-being by providing counseling and psychological services. The school designs program options to meet a range of needs for gifted/talented learners, e.g., highly gifted learners, English learners, and dual exceptional learners. Explanation: In Place Partially in Place Not in Place INSTRUCTIONAL REQUIREMENT Differentiated curriculum and instructional models and strategies are aligned with and extend the state academic content standards and curriculum framework. Use of differentiation, e.g., depth, complexity, acceleration and novelty, to engage and extend the learning of gifted and talented students is evident in both lesson planning and delivery. Impact on student progress is monitored. The school infuses technology and culturally relevant pedagogy throughout the curriculum to support the achievement and motivation of gifted and talented learners. Under-performance and exceptional performance of gifted and talented learners are highlighted and acted upon. The school provides gifted and talented learners with access to a wide-range of curricular opportunities that result in a sustained impact on student attainment and achievement. Opportunities beyond the classroom further enhance learning, broaden experiences and support higher level thinking and problem-solving skills. In Place Partially in Place Not in Place Office of Curriculum, Instruction and School Support

11 - 3 - ATTACHMENT B Explanation: PROFESSIONAL DEVELOPMENT School staff participates in professional development to support and improve educational opportunities for gifted and talented learners. School staff participates in ongoing professional development, e.g., on site, conferences, District workshops, that focuses on research-based practices that address the needs of gifted and talented students. Use of this knowledge is evident in teacher practice, e.g., providing effective learning environments and implementing differentiated curriculum/ instruction for these learners. Evidence that teachers maintain recency of professional development. (Recency of professional development is recent participation in designated workshops, certification programs, and approved field-work activities within the school year). Sixteen hours of on-going training each year is recommended for recency of professional development. Funding is contingent upon appropriately trained staff. Participation in AP/Pre-AP/Honors professional development may include College Board workshops (secondary only). Staff collaborates and share best practices. School conducts professional development on gifted education (e.g., staff meetings, banked-time Tuesdays, etc.). at least twice a year. Date Topic Date Topic The school maintains copies of teacher s Professional Development Records for review for at least three years. (Form is accessible through Inside LAUSD under Informational Forms for GATE Programs by clicking on Templates & Forms ). Explanation: In Place Partially in Place Not in Place ASSESSMENT FOR LEARNING Assessment data are used to support gifted and talented learners. Assessment data are used by teachers across the school to ensure challenge and progression in the achievement of gifted and talented students. Staff provides systematic oral and written feedback to help learners set challenging curricular targets. In Place Partially in Place Not in Place The school provides opportunities for gifted and talented learners to identify their own performance targets and have input on learning tasks. Classroom practices regularly require learners to reflect on their own progress against performance targets and engage in the direction of their own learning. Office of Curriculum, Instruction and School Support

12 ATTACHMENT B Explanation: PARENT/COMMUNITY INVOLVEMENT Providing procedures to ensure consistent, active participation of parents and community members in the planning and evaluation of programs for gifted students. Parents/community is aware of, and has opportunity for input, in the planning and evaluation of GATE plan and its implementation. Staff has identified strategies to engage and support parents/families. Sessions for parents include topics on: characteristics and identification of gifted students; school plan to meet the instructional needs of gifted learners; helping gifted children at home to promote learning; understanding the social and emotional needs of gifted learners; and ways to forge a partnership between the school and home. List dates of two required parent meetings for the school year. Date and Date Evidence of parent participation in planning and evaluating the local school gifted/talented program. In Place Partially in Place Not in Place Parents/families/students are aware of the referral process for gifted and talented identification. The Gifted/Talented Parent Representative has been selected by the school, is included in the planning of the program, and is consistently been provided information regarding GATE Parent Meetings. Parents/families informed of curricular programs and enrichment activities, e.g., Saturday Conservatory of Fine Arts, available to GATE learners. Districtwide Gifted/Talented professional development and networking opportunities are advertised and distributed to parents of gifted/talented learners. Evidence of parent meetings, parent trainings (e.g., agendas, registration lists, etc.) and parent evaluations of GATE program are maintained for a minimum of three years. (See Assessment and Evaluation and Parent Involvement Forms accessible through Inside LAUSD under Templates and Forms ). Explanation: Office of Curriculum, Instruction and School Support

13 - 5 - ATTACHMENT B BUDGET (FUNDS DISBURSEMENT) Budgets support and provide for all the components of the Site Educational GATE program and meet the related standards. GATE/SAS funds directly support the students who generate the funds. In Place Partially in Place Not in Place Evidence that GATE allocated resources have a significant, measurable impact on academic achievement and their attitudes toward learning. The principal monitors GATE/SAS expenditures throughout the year and maintains records of expenditures for a minimum of three years. Evidence of GATE Program approval for single-item purchases in excess of $800. Copies maintained at school site. Staff is aware of non-approved expenditures from gifted/talented funds including: gifts, awards, corsages, decorations, entertainment, costumes, uniforms, athletic equipment, musical instruments, salaries for community representatives, office supplies or equipment for school wide use, AP exams, attendance at non- GATE workshops. All GATE equipment and instructional materials are labeled and an inventory is on file. Staff and parents have input on GATE/SAS expenditures. Approval for GATE funded curricular field trips is in accordance with District policy. (See BUL-267.3). Staff is aware that gifted/talented programs funding is contingent upon: 1) appropriately clustered GATE learners; 2) appropriately trained staff (16 hours of GATE PD each year), 3) ongoing, inclusive referral process in place; 4) meeting District minimum 6% GATE identification rate for all subgroups. GATE identification rates should reflect the demographics of the school (Office of Civil Rights Stipulation). Explanation: PROGRAM ASSESSMENT (ANNUAL REVIEW) Program evaluation methods are used in the assessment of student performance. In Place Partially in Place Not in Place School data are analyzed annually. Qualitative and quantitative outcomes inform whole school self-evaluation processes. Analysis includes teacher self-evaluation and reflection to inform instruction and practice. An annual Review of GATE Student Progress is filed in each student cumulative record (Required by Ed Code; see Office of Curriculum, Instruction and School Support Memorandum titled, Evaluation of Student Progress in Gifted/Talented Programs). School conducts parent, teacher, and student evaluations in accordance with Program Assessment EC [a] (1) and maintains evaluations for a minimum of three years (See Assessment and Evaluation and Parent Involvement Forms accessible through Inside LAUSD under Templates and Forms ). Explanation: Office of Curriculum, Instruction and School Support

14 ATTACHMENT B SAS SUPPLEMENTAL ASSURANCES To be completed by schools participating in the Schools for Advanced Studies only. School GATE Educational Plan has an exemplary status. In Place Partially in Place Not in Place Evidence of innovative programming, novel use of curriculum, and special enrichment opportunities for students, including GATE, involved in the SAS Program. SAS staff has completed within two years the initial 32 hours of required GATE professional development. SAS staff maintains recency of professional development in gifted /talented education. Recency of professional development is recent participation in designated workshops, certification programs, and approved field-work activities within the school year). Sixteen hours of on-going training each year is recommended for recency of professional development. Funding is contingent upon appropriately trained staff. Administrators have completed eight hours of initial training over two years. Administrators continue to maintain recency of training on differentiated instruction and educating the gifted learner. School actively serves as a Demonstration Site and provides site visitations to other schools, administrators, and teachers within the District. School adheres to District SAS student application and enrollment procedures Explanation: Duplicate B (back-to-back) before signing. Principal s Signature Coordinator s Signature PLEASE MAINTAIN A COPY AT SCHOOL AND HAVE AVAILABLE FOR PUBLIC REFERENCE. Office of Curriculum, Instruction and School Support

15 Submit as follows: DO NOT FAX Date: Districts 1 8, T - Gifted/Talented Programs Administrative Offices LOS ANGELES UNIFIED SCHOOL DISTRICT Beaudry Site, 25th Floor Gifted/Talented Programs LOCAL SCHOOL PROFESSIONAL DEVELOPMENT ATTACHMENT C Due: December 8, 2011 School: Principal s Name GATE Coordinator s Name No. of Identified Students in School: Total School Population: Check if the school had a change in goals. Cost Center: 1 0 Local District: School Phone: ( ) Ext: FAX: ( ) CURRICULUM AND INSTRUCTION Cluster Grouping Models (Refer to Attachment E, pages 1 and 2 of this Memorandum for definitions): Model 1: Team-Taught Cluster Model 3: Self-Contained Model 2: Full Day Model 4: Alternative Program Please list all teachers conducting a cluster and indicate if teacher is new or if there is a change in grade level or subject by placing an (*) accordingly. PARTICIPATING STAFF & PROFESSIONAL DEVELOPMENT List participating staff and the number of hours of professional development received; the professional development hours in gifted education should reflect their respective Professional Development Record maintained at the school site. Recency of professional development is recent participation in designated workshops, certification programs, and approved field-work activities within the school year. Sixteen hours of on-going training each year is recommended for recency of professional development. Grade No. of No. in Cluster Grouping Models Teachers Track Level Identified Class Subject (Secondary) (see above) Include Professional Development hours from June 2010 January 2012 You may copy this page to submit additional names or use the reverse side of this attachment. - OVER - PLEASE DO NOT SUBMIT COPIES OF TEACHERS INDIVIDUAL PROFESSIONAL DEVELOPMENT RECORD WITH THE PROPOSAL; THEY ARE TO BE KEPT AT SCHOOL.

16 ATTACHMENT C School: Please list all teachers conducting a cluster and indicate if teacher is new or if there is a change in grade level or subject by placing an (*) accordingly. PARTICIPATING STAFF & PROFESSIONAL DEVELOPMENT List participating staff and the number of hours of professional development received; the professional development hours in gifted education should reflect their respective Professional Development Record maintained at the school site. Recency of professional development is recent participation in designated workshops, certification programs, and approved field-work activities within the school year. Sixteen hours of on-going training each year is recommended for recency of professional development. Grade No. of No. in Cluster Grouping Models Teachers Track Level Identified Class Subject (Secondary) (see above) Include Professional Development hours from June 2010 January 2012 Please duplicate Attachment C (back to back); do not staple. PLEASE DO NOT SUBMIT COPIES OF TEACHERS INDIVIDUAL PROFESSIONAL DEVELOPMENT RECORD WITH THE PROPOSAL; THEY ARE TO BE KEPT AT SCHOOL.

17 Date: LOS ANGELES UNIFIED SCHOOL DISTRICT Gifted/Talented Programs ATTACHMENT D-1 Due: December 8, BUDGET SUMMARY FOR School: Local District: Cost Center: 1 0 DIRECTIONS: This summary must be submitted by every school (except Charter schools) and must reflect the total of the individual content description forms and any other program-related expenditures. All expenditures including salaries, curricular trips, instructional materials, and instructional equipment must be indicated below and must be processed (expended or encumbered) by May 31, Single-item purchases in excess of $800 must be approved by the Gifted/Talented Programs designee (Attachment D-3, included in this Memorandum may be used for this purpose). Any changes in this planning budget from the budget plan submitted in April must be communicated by you to the District Fiscal Specialist servicing your school at the School Fiscal Services Branch by means of a School Budget Adjustment Request (see Section II, p. 3. Number of participating $15 = $ Program Allocation: Fund: Fuc. Area: $ A. **SUPPLEMENTAL SALARIES Budget Item Commit ment Item Teacher Assistant (Rate $ 10.75)* 3 hrs., 5 Days = $6,433 6 hrs., 5 Days = $12, $ Day-to-day Substitute $282/Day* $ Teacher (Z Time) 6 hrs., 5 Days = $1,839,12* $ Counseling Assistant $13.62/Hour* $ Differential, Coordinating $637/Semester* (Report % Jan. and June); Wage Type $ Clerical Relief $ $ Professional Expert Cert. $ $ District-Sponsored Training $20/hr.: Hours: (Fund ; Func. Area ; Attendance Code TR02) x Attendees: Class Code Independent Contracts $ $ *Includes benefits Supplemental Salaries subtotal (A): $ INSTRUCTIONAL MATERIALS AND EQUIPMENT (Commitment Item ; Fund ; Func. Area ) Books and instructional materials (Please include name or description of items): Submit as follows: Districts 1 8, T - Gifted/Talented Programs Administrative Offices Beaudry Site, 25th Floor DO NOT FAX Qty $ Amount **See reverse side Unit Price Quantity Amount Equipment: Unit Price Quantity Amount I.M.A. subtotal (B): $

18 ATTACHMENT D CURRICULAR TRIPS FOR OFF-CAMPUS INSTRUCTION (Budget Item 50174; Commitment Item ; Fund ; Func. Area ) NOTE: All curricular trips for off-campus instruction must be prepared for approval by the Local District. Please allow five to six weeks for processing. Schools may refer to the revised Office of Curriculum, Instruction, and School Support Bulletin No. BUL-267.3, Revised Transportation Procedures for Curricular Trips, Gifted/Talented Programs, which is available online through Inside LAUSD. Transportation: No. of trip $ Total cost: $ Total admission costs: $ _ Estimated cost is $345 for 5 hrs. (9 a.m. 2 p.m.) for 50 miles. Curricular trips subtotal (C): $ CONFERENCE ATTENDANCE (Commitment Item ; Fund ; Func. Area ) Number of Title of Conference: Registration Teachers Amount City/County Conf. Preserving Creativity: Not an Option (December 17, 2011)* *Registration Online Only: registration $95; onsite $120. Title of Conference: Number of Registration Teachers Amount Conference attendance subtotal (D): $ TOTAL PLANNED EXPENDITURES: $ (A + B + C + D) **SUPPLEMENTAL SALARIES If funds were budgeted for substitutes, aides, professional experts, or contracted instructional services, please briefly describe how these funds will be used. Print Name of Coordinator, Gifted/Talented Program Print Name and Title of Person Completing the Budget Summary Print Name of Principal Date Signature of Principal DUPLICATE THIS FORM BACK-TO-BACK BEFORE SIGNING (DO NOT STAPLE).

19 ATTACHMENT D-2 Due: November 30, 2011 Cost Center: SCHOOLS FOR ADVANCED STUDIES (SAS) BUDGET SUMMARY (1260) 01 Local District: School: DIRECTIONS: This summary must be submitted by every school participating in the SAS Program (except Charter schools) and must reflect the total program-related expenditures. All expenditures including salaries, curricular trips, instructional materials, and instructional equipment must be indicated below and must be encumbered by May 31, (For additional information refer to BUL , April 8, 2011, Schools for Advanced Studies Demonstration Sites: Application and Selection Process.) Any changes in this budget must be communicated by you to your school fiscal manager at your site. SAS schools must have received an exemplary approval of their local school proposal for their GATE program in order to maintain their SAS status and receive fund approval. If the SAS school does not currently have exemplary standing, the SAS school will need to submit a new GATE proposal in its entirety GATE Proposal Approval Status: Approved Exemplary Incomplete Not Approved Conducting a Gifted/Talented Program Number of ID Students: No. of Students Participating in the SAS Program: SAS Program Allocation: $ (Fund , Func Area ) Commit ment Item A. **SUPPLEMENTAL SALARIES Budget Class Qty Code Item Teacher Assistant (Rate $ 10.75)* 3 hrs., 5 Days = $6,433 6 hrs., 5 Days = $12, $ Day-to-day Substitute $282/Day* $ Teacher (Z Time) 6 hrs., 5 Days = $1,839,12* $ Counseling Assistant $13.62/Hour* $ Differential, Coordinating $637/Semester* (Report % Jan. and June); Wage Type $ Clerical Relief $ $ Professional Expert Cert. $ $ District-Sponsored Training $20/hr.: Hours: (Fund ; Func. Area ; Attendance Code TR02) x Attendees: Independent Contracts $ $ $ Amount *Includes benefits Supplemental Salaries subtotal (A): $ - Over - DUPLICATE BUDGET SUMMARY BACK-TO-BACK BEFORE SIGNING.

20 ATTACHMENT D B. INSTRUCTIONAL MATERIALS, EQUIPMENT & TECHNOLOGY Single-item purchases in excess of $800 must be approved by the District office (Attachment D-3 may be used for this purpose). Schools should submit a rationale and a print-out of the on-line order to Gifted/Talented Programs, Administrative Offices, Beaudry Site, 25th Floor. (Commitment Item ; Fund ; Area ) SUPPLEMENTAL INSTRUCTIONAL MATERIALS: EQUIPMENT: TECHNOLOGY: Unit Price Quantity Amount Unit Price Quantity Amount Unit Price Quantity Amount Instructional Materials subtotal (B): $ C. CURRICULAR TRIPS FOR OFF-CAMPUS INSTRUCTION (Commitment Item ; Fund ; Func. Area ) NOTE: All curricular trips for off-campus instruction must be prepared for the District s approval. Please allow five to six weeks for processing. Schools may refer to the revised Office of Curriculum, Instruction and School Support Bulletin No. BUL-267.3, Revised Transportation Procedures for Curricular Trips, Gifted/Talented Programs, which is available online through Inside LAUSD. Date Cost Destination Rationale: $ Estimated cost is $345 for 5 hrs. (9 a.m. 2 p.m.) for 50 miles. Curricular trips subtotal (C): $ D. GATE CONFERENCE ATTENDANCE Budget Item 50174; Commitment Item ; Fund ; Func. Area Number of Title of Conference: Registration Teachers Amount City/County Conf. Preserving Creativity: Not an Option (December 17, 2011)* *Registration Online Only: registration $95; onsite $120. Number of Title of Conference: Registration Administrators Amount TOTAL PLANNED EXPENDITURES: $ (A + B + C + D) Func Print Principal s Name Principal s Signature Print name and title of person completing the SAS Budget Summary Date

21 ATTACHMENT D-3 STATUS OF REQUEST Date Approved REQUEST FOR APPROVAL Not approved: does not address differentiated instruction or directly meet the needs of GATE learners. (Single-Item Purchase of $800 or more) More information is needed School: Local District: Cost Center: Total Cost: $ Item to be purchased: No. of I.D. Students at school GATE: Total No. of I.D. Students benefitting from purchase SAS: GATE: SAS: Yes Yes Yes Date No All equipment and instructional materials are labeled GATE/SAS and inventoried. No This purchase is in alignment with the School Site GATE Educational Plan. No The item will be primarily used for gifted-talented/sas students. Explain how this item is essential to meeting the school s gifted/talented program objectives. Be specific as to how this item addresses differentiation or provides for the needs of gifted learners. Rationale for Purchase: Principal s Signature: Date: ( ) ( ) Local School Coordinator, Gifted/SAS Program School Phone Number School FAX Number (Approved form must be kept at school as a supporting document. Use reverse side for additional space.) FOR OFFICE USE ONLY Phone: (213) Coordinator/Designee, Gifted/Talented Programs Office (Beaudry Building) Date: For approval, submit to: Gifted/Talented Programs Administrative Offices Beaudry Site, 25th Floor Office of Curriculum, Instruction and School Support

22 ATTACHMENT E INSTRUCTIONS: This section of the Memorandum includes: E-1 Data Form: Item by Item Instructions E-2 Goals, Objectives and Evaluation Methods Office of Curriculum, Instruction and School Support

23 ATTACHMENT E-1 DATA FORM: ITEM-BY-ITEM INSTRUCTIONS Item 1 Clustering Models: Check the appropriate clustering model. (AB-2313 requires that programs be planned and organized as an integrated differentiated learning experience that occurs throughout the regular school day and is augmented with other differentiated activities related to the core curriculum.) Listed below are examples of clustering models: Model 1: Team-taught cluster Consists of two or more teachers working as a team with flexible grouping in core subjects: math, social studies, language arts, science. Schools offering a program for students in visual and performing arts and for students identified in the creative and leadership ability categories would offer advanced-level experiences. Model 2: Full day Consists of clusters of a minimum of 5 8 students in elementary school. In middle or senior high school consists of classes designated as Honors or Advanced Placement with a minimum of students clustered in each class. Clusters at the elementary and secondary levels are composed of: (1) identified gifted students; (2) students who are being screened for recommendation; and (3) students who are recommended for continued screening and advanced instruction. Model 3: Self-contained Consists of all identified gifted students with an emphasis on acceleration and continuous progress that is appropriate to individual needs, e.g., highly gifted or individualized honors programs. Model 4: Alternative program model Some schools have unique circumstances or requirements and cannot meet the clustering options that are defined in the first three models. These schools are to describe an alternative clustering model that addresses their unique needs. This clustering model is subject to approval by the Gifted/Talented Programs Office. Item 3 Number of Students: Enter the total number of school population and of all identified gifted students from the ID42 printout in the Gifted Column of the Data Form. Item 2 Ethnicity: Enter in the spaces provided the total number of students by ethnicity and the total number of identified gifted students by ethnicity enrolled in your school as of Monday of the sixth week of the academic school year. Multi-track schools need to compute the gifted/talented enrollment for each track separately and enter one total for all tracks. Instructions are as follows: Elementary Schools A report (Screen 30, Option 14) from Elementary Student Information Systems (SIS) gives a count of identified gifted students by ethnicity in each school. Please review this report and make corrections in Item 3 of the Local School Proposal Data Form. If there are any questions regarding this report, please call Elementary SIS Support Section at (213) (Instructions to print the report are found on page 3 of Attachment E.) Secondary Schools If there are any questions, please call the SIS Support Section, Secondary, (213) The following are instructions which can be used to tabulate counts for the Local School Proposal Data Form: Ethnic Analysis - Ensure that the printer is loaded with white paper and is on-line. - At the SIS Menu, type ID42,1 and press <Enter>. - Press <Enter> to accept the title for the report "Ethnic Analysis for (School Name)." - For enrollment status selection, type 4. - For status checking date, type the survey date. - Press <F2> to bypass all other fields, unless the school has a magnet center. --For multi-track schools, include all tracks. --For schools with magnet centers, run a separate report for each school location and change the title of each report. - Press <F1> to sort by name. - The report is printed automatically. Enter the totals for each ethnic group to the School Column in Item 3 of the Data Form. Ethnic Analysis For Gifted - At the SIS Menu, type ID42,3 and press <Enter>. - Type "Ethnic Analysis-Gifted Students for (School Name)" and press <Enter>. - For enrollment status selection, type 4. - For status checking date, type the survey date. - For student selection, type 753 ] (greater than or equal) 00 and press Type 143=nnnn (nnnn equals the four-digit school Org. Code) and <Enter>. --For schools with magnet centers, run a separate report for each school location and change the title of each report - For sort selection press <Enter>. - The report is printed automatically. Office of Curriculum, Instruction and School Support

24 ATTACHMENT E Item 4 Percentage of Identified Students by Ethnicity: Calculate the percentage of identified students by ethnicity. This is done by taking the number of gifted divided by the number of students in the school. This will equal the percentage of identified students. For example: 22 Hispanic gifted learners 380 Hispanic students in the entire school = 6%. You may round to the nearest tenth. Gifted/Talented Programs realizes that ethnic groups that make up less than 15% of total school population are not usually considered statistically significant for reporting purposes. However, schools that have a small percentage of students in one ethnicity still need to actively screen all potentially gifted learners and report the percentage in the identified students column. Item 6 Schools for Advanced Studies Program: Check box if the school is participating as one of the Schools for Advanced Studies (SAS) Demonstration Sites. Indicate if your SAS site is a charter school. Item 5 Screening and Instructional Programs: 1. Schools not meeting the minimum requirement of 6% of identified students in Item 4 (in any one subgroup) MUST conduct (as applicable) the following Screening, Instructional and Identification Programs. Schools will need to attend a mandatory Districtwide Screening Program Meeting each fall to receive screening materials and forms. 2. Schools may also choose to voluntarily participate in conducting the screening and instructional program for Able Underachieving Students of Diverse Backgrounds or the Primary Grades (K 3) screening and instructional program. Please check the appropriate spaces if your school will be participating in either applicable program: check if new to the program or continuing. 3. If students from your school are participating in the Conservatory of Fine Arts, check the appropriate box and list the number of students participating in the Performing Arts program and the number of students participating in the Visual Arts program. Please refer to the Memorandum titled, Conservatory of Fine Arts Program for Gifted and Potentially Gifted/Talented Students, available online by late August for the Conservatory application process and due date. The Districtwide Talent Assessment dates and deadlines to submit student referrals for identification in the visual and performing arts are available in the upcoming Memorandum titled, Districtwide Gifted Assessment: Auditions in the Performing Arts and Demonstrations in the Visual Arts. Item 7 Number of referrals in : Record the total number of identification referrals (in all categories) made in school year. Item 8 Number of Authorized Personnel: In the appropriate space (I, II or III), enter the number of authorized personnel in each category. Authorized personnel are required to participate in District-approved in-service education each year. Listed below are descriptions of three ways by which these qualifications can be met. Survey staff members who are responsible for teaching or coordinating the local site gifted/ talented program to ascertain which qualification(s) listed below has been met: I. Possesses a Master of Arts Degree in teaching the gifted and has registered the degree with the Los Angeles Unified School District. II. Possesses a Specialist Instruction Credential authorizing the teaching of the gifted or has completed a GATE certification program indicating recency of training. III. Has the knowledge and the skills necessary for teaching the gifted gained through experience or participation in GATE workshops and conferences that can be documented. Supportive data including recency of training (Professional Development Record) should be on file at the local school site. Office of Curriculum, Instruction and School Support

25 - 3 - ATTACHMENT E-1 Item 9 GATE Student Data: If your school does not share a campus with a magnet school you can obtain information for the GATE Superintendent Performance Meter from the California Department of Education (CDE) website. The CDE site website does not disaggregate data for the resident and magnet school. Follow these steps if your school does disaggregate data for a site that shares a campus with a magnet school. 1. Go to 2. Click on Testing and Accountability 3. Click on Standardized Testing and Reporting (STAR) 4. Click on Test Results Reporting Site 5. Click on the year for which you want results 6. Click on Test Results Search 7. From the screen that appears, find the appropriate County (Los Angeles), District (Los Angeles Unified and School (find your school from the list) 8. From the same screen, choose Special Program Participation for Group and Gifted and talented for Subgroup 9. Click on View Report 10. Find the % of Proficient and Advanced on the report, and enter the data for each grade level and subject area on A Repeat the process to find the data from another year. If your school shares a campus with a resident school and a magnet school, you will need to use MyData to access data that is disaggregated between the two schools. Follow these steps if a school and a magnet share the same campus: 1. Go to 2. From the landing page that appears, click on the MyData icon/ Click to Log In 3. On the next screen, enter your Single Sign-On LAUSD user ID and password and click Login 4. Once you are logged on, go to the School menu at the top 5. From the dropdown menu, click on CA Standards Test, School 6. A screen will appear with data from English Language Arts 7. Click on School or Magnet on the left under Filters and make a choice. Then click the Go button 8. From the Filters, click on the bar that says Gifted 9. A dropdown menu will appear. Click Gifted and hit Go. The data shown will be for your Gifted population only 10. Locate the chart at the bottom of the page. Find Display As. Click on % of students then hit Go 11. Find the column that has % Proficient and % Advanced. Add the two numbers together for each grade level, and record To Find the data for Math/Algebra 1 From the filters on the left, click on CST Subject and choose Mathematics. Click Go To Find for a Different Year From the filters on the left, click on School Year and make a selection. Click Go Item 10 (SAS schools ONLY): Enter number of students participating in the Schools for Advanced Studies program and the allocation provided by the GATE office. Item 11: Enter number of students identified as gifted at each cost center on separate Data Forms and multiply that number by $15. Item 12 Principal s Signature: Print principal s name and . The principal s signature verifies that all information and data are correct and that assurances are being met. GATE Plans that do not have the principal s original signature will be returned to the school as Not approved. Print the name and title of the individual who has completed the Local School Plan Data Form. Enter date of completion of data form. Please do not staple as copies need to be forwarded to Budget Services (duplicate back-to-back). Do not FAX data form. Item 13 Number of Identified Gifted/Talented: Enter the total number of English Learners (EL), English-Proficient (FEP) students, and Special Education students who are also identified Gifted/ Talented (twice exceptional) at your school. Instructions are as follows: Elementary Schools A report from Elementary Student Information Systems (SIS) gives a count of identified gifted students by ethnicity in each school. It also provides a count of gifted EL students. Please review this report and make corrections in Item 10 of the Local School Proposal Data Form. Printing Student Report Elementary Schools School personnel can print a Gifted Roster of identified students who attend the school by going to Screen 14, Report Menu; Option 32, GIFTED ROSTER. To generate a report of the Ethnic Analysis - Gifted LEP count, school personnel must follow the instructions below: Ethnic Analysis For Gifted LEP At the Main Menu, select Screen 30, Procs Menu, Option 14, Gifted (count gifted students by ethnicity). Secondary Schools: The following are instructions which can be used to tabulate counts for the Local School Proposal Data Form: Ethnic Analysis Gifted LEP - At the SIS Menu, type ID42,3 and press <Enter>. - For the title, type "Ethnic Analysis-Gifted LEP Students for (School Name)" and press <Enter>. - For enrollment status, type 4. - For date, type the survey date. - For student selection, type 753 ] =L 143= nnnn and press <Enter> (nnnn equals the four-digit school Org. Code) - For schools with magnet centers, run a separate report for each school location and change the title of each report. - For sort selection press <Enter>. - The report is printed automatically. Enter the total from the last column of the ID42 printout in the Identified Gifted/Talented EL Students Column of Item 10 of the Data Form. If you have any questions or need assistance, please call Student Information Systems (SIS) Branch: Elementary at (213) or Secondary at (213) Office of Curriculum, Instruction and School Support

26 ATTACHMENT E Item 14 Number of Identified Participants by Grade: Under the corresponding grade level, enter in the spaces provided the number of identified gifted/talented students participating in a program at Item 15 Number of Identified Participants (by Track): Enter number of students by school calendar in the spaces provided (Traditional/LEARN or Multi-track). Multi-track schools will need to the local school or participating in a combined-site program as of compute the number of gifted/talented students participating on each track (A, B, C, D). Enter total (total indicated must match the Monday of the sixth week of the academic school year. Enter total total entered under the Gifted column on No. 3 of Data Form). (total indicated must match the total entered under the Gifted column on No. 3 of Data Form). Item 16 Number of New GATE Cluster Teachers at Each Grade Level: Enter the number of new teachers per grade. Each new GATE cluster teachers is required to submit a Teacher Curriculum Elements Form for elementary and/or secondary. If there is a change from last year s plan, such as school goals or if a teacher is assigned to a different grade level, the Form must also be submitted by each teacher to reflect the new instructional plan. Only schools in non-approved plan status or newly designated SAS sites without an exemplary plan on file are required to submit the Teacher Curriculum Elements Form for all teachers involved in gifted education. To access documents, log onto Inside LAUSD, select Issuing Organizations, find Federal and State Education Programs, click on publications, and select Templates and Forms. Item 17 SAS Permit Data and Selection Process: List the SAS permit and enrollment data for and check the selection process that and applies to your school. Item 18 Goals, Objectives, and Evaluation Methods: To complete this section refer to Attachment E-2 included in this Memorandum. School personnel may obtain the publication, A Collection of Selected Goals and Objectives for Students in Gifted/Talented Programs, Publication No. GC-101 (Revised, 2007) by calling (213) Board Resolution For the description of the Board Resolution, parent involvement and program assessment, refer to the new Office of Curriculum, Instruction and School Support BUL-5261, titled Policies and Procedures for the Planning, Implementation, and Evaluation of Gifted/Talented Programs, available online. Please verify the school s strategic plan to remedy inequities in identification and programming of underrepresented students (African- American, Hispanic, English learners, and low-income students). Parent/ Community Involvement and Parent Representative List dates of the two required parent meetings as per Education Code Select a parent representative for Gifted/Talented Programs who has an identified gifted learner at the school. The parent representative participates in the development of the ANNUAL LOCAL SCHOOL REPORT. Their signature on Attachment A-1 verifies their participation in the planning process and their approval of the final plan. It is the school s responsibility to inform parents of parent representative meetings and training sessions. For additional information, refer to the Students and Parents section of the Gifted/Talented Programs web page at < /gate>. SPECIAL NOTE: School Screening Committee List the names and title of members of the Local School Screening Committee. Members must be certificated LAUSD personnel responsible for the search, referral and screening for student identification. One member should have an understanding of economic, linguistic, and cultural diversity and giftedness. A copy of the ANNUAL LOCAL SCHOOL REPORT should be kept on file and be available for public reference. Before principal s signature is obtained and before the plan is submitted for approval, please duplicate Data Form back-to-back. Do not use paper clips; do not staple, as copies are submitted to budget for funding. For assistance, please contact District personnel at Gifted/Talented Programs, Administrative Offices, Beaudry Site, 25th Floor, (213) as follows: Local Districts 1 (A F), 3, and Catherine Estrada, District Specialist [email protected] Local Districts 1 (G N) and LaRoyce Bell, District Coordinator [email protected] Local Districts 4, 6 and T Erin Yoshida-Ehrmann, District Specialist [email protected] Local Districts 1 (O W), 5 and Lucy Hunt, District Specialist [email protected] Office of Curriculum, Instruction and School Support

27 ATTACHMENT E-2 DATA FORM ITEM-BY-ITEM INSTRUCTIONS: GOALS AND OBJECTIVES AND EVALUATION METHODS Goals, Objectives, and Evaluation Methods To provide a viable, articulated program All grades and subjects at a school will have common goals and objectives. Teachers determine how the schoolwide goals and objectives are achieved in their individual classrooms, as described on their Content Description forms. Review the 7 goals below and select 2 that will be the focus of your plan instruction for the year. Change Roman numerals to Arabic of selected goal and record the number under the Goal box of the work chart. Select a minimum of two objectives and a maximum of three objectives for each goal. Objectives for goal eight are based on student needs, are determined by the school committee, and do not need to be noted on the GATE plan Record the number of each objective selected in the OBJ column to the right of each goal. (If the number of the objective is below ten, enter "0" in the column and the digit.) Select from the following list the primary method to evaluate each of the objectives. 1. Criterion-Referenced Test 2. Norm-Referenced Test 3. Teacher-Made Test 4. Checklist 5. Rating Scale 6. Observation Form 7. Judgment 8. Portfolios 9. Any combination of the above Record in the Evaluation Column for each objective selected the number of the primary evaluation method to be used for that objective. The method(s) of evaluation used must be listed next to the related objectives on each content description form. Transcribe the numbers recorded in the work chart to Item 18 of the Proposal Data Sheet as indicated next page. Note that there are three sets of data columns in Item 18. Each set is to be used for recording one goal and its related objectives and evaluation methods. - Transcribe the number of the first goal from the Goal column in the work chart to the first Goal column on the left in the space provided. - Transcribe the number of the first objective for the first goal to the first OBJ column to the right in the spaces provided. If the number of the objective is below ten, enter "0" in the column and the digit. - Transcribe the number of the first evaluation method to the first Eval. column to the right in the space provided. - Repeat the preceding two steps for the second and third objectives for the first goal. - Repeat all the above steps to record data for the second and third goals. GOAL I: CRITICAL THINKING To recall, to interpret, and to utilize critical thinking skills effectively A. COGNITIVE OBJECTIVES Knowledge 01. Identifies propaganda 02. Demonstrates knowledge of facts Comprehension 03. Draws conclusions 04. Understands contextual definitions 05. Infers based on facts 06. Identifies and infers central issues Application 07. Predicts outcomes Analysis 08. Demonstrates working knowledge of reference books 09. Recognizes assumptions 10. Distinguishes between fact and opinion 11. Analyses information 12. Analyses life situations 13. Recognizes similarities and differences 14. Investigates problems, issues, facts, and concepts 15. Selects appropriate sources to investigate or solve problems 16. Recognizes bias 17. Concludes from deductions 18. Determines how well facts support generalization 19. Identifies elements of a problem 20. Understands interrelations among animate and inanimate objects 21. Interprets and analyzes literary forms 22. Determines validity to various sources from print media and technology 23. Interprets information Synthesis 24. Makes decisions 25. Organizes data 26. Summarizes data 27. Formulates hypotheses 28. Provides alternative solutions to problems 29. Proves or disproves hypotheses 30. Formulates valid generalizations 31. Solves life problems Evaluation 32. Evaluates reliability of sources 33. Evaluates generalizations, ideas, information, or products by specific criteria 34. Discriminates between fact and opinion based on supportive data B. AFFECTIVE OBJECTIVES Receiving Responding Valuing Organization Characterization by a Value or Value Complex Office of Curriculum, Instruction and School Support

28 ATTACHMENT E GOAL II: CREATIVE THINKING To exhibit the qualities of creative thinking GOAL III: PRINCIPLES AND PROCESSES OF SCIENCE To utilize general scientific principles and scientific reasoning ASPECTS OF CREATIVE BEHAVIOR AS DEFINED BY PAUL TORRANCE: Fluency - ability to generate a large quantity of ideas, solutions, related ideas, etc. Flexibility - ability to generate and use multiple and different ideas and problem-solving approaches Originality - ability to generate new and unique ideas and to see new relationships between unrelated ideas, facts, or objects Elaboration - ability to improve, modify, adapt, or otherwise change an idea A. COGNITIVE OBJECTIVES Knowledge Comprehension Application 01. Demonstrates the ability to interrelate subject matter, e.g., English with history, science with social studies, etc. Analysis Synthesis Evaluation B. AFFECTIVE OBJECTIVES Receiving 02. Exhibits curiosity about many things; constantly asks questions about everything and anything 03. Initiates activities for spare time work with little or no additional help Responding 04. Accomplishes things on own without help 05. Goes beyond what is required in class assignments 06. Takes the initiative when seeking information; reads or asks questions without prompting 07. Collects many kinds of things 08. Pursues hobbies and interests Valuing 09. Shows emotional sensitivity 10. Evidences sensitivity to beauty 11. Focuses upon important details 12. Critiques constantly 13. Shares creative products willingly with others Organization 14. Generates large number of unusual, unique, and clever ideas and solutions to problems 15. Repeats, adapts, improves, modifies activities, ideas, concepts, products, etc. 16. Interrelates own experiences and draws on them spontaneously in discussions Characterization by a Value or Value Complex 17. Expresses uninhibited opinions 18. Takes risks 19. Displays intellectual playfulness 20. Fantasizes, imagines 21. Displays sense of humor and sees humor in situations others do not see 22. Evidences individuality 23. Critically examines authoritarian pronouncements 24. Sees hidden meanings or cause and effect relationships that are not obvious 25. Utilizes free time by making up games or other products 26. Evidences awareness of classroom events and questions them 27. Demonstrates creativity unique to the individual when doing an assignment A. COGNITIVE OBJECTIVES Knowledge 01. Knows facts specific to the science 02. Knows methods and procedures 03. States and defines problems 04. Observes activities, actions, and trends 05. Records results and findings Comprehension Application 06. Applies scientific concepts and understanding to new situations Analysis 07. Investigates, researches, and experiments with concepts, information, or products 08. Concludes from deduction 09. Relates past trends to contemporary issues Synthesis 10. Formulates hypotheses 11. Proves or disproves hypotheses 12. Formulates generalizations Evaluation B. AFFECTIVE OBJECTIVES Receiving Responding 13. Completes science assignments Office of Curriculum, Instruction and School Support

29 - 3 - ATTACHMENT E-2 GOAL IV: RESEARCH AND STUDY SKILLS To utilize research and study skills GOAL V: CAREER PLANNING To select a career appropriate to interests and abilities Knowledge A. COGNITIVE OBJECTIVES 01. Collects information 02. Locates reference materials in a library 03. Learns elements of a term paper Comprehension 04. Understands alternative research techniques Application 05. Demonstrates skill of proofreading 06. Demonstrates knowledge and use of mechanics of study (e.g., outlining, note taking, memorizing, reviewing for tests, etc.) 07. Uses first-hand sources to seek information 08. Uses a variety of sources Analysis 09. Organizes information and ideas 10. Locates, analyzes, and uses relevant information Synthesis 11. Develops a method or plan of study 12. Summarizes findings 13. Produces a comprehensive study in a specific topic area Evaluation B. AFFECTIVE OBJECTIVES Receiving 14. Explores a variety of resources Responding 15. Selects a topic of interest Valuing 16. Completes assignments on time Organization 17. Budgets time appropriately for the task 18. Displays work habits appropriate to the subject matter GOAL VI: A. COGNITIVE OBJECTIVES Knowledge 01. Identifies and describes a variety of careers Comprehension 02. Identifies and explains skills required for specific careers 03. Understands prerequisites for attaining careers Application Analysis 04. Investigates career options Synthesis Evaluation B. AFFECTIVE OBJECTIVES Receiving Responding 05. Participants in community internship programs Valuing 06. Understands career choice relative to its value to self, community, nation, world Organization Characterization by a Value or Value Complex ARTS AND COMMUNICATION SKILLS To develop a system of unique communication (General Characteristics, Visual Arts, Drama, Dance/Psychomotor, Music, and Language Arts) 1. GENERAL CHARACTERISTICS A. COGNITIVE OBJECTIVES Knowledge Comprehension 01. Understands abstract concepts 02. Observes the details of the environment, e.g., color, music, art, voice, etc. Application 03. Applies appropriate mechanics of the art of communication skill 04. Evidences body awareness, control, flexibility 05. Expresses ideas to others at a level appropriate to the group 06. Applies knowledge of the technical aspects of the media Analysis 07. Shows attention to detail, e.g., retains images, mimics effectively Synthesis 08. Displays imagination through verbal and nonverbal expression 09. Communicates ideas and feelings through the media 10. Uses different forms of communication to express the same idea 11. Produces or performs an original work or product Evaluation B. AFFECTIVE OBJECTIVES Receiving 12. Listens, pays attention, shows interest Responding 13. Is receptive to instructions or criticism 14. Volunteers readily to perform or show work 15. Shows willingness to try out new materials, experiences, and techniques 16. Perceives and reacts to discrete details of the environment 17. Demonstrates involvement and commitment to a given activity 18. Shows enthusiasm when participating in the media 19. Responds positively to the aesthetic environment, e.g., music, poetry, touch, sounds, words, or emotions of others 20. Appreciates the work of others in the media Organization 21. Displays perseverance Characterization by a Value or Value Complex 22. Interprets abstract concepts personally 23. Goes beyond the anticipated performance; brings a new dimension 24. Evidences an ability to move an audience emotionally 25. Shows originality in performance or production Office of Curriculum, Instruction and School Support

30 ATTACHMENT E GOAL VI: ARTS AND COMMUNICATION SKILLS Continued 2. VISUAL ARTS C. COGNITIVE OBJECTIVES Knowledge Comprehension Application 26. Measures accurately with naked eye 27. Uses proportion 28. Demonstrates sense of shape, line, design 29. Organizes spatially Analysis 30. Infers abstract meaning in visual symbols Synthesis 31. Combines depth and details in pictures or products 32. Draws, paints, or sculpts a wide variety of imaginative things 33. Draws, paints or sculpts things in ways few others doe and in ways not usually taught 34. Groups seemingly unrelated objects in the development of a new products Evaluation D. AFFECTIVE OBJECTIVES Receiving Responding Valuing 35. Evidences sensitivity to the use of materials and textures Organization 36. Experiments with color; uses unusual combinations Characterization --by a Value or Value Complex 4. DANCE/PSYCHOMOTOR 3. DRAMA E. COGNITIVE OBJECTIVES Knowledge Comprehension Application 37. Uses voice to reflect changes in idea and mood 38. Imitates others, i.e., mimic people, animals 39. Portrays writer s intent in a situation when given the opportunity to act out a dramatic event Analysis Synthesis 40. Writes original plays or makes up plays from stories Evaluation F. AFFECTIVE OBJECTIVES Receiving Responding Valuing Organization 41 Shifts readily into the role of another character, animal, or object Characterization by Value or Value Complex 42. Communicates feelings by means of facial expression, gestures, and body movements 43. Moves a dramatic situation to a climax and brings it to a welltimed conclusion 5. MUSIC G. COGNITIVE OBJECTIVES Knowledge Comprehension Application Analysis Synthesis Evaluation H. AFFECTIVE OBJECTIVES Receiving Responding Valuing Organization Characterization by Value or Value Complex I. PSYCHOMOTOR OBJECTIVES Perception 44. Evidences rhythmic sense Set Guided Response 45. Performs body exercises Mechanism 46. Exhibits balance skills Complex Overt Response 47. Demonstrates agility 48. Demonstrates coordination skills Adaptation 49. Dramatizes ideas through dance or other nonverbal art forms 50. Uses body language to indicate deep emotions in unique but plainly understood ways Organization 51. Choreographs musical pieces 52. Dances in ways not typically taught J. COGNITIVE OBJECTIVES Knowledge Comprehension 53. Understands musical symbols and relationships Application 54. Evidences sense of rhythm 55. Demonstrates pitch and tone discrimination 56. Shows tonal memory 57. Plays one or more musical instruments or sings Analysis Synthesis 58. Exhibits self-taught ability to play one or more instruments 59. Composes original tunes 60. Composes lyrics for existing tunes 61. Performs musically in ways not typically taught 62. Groups individual notes into new phrases Evaluation K. AFFECTIVE OBJECTIVES Receiving Responding Valuing 63. Shows an appreciation for style and nuance 64. Shows interest in unusual rhythms, melodies, and harmonies Organization Characterization by a Value or Value Complex Office of Curriculum, Instruction and School Support

31 - 5 - ATTACHMENT E-2 GOAL VI: ARTS AND COMMUNICATION SKILLS Continued 6. LANGUAGE ARTS L. COGNITIVE OBJECTIVES Knowledge Comprehension Application 65. Emphasizes essential ideas in story telling or writing in elaborate detail 66. Selects descriptive works that convey meaning vividly and that make the characters of the story come alive 67. Includes interesting details while still keeping the central idea uppermost 68. Uses a vocabulary appropriate to subject area 69. Exhibits skills of written and oral communication (e.g., writing, reporting, interviewing, organizing ideas, proofreading, editing, note taking, lecturing 70. Introduces, develops, and concludes a story presented orally or written in an interesting or a novel way 71. Uses ingenuity in expressing ideas 72. Expresses feelings of the characters to make them seem real Evaluation M. AFFECTIVE OBJECTIVES Receiving Responding Valuing 73. Enjoys composing original poems and stories Organization Characterization of a Value or Value Complex 74. Seems comfortable writing or speaking about unusual themes that stretch the imagination or are not readily comprehended by peers GOAL VII: SELF-CONCEPT To develop and maintain a positive self-concept (Leadership, Interpersonal/Intrapersonal Relations, and Attitudes Toward School and Learning) A. COGNITIVE OBJECTIVES Knowledge Comprehension 01. Demonstrates a level of non primary language competency with respect to other represented cultures in the school Application 02. Determines and incorporates subject matter into own learning style 03. Evidences understanding of a variety of past or present cultures 04. Understands and applies principles of consumer education in society 05. Understands and applies principles of environmental education in society Analysis 06. Figures out what is wrong with an activity and shows others how to do it better 07. Understands and relates to self the values and problems of society Synthesis 08. Handles abstract ideas and sees a broad perspective 09. Projects into future, seeing consequences of decisions 10. Communicates ideas clearly and concisely 11. Plans and completes independent study projects 12. Develops and implements a systematic plan of study Evaluation 13. Learns from personal experience 14. Gauges appropriateness of decisions, directions, actions or suggestions and timing for them 15. Learns from personal experience 16. Judges the abilities of other children and finds a place for them in group activities 17. Evaluates own progress with respect to social or academic skills B. AFFECTIVE OBJECTIVES Receiving 18. Demonstrates willingness to learn Responding 19. Demonstrates self-reliance in working independently 20. Pursues interests and extends talents in new or expanded areas, e.g., extracurricular activities, college preparatory and Advanced Placement courses, etc. 21. Completes teacher-directed projects 22. Demonstrates willingness to participate in class or school activities 23. Attends class regularly 24. Attends class on time Valuing 25. Demonstrates sensitivity to others feelings 26. Respects rights and ideas of others 27. Makes individuals feel needed and productive 28. Demonstrates high standards of constructive behavior 29. Interacts with students outside of existing peer group 30. Initiates research and study skills 31. Evidences willingness to engage in and pursue complex new problem-solving situations 32. Demonstrates willingness to modify conclusions based on new data 33. Respects our society s cultural diversity 34. Appreciates self-worth despite occasional failure 35. Shows consideration of time of others 36. Values learning 37. Demonstrates responsible behavior Office of Curriculum, Instruction and School Support

32 ATTACHMENT E GOAL VII: SELF-CONCEPT Continued Organization 38. Senses what others want and helps them to accomplish it 39. Organizes aspects of daily life 40. Delegates responsibility 41. Brings about group security 42. Copes with unpleasantness 43. Follows through on decisions 44. Accepts constructive criticism regarding behavior or academic performance 45. Sets own goals and objectives with respect to social or academic skills 46. Assumes responsibility for his/her part in the learning process, e.g., bringing materials to class, doing assigned work, etc. 47. Sets and meets academic standards appropriate to ability 48. Accepts success and failure realistically 49. Perceives self as respected for own personal worth and integrity as a human being in the school environment 50. Competes in constructive ways 51. Tolerates frustration 52. Works within school rules Characterization by a Value or Value Complex 53. Influences others to work toward mutually desirable goals 54. Takes charge of the group 55. Leads in several kinds of activities 56. Enters into activities with contagious enthusiasm 57. Serves in elected offices 58. Takes risks 59. Displays energy, enthusiasm, perseverance 60. Employs diplomacy in group or peer relations 61. Practices flexibility in group activities 62. Displays fellowship 63. Establishes the mood of the group 64. Works toward group goals 65. Understands and accepts own feelings 66. Makes constructive choices independently of action or attitudes of peer group 67. Takes responsibility and nurtures abilities, talents, and potential 68. Takes responsibility for own actions with respect to self and others 69. Displays positive attitudes toward all aspects of the curriculum 70. Takes time to think and respond 71. Handles spontaneous situations responsibly 72. Displays more process orientation than outcome orientation GOAL VIII ACADEMIC PERFORMANCE (Mandatory): To achieve and maintain academic performance levels commensurate with expectancy (working two years above grade level or beyond or 87th percentile on the Standardized Achievement Tests or other norm-referenced assessment). Office of Curriculum, Instruction and School Support