LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM

MEM-1886.7

TITLE:

Annual Local School GATE Report, 2011–2012

NUMBER:

MEM-1886.7

ISSUER:

Jaime R. Aquino, Ph.D.

Deputy Superintendent of Instruction

Arzie Galvez, Administrative Coordinator

Office of Curriculum, Instruction and School Support

DATE:

November 4, 2011

ROUTING

Local District Superintendents

Local District Administrators

of Instruction

Local District Principal Leaders

Principals

Gifted/Talented Program

Coordinators

and

Teachers

PURPOSE:

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.

MAJOR

CHANGES:

This Memorandum replaces MEM-1886.6, dated September 27, 2010 Gifted/Talented

Program Plan Guidelines, 2010–2011, and MEM-5175.0, dated July 29, 2010 Schools

for Advanced Studies Demonstration Sites Plan, 2010–2011. 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 2011–2012 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 2011–2012

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

multi-faceted, 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.

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November 4, 2011

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:

https://lz.lausd.net

and on the GATE webpage at

www.lausd.net/gate

(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).

MEM-1886.7

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 2011–2012 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 2011–2012 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, 2012.

2. 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) 654-3600

5

(323) 224-3100

2

(818) 755-5400

6

(323) 568-8500

3

(310) 235-4674

7

(323) 242-1300

4

(213) 241-3350

8

(310) 354-3400

T

(213) 241-5104

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November 4, 2011

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 2011–2012 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 2011–2012 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

2. 2011–2012 Teacher Differentiated Curriculum Elements, Elementary

3. 2011–2012 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 e-mail

updates from Gifted/Talented Programs, please e-mail Erin Yoshida-Ehrmann,

Gifted/Talented Programs Specialist, at

emy2142@lausd.net

.

MEM-1886.7

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:

http://www.lausd.net/GATE

. 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

https://lz.lausd.net

.

Gifted/Talented Programs Publications:

- A Collection of Selected Goals and Objectives for Students in Gifted/Talented

Programs, Publication No. GC-101, Revised 2007.

- 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

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MEM-1886.7

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Office of Curriculum, Instruction and School Support

MEM-1886.7

ATTACHMENT

A

November 4, 2011

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

Gifted/Talented Programs

Cost Center

(7-digit number):

2011–2012 ANNUAL LOCAL SCHOOL REPORT: DATA FORM

1

0

Name of

_School:

School

_Phone:

( )

Coord. ext.

Local

District:

Indicate if: Magnet Charter Lrng.Ctr. iDesign--T Traditional Multi-Track 90/30 Concept 6

Print Coordinator(s) Name(s) , track, and e-mail:

Track: .

Track: .

E-mail:

Mark all that apply:

( x ):

3. No. of Students: 4. Percentage: District Support Options:

1. CLUSTER MODELS 2. ETHNICITY

School # of Students 2011–12 Gifted # of Students 2011–12 Referral # of Students 2011–12 I.D. % of Students 2011–12

Model 1: Team-Taught Cluster American Indian/

Alaskan Native

%

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

Model 2: Full day

Asian

%

a) Able Underachieving Students from Diverse Backgrounds program is/will be conducted at school.

Model 3: Self-Contained Black

%

b) Screening in the Primary Grades, K–3, program is/will be _{conducted at school.}

Hispanic

%

c) Saturday Conservatory of Fine Arts (CSULA)

Number of students participating in: Perf. Arts [ ] Visual Arts [ ]

Model 4: Alternative Program (This clustering model is subject to approval by Gifted/Talented Programs)

White

%

Filipino

%

6. School participates in the Schools for Advanced Studies (SAS)

Charter SAS School

(Please refer to pages 2 and 3 of Attachment E of this Memorandum for the definition of cluster models.)

Pacific Islander

%

7. No. of referrals in 2010–11: Total Population:

%

(Formula: Gifted ÷ School Population = % of Identified Students)

8. NO. OF AUTHORIZED PERSONNEL

I: II:

III: Grand Total:

9. SUPERINTENDENT PERFORMANCE METER: GATE STUDENT DATA

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. IDENTIFIED:

@ $ 15 = $

Print Principal’s Name:

E-mail:

Principal’s Signature: Completed by (Print Name and Title):

Date:

2010 CST Results for GIFTED/TALENTED 2011 CST Results for GIFTED/TALENTED

Grade % Proficient and Advanced in ELA % Proficient and Advanced in Mathematics (General) % Proficient and Advanced in Algebra I or Geometry (Secondary) % Proficient and Advanced in ELA % Proficient and Advanced in Mathematics (General) % Proficient and Advanced in Algebra I or Geometry (Secondary) Submit as follows:

Districts 1–8, T - Gifted/Talented Programs, Beaudry Site, 25th Floor

ATTACHMENT A-1 - 2 - MEM-1886.7 November 4, 2011

13. NO. OF STUDENTS IDENTIFIED: 14. NO. OF IDENTIFIED PARTICIPANTS BY GRADE: 15. NO. IDENTIFIED PARTICIPANTS BY TRACK:

K 1 2 3 4 5 6 7 8 9 10 11 12

_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 2011–2012:

1st priority — qualifying students who live within school boundaries

No. of permits granted for 2011–2012:

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

Obj.-3

Eval. 3 Obj.-3

Eval. 3

8

_{(Working toward achievement of advanced performance}

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: ( ) E-mail:

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.____ 2. ____ Approved: 1st Yr. ____ 2nd Yr.____ 3rd Yr.____

3. ____ Not Approved [ ] Allocation has been verified APPROVED BY: ________________________________Date____________

MEM-1886.7

MEM-1886.7

ATTACHMENT

B

November 4, 2011

DATE DUE: DECEMBER 8, 2011

2011–2012

GIFTED/TALENTED PROGRAMS ASSURANCES

SELF-REVIEW FORM

Cost Center:

1 0 1

District

Name of School

Magnet SAS Charter

Lrng.Ctr. iDesign (T)

Date

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.

In Place

Partially in Place

Not in Place 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:

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:

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EDUCATIONAL PROGRAM DESIGN ELEMENTS—Providing a comprehensive, articulated

instructional program that is responsive to the needs, interests, and abilities of gifted students.

In Place

Partially in Place

Not in Place

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:

15–25 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:

INSTRUCTIONAL REQUIREMENT—

Differentiated curriculum and instructional models and strategies are

aligned with and extend the state academic content standards and curriculum framework

.

In

Place

Partially in Place

Not in Place

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.

MEM-1886.7

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ATTACHMENT B

November 4, 2011

Explanation:

PROFESSIONAL DEVELOPMENT—

School staff participates in professional development to support and

improve educational opportunities for gifted and talented learners.

In Place Partially in Place Not in Place

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:

ASSESSMENT FOR LEARNING—

Assessment

data are used to support gifted and talented learners.

In

Place

Partially in Place

Not in Place

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.

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.

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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.

In Place Partially in Place Not in Place

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.

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:

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ATTACHMENT B

November 4, 2011

BUDGET (FUNDS DISBURSEMENT)—Budgets support and provide for all the components of the Site

Educational GATE program and meet the related standards.

In Place Partially in Place Not in Place GATE/SAS funds directly support the students who generate the funds.

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 522212 [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:

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MEM-1886.7

Office of Curriculum, Instruction and School Support

November 4, 2011

ATTACHMENT B

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MEM-1886.7

November

4,

2011

SAS SUPPLEMENTAL ASSURANCES—To be completed by schools participating in the Schools for

Advanced Studies only.

In Place Partially

in Place

Not in

Place

School GATE Educational Plan has an “exemplary status.”

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.

Gifted/Talented Programs

2011–2012 LOCAL SCHOOL PROFESSIONAL DEVELOPMENT

MEM-1886.7

ATTACHMENT C

November 4, 2011

Due: December 8, 2011

School:

Cost Center:

1 0

Local District:

Principal’s Name

GATE Coordinator’s Name

School

Phone: ( )

Ext:

FAX: ( )

No. of Identified Students in School: Total School Population:

Check if the school had a change in goals.

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.

ATTACHMENT C

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MEM-1886.7

November

4,

2011

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.

Gifted/Talented Programs

MEM-1886.7

ATTACHMENT D-1

November 4, 2011

Due: December 8, 2011

2011–2012

BUDGET SUMMARY FOR GIFTED/TALENTED PROGRAMS

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, 2012. 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 students: @ $15 = $

Fund: 010-7140 Fuc. Area: 1110-1000-14168

2011–2012 Program Allocation:

$

A. **SUPPLEMENTAL SALARIES

Budget

Item

Commit ment

Item

Class

Code

Qty

Amount

Teacher Assistant

(Rate $ 10.75)* 3 hrs., 5 Days = $6,433 6 hrs., 5 Days = $12,860

10600 110005 0953

$

Day-to-day Substitute

$282/Day* 10559 110002 9214

$

Teacher (Z Time)

6 hrs., 5 Days = $1,839,12* 10480 110004 9233

$

Counseling Assistant

$13.62/Hour* 11825 120005 0956

$

Differential, Coordinating

$637/Semester* (Report % Jan. and June); Wage Type 1311 11622 110004 0909

$

Clerical Relief

$

21477 240002 9900

$

Professional Expert Cert.

$

11275 190004 9982

$

District-Sponsored Training Rate @ $20/hr.: Hours: x Attendees:

(Fund 010-7140; Func. Area 1110-1000-14168; Attendance Code TR02)

190004 8303

$

Independent Contracts

$

50035 580030

$

*Includes benefits

Supplemental Salaries subtotal (A):

$

**See reverse side

INSTRUCTIONAL MATERIALS AND EQUIPMENT

—(Commitment Item 430010; Fund 010-7140; Func. Area 1110-1000-14168)

Books and instructional materials (Please include name or description of items): Unit

Price

Quantity

Amount

$

$

$

$

$

$

Equipment:

Unit Price Quantity Amount

$

$

$

$

$

$

ATTACHMENT D-1

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MEM-1886.7

November

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2011

CURRICULAR TRIPS FOR OFF-CAMPUS INSTRUCTION

—(Budget Item 50174; Commitment Item 580012; Fund 010-7140; Func. Area 1110-1000-14168)

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 trips:

@ 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 580002; Fund 010-7140; Func. Area 1110-1000-14168)

Number of

Title of Conference:

Registration Teachers Amount

City/County Conf.—Preserving Creativity: Not an Option (December 17, 2011)*

$

$

$

$

$

$

*Registration Online Only: www.centralcities.org; registration $95; onsite $120.

Number of

Title of Conference:

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 2011–2012 Budget Summary

Print Name of Principal

__________________________________________

Date

Signature of Principal

DUPLICATE THIS FORM BACK-TO-BACK BEFORE SIGNING (DO NOT STAPLE).

MEM-1886.7

ATTACHMENT

D-2

November 4, 2011

Due: November 30, 2011

Cost Center:

1 01

Local District:

2011–2012 SCHOOLS FOR ADVANCED STUDIES (SAS)

BUDGET SUMMARY (1260)

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,

2012. (For additional information refer to BUL-3360.2, 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.

2010–2011 GATE Proposal Approval Status:

Approved

Exemplary

Incomplete

Not Approved

Conducting a Gifted/Talented Program No. of Students Participating in

Number of ID Students:

the SAS Program:

2011–2012 SAS Program Allocation:

$

(Fund 010-0000, Func Area 1110-1000-11260)

A. **SUPPLEMENTAL SALARIES

Budget

Item

Commit ment

Item

Class

Code

Qty

Amount

Teacher Assistant

(Rate $ 10.75)* 3 hrs., 5 Days = $6,433 6 hrs., 5 Days = $12,860

10600 110005 0953

$

Day-to-day Substitute

$282/Day* 10559 110002 9214

$

Teacher (Z Time)

6 hrs., 5 Days = $1,839,12* 10480 110004 9233

$

Counseling Assistant

$13.62/Hour* 11825 120005 0956

$

Differential, Coordinating

$637/Semester* (Report % Jan. and June); Wage Type 1311 11622 110004 0909

$

Clerical Relief

$

21477 240002 9900

$

Professional Expert Cert.

$

11275 190004 9982

$

District-Sponsored Training Rate @ $20/hr.: Hours: x Attendees:

(Fund 010-0000; Func. Area 1110-1000-11260; Attendance Code TR02)

190004 8303

$

Independent Contracts

$

50035 580030

$

*Includes benefits

Supplemental Salaries subtotal (A):

$

- Over -

DUPLICATE BUDGET SUMMARY BACK-TO-BACK BEFORE SIGNING.

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ATTACHMENT D-2

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MEM-1886.7

November

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2011

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 430010; Fund 010-0000; Func Area 1110-1000-11260)

SUPPLEMENTAL INSTRUCTIONAL MATERIALS:

Unit Price Quantity Amount

$

$

$

$

$

$

EQUIPMENT:

Unit Price Quantity Amount

$

$

$

$

$

$

TECHNOLOGY:

Unit Price Quantity Amount

$

$

$

$

$

$

Instructional Materials subtotal (B): $

C. CURRICULAR TRIPS FOR OFF-CAMPUS INSTRUCTION

—(Commitment Item 580012; Fund 010-0000; Func. Area 1110-1000-11260)

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

$

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 520002; Fund 010-0000; Func. Area 1110-1000-11260

Number of

Title

of

Conference:

Registration

Teachers

Amount

City/County Conf.—Preserving Creativity: Not an Option

(December 17, 2011)*

$

$

$

$

$

$

*Registration Online Only: www.centralcities.org; registration $95; onsite $120.

Number of

Title

of

Conference:

Registration

Administrators

Amount

$

$

$

$

$

$

TOTAL PLANNED EXPENDITURES: $

(A + B + C + D)

_________________________________________

Print Principal’s Name

Principal’s Signature

Print name and title of person completing the 2011–2012 SAS Budget Summary

Date

MEM-1886.7

Office of Curriculum, Instruction and School Support

November 4, 2011

MEM-1886.7

ATTACHMENT D-3

November 4, 2011

REQUEST FOR APPROVAL

(Single-Item Purchase of $800 or more)

Date

School:

Local District:

Cost Center:

Total Cost:

$

Item to be purchased:

No. of I.D. Students at

school GATE:

SAS:

Total No. of I.D. Students

benefitting from purchase

GATE:

SAS:

Yes

No All equipment and instructional materials are labeled GATE/SAS and inventoried.

Yes

No This purchase is in alignment with the School Site GATE Educational Plan.

Yes

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) 241-6500

Coordinator/Designee, Gifted/Talented

Programs Office (Beaudry Building)

Date: ____________________

For approval, submit to:

Gifted/Talented Programs

Administrative Offices

Beaudry Site, 25th Floor

STATUS OF REQUEST

Date______________________

____ Approved

____ Not approved: ____ does not address differentiated instruction or directly meet the needs of GATE learners.

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MEM-1886.7

November 4, 2011

Office of Curriculum, Instruction and School Support

MEM-1886.7

ATTACHMENT

E

November 4, 2011

INSTRUCTIONS:

This section of the Memorandum includes:

• E-1—Data Form: Item by Item Instructions

• E-2—Goals, Objectives and Evaluation Methods

MEM-1886.7

Office of Curriculum, Instruction and School Support

November 4, 2011

MEM-1886.7 ATTACHMENT E-1

November 4, 2011

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 15–25 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) 241-4617. (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) 241-4850. 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.