ࡱ>  E@ bjbj (*u*NNNNT>PVy2R ]]]]^ ``Xwwwwwww$zR|wd^"^ddw]]%y@e@e@ed8]]w@edw@e(@eheVn@n]R `_N eAn %o&y0VyMnT}0e}n}naar@e!b\}baaaww13$0e3LOS ANGELES UNIFIED SCHOOL DISTRICT Specially Funded & Parent/Community Programs Division  Gifted/Talented Programs ASSESSMENT AND PROGRAM PLANNING WORK SHEET School  FORMTEXT       District  FORMTEXT       Date  FORMTEXT       Principal  FORMTEXT       Program Coordinator  FORMTEXT       This work sheet is divided into six major categories: Standards, Assessment and Accountability; Teaching and Learning; Opportunity (Equal Education Access); Staffing and Professional Growth; Parent and Community Involvement; and Funding. Check the column which best describes the Gifted/Talented Program at your school. GATE 1: STANDARDS, ASSESSMENT AND ACCOUNTABILITYBeing ImplementedBeing DevelopedVery LimitedHas a needs assessment been conducted recently? FORMTEXT       FORMTEXT       FORMTEXT      Is student data (e.g., AP participation rates, achievement scores by grade, ethnicity, and gender) used for program planning? FORMTEXT       FORMTEXT       FORMTEXT      Are parent, student, and staff input used for program modification? FORMTEXT       FORMTEXT       FORMTEXT      Are interest surveys for students on file? FORMTEXT       FORMTEXT       FORMTEXT      Is a roster of identified students maintained? FORMTEXT       FORMTEXT       FORMTEXT      Is the Annual Review of Student Progress in the gifted/talented program filed in each student s Developmental Case Study Envelope? FORMTEXT       FORMTEXT       FORMTEXT       Comments  FORMTEXT       GATE 2: TEACHING AND LEARNINGBeing ImplementedBeing DevelopedVery LimitedWas the selection of the school goals for the Gifted/Talented Program a cooperative enterprise of teachers, administrators, parents, and students? (Parent questionnaires, student surveys, etc., should be available for review.) FORMTEXT       FORMTEXT       FORMTEXT      Do identified and participating students receive a differentiated program appropriate to the individual s category(ies) of identification, interests, abilities, and needs? FORMTEXT       FORMTEXT       FORMTEXT      Have plans for instruction in basic skills been included where needed? FORMTEXT       FORMTEXT       FORMTEXT      Are program activities related directly to the proposal goals and objectives and District standards? FORMTEXT       FORMTEXT       FORMTEXT      Are program activities planned and organized as an integrated differentiated learning experience within the regular school day? Are activities augmented with other differentiated learning experiences related to the core curriculum? FORMTEXT       FORMTEXT       FORMTEXT      Are students clustered and regrouped for instruction? FORMTEXT       FORMTEXT       FORMTEXT      Is the school learning environment selected from one or a combination of the following models and not scattered by chance? Model 1: Team-Taught Cluster Model 3: Full Day Model 2: Self-Contained Model 4: Alternative Program (Must be approved by the Local District serving the school.) FORMTEXT       FORMTEXT       FORMTEXT       Comments  FORMTEXT       GATE 2: TEACHING AND LEARNING CONTINUEDBeing ImplementedBeing DevelopedVery LimitedDoes the School Plan reflect the six program elements in AB-2313?: FORMTEXT       FORMTEXT       FORMTEXT      Is the program providing opportunities for differentiated learning? FORMTEXT       FORMTEXT       FORMTEXT      Is the program allowing for the use of alternative learning environments? FORMTEXT       FORMTEXT       FORMTEXT      Is the instruction giving attention to the development of sensitivity and responsibility to others? FORMTEXT       FORMTEXT       FORMTEXT      Is the instruction giving attention to the student development of self-generating, problem-solving abilities? FORMTEXT       FORMTEXT       FORMTEXT      Is the instruction giving attention to student development of realistic, healthy self-concepts? FORMTEXT       FORMTEXT       FORMTEXT       Comments  FORMTEXT       GATE 3: OPPORTUNITY (Equal Education Access)Being ImplementedBeing DevelopedVery LimitedHas information regarding screening and identification procedures been disseminated to staff and parents? FORMTEXT       FORMTEXT       FORMTEXT      Has the staff developed a plan of action for identifying students which includes the following components: search, screening, documentation, and committee review? FORMTEXT       FORMTEXT       FORMTEXT      Do all students enrolled in the school have an equal opportunity to be screened? FORMTEXT       FORMTEXT       FORMTEXT      Does the school access the SIS system to help generate a list of potentially gifted/talented students with Stanine scores of 7 and above? FORMTEXT       FORMTEXT       FORMTEXT      Are appropriate multiple criteria for identification being used? FORMTEXT       FORMTEXT       FORMTEXT      Is the parent permission form for student s participation on file in the Developmental Case Study (Orange Folder)? FORMTEXT       FORMTEXT       FORMTEXT      Has the school notified parents of the student s eligibility or non-eligibility? 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FORMTEXT       FORMTEXT       FORMTEXT      Is special emphases being directed toward identifying students from all ethnic, linguistic, cultural, and socioeconomic backgrounds (EC-52200, G; CCR 3820, F)? FORMTEXT       FORMTEXT       FORMTEXT       Comments  FORMTEXT       GATE 4: STAFFING AND PROFESSIONAL GROWTHBeing ImplementedBeing DevelopedVery LimitedHave all teachers providing instruction in any portion of the gifted/talented program participated in the planning and organization of the School Plan? FORMTEXT       FORMTEXT       FORMTEXT      Are all teachers on the school staff aware of the goals and objectives and understand the gifted/talented program at the local school? FORMTEXT       FORMTEXT       FORMTEXT      Is articulation among teachers of gifted/talented clusters and regular teachers ongoing? FORMTEXT       FORMTEXT       FORMTEXT      Is articulation among teachers of gifted/talented in the regular school and magnet centers ongoing? FORMTEXT       FORMTEXT       FORMTEXT      Do all teachers providing instruction in any portion of the gifted/talented program participate, as appropriate, in the evaluation of each student s progress? FORMTEXT       FORMTEXT       FORMTEXT      Is there a staff member who represents the gifted/talented program? FORMTEXT       FORMTEXT       FORMTEXT      Have teachers participated in recent professional development training? FORMTEXT       FORMTEXT       FORMTEXT      Do teachers and program coordinators authorized for participation have specific personal attributes, preparation, and experience in the teaching of gifted/talented students (EC-52200; 5CCR 383, J, 7)? FORMTEXT       FORMTEXT       FORMTEXT       Comments  FORMTEXT       GATE 5: PARENT AND COMMUNITY INVOLVEMENTBeing ImplementedBeing DevelopedVery LimitedDo parents participate in the planning and evaluating of the gifted/talented program at the school? FORMTEXT       FORMTEXT       FORMTEXT      Is communication regarding the gifted/talented program and information on parent conferences, provided regularly to parents? FORMTEXT       FORMTEXT       FORMTEXT      Do parents receive information stating the program s purpose, requirements, screening and referral process? FORMTEXT       FORMTEXT       FORMTEXT      Do parents receive information about strategies to use at home? FORMTEXT       FORMTEXT       FORMTEXT      Are parents of newly identified students notified and counseled regarding individual identification findings and are parents informed of available program options? FORMTEXT       FORMTEXT       FORMTEXT      Do parents of identified gifted/talented students receive meeting notices and informatives in their home language? FORMTEXT       FORMTEXT       FORMTEXT       Comments  FORMTEXT       GATE 6: FUNDINGBeing ImplementedBeing DevelopedVery LimitedHas the program staff and parents participated in planning for the expenditure of gifted/talented funds? FORMTEXT       FORMTEXT       FORMTEXT      Are all expenditures necessary to accomplish the instructional differentiation described in the School Plan Form(s)? FORMTEXT       FORMTEXT       FORMTEXT      Are books and supplies which supplement the differentiated curricula/instruction prorated if used by non-gifted students in the class? FORMTEXT       FORMTEXT       FORMTEXT      Are gifted/talented program salary expenses used solely for services within the program? FORMTEXT       FORMTEXT       FORMTEXT      Is approval for single item equipment purchases over $500 on file at the school? FORMTEXT       FORMTEXT       FORMTEXT       Comments  FORMTEXT       Principal s Signature Coordinator s Signature  Please complete the  Action Plan for Program Implementation section of this work sheet and submit it also to the Local District Instructional Support Services serving the school. Retain completed copies in the gifted/talented CCR program file. LOS ANGELES UNIFIED SCHOOL DISTRICT Specially Funded & Parent/Community Programs Division Gifted/Talented Programs ACTION PLAN FOR PROGRAM IMPLEMENTATION School  FORMTEXT       District  FORMTEXT       Date  FORMTEXT       Principal  FORMTEXT       Program Coordinator  FORMTEXT       Directions: After completing the Assessment and Program Planning Work Sheet, devise an Action Plan for Program Implementation utilizing the data assessed in the six major categories listed below: Standards, Assessment and Accountability  FORMTEXT       Teaching and Learning  FORMTEXT       Opportunity (equal educational access)  FORMTEXT       Staffing and Professional Growth  FORMTEXT       Parent and Community Involvement  FORMTEXT       Funding  FORMTEXT       Return with the DO NOT FAX Local School Proposal by October 17, 2003 to: Local District Coordinator Instructional Support Services who serves the school (Refer to list on page A.10) ,T|\SGGG $$Ifa$gd - $Ifgd -kdD:$$Ifl\z!R&*FJ t0644 la,.BDFPRTVjlnxz|~Т{se\hQY>*CJaJjhQY>*CJUaJhQYCJaJhQY56CJaJh=LhQYCJaJ#j;h -h -CJUaJ#jO;h -h -CJUaJhjh -CJaJ"jh -CJUaJmHnHu#j:h -h -CJUaJh -CJaJjh -CJUaJh -CJaJ:\TTTLCC $Ifgd -$a$gd $a$gdQYkd;<$$Ifl\z!R&*FJ t0644 laТҢԢޢ8:\^|~ʤ̤øyq_yMyByhjh -CJaJ"jh -CJUaJmHnHu#j=h -h -CJUaJh -CJaJjh -CJUaJh1nh -CJaJhOIhQY5CJaJhQY5CJaJhAKhQYCJaJhQYCJaJh=LhQYCJaJhQYCJaJ%jhQY>*CJUaJmHnHujhQY>*CJUaJ&j<hhQY>*CJUaJ:F^j~ʤUL $Ifgd -kdD=$$Ifl\z!R&*FJ t0644 la $IfgdjʤBDRzʦPG $Ifgd -kd7?$$Ifl\z!R&*FJ t0644 la $$Ifa$gd - 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