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MEM-277 ATTACHMENT C-2 July 29, 2003 Due: October 17, 2003 SECONDARY CONTENT DESCRIPTION FORM FOR GIFTED/TALENTED PROGRAMS, 2003-2004 School:  FORMTEXT       District:  FORMTEXT       Indicate [(] if it s a magnet center  FORMCHECKBOX  Track:  FORMTEXT       CURRICULUM AND INSTRUCTION  Cluster Grouping Models (Refer to page 2 of Attachment A for definitions):  FORMCHECKBOX  1=Team-Taught Cluster  FORMCHECKBOX  3=Self-Contained  FORMCHECKBOX  2=Full-Day  FORMCHECKBOX  4=Alternative ProgramInstructor:  FORMTEXT        FORMCHECKBOX  Resubmitting Change in:  FORMCHECKBOX  Gr./Sub or  FORMCHECKBOX  GoalClass PeriodGrade LevelNo. of Students in ClassNo. Students Identified GiftedSubject:  FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT        FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT        FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT        FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT      DIRECTIONS: (Form must be typed) Teachers must submit a separate Content Description Form if new to program or if there is a change in grade, course, or school goal for each grade level cluster. Depending on last years approval, the local district may require the school to resubmit. Please review and check off the elements of differentiation on the reverse side. Prepare a brief overview incorporating the items checked on this page. Schools scheduling curricular trips and utilizing independent contractors are required to submit for approval a description of the differentiated instruction planned to accomplish goals and objectives indicated on the Local School Proposal Data Sheet, Item 8 of Attachment A. (Attach additional pages if necessary.) SELECTED SCHOOLWIDE GOALS AND OBJECTIVES INDICATE [(] EVALUATION METHODSPROGRAM NARRATIVE Explain how the Instructional Strategies and Student Activities/Products selected from reverse side will accomplish school goals. Include the following for each goal and use terminology checked on reverse side: I. Standards, II. Differentiated Strategies, III. Use of Technology/ResourcesGOAL VIII (Mandatory) ACADEMIC PERFORMANCE - To achieve and maintain academic performance levels commensurate with expectancy (working two years above grade level or beyond or 90th percentile and above on the STAR, CAT-6, or other norm-referenced assessment). Objectives (3 maximum)  FORMTEXT        FORMTEXT        FORMTEXT        GOAL  FORMTEXT       Objectives (3 maximum)  FORMTEXT        FORMTEXT        FORMTEXT        GOAL  FORMTEXT       Objectives (3 maximum)  FORMTEXT        FORMTEXT        FORMTEXT       FORMCHECKBOX  Norm Referenced Test  FORMCHECKBOX  Criterion Referenced Test  FORMCHECKBOX  Teacher-Made Test  FORMCHECKBOX  Checklist  FORMCHECKBOX  Rating Scale  FORMCHECKBOX  Observation Form  FORMCHECKBOX  Judgment  FORMCHECKBOX  Portfolios  FORMCHECKBOX  Any Combination of the Above (Check all that apply)  FORMCHECKBOX  Norm Referenced Test  FORMCHECKBOX  Criterion Referenced Test  FORMCHECKBOX  Teacher-Made Test  FORMCHECKBOX  Checklist  FORMCHECKBOX  Rating Scale  FORMCHECKBOX  Observation Form  FORMCHECKBOX  Judgment  FORMCHECKBOX  Portfolios  FORMCHECKBOX  Any Combination of the Above (Check all that apply)  FORMCHECKBOX  Norm Referenced Test  FORMCHECKBOX  Criterion Referenced Test  FORMCHECKBOX  Teacher-Made Test  FORMCHECKBOX  Checklist  FORMCHECKBOX  Rating Scale  FORMCHECKBOX  Observation Form  FORMCHECKBOX  Judgment  FORMCHECKBOX  Portfolios  FORMCHECKBOX  Any Combination of the Above (Check all that apply)  FORMTEXT      MEMORANDUM NO. MEM-277 ATTACHMENT C-2 July 29, 2003 Due: October 17, 2003 SECONDARY CONTENT DESCRIPTION FORM FOR GIFTED/TALENTED PROGRAMS, 2003-2004 School  FORMTEXT       Instructor  FORMTEXT       Grade  FORMTEXT       PROGRAM NARRATIVE  Explain how the Instructional Strategies and Student Activities/Products selected from reverse side will accomplish school goals. Include the following for each goal and use terminology checked on reverse side: I. Standards, II. Differentiated Strategies, III. Use of Technology/Resources FORMTEXT       MEMORANDUM NO. MEM-277 ATTACHMENT C-2 July 29, 2003 Due: October 17, 2003 SECONDARY CONTENT DESCRIPTION FORM FOR GIFTED/TALENTED PROGRAMS, 2003-2004 School  FORMTEXT       Instructor  FORMTEXT       Grade  FORMTEXT       CURRICULUM ELEMENTS  The following curricular elements address higher-level thinking skills, represent methods of differentiation, and use of advanced materials. Please review and check (() off those elements that are included in your classroom instructional plan for able learners. ENDURING IDEAS (Use of Themes):  FORMCHECKBOX  Change  FORMCHECKBOX  Adaptation  FORMCHECKBOX  Relationships  FORMCHECKBOX  Systems  FORMCHECKBOX  Structure  FORMCHECKBOX  Power  FORMCHECKBOX  Other  FORMTEXT       HIGH-LEVEL THINKING: Critical-Thinking Skills Creative-Thinking Skills Problem-Solving Skills  FORMCHECKBOX  differentiate fact vs. opinion  FORMCHECKBOX  combine  FORMCHECKBOX  define problems  FORMCHECKBOX  give supportive evidence  FORMCHECKBOX  redesign  FORMCHECKBOX  hypothesize  FORMCHECKBOX  judge with criteria  FORMCHECKBOX  substitute  FORMCHECKBOX  verify solutions  FORMCHECKBOX  note ambiguity  FORMCHECKBOX  use logic DIMENSIONS OF DIFFERENTIATION: Depth Complexity 4. PARALLEL CURRICULUM-  FORMCHECKBOX  note details  FORMCHECKBOX  relate ideas over time A MODEL FOR CURRICULUM  FORMCHECKBOX  state unanswered questions  FORMCHECKBOX  see issues-different points of view, PLANNING:  FORMCHECKBOX  discuss ethical considerations i.e., cultural relevance  FORMCHECKBOX  the core or basic curriculum  FORMCHECKBOX  identify generalizations,  FORMCHECKBOX  relate ideas within, between  FORMCHECKBOX  the curriculum of connection principles, and theories and across the disciplines  FORMCHECKBOX  the curriculum of practice  FORMCHECKBOX  use language of the discipline Acceleration  FORMCHECKBOX  the curriculum of identity  FORMCHECKBOX  identify patterns  FORMCHECKBOX  self-paced instruction  FORMCHECKBOX  identify trends  FORMCHECKBOX  mentor or tutor  FORMCHECKBOX  identify rules  FORMCHECKBOX  advanced course  FORMCHECKBOX  identify the big idea(s)  FORMCHECKBOX  grade skipping  FORMCHECKBOX  concurrent enrollment INSTRUCTIONAL AND CLASSROOM MANAGEMENT STRATEGIES: Use of Building Success Strategies  FORMCHECKBOX  compacting  FORMCHECKBOX  independent projects  FORMCHECKBOX  levels of questioning  FORMCHECKBOX  tiered assignments  FORMCHECKBOX  interest centers or interest groups  FORMCHECKBOX  drawing inferences  FORMCHECKBOX  flexible groupings  FORMCHECKBOX  learning centers  FORMCHECKBOX  logic and argumentation in writing  FORMCHECKBOX  high-level questions  FORMCHECKBOX  mentorships/apprenticeships  FORMCHECKBOX  discussion techniques  FORMCHECKBOX  anchoring activities  FORMCHECKBOX  thematic instruction  FORMCHECKBOX  dialectical notebook  FORMCHECKBOX  Advanced Placement  FORMCHECKBOX  SOAPS  FORMCHECKBOX  College-Level Services  FORMCHECKBOX  English and history vertical teams Other  FORMTEXT        FORMCHECKBOX  math vertical team MODIFYING PRODUCT: 7. 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MEM-277 ATTACHMENT C-2 July 29, 2003 School  FORMTEXT       Instructor  FORMTEXT       Grade  FORMTEXT       8. INDIVIDUAL CLASSROOM NEEDS (Supplemental Resources)  What gifted/talented programs expenditures are necessary to achieve the instructional objectives as described? INSTRUCTIONAL MATERIALS (Books, equipment, etc.)QuantityTax & S & HTotal FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT KLPbcʘ˘$%&678FGH\^_m~vjvjh4NCJUaJh4NCJaJ#jIhYh4NCJUaJhYh4NCJaJjhYh4NCJUaJjHh4NUj$Hh4NU hkh4NjGh4NUj8Gh4NUjh4NUh]Eh4N>* h]Eh4NhUHhh4N&˘7DϚ0&xМҜ0kffgd4N # hxPl !!@h^hgd # hxPX !!@h^hgd4N # hxPlX !!@h^hgd4N hxz(#h^hgd4N hxlX !!@h^hgd4N hxl !@h^hgd4N mnoƙǙș$%345CDESٸىwe٭#jKhoh4NCJUaJ#j^Khoh4NCJUaJ#jJhoh4NCJUaJ#jrJhYh4NCJUaJhYh4NCJaJjhYh4NCJUaJ#jIhkh4NCJUaJh4NCJaJjh4NCJUaJ#jIhkh4NCJUaJ STUjlm{|}͚ϚКޚߚ/01?@AOQ˿˭˿˛ː~˿lːZ#jNhYh4NCJUaJ#j"Nhoh4NCJUaJ#jMhYh4NCJUaJhoh4NCJaJ#j6Mhoh4NCJUaJ#jLhoh4NCJUaJjh4NCJUaJh4NCJaJhYh4NCJaJjhYh4NCJUaJ#jJLhYh4NCJUaJ#QR`abrsěśƛ֛כ$&6vxz랖ync[chCJaJhhCJaJhh4NCJaJhhUHCJaJ#jxPhUHhCJUaJhUHCJaJjhUHCJUaJ#jPh m[h4NCJUaJh m[h4NCJaJ#jOhoh4NCJUaJ#jOhoh4NCJUaJh4NCJaJjh4NCJUaJœ̜ΜМҜ.0\^rtv®˛ː}vlgWlHllgjh4N>*UmHnHujQh h4N>*U h4N>*jh4N>*U h=h4Nhh4NhX:Wh4NCJaJh m[h4NCJaJ%jh4N>*CJUaJmHnHu&jhQh m[h4N>*CJUaJh4N>*CJaJjh4N>*CJUaJh4NCJaJjh4NCJUaJ#jPh m[h4NCJUaJ0LNHJʟ֟$ $Ifa$gd $Ifgd h^h`gd4N !@gd4Ngd4N ΝН2 "$&0246JLNXZ\^rtvξӹӱӦӱӍӱӂӱwӱj3Uh4NUjTh4NUjGTh4NUjh4NUmHnHujSh4NUjh4NU h4N5jRh h4N>*U h4N>*h4Njh4N>*UmHnHujh4N>*UjTRh h4N>*U, 4\^QAAA$ $Ifa$gd $Ifgdkd@S$$Ifl\<#*bF t0644 la֠&^QAAA$ $Ifa$gd $IfgdkdU$$Ifl\<#*bF t0644 laĠƠȠҠԠ֠ؠ"$(*>@BLNPRfhjtvxzġơʡ̡ڹڮڣژڍjYh4NUjYh4NUj Yh4NUjXh4NUjWh4NUj Wh4NUjVh4NUh4Njh4NUmHnHujh4NUj4Vh4NU7&(Pxȡ^QAAA$ $Ifa$gd $Ifgdkd X$$Ifl\<#*bF t0644 laȡʡBj^QAAA$ $Ifa$gd $IfgdkdoZ$$Ifl\<#*bF t0644 la̡ 024>@BDXZ\fhlnҢԢ֢ j^h4NUjI^h4NUj]h4NUj]]h4NUj\\h4NUj[h4NUjp[h4NUjh4NUmHnHujh4NUjZh4NUh4N8jl ^QAAA$ $Ifa$gd $Ifgdkd\$$Ifl\<#*bF t0644 la 6^^QAAA$ $Ifa$gd $Ifgdkd5_$$Ifl\<#*bF t0644 la$&(2468LNPZ\^`tvxƣȣʣԣ֣أڣ$&(*>@BLNRTjch4NUjch4NUjbh4NUj#bh4NUj"ah4NUj`h4NUj6`h4NUjh4NUmHnHujh4NUj_h4NUh4N8أ(P^QAAA$ $Ifa$gd $Ifgdkda$$Ifl\<#*bF t0644 laPRzʤ^QAAA$ $Ifa$gd $Ifgdkdc$$Ifl\<#*bF t0644 laThjlvxz|ƤȤʤ̤ 246@BDFZ\^hjlnjKhh4NUjgh4NUj_gh4NUjfh4NUjeh4NUjreh4NUjdh4NUjh4NUmHnHujh4NUjdh4NUh4N8Dl^QAAA$ $Ifa$gd $Ifgdkd^f$$Ifl\<#*bF t0644 la6^QAAA$ $Ifa$gd $Ifgdkdh$$Ifl\<#*bF t0644 laԥ֥إ $&(248: jh4N>*UmHnHujkhBqh4N>*U h4N>*jh4N>*Uhah4NCJaJjjh4NUUj8jh4NUjih4NUjh4NUmHnHujh4NUjLih4NUh4N+      FORMTEXT       TOTAL INSTRUCTIONAL MATERIEL NEEDS: $  FORMTEXT       OFF CAMPUS INSTRUCTION ($285 per trip)  Curricular trips must be approved by the local district designee serving the school (see Sections IX, p. 6 and XII, p. 8 of this memorandum). Please briefly describe how each field trip is part of the curriculum and instructional program. 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