ࡱ> <>;E@ ebjbj ("e *******>ffff>v4F$@$R*nnn**n **n(|**\ @_fx `0r] ] $\>>****] *\8T"vTTT>> >>MEMORANDUM NO. MEM-277 ATTACHMENT A July 29, 2003 AB-2313 Programs must be planned and organized as an integrated differentiated learning experience occurring throughout the regular school day, and may be augmented with other differentiated activities related to the core curriculum. Below is information to guide schools to address the Legislation and the Key Dimensions of the Coordinated Compliance Review (CCR). CLUSTERING MODELS:  FORMCHECKBOX  MODEL 1: TEAM-TAUGHT CLUSTER consists of two or more teachers working as a team with flexible grouping, regrouping strategies in core subjects math, social studies, language arts, and science. Schools offering a program for students in visual and performing arts would offer advanced-level experiences.  FORMCHECKBOX  MODEL 2: FULL-DAY consists of clusters in elementary school (class period in middle or senior high school, usually designated as Honors or Advanced Placement) and are composed of: 1) identified gifted students; 2) students who are being screened for recommendation; 3) students who are recommended for continued screening and advanced instruction.  FORMCHECKBOX  MODEL 3: SELF-CONTAINED consists of all identified gifted students with an emphasis on acceleration and continuous progress that is appropriate to individual needs, i.e., highly gifted or individualized honors programs.  FORMCHECKBOX  MODEL 4: ALTERNATIVE PROGRAM MODEL when schools have unique circumstances or requirements and cannot meet the clustering options that are defined in the first three models. These schools may describe an alternative clustering model that addresses their unique needs in the program narrative section of the Content description Form, Attachment C. (This clustering model is subject to approval by the Local District.) CCORDINATED COMPLIANCE REVIEW: KEY DIMENSIONS GATE I: STANDARDS, ASSESSMENT, AND ACCOUNTABILITY School proposal should be utilized for curriculum planning and program evaluation. Evaluation of program by students, staff, and parents. A description of assessment tools used in planning/evaluation of program. GATE II: TEACHING AND LEARNING Description of learning environments and clustering model used for students to receive services. Description of differentiated instructional strategies and advanced resources used. Ensure diversity of enrollment in all course offerings and program services. GATE III: OPPORTUNITY (EQUAL EDUCATIONAL ACCESS) Description of screening and identification plan to provide for equal access opportunity. Provide data on the number and ethnicity of identified students at school. GATE IV: STAFFING AND PROFESSIONAL GROWTH Staff selection procedure for authorized personnel. Individual and faculty training includes ongoing training in gifted/talented education. GATE V: PARENT AND COMMUNITY INVOLVEMENT Description of opportunities for parent planning, involvement, and evaluation of program. Description of parent communication and frequency of parent meetings. A description of assessment tools used in planning/evaluation of program. GATE VI: FUNDING Expenditures are consistent with program plan and implementation. $+23e l ~     & . 2 p q r s ǻکڠژڍ{ڠژڍogh;bCJaJjh;bCJUaJ#jvhbrh tCJUaJh[h$RCJ aJ h$RCJaJh t5CJaJ#jhbrh tCJUaJjh tCJUaJh[h$RCJaJh[CJaJh tCJaJhbrh tCJaJh[h tCJaJh$Rh t&$23 q r c d KL~R & F ^gd+ `^``gd;b ^`gd;b |)^`gd t |)gd te b c d e s t u v KLT}~RpS\sIr("Ƚ٫٢ٽٗЎІ~~vvmvmvmdh[5CJaJhj05CJaJhj0CJaJh[CJaJh+CJaJh+5CJaJh[h;bCJaJh;b>*CJaJ#jbh;bh[CJUaJh[h;bCJ aJ hZ6CJaJh;b5CJaJh;bCJaJjh;bCJUaJ#jh;bh[CJUaJ'Rq&sIs(#e & F ^gd[ & F ^gdj0 & F ^gdj0gdj0 & F ^gd+ & F ^gd+gd+"#deh[h[CJaJh[CJaJhj0CJaJ&1h:p[/ =!"#$%vDeCheck39vDeCheck40vDeCheck41vDeCheck428@8 tNormal_HmH sH tH DA@D Default Paragraph FontRiR  Table Normal4 l4a (k(No Liste "$23qrcdKL~Rq& s I s (  # g 00000000000000000p00 0 0 00 0 0 00 0 00 0 00 0 0 00 0g :009:008:008 0,  "e Re e rdte G$G$G G Check39Check40Check41Check42seg ug kd#kܙ#$} g 1 g 8*urn:schemas-microsoft-com:office:smarttagsdate9*urn:schemas-microsoft-com:office:smarttagsplace 2003297DayMonthYearg g g Theresa PearsonU\q-~ 8/t8Fg[@H{j;zHkh^`OJQJo(hH-h^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hH-h^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hH-h^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hH-h^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hH-h^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hH-h^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHFgU\Hkq-/H{jt        t        t        t        t        t         tj0Z6$R;bm=+[@O  %8e @UnknownGz Times New Roman5Symbol3& z ArialCFComic Sans MS?5 z Courier New;Wingdings"hxSx  !r4_ _ 3QH)?m= MEMORANDUM NOTheresa PearsonTheresa Pearson$      Oh+'0  8D ` l xMEMORANDUM NOoEMOTheresa Pearsonherher)DJ LOCAL SCHOOL PROPOSAL DATA SHEET BACK WoTheresa Pearson2erMicrosoft Word 10.0@@FZ@_ ՜.+,0 hp  Nimitz Middle SchoolEMO_  MEMORANDUM NO Title  !"#$%&'()*,-./012456789:=Root Entry F B_?Data 1Table WordDocument("SummaryInformation(+DocumentSummaryInformation83CompObjj  FMicrosoft Word Document MSWordDocWord.Document.89q