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HomeMy WebLinkAboutMEM-6244.11_2024–2025 Annual Gifted and Talented Education (GATE) Report.pdfLOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM MEM-6244.10 Gifted/Talented Programs Page 1 of 11 May 6, 2024 TITLE: 2023–2024 Annual Gifted and Talented Education (GATE) Report NUMBER: MEM-6244.10 ISSUER: Anthony Aguilar Chief of Special Education, Equity and Specialized Programs Office of the Chief of Special Education, Equity and Specialized Programs Erin Yoshida-Ehrmann Director Gifted/Talented Programs Advanced Learning Options DATE: PURPOSE: May 6, 2024 The 2023–2024 Annual Gifted and Talented Education (GATE) Report, which is located in the Principal’s Portal, provides auto-populated data for each of the District’s GATE performance targets, including student identification data by grade level, ethnicity, language classification, poverty eligibility, and GATE category. This memorandum provides an overview of the process for K-12 schools to submit the Annual GATE Report in the Principal’s Portal at https://principalportal.lausd.net. MAJOR CHANGES: This memorandum replaces MEM-6244.9 of the same subject dated July 5, 2022. 2022-2026 Strategic Plan GATE strategies and measures of success have been included. Annual GATE Report rating categories and scoring rubric have been added. The deadline to submit the 2023-2024 Annual GATE Report has been shifted from the spring to Friday, September 20, 2024, to ensure that the report contains complete and accurate 2023-2024 end of year (EOY) data for all GATE performance targets. BACKGROUND: Los Angeles Unified School District (LAUSD) has developed a GATE plan which identifies District policies and procedures for identifying gifted and talented learners in seven categories. The District’s policies and procedures for gifted and talented identification are in accordance with applicable State ROUTING Deputy Superintendent of Instruction Region Superintendents Administrators of Instruction Region Directors School Principals GATE Coordinators Teachers LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM MEM-6244.10 Gifted/Talented Programs Page 2 of 11 May 6, 2024 statutes and regulations, the California Department of Education (CDE) Gifted and Talented Education Program Resources Guide, and the California State Board of Education Recommended Standards for Programs for Gifted and Talented Students. The LAUSD GATE plan also requires the provision of appropriate, differentiated instruction and services that address gifted learners’ unique abilities, interests, and needs. Gifted and talented students are in all racial, ethnic, linguistic, and socioeconomic populations. District policies and procedures are focused on equitable access to GATE for all learners, with an emphasis on students from historically underrepresented groups, to ensure that each K-12 school’s gifted and talented identification and GATE program participation reflect the demographics of the school. INSTRUCTIONS: I. LAUSD GATE POLICY A. LAUSD Gifted/Talented Programs requires all K-12 schools to adhere to a comprehensive, articulated approach for identifying gifted and talented students, including implementation of educational opportunities that develop their potential and lead to exceptionally high levels of academic performance. B. Annual GATE Report 1. The Annual GATE Report serves as a tool for monitoring the implementation of high-quality, equitable GATE programs districtwide. 2. Annually, each school site is required to engage in a data- driven analysis of performance targets within four overarching GATE program components and submit findings in an Annual GATE Report. 3. The Annual GATE Report provides an opportunity for a school site to communicate its progress in GATE identification and the implementation of its GATE program to regional and central leadership, families, and community. 4. In the Annual GATE Report, each school identifies action steps to address area(s) of concern, if applicable, e.g., gifted and talented identification data does not reflect the demographics of the school. LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM MEM-6244.10 Gifted/Talented Programs Page 3 of 11 May 6, 2024 II. GIFTED AND TALENTED EDUCATION (GATE) PROGRAM REQUIREMENTS AND COMPONENTS A. GATE Program Requirements 1. In accordance with State regulations and the 2022-2026 Strategic Plan, LAUSD has clearly established policies and procedures that address all aspects of GATE. 2. To support the implementation of a high-quality school site GATE program, each cost center (e.g., resident, magnet center, dual language education program), is required to address each GATE program component. 3. Special education centers, continuation high schools, community day schools, primary centers, and early education centers are exempt from completing the Annual GATE Report. B. GATE Program Components 1. Gifted and Talented Identification: a. Each school site must have an equitable referral and identification process in place that results in its gifted and talented identification rates reflecting the demographics of the school or cost center. b. The identification process, which must be conducted in accordance with District policies and procedures, must include referrals, screening, and assessment measures not biased against a student’s language, culture, or other special circumstances. c. Quantitative and qualitative data from multiple sources must be included in the screening and identification of gifted and talented students. d. Auto-populated My Integrated Student Information System (MiSiS) identification data is included in the report for the 2023- 2024 school year. Since gifted and talented identification and verification are ongoing, auto-populated data from MiSiS may not reflect all identified, qualified, or participating students. Schools should indicate additional GATE participation information (i.e. non-identified students verified based on demonstrating critical thinking and problem-solving skills in primary language) in the report’s action steps. 2. Instruction and Academic Achievement of GATE Learners: a. To ensure the academic and affective growth of gifted and talented learners, each gifted and talented student must have equitable access to a differentiated educational program. LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM MEM-6244.10 Gifted/Talented Programs Page 4 of 11 May 6, 2024 b. Differentiation is an essential part of ensuring that the unique and complex educational needs of gifted and talented students are appropriately addressed, including in Tier 1, high-quality first instruction. c. Genuine differentiated programming is not “more of the same” or simply acceleration of content or pacing, but includes intentional and strategic use of depth, complexity and novelty. d. School site GATE programs must be planned and organized as differentiated learning experiences within the regular school day, i.e., “all-day differentiation.” e. Clustering: To support student access to a differentiated educational program, District policy requires all K-12 school sites to cluster identified gifted and talented students in a well- defined way and to provide a differentiated educational program. i. Clustering is the intentional placement of a minimum number of identified gifted students per class (elementary level: five to eight students; secondary level:15 to 25 students). This includes students identified as gifted in Intellectual Ability, High Achievement Ability, Specific Academic Ability, Creative Ability, and Leadership Ability. Students must be clustered and provided support in their area(s) of identification. Students identified as gifted in Intellectual Ability, High Achievement Ability, Creative Ability, and Leadership Ability must be placed in GATE classes (e.g., Honors) for core subjects. Students identified in Specific Academic Ability must be placed in GATE classes (e.g., Honors) in their area of identification. For example, a student identified as gifted in Specific Academic Ability in Mathematics must be placed in a GATE class (e.g., Honors) for Mathematics. However, this student’s placement in other GATE courses may be determined based on additional data sources, including GATE verification criteria. Students identified as talented in Visual Arts Ability or Performing Arts Ability should be provided access to elective courses appropriate to their abilities and provided opportunities to demonstrate their talent within their regular courses. LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM MEM-6244.10 Gifted/Talented Programs Page 5 of 11 May 6, 2024 ii. In addition to clustering identified gifted students, GATE classes must include non-identified students verified for GATE participation. This includes students who are high achieving, students who demonstrate critical thinking and problem-solving skills in their primary language (including those who may be able-underachieving), and/or students who are currently being screened for identification. Schools must intentionally include gifted learners from diverse cultural and linguistic backgrounds, as well as twice-exceptional (2e) students, to support equitable and inclusive practices. iii. Meeting minimum clustering requirements by creating small groups of gifted learners in multiple mixed-ability classrooms is not best practice for GATE teaching and learning. iv. Should there not be enough identified gifted students at a grade level to meet minimum clustering requirements, all identified gifted students should be clustered with students who are verified for GATE participation, including those being screened for gifted identification. v. Best practice is to place all identified and verified gifted students in clusters with teachers who are highly trained to provide consistent, daily differentiated instruction through the targeted use of research-based GATE strategies (e.g., depth, complexity, acceleration, and novelty) in alignment with the LAUSD Teaching and Learning Framework. vi. GATE cluster grouping is an evidence-based, effective, and efficient means for schools to provide more challenging coursework and accelerated pacing, giving gifted learners daily access to advanced content and new learning, as well as providing students with an academic peer group in core subjects. GATE cluster classes must utilize varied and flexible grouping/seating with instructional activities differentiated by academic readiness, interests, learning profiles, and social- emotional needs. LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM MEM-6244.10 Gifted/Talented Programs Page 6 of 11 May 6, 2024 This includes limited or modified use of Kagan cooperative grouping strategies that may impede acceleration for some learners. vii. Creating robust clusters of gifted learners leads to classes in which differentiated planning and instruction can realistically and systemically occur. viii. Schools for Advanced Studies (SAS) are resident schools that have received a designation for exemplary GATE implementation. Once students are selected and enrolled, SAS classes should be comprised of both students residing within school boundaries and students residing outside school boundaries who meet any of the SAS eligibility criteria, if applicable. SAS participants should not be intentionally separated or “tracked” based on resident status, gifted identification status or category, test scores, grades, etc. ix. GATE cluster grouping at designated SAS sites must adhere to District policy. All students who meet one of the three SAS eligibility criteria (i.e., identified gifted, test scores, or critical thinking and problem- solving skills) must be placed in the site’s GATE/SAS program unless the parent/guardian has opted out. 3. Knowledgeable and Skilled Staff: a. In accordance with District policy, school site administrators must ensure that students have access to differentiated and challenging educational programs and/or services by: i. Providing ongoing GATE-specific professional development opportunities that systematically develop the knowledge and skills of school staff to effectively meet the academic and social-emotional needs of gifted and talented learners. ii. Supporting teachers in using a variety of research- based GATE instructional strategies, including flexible grouping, differentiation of content, process, product, and modification of core curriculum to include depth, complexity, novelty, and acceleration, in alignment with the LAUSD Teaching and Learning Framework. LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM MEM-6244.10 Gifted/Talented Programs Page 7 of 11 May 6, 2024 iii. Requiring the attendance of the school site GATE coordinator and/or principal/designee at fall and spring GATE coordinator trainings that enable them to provide clear direction and guidance to school staff and families. iv. Apprising staff of all GATE professional development options, including online workshops, conferences, salary point courses, and up to eight hours of site-based professional development (i.e., GATE fieldwork) at the school site. v. Ensuring that all site staff adhere to GATE professional development policy, as follows: a) GATE teachers: 16 hours annually (recommended) b) Site administrators: 4 hours annually (recommended) c) SAS teachers: 16 hours annually (required) d) SAS site administrators: 4 hours annually (required) 4. Parent/Family/Community Engagement: a. Active parent, family, and community engagement is a valued and essential component of a high-quality GATE program. Gifted/Talented Programs strives to create a welcoming and inclusive environment for families from diverse backgrounds. b. Each school site must designate a GATE parent representative (voluntary position) to assist with parent/family meetings as well as to review the Annual GATE Report and provide feedback, as applicable. c. Each school site should host two GATE parent/family meetings annually. The meetings may be offered as part of back-to-school night, open house, or principal-community meetings, such as Coffee with the Principal, or may be independent GATE events. The meetings may be offered on- site or virtually and should be conducted in the languages of the families serviced. The specific topics of the GATE meetings, which are determined by the school site, may include GATE screening and identification procedures, LAUSD GATE programming options, classroom differentiation strategies, showcase of student work, or sharing Gifted/Talented Programs parent/family education webinars. d. Each school must ensure that parents/families are informed of gifted/talented identification procedures and have ongoing opportunities to engage in the planning, evaluation, and implementation of a site’s GATE program. LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM MEM-6244.10 Gifted/Talented Programs Page 8 of 11 May 6, 2024 e. Each school should distribute Gifted/Talented Programs parent/family newsletters and event flyers to families of all GATE/SAS students. III. GATE PERFORMANCE TARGETS A. GATE Performance Targets for Each Cost Center 1. Gifted and Talented Identification: a. Identification of a minimum of 6% of its total population as gifted and talented. (Note: The 2026 measure of success is 14.8% districtwide.) b. Gifted and talented identification rates that reflect the demographics of the school. c. Identification of a minimum of 6% of students from underrepresented groups, i.e., Black, Latinx, English Learner, foster youth, and low-income students. d. A GATE screening committee, comprised of three to five members, that meets regularly. 2. Instruction and Academic Achievement of GATE Learners: a. A minimum of 75% of identified gifted students achieve Meets Standard or Exceeds Standard on the Smarter Balanced Assessment (SBA) in both English Language Arts/Literacy and Mathematics. b. Clusters of gifted and talented students in all grade levels that meet or exceed the minimum requirements as specified in section II of this memorandum. 3. Knowledgeable and Skilled Staff: a. Evidence of recency of GATE-specific training for all teachers and administrators of gifted and talented students. b. Identified and compensated GATE coordinator (listed in School Designee Form section of the Principal’s Portal). 4. Parent/Family/Community Engagement: a. Two annual meetings specifically for parents/families of GATE/SAS students at the school site, in addition to general parent/family meetings. b. Identified and active GATE parent representative (voluntary position). LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM MEM-6244.10 Gifted/Talented Programs Page 9 of 11 May 6, 2024 B. Action Steps to Address GATE Performance Targets Not Met 1. If applicable, the school will identify the accelerated, strategic action steps it will take to address each GATE performance target not met. 2. If applicable, the school will develop a comprehensive approach to address the underrepresentation of Black, Latinx, English Learner, foster youth, and low-income students, identified or verified for GATE program participation. C. Training Resources 1. Resources needed to complete the report are included in the Principal’s Portal under References on the top right side of each page. 2. GATE Identification Small Group Training a. Site personnel may register for this training through MyPLN at https://lausd.org/mypln. b. Search for current offerings by entering “GATE small group training” into the search field. c. This training is offered multiple times each school year. 3. Annual GATE Report Training a. Site personnel may register for this training through MyPLN at https://lausd.org/mypln. b. Search for current offerings by entering “Annual GATE Report” into the search field. c. This training is offered prior to the Annual GATE Report deadline each school year. IV. SUBMISSION AND REVIEW OF ANNUAL GATE REPORT A. Annual GATE Report Deadline: Friday, September 20, 2024 1. All LAUSD K-12 schools, including Virtual Academy and affiliated charter schools, must complete all sections of the Annual GATE Report in the Principal’s Portal https://principalportal.lausd.net. Special education centers, continuation high schools, community day schools, primary centers, and early education centers are exempt from completion. 2. A separate Annual GATE Report must be submitted for each cost center, e.g., resident, magnet center, or dual language education program. LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM MEM-6244.10 Gifted/Talented Programs Page 10 of 11 May 6, 2024 responsibility of the school site administrator to ensure that all information provided is accurate and appropriate and that no confidential student or employee information is included in the report before it is submitted. All data and action steps submitted by the school, as well as report rating and comments, will be displayed in a public-facing report. B. The Annual GATE Report is available on the LAUSD School Directory on each cost center’s school profile page. For audit purposes, a print copy of the report(s) must be maintained at the school site for a minimum of three years and provided to families upon request. C. Review and Rating of Report: Each Annual GATE Report is reviewed by Gifted/Talented Programs administrative staff. A school (i.e., cost center) will receive one of five ratings based on the level of GATE implementation in accordance with GATE program components and performance targets: 1. Ineffective 2. Developing 3. Basic 4. Approaching Exemplary/Effective 5. Exemplary/Highly Effective A detailed scoring rubric is provided to schools to guide in the completion of the report (Attachment B.) RELATED BUL-269.11, Policy for Assessing and Identifying Students for RESOURCES: MEM-6854.7, Schools for Advanced Studies (SAS): Reporting Student Participation in MiSiS, November 6, 2023. LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM MEM-6244.10 Gifted/Talented Programs Page 11 of 11 May 6, 2024 Website: The Gifted/Talented Programs website, lausd.org/gate, provides information for school personnel and parents/families. The Educators’ Corner section for school personnel provides resources regarding the Annual GATE Report, GATE professional development, GATE instructional strategies, and GATE parent/family engagement strategies. The Families section includes GATE newsletters, parent/family workshop announcements, and presentations on a variety of GATE topics. Professional Development: Teachers and administrators may register for GATE training through MyPLN at lausd.org/mypln, keyword search “gifted” or “GATE.” ATTACHMENTS: Attachment A – Instructions to Access and Submit Annual GATE Report Attachment B – Scoring Rubric: Performance Target Guidelines ASSISTANCE: For assistance with submitting the Annual GATE Report in the Principal’s Portal, please contact Gifted/Talented Programs, Advanced Learning Options, at (213) 241-6500 or GATE@lausd.net. ATTACHMENT A LOS ANGELES UNIFIED SCHOOL 1 7 INSTRUCTIONS TO ACCESS AND SUBMIT ANNUAL GATE REPORT The Annual GATE Report is accessible for completion in the Principal’s Portal for principals and administrative designees only. STEP 1: Navigate to https://principalportal.lausd.net. Scroll down to Resources, click on Select a Resource, and select Actions. Under Certifications, select Annual GATE Report. ATTACHMENT A LOS ANGELES UNIFIED SCHOOL 2 7 STEP 2: Log in with your LAUSD Single Sign-On (SSO) username and password. ATTACHMENT A LOS ANGELES UNIFIED SCHOOL 3 7 STEP 3: Select a Performance Target. ATTACHMENT A LOS ANGELES UNIFIED SCHOOL 4 7 STEP 4: Review the information on the screen. Enter any required information. Complete Action Steps for each Performance Target not met. Click Save after working on each section. Click Complete when finished with a section. Click Home to return to the Annual GATE Report menu. Please note that you may only select Complete when all required fields are completed for that section. However, you may save incomplete pages and return to edit pages after saving. ATTACHMENT A LOS ANGELES UNIFIED SCHOOL 5 7 STEP 5: When all information is completed for each Performance Target and School Site GATE Screening Committee, check the box from the Annual GATE Report main screen (see Step 3) and click Submit. It is the responsibility of the school site administrator to verify accurate and appropriate information and ensure that no confidential student or employee information is included in the report before it is submitted. Once the report is reviewed by District personnel, the employee who submitted the report and the principal will receive an email with the approval status and comments. NOTE: The Annual GATE Report must be submitted for each cost center at the school, as applicable, e.g., resident, magnet center, dual language education program. Status for all cost centers associated with a site is displayed on the main page. Once completed, the pending status will change to submitted. Before submission: After submission: ATTACHMENT A LOS ANGELES UNIFIED SCHOOL 6 7 INSTRUCTIONS FOR PRINCIPALS TO ASSIGN ADMINISTRATIVE DESIGNEE STEP 1: Navigate to https://principalportal.lausd.net. Scroll down to Resources, click on Select a Resource, and select Actions. Under Certifications, select Annual GATE Report. ATTACHMENT A LOS ANGELES UNIFIED SCHOOL 7 7 STEP 2: To add Designee: A. Scroll down to GATE/SAS Coordinators section B. Use the search tool: 1. Click on the icon with the plus sign. (See image below.) 2. Type in name or LAUSD email of designee. Once selected, all fields will auto- populate. 3. Repeat for second designee, if applicable. Designee(s) will now have access to the GATE sections of the Principal’s Portal, including the Annual GATE Report. ATTACHMENT B LOS ANGELES UNIFIED SCHOOL DISTRICT 1 12 2023-2024 ANNUAL GIFTED AND TALENTED EDUCATION (GATE) REPORT SCORING RUBRIC: PERFORMANCE TARGET GUIDELINES The following GATE Performance Target Guidelines are designed to assist school personnel in completing their Annual GATE Report in the Principal’s Portal. The Annual GATE Report is a tool for schools to review data and practices related to GATE implementation and develop Action Steps to address areas of need. The Annual GATE Report is also a tool for schools to communicate with families and community members about the school’s GATE program. Please read the overall guidance for each Performance Target, which correlate to each of the four Program Components of the school’s GATE program. There is also a section to list members of the school’s GATE Screening Committee. Reports will be reviewed by Gifted/Talented Programs. Based on the information provided in the report, GATE implementation will receive an overall rating of Ineffective, Developing, Basic, Approaching Exemplary/Effective, or Exemplary/Highly Effective. Target 1: Gifted and Talented Identification • School has less than 6% identified and no referrals for identification. • Although the identification rate is below 6%, there are potentially eligible students who attend the school. • School has less than 6% identified and very few referrals for identification. • There are clear inequities in identification for ethnic subgroups with more than 10 students that have not been remedied. • School has less than 6% identified and has initiated some referrals for identification. • School meets 6% identification goal OR school does not meet 6% identification goal but has initiated many referrals for identification and/or utilizes verification criteria to ensure GATE participation for non-identified • School exceeds 6% identification and shows evidence of additional referrals for identification. • No inequities among ethnic subgroups with more than 10 students exist. ATTACHMENT B LOS ANGELES UNIFIED SCHOOL DISTRICT 2 12 • Action Steps are vague, unclear, or nonexistent. • There is a lack of English Learners, Reclassified to Fluent English Proficient (RFEP) students, Students with Disabilities (SWD), and low-income students identified. • Action Steps generally address overall identification issues. • No inequities among ethnic subgroups with more than 10 students exist OR there are clear steps to remedy any such inequities. • There may be a lack of English Learners, Reclassified to Fluent English Proficient (RFEP) students, Students with Disabilities (SWD), or low- income students identified. • Action Steps address specific next steps in identification. • No inequities among ethnic subgroups with more than 10 students exist OR there is strong evidence of intentional and targeted efforts to address disproportionality. • English Learners, Reclassified to Fluent English Proficient (RFEP) students, Students with Disabilities (SWD), and low- income students are represented among referred and identified students. • Action Steps clearly address specific next steps in • English Learners, Reclassified to Fluent English Proficient (RFEP) students, Students with Disabilities (SWD), and low- income students are equitably and appropriately represented among referred and identified students. • No Action Steps are needed. ATTACHMENT B LOS ANGELES UNIFIED SCHOOL DISTRICT 3 12 Performance Target Ineffective Developing Basic Approaching Exemplary/ Effective Exemplary/ Highly Effective Target 2: Instruction and Academic Achievement of GATE Learners • GATE student clusters are either smaller than required numbers (elementary: 5-8; secondary: 15- 25), or GATE clustering was not a consideration when developing the school’s master schedule (secondary) or classroom rosters (elementary). • GATE students are clustered appropriately in some grade levels by meeting the minimum requirements (elementary: 5-8; secondary: 15-25). • An average of 50- 74% assessed identified gifted students scored in the Standard Met or Standard Exceeded range on the Smarter Balanced Assessment (SBA). • GATE students are clustered appropriately in most grade levels/subjects by meeting the minimum requirements (elementary: 5-8; secondary: 15-25). • GATE students are clustered appropriately in all grade levels by meeting the minimum requirements (elementary: 5-8; secondary: 15-25). • An average of 75% or more of assessed identified gifted students scored in the Standard Met or Standard Exceeded range on the Smarter Balanced Assessment (SBA) but some grade levels may be below this benchmark. • GATE students are consistently clustered appropriately in all grade levels by exceeding the minimum requirements (elementary: 5-8; secondary: 15-25). • More than 75% of assessed identified gifted students at all grade levels scored in the Standard Met or Standard Exceeded range on the Smarter Balanced Assessment (SBA). ATTACHMENT B LOS ANGELES UNIFIED SCHOOL DISTRICT 4 12 • Less than 50% of assessed identified gifted students scored in the Standard Exceeded range on the Smarter Balanced Assessment (SBA). Program Narrative • Narrative addresses instructional methods for the school at-large or is written in such a way that it could apply to any school and does not describe the specific program for GATE learners within the cost center. Program Narrative • Narrative addresses some ways depth, complexity, novelty, or acceleration are provided as a whole school but does not include details on differentiated small group instruction, novel products, project-based learning, and/or other methods. • School has a specific plan to address the social- emotional needs of all learners within the school but does not articulate plans for the unique needs of gifted learners. • An average of 75% of assessed identified gifted students scored in the Standard Met or Standard Exceeded range on the Smarter Balanced Assessment (SBA) in either English Language Arts (ELA) or Mathematics but there may be a discrepancy between ELA and Mathematics scores or among grade levels. Program Narrative • Narrative addresses how school provides depth, complexity, novelty, and acceleration, including details on differentiated small group instruction, novel products, project- based learning, and/or other methods. Program Narrative • Narrative addresses distinctly how school provides depth, complexity, novelty, and acceleration at each grade level or within each subject area, including details on differentiated small group instruction, novel products, project- based learning, and/or other methods. ATTACHMENT B LOS ANGELES UNIFIED SCHOOL DISTRICT 5 12 • School has a general plan to address the social- emotional needs of all learners but does not differentiate for gifted learners. • There is no evidence that school implements innovative and novel practices that build 21st century “future ready” competencies. • Action Steps to address any current underachievement, clustering, or instructional issues are unclear or • There is little evidence that school implements innovative and novel practices that build 21st century “future ready” competencies. • Action Steps provide a general plan to address any underachievement, clustering, or instructional issues. Program Narrative • Narrative addresses generally how school provides depth, complexity, novelty, and acceleration but does not provide specific detail. • School has a plan to address the specific social- emotional needs of gifted learners within the structures of their regular social- emotional learning (SEL) and management systems. • School has a well- developed plan to address the specific social- emotional needs of gifted learners, such as asynchrony, imposter syndrome, perfectionism, etc., but may be implemented unevenly by grade level or student group as described in narrative. • School has implemented a well-developed plan to address the specific social-emotional needs of gifted learners, such as asynchrony, imposter syndrome, perfectionism, etc. ATTACHMENT B LOS ANGELES UNIFIED SCHOOL DISTRICT 6 12 • There is evidence that school implements some innovative and novel practices that build 21st century “future ready” competencies but does not articulate specific approaches or programs for gifted learners. • Action Steps provide a specific plan to address any underachievement, clustering, or instructional issues. • There is evidence that school implements practices that build 21st century “future ready” competences for gifted learners. • Action Steps provide a specific plan to address any underachievement or instructional issues. • There is strong evidence that school implements innovative and novel practices that build 21st century “future ready” competencies for gifted learners, e.g., instructional technology, Science Technology, Engineering, Arts, and Mathematics (STEAM), maker movement, robotics, etc. • No Action Steps are ATTACHMENT B LOS ANGELES UNIFIED SCHOOL DISTRICT 7 12 Performance Target Exemplary/ Effective Knowledgeable and Skilled Staff • Very few or no GATE teachers have received 16 hours of GATE- specific professional development (PD). • No administrators have received four hours of GATE-specific PD. • School identifies an administrator as the GATE coordinator, but the coordinator has not completed any roles/ responsibilities for the year. • Some GATE teachers have received 16 or more hours of GATE-specific professional development (PD). • Some GATE administrators have received four or more hours of GATE- specific PD. • School has identified a GATE coordinator, but the coordinator has not completed many of their roles/ responsibilities for • Most GATE teachers have received 16 or more hours of GATE-specific professional development (PD). • Most GATE administrators have received four or more hours of GATE- specific PD. • School has a GATE coordinator that has completed some of their roles/ responsibilities throughout the • Most GATE teachers have received 16 or more hours of GATE-specific professional development (PD), and those who have not completed PD hours are noted and explained in the Action Steps. • Most GATE administrators have received four or more hours of GATE- specific PD. • All GATE teachers have received 16 or more hours of GATE-specific professional development (PD). • All GATE administrators have received four or more hours of GATE- specific PD. • GATE teachers may have GATE certifications or masters’ degrees in gifted education. ATTACHMENT B LOS ANGELES UNIFIED SCHOOL DISTRICT 8 12 • Action Steps for GATE PD participation are unclear or nonexistent. • Action Steps for GATE PD participation are present but vague or general. • Action Steps indicate next steps toward GATE PD participation for the upcoming year. • School has an active GATE coordinator that has completed most of their roles/ responsibilities for the year. • Action Steps indicate specific next steps toward GATE PD participation for the upcoming year including indicating specific offerings, courses, or topics that will be • School has an active GATE coordinator that has completed their roles/responsibilities and is properly compensated. • No Action Steps are needed. ATTACHMENT B LOS ANGELES UNIFIED SCHOOL DISTRICT 9 12 Performance Target Exemplary/ Effective Parent, Family, and Community Engagement • School did not host any GATE parent/family meetings. • A GATE parent representative has not been identified. • School has not disseminated information to GATE families. • Action Steps for increasing GATE parent/family engagement are unclear or nonexistent. • School hosted one GATE parent/family meeting during the year, which may have been an informational OLSAT-8 meeting for all parents/families of students in second grade. • School listed the school’s parent representative as the GATE parent representative. • School has made little effort to disseminate information to GATE families. • School hosted one GATE parent/family meeting during the year and an informational OLSAT-8 meeting for all parents/families of students in second grade. • School has identified a GATE parent representative. • School has disseminated information about GATE opportunities through at least one method, e.g., Blackboard Connect. • School hosted two GATE parent/family meetings during the year. • School has identified a GATE parent representative. • School has disseminated information about GATE opportunities through two or three methods, e.g., Blackboard Connect, flyers, website. • School hosted two or more GATE parent/family meetings throughout the year and invited parents/families to other GATE family events. • School has an active GATE parent representative. • School has disseminated information about GATE opportunities through a variety of means. • No Action Steps are ATTACHMENT B LOS ANGELES UNIFIED SCHOOL DISTRICT 10 12 • Action Steps to remedy lack of GATE parent/family engagement are vague or general. • Action Steps address any areas for improvement in GATE parent/family • Action Steps clearly address any areas for improvement in GATE parent/family engagement. ATTACHMENT B LOS ANGELES UNIFIED SCHOOL DISTRICT 11 12 Performance Target Exemplary/ Effective GATE Screening Committee • There is not an active GATE screening committee. • There are no documented meetings from the school year and referrals are not processed by the school. • Students have only been identified in the automated upload categories, e.g., High Achievement Ability and Specific Academic Ability. • Three members are identified. • GATE Screening committee meets sporadically and utilizes procedures to process incoming referrals from parents/families or teachers who initiate them. • Three to five active members are identified. • GATE Screening committee meets a few times annually and utilizes procedures to solicit referrals from all teachers at the site in Intellectual Ability. • School processes referrals from parents/families as initiated. • Three to five active members are identified. • GATE screening committee meets on a regular basis and utilizes procedures for soliciting referrals from teachers in all applicable categories (Intellectual Ability, Visual Arts Ability, Performing Arts Ability, Creative Ability, and Leadership Ability). • Three to five active members are identified. • GATE screening committee meets on a regular basis and utilizes procedures for soliciting referrals from a variety of stakeholders in all applicable categories (Intellectual Ability, Visual Arts Ability, Performing Arts Ability, Creative Ability, and Leadership ATTACHMENT B LOS ANGELES UNIFIED SCHOOL DISTRICT 12 12 • School receives and processes referrals from parents/families, students, and/or community members as initiated. • School makes an effort to screen and refer students from underrepresented groups to address disproportionality • School makes a consistent and targeted effort to screen and refer students from underrepresented groups to address disproportionality and inequities.