SCHOOLS FOR ADVANCED STUDIES (SAS) SPRING COORDINATOR TRAINING - FEBRUARY 2021 (EMPHASIS ON UNIFIED ENROLLMENT/CHOICES)
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SCHOOLS FOR ADVANCED STUDIES (SAS)
SPRING COORDINATOR TRAINING
(EMPHASIS ON UNIFIED ENROLLMENT/CHOICES)
FEBRUARY 2021
GIFTED/TALENTED PROGRAMS
ADVANCED LEARNING OPTIONS
DIVISION OF INSTRUCTION
Gifted/Talented Programs Goal
To identify gifted and talented § Schools for Advanced Studies
students including those from (SAS) sites serve as
diverse racial, socioeconomic, demonstration centers for
linguistic, and cultural equitable and exemplary GATE
backgrounds, and provide high- implementation.
quality differentiated
opportunities for learning that § SAS sites must reflect the
develop students' unique demographics of our district
abilities and talents. and serve as models for how to
inclusively and effectively
address the academic and
social-emotional needs of ALL
types of gifted learners, not just
identified or high achieving
students.
What is Exemplary GATE Implementation?
Dem
o tion
GA nstratio stru
c
TE B In
est n Sites i ated
Pra nt
ctic for fere
es Di f
SAS
Equitab
al le Id
ssi o n Verifica entification,
e ti
TE P ro f
m e nt Participon and
GA velop ation
De
District GATE
Choices Option
Portrait in Potential: Amanda Gorman
Amanda Gorman inspired viewers around the world at the
Inauguration of President Joseph R. Biden and Vice President
Kamala D. Harris on January 20, 2021.
At 22, Amanda Gorman is the youngest inaugural poet in U.S.
history, as well as an award-winning writer and cum laude
graduate of Harvard University, where she studied Sociology.
She has written for the New York Times and has three books
forthcoming with Penguin Random House.
Born and raised in Los Angeles, she began writing at only a
few years of age.
Ms. Gorman has spoken candidly of her childhood speech
and auditory processing needs. She says that, as a writer, she
thinks in words not images. In writing, she found her voice.
Writing gave her a means for self-expression and way to
Adapted from https://www.theamandagorman.com practice and improve her speech challenges.
“For there is always light, if only we’re brave enough to see it.
If only we’re brave enough to be it.”
Amanda Gorman Reminds Us… § Our students have limitless potential; it is our responsibility as educators to uncover gifts and ensure equitable access to services and support § Twice exceptional learners must receive specialized support for their gifted needs and learning differences; oftentimes, twice exceptional students are not provided adequate services and support since their special needs mask their giftedness and vice versa § Representation matters; children’s early experiences shape their identities and what they imagine to be possible – our students must have meaningful exposure to scholars and role models that represent their race, culture, gender identity, age, community, etc.
Maintaining Exemplary GATE Implementation
During Distance Learning
§ The shift to distance learning required that educators pivot “tried and
true” instructional practices to a remote setting.
§ Now that educators and students are comfortable with the basics of
distance learning, how can we ensure that SAS teachers are maintaining
exemplary GATE instructional practices, with an emphasis on depth,
complexity, novelty, and acceleration?
§ How can we make this differentiation more explicit for parents/guardians
so they are aware of how curriculum and instruction are being modified
to meet the academic and social-emotional needs of gifted/high ability
learners?
§ Remember, differentiation means DIFFERENT work (i.e., content, process,
product) based on academic readiness, interest, and learning style – not
just more of the same work.
Parents/Guardians Want to Know… § How is distance learning in a GATE/SAS class different than a non-GATE/SAS class? § How is synchronous work differentiated (e.g., small groups, questioning strategies, tiered lessons, choice)? § How is asynchronous work differentiated (e.g., curriculum compacting, novel products, tiered lessons, choice)? § How are teachers pre-assessing students (academic readiness, interest, and learning style) to make sure my child is challenged? § What interactive or engagement strategies are used to keep my child focused during class? How can teachers tell when my child is off-task or needs more support or challenge? § How are the social-emotional needs of my child being addressed during distance learning (e.g., boredom, apathy, perfectionism, anxiety, depression)?
Differentiated Instruction: Depth and Complexity § Prompts of depth and complexity (e.g., frames, retrieval charts); https://www.jtayloreducation.com/free- downloadable-icons/ § Questioning strategies and stems (e.g., Gifted Guild’s Depth and Complexity Question Stems by Byrd & Van Gemert); https://www.giftedguru.com/depth-and- complexity-question-stems-ebook/ § GATE Salary Point Classes are a great opportunity to practice how to embed depth and complexity, specifically Meeting the Needs of Gifted Learners: Part I (register on MyPLN)
Differentiated Instruction: Acceleration § Pre-assessment to determine academic readiness, interests, and learning styles § Tiered lessons (synchronous and asynchronous) § Curriculum compacting to ensure new learning for all students and to maximize instructional time § Individual or small group instruction, as applicable § Excellent resources available at https://www.giftedguru.com and https://www.byrdseed.com
Differentiated Instruction: Novelty § Novel products, both digital and non- digital (e.g., Google slides, Google draw, book creator, audio/video recordings, journaling) § Choice based on interest and learning style (e.g., digital choice boards) § Project-based learning § Independent study
Byrdseed TV: Differentiated Lessons for Gifted Learners (Grades 3-6)
• One of the hardest things to navigate during distance learning is
creating differentiated lessons for gifted/talented learners and
your most capable students within time constraints.
• We are excited to announce a new opportunity for our Schools
for Advanced Studies (SAS) and Targeted Identification Program
(TIP) schools in grades 3-6 on the elementary level.
• Gifted/Talented Programs, Advanced Learning Options is
partnering with Byrdseed.TV to bring pre-made, differentiated
lessons to your schools.
• Elementary principals will receive a letter of invitation and link to
a Google survey to nominate up to 8 teachers for a FREE, one-
year site license to Byrdseed.TV.
• Byrdseed.TV is a library of video lessons, projects, and
investigations that you can use directly with your gifted
students.
• Byrdseed.TV currently has 350 lessons and the number
continues to grow.How can distance learning be engaging and interactive?
§ Zoom tools (e.g., annotation, polls, reactions)
§ "25 Strategies..." tinyurl.com/ZoomGate
§ Physical tools and props (e.g., white boards, puppets):
https://www.giftedguru.com/make-distance-learning-
engaging/
§ Schoology for differentiation, discussions, and media albums
§ Education technology tools, as approved/appropriate:
§ Google Forms
§ Jamboard
§ Menti
§ Flipgrid
§ Padlet
§ Edpuzzle
§ Socioemotional check insTech in a Minute § We are pleased to introduce “Tech in a Minute” at SAS virtual office hours, held each Tuesday from 3:00 – 4:00 p.m. (Zoom link and agenda are posted weekly in the SAS Schoology group; access code ZHW3H-VRNWK) § Tech in a Minute sessions are designed to share and model best practices in Instructional Technology to optimize distance learning and differentiate instruction for gifted learners (all tech comfort levels welcome)
Tech in a Minute - Kami
§ Kami is a great tool that allows
for annotation and signing of
PDF documents. This
application also syncs with
Google Drive making the work
more efficient.
§ Link to setting up Kami
§ tinyurl.com/KamiGATESchools for Advanced Studies (SAS) Personnel Responsibilities § Adhere to all policies and expectations for Schools for Advanced Studies § Monitor communication via the GATE Listserv and SAS Schoology group; share information, as appropriate § Report SAS participation in MiSiS (deadline was December 18, 2020) § Continue to provide information to families about SAS (e.g., virtual school tours, website, social media, parent meetings, brochures, etc.) § Report and verify projected number of seats by grade level for students residing outside the SAS site’s attendance boundaries (February 2021); does not apply to Affiliated Charter Schools or Admission Criteria Schools § Accept/decline selected students and manage the late/waiting list process on the Principal’s Portal (beginning March/April 2021); does not apply to Affiliated Charter Schools or Admission Criteria Schools § Attend required and optional SAS coordinator trainings (e.g., SAS office hours, SAS/Choices technical trainings), as applicable
Reporting SAS Participation in MiSiS § SAS student participation screens in MiSiS are available for SAS site use. These screens allow SAS sites to “flag” all SAS participants (resident and non-resident) and generate a detailed SAS Student Roster, as well as Ad Hoc (Focus) reports. § This data enables SAS sites to cluster and instruct SAS students effectively. It also provides Gifted/Talented Programs with crucial districtwide SAS data to ensure equitable access to Targeted Student Populations (TSP). § All SAS sites are required to report this data annually (deadline was December 18, 2020) and update as needed; refer to MEM-6854.4, Schools for Advanced Studies (SAS): Reporting Student Participation in MiSiS § Job Aids with step-by-step instructions are available on the MiSiS webpage at: http://achieve.lausd.net/Page/4817
Schools for Advanced Studies (SAS)
Unified Enrollment/Choices
§ The SAS application and selection process is now included in the Choices
brochure/process (which currently includes Magnet, Permits With Transportation, Dual
Language Education, Admission Criteria Schools, and Affiliated Charter Schools)
§ The on-time Choices application window for 2021-2022 opened on October 1, 2020,
and closed on November 20, 2020
§ Late applications may be submitted beginning February 1, 2021 (verification of
eligibility is required if the applicant is contacted by the school to offer an available
seat); late applications are processed in the order received
§ Students residing within the boundaries of a designated SAS school who meet the
eligibility criteria do not apply through the Choices process; no formal application is
required for qualified students residing within the site’s attendance boundaries
§ Affiliated Charter Schools and Admission Criteria Schools with the SAS designation are
included in the Choices application and selection process under their respective
programsAffiliated Charter Schools with SAS Designation § Affiliated Charter Schools with the Schools for Advanced Studies (SAS) designation are included in the Unified Enrollment/Choices process (Affiliated Charter Schools section) § If an applicant is selected, accepts the placement, and meets one of the SAS eligibility criteria, the student must be placed in GATE/SAS classes § Affiliated Charter School coordinators may join the Affiliated Charter Schools Schoology group using access code BR88-K934-8N73R § For more information, please contact Michael Kessler, District Coordinator, Unified Enrollment, at michael.kessler@lausd.net or the Choices Support Line at (213) 241-4177
Shifting Gears At this time, we will be transitioning to specific dates and technical procedures related to the Choices/Unified Enrollment process for 2021-2022 enrollment. Although you are welcome to stay for the full training, the following schools may choose to leave at this time: § Affiliated Charter Schools with the SAS designation § Admission Criteria Schools with the SAS designation § Schools not continuing the SAS designation beginning July 1, 2021
2021-2022 Choices Timeline*
*Dates subject to change by Unified Enrollment
§ On-time Choices application window for 2021-2022: October 1, 2020 –
November 20, 2020
§ Confirmation/Correction Letters Sent: December 12, 2020
§ Late Choices application window for 2021-2022: Opens February 1,
2021 (remains open until the fourth week of the 2021-2022 school
year)
§ Program Eligibility Letters Sent: February 8, 2021
§ Selection/Waiting List Letters: March 15, 2021
§ On-time Accept/Decline Deadline: April 9, 2021 (official deadline will
be included on the Selection/Waiting List Letter); after this time, you
will know how many available seats you have and can actively pursue
applicants from your late/waitlistChoices Late Application Period § The 2021-2022 Choices late application period is open February 1, 2021 to the fourth week of the school year; it will then reopen for mid-year enrollment in January 2022 § Late applications do not affect applications submitted during the on-time window § Parents/guardians may apply to as many schools as they like during this period, but applications must be submitted individually (online or paper) § Students will be added to the school’s late/waitlist in the order the applications are received § Verification of Eligibility forms for students from private schools, independent charter schools and non-LAUSD schools must be submitted directly to the SAS site for late applicants if/when a seat is offered; eligibility must be verified before the parent/guardian can accept the seat § For currently enrolled L.A. Unified students, verification of eligibility occurs through articulation with the sending school (sample email templates will be provided in the SAS Schoology group by April 2021)
Verification of Eligibility
During the Late Application Process
§ District Applicants: If/when a Gifted Magnet/SAS site contacts the late applicant about an
available seat, verification must be provided at that time. For District applicants, this will involve
communication between the two District schools (Gifted Magnet or SAS site AND the student’s
current school of attendance). No Verification of Eligibility form is needed for District applicants.
§ Non-District Applicants (private school, independent charter): If/when a Gifted Magnet/SAS
site contacts the late applicant about an available seat, verification must be provided at that
time. For non-district applicants, the parent/guardian must request that the non-district school
complete the applicable Verification of Eligibility form and submit it directly to the Gifted
Magnet/SAS site that has offered the seat. The form should NOT be sent to Unified Enrollment
since late verification is processed at the school level, not centrally. Please note that we are in
the process of revising the Verification of Eligibility forms to reflect the procedures during the
late application period. These will be posted on the GATE website
(https://achieve.lausd.net/Page/2024) and eChoices website
(https://echoices.lausd.net/magnet/MagnetGiftedCriteria#gsc.tab=0), when available.Verification of Eligibility
During the Late Application Process (cont.)
§ Applicants NOT Enrolled in Preschool/TK: Parents/guardians must
contact gate@lausd.net to request information regarding late
verification for children not enrolled in preschool/TK.
§ Homeschooled Applicants: If the student is homeschooled but
affiliated with an organization (e.g., independent charter homeschool
organization), the parent/guardian must follow the directions for non-
district applicants (i.e., Verification of Eligibility form). If the student is
homeschooled but does not have a verifying organization, the
parent/guardian must contact gate@lausd.net to request information
regarding late verification.E-Cast and SAS Capacity Projection
§ The E-Cast process occurs from January 11-29, 2021
§ E-Cast allows schools to verify and forecast for future year SAS
enrollment
§ School principal was responsible for submitting by the deadline,
January 29, 2021
§ SAS capacity will be based on the numbers provided by:
§ School Input via Capacity Survey (Google Form)
§ E-Cast
§ SAS Reporting in MiSiS (MEM-6854.4)A link to the Capacity Survey will be emailed to both the school’s principal and the SAS coordinator. It is important to work together to complete ONE survey. You must use your LAUSD email.
Only submit capacity numbers for grade levels offered at your school site. It is permissible to enter “0” for a grade level.
Remember to click on “SUBMIT” when you have completed the survey. You will be able to edit the survey after it has been submitted.
2021-2022 SAS Capacity Survey Tips § When projecting the number of SAS seats by grade level, please keep in mind that these numbers will be used by the Unified Enrollment/Choices system to select students and officially offer seats (these offers cannot be rescinded) § Your school should not overestimate the number of SAS seats or the number of selected applicants may exceed the number of actual spaces § You must ensure that your school has considered: § Seats for residential students (must be accommodated) § Open Enrollment (if applicable) § Other permit types (work permit, childcare permit, etc.)
SAS Accept/Decline Timeline § Parents receive program eligibility letters: February 8, 2021* § Selection/waiting list letters sent to parents: March 15, 2021* § Parents accept/decline selected programs online or contact school: April 9, 2021* § SAS coordinators reach out to parents who have not accepted or declined before the April 9, 2021, deadline § If parent accepts a placement, all other selected programs will be auto-declined § If a parent fails to respond by April 9, 2021, this will be an automatic decline (all declines are final) § SAS schools contact parents of accepted applicants to enroll at selected school site § After April 9, 2021, SAS coordinator monitors waiting list/late applications and may continue to select applicants from the list as space is available up until the fourth week of the 2021-2022 school year § The SAS school site is responsible for verifying the eligibility of students applying through Late Application (this must be noted in the Principal’s Portal; the same criteria applies) * Dates subject to change by Unified Enrollment
Unified Enrollment on the Principal’s Portal
SAS Quick Counts and Enrollment Capacity Contact Kevin Kilpatrick (kevin.kilpatrick@lausd.net) if there are errors or discrepancies on Enrollment Capacity
Schools will be able to view their
tentative SAS Application Roster
at 3:00 p.m. on March 8, 2021*
*Subject to changeFrequently Asked Questions (cont.)
Q. My SAS Application Roster indicates that I have several
“selected” students who are “pending.” Can I accept them all if
I have space?
A. No. The parent/guardian must decide whether they want to
accept or decline the offer. Most parents/guardians accept or
decline their on-time “selected” offers online in the Choices
application system (Parent Account). They may also contact
you directly to accept or decline on their behalf; record this
communication in the Principal’s Portal. You may not accept or
decline on a parent/guardian’s behalf unless you have
communicated with them via phone or email.Frequently Asked Questions (cont.)
Q. What if the application page indicates that the student who is next on my list was
already accepted to another program?
A. If the student is still on your “Pending” list, you must contact the student’s
parent/guardian and offer the student admission to your school. (You cannot skip
a student who is next on the list, simply because they have already accepted
another placement.) If the parent/guardian accepts admission to your school, this
will auto-decline the first acceptance. You must inform the parent prior to
acceptance that changing to your school will permanently auto-decline the other
school.Frequently Asked Questions
Q. Before I decline a Waiting List/Late Application student, how
many times am I required to contact a parent/guardian if
there is no response to the initial communication?
A. You must contact the parent/guardian three times on three
separate days before declining the student. When contacting a
parent/guardian use all numbers and emails available in the
Parent/Guardian Information section. (See email samples
which will be posted in the SAS Schoology group.) All
contacts must be noted in the Principal’s Portal.Frequently Asked Questions (cont.)
Q. What if the application page has a Resident School that is
blank or inaccurate?
A. Click on the “School Finder” link next to Resident School. In
School Finder type the student’s address and find the correct
resident school. On the student’s application, select the
correct school in the Resident School drop-down menu.SAS Accept & Decline Hands-on Trainings
Who Can I Contact For Assistance?
Advanced Learning Options (ALO) Phone: (213) 241-4177 (Choices)
Phone: (213) 241-6500 GATE)
Arzie Galvez, Director arzie.galvez@lausd.net Fax: (213) 241-8975
333 S. Beaudry Avenue, 25th Floor
Gifted/Talented Programs (GATE) Los Angeles, CA 90017
http://achieve.lausd.net/gate
Susanna Furfari, District Coordinator (LD NE/NW) susanna.furfari@lausd.net
Dr. Lucy Hunt, District Coordinator (LD C) lhunt@lausd.net
Kevin Kilpatrick, District Coordinator (LD S) kevin.kilpatrick@lausd.net
Dr. Nicole Niederdeppe, District Coordinator (LD E) nnn8729@lausd.net
Erin Yoshida-Ehrmann, District Coordinator (LD W) emy2142@lausd.net
Wynne Wong-Cheng, District Coordinator, Psychological Services wynne.wong@lausd.net
Michelle Papazyan, District Specialist, Targeted ID Program (TIP) mpapazya@lausd.net
Rasienna Forss, District Specialist, Instructional Technology rasienna.willars@lausd.netStay Connected
Other GATE Resources (NOT affiliated with
LAUSD):
§ National Association for Gifted Children:
http://www.nagc.org
§ California Association for the Gifted: https://cagifted.org
https://achieve.lausd.net/gate
§ Supporting Emotional Needs of the Gifted:
http://sengifted.org
§ Twice Exceptional (2e) Newsletter:
http://www.2enewsletter.com
https://twitter.com/LAUSDGATE § Hoagies’ Gifted Education Page:
http://www.hoagiesgifted.org
§ Johns Hopkins Center for Talented Youth: https://cty.jhu.edu
§ Summer Institute for the Gifted:
https://www.giftedstudy.org/residential/ucla/
https://www.facebook.com/LAUSDGATEYou can also read
