FEBRUARY 2022 SCHOOLS FOR ADVANCED STUDIES (SAS) SPRING COORDINATOR TRAINING - GIFTED/TALENTED PROGRAMS ADVANCED LEARNING OPTIONS - Los Angeles ...
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SCHOOLS FOR ADVANCED STUDIES (SAS)
SPRING COORDINATOR TRAINING
FEBRUARY 2022
GIFTED/TALENTED PROGRAMS
ADVANCED LEARNING OPTIONS
DIVISION OF INSTRUCTION
Agenda/Objectives
Part 1: All SAS Sites Part 2: SAS Sites Participating in
§ What is exemplary GATE implementation?
Choices SAS Process (Not Applicable
to Affiliated Charter Schools and
§ Who are the “experts” available to support you?
Admission Criteria Schools)
§ Fictional school site GATE program analysis
§ Unified Enrollment/Choices timeline
§ Depth, complexity, novelty, and acceleration
§ Late application and verification process
§ SAS Anchor Sessions and training opportunities
§ SAS capacity setting for 2022-2023
§ Spring SAS coordinator responsibilities
§ SAS accept/decline timeline and “quick look” at
§ SAS Budget Principal’s Portal screens
§ Reporting SAS participation in MiSiS § Q & A and Evaluation
Gifted/Talented Programs Goal
To identify gifted and talented students § Schools for Advanced Studies (SAS)
including those from diverse racial, sites serve as demonstration centers
socioeconomic, linguistic, and cultural for equitable and exemplary GATE
backgrounds, and provide high-quality implementation.
differentiated opportunities for
learning that develop students' unique § SAS sites must reflect the
abilities and talents. demographics of our district 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
SAS Educators Are Always Learning and Growing
§ SAS sites were selected for their proven
commitment to exemplary GATE implementation
§ However, true experts understand that you never
stop learning, even if you are on the top of your
game
§ There are experts everywhere and inspiration can
come from anywhere – in fact, YOU may be the
inspiration for others!
“When people say, ‘You can’t teach
§ This semester, we are challenging you and your an old dog new tricks,’ it’s not true,
teachers to keep learning and growing to take because you can reinvent yourself and
your SAS to the next level learn new things whenever you want.”
- Jonathan Van Ness
You’ve heard of the Fab 5? Meet the GATE 8!
Susanna
Lucy
Nicole
Rasienna
The GATE 8
Experts
Michelle
Kevin
Erin
Wynne
Erin Yoshida-Ehrmann, District Coordinator
§ Schools for Advanced Studies (SAS), including site
designation and implementation
§ Unified Enrollment/Choices for SAS
§ Verification of eligibility process for SAS/Gifted Magnet
§ Equitable and Strategic Enrollment for GATE/SAS
§ Local District West (general GATE support)
§ Before you email, check the SAS webpage
https://achieve.lausd.net/Page/2024, eChoices
webpage https://echoices.lausd.net/sas#gsc.tab=0, or
review previous GATE Listserv emails.
Expertise: SAS § Email: emy2142@lausd.net
Kevin Kilpatrick, District Coordinator
§ SAS/Unified Enrollment technical support,
including SAS reporting in MiSiS, SAS capacity
setting, and Choices SAS accept/decline process
§ GATE data systems (MiSiS, Principal’s Portal,
etc.)
§ Adding or deleting names from GATE Listserv
§ Online/virtual professional development, not
including GATE BYTES
§ Local District South (general GATE support)
§ Email: kevin.kilpatrick@lausd.net (or register for
SAS technical trainings on MyPLN)
Expertise: Data Systems
Rasienna Forss, District Specialist
§ Instructional technology
§ Banked-time GATE professional development
§ Online/virtual professional development, including GATE BYTES
§ SAS support, including SAS Anchor Sessions
§ LAUSD/UCSD Certification Program
§ GATE/SAS Schoology groups
§ Local District Northeast/Northwest (general GATE support)
§ Email: rasienna.forss@lausd.net
§ Before you email, check the GATE professional development
Expertise: Instructional Tech webpage: https://achieve.lausd.net/Page/2169
Dr. Lucy Hunt, District Coordinator
§ GATE professional development events,
including Symposium and Spring Summit
§ GATE salary point classes
§ Byrdseed.TV
§ Local District Central (general GATE
support)
§ Email: lhunt@lausd.net
§ Before you email, check the GATE
professional development webpage:
https://achieve.lausd.net/Page/2169
Expertise: GATE PDSusanna Furfari, District Coordinator
§ GATE parent engagement, including GATE/SAS Parent
Conference, parent trainings, and parent newsletter
§ Visual and Performing Arts Demonstrations and
Auditions
§ Twice-exceptional learners
§ OLSAT-8 support (High Achievement Ability category)
§ Local District Northeast/Northwest (general GATE
support)
§ Email: susanna.furfari@lausd.net
§ Before you email, check these GATE parent resources:
https://achieve.lausd.net/Page/8400
https://achieve.lausd.net/Page/2286
Expertise: Parents/VAPADr. Nicole Niederdeppe, District Coordinator
§ Conservatory of Fine Arts
§ Visual and Performing Arts Demonstrations and Auditions
§ Annual GATE Report
§ Fall/Spring GATE Coordinator Trainings
§ GATE coordinator differential inquiries (including Inter-
office Correspondence)
§ Local District East (general GATE support)
§ Email: nnn8729@lausd.net
§ Before you email, review the relevant policy documents
Expertise: Conservatory/VAPA under District Communications:
https://achieve.lausd.net/Page/11830Wynne Wong-Cheng, District Coordinator
§ Gifted identification (Intellectual
Ability category)
§ OLSAT-8 administration (High
Achievement Ability category)
§ Supports all Local Districts
§ Email: wynne.wong@lausd.net
§ Before you email, review the relevant
identification policy documents under
District Communications:
https://achieve.lausd.net/Page/11830
Expertise: Intellectual Ability/OLSAT-8Michelle Papazyan, District Specialist
§ Identification in Creative and Leadership Ability
categories
§ Identification in High Achievement Ability (not
including OLSAT-8) and Specific Academic Ability
category
§ Targeted Identification Program (TIP)
§ Propelling Academic Success in Creativity and
Leadership (PASCAL)
§ Email: mpapazya@lausd.net
§ Before you email, review the relevant identification
Expertise: CALA/HA/SA/TIP policy documents under District Communications:
https://achieve.lausd.net/Page/11830Designated GATE Psychologists
In addition to the GATE 8, your
designated GATE psychologist can assist
with the following:
§ Intellectual Ability referrals, including
submitting reassessment requests
§ Testing inquiries, including test
scheduling and preparing for test day
§ Targeted Identification Program (TIP)
consultations, if applicable
Expertise: Intellectual Ability TestingWho are the experts at YOUR school?
How can YOU help your teachers? How can YOUR TEACHERS help you?
§ Share GATE professional development § Be gifted detectives; screen and refer
options: students for gifted/talented
https://achieve.lausd.net/Page/2169 identification, including from Targeted
Student Populations, twice-exceptional,
§ Attend District GATE professional able-underachieving, etc.
development and facilitate school site
GATE professional development for § Serve on the GATE screening committee
teachers with an emphasis on high-
quality differentiated instruction and § Share their passions and instructional
equitable access expertise through GATE/SAS teacher
trainings, professional book clubs, parent
§ Empower teachers by showing them trainings, website, enrichment
where and how to find GATE resources opportunities, etc.We Love Abbott Elementary!
§ Abbott Elementary is a wonderful new
“mockumentary” sitcom on ABC created by
talented writer, producer, comedian, and
actress Quinta Brunson
§ The show follows the day-to-day
experiences of a group of dedicated
teachers in a Philadelphia public school
(and their lovable yet ridiculously out-of-
touch principal)
§ Abbott Elementary has it all – humor, heart,
and relevance
§ However, what’s missing is an
understanding of what equitable GATE
services and support should look like in
public educationOkay, we realize it’s a fictional comedy but… Let’s help the Abbott Elementary GATE program!
Abbott Elementary on Gifted Education § “Marie, we know that you know [the answer]. Why don’t you sharpen up some colored pencils? Why don’t you help grade some of the other students’ worksheets?” § “The problem is, there’s no one to teach the gifted program. You guys are in your classes all day.” § “Jacob is going to teach the gifted program during his free period.” § [Principal pulling students out of class] “It’s smart kids time! All aboard the brain train!” § “I’m thinking some of the kids who aren’t in the gifted program are feeling left out.” § “If the program is making the kids feel bad, I don’t think it’s worth it.” § “That smart money’s for the smart kids.” Season 1, Episode 6, Gifted Program
The Show vs. What GATE Educators Know
The Show: What Equitable GATE Educators Know:
§ “Marie, we know that you know [the § Gifted or advanced learners aren’t teacher’s
answer]. Why don’t you sharpen up assistants
some colored pencils? Why don’t you
help grade some of the other § All students need to be challenged and learn
students’ worksheets?” new things every day; this is why GATE
clustering is so important because it provides
students an academic peer group and makes
differentiation more realistic for teachers
§ Pre-assessment and differentiated instruction
(e.g., tiered lessons) allow educators to
provide challenging and appropriate work for
all studentsThe Show vs. What GATE Educators Know
The Show: What Equitable GATE Educators Know:
§ “The problem is, there’s no one § Gifted and advanced learners need to be challenged all
day, not just during specialized enrichment
to teach the gifted program. You
opportunities such as afterschool or pull-out programs
guys are in your classes all day.”
§ Per District policy, school site GATE programs must be
§ “Jacob is going to teach the planned and organized as differentiated learning
gifted program during his free experiences within the regular school day, i.e., all-day
differentiation
period.”
§ All District educators may participate in GATE
professional development to gain expertise in meeting
the needs of gifted learners from diverse backgroundsThe Show vs. What GATE Educators Know
The Show: What Equitable GATE Educators Know:
§ [Principal pulling students out § Gifted learners aren’t “special” or “better” and
shouldn’t be singled out or praised for their giftedness
of class] “It’s smart kids time!
All aboard the brain train!” § Gifted education – like ALL education – is about
meeting a student’s academic and social-emotional
needs to allow individuals to grow and thrive
§ It is important that educators and families
communicate to students that instruction and class
placement may be different because learners have
different, changing needs – but these differences
aren’t “better” or “worse”The Show vs. What GATE Educators Know
The Show: What Equitable GATE Educators Know:
§ “I’m thinking some of the kids who § It is our responsibility as educators to ensure that ALL students
aren’t in the gifted program are feeling receive appropriate, engaging, and respectful instruction – even
left out.” if the content, process, and product are modified
§ “If the program is making the kids feel § GATE classes should not be more “fun” than other classes; all
bad, I don’t think it’s worth it.” classes should include novel and engaging lessons and projects
§ GATE participation should include ALL types of gifted learners,
not just identified or high achieving students, including able-
underachieving, twice-exceptional, English learners, etc.
§ GATE programming must not include harmful, archaic practices,
e.g., tracking, publicly labeling groups or students with
high/medium/low, etc.The Show vs. What GATE Educators Know
The Show: What Equitable GATE Educators Know:
§ “That smart money’s for the § In California, GATE program funding is
smart kids.” included in the Local Control Funding
Formula (LCFF), which replaced
previously existing K-12 state funding
streams. Schools do not receive
additional funds to support the school
site GATE/SAS coordinator or program
implementation.School Site GATE Professional Development Idea
§ Watch Abbott Elementary (Season 1, Episode 6, Gifted Program)
§ During or after the viewing, teachers can complete a retrieval
chart or frame using the prompts of depth and complexity (e.g.,
details, patterns, language of the discipline)
§ What are some misconceptions about gifted education?
§ What good intentions and valid personal experiences, including
issues related to equity, may be the underpinnings of these
misconceptions?
§ How would you reframe the conversation (e.g., all-day To continue the conversation, watch previous
differentiation, multiple intelligences theory, novelty) to explain episodes, including Season 1, Episode 5 (Student
how these ideas/practices can be implemented equitably in a Transfer), to look to characteristics of giftedness and
GATE program? opportunities for referral and differentiation, including
acceleration and curriculum compacting.Why not make it a popcorn party?
Free Popcorn from Renzulli Learning and Double Good!
https://renzullilearning.com/
en/Articles/Content/287-
donated-gormet-popcornEquitable and Exemplary GATE Implementation § How do we “walk the walk” and “talk the talk” when it comes to GATE implementation? § How do we ensure that SAS teachers are maintaining equitable and exemplary GATE instructional practices, with an emphasis on depth, complexity, novelty, and acceleration? § How can we make this differentiation more explicit for parents/guardians, students, and community members so they are aware of how curriculum and instruction are being equitably 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.
How would your staff respond to these parent questions? § How is instruction in a GATE/SAS class different? § How is instruction differentiated (e.g., small groups, questioning strategies, tiered lessons, choice, curriculum compacting, novel products)? § How are teachers pre-assessing students (academic readiness, interest, and learning style) to make sure my child is challenged? § What 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 (e.g., boredom, apathy, perfectionism, anxiety, depression)?
Differentiated Instruction: Depth and Complexity
(Does it encourage critical and creative thinking?)
§ 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
(Is the pacing and content appropriate?)
§ 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.comDifferentiated Instruction: Novelty
(Is it engaging and relevant to the students?)
§ Pre-assessment to determine academic
readiness, interests, and learning styles
§ Novel products, both digital and non-
digital
§ Choice based on interest and learning
style
§ Project-based learning
§ Independent studyByrdseed TV: Differentiated Lessons
for Gifted Learners (Grades 3-6)
o ut! • Gifted/Talented Programs, Advanced Learning Options is partnering
t mi ss with Byrdseed.TV to bring pre-made, differentiated lessons to your
Do n’ schools (grades 3-6)
• Byrdseed.TV is a library of video lessons, projects, and
investigations that you can use directly with your gifted students
• Byrdseed.TV currently has 500 lessons and the number continues to
grow
• Teachers that subscribed to Byrdseed.TV for the 2020-2021 school
year are automatically re-enrolled for the new site license year; no
action is required for existing users to renew this license for the
current year
• There are a limited number of new site licenses and they will be
distributed in the order received (first-come, first served); contact
Dr. Lucy Hunt, District Coordinator, at lhunt@lausd.net for more
informationSAS Anchor Sessions Resume in February 2022 § SAS Anchor Sessions (formerly SAS Office Hours) are virtual, weekly opportunities for SAS coordinators and administrators to receive GATE/SAS updates and ask questions § SAS Anchor Sessions were temporarily placed on hold while Gifted/Talented Programs staff were assigned to full-time school support § Sessions will typically be held on alternating Mondays (3:00 – 4:00 p.m.) and Thursdays (4:00 – 5:00 p.m.), resuming Thursday, February 24, 2022 § Schedule, Zoom link, and agenda will be posted weekly in the SAS Schoology group; access code ZHW3H-VRNWK § Sessions may feature “Tech in a Minute” mini-trainings that are designed to share and model best practices in GATE Instructional Technology
Spring SAS Coordinator Responsibilities § Adhere to all policies and expectations for Schools for Advanced Studies (BUL-3360.4) § Monitor communication via the GATE Listserv and SAS Schoology group; share information, including GATE professional development opportunities, as appropriate § Report SAS participation in MiSiS (deadline was December 17, 2021) § 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 18, 2022); 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 2022); does not apply to Affiliated Charter Schools or Admission Criteria Schools § Attend required and optional SAS coordinator trainings (e.g., SAS Anchor Sessions, SAS/Choices technical trainings), as applicable
SAS Budget Update § Supplemental Schools for Advanced Studies (SAS) funding is not guaranteed each year. It is determined annually based on availability of Advanced Learning Options funds (BUL-3360.4). Currently, funding for the 2021-2022 SAS school site allocation is not available. § GREAT NEWS! Gifted/Talented Programs, Advanced Learning Options, received funds to explicitly support the professional learning of educators at current SAS sites. Funds are to be used solely for the compensation of staff who participate in GATE/SAS professional development or collaborative activities that occur after the workday or week. § To qualify for compensation for GATE-specific professional learning activities, participation must be verified using sign-ins, agendas, MyPLN History, and GATE Professional Development Records, as applicable; subject to audits. § This is an administered program (not an allocation) so schools can charge the funding line directly but must not exceed the provided amount. § Detailed information will be shared with principals via an Inter-office Correspondence and Budget Services Notification soon.
GATE Coordinator Differential § GATE program funding is included in the Local Control Funding Formula (LCFF), which replaced previously existing K-12 state funding streams. § Schools do not receive additional funds to support the school site GATE/SAS coordinator; the differential must be allocated from existing school site funds, i.e., LCFF. § District policy requires each principal to allocate funds to support a differential for the GATE coordinator. This differential must be reported twice annually, in January and June. § Please refer to the annual Inter-office Correspondence from the Division of Instruction regarding the GATE/SAS coordinator differential on https://achieve.lausd.net/gate under District Communications. § To clarify, the SAS professional learning budget cannot be used to fund the GATE coordinator differential or other GATE-related purchases.
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 17, 2021) and update as needed; refer to MEM-6854.5, 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
Affiliated 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 (option 5)
Shifting Gears to Part 2 At this time, we will be transitioning to specific dates and technical procedures related to the SAS Choices/Unified Enrollment process for 2022-2023 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
2022-2023 Choices Timeline*
*Dates subject to change by Unified Enrollment
§ On-time Choices application window for 2022-2023: October 1 – November 12, 2021
§ Confirmation/Correction Letters Sent: December 6, 2021
§ Late Choices application window for 2022-2023: Opened February 1, 2022 (remains
open until the fourth week of the 2022-2023 school year)
§ Program Eligibility Letters Sent: February 7, 2022
§ Selection/Waiting List Letters Sent: March 15, 2022
§ On-time Accept/Decline Deadline: April 8, 2022 (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 2022-2023 Choices late application period will be open from February 1, 2022 to the fourth week of the school year; it will then reopen for mid-year enrollment in January 2023 § 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 2022)
Verification of Eligibility
During the Late Application Process
§ District Applicants (including City of Angels): 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. Late verification forms are
available on the GATE website (https://achieve.lausd.net/Page/2024) and eChoices website
(https://echoices.lausd.net/magnet/MagnetGiftedCriteria#gsc.tab=0).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
§ E-Cast allows schools to verify and forecast for future year
enrollment, including SAS
§ School principal is responsible for submitting by the deadline,
Friday, February 11, 2022
§ SAS capacity will be determined using the following:
§ School Input via Capacity Survey (Google Form)
§ E-Cast
§ SAS Reporting in MiSiS (MEM-6854.5)A link to the SAS Capacity Survey will be emailed to both the school’s principal and the SAS coordinator. It is important to work Deadline: Friday, together to complete February 18, 2022 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.
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
*Dates subject to change by Unified Enrollment
§ SAS Capacity Survey Deadline: February 18, 2022
§ Selection/Waiting List Letters sent to parents: March 15, 2022*
§ Parents accept/decline selected programs online or contact school: April 8, 2022*
§ SAS coordinators may reach out to parents who have not accepted/declined before the deadline
§ If parent accepts a placement, all other selected programs will be auto-declined
§ If a parent fails to respond by April 8, 2022, this will be an auto-decline (all declines are final)
§ SAS schools contact parents of accepted applicants to enroll at selected school site
§ After April 8, 2022, 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 2022-2023 school year
§ The SAS school site is responsible for verifying the eligibility of students applying through the late application (this
must be noted in the Principal’s Portal; the same criteria applies)Quick Look: Unified Enrollment on the Principal’s Portal New or need a refresher? In-depth trainings will be offered this spring to support SAS coordinators with the SAS accept/decline process.
SAS Quick Counts and Enrollment Capacity
This screen shows the
number of SAS applications
and capacity per grade level.
Contact Kevin Kilpatrick (kevin.kilpatrick@lausd.net) if there are errors or discrepancies on Enrollment
CapacitySAS Application Roster
This screen shows you the
roster of students selected
or waitlisted to SAS.This screen allows you to manage SAS accept/decline process and log communication with families.
This screen also includes a dropdown for you to report a late applicant’s eligibility status.
Accept/Decline Tips § A parent/guardian must decide whether they want to accept or decline the “selected” offer to your school. Most will do this online. Do not accept or decline on a parent’s behalf unless the parent has explicitly requested it. (For example, you cannot ”accept” all of the students on your “selected” list just because you have space.) § Accepting a Choices placement will permanently auto-decline all other “selected” placements but will not impact “waitlist” status. § If a student is next on your waitlist, you MUST contact the parent/guardian to offer the seat, even if they have already accepted another placement. § You must contact a parent/guardian three times on three separate days before declining the student and moving to the next.
SAS Accept & Decline Hands-on Trainings
Register on MyPLN. Search for “SAS” or “SAS
Accept and Decline Hands on Training.”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 susanna.furfari@lausd.net
Dr. Lucy Hunt, District Coordinator lhunt@lausd.net
Kevin Kilpatrick, District Coordinator kevin.kilpatrick@lausd.net
Dr. Nicole Niederdeppe, District Coordinator nnn8729@lausd.net
Erin Yoshida-Ehrmann, District Coordinator emy2142@lausd.net
Wynne Wong-Cheng, District Coordinator wynne.wong@lausd.net
Michelle Papazyan, District Specialist mpapazya@lausd.net
Rasienna Forss, District Specialist 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/LAUSDGATEThank you for attending and
for all you do for our students.
(and attending an SAS coordinator training)
Questions?
We value your feedback!
Please use this evaluation link:
https://www.surveymonkey.com/r/2022SpringSASYou can also read
