SAS

 

We are proud to be an SAS School!  The Schools for Advanced Studies (SAS) are programs designed throughout the District have been implemented to improve educational options and increase professional training to support the development of gifted and talented youth. The Schools for Advanced Studies Program receives funding from the District in the form of a block grant. SAS teachers and administrators are required to participate in professional development training. 

Student Outcomes

  • Continuous progress based on ability and performance
  • Accelerated student performance
  • Development of independence and self direction
  • Acceleration in a discipline or across disciplines
  • Increased use of technology for research and multi-media presentations
  • Increased participation in state and national tests and competitions
  • Success in making original contributions to a field of study
  • Early college admission
  • Grade advancement
  • Concurrent enrollment in two grades and/or college

Administrator/Teacher Outcomes

  • Increased knowledge of cognitive and social emotional needs of gifted students
  • Increased knowledge and use of program options and strategies for teaching gifted students
  • Improved professional development leading to teacher certification
  • Articulated programs (elementary, middle, and senior high schools)
  • Alternative assessment procedures (recognizing individual differences)
  • Increased use of resources for working with gifted students
  • Alternative evaluation processes

Parent Education Outcomes

Parents will have access to monthly parent education workshops where the following topics will be included:

  • Knowledge and informational updates of the Advanced Studies Program
  • Increased knowledge of the characteristics, strategies, resources and programs parents can use to foster and promote the cognitive, social-emotional and developmental needs of gifted students.
  • Awareness of organizations, associations, programs which serve as a resource for parents of gifted students
  • Access to specific curriculum examples and projected strategies
  • Intersession/summer preparation strategies
    Knowledge of the assessment and identification process in LAUSD
  • Knowledge of the transition from elementary to middle to senior high school

Counseling and Guidance Outcomes

The guidance/counseling process is a product of the collaborative efforts of teachers, administrators, support personnel, specialists, and parents. Everyone who lives or works with the gifted child often serves one or more functions in the guidance/counseling program for maximal effectiveness. These functions may include: mentor, facilitator, listener, advocate, consultant, instructor, role model, and program coordinator. The guidance/counseling services will be differentiated for the gifted student to include:

  • Orientation of individual gifts and talents to special programs/services
  • Information services about giftedness, summer and extra curricular enrichment, scholastic services/scholarships
  • Placement in program options and educational alternatives

Application 

Eligible students in grades K through grade 11 who reside within the LAUSD boundaries may apply. A transfer application will be available at the school of residence and it is submitted directly to the school of choice. (Approved application may be downloaded from page 3 of this section.)

Criteria 

The Schools for Advanced Studies (SAS) Program offers an intensive academic articulated program in which both innovative and traditional courses are taught. The course content is modified to match the students’ achievement level or capacity for learning. The SAS program is offered to LAUSD resident students in Grades 1-12 who meet the criteria. Each student must be verified by the school of attendance as meeting one of the following threecriteria:

(1) — Demonstrate ability in all four critical-thinking and problem-solving skills in their primary language.

  • Explain meanings or relationships among facts, information, or concepts that demonstrate depth and complexity.
  • Formulate new ideas or solutions and elaborate on the information.
  • Use alternative methods in approaching new or unfamiliar mathematical problems.
  • Use extensive vocabulary easily and accurately to express creative ideas. 

(2) —Percentile scores of 85 or above in both total reading andtotal mathematics on standardized norm-reference tests 
or Scaled scores on the California Standards Test (CST) as follows:

  • A scaled score of 450 or above in English-Language Arts, grades 2-11 and
  • A scaled score of 455 or above in mathematics, grades 2-7 or
  • A scaled score of 455 or above for grades 8 and above in oneof the following math content courses: Algebra I or II; Geometry; Integrated Math I, II or III; High School Summative Math.

(3) Identification as gifted in any of the categories by an LAUSD school psychologist.