92 Neb. Admin. Code, ch. 3, § 003 - DEVELOPMENT OF AN APPROVABLE DISTRICT PLAN FOR THE DELIVERY OF ACCELERATED OR DIFFERENTIATED CURRICULUM PROGRAMS TO HIGH ABILITY LEARNERS
003.01 In order to
be an approved program, each school district shall identify learners with high
ability. Educational Service Units (ESUs) may identify learners with high
ability and/or provide accelerated or differentiated curriculum programs for
school districts. Each approved plan for a school district, whether provided by
the district or for the district by an ESU, shall include the following
elements:
003.01A. The district's philosophy
on educational service to learners with high ability.
003.01B. The district operational definition
of high ability learner.
003.01C.
The goals and objectives of the local program for learners with high
ability.
003.01D. Procedures for
identification of learners with high ability as described in 004,
Identification Procedures.
003.01E.
A description of the continuum of program services, options, and strategies as
described in 005, Accelerated and Differentiated Curriculum Program Options and
Affective or Guidance.
003.01F.
Overall program evaluation process as described in 008, Evaluation and Future
Planning.
003.01G. Staff
development training and support as described in 006.04.
003.01H. Program management outline,
including: personnel roles, plan for communicating the district plan to parents
and the public, budget, facilities, and supplies.
003.01I. Include identified students from
Class I districts in the system in the accelerated or differentiated curriculum
program.
003.02 The
district-wide plan may be developed by a representative committee including
parents, classroom teachers, administrators, and other interested parties.
Advisory members with experience or expertise in education of learners with
high ability are highly encouraged to be a part of the planning
committee.
003.03 Each school
district or Educational Service Unit shall make the written plan available to
the citizens of the district.
Notes
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