Regency Park School staff continues to explore differentiation in the classroom through a book study “Classroom Instruction that Works”, by Marzano. This study will allow conversations among teachers about what has been successful differentiation strategies. In addition, our school has begin a school wide implementation of “Ji Ji”, a computer math program where students work at their own pace. Our teachers are also analyzing data to help drive instruction.

     Teachers provide GATE students with differentiated instruction in the classroom using var ious strategies.  Some grade levels switch students to group according to ability. This allows teachers to provide instruction that is more precisely structured to present curriculum to each group’s level in a challenging way. Some teachers provide flexible grouping within the classroom and may use learning contracts, tiered assignments or independent studies.

Our current system for qualifying students as G.A.T.E. is under review and revision by the Twin River Unified School District's Currciculum and Academic Acheivement Department.  We anticipate a more comprehensive program that clearly defines how students are qualified and supported in our school program.  Currently students are qualifed using one of two pathways: 1) A student who has scored in the Advanced ranged in both Mathematics or English Language Arts (or scores in the Advanced range in the same subject in two consecutive years) on the California Standards Test; or, 2) Students may be recommended by their teacher and then a review process is initiated for qualification.  A student may also gain 'guest' status, but with the loss of our extended day programs (due to state budget cuts) there is no real advantage to having this status during the current '09-'10 school year.