Transcript Elementary Gifted Services Program 2011-2012

Elementary
Gifted Services
2014-2015
Rochester Public Schools
Inspire
Challenge
Empower
Gifted Services Mission
Creating an environment in which the full
potential of the gifted learner is recognized,
encouraged and nurtured
2014-2015 Elementary Gifted Services Staff
Sandra Adamson
Gage, Gibbs, Washington
Laura Heuton
Bishop, Churchill/Hoover, Folwell, Pinewood
Vandi King
Jefferson, Lincoln/Uppers, Longfellow, Riverside
Monica Bowler
Principal on Special Assignment: Gifted Services &
HSCC
Kim Reid
Elton Hills, Franklin/MAF, Sunset Terrace
Colleen Sallee
Bamber Valley
Topics for this Evening
• Continuum of Services
• Elementary Identification
• Elementary Curriculum
• Social/Emotional Needs
• Grade and Subject Advancement
• Early Entrance to Kindergarten
• Highly Gifted Program at Friedell
Continuum of Services
Elementary School
Classroom differentiation
Cluster grouping for homeroom classes
Options for independent study
Social and emotional development
Learning how to struggle, fail, persevere
Push-in, pull-out, co-taught classes
Grade acceleration
Early entrance to kindergarten
PETS (Primary Elementary Thinking Skills)
RAMP (Rochester Accelerated Math Program)
Elementary Gifted Services
• Elementary specialists – 5 staff/4.5 FTE
• Services
• Assessments/Portfolio consideration
• Verbal and Non-Verbal services
• Co-Teaching, push-in, pull-out classes
• Grade acceleration
• Curriculum writing
• Supporting classroom teachers
• Students in grades 3, 4, and 5 have the opportunity to participate in
verbal (reading and social studies) and/or nonverbal (mathematics and
science) pull-out classes.
• These classes are taught during the school day, for approximately 45
minutes, once per 6-day cycle, and are taught by an elementary gifted
services specialist.
Tiered Instruction
All students should be
working in their zone of
proximal development.
(All students should struggle.)
Tiered Instruction Model
Tiered instruction is the practice of providing high quality
instruction and scientifically based interventions matched to
student needs. These opportunities are uniquely designed for each
site.
Tier One
Differentiated Instruction of
Core
80%
Tier Two
Additional Support
Core and More
15%
Tier Three
Strategic Intervention
5%
Elementary Criteria for Identification
Grade Level
Services
CogAT Score
NWEA NPR
2-5
Verbal
122+ Verbal (V)
80%ile+ in Reading
Non-verbal
122+ Non-verbal
(Q+NV)
80%ile+ in Math
2-5
OR
2-5
Verbal
116-121 Verbal (V)
95%ile+in Reading
2-5
Non-verbal
116-121 Non-verbal
(Q+NV)
95%ile+ in Math
OR
2-5
Verbal
Qualifying portfolio completed at school
2-5
Non-verbal
Qualifying portfolio completed at school
Reasoning
What is the CogAT test?
Verbal
Non-Verbal
Quantitative
Test Components
Verbal
•Picture/word analogies
•Picture/word classification
•Sentence completion
Test Components
Nonverbal
•Figure matrices
•Paper folding
•Figure classification
Test Components
Quantitative
•Number analogies
•Number puzzles
•Number series
Elementary Gifted Services Portfolio
Portfolios must be requested by December 5, 2014.
Verbal
• Gifted Behavior Rubric and Profile
• One supplied writing prompt
• One supplied fiction interpretive prompt
• One supplied creative problem solving
prompt
Elementary Gifted Services Portfolio
Portfolios must be requested by December 5, 2014.
Non-Verbal
• Gifted Behavior Rubric and Profile
• Math problem solving exercises
• One supplied non-fiction interpretive
prompt
• One supplied creative problem solving
prompt
Curriculum Overview
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Grade 3
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Grade 4
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Grade 5
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VERBAL
NON-VERBAL
Language/ Social Studies
Math/ Science
The Outer Edge – Jamestown
Reader Unit
Ancient Egypt: Gift of the
Nile (William and Mary
Curriculum)
Our Diverse Community
The Wild Side – Jamestown
Reader Unit
Everyday Economics
Speeches
--Impromptu
--“How to”
--Hobby
Persuasive Speaking and
Writing
Debate and Mock Trial
Revolutionary War (William
and Mary Curriculum)
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Logic and the Scientific Method
Project M3: Unraveling the
Mystery of the Moli Stone
(numbers & operations)
Inventions
Hands-On Equations
Human Brain
Project M3: Record Makers and
Breakers (using algebra to analyze
change)
Models and Design
Project M3: What Are Your
Chances?
(data analysis and probability)
Jamestown Reading Series
• Grade 3 Verbal
Selections from The Outer Edge
• Grade 4 Verbal
Selections from The Wild Side
The Outer Edge
Grade 3 Verbal
English/Language Arts Standards integrated into
the unit:
• Students will form opinions and support them via
text.
• Students will compose opinion writings and
support their viewpoints with sound reasons.
• Students will compare and contrast two reading
selections.
• Students will identify the main idea of a literary
piece and support this with details.
The Wild Side
Grade 4 Verbal
English/Language Arts Standards integrated into the unit:
• Determine the main idea of a text, and support it with
key details
• Produce clear and coherent writing
• Determine the meaning of domain-specific words
• Explain what a text is saying by drawing upon explicit
details or inferences
5th Grade Verbal
Persuasive Speaking and Writing
• Students explore viewpoint and recognize that different people have
different viewpoints.
• Students create a RAFT writing from a different viewpoint:
R=Role, A=Audience, F=Format, and T=Topic
• Students learn about persuasive strategies and incorporate them into a
persuasive essay.
Debate and Mock Trial
• Students prepare organized arguments with supporting details on an
assigned topic and position (pro or con).
• Students apply their reasoning an persuasive skills as participants in a mock
trial.
Project M3
• Parent Resources
Hands On Equations
A Powerful, Whole-Brain, Teaching Method
• Visual
• Kinesthetic
• Introduction to algebraic concepts
• Solid foundation for success in algebra
• Verbal problem solving
X + 2x + 5 = x + 19
Throughout ALL units…
Students will be afforded ample opportunities to demonstrate:
• critical thinking skills
• abilities to communicate effectively with others and listen
meaningfully
• creativity
Social Emotional
Perfectionism
Over-excitabilities
Under-achievement
Perfectionism
1. Don't take it personally.
2. Know when to quit.
3. Match the time commitment to the
value of assignments.
4. Set goals and focus on improvement.
5. Study the lives of eminent people.
6. Enjoy the journey.
Over-excitabilities
• PSYCHOMOTOR STRATEGIES
• Allow time for physical or verbal activity, before, during, and after normal daily and school
activities-these individuals love to “do” and need to “do.” Build activity and movement into
their lives.
• SENSUAL STRATEGIES
• Whenever possible, create an environment which limits offensive stimuli and provides
comfort.
• INTELLECTUAL STRATEGIES
• Show how to find the answers to questions. This respects and encourages a person’s passion to analyze,
synthesize, and seek understanding.
• IMAGINATIONAL STRATEGIES
• Imaginational people may confuse reality and fiction because their memories and new ideas
become blended in their mind. Help individuals to differentiate between their imagination
and the real world by having them place a stop sign in their mental videotape, or write down
or draw the factual account before they embellish it.
• EMOTIONAL STRATEGIES
• Accept all feelings, regardless of intensity. For people who are not highly emotional, this
seems particularly odd. They feel that those high in Emotional OE are just being
melodramatic. But if we accept their emotional intensity and help them work through any
problems that might result, we will facilitate healthy growth.
Under-achievement
• Distant Underachiever
• Difficulty with issues of personal trust and certainty
• Show sensitivity to anxiety, distrust, and fear
• Be consistent and follow through with commitments
• Passive Underachiever
• Focus on the acceptance by, and approval of, others without consideration for their own
needs
• Work shows few elements of original thought
• Need to be taught how to negotiate and compromise
• Need to be taught and to believe that failure can be positive
• Dependent Underachiever
• Postpone the responsibility associated with independence, because others guide
structure and save
• Fail to prioritize effectively
• Redirect energy to aid student in becoming more responsible
• Defiant Underachiever
• Fear failure
• Overwhelmed when considering the responsibilities of adulthood
• Consistent, united, dispassionate parent and school approach is best
Twice Exceptional
A disability does not preclude the presence of
giftedness.
Critical components for success:
• Collaboration between special education and
gifted services.
• Addressing the social emotional needs
connected to twice exceptionality.
Subject and Grade Acceleration
• MN State Statute requires that school districts have a procedure for
subject and grade advancement.
• Rochester School Board Policy 513 states:
C. Program Design
1.
2.
A procedure for screening and identifying students for programs that
challenge students at every level are in place. Opportunities for special
programs and placement outside of the School District are also available as
additional options.
The School District has procedures in place for the appropriate academic
advancement of gifted and talented students. These procedures include:
a.
b.
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assessment of a student's readiness and motivation for advancement; and
matching the level, complexity, and pace of the curriculum to achieve the best type of
academic advancement for that student's needs.
Gifted Services has detailed procedures for both subject and grade
advancement.
Gifted Services Principal on Special Assignment is responsible for
implementing subject and grade acceleration procedures.
Early Entrance to Kindergarten
• Children who become five (5) years of age on
or before September 1 of the calendar year in
which the school year commences are eligible
to enter kindergarten. A legal birth certificate or
passport will be required as proof of age.
Students who demonstrate superior academic
readiness will be considered for early entrance
to kindergarten if they will be turning five (5)
years of age between September 1 and August
31 of that school year.
HG Program at Friedell Middle School
Students and families considering this option must meet
ONE of the following criteria:
• CogAT composite score of 132 or higher
• CogAT composite score of 128 or higher AND
NWEA test total in Reading of 97 NPR or higher
AND NWEA test total in Math of 97 NPR or higher
• A qualifying portfolio of exemplary work completed
at school under the direction of the classroom
teacher
The Gifted Services Timeline is
available on each gifted
specialist’s website.
FRIEDELL 5TH GRADE
INFORMATION NIGHT
November 13, 2014
6:30 – 8:00
Gifted Services Advisory Committee
When
What
December 11, 2014
6:30 – 8:00
Middle School Night
February 19, 2015
6:30 – 8:00
High School Night
April 16, 2015
6:30 – 8:00
Elementary School Night
Where
Edison, Board Room
Rochester Accelerated Math Program
Credit By Assessment
Middle School Honors
Highly Gifted @ Friedell
Edison, Board Room
Mentorships
Honors Diploma
Honors Option
Identification
Programming
Edison, Board Room
Questions?
[email protected]
507-280-4754/ 328-4275
GATEWAY