Transcript SAGE/PEP Information Meeting Presentation

Welcome to PEP/SAGE Parent
Curriculum Night!
What is peculiar about these numbers?
8 5 4 9 1 7 6 3 2 0
Who is Mrs. Lombardo?
Native Washingtonian
Bachelors of Science and Masters in
Teaching from the University of
Washington
Issaquah School District veteran
PEP/SAGE Teacher
Wife and Mother
PEP and SAGE are both
acronyms
Do you know what P.E.P. and S.A.G.E stand for?
Primary Approach to Gifted Education
Special Approach to Gifted Education
Information about PEP
• PEP is a pullout program in Issaquah School District for
highly-capable gifted students in grades K-2.
• PEP is available at each elementary school in the district.
• First and Second grade receive an hour of PEP a week. Kindergarten
receives 30 minutes a week.
• Current Kindergarten students were screened in October in their
classroom.
• All students will be tested again in the spring of
Second Grade for qualification into the SAGE
program in 3rd, 4th and 5th grades.
Information about SAGE
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SAGE is a pullout program in Issaquah School District for the most
highly-capable students in grades 3-5.
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SAGE is available at each elementary school in the district.
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Students typically qualify in the spring of their second grade year,
begin the program in the fall of third grade, and continue through 5th
grade. Once a student qualifies for SAGE, they remain in the program
until they leave elementary school.
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SAGE meets once a week for two hours. In
those two hours, students work on math and
higher level thinking skills using science,
technology and engineering-based activities and
units.
Why Do We Have Gifted Programs?
Research says –
• in order for gifted children to be challenged to
their full potential and intellectually and
emotionally validated, they need to be with other
students of like ability.
WAC 392-170-035
Definition—Students who are highly capable.
Highly capable students are students who perform or
show potential for performing at significantly advanced
academic levels when compared with others of their
age, experiences, or environments. Outstanding abilities
are seen within students' general intellectual aptitudes,
specific academic abilities, and/or creative
productivities within a specific domain.
A gifted child is more than just
a bright child
What are some common
characteristics of gifted
learners?
What are some of the
challenges that gifted learners
face?
Asynchrony
• Uneven development
• Just because some kids are born intellectually
advanced does not mean that their physical,
emotional or social development will also be
advanced.
• This can create the feeling of being “out of sync”.
Risks Associated With
Giftedness
• gifted underachiever
• disillusioned about education
• lack of perseverance and/or risk taking
• anxiety
• perfectionism
In other words…
• Myth: Gifted students are happy, popular, and well adjusted in school
• Truth: Many gifted students flourish in their community and school
environment. However, some gifted children differ in terms of their
emotional and moral intensity, sensitivity to expectations and feelings,
perfectionism, and deep concerns about societal problems. Others do
not share interests with their classmates, resulting in isolation or being
labeled unfavorably as a “nerd.” Because of these difficulties, the school
experience is one to be endured rather than celebrated. It is estimated
that 20 to 25% of gifted children have social and emotional difficulties,
about twice as many as in the general population of students.
(http://www.nagc.org/commonmyths.aspx#Winner-4)
What will you work on in PEP
and SAGE?
Goal 1
Intellectual/Academic
• To enrich and expand each student’s intellectual
horizons.
• To encourage each student to take responsibility for
his/her learning.
• To make learning a life-long habit.
Objectives
Students will learn and practice:
1. Problem solving strategies by accurately applying them to real
problems;
2. Collect and analyze data using information processing skills
such as classifying, inferring, and predicting;
3. Creative thinking skills of fluency, flexibility, elaboration, and
originality;
4. Thinking behaviors by demonstrating risk-taking, goal-setting,
decision making, persistence, inquisitiveness, and selfevaluation.
Goal 2
Social/Emotional
To provide a safe environment for gifted students to
interact on a regular basis with others who have
similar abilities and interests.
Objectives
Students will learn and practice:
• The student will exhibit a sense of confidence, ownership, and
independence in his/her own learning.
• The student will be able to work cooperatively in groups,
collaborate with a learning partner, and work independently.
• The student will develop quality work products that reflect
excellence, precision, thoroughness, creative innovation, and
best effort.
• The students will be responsible for following through and
completing assignments.
HOW will you do that in
PEP/SAGE?
How will each SAGE session be
spent?
• Mathematical Problem
Solving
• Math and higher level
thinking skills through
science, engineering and
technology-based units
• Find Out
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4 Step Problem Solving
Framework
What does the problem mean?
What question must you answer to solve it?
• Identify important and unimportant information.
• Determine if any important information is missing.
• Break the problem into smaller problems if necessary.
• Choose a Strategy
• Solve the Problem
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Record your work in a way that lets you see at a glance what you have completed.
You may have to try more than one strategy.
• Look Back
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Reread the problem.
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Ask yourself: Is it logical and reasonable?
Check the solution to see that it meets the conditions stated in the problem and
that it answers the question.
Further develop their
Problem Solving Strategy Toolbox
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Guess and Check
Look for a Pattern
Act it Out
Make an Organized List, Chart, or Table
Draw a Picture
Try a Simpler Problem
Use an Object/Make a Model
Work Backwards
Use Logic
Brainstorm
Your child will…
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Discover answers for themselves.
Understand that failure is ok. We learn more
from our failures than our successes.
Have the freedom to fail
Have the freedom to think and create in a way
that works for them.
Understand that learning is a "process" rather
than “product”. You are never “done learning.”
Understand that there is more than one way to
get the right answer.
Probable Units of Study
1st Grade
2nd Grade
Problem Solving
Problem Solving
Liquid Explorations
Discovering Density
Oobleck
Who Stole Mr. Bear?
Fingerprinting
Chromatography
Secret Formulas
Engineering
Engineering
Probable Units of Study
3rd Grade
Problem Solving
Lego WeDo
Scratch
Bubble.ology
4th Grade
5th Grade
Problem Solving
Problem Solving
Topology or Polyhedraville
Dry Ice or
Paper Towel Testing
Understanding Physical
and Chemical Changes
EV3 Basics
Inventions or
Capsela
Lego EV3
Skateboard Science or
Hands On Engineering
Will the students get grades in
SAGE and how are they assessed?
Assessments and Evaluations
Problem Solving Assessments
• District—October and March
• Classroom—Bi-monthly
• Informal—Weekly
Self-Assessments
• March
• June
Reflection
• End of Unit
• Before Self-Assessments
Student Self-Assessment: Part 1
STUDENT SELF- ASSESSMENT FOR SAGE
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Student ________________ Grade _______ Year ________ School ________________
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INTELLECTUAL/ACADEMIC
SAGE Teacher ___________________ Classroom Teacher _______________________
Consistently/ Sometimes/ Not Yet
I use the 4-step problem solving method.
(Problem Solving)
Mid-term
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End of Year
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Mid-term
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End of Year
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Mid-term
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End of Year
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Mid-term
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End of Year
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I gather and analyze information precisely using
Skills such as predicting, inferring.
(Data & Information Processing)
I demonstrate the four components of
creativity – fluency, flexibility,
elaboration, originality. (Creativity)
I keep trying even when the answer is not clear.
(Persistence)
Student Self-Assessment - Part 2
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SOCIAL/EMOTIONAL
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Comments: ___________________________________________________________________________
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_____________________________________________________________________________________
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Student Signature
I am willing to make a mistake in order to try
something new.
(Confident learner)
Mid-term
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End of Year
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Mid-term
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End of Year
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I participate with and contribute to the group.
(Collaborative worker)
I take pride in producing quality work.
(Quality producer)
I follow through and complete my assignments.
(Responsible producer)
Mid-term
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End of year
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________________________________________________________________________________________________________________________________
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Date _______________
Do students have to make up
the work they miss in class?
What current and former SAGE students
have said…
• I get to be creative without getting in trouble
• It has a lot of creative projects and teaches you to look at
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things in a different way
SAGE lets us think outside the box and lets us use a
creative focus. It also lets us think at our own level.
It stretches my brain and helps me think outside of the
box
I discovered that things were not as hard if I just set my
mind to it
SAGE enhanced my problem solving skills as well as I
started to like school more than before
SAGE is a better class for me because it runs at a more
suitable pace for me.
Resources
• SAGE/PEP Website for Discovery and Maple Hills
• Issaquah School District’s Highly Capable Progam
Hand Outs
• What Parents Ask About Pullout Programs
• 20 Tips for Nurturing Gifted Children
• SAGE Makeup Work Guidelines
Questions?
Feel
free to email me any
time with questions
E-mail
is often a better way
to reach me than calling me