Elementary Gifted Services 2015-2016. Rochester Public Schools Inspire Challenge Empower

Elementary Gifted Services

2015-2016

Rochester Public Schools

Inspire

Challenge

Empower

Gifted Services Mission

Create an environment in which the full potential of the gifted learner is recognized,

encouraged and nurtured.

2015-2016 Elementary Gifted Services Staff

Monica Bowler Principal on Special Assignment: Gifted Services & Staff Development

Laura Heuton Bishop, Churchill/Hoover, Folwell, Pinewood

Carrie Johnson Jefferson, Franklin/Montessori, district-wide math

Vandi King Lincoln, Longfellow, district-wide math

Brian Lynch Elton Hills, Gibbs, Riverside

Kim ReidSunset Terrace, Gage, Washington, district-wide identification

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

Elementary SchoolClassroom differentiation

Cluster grouping for homeroom classes

Options for independent study

Social 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)

Continuum of Services

Elementary Gifted Services

• Elementary specialists – 6 staff/5.5 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 InstructionAll 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 SupportCore and More

15%

Tier Three Strategic Intervention 5%

Elementary Criteria for IdentificationGrade Level Services CogAT Score NWEA NPR

2-5 Verbal 122+ Verbal (V) 80%ile+ in Reading

2-5 Non-verbal122+ Non-verbal

(Q+NV)80%ile+ in Math

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

What is the CogAT test? 

Reasoning

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 PortfolioFor grades 2, 3, and 4, portfolios must be requested by April 14, 2016. Grade 5 requests are due by November 10, 2015.

Verbal•One supplied writing prompt•One supplied fiction interpretive prompt•One supplied creative problem solving prompt

Elementary Gifted Services Portfolio

For grades 2, 3, and 4, portfolios must be requested by April 14, 2016. Grade 5 requests are due by November 10, 2015.

Non-Verbal•Math problem solving exercises•One supplied non-fiction interpretive prompt

•One supplied creative problem solving prompt

Questions regarding IDENTIFICATION

  VERBALLanguage/ Social Studies

NON-VERBALMath/ Science

 Grade 3

  The Outer Edge – Jamestown

Reader Unit Ancient Egypt: Gift of the

Nile (William and Mary Curriculum)

Our Diverse Community 

  Logic and the Scientific Method Project M3: Unraveling the

Mystery of the Moli Stone (numbers & operations)

Inventions    

Grade 4

The Wild Side – Jamestown Reader Unit

Everyday Economics Speeches --Impromptu --“How to” --Hobby

Hands-On Equations Human Brain Project M3: Record Makers and

Breakers (using algebra to analyze change)

Grade 5

Persuasive Speaking and Writing

Debate and Mock Trial Revolutionary War (William

and Mary Curriculum) 

Models and Design Project M3: What Are Your

Chances? (data analysis and probability)

Curriculum Overview

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.

Questions regarding CURRICULUM

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(gifted and has a disability)

A disability does not preclude the presence of giftedness. • A disability can mask giftedness. • Giftedness can mask a disability.

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 Design1. 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.

2. The School District has procedures in place for the appropriate academic advancement of gifted and talented students. These procedures include:

a. assessment of a student's readiness and motivation for advancement; and

b. 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 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. Requests for this are due by Nov. 10, 2015.

The Gifted Services Timeline is available on each gifted

specialist’s website.

Elementary Timeline: Click here

Gifted Services District Web Page

• www.rochester.k12.mn.us • >Departments• >Curriculum and Instruction• >Gifted Services• >Elementary Gifted Services

• This is the path to the Elementary Gifted Services page:• http://www.rochester.k12.mn.us/schools/district_programs/

gifted_services/elementary_gifted_services/

FRIEDELL 5TH GRADE OPEN HOUSE NIGHT

November 19, 2015

6:30 – 8:00 PM

Gifted Services Information NightsWhen What Where

October 1, 20156:30 – 8:00

Elementary School NightIdentificationProgramming

Edison, Board Room

December 3, 20156:30 – 8:00

High School NightMentorshipsHonors DiplomaHonors Option

Edison, Board Room

April 14, 20156:30 – 8:00

Middle School NightRochester Accelerated Math ProgramCredit By AssessmentMiddle School HonorsHighly Gifted @ Friedell

Edison, Board Room

Questions? Contact your School’s Gifted Specialist

Laura HeutonLaHeuton@rochester.k12.mn.us

Bishop, Churchill/Hoover, Folwell, Pinewood

Carrie JohnsonCaJohnson@rochester.k12.mn.us Jefferson, Franklin/Montessori, district-wide math

Vandi KingVaKing@rochester.k12.mn.us Lincoln, Longfellow, district-wide math

Brian LynchBrLynch@rochester.k12.mn.us Elton Hills, Gibbs, Riverside

Kim ReidKiReid@rochester.k12.mn.us Sunset Terrace, Gage, Washington, district-wide

identification

Colleen SalleeCoSallee@rochester.k12.mn.us Bamber Valley

GATEWAY