Elementary Gifted Services Program 2011-2012
Elementary Gifted Services
1Rochester Public SchoolsInspireChallengeEmpowerOur mission is to inspire, challenge, and empower all students with the knowledge and skills required to reach their full potential, to contribute to future generations, and to become involved members of a global community.2Gifted Services Mission
Create an environment in which the full potential of the gifted learner is recognized, encouraged and nurtured.32015-2016 Elementary Gifted Services StaffMonica BowlerPrincipal on Special Assignment: Gifted Services & Staff Development Laura HeutonBishop, Churchill/Hoover, Folwell, PinewoodCarrie JohnsonJefferson, Franklin/Montessori, district-wide mathVandi KingLincoln, Longfellow, district-wide mathBrian LynchElton Hills, Gibbs, RiversideKim ReidSunset Terrace, Gage, Washington, district-wide identificationColleen SalleeBamber Valley4Topics for this EveningContinuum of ServicesElementary IdentificationElementary CurriculumSocial/Emotional NeedsGrade and Subject AdvancementEarly Entrance to KindergartenHighly Gifted Program at Friedell
Elementary SchoolClassroom differentiationCluster grouping for homeroom classes Options for independent studySocial emotional developmentLearning how to struggle, fail, perseverePush-in, pull-out, co-taught classesGrade accelerationEarly entrance to kindergartenPETS (Primary Elementary Thinking Skills)RAMP (Rochester Accelerated Math Program)Continuum of ServicesUnderserved Populations : PETS Primary Elementary Thinking Skills
6Elementary Gifted ServicesElementary specialists 6 staff/5.5 FTEServicesAssessments/Portfolio considerationVerbal and Non-Verbal servicesCo-Teaching, push-in, pull-out classesGrade accelerationCurriculum writingSupporting classroom teachersStudents 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.
Monica7Tiered InstructionAll students should be working in their zone of proximal development.
(All students should struggle.)
Monica8Tiered Instruction ModelTiered 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 OneDifferentiated Instruction of Core 80%Tier TwoAdditional SupportCore and More15%Tier ThreeStrategic Intervention5%Monica9Elementary Criteria for IdentificationGrade LevelServicesCogAT ScoreNWEA NPR2-5Verbal122+ Verbal (V)80%ile+ in Reading2-5Non-verbal122+ Non-verbal (Q+NV)80%ile+ in MathOR2-5Verbal116-121 Verbal (V)95%ile+in Reading2-5Non-verbal116-121 Non-verbal (Q+NV)95%ile+ in MathOR2-5VerbalQualifying portfolio completed at school2-5Non-verbalQualifying portfolio completed at schoolKim10What is the CogAT test?Laura11Test ComponentsVerbalPicture/word analogiesPicture/word classificationSentence completionLaura12
Laura13Test ComponentsNonverbalFigure matricesPaper foldingFigure classificationLaura14
Laura15Test ComponentsQuantitativeNumber analogiesNumber puzzlesNumber series
Laura17Elementary 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.VerbalOne supplied writing promptOne supplied fiction interpretive promptOne supplied creative problem solving prompt
Kim18Elementary 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-VerbalMath problem solving exercisesOne supplied non-fiction interpretive promptOne supplied creative problem solving prompt
Kim19Questions regarding IDENTIFICATIONVERBALLanguage/ Social StudiesNON-VERBALMath/ ScienceGrade 3The Outer Edge Jamestown Reader UnitAncient Egypt: Gift of the Nile (William and Mary Curriculum)Our Diverse CommunityLogic and the Scientific MethodProject M3: Unraveling the Mystery of the Moli Stone (numbers & operations)InventionsGrade 4The Wild Side Jamestown Reader UnitEveryday EconomicsSpeeches --Impromptu --How to --HobbyHands-On EquationsHuman Brain Project M3: Record Makers and Breakers (using algebra to analyze change)Grade 5Persuasive Speaking and WritingDebate and Mock TrialRevolutionary War (William and Mary Curriculum)Models and DesignProject M3: What Are Your Chances? (data analysis and probability)Curriculum OverviewKim This curriculum was designed to best meet student needs.21
Jamestown Reading Series
Grade 3 Verbal Selections from The Outer Edge
Grade 4 Verbal Selections from The Wild Side
Colleen22The Outer Edge Grade 3 VerbalEnglish/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 willidentify the main idea of a literary piece and support this with details.
Colleen23 The Wild Side Grade 4 VerbalEnglish/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.
Colleen245th Grade VerbalPersuasive 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=TopicStudents learn about persuasive strategies and incorporate them into a persuasive essay.
Debate and Mock TrialStudents 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.
Laura25Project M3Parent Resources
Laura26Hands On EquationsA Powerful, Whole-Brain, Teaching MethodVisual Kinesthetic Introduction to algebraic conceptsSolid foundation for success in algebraVerbal problem solving
X + 2x + 5 = x + 19
Vandi27Throughout ALL unitsStudents will be afforded ample opportunities to demonstrate:critical thinking skillsabilities to communicate effectively with others and listen meaningfullycreativity
Monica29Perfectionism1. 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.Monica30Over-excitabilitiesPSYCHOMOTOR STRATEGIESAllow 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 STRATEGIESWhenever possible, create an environment which limits offensive stimuli and provides comfort.INTELLECTUAL STRATEGIESShow how to find the answers to questions. This respects and encourages a persons passion to analyze, synthesize, and seek understanding.IMAGINATIONAL STRATEGIESImaginational 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 STRATEGIESAccept 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.
Monica31Questions regarding CURRICULUMUnder-achievementDistant UnderachieverDifficulty with issues of personal trust and certaintyShow sensitivity to anxiety, distrust, and fearBe consistent and follow through with commitmentsPassive UnderachieverFocus on the acceptance by, and approval of, others without consideration for their own needsWork shows few elements of original thoughtNeed to be taught how to negotiate and compromiseNeed to be taught and to believe that failure can be positiveDependent UnderachieverPostpone the responsibility associated with independence, because others guide structure and saveFail to prioritize effectivelyRedirect energy to aid student in becoming more responsibleDefiant UnderachieverFear failureOverwhelmed when considering the responsibilities of adulthoodConsistent, united, dispassionate parent and school approach is best
Monica33Twice 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.
34Subject and Grade AccelerationMN State Statute requires that school districts have a procedure for subject and grade advancement.Rochester School Board Policy 513 states:C. Program DesignA procedure for screening and identifying students for programs that challenge students at every level are in place. Opportunities for sp