Papillion La Vista School District - paplv.org · Papillion-La Vista School District ... Students are encouraged to enroll in classes designed as honors or advanced ... Rule 3 Papillion-LaVista

Papillion La Vista

School District

High Ability Learner’s

Program Guide

2014-2015 Papillion La Vista School District

420 South Washington St. Papillion, NE 68046

402-537-6200

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TABLE OF CONTENTS

High Ability Learner Program Overview………………………………………… 3 Purpose Program Goals Philosophy Operational Definition of High Ability Learner Program Components

Glossary of PLSD Gifted Terms…………………………………………………… 7 Program Services…………………………………………………………………...... 8 Screening and Selection of Students………………………………………………… 24 Program Improvement………………………………………………………………. 27 PLSD HAL Program Improvement Cycle Survey of Gifted Programming Effectiveness-adapted from Marzano’s Effectivenss Factors 2010 Parent Resources……………………………………………………………………… 42

HAL brochure, notification to test, qualified, non-qualified letters, HAL Program Overview ppt., HAL newsletter

HAL Program Responsibilities………………………...…………………………….… 103 HAL Facilitator Roles & Responsibilities chart, Facilitator contacts,

Facilitator job description, Para job description, HAL Workshop/Seminar/Jr. High Responsibilities, Facilitator Substitute Plan, Emergency procedures

HAL Special Events……………………………………………………………………. 112 HAL parent night orientation elementary & Jr. High, HAL show share, GEP showcase contract, showcase flyer, HAL boot camp Professional Development…………………………………………………………….. 118 Book Study Overview, Staff meeting agenda

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July 2014

Overview of the High Ability Learner Program

Papillion-La Vista School District (PLSD) recognizes the uniqueness of each student and strives to meet the individual educational needs of all students. The High Ability Learner (HAL) program provides and supports students with outstanding gifts or talents.

PURPOSE

The purpose of the HAL program is to assist students in attaining the highest level of achievement possible in their unique talent area and to enhance the student’s social responsibility and development.

PROGRAM GOALS

1. Identify students who demonstrate potential abilities of high performance in recognized areas of giftedness. 2. Provide a continuum of educational services that meet the needs of all HAL students. 3. Provide professional development opportunities for staff in order to promote a better understanding of the

needs of HAL student and the services available to meet those needs. 4. Communicate the various aspects of the HAL program to staff, students, and the community. 5. Evaluate the effectiveness of the HAL program.

PHILOSOPHY

A commitment exists in the PLSD that recognizes the individual characteristics of the student and strives to advance to the fullest, all aspects of the student’s development.

The PLSD encourages all students to reach their maximum potential and is, therefore, committed to developing the strengths unique to gifted and talented students. In the PLSD, students with exceptional “gifts and talents” are

referred to as “high ability learners”.

OPERATIONAL DEFINITION OF HIGH ABILITY LEARNER

Students identified as high ability learners in the Papillion-La Vista Public Schools are those students who exhibit above average abilities, have commitment to initiated tasks, and possess problem-solving and creative abilities. These traits must be exhibited to the degree they can be identified through the use of multiple criteria selection instruments. (003.01B)

Varied approaches to learning included community and parent resources, counseling, and interaction between high ability learners which provide opportunities for these students to develop their talents and interests. Appropriate course content and goals allow evolvement of educational experiences that take into account the characteristic of the high ability learners.

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July 2014

A 3rd – 12th grade program for the HAL student is maintained through identification of the student and efficient communication procedures. A HAL program improvement cycle and teacher training help to ensure quality services and best practices.

When reviewing student needs, the HAL program looks for students with exceptional ability that will benefit from increased rigor or challenge in one or more areas of the curriculum. As a result of our identification process, students are provided a continuum of program services to meet their academic, social and emotional needs.

HAL PROGRAM COMPONENTS

PLSD’s curriculum-based and student-based services are multi-faceted, and opportunities vary by grade level.

The PLSD offers two types of services: curriculum-based services and student-based services. Curriculum-based services are modifications of the core curriculum in response to the learning needs of the student. The core curriculum consists of everything that is part of the district curriculum development process: K-12 standards, objectives, courses and delivery systems of the school. The core curriculum is differentiated to adjust levels of required learning so that all students are challenged, to increase the number of in-depth learning experiences, and to introduce various types of enrichment into regular curricular experiences. The classroom teacher is responsible for the curriculum-based services. The HAL Facilitators support curriculum-based services.

Student-based services are those learning opportunities above and beyond the core curriculum and are often extended to learning activities outside the classroom. The HAL Facilitators are primarily responsible for these services: Gifted Education Plans (GEP) and workshops, seminars, enrichment activities, small group learning experiences, individual projects, competitions, and curriculum extension activities. Classroom teachers support student-based services.

PLSD’s HAL service is delivered in a learning environment characterized by peer, family, and staff support. Staff believes that parental involvement is a significant factor in a student's success, and we strongly encourage parent participation and involvement in a child's school career. We ask parents to join us in advocating for their children.

ELEMENTARY SERVICE Students in elementary grades move through stages of growth and development at varying paces. To meet the changing developmental needs of the elementary learner, students are served through a continuum of services. The district reading program calls for flexible grouping based on student needs and abilities. PLSD math, science, and social studies curriculum provide extension and enrichment resources for teachers to utilize with students. Staff also look for ways to challenge students in their intervention and enrichment work time. Services offered in grades 3-6 include some or all of the following:

Curriculum differentiation by the classroom teacher in identified areas of the curriculum, including flex grouping

Gifted Education Plans (GEPs) for 4th – 6th graders (individualized plans that meet a student’s strength and

passion areas) 2 day seminars and (3) 1-day GEP workshop HAL Facilitator services: Small group GEP curriculum, individual projects, and lessons about affective

issues, critical thinking, and problem solving Academic Competitions: Quiz Bowl and Extreme Math Bowl HAL Building Contacts: Weekly meetings with students to monitor their GEPs

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July 2014

Enrichment clubs: Schools are allocated three clubs which could include; Science Olympiad, Math Olympiad, Robotics, Word Masters, OSHE Music Club, Knowledge Master, Circle of Friends, STEM, and Art Exploration.

Create an authentic project as evidence of learning.

JUNIOR HIGH SCHOOL SERVICE The Junior High School level offers a variety of opportunities for HAL students to have experiences that are above and beyond the core curriculum.

Field Studies: Career-based experiences within a particular topic. Some topics include: engineering, health, robotics, leadership, and music. Topics are based upon student interest. Field Studies take place throughout the year consisting of field trips, guest speakers, activities that provide information about that particular topic and some may include competitions, short/ long term projects providing an opportunity to create a finished product to display their evidence of learning.

Job Shadow: An on-the-job learning opportunity within a career field of their choice Competitions and enrichment clubs: Math Olympiads, Engineering, Robotics, Geography Bee, National

History Day, Musical Ensembles and others Culminating Projects: Career based projects based on interest areas Elective Courses Curriculum differentiation: Classroom teacher provides opportunities to work on core curricular related

projects in collaboration with their the HAL Facilitator in identified strength areas .

HIGH SCHOOL SERVICE There are an array of programs and services in the high schools designed for high achievers and those students demonstrating high potential. The objectives of the program are to foster social, emotional, career and academic development through a core curriculum developed to meet the needs of HAL students. Academic needs, social and emotional issues and college and career planning are the focus. Enrichment activities may include performing arts, publishing, speech/debate, athletics, technology, and clubs and career groups. Students are encouraged to enroll in classes designed as honors or advanced placement. Depending on the student’s

needs, the service offered in grades 9-12 includes some or all of the following: Curriculum differentiated by the classroom teacher in identified area of the curriculum Recommendations for honors and AP courses Elective courses Internships Focus groups/peer group meetings Extracurricular competitions College planning Academies Dual Enrollment Classes

DURATION OF SERVICES The service provided by PLSD formally begins in grade 3. Students identified will remain in the program for their academic career in PLSD.

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PLSD NDE Rule 3 Alignment

003 – Development of an Approvable District Plan for the Delivery of Curriculum Programs to High Ability

Learners

Rule 3 Papillion-LaVista Schools Program Guide

003.01A – The District philosophy on educational service to leaners with High Ability

Tab 1 – High Ability Learner Program Overview

003.01B – The District’s operational definition of high ability learner


003.01C – The goals and objectives of the local program for learners with high ability


003.01D – Procedures for identification of learners with high ability

Tab 4 – Screening and Selection of Students

003.01E – A description of the continuum of program services, options, and strategies

Tab 1 – Program Overview Tab 3 – Program Services

003.01F – Overall program evaluation process Tab 5 – Program Improvement

003.01G – Staff Development training and support Tab 10 – Professional Development

003.01H – Program management outline, including: personnel roles, plan for communicating the district plan to parents and the public, budget, facilities, and supplies

Tab 6 – Parent Resources Tab 8 – HAL Program Responsibilities Tab 9 – HAL Special Events

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Glossary of PLSD Programming Terms

GEP - The Gifted Education Plan, is an educational plan aligned to PLSD 21st Century Skills for

Success. HAL students in grades 4, 5, 6 will complete a SMART goal centered on their strength and passion areas composed of the content, process, and product.

o Content - what the student needs to learn or how the student will research the information. o Process - activities in which the student engages in order to make sense of or master the content; o Product - culminating projects that ask the student to demonstrate knowledge by applying and extending

what he or she has learned in the GEP process to an authentic audience.

GEP Workshops – A one-day intensive workshop based on the student’s GEP topics. The workshop may include speakers, field experiences, and hands-on inquiry, project based learning.

Seminars – A two-day interactive session learning about various themes such as ponds, rockets, robots,

technology, theater arts, visual arts, crime scene investigation, economics, creative writing, movie making, fantastic flight, etc.

Field Study – Field studies require students to work cooperatively by learning from professionals in the field. Jr.

High students have the option to study fields such as: engineering, leadership, business entrepreneurship, law, creative writing, crime scene investigation, music, art, and medical fields. Students choose up to two career clusters and will meet up to four days per cluster topic.

Job Shadow – Students experience a day in the life of a professional in the work place. The goal is to provide students an opportunity to observe what happens on a daily basis in a workplace setting. The experience typically lasts two to four hours per career cluster.

Competitions – Competitions allow students to demonstrate their skills. Theories learned in school are put to practice in an environment where students can put themselves against others to see where they stand and learn in the process of doing so. Through challenging themselves, they get to fine-tune their skills and broaden their knowledge, take learning out of the classroom and into the real world. At PLSD, some of the competitions may include Math Bowl, Quiz Bowl, Engineering, History Day, Geo Bee, Robotics, Science Olympiads, Math Olympiads, Word Masters, and more.

Enrichment Clubs – HAL students have the opportunity to expand their knowledge in clubs offered at their school. Decision about the content of the club is decided at the building level. Examples of clubs are: drama, music, strategy games, Science Olympiads, Math Olympiads, technology, HAL Circle of Friends, choir and drama, Battle of the Books, multi-cultural, and STEM.

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http://www.readingrockets.org/article/263#process

July 2014

HAL Seminar & GEP Procedures

2 Day Seminars

Survey students based upon interest and passion areas Students choose top 4 seminar topics and will attend (2) 2-day seminars Determine dates for seminars based on ALL elementary calendars. Dates will be selected to

minimize conflicts with building events such as, outdoor education, parties, music, testing, field trips, speaker availability, or field trip options

2 weeks before a seminar - Email seminar notification letters as an attachment to building contact, secretary, health para, principals, and HAL Facilitators per school. Health para, secretary, nurse will respond to verify if there is a medical condition to eliminate any risks.

2 weeks before a seminar a notification letter will be mailed to parents notifying them of the seminar.

Parent Link reminder call to parents the evening before all seminars at 6:00 p.m.

GEP Workshops

GEP workshops are developed based upon commonalities and topic clusters of similar academic strands. Students will attend 3 GEP Workshops throughout the year

Determine dates for GEP Workshops based on all elementary calendars. Dates will be selected to minimize conflicts with building events such as: outdoor education, parties, music, testing, field trips, speaker availability, or field trip options

2 weeks before a workshop- Email workshop notification letters as an attachment to building contact, secretary, health para, principals, and HAL Facilitators per school. Health para, secretary, nurse will respond to verify if there is a medical condition to eliminate any risks.

2 weeks before a workshop a notification letter will be mailed to parents notifying them of the workshop.

Parent Link reminder call to parents the evening before all workshops at 6:00 p.m.

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Papillion – La Vista Public Schools 5/20/2014 Page ______

PLV Gifted Education Plan (GEP) Student:

Teacher: Grade: Year:

GEP Goal Setting Process

Thinking -Dreaming -Wondering-Wishing-Picturing

As you start your goal setting process, choose topics that interest and will stimulate your learning throughout the year. Since you will be working on this goal all year, choose a topic that will motivate you to ensure success. When you put your list of thoughts together, be honest about what is important to you.

• What are you really interested in learning more about? • What discipline (subject) is most exciting for you? • What unanswered questions do you have? Brainstorm below!

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Choose your topic and why you chose this area.

PLV 21st Century Skills Category Descriptor Category Descriptor

**Knowledgeable Individual Learn and apply knowledge to new situations Collaborative Individual Work with others; be helpful and make necessary compromises

to accomplish a common goal; take responsibility for your work

**Self-directed Learner Inquire about topics and ideas of interest and

work to achieve learning goals

Active Responsible

Citizen Work to improve the quality of life for self and others

**Information Processor Research through a variety of sources and

work to synthesize the information Quality Producer

Create products that demonstrate your best work and reflect on

ways to improve

**Effective Communicator Express thoughts and information in a variety

of formats including a learning log Responsible Individual

Take ownership for learning and actions, by demonstrating

responsible choices

Critical Thinker and Problem Solver

Identify problems; use available tools and

resources to create solutions; apply your plan

of action; assess the results; and adjust as

needed for improvement.

Individual Leader Take charge in a positive way to get things done

**These descriptors are an expectation for all HAL Students.

Goal Setting

Teacher _______________________Date__________

Student________________________ Date_________

Facilitator ___________________Date________

Parent _____________________Date________

GEP Goal:

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Enrichment Activities This section should be used to document all activities that help develop PLV

21st Century Skills

RESOURCES

Activity (E.g. sports, dance, scouts, music lessons, HAL Seminar, HAL Boot Camp, HAL GEP Workshop, Enrichment club, etc.)

Date or Duration

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Quarterly Progress Report Sent: Q1____ Q2____ Q3____ Q4____

GEP Work Log

This section is to show assignments and progress throughout the year.

Assignment: (E.g. menu items, conduct interview, write questions, answer questions, take

notes, research )

Check when completed

Teacher Notes/Initial Due Date

GEP Goal:

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3rd grade HAL Services

The HAL facilitator is responsible for 3rd grade HAL services at their assigned buildings. Curriculum covering skills such as: critical thinking, problem solving strategies, convergent, divergent, visual and evaluative thinking skills. Social-emotional lessons such as self-awareness, friendship, personality types, and perfectionism will also be embedded into the curriculum.

Week Curriculum Topics Specific Lessons 1 Social Emotional 1 & 2 Self-awareness

Friendship/group work 2 Convergent 1 & 2

Puzzler’s Club Dudley’s Battling Books

3 Divergent 1 & 3 Brainstorming Blowout The Chain Reaction

4 Social Emotional 3& 4 Personality Types Perfectionism

5 Visual 1 & 2 Cacophony of Colors Max’s Tantalizing Twelve

6 Visual 3 Analogy Adventures

7 Evaluative 1 & 2 Liter-ally Speaking A Clean Sweep

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Junior High HAL Field Studies

2013/2014

Animal Exploration An in-depth study of a variety of animal careers including: zoology, veterinary medicine, and conservation.

Advanced Crime Scene Investigation/Law Learn about law and crime investigation careers including lawyers, judges, FBI and crime scene analysts.

Robotics Explore a variety of robotic applications. We will explore robotic programming and building using several different types of robot platforms.

Computer Mania Learn about computer hardware and assembly as well as a variety of programming opportunities.

Entrepreneurship/Finance/Business Learn about business creation and management as well as a business and personal finance management. Also includes stock market, banking and insurance.

All About Sports This exploration includes sports medicine, kinesiology and physiology, sports nutrition and biomechanics which all help athletes succeed.

Health Explorations Explore the medical fields through interactions with UNMC and Creighton personnel as well as various other medical professionals.

Advanced Theater Arts/Creativity/Medieval Times

An advanced study of theater concepts including: creativity, performance, costumes and character development. There will be a session dedicated to medieval times reenactment.

Engineering Extravaganza Explore many different types of engineering careers through field experiences, personal interactions and opportunities to create engineered structures

Leadership Explore your leadership style and gain leadership skills. Participate in team challenges, speak with a variety of leaders and devise your own leadership project.

Visual Arts Create a variety of visual arts including: cartooning, painting, sculpting, and drawing. Visit local art studios and learn from expert artists.

Music Creation/Production Learn about a variety of types of music and how it is created and written. Use different music applications including garage band.

Creative Writing/Illustrating/Poetry Calling all writers!! Explore a variety of writing genres and career opportunities. Seek opportunities to publish work. Participate in a poetry slam.

Name: ________________________________________ Grade: ____________

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HAL Seminar choices 3rd / 4th

Student Name:_________________________________ School Name: Grade_______

3rd & 4th Grade HAL Seminar Choices 2014 _____Theater Arts & Puppetry

Cultural history

Script writing

Play production

Theater technology

Puppet creation / animation

_____Art Exploration

Art history

Creating art compositions

Painting, drawing, sculpting

Patterns, design, art animation

Cartooning

_____Cities in Action

City design & development

City services & needs

Future development needs of a city

City mapping & zoning

City model creation

City computer design

_____Fantastic Flight

Past, present, future flight

Aerodynamics

Create & test flight devices

Newton’s Law

Math & science uses in flight _____Pondering the Pond

Ecosystem of a pond

Pond life cycle

Habitats that make up a pond

Ecology careers

Animal migration and ponds _____Investigation Inventions

Famous inventors

Inventions impacting our daily lives

Solving problems with inventions

Engineering and inventions

Patents

Futuristic careers

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Create an invention _____Go Green

Humans effect on the world

Sources of energy we use

Climate changes on its effects

Organism adaptations

Sustainable energy

Green Careers

Human foot prints, what we do matters _____Kid Chemistry Level 1

Learn through doing experiments

Chemical reactions

Scientific process

Chemical properties

Acids, bases

Molecules, atoms, and more ______Making Music Matter

Music genre exploration

Music history

Creating your own instrument

Compose your own music

Perform a concert ______Technology Cool Tools

Hands-on learning

Creating

Problem Solving

iPads, computers, cameras, and more tools

Latest and greatest technology tools will inspire you ______Cultural Detectives

Culture Connections across the world

Exploring cultures

World, country, home

Cultural Customs & celebrations

Global citizenship _______Money Smarts

History of money

Why do we need money

Personal finance

Banking

Careers dealing with money _______Animal Adaptations

Animal biomes/habitats

Physical & behavioral adaptations for changing environments

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Careers in Animal Science _______Investigation Inventions

Famous inventors

Inventions impacting our daily life

Futuristic careers

Create an invention _______21st Century Explorers

Space travel

Survival in space

Transportation in space

Future space exploration

Robotic investigations _______Kickin’ Kids Health & Wellness

Making healthy lifestyle choices

Nutrition

Learning healthy behaviors

How the body responds to fitness

Physical fitness activities

Create health goals

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HAL Seminar choices 5th / 6th

Name:_________________________________________

School Grade_________

5th & 6th Grad HAL Seminar Choices 2014

_____Monster Storms

Weather systems of Earth and Space

Effect of weather on our lives

Tools used by weather scientists

Weather Careers _____History Alive

Historical figures & their influence

Creative problem solving

Historical reenactment _____Kid Chemistry Level 2

Learn through doing

Chemical reactions

Scientific process

Experiments

Chemical properties

Acids, basses

Molecules, atoms, and more _____Drawing From the Inside Out

Art history

Creating art compositions

Painting, drawing, sculpting

Patterns, design, art animation

Cartooning _____Cities in Action

City design & development

City services & needs

Future needs of a city

City mapping

City model creation _____Cool Tech Tools Level 2

Hands-on learning

Reading & writing using technology

Problem solving & critical thinking

iPads, computers, cameras, and more tools

Latest and greatest technology tools will inspire your creativity

Must have an email address to attend this seminar _____Making it Work – Engineering

Understanding engineering design and problem solving

How engineering impacts our world

Engineering careers _____Dissection

Study body systems

Animal Kingdom and Phylum

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Comparing animal anatomy to human anatomy

Careers in Biology

Dissect animals _____Wild About Writing

Writing process

Genre exploration

Creative writing

Publish your master piece _____Adventures in Rocket Science

Aerodynamics

Newton’s Laws

Building rockets

Launching rockets _____Robotics

Robotics basics

Computer Programming

Robot design

How robotics impact our world

Robot Challenges

Careers in Robotics _____Crime Scene Investigation

What is forensic science

Crime scene & eye witness basics

Investigating evidence

Mock crime scene _____Theater Arts

History of theater/acting

Play production

Fundamentals of theater & acting

Fractured Fairytales

Script writing _____Living The Law

Introduction to laws in our society

Law officer responsibilities

Bill of Rights

Constitutional Law

Mock Trail

Court room rules

Careers in law _____That’s a Wrap

Movie making basics

Script writing

Camera basics

Directing

Careers in the movie industry _____All About Me – Health & Wellness

Making healthy lifestyle choices

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Nutrition

Learning healthy behaviors

How the body responds to fitness

Physical fitness activities

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Social-Emotional Needs of Gifted Children

What Are The Social-Emotional Needs Of Gifted Children? To a large degree, the needs of gifted children are the same as those of other children. The same developmental stages occur, though often at a younger age (Webb & Kleine, 1993). Some needs and problems, however, appear more often among gifted children. Types of Problems It is helpful to put the needs of gifted children into two groups – those that arise because of the interaction with the environmental setting (e.g., family, school, or cultural milieu) and those that arise internally because of the gifted child’s own characteristics.

Possible Problems That May Be Associated With Characteristic Strengths of Gifted Children

Strengths Possible Problems

Acquires/retains information quickly Impatient with others; dislikes basic routine.

Inquisitive; searches for significance. Asks embarrassing questions; excessive in interests.

Intrinsic motivation. Strong-willed; resists direction.

Enjoys problem-solving; able to conceptualize, questions teaching procedures. abstract, synthesize.

Resists routine practice;

Seeks cause-effect relations. Dislikes unclear/illogical areas (e.g., traditions or feelings).

Emphasizes truth, equity, and fair play. Worries about humanitarian concerns.

Seeks to organize things and people. Constructs complicated rules; often seen as bossy.

Large facile vocabulary; advanced, broad information. May use words to manipulate; bored with school and age-peers.

High expectations of self and others. Intolerant, perfectionistic; may become depressed.

Creative/inventive; likes new ways of doing things. May be seen as disruptive and out of step.

Intense concentration; long attention span and persistence in areas of interest.

Neglects duties or people during periods of focus; resists interruption; stubbornness.

Sensitivity, empathy; desire to be accepted by others. Sensitivity to criticism or peer rejection.

High energy, alertness, eagerness. Frustration with inactivity; may be seen as hyperactive.

Independent; prefers individualized work; reliant input; nonconformity.

May reject parent or peer on self.

Diverse interests and abilities; versatility May appear disorganized or scattered; frustrated over lack of time.

Strong sense of humor. Peers may misunderstand humor; may become "class clown” for attention.

Adapted from Clark (1992) and Seagoe (1974).

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These characteristics are seldom inherently problematic by themselves. More often, combinations of these characteristics lead to behavior patterns such as:

Uneven Development. Motor skills, especially fine-motor; often lag behind cognitive conceptual abilities, particularly in preschool gifted children (Webb & Kleine, 1993). These children may see in their "mind's eye" what they want to do, construct, or draw; however, motor skills do not allow them to achieve the goal. Intense frustration and emotional outbursts may result.

Peer Relations. As preschoolers and in primary grades, gifted children (particularly highly gifted) attempt to organize people and things. Their search for consistency emphasizes "rules," which they attempt to apply to others. They invent complex games and try to organize their playmates, often prompting resentment in their peers.

Excessive Self-Criticism. The ability to see possibilities and alternatives may imply that youngsters see idealistic images of what they might be, and simultaneously berate themselves because they see how they are falling short of an ideal (Adderholt-Elliott, 1989; Powell & Haden, 1984; Whitmore, 1980).

Perfectionism. The ability to see how one might ideally perform, combined with emotional intensity, leads many gifted children to unrealistically high expectations of themselves. In high ability children, perhaps 15-20% may be hindered significantly by perfectionism at some point in their academic careers, and even later in life.

Avoidance of Risk-Taking. In the same way the gifted youngsters see the possibilities; they also see potential problems in undertaking those activities. Avoidance of potential problems can mean avoidance of risk-taking, and may result in underachievement (Whitmore, 1980).

Multipotentiality. Gifted children often have several advanced capabilities and may be involved in diverse activities to an almost frantic degree. Though seldom a problem for the child, this may create problems for the family, as well as quandaries when decisions must be about career selection (Kerr, 1985; 1991).

Gifted Children with Disabilities. Physical disabilities can prompt social and emotional difficulties. Intellect may be high, but motor difficulties such as cerebral palsy may prevent expression of potential. Visual or hearing impairment or a learning disability may cause frustration. Gifted children with disabilities tend to evaluate themselves more on what they are unable to do than on their substantial abilities (Whitmore & Maker, 1985).

Problems From Outside Sources

Lack of understanding or support for gifted children, and sometimes actual ambivalence or hostility, creates significant problems (Webb & Kleine, 1993). Some common problem patterns are:

School Culture and Norms. Gifted children, by definition, are "unusual" when compared with same-age children--at least in cognitive abilities--and require different educational experiences (Kleine & Webb, 1992). Schools, however, generally group children by age. The child often has a dilemma--conform to the expectations for the average child or be seen as nonconformist.

Expectations by Others. Gifted children--particularly the more creative--do not conform. Nonconformists violate or challenge traditions, rituals, roles, or expectations. Such behaviors often prompt discomfort in others. The gifted child, sensitive to others' discomfort, may then try to hide abilities.

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Peer Relations. Who is a peer for a gifted child? Gifted children need several peer groups because their interests are so varied. Their advanced levels of ability may steer them toward older children. They may choose peers by reading books (Halsted, 1994). Such children are often thought of as "loners." The conflict between fitting in and being an individual may be quite stressful.

Depression. Depression is usually being angry at oneself or at a situation over which one has little or no control. In some families, continual evaluation and criticism of performance--one's own and others--is a tradition. Any natural tendency to self-evaluate likely will be inflated. Depression and academic underachievement may be increased. Sometimes educational misplacement causes the gifted youngster to feel caught in a slow motion world. Depression may result because the child feels caught in an unchangeable situation.

Family Relations. Families particularly influence the development of social and emotional competence. When problems occur, it is not because parents consciously decide to create difficulties for gifted children. It is because parents lack information about gifted children, or lack support for appropriate parenting, or are attempting to cope with their own unresolved problems (which may stem from their experiences with being gifted).

Preventing Problems

Reach out to Parents. Parents are particularly important in preventing social or emotional problems. Teaching, no matter how excellent or supportive, can seldom counteract inappropriate parenting. Supportive family environments, on the other hand, can counteract unhappy school experiences. Parents need information if they are to nurture well and to be wise advocates for their children.

Focus on Parents of Young Children. Problems are best prevented by involving parents when children are young. Parents particularly must understand characteristics that may make gifted children seem different or difficult.

Educate and Involve Health-Care and Other Professionals. Concentrated efforts should be made to involve such professionals in state and local meetings and in continuing education programs concerning gifted children. Pediatricians, psychologists, and other caregivers such as day-care providers typically have received little training about gifted children, and therefore can provide little assistance to parents (Webb & Kleine, 1993).

Use Educational Flexibility. Gifted children require different and more flexible educational experiences. When the children come from multicultural or low-income families, educational flexibility and reaching out may be particularly necessary. Seven flexibly paced educational options, relatively easy to implement in most school settings (Cox, Daniel & Boston, 1985) are: early entrance; grade skipping; advanced level courses; compacted courses; continuous progress in the regular classroom; concurrent enrollment in advanced classes; and credit by examination. These options are based on competence and demonstrated ability, rather than on arbitrary age groupings.

Establish Parent Discussion Groups. Parents of gifted children typically have few opportunities to talk with other parents of gifted children. Discussion groups provide opportunities to "swap parenting recipes" and child-rearing experiences. Such experiences provide perspective as well as specific information (Webb & DeVries, 1993).

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Papillion La Vista Schools High Ability Learner Identification Information

Students are identified by the use of multiple criteria to qualify for the High Ability Learner Program. The InView Abilities Test and the Terra Nova Achievement Test reading and math subtest scores are used to assign students points toward qualification. A scoring matrix awards students points based on the scores on each individual test, (see diagram below). Students must earn a total of 9 points on the scoring matrix to qualify for services. A minimum CSI (Cognitive Skills Index) score of 121 on the InView Abilities Test must be earned to be considered for placement in the High Ability Learner Program. All students in 3rd grade are given both tests in the fall. Students in 7th grade are given the Terra Nova Test. Students who have a minimum of 70 NCE (Normal Curve Equivalent) Terra Nova score may indicate a need for further testing.

PLSD has three testing windows for students throughout a school year. Students will not be tested for placement more than 2 times.

Window 1: August 13 – 29th – administer the InView and Terra Nova to all 4th – 6th grade students new to the district who were identified as HAL/Gifted in their former school.

Window 2: October 21 – November 7 – All 3rd grade students will be administered the In View and Terra Nova by their classroom teachers November 3-7. HAL Facilitators will test 4th – 6th grade students new to the district who were identified as HAL/Gifted in their former district and students who have bubbled up through parent teacher conferences, teacher/parent recommendations, or previous testing data.

Window 3: - May 4- May 21 - HAL Facilitators will test 3rd – 6th grade students new to the district who were identified as HAL/Gifted in their former district and students who have bubbled up through parent teacher conferences, teacher/parent recommendations, or previous testing data.

Qualification Information Diagram

Aptitude Test

InView CSI

Points Score

6 121-124

7 125-129 8 130-134

9 135-140 10 141+

Student’s Score_____________ Points______________

+ +

Achievement Test

Terra Nova Math NCE

Points Score 1 70-76

2 77-83

3 84-90 4 91-99

TOTAL POINTS_____________ (minimum of 9 points needed for qualification)

Achievement Test

Terra Nova Reading NCE Points Score

1 70-76

2 77-83

3 84-90 4 91-99

*The In View is to be given first. A minimum of 6 points must be obtained on the InView before administering the Terra Nova.



24

August 2014

CASE STUDY PROGRAM FOR GIFTED STUDENTS

PAPILLION—LA VISTA PUBLIC SCHOOLS Papillion, Nebraska

CONTENTS: Scores - Achievement Aptitude Instructional Program Modification Plan Miscellaneous Reports

Student

25

August 2014

Student:

Date Qualified:

QUALIFYING INFORMATION

** Aptitude Test

Inview CSI

Points Score

6 121-124 7 125-129

8 130-134 9 135-140

10 141+

Student’s Score

Points

+ +

Achievement Test

Terra Nova Math NCE

Points Score

1 70-76 2 77-83

3 84-90 4 91-99

Student’s Score

Points

TOTAL POINTS

(Minimum of 9 points needed for qualification)

Grade: School:

Birth date:

Achievement Test

Terra Nova Reading NCE

Points Score

1 70-76 2 77-83

3 84-90 4 91-99

Student’s Score

Points

*The In View is to be given first. A minimum of 6 points must be obtained on the

In View before administering the Terra Nova.

26

July 2014

PLSD HAL Program Improvement Cycle

Stakeholder Group Cycle Year Evaluation Document

Parents Continuous NAGC Survey of Gifted Programming Effectiveness Factors – Adapted from

Marzano’s Effectiveness Factors (2010)

Choose 2 strands a year to evaluate PLSD Staff

(Random sample survey-5 per

school)

Continuous NAGC Survey of Gifted Programming Effectiveness Factors – Adapted from


Choose 2 strands a year to evaluate Students

(Grades 4,5,6,7,8)



Choose 2 strands a year to evaluate HAL Staff

(HAL Fac & Building Contacts)



Choose 2 strands a year to evaluate

The Six Gifted Education Programming Standards

1. Learning and Development (2014-2015) 2. Assessment (2014-2015) 3. Curriculum & Instruction (2015-2016) 4. Learning Environments (2015-2016) 5. Programming (2016-2017) 6. Professional Development (2016-2017)

(Repeat cycle)

Adapted from: http://www.nagc.org/resources-publications/resources/national-standards-gifted-and-talented-education/pre-k-grade

27

http://www.nagc.org/standard-1-learning-and-development

http://www.nagc.org/resources-publications/resources/national-standards-gifted-and-talented-education/pre-k-grade-12-0





Papillion La Vista Schools High Ability Learner’s Program

Survey of Gifted Programming Effectiveness

28

Adapted from Marzano, R. J. (2010). Snapshot Survey of School Effectiveness Factors in What works in schools: Translating research into action. Alexandria, VA: ASCD.

2

Survey of Gifted Programming Effectiveness Factors

Question

Standard 1 To what extent do we engage in this behavior or address this issue?

Gifted Education Program Standard 1: Learning and Development

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EVIDENCE-BASED PRACTICES IN MY SCHOOL 1 2 3 4 1.1.1 Educators engage students with gifts and talents in identifying interests, strengths, and gifts.

1.1.2 Educators assist students with gifts and talents in developing identities supportive of achievement.

1.2.1 Educators develop activities that match each student’s developmental level and culture-based learning needs.

1.3.1 Educators provide a variety of research-based grouping practices for students with gifts and talents that allow them to interact with individuals of various gifts, talents, abilities and strengths.

1.3.2. Educators model respect for individuals with diverse abilities, strengths, and goals.

1.4.1 Educators provide role models (e.g., through mentors, bibliotherapy) for students with gifts and talents that match their abilities and interests.

1.4.2 Educators identify out-of-school learning opportunities that match their abilities and interests. ***Provide Metro area opportunities on website

29


3

Question 1

EVIDENCE-BASED PRACTICES IN MY SCHOOL 1 2 3 4 1.5.1. Educators collaborate with families in accessing resources to develop their child’s talents.

1.6.1. Educators design interventions to develop cognitive and affective growth that are based on research of effective practices.

1.6.2. Educators develop specialized intervention services for students with gifts and talents who are underachieving and are now learning and developing their talents.

1.7.1 Teachers enable students to identify their preferred approaches to learning, accommodate these preferences, and expand them.

1.8.1. Educators provide students with college and career guidance that is consistent with their strengths.

1.8.2. Teachers and counselors implement a curriculum scope and sequence that contains person/social awareness and adjustment, academic planning, and vocational and career awareness.

30


4

Question 1


Gifted Education Program Standard 2: Assessment

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EVIDENCE-BASED PRACTICES IN MY SCHOOL 1 2 3 4 2.1.1. Educators develop environments and instructional activities that encourage students to express diverse characteristics and behaviors that are associated with giftedness.

2.1.2. Educators provide parents/guardians with information regarding diverse characteristics and behaviors that are associated with giftedness.

2.2.1. Educators establish comprehensive, cohesive, and ongoing procedures for identifying and serving students with gifts and talents. These provisions include informed consent, committee review, student retention, student reassessment, student exiting, and appeals procedures for both entry and exit from gifted program services.

2.2.2. Educators select and use multiple assessments that measure diverse abilities, talents, and strengths that are based on current theories, models, and research.

2.2.3 Assessments provide qualitative and quantitative information from a variety of sources, including off-level testing, are nonbiased and equitable, and are technically adequate for the purpose.

2.2.4. Educators have knowledge of student exceptionalities and collect assessment data while adjusting curriculum and instruction to learn about each student’s developmental level and aptitude for learning.

31


5

Question 1 EVIDENCE-BASED PRACTICES IN MY SCHOOL

1 2 3 4

2.2.5. Educators interpret multiple assessments in different domains and understand the uses and limitations of the assessments in identifying the needs of students with gifts and talents.

2.2.6. Educators inform all parents/guardians about the identification process. Teachers obtain parental/guardian permission for assessments, use culturally sensitive checklists, and elicit evidence regarding the child’s interests and potential outside of the classroom setting.

2.3.1. Educators select and use non-biased and equitable approaches for identifying students with gifts and talents, which may include using locally developed norms or assessment tools in the child’s native language or in nonverbal formats.

2.3.2. Educators understand and implement district and state policies designed to foster equity in gifted programming and services.

2.3.3. Educators provide parents/guardians with information in their native language regarding diverse behaviors and characteristics that are associated with giftedness and with information that explains the nature and purpose of gifted programming options.

2.4.1. Educators use differentiated pre- and post- performance-based assessments to measure the progress of students with gifts and talents.

2.4.2. Educators use differentiated product-based assessments to measure the progress of students with gifts and talents.

2.4.3. Educators use off-level standardized assessments to measure the progress of students with gifts and talents.

2.4.4. Educators use and interpret qualitative and quantitative assessment information to develop a profile of the strengths and weaknesses of each student with gifts and talents to plan appropriate intervention.

32


6

Question 1 EVIDENCE-BASED PRACTICES IN MY SCHOOL

1 2 3 4

2.4.5. Educators communicate and interpret assessment information to students with gifts and talents and their parents/guardians.

2.5.1. Educators ensure that the assessments used in the identification and evaluation processes are reliable and valid for each instrument’s purpose, allow for above-grade-level performance, and allow for diverse perspectives.

2.5.2. Educators ensure that the assessment of the progress of students with gifts and talents uses multiple indicators that measure mastery of content, higher level thinking skills, achievement in specific program areas, and affective growth.

2.5.3. Educators assess the quantity, quality, and appropriateness of the programming and services provided for students with gifts and talents by disaggregating assessment data and yearly progress data and making the results public. (PK-12: 4.0)

2.6.1. Administrators provide the necessary time and resources to implement an annual evaluation plan developed by persons with expertise in program evaluation and gifted education.

2.6.2. The evaluation plan is purposeful and evaluates how student-level outcomes are influenced by one or more of the following components of gifted education programming: (a) identification, (b) curriculum, (c) instructional programming and services, (d) ongoing assessment of student learning, (e) counseling and guidance programs, (f) teacher qualifications and professional development, (g) parent/guardian and community involvement, (h) programming resources, and (i) programming design, management, and delivery.

2.6.3. Educators disseminate the results of the evaluation, orally and in written form, and explain how they will use the results.

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7

Question 1

Standard 3

To what extent do we engage in this behavior or address this issue?

Gifted Education Program Standard 3: Curriculum Planning and Instruction

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EVIDENCE-BASED PRACTICES IN MY SCHOOL

1 2 3 4

3.1.1. Educators use local, state, and national standards to align and expand curriculum and instructional plans.

3.1.2. Educators design and use a comprehensive and continuous scope and sequence to develop differentiated plans for PK-12 students with gifts and talents.

3.1.3. Educators adapt, modify, or replace the core or standard curriculum to meet the needs of students with gifts and talents and those with special needs such as twice-exceptional, highly gifted, and English language learners.

3.1.4. Educators design differentiated curricula that incorporate advanced, conceptually challenging, in-depth, distinctive, and complex content for students with gifts and talents.

3.1.5. Educators use a balanced assessment system, including pre-assessment and formative assessment, to identify students’ needs, develop differentiated education plans, and adjust plans based on continual progress monitoring.

3.1.6. Educators use pre-assessments and pace instruction based on the learning rates of students with gifts and talents and accelerate and compact learning as appropriate.

3.1.7. Educators use information and technologies, including assistive technologies, to individualize for students with gifts and talents, including those who are twice-exceptional.

34


8

Question 1


1 2 3 4

3.2.1. Educators design curricula in cognitive, affective, aesthetic, social, and leadership domains that are challenging and effective for students with gifts and talents.

3.2.2. Educators use metacognitive models to meet the needs of students with gifts and talents.

3.3.1. Educators select, adapt, and use a repertoire of instructional strategies and materials that differentiate for students with gifts and talents and that respond to their diversity.

3.3.2. Educators use school and community resources that support differentiation.

3.3.3. Educators provide opportunities for students with gifts and talents to explore, develop, or research their areas of interest and/or talent.

3.4.1. Educators use critical-thinking strategies to meet the needs of students with gifts and talents.

3.4.2. Educators use creative-thinking strategies to meet the needs of students with gifts and talents.

3.4.3. Educators use problem-solving models strategies to meet the needs of students with gifts and talents.

3.4.4. Educators use inquiry models to meet the needs of students with gifts and talents.

3.5.1. Educators develop and use challenging, culturally responsive curriculum to engage all students with gifts and talents.

3.5.2. Educators integrate career exploration experiences into learning opportunities for students with gifts and talents, e.g. biography study or speakers.

3.5.3. Educators use curriculum for deep explorations of cultures, languages, and social issues related to diversity.

3.6.1. Teachers and administrators demonstrate familiarity with sources for high-quality resources and materials that are appropriate for learners with gifts and talents.

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9

Question 1

Standard 4

To what extent do we engage in this behavior or address this issue?

Gifted Education Program Standards 4: Learning Environments

Not

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1 2 3 4

4.1.1. Educators maintain high expectations for all students with gifts and talents as evidenced in meaningful and challenging activities.

4.1.2. Educators provide opportunities for self-exploration, development and pursuit of interests, and development of identities supportive of achievement, e.g., through mentors and role models.

4.1.3. Educators create environments that support trust among diverse learners.

4.1.4. Educators provide feedback that focuses on effort, on evidence of potential to meet high standards, and on errors as learning opportunities.

4.1.5. Educators provide examples of positive coping skills and opportunities to apply them.

4.2.1. Educators understand the needs of students with gifts and talents for both solitude and social interaction.

4.2. 2. Educators provide opportunities for interaction with intellectual and artistic/creative peers as well as with chronological-age peers.

4.2.3. Educators assess and provide instruction on social skills needed for school, community, and the world of work.

4.3.1 Educators establish a safe and welcoming climate for addressing social issues and developing personal responsibility.

4.3.2. Educators provide environments for developing many forms of leadership and leadership skills.

4.3.3. Educators promote opportunities for leadership in community settings to effect positive change.

4.4.1. Educators model appreciation for and sensitivity to students’ diverse backgrounds and languages.

36


10

4.4.2. Educators sanction discriminatory language and behavior and model appropriate strategies.

4.4.3. Educators provide structured opportunities to collaborate with diverse peers on a common goal.

4.5.1. Educators provide opportunities for advanced development and maintenance of first and second language(s).

4.5.2. Educators provide resources to enhance oral, written, and artistic forms of communication, recognizing students’ cultural context.

4.5.3. Educators ensure access to advanced communication tools, including assistive technologies, and use of these tools for expressing higher-level thinking and creative productivity.

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11

Question 1


Gifted Education Program Standard 5: Programming

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1 2 3 4

5.1.1. Educators regularly use multiple alternative approaches to accelerate learning.

5.1.2. Educators regularly use enrichment options to extend and deepen learning opportunities within and outside of the school setting.

5.1.3. Educators regularly use multiple forms of grouping, including clusters, resource rooms, special classes, or special schools.

5.1.4. Educators regularly use individualized learning options such as mentorships, internships, online courses, and independent study.

5.1.5. Educators regularly use current technologies, including online learning options and assistive technologies to enhance access to high level programming.

5.1.6. Administrators demonstrate support for gifted programs through equitable allocation of resources and demonstrated willingness to ensure that learners with gifts and talents receive appropriate educational services.

5.2.1. Educators in gifted, general, and special education programs, as well as those in specialized areas, collaboratively plan, develop, and implement services for learners with gifts and talents.

38


12

Question 1


1 2 3 4

5.3.1. Educators regularly engage families and community members for planning, programming, evaluating, and advocating.

5.4.1. Administrators track expenditures at the school level to verify appropriate and sufficient funding for gifted programming and services.

5.5.1. Educators develop thoughtful, multi-year program plans in relevant student talent areas, PK-12.

5.6.1. Educators create policies and procedures to guide and sustain all components of the program, including assessment, identification, acceleration practices, and grouping practices, that is built on an evidence-based foundation in gifted education.

5.7.1. Educators provide professional guidance and counseling for individual student strengths, interests, and values.

5.7.2. Educators facilitate mentorships, internships, and vocational programming experiences that match student interests and aptitudes.

39


13

Question 1


Gifted Education Program Standard 6: Professional Development

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1 2 3 4

6.1.1. Educators systematically participate in ongoing, research- supported professional development that addresses the foundations of gifted education, characteristics of students with gifts and talents, assessment, curriculum planning and instruction, learning environments, and programming.

6.1.2. The school district provides professional development for teachers that models how to develop environments and instructional activities that encourage students to express diverse characteristics and behaviors that are associated with giftedness.

6.1.3. Educators participate in ongoing professional development addressing key issues and trends in gifted education such as anti-intellectualism and equity and access.

6.1.4. Administrators provide human and material resources needed for professional development in gifted education (e.g. release time, funding for continuing education, substitute support, webinars, or mentors).

6.1.5. Educators use their awareness of organizations and publications relevant to gifted education to promote learning for students with gifts and talents.

6.2.1. Educators participate in ongoing professional development to support the social and emotional needs of students with gifts and talents.

6.3.1. Educators assess their instructional practices and continue their education in school district staff development, professional organizations, and higher education settings based on these assessments.

40


14

6.3.2. Educators participate in professional development that is sustained over time, that includes regular follow-up, and that seeks evidence of impact on teacher practice and on student learning.

6.3.3. Educators use multiple modes of professional development delivery including online courses, online and electronic communities, face-to-face workshops, professional learning communities, book talks, etc.

6.3.4. Educators identify and address areas for personal growth for teaching students with gifts and talents in their professional development plans.

6.4.1. Educators respond to cultural and personal frames of reference when teaching students with gifts and talents.

6.4.2. Educators comply with rules, policies, and standards of ethical practice.

41

June 2014

How Does a Child Qualify for the HAL Program?

The PLSD uses a formal process to identify

students whose learning needs flourish from

the support of the HAL program. This process

uses multiple criteria including the Terra Nova

(achievement assessment) and the In View

(cognitive abilities assessment). Scores on each

of these instruments are used to evaluate

whether the student will benefit from the extra

support of the HAL program. Identification of students after third grade is conducted on an ongoing basis. Students in

4th – 6th grade can be recommended for re-evaluation for placement in the HAL program.

Students enrolling in PLSD who were enrolled in a similar program at their previous school

will be evaluated for inclusion in the program using district criteria.

What Does the HAL Program Look Like for My Child?

In the Classroom The PLSD believes that high ability students need to be provided with consistent challenges and appropriate learning opportunities. In the Papillion-La Vista District, the classroom teacher is the primary source for providing instruction on a daily basis. This is done by offering enrichment and extension activities tied to the curriculum, flexible grouping options, and differentiated instruction. The HAL facilitators, literacy facilitators and math coaches provide support for the classroom teacher. Gifted Education Plans (GEP)... The Gifted Education Plan (GEP) is a process in

which the HAL student and facilitator work

together to identify goals and develop an action

plan that the student will work on throughout

the school year. These goals are chosen by the

student in an area of interest or passion. The

action plan includes specific steps to take,

resources needed, and ways for other people to

help the student achieve the goals. The HAL

staff will provide support with GEP workshops

and building visits. Throughout the year,

students will have opportunities to work with

other intellectual peers from across the district

that share similar GEP topics and participate

in workshops or mentoring activities.

Seminars... HAL students have the opportunity to attend two HAL seminars each year. A list of topics is presented to the students for their selection. Students from across the district are clustered with their intellectual peers to attend seminars of their choice. Topics vary from theater arts, economics, aerodynamics, advanced math, forensic science, robotics and more. Seminars provide intensive learning opportunities for students. All seminars are held at the Curriculum Resource Center, 504 S. Washington St., throughout the year from 8:15 a.m. to 2:45 p.m. Enrichment Programs... The enrichment programs are open to all

students. The programs offered vary by each

building and are held before or after regular

school hours. Each school offers a choice of

activities that may include Math Olympiads,

Robotics, Music, Science Olympiads, STEMS,

Drama and many more.

Some enrichment activities include school,

district and/or state competitions. HAL

students are encouraged to participate in other

activities as well. There are many community

events and activities. All of these experiences

enrich the child’s life and learning.

42

June 2014

HAL Communication HAL Website Parents can find out the latest HAL information

on the HAL Website. The site contains seminar

information, frequently asked questions and

more. Click us out at...

www.paplv.org/HAL HAL Parent Newsletter The HAL newsletter is published monthly with

program updates, student successes, parent

resources, etc. Watch for it to come in your

email or access it on the District HAL website.

Seminar and GEP Communication Prior to each seminar or GEP workshop,

parents will receive a letter and a phone call

that gives the dates, times and a list of other

students attending the seminar in case you

would like to arrange a car pool. You are

responsible for transporting your child to and

from the seminar site and providing a sack

lunch on these days. Also included in the letter will be information

about the seminar and specifics about field

trips, a pre-activity to jump start the students’

thinking about the topic, and a map to direct

you to the Curriculum Resource Center, which

is located at 504 S. Washington St.

Contact Us If you have questions regarding the High Ability

Learner Program for grades 3-6. We invite you

to visit our website at: www.paplv.org/HAL or

contact us at....

[email protected]

Director of Elementary Curriculum Dr. Deb Rodenburg ................ 402-537-6226

[email protected]

HAL Seminar Facilitator Laurie Little .......................... 402-898-0511 [email protected]

HAL Facilitators Kaitlyn Meyer ....................... 402-898-0511

[email protected] Jaime Bizal ……………………….402-898-0511

[email protected]

Rhonda Nicklin ..................... 402-898-0511

[email protected]

Cassidy Jacobitz ................... 402-898-0511 [email protected]

Instructional Facilitator Dawn Spurck ........................ 402-537-6237

[email protected]

HAL Secretary Diane Bussard ....................... 402-537-6223 [email protected]

HAL Paraprofessional Dawn Griger ........................... 402-898-0511 [email protected]

High

Ability

Learner Program

Grades 3-6

43

http://www.paplv.org/HAL


mailto:[email protected]










To: The parents or guardians of ____________________________________ From: High Ability Learner Program

Each year, students are screened for possible inclusion in the Papillion-La Vista School District’s program for High Ability Learners (HAL). According to the established district procedures, the selection process includes consideration of ability and achievement test scores. This letter is to inform you that your child qualifies for HAL services offered by the district based on your student’s assessment outcomes. Two types of services are provided for students: curriculum-based and student-based services. Curriculum-based services are modifications of the core curriculum in response to the learning needs of the student (differentiated activities). High ability learner students are primarily served within the regular classroom through instructional differentiation techniques. The classroom teacher is primarily responsible for the curriculum-based services and will work to plan and provide challenging activities for students. Student-based services are those learning opportunities above and beyond the regular curriculum; these activities may extend outside the classroom. The HAL Facilitator is primarily responsible for these activities: GEP development workshops, seminars, enrichment activities, small group activities, individual projects, curriculum extension activities, and discussions about affective issues such as personal and social awareness, career awareness and planning. If you would like your child to participate in the High Ability Learner Program, please complete the following form and return it to your child’s teacher as soon as possible. Information on the HAL Department can be found at www.paplv/hal. If you have additional questions, please feel free to contact me. We look forward to working with your child in the HAL Program. ____________________________ ______________________________ ______________________________

HAL Facilitator School Phone Email Address -------------------------------------------------------------------------------------------------------------------------------------- My child, __________________________, may participate in elementary High Ability Learner (HAL) Program. I understand that he or she will participate in classroom and pullout HAL activities involved with the program. _____________________________________________ __________________ Parent or Guardian Signature Date

*If parent(s) or guardian(s) do not want their child identified as a high ability learner and/or choose to withdraw from services, written notification to the building principal is required.

44

Dear Parents, Recently your child, ___________________, was evaluated for possible placement in the High Ability Learner (HAL) Program in the Papillion-La Vista School District. For qualification at the district level, students are identified based on data from the categories below. A multi-criteria identification process was used and included data from the following categories:

1. Aptitude test scores which measures student’s learned reasoning abilities in the five areas most linked to academic success in school: Verbal Reasoning—Words, Verbal Reasoning—Context, Sequencing, Analogies, and Quantitative Reasoning.

2. Achievement test scores from the Terra Nova Achievement Assessment which gives a national comparison to same age peers.

At this time your child shows areas of strength, but does not qualify for formal identification and services in the HAL Program. Your child’s progress will continue to be monitored. If you have questions, please feel free to contact me. Name School Email Phone number of the child’s school

45

Dear parent’s name

As children enter the Papillion-La Vista School District they are continually evaluated for being

potential candidates for the High Ability Learner (HAL) Program. A multi-criteria matrix that

encompasses both cognitive and achievement abilities are used in the identification process. When

students enter the district anecdotal records, test scores, and other pertinent information are screened

by the High Ability Learner Facilitator to determine if further testing is needed.

This letter is to inform you that based on your child's academic history, he/she meets the

District’s parameters for consideration regarding your student's potential participation in the High

Ability Learner Program.

As a result of this information, the HAL Facilitator will begin creating a learning profile for your

child by administering the InView (a cognitive ability indicator) and the Terra Nova (an achievement test

indicator) during the next few weeks. Once tests are tabulated you will be notified when placement is

determined. The data collected will be available to the classroom teacher for guidance in planning

educational activities for your child how to best serve them. Please feel free to contact me if you have

questions

Sincerely,

Name

School Email

Phone number of the child’s school

46

Excellence...One Student at a Time

Papillion-La Vista High Ability Learner Program

(HAL)

HAL Program Goals 1. Identify students who demonstrate potential abilities of high

performance in recognized areas of giftedness.

2. Provide educational services that meet the needs of all high ability

learners.

3. Provide guidance and counseling to meet the needs of all high ability

learners.

4. Provide professional development opportunities for staff to promote a

better understanding of the needs of high ability learner, and the

services available to meet those needs.

5. Communicate the various aspects of the HAL program to staff, students,

and the community.

6. Evaluate the effectiveness of the HAL program.

7. Work in harmony with the District’s Mission and Beliefs.

Curriculum Resource Center (CRC) – Seminar Center

504 S. Washington St., Papillion, NE 68046

(CRC) Seminar Phone: (402) 898-0511

HAL Office Phone: (402) 537-6223

Web page: www.paplv.org/HAL

Email: [email protected]

Dr. Ron Hanson

Assistant Superintendent of

Curriculum

Dr. Stephen Burkholder

Director of Secondary

Curriculum

Dr. Deb Rodenburg

Director of Elementary

Curriculum

Diane Bussard

HAL Secretary

High Ability Learner Program 420 S. Washington St. Papillion, NE 68046

The purpose of the High

Ability Learner Program

(HAL) is to assist

students in attaining the

highest level of

achievement possible in

their unique talent area

and to enhance the

student’s social

responsibility and

development.

HAL Mission

Statement

Contact Information

Meet the Facilitators

Seminar Facilitators: Laurie Little Rita Daugherty

HAL Para: Dawn Griger

Elementary Facilitators: Kaitlyn Meyer

Kristen Sam - Tsang Rhonda Nicklin

Secondary Facilitators:

Beth Fitzgerald - Junior High Amy Himes - PLHS Pete Marsh - PLSHS

Newsletter – September 2013

High Ability Learner Program

504 S. Washington St. Papillion, NE 68046

47



Elementary HAL Facilitator Building Schedule

Rhonda Nicklin

Trumble Park-Days 1 & 6

Bell-Days 4 & 7

Tara Heights-Day 2

Parkview Heights-Day 5

Hickory Hill-Day 9

Kaitlyn Meyer

Carriage Hill-Days 2 & 7

Portal-Days 3 & 6

Anderson Grove-Days 5 & 8

Golden Hills-Day 10

Kristen Sam-Tsang

G. Stanley Hall-Day 6

Patriot-Days 1 & 8

Rumsey Station-Days 3& 9

Walnut Creek-Days 4 & 10

La Vista West-Day 6

Attention HAL Parents: Please be on the “look out” for your child’s GEP

Quarterly Progress Report that will be sent home from

your HAL Building Contact!

You will receive four per year! If you have questions

please contact your HAL Building Representative.

HAL Boot Camp 2013

HAL students across the District attended the first annual HAL Boot Camp. They were able to explore a variety

of topics in preparation for identifying goals for their Gifted Education Plans (GEP’s) and experience working

with other HAL students. Students had a hands-on opportunity to dive into areas such as architecture, robotics,

pond studies, technology, art, geology, history, geography, creative writing, botany, and more. It was a great

success as many students left the one day workshop with a better understanding of what they wanted to study

with their GEP’s.

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Carriage Hill Elementary

Hello, my name is Mrs. Lisa Bowlin and I am the HAL building contact for Carriage Hill.

Please feel free to contact me with questions or if you need additional information.

The school phone number is 402-898-0449 and my e-mail is [email protected] .

I have been a teacher in the District for 8 years, all at Carriage Hill and have taught both fifth and sixth

grade. I earned my education degree from University of Nebraska Omaha and my Master’s in Reading from

the University of Concordia. My husband Jeff and I have three children, a daughter, Caitlin (age 22) and two

sons, Ryan (17) and Avery (14). We live in the Papillion community and my boys attend school in the district.

I will be inviting all HAL students to meet with me one day a week in their grade level groups. The times will

be arranged with their teachers and will be used to share HAL goals, projects, or other activities they are

working on. Students will have the opportunity to do additional work, ask questions, or just share their work

progress with an adult and their peers

Here is the list of HAL clubs available at Carriage Hill:

Fun, Food and Fitness - sponsors: Lacey VanRoy, Christie Hanson and Kristi Dowding

Boys Book Club - sponsors: JoAnne Anderson and Kristi Jensen

Science Club – sponsors: Ashley Hollibaugh and Shannon Martinez

I hope to see and hear from all of you this year! Please don’t hesitate to let me know if you need anything.

Anderson Grove Elementary Building Contacts: Julie Sash and Tucker Kimball – [email protected] , [email protected]

Anderson Grove HAL Clubs:

Drama Club, sponsored by Curtis Leach (music teacher). Students will brainstorm ideas, write scripts, create

props and present a performance.

Word Masters, sponsored by Wendy Griffin and Heidi Sell. Students will work with word meanings.

Technology Club, sponsored by Ms. Wawrzynkiewicz and Mrs. Albano. They will work on Robotics, Power

Point, Glogster, Smart boards and Voice Thread.

Golden Hills Elementary Building Contact: Dan Wilson – [email protected] The past few weeks our HAL students have been reviewing ideas they would like to use for their GEP projects.

Students were given their first assignment for their project and they are all off to a very productive start.

The HAL students have started working in various clubs offered at Golden Hills, including Book Club, Math

Olympiads, Robotics, Nature Rangers Club, Wellness programs and activities offered after school each week.

Our students are discussing possible activities and programs with our student council to put in place at our

school this year.

The students are very excited about our activities and are eager to get started on their projects. It should

be a fun year for them.

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http://www.paplv.org:8080/Communications/_layouts/listform.aspx?PageType=4&ListId=%7b47C30188-6036-466A-873F-691B20561507%7d&ID=37




Hickory Hill Elementary Welcome to another great year of HAL at Hickory Hill!

Our building contacts for this year are:

Shelley Kramer

I have been a teacher in the district for 14 years and currently teach third grade at

Hickory Hill and have been involved with HAL program for most of those years. I am here

to be a contact for you and your child if they have HAL questions or need assistance. If

you have any questions my email is [email protected] .

Darcy Heath

This is my fourth year at Hickory Hill and my third year as the HAL Building Contact. I

currently teach 2nd grade and I love the time I get to spend with the "big kids" in the HAL

program. I will be co-sponsoring one of our new HAL Clubs, Math Olympiads this year and

I'm excited for the adventures that we will have. I look forward to working with you and

your child. Please do not hesitate to contact me if you have any questions or concerns. My

email is [email protected] .

There will be some changes to our HAL Clubs this year. After doing interest surveys with

the students last year we have decided to undertake some new adventures. Our clubs this

year will be:

Robotics - Robotics is all about learning how robots work and programming them to follow

given directives. The robotics club will meet every Tuesday after school. It is sponsored by

Miss Houloose and Mrs. Moen.

Math Olympiads - Math Olympiads is a club all about math, with the added bonus of some

competitions thrown in. It is sponsored by Mrs. Heath and Mrs. Nichols. We will usually

meet Wednesdays after school, but we will be participating in a few online competitions

that will be held on Tuesdays. Calendars for the year with all dates noted will be handed

out at the first meeting on September 18th. Additional opportunities to compete in math

competitions on the District level will also be available to club members later in the

year. If your child loves math, problem solving, and working as a team then this is the place

for them!

Quiz Bowl - Quiz Bowl is the opportunity for your child to show their knowledge base about

subjects ranging from history, literature, grammar, math, science, and general random

trivia! Quiz Bowl is sponsored by Mrs. Bergen and Mrs. Boisseree and will meet on

Thursdays after school. They will compete in an online competition this spring and are

looking into some additional competitions as well.

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G. Stanley Hall Elementary

It’s still early in the school year, but the HAL program is up and running at G. Stanley Hall. Students have

chosen their GEP topics and set their goals and clubs will be starting soon. HAL students will meet with the

building contacts once each week to discuss their assignments, progress, and goals. In addition, the HAL

Facilitator will visit G. Stanley Hall once every ten days to meet with the students.

There are two HAL building contacts at G. Stanley Hall. Mrs. Erin Seretta is the media specialist, and in her

second year as a HAL Building Contact. This is Mrs. Seretta’s fifth year as the media specialist at G. Stanley

Hall, and she has been with the Papillion-La Vista School District since 2005. Mrs. Seretta taught 4th and 5th

grades before moving to the Media Center. Her husband, Tim, works in the Technology Department for the

District and has been a presenter at some of the HAL seminars. In her spare time, Mrs. Seretta enjoys reading,

taking walks with her dog, and photography.

Mrs. Sara Jarding is the counselor at G. Stanley Hall, and this is also her second year as a HAL building contact.

Mrs. Jarding was born and raised in Nebraska. Prior to coming to G. Stanley Hall, she lived and worked in

Arizona. This is her ninth year in education. Mrs. Jarding previously taught 2nd, 3rd and 5th grades. She has

worked as a Gifted Coordinator for two years in Arizona, and also was a School Counselor for two years before

moving back to Nebraska. Her husband, Mark, is in the Air Force and is stationed at Offutt. Their son Kolbe (2

½) and daughter Jameson (1) keep them very busy! Mrs. Jarding likes to exercise, craft and do DIY projects.

She is looking forward to working with your students this year!

The HAL clubs offered at G. Stanley Hall include Word Masters, Math Olympiads, and Multicultural Club. Other

activities HAL students may choose to participate in include Battle of the Books, Band (for 6th graders), Choir,

Student Council, and Yearbook Club.

If you have any questions about the HAL program at G. Stanley Hall, feel free to contact either Mrs. Seretta or

Mrs. Jarding.

Erin Seretta Sara Jarding

[email protected] [email protected]

(402) 898-0455 (402)-898-0455

Rumsey Station Elementary

Get on Board with Clubs at Rumsey Station!

There are many opportunities to get involved at Rumsey Station, check out some of the clubs!

Reach for Success with Mrs. Patten and Mrs. Gingerich

Student Council with Mrs. Patten and Mrs. Cologne

Choir and Drumming with Mrs. Nelson

Photo Journalism with Mrs. Cologne

Math Olympiads with Mr. Rodningen

Battle of the Books with Mrs. Raymond

Mrs. Raymond and Mrs. Gingerich, the building contacts, welcome you to the 2013-2014 school year!

Please feel free to contact us at [email protected] or [email protected] .

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La Vista West Elementary Building Contacts: Diane Rasmussen [email protected]

Keri Stover [email protected]

La Vista West Elementary is offering the following HAL clubs this year:

Yearbook Club - This club is offered to HAL and sixth grade students with a maximum of eight participants. The

Yearbook "staff" will assemble the yearbook, advertise the purchase of the yearbook and be responsible for

gathering pictures at events at La Vista West. Sponsors are Mrs. Chereck and Ms. Reed.

Multicultural Club - Third and Fourth grade students will have the opportunity to participate in the Multicultural

Club. The purpose of this club is to increase student interest and awareness about diversity. Students will be

involved with different literature, traditions and food from many different cultures. Sponsors are Mrs. Connolly

and Mrs. Jacobson.

Art and Theatre Club - The program will enable students to explore the area of the performing arts. Through

active participation and with the use of creativity, students will experience a variety of theatre styles. We will also

occasionally be switching our focus to art. The art portion of the club will be working to design our sets towards the

end of the year and also creating short films. Sponsors are Ms. Colpitts and Ms. Price.

Battle of the Books - Offered to fourth, fifth, and sixth grade students, this club has multiple teams of four

students each that read a variety of novels. Teams will meet monthly to practice answering questions about the

books to prepare for a school-wide battle. The winners of the school-wide battle will then compete with teams

from other schools in the spring. Sponsors are Mrs. Tooley, Mrs. Rasmussen, and Mrs. Stover.

Tara Heights Elementary

TOSHEE (Tara Orff Schulwerk Honor Ensemble) Ms. Kay Johnson- [email protected]

This music group is open to fourth, fifth and sixth grade students at Tara Heights. This music ensemble will

primarily be using Orff instruments such as the xylophone, metallophone, glockenspiel and recorder. In this

ensemble, members will have the opportunity to play and sing more challenging music than they would be in the

music classroom.

Robotics- Mrs. Ann Stanek- [email protected]

Fifth and sixth grade students are taught science, technology, engineering, programming and math. These

students meet after school and compete yearly in the metro area competition using the CEENBOTS

Word Masters- Mrs. Tereana Kerr- [email protected]

Word Masters is a national competition for students in grades fourth, fifth and sixth which encourages growth

in vocabulary and verbal reasoning. These students meet after school one night a week to work on the definition

of words that aren’t seen as often in their day to day curriculum. They compete in teams and work together to

break words down; origins, parts of speech, prefixes, suffixes, and definitions.

Mrs. Kris Zey, HAL Building Contact: [email protected]

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Setting Goals By Rhonda Nicklin

As we begin the new school year, the HAL students start their year by identifying and writing their GEP

goal. This is the “big” goal, the subject or topic in which they hope to become more knowledgeable. The GEP,

Gifted Education Plan, on which they work, will have smaller, short term goals throughout the year. These

shorter goals will help them to take the steps to reach their big goal.

Setting goals is an important skill for students to develop. Goals provide direction, something specific for

which to aim. When reached, there is a sense of growth and accomplishment.

“A student’s ability to set and achieve realistic goals is linked to higher grades, lower college-dropout rates

and greater well-being in adulthood. In a recent study in the Journal of Applied Psychology, college students

who completed an intensive written exercise identifying their goals and mapping out steps to reach them

posted a significant increase in grades and credits earned, compared with other students.” * *Sue Shellenbarger, “Making Kids Work on Goals (And Not Just in Soccer)”

It is important to first identify a clear, specific goal. The goal should be high, but realistic. Realistic

meaning that it is challenging, but achievable with sufficient effort. It should specify what they hope to

accomplish by an identified time. For our HAL students, their goal should be met by the end of March, 2014.

The next task is to break the goal into smaller steps. These smaller goals will help them to identify what

information they need to learn, what skills they may need to learn, and what resources are required. These

smaller goals should be specific, measurable and attainable, with clear results in a specific time frame.* We

use the acronym “SMART” to help them remember this format for writing goals. By breaking the larger goal

into smaller, short term goals, they will see their accomplishments step by step.

Of course goal setting doesn’t work unless their behavior is aligned with their goals. They need to put words

into actions. Students need to read articles, research on-line, ask questions, etc. Students must be active

participants in achieving their goals.

We encourage you as parents to help your student identify short and long term achievable goals. Set goals

that can be met but that require some effort and work on their part. When a hurdle presents itself, talk

about ways to get around or over it. Students need to believe that they can achieve.

“A belief in one’s ability to achieve goals is important to building a hopeful attitude, which in turn is a high

predictor of college success, says Shane Lopez, a senior scientist in Omaha, NE., for Gallup.”*

Bell Elementary Building Contact: Melissa McCain - [email protected]

Bell Elementary is off to a busy start this year with a variety of clubs being offered! The following is a list

of the clubs and their sponsors.

Technology: Mark Welch and Heather Osborne

Science Club: Heather Pollett and Melissa McCain

Word Masters (3rd-4th grades): Alexis Snide and Melissa McCain

These clubs meet afterschool on a weekly basis from 3:10-4:00p.m. See the school newsletter for a

description of each club. If you would like to know more about any of these clubs, please contact the club

sponsor.

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Walnut Creek Elementary Building Contacts: Heather Klassen – [email protected]

Linda Sigler – [email protected]

Walnut Creek HAL students are off to a great start this year. They have been working on setting their GEP

goals and have begun working on attaining those goals!

We will have two building contacts working together this year at Walnut Creek, Mrs. Klassen and Mrs. Sigler.

If your child was in HAL last year at Walnut Creek, you may already know me, my name is Heather Klassen. I

teach fifth grade at Walnut Creek. This is my fourth year in the building and my second year as a fifth grade

teacher. I have two children in the district and both of them are HAL kids, so I get to work with HAL as a

parent and a teacher! I am really excited to be working with your children again this year!!

Hi, my name is Linda Sigler. I have been an Art Specialist in the district for 12 years teaching at Walnut

Creek, Bell, Patriot and more! I have 4 children and 4 grandchildren. Before I was an art teacher I taught

dance and aerobics while making all kinds of art in my basement. I am excited to work with the students

involved in the HAL program. They are a talented and creative group of students!

We have three HAL clubs at Walnut Creek. Your child may have already come home with information about

Robotics Club and/or K-Kids. OSHE will start later in the year.

Robotics / S.T.E.M.s Club is an after school club that meets every Tuesday from 3:15p.m. to 4:15p.m. in Mr.

Nabity’s room. The school year will be divided into two sections. The first section investigating and creating

Robots. Robotics will be more of an online technology program where they will build robotics. The second

section is more discovering and building models based on Science, Technology and Mathematics. STEMs is an

inquiry based program where students will build objects using hands-on materials.

K-Kids is a student led community service club for fourth, fifth and sixth grade students that teaches

members the value of helping others through participation in service projects and club activities. In the past,

students have rang bells for the Salvation Army, played games with residents of Papillion Manor, and held can

food drives at Walnut Creek. It will be led by Mrs. Crowe and will begin on October 1st. Meetings are held

every Tuesday from 3:05-4:05p.m.

OSHE stands for Orff Schulwerk Honors Ensemble. It is directed by Lindsey Cayer and meets on Thursdays

after school. The student’s learn very difficult, high quality music through singing, speaking and playing

recorders and xylophones, as well as through movement.

Junior High Leadership Field Experience

Challenge Course at Gifford Farms

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Portal Elementary

HAL students attending Portal Elementary school can choose from the following options for additional activities to

enhance their thinking beyond in-class curriculum: Word Masters, Star Singers, and Robotics Club.

Word Masters - Word Masters is a national organization designed to encourage students to expand their

vocabulary and use words in different ways. Students participate in three Challenge Meets, consisting of a paper

and pencil test. Our Portal group meets weekly, from October until early May, each Tuesday from 3:05-4:00p.m.

The materials we receive include lists of 25 words, mailed out at three times during the year. We first enter these

words in our notebooks, adding definitions, parts of speech and some examples. We then practice the words using a

variety of activities, such as BINGO, Pictionary, story writing, web sites, etc.

Analogies are an important component of the program, so we also devote a portion of our time to using them. We

practice linking our words in ways that might be used in comparisons and study different types of analogies. The

tests are challenging, but students have traditionally performed very well. Most importantly, we have lots of fun

and increase our Word Power! Mrs. Kimball is the sponsor at Portal for this HAL club.

Singing Stars/OSHE – At Portal, there are two opportunities to make music after school: The Singing Stars began

rehearsing on September 4 and will continue throughout the school year, while OSHE (Orff Schulwerk Honor

Ensemble) will begin in January. The Singing Stars will focus primarily on singing technique and performance and

OSHE will be a select group that will incorporate a variety of media: singing, speaking, dancing and playing

instruments. Both ensembles will combine together with Tara Heights for an end of the year performance. Kristine

Wolfe will again be sponsoring this club.

Robotics Club – Robotics will be starting Wednesday, September 25th. The club will meet every morning from 7:30–

8:00a.m. The daily meetings will allow for optimal robotics time. The advanced portion of robotics consists of sixth

graders, in teams, building the NXT Robot. Students are given a task to program their robot to maneuver through a

maze which consists of challenging obstacles. Students will be extending their skills by constructing a robot, using

guides provided by the NXT website. After Winter break, we will begin the beginning robotics club, introducing

fifth grade students to the program. Mr. Ritton will be the sponsor of the Robotics Club.

Portal Building Contact

Mrs. Deloske will be the building contact for Portal Elementary. If your HAL students have any questions about

their goals, need additional work time, or want additional challenges or assignments, she has established some GEP

work times when she will be available for them. Each HAL student was given a schedule illustrating the days before

or after school when she will be hosting GEP work times.

Please email her if you would like an electronic copy of the schedule or if you have any other HAL building questions

at [email protected] .

Junior High Robotics Field Experience

Problem Solving with Robotics

Tri-V Tools Tour of Robotics Applications in the Workplace

Go to www.facebook.com/PLSDCooperationBEST for more pictures.

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http://www.facebook.com/PLSDCooperationBEST

Patriot Elementary Building Contact: Rachel Hendrickson – [email protected]

Jody Minske – [email protected]

Word Masters is a national competition for students in third and fourth grade that encourages growth in

vocabulary and verbal reasoning. This club will help students think both analytically and metaphorically. There are

three contests/meets throughout the year. Each contest addresses higher level word comprehension and verbal

reasoning. It challenges students to complete analogies based on relationships among words they have learned. It

bases the analogies on special vocabulary lists, developed for each grade and difficulty, which students are

encouraged to study before each meet. Excellence in the competition will require both mastery of the meanings

of the vocabulary words and thoughtful reasoning about the relationships between these words and more familiar

language used in the competitions analogies. Students participating in Word Masters will meet every Wednesday

from 3:05-4:00p.m.

Math Olympiads is a club where students work on their problem solving skills. They are given what we call “habits

of mind” problems that have no apparent answer or strategy to solve. We work on finding different strategies to

quickly arrive at a correct answer. During the course of the year we take 5 different Olympiad tests. These

tests are timed and scored. Students in Math Olympiads are competing against students from schools all around

the country. This is a great club for those students who love math, challenges and puzzles.

POSHE (Patriot Orff Schulwerk Honor Ensemble) honor club is open for any student in grades fourth, fifth and

sixth. Only 20-25 students will be chosen for this group and will rehearse on Thursday from 3:10-4:00p.m. There

will be a culminating performance at Papillion-La Vista South High School with Walnut Creek Elementary School in

May. This ensemble will focus on singing, recorder, drums, xylophones, and movement. This is considered an honor

ensemble because of the very challenging music, concepts, and skills learned during every rehearsal. The students

will be reading music, singing, playing instruments, and creating movement to a varied array of pieces. This

ensemble is about building the overall musician and is designed for someone who enjoys working hard. Even though

all students are challenged, the outcome is always super rewarding!

Monster Storms Seminar

In the Monster Storms seminar, the students study essentials of weather, from solar radiation to air

pressure, using the egg in a jar and the marshmallow experiments to demonstrate the principles. We focused

on the hydrologic cycle, including rain, snow, lightning and thunder. The students conducted a thunderstorm

experiment and made lightning in a controlled electricity experiment.

They also studied hurricanes and tornadoes, including the tornado in a bottle experiment, and they discussed

the causes of climate change and its impact on weather.

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http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=H8jWX6I8dcofYM&tbnid=B2Wi3OqthtjIzM:&ved=0CAUQjRw&url=http%3A%2F%2Fthinng.com%2F9105-tornado-near-parker-colorado&ei=lbc4UuKnN5T22QXG14GYDg&bvm=bv.52164340,d.b2I&psig=AFQjCNFfg-PlsPNnzMwtaTunJq3sohBF7A&ust=1379535063417259

Parkview Heights Elementary Building Contact: Jennifer Tosic – [email protected]

Art Club - Ms. Simodynes

Parkview Heights would like to offer interested fifth and sixth grade students a chance to join Art Club!

Throughout the school year, we will explore a variety of artistic styles and techniques. The club is open to all

fifth and sixth grade students who are interested in joining. Because interest in the club is high this year,

quarters 1 & 2 of the school year will be open to fifth grade students ONLY, and quarters 3 & 4 will open to sixth

grade students ONLY. We will meet every other Wednesday after school in the Art Room from 3:15-4:15p.m.,

beginning September 25th.

P.A.T. (Panthers Advancing Technology) Club - Mrs. Nelson

Students will participate in creating multimedia projects by using many different types of programs and/or

applications. Some of these will include Google Docs, Glogster, Voice Thread, PowerPoint, and more. They will

focus on strengthening 21st century computer skills, while allowing students to participate in technology projects

that encourage students’ creativity. Third and fourth grade tech club will meet Tuesday mornings from 7:30-

8:00a.m. Fifth and sixth grade tech club will meet Thursdays after school from 3:05-3:45p.m. Tech club will

start the week of September 23rd. Please contact Mrs. Nelson with any questions at [email protected] .

Train Your Brain - Mrs. Tosic

Train Your Brain is a club open to all fifth and sixth grade students wanting to challenge their brains through

games, puzzles, and fun! Train Your Brain meets Wednesday mornings at 7:30a.m. in Mrs. Tosic’s room. This club

will also be extended to third and fourth grade HAL students.

Pondering the Ponds Seminar!

Students spent 2 full days learning about pond habitats, organisms, aquatic animals, and wildlife. They did a

sampling of fish populations by fishing at Memphis State Recreation Area. They got to get close and

personal with the aquatic birds by kayaking at the pond. Students found snails, tadpoles, turtles, fish,

birds and the animals that use the pond for food. The weather was perfect and we had smiles from all the

kids.

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Papillion-La Vista South High School Building Contact: Pete Marsh

HAL (High Ability Learner) at Papillion-La Vista South High School does not have a specific pull out program.

Our goal for the HAL program at PLSHS as well as my personal goal is to help provide enrichment

opportunities through the various core departments, in addition to the AP and Honors classes provided at

South.

The Science Department sponsors the Science Club. Some of the competitions are Science Olympiads and

Physics Field Day, as well as monthly Science Club meetings. The Science Club is also looking to provide

additional opportunities by going to Chemistry Field Day at UNO and participating in TEAMS, which is a

science, math and engineering competition.

The math department just started a math club and their goal for this year is to attend various math events.

The AP English classes are doing the Wordwright Challenge.

PLSHS also participates in Mock Trial, which is sponsored by Mr. Burke

There are almost 250 students that have qualified for the HAL program at Papillion-La Vista South and all

students are welcome to participate in these various extracurricular activities.

If you have any questions please contact me at [email protected] .

Trumble Park Elementary Building Contact: Candy Vampola – [email protected]

Trumble Park is adding a new club to its roster!

Choir Club - Offered to fifth and sixth grade students. Students will learn more about music and their

voices. Sponsor – Kate Konrad

Earthology - The study of geography and science from around the world. Sponsor – Candy Vampola

Robotics Club – Students will explore and create robots using the Lego Mindstorm Kits. Sponsor –

Candy Vampola

Photojournalism Club - Students will learn how to use cameras and how to create a class newspaper.

Sponsor – Candy Vampola and Christi Brooke

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Papillion-La Vista High School Building Contact: Amy Himes – [email protected]

National Honor Society

Sponsor Lori Boudreau The Papillion-La Vista High School National Honor Society currently has

57 senior members. Many of these members were busy this summer with

various service projects. To continue membership in National Honor Society,

these students need to maintain a 3.5 GPA, continue to participate and stay active in school and community

activities and uphold the highest standards of leadership and character. Twenty-five hours of community

service are required for members each semester.

One service project the group is planning for this semester is the placement of flags in yards throughout the

community in honor of Veteran's Day (this is a project Student Council has invited us to participate in with

them). Members are also planning a Food Drive for later in the semester as well as adopting a family closer to

the holidays.

Many of our members have already assisted elementary schools during PTO meetings by providing child care so

parents can attend their school's meeting. Members also help out with carnivals and other gatherings at our

various feeder elementary schools.

Juniors and Seniors who are eligible for NHS are currently going through the application process. Our fall

induction is scheduled for Monday, November 19th.

Mock Trial

Sponsor: Bre Wilton

Mock Trial is off and running! We are getting a great start with the biggest team we've ever had. We have

about six returning students, and fifteen new students participating this year. We are excited to have the help

of Judge Bob O'Neal, and local attorneys Geoff and Jessica Thomas. The competition is at the end of

November, so heading into October will be a very busy time preparing our plaintiff and defense cases,

respectively.

Quiz Bowl Sponsor: Amy Himes

Quiz Bowl is meeting on Mondays from 3:30p.m. to 4:30p.m. this year and we are off to a great start!

What is Quiz Bowl?

Quiz Bowl is a trivia game played on teams of four. Players buzz in to answer toss up questions and the team

works together to answer bonus questions. Questions can cover all academic areas, plus current events, pop

culture and sports. Some tournaments are very academic; others are entirely non-academic.

If you like Jeopardy or trivia games of any sort, you might enjoy Quiz Bowl.

Who can play?

The Quiz Bowl Club is open to all PLHS students with an emphasis on intellectual pursuits. Everyone is welcome,

regardless of skill-level or level of commitment. Some people just come to play with us occasionally; others want

to represent PLHS at all competitions.

National Honor Society

Co-presidents

Emma Neil (L)

Ashley Schenck (R)

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HAL Facilitators

Kaitlyn Meyer

[email protected]

402-898-0511

Elementary HAL Facilitators Kristen Sam-Tsang

[email protected]

Rhonda Nicklin

[email protected]

Beth Fitzgerald

[email protected]

402-898-0424

402-898-0436

Papillion Junior High

La Vista Junior High

Laurie Little

[email protected]

402-898-0511 Seminar Facilitator

Rita Daugherty

[email protected]

402-898-0511 Seminar Facilitator

Amy Himes

[email protected]

402-898-0400 Papillion-La Vista High School

Pete Marsh

[email protected] 402-829-4600 Papillion-La Vista South High School

Building(s) Phone Elementary Building Contact

Email

Carriage Hill 402-898-0449 Lisa Bowlin [email protected]

Golden Hills 402-898-0459 Dan Wilson [email protected]

Patriot 402-898-0405 Jody Minske

Rachel Hendrickson

[email protected]

[email protected]

G. Stanley Hall 402-898-0455 Erin Seretta

Sara Jarding

[email protected]

[email protected]

Anderson Grove 402-898-0479 Julie Sash

Tucker Kimball

[email protected]

[email protected]

Trumble Park 402-898-0466 Candy Vampola [email protected]

Walnut Creek 402-898-9630 Heather Klassen

Linda Sigler

[email protected]

[email protected]

Parkview Heights 402-898-0435 Jennifer Tosic [email protected]

Portal 402-898-0425 Samantha Deloske [email protected]

Tara Heights 402-898-0445 Kris Zey [email protected]

Bell 402-898-0408 Melissa McCain [email protected]

Rumsey Station 402-898-0475 Tina Raymond

Lisa Gingerich

[email protected]

[email protected]

Hickory Hill 402-898-0469 Darcy Heath

Shelley Kramer

[email protected]

[email protected]

La Vista West 402-898-0465 Kerri Stover

Diane Rasmussen

[email protected]

[email protected]

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Guiding Questions

Who are the HAL facilitators?

What is the mission of the HAL program?

What are the needs of the gifted learner?

How do we identify gifted students?

What types of services do we provide?

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Seminar Facilitators

Laurie Little ([email protected])

Cassidy Jacobitz ([email protected])

Elementary HAL Facilitators

Rhonda Nicklin ([email protected])

Kaitlyn Meyer ([email protected])

Jaime Bizal ([email protected])

E-mail us: [email protected] 64

Building(s) Phone Elementary Building Contact

Carriage Hill 402-898-0449 Lisa Bowlin [email protected]


Patriot 402-898-0405 Jody Minske [email protected] Danielle Inserra [email protected]

G. Stanley Hall 402-898-0455 Erin Seretta [email protected]

Anderson Grove 402-898-0479 Tucker Kimball [email protected]


Walnut Creek 402-898-9630 Heather Klassen [email protected] Linda Sigler [email protected]

Parkview Heights 402-898-0435 Stephanie Graves [email protected]


Tara Heights 402-898-0445 Lynette Wieger [email protected]

Bell 402-898-0408 Alexis Snide [email protected]

Rumsey Station 402-898-0475 Tina Raymond [email protected]

Hickory Hill 402-898-0469 Darcy Heath [email protected] Shelley Kramer [email protected]

La Vista West 402-898-0463 Diane Rasmussen [email protected] Kerri Stover [email protected]

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What is the vision of the HAL Program?

66

The purpose of the High Ability Learner Program (HAL) is to assist students in attaining the highest level of achievement possible in their unique talent area and to enhance the student’s social

responsibility and development.

67

What are the needs of the gifted learner?

68

Passion for learning

Powers of concentration

Analytical thinking

Divergent thinking/creativity

Keen sense of justice

Capacity for reflection

Exceptional reasoning ability

• Intellectual curiosity

•Rapid learning rate

•Understands abstract ideas

•Complex thought processes

•Vivid imagination

•Great concern for morality

& justice

Intellectual Characteristics

Gifted Development Center- The Institute for the Study of Advanced Development: Dr. Linda Silverman, Ph.D.- 69

Insightfulness

Need to understand

Need for mental

stimulation

Perfectionism

Need for precision/logic

Excellent sense of humor

Sensitivity/empathy

Intensity, competitive

Perseverance

Acute self-awareness

Comfortable with nonconformity

Questioning of rules/authority

At times, introverted

Likes to work or play alone

Acts mature for their age

Personality Characteristics

Gifted Development Center- The Institute for the Study of Advanced Development Linda Silverman, Ph.D.

70

All identified students in grades 3 – 12 are eligible for HAL services.

Students new to the district in grades 4-12 who were previously in a similar program will be evaluated for placement in the HAL program.

Screening and selection of high ability learners in grades 3-12 will be conducted at specified times during the school year.

Students are identified using criteria which assess the areas of achievement and ability.

71

In View Abilities Test – Skills and abilities for academic success

Terra Nova-Achievement Test - Designed to measure skills and knowledge learned in a given grade level through planned instruction.

72

73

74

Modifications of core curriculum to meet learning needs

Accomplished through differentiation

Provided by classroom teacher and specialists

75

Above and beyond the core curriculum

Often takes place outside the classroom

Provided by HAL facilitators and other sources

76

Seminar – 4th, 5th, 6th Grade The HAL seminar curriculum has been designed to

immerse students into chosen topics of interest. Students will attend two 2-day Seminars

GEP Workshops - 4th, 5th, 6th Grade The Workshops will be centered around GEP topics

planned by facilitators. One GEP boot camp and three GEP workshops

Enrichment Clubs Selected by each building from a menu of options Before or after school HAL Building Contacts will have more information about

these clubs

77

Develop self-directed learners and independent thinkers ◦ Social-Emotional Lesson

◦ Primary Education Thinking Skills

◦ Weekly with HAL Facilitators

Seminar ◦ The HAL seminar curriculum has been designed

to immerse students into a chosen topic of interest.

◦ Will attend one 2-day seminar.

78

Students in 4th-6th grade develop goals based on 21st Century Skills.

Students will create a GEP with the HAL Facilitators and meet with others students in workshops.

Students will evaluate their progress throughout the year.

79

GEP = Gifted Education Plan!

What is that? ◦ Create a goal based on your interests or passion

◦ Develop a plan to achieve that goal throughout the year

◦ Identify resources needed to achieve your goal

◦ Share your learning with an audience

◦ Evaluate your progress

80

Creative Writing

Animal Behavior

Inventions

Human Anatomy

Computer Programming

Aquatics

Aerodynamics

Endangered Animals

Robotics

Visual Art History Dinosaurs Cultures Around the

World Advanced Math Cryptozoology Ancient Civilization Geology Mythology Astronomy

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83

84

85

Theater Arts Art Exploration Cities in Action

Fantastic Flight Pondering the Pond Investigation Inventions

Go Green Kid Chemistry Making Music Matter

Cool Tech Tools Cultural Detectives Money Smarts

Animal Adaptations 21st Century Explorers

Kickin’ Kids Health & Wellness

86

Monster Storms History Alive Kid Chemistry

Drawing From the Inside Out

Cities In Action Cool Tech Tools

Making It Work-Engineering

Dissection Wild About Writing

Rocket Science Robotics Crime Scene Investigation

Theater Arts Living The Law That’s a Wrap

All About Me-Health & Wellness

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Held at Curriculum Resource Center (CRC)-Entrance on

east side Times: 8:15-2:45 (drop off starts at 8:00, pick up ends at 3:00)

Sack Lunches-Drinks ◦ Food Allergies

Parent provide transportation to/from Parking Snow Days Permission slips brought to seminar with current

contact information Notifications through U.S. mail at least 2 weeks in

advance Parent Link

- 1 reminder call/e-mail the night before

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Location: Hickory Hill Elementary (Portable classroom)

Times: 8:15-2:45 (drop off starts at 8:00, pick up ends at 3:00)

Sack Lunches-Drinks ◦ Food Allergies

Parent provide transportation to/from

Snow Days

Permission slips brought to workshop with current contact information

Notifications through U.S. mail at least 2 weeks in advance

Parent Link - 1 reminder call/e-mail the night before

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Students are provided challenging learning experiences to match their abilities, needs, and interests.

Students with exceptional gifts and talents need multiple opportunities to discover interests.

Classroom teachers are the primary source for providing services on a daily basis.

Students will also receive support from Literacy Facilitators, Math Coaches, and HAL Building Contacts.

90

E-mail: [email protected]

Website: http://www.paplv.org/HAL

Questions

91

H I G H A B I L I T Y L E A R N I N G P R O G R A M

PAPILLION-LAVISTA

JUNIOR HIGH

92

PURPOSE

• Introduce Facilitators

• High Ability Learning Program Mission

• Identification

• Services

93

JUNIOR HIGH FACILITATORS

• Beth Fitzgerald

• Laurie Little

94

MISSION

The purpose of the High Ability Learner Program (HAL) is to assist students in attaining the highest level of achievement possible in their unique talent area and to enhance the student’s social

responsibility and development.

95

HOW DO WE IDENTIFY STUDENTS?

• All identified students in grades 3 – 12 are eligible for HAL services.

• Students new to the district in grades 4-12 who were previously in a similar program will be evaluated for placement in the HAL program.

• Screening and selection of high ability learners in grades 3-12 will be conducted at specified times during the school year.

• Students are identified using criteria which assess the areas of achievement and ability.

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INSTRUMENTS USED FOR SCREENING AND SELECTION

ACTIVITIES • In View Abilities Test – Skills and abilities for

academic success

• Terra Nova-Achievement Test - Designed to measure skills and knowledge learned in

a given grade level through planned

instruction.

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SERVICES

98

SERVICES

• Field Study Clusters • Based on the Nebraska

Career Education Model

• 4 days throughout the year – per cluster

• Sessions are designed to allow students the opportunity to study a career field in depth

• Students may choose to participate in 1 or 2 clusters per year

• Job Shadowing • Students will experience a

day of job shadowing related to the career field that interests them.

• Competitions • Many strands will include

competition options for students

• Culminating Project • Students will produce a

product related to the cluster topic ie: website, science fair, written piece

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FIELD STUDY CLUSTER TOPICS

• Animal Exploration (agriculture, food, and natural resources)

• Advanced CSI/Law (Human Services and Education)

• Robotics (Skilled and Technical Sciences)

• Computer Mania/ Technology Hot Topics (Communication and Information Systems)

• Entrepreneurship/Finance/Business/Math (Business,

Marketing and Management)

• All About Sports (Health Sciences)

• Health Explorations (Health Sciences)

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FIELD STUDY TOPICS – CONT.

• Advanced Theater Arts/Creativity (Communication and

Information Systems)

• Engineering Extravaganza (Skilled and Technical Services)

• Leadership (Human Sciences and Education)

• Visual Arts (Communication and Information Systems)

• Music Creation/Production (Communication and Information

Systems)

• Creative Writing (Communication and Information Systems)

• Quiz Bowl Competition (general)

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GENERAL INFORMATION

• Field study hours: 8:00 – 3:00

• Drop off and pick up at CRC (504 S. Washington)

• Sack Lunch (please respect allergies)

• Water Bottle

• Permission slips will be gathered on the first day of the Field Study – if information changes, please send with student

• Schedules for the year will be distributed in September – any changes will be communicated via Parentlink

• Parentlink reminder the night before Field Study

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Elementary HAL Timeline of Roles and Responsibilities by Month

May 2014

August/September October November

BC HF LF/MC BC HF LF/MC BC HF LF/MC Pre-service BC

meeting

Attend district-wide HAL parent meeting at Central Office

Coordinate coaches for enrichment clubs-contract

Prepare newsletter article

Develop plan to meet w/HAL students on regularly scheduled basis

Advocate for HAL students at PLCs

Create yellow folders for students that have 1 pt. or more-Get list from HF

Co-present HAL

program to staff

w/ Building

Contact

Intro HAL ppt to teachers/BC

Lead district-wide HAL parent meeting at Central Office

Survey online seminar choices-poll students (Gr 4-6)- send to Seminar Teacher

Review cums (InView or TN if no testing avail)-send test letter

Send ID letter to new students

Coordinate testing new students

Finalize roster to HAL secretary

Organize and run HAL GEP Boot Camp

Begin 4-6 GEP goals

Monitor GEP on 10-day rotation

Write newsletter article

Participate in weekly HAL PLC/staff development meetings

Develop Oct. staff meeting talking points

Plan for competitions, events

Follow up on yellow folders

Create and align enrichment opportunities within the learning plan

Model and/or co-teach learning plan lessons to demonstrate HAL best practice

Serve as resource for classroom teacher for HAL ideas

Discuss math/ reading scores with Building Contact and how to best serve students

Read monthly newsletters to understand HAL program and events

Send home 1st quarter GEP work log in the report cards

Support GEP work in classroom

Send out seminar information to teachers

Be aware of TN & InView Testing for Grade 3-check for building dates

Check w/ enrichment clubs-gather rosters give to principals


Participate in BC meeting

Share HAL monthly talking points at staff meetings

Meet w/HAL students to monitor GEP & work logs

Follow up on parent signature for goal setting


Work with students at GEP workshops



Develop Nov. staff meeting talking points

Proctor Advanced Math ALEKS Programs Gr 5-6



Follow up on 1st quarter progress reports


Provide resources for HAL Fac. as needed per GEP topic


Read monthly newsletters



Share HAL monthly talking points at staff meetings





Participate weekly HAL PLC/staff development meetings

Develop Dec. Staff meeting talking points

Proctor ALEKS Advanced Math Computer Programs Gr 5-6




Provide resources as needed per GEP topic


Read monthly newsletter

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May 2014

December January February

BC HF LF/MC BC HF LF/MC BC HF LF/MC Send home 2nd

quarter GEP work log in the report cards



Participate in BC Meeting

Share HAL talking points at staff meetings



Identify new 3rd grade students, send I.D. letter home






Develop Jan. staff meeting talking points


Follow up on 2nd quarter progress reports



Discuss math/reading scores with Building Contact and how to best serve students



Answer any seminar questions from new 3rd grade students/ parents



Create green folders for students that have 1 pt. or more-Get list from HF

Attend district-wide parent meeting at Central Office


Document new 3rd grade students, send I.D. letter home

Survey seminar choices for Gr 3/newly identified


Start meeting with 3rd grade on 10-day rotation





Develop Feb. staff development talking points


Organize and run new student Boot Camp

Plan & attend district-wide parent meeting at Central Office

Follow up on



Discuss math/ reading scores with Building Contact and how to best serve new students



Plan showcase with HF per building

Be familiar with new 3rd grade students






New student lists to HAL Secretary

Plan Showcase for May


Monitor GEP/3rd grade on 10-day rotation

Attend NAG conference



Develop Mar. staff development talking points Proctor Advanced Math ALEKS Programs Gr 5-6

Plan for competitions, events (Robotics, FC, or Math Comp, Quiz Bowl?)



Assist in creating district-wide math competitions



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May 2014

green folders

March April/May

BC HF LF/MC BC HF LF/MC Send home 3rd

quarter GEP work log in the report cards









Develop April staff development talking points



Follow up on 3rd quarter progress reports


Assist in creating district-wide math competitions


Send home 4th quarter GEP work log in the report cards





Meet w/HAL students to evaluate GEP

Place pg. 3 of GEP in student green folders/cum folders


Attend HAL GEP Showcase

Survey students for enrichment club choices – Interest Survey



Develop May staff development talking points


Conduct district-wide competitions & events

Follow up on 4th quarter progress reports

Organize and run HAL GEP Showcase

Survey students for future seminar and GEP topics (brainstorming)


Assist with district-wide math competitions questions


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HAL Enrichment Club

** Due to your Principal by September 15th

School: Club Sponsor(s):

Club Name:

Number of students participating: HAL ______ Non-HAL ______

Dates of Mtgs:

Scheduled Time:

Goals:

How will you know the goals are being met:

Culminating Project/Competition:

**** Please send a summary of the clubs accomplishments,

celebrations, and future recommendations at the end of the year to

Deb Rodenburg.

Coaches Signature: __________________________________

Building Principal Signature: _______________________________

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June 2014

PAPILLION-LA VISTA PUBLIC SCHOOLS

JOB TITLE: Enrichment Activity Sponsor REPORTS TO: Building Principal RESPONSIBLITIES:

1. Issue the initial invitations for participation to HAL students. 2. Issue invitation for participation to other students. 3. Organize a group of at least 16 participants, of which, at least one-half

are identified HAL students. 4. Meet regularly with participants. Approximately 30 meetings per

year. 5. The group should meet for at least 60 minutes. 6. Provide a schedule of meeting times, Participant Listing and Attendance

Roster, and appropriately recorded and reported scores (when necessary) to the building principal, HAL facilitator and HAL secretary.

7. Arrange an appropriate culminating activity and notify the building principal and/or HAL facilitator of said activity.

8. Work with participants ONLY during non-contact time with students in order to qualify for extra duty pay. This is not something that should be done with the entire class or during the regular teacher day.

COMPENSATION:

The assignment is an annual appointment. A stipend will be paid for the fulfillment of the assigned responsibilities.

________________________________________ Enrichment Activity Assignment/Building ___________________________________ Signature of Employee __ Date

PLEASE SUBMIT COMPLETED FORM BY SEPTEMBER 15th TO THE HIGH ABILITY LEARNER OFFICE

107

2014 - 2015 HAL Facilitators

August 26, 2014

Building(s) Phone Elementary

Building Contact

Carriage Hill 402-898-0449 Lisa Bowlin [email protected] Carey Bardach [email protected]


Patriot 402-898-0405 Jody Minske [email protected] Danielle Inserra [email protected]

G. Stanley Hall 402-898-0455 Erin Seretta [email protected]

Anderson Grove 402-898-0479 Tucker Kimball [email protected]


Walnut Creek 402-898-9630 Heather Klassen [email protected]

Parkview Heights 402-898-0435 Stephanie Graves [email protected]


Tara Heights 402-898-0445 Lynette Wieger [email protected]

Bell 402-898-0408 Alexis Snide [email protected]

Rumsey Station 402-898-0475 Tina Raymond [email protected]

Hickory Hill 402-898-0469 Darcy Heath [email protected] Shelley Kramer [email protected]

La Vista West 402-898-0463 Diane Rasmussen [email protected] Kerri Stover [email protected]

HAL Facilitators

Laurie Little [email protected] Cassidy Jacobitz [email protected]

402-898-0511

Seminar Facilitators

Kaitlyn Meyer [email protected]

Elementary HAL Facilitators

Rhonda Nicklin [email protected]

Jaime Bizal [email protected] Beth Fitzgerald [email protected]

Papillion Jr. High & La Vista Jr. High

Amy Himes [email protected]

402-898-0400 Papillion-La Vista High School

Pete Marsh [email protected]

402-829-4600 Papillion-La Vista South High School

108



























HAL Para Job Responsibilities 2013-2014

HAL Para-Professional responsible for the following duties:

(5 hour Para-Professional) as needed per activity

Supervise and assist students in the school environment and with HAL activities

Assist with transportation with HAL students as needed

Assist with instruction of students on an individual and group basis

Operate computers and other office equipment

Monitor and respond to student behavior needs

Perform duties and other tasks as assigned

109

HAL Workshop/Seminar/Jr. High Expectations 2014-2015

HAL Para-Professional responsible for the following duties:

order buses for all facilitators

keep track of the schedule(s) with all facilitators

organize all bills (label which group GEP/Seminar/Jr. High

Para needs to keep a copy original to Diane

contact the appropriate school with missing students by 8:30 for elementary seminars and GEP Workshops.

Jr. High Facilitator expectations:

create and mail notifications/ Parent Link

make all necessary copies

reserve location, speakers-contacts

complete budget/purchase supplies keep track of budget

will contact the appropriate Jr. with missing students by 8:30

HAL Seminar expectations:

create and mail notifications

create and send Parent Link

schedule speakers, copies/items needed for seminars

put all activities on HAL calendar

complete budget / purchase supplies

GEP Workshop expectations:

create and mail notifications

create and send Parent Link

schedule speakers, copies/items needed for workshop

put all activities on HAL calendar

complete budget / purchase supplies

110

May 2014

Seminar/Workshop Emergency Procedures

School Cancellations: Single-day workshops will be rescheduled.

o Students/parents and building staff will be notified when a new date is determined using same communication process as original scheduling process.

Two-day seminars: o If one day is cancelled, it will be made up as close to the first day when the schedule allows.

o Students, parents, and school staff will be notified using same communication process as original scheduling process.

o If both days of the seminar are cancelled, every effort will be made to reschedule the seminar. In the event the seminar cannot be rescheduled, the student will be allowed to register for a different seminar if time permits.

o The number of school days cancelled and timing within the calendar will determine the rescheduling of seminars.

111

Schedule for Boot Camp August 29, 2014

8:15-8:40 Check in, warm up activity, Welcome

8:40-9:00 Rotation 1 9:05-9:25 Rotation 2 9:30-9:50 Rotation 3 9:50-10:10 Rotation 4 10:10-10:30 Snack and break 10:35-10:55 Rotation 5 11:00-11:20 Rotation 6 11:25-11:45 Rotation 7 11:45-12:30 Lunch and break 12:30-12:50 Rotation 8 12:55-1:15 Rotation 9 1:15-1:30 Break 1:30-2:30 GEP Prep- hand out green folders, graffiti brainstorming activity Assignment: choose two possible topics and create mind maps 2:30-2:45 Clean up and dismiss

Centers

1. Think Pinks

a. Activity: What are Hink Pinks?

Hink Pinks are two one syllable words that rhyme. Students will read the clue on the task card

and come up with an answer which contains ONLY two one-syllable RHYMING words pertaining

to the clue given on the task card.

b. Materials needed: colored pencils, markers, pencils,

2. Inventions

a. Activity: Simple Machines, Identifying/Classifying types of simple machines: six simple machines:

lever, wheel and axle, pulley, inclined plane, wedge and screw.

b. Materials: Bag of objects, definitions of simple machines, create a simple machine

3. Virtual City

a. Activity: use app City Island or Virtual City

b. Materials: iPads

4. Ethnobotany

a. Activity: Matching plants with their uses

b. Materials: Information card, bingo cards, game pieces,

5. Robotics

a. Activity: Build robotic hands

b. Materials: Robotix kits, batteries

6. Geography

a. Activity: locate and describe 8 sites on the numbered cards, group 1 starts with #1

b. Materials: iPads, numbered cards, pencils, notebooks,

7. Ancient History

a. Activity: Decoding ancient hieroglyphics

b. Materials: Cardstock bookmarks, markers, pencils

8. Creative What If’s…..

a. Activity: create what if’s with groups

b. Materials: paper and pencils

9. Aquatics

a. Activity: Look at water samples to see organisms

b. Materials: Microscopes (8), specimen bowls, eye droppers, tweezers, paper towels 112

BOOT CAMP CENTERS 4TH Grade /Fall 1.) Engineering Create a table 2.) Simple Machines Identify and create 3.) Geography/USA Locate sites and describe 4.) Plants/Agriculture

Ethnobotany-match the plant-use- pic

5.) Art Create- 6.) Anc Civ Decode and Write in ancient alphabets 7.) Creative Writing Top Ten List 8.) Robotics Build robotic hands

1.)Engineering Create a table 2.) Computer Programming Scratch 3.) Creative Writing Prompt: 4.) Pentominoes

Construct 4 rectangles using all 12 pieces

5.) Mythology:

Find the god /goddess that goes with the sign

6.) Geography Location of sites/ describe 7.) History/ Anc Civ Ancient languages 8.)Plants/ Agriculture Ethnobotany- plants used

113

4th Grade

GEP Boot Camp

Friday, August 29, 2014

HAL students are invited to a one-day workshop for “boot camp.”

We will explore a variety of topics in preparation for identifying

goals for their Gifted Education Plans (GEPs) and experience

working with other HAL students. Come prepared to explore!

Students will need to arrive at the La Vista Community Center (8116 Park Blvd., La Vista, NE) by 8:15 am and will need to be picked up at 2:45 pm (HAL drop off times from 8:00-8:15, pick-up times from 2:45-3:00, unless other arrangements have been made).

Students should bring to the workshop: Permission slip, including emergency phone numbers Sack lunch and healthy snack/water bottle (*Please do not pack peanut products!) Any necessary medication and dispensing instructions

If your child is not able to attend, please call the CRC building at 402-898-0511. If you have any questions, you can reach Ms. Dawn Griger during the day at the CRC building or email her at [email protected].

We look forward to working with your child!

*Please have your child bring this permission slip with them on Aug. 29th*

-----------------------------------------------------------------------------------------------------------------------------

My child____________________________________ has permission to attend this GEP Boot Camp Workshop. Parent Signature_____________________________________________ Emergency Contact Number___________________________________

114

Student Name: _________________________ School Name:__________________

Student Topic: _____________________________

Description of Exhibit: (example: model, trifold, movie, artwork, dance, power point, results of experiment )

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Student Expectations:

I will create a product or performance that is my personal best

I will have at least 3 people help me proofread my work

I will create a presentation of my knowledge to share with an audience.

I will be on my best behavior at all times during the showcase

I will be responsible for gathering and keeping track of all my materials

Parent/Guardian Expectations:

I understand that I am responsible for providing transportation to and from this event.

I am responsible for transporting all materials to and from the event.

I will provide supervision for my student during the event.

How many people will be attending this event supporting your child? ______

Student Signature: ______________ _ Parent Signature: ______________________

Facilitator Signature: ______________ Building Contact Signature: _______________

**This contract

must be signed

and returned to

your HAL

Building Contact

by March 7th **

115

HAL Parent Night

Date: Tuesday, September 2

Time: 6:00-6:50 pm (Patriot, Portal, G. Stanley, La Vista West, Bell, Golden Hills, Parkview Heights)

Time: 7:00-7:50 pm (Rumsey Station, Walnut Creek, Tara Heights, Anderson Grove, Carriage Hill, Hickory Hill, Trumble Park)

*Please attend your school’s assigned time, if you have a conflict you may attend the other session.

Location: Boardroom at Central Office 421 Washington St., Papillion, NE

*Come learn about your child’s Gifted Education Plan and other HAL services available to support your child’s learning

Questions? Email [email protected] or call (402)898-0511

HAL Parent Night








HAL Parent Night








HAL Parent Night







Questions? Email [email protected] or call (402)898-0511 116





You are invited to…

HAL Show and Share! Who: HAL Parents and students

What: Come and meet with HAL Facilitators and find out what students are learning in their GEP

workshops! Each time slot is split up by GEP topics on November 19th and 21st. Find your students’ GEP

time slot in the chart below.

Where: 420 S. Washington St. in the Boardroom

What to bring: Students need to bring GREEN HAL Folders to share their learning!

Tuesday, November 19th Time Mrs. Sam-Tsang Mrs. Nicklin Miss Meyer

5:00-5:20 Earth Science Pseudo-Science; Cryptids/Paranormal

Animals

5:30-5:50

Creepy Crawlers: Reptiles and Dinosaurs

Ancient Civilizations / Human Body

Forensic Science

6:00-6:20

Visual Arts Weather History

6:30-6:50 Cultures & Geography Aquatics-Ocean/Freshwater

Robotics

Thursday, November 21st Time Mrs. Sam-Tsang Mrs. Nicklin Miss Meyer

5:00-5:20 Creative Writing Inventions; Electricity/Magnets

Movie Making

5:30-5:50

Technology / Computer Programming

Astronomy Sports

6:00-6:20

Veterinary Medicine Mythology Performing Arts

6:30-6:50 Engineering and Math Architecture

Birds & Butterflies

If you have questions, e-mail [email protected] or call (402) 898-0511.

PLV HAL Facilitators (Kaitlin Meyer, Laurie Little, Rhonda Nicklin, Kristen Sam-Tsang, Rita Daugherty)

**HAL Seminar Exhibits: Mrs. Little will be in the Central Office

Lobby on Tuesday & Thursday from 5:00-7:00 pm to share HAL

seminar curriculum activities. Drop in for some hands-on

learning! **

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http://www.google.com/imgres?q=plv+logo&um=1&hl=en&safe=active&sa=N&biw=1280&bih=619&tbm=isch&tbnid=8kfqD4KUVX3OoM:&imgrefurl=https://twitter.com/PLVSchoolDist&docid=odUlgCwXAnyrPM&imgurl=https://si0.twimg.com/profile_images/1056208509/PLV_BookLogo__white_book__and_text_below2.jpg&w=500&h=472&ei=pCqQUMC_MobA9gS04IGoDg&zoom=1&iact=hc&vpx=121&vpy=282&dur=250&hovh=218&hovw=231&tx=122&ty=131&sig=115479782456065663027&page=2&tbnh=142&tbnw=150&start=18&ndsp=24&ved=1t:429,r:0,s:18,i:134


May 2014

HAL Building Contact Talking Points Schedule

Based on Advancing Differentiation Author Richard M. Cash

HAL monthly building contact meetings will focus on a specific talking point, building contacts will share the information with staff in their prospective schools during PLCs, staff meetings, or grade level meetings. The mini lessons will require little if any preparation and can be used immediately in classrooms. Other opportunities may include HAL Facilitators presenting at a weekly staff meetings or in an array meeting during professional development day.

Month Chapter Title Talking Point Activity September Chapter 1 Defining How

Differentiation Looks in Today’s Classroom

Myths about differentiation

10 Elements of a Differentiated Classroom Pg. 11

October Chapter 2 Defining Essentials of Differentiated Curriculum

4 steps of curriculum essentials

Concept development worksheet pg. 20

November Chapter 3 Advancing Differentiation –Rigorous Curriculum

What does a rigorous curriculum look like

Discuss checklist for advancing learning with partner pg. 34 & 35

December Chapter 4 Motivating and Engaging Learners

Strategies for creating a brain-compatible learning environment, brain breaks

I Chart Pg. 48 What interests me: Topic Preview Pg. 50, KIQ Chart Pg. 51,

January Chapter 5 Developing Student Self-Regulation

4 phases of self-regulation 5 keys for creating a student-centered classroom

Student/teacher checklist Pg. 78,79

February Chapter 6 Teaching & Learning Continuum: Success Through Autonomy

4 Levels of Teaching & Learning Continuum Framework

TLC Continuum Pg. 82, 83

March

Chapter 7-8 Chapter 7 The Thinking Classroom, Chapter 8 Framework for Thinking: Digging Deeper into Bloom’s Taxonomy

Chapter 7 4 Types of Thinkers, Divergent, Convergent, Characteristics of a Thinking

Chapter 7 Checklist of Characteristics of a Thinking Student & Classroom Pg. 100-101 Work

118

May 2014

March Cont.

Student Chapter 8 Bloom’s Revised Taxonomy with Assessment Layer, 3 stages of the Understanding Level, Digging Deeper Matrix

Plan, reflection log pg. 109-110 Chapter 8 Bloom’s Revised Taxonomy Chart Fig. 8.2 Pg. 116, Bloom’s Science Example Pg. 118 Fig. 8.5, Three Stages of Understand Level, Pg. 119 Fig. 8.6

April Chapter 9 Critical Thinking: Developing Reasoned Thought

Critical Thinking Strategies, Discuss how it could look in reading, writing, math, science, 7 critical questioning strategies

Priority Ladder Pg. 146, 147 Structured Thinking Organizer Pg. 149

May Chapter 10-11 Chapter 10-Creative Thinking: Stepping Outside the Box Chapter 11-Problem Finding, Solving, & Decision Making

Chapter 10-Creative Thinking Strategies & Activities Chapter 11-Characteristics of Effective Problem Finders, Problem Solvers, and Decision Makers

Chapter 10- Role card activity pg. 157 Chapter 11- “I” FORD Process pg. 164, 165, What?, So What?, Now What? Pg. 176,177

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HAL Staff Development Meeting

2/14/2014

Advanced Ed Discussion

Classroom Goals

Show case – Work on it at Staff Development day, Feb. 14th o Date – April 5th 5:00-6:30 set up at 4:00

Send parent link next Wednesday, February 19th Send a notice to all 4, 5, 6 Send notices to staff/principals Student/parent contract update, look at on Staff Development day Titan Techs Check on # of tables / hallways availability of them Warehouse could be an option to secure tables

o Space Cafeteria Hall ways Auditorium – see if it is available to show student projects

Run it on a continuous basis – share it 2x o Needs

Tables Computers Projector Auditorium sound box – need a tech, Katie or Will Jones

NAG Gifted Conference o Parent night needs to be emailed / phone call on Thursday, Feb. 13

April lessons / ideas o What it will look like

Collaborate with teachers on lessons Notify teachers that you will be available – share emails What are some of the classroom teacher’s needs Need building dates for NESA Make a list of tasks to accomplish / work on tasks

math / quiz bowl comp Send notices and put in dates on the calendar Math coaches possibly can help Education Academy Ribbons

HAL shared – clean it up on staff development day

Rule 3

o Start putting that together

o Notebook with tabs

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Documents

Papillion La Vista School District - paplv.org · Papillion-La Vista School District ... Students are encouraged to enroll in classes designed as honors or advanced ... Rule 3 Papillion-LaVista