Cobb County Elementary Gifted Progress Report

1. Cobb County Elementary GiftedProgress Report

2. Our Mission Continues to Be… To prepare gifted students for an ever-changing global marketplace where they must be self-reflective, goal-oriented problem-seekers and solvers

3. The ALP Program is process-driven. Our ultimate goal is for students to meet the standards. The content and activities help us reach these goals.

4. The Core of Quality Instruction • In standards-based instruction and assessment: • Standards provide the what. • Instruction provides the how. • Assessments are used to determine the student level of mastery.

5. New Progress Report • Aligns with the Gifted Standards • The elements increase in complexity with each grade level • Contains familiar and new elements • Administered quarterly

6. THE STANDARDS • Cognitive Growth • Affective Growth

7. Cognitive Growth Strands • Convergent Thinking • Divergent Thinking • Evaluative Thinking • Relationships/Connections

8. Convergent Thinking • Students will reason logically using induction, deduction, and abduction. • Examples: logic problems, syllogisms, algebraic reasoning, Hands-On Equations

9. Convergent Thinking • Previous Progress Report: • New Progress Report:

10. Divergent Thinking • Students will think creatively to generate innovative ideas, products, or solutions to problems. • Cognitive Components of Creativity: Fluency, Flexibility, Originality, and Elaboration • Affective Components of Creativity: Risk-taking, Complexity, Curiosity, and Imagination • Examples: brainstorming, transformations, creative problem solving, repurposing items

11. Divergent Thinking • Previous Progress Report: • New Progress Report:

12. Evaluative Thinking • Students will evaluate and solve a variety of authentic problems. • Examples: • Ranking and evaluating the quality of ideas for problem solving (evaluative thinking process) • Using and creating rubrics to assess work

13. Evaluative Thinking • Previous Progress Report: • New Progress Report:

14. Relationships and Connections • Students will make relationships and connections among various topics and disciplines. • Examples: • Researching real-world topics and making connections to other disciplines • Reflecting on societal and/or environmental issues and developing potential solutions

15. Relationships and Connections • Previous Progress Report: • New Progress Report:

16. Affective Growth • Self-Reflection • Respect for Others • Self-Directed Learner

17. Learning Skills and Behaviors • New Progress Report: • Previous Progress Report:

18. Cognitive Growth Assessment Indicators • (E) Exceeds:When the student has obtained a complete understanding of the element and has repeatedly demonstrated application and inference beyond grade-level expectation • (M) Meets : When the student has obtained a complete understanding of the element and has consistently demonstrated independent mastery • (P) Progressing: When the student has obtained a basic understanding of the element, but has not yet mastered it consistently and/or independently • (D) Does not meet: When the student has not obtained a basic understanding of the element • N/A- Element not assessed at this time

19. Learning Skills & Behaviors Assessment Indicators • S = Successfully andconsistently displays appropriate learning skills and behaviors • P = Progressing toward consistent display of appropriate learning skills and behaviors • N = Needs Improvement to display learning skills and behaviors that lead to success

20. Continuation Criteria

21. Quarter Focus, Comments, and Attendance • Quarter Focus: Reflects the current topic of study • Attendance: Students must attend 65% of classes each quarter to be assessed • Comments provide descriptive feedback of your child’s performance

22. Annual Review • Is completed at the end of the year and determines if gifted services are to be continued the following year.