Sage Department Parent Curriculum Meeting

1. Sage Department Parent Curriculum Meeting Wednesday, October 26, 2011

2. Sage Mission

3. Purpose of the Presentation • Introduce changes in Sage programming • Present Sage staffing and placement • Identify elements of the Sage hybrid model • Establish expectations for students • Discuss curriculum structures • Academic • Social/Emotional • Highlight student options (choice)

4. Key Programming Changes • Guided by the Task Force on Gifted and Talented • Reconfiguration of services at both the elementary and middle school levels • Reinstatement of a Sage staff position • Creation of a team delivery system • Centralization of services that operates in conjunction with town wide curriculum initiatives • Participation of program department head on the Curriculum Leadership Team

5. Sage Staffing • Department Secretary – Ellen Dubick • Screening and Evaluation – Kathleen McMahon • Elemenatry Staffing • Robin Ciporkin – McCarthy • Susan Dulong Langley – Hemenway • Judith Friedland Leavey – Barbieri and Woodrow • Diane Modest – Dunning • Sarravy Thouch – Brophy, Potter, Stapleton • Middle School Staffing • Robin Ciporkin • Susan Dulong Langley • Diane Modest (Thursday mornings)

6. Middle School Programming

7. Middle School Programming • Staffing is comprised of three teachers working as a team (FTE = 1.1) • Susan Dulong Langley and Robin Ciporkin are assigned to specific teams within each building on a rotating basis • Cameron: Days 3 and 5 • Fuller: Days 4 and 6 • Walsh: Days 1 and 2 • Diane Modest joins the team on Thursday mornings • Programming has moved from a student pull-out model to a hybrid model • Focus on differentiated instruction collaboration • Direct student services

8. Middle School Collaborative Model • Maximizes professional development opportunities • Provides imbedded professional development (coaching) • Addresses important topics in differentiated instruction • Curriculum compacting • Flexible grouping practices • Cognitive complexity • Tiered instruction

9. Middle School Teacher Collaborative Programming • Professional development/Teacher training • Teaching Tools for the 21st Century – 3 credit Graduate Course from FSU • Half-day release for all middle school teachers by grade and discipline • Integrative collaboration for curriculum development and delivery • LIFT and Curriculum Meetings • Team Meetings • ELA and Math Leadership Committees • Resource Materials • A “Differentiation Toolkit” for each classroom filled with practical strategies • Modified lessons to support Thinkquiry • Tiered literacy units/student packets • A set of three books for each team • Differentiation: Simplified, Realistic and Effective • Bloom’s and Beyond • Teaching Gifted Kids in the Regular Classroom

10. Middle School Student Programming • Centralized services through curriculum compacting and best practices • Using pre and on-going assessment to inform instruction • Reconfiguring student scheduling when identified students demonstrate mastery of the subject matter • Supporting Literacy Lab initiatives • Monitoring complexity to the design of student signature projects in Science and Social Studies • Providing advocacy to facilitate student growth

11. Middle School Student Programming (continued) • Student Support Lunchtime Discussion Focus Groups • Organization • Self-Regulation • Stress (including perfectionism) • Goal-setting • Friendship and Transitions • Leadership • Independent Investigation • WordMasters

12. Middle School Scheduling Fitting It All In

13. Middle School Scheduling Fitting It All In

14. Sage Elementary Programming

15. Elementary Programming • Hybrid Model - Combination of pull-out services and push-in services • Push-in services provides resources to classroom teachers in Grades K-5 • Consultation about students who demonstrate a need for modification to the standard curriculum • Discussion of behavior characteristics of giftedness and methods to meet their academic and social/emotional needs • Training regarding best practices in differentiated instruction

16. Push In Programming - WORDMASTERS Challenge is a national contest for students in Grades 3-8 which encourages growth in vocabulary and verbal reasoning. It is open to All students. Students learn to think both analytically an metaphorically. The Word Masters Challenge helps students learn to think both analytically and metaphorically by challenging students to complete analogies based on relationships among words they have learned How does the Word Masters Challenge work? • At each grade level, the contest consists of three 30-minute analogy-solving meets, which are held at each school. The meets have been scheduled for December, February and April. • Prior to each meet, students are given a list of 25 challenging vocabulary words. They’re told that these words will make frequent appearances in the analogies in their upcoming meet. It is suggested that they focus on studying the meaning of the new words, and the possible relationships between these words. • Study cards and study sessions are provided for students in addition to their own preparation.

17. Math League • The Math League is dedicated to bringing challenging mathematics materials to students. The goal is to encourage student interest and confidence in mathematics through solving worthwhile problems. Many students first develop an interest in mathematics through problem-solving activities such as these contests. Schools compete in statewide or multi-state league competitions in Grades 4 and 5.

18. Elementary Programming(continued) • Pull-Out services provided for students in Grades 3-5 • Direct service to identified students up to two hours per week • Focus on Twelve Thinking Behaviors and Ten Self-Help Skills • Introduction of Thematic Interdisciplinary Units of Study based on the Common Core • Independent Investigation as an option

19. 12 Thinking Skill Behaviors • Persistence • Questioning /Problem Solving • Decreasing Impulsivity • Drawing on Knowledge • Listening to Others • Precision of Language • Flexibility in Thinking • Using All Senses • Metacognition • Creativity • Checking for Accuracy • Wonderment

20. 10 Skills of Self-Help • Persistence • Decreasing Impulsivity • Listening to Others with Understanding and Empathy • Flexibility • Self-Awareness • Personal Relationships • Questioning – When “Why” is Wise • When the “Whys” Are Not Wise • Drawing From Past Experiences • Precisely Put

21. Thematic Interdisciplinary • 2011-2012 Theme: Roots, Wings and Bridges • Infuses Creative and Critical Thinking Skills as well as the 12 Thinking Behaviors into content • Allows for student choice • Facilitates independent learning • Introduces subtopics for exploration in each category among which may include: • Archaeology • Structures • Inventioneering • Economics • Botany • Connections • Different Lands/Different Times • Flight

22. The Big Question • An open question • Development of an essay • Building an answer using evidence from research and activities through • Experiments • Thinking activities • Documentation

23. Differentiating Instruction in Sage • Pre-assessment • Content-process-product • MI’s and Learning Styles • Tiering assignments

24. Class Components • Agenda (with spoken directions for auditory learners) • Objectives • Learning goals • How they will learn the goals • Homework • Supplemental information for lessons • Class Segments • Incoming Activity – Mind Warm-Up • Independent Activity • Pair/Small Group Activity • Whole Class Activity

25. Planning for Learning Styles

26. Bloom’s Taxonomy

27. Critical Thinking • Logical thinking and reasoning • Comparison • Classification • Sequencing • Cause/effect • Deductive and inductive reasoning • Forecasting • Planning • Hypothesizing • Critiquing

28. Creative Thinking • Creating something new or original • Flexibility • Originality • Fluency • Elaboration • Brainstorming • Modification

29. Expectations • Organization and Study Skills • Commitment to Sage services • Completion of Homework • Unfinished classroom work • Assignments • IIM (Choice) • Showing Mastery through Assessment • Rubrics • Observation • Year-end progress report • Portfolios • Portfolio Collections • Selection of and reflection on work 2-3 times a year • Work not placed into the Portfolio will come home

30. Independent Investigation MethodStudent Choice • Pursue a topic of interest in-depth • Ongoing process • Class work and homework • FAQ and Student Handbook • Product • Finale: In class presentation and iNight