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Elementary Gifted Services 2014-2015

Elementary Gifted Services 2014-2015. Rochester Public Schools. Inspire Challenge Empower. Gifted Services Mission. Creating an environment in which the full potential of the gifted learner is recognized, encouraged and nurtured. Topics for this Evening. Continuum of Services

sebastian-ramirez
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Elementary Gifted Services 2014-2015

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  1. Elementary Gifted Services2014-2015

  2. Rochester Public Schools Inspire Challenge Empower

  3. Gifted Services Mission Creating an environment in which the full potential of the gifted learner is recognized, encouraged and nurtured

  4. Topics for this Evening • Continuum of Services • Elementary Identification • Elementary Curriculum • Social/Emotional Needs • Grade and Subject Advancement • Early Entrance to Kindergarten • Highly Gifted Program at Friedell

  5. Continuum of Services

  6. Elementary Gifted Services • Elementary specialists – 5 staff/4.5 FTE • Services • Assessments/Portfolio consideration • Verbal and Non-Verbal services • Co-Teaching, push-in, pull-out classes • Grade acceleration • Curriculum writing • Supporting classroom teachers • Students in grades 3, 4, and 5 have the opportunity to participate in verbal (reading and social studies) and/or nonverbal (mathematics and science) pull-out classes. • These classes are taught during the school day, for approximately 45 minutes, once per 6-day cycle, and are taught by an elementary gifted services specialist.

  7. Tiered Instruction All students should be working in their zone of proximal development. (All students should struggle.)

  8. Tiered Instruction Model Tiered instruction is the practice of providing high quality instruction and scientifically based interventions matched to student needs. These opportunities are uniquely designed for each site.

  9. Elementary Criteria for Identification

  10. What is the CogAT test?

  11. Test Components Verbal • Picture/word analogies • Picture/word classification • Sentence completion

  12. Test Components Nonverbal • Figure matrices • Paper folding • Figure classification

  13. Test Components Quantitative • Number analogies • Number puzzles • Number series

  14. Elementary Gifted Services PortfolioPortfolios must be requested by December 5, 2014. Verbal • Gifted Behavior Rubric and Profile • One supplied writing prompt • One supplied fiction interpretive prompt • One supplied creative problem solving prompt

  15. Elementary Gifted Services PortfolioPortfolios must be requested by December 5, 2014. Non-Verbal • Gifted Behavior Rubric and Profile • Math problem solving exercises • One supplied non-fiction interpretive prompt • One supplied creative problem solving prompt

  16. Curriculum Overview

  17. Jamestown Reading Series • Grade 3 Verbal Selections from The Outer Edge • Grade 4 Verbal Selections from The Wild Side

  18. The Outer EdgeGrade 3 Verbal English/Language Arts Standards integrated into the unit: • Students will form opinions and support them via text. • Students will compose opinion writings and support their viewpoints with sound reasons. • Students will compare and contrast two reading selections. • Students will identify the main idea of a literary piece and support this with details.

  19. The Wild SideGrade 4 Verbal English/Language Arts Standards integrated into the unit: • Determine the main idea of a text, and support it with key details • Produce clear and coherent writing • Determine the meaning of domain-specific words • Explain what a text is saying by drawing upon explicit details or inferences

  20. 5th Grade Verbal • Persuasive Speaking and Writing • Students explore viewpoint and recognize that different people have different viewpoints. • Students create a RAFT writing from a different viewpoint: • R=Role, A=Audience, F=Format, and T=Topic • Students learn about persuasive strategies and incorporate them into a persuasive essay. Debate and Mock Trial • Students prepare organized arguments with supporting details on an assigned topic and position (pro or con). • Students apply their reasoning an persuasive skills as participants in a mock trial.

  21. Project M3 • Parent Resources

  22. Hands On Equations A Powerful, Whole-Brain, Teaching Method • Visual • Kinesthetic • Introduction to algebraic concepts • Solid foundation for success in algebra • Verbal problem solving X + 2x + 5 = x + 19

  23. Throughout ALL units… Students will be afforded ample opportunities to demonstrate: • critical thinking skills • abilities to communicate effectively with others and listen meaningfully • creativity

  24. Social Emotional Perfectionism Over-excitabilities Under-achievement

  25. Perfectionism 1. Don't take it personally.2. Know when to quit.3. Match the time commitment to the value of assignments.4. Set goals and focus on improvement.5. Study the lives of eminent people.6. Enjoy the journey.

  26. Over-excitabilities • PSYCHOMOTOR STRATEGIES • Allow time for physical or verbal activity, before, during, and after normal daily and school activities-these individuals love to “do” and need to “do.” Build activity and movement into their lives. • SENSUAL STRATEGIES • Whenever possible, create an environment which limits offensive stimuli and provides comfort. • INTELLECTUAL STRATEGIES • Show how to find the answers to questions. This respects and encourages a person’s passion to analyze, synthesize, and seek understanding. • IMAGINATIONAL STRATEGIES • Imaginational people may confuse reality and fiction because their memories and new ideas become blended in their mind. Help individuals to differentiate between their imagination and the real world by having them place a stop sign in their mental videotape, or write down or draw the factual account before they embellish it. • EMOTIONAL STRATEGIES • Accept all feelings, regardless of intensity. For people who are not highly emotional, this seems particularly odd. They feel that those high in Emotional OE are just being melodramatic. But if we accept their emotional intensity and help them work through any problems that might result, we will facilitate healthy growth.

  27. Under-achievement • Distant Underachiever • Difficulty with issues of personal trust and certainty • Show sensitivity to anxiety, distrust, and fear • Be consistent and follow through with commitments • Passive Underachiever • Focus on the acceptance by, and approval of, others without consideration for their own needs • Work shows few elements of original thought • Need to be taught how to negotiate and compromise • Need to be taught and to believe that failure can be positive • Dependent Underachiever • Postpone the responsibility associated with independence, because others guide structure and save • Fail to prioritize effectively • Redirect energy to aid student in becoming more responsible • Defiant Underachiever • Fear failure • Overwhelmed when considering the responsibilities of adulthood • Consistent, united, dispassionate parent and school approach is best

  28. Twice Exceptional A disability does not preclude the presence of giftedness. Critical components for success: • Collaboration between special education and gifted services. • Addressing the social emotional needs connected to twice exceptionality.

  29. Subject and Grade Acceleration • MN State Statute requires that school districts have a procedure for subject and grade advancement. • Rochester School Board Policy 513 states: C. Program Design • A procedure for screening and identifying students for programs that challenge students at every level are in place. Opportunities for special programs and placement outside of the School District are also available as additional options. • The School District has procedures in place for the appropriate academic advancement of gifted and talented students. These procedures include: • assessment of a student's readiness and motivation for advancement; and • matching the level, complexity, and pace of the curriculum to achieve the best type of academic advancement for that student's needs. • Gifted Services has detailed procedures for both subject and grade advancement. • Gifted Services Principal on Special Assignment is responsible for implementing subject and grade acceleration procedures.

  30. Early Entrance to Kindergarten • Children who become five (5) years of age on or before September 1 of the calendar year in which the school year commences are eligible to enter kindergarten. A legal birth certificate or passport will be required as proof of age. Students who demonstrate superior academic readiness will be considered for early entrance to kindergarten if they will be turning five (5) years of age between September 1 and August 31 of that school year.

  31. HG Program at Friedell Middle School Students and families considering this option must meet ONE of the following criteria: • CogATcomposite score of 132 or higher • CogAT composite score of 128 or higher AND NWEA test total in Reading of 97 NPR or higher AND NWEA test total in Math of 97 NPR or higher • A qualifying portfolio of exemplary work completed at school under the direction of the classroom teacher

  32. The Gifted Services Timeline is available on each gifted specialist’s website.

  33. Friedell 5th Grade Information Night November 13, 2014 6:30 – 8:00

  34. Gifted Services Advisory Committee

  35. Questions? mobowler@rochester.k12.mn.us 507-280-4754/ 328-4275

  36. GATEway

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