GATE Send-Out Program Wrentham Public Schools M. Belmonte / D. Hanewich Gate Teachers

Evening Overview Review of Pilot Send-Out Program Review of Pilot Send-Out Program NEW Program NEW Program Criteria for Selection Criteria for Selection ELA Program Summary ELA Program Summary MATH Program Summary MATH Program Summary Program Policies Program Policies Parent/Student/Teacher Roles Parent/Student/Teacher Roles Assessment / Celebration! Assessment / Celebration!

Pilot Send-Out ELA Program Classes met once in a Classes met once in a 7-day cycle for 40 minutes Independent Study Program for identified 6 th grade students Independent Study Program for identified 6 th grade students Students were guided through the 8-Step Research Process Students were guided through the 8-Step Research Process Students presented/evaluated projects at the end of the program Students presented/evaluated projects at the end of the program Evaluated program Evaluated program through student, parent and teacher surveys

Send-Out Program Includes separate ELA and Math programs for Grades 5 & 6 Includes separate ELA and Math programs for Grades 5 & 6 Students meet once in a 7-day cycle for 1.25 hrs. from 1:15- 2:30PM Students meet once in a 7-day cycle for 1.25 hrs. from 1:15- 2:30PM Grade 5 MATH – Day 1 Grade 5 MATH – Day 1 Grade 6 MATH – Day 2 Grade 6 MATH – Day 2 Grade 5 ELA – Day 5 Grade 5 ELA – Day 5 Grade 6 ELA – Day 6 Grade 6 ELA – Day 6 Incorporates a mid-year and end- of-year GATE Progress Report Incorporates a mid-year and end- of-year GATE Progress Report

Student Quotes from our Pilot ELA Send-Out Program Student Quotes from our Pilot ELA Send-Out Program I learned how to manage my time and use other resources. I learned how to manage my time and use other resources. I learned how to take notes better and how to organize notes. Of course, I learned a ton (and I literally mean 2,000 lbs) about how music affects your brain. I learned how to take notes better and how to organize notes. Of course, I learned a ton (and I literally mean 2,000 lbs) about how music affects your brain. I gained the knowledge of how to plan my time appropriately and how teaching someone about one little thing will still make a difference. I gained the knowledge of how to plan my time appropriately and how teaching someone about one little thing will still make a difference. I gained different research options, a sense of what professional projects are like, and a feeling that I did something big. I gained different research options, a sense of what professional projects are like, and a feeling that I did something big. I learned how conduct an interview and how to never quit. I learned how conduct an interview and how to never quit.

Criteria for Selection Send-Out Program Parent Permission Parent Permission Classroom Achievement Classroom Achievement Teacher Recommendation Teacher Recommendation Student Interest Student Interest Test Data Test Data CogAt (Cognitive Achievement Test – 2 Sections) CogAt (Cognitive Achievement Test – 2 Sections) STAR Reading Score STAR Reading Score MCAS Language & MCAS Math MCAS Language & MCAS Math GATE Designed Math Test GATE Designed Math Test

GATE Send-Out Program GOAL… Heuristic Learners Self-Motivated Independent Thinkers Confident Resourceful

ELA Send-Out Program Grade 5 We the People: The Citizen and the Constitution We the People: The Citizen and the Constitution The Constitution and Our Government The Constitution and Our Government How students can help to promote the common good How students can help to promote the common good How students can partake in our government as responsible citizens How students can partake in our government as responsible citizens As a group, identify a problem in school/community As a group, identify a problem in school/community Formulate a plan to take action and solve the identified problem Formulate a plan to take action and solve the identified problem Promote Active Thinkers Active participants Active participants Give reasons for answers Give reasons for answers Offer different answers to one problem Offer different answers to one problem Listen to what others have to say Listen to what others have to say **State House Visit ~ Spring, 2010**

ELA Send-Out Program Grade 6 Independent Research Project I. Self-selected Topic II. Steps of Research Process I. Topic Development 2. Goal Setting 3. Research 4. Organization 5. Goal Evaluation 6. Product 7. Presentation 8. Product Evaluation **Additional GATE Activities based on student interests/talents/strengths will be explored in the spring** **Additional GATE Activities based on student interests/talents/strengths will be explored in the spring**

Math Send-Out Program Grade 5 ********************************************************* 1. Problem Solving Strategies 2. Math Olympiad 3. Real World Math - Student as a CONSUMER a. Real world simulations b. Living within a budget - food - clothing - shelter 4. Community Connection a. Guest Speakers b. Interview REAL people in the community

Math Send-Out Program Grade 6 ************************************************* 1. New Problem Solving Strategies 2. Mathematicians: Past, Present & Future a. Math – A discipline that transcends time, culture and gender b. Technology – Partnership with K.P. High 3. Real World Math - Student as a DESIGNER 4. Community Connection a. Guest Speakers b. Interview REAL people in the community

GATE Homework Weekly Homework Assignments Weekly Homework Assignments GATE Homework will be posted on our GATE classroom website GATE Homework will be posted on our GATE classroom website

Classroom Work Make-up Policy I. GATE students are expected to do the following: find out about assigned reading material / missed assignments find out about assigned reading material / missed assignments read all assigned material read all assigned material complete homework assigned during class if there is a question of understanding/mastery complete homework assigned during class if there is a question of understanding/mastery II. Students are not responsible for making up written classwork unless the classroom teacher feels strongly that the assignment is necessary for mastery of content. IIl. GATE Contract

Roles: Student ~Responsible for completing GATE assignments ~Responsible for completing GATE assignments ~Responsible for completing missed classroom assignments ~Active Participant in GATE Class ~Prepared for GATE class with necessary materials ~Puts forth best effort with all GATE assignments ~Exhibits self-control in GATE class Parent ~Check-in with child weekly to see if he/she needs help gathering materials, completing assignments ~Encourage child to complete most GATE assignments independently ~Communicate with GATE teacher if his/her child is having any difficulties with GATE assignments GATE Teacher ~Guide students to become independent thinkers / workers ~Offer support with activities / projects during GATE class ~Communicate with students / classroom teachers / parents

GATE Assessment GATE Progress Reports *Mid-Year & Final* GATE Progress Reports *Mid-Year & Final* Parent Survey Parent Survey Student Survey Student Survey Teacher Survey Teacher Survey

Ice Cream Social & GATE Night Mid-Year Ice Cream Social! Mid-Year Ice Cream Social! After-school ice-cream party for ALL students in GATE After-school ice-cream party for ALL students in GATE Opportunity to meet one another and discuss the program Opportunity to meet one another and discuss the program End of the School Year GATE Night End of the School Year GATE Night Evening celebration for all GATE students and their parents Evening celebration for all GATE students and their parents Opportunity for parents and students to celebrate individual and/or group accomplishments Opportunity for parents and students to celebrate individual and/or group accomplishments

Concluding Thoughts… Happiness does not come from doing easy work but from the afterglow of satisfaction that comes after the achievement of a difficult task that demanded our best. Happiness does not come from doing easy work but from the afterglow of satisfaction that comes after the achievement of a difficult task that demanded our best. ~Theodore Rubin ~Theodore Rubin Genius is one percent inspiration and ninety-nine percent perspiration. Genius is one percent inspiration and ninety-nine percent perspiration. ~Thomas A. Edison ~Thomas A. Edison