1. Elementary Gifted Services 2015-2016

2. Rochester Public Schools Inspire Challenge Empower

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

4. 2015-2016 Elementary Gifted Services Staff Monica Bowler Principal on Special Assignment: Gifted Services & Staff Development Laura HeutonBishop, Churchill/Hoover, Folwell, Pinewood Carrie JohnsonJefferson, Franklin/Montessori, district-wide math Vandi KingLincoln, Longfellow, district-wide math Brian LynchElton Hills, Gibbs, Riverside Kim Reid Sunset Terrace, Gage, Washington, district-wide identification Colleen SalleeBamber Valley

5. 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

6. Elementary School Classroom differentiation Cluster grouping for homeroom classes Options for independent study Social emotional development Learning how to struggle, fail, persevere Push-in, pull-out, co-taught classes Grade acceleration Early entrance to kindergarten PETS (Primary Elementary Thinking Skills) RAMP (Rochester Accelerated Math Program) Continuum of Services

7. Elementary Gifted Services Elementary specialists – 6 staff/5.5 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.

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

9. 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. Tier OneDifferentiated Instruction of Core 80% Tier TwoAdditional Support Core and More 15% Tier ThreeStrategic Intervention5%

10. Elementary Criteria for Identification Grade Level Services CogAT ScoreNWEA NPR 2-5 Verbal 122+ Verbal (V) 80%ile+ in Reading 2-5 Non-verbal 122+ Non-verbal (Q+NV) 80%ile+ in Math OR 2-5 Verbal 116-121 Verbal (V) 95%ile+in Reading 2-5 Non-verbal 116-121 Non-verbal (Q+NV) 95%ile+ in Math OR 2-5 Verbal Qualifying portfolio completed at school 2-5 Non-verbal Qualifying portfolio completed at school

11. What is the CogAT test? Reasoning Verbal Non-Verbal Quantitative

12. Test Components Verbal Picture/word analogies Picture/word classification Sentence completion

14. Test Components Nonverbal Figure matrices Paper folding Figure classification

16. Test Components Quantitative Number analogies Number puzzles Number series

18. Elementary Gifted Services Portfolio For grades 2, 3, and 4, portfolios must be requested by April 14, 2016. Grade 5 requests are due by November 10, 2015. Verbal One supplied writing prompt One supplied fiction interpretive prompt One supplied creative problem solving prompt

19. Elementary Gifted Services Portfolio For grades 2, 3, and 4, portfolios must be requested by April 14, 2016. Grade 5 requests are due by November 10, 2015. Non-Verbal Math problem solving exercises One supplied non-fiction interpretive prompt One supplied creative problem solving prompt

20. Questions regarding IDENTIFICATION

21. VERBAL Language/ Social Studies NON-VERBAL Math/ Science Grade 3  The Outer Edge – Jamestown Reader Unit  Ancient Egypt: Gift of the Nile (William and Mary Curriculum)  Our Diverse Community  Logic and the Scientific Method  Project M 3: Unraveling the Mystery of the Moli Stone (numbers & operations)  Inventions Grade 4  The Wild Side – Jamestown Reader Unit  Everyday Economics  Speeches --Impromptu --“How to” --Hobby  Hands-On Equations  Human Brain  Project M 3 : Record Makers and Breakers (using algebra to analyze change) Grade 5  Persuasive Speaking and Writing  Debate and Mock Trial  Revolutionary War (William and Mary Curriculum)  Models and Design  Project M 3 : What Are Your Chances? (data analysis and probability) Curriculum Overview

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

23. The Outer Edge Grade 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.

24. The Wild Side Grade 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.

25. 5 th 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.

26. Project M3 Parent Resources

27. 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

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

29. Social Emotional Perfectionism Over-excitabilities Under-achievement

30. 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.

31. 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.

32. Questions regarding CURRICULUM

33. 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

34. Twice Exceptional (gifted and has a disability) A disability does not preclude the presence of giftedness. A disability can mask giftedness. Giftedness can mask a disability. Critical components for success: Collaboration between special education and gifted services. Addressing the social emotional needs connected to twice exceptionality.

35. 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 1. 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. 2. The School District has procedures in place for the appropriate academic advancement of gifted and talented students. These procedures include: a.assessment of a student's readiness and motivation for advancement; and b.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.

36. 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.

37. HG Program at Friedell Middle School Students considering this option must meet ONE of the following criteria: CogAT composite 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. Requests for this are due by Nov. 10, 2015.

38. The Gifted Services Timeline is available on each gifted specialist’s website. Elementary Timeline: Click here

39. Gifted Services District Web Page www.rochester.k12.mn.us >Departments >Curriculum and Instruction >Gifted Services >Elementary Gifted Services This is the path to the Elementary Gifted Services page: http://www.rochester.k12.mn.us/schools/district_programs/ gifted_services/elementary_gifted_services/ http://www.rochester.k12.mn.us/schools/district_programs/ gifted_services/elementary_gifted_services/

40. FRIEDELL 5 TH GRADE OPEN HOUSE NIGHT November 19, 2015 6:30 – 8:00 PM

41. Gifted Services Information Nights WhenWhatWhere October 1, 2015 6:30 – 8:00 Elementary School Night Identification Programming Edison, Board Room December 3, 2015 6:30 – 8:00 High School Night Mentorships Honors Diploma Honors Option Edison, Board Room April 14, 2015 6:30 – 8:00 Middle School Night Rochester Accelerated Math Program Credit By Assessment Middle School Honors Highly Gifted @ Friedell Edison, Board Room

42. Questions? Contact your School’s Gifted Specialist Laura Heuton LaHeuton@rochester.k12.mn.us Bishop, Churchill/Hoover, Folwell, Pinewood Carrie Johnson CaJohnson@rochester.k12.mn.us Jefferson, Franklin/Montessori, district-wide math Vandi King VaKing@rochester.k12.mn.usLincoln, Longfellow, district-wide math Brian Lynch BrLynch@rochester.k12.mn.usElton Hills, Gibbs, Riverside Kim Reid KiReid@rochester.k12.mn.us Sunset Terrace, Gage, Washington, district-wide identification Colleen Sallee CoSallee@rochester.k12.mn.usBamber Valley

43. GATEWAY