1. Famata Haines, Magnet Coordinator Emily Foley, TD Catalyst Teacher famata.haines@cms.k12.nc.us famata.haines@cms.k12.nc.us emilyk.foley@cms.k12.nc.us TD Department Contacts: Lisa Larotonda - lisa.larotonda@cms.k12.nc.us Sheena Miracle - sheenal.miracle@cms.k12.nc.us 980.343.2700

2. Review of Portfolio Process Parts/Expectations for "at home" portfolio piece Tips for providing the right opportunity: Going from good to great

3. A review of the portfolio process

4. Focus on quality not quantity. Quality of thinking, not more of the same. High expectations all day, every day. Complex, challenging & real world.

5. Accumulation of points based on the available assessment results. An accumulation of 12 points identifies the child as AIG in both Reading in Math. Portfolio review earns points on its own; not combined with test scores Identification in ONLY reading or math will occur after all opportunities to identify in both are exhausted.

6. CMS Talent Development Identification Rubric

7. To reflect evidence of gifted behaviors for students who need an alternative assessment Showcase work unique and advanced for a second grader and should reflect student’s high academic motivation. Display student’s ability to Think deeply Create complex products Process and reorganize advanced information

8. Students are given multiple (8-10) assessments geared toward showcasing gifted behaviors. These are completed during class time. Classroom teachers & Magnet Coordinator/TD teacher review all but compile five of the child’s best samples. An explanation tag is attached to each work sample for clarification. 6th sample may be submitted by a parent displaying work completed by the student at home.

9. If evidence is found, process continues to: Motivation / Perseverance/ Leadership Perspective / Sensitivity / Humor Creativity / Artistic Talent Rubric is used to assess: Advanced LanguageAnalytical Thinking Mrs. Foley & Ms. Haines present each piece of the student’s portfolio to a team of TD teachers

10. Advanced Language: Gifted students who demonstrate advanced language use advanced vocabulary and may be unusually descriptive. They often use figurative language rich in imagery. Analytical Thinking Gifted students who demonstrate analytical thinking, think logically and use problem solving strategies effectively. They analyze cause and effect, consequences, or alternative solutions and organize collections or ideas in unique ways.

11. Perspective: More readily understands another’s viewpoint, interpret what influences or motivates others. Sensitivity: Develops a concern for human needs and rights earlier than their age peers. They often display a strong sense of justice and fairness. Humor: Understands and responds to humorous language, puns, and riddles. ------------------------------------ Creativity/Artistic Talent: Demonstrates original thinking or an active imagination in an art form

12. Motivation: Exhibits high levels of task commitment and energy when pursuing personal interests or issues atypical of age-mates Perseverance: Shows persistent intellectual curiosity, explores and experiments independently Leadership: Effectively organizes people and tasks to achieve a common goal

13. Parts/Expectations for the "at home" portfolio piece

14. 1. Parent Completed Tag (1 page) 2. Student Work (Up to 3 pages) 3. Student Explanation (1 page)

15. Briefly explain your child’s entry What is it Why was it chosen When was it completed/received No more than 5 sentences/1 paragraph If parent description exceeds one paragraph or five sentences only the first five sentences or paragraph will be read. Information MUST describe the activity being submitted Do not reference general characteristics of child

16. Entry should not exceed three pages total. Front and back of a single pages counts as two pages. Entries must be two-dimensional All parts must fit in a 9x12” manila folder A photograph is acceptable. A DVD, CD, or video/audio tape entry may be attached in a Ziploc bag and should work on school equipment. Video submissions cannot exceed three minutes. For submissions that exceed three minutes, only the first three minutes will be viewed. NOTE: Collage may be better received Award or photograph, must include student response.

17. Written by the student Describes the submission Could answer the following… Why was this chosen? What was the process? What was learned? What was enjoyable? What was challenging?

18. Tips for providing the right opportunity: Going from good to great

19. Tap into your child’s talents! Show off their interests! Examples (but not limited to): A story about a family trip (include the budget and a drawing of your favorite part) A collection of self-created advanced math word problems with step-by-step directions showing how to complete the problems A diagram of a new invention complete with labels and a photo of a Lego model. Write a story telling how this invention changed the world. Character Education Award the child received, with writing about why he/she received the award and how he/she felt about getting the award. Submit a drawing depicting themselves showing good character.

20. Does the work sample demonstrate strengths in advanced language/analytical thinking? Does the work sample provide opportunities to show evidence in a variety of categories? Is the piece guided by student’s choice or interests? (Goal: student ownership) Does it highlight creative and original thought?

21. You have just returned from the zoo. Student writing includes: Picture of favorite animal Writing describing the animal, habitat, and other important information.

22. Limitations Eliminates opportunity to demonstrate creative or original thought. Does not allow for complex or abstract thinking. Difficult for a student to use knowledge from multiple content areas.

23. You have just returned from the zoo. Student project includes: Account of the experience from the point of view of a new zookeeper. A model of an exhibit for a chosen animal with factual information available to visitors.

24. Provides more creativity and original thought. Open-ended Allows students to speak to an audience.

25. You have just returned from the zoo. Student project includes: Account of the experience from the point of view of a scientist. Labeled diagram of a student created animal that can live in an urban setting. Poem containing information about the animal that will help the community understand its wants and needs.

26. Your child wants to plan a community service project. How can this accomplishment be taken from good to great?

27. Today is a service day in your community. Write and draw about the experience. Describe in detail the product/service offered. What is the timeline? Who/Where will you donate to? Why? What type of help or materials will you need to get started? Create an imaginative or descriptive story about spending the day doing this activity. Include a graph. Include a hand drawn picture or diagram about the event.

28. Open-ended answers Knowledge from multiple subject-areas can be expressed Audience can vary but is easily identified by the student Different points-of-view can be used and/or described Multiple pathways to answer Application of two or more skills Original and creative thought can contribute to the final product

29. Remember … The at home portfolio submission only HELPS your child; it never hurts and therefore it is highly recommended that something is submitted. The due date for the “at home” piece is November 20, 2014