Overview ofGifted

EducationServices

2011-12

Every child has the right to engage in new learning every day.

New to Rice Lake… but not reallyKris Happe

Gifted Education Instructor and Staff Development Trainer/Coach

.5 Rice Lake (Monday, Tuesday, and Friday afternoons).5 District Staff Development Trainer/Coach

(Wednesday, Thursday, and Friday mornings)

2003-2011Big Lake Schools

Assessment and Data Coordinator, 2010-2011Gifted Education and Educational Services Coordinator, 2005-2009

Gifted Educational Coordinator, 2003-2005

1996-2003Osseo Area Schools

6th Grade Classroom Teacher, Rice Lake, 2001-20035th Grade Classroom Teacher, Rice Lake, 2000-2001

TAG Teacher, Rice Lake and Osseo Elem., 1996-2000

OUR DISTRICT MISSIONis to inspire and prepare all students

with CONFIDENCE, COURAGE and COMPETENCE…to achieve their dreams;contribute to community;

and engage in a lifetime of learning.

GIFTED STUDENTS are those children and youth who demonstrate high performance or show the potential for high performance relative to others of their

age, experience or environment

The mission of the Osseo Areas Schools’ Gifted Education program is to recognize and appropriately serve the academic,

social and emotional needs of GIFTED STUDENTS.

GE MISSION

DISTRICT CORE VALUESWe believe that: • Lifelong learning is essential for the individual and community to thrive.

• Everyone has equal intrinsic value.

• Trust is essential to sustaining successful relationships and to achieving results.

• Better decisions emerge when diverse perspectives are intentionally included in a collaborative process.

• Everyone benefits when cultural differences are acknowledged and understood, and individuals are treated respectfully and equitably.

• Everyone can learn more.

Identified these objectives for our gifted learners: Experience rigor and challenge daily in the instructional environment, matching

student need for rigorous instruction.

Participate in activities designed to provide new learning and engagement in the learning process.

Understand how the learning process is relevant to personal growth.

Use personal strengths to make meaning and solve problems.

Recognize and further develop affective virtuosities and personal strengths in a supportive environment.

Develop the skills and habits of a lifelong learner.

Gifted Education Steering Team (2008-09):

Overview of GE servicesNeeds-Based Classes (NBC)…. (“olden days”…ExCEL)

Gifted Education staff provides direct instruction in a pull-out model for students identified with the greatest need for rigor. 

Instructional methods and objectives are strategically designed and woven into our curriculum (Needs-Based Classes) to promote student growth and development in the five GE standards-based proficiencies

a) Affective Exploration & Discussion (Social and Emotional Needs)b) Cognitive Skillsc) “How-to-Learn” Skillsd) Advanced research & reference material usee) Communication Skills

Students previously in the “core” group and newly-identified students form each year’s NBC groups. 

Students, depending on individual needs, may participate in up to four strands per year at each grade level: 

a) Affectiveb) Non-Verbalc) Verbald) Quantitative

Needs-Based Classes 2011-12AFFECTIVE QUANTITATIVE NON-VERBAL VERBAL

K Affective K (Spring) Higher Order Thinking Skills I Go into classrooms (Kindergarten)

1 Affective 1 (Spring) Higher Order Thinking Skills IIGo into classrooms (Grade 1)

2 Affective 2 (Spring) HOTS - Math & Reading Thinkers!Go into classrooms (Grade 2)

3 Affective 3 (Fall) Math Patterns and Geometry

Scientific Investigation: K’NEX Bridges

Junior Great Books Grade 3

4 Affective 4 (Fall) Data Analysis:In One Day Constructive Problem Sol

ving: LEGO MachinesJunior Great Books

Grade 4

5 Affective 5 (Fall) Data Analysis: Stock Market

Constructive Problem Solving:

LEGO Robotics

Junior Great Books Grade 5

6 Affective 6 (Fall) Data Analysis:Stock Market Forensics: CSI Junior Great Books

Grade 6

Overview of GE servicesGo-In Classes

Cluster-Based Services (CBS)Gifted Education (GE) staff collaborates with and supports the general education classroom teacher.

In kindergarten, first grade and second grade, the GE teacher goes into each classroom to focus collaborative instruction on higher-level thinking skills and differentiation.

In intermediate grade levels, the GE teacher focuses on differentiating instruction in the cluster classroom with students who have the greatest need for rigor.

Academic ChallengesCo-Curricular

CML (Continental Math League) 2-6 Instruction in classroom at some sites.

3 meets (2,3) and 5 meets (4-6)

WordMasters (3-6) Instruction in classroom at some sites. 3 Meets (November, February, April)

Egg drop – 4th grade (at some sites)

Extra-Curricular (fee-based, board policy) Children’s Chorus (4-6) auditions this fall

DI (Destination Imagination) or FPS (Future Problem Solving) Fall-Winter

Overview of GE servicesGE site services include but are not limited to:IdentificationPull-Out classes to GE room (NBC – Needs Based Service)Go-In classes in the classroom (CBS – Cluster Based Service)Clustering of gifted students based on academic needsCollaboration with and training for classroom teachersAcceleration where appropriateAdvocacy for students’ needs

We provide a rigorous and challenging skills-based curriculum for students identified with the greatest need.

Continuum of Services

Additional Information Student evaluations completed for each NBC Conference schedule Communications

www.district279.org/services/talentedgifted/ Building newsletter Please call or email with any questions

Happek@district279.org carpenterb@district279.org

Support Resources MCGT (Minnesota Council for Gifted and Talented) District #287 Services (WSSS, enrichment classes, etc.) UMTYMP NAGC (National Association for Gifted Children) PTLC

Roles at Rice Lake NBC – Needs Based Classes

Students are pulled based on test information that indicates a need for more challenge in Verbal, Non-Verbal, Quantitative and Affective areas

CBS – Cluster Based Services Service in classrooms Grades K-2 HOTS (Higher Order Thinking Skills)

Collaboration with classroom teachers

HIGHER ORDER THINKINGKindergarten

OBJECTIVE:Students will learn different ways of

thinking including convergent (detective thinking), divergent (inventive thinking),

evaluative (judgment thinking), and visual thinking (making visual images).

The GE teacher will be going into the classrooms to teach this material.

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HIGHER ORDER THINKINGFirst Grade

The GE teacher will be going into the classrooms to teach this material.

OBJECTIVE: In this literature-based unit, based on curriculum created by William and Mary College, the students will be engaged in challenging reading and writing activities through the use of literature with extensive figurative language. They will expand their use of descriptive and figurative devices, including similes, metaphors, and adjectives.

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MATH & READING THINKERS!

Second Grade

The GE teacher will be going into the classrooms to teach this material.

OBJECTIVE: Students will be introduced to rigorous learning opportunities in the areas of Literature and Mathematics. This unit is based on state and national standards. Each student will be given a chance to expand their individual learning through differentiation. Rigor in literature will be developed in a continued study of figurative language. Mathematical thinking will be challenged as students consider effective strategies for solving real world problems .

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AFFECTIVE: Grades K-1

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Students will know: Attributes of their primary area(s) of intelligence

Students will understand:

Attitude and perceptions affect motivation

Students will do: Practice attribute-recognition through exposure to literature

AFFECTIVE: Grade 2

Students will know: Attributes of their primary area(s) of intelligence

Students will understand:

The attributes of perfectionism and motivation

Students will do: Practice utilization of test-taking techniques, brain exercise and a mnemonic device

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AFFECTIVE: Grades 3-6

Students will know: Attributes of their primary area(s) of intelligenceAttributes of their strongest learning style(s)

Students will understand:

Attributes of their strongest learning style(s)

Students will do: Attributes of their strongest learning style(s)

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VERBAL Gr. 3-6Junior Great Books

Students will know: The Shared Inquiry method of reading and discussing a story

Students will understand:

How individual interpretations of literature may differ Student answers and conclusions must be based on evidence

Students will do: Participate in shared inquiry discussions of assigned stories.

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Students will know: How “load” affects the strength of bridge structures.

Students will understand:

Trusses strengthen beam bridgesThe strength of a truss comes from its triangular shape

Students will do: Modify a structure to increase its strengthSuccessfully work as part of a team to complete assigned investigationsUse creative thinking, critical thinking, and problem solving to design and build load-bearing K’NEX bridges

BackNON-VERBAL Gr.3 Scientific Investigation: K’NEX Bridges

QUANTITATIVE Gr.3Math Patterns/Geometry

Students will know: A pattern is a sequence described by rulesGeometry is a section of math that studies shapes

Students will understand:

The study of how numbers or objects are arranged in a sequence is a patternA repeating sequence can be used to predict and extend patternsHow to use a table to describe patterns of change and solve problems

Students will do: Use a table to display data setsApply translations (slides) and reflections (flips) to figuresPrepare a presentation for the class to explain my answer using appropriate facial expressions, body language and voice control.

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NON-VERBAL Gr.4Constructive Problem Solving:

LEGO MachinesStudents will know: Identify simple machines and their

uses/limitationsRecognize the relationship between friction and forceRecognize the relationship between gear ratio and work

Students will understand:

The work of specific simple machinesThe application of force in work doneHow gear ratio impacts calibration

Students will do: Investigate the principles of simple machinesCreate real-life machines to solve real-world problemsWork successfully as part of a team

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Students will know: How to collect the appropriate data How to accurately average data

Students will understand:

The the purpose of analogies in reporting their data

Students will do: Create the required graphs to represent my collected dataWrite an analogy representing their dataCreate an appropriate visual representation of their original analogy

QUANTITATIVE Gr.4 Data Analysis: In One

Day

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QUANTITATIVE Gr.5Data Analysis:

ProbabilityStudents will know: Chance and risk play a role in probability

Outcomes from experiments must be taken seriously when different from predictions

Students will understand:

Intuitive thinking must be substantiated with data in order to determine accuracySample size impacts the accuracy of statistical research

Students will do: Make predictions based on intuitive thinkingConduct a variety of data collection trials for the purpose of predicting outcomesAnalyze outcomes in order to refine data collection methods

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NON-VERBAL Gr.5Robotics

Students will know: How to program a LEGO mobile robotsThe importance of teamwork

Students will understand:

The steps to programming a robotHow to analyze the progress of their project and make the necessary adjustments for success

Students will do: Take measurements, plan a path and program a team robot to perform specific tasks

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NON-VERBAL Gr.6 Forensics: CSI

Students will know: Scientific method; specific forensic techniques such as chromatography, pH testing and fiber analysis

Students will understand:

The need for inductive and deductive reasoning in forensics

Students will do: Distinguish between evidence and inference as they conduct a crime scene investigation

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QUANTITATIVE Gr.5/6Data Analysis: Stock Market

Students will know: How to identify the factors that indicate that a stock is desirable for purchase

Students will understand:

The reason for the volatility of the stock market

Students will do: Locate stock information online and/or in a newspaperIndependently replicate the process of selecting, purchasing and selling stock.

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Questions ??? General programming questions are appropriate for this meeting~

Shorter questions that are a bit more specific to your child, I can answer after the meeting.

In depth questions about your child and their needs, are best answered in a private one on one meeting. Please call or email to set this up.

763-420-4220happek@district279.org