target open house grade 2, 3, 4, & 5 presentation pickett ... · fall 4th grade unit: •bridges...

Target Open House Grade 2, 3, 4, & 5 Presentation Pickett's Mill 20192010.notebook

1

August 23, 2019

Aug 1410:08 AM

Welcome to Target Open House!

Mrs. Orton's Class

2019-2020

Aug 159:10 AM

Who is Mrs. Orton?• Mrs. Orton -Grew up in Marietta, GA- Attended

UGA & Georgia State University• Bachelors Degree- Early Childhood Education• Masters & Specialist Degree- Educational

Leadership• Teacher for 26 years-Teacher at Pickett's Mill

for 12 years, Target teacher for 6 years, Became certified to teach gifted students in 2006

• Married with 2 children- 13 year old daughter & 17 year old son

Aug 158:59 AM

TARGET Supplies (for grades 2‐5)2 inch 3‐ring binder8 Dividers (younger students do better with pocket dividers)3 hole Zipper Pencil Pouch that can be locked into binder#2 pencils Wide‐ ruled notebook paperDonations may be needed throughout the year

What supplies are needed for Target?

Aug 1410:25 AM

What will my child learn in Target this year?• Critical Thinking• Convergent Thinking one right answer• Divergent Thinking creative thinking• Evaluative Thinkingproblem solving• Algebraic Reasoningalgebra• Self Reflectionwhat are my strengths/weaknesses• Affective Activitiesfocus on social & emotional aspects of

being gifted• Communicationverbal & written• Collaborationwork with others• SelfDirected Learnertake responsibility for own learning

giftedstandards2017.docx

Aug 189:59 AM

Fall 2nd Grade Unit:• Novel Study James & the Giant Peach

by Roald Dahl• Weekly Literature Circle group (book

club) • Primary Algebra (number patterns,

variables, algebraic equations)• STEM (science, technology,

engineering, & math) lessons

Aug 81:33 PM

2nd Grade Schedule:Thursdays

Yellow Crew

8:00-8:45 Morning Meeting/Logic Warm-Up

8:45-9:30 Primary Algebra

9:30-9:45 Snack/Brain Break/Restroom

9:45-10:35 Specials

10:41-11:11 LUNCH

11:11-11:30 Recess

11:30-1:00 Cognitive & Affective Activities

1:00-2:00 Evaluative Thinking/STEM

2:00-2:10 Class Jobs/Pack-Up/Dismissal


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August 23, 2019

Aug 189:59 AM

Fall 3rd Grade Unit:• Mystery Unit Novel Study & Forensic

Science unit• Mystery novel The Puzzling World of

Winston Breen by Eric Berlin• Weekly Literature Circle group (book

club) • Algebra (HandsOn Equations)• STEM (science, technology,

engineering, & math) lessons

Aug 81:33 PM

3rd Grade Schedule:Tuesdays

Yellow Crew8:00-8:50 Morning Meeting/Logic Warm-Up

8:55-9:45 SPECIALS

9:45-10:35 Algebraic Thinking/ Snack

10:41-11:11 Lunch

11:15-11:30 Recess

11:30- 1:00 Cognitive & Affective Activities

1:00-2:00 Evaluative Thinking/STEM Projects

2:00-2:10 Class Jobs/Pack-Up/Dismissal

Aug 189:59 AM

Fall 4th Grade Unit:• Bridges Civil Engineering Unit & Novel Study

Focusing on Critical Thinking, Divergent, Convergent & Evaluative Thinking Skills

• Novel Study Bridge to Terabithia by Katherine Paterson

• Work in teams as a Bridge Company, Toothpick Bridge Building Contest

• Hands on Equations (Algebra)• STEM (science, technology, engineering, & math)

Mini units

Aug 81:33 PM

4th Grade Schedule: Mondays

Orange Crew8:00-8:45 Morning Meeting/Logic Warm Ups

8:45-9:45 Algebraic Thinking

9:45-10:35 Cognitive Activities

10:41-11:11 Lunch

11:15-11:30 Recess/Restroom

11:30-12:05 Affective Activities

12:10-1:00 SPECIALS

1:00-2:00 Evaluative Thinking/ STEM Projects

2:00-2:10 Class Jobs/Pack Up/Dismissal

Aug 189:59 AM

Fall 5th Grade Unit:• Project Soapbox Public speaking competition sponsored by the

Cobb County Schools Social Studies Department• Encourages students to identify, research, write, and perform a

speech on a community issue that concerns them similar to TED talks speech

• School competition winner moves on to districtwide competition in December

• Winner will be entered into Cobb County Schools "KidTalks" competition as well

• Hands on Equations (Algebra)• STEM (science, technology, engineering, & math) Mini units

Aug 81:33 PM

5th Grade Schedule: WednesdaysBlue Crew

8:00-8:50 Morning Meeting / Logic Warm Ups

8:50-9:45 Algebraic Thinking/Snack

9:45-10:35 Cognitive Activities

10:41-11:11 Lunch

11:15-12:05 SPECIALS

12:10-12:45 Affective Activities

12:45-1:45 Evaluative Thinking/ STEM Projects

1:45-2:00 Recess

2:00-2:10 Pack Up/Dismissal


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August 23, 2019

Aug 1410:13 AM

What does my child need to bring to Target class each week?

• Target binder/supplies• Bookbag• Lunchbox (optional)• Snack• Book to read• water bottle (optional)

*Please do NOT remove any papers from your child's target binder this year. All papers, including graded papers, stay in the target binder.

Aug 142:03 PM

Grading Scale:S=85-100P=74-84D=73 and below

Will my child receive grades in Target?S= SuccessfulP= ProgressingD= Does not meet

grading log.docx

Gifted Progress Report Blank 1.docx

Jan 247:03 AM Aug 1410:13 AM

Where can I find Target homework?http://www.cobblearning.net/orton/

Aug 143:33 PM

• Edmodo accounts must be created at home• Join Mrs. Orton's Edmodo target class with class code I send home• Have students write down username & password at home & in

target binder

Aug 143:41 PM

http://www.cobblearning.net/orton/


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August 23, 2019

Aug 143:42 PM Aug 143:42 PM

Aug 143:42 PM Aug 143:32 PM

Questions?

Please email me with any questions or concerns throughout the year at:[email protected]

Attachments

Welcome Back 2014 Skittle Activity.notebook

gifted standards 2013 for poster.docx

giftedprogressreport.pptx

Grading Scale.docx

ProgressReportGrades25.docx

Progress_Report_1_Semester201617.docx

Progress Report 1718.docx

grading log.docx

TT 1617.docx

TT 201617.docx

bridge.jpg

giftedstandards2017.docx

Gifted Progress Report Blank 1.docx

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page0.svg

Aug 12-12:06 PM Welcome Back to TARGET!!! You may sit wherever but choose wisely! (You will need to get a chair) You may use the restroom if you need to. Sharpen 2 pencils. We will begin in 5-10 minutes 000000 Hang up backpack. Put Target binder & snack in your desk. Put lunch on top of coat rack.

page1.svg

Aug 12-12:11 PM SCRATCH 000000

page2.svg

Aug 12-12:13 PM Now that you are thinking what are we going to name your class? **Typical Schedule

page10.svg

Aug 8-1:33 PM 2nd Grade Schedule : Morning Warm Up Affective Learning Snack Algebraic Reasoning 10:40-Specials 11:31-Lunch Cognitive Learning 1:30-Recess

page5.svg

Aug 8-1:33 PM 3rd Grade Schedule : Morning Warm Up Affective Learning Snack Algebraic Reasoning 9:50-Specials 11:31-Lunch Cognitive Learning 1:30-Recess

page14.svg

Aug 12-12:14 PM Let's get organized... What's your number game? Target Tally Tickets What's your job? TT 2013-14.docx Arrange desks so that a different job number is in your group Must be done silently (voices, desks and chairs) Pickett's Mill procedures

page9.svg

Aug 10-11:17 AM What's your number game? Without using your voices at all, try to line yourself up in ABC order by first name. A will be by the door and Z will be by Mrs. Orton's desk. If you talk, you will be asked to sit down & you will be out of the game. Rules of the Game:

page7.svg

Aug 10-11:17 AM What's your number game? Without using your voices at all, try to line yourself up in ABC order by LAST name. A will be by the door and Z will be by Mrs. Orton's desk. If you talk, you will be asked to sit down & you will be out of the game. Rules of the Game:

page3.svg

Aug 12-12:14 PM Let's get organized... What's your number game? Target Tally Tickets What's your job? TT 2013-14.docx Arrange desks so that a different job number is in your group Must be done silently (voices, desks and chairs) Pickett's Mill procedures

page4.svg

Aug 12-12:34 PM Standards Notebook tabs gifted standards 2013 for poster.docx Progress Report Grades 2-5.docx TAB 1-NO COLOR.docx TAB 1.docx

page6.svg

Aug 12-1:05 PM Candy Gets Kids Talking! 1. Take some Skittles & pass the bag around. 2. Tell about a vacation. Tell something about your family. Tell 1 strength and 1 weakness. Tell your favorite subject. Tell about a pet or any other interesting fact. S S S S S

page12.svg

Aug 8-3:04 PM

page22.svg

Aug 8-3:04 PM

page23.svg

Aug 8-3:06 PM Create your own crossword (criss cross) puzzle. Answer Clue or Question about yourself http://www.discoveryeducation.com/free-puzzlemaker/ What is Jack's favorite color? blue

page15.svg

Aug 10-11:29 AM Tricia Caring, dedicated, busy, hardworking Mother of Ethan and Elizabeth Lover of pasta, dark chocolate, and shopping Who feels excited about teaching Target, tired after school, and sleepy after lunch Who fears snakes, scary movies, and elevators Who would like to see Hawaii, the Statue of Liberty in person, and my husband win the lottery Resident of Acworth, McLain Road Orton

page16.svg

Aug 11-3:52 PM

page8.svg

Aug 17-8:25 AM End of the Day Jobs Everyone Pack up and Stack Up! Desk Manager? Chair Manager? Recess Do you owe me time? Do you want to spend tickets? Recess is over at 1:40 so we can get ready to pack up! Homework: Check the blog and organize your notebook

page11.svg

Aug 8-1:48 PM

attachments/TT 2013-14.docx

Target Tally 2013-2014

[email protected]

http://pickettsmill.typepad.com/pamela_mitchell

Name:____________________________________

Week:__________ Date:____________________

Assignments are completed with pride

Homework

Follows Directions

Responsible and Organized

Tally is Signed and Completed

Blog Response:______________________________________

Parent Signature:________________________________________

Don’t forget:

____________________________________________________________________________________

Name:____________________________________

Week:__________ Date:____________________


Homework

Follows Directions



Blog Response: ______________________________________


Don’t forget:

__________________________________________________________________________________

attachments/Progress Report Grades 2-5.docx

Cobb County Elementary Gifted Progress Report: 20

Student:

Grade:

School:

Target Teacher:

HR Teacher:

Successful (S)

Consistently and independently demonstrates outcomes supporting grade-level standards and elements.

Progressing (P)

Demonstrates outcomes supporting grade-level standards and elements with support.

Does not meet (D)

Limited progress in demonstration of outcomes supporting grade-level standards and elements.

STANDARDS

Q1

Q2

Q3

Q4

Annual Review

Critical Thinking

Students will utilize higher order reasoning and reflect upon their thinking.

|_|

Convergent Thinking

Students will reason logically to solve problems and dilemmas using induction and deduction.

|_|

Algebraic Thinking

Students will reason algebraically.

|_|

Divergent Thinking

Students will think creatively to generate innovative ideas, products, or solutions to problems.

|_|

Evaluative Thinking

Students will evaluate and solve a variety of authentic problems.

|_|

Relationships & Connections

Students will make relationships and connections among various topics and disciplines.

|_|

Communication

Students will interact and exchange ideas, feelings, information, thoughts and knowledge with others.

|_|

Collaboration

Students will work towards a common goal with shared accountability for the final outcome.

|_|

Self-Reflection

Students will reflect upon their abilities.

|_|

Respect for Others

Students will be respectful members of their communities.

|_|

Self-Directed Learner

Students will be self-directed learners.

|_|

Quarterly Review

A minimum of 7 out of 11 S’s and P’s indicates student is currently meeting essential requirements for continued placement.

M = Meets continuation criteria for this quarter

D = Does not meet continuation criteria for this quarter; probation in effect.

Q1:

Q2:

Q3:

Q4:

Annual Review

Gifted services are recommended for the following year if:

· student has met continuation criteria 3 out of 4 quarters

AND

· received a minimum of 1 “S” per standard in at least 7 out of 11 standards over the course of the academic year.

Yes

|_|

Yes

Probation

|_|

No

|_|

1st Quarter

Attendance:

2nd Quarter

Attendance:

3rd Quarter

Attendance:

4th Quarter

Attendance:

attachments/gifted standards 2013 for poster.docx

Gifted Standards

G1 - Critical Thinking


G2 – Convergent Thinking

Students will reason logically using induction and deduction.

G3 - Algebraic Thinking


G4 - Divergent Thinking


G5 - Evaluative Thinking


G6 - Relationships & Connections


a. Apply the core critical thinking skills to various situations: metacognition, observation, questioning, prediction, analysis, interpretation, inference, summarize, evaluation, synthesis, explanation, transferring.

b. Cultivate critical thinking through the use of: clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness.

a. Solve problems using logical reasoning.

b. Support opinions, theories, conjectures, and conclusions with logical reasoning.

c. Analyze logic to determine if it sufficiently supports opinions, theories, conjectures, and conclusions.

a. Search for patterns, order, and regularity in mathematical situations.

b. Symbolically represent situations involving patterns and mathematical relationships.

c. Solve algebraic problems and equations with and without context.

a. Assess ideas, products and solutions for the components of divergent thinking to modify original work.

· Fluency

· Flexibility

· Originality

· Elaboration

b. Apply components of divergent thinking to ideas, products, and problem-solving situations.

c. Recognize that the components of divergent thinking improve ideas, products, and solutions.

a. Implement the evaluative thinking process.

b. Apply and adapt a variety of strategies to resolve problems and dilemmas, and evaluate their effectiveness.

c. Choose appropriate problems and dilemmas to research and resolve.

d. Develop tools to assess performance-based products and personal goals.

a. Explore and demonstrate an understanding of the relationships within and connections across topics and disciplines.

b. Formulate thought-provoking questions to explore relationships and connections.

c. Research topics or real-world problems to develop a body of knowledge and depth of understanding beyond the grade level CCGPS.

d. Seek opportunities to become a productive/proactive community member.

Explore Develop Identify Describe Investigate Solve Implement Evaluate Create

Recognize Know Demonstrate Apply Formulate Adapt Infer Assess

1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade

G7 – Communication

Students will interact and exchange ideas, feelings, information, thoughts, and knowledge with others.

G8 - Collaboration

Students will work toward a common goal with shared accountability for the final outcome.

G9 - Self-Reflection


G10 - Respect For Others


G11 - Self-Directed Learner


a. Effectively communicate both verbally and nonverbally using a variety of modalities.

b. Understand and adjust communication for a given audience.

c. Read and respond to a variety of texts.

d. Write for a variety of purposes.

e. Use knowledge of language and appropriate conventions when writing, speaking, reading, and listening.

a. Develop a shared sense of responsibility for participation, decision making, and outcomes.

b. Engage in exchanges of constructive/critical feedback for instructional purpose.

a. Develop areas of strength in self.

b. Recognize areas of weakness in self and develop strategies for improvement.

c. Recognize multiple intelligences in self.

d. Reflect upon personal learning styles and use the knowledge to facilitate self-growth.

a. Respect the input of others.

b. Recognize the value of individual differences.

c. Recognize the strengths of others.

d. Actively listen to others in various situations.

a. Establish and work toward short and long term goals.

b. Persevere in the face of obstacles.

c. Advocate for self.

d. Set appropriately high standards for work and behavior.

e. Take initiative to pursue opportunities to share and use abilities.

f. Seek opportunities for self-growth through risk-taking, curiosity, and use of complexity and imagination.

attachments/TAB 1-NO COLOR.docx

TAB 1

CONVERGENT

TAB 2

ALGEBRAIC

TAB 3

DIVERGENT

TAB 4

EVALUATIVE

TAB 5

RELATIONSHIPS AND CONNECTIONS

TAB 6

COMMUNICATION

COLLABORATION

RESPECT FOR OTHERS

TAB 7

SELF REFLECTION

SELF DIRECTED

TAB 8

DON’T FORGET

attachments/TAB 1.docx

TAB 1

CONVERGENT

TAB 2

ALGEBRAIC

TAB 3

DIVERGENT

TAB 4

EVALUATIVE

TAB 5

RELATIONSHIPS AND CONNECTIONS

TAB 6

COMMUNICATION

COLLABORATION

RESPECT FOR OTHERS

TAB 7

SELF REFLECTION

SELF DIRECTED

TAB 8

DON’T FORGET

flash/flash1/LokenTimer2.swf

flash/flash/LokenTimer2.swf

SMART Notebook

Gifted Standards

G1 - Critical Thinking




G3 - Algebraic Thinking








a. Apply the core critical thinking skills to various situations: metacognition, observation, questioning, prediction, analysis, interpretation, inference, summarize, evaluation, synthesis, explanation, transferring.

b. Cultivate critical thinking through the use of: clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness.


b. Support opinions, theories, conjectures, and conclusions with logical reasoning.


a. Search for patterns, order, and regularity in mathematical situations.


c. Solve algebraic problems and equations with and without context.

a. Assess ideas, products and solutions for the components of divergent thinking to modify original work.

· Fluency

· Flexibility

· Originality

· Elaboration

b. Apply components of divergent thinking to ideas, products, and problem-solving situations.

c. Recognize that the components of divergent thinking improve ideas, products, and solutions.



c. Choose appropriate problems and dilemmas to research and resolve.




c. Research topics or real-world problems to develop a body of knowledge and depth of understanding beyond the grade level CCGPS.

d. Seek opportunities to become a productive/proactive community member.



1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade



G8 - Collaboration


G9 - Self-Reflection








c. Read and respond to a variety of texts.

d. Write for a variety of purposes.

e. Use knowledge of language and appropriate conventions when writing, speaking, reading, and listening.


b. Engage in exchanges of constructive/critical feedback for instructional purpose.


b. Recognize areas of weakness in self and develop strategies for improvement.

c. Recognize multiple intelligences in self.

d. Reflect upon personal learning styles and use the knowledge to facilitate self-growth.




d. Actively listen to others in various situations.


b. Persevere in the face of obstacles.



e. Take initiative to pursue opportunities to share and use abilities.

f. Seek opportunities for self-growth through risk-taking, curiosity, and use of complexity and imagination.

SMART Notebook

Cobb County Elementary GiftedProgress Report

To prepare gifted students for an

ever-changing global marketplace where they must be self-reflective,

goal-oriented problem-seekers and solvers

Our Mission Continues to Be…

While our standards and progress report have been updated, our mission remains the same.

2

The ALP Program is process-driven. Our ultimate goal is for students to meet the standards. The content and activities help us reach these goals.

The program may not look as it did in the past. Focus will be on the standards and performance tasks instead of units. We are not teaching content; we are teaching critical thinking and problem solving skills.

3

In standards-based instruction and assessment:

Standards provide the what.

Instruction provides the how.

Assessments are used to determine the student level of mastery.

The Core of Quality Instruction

In the Target program we use a variety of assessments to determine student strengths and areas for growth. Among those are tools such as observation, journals, performance tasks, rubrics, and tests.

4

Aligns with the Gifted Standards

The elements increase in complexity with each grade level

Contains familiar and new elements

Administered quarterly

New Progress Report

Refer parents to new progress report handout. Explain that each standard will be broken down to provide for better understanding in future slides. Additionally, explain that each grade level has different verbiage and that the example provided in the PPT is from a third grade progress report. We know this progress report looks different from our previous one. However, its important to note that the process standards from the previous progress report are still evident in our new standards. They’ve just been delineated on a continuum so that parents can understand what is expected for students in first through fifth grade.

5

THE STANDARDS

Cognitive Growth

Affective Growth

Refer parents to grade level standards:

Cognitive: mental processing

Affective: behavioral and emotional habits

6

Convergent Thinking

Divergent Thinking

Evaluative Thinking

Relationships/Connections

Cognitive Growth Strands

Within cognitive growth we have 4 distinct standards. Within each standard, elements define the expectations for the standard per grade level.

7

Students will reason logically using induction, deduction, and abduction.

Examples: logic problems, syllogisms, algebraic reasoning, Hands-On Equations

Convergent Thinking

Inductive Reasoning: going from specific to general Ex. given an answer students are asked to produce the question/problem.

Deductive Reasoning: a conclusion is drawn from a set of premises where there is only one correct answer. Ex. Matrix Logic problem

Abductive Reasoning: typically begins with an incomplete set of observations and proceeds to the likeliest possible explanations for the set. Ex. A medical diagnosis based on symptoms

*The list of examples is not comprehensive. It provides a few common tasks.

8

Previous Progress Report:

New Progress Report:

Convergent Thinking

We have not eliminated process indicators from our previous progress report, rather we are now providing more grade-level specific standards-based feedback.

9


Cognitive Components of Creativity: Fluency, Flexibility, Originality, and Elaboration

Affective Components of Creativity: Risk-taking, Complexity, Curiosity, and Imagination

Examples: brainstorming, transformations, creative problem solving, repurposing items

Divergent Thinking

The creative tasks will increase in complexity as students progress through grade levels. At the primary grades students may be doing simplistic tasks to develop the components of divergent thinking. However, the ultimate goal is to eventually take those skills and apply them to products in order to increase their creative value.

10



Divergent Thinking

Again, we have not eliminated process indicators from our previous progress report, rather we are now providing more grade-level specific standards-based feedback. As noted, in the previous slide, the components of divergent thinking are: Fluency, Flexibility, Originality, Elaboration, Risk-taking, Complexity, Curiosity, and Imagination.

11


Examples:

Ranking and evaluating the quality of ideas for problem solving (evaluative thinking process)

Using and creating rubrics to assess work

Evaluative Thinking

12



Evaluative Thinking

Our students are taught the evaluative thinking processes in Target. There are specific convergent and divergent steps we follow to work through a problem or dilemma.

13


Examples:

Researching real-world topics and making connections to other disciplines

Reflecting on societal and/or environmental issues and developing potential solutions

Relationships and Connections

Note that relationships are the focus of the primary grades and both relationships and connections are taught in the intermediate grades. Relationships focus on the association within two related topics. Connections link unrelated topics, often across different disciplines. For example, a relationship question related to a current unit of study would be How is the human heart different from a goat’s heart? A connection question would be What does the human heart have in common with the human liver?

14



Relationships and Connections

With this new progress report we are still expecting students to demonstrate an increase in general knowledge. This standard focuses on a student’s ability to develop relationships and connections beyond what is taught in the regular classroom by asking deep and rigorous questions, and through research and discovery.

15

Self-Reflection

Respect for Others


Affective Growth

Within affective growth we have 3 distinct standards. Within each standard, elements define the expectations for the standard. These elements are NOT grade level specific which means they are not delineated on a continuum. These elements manifest themselves differently for all children because they are developmental and based on social and emotional needs.

Self-Directed Learner: goal-setting, perseverance, initiative

Self-Reflection: strengths, weaknesses, multiple intelligences, advocate for self

Respect for Others: value of differences, other points of view, constructive feedback, positively contribute to the community

16

Learning Skills and Behaviors



The affective strands are listed under the Learning Skills and Behaviors section of the progress report. Affective standards are assessed through the lessons in class and the application of those lessons.

Communication and Collaboration are included in every Cognitive Growth strand, but the overall assessment is reflected in the Learning Skills and Behaviors section of the progress report. Focus is on both verbal and non-verbal communication skills and collaboration with peers for the purposes of expressing and sharing one’s thinking.

The Performance Indicators are separate and reflect the evaluation of behaviors that directly impact the success of a child’s experience in the Target Classroom.

All of these are aligned to the performance assessment on our previous progress report.

17

Cognitive Growth Assessment Indicators

(E) Exceeds: When the student has obtained a complete understanding of the element and has repeatedly demonstrated application and inference beyond grade-level expectation

(M) Meets : When the student has obtained a complete understanding of the element and has consistently demonstrated independent mastery

(P) Progressing: When the student has obtained a basic understanding of the element, but has not yet mastered it consistently and/or independently

(D) Does not meet: When the student has not obtained a basic understanding of the element

N/A- Element not assessed at this time

Our Cognitive Growth elements are assessed using one of four assessment growth indicators. Cognitive growth is a continuum not a final destination.

Review indicator definitions and explain that a child with P’s, M’s, and E’s is making satisfactory progress.

18

S = Successfully and consistently displays appropriate learning skills and behaviors

P = Progressing toward consistent display of appropriate learning skills and behaviors

N = Needs Improvement to display learning skills and behaviors that lead to success

Learning Skills & Behaviors Assessment Indicators

Our Learning Skills and Behaviors are assessed using one of three assessment indicators. Social and emotional growth is a developmental process.

Review indicator definitions and explain that a child with P’s and S’s is making satisfactory progress.

19

Continuation Criteria

Students must have:

a majority of P’s, M’s, and E’s in the Cognitive Growth Elements

AND

a majority of P’s and S’s in the Learning Skills and Behaviors Section

to meet Continuation Criteria in each quarter.

A child who does not make satisfactory performance in both sections of the progress report will be placed on probation and interventions will be implemented to support student improvement.

20

Quarter Focus: Reflects the current topic of study

Attendance: Students must attend 65% of classes each quarter to be assessed

Comments provide descriptive feedback of your child’s performance

Quarter Focus, Comments, and Attendance

21

Is completed at the end of the year and determines if gifted services are to be continued the following year.

Annual Review

22

SMART Notebook

Grading Scale:

S=85-100

P=74-84

D=73 and below

SMART Notebook

Cobb County Elementary Gifted Progress Report: 20

Student:

Grade:

School:

Target Teacher:

HR Teacher:

Successful (S)


Progressing (P)


Does not meet (D)


STANDARDS

Q1

Q2

Q3

Q4

Annual Review

Critical Thinking


|_|

Convergent Thinking


|_|

Algebraic Thinking


|_|

Divergent Thinking


|_|

Evaluative Thinking


|_|



|_|

Communication


|_|

Collaboration


|_|

Self-Reflection


|_|

Respect for Others


|_|



|_|

Quarterly Review


M = Meets continuation criteria for this quarter

D = Does not meet continuation criteria for this quarter; probation in effect.

Q1:

Q2:

Q3:

Q4:

Annual Review


· student has met continuation criteria 3 out of 4 quarters

AND

· received a minimum of 1 “S” per standard in at least 7 out of 11 standards over the course of the academic year.

Yes

|_|

Yes

Probation

|_|

No

|_|

1st Quarter

Attendance:

2nd Quarter

Attendance:

3rd Quarter

Attendance:

4th Quarter

Attendance:

SMART Notebook

Cobb County Gifted Progress Report: 2016-17

Student:

Grade:

School:

Gifted Specialist:

Homeroom Teacher:

EVALUATION CRITERIA

2nd Semester

Attendance:

Met Criteria

Successful (S)


Progressing (P)


Does not meet (D)


STANDARDS

S2

Critical Thinking


S

Convergent Thinking


S

Algebraic Thinking


S

Divergent Thinking


S

Evaluative Thinking


S



S

Communication


S

Collaboration


S

Self-Reflection


S

Respect for Others


S



S

SEMESTER REVIEW


M = Meets continuation criteria for this semester.

D = Does not meet continuation criteria for this semester; probation in effect.

S2:

M |X|

D |_|

ANNUAL REVIEW

Gifted Services Recommended:

Yes

|X|

No Probation in Effect

Yes

|_|

With Probation in Effect

SMART Notebook

Cobb County Gifted Progress Report: 2017-18

Student:

Grade:

School:

Pickett’s Mill Elementary

Gifted Specialist:

Homeroom Teacher:

EVALUATION CRITERIA

1st Semester

Attendance:

Successful (S)


Progressing (P)


Does not meet (D)


STANDARDS

S1

S2

AR

Critical Thinking


S

S

Convergent Thinking


S

S

Algebraic Thinking


S

S

Divergent Thinking


S

S

Evaluative Thinking


S

S



S

S

Communication


S

S

2nd Semester

Attendance:

Collaboration


S

S

Self-Reflection


S

S

Respect for Others


S

S



S

S

SEMESTER REVIEW


M = Meets continuation criteria for this semester.

D = Does not meet continuation criteria for this semester; probation in effect.

S1:

M |_| D |_|

S2:

M |_| D |_|

ANNUAL REVIEW


1. student has met continuation criteria each semesterAND

2. student earned a minimum of 1 “S” per standard in at least 7 out of 11 standards over the course of the academic year

Gifted Services Recommended:

Yes

|_|

Yes

|_|

With Probation in Effect

No |_|

SMART Notebook

Name:___________________ Semester 1 or 2

Target Grading Log

Convergent

Assignment

Date

Grade

Divergent

Assignment

Date

Grade

Evaluative

Assignment

Date

Grade

Relationships/Connections

Assignment

Date

Grade

Algebraic

Assignment

Date

Grade

Other

Assignment

Date

Grade

Standard

SMART Notebook


[email protected] http://pickettsmill.typepad.com/llewallyn

Name:____________________________________

Week:__________ Date:____________________

Don’t Forgets:

Comments/Concerns:

Parent Signature:_______________________________

____________________________________________________________________________________

Name:____________________________________

Week:__________ Date:____________________

Don’t Forgets:

Comments/Concerns:



[email protected] http://pickettsmill.typepad.com/llewallyn

Name:____________________________________

Week:__________ Date:____________________

Don’t Forgets:

Comments/Concerns:


____________________________________________________________________________________

Name:____________________________________

Week:__________ Date:____________________

Don’t Forgets:

Comments/Concerns:


SMART Notebook


[email protected]

Class blog web address: http://pickettsmill.typepad.com/orton/

Name:____________________________________

Week:__________ Date:____________________


Homework

Follows Directions



_______My child checked the class blog/Edmodo this week for updates and homework assignments.

Don’t forget:

____________________________________________________________________________________


------------------------------------------------------------------------------------------------------------------------------------------

Name:____________________________________

Week:__________ Date:____________________


Homework

Follows Directions



_______My child checked the class blog/Edmodo this week for updates and homework assignments.

Don’t forget:

__________________________________________________________________________________


SMART Notebook

SMART Notebook

Cobb County School District Gifted Standards

Critical Thinking




G2- Algebraic Thinking









B Justify opinions, theories, conjectures, and conclusions with logical reasoning.


a. Analyze mathematical situations for patterns and order.


c. Solve algebraic problems and equations with and without real world context.

a. Apply and assess the components of divergent thinking to improve ideas, products, and solutions.

· Fluency

· Flexibility

· Originality

· Elaboration

b. Demonstrate an understanding of the relationships among invention, innovation, and social entrepreneurship.



c. Identify appropriate problems and dilemmas to research and resolve.




c. Research topics or real-world problems to develop knowledge and depth of understanding beyond the grade level CCGPS.

d. Seek opportunities to become an informed, productive, proactive global community member.





G7 - Collaboration


G8- Self-Reflection

Students will reflect upon their abilities and potential.




Students will seek opportunities for self-growth.



c. Read and write for a variety of purposes.

d. Use knowledge of language and appropriate conventions when writing, speaking, reading, and listening.


b. Achieve a shared objective by dividing it into manageable components suited to individual strengths.

c. Engage in exchanges of constructive/critical feedback for instructional purposes.


b. Demonstrate a growth mindset by recognizing areas for personal development and identifying strategies for improvement.

c. Reflect upon personal learning styles and use the knowledge to facilitate self-growth.




d. Actively listen to and empathize with others in various situations.


b. Persevere despite failure and adversity.



e. Take initiative to pursue new opportunities.

Revised 6/2017

SMART Notebook

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