target parent open house ppt for 2014 from russell
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Target Parent Open House ppt 2014TRANSCRIPT
Russell Elementary Target Services
2014-2015
Presented by:
Debra Kneubuhler (Mrs. K.)
Are You Puzzled About Target?Are You Puzzled About Target?
To prepare gifted students for an ever-changing global marketplace where they must be self-reflective, goal-oriented problem-seekers and
solvers.
Our Mission
Students come to Target one day a week.
They can bring a snack.They will have lunch with the Target
class and specials with their regular class.
On the students’ assigned Target day, they are required to bring their Notebook and supplies.
Target TidbitsTarget Tidbits
Target NotebookTarget NotebookBring your notebook each week.
All notes to parents can be found in the notebook along with student/teacher commentary.
Students need to share notebook with parents each week and make sure both tallies are signed.
All materials will be kept in notebook: Unit information, Brainteasers, Math, and Weekly Essential Question Reflections
Target TallyTarget TallyEach week the students are expected to share the results of the Tally with their parent(s) and have it signed. We also encourage you to talk with your children about the activities listed on the Tally.
The signed Tally is required to be returned the next week in order for the student to be considered prepared for class.
Please help your child keep up with this weekly responsibility.
Teachers will make comments on the Tally as needed.
At the end of the day, students complete self- evaluations and write a brief reflection of their day in Target (on the tally).
The teacher will comment on the Tally as needed.
Evaluation of the DayEvaluation of the Day
““Where We Go” in TargetWhere We Go” in Target
Concrete to abstractSimple to complexBasic to transformationalFewer facets to multi-facetsSmaller leaps to greater leapsMore structured to more openLess independence to greater independence
Tomlinson (1995)
• 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
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.
Elementary Target ProgramStandards
Gifted Standards G1 - Critical Thinking
Students will utilize higher order reasoning and reflect upon their thinking.
G2 – Convergent Thinking Students will reason logically using induction and deduction.
G3 - Algebraic Thinking
Students will reason algebraically.
G4 - Divergent Thinking Students will think creatively to generate innovative ideas, products, or solutions to problems.
G5 - Evaluative Thinking Students will evaluate and solve a variety of authentic problems.
G6 - Relationships & Connections
Students will make relationships and connections among various topics and disciplines.
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.
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
Students will reflect upon their abilities.
G10 - Respect For Others
Students will be respectful members of their communities.
G11 - Self-Directed Learner
Students will be self-directed learners.
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.
Explore Develop Identify Describe Investigate Solve Implement Evaluate Create Recognize Know Demonstrate Apply Formulate Adapt Infer Assess
Standard G1:
CRITICAL THINKING Students will utilize higher order reasoning and reflect upon their
thinking.
Standard G2:
CONVERGENT THINKING
Students will reason logically by using induction and deduction
Standard G3:
ALGEBRAIC THINKING
Students will reason algebraically.
Standard G4:
DIVERGENT THINKINGStudents will think creatively to generate innovative ideas, products, or solutions to problems.
Standard G5:
EVALUATIVE THINKING
Students will evaluate and solve a variety of authentic problems.
Standard G6:
RELATIONSHIPS andCONNECTIONS
Students will make relationships and connections among various
topics and disciplines.
Standard G7:
COMMUNICATION Students will interact and exchange ideas, feelings,
information, thoughts, and knowledge with others.
Standard G8:
COLLABORATION Students will work toward a common goal with shared accountability for the final
outcome.
Standard G9:
SELF-REFLECTION
Students will reflect upon their abilities.
Standard G10:
RESPECT for OTHERS
Students will be respectful members of their community.
Standard G11: SELF-DIRECTED
LEARNERS Students will be self-directed
learners.
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:
The Target Progress Report aligns to the Gifted Standards.It is givenout every9 weeks along with the regular classroomreport card.
Progress Report Assessment Indicators
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.
CONTINUATION CRITERIA
Quarterly Review
•A minimum of 7 out of 11 S’s and P’s indicates student is currently meeting essential requirements for continued placement each quarter.
•If a student is placed on probation, it will last for a period of 18 weeks. This may carry over from one school year to the next. After the 18 week period, a decision will be made about continuation of services.
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 year
Typical Target Day• 30-45 minutes: Morning Meeting/Affective lesson• 30-45 minutes: Review and explain homework• 90-105 minutes: Specials, lunch, and restroom
breaks• 120 minutes: Cognitive growth lessons/unit
activities related to ALP standards• 30-45 minutes: Primary Algebraic
Reasoning/Hands on Equations• 30 minutes: Wrap up
Students will have homework each week.
1. Brainteasers
2. Answering Weekly Essential Question
Periodically students will have additional homework such as:
1. Hands On Equation
2. Additional projects
HomeworkHomework
Hands-On EquationsHands-On Equations33rdrd, 4, 4thth and 5 and 5thth Grades Grades
• Visual and kinesthetic teaching system for introducing algebraic concepts as early as third grade
• Uses game pieces consisting of pawns and numbered cubes
• Prepares students for understanding Algebraic problems
Primary Algebra Helps younger students understand terms and concepts needed to solve algebraic problems.
Affective Learning
Affective lessons are designed to meet the social and emotional needs of gifted students and to teach skills which will help the gifted child become a happy and healthy adult.
Each unit is based on a broad topic to allow for in-depth learning.
The units are multi- disciplinary and promote higher-level thinking by focusing on the gifted standards.
The units provide a framework in which Gifted children can challenge and stimulate each other.
Target Units…….Target Units…….
2nd & 3rd Grades: Beyond the Magnifying Glass
4th Grade – Gizmos, Gadgets and Robotics
5th Grade: What’s NXT?
Fall UnitsFall Units
CommunicationCommunication Website – Target BLOG
Message on VoiceMail– 770-437-5937 Mailbox #448
Tally- Each week
Progress Reports- Every nine weeks
Communication with teachers- every mid-term and 9-weeks
Conferences- As needed
