Cobb County Elementary Gifted

Progress 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…

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.

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

Aligns with the Gifted Standards

The elements increase in complexity with each grade level

Contains familiar and new elements

Administered quarterly

New Progress Report

THE STANDARDS

Cognitive Growth Affective Growth

Convergent ThinkingDivergent ThinkingEvaluative ThinkingRelationships/Connections

Cognitive Growth Strands

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

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

Convergent Thinking

Previous Progress Report:

New Progress Report:

Convergent Thinking

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

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

Previous Progress Report:

New Progress Report:

Divergent Thinking

Students will evaluate and solve a variety of authentic problems.

Examples: 1. Ranking and evaluating the quality of ideas

for problem solving (evaluative thinking process)

2. Using and creating rubrics to assess work

Evaluative Thinking

Previous Progress Report:

New Progress Report:

Evaluative Thinking

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

Examples: Researching real-world topics and making

connections to other disciplinesReflecting on societal and/or

environmental issues and developing potential solutions

Relationships and Connections

Previous Progress Report:

New Progress Report:

Relationships and Connections

Self-ReflectionRespect for OthersSelf-Directed Learner

Affective Growth

Learning Skills and BehaviorsNew Progress

Report: Previous Progress

Report:

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

• 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

Continuation Criteria

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

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

Annual Review