Welcome toWelcome to TARGET TARGET

33rdrd – 5 – 5thth Grades Grades

Mary Jo Groeneveld Mary Jo Groeneveld

Ashley Dorsey Ashley Dorsey

Anna Dickinson Anna Dickinson

Learning Characteristics of Learning Characteristics of ChildrenChildren

Is interested Is interested Has good ideasHas good ideas Learns with easeLearns with ease 6-8 repetitions for mastery6-8 repetitions for mastery Good memorizerGood memorizer Answers the questions Answers the questions

asked by teacherasked by teacher Enjoys straightforward Enjoys straightforward

presentationpresentation Is pleased with his/her Is pleased with his/her

learninglearning

THE BRIGHT CHILDTHE BRIGHT CHILD

Is highly curiousIs highly curious Has wild, silly ideasHas wild, silly ideas Already knowsAlready knows 1-2 repetitions for 1-2 repetitions for

masterymastery Good guesserGood guesser Discusses in detail, Discusses in detail,

elaborateselaborates Thrives on complexity of Thrives on complexity of

issuesissues Is highly self-criticalIs highly self-critical

THE GIFTED THE GIFTED CHILDCHILD

Fixed MindsetFixed Mindset

…think that “they are the way they are” and will often avoid challenges and stick to what they know they can do well

Growth MindsetGrowth Mindset

…believe that intelligence can be developed, that the brain is like a muscle that can be trained. This leads to the desire to improve.

Our Target ProgramOur Target Program

CCGPS + ALP standards = TargetCCGPS + ALP standards = Target

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

Gifted Standards Gifted Standards ( (the “what” we are the “what” we are teaching/assessing)teaching/assessing)

Cognitive Growth Strand• Critical Thinking • Convergent Thinking• Algebraic Thinking• Divergent Thinking• Evaluative Thinking• Relationships and Connections

Affective Growth Strand• Communication• Collaboration• Self-Reflection• Respect for Others• Self-Directed Learner

Cognitive Growth StrandCognitive Growth StrandCritical Thinking Students will utilize higher order reasoning and reflect upon their thinking

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

Divergent ThinkingStudents will think creatively to generate innovative ideas, products, or solutions to problems

Cognitive Growth Cognitive Growth StrandStrand

Evaluative ThinkingStudents will evaluate and solve a variety of authentic problems.

Relationships and ConnectionsStudents will make relationship and connections among various topics and disciplines.

Affective Growth Affective Growth StrandStrand

Self-ReflectionStudents will reflect upon their innate and developed abilities.

Respect for OthersStudents will respectful members of their communities.

Self-Directed LearnerStudents will be self-directed learners.

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

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

Typical Target DayTypical Target Day

Cognitive Growth Activities Cognitive Growth Activities • Problem SolvingProblem Solving• Hands On EquationsHands On Equations• Creative Thinking Creative Thinking • BrainstormingBrainstorming

Affective Growth ActivitiesAffective Growth Activities• Goal settingGoal setting• Collaboration with other studentsCollaboration with other students• Learning StylesLearning Styles• Communication with othersCommunication with others• Self-ReflectionSelf-Reflection

• InquiryInquiry• ResearchResearch• ConnectionsConnections• DebateDebate

Spring Spring Unit:Unit:

Target Student Target Student ExpectationsExpectations

Has necessary materialsHas necessary materials Has completed assignmentsHas completed assignments Returns signed papers (Tally) in a Returns signed papers (Tally) in a

timely mannertimely manner Is prepared to work when class Is prepared to work when class

beginsbegins Demonstrates independent learningDemonstrates independent learning

CommunicationCommunication Target TalliesTarget Tallies E-mailE-mail ProgressProgress

reportsreports

Tally:Tally:

Progress Progress

Report:Report:

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:

Prevailing PracticesPrevailing Practices Gifted students should not be expected Gifted students should not be expected

to make up missed regular classroom to make up missed regular classroom work or homework on scheduled Target work or homework on scheduled Target dayday

Target homework permitted on Target Target homework permitted on Target dayday

Q & AQ & A