Gifted and Talented Program
Gifted & Talented Education
Gifted and talented program will expand to the 2nd grade beginning second semester of the 2020-2021 school year. Beginning in the winter of 2020, all second grade students will be pre-screened on their iPads to identify eligibility to test for the Gifted and Talented program. The screening tool will provide data to help identify students who think differently and would grow in this program. The test assesses Picture and Verbal Analogies, Number Analogies and Figure Matrices Using data from the assessment, top scoring students will then take the CogAT, which will provide data for placement and or remediation opportunities. Second semester, second grade students who qualify, will begin Gifted and Talented classes.
Gifted and Talented classes for 7th and 8th grade students began this Fall of 2020 at RSJH. The class (Gifted and Talented) is an elective class and will provide additional support and advanced learning opportunities for students in Sweetwater#1. The GATE I course is offered as an elective to identified gifted students. This course uses interdisciplinary units combining nature and the four other core education areas, along with creative and fine arts, technology, and engineering. Designed to help students develop learning skills in areas such as collaboration, critical thinking, communication, and creativity through high interest, problem-based units.
Currently, the Gifted and Talented program in Sweetwater #1 is a pull out program. Services are provided to students in grades 3rd-8th. Students in grades 3rd-6th leave their regular classrooms for the day and are transported to Eastside Elementary to learn with students from other schools in the district. Students in 7th and 8th grade register for a class and meeting throughout the week.
How are students referred to the Gifted & Talented program?
To identify possible candidates, results are used from the WY-TOPP summative assessment and other data sources are reviewed by school Achievement Monitoring Progress (AMP) teams. The AMP team determines if students are to be tested or not. The Gifted and Talented teacher then secures parent permission to test. The Cognitive Abilities Test (CogAT) is the assessment used to determine placement with in the Gifted and Talented program. The CogAT is administered on the computer and is intended to estimate students' learned reasoning and problem solving abilities through a battery of verbal, quantitative, and nonverbal test items. Upon completion of the assessment, students/parents/teachers/principals are notified of results. Students who score 95 and higher on the composite are invited to attend the gifted and talented program. The program works with students in grades 3 through 6. All student testing results are reviewed by AMP teams and supports are identified and are put into place.
Practice CogAT tests can be found by googling CogAT Practice Test and Sample Questions.
Phoenix Food Business
After a long unit where students studied money, different types of banking, business plans, survey strategies and marketing. The 6th grade students finally got to put all their hard work together. The students are making food and serving teachers for their new Phoenix Foods business.
Introduction to Business: Money
Introduction to Business
In September, our 6th grade students learned about money (the beginning lesson to our Business Unit). Our objectives:
- Students will be able to restate what money is
- Students will recall the 3 types of money and decide the intrinsic value of each type
- Students will make Fiat money
When making money students brainstormed Ideas, had to consider how stamps work (inverted), create a plan, and then build a clay model of their money in a STAMP.
Everest Trek (Phase I)
The Everest Trek is a Math program integrates real-world math and engineering design concepts with adventurous scenarios that draw students in. This teacher tested, research-based activities enforce critical thinking skills, teamwork, and problem solving, while bringing students’ classroom experiences in line with the State Standards. Objectives of the design challenge 1:
Interpret a line graph.
Locate and represent the range of values to meet design criteria.
Extrapolate data based on trends.
Conduct two controlled experiments.
Collect experimental data in a table.
Produce and analyze graphs that relate two variables.
Determine when it’s appropriate to use a line graph or a scatter plot to represent data.
Distinguish between independent and dependent variables
Apply the engineering design process to solve a problem.
Students also learned how to thread a needle, knot thread, cut fabric and sew to create a Jacket that followed a set of constraints for surviving Everest.
Mindfulness, during this time the students focus on the world outside of themselves. We work on listening skills and focusing skills so far.
Problem Solving. This time is to develop students thinking skills. Perceiving relationships between words, ideas, and concepts is called associative reasoning. This skill is necessary for creative thought. Riddle solving requires student to use important skills of associative, inductive, and divergent thinking to find the answers. During MidDay Mystery, students will learn to recognize important ideas, examine these ideas from different points of view, and then find connections between the ideas. These teachable skills are essential for efficient, successful, open-ended problem solving of all kinds (this supports the holistic units of problem based learning).
Fact Find: Students will retrieve the correct computer after being assigned a number and follow along while the teacher does and I do with fact search and sharing. Also, students will select key terms to search for different subjects