Gifted and Talented Program
Gifted & Talented Education
The Gifted and Talented program in Sweetwater #1 is a pull out program. Students leave their regular classrooms for the day and are transported to Eastside Elementary to learn with students from other schools in the district. 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. Please click on link to the right to view the flow chart. Flow Chart.pdf
Gifted & Talented Forms
Please click on the links below for current forms, permission slips and flow charts!
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