This document provides information about the gifted education program for Woodland School District for the 2014-2015 school year. It discusses the district's mission to challenge all students and the gifted program's mission to meet the needs of gifted students. It outlines the levels of gifted services provided, including pull-out Needs-Based Classes in specific subjects, as well as lessons that are pushed into general classrooms. Sample lessons are described for different grades and subjects. The document provides details on identification procedures, academic and co-curricular opportunities, and contact information for the gifted program.

1. Woodland Gifted
Education Program
2014-2015
Every child has the right
to engage in new learning every day.

2. OUR DISTRICT MISSION
is to inspire and prepare all
students
with CONFIDENCE, COURAGE
and COMPETENCE
…to achieve their dreams;
contribute to community;
and engage in a lifetime of
learning.

3. OUR GIFTED EDUCATION
MISSION
is to recognize and appropriately
serve the academic, social and
emotional needs of GIFTED
STUDENTS.
* GIFTED STUDENTS are those children and youth
who demonstrate high performance or show the
potential for high performance relative to others of
their age, experience or environment.

4. Outcomes
Parents/Guardians will
 be aware of the 4 levels of service Gifted
Education provides in each elementary
building
 Understand how students are formally
identified for elementary service
 The “Golden G” or ‘big G’ identification for
service that carries over year to year until the
end of elementary school
 The “little g” one school year identification
 know details about pull-out Needs-Based-
Classes

5. Continuum of
Services

6. Services at Woodland Elementary
School
o NBC – Needs Based Classes 3-6
o Students are pulled out based on test information that
indicates a need for more challenge in Verbal, Non-
Verbal, Quantitative and Affective areas
o K-2 Multiple Intelligence Introduction: How
are you intelligent? Push into classrooms-fall and
winter
o K-2 Productive Thinking Skills: Fluency,
Flexibility, Originality, Elaboration and Evaluation
Pull out of the classroom- spring
o Advocating for gifted students
o Collaboration with classroom, special
education, English language teachers
o Case Managing any Level 4 service
o Other – WordMasters, Fermi, CML, & Others

7. Pull-Out GE Services
Students in 3-6, depending on individual needs,
may participate in NBC’s (up to four strands per
year) at each grade level:
a) Affective
b) Non-Verbal
c) Verbal
d) Quantitative
Students in 3-6, depending on individual needs,
may participate in WordMasters, Fermi, and CML

8. Participating in Needs Based Classes (NBC)
Any student who receives 96% or higher on each of
the CogAT subtests will participate in the
corresponding NBC.
These students also participate in the affective
NBC.
Students will also qualify for revolve-in participation
based on YEARLY MAP data at each site and grade
level.
Students may be identified for participation with a
qualifying IQ score (139).
* NBC revolve-in participation is an on-going
process and will vary by site

9. Needs-Based Classes 2014-15
AFFECTIVE QUANTITATIVE NON-VERBAL VERBAL
K
Needs based
small group
pull outs
Higher Order Thinking Skills I
Go into classrooms (Kindergarten)
1 Higher Order Thinking Skills II
Go into classrooms (Grade 1)
2 HOTS – Math, Reading, & Creative Thinkers!
Go into classrooms (Grade 2)
3 Affective 3
(Fall)
Math Patterns
and Geometry/CML
Scientific
Investigation:
K’NEX Bridges
Junior Great
Books/Super
Heroes
(Spring)
4 Affective 4
(Fall)
Would you
Rather?/CML
Constructive
Problem Solving:
LEGO Machines
Junior Great
Books
(Spring)
5 Affective 5
(Fall)
Data Analysis:
Stock Market
Constructive
Problem Solving:
LEGO Robotics
Mock
Trial/Improv
(Spring)
6 Affective 6
(Fall)
Data Analysis:
Stock Market
Forensics: CSI
Mock
Trial/Improv
(Spring)

10. Go-In Lessons K-2
GE Teacher goes into the
regular classroom and teaches
an enrichment lesson to the
whole class

11. HIGHER ORDER THINKING
Kindergarten
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OBJECTIVE:
Students will learn different ways of thinking
including convergent (detective thinking),
divergent (inventive thinking), evaluative
(judgment thinking), and visual thinking
(making visual images).
The GE teacher will be going into the
classrooms to teach this material.

12. HIGHER ORDER THINKING
First Grade
OBJECTIVE: In this literature-based unit,
based on curriculum created by William and
Mary College, the students will be engaged in
challenging reading and writing activities
through the use of literature with extensive
figurative language. They will expand their use
of descriptive and figurative devices, including
similes, metaphors, and adjectives.
The GE teacher will be going into the
classrooms to teach this material.
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13. MATH & READING THINKERS!
Second Grade
OBJECTIVE: Students will be introduced to
rigorous learning opportunities in the areas
of Literature and Mathematics. This unit is
based on state and national standards.
Creativity will also be explored.
The CogAT is given to all 2nd graders in
January.
The GE teacher will be going into the
classrooms to teach this material.
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14. Classroom
Services
Go-In Classes
Cluster-Based Services (CBS)
Gifted Education (GE) staff collaborates with
and supports the general education
classroom teacher.
GE teacher focuses on differentiating
instruction in the cluster classroom with
students who have the greatest need for rigor.

15. Site
GSE esitrev seicrviecess in-clude but are not limited to:
Identification/assessment
On going review of student data
Pull-Out classes to GE room (NBC – Needs Based Service)
Go-In classes in the classroom (CBS – Cluster Based Service)
Clustering of gifted students based on academic
needs
Collaboration with and training for classroom
teachers
Acceleration where appropriate (content and grade
level)
Advocacy for students’ needs
* We provide a rigorous and challenging skills-based
curriculum for students identified with the greatest
need at each site.

16. Academic Challenges
Co-Curricular
 CML (Continental Math League) 2-6
 Instruction in classroom or GE room.
 3 meets (2,3) and 5 meets (4-6)
 WordMasters (3, 4 & 6)
 Instruction in classroom at some sites.
 3 Meets (November, February, April)
 Egg drop – 4th grade (at some sites)
Extra-Curricular (fee-based, board policy)
 Children’s Chorus (4-6) auditions in fall
 Based on availability of coaches:
 Including Math Masters grades 5 & 6 Fall-Winter

17. Support Resources
 MCGT (Minnesota Council for Gifted and Talented)
 District #287 Services (WSSS, enrichment classes,
Northern Star Online, etc.)
 UMTYMP
 NAGC (National Association for Gifted Children)
 PTLC

18. Additional Information
 Communications
 www.district279.org/services/talentedgifted/
 Building newsletter
 Blog –http://blogs.district279.org/thompsonlaura/
 Conferences – Stop in or attend one of 3 meetings
 Please call or email with any questions
 thompsonlaura@district279.org

19. Questions ???
Thank you for coming.

20. AFFECTIVE: Grades 3
Students will know: Students will know:
- strengths, hobbies, and passions.
- that others can help achieve goals.
- that talents guide people in determining
careers.
Students will
understand:
Students will understand:
- how group dynamics work.
- strengths and differences of classmates.
- that team work is a necessary part of life and
how to successfully work as a team.
- how talents can be nourished to become
careers.
Students will do: Students will:
- participate in activities to help determine
strengths and team building.
- share descriptive words for self, things they
love doing, and things they avoid.
- create a visual explaining the relationship
between talents and careers.
- create a mission statement.
- create a Kidspiration design to show
understanding about yourself.
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21. AFFECTIVE: Grades 4 Students will know: Students will know:
- 12 characteristics of good leaders.
- helpful hints for public speaking.
Students will
understand:
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Students will understand:
- traits of leaders.
- how to identify leadership traits in self and others.
- the importance of non-verbal and verbal
communication.
- importance of communication when needing the
help of others.
Students will do: Students will:
- analyze own leadership traits.
- create a speech to give to the class.
- develop a plan to fix a problem in school and
communicate it to others.
- evaluate own learning.

22. AFFECTIVE: Grades 5 Students will know: Students will know:
- that music can create certain emotions.
- that public speeches create emotion in people.
- that experiences create emotion in people.
Students will
understand:
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Students will understand:
- that emotions are involved in daily life.
- that emotions often guide decision making.
- understand and respect the similarities and differences
among their peers.
- Emotional Quotient.
- how emotions guide academics.
Students will do: Students will:
- analyze a given speech and the reaction from the audience.
- analyze music and art to discover emotion.
- analyze how to channel emotions to help make good
decisions.
- reflect on concepts learned regarding emotional intelligence.
- determine personality type based on a survey.
- discuss a story that evokes emotions
and decisions made.

23. AFFECTIVE: Grades 6
Students will know: Students will:
- know the definition of honesty.
- recognize values and beliefs they have.
- know the definition of integrity.
- know how their House of Value and Mission
Statement impacts their lives.
Students will
understand:
Students will understand:
- the role of justice in everyday life.
- the value of integrity.
- the importance of honesty.
- the importance of values and beliefs and the role
they play in decision making.
- how their own beliefs and values help guide their
career and personal development goals.
Students will do: Students will:
- examine values and beliefs to determine the
importance of them and how integrity fits into their
lives.
- create a mission statement and build a house of
values & beliefs.
- use project to analyze the application of values and
beliefs to the real world.
- analyze career fields.
- analyze the value of honesty.
- debate decisions that you make
with controversial subjects.
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24. VERBAL Gr. 3-6
Junior Great Books
Students will know: The Shared Inquiry method
of reading and discussing a
story
Students will understand: How individual
interpretations of literature
may differ
Student answers and
conclusions must be based
on evidence
Students will do: Participate in shared inquiry
discussions of assigned
stories.
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25. Students will know: How “load” affects the strength of bridge
structures.
Students will understand: Trusses strengthen beam bridges
The strength of a truss comes from its
triangular shape
Students will do: Modify a structure to increase its
strength
Successfully work as part of a team to
complete assigned investigations
Use creative thinking, critical thinking,
and problem solving to design and build
load-bearing K’NEX bridges
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NON-VERBAL Gr.3
Scientific Investigation: K’NEX Bridges

26. QUANTITATIVE Gr.3
Math Patterns/Geometry
Students will know: A pattern is a sequence described by rules
Geometry is a section of math that studies
shapes
Students will
understand:
The study of how numbers or objects are
arranged in a sequence is a pattern
A repeating sequence can be used to
predict and extend patterns
How to use a table to describe patterns of
change and solve problems
Students will do: Use a table to display data sets
Apply translations (slides) and reflections
(flips) to figures
Prepare a presentation for the class to
explain my answer using appropriate facial
expressions, body language and voice
control.
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27. NON-VERBAL Gr.4
Constructive Problem Solving:
LEGO Machines
Students will know: Identify simple machines and their
uses/limitations
Recognize the relationship between
friction and force
Recognize the relationship between gear
ratio and work
Students will
understand:
The work of specific simple machines
The application of force in work done
How gear ratio impacts calibration
Students will do: Investigate the principles of simple
machines
Create real-life machines to solve real-world
problems
Work successfully as part of a team
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28. QUANTITATIVE Gr.4
Data Analysis: In One Day
Students will know: How to collect the appropriate
data
How to accurately average data
Students will
understand:
The the purpose of analogies
in reporting their data
Students will do: Create the required graphs to
represent my collected data
Write an analogy representing
their data
Create an appropriate visual
representation of their original
analogy
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29. QUANTITATIVE Gr.5
Algebraic Processes for Problem
Solving
Students will know: The relationship between ordered
pairs and graphing
Students will
understand:
Algebraic processes can be used to
solve problems
Students will do: Identify patterns
Express patterns with algebraic
linear equations
Contribute to team problem solving
efforts
Evaluate and reflect on their
contributions, effort, and
understandings
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30. NON-VERBAL Gr.5
Robotics
Students will know: How to program a LEGO mobile
robots
The importance of teamwork
Students will
understand:
The steps to programming a robot
How to analyze the progress of their
project and make the necessary
adjustments for success
Students will do: Take measurements, plan a path
and program a team robot to
perform specific tasks
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31. NON-VERBAL Gr.6
Forensics: CSI
Students will know: Scientific method; specific
forensic techniques such as
chromatography, pH testing and
fiber analysis
Students will
understand:
The need for inductive and
deductive reasoning in forensics
Students will do: Distinguish between evidence
and inference as they conduct a
crime scene investigation
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32. QUANTITATIVE Gr.6
Data Analysis: Stock Market
Students will know: How to identify the factors that
indicate that a stock is desirable
for purchase
Students will
understand:
The reason for the volatility of the
stock market
Students will do: Locate stock information online
and/or in a newspaper
Independently replicate the
process of selecting, purchasing
and selling stock.
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