Target Parent Open House ppt 2014

1. Russell Elementary
Target Services
2014-2015
Presented by:
Debra Kneubuhler (Mrs. K.)

2. Are You Puzzled About Target?Are You Puzzled About Target?

3. To prepare gifted students for an
ever-changing global marketplace
where they must be self-reflective,
goal-oriented problem-seekers and
solvers.
Our Mission

4. Students come to Target one day a
week.
They can bring a snack.
They will have lunch with the Target
class and specials with their
regular class.
On the students’ assigned Target
day, they are required to bring their
Notebook and supplies.
Target TidbitsTarget Tidbits

5. Target NotebookTarget Notebook
Bring your notebook each week.
All notes to parents can be found in
the notebook along with
student/teacher commentary.
Students need to share notebook with
parents each week and make sure both
tallies are signed.
All materials will be kept in notebook:
Unit information, Brainteasers, Math, and
Weekly Essential Question Reflections

6. Target TallyTarget Tally
Each week the students are expected to share the
results of the Tally with their parent(s) and have it
signed. We also encourage you to talk with your
children about the activities listed on the Tally.
The signed Tally is required to be returned the next
week in order for the student to be considered
prepared for class.
Please help your child keep up with this weekly
responsibility.
Teachers will make comments on the Tally as
needed.

7.  At the end of the day, students complete self-
evaluations and write a brief reflection of their day in
Target (on the tally).
 The teacher will comment on the Tally as needed.
Evaluation of the DayEvaluation of the Day

8. ““Where We Go” in TargetWhere We Go” in Target
Concrete to abstract
Simple to complex
Basic to transformational
Fewer facets to multi-facets
Smaller leaps to greater leaps
More structured to more open
Less independence to greater independence
Tomlinson (1995)

9. • 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

10. 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.

11. Elementary Target Program
Standards

12. 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,
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.
Explore Develop Identify Describe Investigate Solve Implement Evaluate Create
Recognize Know Demonstrate Apply Formulate Adapt Infer Assess

13. Standard G1:
CRITICAL THINKING
Students will utilize higher order
reasoning and reflect upon their
thinking.

14. Standard G2:
CONVERGENT
THINKING
Students will reason logically by
using induction and deduction

15. Standard G3:
ALGEBRAIC
THINKING
Students will reason
algebraically.

16. Standard G4:
DIVERGENT
THINKING
Students will think creatively
to generate innovative ideas,
products, or solutions to
problems.

17. Standard G5:
EVALUATIVE
THINKING
Students will evaluate and solve
a variety of authentic problems.

18. Standard G6:
RELATIONSHIPS and
CONNECTIONS
Students will make relationships
and connections among various
topics and disciplines.

19. Standard G7:
COMMUNICATION
Students will interact and
exchange ideas, feelings,
information, thoughts, and
knowledge with others.

20. Standard G8:
COLLABORATION
Students will work toward a
common goal with shared
accountability for the final
outcome.

21. Standard G9:
SELF-REFLECTION
Students will reflect upon their
abilities.

22. Standard G10:
RESPECT for OTHERS
Students will be respectful
members of their community.

23. Standard G11:
SELF-DIRECTED
LEARNERS
Students will be self-directed
learners.

24. 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
Yes Yes
Probation
No
1st
Quarter Attendance:
2nd
Quarter Attendance:
3rd
Quarter Attendance:
4th
Quarter Attendance:
The Target
Progress
Report
aligns to the
Gifted
Standards.
It is given
out every
9 weeks
along with
the regular
classroom
report card.

25. Progress Report Assessment Indicators
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.

26. CONTINUATION CRITERIA
Quarterly Review
•A minimum of 7 out of 11 S’s and P’s
indicates student is currently meeting essential
requirements for continued placement each
quarter.
•If a student is placed on probation, it will last for a
period of 18 weeks. This may carry over from one
school year to the next. After the 18 week period,
a decision will be made about continuation of
services.

27. 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 year

28. Typical Target Day
• 30-45 minutes: Morning Meeting/Affective lesson
• 30-45 minutes: Review and explain homework
• 90-105 minutes: Specials, lunch, and restroom
breaks
• 120 minutes: Cognitive growth lessons/unit
activities related to ALP standards
• 30-45 minutes: Primary Algebraic
Reasoning/Hands on Equations
• 30 minutes: Wrap up

29. Students will have homework each week.
1. Brainteasers
2. Answering Weekly Essential Question
Periodically students will have additional homework
such as:
1. Hands On Equation
2. Additional projects
HomeworkHomework

30. Hands-On EquationsHands-On Equations
33rdrd
, 4, 4thth
and 5and 5thth
GradesGrades
• Visual and kinesthetic
teaching system for
introducing algebraic
concepts as early as third
grade
• Uses game pieces
consisting of pawns and
numbered cubes
• Prepares students for
understanding Algebraic
problems

31. Primary Algebra
Helps younger students understand terms and
concepts needed to solve algebraic problems.

32. Affective Learning
Affective lessons are
designed to meet the
social and emotional
needs of gifted
students and to
teach skills which will
help the gifted child
become a happy and
healthy adult.

33. Each unit is based on a broad topic to allow
for in-depth learning.
The units are multi- disciplinary and
promote higher-level thinking by focusing on
the gifted standards.
The units provide a framework in which
Gifted children can challenge and stimulate
each other.
Target Units…….Target Units…….

34. 2nd & 3rd Grades: Beyond
the Magnifying Glass
4th
Grade – Gizmos, Gadgets
and Robotics
5th Grade: What’s NXT?
Fall UnitsFall Units

35. CommunicationCommunication
 Website – Target BLOG
 Message on VoiceMail– 770-437-5937 Mailbox #448
 Tally- Each week
 Progress Reports- Every nine weeks
 Communication with teachers- every mid-term and 9-
weeks
 Conferences- As needed

36. Contacting MeContacting Me
Debra Kneubuhler -email
Debra.kneubuhler@cobbk12.org
Voice mail – 770-437-5937
box 448