Bristol School District #1

Developing each child to his or her maximum potential in a positive environment

Bristol School District #1 Gifted and Talented Education
 
Kindergarten

We do not “label” gifted students in Kindergarten, but we do differentiate learning for all students, including those at the upper academic end.  Our modifications are based upon the following:  Early Star Test, Progress Monitoring, Reading Comprehension STAR Test, and our Kindergarten Assessment packet.

Reading/Language Arts

·         Higher Level Writing Prompts during Literacy Stations

·         Books for Book Boxes are chosen based on the ability level of the students.  Higher level students have higher level books.

·         AR Books/Tests:  Our higher level students are reading AR books based on their AR scores and taking AR Comprehension tests.

·         Guided Reading is Ability Grouped

·         Buzz Time:  The top 2-3 students in each class participate in a pulled out higher level reading group and writer’s workshop.

·         Wizard Words-Sight words learned based on dolch words

·         Reader’s Club-Provides leveled readers to meet their reading level and provides comprehension and fluency skills

Math

·         Everyday Math includes enrichment activities which higher level students can do either independently or as a class. 

·         Computer programs for math skills (Number Investigation, Essential Skills) allow students to work at their own levels.

·         Take Home Math Bags provided by Everyday Math provides enrichment of all activities in our math series.

·         Math Centers are based on the different levels and meet the needs of each student.

First Grade

We do not “label” gifted students in first grade, but we do differentiate learning for all students, including those at the upper academic end.  Our modifications are based upon the following:  Early Star Test, Star Test, Math and Reading Unit Tests, San Diego Word Assessment. Fluency Checks, Progress Monitoring, Writing Conferences and Spelling Pre-Tests.

Reading/Language Arts

Writing Conferencing/Check Lists keep students working at and continuing to expand their writing abilities

Higher Level Writing Prompts during Daily 5 Work on Writing

Books for Book Boxes are chosen based on the ability level of the students.  Higher level students have higher level books.

AR Books/Tests:  Our higher level students are reading AR books based on their AR scores and taking AR Comprehension tests.

Guided Reading is Ability Grouped

Buzz Time:  The top 3 students in each class participate in a pulled out higher level reading group.

Dolch/Giraffe Book and Vowel Books – Students work at their own rate to complete these

Students are taught to self-select Good Fit Books for library and homework

Spelling Pre-Tests determine if students practice the basic words, or if they get 100% on the pre-test they are given challenge words.

Math

Everyday Math includes enrichment activities which higher level students can do either independently or as a class.  Open Response Activities are completed at the end of each unit and allow for higher level thinking skills.  Addition/Subtraction Timed Test allow students to progress at their own rate.  Computer programs for math skills (i.e. Penny Panda, Wild West Math) allow students to work at their own levels. 

Second Grade

When deciding which students should receive gifted and talented differentiation, we use the following:

1.             Previous year’s teacher recommendation.

2.             STAR test results

3.             Fluency checks

4.             Classroom work: Teacher observation

As a team, we feel strongly that using a combination of measurable screening AND teacher observation help to identify those students who are truly gifted. Our goal is to empower all students to be independent learners who seek out activities that will not only enhance, but develop their love of learning.

Within the classroom, these students are placed in the highest reading group during guided reading time. There differentiated lessons that are given to these students and they are expected to complete them independently. There are extended lessons that we create and are provided by our series.

Finally, our gifted students receive extended lessons during our Rti, or Buzz Time. Lessons are created so that the students created, invent and explore new and interesting topics that follow our theme or unit. Occasionally, the students may have opportunities to share their products with the class.

Our hope is to not pile “extra” work onto a gifted child, but to develop knowledge seeking and love of learning.

Third Grade

According to www.thegrid.org, Gifted is defined as the top 5-10% of pupils per school as measured by actual or potential achievement in the main curriculum subjects. Talented is defined as the top 5-10% of pupils per school as measured by actual or potential achievement in the subjects of Art, Music, and PE.  MAPs testing allows us to define Gifted and Talented by Fall RIT scores of: math 210, reading 212, language usage 214.  Winter/Spring RIT scores for Gifted and Talented need to be: math 221, reading 218, and language usage 220.  For this reason, gifted and talented is actually a rather small, but none the less important, portion of our third grade population.

The third grade utilizes differentiation to help meet the needs of Gifted and Talented.  For example, in reading/language arts, students are required to take regular STAR tests to determine their reading level.  Once the level has been determined, students are required to check books out from the library that are on level.  They are also encouraged to take regular Accelerated Reader tests on materials they have read, so teachers can check a student’s comprehension.  Teachers meet with students individually to discuss their writing expectations and students who pass the Monday spelling pretest are not required to study and take another spelling test on Friday.  Higher level and intuitive thinking type questions are asked of this student to invoke a deeper thought process.  Students who are identified as Gifted and Talented are also segregated when meeting for Response to Intervention activities.  Finally, students who meet Gifted and Talented requirements are encouraged by third grade teachers to participate in Math 24, Reflections, Anthology, Interpretive Reading, and Red Ribbon writings and contests. 

Fourth Grade

Fourth grade differentiates in each classroom by providing additional activities for those students.  The AR goals are set individually, so each student can read books at their level and attain their own goal.  The guided reading time is leveled for all students.  They are reading books at their own level.  In one class, the Khan Academy is used to enrich the mathematics curriculum.  Extra practice is encouraged for those that score very well on math assessments.  Additionally, students who excel in mathematics are encouraged to mentor others who struggle with some concepts. Game day math on Friday is geared toward students accomplishing an assigned task at a higher level.  Additionally, Mastery Club is used in one class.  Those particular students during Buzz Time are working on higher level activities.
Fifth Grade

The following accommodations are being made for the high level achieving students in fifth grade:

Reading/Language Arts
The students who scored in the 225 or higher RIT range on the MAPS testing from Fall 2011 in both Reading Goals (Analyzing Test, Evaluating and Extending Text and Understanding Text) and Language Goals (Language, Sen/Para/Conventions, Writing/Plan/Revise/Edit) were asked to participate in additional learning opportunities that would challenge them to a further degree.  First, the students receive enrichment activities during our RTI time slots.  The students are moving at a more rapid pace and are completing projects such as expository writing assignments on topics of choice and writing non-fiction ABC picture books.  Students who perform well in spelling receive a different list of words that they work on at a different rate and more on an independent study level.  Additionally, the gifted students are reading advanced level literature independently and in literature circles, and assuming more responsibilities during our typical class period. 

5th/6th Social Studies
For both the 5th and 6th grade students who would fall under the category of gifted and talented, there are a few things implemented that cater to their ability level.  At times throughout the school year, students are given two separate assessments in which he or she can choose one based on their interest and/or ability level.  One of the assessments created is geared more towards the gifted and talented students, promoting the use of higher order thinking skills, and acts as an extension of curriculum topics.  In addition, throughout class discussion, questions are posed for students that challenge those who are considered gifted and talented.  These questions also allow for other students to think about questions and/or ideas that fall just beyond their current intellect.  Finally, students are allowed to take projects beyond teacher expectations, resulting in the use of creative thought in completing certain tasks.

5th Grade Math
Students who are gifted and talented in 5th grade Math are identified through STAR Math and MAPS testing.   These students have opportunities to work at a higher level on daily lessons, according to the differentiation provided by our current Math curriculum, through worksheets and games, and also supplemental materials.  Students are challenged to stretch their thinking skills through oral and written opportunities.  Students are encouraged to compete as members of the Math 24 team.

Sixth Grade

The following accommodations are being made for the high level achieving students in sixth grade:

Reading/Language Arts
The students who scored in the 230 RIT range on the MAPS testing from Fall 2011 in both Reading Goals (Analyzing Test, Evaluating and Extending Text and Understanding Text) and Language Goals (Language, Sen/Para/Conventions, Writing/Plan/Revise/Edit) were asked to participate in additional learning opportunities that would challenge them to a further degree.  First, they design, edit and publish a bi-weekly newsletter for the sixth grade families.  This project commences after Christmas break.  Secondly, they participate in an in-depth author study over the course of several weeks during the third and fourth quarters of the school year.  Additionally, these students are reading advanced level literature, and assuming more responsibilities for project work and other classroom related experiences.

5th/6th Social Studies
For both the 5th and 6th grade students who fall under the category of gifted and talented, there are a few things implemented that cater to their ability level.  At times throughout the school year, students are given two separate assessments in which he or she can choose one based on their interest and/or ability level.  One of the assessments created is geared more towards the gifted and talented students, promoting the use of higher order thinking skills, and acts as an extension of curriculum topics.  In addition, throughout class discussion, questions are posed for students that challenge those who are considered gifted and talented, and allow for other students to think about questions and/or ideas that fall just beyond their current intellect.  Finally, students are allowed to take projects beyond teacher expectations, resulting in the use of creative thought in completing certain tasks. 

Math
Starting In January, Math 24 begins. Math 24 is a math card game that the students compete against each other to make the Bristol School Math 24 Team, and then they compete against other local schools at a tournament in February. This competition is for both the 5th and 6th grades.                                                                

The students at the top of the class are encouraged to work ahead in their math journals. These students are still responsible for the daily work and assignments, but are allowed to work at a faster pace. When they have completed the journals, they are then given supplemental work that will help them prepare for the algebra classes they will take the following year.

7/8 Grade Language Arts

The following is a list of some of the ways Gifted and Talented is addressed in the Seventh and Eighth grade:

·         Challenging Literature selections

·         Multiple Intelligences for presentations

·         Advanced Technology programs such as Animoto/Web Design are used

·         Vocabulary Enrichment- Latin/Greek Roots, Prefix Suffix

·         Abundance of opportunities for Writing and Research of Projects

·         Teaching beyond the standards- Patterns of Poetry, Archaic words, Colloquialisms, Paradox etc.

 

7/8 Grade Math

Students coming into 7th grade are tested towards the end of 6th grade to help determine their placement for Math in 7th grade and beyond.  The IAAT test is administered and along with WKCE scores, MAPS scores, and classroom grades/observations the student is either placed in Pre-Algebra or 7th grade Math.  The 7th grade Math students still begin to learn Algebra concepts, but the pace is much slower and the concepts are less complicated than what the 7th grade Pre-Algebra students learn.  The Pre-Algebra students begin to learn complex material needed to be successful in Algebra along with lessons that require higher-level thinking through problem solving.  I will make special tests and practice problems for this class to work with. 

The 8th grade students are placed in a Math class based on what Math class they took the year before.  In Pre-Algebra the students will build upon what they learned in 7th grade Math.  The material becomes more complex and complicated.  For the 8th grade Algebra students, the curriculum, books, exams, and timeline are supplied by the math department at the high school.  Students in the more advanced Algebra class will also work on material that goes beyond what is required by the high school.  For example, the students will work on higher level thinking word problems and challenge questions included in their book.

Eighth Grade

Official testing (MAPS/WKCE) is not used exclusively to identify gifted and talented students.  It is coupled with assessment of student work based on content and quality.  Students who are identified are doing extended writing, projects that extend far beyond the literature selections and exhibit leadership skills within our class by teaching the class during sharing sessions.  A student with high level computer skills may teach classmates short cuts to the webpage design. Those who excel in writing prepare additional pieces for various competitions.  Advanced readers are assigned more complex reading independently. Enrichment opportunities extend beyond the class and into extracurricular activities that include the drama club, forensics and English Fest. One third of the eighth grade students are participating in the media literacy project which broadens the scope of learning well beyond the classroom as they use technology to display knowledge and understanding of key concepts in out literature unit while learning about and applying the tenets of digital citizenship. 

General Music (K-6)

Students with musical abilities are recognized in a classroom setting.  Those students are given opportunities to be chosen for and audition for solo parts in the concerts.  Solo parts include speaking parts, playing instruments and singing solos.  Those students are provided two opportunities to do this at two separate concerts held during the school year.

Choral students (7-8)

Students are assessed in class and during their vocal placement audition held at the beginning of the year.  They are provided opportunities to audition for solos that will take place during concerts held during the school year.  They are also given the opportunity to participate in our annual solo and ensemble festival that takes place in March.  Each student can prepare a solo and/or ensemble.  During the preparation of that piece students will receive one on one lesson time with the choral director held before or after the school day.  We also complete a theory workbook during our twice weekly choral classes.  Students that have advanced knowledge in music are given the opportunity to complete a more advanced version of that theory workbook. 

Choral students participate in two yearly school concerts, solo and ensemble festival, the fine arts festival held at school, Choralfest (a combined grade school concert held at the high school) and perform at Graduation.  We’ve also been invited to perform at a variety of locations to enhance the event with our singing.  We opened a conference in Lake Geneva with the singing of the national anthem and we also invited to perform at a Martin Luther King Jr. Celebration in Kenosha at Gateway Technical College.

Fine Art (K-8)

Students with artistic abilities are recognized in a classroom setting.  Those students are encouraged to challenge themselves within the same project guidelines of the other students but sometimes work with different medium or size constraints. Any child that needs or wants more time to work is welcome to spend extra time after school or during recess doing that.

Students with the desire to create more art are encouraged to participate with the prop painting of the drama club.

Students are recognized for their achievement in art through Artist of the week,  The Bi-annual art show held at the Anderson Art Center, the bi-annual Fine Arts Fair held at Bristol School and the Kenosha County Fair held every August.

Bristol strives to inspire each and every student to do their best in their artwork and in the end they are only limited by their own creativity.  Each child is motivated and encouraged differently, I learn what works best for each child at a young age and follow their learning throughout 8th grade.  Those children identified as truly gifted are encouraged to take additional classes in the summer and are given the opportunity to do additional projects at home if they desire.
One possible consideration for the 2012-2013 school year, is an after school Art Club where gifted art students would be invited to participate in a class that would meet for several weeks.

Band

5th graders-Students who are advanced will be identified by their rapid progress in small group lessons.  To keep them challenged, extra ensemble songs are assigned for our concerts and students are shown how to proceed ahead for independent study in our essential elements band method book.

6thgraders-Students who are advanced will be identified by their rapid progress in small group lessons.  To keep them challenged, students are assigned first parts in band.

Beginning in February, all students are offered the opportunity to participate in our 6th grade jazz ensemble every Friday after school from 3:00 p.m to 4:00 p.m.

Beginning in October, some very gifted students may be asked to participate in our advanced jazz ensemble that has rehearsals on Tuesday evenings from 6:30p.m to 7:30p.m.

7th and 8th graders-Students who are advanced will be identified by their rapid progress in small group lessons.  Scheduling lesson times according to ability levels is very helpful for all because so the specific needs of each student can be addressed.  This grouping of students allows instruction with very advanced students on class
A –high school material, and class B and C material with other students.  Our goal is to challenge and help all students to participate in our annual solo and ensemble contest, so that they may increase their skill levels and become passionate in their music performance.  In addition to specific student lesson groupings, and specific advanced part assignments in band, all seventh and eighth graders are offered the opportunity to join our advanced jazz ensemble.  This group has rehearsals on Tuesday nights from 6:30 p.m. to 7:30 p.m. beginning in October. 

Many performance opportunities and options have been added for all students to participate in so they can increase their skills and love of music.  These include music performance trips to local malls, pep bands for our school and the Milwaukee Bucks, clinic festivals at local high schools, competitions for our jazz ensemble at Karcher Middle School, and summer band programs and concerts for 5th-8th graders.

Last Modified on April 16, 2013