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Elementary Building Plan Guide


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Maxey Elementary School

2013 - 2014




Elementary Building Plan Guide



Program Design Team:

Jennifer Will, Gifted Facilitator; Sibyl Gruhl, Kindergarten; Holly Southwick, First Grade; Barb Gray, Second Grade; Shari Bitney, Third Grade; Kim Meyers, Fourth Grade; Kris Maxwell, Fifth Grade.

Data Gathering:

Jennifer Will, Gifted Facilitator; Sibyl Gruhl, Kindergarten; Holly Southwick, First Grade; Barb Gray, Second Grade; Shari Bitney, Third Grade; Kim Meyers, Fourth Grade; Kris Maxwell, Fifth Grade.

The Data Gathering Team meets the first Friday of every month from 8:15-9:00am. They meet September through April, and then every Friday in May.


Number of Gifted Students by Grade Level


Grade Level

Number of Identified Gifted Students (G + HG)

Total Number of Students

Percent Identified

Mentored Students

Students with Visual Arts mentors (VAMP program)

K

0 + 0

87

0%

0

0

1

0 + 0

92

0%

0

0

2

3 + 0

85

3.5%

0

0

3

4 + 0

95

4.2%

0

0

4

8 + 0

119

6.7%

0

1

5

13 + 2

101

14.9%

2

1

Total

30

579

5.2%

2

2



Differentiated Math

Grade Level

Number of Identified

Number of High Achievers Participating


Whole Class or Class within a Class

Meeting Times

Teacher

Teacher Training

K

0

2*

CWC

1:25–2:20

Gruhl

SHAL, GE, DM

K

0

1*

CWC

1:25-2:20

Freye

SHAL, DM

K

0

1*

CWC

1:25-2:20

Cade

SHAL, DM

K

0

0*

CWC

1:25-2:20

Ziemer

SHAL,DM

1

0

4*

CWC

11:50-12:50

Southwick

SHAL,DM, Primarily Math

1

0

2*

CWC

11:50-12:50

Meyer

SHAL, DM

2

3

18

WC

12:25-1:35

Schoening

SHAL, DM

3

4

17

WC

12:10-1:20

Bitney

SHAL, DM

4

8

17

WC

12:40-1:50

Firestone

SHAL, DM

5

15

11

WC

11:15-12:25

Maxwell

SHAL, DM

5

0

4

CWC

11:15-12:25

Beechley

SHAL, DM

*These students have started the Data Gathering Process, and participate occasionally to assess if they are able to grasp higher- level material.
A Grouping Variance for having two sections of Fifth Grade Math was requested on April 13, 20013. It was granted via email on April 19, 2013 and is on file.
The Kindergarten differentiated teacher offers math groups for students in need of a challenge. In K-2, the differentiated math curriculum is used with students needing an extra challenge beyond the Houghton-Mifflin Math curriculum. In Kindergarten, Higher-level math centers are also offered to particular children that grasp concepts quickly. In First Grade, teachers work together to plan centers and differentiated math activities that are available for students that need additional challenges. In Grades 2-5, the teachers compact and accelerate the curriculum in order to find time to work in the differentiated curriculum. The number of days spent on concepts depends on pacing charts, but usually is taught in half the time as the regular classroom. The Differentiated Curriculum is provided for the rest of the week.


Differentiated Literature

Grade Level

Number of Identified

Number of High Achievers Participating


Whole Class or Class within a Class

Meeting Times

Teacher

Teacher Training

K

0

2*

CWC

10:00-11:00

Gruhl

SHAL, GE, DELA

K

0

1*

CWC

10:00-11:00

Freye

SHAL, DELA

K

0

2*

CWC

10:00-11:00

Cade

SHAL, DELA

K

0

0*

CWC

10:00-11:00

Zeimer

SHAL, DELA

1

0

4*

CWC

10:15-11:15

Southwick

SHAL, DELA

1

0

2*

CWC

10:15-11:15

Meyer

SHAL, DELA

2

3

6

CWC

2:30-3:30

Schoening

SHAL, DELA

3

4

14

CWC

1:35-3:00

Siefert

SHAL, DELA

4

8

3

CWC

10:15-11:15

Dondlinger

SHAL, DELA

5

13

0

CWC

10:10-11:00

Beechley

SHAL, DELA

*These students have started the Data Gathering Process, and participate occasionally to assess if they are able to grasp higher- level material.


In Kindergarten, those that show the ability to work at higher levels of curriculum are provided with differentiated literature books and activities. They also include many enrichment activities in areas such as vocabulary, including big books with DOK questions. Students who are thinkers are included in the differentiated materials when reading is not involved. In First Grade through Third Grade, students are provided differentiated literature titles and activities during Guided Reading groups. In Grades 2 and 3, identified students are combined with some high achievers for whole group instruction, but are also grouped with each other for guided reading. In grade 3, some guided groups also have high achievers participating. Grade 3 has the gifted teacher for the whole class time. In grades 4 and 5, students have “Books Groups” where they use differentiated titles and high-level book discussions in small groups.



Mentorships

Student first initial

Grade

Mentor

PLP Written and Signed?

Content Area

Time

C

5

Jody Workman

Yes

LA/Writing

M-F 10:00 – 11:00am

B

5

Laura Consolazione

Yes

LA

M-F 10:00 – 11:00am



Additional PLPs

Student first initial

Grade

PLP written and signed?

Purpose

A.

5

Yes

Opting out of Diff Math


Building Facilitator Duties:

Facilitator’s Duties

Name of Facilitator: 1. ____Jennifer Will__________________

2. ____No other facilitator_____________

__XX_ 1/4 time

_____ 1/2 time

_____ full time
_____ IRT School ________________________________

(Name of Liaison)


Shared Facilitator Duties
Duties Facilitator #1 (Name) Days and Times




Advocacy

Jennifer Will

T, F 8:15-11:45 (Rm 311)

W 1:00-2:45






Communication

Jennifer Will

T, F 8:15-11:45 (Rm 311)

W 1:00-2:45






Mentors

Jennifer Will

T, F 8:15-11:45 (Rm 311)

W 1:00-2:45






PLP Manager

Jennifer Will

T, F 8:15-11:45 (Rm 311)

W 1:00-2:45






Program Design Team

Jennifer Will

Designed and discussed at the October DG meeting. (Office)




Data Gathering Team

Jennifer Will

First Friday of every month: 8:15-9:00AM (Office)




District Meetings

Jennifer Will

1st Wednesday of every month: 4:15-5:00 (Lefler)




Calendar Events

Jennifer Will

T, F 8:15-11:45 (Rm 311)

W 1:00-2:45






Materials Manager

Jennifer Will

T, F 8:15-11:45 (Rm 311)

W 1:00-2:45






Many jobs are on-going and are reviewed when needed or situations needing attention arise.















































Grade

Placement of Students

K

All Kindergarteners are screened in Math at the beginning of the year to get a good idea of where to start with trying them in the Diff Curriculum. Should a Kindergartener become identified, the classroom teacher would deliver differentiated math and reading to the student. If a second student is identified, they would “walk” to the classroom already delivering the instruction. All Kindergarten teachers have been trained in DLA and DM. One teacher is responsible for making sure all children move to the appropriate classroom. (Gruhl)

1

Should a first grader become identified, the classroom teacher would deliver differentiated math and reading to the student. If a second student is identified, they would “walk” to the classroom already delivering the instruction. All First Grade teachers have been trained in DLA and DM. One teacher is responsible for making sure all children move to the appropriate classroom. (Southwick)

2

All identified students are placed together for Math (Schoening) and Reading (Schoening). Should another student be identified, they would walk to the teacher delivering the instruction.

3

All identified students are placed together for Math (Bitney) and Reading (Siefert). Should another student be identified, they would walk to the teacher delivering the instruction.

4

All identified students are placed in one room (Dondlinger) for Guided Reading and one room for math (Firestone). Should another student be identified, they would walk to the teacher delivering the instruction.

5

Identified students are placed in two rooms for Math (Maxwell and Beechley) and one room for Reading (Beechley). Should another student be identified, they would walk to the teacher delivering the instruction.

Referral and Identification: Students may refer themselves, or be referred by a parent, teacher or Gifted Facilitator. Upon referral, a folder is started that is used to collect data. Inside the folder is a Data Grid that includes the 4 areas that will be reviewed by the committee (Testing, Products, Performance and Observable Characteristics). The Gifted Facilitator is responsible for collecting the necessary data from the cumulative folder (ex: test scores, previous grades, etc). When data has been collected, the information is presented to the Data Gathering Committee. This committee meets the first Friday of every month. If the Committee agrees that the data in 2 of the 4 areas shows a strong need for the differentiated curriculum, the students will be labeled “Gifted” and appropriately placed in the classroom. The committee may also decide to allow the student to participate as a High Ability Learner, with the possibility of gifted identification at a later date.
Parents, students, teachers and Gifted Facilitator may also request testing. Parents are given the permission form through the student’s Wednesday folder or backpack (parents are informed the form is coming home). When the permission is returned, the Gifted Facilitator fills out a testing sheet, and will inform the School Psychologist. When the testing is done, the Gifted Facilitator informs the parents and teachers of the results, and an appropriate placement is made. A meeting between the gifted facilitator, the psychologist that did the testing, the classroom teacher and the parents is available upon parent, teacher or gifted facilitator request.

Guidance and Counseling: The Gifted Facilitator, School Psychologist (Rebecca Jesionowicz), and School Social Worker (Paula Kucera) work closely together to provide guidance and counseling to those Gifted Students who are in need of assistance. Gifted students are referred for assistance by their teacher, and according to their need. In addition, we do suggest that teachers use “Interest Boxes” for those students who find difficulty in following the structure of the classroom. Students are given opportunities to work in these boxes when other classroom work is finished.
Staff Development: Maxey School is excited to pave the way in School Improvement by having a school-wide goal that includes opportunities for gifted students to be pushed into higher levels of thinking and reading:

To increase student achievement in Reading and Language Arts by providing instructional strategies to guide all students to think, read and respond critically.
While this goal is aimed at our whole school population, we believe that our gifted students are in need of increased opportunities to think at higher levels, AND to use their reading skills in authentic ways, and not just from anthologies and worksheets. Critical thinking is defined as “the ability to analyze facts, generate and organize ideas, defend opinions, make comparisons, draw inferences, evaluate arguments and solve problems.” (Tama, C. Journal of Reading 1989) Staff development in these areas will include professional discussions based upon the components of critical thinking and the affect on the achievement of gifted students. We will be educating our staff on how to ask higher-level questions, and how to help students solve realistic problems. We believe that this goal will help us identify more students who may be gifted, but are “underground” due to lack of motivation for routine tasks and worksheets.

Our plan is to use staff meetings and PLCs to discuss the topics of challenging students. We will also be giving teachers information in their boxes to use with their students. Many teachers have written personal goals on the topic of challenging their gifted students.



Evaluation (as of November 2013):

Total # gifted students in the school: 28


Total # highly gifted students in the school: 2
Total # mentored students in the school: 4


Communication: The Gifted Facilitator has an open door policy regarding the gifted program. Parents, teachers and students with questions about our program are encouraged to call or visit the Facilitator anytime. The Gifted Facilitator is also available on Conference Nights, if needed. Brochures explaining referral and identification are included in Wednesday Folders once a year. Our Website provides a section for parents to explore such things as sites for parents and children, announcements and opportunities, as well as our Building Plan. Maxey also offers “Gifted 101”, a presentation to parents, during a PTO meeting.
Additional Information: Maxey School continues to live by their mission statement, “To maximize learning for all students”. We are dedicating our time and energies in securing an optimal learning environment for our gifted students. Discussions have centered on providing equal time and attention to our gifted students as we do for our Special Education students, for we believe they both have special learning needs.




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