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Cobb County Elementary Gifted
Progress Report
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To prepare gifted students for an ever-changing global marketplace where they must be self-reflective,
goal-oriented problem-seekers and solvers
Our Mission Continues to Be…
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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.
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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
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Aligns with the Gifted Standards
The elements increase in complexity with each grade level
Contains familiar and new elements
Administered quarterly
New Progress Report
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THE STANDARDS
Cognitive Growth Affective Growth
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Convergent ThinkingDivergent ThinkingEvaluative ThinkingRelationships/Connections
Cognitive Growth Strands
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Students will reason logically using induction, deduction, and abduction.
Examples: logic problems, syllogisms, algebraic reasoning, Hands-On Equations
Convergent Thinking
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Previous Progress Report:
New Progress Report:
Convergent Thinking
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Students will think creatively to generate innovative ideas, products, or solutions to problems.
Cognitive Components of Creativity: Fluency, Flexibility, Originality, and Elaboration
Affective Components of Creativity: Risk-taking, Complexity, Curiosity, and Imagination
Examples: brainstorming, transformations, creative problem solving, repurposing items
Divergent Thinking
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Previous Progress Report:
New Progress Report:
Divergent Thinking
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Students will evaluate and solve a variety of authentic problems.
Examples: 1. Ranking and evaluating the quality of ideas
for problem solving (evaluative thinking process)
2. Using and creating rubrics to assess work
Evaluative Thinking
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Previous Progress Report:
New Progress Report:
Evaluative Thinking
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Students will make relationships and connections among various topics and disciplines.
Examples: Researching real-world topics and making
connections to other disciplinesReflecting on societal and/or
environmental issues and developing potential solutions
Relationships and Connections
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Previous Progress Report:
New Progress Report:
Relationships and Connections
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Self-ReflectionRespect for OthersSelf-Directed Learner
Affective Growth
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Learning Skills and BehaviorsNew Progress
Report: Previous Progress
Report:
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Cognitive Growth Assessment Indicators• (E) Exceeds: When the student has obtained a complete
understanding of the element and has repeatedly demonstrated application and inference beyond grade-level expectation
• (M) Meets : When the student has obtained a complete understanding of the element and has consistently demonstrated independent mastery
• (P) Progressing: When the student has obtained a basic understanding of the element, but has not yet mastered it consistently and/or independently
• (D) Does not meet: When the student has not obtained a basic understanding of the element
• N/A- Element not assessed at this time
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• S = Successfully and consistently displays appropriate learning skills and behaviors
• P = Progressing toward consistent display of appropriate learning skills and behaviors
• N = Needs Improvement to display learning skills and behaviors that lead to success
Learning Skills & Behaviors Assessment Indicators
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Continuation Criteria
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Quarter Focus: Reflects the current topic of study
Attendance: Students must attend 65% of classes each quarter to be assessed
Comments provide descriptive feedback of your child’s performance
Quarter Focus, Comments, and Attendance
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Is completed at the end of the year and determines if gifted services are to be continued the following year.
Annual Review