parent handbook - minnetonka schools · 2016-07-27 · • application of taught skills • word...
TRANSCRIPT
PARENT HANDBOOK
M I N N E T O N K A PUBLIC SCHOOLS
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Table of ContentsLiving with and Being a Gifted Child ................................................. 2-4
Themes ............................................................................................................. 4
Affective Component .................................................................................. 5
Curriculum ................................................................................................6-13 Math ..................................................................................................... 6-8 Science and Health ......................................................................... 8-9 Language Arts ............................................................................. 10-12 Humanities .................................................................................... 12-13
Assessments .................................................................................................14
Specials ..........................................................................................................14
Field Trips ......................................................................................................14
Discipline Rules ...........................................................................................15
Exiting Procedures .....................................................................................15
Homework ....................................................................................................16
Home Study Guidelines ...........................................................................17
Illness ..............................................................................................................17
Classroom Parties .......................................................................................17
Early Student Pick Up ................................................................................17
Weekly Envelopes ......................................................................................17
Websites for Home .....................................................................................17
Contact Information .................................................................back cover
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What it might feel like to live with a gifted child…
With regard to excellence, it is not enough to know, but we must try to have and use it.
– Aristotle
The wisest mind has something yet to learn. – George Santayana
Being different isn’t always a bad thing. – Alicia, The Fantastic Four
Our kids are normal. They just aren’t typical... – Jim Delisle
Until every gifted child can attend a school where the brightest are appropriately challenged in an environment
with their intellectual peers, America can’t claim that it’s leaving no child behind.
– Jan and Bob Davidson with Laura Vanderkam, in Genius Denied
Do not worry about your difficulties in mathematics. I can assure you that mine are still greater.
– Albert Einstein
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What it might feel like to be a gifted child…
Gifted children’s behavior differs from that of their age-mates in the following ways:
• Often read widely, quickly and intensely and have large vocabularies
• Commonly learn basic skills better, more quickly and with less practice
• Better able to construct and handle abstractions • Often pick up and interpret nonverbal cues and can draw
inferences that other children need to have spelled out for them
• Take less for granted, seeking the “hows” and “whys”• Can work independently at an earlier age and can
concentrate for longer periods• Interests are both wildly eclectic and intensely focused• Usually respond and relate well to parents, teachers and
other adults• Like to learn new things, are willing to examine the
unusual and are highly inquisitive• Tackle tasks and problems in a well-organized, goal-
directed and efficient manner• Exhibit intrinsic motivation to learn, find out or explore
and are often very persistent• Possess keen powers of observation, a sense of the
significant and an eye for important details• Take great pleasure in intellectual activity • Have well-developed powers of abstraction,
conceptualization and synthesis• Readily see cause-effect relationships • Display a questioning attitude and seek information for its
own sake as much as for its usefulness • Often skeptical, critical and evaluative; quick to spot
inconsistencies(characteristics continued...)
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• Often have a large storehouse of information about a variety of topics, which they can recall quickly
• Readily grasp underlying principles and can often make valid generalizations about events, people or objects
• Quickly perceive similarities, differences and anomalies • Often attack complicated material by separating it into
components and analyzing it systematically• Learn at a much faster pace• Process material to a much greater depth• Show incredible intensity in energy, imagination,
intellectual prowess, sensitivity, and emotion which are not typical in the general population
ThemesMe and My World Inquiry Relationships and ConnectionsImpact
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Affective Component
Gifted learners have accelerated and complex intellectual development, often leading to unique social and emotional needs.”
– Minnesota Educators of the Gifted and Talented
Tools for Addressing Social and Emotional Needs• Responsive Classroom techniques: morning meeting,
guided discovery, hopes and dreams, logical consequences• SENGparentsupportgroupandstudentlessons• Lessons and activities: giftedness, positive self concept,
goal-setting, motivation, stress management, peer relations, transition and change, fitting in, perfectionism, learning styles and personality types, organization, responsibility, expectations, sensitivity, equity versus equality
• “Habits of Mind:” persisting; managing impulsivity;listening to others with understanding and empathy; thinking flexibly; thinking about our thinking; striving for accuracy and precision; questioning and posing problems; applying past knowledge to new situations; thinking and communicating with clarity and precision; gathering data through all senses; creating, imagining and innovating; responding with wonderment and awe; taking responsible risks; finding humor; thinking interdependently; learning continuously
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CurriculumMath SequenceCS Grades 2/3: M3 Levels 3, 4, 5
SH Grades 2/3: M3 Levels 3, 4, 5SH Grades 4/5: Sixth grade math, Pre-algebra, Algebra
EXC Grades 2/3: M3 Levels 3, 4EXC Grades 4/5 Group One: M3 Level 5 and sixth grade math EXC Grades 4/5 Group Two: Pre-algebra and Algebra Codes: Saxton = SX, Transition = T, Everyday Math = ED, Singapore = S, Algebra = A, Nerd Herd Curriculum = CMP, G = math games, P = math projects
Project M³: Mentoring Mathematical Minds is a research-based mathematics program for gifted and talented students. Investigating, discovering, reasoning and explaining and writing are components that are emphasized in each unit.
M3 – Level 3• Unraveling theMysteriesof theMoLi Stone:Students
explore our numeration system in-depth.
• DataAnalysis:Studentsexploretheworldoftheresearchscientist and learn how gathering, representing and analyzing data are the essence of good research.
• What’s the ME in Measurement: Students are activelyengaged in the measurement process and connect it to their own personal worlds.
• Awesome Algebra: Looking for Patterns andGeneralizations: Students are encouraged to study patterns and determine how they change, how they can be extended or repeated, and/or how they grow. They then move beyond this to organize the information systematically and analyze it to develop generalizations about mathematical relationships in the patterns.
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M³ – Level 4• AttheMallwithAlgebra:Workingwithvariablesand
equations • AnalyzeThis!Representingandinterpretingdata• Factors,MultiplesandLeftovers:Linkingmultiplication
and division• Getting Into Shapes
M³ – Level 5• TreasuresfromtheAttic:Exploringfractions• WhatareYourChances?• Funkytown Fun House: Focusing on proportional
reasoning and similarity• RecordMakersandBreakers:Usingalgebratoanalyze
change
Sixth Grade Math (59 total skills)• Numbersenseandoperations• Algebra• Geometryandmeasurement• Dataanalysisandprobability
Pre-Algebra (59 total skills)• Numbersenseandoperations• Algebra• Geometryandmeasurement• Dataanalysisandprobability
Algebra (41 total skills)• Functions• Linearinequalities• Linearfunctionsandgraphs• Systemsoflinearequations• Absolutevalueandtherealnumbersystem• Quadraticequationsandfunctions
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• Polynomialsandexponents• Polynomialsandfactoring• Geometryandradicalexpressions
Strands Studied: Number sense, measurement, geometry,patterns and functions, statistics, probability, logic and algebra.
Other Resources: Everyday Math Level 6, CMP I and II, Transition Math, Saxton, ALEKS, Stock Market Game, Intrade and Mensa Mentors
Science and Health The Full Option Science System (FOSS) springs from a philosophy of learning for more than 25 years. FOSS is a research-based, hands-on science curriculum for grades K–8 developed at the Lawrence Hall of Science, University of California at Berkeley.
Grades 2/3 • Humanbody/health:Nutrition,diseaseandillness
prevention • Magnetismandelectricity• Earthmaterials• Physicsofsound
Grades 4/5 • Environments• Levers,pulleysandsimplemachines• Solarenergyandalternativeenergywithwind
turbines • Forensicscenters:Ideasandinventions,mystery
bones and fingerprinting and mystery powders
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Life science: Organisms and their environments
Scientific inquiry/interest inquiry projects: Scientific processes and experimentation
History and nature of science: Contributions to science, women in science and technology day/career and guest speakers
Physical science: Properties of objects and materials, machines, force and distance, light, heat, electricity and magnetism
Science in personal and social perspectives: Human relationships and impact on environments and resources, service learning link
Health—Counter ACT: Decision-making, mental and emotional health, nutrition and diet, growth and development, substance abuse, injury/disease prevention and safety and maintenance and promotion of health
Other Resources: AIMS, Blue Zones, United Streaming, Discovery Education Science, ZOME tools: creator 3 and creator 4, Google sketch-up, Pico Turbine Windmill kit, Activities That Teach,What’s onYourMind, Guest Speakers, Journey North:Mystery Class
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Language ArtsJr. Great Books is a unique program that focuses on high-quality literature and student-centered discussion. The methodology of interpretive reading and discussion coupled with the inquiry process unlock challenging texts and move students toward excellence in reading comprehension, critical thinking and writing.
Grades 2/3• JGBLevel3–VolumeII:Readingskills,creativewriting
and Paideia• Leveled reading groups: SENGlessonsintegrated
Grades 4/5 Cycle One and Two• Beginning reading lessons and instilling a love
for reading and questioning • JGBLevel4andLevel5–VolumesIandII• Partnerships and book projects• Nonfictionbooksets• Readers Theatre• Interactivereadaloud:SENG lessons integrated
Fluency• Readers Theatre: The Gettysburg Address, The
Adventures of Tom Sawyer, The War of the Worlds, Rikki-Tikki-Tavi, The Tell-Tale-Heart, The Red-Headed League
Questioning• Literal, inferential, interpretive, evaluative and
hypothetical questions• Blooms Taxonomy• SocraticquestioningComprehension and Application• Fact and opinion, sequence of events, conflict and
resolution, main idea and details, summarization, prediction and text organization
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Analysis, Synthesis and Evaluation • Comparison, categorization and classification,
infer and draw conclusions, generalizations, author’s perspective and intent, characterization, cause and effect, literary elements, symbolism and theme, genre, judgments and stereotypes
Connecting• Texttotext,selfandworld• Claim–Evidence–Warrant• Whoareweasaresultofreading?
Word Study, Writing and Communication
Grades 2/3• Grammar• Dailyparagraphediting• IntroduceSix Traits with related activities• Creative/fictionalwriting• Descriptivewriting• Personalnarrative
Grades 4/5• Lifebook• IAmPoetry• Grammar/wordstudy/rhetoriclessons• Fictional/creativewriting/shortstories• Colonialnarrativeandjournal• Poetry:RevolutionaryWarperiodballadstanzas• Letter:LettertoKingGeorge• Researchpaper:RevolutionaryWarperiodperson
research paper
EnrichmentObservational writing, compare/contrast essay, rhetoric/arguments
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Word StudySpelling, vocabulary, English and grammar, Greek and Latin stems, connotations, analogies, word structure, derivation, dictionary/thesaurus skills
Writing and CommunicationInterviews, data collection and representation, fiction and nonfiction, Life Books, speeches and presentations, persuasive, poetry, literary analysis and response, personal narrative, creative, figurative language, newsletters, feature articles, Six Traits, research, theatre and drama
Paideia SeminarsThe Lady or the Tiger, The Bet, Shakespeare selections, The Diary of Anne Frank
Other Resources: Trade books, Paideia seminar, ALP (Autonomous Learner Program), The College of William and Mary Reading Resources, TEL-A-VISION.TV, Six Traits, Caesar’s English I and II, Words Their Way, Cursive Handwriting, Grammar 4 and 5, Scripts Spelling Bee materials
HumanitiesComprehension and Collaboration Inquiry Circles in Action by Stephanie Harvey and Harvey Daniels develops skills of research, creative and critical thinking and collaboration through real-world inquiry projects.
Grades 2/3 • Geography • Community• Good citizenship• Service learning
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Grades 4/5: History, exploration, war, philosophy • Whystudyhistory?• Whattimeisit?• Exploration• Colonialism • Revolutionary War period • Philosophy
ALP content, Paideia readings, Philosophy for Kids and Teens books and Mythology for Teens book
GeographyEuropeanexplorationandsettlementofNewWorld;phys-ical and cultural features of Minnesota and U.S.; capitals and major cities in U.S.; mapping skills; What ifs…
U.S. History CulturesofNorthAmerica; impactofEuropeanexplora-tiononNativesandEuropeans;conceptsoftimeandhis-torical resources
Economics Consumerism; Native Americans’ trades and products;economic incentives of European exploration; economic decision-making during colonial times
Paideia SeminarsDeclaration of Independence; The Bill of Rights; Preamble to the Constitution; The Prince; Letter from Birmingham Jail;TheStar-SpangledBanner;IHaveaDream…
Other Resources: Paideia Seminar, primary sources, Ser-vice Learning Link, Autonomous Learner Program, maps and globes, Google Earth, guest speakers
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Assessment• Math assessments (weekly)• Reading/writing responses• Seminar engagement• Task completion• Overall classroom interaction• Student self-assessment• Classroom behavior• NWEAs:Readingandmath• MCAs• Oral reading fluency in fall, winter and spring• Common writing assessment• Application of taught skills• Word study tests • Reading skills/strategies and quizzes
SpecialsStudents will have their own personal schedule.
• Physical Education• Music• Art• Media
Field TripsField trips will be chosen depending on student interests, prior experience and annual themes.
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Nuts and Bolts
Discipline RulesSee Clear Springs, Excelsior or Scenic Heights Handbook for how each building handles discipline.• Students should bring a daily healthy snack. Snacks
may be purchased at the school cafeteria.• At our school, students are NOT allowed to bring
birthday treats to school. • If you need to take your child out of school early, you must
sign her or him out at the office. • On P.E. days, please make sure your child has tennis shoes
and comfortable clothing. • Please make sure that your child arrives to school on
time daily.
Exiting Procedures While we do not wish for any student to have to transition into a new educational environment, we do recognize that on occasion a student may not flourish in the school environment providedbytheNavigatorProgramandthustheneedforanexitingprocedureiswarranted.EachteacherintheNavigatorProgram, in conjunction with the program coordinator, will evaluate the academic progress of each child. The following criteria will be evaluated based on evidence collected within the classroom by the teacher:• Math assessments • Reading/writing responses• Seminar engagement• Task completion• Overall classroom interaction• Student self-assessment• Student behaviors
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In the event that a teacher in the Program has evidence indicating a student is not meeting the minimal expectations set by the Minnetonka Navigator Program, the followingprocedures will be followed:• Immediate parental contact to discuss the teacher’s
concerns. A plan for remediation is put into place which will allow the student to adjust to the pace and rigors of the NavigatorProgram.
• Regular check-ins with the parents to monitor the student’s progress within the remedial plan.
• If the student does not demonstrate evidence of meeting program expectations by the end of the period stated in the remediation plan, the parents, teacher and program coordinator will meet to plan the exit.
Homework• Homework will be assigned for incomplete class work. This
may be due to a student absence or the child may need more time to finish.
• Spelling lists, math facts and vocabulary words are considered homework.
• Students will share homework completion in class or return their completed homework in to the teacher for review or feedback.
• Homework will be returned the following day unless the teacher specifies a long deadline for a more involved project.
• If students do not finish their in-class assignments, those tasks then become homework due the following day.
• Occasionally, students will be expected to use some time at home to work on larger ongoing projects and investigations. Timelines of due dates will be provided for extensive projects.
• If you know your child is going to be absent, please let us know in advance. If your child is ill, homework will be provided upon your child’s return.
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Home Study Guidelines• Provide proper tools (pencils, pens, paper, rulers, etc.)• Provide comfortable, quiet setting with good lighting.• Set a regular homework time for each night to help your
child develop a homework routine.• Be available for questions and discussion.• Check for homework completion and sign planner.• Praise your child for consistent effort and responsibility.
Let your child know of your interest in their school work.
IllnessPlease phone the school office by 9:30 to report absence. We will have student’s homework available for them when they return to school.
Classroom Parties• Halloween• Winter Holiday• Valentine’sDay• Room parents plan and supervise all parties.
Early Student Pick UpPlease sign your child out at the office and wait for them in the front hall. The office will call your child from the classroom.
Weekly EnvelopesCorrected papers, reports, homework, etc. will be sent home one specific day of the week in an envelope/folder. Please initial and return the envelope/folder to the classroom teacher.
Websites for Homefossweb.com (science)sodaplay.comaleks.com (math)
Contact Information
Clear Springs Elementary SchoolSusan Adams, 2nd/3rd [email protected]
Excelsior Elementary SchoolJanettaGong,2nd/[email protected]
Alison Alowonle, 4th/5th [email protected]
Elizabeth Gluck, 4th/5th [email protected]
Scenic Heights Elementary SchoolAllison Wachutka, 2nd/3rd [email protected]
Sandy Katkov, 4th/5th [email protected]
Minnetonka District OfficeDiane Rundquist, Coordinator of HP Services and Teacher [email protected]
Minnetonka Navigator Program
www.minnetonka.k12.mn.us