Gifted Grayhound Gazette
September-November 2017 1st Edition
Urgent! Urgent! Read all about it!
Introducing the First Edition of the Gifted Grayhound Gazette
"Inspiring Students Through Diverse Opportunities"
Defining Giftedness
Our Philosophy
The Burlington Community School District believes that there are students who have exceptional abilities, talents, and potential, whose needs exceed the core curriculum. The Talented and Gifted Program provides each of those students with the opportunity to develop to the fullest extent, being limited only by the individual’s capacity for growth.
Each student should have the opportunity to develop the skills, concepts, and attitudes necessary to pursue his/her interests through participation in activities appropriate to his/her level of achievement.
The Talented and Gifted Program is flexible and responsive to individual needs. It includes a variety of options for developing each student’s abilities to be a creative, independent, lifelong learner.
Our Vision
TIER 3, TIER 2 and TIER 1
Tier 2 students are identified for targeted services, meaning they may exhibit strengths in one or two subject areas requiring academic services beyond the general curriculum. Tier 2 students will have modified Personal Education Plans (PEP).
Tier 1 students are not formally identified for the TAG Program. Teachers may connect these students to opportunities related to their interests.
Students at the secondary level can move fluidly from Tier 2 and 3 based on the level of services he or she requires.
Growing Our Gifted: Partnering Parents and Teachers
Developing a Growth Mindset
Elementary Extended Learning Program (ELP)
ELP Kindergarten, 1st and 2nd Grades
Kindergarten students are served based on teacher recommendations through the use of a gifted characteristic checklist. Small group sessions are provided to the children based on their areas of strength. A variety of activities are explored in the areas of language arts, math and critical thinking.
In 1st and 2nd grades the Extended Learning Program (ELP) teacher will visit each classroom approximately once a month to conduct whole-class thinking skills lessons. These lessons will enrich all children, while screening for potential giftedness in various areas of thinking. In the weeks following the whole-class lesson, the ELP teacher will work with small groups of students who demonstrated an aptitude for the thinking skill focused on in class.
Participation in these small groups does not mean the child has been identified for ELP. Each child will be monitored for possible further involvement in the program.
ELP 3rd Grade
The Extended Learning Program meets with small groups of third grade students as part of the screening process to determine future placement in the program. Lessons focus on divergent, convergent, visual and evaluative thinking. Other components of the screening process include review of assessment data collected from:
First and second grade whole-class and small group screenings
Classroom teacher recommendations
Individual Testing: Key Math Diagnostic Inventory, Peabody Vocabulary Test, Gifted and Talented Evaluation Scale
Iowa Assessment scores
Cognitive Abilities Test scores
E.L.P. small group sessions
Formal identification occurs at the end of the second trimester. Parents will be notified if their child is to continue with services.
ELP 4th Grade
The 4th grade students have been true “brainiacs!” They have been involved with a program called Brainology from Mindset Works. Brainology helps students develop a growth mindset by teaching them how the brain functions, learns, and remembers, and how it changes physically when we exercise it through study and learning. In addition, the program teaches a practical set of skills for tackling academic challenges by showing students how to apply what they have learned about the brain to their schoolwork. When students understand that they can develop their intelligence through learning, they are more motivated to seek challenge, value learning, invest effort, and persist through difficulty. We are hoping that students will benefit this year, and in years to come, by understanding and developing growth mindsets. (photo: student created models of neurons)
ELP 5th Grade
ELP 4th and 5th Grade Goals and Portfolios
Goal Setting and Digital Portfolios
The 4th and 5th grade ELP students began the year with goal setting. Students were asked to think about 3 goals for themselves: an academic goal, an affective goal and a physical goal. We discussed how goals become merely wishful thinking unless you further define them as objectives with specific measurements. Using the acronym SPAGHETTI, students then had to determine specific objectives to fit their goals. Students will continue to monitor their progress in reaching their goals.
The students also began working on digital portfolios where academics, interests, passions, and extra-curricular activities were recorded in a digital “diary.” The students created a title page where they shared their interests and passions. On the second page, the students shared their experiences in elementary ELP, which included their goals. The students will continue to add to their portfolios throughout their academic careers.
ELP Additional Services
Future Problems Solving (FPS) is a fantastic educational program offering creative problem solving activities to small teams of 4th and 5th grade students. A future scene (an imagined future) prompts students to tackle social, scientific, political, economic, or technological issues. The members of each team will research and apply the six-step FPS process to several topics this year. FPS evaluators from our state will score the students’ work and make suggestions for improvements. Each team will be competing with other teams throughout the region.
Some students qualify for Challenge Math in which a variety of problem solving strategies are taught. Math is not just about computation, but has also evolved to emphasize a deeper conceptual understanding. Students are expected to share their thinking process as we focus on how they went about solving the problems. Students will be developing the skills and understanding needed to successfully solve math-related problems throughout their lives.
Independent Studies are provided to some students in order to assist them in their pursuits of interests and passions beyond the present curriculum.
Secondary Extended Learning Services (ELO and ELC)
Restructuring at the Secondary Level
Individual Student Interviews
Learning Styles Assessment: Students took a brief survey to determine whether they prefer to learn visually, auditorily or tactily. This information is saved into the students’ profiles and will be shared with classroom teachers.
Students shared interests, extracurriculars, and viewpoints toward different subject areas.
Students reviewed programming interests as expressed through the ELS inventory.
Students determined three personal strengths and weaknesses.
Students selected one strength and one weakness on which to improve through the writing of two SMART goals.
Students were instructed to begin thinking about specific goals within these two areas and to begin reviewing the handout on how to write the goals.
A presentation video will be shared with students on how to write their goals. Students may request a meeting for assistance and will be contacted by the ELP teacher.
Information gleaned from the interview is assessed and utilized in forming clusters, studies, and enrichment services for students to meet needs.
Juniors and Seniors! College and Career Prep @ Burlington Public Library
Enrichment Updates at the Secondary Level
Land, Water, Air...Toxic Materials Everywhere! (6-12)
Water: Not Just for Drinking (6-8)
Conflicts in History (6-12)
History is full of conflicts, but do you know about the compromises that followed? Students wishing to participate in National History Day this year will need to select a topic related to this year’s theme: “Conflict and Compromise in History” and begin preliminary research. Participants take on the role of a historian as they use primary and secondary sources to help them understand a topic and create a thesis to defend through one of five possible final projects: website, exhibit, performance, historical paper, and documentary. Notice a local history lab is happening in our area soon! What is National History Day? Find out more here.
National History Day Research Workshop @ Burlington Public Library
What: Local History Lab: research open house
When: Saturday, November 11th
10:00 am-1:00 pm
Where: Burlington Public Library
Who: students, teachers and parents
Why: to discover primary and secondary resources, special collections and to network with local
Calling all Artists and Writers (7-12)
Middle and High School students wishing to submit work(s) of writing or art for the Scholastic Art and Writing Awards must have work submitted to Mr. Fleece and Mrs. Salisbury by November 27th! Please follow submission guidelines provided by Belin-Blank!
Fireball Run
Fireball Run Support team, composed of students from Edward Stone, Aldo Leopold, and Burlington High School, met with Mayor Shane McCampbell and Mr. Chad Palmer on Monday, October 30th at the High School Library. Fireball Run contestants, Mayor McCampbell and Mr. Palmer, shared their experiences of completing the missions that BCSD students helped them solve throughout competition. The students will be honored with a Mayor’s Award during the council meeting on Monday, November 21st!