Avondale Schools Teacher Nomination Gifted and Talented Program Please complete the forms and return your nomination to Hillary Olance (
[email protected]) at Avondale Administrative Offices located at 2940 Waukegan Street, Auburn Hills before Friday, November 18, 2016.
Student’ Name: _________________________________ _____This is a teacher initiated nomination
Current Grade: _______
_____This is a parent initiated nomination
Teacher’s Name: ___________________________________________________________________________
School: Auburn
Deerfield
Graham
Woodland
Other: ______________________
************************************************************************************************** Teacher Nomination Checklist As you nominate your student include the following items for their Child Study Portfolio:
Language Arts Talent Indication Page Math Talent Indication Page Gifted and Talented Indicator Page Student Evidence of Creativity Communicate with Parents Communicate with Principal
********************************************************************************************************* I believe the Avondale Schools Gifted and Talented program would help to meet the child’s educational needs because:
Teacher Signature ______________________________________________ Principal Signature ______________________________________________
Date ________________ Date ________________
Language Arts Talent Indication Page Directions: Rate the following Language Arts traits as observed in the classroom this year: 4-Highly Consistent in Demonstration,
3-Demonstrates Most of the Time, 2-Is Developing in Demonstration, 1-Does Not Demonstrate
Avid reader; reads a wide variety of literature. A highly motivated reader. Enjoys discussing their reading. Exhibits keen insights and/or enthusiasm. Has a strong vocabulary - takes delight in using unusual and new words Reads complex text with a high degree of comprehension and recall. Ability to make connections in their reading, ability to see relationships among ideas, can explain such relationships. Frequently shows a willingness to ‘play’ with words in conversations as well as in their writing. Generated higher-level questions or insights of self and/or others to enhance their own comprehension of text or in a group discussion. Capable of showing different levels of meaning: literal and metaphorical. Student shows a willingness to embrace different genres of reading and writing. Frequently chooses writing to communicate ideas through forms such as journals, poetry, stories, reports, etc. Their writer’s voice sets them apart. The student has a unique way of stringing words together, formulating ideas, and relating scenes or images to the reader. This voice is consistent and identifiable. A motivated and engaged writer regardless of genre or topic. Expresses ideas in their writing consistently using vivid details and elaboration. Organizes ideas and sequences well in preparation for writing or when speaking. Student displays a passion and internal motivation to have deeper reading/writing experiences. This student consistently perseveres through challenging language arts tasks. Consistently demonstrates academic grit. Student is resilient in language arts with their assignments, activities and assessments. Enrichment opportunities through clustering will challenge their language arts thinking and stretch their learning. This student’s formative and summative assessments consistently demonstrate a need for formalized language arts clustering.
4
3
2
1
4
3
2
1
4 4
3 3
2 2
1 1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
72
54
36
18
Please add the total value of each column.
Fountas and Pinnell Reading Assessment Date of last administered Fountas and Pinnell Testing: ______/______/_____ Accuracy Rate: __________% Comprehension Score: _______/10 Student’s Instructional Reading Level: ___________
Math Talent Indication Page Directions: Rate the following Language Arts Traits as observed in the classroom this year: 4-Highly Consistent in Demonstration,
3-Demonstrates Most of the Time, 2-Is Developing in Demonstration, 1-Does Not Demonstrate
Ability to grasp and demonstrate grade-level math concepts with a high degree of success. Consistently exceeds standards.
4
3
2
1
This student’s formative and summative assessments consistently demonstrate a need for formalized math clustering.
4
3
2
1
Perceives mathematical patterns easily and is able to explain the mathematical patterning.
4
3
2
1
4
3
2
1
4
3
2
1
Enjoys the challenge of mathematical puzzles, brainteasers, and games.
4
3
2
1
Demonstrates critically and analytical mathematical reasoning. Is able to explain such reasoning. Has strong intuition concerning mathematics (perceptive, sees relationships).
4
3
2
1
Has the ability to identify and demonstrate multiple ways to solve a mathematical problem. May demonstrate inventive way not taught in class.
4
3
2
1
Problem solves, communicates, and justifies their mathematical thinking in creative and intuitive ways, both verbally and in writing.
4
3
2
1
4
3
2
1
4
3
2
1
Preferential to his/her own methods of solving mathematical problems.
4
3
2
1
Can and does apply mathematical concepts to real-life problem solving. Perseveres in problem solving.
4
3
2
1
Student possesses an innate base knowledge of math concepts allowing him/her to delve deeper into math concepts or requiring a more advanced math curriculum the current grade-level peers.
4
3
2
1
This student demonstrates a strong internal motivation to learn math on a deep level. Truly enjoys mathematics and its many challenges.
4
3
2
1
This student frequently pre-tests out of concepts or units in Everyday Math.
4
3
2
1
This student is consistently successful with their daily math activities as well as unit assessments.
4
3
2
1
This student consistently perseveres through challenging math tasks. Consistently demonstrates academic grit.
4
3
2
1
72
54
36
An unusual ability to transfer learning to new, untaught mathematical concepts. Demonstrates an ability to describe and show their mental mathematical thinking.
An unusually keen awareness of and intense curiosity about numeric information. An unusually keen awareness of mathematic problem solving. Sees the big picture.
Please add the total value of each column. 18
Gifted and Talented Indication Page Directions: Rate the following Language Arts Traits as observed in the classroom this year: 4-Highly Consistent in Demonstration,
3-Demonstrates Most of the Time, 2-Is Developing in Demonstration, 1-Does Not Demonstrate
Is an avid reader. Their need to read is visible and consistent.
4
3
2
1
Easily impatient with drill and routine procedures.
4
3
2
1
Ability to provide very quick consistently accurate answers to questions.
4
3
2
1
Learns rapidly, easily and with less repetition in one or a few specific areas (probably not all subject areas).
4
3
2
1
Has intense interests and pursues information regarding interests.
4
3
2
1
Processes information in complex ways. Uses an extensive and accurate vocabulary to convey thoughts, discuss experiences, and express needs. Able to collect and understand a large amount of information on a wide range of subjects. Is an independent learner, will use resources to learn further and/or deeper about a subject, pursue questions or areas of interest.
4
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2
1
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1
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1
Pursues special interests with enthusiasm and stamina.
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1
4 4 4 4
3 3 3 3
2 2 2 2
1 1 1 1
Has a high tolerance for ambiguity. May be impatience with details or restrictions.
4
3
2
1
Jumps stages in learning when comparing to age-level peers.
4
3
2
1
Relates to older children and adults, and often prefers their company. Demonstrates a high capacity for task commitment in areas of passion.
4 4
3 3
2 2
1 1
Tends to be self-critical, has high expectations for self. Confident to take intellectual and emotional risks in expressing their original ideas. Doesn’t fear being different. This student consistently perseveres through challenging academic tasks. Consistently demonstrates academic grit.
4
3
2
1
4
3
2
1
4
3
2
1
Strives for high standards of personal achievement
4
3
2
1
Is self-directed.
4
3
2
1
Is not afraid to be different.
4
3
2
1
Is willing to take risks.
4
3
2
1
Is self-confident.
4
3
2
1
Their innate academic talent would benefit from the depth and breadth of learning opportunities and learning partners Magnet provides.
4
3
2
1
120
90
60
Demonstrates the ability to maintain concentration on a particular activity for extended periods of time, example works through a difficult math problem to completion. Excited about new ideas. Combines information or ideas already learned to form unique and original ideas, example successful in creative writing, designing plans, solving problems, etc. Sharp and insightful in their observations. Displays a willingness to accept complexity in their learning. Expresses ideas, preferences, and opinions forthrightly. High expectations for self and others.
Please add total value of each column. 30
Additional Information Regarding Student Nomination What additional information would the Child Study Committee find helpful or insightful when reviewing this student’s portfolio? As always, you, the teacher, knows your student best!
