Part 164: Outcomes for Intellectually Gifted Education Programs 2017

7 Miss. Admin., Part 164 O U T C O M E S for Intellectually Gifted Education Programs Carey M. Wright, Ed.D. STATE SUPERINTENDENT OF EDUCATION Kim Benton, Ed.D. CHIEF ACADEMIC OFFICER OFFICE OF ELEMENTARY EDUCATION AND READING Nathan Oakley, Ph.D. EXECUTIVE DIRECTOR Robin Lemonis, M.Ed., CALT, LDT BUREAU DIRECTOR, Office of Intervention Services Tenette Smith, Ed.D. BUREAU DIRECTOR Jen Cornett GIFTED EDUCATION SPECIALIST , Office of Intervention Services The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the non‑discrimination policies of the above mentioned entities: Director, Office of Human Resources, Mississippi Department of Education, 359 North West Street, P.O. Box 771, Suite 203, Jackson, MS 39205‑0771, (601)359-3511. Mississippi Department of Education 359 North West Street P. O. Box 771 Jackson, Mississippi 39205-0771 (601) 359-3511 www.mdek12.org/ESE ACKNOWLEDGEMENTS The Mississippi Department of Education gratefully acknowledges the following individuals who worked to develop the Outcomes for Intellectually Gifted Education Programs 2017. CONTRIBUTORS Theresa Bates Teacher, Oxford Svetlana Lucas Teacher, Lamar County Lora Beasley Teacher, Lamar County Emily Nelson Executive Director of Leadership Development, Desoto County Michael Cox Teacher, Humphreys County Melissa Pierce Past-President, Mississippi Association of Gifted Children Pam Dearman Literacy Coach, Harrison County Jenny Reynolds Teacher, Madison County Terry Gressett Teacher, Union County Margaret Snider Retired Teacher, Jackson Dr. Gail Hammond Retired Teacher, Rankin County Dr. Royal Toy Associate Professor, Mississippi University for Women Von Jackson Teacher, Gulfport Donna Welborn Psychometrist, Jackson Pam Keith Retired Teacher, Newton County Sherry Willis Teacher, Tupelo OUTCOMES SUB-COMMITTEE Jennifer Martin Teacher, Rankin County Carol Paola Mississippi Association for Gifted Children Executive Director Teacher, Long Beach Laura McAlpin Teacher, Clinton Connie West Gifted Program Coordinator, Vicksburg-Warren Special thanks to the Mississippi Association for Gifted Children Executive Board and membership for assistance in the development and review of preliminary versions of this document. Table of Contents PREFACE The 2013 Regulations for Gifted Education Programs document defines intellectually gifted children as those children and youth who are found to have an exceptionally high degree of intelligence as documented through the identification process. The purpose of Gifted Education Programs in Mississippi is to ensure that gifted children who demonstrate unusually high potential as described above are identified and offered an appropriate education based upon their exceptional abilities. Gifted Education Programs in Mississippi shall be designed to meet the individual needs of gifted children and shall be in addition to and different from the regular program of instruction provided by the district. Gifted children require uniquely and qualitatively different educational experiences beyond those available in the general education setting. These educational experiences must address their asynchronous development by supporting cognitive, creative, and affective needs while helping them to realize abilities and maximize potential. In order for intellectually gifted students in Mississippi to be challenged to reach their full potential, a well-defined set of outcomes/competencies for gifted education programs is essential. Gifted learners have the ability to demonstrate mastery/understanding and the ability to use the process skills outlined in the outcomes/competencies at a much younger age and in greater depth and breadth than non-gifted learners. While many of the outcomes/competencies established in this document are desirable for all students, the point of introduction, pace, depth, and complexity of instruction require significant differentiation for gifted learners. The overreaching competency for intellectually gifted programs is metacognition, a process skill requiring mastery and use of many other process skills. Simply put, metacognition is “thinking about your own thinking.” Students should be aware of the mental processes they utilize while engaged in learning. They also should learn to self-regulate and oversee their own learning in order to make changes as needed. This cognitive goal should be the primary focus in guiding metacognitive practices and gifted instruction. Gifted learners need learning experiences that are rich. That is, they need learning experiences that are organized by key concepts and principles of a discipline rather than by facts. They need content that is relevant to their lives, activities that cause them to process important ideas at a high level, and products that cause them to grapple with meaningful problems and pose defensible solutions. They need classrooms that are respectful to them, provide both structure and choice, and help them achieve more than they thought they could. These are needs shared by all learners, not just those who are gifted. But good instruction for gifted learners must begin there. Carol Ann Tomlinson, Ed. D. The University of Virginia Differentiated curriculum in the gifted class should develop and enhance the process skills in the outcomes document, the teaching strategies notebook, and required components of the gifted program standards document. Some gifted education experiences should be short-term and exploratory to introduce ideas and concepts not normally covered in the general education setting. The activities should enhance the integration of advanced content and individual student’s interests utilizing higher-level thinking skills, problem solving, critical thinking skills, research skills, personal growth and human relations exercises, leadership skills, and creative expression. Activities also should create an appreciation for the multicultural composition of the school and community (Regulations for Gifted Education Programs, 2013). To maintain the integrity of gifted education programs in the State of Mississippi, the needs of gifted students should be addressed based on the Outcomes for Intellectually Gifted Education Programs in Mississippi 2017. This document shall be the foundation for each school district’s Gifted Education Program Instructional Management Plan. Gifted Children’s Bill of Rights YOU HAVE A RIGHT TO know about your giftedness. learn something new everyday. be passionate about your talent area without apologies. have an identity beyond your talent area. feel good about your accomplishments. make mistakes. seek guidance in the development of your talent. have multiple peer groups and a variety of friends. choose which of your talent areas you wish to pursue. not to be gifted at everything. Del Siegle, President National Assosication of Gifted Children 2007 - 2009 INTRODUCTION This document is designed for use by teachers who serve gifted children. It is structured to ensure that students have a strong foundation for applying each grade-level standard. Teachers should work to continually build upon the grade- level outcomes, while also challenging students to develop and expand upon each competency through the gifted education program. Teachers may choose to introduce higher outcomes at earlier grade levels to meet the individual needs of students and classes and to ensure that students are appropriately and meaningfully challenged. Overview of Gifted Education Competencies THINKING SKILLS CREATIVITY Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw distinctions, analyze information objectively and critically (reflectively developing a relationship between facts and values), and differentiate truth and beliefs from his/her understanding of what is logically and realistically possible. Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking, visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking, creative problem solving, and/or the creative process in an appropriate manner to develop a workable solution(s). INFORMATION LITERACY SUCCESS SKILLS Given a real situation, the student will identify and define the problem, design a research plan appropriate to the problem, conduct the investigation, decide on the most appropriate media for dissemination of the findings/ solutions, and present the results before an authentic audience. Given a real situation, the student will identify and define the problem, design a research plan appropriate to the problem, conduct the investigation, decide on the most appropriate media for dissemination of the findings/ solutions, and present the results before an authentic audience. AFFECTIVE SKILLS COMMUNICATION SKILLS As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility for personal growth along with awareness of personal and cultural diversity in others by recognizing forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by understanding and embracing giftedness, appropriately coping with stress in order to become healthy, responsive, contributing, and productive As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility for personal growth along with awareness of personal and cultural diversity in others by recognizing forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by understanding and embracing giftedness, appropriately coping with stress in order to become healthy, responsive, contributing, and productive members of classroom communities and society as a whole. members of classroom communities and society as a whole. O U T C O M E S by Competency Thinking Skills COMPETENCY Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw distinctions, analyze information objectively and critically (reflectively developing a relationship between facts and values), and differentiate truth and beliefs from his/her understanding of what is logically and realistically possible. SECOND GRADE OBJECTIVES METACOGNITION (Abstract Thinking and Reflection) TS 2.1 Analyze abstract thinking skills modeled by others TS 2.2 Compose lower-level questions to develop a foundation for higher-level inquiry TS 2.3 Reflect upon learning experiences CONVERGENT THINKING (Logical Thinking) TS 2.4 Apply analogical thinking to identify relationships between two familiar items or events to identify an unknown TS 2.5 Apply deductive reasoning of general to specific information to analyze and organize sets of limited clues and reach logical conclusions CRITICAL THINKING (Decision Making) TS 2.6 Distinguish facts from opinions TS 2.7 Inventory, compare, and contrast attributes of varying objects and ideas TS 2.8 Identify, analyze, and evaluate information in order to make decisions, solve problems, and establish priorities TS 2.9 Appraise implications and consequences of personal actions and decisions THIRD GRADE OBJECTIVES METACOGNITION (Abstract Thinking and Reflection) TS 3.1 Apply abstract thinking skills modeled by others TS 3.2 Compose elaborating questions to extend and stretch learning TS 3.3 Analyze, reflect upon, and justify learning experiences TS 3.4 Observe and analyze reflective thinking modeled by others CONVERGENT THINKING (Logical Thinking) TS 3.5 Apply inductive reasoning from specific to general information to predict probable conclusions TS 3.6 Apply abstract reasoning to identify relationships in figural analogies from possible options CRITICAL THINKING (Decision Making) TS 3.7 Construct questions to deepen understanding TS 3.8 Classify information into logical categories TS 3.9 Discuss and analyze events in the news to develop an awareness of social issues and world cultures TS 3.10 Identify and analyze relationship between ideas and data to determine cause and effect of actions and events FOURTH GRADE OBJECTIVES METACOGNITION (Abstract Thinking and Reflection) TS 4.1 Observe, analyze, and apply abstract thinking skills TS 4.2 Develop hypothetical questions to explore possibilities TS 4.3 Analyze, reflect upon, and justify learning experiences, identifying what was learned, tasks completed, skills developed, additional needs, and value of the experiences CONVERGENT THINKING (Logical Thinking) TS 4.4 Demonstrate an understanding of analogical reasoning by identifying, explaining, and giving examples of the forms of analogies TS 4.5 Utilize analogical reasoning to create analogies using multiple categories TS 4.6 Apply deductive reasoning of general to specific information to analyze and organize multi-faceted clues and identify data to support logical conclusions CRITICAL THINKING (Decision Making) TS 4.7 Utilize intuitive thinking to deepen understanding and analyze varying perspectives TS 4.8 Discuss and analyze events and issues for problem identification TS 4.9 Assess the organization, content, value, effectiveness, and results of actions/decisions. TS 4.10 Appraise implications and consequences of personal actions and decisions FIFTH GRADE OBJECTIVES METACOGNITION (Abstract Thinking and Reflection) TS 5.1 Develop and ask hypothetical questions to explore possibilities and test relationships TS 5.2 Analyze and establish needs for exploration of chosen topics CONVERGENT THINKING (Logical Thinking) TS 5.3 Demonstrate depth of thought in deductive reasoning by evaluating and justifying data that supports logical conclusions drawn CRITICAL THINKING (Decision Making) TS 5.4 Appraise evaluation techniques for decision making TS 5.5 Assess and analyze local, national, and world issues and defend opinions with supporting evidence TS 5.6 Appraise implications and consequences of local and national events and decisions TS 5.7 Prove or disprove ideas by presenting evidence MIDDLE SCHOOL OBJECTIVES METACOGNITION (Abstract Thinking and Reflection) TS MS.1 Develop and ask higher-level questions to clarify the coherence and logic of given information TS MS.2 Reflect upon learning strengths and needs and establish learning goals for independent thinking and autonomous learning CONVERGENT THINKING (Logical Thinking) TS MS.3 Demonstrate an understanding of analogical reasoning by identifying, explaining, and giving examples of the forms of analogies to support thoughts/ideas TS MS.4 Demonstrate depth of thought in deductive reasoning by creating deductive reasoning problems with multi-faceted clues and justifying data included to support logical conclusions CRITICAL THINKING (Decision Making) TS MS.5 Identify, analyze, evaluate, and justify information in order to make decisions, form beliefs, solve problems, and set priorities based on evidence TS MS.6 Appraise global implications and consequences of historic and current world events TS MS.7 Recognize and assess hidden agendas TS MS.8 Assess accuracy and relevance of points used to support conclusions and make decisions Creativity COMPETENCY Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking, visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking, creative problem solving, and/or the creative process in an appropriate manner to develop a workable solution(s). SECOND GRADE OBJECTIVES CREATIVE THINKING Williams Model: Cognitive Domain (Fluency/Flexibility/Originality/ Elaboration/Synthesis) CR 2.1 Demonstrate fluency by brainstorming to generate a large quantity of ideas, thoughts, products, or plans to a given prompt CR 2.2 Demonstrate flexibility by adapting given ideas, thoughts, products, or plans for many different uses CR 2.3 Demonstrate originality by using given objects in ways different from their intended purposes CR 2.4 Elaborate on given ideas, thoughts, products, or plans to create new possibilities CR 2.5 Demonstrate synthesis by combining given ideas, thoughts, products, or plans in unusual ways CREATIVE EXPRESSION Visual and Performing Arts CR 2.6 Experiment with various materials and tools to create products related to personal interest or subject matter CR 2.7 Identify and explain how and where different cultures record and illustrate stories and history of life through art THIRD GRADE OBJECTIVES CREATIVE THINKING Williams Model: Cognitive Domain (Fluency/Flexibility/Originality/ Elaboration/Synthesis) CR 3.1 Apply fluency by brainstorming to generate a large quantity of ideas, thoughts, products, or plans to a selected prompt CR 3.2 Apply flexibility by adapting selected ideas, thoughts, products, or plans for many different uses CR 3.3 Apply originality by using selected objects in ways different from their intended purposes CR 3.4 Apply elaboration to selected ideas, thoughts, products or plans to create new possibilities CR 3.5 Apply synthesis by combining selected ideas, thoughts, products or plans in unusual ways (morphological analysis) CREATIVE THINKING Williams Model: Affective Domain (Curiosity/Risk-Taking/ Complexity/Imagination) CR 3.6 Demonstrate curiosity by selecting an idea, topic, product, or plan and based on interests, compile questions to be answered to gather additional information in a training activity CR 3.7 Demonstrate risk-taking by making predictions and experimenting in an unstructured training situation CR 3.8 Demonstrate complexity by organizing logical steps needed to accomplish selected ideas in a training activity CR 3.9 Demonstrate imagination by visualizing ideas, the process to be followed, possible outcomes, and consequences of ideas, thoughts, or plans in a training situation CR 3.10 Apply methods to overcome creative blocks (Brainstorm, SCAMPER, etc.) CREATIVE EXPRESSION Visual and Performing Arts CR 3.11 Make, explain, and justify connections between artists and artwork or artwork and history CR 3.12 Analyze and utilize the elements of art (line, shape, value, color, texture) through various materials and tools to explore personal interests, questions, and subject matter FOURTH GRADE OBJECTIVES CREATIVE THINKING Williams Model: Cognitive Domain (Fluency/Flexibility/Originality/ Elaboration/Synthesis) CR 4.1 Apply fluency by brainstorming to generate a large quantity of ideas, thoughts, products, or plans to solve a given problem CR 4.2 Apply flexibility by adapting generated ideas, thoughts, products, or plans for many different creative uses to solve a given problem CR 4.3 Apply originality in generating original ideas or alternative solutions to given problems CR 4.4 Elaborate on identified ideas, thoughts, products or plans to solve a given problem CREATIVE THINKING Williams Model: Affective Domain (Curiosity/Risk-Taking/ Complexity/Imagination) CR 4.5 Apply curiosity in compiling questions to be answered to solve a given problem CR 4.6 Apply risk-taking by making predictions and experimenting in an unstructured setting to solve a given problem CR 4.7 Apply complexity of thought to organize logical steps needed to solve a given problem CR 4.8 Apply imagination by visualizing ideas, the process to be followed, possible outcomes, and consequences of ideas, thoughts, or plans to solve a given problem CR 4.9 Demonstrate the ability to follow the Creative Problem Solving (CPS) process to solve a given problem 1. Identify and define a problem 2. Gather ideas and data 3. Brainstorm aspects of the problem 4. Identify underlying problems or sub- problems 5. Produce alternative solutions 6. Develop criteria for judging solutions 7. Evaluate alternative solutions using the criteria 8. Select and implement chosen solutions. CREATIVE EXPRESSION Visual and Performing Arts CR 4.10 Interpret art by analyzing the mood suggested by a work of art and describing relevant subject matter CR 4.11 Analyze and utilize principles of design (contrast, repetition, alignment, proximity) to create various products based on subject matter or personal interest FIFTH GRADE OBJECTIVES CREATIVE THINKING CR 5.1 Apply the CPS process to solve an identified problem 1. Identify and define a problem 2. Gather ideas and data 3. Brainstorm aspects of the problem 4. Identify underlying problems or sub- problems 5. Produce alternative solutions 6. Develop criteria for judging solutions 7. Evaluate alternative solutions using the criteria 8. Select and implement chosen solutions. CR 5.2 Reframe ideas through various points of view to enhance meaning CR 5.3 Examine various meanings, contexts, and points of view including humor and opportunities for change CR 5.4 Apply thinking strategies modeled by mentors CREATIVE EXPRESSION Visual and Performing Arts CR 5.5 Create a product (work of art, design, presentation, or media) to meet an identified goal based on personal interest or subject matter CR 5.6 Develop criteria to analyze a work of art, design, or media to meet an identified goal MIDDLE SCHOOL OBJECTIVES CREATIVE THINKING CR MS.1 Apply the CPS process to solve an identified problem, develop and present a plan of action to an authentic audience CR MS.2 Manage creative flow CR MS.3 Set goals with purpose and meaning CR MS.4 Adjust the creative process based on feedback CR MS.5 Focus on the task at hand and long term goal without distraction CREATIVE EXPRESSION Visual and Performing Arts CR MS.6 Select and apply principles of design and produce a product (work of art, design, or media) that clearly communicates information and ideas CR MS.7 Apply relevant criteria to examine, reflect upon, and plan revisions to a product in process Information Literacy COMPETENCY Given a real situation, the student will identify and define the problem, design a research plan appropriate to the problem, conduct the investigation, decide on the most appropriate media for dissemination of the findings/ solutions, and present the results before an authentic audience. SECOND GRADE OBJECTIVES INFORMATION LITERACY IL 2.1 Identify topics for research based on interests IL 2.2 Formulate questions for study IL 2.3 Analyze topics to determine needed research IL 2.4 Interpret research from teacher-approved resources IL 2.5 Assemble information to provide new knowledge or understanding in a particular area THIRD GRADE OBJECTIVES INFORMATION LITERACY IL 3.1 Examine a historical event or person by analyzing and synthesizing historical information IL 3.2 Assemble information by conducting interviews related to research topics IL 3.3 Employ various digital tools, media, and strategies to locate and collect accurate and reliable information IL 3.4 Create and visually organize information using maps, webs, chronological order, sequence, or compare/ contrast IL 3.5 Demonstrate ability to effectively interpret and evaluate information by distinguishing between fact and opinion/ point of view in a variety of situations FOURTH GRADE OBJECTIVES INFORMATION LITERACY IL 4.1 Conduct experiments and investigations by effectively utilizing the Scientific Method IL 4.2 Assemble information by utilizing effective survey techniques IL 4.3 Create and visually organize information using charts, tables, graphs, evidence, or patterns IL 4.4 Justify conclusions and generalizations based upon data gathered through research FIFTH GRADE OBJECTIVES INFORMATION LITERACY IL 5.1 Analyze the difference between primary and secondary sources IL 5.2 Utilize primary and secondary sources to provide new knowledge or understanding in a particular area IL 5.3 Define and identify use of propaganda techniques to clarify ideas, judge information, solve problems, and evaluate reliability of information IL 5.4 Assess the validity, reliability, and relevance of the information collected IL 5.5 Apply a fundamental understanding of the ethical and legal issues surrounding the access and use of information MIDDLE SCHOOL OBJECTIVES INFORMATION LITERACY IL MS.1 Identify areas of individual research based upon intense interest IL MS.2 Design investigations and defend processes and findings IL MS.3 Manage the flow of information by applying the appropriate research methodology IL MS.4 Demonstrate an understanding of hidden agendas by critical analysis and evaluation of information IL MS.5 Based upon data gathered through research, infer future trends, directions, similarities, and differences Success Skills COMPETENCY Given a real-life situation, the student will utilize effective organizational, decision making, goal-setting, project management, and time management skills, including controlling impulses and adapting to unforeseen circumstances, in order to develop solutions to problems and achieve goals whether working individually or as a leader or member of a team. SECOND GRADE OBJECTIVES SUCCESS SKILLS SS 2.1 Individually demonstrate the ability to maintain self-control of emotions and actions in a variety of situations SS 2.2 Individually identify and assess the merit and or importance of personal characteristics, ideas, interests, preferences, and products CAREER EXPLORATION SS 2.3 Identify occupational areas of personal interest and aptitude through classroom experiences LIFE SKILLS SS 2.4 Demonstrate the ability to accept responsibility for given tasks and consequences for actions in a variety of situations SS 2.5 Demonstrate the ability to organize, prioritize, and complete tasks in a timely manner COLLABORATION SKILLS SS 2.6 As a group leader, effectively work with group members to keep the group on task SS 2.7 As a group member, demonstrate effective speaking and listening skills THIRD GRADE OBJECTIVES SUCCESS SKILLS SS 3.1 Individually demonstrate the ability to organize materials, set priorities, and evaluate progress for task completion SS 3.2 Individually demonstrate strategies for managing stress, coping with difficulties, and effectively approaching conflict with others CAREER EXPLORATION SS 3.3 Identify occupational areas of personal interest and aptitude for possible vocational development LIFE SKILLS SS 3.4 Study and apply the accepted rules of etiquette for interpersonal interaction in a variety of social situations SS 3.5 Demonstrate initiative in accepting and successfully meeting challenges in a variety of situations COLLABORATION SKILLS SS 3.6 As a group leader, effectively work with group members to identify problems, ideas, and solutions SS 3.7 As a group member, work collaboratively in a group (know when to speak and know when to listen) FOURTH GRADE OBJECTIVES DECISION MAKING AND PROBLEM SOLVING SKILLS SS 4.1 Individually identify personal problems, utilize visualization to weigh the possibilities, make judgements, and defend decisions CAREER EXPLORATION SS 4.2 Identify career options through experiences and interviews with experts in the field and career counselors LIFE SKILLS SS 4.3 Demonstrate the ability to establish budgets and manage money in a variety of situations COLLABORATION SKILLS SS 4.4 As a group leader, effectively work with group members to establish goals and objectives for successful collaboration SS 4.5 As a group member, work collaboratively to achieve a common goal FIFTH GRADE OBJECTIVES RISK-TAKING SKILLS SS 5.1 Individually demonstrate the willingness to expose oneself to failure, take a chance/ risk, function under conditions devoid of structure, and defend ideas with regard to identified issues PERSEVERANCE/TASK COMMITMENT SS 5.2 Individually demonstrate the ability to persevere and successfully complete tasks in a timely manner even under adverse circumstances CAREER EXPLORATION SS 5.3 Demonstrate and practice the ability to interact in an appropriate manner in a variety of social and business related situations LIFE SKILLS SS 5.4 Examine and apply the accepted rules of business protocol in a variety of business and social situations SS 5.5 Adapt to varied roles, job responsibilities, schedules, and context COLLABORATION SKILLS SS 5.6 As a group leader, effectively work with group members to identify ethical implications of group processes and decisions SS 5.7 As a group member, take a stand for personal convictions and demonstrate respect/ tolerance for other points of view MIDDLE SCHOOL OBJECTIVES GOAL SETTING SS MS.1 Individually use information gained through self- evaluation to establish attainable goals and set priorities for a variety of purposes and projects ETHICAL AWARENESS SS MS.2 Individually demonstrate the ability to behave in an honorable and truthful manner under adverse circumstances CAREER EXPLORATION SS MS.3 For chosen or identified career options, identify high school educational requirements, college requirements and expectations, scholarship, loan/ grant opportunities, and procedures for college and workplace applications/resumes LIFE SKILLS SS MS.4 Demonstrate the ability to adapt to change in a climate of changing expectations and priorities COLLABORATION SKILLS SS MS.5 As a group leader, assure and defend that the decisions of the group are effective and ethical SS MS.6 As a group member, demonstrate the ability to work cooperatively to detect moods, temperaments, motivations, and intentions of others Affective (Social and Emotional) Skills COMPETENCY As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility for personal growth along with awareness of personal and cultural diversity in others by recognizing forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by understanding and embracing giftedness, appropriately coping with stress in order to become healthy, responsive, contributing, and productive members of classroom communities and society as a whole. SECOND GRADE OBJECTIVES AFFECTIVE SKILLS AS 2.1 Assess individual learning styles, interests, personality styles, and expression preferences AS 2.2 Identify feelings and emotions in self AS 2.3 Develop behavioral strategies appropriate to the situation AS 2.4 Identify and assess strengths and weaknesses as a baseline for improvement AS 2.5 Analyze, evaluate, and respond appropriately to various forms of body language (non-verbal cues) AS 2.6 Participate in community-building skills AS 2.7 Recognize contributions and achievements of various cultures THIRD GRADE OBJECTIVES AFFECTIVE SKILLS AS 3.1 Demonstrate an understanding of personal asynchronous development AS 3.2 Understand and analyze feelings and emotions in self AS 3.3 Express and manage emotions in positive ways AS 3.4 Accept responsibility for choices made AS 3.5 Analyze, evaluate, and respond appropriately to various forms of body language (non-verbal cues) AS 3.6 Recognize contributions and achievements of various cultures FOURTH GRADE OBJECTIVES AFFECTIVE SKILLS AS 4.1 Demonstrate an understanding of and reflect upon personal gifted characteristics AS 4.2 Demonstrate an understanding and assess the social, emotional and academic implications of giftedness AS 4.3 Identify sources and possible solutions of stress and anxiety AS 4.4 Develop and model self-discipline AS 4.5 Show evidence of delayed gratification and impulse control AS 4.6 Demonstrate respect and empathy for others FIFTH GRADE OBJECTIVES AFFECTIVE SKILLS AS 5.1 Develop and demonstrate appropriate self-efficacy and self-talk AS 5.2 Identify and utilize appropriate personal perceptual filters and defense systems for situations AS 5.3 Develop and demonstrate a healthy perception of perfectionism in accomplishing tasks AS 5.4 Demonstrate an understanding of how attitudes, attention, and commitment can affect one’s knowledge and self-control AS 5.5 Demonstrate the ability to accept failure as a part of growth AS 5.6 Differentiate constructive and destructive criticism MIDDLE SCHOOL OBJECTIVES AFFECTIVE SKILLS AS MS.1 Demonstrate an understanding of ethical practices AS MS.2 Develop and demonstrate a healthy response toward peer pressure and expectations of others AS MS.3 Demonstrate and understanding of ways in which attitudes, attention, and commitment can affect one’s knowledge and self-control AS MS.4 Set goals for self-improvement and take the necessary steps to reach them AS MS.5 Differentiate constructive and destructive criticism AS MS.6 Recognize and assess various forms of bias in self and others and demonstrate strategies for addressing bias in social situations Communication Skills COMPETENCY Given the need to retrieve and/or disseminate information, the students will select and utilize the most appropriate media based upon available resources, technology, audience, and time available, for the most effective communication of information, ideas, feelings, and concepts and correctly interpreting those of others. SECOND GRADE OBJECTIVES SPEAKING CM 2.1 Communicate complete thoughts, give directions and instructions, participate in informal speaking activities and storytelling activities LISTENING CM 2.2 Demonstrate effective listening behaviors in formal and informal settings CM 2.3 Give appropriate feedback and contributions of relevant information CM 2.4 Follow oral directions with three or more steps WRITING CM 2.5 Analyze various types of writing (including poetry) CM 2.6 Create original written products based on real or imagined circumstances to communicate ideas and feelings CM 2.7 Write over short time frames (a single sitting or a few class times) THIRD GRADE OBJECTIVES SPEAKING CM 3.1 Communicate in complete thoughts with clarity to an audience in formal and informal settings CM 3.2 Give precise directions and instructions for complex activities LISTENING CM 3.3 Demonstrate effective listening behaviors in formal and informal settings CM 3.4 Give appropriate feedback and contributions of relevant information CM 3.5 Follow oral directions with three or more steps WRITING CM 3.6 Analyze informal writing styles (essays, journals, diaries, and blogs) CM 3.7 Utilize informal writing styles (essays, journals, diaries, and blogs) to communicate ideas and feelings CM 3.8 Support opinions with written reasoning based on facts FOURTH GRADE OBJECTIVES SPEAKING CM 4.1 Communicate complete thoughts and information with clarity to an appropriate audience CM 4.2 Give precise instructions for complex tasks and self- evaluate utilizing preset criteria CM 4.3 Participate in a variety of formal/ informal speaking activities and self-evaluate utilizing preset criteria LISTENING CM 4.4 Demonstrate effective listening behaviors in formal and informal settings CM 4.5 Identify the purpose, content, organization, and delivery of oral communication and evaluate based upon preset criteria developed by teacher and class CM 4.6 Listen to oral directions for understanding and organize directions for complex tasks WRITING CM 4.7 Analyze the writing style of scripts (commercials, plays, etc.) CM 4.8 Create scripts (commercials, plays, etc.) to communicate ideas and feelings CM 4.9 Utilize dialog to develop characters FIFTH GRADE OBJECTIVES SPEAKING CM 5.1 Use appropriate oral communication for a variety of purposes, and communicate effectively to establish a relationship with an audience CM 5.2 Participate in a variety of formal/ informal speaking activities, evaluating self and peers on criteria determined by the student or others LISTENING CM 5.3 Demonstrate effective listening behaviors (understanding, organizing, and evaluating information) CM 5.4 Identify the purpose, content, organization, and delivery of oral communication, and evaluate based upon preset criteria developed by teacher and class CM 5.5 Listen to oral directions for understanding and organize directions for doing complex tasks WRITING CM 5.7 Analyze a variety of written genres (Comedy, Satire, Thriller, Action, etc.) CM 5.8 Communicate ideas and feelings through application of a chosen genre CM 5.9 Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events MIDDLE SCHOOL OBJECTIVES SPEAKING CM MS.1 Utilize appropriate oral communication a variety of purposes and communication effectively to establish, build and maintain a relationship with audience CM MS.2 Participates in a variety of formal/ informal speaking activities evaluating self and peers on criteria determined by the student or others CM MS.3 Demonstrate the ability to persuade through oral expression by assimilating multiple facts and opinions to support an argument LISTENING CM MS.4 Demonstrate effective listening skills in formal and informal settings to facilitate communication CM MS.5 Identify the purposes, content, organization and delivery of oral communication and evaluate based on preset criteria developed by the student CM MS.6 Listen to oral directions for understanding and organize directions for doing complex tasks WRITING CM MS.8 Analyze the writing style of arguments and debates CM MS.9 Write arguments and debates to support claims with clear reasons and relevant evidence to communicate ideas and feelings CM MS.10 Write over an extended time frame (multiple class times) O U T C O M E S by Grade Level Second Grade THINKING SKILLS Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw distinctions, analyze information objectively and critically (reflectively developing a relationship between facts and values), and differentiate truth and beliefs from his/her understanding of what is logically and realistically possible. METACOGNITION (Abstract Thinking and Reflection) TS 2.1 Analyze abstract thinking skills modeled by others TS 2.2 Compose lower-level questions to develop a foundation for higher-level inquiry TS 2.3 Reflect upon learning experiences CONVERGENT THINKING (Logical Thinking) TS 2.4 Apply analogical thinking to identify relationships between two familiar items or events to identify an unknown TS 2.5 Apply deductive reasoning of general to specific information to analyze and organize sets of limited clues and reach logical conclusions CRITICAL THINKING (Decision Making) TS 2.6 Distinguish facts from opinions TS 2.7 Inventory, compare, and contrast attributes of varying objects and ideas TS 2.8 Identify, analyze, and evaluate information in order to make decisions, solve problems, and establish priorities TS 2.9 Appraise implications and consequences of personal actions and decisions CREATIVITY Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking, visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking, creative problem solving, and/or the creative process in an appropriate manner to develop a workable solution(s). CREATIVE THINKING Williams Model: Cognitive Domain (Fluency/Flexibility/Originality/ Elaboration/Synthesis) CR 2.1 Demonstrate fluency by brainstorming to generate a large quantity of ideas, thoughts, products, or plans to a given prompt CR 2.2 Demonstrate flexibility by adapting given ideas, thoughts, products, or plans for many different uses CR 2.3 Demonstrate originality by using given objects in ways different from their intended purposes CR 2.4 Elaborate on given ideas, thoughts, products, or plans to create new possibilities CR 2.5 Demonstrate synthesis by combining given ideas, thoughts, products, or plans in unusual ways CREATIVE EXPRESSION Visual and Performing Arts CR 2.6 Experiment with various materials and tools to create products related to personal interest or subject matter CR 2.7 Identify and explain how and where different cultures record and illustrate stories and history of life through art INFORMATION LITERACY Given a real situation, the student will identify and define the problem, design a research plan appropriate to the problem, conduct the investigation, decide on the most appropriate media for dissemination of the findings/ solutions, and present the results before an authentic audience. INFORMATION LITERACY IL 2.1 Identify topics for research based on interests IL 2.2 Formulate questions for study IL 2.3 Analyze topics to determine needed research IL 2.4 Interpret research from teacher-approved resources IL 2.5 Assemble information to provide new knowledge or understanding in a particular area SUCCESS SKILLS Given a real-life situation, the student will utilize effective organizational, decision making, goal-setting, project management, and time management skills, including controlling impulses and adapting to unforeseen circumstances, in order to develop solutions to problems and achieve goals whether working individually or as a leader or member of a team. SUCCESS SKILLS SS 2.1 Individually demonstrate the ability to maintain self-control of emotions and actions in a variety of situations SS 2.2 Individually identify and assess the merit and or importance of personal characteristics, ideas, interests, preferences, and products CAREER EXPLORATION SS 2.3 Identify occupational areas of personal interest and aptitude through classroom experiences LIFE SKILLS SS 2.4 Demonstrate the ability to accept responsibility for given tasks and consequences for actions in a variety of situations SS 2.5 Demonstrate the ability to organize, prioritize, and complete tasks in a timely manner COLLABORATION SKILLS SS 2.6 As a group leader, effectively work with group members to keep the group on task SS 2.7 As a group member, demonstrate effective speaking and listening skills AFFECTIVE (SOCIAL AND EMOTIONAL) SKILLS As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility for personal growth along with awareness of personal and cultural diversity in others by recognizing forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by understanding and embracing giftedness, appropriately coping with stress in order to become healthy, responsive, contributing, and productive members of classroom communities and society as a whole. AFFECTIVE SKILLS AS 2.1 Assess individual learning styles, interests, personality styles, and expression preferences AS 2.2 Identify feelings and emotions in self AS 2.3 Develop behavioral strategies appropriate to the situation AS 2.4 Identify and assess strengths and weaknesses as a baseline for improvement AS 2.5 Analyze, evaluate, and respond appropriately to various forms of body language (non-verbal cues) AS 2.6 Participate in community-building skills AS 2.7 Recognize contributions and achievements of various cultures COMMUNICATION SKILLS Given the need to retrieve and/or disseminate information, the students will select and utilize the most appropriate media based upon available resources, technology, audience, and time available, for the most effective communication of information, ideas, feelings, and concepts and correctly interpreting those of others. SPEAKING CM 2.1 Communicate complete thoughts, give directions and instructions, participate in informal speaking activities and storytelling activities LISTENING CM 2.2 Demonstrate effective listening behaviors in formal and informal settings CM 2.3 Give appropriate feedback and contributions of relevant information CM 2.4 Follow oral directions with three or more steps WRITING CM 2.5 Analyze various types of writing (including poetry) CM 2.6 Create original written products based on real or imagined circumstances to communicate ideas and feelings CM 2.7 Write over short time frames (a single sitting or a few class times) Third Grade THINKING SKILLS Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw distinctions, analyze information objectively and critically (reflectively developing a relationship between facts and values), and differentiate truth and beliefs from his/her understanding of what is logically and realistically possible. METACOGNITION (Abstract Thinking and Reflection) TS 3.1 Apply abstract thinking skills modeled by others TS 3.2 Compose elaborating questions to extend and stretch learning TS 3.3 Analyze, reflect upon, and justify learning experiences TS 3.4 Observe and analyze reflective thinking modeled by others CONVERGENT THINKING (Logical Thinking) TS 3.5 Apply inductive reasoning from specific to general information to predict probable conclusions TS 3.6 Apply abstract reasoning to identify relationships in figural analogies from possible options CRITICAL THINKING (Decision Making) TS 3.7 Construct questions to deepen understanding TS 3.8 Classify information into logical categories TS 3.9 Discuss and analyze events in the news to develop an awareness of social issues and world cultures TS 3.10 Identify and analyze relationship between ideas and data to determine cause and effect of actions and events CREATIVITY Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking, visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking, creative problem solving, and/or the creative process in an appropriate manner to develop a workable solution(s). CREATIVE THINKING Williams Model: Cognitive Domain (Fluency/Flexibility/Originality/ Elaboration/Synthesis) CR 3.1 Apply fluency by brainstorming to generate a large quantity of ideas, thoughts, products, or plans to a selected prompt CR 3.2 Apply flexibility by adapting selected ideas, thoughts, products, or plans for many different uses CR 3.3 Apply originality by using selected objects in ways different from their intended purposes CR 3.4 Apply elaboration to selected ideas, thoughts, products or plans to create new possibilities CR 3.5 Apply synthesis by combining selected ideas, thoughts, products or plans in unusual ways (morphological analysis) CREATIVE THINKING Williams Model: Affective Domain (Curiosity/Risk-Taking/ Complexity/Imagination) CR 3.6 Demonstrate curiosity by selecting an idea, topic, product, or plan and based on interests, compile questions to be answered to gather additional information in a training activity CR 3.7 Demonstrate risk-taking by making predictions and experimenting in an unstructured training situation CR 3.8 Demonstrate complexity by organizing logical steps needed to accomplish selected ideas in a training activity CR 3.9 Demonstrate imagination by visualizing ideas, the process to be followed, possible outcomes, and consequences of ideas, thoughts, or plans in a training situation CR 3.10 Apply methods to overcome creative blocks (Brainstorm, SCAMPER, etc.) CREATIVE EXPRESSION Visual and Performing Arts CR 3.11 Make, explain, and justify connections between artists and artwork or artwork and history CR 3.12 Analyze and utilize the elements of art (line, shape, value, color, texture) through various materials and tools to explore personal interests, questions, and subject matter INFORMATION LITERACY Given a real situation, the student will identify and define the problem, design a research plan appropriate to the problem, conduct the investigation, decide on the most appropriate media for dissemination of the findings/ solutions, and present the results before an authentic audience. INFORMATION LITERACY IL 3.1 Examine a historical event or person by analyzing and synthesizing historical information IL 3.2 Assemble information by conducting interviews related to research topics IL 3.3 Employ various digital tools, media, and strategies to locate and collect accurate and reliable information IL 3.4 Create and visually organize information using maps, webs, chronological order, sequence, or compare/contrast IL 3.5 Demonstrate ability to effectively interpret and evaluate information by distinguishing between fact and opinion/ point of view in a variety of situations SUCCESS SKILLS Given a real-life situation, the student will utilize effective organizational, decision making, goal-setting, project management, and time management skills, including controlling impulses and adapting to unforeseen circumstances, in order to develop solutions to problems and achieve goals whether working individually or as a leader or member of a team. SUCCESS SKILLS SS 3.1 Individually demonstrate the ability to organize materials, set priorities, and evaluate progress for task completion SS 3.2 Individually demonstrate strategies for managing stress, coping with difficulties, and effectively approaching conflict with others CAREER EXPLORATION SS 3.3 Identify occupational areas of personal interest and aptitude for possible vocational development LIFE SKILLS SS 3.4 Study and apply the accepted rules of etiquette for interpersonal interaction in a variety of social situations SS 3.5 Demonstrate initiative in accepting and successfully meeting challenges in a variety of situations COLLABORATION SKILLS SS 3.6 As a group leader, effectively work with group members to identify problems, ideas, and solutions SS 3.7 As a group member, work collaboratively in a group (know when to speak and know when to listen) AFFECTIVE (SOCIAL AND EMOTIONAL) SKILLS As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility for personal growth along with awareness of personal and cultural diversity in others by recognizing forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by understanding and embracing giftedness, appropriately coping with stress in order to become healthy, responsive, contributing, and productive members of classroom communities and society as a whole. AFFECTIVE SKILLS AS 3.1 Demonstrate an understanding of personal asynchronous development AS 3.2 Understand and analyze feelings and emotions in self AS 3.3 Express and manage emotions in positive ways AS 3.4 Accept responsibility for choices made AS 3.5 Analyze, evaluate, and respond appropriately to various forms of body language (non-verbal cues) AS 3.6 Recognize contributions and achievements of various cultures COMMUNICATION SKILLS Given the need to retrieve and/or disseminate information, the students will select and utilize the most appropriate media based upon available resources, technology, audience, and time available, for the most effective communication of information, ideas, feelings, and concepts and correctly interpreting those of others. SPEAKING CM 3.1 Communicate in complete thoughts with clarity to an audience in formal and informal settings CM 3.2 Give precise directions and instructions for complex activities LISTENING CM 3.3 Demonstrate effective listening behaviors in formal and informal settings CM 3.4 Give appropriate feedback and contributions of relevant information CM 3.5 Follow oral directions with three or more steps WRITING CM 3.6 Analyze informal writing styles (essays, journals, diaries, and blogs) CM 3.7 Utilize informal writing styles (essays, journals, diaries, and blogs) to communicate ideas and feelings CM 3.8 Support opinions with written reasoning based on facts Fourth Grade THINKING SKILLS Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw distinctions, analyze information objectively and critically (reflectively developing a relationship between facts and values), and differentiate truth and beliefs from his/her understanding of what is logically and realistically possible. METACOGNITION (Abstract Thinking and Reflection) TS 4.1 Observe, analyze, and apply abstract thinking skills TS 4.2 Develop hypothetical questions to explore possibilities TS 4.3 Analyze, reflect upon, and justify learning experiences, identifying what was learned, tasks completed, skills developed, additional needs, and value of the experiences CONVERGENT THINKING (Logical Thinking) TS 4.4 Demonstrate an understanding of analogical reasoning by identifying, explaining, and giving examples of the forms of analogies TS 4.5 Utilize analogical reasoning to create analogies using multiple categories TS 4.6 Apply deductive reasoning of general to specific information to analyze and organize multi-faceted clues and identify data to support logical conclusions CRITICAL THINKING (Decision Making) TS 4.7 Utilize intuitive thinking to deepen understanding and analyze varying perspectives TS 4.8 Discuss and analyze events and issues for problem identification TS 4.9 Assess the organization, content, value, effectiveness, and results of actions/decisions. TS 4.10 Appraise implications and consequences of personal actions and decisions CREATIVITY Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking, visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking, creative problem solving, and/or the creative process in an appropriate manner to develop a workable solution(s). CREATIVE THINKING Williams Model: Cognitive Domain (Fluency/Flexibility/Originality/ Elaboration/Synthesis) CR 4.1 Apply fluency by brainstorming to generate a large quantity of ideas, thoughts, products, or plans to solve a given problem CR 4.2 Apply flexibility by adapting generated ideas, thoughts, products, or plans for many different creative uses to solve a given problem CR 4.3 Apply originality in generating original ideas or alternative solutions to given problems CR 4.4 Elaborate on identified ideas, thoughts, products or plans to solve a given problem CREATIVE THINKING Williams Model: Affective Domain (Curiosity/Risk-Taking/ Complexity/Imagination) CR 4.5 Apply curiosity in compiling questions to be answered to solve a given problem CR 4.6 Apply risk-taking by making predictions and experimenting in an unstructured setting to solve a given problem CR 4.7 Apply complexity of thought to organize logical steps needed to solve a given problem CR 4.8 Apply imagination by visualizing ideas, the process to be followed, possible outcomes, and consequences of ideas, thoughts, or plans to solve a given problem CR 4.9 Demonstrate the ability to follow the Creative Problem Solving (CPS) process to solve a given problem 1. Identify and define a problem 2. Gather ideas and data 3. Brainstorm aspects of the problem 4. Identify underlying problems or sub-problems 5. Produce alternative solutions 6. Develop criteria for judging solutions 7. Evaluate alternative solutions using the criteria 8. Select and implement chosen solutions. CREATIVE EXPRESSION Visual and Performing Arts CR 4.10 Interpret art by analyzing the mood suggested by a work of art and describing relevant subject matter CR 4.11 Analyze and utilize principles of design (contrast, repetition, alignment, proximity) to create various products based on subject matter or personal interest INFORMATION LITERACY Given a real situation, the student will identify and define the problem, design a research plan appropriate to the problem, conduct the investigation, decide on the most appropriate media for dissemination of the findings/ solutions, and present the results before an authentic audience. INFORMATION LITERACY IL 4.1 Conduct experiments and investigations by effectively utilizing the Scientific Method IL 4.2 Assemble information by utilizing effective survey techniques IL 4.3 Create and visually organize information using charts, tables, graphs, evidence, or patterns IL 4.4 Justify conclusions and generalizations based upon data gathered through research SUCCESS SKILLS Given a real-life situation, the student will utilize effective organizational, decision making, goal-setting, project management, and time management skills, including controlling impulses and adapting to unforeseen circumstances, in order to develop solutions to problems and achieve goals whether working individually or as a leader or member of a team. DECISION MAKING AND PROBLEM SOLVING SKILLS SS 4.1 Individually identify personal problems, utilize visualization to weigh the possibilities, make judgements, and defend decisions CAREER EXPLORATION SS 4.2 Identify career options through experiences and interviews with experts in the field and career counselors LIFE SKILLS SS 4.3 Demonstrate the ability to establish budgets and manage money in a variety of situations COLLABORATION SKILLS SS 4.4 As a group leader, effectively work with group members to establish goals and objectives for successful collaboration SS 4.5 As a group member, work collaboratively to achieve a common goal AFFECTIVE (SOCIAL AND EMOTIONAL) SKILLS As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility for personal growth along with awareness of personal and cultural diversity in others by recognizing forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by understanding and embracing giftedness, appropriately coping with stress in order to become healthy, responsive, contributing, and productive members of classroom communities and society as a whole. AFFECTIVE SKILLS AS 4.1 Demonstrate an understanding of and reflect upon personal gifted characteristics AS 4.2 Demonstrate an understanding and assess the social, emotional and academic implications of giftedness AS 4.3 Identify sources and possible solutions of stress and anxiety AS 4.4 Develop and model self-discipline AS 4.5 Show evidence of delayed gratification and impulse control AS 4.6 Demonstrate respect and empathy for others COMMUNICATION SKILLS Given the need to retrieve and/or disseminate information, the students will select and utilize the most appropriate media based upon available resources, technology, audience, and time available, for the most effective communication of information, ideas, feelings, and concepts and correctly interpreting those of others. SPEAKING CM 4.1 Communicate complete thoughts and information with clarity to an appropriate audience CM 4.2 Give precise instructions for complex tasks and self-evaluate utilizing preset criteria CM 4.3 Participate in a variety of formal/ informal speaking activities and self-evaluate utilizing preset criteria LISTENING CM 4.4 Demonstrate effective listening behaviors in formal and informal settings CM 4.5 Identify the purpose, content, organization, and delivery of oral communication and evaluate based upon preset criteria developed by teacher and class CM 4.6 Listen to oral directions for understanding and organize directions for complex tasks WRITING CM 4.7 Analyze the writing style of scripts (commercials, plays, etc.) CM 4.8 Create scripts (commercials, plays, etc.) to communicate ideas and feelings CM 4.9 Utilize dialog to develop characters Fifth Grade THINKING SKILLS Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw distinctions, analyze information objectively and critically (reflectively developing a relationship between facts and values), and differentiate truth and beliefs from his/her understanding of what is logically and realistically possible. METACOGNITION (Abstract Thinking and Reflection) TS 5.1 Develop and ask hypothetical questions to explore possibilities and test relationships TS 5.2 Analyze and establish needs for exploration of chosen topics CONVERGENT THINKING (Logical Thinking) TS 5.3 Demonstrate depth of thought in deductive reasoning by evaluating and justifying data that supports logical conclusions drawn CRITICAL THINKING (Decision Making) TS 5.4 Appraise evaluation techniques for decision making TS 5.5 Assess and analyze local, national, and world issues and defend opinions with supporting evidence TS 5.6 Appraise implications and consequences of local and national events and decisions TS 5.7 Prove or disprove ideas by presenting evidence CREATIVITY Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking, visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking, creative problem solving, and/or the creative process in an appropriate manner to develop a workable solution(s). CREATIVE THINKING CR 5.1 Apply the CPS process to solve an identified problem 1. Identify and define a problem 2. Gather ideas and data 3. Brainstorm aspects of the problem 4. Identify underlying problems or sub-problems 5. Produce alternative solutions 6. Develop criteria for judging solutions 7. Evaluate alternative solutions using the criteria 8. Select and implement chosen solutions. CR 5.2 Reframe ideas through various points of view to enhance meaning CR 5.3 Examine various meanings, contexts, and points of view including humor and opportunities for change CR 5.4 Apply thinking strategies modeled by mentors CREATIVE EXPRESSION Visual and Performing Arts CR 5.5 Create a product (work of art, design, presentation, or media) to meet an identified goal based on personal interest or subject matter CR 5.6 Develop criteria to analyze a work of art, design, or media to meet an identified goal INFORMATION LITERACY Given a real situation, the student will identify and define the problem, design a research plan appropriate to the problem, conduct the investigation, decide on the most appropriate media for dissemination of the findings/ solutions, and present the results before an authentic audience. INFORMATION LITERACY IL 5.1 Analyze the difference between primary and secondary sources IL 5.2 Utilize primary and secondary sources to provide new knowledge or understanding in a particular area IL 5.3 Define and identify use of propaganda techniques to clarify ideas, judge information, solve problems, and evaluate reliability of information IL 5.4 Assess the validity, reliability, and relevance of the information collected IL 5.5 Apply a fundamental understanding of the ethical and legal issues surrounding the access and use of information SUCCESS SKILLS Given a real-life situation, the student will utilize effective organizational, decision making, goal-setting, project management, and time management skills, including controlling impulses and adapting to unforeseen circumstances, in order to develop solutions to problems and achieve goals whether working individually or as a leader or member of a team. RISK-TAKING SKILLS SS 5.1 Individually demonstrate the willingness to expose oneself to failure, take a chance/ risk, function under conditions devoid of structure, and defend ideas with regard to identified issues PERSEVERANCE/TASK COMMITMENT SS 5.2 Individually demonstrate the ability to persevere and successfully complete tasks in a timely manner even under adverse circumstances CAREER EXPLORATION SS 5.3 Demonstrate and practice the ability to interact in an appropriate manner in a variety of social and business related situations LIFE SKILLS SS 5.4 Examine and apply the accepted rules of business protocol in a variety of business and social situations SS 5.5 Adapt to varied roles, job responsibilities, schedules, and context COLLABORATION SKILLS SS 5.6 As a group leader, effectively work with group members to identify ethical implications of group processes and decisions SS 5.7 As a group member, take a stand for personal convictions and demonstrate respect/ tolerance for other points of view AFFECTIVE (SOCIAL AND EMOTIONAL) SKILLS As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility for personal growth along with awareness of personal and cultural diversity in others by recognizing forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by understanding and embracing giftedness, appropriately coping with stress in order to become healthy, responsive, contributing, and productive members of classroom communities and society as a whole. AFFECTIVE SKILLS AS 5.1 Develop and demonstrate appropriate self-efficacy and self-talk AS 5.2 Identify and utilize appropriate personal perceptual filters and defense systems for situations AS 5.3 Develop and demonstrate a healthy perception of perfectionism in accomplishing tasks AS 5.4 Demonstrate an understanding of how attitudes, attention, and commitment can affect one’s knowledge and self-control AS 5.5 Demonstrate the ability to accept failure as a part of growth AS 5.6 Differentiate constructive and destructive criticism COMMUNICATION SKILLS Given the need to retrieve and/or disseminate information, the students will select and utilize the most appropriate media based upon available resources, technology, audience, and time available, for the most effective communication of information, ideas, feelings, and concepts and correctly interpreting those of others. SPEAKING CM 5.1 Use appropriate oral communication for a variety of purposes, and communicate effectively to establish a relationship with an audience CM 5.2 Participate in a variety of formal/ informal speaking activities, evaluating self and peers on criteria determined by the student or others LISTENING CM 5.3 Demonstrate effective listening behaviors (understanding, organizing, and evaluating information) CM 5.4 Identify the purpose, content, organization, and delivery of oral communication, and evaluate based upon preset criteria developed by teacher and class CM 5.5 Listen to oral directions for understanding and organize directions for doing complex tasks WRITING CM 5.7 Analyze a variety of written genres (Comedy, Satire, Thriller, Action, etc.) CM 5.8 Communicate ideas and feelings through application of a chosen genre CM 5.9 Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events Middle School THINKING SKILLS Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw distinctions, analyze information objectively and critically (reflectively developing a relationship between facts and values), and differentiate truth and beliefs from his/her understanding of what is logically and realistically possible. METACOGNITION (Abstract Thinking and Reflection) TS MS.1 Develop and ask higher-level questions to clarify the coherence and logic of given information TS MS.2 Reflect upon learning strengths and needs and establish learning goals for independent thinking and autonomous learning CONVERGENT THINKING (Logical Thinking) TS MS.3 Demonstrate an understanding of analogical reasoning by identifying, explaining, and giving examples of the forms of analogies to support thoughts/ideas TS MS.4 Demonstrate depth of thought in deductive reasoning by creating deductive reasoning problems with multi- faceted clues and justifying data included to support logical conclusions CRITICAL THINKING (Decision Making) TS MS.5 Identify, analyze, evaluate, and justify information in order to make decisions, form beliefs, solve problems, and set priorities based on evidence TS MS.6 Appraise global implications and consequences of historic and current world events TS MS.7 Recognize and assess hidden agendas TS MS.8 Assess accuracy and relevance of points used to support conclusions and make decisions CREATIVITY Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking, visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking, creative problem solving, and/or the creative process in an appropriate manner to develop a workable solution(s). CREATIVE THINKING CR MS.1 Apply the CPS process to solve an identified problem, develop and present a plan of action to an authentic audience CR MS.2 Manage creative flow CR MS.3 Set goals with purpose and meaning CR MS.4 Adjust the creative process based on feedback CR MS.5 Focus on the task at hand and long term goal without distraction CREATIVE EXPRESSION Visual and Performing Arts CR MS.6 Select and apply principles of design and produce a product (work of art, design, or media) that clearly communicates information and ideas CR MS.7 Apply relevant criteria to examine, reflect upon, and plan revisions to a product in process INFORMATION LITERACY Given a real situation, the student will identify and define the problem, design a research plan appropriate to the problem, conduct the investigation, decide on the most appropriate media for dissemination of the findings/ solutions, and present the results before an authentic audience. INFORMATION LITERACY IL MS.1 Identify areas of individual research based upon intense interest IL MS.2 Design investigations and defend processes and findings IL MS.3 Manage the flow of information by applying the appropriate research methodology IL MS.4 Demonstrate an understanding of hidden agendas by critical analysis and evaluation of information IL MS.5 Based upon data gathered through research, infer future trends, directions, similarities, and differences SUCCESS SKILLS Given a real-life situation, the student will utilize effective organizational, decision making, goal-setting, project management, and time management skills, including controlling impulses and adapting to unforeseen circumstances, in order to develop solutions to problems and achieve goals whether working individually or as a leader or member of a team. GOAL SETTING SS MS.1 Individually use information gained through self- evaluation to establish attainable goals and set priorities for a variety of purposes and projects ETHICAL AWARENESS SS MS.2 Individually demonstrate the ability to behave in an honorable and truthful manner under adverse circumstances CAREER EXPLORATION SS MS.3 For chosen or identified career options, identify high school educational requirements, college requirements and expectations, scholarship, loan/ grant opportunities, and procedures for college and workplace applications/resumes LIFE SKILLS SS MS.4 Demonstrate the ability to adapt to change in a climate of changing expectations and priorities COLLABORATION SKILLS SS MS.5 As a group leader, assure and defend that the decisions of the group are effective and ethical SS MS.6 As a group member, demonstrate the ability to work cooperatively to detect moods, temperaments, motivations, and intentions of others AFFECTIVE (SOCIAL AND EMOTIONAL) SKILLS As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility for personal growth along with awareness of personal and cultural diversity in others by recognizing forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by understanding and embracing giftedness, appropriately coping with stress in order to become healthy, responsive, contributing, and productive members of classroom communities and society as a whole. AFFECTIVE SKILLS AS MS.1 Demonstrate an understanding of ethical practices AS MS.2 Develop and demonstrate a healthy response toward peer pressure and expectations of others AS MS.3 Demonstrate and understanding of ways in which attitudes, attention, and commitment can affect one’s knowledge and self-control AS MS.4 Set goals for self-improvement and take the necessary steps to reach them AS MS.5 Differentiate constructive and destructive criticism AS MS.6 Recognize and assess various forms of bias in self and others and demonstrate strategies for addressing bias in social situations COMMUNICATION SKILLS Given the need to retrieve and/or disseminate information, the students will select and utilize the most appropriate media based upon available resources, technology, audience, and time available, for the most effective communication of information, ideas, feelings, and concepts and correctly interpreting those of others. SPEAKING CM MS.1 Utilize appropriate oral communication a variety of purposes and communication effectively to establish, build and maintain a relationship with audience CM MS.2 Participates in a variety of formal/ informal speaking activities evaluating self and peers on criteria determined by the student or others CM MS.3 Demonstrate the ability to persuade through oral expression by assimilating multiple facts and opinions to support an argument LISTENING CM MS.4 Demonstrate effective listening skills in formal and informal settings to facilitate communication CM MS.5 Identify the purposes, content, organization and delivery of oral communication and evaluate based on preset criteria developed by the student CM MS.6 Listen to oral directions for understanding and organize directions for doing complex tasks WRITING CM MS.8 Analyze the writing style of arguments and debates CM MS.9 Write arguments and debates to support claims with clear reasons and relevant evidence to communicate ideas and feelings CM MS.10 Write over an extended time frame (multiple class times) REFERENCES During the development of the Intellectually Gifted Education Program Outcomes, the following documents were reviewed by members of the Gifted Education Work Group and Outcomes Sub-Committee: Alabama Gifted Education Programs: Standards and Student Outcomes. Alabama State Department of Education, 2015. Florida’s Frameworks for K-12 Gifted Learners. Florida Department of Education Bureau of Exceptional Education and Student Services, 2013. Gifted and Talented Program Approval Standards. Arkansas Department of Education, 2009. Mississippi College and Career Ready Standards. Mississippi Department of Education, 2016. NAGC Pre-K to Grade 12 Gifted Programming Standards. National Association for Gifted Children, 2010. National Core arts Standards: A Conceptual Framework for Arts Learning. State Education Agency Directors of Arts Education, 2014. P21 Common Core Toolkit. Partnership for the 21st Century Skills, 2011. South Carolina Gifted and Talented Best Practices Manual. South Carolina Department of Education, 2006. Suggested Outcomes for Intellectually Gifted Education Programs Grades 2-8 in Mississippi. Mississippi State Department of Education, 1994. Twenty-first Century Student Outcomes. Partnership for 21st Century Learning (P21), 2007.