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Meetings are at 8:15 a.m. on the second Tuesday of the month as indicated on the building
master calendar.
1 3+1 83 5% 1
3 15+1 96 17% 1
4 25+4 94 31% 4
5 26+6 93 33% 5
Morley School
Total 94 563 17% 16
Differentiated Math
Number of
Whole class
high
Grade Number of or class Teacher
achievers Meeting Times Teacher
Level identified within a Training
participatin
class
g
K 1 6 CWC 9:30-10:00 M & W Mandy Bolton HAL, DM
K 0 4 CWC 9:30-10:00 T &TH Carol Jozsa HAL, DM
K 0 2 CWC 9:30-10:00 T &TH Lisa Neilson HAL, DM
K 1 3 CWC 9:30-10:00 M & W Lexi Morrison HAL, DM
1 4 19 WC 9:30-10:35 Mindy HAL, DM
Pinkelman
2 8 13 WC 1:30-2:35 Renee Kovar DM
2 2 3 CWC 1:30-2:35 Risa Udell DM
3 16 11 WC 12:35-1:40 Kasey Briones DM
4 14 9 WC 12:15-1:20 Jill Carey HAL, DM
4 15 10 WC 12:15-1:20 Kathy Ayars HAL, DM
5 13 11 WC 9:20-10:25 Brenda Irwin HAL, DM
5 18 9 WC 9:20-10:25 Connie HAL, DM
Peterson
All kindergarteners were screened for advanced math ability using the districts kindergarten
math screening instrument. Children in kindergarten are exposed to differentiated activities
within the classroom and, based on interest and ability may be grouped for instruction
according to teacher observation. The Investigation series and LPS differentiated math
manual is used to provide instruction. The gifted facilitator works with small groups of
kindergartners periodically throughout the year. This is not only to challenge the students but
also to get another perspective during the Option One gifted identification process.
Identified & HAL students in first grade are grouped in one classroom for differentiated math
instruction. Mrs. Mindy Pinkelman is responsible for the differentiated math instruction. Both
the LPS differentiated math guide and Investigation series are used to teach diff math. The
gifted facilitator periodically works with small groups of students and to provide additional
challenges from the LPS differentiated math curriculum. This provides another perspective
when students are being considered for gifted identification.
In grade 2, the high ability learners and identified gifted children are grouped together for
differentiated math instruction. Mrs. Renee Kovar delivers the differentiated math
curriculum. Compacting and accelerating occur by using pre-testing and post-testing, focusing
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on higher-level thinking skills, limited practice, and enrichment opportunities. Both the
differentiated LPS math curriculum and Investigation series are used to provide instruction.
The high ability learners & identified gifted students in 3rd grade are grouped together in 1
classroom. Mrs. Kasey Briones teaches the differentiated 3rd grade math curriculum. 60% of
the instruction time is used to compact the regular curriculum. The remaining instruction
time is devoted to the LPS differentiated math curriculum. The Investigation series and the
LPS Diff Math manual are used to deliver instruction.
In fourth grade the high ability and identified gifted students are grouped together during
math instruction. Mrs. Kathy Ayers & Mrs. Jill Carey teach two classes of identified and HAL
math students. Compacting the regular curriculum occurs to allow time for meaningful
problem solving and higher-level math lessons found in the LPS differentiated math
curriculum and the CMP series. The gifted facilitator co-teaches lessons from the diff math
curriculum once a week.
The identified and high ability learners in 5th grade are grouped together in two different
classrooms. Mrs. Connie Peterson and Mrs. Brenda Irwin are responsible for delivering the
differentiated math curriculum. 60% of the time is spent on teaching the regular math
curriculum and 40% of the instruction time is devoted to the higher-level math. The LPS
differentiated curriculum and Investigations series are used in 5th grade differentiated math
classrooms.
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Differentiated English / Language Arts
Grade Number of Number of Whole Class Meeting Teacher Teacher
Level Identified High or Class Times Training
Achievers within a
Participating Class
HAL,
K 2 0 CWC 10:30-11:30 A Morrison
DELA
HAL,
K 0 1 CWC 10:30-11:30 L Nielsen
DELA
HAL,
K 0 0 CWC 10:30-11:30 C Jozsa
DELA
HAL,
K 1 3 CWC 10:30-11:30 M Bolton
DELA
HAL,
1 3 5 CWC 12:55-1:15 C Butler
DELA
HAL,
1 0 1 CWC 12:55-1:15 K Sprague
DELA
HAL,
1 1 5 CWC 12:55-1:15 J Zitek
DELA
HAL,
1 0 1 CWC 10:25-11:40 M Pinkelman
DELA
HAL
2 5 2 CWC 10:30-11:30 R Udell
DELA
HAL,
2 5 3 CWC 10:30-11:30 C. Townsley
DELA
HAL,
2 0 8 CWC 10:30-11:30 A. Everrett
DELA
HAL,
3 16 6 WC 9:00-10:00 D. Walton
DELA
HAL,
4 25 1 WC 10:30-11:35 R. Lackey
DELA
HAL,
4 7 15 WC 10:30-11:35 L. Erickson
DELA,
HAL,
13 15 7 WC 10:30-11:30 H. Bohling
DELA
HAL,
15 16 6 WC 10:30-11:30 T. Reinhard
DELA
Training codes HAL=Instructional Practices for High Ability Learners | DELA=Differentiated
English/Language Arts | DM=Differentiated Math |
In Kindergarten the homeroom teachers read differentiated literature book periodically to the
entire class. This allows for observation of potential gifted kindergarten students as well as
modeling higher level thinking for the entire class.
In first grade, during the time the teachers normally spend on re-teaching curriculum
objectives, the identified and high ability students are grouped together from the four
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different classrooms. At this time they read & discuss an additional differentiated literature
book and complete activities found in the lesson plans.
Third grade differentiated literature is taught by Diedre Walton. This class is a combination of
HAL and identified students. Differentiated titles & lessons are used 40% of the time. The
teachers use both chapter books and picture books from the LPS Gifted collection.
In Fourth and Fifth grade picture books as well as chapter books are used to provide
differentiated literature curriculum. All of the lessons and titles are used from the extensive
gifted literature collection. At least one novel is read per quarter. Teachers spend adequate
time in order to delve into discussions and allow the time for students to complete a learning
project. Picture books are used to supplement the differentiated literature discussions.
MENTORSHIPS
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PLP
Content
Student Grade Mentor Written Time
Area
and Signed?
B 5 Richard Cotter Yes Math 9:15-10:15
S 5 Richard Cotter Yes Math 9:15-10:15
M 4 Richard Cotter Yes Math 12:15-1:15
J 4 Richard Cotter Yes Math 12:15-1:15
G 1 Richard Cotter Yes Math 1:30-2:30
B 4 Elisabeth Woods Yes Language Arts 10:20-11:20
L 3 Faith Burd Yes Language Arts 1:40-2:40
C 1 Lance English Yes Science 12:30-1:30
S 5 Lance English N/A Language Arts 1:40-2:40
A 5 Ben Henig Yes Language Arts 10:30-11:30
N 2 Ben Henig Yes Language Arts 11:30-12:30
I 2 Linda Bettis Yes Math 1:30-2:30
I 2 Linda Bettis Yes Science 2:30-3:30
K 2 Linda Bettis Yes Science 2:30-3:30
A 5 Sarbani Charkrabor Yes Math 9:15-10:15
S 4 Laura Consolazione Yes Spanish 2:30-3:30
O 1 Carol DeVall N/A Art 2:20-3:30
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FACILITATORS DUTIES
Mary Daily
o Teacher Resource
o Advocacy
o Communication
o Mentors
o PLP Manager
o Program Design Team
o Data Gathering Team
o District Meetings
o Calendar Events
o Materials Manager
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Referral and Identification
This process will vary from student to student and the time line for this collection of
information needs to be flexible. Listed below are the components of this step.
2. Test ScoresThe gifted facilitator will gather all testing information. This may include
ITBS or CogAt test scores.
3. ProductsThe gifted facilitator will gather student products from teacher(s) and/or
parent(s).
If the data-gathering team does not reach consensus, the decision may be referred to the
district steering committee.
Mary Daily the Gifted Facilitator is available to work with students or meet with parents and
staff members. Mrs. Daily is endorsed in Gifted Education and has access to materials that are
appropriate for parents, students, and teachers. Topics include but are not limited to such
areas as perfectionism, study skills, and learning styles, e.g. the visual-spatial learner.
Classroom teachers at all grade levels are familiar with the counseling books and lessons
provided by the district and use those to enhance social and emotional development of
students in differentiated classes.
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Staff Development
1. Current Level of Training The charts for Diff Math and Diff ELA indicate the level of
training of the differentiated teachers. There is one full time gifted facilitator; she
holds her Master of Arts degree plus an Endorsement in Gifted Education.
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Evaluation Plan
Students first identified during the 2014-2015 school year were identified using the following
processes:
# # # # # # # students
students students students students students students provided a
identified identified identified identified identified identified mentor
gifted gifted highly through gifted highly without HG
through through gifted Option 3 through gifted designation
Option 1 Option 2 through transfer Option 4 through through
data testing Option 2 from steering Option 4 steering
gathering testing another steering
district
30 8 3 0 0 1
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Communication
1. The Morley gifted facilitator will be available for individual parent conferences upon
request throughout the year and will be available all evenings when parentteacher
conferences are scheduled.
2. The Morley Gifted Plan will be available to all parents upon request.
4. Personal Learning Plans will be written for all mentored students as well as other
identified students with unique learning needs. This plan is a collaborative effort by
the mentor, facilitators, teachers, students and parents.
6. Parents are contacted on a monthy bases via group email regarding events and
information regarding gifted education at the district and building level.
7. A parent game night will be held during the first semseter of the school year. This
provides the opportunity for parents to learn new and educational games for their
family.
Additional Information
Morley School has a significant gifted/highly gifted population. Mobility rates have increased
with students coming from all parts of the city. The principal, teachers and facilitator have
frequent inquiries by parents about the program criteria, curriculum, student progress, and
other related topics and considerable time is spent responding to these inquiries. In addition,
the facilitator sees students from a variety of classrooms throughout the school year in an
effort to target high ability students and problem-solve with teachers about these students.
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______ Total
Please note your personal recommendation about the placement of this student
in the differentiated program:
_ _____ Placement is appropriate; high probability of student success
_ _____ Placement may be appropriate; success dependent upon student motivation
_ _____ Placement may be appropriate; success dependent on accommodations made by
the teacher
_ _____ Nonplacement may be appropriate at this time; review of progress for placement at
a later time is suggested
_ _____ Nonplacement is appropriate
Comments
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______ Independence
Works in a self-directed way
May be self-assertive or stubborn
Works well on tasks of interest
Shows persistence in completing projects
Self-critical and/or perfectionistic
______ Shows empathy for others
Enters into activities with contagious enthusiasm
Gives directions to others and clarifies tasks
______ Transfers learning to new situations
Sees relationships easily
Needs few examples to grasp ideas
______ Total
Please note your personal recommendation about the placement of this student
in the differentiated program:
Comments:
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Dear Parents:
Parent Signature
APPENDIX II
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Quarter 1 Quarter 2 Quarter 3 Quarter 4
Foxy and Egg 600 Black Spots Diary of A Spider Just A Minute
Twisters
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The Great Fuzz
Inch By Inch Corduroy Millions of Cats
Frenzy
Where the Wild The Princess and the
Wallaces List
Things Are Packet of Frozen Peas
Spooky Tail of Prewitt
Sick Day for Amos
Peacock
Birthday for Bear
Callie Cat, Ice Skater
Chrysanthemum The Lion & The Mouse Ruby the Copy Cat Albertines Got Talent
The Best Kid In the
Coral Reefs The OK Book A Visitor For Bear
World
Princess & the Packet
Dogku
of Frozen Peas
If Not For the Cat
Stellaluna
Ish
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Quarter 1 Quarter 2 Quarter 3 Quarter 4
Ruby Lu Star of the Mrs. Frisby & Rats of
Trouble with Tuck Ali Babba
Show Nimh
Roxie and the Balto & the Great
Luck
Hooligans Race
Animal House Disappearing Bike Shop Riding Freedom
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The Composer Is Dead
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