Goal Setting

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					                                                                                                                September 12, 2011

Dear Parent(s) and/or Guardian(s):

I want to meet each GATE students’ needs emotionally, socially and academically. Below you will find my mission statement and
goals to direct my teaching. Please fill out and return the attached goal setting checklist to better help me
understand your expectations. I will write goals for your student based on these responses. These goals will
also be shared with the classroom teacher.

Personal Mission Statement
My mission is to instill a feeling of importance and value in each child. I will make them feel a part of my classroom and school,
and give them a sense of belonging. I will try to meet each child’s needs emotionally, socially and academically. I want each
child to reach his or her own potential. I will hold high expectations for my students. I will differentiate curriculum and use
creative teaching methods. I want to empower each child with the tools they need to succeed in today’s world. I want to
instill the love of learning in my students.

Personal Goals
     I am an advocate and resource for GT families and students.
     I hope to build a network or community of families.
     I am a researcher and facilitator of curriculum and instruction.
     I plan to work with teachers to create differentiated lessons/units that are of quality for student(s) not just quantity.
     I plan to facilitate staff development around the social-emotional and academic needs of the gifted learner.
     I strive to build personal growth and confidence in my students.
     I will hold high expectations, challenge and meet individual student needs.
     I will create an environment of wonderment and creativity.

                                                     Austin Public Schools
                                            Elementary Gifted and Talented Education

Gifted and Talented Intervention Teachers’ Role:

       Gifted and talented intervention teachers will provide direct instruction through the use of push-in, pull-out, co-
        teaching, or a combination of delivery models in order to match student and building needs.
       Push-in and pull-out instruction will be small group with a maximum of 6-8 students in a group. Scheduled teaching time
        priority will be 1st to identified gifted and talented students, 2nd for providing enrichment in grades one and two, and 3rd
        to support students who are achieving at high academic levels but are not formally identified as gifted and talented.
       Flexible grouping will be based on student testing data as well as curriculum-based assessments and anecdotal
       Instruction will focus on reading, writing and math with science, social studies, social-emotional, and career planning
        instruction infused in those core content areas. A variety of resources and curricula will be utilized to provide for
        student’s needs.
       Assist with identification of gifted and talented students by being a part of the school gifted and talented identification
       Attend monthly GT teacher meetings and participate in district Gifted and Talented Education Advisory Committee.

Scheduling/Class Placement:

       Gifted and talented students will be clustered into 1-2 classrooms per grade level in each building with a maximum of 6-
        8 GT students clustered in one classroom.
       GT Cluster classroom teachers need to have knowledge about and or background on working with GT students and/or
        attended or be able to attend the GT summer symposium.
       GT teachers direct instruction time will be scheduled based on student’s needs. For some groups, direct teaching time
        may be scheduled 3 or 4 days per week. In these situations, the other 1-2 days per week will allow students to work
        independently on their learning goals.

            Gifted and talented education should function as an integrated part of the educational system. When students
             have social and/or emotional needs beyond that of typical students’ needs the school social worker, psychologist,
             and/or SAT will be consulted.
            A continuum of gifted and talented talent development services currently exists and others can be planned for in
             order to meet students’ needs, including:
                  o general classroom enrichment, including Junior Great Books
                  o discovery, inquiry, problem-based learning
                  o differentiation
                  o independent study in interest or talent area
                  o individual and small group counseling
                  o curriculum compacting
                  o small group flexible grouping
                  o push-in instruction with GT intervention teacher targeted by ability
                  o within and cross-grade pull-out instruction targeted by ability, subject, and interest
                  o subject acceleration
                  o grade acceleration

Identification of Gifted and Talented Students:

        Identifying students as gifted and talented will formally begin in third grade (see APS Identification Procedure
         Kindergarten, first and second grade students in need of unique education plans will be identified and planned for
         through data meetings, teacher collaboration, and class-wide screening tools.
        The goal of identification is to match students to the educational services that they need.

   I look forward to teaching your child! Let’s work as a team! By working together, we can make the school year a
memorable and successful experience for your child.

     Please feel free to call me at school or e-mail me with any questions, concerns or comments that you may have throughout
the school year. E-mail is the best way to get a hold of me.

                                                                     Mrs. Heather Wittstruck-Egtvedt

                                                                     Gifted and Talented Intervention Specialist
                                                                     Austin Public Schools
                                                                     Southgate Elementary
                                                                     Ph. 460-1300

“Nothing great was ever achieved without enthusiasm!” Ralph Waldo Emerson
“And about your profession…let what you love be what you do!” Rumi
                                            Southgate’s GATE Program:
                           GATE Instructional/Curricular/Social-Emotional Models
              Academic       Thinking -       Differentiation   Social-         Grouping        Executive          Creativity
                             Metacognition                      Emotional                       Functioning

Research                     Bloom            Tomlinson         Costa           Gardner         Winebrenner        Piirto

                             Dweck            Winebrenner       Hansen          Heacox          Heacox             Torrance

                             Costa            Gardner           Gilbraith &     Tomlinson       Rogers             Heacox
                             Marzano          Heacox                            Slade
                             Rogers           Rogers
Curriculum,   Math           Socratic         Multiple          Habits of       Clustering      Agenda             S.C.A.M.P.E.R.
Models        Wonders -      Questioning      Intelligences     Mind                                               (Substitute,
and           ClockWise!                                                                        Daily schedule     combine,
Strategies    Clockulators                                                                      posted with        adapt, modify,
                                                                                                assignments due    put to other
                                                                                                Give reminders     eliminate,
              Project M3     Bloom’s          Learning Styles   Affective       Ability         Pocket folder –    Piirto’s 7 I’s
                             Taxonomy                           Traits of                       take home /leave (Inspiration,
              Jacob’s                                           Gifted                          at home, return    imagery,
              Ladder                                            Children                        to                 imagination,
              P.E.T.S.                                                                          school/homework intuition,
              (Primary                                                                                             insight,
              Education                                                                         Color code folders incubation
              Thinking                                                                          with subjects      and
              Skills)                                                                                              improvisation)
              Hands on       Growth           Concept-          Maslow’s        Interests       Contracts          Divergent
              Equations      Mindset          Product-          Hierarchy of                                       Thinking
                                              Process           Needs                           Growth Contracts
              William and    Visual Maps      Readiness-                        Readiness
              Mary                            Interest-
              Thea Holtan    Habits of Mind   KUDOs                             Learning
              Research                        (Know,                            styles
              6 Traits       Paul’s           Understand,       Bibliotherapy   Multiple
                             Elements of      Be                                Intelligences
              District       Reasoning        Able to Do)
              Curriculum     (William and
              MN             Mary)

                                                                                                              H. Wittstruck 2009
Student Name_________________________                     Grade______
Parent(s) and/or Guardian(s) ________________________     Classroom Teacher______________

                                        Goal Setting Checklist
**Which areas would you like me to focus on the most?

                Areas of Need:                          Example(s)/Comment(s):
     Empathy
     Emotional Intensity- Peaks and Valleys
     Strong Feelings Toward Others and Self
     Entelechy – Goal-Oriented Behavior
     Boredom
     Inhibition
     Persistence
     Self-Control
     Listening Skills
     Perfectionism
     Managing Stress

Habits of Mind
     Thinking and communicating with clarity and
     Managing impulsivity
     Gathering data through all senses
     Listening with understanding and empathy
     Creating, imagining, innovating
     Thinking flexibly
     Responding with wonderment and awe
     Thinking about thinking (metacognition)
     Taking responsible risks
     Striving for accuracy
     Finding humor
     Questioning and posing problems
     Thinking interdependently
     Applying past knowledge to new situations
     Remaining open to continuous learning
     Divergent – Out of the Box – Inventive
     Convergent - With Deductive Reasoning-
        Analytic thinking
     Evaluative – Make judgments – Valid
     Creative Problem Solving -- Thinks of several
        ways to solve a problem
     Understand abstract concepts
     Taking responsible risks
     Trying new things
    Advanced Math Content
    Writing
    Reading
    Other interests – fine arts, science, ________

Independent Learning
     Self Managing
     Self Monitoring
     Self Modifying
     Utilizing teachers as consultants more than
     Expert Research

Work Study Habits – Executive Functioning             Suggestions:
    Listens and Follows Directions                       Agenda
    Uses Organizational Skills                           Daily schedule posted with assignments due
    Uses Time Wisely                                     Homework sheet with parent check off
    Completes Assigned Work on Time                      Give reminders
    Motivation                                           Pocket folder – take home /leave at home, return
                                                              to school/homework
                                                          Color code folders with subjects
                                                          Learning contracts

At Home We Plan to Work On OR Are Already             Additional Comments:
Working On:

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