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Gifted Learner Program

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OJUSD Gifted Learner Program

The Gifted Learner (GL) Program is designed to help students deal with academic, emotional, and social needs of the gifted learner.  Research strongly indicates our students need to learn coping skills in order to reach their potential.  Not all gifted learner are alike, some are perfectionists while others are underachievers.  Some may be disorganized while others are obsessed with schedules and organization.  The GL program will address the needs of our students while developing their intellectual and creative abilities.  We invite parents to be involved by checking each GL site schedule which is posted on the site’s web page, looking through their child’s GL folder and reviewing their planner daily, and helping them to plan their GL handwork and projects so they can be responsible and organized.

Feel free to read each project guideline sheet and academy schedule.  Due dates are clearly posted on both sheets which are available each day of class.  If you have questions, please contact the GL teacher:  Brenda Combs 209-848-2247      bcombs@ojusd.org

RULES FOR SUCCESS in the Gifted Learner Program:

1.     Come prepared to learn by attending EACH GL class and bringing the needed supplies

                SUPPLIES; *GL folder   *Planner   *Pencil

2.     ALL work is turned in ON TIME or early.  If a child is sick the day an assignment is due it can be turned in by a friend, family member, neighbor, etc…It will be considered late if it is not turned in by the beginning of the GL class.  Each day it is late drops the grade TWO levels.   A lower grade is better then not turning it in which will result in an F and disqualify the student from attend ANY field trips or celebrations for the remainder of the school year.  Students are eligible to attend field trips and participant in class celebrations if work is turned in on time and they are carrying an average of 80% or better in the academy. A responsible student is a successful student.

   

3.     Listen with your mouth closed    *Bell Rings...FREEZE    * “Class, Class”… “Yes, Yes”

 

4.     If you are absent, check the WORK MISSED FILE  to get your assignments

5.     SMILE – DO YOUR BEST             REMEMBER:  YOU ARE WORTH THE HARD WORK

     Once the GL student is challenged, many times they may feel stressed and ask to quit the GL program.  Please talk with your child and ask them to make a list of all their activities and prioritize them.  Have them make another list of their goals and discuss how the various activities can help them reach their goals.  Strive to discern if it’s perfectionism (being afraid they won’t be the best) or underachieving (not being willing to put forth the extra effort) that is adding the stress to their life.  Help them make the necessary corrections to lower their stress and feel free to contact their GL and classroom teacher to see if they feel the program is beneficial to your child’s development.

    Please do not encourage your child to accept quitting as a way to deal with stress.  Research shows this is an unsuccessful way to help our gifted learners develop their potential.  Once you have done all you can do, please ask for a meeting with the GL teacher, classroom teacher, student, and parents to encourage a team effort in helping the GL student develop a plan for success so they can be happy and successful life-long learners.  If this means stepping away from the GL program, it can be done productively.

Suggested readings for interested parents:

1.  Helping Gifted Children Soar    by Carol A. Strip Ph.D

2.  Coping for Capable Kids   by Dr. LeoNora M. Cohen

3.  On the Social and Emotional Lives of Gifted Children  by Tracy L. Cross

4.  Mindset:  The New Psychology of Success  by Carol Dweck

Students Who Are College and Career Ready

I'd like to invite interested parents and friends to review the following document "Students Who Are College and Career Ready" to help you understand the reasoning behind the curriculum and activities in the Gifted Learner Program.  Our goal is to help each student develop their learning potential and be life-long learners who are ready to successfully meet the next challenge in their educational journey.

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Who are College and Career Ready in Reading, Writing, Speaking, and Listening, and Language

The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the Students literate individual.

 

They demonstrate independence.

Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

 

They build strong content knowledge.

Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking.

 

They respond to the varying demands of audience, task, purpose, and discipline.

Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science).

 

They comprehend as well as critique.

Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.

 

They value evidence.

Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.

 

They use technology and digital media strategically and capably.

Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.

 

They come to understand other perspectives and cultures.

Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.