1st grade Early Access Portfolio

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Douglas County School District | 620 Wilcox St. | Castle Rock, CO 80104 | 303.387.0191 phone | 303.387.0118 fax

2015-2016 Early Access forHighly Advanced Gifted Children

Portfolio Requirements Checklist

Work samples from home in writing and math(ie: journal writing, signs created, advanced writing beyond worksheets, drawings ofnumber concepts, problem solving strategies)

Work samples from preschool or current school in writing and math(ie: journal writing, signs created, advanced writing beyond worksheets, drawings ofnumber concepts, problem solving strategies, math benchmarks)

Copies of reading assessments from preschool or current school

Copies of other relevant assessments

Parent questionnaire

Parent Observation Form (Kingore Observation Inventory)

If your child will be 4 years old at the beginning of the next school year andyou are seeking Early Access to Kindergarten, give the Preschool Teacher

Checklist to your child’s preschool teacher (checklist will be submitted by teacherdirectly to the district office).

If your child will be 5 years old at the beginning of the next school year andyou are seeking Early Access to First Grade, give the Preschool Teacher:Kindergarten Reading, Writing, and Communicating Form to your child’s preschool teacher (form will be submitted by teacher directly to the district office).

If your child will be 5 years old at the beginning of the next school year andyou are seeking Early Access to First Grade, give the Preschool Teacher:Kindergarten Math Form to your child’s preschool teacher (form will besubmitted by teacher directly to the district office).

Parent portions of portfolio must be submitted by April 1, 2015 to:

Fax: 303-387-0118

Douglas County School District

Gifted and Talented Office

620 Wilcox Street

Castle Rock, CO 80104


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Parent portions of portfolio must be submitted by April 1, 2015.


Early Access for Highly Advanced Gifted Children

Early Access Family Contact Information

Student Last Name: Student First Name: M.I. DOB: Age:

Address: Home Phone:

City: State: Zip:

Male Female Email Address: Is there a language other than English spoken

in the home? Yes No

Requesting Early

Access to:

Kindergarten

or

First Grade

(please circle one)

Name of preschool:

Name of preschool teacher:

Name of Douglas County neighborhood school:

Child resides with: Relationship:

Mother’s Name: Alternate Phone: Work Phone:

Address (if different from above):

Father’s Name: Alternate Phone: Work Phone:

Address (if different from above):

Has the child been formally identified as gifted and talented by a school district? _________________If so, when and by whom? _________________________________________________________________________________________________

What tests were administered? ________________________________________________________________________________

Results: _________________________________________________________ (Please include a copy.)

Parent Signature: Date

GT Office Use:

RCV____________

ENT____________


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Early Access for Highly AdvancedGifted Children

Parent Questionnaire

Provide specific examples as you complete the following:

Is your child reading independently?

What is your child’s favorite book?

Provide examples of books your child reads independently and examples of booksyour child enjoys having read to him/her .

What activities and games does your child enjoy?

Please describe your child’s behavior:In a group –

At play with family –

In a new setting –

Please describe your child’s talents, hobbies, etc.

List any formal learning experiences your child may have had (e.g. preschool, HeadStart, etc.).

Parent portions of portfolio must be submitted by April 1, 2015.


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HB 1021Early Access for Highly Advanced

Gifted Children

Kingore Observation Inventory (KOI)

Parent Information Form 1 of 3

Student:_______________________________________________________ Grade:____________

Parent:________________________________________________________ Date:_____________

Teacher: _____________________________________ School: ____________________________

Parents have unique opportunities to see their children at play, at work and in family settings. Please, share your observations with

us. This form, and the forms completed by the teacher, will be included with other data to increase our understanding of your child’s

needs.

Advanced Language

Uses words that seem advanced for the age-level expectations.Rewords own language for younger or less mature children.Explains how unrelated things are similar.Uses words for time concepts (clock and calendar) accurately.Uses similes, metaphors, or analogies; “A ______ is really like a _____ because______.”Asks questions about words (in print or oral language).

Specific examples from above of things my child says or does:

Analytical Thinking

Demonstrates complex or abstract thinking.Analyzes household or school tasks. Notices a surprising depth of details about surroundings.Takes apart and reassembles things or ideas with skill.Expresses relationships between past and present experiences.Makes up songs, stories, or riddles about experiences.Organizes collections of things uniquely; likes to plan or arrange things.



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Kingore Observation Inventory (KOI)

Parent Information Form 3 of 3

Sensitivity

Cares deeply; shows intense concern for human issues.Tries to take action to help someone in need.Expresses feelings through words or art.Explains others’ feelings.Displays a strong sense of fairness.Expresses high expectations of self and others.Seems to overreact at times.


Accelerated Learning

Learns new things quickly with minimum practice.Uses multiple characteristics when discussing items.Reads passages at an advanced, fluent reading level for the age-level expectations.Explains the meaning of what has been read.

Demonstrates an unexpected mastery of math or science concepts.Uses a dictionary, encyclopedia, map, atlas, or computer to gain advanced information.Creates products which seem advanced for the age-level expectations.


Other information I would like you to know about my child:

Parent portions of portfolio must be submitted by April 1, 2015

Kingore, B. (2001). The Kingore Observation Inventory (KOI). 2nd ed. Austin: Professional Associates Publishing. rjc_12


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Preschool Teacher Checklist – Form 1 of 2

Preschool Teacher, please complete the following inventory and return by April 1, 2015 to:


Gifted and Talented Office

620 Wilcox Street


Fax: 303-387-0118

Student Name:___________________ is being considered for early access to Kindergarten. Early access is designed for “highly advanced gifted” 4-year-olds who have “exhausted theresources of preschool.” Your input will go directly to the portfolio screening team.

Teacher Name:_____________________________

Mastered Progress

Shown

Not

Mastered

A. Language/Literacy Skills

Can recognize, write and identify letters (in or out oforder) in first name and last name

Understands rhyming words and sounds Demonstrates strong letter/sound recognition

Can retell a story, poem or finger play Uses descriptive language Writes or scribbles words Reads books B. Math/Numeracy Skills Can count 15-20 objects Has the ability to estimate using number sense Can duplicate and describe simple patterns Creates own repeating patterns Understands spatial relationships

Shows understanding of time, including past, presentand future

C. Fine and Gross Motor Skills Holds pencil correctly Uses scissors correctly Puts puzzles (10 or more pieces) together Runs, jumps, climbs Rides a tricycle Bounces a ball


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Preschool Teacher Checklist – Form 2 of 2

Student’s Name: _________________________

Please add any additional observations you feel would assist the screening team in making a

decision regarding Early Access to Kindergarten:

Preschool Name _ _______________________________________________

Preschool Teacher Signature ___________________________ Date ___________________

Mastered Progress

Shown

Not

Mastered

D. Self Help Skills

Uses bathroom independently Dresses self (buttons, zippers, snaps); can put on coat Ties shoes Knows his/her address and telephone number Knows parents’/guardians’ first names

Makes an effort to solve problems before seeking helpfrom others

Stays with an activity through completion E. Social Skills Waits his/her turn; shares Follows classroom rules Plays with other children Follows directions from adults Expresses feelings and needs (feeling vocabulary of10+ words)

Asks questions about things around him/her Can define what a problem is and can generate 2-3 possible solutions

Separates easily and appropriately from parents/guardians

Responds appropriately to the feelings, needs andopinions of others

Shows self-motivation and persistence Understands that actions have both causes and effects


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Early Access for Highly AdvancedGifted Children under Age Six

Preschool Teacher: Kindergarten Form –Reading, Writing, and Communicating Page 2 of 2

Student Name: __________________________

Preschool Name _______________________________________

Preschool Teacher Signature __________________________________ Date _____________________

Submit Materials To: Douglas County School DistrictGifted and Talented Office

620 Wilcox Street


Fax: 303-387-0118

Completed packets must be submitted by April 1, 2015

Literacy Readiness

Students Can: B P Distinguish the difference between a letter and a number Identify and creates alliterations Identify initial, medial and final phoneme of spoken words Blend sounds orally to make one-syllable words Segment one syllable words into sounds Segment spoken words into onset and rime Demonstrate concepts of print, spaces, left to right, top to bottom, upper, and lower case letters Identify all letter sounds (sound-symbol relationship) including long and short vowels Identify and create rhyming words

Draw a simple picture that carries meaning (not scribbling in an up/down circular motion) Use correct pencil grip Take turns with others Listen actively, eyes on teacher Work with partner(s) Raise hand Stay on topic Participate in conversations with partners about Kindergarten topics and texts with peers and adults in small

and larger groups Recognize difference between questioning and story telling

Please provide additional information that would assist the screening team in making a decision regarding Early Access to

1st grade (feel free to attach additional page):


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Early Access for Highly AdvancedGifted Children under Age Six

Preschool Teacher: Kindergarten Form – MathematicsPage 1 of 2

Student Name:__________________________________ Teacher Name: _______________________________

In order to determine student need for early access to First Grade, we must have information about thestudent’s background in mathematics using the DCSD guaranteed and viable curriculum. While he or shecertainly may not have mastered the Kindergarten Outcomes for mathematics, it is very helpful to knowwhich concepts have been introduced. If the student has a beginning understanding of a concept circle “B.”If the student is proficient on the concept circle “P.” If the student shows advanced thinking and work on theconcept circle “A.”

Thank you for your time and input.Students Can:

Make sense of (interpret, evaluate, summarize, synthesize, etc.) problems and persevere in solving them. Reason abstractly and quantitatively to analyze data and generate solutions. Model and justify problems to communicate solutions for problems arising in everyday situations Construct viable arguments and critique the reasoning of others to make informed decisions. Discover and make use of relationships and patterns to solve problems and predict trends. Select appropriate strategies and tools to develop understanding and increase efficiency.

Counting and Cardinality

Students Can: B P A Instantly recognize, identify, and write numbers 0-20 Increase flexibility with counting by extending to 100, counting by 10’s, and starting with numbers

other than one

Count to tell the number of objects Compare numbers using greater than and less than language

Operations and Algebraic Thinking

Students Can: B P A Understand addition as putting together and adding to, and understand subtraction as taking apart

and taking from Represent addition and subtraction with objects, fingers, drawings to decompose numbers less than

10 in multiple ways Create and extend patterns of numbers and objects

Number and Operations in Base TenStudents Can: B P A

Compose and decompose (take apart and put together) numbers 11-19 to gain foundations for

place value using objects and drawingsGeometry

Students Can: B P A Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones,

cylinders, and spheres) and their relative positions (above, below, beside, in front of, etc.) Analyze, compare, create, and compose shapes

Measurement and DataStudents Can:

Describe and compare measurable attributes (such as length or weight) Classify, count, and sort objects in categories


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Early Access for Highly Advanced Gifted Children

Homeschool Guidelines

We want all highly advanced gifted children to have the opportunity to demonstrate a need for earlyaccess, regardless of preschool setting. Therefore, the following explanation will guide you infulfilling all information requirements, should you currently homeschool your child.

Teacher Rating Form

Parents will need to select a qualified person, other than the parent, to evaluate the child’sacademic and developmental progress. Any expenses incurred for this evaluation will be theresponsibility of the parent or guardian.

A qualified person is: 1) a certified teacher, 2) a teacher who is employed by an independentor parochial school, 3) a licensed psychologist, or 4) a person with a graduate degree ineducation.

Guidelines for Qualified Evaluator Assessment

Use the DRA-2 or similar reading assessment to determine performance level. (Attach protocol to Preschool Teacher Rating Form.)

Use Douglas County approved mathematics curriculum series (ie: Every Day Mathematics,Math in Focus, Investigations, Envision, Bridges, Math Expressions) pre/post assessmentsas a guide for evaluation of math achievement. (Attach protocol to Preschool TeacherRating Form.)

Complete developmental and behavioral items on the Preschool Teacher Rating Form as best you can, as you work with the child on the above assessments.

Completed packets must be submitted by April 1, 2015

1st grade Early Access Portfolio

Documents

Transcript of 1st grade Early Access Portfolio