PARENT
HANDBOOK
MINNETONKA
PUBLIC SCHOOLS
Table of Contents
Living with and Being a Gifted Child.................................................. 2-4
Themes.............................................................................................................. 4
Affective Component................................................................................... 5
Curriculum.................................................................................................6-13
Math...................................................................................................... 6-8
Science and Health.......................................................................... 8-9
Language Arts.............................................................................. 10-12
Humanities..................................................................................... 12-13
Assessments..................................................................................................14
Specials...........................................................................................................14
Field Trips.......................................................................................................14
Discipline Rules............................................................................................15
Exiting Procedures......................................................................................15
Homework.....................................................................................................16
Home Study Guidelines............................................................................17
Illness...............................................................................................................17
Classroom Parties........................................................................................17
Early Student Pick Up.................................................................................17
Weekly Envelopes.......................................................................................17
Websites for Home......................................................................................17
Contact Information..................................................................back cover
1
What it might feel like to live with a gifted child…
With regard to excellence, it is not enough to know,
but we must try to have and use it.
– Aristotle
The wisest mind has something yet to learn.
– George Santayana
Being different isn’t always a bad thing.
– Alicia, The Fantastic Four
Our kids are normal. They just aren’t typical...
– Jim Delisle
Until every gifted child can attend a school where the
brightest are appropriately challenged in an environment
with their intellectual peers, America can’t claim
that it’s leaving no child behind.
– Jan and Bob Davidson with Laura Vanderkam,
in Genius Denied
Do not worry about your difficulties in mathematics.
I can assure you that mine are still greater.
– Albert Einstein
2
What it might feel like to be a gifted child…
Gifted children’s behavior differs from that of their age-mates
in the following ways:
• Often read widely, quickly and intensely and have large
vocabularies
• Commonly learn basic skills better, more quickly and with
less practice
• Better able to construct and handle abstractions
• Often pick up and interpret nonverbal cues and can draw
inferences that other children need to have spelled out for
them
• Take less for granted, seeking the “hows” and “whys”
• Can work independently at an earlier age and can
concentrate for longer periods
• Interests are both wildly eclectic and intensely focused
• Usually respond and relate well to parents, teachers and
other adults
• Like to learn new things, are willing to examine the
unusual and are highly inquisitive
• Tackle tasks and problems in a well-organized, goaldirected and efficient manner
• Exhibit intrinsic motivation to learn, find out or explore
and are often very persistent
• Possess keen powers of observation, a sense of the
significant and an eye for important details
• Take great pleasure in intellectual activity
• Have
well-developed
powers
of
abstraction,
conceptualization and synthesis
• Readily see cause-effect relationships
• Display a questioning attitude and seek information for its
own sake as much as for its usefulness
• Often skeptical, critical and evaluative; quick to spot
inconsistencies
(characteristics continued...)
3
• Often have a large storehouse of information about a
variety of topics, which they can recall quickly
• Readily grasp underlying principles and can often make
valid generalizations about events, people or objects
• Quickly perceive similarities, differences and anomalies
• Often attack complicated material by separating it into
components and analyzing it systematically
• Learn at a much faster pace
• Process material to a much greater depth
• Show incredible intensity in energy, imagination,
intellectual prowess, sensitivity, and emotion which are
not typical in the general population
Themes
Me and My World
Inquiry
Relationships and Connections
Impact
4
Affective Component
Gifted learners have accelerated and complex intellectual
development, often leading to unique social and emotional needs.”
– Minnesota Educators of the Gifted and Talented
Tools for Addressing Social and Emotional Needs
• Responsive Classroom techniques: morning meeting,
guided discovery, hopes and dreams, logical consequences
• SENG parent support group and student lessons
• Lessons and activities: giftedness, positive self concept,
goal-setting, motivation, stress management, peer
relations, transition and change, fitting in, perfectionism,
learning styles and personality types, organization,
responsibility, expectations, sensitivity, equity versus
equality
• “Habits of Mind:” persisting; managing impulsivity;
listening to others with understanding and empathy;
thinking flexibly; thinking about our thinking; striving for
accuracy and precision; questioning and posing problems;
applying past knowledge to new situations; thinking and
communicating with clarity and precision; gathering data
through all senses; creating, imagining and innovating;
responding with wonderment and awe; taking responsible
risks; finding humor; thinking interdependently; learning
continuously
5
Curriculum
Math Sequence
CS Grades 2/3: M3 Levels 3, 4, 5
SH Grades 2/3: M3 Levels 3, 4, 5
SH Grades 4/5: Sixth grade math, Pre-algebra, Algebra
EXC Grades 2/3: M3 Levels 3, 4
EXC Grades 4/5 Group One: M3 Level 5 and sixth grade math
EXC Grades 4/5 Group Two: Pre-algebra and Algebra
Codes: Saxton = SX, Transition = T, Everyday Math = ED, Singapore = S,
Algebra = A, Nerd Herd Curriculum = CMP, G = math games, P = math projects
Project M³: Mentoring Mathematical Minds is a researchbased mathematics program for gifted and talented students.
Investigating, discovering, reasoning and explaining and
writing are components that are emphasized in each unit.
M3 – Level 3
• Unraveling the Mysteries of the Mo Li Stone: Students
explore our numeration system in-depth.
• Data Analysis: Students explore the world of the research
scientist and learn how gathering, representing and
analyzing data are the essence of good research.
• What’s the ME in Measurement: Students are actively
engaged in the measurement process and connect it to
their own personal worlds.
• Awesome Algebra: Looking for Patterns and
Generalizations: Students are encouraged to study
patterns and determine how they change, how they can
be extended or repeated, and/or how they grow. They
then move beyond this to organize the information
systematically and analyze it to develop generalizations
about mathematical relationships in the patterns.
6
M³ – Level 4
• At the Mall with Algebra: Working with variables and
equations
• Analyze This! Representing and interpreting data
• Factors, Multiples and Leftovers: Linking multiplication
and division
• Getting Into Shapes
M³ – Level 5
• Treasures from the Attic: Exploring fractions
• What are Your Chances?
• Funkytown Fun House: Focusing on proportional
reasoning and similarity
• Record Makers and Breakers: Using algebra to analyze
change
Sixth Grade Math (59 total skills)
• Number sense and operations
• Algebra
• Geometry and measurement
• Data analysis and probability
Pre-Algebra (59 total skills)
• Number sense and operations
• Algebra
• Geometry and measurement
• Data analysis and probability
Algebra (41 total skills)
• Functions
• Linear inequalities
• Linear functions and graphs
• Systems of linear equations
• Absolute value and the real number system
• Quadratic equations and functions
7
• Polynomials and exponents
• Polynomials and factoring
• Geometry and radical expressions
Strands Studied: Number sense, measurement, geometry,
patterns and functions, statistics, probability, logic and algebra.
Other Resources: Everyday Math Level 6, CMP I and II, Transition
Math, Saxton, ALEKS, Stock Market Game, Intrade and Mensa
Mentors
Science and Health
The Full Option Science System (FOSS) springs from a
philosophy of learning for more than 25 years. FOSS is a
research-based, hands-on science curriculum for grades
K–8 developed at the Lawrence Hall of Science, University of
California at Berkeley.
Grades 2/3
• Human body/health: Nutrition, disease and illness
prevention
• Magnetism and electricity
• Earth materials
• Physics of sound Grades 4/5
• Environments
• Levers, pulleys and simple machines
• Solar energy and alternative energy with wind
turbines
• Forensics centers: Ideas and inventions, mystery
bones and fingerprinting and mystery powders
8
Life science: Organisms and their environments
Scientific inquiry/interest inquiry projects: Scientific
processes and experimentation
History and nature of science: Contributions to science,
women in science and technology day/career and guest
speakers
Physical science: Properties of objects and materials,
machines, force and distance, light, heat, electricity and
magnetism
Science in personal and social perspectives: Human
relationships and impact on environments and resources,
service learning link
Health—Counter ACT: Decision-making, mental and
emotional health, nutrition and diet, growth and
development, substance abuse, injury/disease prevention
and safety and maintenance and promotion of health
Other Resources: AIMS, Blue Zones, United Streaming,
Discovery Education Science, ZOME tools: creator 3 and creator
4, Google sketch-up, Pico Turbine Windmill kit, Activities That
Teach, What’s on Your Mind, Guest Speakers, Journey North:
Mystery Class
9
Language Arts
Jr. Great Books is a unique program that focuses on highquality literature and student-centered discussion. The
methodology of interpretive reading and discussion coupled
with the inquiry process unlock challenging texts and move
students toward excellence in reading comprehension, critical
thinking and writing.
Grades 2/3
• JGB Level 3 – Volume II: Reading skills, creative writing
and Paideia
• Leveled reading groups: SENG lessons integrated
Grades 4/5 Cycle One and Two
• Beginning reading lessons and instilling a love
for reading and questioning
• JGB Level 4 and Level 5 – Volumes I and II
• Partnerships and book projects
• Nonfiction book sets
• Readers Theatre
• Interactive read aloud: SENG lessons integrated
Fluency
• Readers Theatre: The Gettysburg Address, The
Adventures of Tom Sawyer, The War of the Worlds, RikkiTikki-Tavi, The Tell-Tale-Heart, The Red-Headed League
Questioning
• Literal, inferential, interpretive, evaluative and
hypothetical questions
• Blooms Taxonomy
• Socratic questioning
Comprehension and Application
• Fact and opinion, sequence of events, conflict and
resolution, main idea and details, summarization,
prediction and text organization
10
Analysis, Synthesis and Evaluation
• Comparison, categorization and classification,
infer and draw conclusions, generalizations, author’s
perspective and intent, characterization, cause and
effect, literary elements, symbolism and theme, genre,
judgments and stereotypes
Connecting
• Text to text, self and world
• Claim – Evidence – Warrant
• Who are we as a result of reading?
Word Study, Writing and Communication
Grades 2/3
• Grammar
• Daily paragraph editing
• Introduce Six Traits with related activities
• Creative/fictional writing
• Descriptive writing
• Personal narrative
Grades 4/5
• Lifebook
• I Am Poetry
• Grammar/word study/rhetoric lessons
• Fictional/creative writing/short stories
• Colonial narrative and journal
• Poetry: Revolutionary War period ballad stanzas
• Letter: Letter to King George
• Research paper: Revolutionary War period person
research paper
Enrichment
Observational writing, compare/contrast essay, rhetoric/
arguments
11
Word Study
Spelling, vocabulary, English and grammar, Greek and
Latin stems, connotations, analogies, word structure,
derivation, dictionary/thesaurus skills
Writing and Communication
Interviews, data collection and representation, fiction
and nonfiction, Life Books, speeches and presentations,
persuasive, poetry, literary analysis and response, personal
narrative, creative, figurative language, newsletters,
feature articles, Six Traits, research, theatre and drama
Paideia Seminars
The Lady or the Tiger, The Bet, Shakespeare selections, The
Diary of Anne Frank
Other Resources: Trade books, Paideia seminar, ALP
(Autonomous Learner Program), The College of William
and Mary Reading Resources, TEL-A-VISION.TV, Six
Traits, Caesar’s English I and II, Words Their Way, Cursive
Handwriting, Grammar 4 and 5, Scripts Spelling Bee
materials
Humanities
Comprehension and Collaboration Inquiry Circles in Action
by Stephanie Harvey and Harvey Daniels develops skills of
research, creative and critical thinking and collaboration
through real-world inquiry projects.
Grades 2/3
• Geography
• Community
• Good citizenship
• Service learning
12
Grades 4/5: History, exploration, war, philosophy
• Why study history?
• What time is it?
• Exploration
• Colonialism
• Revolutionary War period
• Philosophy
ALP content, Paideia readings, Philosophy for Kids and
Teens books and Mythology for Teens book
Geography
European exploration and settlement of New World; physical and cultural features of Minnesota and U.S.; capitals
and major cities in U.S.; mapping skills; What ifs…
U.S. History
Cultures of North America; impact of European exploration on Natives and Europeans; concepts of time and historical resources
Economics
Consumerism; Native Americans’ trades and products;
economic incentives of European exploration; economic
decision-making during colonial times
Paideia Seminars
Declaration of Independence; The Bill of Rights; Preamble
to the Constitution; The Prince; Letter from Birmingham
Jail; The Star-Spangled Banner; I Have a Dream…
Other Resources: Paideia Seminar, primary sources, Service Learning Link, Autonomous Learner Program, maps
and globes, Google Earth, guest speakers
13
Assessment
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Math assessments (weekly)
Reading/writing responses
Seminar engagement
Task completion
Overall classroom interaction
Student self-assessment
Classroom behavior
NWEAs: Reading and math
MCAs
Oral reading fluency in fall, winter and spring
Common writing assessment
Application of taught skills
Word study tests
Reading skills/strategies and quizzes
Specials
Students will have their own personal schedule.
• Physical Education
• Music
• Art
• Media
Field Trips
Field trips will be chosen depending on student interests, prior
experience and annual themes.
14
Nuts and Bolts
Discipline Rules
See Clear Springs, Excelsior or Scenic Heights Handbook for
how each building handles discipline.
• Students should bring a daily healthy snack. Snacks
may be purchased at the school cafeteria.
• At our school, students are NOT allowed to bring
birthday treats to school.
• If you need to take your child out of school early, you must
sign her or him out at the office.
• On P.E. days, please make sure your child has tennis shoes
and comfortable clothing.
• Please make sure that your child arrives to school on
time daily.
Exiting Procedures
While we do not wish for any student to have to transition
into a new educational environment, we do recognize that on
occasion a student may not flourish in the school environment
provided by the Navigator Program and thus the need for an
exiting procedure is warranted. Each teacher in the Navigator
Program, in conjunction with the program coordinator, will
evaluate the academic progress of each child. The following
criteria will be evaluated based on evidence collected within
the classroom by the teacher:
• Math assessments
• Reading/writing responses
• Seminar engagement
• Task completion
• Overall classroom interaction
• Student self-assessment
• Student behaviors
15
In the event that a teacher in the Program has evidence
indicating a student is not meeting the minimal expectations
set by the Minnetonka Navigator Program, the following
procedures will be followed:
• Immediate parental contact to discuss the teacher’s
concerns. A plan for remediation is put into place which
will allow the student to adjust to the pace and rigors of the
Navigator Program.
• Regular check-ins with the parents to monitor the student’s
progress within the remedial plan.
• If the student does not demonstrate evidence of meeting
program expectations by the end of the period stated in
the remediation plan, the parents, teacher and program
coordinator will meet to plan the exit.
Homework
• Homework will be assigned for incomplete class work. This
may be due to a student absence or the child may need
more time to finish.
• Spelling lists, math facts and vocabulary words are
considered homework.
• Students will share homework completion in class or return
their completed homework in to the teacher for review or
feedback.
• Homework will be returned the following day unless the
teacher specifies a long deadline for a more involved project.
• If students do not finish their in-class assignments, those
tasks then become homework due the following day.
• Occasionally, students will be expected to use some
time at home to work on larger ongoing projects and
investigations. Timelines of due dates will be provided for
extensive projects.
• If you know your child is going to be absent, please let
us know in advance. If your child is ill, homework will be
provided upon your child’s return.
16
Home Study Guidelines
• Provide proper tools (pencils, pens, paper, rulers, etc.)
• Provide comfortable, quiet setting with good lighting.
• Set a regular homework time for each night to help your
child develop a homework routine.
• Be available for questions and discussion.
• Check for homework completion and sign planner.
• Praise your child for consistent effort and responsibility.
Let your child know of your interest in their school work.
Illness
Please phone the school office by 9:30 to report absence. We
will have student’s homework available for them when they
return to school.
Classroom Parties
• Halloween
• Winter Holiday
• Valentine’s Day
• Room parents plan and supervise all parties.
Early Student Pick Up
Please sign your child out at the office and wait for them in the
front hall. The office will call your child from the classroom.
Weekly Envelopes
Corrected papers, reports, homework, etc. will be sent home
one specific day of the week in an envelope/folder. Please initial
and return the envelope/folder to the classroom teacher.
Websites for Home
fossweb.com (science)
sodaplay.com
aleks.com (math)
17
Minnetonka Navigator Program
Contact Information
Clear Springs Elementary School
Susan Adams, 2nd/3rd grade
[email protected]
Excelsior Elementary School
Janetta Gong, 2nd/3rd grade
[email protected]
Alison Alowonle, 4th/5th grade
[email protected]
Elizabeth Gluck, 4th/5th grade
[email protected]
Scenic Heights Elementary School
Allison Wachutka, 2nd/3rd grade
[email protected]
Sandy Katkov, 4th/5th grade
[email protected]
Minnetonka District Office
Diane Rundquist, Coordinator of HP Services and Teacher Induction
[email protected]
www.minnetonka.k12.mn.us