Spring Units

Second and Third - A Journey Through Space and Time Through the Eyes of Different Cultures

Since the dawn of time, mankind has looked to the heavens in wonder. In pre-recorded history, stories were told to explain what was seen in the night- and day-time skies. As man became more scientific, discoveries were made that increased man's reach beyond the blue planet we call home. Today we continue to make new discoveries with only a miniscule amount of the universe being revealed. We are able to learn things about our planet as we look back at ourselves from space.

A Journey Through Space and Time is an interdisciplinary unit which travels through time and space beginning with the first astronomers and early telescopes, culminating with the Hubble Space telescope and satellites. The focus is on how we view cosmic bodies beyond the planets in our solar system as well as satellites which allow us to look back at ourselves. The study of the stars, including our own sun, also is a focus area. Students will investigate the constellations and mythological stories that surround them from around the world. This unit is designed to broaden the students' awareness of astronomy and the impact it has on ancient and modern times.

Fourth and Fifth - Predators of the Aquatic Biome

Predators of the Aquatic Biome is an interdisplinary gifted unit on oceanography, biology, and environmental science. By increasing a student's knowledge of life in the underwater biome, he/she will gain a better understanding, a different perspective, and a greater appreciation for the shark's symbiotic relationships in this environment. Students will complete research, activities, and projects to answer the following questions:

  1. What is the shark's role in the underwater biome?
  2. How and where do sharks fit into the life of the ocean?
  3. How does the shark's anatomy allow it to thrive in the marine biome?
  4. How does the shark contribute to the symbiotic relationships in the aquatic biome?
  5. What role does the shark's anatomy play in medical advancement?

The unit does include the dissection of a dogfish shark. Students must pass a test about the shark's external and internal anatomy to participate in the dissection. A field trip based on the unit also will be set up; information will come home once arrangements have been made.

2007-2008 ALP Testing and Qualification Schedule

The testing schedule for 2007-2008 has changed a bit from the past.

First, third, and fifth graders will take the CogAT September 26-28. This test looks at a child's performance capabilities.

Third and fifth graders will take the ITBS October 1-5. ITBS shows what a child has learned up to the point of testing.

Test scores will arrive and be reviewed in November. Parents will be notified in November if their child qualified for automatic placement for the spring. Parents also will be contacted at this time if their child needs further evaluation.

The reevaluation period is November 26-December 21. Unless there are extenuating circumstances, parents will know by December 21 if their child has qualified for the gifted program or not.

For those students who qualify automatically or during reevaluation, classes will begin the week of January 8-11. Student's Target day and teacher will come home before winter break.

Over and Above

Over and Above is any extra work your child completes and turns in that has not been assigned in class. Some examples include:

  • research on the unit of study
  • chain reactions
  • dioramas/models
  • crossword puzzles or word searches with unit vocabulary
  • artifacts (photographs, clothing, sculptures)
  • books on the unit of study
  • class speakers.

To meet standards on the Target report card, at least three Over and Aboves need to be turned in for each nine weeks.

This Week

Fourth and Fifth

We will begin our unit of sharks by watching an introductory video (Dirty Jobs: Jobs that Bite). Also, the students will take a pretest to see how much they already know about sharks as well as how much more they will be learning over the next 18 weeks.

Target Tallies

Target Tallies are a way for your child's Target teacher to inform you of the material covered in class that day. Also, tallies provide information about your child's behavior in class as well as future activities.

This link  will show you an example Target Tally and give you an explanation of each area.

Tallies are sent home after every class period and are expected to be signed and returned at the next class. Students are not to call home if they forget their Target tally or binder; we are trying to encourage students to be responsible for their own materials.

Class Schedule

Interested in having lunch with your child or helping in the classroom? Click here to view your child's Target day schedule.

Appropriate Help for Your Child at Home

Even though we do not always have regular Target homework, there are situations where students are asked to complete work. These situations include students wanting to finish something at home, making up work from an absence, or needing to finish assignments where class time ran out.

Often students will ask you for help. Since it is often difficult to decide what is appropriate, we are offering some guidelines so help from you does not hinder your child’s learning.

Appropriate Help:

J     Giving ideas for a presentation or project—unless listing ideas is the point of the activity

J     Interpreting very difficult reading material for research (Usually a better idea is to find something on your child’s reading level, but we recognize this is not always an option.)

J     Helping your child get resources/supplies (i.e. going to the public library, a bookstore, etc.)

J     Teaching your child how to use a computer program (i.e. word processing, publishing, graphics, etc.)

J     Teaching your child how to use a tool or teaching him/her a technique for completing something

J     Supervising your child on the internet and giving him/her tips for searching relevant sites and deciding which are the most reliable

Too Much Help that Hinders Learning:

L     Typing a report, story, or project for the student

L     Dictating what the student writes/types

L     Making, painting, coloring, building, or otherwise doing the actual project or parts of the project

L     Reading and rewording research material for your child

L     Doing on-line research for your child

We hope these guidelines will help you support your student and foster his/her learning and independence. As always, thank you for your support!

Test Scores

You may be wondering, "What test scores does my child need to be eligible for gifted services?" or "How do I even begin to read the test scores?" I understand; there are a lot of numbers in a very small space. This link will show you what scores gifted services look at and what we require for eligibility or further testing. Download itbs_and_cogat_scores.doc

Important Dates

January 8 - Spring classes begin

January 21 - MLK, Jr. Day - No School

January 22-28 - Conferences - Please let me know if you would like for me to attend your child's conference.

January 31 - New-to-Target Open House at 6:30 in the media center

February 6 - Early Release

February 18-19 - Student Holidays

March 4 - Early Release

March 5 - 5th Grade Writing Assessment

April 7-11 - Spring Break

April 23-May 3 - CRCT Testing - Shortened classes

May 8-9, 16 - Field Days

May 19-23 - Last week of spring classes

May 23 - Last day of school :)

Continuation Criteria

In compliance with Board Policy IDDD and Georgia Rule 160-4-3-.38, Cobb County School District has established criteria for continuation of gifted eduacation services. Gifted continuation is dependent on satisfactory student performance in both core academics and the Target Program.

The following continuation criteria represent minimum requirements for students to continue to receive services:

1. The student must maintain acceptable progress, defined as:

  • E and/or G in grades K-3 in the core subjects of reading, English, and mathematics, S and/or O in science and social studies.
  • a minimum average of 80 in grades 4-5 in the core subjects of reading, English, mathematics, science, and social studies.

2. The student must meet a minimum of 14 out of 20 assessment indicators on the Target Progress report.

The academic performance of each gifted student is reviewed following every reporting period to determine eligibility for continued placement. A student who does not maintian satisfactory performance during any grading period will be placed on probation. The probationary period remains for the duration of the school year. The parent(s) will be invited to attend a conference to review student performance and develop an intervention plan.

A student on probation will continue to receive gifted services. If continuation criteria are not met at the end of any subsequent grading period during the school year, the student will be ineligible for gifted services. After an eighteen-week ineligibility probation period, the parent(s) or teacher may request program re-entry by completing the gifted re-entry form, available from the local school.

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