Sheridan Elementary

Gifted Plan
2015-2016

Sheridan Elementary Program Design Team Members

The Program design team meets every other Monday at 9:15
Annie Kennedy, Gifted Facilitator
Jill Groshans, School Psychologist
Dr. De Ann Currin, Principal
Jamie Cook, Coordinator
Angela Penner, Kindergarten
Amy Judd, 1 Grade
Holly Stange, 2 Grade
Kaysha Brady, 3 Grade
Shari McCright, 4 Grade
Marietta Eckel, 5 Grade
st

nd

rd

th

th

Data Gathering Team

The Data Gathering team meets on the third Thursday of each month from
8:15 to 8:55.
Annie Kennedy/ Gifted Facilitator
Jill Groshans/ School Psychologist
Angela Penner, Kindergarten Teacher
Amy Judd, 1 Grade Teacher
Holly Stange, 2 Grade Teacher
Kaysha Brady, 3 Grade Teacher
Shari McCright, 4 Grade Teacher
Marietta Eckel, 5 Grade Teacher
De Ann Currin, Principal
Jamie Cook, Coordinator
st

nd

rd

th

th

Our Program Design Team schedules data gathering meetings in advance

for the entire school year. This information is placed on our Sheridan calendar
and sent to each staff member in August. The data gathering team typically
meets at 8:15 am on the third Thursday of each month unless there is a conflict.
If a conflict arises, an alternate date for that particular month is scheduled.
Prior to each data gathering meeting, the Gifted Facilitator sends an
agenda to our staff. The monthly data gathering meetings are structured with the
intent of analyzing student data and products as a team. We want to ensure that
we are taking a thorough look at each student to see if they are a candidate and
embed professional development about the identification process.
In addition to our monthly data gathering meetings, the Program Design
Team meets to review and plan staff development opportunities. This team has
developed the Gifted Guidebook and the Mentor Guidelines Handbook. The
team looks at best practices and systematic approaches to continue to develop
the Sheridan gifted program. The work from this team is communicated and
integrated within staff meetings, PLC time and data gathering meetings.

Number of Gifted Students by Grade Level

Grade
Level

Number of
Identified Gifted
Students (G + HG)

Total
Number of
Students

Percent
Identified

Mentored
Students

Students with
Visual Arts
mentors (VAMP
program)

K
1
2
3
4
5
Total

1+0=1
8+5=13
12+1=13
23+1=24
29+1=30
28+9=37
101+17=118

90
89
70
77
70
90
486

1%
15%
19%
31%
43%
41%
24%

0
5
3
3
2
9
22

0
0
0
0
1
3
4

Differentiated Math
Teacher Training abbreviations:
*DM=required teacher training in elementary diff math
*DELA= required teacher training in elementary diff literature
*SHAL=District Differentiated Training (Strategies for High Ability Learners):
*GE=Gifted Endorsement:
*UH= university hours in gifted education
*WS= other gifted workshops and flex sessions
Grad
e
Level

Number
of
Identifie
d

13

12

24

30

Differentiated Math
Number of
Whol Meetin Teacher
High
e
g
Achievers
Class Times
Participatin or
g
Class
withi
na
Class
9
CWC
12:00- Penner
12:55
Ramsey-4
Lammers-2
Brandt-4
13
CWC
12:00- Topp-15
12:55
students

13

13

CWC

CWC

CWC
WC

37

11

WC

11:4012:40

12:251:30

10:5011:55

10:2511:30

Teacher
Training

DM/SHAL/ws

DM/SHAL
DM/SHAL
DM/SHAL
DM/SHAL/W
S

Smith-11
students
Moller- 12
students

DM/WS/
SHAL
DM/WS

Ehlers-13
students
Wiebeck-16
students
Beatty- 13
students
Brady-8
students
McCright12 students
Zimmerma
n-23
students
Schur-24
students

DM/WS/
SHAL
DM/SHAL
DM/SHAL
DM/SHAL/W
S
DM
DM/WS/UH(
3)
DM/SHAL/W
S

Scofield-24
students

DM/SHAL/W
S

The Gifted Facilitator and Psychologist work together to administer the

District Math screening to kindergarten students during the first six weeks of
school. The results are reviewed and shared with the kindergarten team to
collaborate in instructional planning. The objective being to gather the most
information possible about our newest students. As the year progresses,
students are grouped together to work within the differentiated curriculum and
the data collection process will begin as needed.
Students in grades K-5 continue to learn math vocabulary, math talk, and
are consistently exposed to challenge, enrichment and extension activities.
Math groups are based according to District policy where all identified
students are grouped together. When students are in the Data Gathering
process, we move students to the Differentiated Math class so teachers have
the opportunity to document student performance within the Differentiated
Curriculum. Teachers use the LPS Differentiated Math guide found both in print
and on docushare and the Investigation and Connected Math series for
instruction. They also supplement with Edward Zaccaro Challenge books and
Habit of Mind problems.
The Differentiated Math curriculum is delivered a minimum of 40% of
each week. In some classrooms this translates to a portion of each day being
devoted to differentiated curriculum. In other classrooms 2 full days each
week are devoted to differentiated instruction. Teachers pre-test students so
they can accelerate and compact the general Math curriculum. This allows
time to teach the Differentiated Math curriculum. In addition, intervention
time is used to expand minutes for differentiated instruction. Personal
Learning Plans are developed and modified as needed.
Due to the large number of gifted/highly-gifted students at Sheridan,
variances granted for grade levels are invaluable. Each variance allows us to
group students efficiently to meet instructional needs.

Differentiated Language Arts

Leve
l

Number
of
Identifie
d

Differentiated English / Language Arts

Number of Whole
Meetin Teacher
High
Class or g
Achievers
Class
Times
Participati within
ng
a Class

Grad
e

WC/CW
C

9:1010:00

Lammers-2
Penner-0
Brandt-4

Teacher
Training

DELA/WS/
SHAL
DELA/WS/
SHAL
DELA/WS/

13

13

23

30

37

11

12

11

CWC

CWC

CWC

CWC

CWC

10:0011:20

1:352:45
10:0010:55

1:552:45

1:452:35

Ramsey-4
Judd-13
students
Wergin-5
students
Smith-6
Stange-15
students
Ehlers-10
students
Beatty-12
students
Brady-11
Students
Wiebeck11
students
Zimmerma
n-11
students
Stoltenber
g
-14
students
McCright
-12
students
Gushard10
students
Scofield11
students
Eckel13
students
Schur12
students

SHAL
DELA/SHAL
DELA/SHAL
DELA/SHAL
DELA/SHAL
DELA/SHAL/
WS
DELA/SHAL
DELA/SHAL
DELA/SHAL/
WS
DELA/SHAL
DELA/UH(3)/
WS
DELA
DELA/UH/WS

DELA/SHAL
DELA/SHAL
DELA/WS
DELA/SHAL

Identified students are grouped homogeneously into guided reading

groups in which teachers compact the general curriculum and required literacy
skills to incorporate differentiated literature books into their classes each
quarter. Below we describe each grade levels approach.

Kindergarten Grade 2
If a teacher has a group of students that do not have a gifted
identification, teachers are reading one to two differentiated literature books
to the whole group each week. They are using coordinating lesson plans and
discussion questions to enlist higher thinking responses. These lesson plans are
conveniently located in Docushare. This information is documented and helps
each team to determine which students should be included in the data
gathering process or possible testing. As students are identified gifted or
identified for data gathering, differentiated literature groups are formed.
Some students walk to a common classroom for differentiated literature to
minimize the number of groups each teacher leads. Differentiated instruction is
delivered a minimum of 40% of the school week.
Grades 3-5
Teachers use a combination of picture books, non-fiction text and novels
to give students a broad spectrum of text, skills and concepts. Data Gathering,
Gifted, and highly gifted students are exposed to at least 4 differentiated
literature books per quarter. The amount of titles used depends on book
choice, depth of the lesson, and length of the book. Students work on their
differentiated material during the guided reading/independent work time of
their reading block. This instruction is delivered a minimum of 40% of the
school week.
The Gifted Facilitator and school Psychologist continue to support
differentiated instruction by collaborating with teachers, co-teaching lessons,
observing groups to assist in data collection, and parent meetings.

Mentorships

A.
B.

Grad
e
1
1

C.

D.

E.
F.
G
.
H
.
I.

Mentor
Linda
Michae
l
Michae
l

Mentorships
PLP Written and
Content
Signed?
Area
Yes
ELA
Yes
ELA

Time
10:10-11:00
9:05-9:55

Yes

ELA

9:45-10:35

Yes

ELA

10:35-11:25

2
2
2

Michae
l
Judy
Judy
Linda

Yes
Yes
Yes

ELA
ELA
ELA

1:50-2:40
9:20-10:10
9:20-10:10

Linda

Yes

ELA

2:45-3:35

Judy

Yes

ELA

2:45-3:35

J.

Yes

ELA

2:45-3:35

Yes
Yes

Math
ELA

11:00-11:50
1:45-2:35

Michae
l
Judy
Michae
l
Judy

K.
L.

4
4

M
.
N.
O
.
P.
Q
.
R.

Yes

Math

10:10-11:00

5
5

Judy
Linda

Yes
Yes

ELA
ELA

5
5

Linda
Linda

Yes
Yes

ELA
ELA

12:50-1:40
11:25-12:05, 12:4012:50
12:50-1:40
1:45-2:35

Michae
l
Michae
l
Faith
Faith
Lauren

Yes

ELA

12:50-1:40

S.

Yes

ELA

Yes
Yes
No-Just started
Nov. 9

ELA
ELA
ELA

11:25-12:05, 12:4012:50
12:40-1:30
1:30-2:20
9:50-10:40

T.
U.
V.

5
5
1

Additional PLPs
Student
first
initial

Grad
e

A.

PLP
written
and
signed?
Yes

B.

Yes

C.

Yes

D.
E.
F.
G.

5
5
5
4

Yes
Yes
Yes
Yes

Additional PLPs
Purpose

Student works individually with a para to

discuss diff lit material. He is allowed
breaks throughout a lesson and can choose
to work in a quiet space by himself
Student is allowed breaks throughout a
lesson.
Student does not currently participate in
diff Reading
Art Mentor
Art Mentor
Art Mentor
Art Mentor

Building Facilitator Duties

Name of Facilitators:

1. Annie Kennedy(.8)
2. Jill Groshans (.2)

_____ 1/2 time

__X___ full time * We have been granted a full time gifted facilitator
position which is shared among Annie Kennedy and Jill Groshans
_____ IRT School

________________________________
(Name of Liaison)
Shared Facilitator Duties

Duties
Advocacy
Communication
Mentors
PLP Manager
Program Design Team
Data Gathering Team
District Meetings
Calendar Events
Materials Manager
Other
Testing & Evaluation

Facilitator #1 (Name)
Annie Kennedy
Annie Kennedy
Annie Kennedy
Annie Kennedy
Annie Kennedy
Annie Kennedy
Annie Kennedy
Annie Kennedy
Annie Kennedy

Facilitator #2 (name)
Jill Groshans

Jill Groshans
Jill Groshans

Jill Groshans

The Gifted Facilitator is available each week on Monday,Tuesday,

Wednesday, and Thursday, during the hours of 8:15-3:45. The facilitators
office is 001D, which is located in the Media Center. If additional
accommodations are needed, flexibility is always a part of this schedule. Our
Gifted Facilitator leads monthly data gathering meetings, attends staff
meetings, and attends weekly data team meetings.
When the gifted facilitator is not at Sheridan; parents, mentors and
students are referred to Sheridans coordinator, Jamie Cook or Jill Groshans,
school psychologist. Jill is available to parents for counseling needs and
evaluation procedures Monday-Thursday. In addition, our Gifted Leadership
Team meets every other Monday at 9:15. The members of this team are Dr. De
Ann Currin, Jamie Cook, Jill Groshans, and Annie Kennedy.

Referral and Identification:

Please refer to attached document titled Sheridan Gifted Guidebook.
Our Gifted Facilitator, Coordinator, and Psychologist have worked
diligently to create and update the Sheridan Gifted Guidebook. The goal of this
document is to create a systematic, consistent process for gifted referrals and
identification within our building. Grade level teams host weekly PLC meetings

to determine which students are potential candidates for gifted services under
Option 1, Data Collection.
Option 1: When a teacher or parent think a student may be gifted the
following will occur:
*Students will be placed in the program and teachers will begin
collecting data. They will obtain a packet and yellow folder from the
gifted facilitator.
*The teacher or gifted facilitator will communicate all instructional
changes to the parents. High Ability Learner (HAL) letters are given to
parents describing the process.
* Classroom teachers, and/or others, gather indicators of outstanding
past performance, such as grades, test scores, achievement awards,
discussion work, work samples, etc. Parents and others can add to the
work sample collection. The gifted facilitator will assist as necessary in
the collection of work samples.
*If after a period of at least one quarter enough data is obtained to
support the student being in the gifted program a meeting is held with
the gifted facilitator, teacher, and parents. The appropriate forms are
signed and dated and sent to LPSDO for documentation. All forms will
be placed in the childs cum folder in a green folder.
*If the data collection needs to continue into the next school year,
yellow folders and packets are placed in the students cumulative folder
at the end of the current school year. The yellow folder is intended to
draw attention so teachers are aware of which children are in the
process. This prompts teachers to continue data collection. The Gifted
Facilitator distributes the yellow folders to each team at the beginning
of each school year.
*The list of data gathering students is reviewed with each grade level at
the beginning of the year to ensure students are placed in Differentiated
Math and Differentiated Literature groups. Alternate PLPs are written as
needed
*If after an extended period of time a decision cannot be made from the
data a child may be given the K-Bit as a means of collecting more data.
*If the data collected over an extended time does not support
identification the parents will be notified by either the teacher or gifted
facilitator and the child will be placed back into the regular curriculum.
The data collected will be placed into the students cum folder.

Option II: When a teacher or parent of a gifted student thinks the student
may be highly gifted or would like their student to be tested:
*Parents and teachers can refer a child for assessment for highly gifted
at any time. Assessment can also occur as part of the Data Gathering
Process.
*The Gifted Facilitator will contact the psychologist to set an assessment
date.
*The Gifted Facilitator will contact parents and obtain signatures for
assessment.
*Parents and teachers will be notified of the results. If the child is
highly gifted the child will have the opportunity to have a mentor. The
gifted facilitator will work with the parents, teachers, and district to
find a mentor that fits the students needs. Once a mentor is found for
the student, the mentor, the student, the classroom teacher,and the
parents will work to create a Personal Learning Plan for the student.
Kindergarten Screening/other assessment:
Our gifted facilitator and psychologist work closely with the kindergarten
team to administer the District Math screening to Sheridan students. This data
is shared with the Program Design Team for instructional planning purposes.
Jill and Annie also meet to review standardized testing scores (ITBS,
CoGat, and NeSA) from each grade level, to ensure we are meeting the needs
of all students. Students with scores in the top stanines/percentiles are
discussed among the team as potential referrals for data gathering. This year
the ITBS and CoGat tests will be administered online for our 3-5th grade
students. We are very fortunate that Lincoln Public Schools offers the CogAT as
an option for 10% of our second grade population. We find this to be a valuable
tool to gain greater insight into the learning of these second grade students.
The Gifted Facilitator administers the CogAT tests. These tests are done
paper pencil.
Jill is able to accommodate parent requests and team recommendations
for gifted and highly gifted assessments through IQ testing. This year Jill will be
administering the WISC-V for gifted and highly gifted testing.

Guidance and Counseling:

Sheridan addresses the needs of our students on an individual basis. It is

a priority to stay current with the multiple resources available to help address
these needs effectively. Parent meetings are scheduled as needed. Our staff
has been informed about the Counseling and Bibliotherapy for Gifted Students
available on docushare. Each staff member has a hard copy showing the
navigation to these units through Docushare. In addition, our school
psychologist and counselor are valuable resources for support. Jill Groshans and
Annie Kennedy attended the workshop entitled Social and Emotional Needs of

Gifted Children to learn more about the issues often affecting gifted students
and ways to support them. We are also very fortunate to have the support of
District staff and expertise of Dr. Joan Jacobs and Sue Harvey. They are
available on a very timely basis.

Teacher Training
Through data collected by the Gifted Facilitator, we have learned that
our entire staff is trained in Differentiated Math and Differentiated Literature.
Our plan for assisting staff needs for further development in this area include
showing the navigation to pertinent files in Docushare. Also, we remind new
teachers of the required tenure class, Strategies for High Ability Learners.
We also offer support by helping staff become familiar with district staff
and their areas of expertise. We continue to assist teachers with observations
and data collection to gain the most information possible about this
population. Our Gifted Facilitator works with small groups of identified
students as needed to deliver differentiated instruction. She also, meets with
teachers one on one to assist them with the data gathering process and to talk
about strategies/resources to meet the needs of gifted children in their class.
This year our building continues to work and learn from Data Teams. Our
teams meet every Wednesday morning to review formal assessments in the
areas of Math and Reading. Instructional strategies are determined by the
team for students who have far to go in meeting District expectations, are
close to meeting expectations, are meeting expectations, and those above
District expectations. These strategies are used to individualize instruction for
every student. Teachers comment on how this is helping us to think deeper
about enrichment, extensions and interventions. Our focus is on EVERY child.
In addition to Data Teams, we have staff members trained to deliver
instruction titled Providing Feedback, Classroom Instruction That Works.
This information contains recommendations for providing feedback to students
about their learning. The goal of using these strategies is to meet student
needs and increase learning among each and every student.

Differentiated Literature Titles 2014-2015

Kindergarten
Teachers: Jen Lammers, Angela Penner, Krystle Brandt, Alyssa Ramsey
Quarter 1
Quarter2
Quarter 3
Quarter 4
Paper Bag
Princess
Princess Hyacinth
The Quiet Book
Prince and the
Pink
Blanket
Duck Rabbit
Interrupting

Edwina the
Dinosaur
Click Clack Moo
Frederick
Sleep Out
Cat Dreams
Diary of a Spider
Friends A Flutter
Albert the

Just a Minute
600 Black Spots
Giraffes Cant
Dance

Suddenly
Edwina the Dinosaur Who Didnt
know She
Was Extinct

Chicken
Our Family
Friends
The Gorilla Did It

Running
Bear

First Grade
Teachers: Amy Smith (S), Amy Judd (J)
Quarter 2
Quarter 3
Quarter 4

Quarter 1
Out of the Egg (S)
Chrysanthemum(S,J)
Duck and Goose(S,J)
Walking Beauty (S)
Enemy Pie(S,J)
Big Al (J)
Falling for
Rapunzel(J)
The Recess Queen(J)

Ruby the
CopyCat
The Great Fuzz
Frenzy
Naked Mole Rat
Me and You
Callie the Ice
Skater
Just One Bite
The 3 Pigs
Waking Beauty
Matzo Ball Boy
Im Here

Owen and Mzee

Caribbean Dream
Ruby Bridges
Cool Cat
Hip Pocket Papa
The OK Book
The Best Kid in
the World
Broderick
A Princess, A
Pirate
And the Wild
Brother

Alexander Who used to be

Rich
Alexander and the Terrible
Horrible
Stink Soup
Iggy Peck Architect
This is Our Earth and the
Wild Brother
Williams Doll
The Littles

Second Grade
TeachersHolly Stange and Julie Ehlers
Julie Ehlers
Quarter 2
Quarter 3

Quarter 1
Chester
Binky, The Space Cat
MeJane

Shadow
Morgans Zoo
Galimoto
Dumpy LaRue
Adele and Simon

Legend of Blue Bonnet

Mirror Mirror
This is Paris

Holly Stange
Quarter 3

Quarter 1

Quarter 2

Adele and Simon

Amos and Boris
Dumpy La Rue
Gator Gumbo
Morgans Zoo

Stuck
Binky the Space Cat
Hoboken Chicken
Emergency
Lon Po Po
Chester
Day of the Blizzard
Shadow
A Drop of Water
Shadow (Brown)

Galimoto
Sleeping Beauty
The Great Kapok Tree
The Sandwich Shop
How to Dig A Hole
The Day of the Blizzard
Mri. Lincolns Way

Quarter 4

Saturday Sancocho
Stuck
This is Greece
This is Australia
This is Hong Kong
Pickle Juice on a Cookie
The Library Dragon
Dodsworth in Rome

Quarter 4
Saturday Sancocho
Dodsworth in Rome
The Library Dragon
Pickle Juice on a Cookie
This is Paris
This is Greece
This is Australia
This is Hong Kong

Third Grade
Teachers: Abby Beatty, Deb Coyle, Annie Kennedy
Quarter 1
John, Paul, George,
and Ben
Mayor La Rue

Quarter 1
Red Sings from
Treetops
The Dinosaurs of
Waterhouse
Hawkins
The Raft

Quarter 1
Red Sings from Treetops
The Raft

Abby Beatty
Quarter 2
Quarter 3
George Washingtons Teeth
Charlottes Web
Click!The Story of George
Eastman
Inventor McGregor

Deb Coyle
Quarter 2
Ellington is not a
Street
Jazz on a Saturday
Night
Summerhouse Time
Dear Mrs. LaRue
Camping with the
President

Stuart Little
Esio Trot
Curious Garden
Red Sings From
Treetops

Quarter 3

Quarter 4

Dont Kiss the Frog

Luck
Have you Seen
Mary?
Testing the Ice
How to Make an
Apple
Pie and See the
World

Annie Kennedy
Quarter 2
Quarter 3
Dear Mr. LaRue
The Dinosaurs of
Waterhouse Hawkins
Jazz on a Saturday
Night
Ellington is not a
STreet

Quarter 4

The Glorious
Flight
Imogenes Last
Stand
Balto

Fearless
Riding Freedom

Fearless
Dust Devil
Catching the
Moon
Louisa May Alcott
The Crow
Feathers and
Fools

Quarter 4
Balto
The Adventures of Ali
Baba Berenstein
How to Make an Apple
Pie and See the
World
Dust Devil

Fourth Grade
Teachers: Robin Zimmerman, Todd Tystad, Jennifer Stoltenberg, Shari McCright
Quarter 1
Because of Winn Dixie

Quarter 1
Because of Winn Dixie
Antics!
Jackie Joyner Kersee

Robin Zimmerman
Quarter 2
Quarter 3
Antics
Dark Emperor and
Other Poems
Snow Treasure

The Eleventh Hour

Amelia and Eleanor
Go for a Ride
Rescue Josh McGuire

Todd Tystad
Quarter 2
Quarter 3
House of Wings
Dark Emperor and
Other Poems
When the Wolves

Jeremy Thatcher
Dragon Hatcher
My Daniel
Eleventh Hour

Quarter 4
Esperanza Rising

Quarter 4
Rebeccas World
The Last Princess
Harry Cats Pet Puppy
Nim and the War

Returned
Native American
Doctor
The Hive Detectives

Quarter 1
Number the Stars
Because of Winn
Dixie

Quarter 1
Because of Winn
Dixie
On My Honor

Effort

Jennifer Stoltenberg
Quarter 2
Quarter 3
When the Wolves
Returned
Antics!
Hey Al
My Daniel
Snow Treasure

Quarter 4

Nim and the War

Effort
The Eleventh Hour

Shoebag
Night of the
Twisters
The Daring Nellie
Bly
The Last Princess

Shari McCright
Quarter 2
Quarter 3
The Last Princess
Dark Emperor and Other
Poems
The Barn

Quarter 4

Snow Treasure
Regarding the
Fountain

Dream of Jade
A Family Apart
The Forgotten
Door

Fifth Grade
Teachers: Marietta Eckel, Kaysha Brady, Tobi Scofield, Karen Schur
Quarter 1
Randalls Wall
Bury Me in the Library
Please

Quarter 1
Please Bury Me in the
Library
From the Mixed Up
Files of Mrs. Basil E.
Frankweiler

Quarter 1
From the Mixed Up
Files of Mrs. Basil E.
Frankweiler
The Eyes of the
Amaryllis

Marietta Eckel
Quarter 2
Harriet Tubman,
Conductor on the
Underground
Railroad
All Stars

Quarter 3

Kaysha Brady
Quarter 2
Quarter 3
Maniac Magee
Camping With the
President
Island of the Blue
Dolphins
Beginning--Flipped

Time Cat
Randalls Wall
Tuck
Everlasting

Tobi Scofield
Quarter 2
Quarter 3
All Stars
Honus Wagner
Finding Buck
McHenry
Randalls Wall

Quarter 4

The Secret Garden

The Chiru of High
Tibet
Camping with the
President
The Well

Maniac Magee
Tuck
Everlasting
Salt

Story of Salt
Meadowland
s
Ben and Me

Quarter 4
Westing Game
Baseball in April
Megans Island
Pictures of Hollis
Wood
Bearstone

Quarter 4
Camping with the
President
Time Cat
Touching Spirit Bear
Pink and Say

Please Bury Me in the

Library

Quarter 1
Please Bury Me in the
Library
Megans Island
Finding Buck McHenry

Secret Garden
The Chiru of High
Tibet

Karen Schur
Quarter 2
Quarter 3
Maniac Magee
Island of the Blue
Dolphins

Westing Game
Queen of the Falls

Quarter 4
Camping with the
President
The Chiru of High Tibet
Randalls Wall
Time Cat

Proposed Differentiated Literature Titles 20152016

Kindergarten
Teachers: Jen Lammers, Angela Penner, Krystle Brandt, Alyssa Ramsey
Quarter1
Quarter 2
Quarter 3
Quarter 4
Monster Night at
Grandmas House
Giraffes Cant Dance
The Gorilla Did It
Lisa and the Grompet
My Heart is Like a Zoo
17 Things Im Not
Allowed to Do
Anymore
A Day With No Crayons
Edwina The Dinosaur
The Chicken Thief
Dexter Bexley and the
Big Blue Beastie

I Love you the Purplest

The Eyes of Gray Wolf
Mouse Paint
Paper Bag Princess
The Quiet Book
Prince and the Pink
Blanket
Interrupting Chicken
Our Animal Friends

Little Red Hen

Just a Minute
Click Clack Moo
Fox on Wheels
Sleep Out
Diary of A Spider
Cat Dreams
600 Black Spots

Frederick
City Dog Country Frog
It Looked Like Spilt
Milk
Princess Hyacinth
Gone Fishing
Owly and Wormy,
Friends a Flutter
The Adventure of
Albert the Running
Bear
Moo Who?

First Grade
Teachers: Ashley Wergin, Amy Judd
Quarter 1
Chrysanthemum
Big Al
Enemy Pie
Duck and Goose
The Best Kid in the
World
Wallaces List
The Recess Queen
Ruby the Copycat
Falling for Rapunzel
Out of the Egg
Stellaluna

Quarter 2
Ish
Im Here
The Great Fuzz Frenzy
Naked Mole Rat
Im Here
The OK Book
Bad Kitty
Callie Cat Ice Skater
The Matzo Ball Boy

Quarter 3
Ruby Bridges
Caribbean Dream
Hip Pocket Papa
Broderick
Cool Cat
The Littles
Where the Wild Things
Are
Other Goose
Seeing Symmetry

Quarter 4
Owen and Mzee
Iggy Peck Architect
This is our Earth
Cluck oClock
Dogku
Just One Bite
The Lion and the
Mouse
Scribbleville
Today I feel Silly

Second Grade
TeachersHolly Stange and Julie Ehlers
Quarter 1
The Princess and
the
Packet of
Frozen
Peas
Amos and Boris
Adele and Simon
Leo the Snow
Leopard
Lon Po Po
Chester
Z is for Moose
Dumpy La Rue
The Greedy
Triangle

Quarter 2
A Tree Full of Life (used
alongside the
Great Kapok Tree)
How to Dig a Hole to
the Other Side of the
World
Airmail to the Moon
Binky the Space Cat
Stuck
Hoboken Chicken
Emergency
Jimmy Takes Vanishing
Lessons
The Graves Family
Gator Gumbo
Im Terrific

Quarter 3
A Drop of Water
Shadow
Day of the Blizzard
A Promise is a
Promise
Mirror Mirror
Teammates
Bat Boy and His
Violin
Galimoto
This is Paris (and
other
assorted
countries)

Quarter 4
Sandwich Swap
Mr. Lincolns Way
Gimmie Cracked
Corn
and I Will Share
Roxaboxen
Many Moons
The Great Quillow
The Kings Equal
Legend of
Bluebonnet
Ms. April and Ms.
May
Saturday
Sancocho
Legend of the
Indian
Paintbrush

Third Grade
Teachers: Emily Wiebeck, Kaysha Brady, Abby Beatty
Quarter 1
The Dinosaurs of
Waterhouse
The Adventures of Ali
Baba
Red Sings From the
Treetops
Summerhouse Time
Youre Finally Here

Quarter 2
Charlottes Web
John, Paul, George, and
Ben
How to Make an Apple
Pie and See
the World
Imogenes Last Stand

Quarter 3
Clever Jack Takes the
Cake
Balto
Ellington is Not a Street
Jazz on a Saturday
Night
Click, the Story of
George Eastman

Quarter 4
Esio Trot
The Curious
Garden
The Glorious
Flight
Stuart Little

Fourth Grade
Teachers: Robin Zimmerman, Jennifer Stoltenberg, Shari McCright
Quarter 1
Because of Winn
Dixie
When the Wolves
Returned
Shoebag
Hey, Little Ant

Quarter 2
The Dark Emperor and
other Poems of
the Night
Snow Treasure
Bully for You, Teddy
Look to the Stars

Quarter 3
Amelia and Eleanor go
for a Ride
Regarding the
Fountain
Cryptomania
Eleventh Hour
Snowflake Bentley

Quarter 4
Night of the
Twisters
Antics
Beauty of the
Beast
The Cods Tale

Fifth Grade
Teachers: Karen Schur, Tobi Scofield, Marietta Eckel, Lindy Gushard
Quarter 1
Maniac Magee
Finding Buck McHenry

Quarter 2
Ben and Me
Growing Patterns:

Quarter 3
Bearstone
Flipped

Quarter 4
The Westing Game
Hollis Woods

From the Mixed-Up

Files of Mrs. Basil
E. Frankweiler
Please Bury Me in the
Library
Randalls Wall
Megans Island

Fibonacci Numbers
Harriet TubmanConductor of the
Underground Railroad
Midnight Forests
Queen of the Falls
The Chiru of the High
Tibet
Tuck Everlasting

Island of the
Blue Dolphins
Pink and Say
Secret Garden
The Story of Salt
The Well

If the World Were A

Village
Lemonade & Other
Poems Squeezed
From a Single Word
The Meadowlands
Time Cat
Touching Spirit Bear

Proposed Differentiated Math Units 2015-2016

Kindergarten
Teachers: Krystle Brandt, Jen Lammers, Angela Penner, Alyssa Ramsey
Describing Sets
Explore figures, shapes, and similarities with Tangrams
Numeration:
Explore parts and wholes
-Counters in a Cup
-Make 10
-Tens go Fish
-On and Off
-Dot Addition
-Alphabet Addition
Story Problems

First Grade
Teachers: Beth Topp and Amy Smith
Quarter 1:
Numbers 0-10, Shapes & Number Relationships
-Patterns in 100
-Finding missing numbers
-Partners of numbers for number sense
Operations and Simple Equations
-Bottle Cap Math for number sense
-5 in a row and Dot Addition game
-Analogies for understanding relationships
-Even and odd Sums
Measurement

-Develop spatial reasoning through tangrams

-Geoboards
-Measuring perimeter
-Calculator math
-Habits of Mind problems
Quarter 2:
Story Problem Strategies
-representing elevator trips
-Shopping at the fruit market
-Close to 20 game
-Creating and solving student story problems
Basic Ten Structured Concepts/Place Value to 100
-number riddles
-number logic
-Get to 100
-Alphabet addition
Quarter 3:
Ten Structured Applications
-Coin Combinations
-Ways to make $1.00
-Capture 5 game
-Coin conversion
Comparisons and Data Format/Graphing
-Areas of tangrams
-class survey to develop graph and table
Quarter 4:
Fractions, Circle Graphs, and Clocks
-Calculator math for repeated addition
-mirror symmetry
-roll a fraction
-life timelines
Money and 2-digit addition
-Magic Number Puzzles
-Giving correct change
-close to 100
-coins, coupons, and combinations
-Lets make a dollar (using 17 coins, 15 coins, etc)
Analyze Story Problems
-alphabet addition
-Capture five
-Story problems connected to multiplication and division concepts

Second Grade

Teachers: Julie Ehlers and Molly Moller

Quarter 1:
Lemonade Stand - Project Based Learning Unit
Introduction to Fractions
Measurement (Investigations)
Home/School Connection: Family Measurement Project
Quarter 2:
Roman Numerals
Home/School Connection: Multicultural Food Project with story problems
Seeing Solids (Investigations)
Quarter 3:
The Shape of the Data (Investigations)
-Measuring Kindergarteners
Sunken Ships and Grid Patterns (Investigations)
Quarter 4:
Money, Miles, and Large Numbers
Restaurant/Menu project
3D Silhouettes

Third Grade
Teachers: Abby Beatty, Kaysha Brady, and Emily Wiebeck
1 Quarter
Habit of Mind Problem: Crossing the River
Place Value, Addition and Subtraction with regrouping and ungrouping
Roman Numerals
Number systems from past and introduce Bases
-play base game with dice, tens squares, and base mat
Multiplication and Division
Investigations Mathematical Thinking at Grade 5
Investigation 1: Exploring Numbers and Number Relationships
Sessions 1-6
-Puzzles 1-14
Investigation 2: Multiplies and factors up to 1,000
Investigation 3: Multiples and factors up to 10,000
-Puzzles 15-28
Closer to 100 or Closer to 1000 game
Pico Bagel game
Challenge guess and check problems.
Edward Zaccaro: Primary Grade Challenge Chapter 3 and 4
How much does it cost?
How much change will I get?
Mind Benders
st

2 Quarter
Graphs and Probability
Create own graphs-bar graphs, pie graphs, line graphs
Bring in graphs from home to discuss and understand
LPS-Probability unit
-move from fractions to decimals to percents
Challenge Thanksgiving problems
Habit of Mind problem: An Open and Shut Case
Mind Benders
3 Quarter
Geometry
Naming specific Quadrilaterals, Triangles, and polygons of n sides
Investigation: Picturing Polygons
Making 3D Shapes
Discover all the nets to create a cube
Plotting Pictures on the coordinate plane( x, y and x,-y)
Enlarging figures
Congruent shapes
Halving squares
Figural Analogies
Habit of Mind Problem: The box problem
Mind Benders
4 Quarter
Work with Fractions:
Whats Cookin-LPS
Edward Zaccaro: Primary Grade Challenge Chapter 5 and 6
Fraction Avenue
Edward Zaccaro: Primary Grade Challenge Chapter 7 and 8- Multiplication
Mind Benders
nd

rd

th

Fourth Grade
Teachers: Robin Zimmerman and Shari McCright
Quarter 1: Numeration and Game unit

Fifth Grade
Teachers: Karen Schur and Tobi Scofield
Quarter 1: Numeration-Exponents
Quarter 2: Numeration-Factors and Primes
Quarter 3: Numeration-Set Theory
Quarter 4: Ordered Pairs and Codes

2015 Gifted Census

On November 17, 2015, the number of students identified were as follows:
total # gifted
total # highly
total #
anomalies (e.g., 1
students in
gifted students
mentored
student with 2
the school
in the school
students in the
mentors each day)
school
101
17
22
5*
*Students Identified Gifted with Temporary Mentors
Students first identified during the 2014-2015 school year were identified using
the following processes:
#
student
s
identifi
ed
gifted
throug
h
Option
1 data
gatheri
ng

#
student
s
identifi
ed
gifted
throug
h
Option
2
testing

#
student
s
identifi
ed
highly
gifted
throug
h
Option
2
testing

27

11

#
student
s
identifi
ed
throug
h
Option
3
transfe
r from
anothe
r
district
0

# students
identified
gifted
through
Option 4
steering

#
student
s
identifi
ed
highly
gifted
throug
h
Option
4
steerin
g

#
students
provided
a mentor
without
HG
designati
on
through
steering

Communication

When a student is given a gifted identification, the Gifted Facilitator

schedules a meeting inviting parents, and classroom teachers to review the
results and provide parents with a Gifted Handbook. We share an open line of
communication with all parents for questions and concerns. The Gifted
Facilitator welcomes communication whether it be through a meeting, phone
call, email, or during parent/teacher conferences. Sheridan hosts an annual
Gifted Parent meeting. This meeting focuses on a variety of topics that apply
to this student population. The topic changes from year to year. For the 20142015 school year a family game night was held for students and families in K-2.
We also communicate District forums that are available for parents to attend.
For students that are identified as Highly Gifted, a meeting is held each
year with parents, mentors, students and classroom teachers to develop a
Personal Learning Plan. The PLP is a collaborative plan for individualizing each
students instruction in his or her academic area of strength. This plan outlines
in detail who is responsible for the various parts of the curriculum and
enrichment opportunities. Parents are a part of developing this plan.
Our Gifted Facilitator sends frequent memos to mentors, which are
emails containing pertinent information such as schedule changes, progress
report deadlines, professional opportunities, etc. The location of our Gifted
Facilitator makes her very accessible to mentors and allows for private
conversations and meetings. A mentor orientation meeting is held at Sheridan
the week before mentors begin working with students. During this meeting,
the gifted facilitator reviews building routines, safety plans and expectations.
A formal document containing Mentor/Gifted guidelines is provided for each
mentor. This guidebook contains responsibilities, rules and expectations. The
intent of this handbook is to deliver clear and consistent communication.
Our Gifted Facilitator also attends PLC meetings to gather and share
information among grade levels. We share and circulate pertinent articles.
Gifted is always a part of our monthly staff meetings.
All Sheridan staff communicate through our electronic Zimbra calendar.
This is an efficient method for all staff to check daily schedules for events and
changes that may occur each day.
This year we have Rita Stranik as our parent representative for the
Gifted Parent Engagement Group. This informational group is led by District
personnel. The intent is to provide a greater understanding of giftedness as
well as giving parents time to support and have feedback from each other.
We remain diligent in forwarding all pertinent information that will
impact our student population. We frequently refer to Dr. Joan Jacobs and Sue
Harvey for answers, advice and student observation.