Cobb County Elementary Gifted
Progress Report
To prepare gifted students for an ever-changing global marketplace where they must be self-reflective,
goal-oriented problem-seekers and solvers
Our Mission Continues to Be…
The ALP Program is process-driven. Our ultimate goal is for
students to meet the standards. The content and activities help us reach these
goals.
In standards-based instruction and assessment:
Standards provide the what.
Instruction provides the how.
Assessments are used to determine the student level of mastery.
The Core of Quality Instruction
Aligns with the Gifted Standards
The elements increase in complexity with each grade level
Contains familiar and new elements
Administered quarterly
New Progress Report
THE STANDARDS
Cognitive Growth Affective Growth
Convergent ThinkingDivergent ThinkingEvaluative ThinkingRelationships/Connections
Cognitive Growth Strands
Students will reason logically using induction, deduction, and abduction.
Examples: logic problems, syllogisms, algebraic reasoning, Hands-On Equations
Convergent Thinking
Previous Progress Report:
New Progress Report:
Convergent Thinking
Students will think creatively to generate innovative ideas, products, or solutions to problems.
Cognitive Components of Creativity: Fluency, Flexibility, Originality, and Elaboration
Affective Components of Creativity: Risk-taking, Complexity, Curiosity, and Imagination
Examples: brainstorming, transformations, creative problem solving, repurposing items
Divergent Thinking
Previous Progress Report:
New Progress Report:
Divergent Thinking
Students will evaluate and solve a variety of authentic problems.
Examples: 1. Ranking and evaluating the quality of ideas
for problem solving (evaluative thinking process)
2. Using and creating rubrics to assess work
Evaluative Thinking
Previous Progress Report:
New Progress Report:
Evaluative Thinking
Students will make relationships and connections among various topics and disciplines.
Examples: Researching real-world topics and making
connections to other disciplinesReflecting on societal and/or
environmental issues and developing potential solutions
Relationships and Connections
Previous Progress Report:
New Progress Report:
Relationships and Connections
Self-ReflectionRespect for OthersSelf-Directed Learner
Affective Growth
Learning Skills and BehaviorsNew Progress
Report: Previous Progress
Report:
Cognitive Growth Assessment Indicators• (E) Exceeds: When the student has obtained a complete
understanding of the element and has repeatedly demonstrated application and inference beyond grade-level expectation
• (M) Meets : When the student has obtained a complete understanding of the element and has consistently demonstrated independent mastery
• (P) Progressing: When the student has obtained a basic understanding of the element, but has not yet mastered it consistently and/or independently
• (D) Does not meet: When the student has not obtained a basic understanding of the element
• N/A- Element not assessed at this time
• S = Successfully and consistently displays appropriate learning skills and behaviors
• P = Progressing toward consistent display of appropriate learning skills and behaviors
• N = Needs Improvement to display learning skills and behaviors that lead to success
Learning Skills & Behaviors Assessment Indicators
Continuation Criteria
Quarter Focus: Reflects the current topic of study
Attendance: Students must attend 65% of classes each quarter to be assessed
Comments provide descriptive feedback of your child’s performance
Quarter Focus, Comments, and Attendance
Is completed at the end of the year and determines if gifted services are to be continued the following year.
Annual Review