Spectrum , Loudoun County’s middle school superior learner ... · , Loudoun County’s middle school superior learner program, provides enrichment opportunities to identified intellectually

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Spectrum, Loudoun County’s middle school superior learner program,

provides enrichment opportunities to identified intellectually gifted

students. The Spectrum program challenges student intellect by offering

a variety of engaging opportunities and experiences designed to expand

intellectual, social, emotional, and creative development.

The Spectrum program understands the special developmental needs of

the middle school child, as the curriculum challenges learning through:

pathways of discovery, research, and application;

expansion of intellectual curiosity;

development of initiative, creativity, and leadership;

strengthening critical thinking skills;

acquiring a great respect for the ideas of others.

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Citizens of our Global Village are

connected through the

interdependence of communications

and economics.

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Accept challenges and strive for excellence

Accept responsibility for keeping up with class assignments

outside Spectrum

Actively participate in all learning experiences

Demonstrate initiative and leadership

Engage willingly in intellectual activities

Exercise critical thinking, problem-solving, and decision-making

skills

Expand written and oral communication skills and technology skills

Respect classroom rules

Respect the ideas and opinions of others.

Understand and cope with his/her physical and emotional

development

Use creativity, curiosity, and imagination.

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The Spectrum program is designed to meet the needs of middle school intellectually

gifted students as they:

Challenge themselves at the highest levels: Cognitive, affective, social, and

creative.

Learn through research, application, and discovery.

Strengthen critical thinking, decision-making, and problem-solving skills.

Increase understanding of the relationships among academic disciplines.

Develop leadership skills and initiative.

Enhance high-level oral and written communication skills.

Improve fluency, flexibility, originality, and elaboration in thinking.

Expand intellectual curiosity.

Promote a greater respect for the ideas and opinions of others.

Increase technological proficiency.

Become responsible, self-directed, independent learners.

Commit to learning as a lifelong process.

Develop understandings of group dynamics and different learning styles.

Foster development of self-understanding and self-evaluation.

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Following the Spectrum routine, students attend Spectrum every other day in the same school

for approximately 45 minutes per class period.

In order to achieve maximum intellectual, social, emotional, and creative development, the

students’ learning experiences will:

expand their intellectual curiosity;

increase understanding of the relationship among academic disciplines;

Strengthen critical thinking skills, i.e., analysis, synthesis, and evaluation;

acquire a greater respect for the ideas and opinions of others; and

develop initiative and leadership.

The Spectrum program separates gifted learners according to their grade level. Students in

grades six and seven share the same curriculum and may share the same class during Spectrum

in some schools throughout the county. Students attending Spectrum in the eighth grade have

a completely separate curriculum from other grade levels.

Although students attending Spectrum in eighth grade have a resource period built into the 90-

minute block, the students identified as gifted learners in grade six and seven do not attend a

resource class. In lieu of the resource period, gifted students arrive to the Spectrum classroom

to receive enrichment activities that encompass and enhance all subject areas.

Since Spectrum is an enrichment service provided for gifted learners, it is imperative that

students arrive on time for each scheduled class period with the necessary materials.

Spectrum students are not permitted to leave the class to complete assignments or to make up

tests for other classes. If a student is absent from his/her class, the Spectrum student must

make arrangements with his/her teacher/s to make up any missed assignments, quizzes, or

tests before or after school.

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Grades 6 & 7

Unit of Study

Year #1

Year 2

1. Survivals

Jungle Sub-Artic

Cascade Desert

2. Cooperative Problem

Solving

Tanglers

Mind Benders

3. Communications

Dig It! (Archaeology)

Esperanto / ASL IF – Improving the Future

4. Crime Solving

Mysteries

Shakespeare’s 12th Night Burritos & Bambinos

Murder at Windgate Manor Paradise Island

5. Economics

Agency Pencil Company

Project Business

6. Math / Problem

Solving

Mr. Marfil’s Last Will and Testament

Phantom of the Bell Tower Continental Math League

Other ideas for learning experiences:

Environmental Park Creation

Mystery Box

SET

Socratic Seminars

Spectrum Theme Park

The Great Coaster Caper

The Marvelous Marble Shoot

Video Broadcasting

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Units of Study

Grades 6 & 7

Survivals:

Through these simulations, students, both as individuals and in a group, apply critical thinking

skills in a decision-making process. After setting goals and identifying possible alternatives,

students analyze the positive and negative consequences of each alternative before choosing a

course of action. Students then brainstorm creative uses for the survival items and rank them

according to their goals and chosen course of action. As members of a group, students must

discuss, listen, and evaluate each other’s ideas and opinions. Based on this discussion, each

group then ranks the survival items. Having compared their individual and group rankings with

those of the experts, students compute a theoretical percentage score for survival.

Cooperative Problem Solving /Mind Benders*:

In cooperative groups of two-to-three students, each team is given a card that showcases a

geometric design. Seated with their back to each other, one student must describe the design

to the other student/s while he/she attempts to draw the design as accurately as possible

utilizing only the oral descriptions provided. This lesson is a wonderful way for students to

utilize their communication skills.

*Note: The Daily Mind Benders are not the same activity as the Mind Benders stated above.

The Daily Mind Benders consist of two-to-three questions presented to students on the

television monitor at the beginning of each class period. Students have five minutes to attempt

to complete each question. Discussion always follows and the questions focus on the multi-

intelligences.

Esperanto / American Sign Language / Communications:

Esperanto is the study of a “universal language” created by Dr. LL Zamenhoff. In this unit,

students debate the value of a universal language. They learn to pronounce a basic vocabulary,

employ grammatical endings in all written and oral communications, translate from English to

Esperanto (and vice versa), and create and evaluate a presentation delivered in Esperanto.

In the American Sign Language (ASL) unit of study, students begin to appreciate and understand

the difficulties and frustrations of being a hard of hearing person. Through a variety of

activities, students will learn the ASL alphabet and a variety of useful vocabulary words to assist

him/her in creating and performing an original poem or skit.

The Improving the Future (IF) simulation is usually the first unit introduced in the school year

and students are asked to reflect on the meaning of the term “gifted.” Students are asked to

identify the characteristics and qualities of a gifted learner. This simulation presents students

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with the task of analyzing applicants, compiling factual information, ranking applicants based

on strengths and weaknesses, and justifying evidence during group discussion.

Economics:

This simulation involves students establishing and maintaining small, competitive businesses.

Acting as sole proprietors, or as a partnership, students will create a small business or take on

the role of supporting employees or consumers. Students learn how the American business

system works. Students explore a variety of business concepts including the location of

businesses, the elements of manufacturing, the acquisition of capital, the role of advertising,

the hiring of employees, the seeking of jobs, and the role that government plays in regulating,

guiding, and protecting both the small business and the consumer.

Phantom of the Bell Tower:

This video-aided math mystery is all about mystery and requires students to act as detectives to

solve the mystery.

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Grade 8

Unit of Study

Simulation / Activity

1. Economics

Lifestyle Auction

2. Survival Simulations

Whitewater Survival Caribbean Survival Earthquake!

3. Cooperative Problem Solving

Rainbow Bay (Environmental Simulation)

4. Crime Solving Mysteries

Barbeque with the Vampire! Who Killed Roger Ellington?

5. Math / Problem Solving

Space Day! Continental Math League

6. Socratic Seminars

Integral Ethics Dilemma (Medical Simulation)

7. Communications

Verdict (Courtroom Drama Simulation) Broadcast Video / Script Writing

Other ideas for learning experiences:

College and Career Awareness

Drama

Ergonomics

LEGO League

Scholastic Challenge

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Units of Study

Grade 8

Lifestyles Auction – Welcome to the Auction!:

If the money you earn could buy you anything your heart desires, what would you want? What

price would you place on this particular item? How much is it worth to you to purchase

something you thought you could never possess? Welcome to Lifestyles Auction, where you

can have whatever you desire most, but it could cost you everything!

Above are a few of the essential questions asked as we begin this unit. Given a list of 30 items

for auction, students will utilize analysis and critical thinking skills to assess the value of each

item, compile a budget for each real-world item, and justify the selections he/she has won.

This simulation forces students to constantly reprioritize their original ideas. Upon completion

of the auction, students are asked to analyze their item selections, behavior, feelings, and

overall perceptions during the auction by categorizing the items based on the commonalities

and ranking the items as a group based on importance. A follow-up questionnaire will conclude

this unit.

Whitewater Survival / Caribbean Survival / Earthquake!:

Rainbow Bay:

This is the perfect simulation to introduce students to the ongoing battle between

environmental conservation and urban expansion. In this simulation, students are divided into

construction companies and portray the roles of environmental impact experts, civil engineers,

surveyors, and supervisors. Each company competes with the others in real-world construction

deadlines to construct a new roadway system to link the surrounding communities of Rainbow

Bay. The company must meet all construction deadlines to build the fastest, most

environmentally safe, most economical roadway system for the residents. Once the

engineering companies have researched and created a webpage design of the projected

roadway system, the company members will present their plan to the town council of Rainbow

Bay. The pressure is on!

Barbecue with the Vampire!:

Light up the grill and bring out the stakes (wooden stakes that is)! That’s right, the 8th grade

students are in for the barbeque of their lives! This crime-solving simulation takes place in a

sleepy little town known as Jugular Springs in which the residents (students) have all been

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linked to the strange disappearance of one of their very own, and it is up to the town to solve

this mystery. This is one simulation the students can really “sink their teeth into,” and they will

quickly discover that the menu requires a double dose of analysis and critical thinking if they

are to host a successful barbeque and solve this frightful mystery.

Math / Problem Solving:

Integral Ethics:

This new unit allows students to take a closer look at a variety of topics and articles (some

controversial) and discuss viewpoints. Through the Socratic Seminar Method, students will

openly discuss the right and wrong decisions in given situations. At times students are asked to

role-play scenarios to help the class see the situations and understand the consequences that

may follow a correct decision vs. a wrongful, one.

Verdict!:

The time has come for the 8th grade students to go to court! After a brief introduction to the

judicial system, the students will role-play a variety of characters for this heated courtroom

battle known as Verdict! This motivational role-play simulation requires students to get into

costume and participate as a judge, an attorney, witness, bailiff, courtroom reporter, and/or

newspaper editor, in this modern-day courtroom drama.

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Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

The Spectrum program focuses on the higher level thinking skills of

analysis, synthesis, and evaluation.

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Defining A Spectrum Teacher

S

is for stimulating and supportive. We must keep our middle school students interested in the world and their possible roles in it.

P

is for pushing. We must expand the boundaries for the students as well as the other teachers in our building.

E

is for eager. We want new experiences that will challenge us to challenge our students.

C

is for candid. We must be honest in what we say or write and be impartial as we help students to see reality.

T

is for technologically informed. We must keep ourselves at the top so our students have many opportunities.

R

is for the respect we must give our students as they develop new skills, both socially and academically.

U

is for understanding. The growing pains of the middle school years require sympathetic awareness from us.

M

is for mavericks. We must be ready to take an independent stand in defense of our students.

Last Name, First Name (Grade Level) Page 1 of 2 Spectrum Semester Self-Assessment 2011-2012 School: _______/Teacher: _________________

TH

INK

ING

SK

ILL

S

SKILL DESCRIPTION LEVELS OF ASSESSMENT

Uses complex thinking skills to identify problems.

This trait was not observed. Asks questions and makes observations with assistance.

Asks questions, makes observations, and defines

problems with some

assistance.

Asks questions, makes observations, and defines

problems.

Consistently asks questions and makes observations that

define authentic problems.

Consistently asks profound questions and makes highly

perceptive observations that

define authentic problems.

Student Assessment S1:


Uses complex thinking skills to define problems.

This trait was not observed. Generates new, uncommon,

and/or useful ideas with difficulty.

Generates new, uncommon,

and/or useful ideas with some difficulty.

Develops and creates new,

uncommon, and/or useful ideas or products.

Consistently develops and

creates new, uncommon, and/or useful ideas or

products.


creates highly insightful new, uncommon, and/or useful

ideas or products.



Uses complex thinking skills

to solve problems.

This trait was not observed. Reaches conclusions, predicts

consequences, and analyzes

solutions with assistance.

Reaches conclusions, predicts


solutions with some assistance.

Reaches conclusions, predicts


solutions.

Consistently and accurately

reaches conclusions, predicts

consequences, and analyzes solutions to problems.

Consistently and accurately

reaches multifaceted

conclusions, predicts and explains consequences, and

analyzes solutions from

multiple perspectives.



RE

SE

AR

CH

SK

ILL

S


Pursues information across academic areas.

This trait was not observed. Determines reliable resources

related to the problem with assistance.

Determines reliable resources

and information related to the problem with some assistance.

Determines reliable and

authentic primary resources and information related to the

problem.

Consistently determines

reliable and authentic primary resources and information

related to the problem.

Consistently determines

reliable and authentic primary resources and information

integral to the problem.



Integrates information

across academic areas.

This trait was not observed. Pursues connections/patterns

among academic areas with

difficulty.

Pursues connections/patterns

among academic areas with

some difficulty.

Pursues connections/patterns

among academic areas.

Consistently pursues

connections/patterns among

academic areas with difficulty.

Consistently pursues and

evaluates

connections/patterns among

academic areas.



Transforms information

across academic areas.

This trait was not observed. Creates new, uncommon,

and/or useful ideas when

prompted.

Creates new, uncommon,

and/or useful ideas with some

prompting.

Develops and creates new,

uncommon, and/or useful

ideas or products.


creates new, uncommon,

and/or useful ideas or

products.


creates highly insightful new,

uncommon, and/or useful

ideas or products.



Directions: For each skill listed on the left, think about how well you’ve demonstrated your capabilities. Once you’ve evaluated yourself, place your initials in the appropriate box for the current semester. S1: Semester 1 (Fall) S2: Semester 2 (Spring)

Last Name, First Name (Grade Level) Page 2 of 2

IND

EP

EN

DE

NT

LE

AR

NIN

G

SK

ILL

S


Demonstrates the capacity of

continuous reflection and self-

directed learning.

This trait was not observed. Accepts the challenge of

learning something new and

demonstrates task

commitment with assistance.

Accepts the challenge of

learning something new and

demonstrates task

commitment with some

assistance.

Seeks the challenge of

learning something new and is

motivated to continue

reflection and self-directed

learning.

Seeks the challenge of

learning something new and is

highly motivated to continue

reflecting and self-directed

learning.

Regularly seeks the challenge

of learning something new and

is highly motivated to continue

reflecting and self-directed

learning.



Demonstrates the capacity of

authentic and appropriate

self-assessment.

This trait was not observed. Evaluates own work and

understands constructive

criticism of that work with

assistance.

Evaluates own work and

understands constructive

criticism of that work with

some assistance.

Evaluates own work and

accepts constructive

criticism, but may need help to

make appropriate changes to

that work.

Evaluates own work, accepts

constructive criticism, and can

make appropriate changes

independently.

Accurately evaluates own

work, seeks out constructive

criticism, and makes

appropriate changes

independently.



INT

ER

AC

TIV

E L

EA

RN

ING

SK

ILL

S


Accepts the ideas, opinions, and perspectives of others.

This trait was not observed. Respects the ideas, opinions, and perspectives of others

with assistance.

Respects the ideas, opinions, and perspectives of others

with some assistance.

Seeks to accept the ideas, opinions, and perspectives of

others.

Accepts and builds upon the ideas, opinions, and

perspectives of others.

Seeks out the ideas, opinions, and perspectives of others.



Engages in self-monitoring skills (collaboration and

cooperation).

This trait was not observed. Cooperates with peers with

assistance.

Cooperates with peers with

some assistance.

Collaborates and cooperates

with peers.

Collaborates, cooperates, and

supports peers.

Consistently collaborates,

cooperates, and supports

peers.



Engages in self-monitoring skills (contribution and group

membership).

This trait was not observed. Actively contributes knowledge, ideas, and opinions

in a group with assistance.

Actively contributes knowledge, ideas, and opinions

in a group with some

assistance.

Contributes knowledge, ideas, and opinions to peers and is an

active group member/leader.

Contributes a wide variety of knowledge, ideas, and opinions

while moving between an

active group member and

group facilitator/leader.

Contributes a wide variety of relevant and constructive

knowledge, ideas, and opinions

while moving between an

active group member and

group facilitator/leader.



Comments:

Revised 12/2011

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Spectrum , Loudoun County’s middle school superior learner ... · , Loudoun County’s middle school superior learner program, provides enrichment opportunities to identified intellectually