• The rubric for GT mathematics will assess students' mathematical concepts and vocabulary, analysis, application, collaboration, and behavior.

     

     

     

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    Mathematical Concepts & Vocabulary

    • In-depth understanding of mathematical concepts

    • Integrates mathematical vocabulary in diverse settings

    • Consistent understanding of mathematical concepts

    • Consistent use of mathematical vocabulary

    • Limited understanding of mathematical concepts

    • Limited use of mathematical vocabulary

    • Developing an understanding of mathematical concepts

    • Infrequent use of mathematical vocabulary

     

     

     

     

     

    Analysis

    • Synthesizes mathematical knowledge to demonstrate advanced understandings

    • Makes inferences about numerical relationships

    • Demonstrates mathematical knowledge (oral/written)

    • Recognizes and uses appropriate numerical relationships

    • Demonstrates limited mathematical knowledge (oral/written)

    • Often recognizes and uses appropriate numerical relationships

    • Developing mathematical knowledge (oral/written)

    • Rarely recognizes and uses appropriate numerical relationships

     

     

     

     

     

    Application

    • Elaborates and applies mathematical concepts to solve problems

    • Extends use of a variety of strategies to solve problems

    • Consistently and accurately uses mathematical concepts to solve problems

    • Uses a variety of strategies to solve problems

    • Limited use of mathematical concepts to solve problems

    • Limited use of a variety of strategies to solve problems

    • Developing use of mathematical concepts to solve problems

    • Developing a variety of strategies to solve problems

     

     

     

     

     

    Collaboration

    • Demonstrates positive leadership qualities in small group settings

    • Able to give assistance and respectfully share ideas with peers

    • Engaged partner in small group settings

    • Open to suggestions from others

    • Respectful sharing of ideas

    • Consistently seeks out assistance when necessary

    • Somewhat engaged partner in small group settings

    • Sometimes open to suggestions from others

    • Inconsistent sharing of ideas

    • Seldom seeks out assistance when necessary

    • Developing the ability to work in small groups

    • Rarely seeks out assistance when necessary

     

    Behavior

    • Highly-engaged, enthusiastic learner

    • Takes initiative without teacher direction

    • Consistently respectful

    • Consistently responsible

    • Engaged learner

    • Follows all directions

    • Respectful

    • Responsible

     

    • Somewhat engaged learner

    • Needs some redirection

    • Mostly respectful

    • Mostly responsible

    • Occasionally disrupts learning environment

    • Difficulty engaging in tasks

    • Consistently needs redirection

    • Difficulty showing respect

    • Difficulty showing responsibility

    • Disrupts learning environment

     

    Performance Descriptors

    Proficient performance indicates that the student meets the demands of the curriculum in terms of skills, knowledge, and ideas. Advanced performance indicates that the student performs at a level that is beyond the requirements of the curriculum.

    4-Advanced

    Student’s work demonstrated a thorough, in-depth knowledge of extended concepts and skills in the topic taught. Performance is characterized by the student’s ability to understand, apply and extend key concepts, processes and skills with consistent accuracy and a high degree of quality beyond what is expected in the Gifted and Talented setting.

    3-Proficient

    Student’s works demonstrates a thorough knowledge of the Gifted and Talented concepts and skills of the topic taught. Performance is characterized by the student’s ability to consistently understand, apply key Gifted and Talented curricular concepts, processes and skills with accuracy and quality for what is expected in the Gifted and Talented setting.

    2- Basic

    Student’s work demonstrates partial knowledge of the Gifted and Talented curricular skills and topic being taught. Performance is characterized by the students developing ability to understand and apply key curricular concepts, processes and skills.

    1-Does Not Meet Standard

    Student’s work does not yet demonstrate knowledge of the Gifted and Talented concepts and skills of the topic taught. Intervention may have been necessary to help the student succeed in understanding, applying Gifted and Talented concepts and processes.