SAGE
Northland Innovation Center
SAGE Competencies and Outcomes
Illuminator's Mindest
SAGE has nine gifted competencies called Illuminator's Mindset. These 21st Century skills prepare our students for careers and challenges that are yet to be revealed. We use Illuminator’s Mindset learning progressions to help student learn more about the Illuminators Mindset and each month we recognize students for their growth as Illuminators.
Creating
Creative thinkers look at something in a new way or from a different perspective. Fluency,
flexibility, originality, elaboration and synthesis lead to innovative and meaningful problem solving
Empathy
Empathetic learners consider the needs and interests of others and engage with them in caring, respectful and compassionate ways.
Networking
Being able to communicate, team, collaborate and build relationships with learners from various backgrounds and cultures is easy to practice at SAGE. Since our classes are comprised of students from across the school district, our networking opportunities are immense.
Observing
Observant learners use information gathered in their surrounding environment throughout the creative process and link connections from the world to personal ideas.
Problem Finding
Setting aside preconceptions, considering local and global issues, and proposing higher
level questions that lead to analysis, synthesis or evaluation are characteristics of a problem finders.
Project Management
Project management includes planning and managing activities to develop a solution or complete a longterm task. Project management includes clarifying goals and objectives, imagining the end product and identifying the requirements for it, setting a realistic schedule, reviewing and refining the project before considering it complete, and sharing the completed project with an audience.
Reflection
Reflection is key to empowering students. Being able to reflect on your own effort and progress allows you to take more ownership of your learning and meet more of the goals you set for yourself.
Resiliency
Persevering toward a goal, responding positively to a challenge, and developing an attitude of rebounding after failure, unsuccessful attempts or defeat are proficiencies gifted learners often struggle with. Since perfectionism is a common challenge for gifted individuals, building resiliency is an important lifelong
skill.
Risk-Taking
Risk-taking is a challenging characteristic for many gifted learners to develop. Overcoming
fear of the unknown and criticism, identifying personal barriers that prevent risk-taking, and embracing an attitude of creative thinking in which questions and challenges can lead to improvement and solutions are key
skills we work to develop throughout the SAGE day.
Missouri Portrait of a Gifted Learner
Missouri Gifted Learner Outcomes
The unique needs of gifted learners are addressed through the Missouri Gifted Learner Outcomes (MO-GLOs). MO-GLOs are one tool used for developing SAGE curriculum.
Missouri Gifted Learner Outcomes - https://dese.mo.gov/media/pdf/missouri-gifted-learner-outcomes
National Standards in Gifted Education
The National Association for Gifted Children (NAGC) is the nation's leading organization focused on the needs of gifted and talented children through research, professional development, and advocacy. NAGC Gifted Education Programming Standards are another tool used to develop curriculum.
Content Standards
Along with Missouri and national gifted standards, teachers use NKC Schools and National core content standards to develop units of study and other curriculum that promotes relevancy and rigor. Examples include standards such as National Science Teaching Association’s Next Generation Science Standards and National Council of Teachers of Mathematics standards.
Assessment for Growth
Assessment is designed to make learning visible. It helps students, parents, and teachers understand how they learn, recognize their growth, and intentionally develop the knowledge, skills, and dispositions of the Illuminator's Mindset.
SAGE assessments reflect the developmental needs of gifted learners and a progression of learning, helping students transition from acquiring knowledge, to understanding ideas, and applying and creating new understanding. As students mature, assessment becomes less about what the teacher observes and shares and increasingly about what students understand about themselves as learners
| Instructional Levels |
Assessment Focus | Methods |
|
Primary |
Young learners are developing the foundational language and habits of the Illuminator’s Mindset. Teachers recognize and name emerging competencies and help students identify themselves as capable learners. | 1-on-1 and small group feedback with students, semester progress reports focused on Illuminator’s Mindset, semester showcase featuring student’s area of study and other related projects |
|
Intermediate 3rd, 4th, 5th |
Assessment becomes a partnership between teacher and student. Learners increasingly reflect on evidence of learning, set goals, explain their thinking, and collect examples that demonstrate growth. Students begin examining not only what they know, but how they learn. |
Student-developed portfolios that document progress toward competencies with an emphasis on student reflection, semester progress reports, semester showcase featuring student's area of study and other related projects |
|
Middle School 6th, 7th, 8th |
As students become increasingly independent learners, assessment shifts toward self-direction and ownership. Students earn badges throughout their day and regularly evaluate their progress toward unit outcomes, reflect on personal growth, and curate evidence within in portfolios. Teachers increasingly serve as coaches who guide students through reflection and goal setting rather than simply evaluating completed work. |
Student-directed reflection, goal setting, unit of study portfolios or projects, authentic demonstrations, semester progress reports, semester showcase featuring student’s areas of study and related projects |