The Common Core is a set of high-quality academic standards in English language arts|literacy and mathematics. These standards outline what a student should know and be able to do at the end of each grade level; education standards are not a curriculum, a detailed plan for day to day teaching.
At Hallett Academy, we focus on what students need to know and be able to do, and the following resources support how students learn the educational standards:
Through the exploration and analysis of several types of literature, students think critically, read texts deeply, and write more effectively. Genre Studies is rooted in inquiry with an emphasis on reading comprehension and the craft of writing. Genres and literary elements and structures examined, include:
A comprehensive K-5 curriculum rooted in the common core state standards supports students’ understanding of mathematical concepts, proficiency with key skills, and ability to solve complex and novel problems. Direct instruction, structured investigation, and open exploration are used to engage students in the learning. More information can be found at Mathlearningcenter.org
Science and Social Studies
The Science standards reflect a new vision for science education that connects scientific knowledge, in authentic ways, to real-world problem solving and innovation. The standards forefront scientific practices that use and go beyond the inquiry process to arrive at reasoned and justifiable rationales for interpretations of phenomena/events. A Framework for K-12 Science Education identifies the key scientific ideas and practices all students should learn by the end of high school. Find out more at Tracks Science.
The Social Studies standards guide students in developing the knowledge and skills to make sound judgments, understand historical and contemporary experiences/events, analyze interpersonal and global tensions, and actively participate in the complex world in which they live. The standards support the use of reasoned and reflective thinking to engage and collaborate with others in an increasingly diverse and interdependent world. Social Studies Alive provides more information.
Hallett Academy is an ESL resource school. This means that students still acquiring the English language receive pull-out services from a trained resource teacher for approximately 45 minutes a day. The resource teacher works with the classroom teacher to best meet the needs of the English language learner. In addition, all English language learners are assessed at the beginning and end of each school year to measure growth. Our ESL Teacher helps support our bilingual families and students that are valuable members of our community.
Students are identified for these services through a comprehensive team approach which involves family members| caring adults, classroom teachers, special education teachers, special service providers, and interventionists.
Once identified, an IEP (Individual Education Plan) is developed based on the student’s needs. The purpose of the plan is to remove barriers to learning. Services may range from consulting with the classroom teacher to direct instruction in rooms 206 and 207.
Hallett Academy has the resources of several itinerant special services providers (serving more than one school): Social Worker, Psychologist, Speech Language Pathologist, Nurse, Occupational|Physical Therapist. Our special services providers meet the needs of our students up to three days a week.
Gifted and Talented
In the Denver Public Schools, “gifted and talented children” means those students whose demonstrated abilities, talents and/or potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational needs. These students perform, or show the potential of performing, at remarkably high levels in intellectual, specific academic or creative areas when compared with others of their age and experience. Gifted and talented children are present in all student groups, regardless of gender, disability, English language proficiency, economic status, ethnic or cultural background.
Identification of gifted students occurs year round in DPS. The gifted and talented representative at each school monitors student data in several key areas that the district has determined are indicators of giftedness. This includes a visual-spatial reasoning test given to all students in second and fourth grades and a set of creativity indicators administered to all third and fifth graders. The district also uses advanced PARCC and CMAS scores (administered in gr. 3-10) as gifted indicators as well as Developmental Reading Assessment (DRA) data for students reading two years above grade level. Additionally, families may elect to have their child take a battery of tests that the district uses to identify highly gifted students. The nomination period for that testing is usually in the early fall, with the testing in the late fall, and scores returned at the beginning of the new year. Students identified as highly gifted have the option of attending a highly gifted magnet school for elementary or middle school. Scores from this battery of tests are also used to identify gifted students.
Our GT representative identifies gifted students and provides a variety of programming for gifted students, supports the faculty with staff development geared toward advanced learners and works with classroom teachers and families in developing and implementing Advanced Learning Plans for each gifted student.