Common Core and Gifted

“I choose C”

• Do we need the Common Core?

• http://www.youtube.com/watch?v=dY2mRM4i6tY

But what about gifted?

• The CCSS calls for general education teachers to recognize and address student learning differences, and incorporate rigorous content and application of knowledge through higher-order thinking skills. 

• Despite the obvious connection to the field of gifted education, the nature of advanced work beyond the CCSS is not addressed.  In fact, the authors of the CCSS state, “The Standards do not define the nature of advanced work for students who meet the Standards prior to the end of high school” (English Language Arts Standards, p. 6).  

The talk...

Two groups of preparation

http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

http://www.parcconline.org/samples/item-task-prototypes

Begin your studyhttp://esu3cc.wikispaces.com/

Examples...

www.isbe.net/common_core/htmls/resources.htm#isbe-res

http://engageny.org/resource/quick-explanation-of-the-shifts-by-kate-gerson

Watch the first 7 minutes- 6 Shifts in Math6 Shifts in ELA

Links to: sample test

curriculum Guidesample lessons

timelinePPT for explanation

GAP analysis

What Is The Rationale For The Gifted Education Community To Become Involved With The Common Core State Standards Effort?

• CCSS core does not require any special differentiation for the gifted, and may eliminate the need for gifted education services since the standards are already high level

• Standards are strong, they are not sufficiently advanced to accommodate the needs of most gifted learners

• http://www.nagc.org/index2.aspx?id=8980#Rationale_for_Involvement

Common Core State Standards: Resources for Gifted Education  http://www.nagc.org/index2.aspx?id=8984

• Resources exist that can assist administrators, and coordinators of gifted programs in implementing the new CCSS for gifted learners, including assessments that measure the depth and breadth of a student’s knowledge within a domain

• Curriculum units already exist for differentiated and research-based; instructional strategies that employ the use of higher-order thinking skills; and programming options that include acceleration, enrichment, and extended learning beyond the classroom

http://www.gifted.uconn.edu/nrcgt/nrconlin.html 

QuickTime™ and a decompressor

are needed to see this picture.

Note...

• This presentation was shared at the ESU #3 HAL Advisory on February 8, 2013

• Questions to jthomsen@esu3.org