Gifted and Talented Education:Making Connections

Greater Dane County TAG NetworkFebruary 6, 2013

Topics

• Overview of Agenda 2017• Common Core State Standards and New

Generation Science Standards• Social Emotional Needs• Response to Intervention• Educator Effectiveness• Finding Underrepresented Students

Target Goals

By 2017, we need to reach target goals that prepare our

students for success in further education and career:

Further increase graduation rate from 85.7 percent to 92 percent.

Increase career and college readiness from 32 percent to 67 percent.

Close graduation and career and college readiness gaps by 50 percent.

Increase the percentage of students scoring proficient in third-grade reading and eighth-grade mathematics.

Adopt the Fair Funding for Our Future plan to make school finance more equitable and transparent.

Agenda 2017

New accountability system begins & AYP ends (ESEA waiver)

New proficiency benchmarks for WKCE reading & mathematics established

Title I Priority & Focus schools identified

Educator Effectiveness system design continues; Act 166 passed

New accountability system begins & AYP ends (ESEA waiver)

New proficiency benchmarks for WKCE reading & mathematics established

Title I Priority & Focus schools identified

Educator Effectiveness system design continues; Act 166 passed

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

New school report cards first issued

(2011-12 accountability reports)

New system of support for Title I Priority & Focus schools begins

New kindergarten literacy screeneradministered statewide

DPI provides curricular resources for Common Core State Standards implementation

First districts using State Student Information System (SSIS)

First districts begin developmental pilot of Educator Effectiveness system

SMARTER Balanced assessment field testing

Educator Effectiveness statewide system pilot

SMARTER Balanced assessment field testing

Educator Effectiveness statewide system pilot

Common Core State Standards fully incorporated into school/district curricula

Smarter Balanced & Dynamic Learning Maps replace WKCE & WAA-SwD in mathematics and English/Language Arts, including reading and writing

Educator Effectiveness system implemented statewide

ASSETS for ELL assessment in use

All districts on SSIS

ASSETS for ELL assessment in use

All districts on SSIS

Higher graduation requirements (targeted –needs legislation)

Timeline

Every Child a GraduateCollege and Career Ready

Huddle

• What stage is your school district at for each of these statewide initiatives?

Standards & InstructionWhat and how should kids learn?

Shifts in English Language Arts

8

Shifts in Mathematics

9

Focus, Coherence, and RigorShift 1 Focus Focus on targeted areas at each grade level so that

students gain strong foundations.

Shift 2 Coherence Standards are designed around coherent progressions from grade to grade and extend from previous learning.

Shift 3 Rigor Three components of rigor: conceptual understanding, procedural skill & fluency, application.

• Conceptual Understanding

Standards call for conceptual understanding of key concepts, such as place value.

• Procedural Skill & Fluency

Students use procedures efficiently with understanding. For example, 8x7 is one more 7 than 7x7.

• Application Students are able to apply mathematics skills and procedures to make meaning of and access content.

Differentiating the CCSSfor High Ability/High Potential Learners

• While the CCSS are strong, they are not sufficiently advanced to meet the needs of most high ability/high potential students

• 3 Content Adaptations:

• Differentiate classroom assessments, as well, to encourage higher level reasoning and creative production

Equalizers (Tomlinson, 1997)

Foundational Information, Ideas, Materials, Applications Transformational

Concrete Representations, Ideas, Applications, Materials Abstract

Simple Resources, Research, Issues, Problems, Skills, Goals Complex

Fewer Facets Disciplinary Connections, Directions, Stages of Development

Multiple Facets

Smaller Leap Applications, Insight Transfer Greater Leap

More Structured

Solutions, Decisions, Approaches More Open

Clearly Defined Problems

In Process, In Research, In Products Fuzzy Problems

Less Independence

Planning, Designing, Monitoring More Independence

Slower Pace of Study, Pace of Thought Quicker

CCSS for English Language ArtsStrand and Number: Text Types and Purposes #1 (Opinion)Grade-Level Outcomes in Knowledge and Skills: Write arguments to support claims in any analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.Grade and Standard Universal Task Advanced Task

Grade 3W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

Write an opinion piece stating three reasons why your parents should give you a video game that you want.

Select a local issue (e.g., building an amusement park near a historic battlefield) and write an opinion piece providing three reasons why the issue is important or problematic.

CCSS for Mathematics

Grade 5Domain: Geometry

Content Standards

5.G.3. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.5.G.4. Classify two-dimensional figures in a hierarchy based on properties.

Universal Task

1. Using two or more tangram pieces, combine them to make a variety of polygons. Trace and label each shape.2. Place all of the quadric-laterals in one pile and all of the non-quadrilaterals in another pile. Explain why you placed them there.3. Sort all of the quadrilaterals into parallelograms and nonparallelograms. Explain why you placed them there.4. Sort all of the parallelograms into rectangles and nonrectangles. Explain why you placed them there.5. Once students understand the hierarchy, have them play “Shape Rummy.”

Advanced Task

1. Using two or more tangram pieces, combine them to make a variety of polygons. Trace each shape onto a different 3” x 5” index card.2. Use these cards to play “Shape Rummy.” Follow the rules for the Rummy card game where all cards are dealt and players must make sets of 3 matching shapes. A set of 3 squares or 3 trapezoids is worth 10 points; a set of 3 rectangles or 3 rhombuses is worth 5 points; a set of 3 parallelograms or 3 regular polygons is worth 3 points.3. After playing Shape Rummy, discuss the following:Why is a set of 3 squares worth more than a set of 3 rectangles (rhombuses)?

Next Generation Science Standards (NGSS)

How to read the NGSS:http://www.nextgenscience.org/how-to-read-the-standards

Middle School ScienceMiddle School Life Science

Structure, Function, and Information ProcessingMS.LS –SFIPa. Investigate and present evidence that the structure of cells in both unicellular and multicellular organisms is related to how cells function.

Universal Task Advanced Task

1. Create a model or visual that shows the following parts in both an animal cell and a plant cell: cytoplasm nucleus, mitochondrion, vacuole, cell wall, cell membrane, and chloroplast.

2. Explain what the most significant differences are between animal cells and plant cells.

3. Explain how the structure of the animal cell and the plant cell are related to their function.

1. Think about the following parts of an animal cell and plant cell: cytoplasm, nucleus, mitochondrion, vacuole, cell wall, cell membrane, and chloroplast. Compare the structure of an animal cell and a plant cell. How is the structure of each related to its function?

2. Select an animal cell or a plant cell. Create a model or visual that compares the structure and function of this cell to a school, a sports team, a factory, a car, or something you choose;

OR Design a new kind of cell. Explain

how the structure is related to its function.

Key Aspects of Social-Emotional Development

Adapted from Robinson and Kueht 2008

Continuous Review of Student Progress

Tier 2

In Addition to Instead of

High Quality Core Curriculum

Differentiated Culturally Relevant Instruction

Additional Support

IntenseInterventions

Additional Challenge

Intense Interventions

Research-Based Strategies

Classroom Based Pre-Assessment

Questioning Techniques

Creative Thinking

Critical Thinking Flexible

Grouping

Problem-Based Learning

Inquiry Models

Curriculum Compacting

Independent Contracts

School/DistrictBased

Cluster Grouping

Pull-Out/Pull-In Purchased

Services

Subject Acceleration

Grade Acceleration

Mentorships Internships

Increasing Intensity

Research-Based Strategies

Classroom Based

School/DistrictBased

Small Group

Increasing Intensity

Assessments and Data SystemsHow do we know if they learned it?

A Balanced Assessment System

Common Core State Standards

specify K-12

expectations for college and career readiness

Common Core State Standards

specify K-12

expectations for college and career readiness

All students leave

high school college

and career ready

All students leave

high school college

and career ready

Teachers and schools have

information and tools they need

to improve teaching and

learning

Interim assessments

Flexible, open, used for actionable

feedback

Summative assessments

Benchmarked to college and career

readiness

Teacher resources for formative

assessment practices

to improve instruction

Smarter Balanced Assessment

Sample items can be found at:

http://www.smarterbalanced.org/sample-items-and-performance-tasks

School and Educator EffectivenessHow do we ensure that students have highly effective teachers and schools?

HuddleTalk with your colleagues about the following

questions:• What are the opportunities for your

school/school district? The challenges?• What are the opportunities for students with

gifts and talents? The challenges?

Underrepresented Students

• U-STARS~PLUS• Modified Kranz Categories

Chrystyna MurskyEducation Consultant, Gifted and Talented and Advanced

PlacementWisconsin Department of Public Instruction608-267-9273chrystyna.mursky@dpi.wi.gov