Middle Grades Talent Development & Advanced Learner Education Advisory

April 18th, 2014Melanie Crawford

Janna Toche

Introductions

• Who are you, and what is your current role?

• What is a talent that you have developed?

What is the purpose of this advisory?

• Develop a comprehensive plan for Levels of Service for Talent Development in grades 6-8 to:

– increase equity of opportunity for all students to develop talent, – increase the achievement of advanced learners – provide a continuum of services to keep advanced learners in MPS schools

• Increase knowledge and understanding of the unique characteristics and needs of diverse advanced learners, as well as research, best practices and critical issues in gifted education with specific focus on:

– identification– community engagement, – grouping– acceleration – promising practices to better identify and serve culturally, linguistically and

economically diverse students.

Elementary Talent Development AdvisoryWorking Agreements

I will…

• Be honest in my speaking and open minded in

my listening.

• Presume positive intentions.

• Have difficult conversations in the room.

• Be an ambassador for our work outside of the

meetings.

• Collaborate to advance the mission of MPS.

• Come prepared to meetings.

• Work to build trust (via competence, reliability &

sincerity)

Today…

• Levels of Service• Who are advanced learners?• Identification of advanced learners• Who are advanced learners in middle school?• Grouping strategies• What should define level III and level IV

services?

I can…

• Explain the nature of talent and how it is developed.

• Differentiate between the MPS Levels of Service.• Explain the why and how MPS identifies diverse

advanced learners.• Determine and defend the grouping structure that

would best support differentiation for advanced learners at my school.

• Generate questions this group should ask that would help develop a plan for levels of service

Dream Teams• Imagine Dr. Johnson has

charged us with developing programs that produced state champion teams/groups for MPS in arts, academics and athletics.

• How would we do it? What would it take? Choose your area. Develop a plan.

MPS Vision for Talent Development

All students recognize and develop their

academic talents as a result of enrichment and appropriately challenging

learning opportunities.

Schools can and should be places for developing the talents of all students

All students at all ages have relative talent strengths, and schools should help them identify, develop and understand their own special abilities.

The development of ability or talent is a lifelong process. It can be evident in young children as exceptional performance on tests and/or other measures of ability or as a rapid rate of learning, compared to other students of the same age, often resulting in high levels of achievement. (NAGC, 2010)

Provide opportunities

to explore interests and

develop skills & competencies

Identify advanced

potential/high ability/high

performance

Provide appropriate environment

Produceadvanced

achievement

What must be in place to develop talent?

10

I. Services for ALL StudentsProviding foundational skills and tools

“ Discovering and Building”

THE LEVELS OF SERVICE [LoS] MODEL

II. Services for MANY Students Engaging and verifying interests

“ Curious and Exploring”

III. Services for SOME Students Meeting the need for alternative opportunities

“ Enthusiastic and Performing”

IV. Services for a FEW Students Responding to blossoming expertise and the

need for highly individualized services“ Passionate and Soaring”

The Levels of Service (LoS)–Treffinger, D.J., Young, G.C., Nassab, C.A. & Wittig, C.V.

Level I Level II Level III Level IV

DESCRIPTION

ALL emphasis on classroom

differentiation for interest and learning

profile, and enrichment

MANY(anyone might, not

everyone will)

SOME Meets the needs for more

rigor and challenge. Emphasis on advanced

classes, differentiation of core content with depth, complexity, novelty and

acceleration

FEWEmphasis on subject or

grade acceleration and/or individual

learning plans

WHO

All students Students who show an interest, propensity, or

achievement in a particular area as

evidenced by assessed performance

Students identified with advanced learning needs

Identified advanced learners whose needs

surpass curricular enhancements/

extensions available in a grade level or subject

area

WHAT

• Exposure to and opportunities to explore possible interest areas into, through and beyond the core curriculum

• Other enrichment opportunities: field trips, service learning, guest speakers, residencies.

• Clubs & specialized groups

• Interest projects• Competitions• Enrichment Clusters

• Core curriculum and instruction qualitatively differentiated specifically for advanced learners

• Classroom teachers trained to meet cognitive and affective needs of advanced learners

• Grouping for core instruction

Learning Targets for Advanced Learners

• Full grade or single-subject acceleration

• Mentorships/ Apprenticeships

• Individualized learning plans

• Participation in advanced coursework through university partners and other agencies

Learning Targets for Advanced Learners

Enrichment Pedagogy Advanced Differentiation

MPS Talent Development & Advanced Learner EducationVision: All students recognize and develop their talents as a result of enrichment and appropriately challenging learning opportunities.

Levels of Service

Go back to your plan for the “Dream Team”

• Categorize the elements of your plan by the Levels of Service.

• What do you notice?• How would you add to/revise your plan so

that it reflected all Levels of Service?

Reflect: what is currently happening in your building that could be considered a level 1 &

2 service?

Level I Level II Level III Level IV

Currently

Future

Reflect: What is currently happening for advanced learners in your building that could be considered

Level III or IV service?

Level I Level II Level III Level IV

Currently

Future

Who are advanced learners and what do they uniquely need?

Think of someone who is an advanced learner.

How would you describe them?

What are some characteristics or behaviors that distinguishes them from the general population?

Who are advanced learners?

Advanced learners are students from all cultural and socioeconomic groups who perform at, or show the potential for performing at an outstanding level when compared with others of same age, experience or environment.  They have cognitive and affective needs that require a differentiated and challenging learning environment.

19

Advanced Learners

Demonstrated high performance

Prodigies

Creative producers

Above-grade achievers

Underdeveloped performance

Twice-exceptional

Low-SES

Culturally/linguistically diverse

Underachievers

Supports (self, family, school)

Inhibitors (self, family, school)

Ability Achievement

•Teacher rating (SRBCSS)

•Parent rating(Things My Child Likes To Do)

Stanine 9 on CogAT7 Screening Form

Stanine 9 (96% or above) on

Standardized achievement

measure (either reading or math)

Fall MAPStanine 9 on CogAT7 (any battery)

(3rd & 4th grade

students) nominated/referred

by teacher or parent

ALL 2nd graders

screened

OR

Stanine 7-8 on CogAT7 Screening

Form

Identification

Stanine 7-8 on CogAT7

(any battery)

OR

Stanine 7-8 (77% or above) on

Standardized achievement

measure (either reading or math)

Fall MAP

130 or above on individual IQ measure

(administered by a licensed psychologist/psychiatrist)

District does not provide; parent may submit

Local -Subgroup Norms for CLED

AND

Demonstrated Research Based Behaviors

Local -Subgroup Norms for CLED

1

2

3MPS Advanced Learner Identification Pathways

Why assess/identify students?

• To find which students perform at, or show the potential for performing at an outstanding level when compared with others of same age, experience or environment

• To match the most appropriate level of service (curriculum, instruction and support) to the student’s needs in order to produce advanced achievement

“The identification of advanced learners serves no good function if it does not lead to the opportunity for students to maximize their potential by engaging in learning that will lead to a satisfying and fulfilled life.”

Callahan, 2005

Advanced Learners Grades 3-5 SY14

03 04 05 Total

Advanced Learners 465 550 361 1376

Total MPS Students 3070 3007 2606 868315% 18% 14% 16%

Strategic Goal:By spring 2015, identify 15% of students in grades 1-5 as advanced learners.

705; 29%

804; 33%

963; 39%

Number of total MPS 5th Graders, By Zone,

N=2,472Zone AZone BZone C

70; 19%

80; 22%

211; 58%

Number of 5th Grade Advanced Learners

By Zone, N=361

Zone AZone BZone C

Who will be 6th graders in SY15?

*Approximately 15% are advanced learners

Is it important for MPS to continually talent spot? Why should we continue to screen and identify

advanced learners beyond grade 4?

What are the unique learning

needs of adolescent advanced learners?

Chapter 1: Nature and Needs of Gifted Middle School Students

• **With a partner, identify three new learning's from the chapter.– Was it surprising?– Why does it seem

important?– What are the

implications?

Chapter 1: Nature and Needs of Gifted Middle School Students

Essential Question:• In what ways may gifted and advanced students

differ from typical students during their middle school years?

Gifted/Advanced Learners

Typical Students

Pair up

with

another

group!

Chapter 1: Nature and Needs of Gifted Middle School Students

Essential Question:

• Why do gifted students need differentiated accommodations and services during middle school?

Chapter 7 & 8

• Create a visual expressing the big ideas in the chapter you read.

• Your visual should answer the essential questions for your chapter.

Chapter 7 & 8: Essential Questions

• Chapter 7: Diverse Populations of Gifted Adolescents

– What are the unique challenges faced by diverse populations of gifted adolescents

– How can middle schools and gifted advocates respond to these challenges in more inclusive ways that support both excellence and equity?

• Chapter 8: Gender and Gifted Adolescents

– What are the unique challenges faced by gifted girls and gifted boys during middle school?

– As early adolescents become more aware of their sexuality and gender identity, how does giftedness impact students who are GLBT?

– How can middle schools and gifted advocates respond to these challenges in more inclusive ways that support both excellence and equity?

Level III Services for Identified Advanced Learners

Grouping for Core

Instruction

Classroom Teacher trained

to meet cognitive and

affective needs

Advanced Differentiation

of Core Curriculum and

Instruction

Description

Qualitatively differentiated core curriculum and instruction

• Depth & complexity of content• Critical and creative thinking to solve complex problems• Thinking and working like a disciplinarian• Compacting• Universal Themes• Independent research and inquiry• Scholarly habits

Highly trained elementary classroom teachers• Graduate certificate or Masters in Gifted Education• Gifted endorsement (outside MN)• Completion of MPS Talent Development and Advanced Learner

Education Certificate

Grouping advanced learners for core instruction

• Maximize instruction in zone of proximal development• To receive appropriate challenge• Leads to significant achievement gains and positively effects

motivation, attitude toward learning and self perception.

Qualitatively

differentiated

curriculum and

instruction

Highly trained

staff

Learning with other

Advanced

Learners

Level III Services

33

Differentiation for Advanced Learners

Qualitatively different in all aspects

Not just different

Not just a different

assignment

Not just accelerated

Not just choice

Not just an extension

Not just a different word list

Differentiation specifically designed to prepare advanced learners for the 21st century…

• is based on the core curriculum.• is affected by depth, complexity, novelty and

acceleration. • should be an integral part of rather than an

adjunct to core curriculum. • modifies what students will know (content), how

students will think (critical, creative and problem-solving skills), how students will access and use resources (research skills) and how students will demonstrate their learning (products).

• should be available to advanced learners as well as any other students who evidence readiness.

• can be facilitated through flexible grouping and regrouping of students for each task or group of tasks based on need, interest and learning style.

• should be provided consistently and should be accompanied by high standards of performance.

• must include teacher instruction and should not be assumed to be self-taught by students.

Long Term Learning Targets for Advanced Learners

I can…• Demonstrate intellectual

curiosity, humility, tenacity, leadership and courage.

• Apply critical and creative thinking to approach and solve complex problems across the disciplines.

• Conduct research and inquiry investigations independently.

• Sustain effort toward a level of high standards, expertise and creative production in the disciplines or areas of talent.

• Use technology to create, collaborate, communicate and think critically.

• Communicate effectively in a variety of forms of media utilizing the language of the disciplines.

• Demonstrate personal and social responsibility as a leader and contribute to my school and community.

• Set goals, assess progress toward my goals and advocate for myself based on my awareness of my interests, strengths, and learning preferences. 

Grouping Advanced Learners

Some Initial Questions

• What is your perspective about grouping students by academic readiness and ability?

• What has shaped this perspective?• How are students currently grouped at your

school? • Are these arrangements flexible, responsive, fluid,

and/or effectively meeting the range of needs? How do you know?

• To what extent could grouping decrease teacher work load and support effective planning and instruction?

• Read The Relationship of Grouping Practices to the Education of the Gifted and Talented Learner: Research-Based Decision Making

• Return to you pre-thinking – star anything that was affirmed by this article– Circle anything that was challenged or

refuted by the article– Add anything new

Karen B. Rogers Presentation

Research: All models of grouping lead to (often significant) academic gains

• Options for grouping by performance– Regrouping for specific instruction .79– Cluster grouping by performance .44– Within class grouping .34– Cross-graded classes .45, .46– Grouping for acceleration

(3 years in 2 years) .40

* Effect size represents how much additional grade equivalent growth child makes beyond the expected one year at a grade level.Rogers, (2003)

Research: ALL students benefit from flexible grouping practices (i.e. not tracking!)

• Kulik & Kulik have conducted four meta-analyses of research on self-esteem when grouping is used. The effects are:– Gifted .14– Average .16– Low ability .14

• Slavin has conducted research on grouping effects on all ability levels. Effect size for most forms of ability grouping for average and low students is 0, but when regrouped by performance level, low performing students have a .15 ES and average students have .22 academic effect

Karen B. Rogers Presentation

A very Important Point!

Grouping advanced learners alone does not ensure appropriate instruction

• The key to interpreting the research studies on grouping of advanced learners lies in what happens with the groups. It is less the grouping that makes the difference, but the instruction and differentiation provided. Simply placing students in groups without adjusting curriculum and instruction has little impact. Thus, teachers need to provide a strong curricular and instructional match to the assessed needs of the students.

What are the models?

• General Cluster• Between-Class• Within-Class• Total-School Cluster• Self-contained/Full-time

General Cluster Grouping• “Clustering” Advanced Learners together in one

classroom• Rest of the class is heterogeneous• The teacher has been trained in Advanced Learner

Education• Curriculum and instruction are differentiated for this

cluster of students Heterogeneous Class

Advanced

Learner Cluster

Teacher Trained in Advanced

Learner Education

Between Class Grouping

• Fluid regrouping based on achievement in specific subjects (usually math and reading)

• Students change classrooms during the academic block; teachers focus on limited achievement range (i.e. advanced, on grade, bellow grade)

• Requires unit-by-unit assessment (the new benchmark exams can help with this)

• Requires blocked scheduling and strong staff collaboration

• Teachers can rotate achievement level focus

Between Class Grouping

So it could look like this…

Class A

Class B

Class C

Class A Advanced

Class BOn Grade

Class C Skills and Remedial

Within Class• Teachers group students based on readiness,

interest and learning style in totally heterogeneous classrooms

• Curriculum compacting and tiered instruction tend to be central strategies

• Requires excellent classroom management and exceptionally well prepped materials

• Students must also be continuously trained in autonomous learning and independent problem solving to increase efficacy of instruction (think guided reading groups).

School Cluster Grouping

• Students are grouped school-wide based on 7 achievement categories

• The model maintains heterogeneity but reduces the amount of achievement groups in one classroom

• Each classroom receives a group of above average students

• High achieving students stay together in one classroom with a highly trained teacher, but the rest of the class is heterogeneous

• Very strong research foundation; has been shown to dramatically raise achievement of all

Total School Cluster(sample class arrangements)

Achievement Category

Class A Class B Class C Class D

High Achieving

12

Above Average

7 7 7

Average 11 13

Low Average

5 9 6

Low 9 12

Sp. Educ. 2*(2E) 6* 2

Total 28 27 27 25

Achievement Groups are Based on Variety of Data…

• Identified Advanced Learners• MAP and MCA scores• Teacher observed performance (may score low

but perform well in class)• Parent requests are honored whenever possible• Students with known behavior issues are

distributed • Class lists are teacher created (usually in

collaboration with leaders)

Self Contained or Full Time

• All Advanced Learners are placed in one classroom with one teacher

• Students stay in class throughout the year (but may be regrouped for specific subjects)

• The teacher is trained in advanced learner education

Considerations…

• Flexible vs. Rigid• Adjustments to curriculum and instruction• Teacher expertise• Block scheduling vs. staggered• What does the data show (spread,

propensity for specific clusters, etc.)• Might you need to invent a hybrid of 2 or

more models?

An Exercise …

• For each of the grouping models, revisit the benefits and challenges. Add any other that you can think of.

• Consider how each might work in your school.

Grouping Practices:

Multiple Options for Schools to Meet the Needs of Diverse Learners

• MPS TDALE Position Statement• https://

staff.mpls.k12.mn.us/Depts/TalentDevGiftEdu/Pages/Grouping.aspx

Reflect: What could level 3 services look like in MPS middle schools?

Level I Level II Level III Level IV

Currently

Future

Imagine the future when academic talent development was a priority in your school and the Levels of Service where fully implemented.

What would a day in the life of a student look, sound and feel like?

Write a first person narrative detailing a day in the life of this student at your school.

Share with a partner

Together, look for evidence of Level I, II, III or IV services

A Call to Action

• Next steps of this group…– May 9

• Other district models• Subject specific advanced pathways• Uses of intervention time• Social Emotional• Support (teachers, principals, parents)

Homework…

• Chapter 3 • Position

Statement from NAGC

Working Agreements

• Be honest in my speaking and open minded in my listening.

• Presume positive intentions.

• Have difficult conversations in the room.

• Be an ambassador for our work outside of the meetings.

• Collaborate to advance the mission of MPS.

• Come prepared to meetings.

• Work to build trust (via competence, reliability & sincerity)

Learning Targets

• Examine our current reality using national and local evidence

• Explain the nature of talent and how it is developed.

• See myself, my school, staff students and families in the vision, beliefs and commitments

• Differentiate between the MPS Levels of Service.

• Explain the why and how MPS identifies diverse advanced learners.

• Generate questions this group should ask that would help develop a plan for levels of service

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