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G I F T E D E D U C A T I O N 1 0 1
Boot Camp Day 2
4/30/2013
2WELCOME!
Print your first name in LARGE letters on both sides of a name tent, using a marker.
On the bottom left, print your district.
On the bottom right, print the grade(s) you teach or supervise
Tanya
Tanya
CAIU Elementary
Agenda
Edmodo
GIEP Development
Enrichment
Acceleration
Promoting Professional Partnerships
If time allows, participant requests
Sign-up as a teacher (even though you are my student).
On left hand side click, join group. When it prompts you for a group code, use:
rb9xoh
You are now part of my IU 15 Gifted Network. Feel free to browse around and post a comment. Today’s materials are in Gifted Boot Camp Day 2.
Go to www.edmodo.com
Essential Questions
How can I determine what a gifted child needs?
How can I support enrichment?
How can I support acceleration?
How can I develop better working partnerships with the general education teachers I work with to support gifted students?
Guiding Ideas
Current (within last year)
Strength Area(s)
Indicate present Mastery Level (instructional levels)
Measureable/Show Growth
Not a standard list
PLEPS
Academic/Cognitive Strengths
Achievement Results
Progress on Goals
Aptitudes/interests/specialized skills/products
Grades/Classroom Performance
Current Levels + Expected Growth=GOAL
Where were they?
Where are they now?
What can we expect in the future?
http://www.flickr.com/photos/dulwichrunners/4660318629
• State Minimum – One year of growth for every year in school
• Is that enough for our gifted students?
Defining Instructional Levels
What tools do we have to define where a child should be at the end of each grade level?
Standards
Summative Assessments
Formative Assessments
Benchmark Assessments
Diagnostic Assessments
Other
Defining Instructional Levels
What skills should we be measuring?
Literacy – Reading, Writing, Listening, Speaking
Math – Numbers and Operations, Algebraic Concepts, Geometry, Data Analysis and Probability
Course Work at the Secondary Level – Science? Social Studies? Other Courses with a Final?
Content
Reading/Writing
Listening/Speaking
Defining Instructional Levels
Instructional levels
What tools do we have?
Who is using the tools?
What tools might we need?
Let’s Do One Together
Grade
Level/SubjectStandards Summative Formative Benchmark Diagnostic Other
K-3 – Literacy
Decoding
Reading
Comprehension
• PA ELA CCSS
• CC Appendix A
• CC Appendix B
• Test/Quizzes
• Unit
Assessments
• Projects
• Reports
• Presentations
• Homework
• Classwork
• Teacher
• Observation
• San Diego
Quick Check
• Literacy Probes
(DIBELS Next/
AIMSWeb)
• Study Island
• MAP (NWEA)
• 4Sight
• ITBS
• Phonics
Diagnostic
Inventory
• CTOPP
• CORE Multiple
Measures
• GRADE
• DORA
• DRA2
• I-Ready tool
• GORT
• QRI
• Portfolios
Answer these questions….
Does this child need enrichment?
Does this child need acceleration?
Does this child need a combination of both?
What does this have to do with the GIEP?
Condition-Name-Behavior-Criteria
Given an opportunity to choose a topic, Matt will
enrich and expand his writing to a proficient or higher level
using criteria from the 8th grade level standards or as
pre-determined on a learning contract.
Acceleration/Enrichment or both
STL Outcome Objective Criteria Assess Procedures Timelines
1. Write an Argument, Informative/ Explanatory Text,and/or Narrative
Proficient on rubric aligned to eighth grade expectations
Self assessment, summative assessment done by gifted support and general education teacher
Minimum twice per marking period as part of English Class
Minimum once per marking period as part of another content area
2. Publish a piece of writing i.e. short story, essay, or book
Proficient on rubric aligned to eighth grade expectations
Self and peer formative assessment, summative assessment done by gifted support and general education teacher
Contract will be re-evaluated regularly (minimum of once a month) to maintain progress
Short Term Learning Outcomes - Enrichment
SDI Start Date Frequency Location Duration
Independent or alternative writing assignment/ contract
Within three weeks of the start of the year
As often as student demonstrates understanding of grade level concepts in pre-assessment
General education classroom or Gifted support classroom, if available
During explicit instruction for rest of the classAs stipulated in Matt’s contract
Alternative Rubrics to emphasize multiple 21 Century Skills
Within three weeks of the start of school
Every timestudent task differs from classroom task
Generaleducation classroom
Length of classroomassignment or learning contract
Technologyaccess
Within three weeks of the start of the year
During alternate learningcontract, minimum once per day
General education, gifted support, or library classroom
Approx. one period
Specially Designed Instruction - Enrichment
Condition-Name-Behavior-Criteria
Given a topic or an opportunity to choose, Matt will
develop his writing to a proficient or higher level using
criteria from the 9th and 10th grade level standards.
Accelerati0n/Enrichment or Both?
STL Outcome Objective Criteria Assess Procedures Timelines
1. Write an Argument, Informative/ Explanatory Text,and/or Narrative
Proficient on rubric aligned to tenth grade expectations
Self and peer formative assessment, summative assessment done by gifted support and general education teacher
Student will be evaluated a minimum of twice per marking period.
Demonstrate grade appropriatecommand of the conventions ofstandard English grammar, usage,capitalization, punctuation andSpelling.
93% or better on accuracy based summative assessments
Classwork, quizzes, testsrelated to conventions of standard English
Percentage willrepresent average of summative assessments and be reported each marking period.
Short Term Learning Outcomes-Acceleration
SDI Start Date Frequency Location Duration
Advanced placement in 9th grade English Class
August 24th Once per day In the general educationclassroom
On-42 minute periods
Specially Designed Instruction-Acceleration
Condition-Name-Behavior-Criteria
Given a topic or an opportunity to choose, Matt will
develop his writing to a proficient or higher level using
criteria from the 9th and 10th grade level standards.
Accelerati0n/Enrichment or Both?
STL Outcome Objective Criteria Assess Procedures Timelines
1. Write an Argument, Informative/ Explanatory Text,and/or Narrative
Proficient on rubric aligned to tenth grade expectations
Self and peer formative assessment, summative assessment done by gifted support and general education teacher
In English – each time assignment is given to general classSoc. Stud/Science-whenever research based writing assignments are assigned
Minimum of three opportunities across all content areas per marking period.
Short Term Learning Outcomes-Both
SDI Start Date Frequency Location Duration
Direct Instruction inabove grade level skills
Start of each classroom assignment
Minimum once a week
In the general education or gifted support classroom
On-goingthroughout the year
Alternative rubrics
Start of each classroom assignment
At least once times per subject per marking period
Generaleducation classroom
Two to three weeks per assignment
Independent or alternatewriting assignment/ contract
End of September 2011
Once per marking period
Gifted support classroom
As stipulated in Matt’s contract
Specially Designed Instruction-Both
Essential Questions
How can I determine what a gifted child needs?
How can I support enrichment?
How can I support acceleration?
How can I develop better working partnerships with the general education teachers I work with to support gifted students?
Three Types of Learning
• Transfer by applying and adapting what has been learned to new situations.
• Meaning or making sense of the content and its Implications. Meaning is made, not taught.
• Acquisition of facts and skills with the goal of automaticity or fluency
Wiggins and McTighe (2011)
Level One: Acquisition
Level Two: Making Meaning
Level 3: Transfer
Levels of Learning
(Adapted From Marzano: ASCD, 1992)
Three Types of Teaching
Coaching assist attempts to transfer learning to new situations through ongoing assessment, feedback in context of authentic application, conferencing and prompting self-assessments and reflection.
Facilitation leads to the construction of meaningthrough analogies, questioning (open-ended), inquiry oriented approaches, problem-based learning, etc.
Explicit Instruction involves teaching the acquisition of facts and skills through demonstration, modeling, lecture, convergent questioning, guided practice with immediate corrective feedback.
Wiggins and McTighe (2011)
Levels of Teaching
(Adapted From Marzano: ASCD, 1992)
Level One: Explicit Instruction
Level Two: Facilitation
Level 3: Coaching
When Facilitating/Coaching Consider…
Complex skills required to live and thrive in a 21st century global
environment:Learning and Innovation skills
The 4C’s: Critical Thinking, Creativity, Collaboration, Complex Communication
Information, media and technology skills
Partnership for 21st Century Learning
Relevance
When Facilitating/Coaching Consider…
When Facilitating/Coaching Consider…
Rigor
When Facilitating/Coaching Consider…
Webb’s Depth of Knowledge
COGNITIVE LEVEL COMPARISON MATRIX: BLOOM AND WEBBCATEGORIES
BLOOM WEBB1.0 Knowledge 1.0 Recall
2.0 Comprehension 2.0 Basic Application of Skill/Concept
3.0 Application
4.0 Analysis 3.0 Strategic Thinking
5.0 Synthesis 4.0 Extended Thinking
6.0 Evaluation
DEFINITIONSBLOOM WEBB
1.0Student remembers or recalls appropriate previously learned information.
1.0Student recalls facts, information, procedures, or definitions.
2.0Student translates, comprehends, or interprets information based on prior learning.
2.0Student uses information, conceptual knowledge, and procedures.
3.0
Student selects, transfers, and uses data and principles to complete a task or problem with a minimum of direction
4.0
Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question. 3.0
Student uses reasoning and develops a plan or sequence of steps; process has some complexity.
5.0Student originates, integrates, and combines ideas into a product, plan, or proposal that is new.
4.0
Student conducts an investigation, needs time to think and process multiple conditions of problem or task.PROJECT OVER TIMEIN-DEPTH SYNTHESISANALYSIS
6.0
Student appraises, assesses, or critiques on a basis of specific standards and criteria.
LoTiFramework
Enrichment should occur when…
Existing Background Knowledge
High Rate of Acquisition and Retention
Strength Area
Your Responsibilities
Know students’ levels
Match resources
Make suggestions – infuse collaboration, critical thinking, creative thinking, complex communication
Create/Consult on learning contracts, check progress, assist in evaluation
Monitor – in general education classroom, in gifted support classroom, on-line
Document for Present Levels
Essential Questions
How can I determine what a gifted child needs?
How can I support enrichment?
How can I support acceleration?
How can I develop better working partnerships with the general education teachers I work with to support gifted students?
Acceleration Continuum
Early Admission to Kindergarten
Early Admission to First Grade
Grade Skipping
Combined Classroom/Multi-grade Classroom
Telescoping the Curriculum/Continuous Progress
Curriculum Compacting
Credit by Examination
Advanced Placement
NAGC, n.d.; Southern & Jones, 2004
Acceleration Continuum
Correspondence Courses
Concurrent/Dual Enrollment
Extra-Curricular Programs
Mentoring
Early Graduation
NAGC, n.d.; Southern & Jones, 2004
What are my responsibilities?
Acquaint yourself with the types of acceleration
Monitor progress in advanced level course
Support enrichment in accelerated class/grade– if it is written into the GIEP
Summarize performance for present levels of educational performance
What are my responsibilities?
Each group will take one or two of the acceleration options and craft a brief list of what the group thinks a gifted support case manager’s responsibilities might be.
We will do one together.
Steps to Compaction
Identify K-U-D
Pre-Assess
Develop Alternative Options: Extension Menu, Web Quest, Independent Research, Pursue
Competition, etc.
Write Contract
Establish Rules
Provide Materials/Work Time/Space
Conference on Rubric
Plan Presentation
Evaluate
Essential Questions
How can I determine what a gifted child needs?
How can I support enrichment?
How can I support acceleration?
How can I develop better working partnerships with the general education teachers I work with to support gifted students?
Where we came from…
Can you meet with each teacher and reassure them that you are ultimately responsible for the students meeting the GIEP goals?
The answer…
It’s all hands in!!
Gifted Support Teacher
General Classroom Teacher(s)
Parents
Principal
Psychologist
Counselor
Superintendent
Before….
Separate curriculum, not aligned to State Standards
Isolated pull-out service delivery for students with GIEP’s only
Based on Program not Plan (GIEP)
Little or no collaboration or shared ownership
Low accountability for differentiation in Core (generic SDI that was universally listed)
Turn to your Neighbor…
How could an RtII approach improve the quality of services we offer to our students? Post comments on Edmodo
How would general education teachers respond?
I can’t do that… Too many kids, not enough materials, too large of a range,
etc…
I don’t have time to do that… Too much on my plate, too many responsibilities
I don’t know how to do that… I am not a gifted support teacher, the student knows more
than I do, compaction? Enrichment?
I already do that… Let’s get into those classrooms and get some strong models
going…or uncover mis-conceptions
Honor the Teachers
Recognize what they bring to the table…
What would you observe and/or hear (from the teachers or from the students) that would make it clear you are in the presence of the kind of teacher who is best suited for gifted students?
What kind of teacher is best for a gifted student?
Intelligent
High Degree of Intellectual honesty
Expertise in a specific academic area
Genuine Interest in and liking of gifted learners
Recognizes the importance of intellectual development
From Karen Rodgers, Re-forming Gifted Education
Strong belief in individual differences/individualization
Highly developed teaching skill/knowledge of how to teach
Self-directed learner with a love for new, advanced knowledge
Level headed and emotionally stable
From Karen Rodgers, Re-forming Gifted Education
What kind of teacher is best for a gifted student?
Changing Role of Gifted Support
Move from provider of direct service, Case Manager “Gifted Once a cycle” for x minutes
“Gifted Class” or “Gifted Seminar”
“Gifted Program”
To Facilitator, Coach, Case ManagerEfficacy with a case load of 65
Support the Highly Qualified / Certified Teacher
Similarities to Instructional Coaches
Research Based Instructional Strategies
High Quality Curriculum
Continuous Progress
Differences from Instructional Coaches
Power of the GIEP
Student Specific
Narrower Focus
Where to start…
Behavior
Content Knowledge
Direct Instruction
Formative Assessment
Behavior
Behavior – if it is the behavior of the student that is preventing the learning to occur, then helping the teacher understand some of the motivation behind why gifted students behave the way they do.
Partner group –
Brainstorm Negative Behaviors
Brainstorm root cause and potential solution
Post on Edmodo
Content
Content Knowledge – Impossible to know the content of all the grades and all of the subjects in the building you serve, so allow yourself to be guided by the strengths of the students
Enrichment Ideas
Resources – Articles, Websites, Events, Activities related to the content, increased complexity
Direct Instruction
Direct Instruction – Differentiated Instruction
Enrichment/Acceleration
Goal area/ short term learning outcome from the GIEP
Evidenced Content Strength
Formative Assessment
Formative Assessment
Tools for the teacher to guide instruction
Pre-assessment
Checks for understanding
Help students see the relationship between their efforts and success
Why do people Change?
Csikszentmihalyi’s Theory –
“Changes that people embrace usually have two qualities: they are more powerful than older technologies and they are easier to use.”
“Ideas, Values technologies that do the job with the least demand on psychic energy will survive”
Reflect
Back to the classrooms you have been in…Where would you see a likely place to start?
Partnership Principles
Equality
Choice
Voice
Dialogue
Reflection
Praxis
Reciprocity
Equality
Equal Partners
Thoughts and beliefs have value
Collaborative, not supervisory
Choice
To the greatest extent possible (barring specific GIEP specially designed instruction
Voice
Free to express their opinions
Encouraged to be part of GIEP annual or interim review
Dialogue
Listen more, especially in the beginning
Open lines of communication
Cloud
On Line Classrooms
Moodle
Edmodo
Reflection
Encourage teachers to consider ideas before adopting them
Encourage review after implementing a strategy to improve subsequent attempts
Praxis
Allow for teacher adaptations
Reciprocity
Gifted support teacher has an opportunity to learn as well
Turn to a Neighbor
Reflect on the Partnership Principles
Which may be the easiest to achieve?
Which may be the hardest to achieve?
Embedded Learning Continuum
Collaboration
Modeling
Observing and Providing Feedback
Providing Support
Collaboration
“Collaboration enable the coach and collaborating teacher to arrive at the same answer, together.”
Jim Knight
Modeling
Promotes the craft and science of teaching
Observing and Providing Feedback
Acknowledge the “unobserved”
Student Centered
Focus on what the teacher does well
Guide, don’t tell – allow the teacher to make the judgment calls (positive and/or negative)
Support
Understanding the change process
Change in belief
Change in Achievement
Professional Development
Change in Practice
Professional Development
Professional Development
Partnering with a Principal
Needs to be supported by the instructional leader of the building
Where are you on the Continuum?
Remember…Embedded Learning
Collaboration
Modeling
Observing and Providing Feedback
Providing Support
Summarizer
What is holding you back?
What could propel you forward?
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