Boot Camp Day 2 - IU29 · 4/30/2013 2 WELCOME! Print your first name in LARGE letters on both sides...

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

http://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


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


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


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?



Proficient on rubric aligned to tenth grade expectations


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


Advanced placement in 9th grade English Class

August 24th Once per day In the general educationclassroom

On-42 minute periods

Specially Designed Instruction-Acceleration


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?



Proficient on rubric aligned to tenth grade expectations


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


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





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



Rigor


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





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





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



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

Email

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


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



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


Providing Support

Summarizer

What is holding you back?

What could propel you forward?

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Boot Camp Day 2 - IU29 · 4/30/2013 2 WELCOME! Print your first name in LARGE letters on both sides...

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