Gifted Everyday

1. Gifted Everyday Brandey Conn and Alisa Rusk Marietta City Schools

2. Agenda • Rationale for collaborative work • Benefits • Review of State guidelines • How MCS uses the Cluster, Collaborative, and Resource gifted models • What it looks like • Scheduling • How it works • The Good & The Bad • Examples • Resources

3. Rationale • Most gifted students are not developing to the level their potential would indicate is possible • All children deserve an opportunity to learn something new each day. • Schools have a responsibility to meet the learning needs of all students • Most teachers say their brightest students are bored and under challenged • Most teachers have no training in working with gifted learners • In classroom observations, most learning activities are not differentiated for gifted learners

4. Benefits of Collaboration Gifted model • Builds community among teachers as they become more aware of each others strategies and expertise • Increase in respectful and meaningful learning by high level students • Creates a Buy-in. As the teachers are most likely to follow through with their lesson plans • Increases students success for all, a student does not have to be gifted to participate in the lessons planned. • gifted students will show growth on assessments • Possibly earn more FTE as you can count more students for more segements

5. STATE Requirements • Cluster- services administered by gifted endorsed teacher. No more than 2 segments per day and cannot receive more than 2 segments per subject. • Collaborative- services administered by regular ed. teacher &regularly collaborates with Gifted specialist. No more than 2 segments per day and cannot receive more than 2 segments per subject. • Resource-Pull-out class for gifted identified students only. No more than 10 segments per week.

6. STATE Requirements Class sizes-Gifted education classes are established by SBOE GA BOE rule. • Cluster/Collab- recommended 6-8 gifted identified per class • Resource- 17

7. STATE Requirements Planning requirements for Collaborative model • Regular education teacher and gifted endorsed teacher must have regularly scheduled collaborative planning to develop differentiated instruction specifically for gifted learners that is documented. • In addition: Gifted specialist must be given one full planning period per 3 classes he/she is collaborating with in which he/she has only collaborative teaching responsibilities. See table below for time requirement.

8. STATE Requirements Cluster and Collaborative models must have: • Separate lesson plans • Differentiated curriculum • Record log of gifted collaborative planning sessions • Individual or small group contracts

9. STATE Requirements

10. Elementary schedule

11. Gifted Middle school schedule

12. Marietta City Schools Gifted services • Elementary • Collaborative model 2 segments per day- Gifted lessons planed with Gifted educator. Instruction is given by regular classroom teacher • Cluster model 2 segments per day- Gifted lessons created and delivered by gifted endorsed teacher • Resource model 3-6 segments per week

13. MCS Gifted services monitoring • Collaborative log • Quarterly Gifted Monitoring meetings • Lesson Plans • Student Contracts

17. Gifted Monitoring Meeting sample agenda • Article-“What it Means to Teach Gifted Learners Well” by Carol Ann Tomlinson • Lesson Plans- ~“Gifted” LP for Math and Reading ~Activity/ lesson must be at a higher level than what a non-gifted/ advanced learner is doing. ~Plans should not be the same for a non-gifted class. ~How is it rigorous for gifted learners? • Student Learning contracts- due 10/29/15 ~Contracts and Lesson Plans must match up. • PD- Questioning ~Plan your Questions ~QFT- “Right Institute”

18. Collaboration What Works What doesn’t Gifted Specialist Over seeing LP’s & differentiation Writing plans for the regular ed teacher to teacher her students giving websites for teacher to pursue • Building relationships • Team effort approach • Working with SIP specialists & academic coaches • Sharing resources

19. Collaboration What Works What doesn’t Have it be another meeting Not Giving strategies for those students to be successful- organizational skills Giving more work for gifted students when they get done with work • Grade teams plan together. • Teaching reg. ed. teachers about gifted characteristics • Planning Meaningful and respectful work for gifted students

20. 3rd Quarter Extension Ideas4th grade • 4.NBT.5-Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Soda Display Task • 4.NF.6 – Use decimal notation for fractions with denominators 10 or 100. Create your own number line- Students collect samples from any print media (newspapers, magazines, catalogs, etc.) or other printed information (net weights from boxed or canned foods, labels from liquids, etc.) that show decimals. They may add these to a related point on a large number line (0-10). (this can be done as a class interactive bulletin board too) • 4.OA.3 – Solve multistep word problems with whole numbers and having whole-number answers using the four operations, including problems in which remainders much be interpreted. Represent these problems using equations with a symbol or letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding Error analysis

21. Soda Display

22. Plan the questions “Do you Teach for Questions for Teach for Answers?” ~ Questioning makes the Difference by Nancy Johnson-Farris • What are you going to ask the students to deeper their understanding? • How can you guide the student to ask thoughtful, meaningful deeper questions? • What questions will you ask during guided reading? • What questions will you ask to get the student to go farther in their understanding of the math task/standard? • How will you make the lesson deeper through your questions?

23. ELA Questioning High Order Thinking Book marks University of Connecticut Project SEM-R (elem) www.gifted.uconn.edu

24. Higher Level Questions for ELA- Elementary

25. Higher Level Questions for ELA-Middle

27. Resource for planning questions Cognitive development and HOT Platforms of HOT Strategies for HOT Management to Facilitate HOT Differentiating HOT HOT for ELL students Assessing HOT

36. Rigor

39. Self- regulation

43. Resources • National Association of the Gifted at Rationale for Gifted October 30, 2015 • "UConn Logo University of Connecticut UC Title Fallback." Neag Center for Creativity Gifted Education and Talent Development. www.gifted.uconn.edu/project+SEM-R+questioning+bookmarks. Web. 10 Mar. 2016. • Conklin, Wendy. Higher-order Thinking Skills to Develop 21st Century Learners. Huntington Beach, CA: Shell Education, 2012. Print. • Heacox, Diane, Ed.D., and Richard M. Cash, Ed.D. Differentiation for Gifted Learners: Going beyond the Basics. Minneapolis: Free Spirit, 2014. Print Right Question Institute - A Catalyst for Microdemocracy. Rightquestion.org • Cash, Richard M., Ed.D. Advancing Differentiation Thinking and Learning for the 21st Century Learner. Minneapolis: Free Spirit, 2013. Print. • Westphal, Laurie E. Differentiating Instruction with Menus. Waco, TX: Prufrock, 2007. Print. • Kuypers, Leah M., and Michelle Garcia. Winner. The Zones of Regulation: A Curriculum Designed to Foster Self-regulation and Emotional Control. San Jose, CA: Think Social Pub., 2011. Print.

44. Thank you Brandey Conn bconn@marietta-city.org Alisa Rusk Arusk@marietta-city.org