Supporting Gifted and High-Potential Learners In an Oklahoma Academic Standards Environment Donna Walker Director of GT, AP, and AVID Programs Norman Public Schools

You know you’re an Oklahoma Educational Leader IF…

Welcome Oklahoma Educational Leaders!

Takeaways Identify how Oklahoma Academic Standards will impact students and teachers. Dispel myths about Academic Standards and gifted/talented students. Provide resources and examples for professional development.

Why Oklahoma C3 Standards? Global status Mobility and alignment College and work expectations Thinking, problem-solving, collaboration, and communication

Myths About New Standards and GT Students Standards replace the need for GT services. All standards are all at high levels. Assessments are differentiated for GT students.

Oklahoma’s C3 Standards College, Career, and Citizenship Use of citations and examples from text Compare, contrast, generate patterns Describe relationships between patterns

C3 is the New Ground Level Impacts teacher preparation programs Professional development for current teachers C3 is HERE!

Professional Development Plans Identify needs and goals of staff Focus on school and individual data Focus on student growth/gaps Plan presentations/collaboration

Gifted/Talented Students Tend to be very curious Tend to learn quickly Tend to know obscure facts or trivia May be underachieving or underperforming May or may not be “teacher- pleasers”

Rationale for Differentiation Students learn in different ways. Students learn at different rates. Students have different interests and strengths.

Differentiated Instruction Content Process Products Learning Environment

Pre-Assessment Determine what students need to know Determine how students will be assessed Assess to determine what students already know Plan for student’s learning needs

Differentiated Content Materials at a variety of reading levels Vocabulary lists at different levels of student readiness Presenting information through a variety of means (auditory, visual, etc.)

Differentiated Process Different levels of support, challenge, or complexity Varied lengths of time that students work within a unit Agendas or contracts for students to follow

Differentiated Products Options for expression of learning Rubrics match with and extend readiness Set expectations and encourage students to create their own assignments for demonstrating mastery of content.

Differentiated Learning Environment Develop student appreciation for differences in learning needs. Develop routines for students to get help. Develop guidelines for independent work or homework, etc.

Research-Based Instructional Models Inquiry (shared, project-based) Critical thinking Creative thinking (CPS) Problem-solving (scientific method, PBL) Research

GT Student Learning Plans Teacher, parent, or student completes a form School staff gathers student ‘s data Parent and staff meet to discuss needs Follow-up meeting to discuss program options or to develop a learning plan Meeting(s) to evaluate learning plan

What Can Principals Do? Support teachers by providing planning time. Organize vertical teams for resources and scope and sequence. Commit to flexible options for teaching gifted learners.

Making a Difference Plans for changes – Oklahoma C3 Standards and GT students – Myths – Differentiation or Learning Plans for GT students

Plan for Changes Resources and support for change Research and information to share Identification of barriers Plan for overcoming or removal of barriers

Resources

Contact Information: Donna Walker Director of GT, AP, and AVID Programs Norman Public Schools (405)