1. Gifted and Talented Education: Making Connections Greater Dane County TAG Network February 6, 2013

2. Topics Overview of Agenda 2017 Common Core State Standards and New Generation Science Standards Social Emotional Needs Response to Intervention Educator Effectiveness Finding Underrepresented Students

3. Target Goals By 2017, we need to reach target goals that prepare our students for success in further education and career: Further increase graduation rate from 85.7 percent to 92 percent. Increase career and college readiness from 32 percent to 67 percent. Close graduation and career and college readiness gaps by 50 percent. Increase the percentage of students scoring proficient in third-grade reading and eighth-grade mathematics. Adopt the Fair Funding for Our Future plan to make school finance more equitable and transparent.

4. Agenda 2017 Standards & Instruction –W–What and how should kids learn? Assessments and Data Systems –H–How do we know if they learned it? School and Educator Effectiveness –H–How do we ensure that students have highly effective teachers and schools? School Finance Reform –H–How should we pay for schools?

5. New accountability system begins & AYP ends (ESEA waiver) New proficiency benchmarks for WKCE reading & mathematics established Title I Priority & Focus schools identified Educator Effectiveness system design continues; Act 166 passed New accountability system begins & AYP ends (ESEA waiver) New proficiency benchmarks for WKCE reading & mathematics established Title I Priority & Focus schools identified Educator Effectiveness system design continues; Act 166 passed 2011-122012-132013-142014-152015-162016-17 New school report cards first issued (2011-12 accountability reports) New system of support for Title I Priority & Focus schools begins New kindergarten literacy screener administered statewide DPI provides curricular resources for Common Core State Standards implementation First districts using State Student Information System (SSIS) First districts begin developmental pilot of Educator Effectiveness system SMARTER Balanced assessment field testing Educator Effectiveness statewide system pilot SMARTER Balanced assessment field testing Educator Effectiveness statewide system pilot Common Core State Standards fully incorporated into school/district curricula Smarter Balanced & Dynamic Learning Maps replace WKCE & WAA-SwD in mathematics and English/Language Arts, including reading and writing Educator Effectiveness system implemented statewide ASSETS for ELL assessment in use All districts on SSIS ASSETS for ELL assessment in use All districts on SSIS Higher graduation requirements (targeted –needs legislation) Timeline Every Child a Graduate College and Career Ready

6. Huddle What stage is your school district at for each of these statewide initiatives?

7. Standards & Instruction What and how should kids learn? Common Core State Standards for English Language Arts Common Core State Standards for MathematicsNext Generation Science Standards

8. Shifts in English Language Arts 8

9. Shifts in Mathematics 9 Focus, Coherence, and Rigor Shift 1Focus Focus on targeted areas at each grade level so that students gain strong foundations. Shift 2Coherence Standards are designed around coherent progressions from grade to grade and extend from previous learning. Shift 3Rigor Three components of rigor: conceptual understanding, procedural skill & fluency, application. Conceptual Understanding Standards call for conceptual understanding of key concepts, such as place value. Procedural Skill & Fluency Students use procedures efficiently with understanding. For example, 8x7 is one more 7 than 7x7. Application Students are able to apply mathematics skills and procedures to make meaning of and access content.

10. Differentiating the CCSS for High Ability/High Potential Learners While the CCSS are strong, they are not sufficiently advanced to meet the needs of most high ability/high potential students 3 Content Adaptations: Differentiate classroom assessments, as well, to encourage higher level reasoning and creative production Accelerate and streamline Add complexity and depth and incorporate opportunities to create and to be innovative Use cross-disciplinary content and integrate standards from two or more disciplines

11. Equalizers (Tomlinson, 1997) FoundationalInformation, Ideas, Materials, ApplicationsTransformational ConcreteRepresentations, Ideas, Applications, MaterialsAbstract SimpleResources, Research, Issues, Problems, Skills, GoalsComplex Fewer FacetsDisciplinary Connections, Directions, Stages of Development Multiple Facets Smaller LeapApplications, Insight TransferGreater Leap More Structured Solutions, Decisions, ApproachesMore Open Clearly Defined Problems In Process, In Research, In ProductsFuzzy Problems Less Independence Planning, Designing, MonitoringMore Independence SlowerPace of Study, Pace of ThoughtQuicker

12. CCSS for English Language Arts Strand and Number: Text Types and Purposes #1 (Opinion) Grade-Level Outcomes in Knowledge and Skills: Write arguments to support claims in any analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. Grade and StandardUniversal TaskAdvanced Task Grade 3 W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. Write an opinion piece stating three reasons why your parents should give you a video game that you want. Select a local issue (e.g., building an amusement park near a historic battlefield) and write an opinion piece providing three reasons why the issue is important or problematic.

13. CCSS for Mathematics Grade 5 Domain: Geometry Content Standards 5.G.3. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. 5.G.4. Classify two-dimensional figures in a hierarchy based on properties.

14. Universal Task 1. Using two or more tangram pieces, combine them to make a variety of polygons. Trace and label each shape. 2. Place all of the quadric-laterals in one pile and all of the non- quadrilaterals in another pile. Explain why you placed them there. 3. Sort all of the quadrilaterals into parallelograms and nonparallelograms. Explain why you placed them there. 4. Sort all of the parallelograms into rectangles and nonrectangles. Explain why you placed them there. 5. Once students understand the hierarchy, have them play “Shape Rummy.” Advanced Task 1. Using two or more tangram pieces, combine them to make a variety of polygons. Trace each shape onto a different 3” x 5” index card. 2. Use these cards to play “Shape Rummy.” Follow the rules for the Rummy card game where all cards are dealt and players must make sets of 3 matching shapes. A set of 3 squares or 3 trapezoids is worth 10 points; a set of 3 rectangles or 3 rhombuses is worth 5 points; a set of 3 parallelograms or 3 regular polygons is worth 3 points. 3. After playing Shape Rummy, discuss the following: Why is a set of 3 squares worth more than a set of 3 rectangles (rhombuses)?

15. Next Generation Science Standards (NGSS) How to read the NGSS: http://www.nextgenscience.org/how-to-read-the- standards

16. Middle School Science Middle School Life Science Structure, Function, and Information Processing MS.LS –SFIP a. Investigate and present evidence that the structure of cells in both unicellular and multicellular organisms is related to how cells function. Universal TaskAdvanced Task 1.Create a model or visual that shows the following parts in both an animal cell and a plant cell: cytoplasm nucleus, mitochondrion, vacuole, cell wall, cell membrane, and chloroplast. 2.Explain what the most significant differences are between animal cells and plant cells. 3.Explain how the structure of the animal cell and the plant cell are related to their function. 1.Think about the following parts of an animal cell and plant cell: cytoplasm, nucleus, mitochondrion, vacuole, cell wall, cell membrane, and chloroplast. Compare the structure of an animal cell and a plant cell. How is the structure of each related to its function? 2.Select an animal cell or a plant cell. Create a model or visual that compares the structure and function of this cell to a school, a sports team, a factory, a car, or something you choose; OR Design a new kind of cell. Explain how the structure is related to its function.

17. Key Aspects of Social-Emotional Development Self-Awareness: interests; strengths; and influence of beliefs, traditions, and values on learning and behavior Self-Advocacy Personal Competence: self- efficacy; confidence; motivation; resilience; independence; curiosity; and risk-taking Social Competence: respect similarities and differences with peer groups

19. Adapted from Robinson and Kueht 2008 Continuous Review of Student Progress Tier 2 In Addition toInstead of High Quality Core Curriculum Differentiated Culturally Relevant Instruction Additional Support Intense Interventions Additional Challenge Intense Interventions

20. Research-Based Strategies Classroom Based  Pre- Assessment  Questioning Techniques  Creative Thinking  Critical Thinking  Flexible Grouping  Problem-Based Learning  Inquiry Models  Curriculum Compacting  Independent Contracts School/District Based  Cluster Grouping  Pull-Out/Pull-In  Purchased Services  Subject Acceleration  Grade Acceleration  Mentorships  Internships Increasing Intensity

21. Research-Based Strategies Classroom Based                   School/District Based        Small Group        Increasing Intensity

22. Assessments and Data Systems How do we know if they learned it?

23. A Balanced Assessment System Common Core State Standards specify K-12 expectations for college and career readiness Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teachers and schools have information and tools they need to improve teaching and learning Interim assessments Flexible, open, used for actionable feedback Summative assessments Benchmarked to college and career readiness Teacher resources for formative assessment practices to improve instruction

24. Smarter Balanced Assessment Sample items can be found at: http://www.smarterbalanced.org/sample- items-and-performance-tasks

25. School and Educator Effectiveness How do we ensure that students have highly effective teachers and schools?

27. Huddle Talk with your colleagues about the following questions: What are the opportunities for your school/school district? The challenges? What are the opportunities for students with gifts and talents? The challenges?

28. Underrepresented Students U-STARS~PLUS Modified Kranz Categories

29. Chrystyna Mursky Education Consultant, Gifted and Talented and Advanced Placement Wisconsin Department of Public Instruction 608-267-9273 chrystyna.mursky@dpi.wi.gov