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Title: created for the Florida Association for the Gifted SENG Conference Strand


1
The Heart of Common CoreImplications for Gifted
Students and Their Families
  • created for the Florida Association for the
    GiftedSENG Conference Strand
  • Shari Valencic, Ed.D.Parent and Teacher of the
    GiftedPresident, Florida Association for the
    GiftedSarasota County, FL

2
A Common Core Think-Tank for Gifted Education
  • created by the Florida Association for the
    Gifted
  • West Central Region VDeSoto, Hardee, Hernando,
    Hillsborough, Manatee, Pasco, Pinellas, Polk,
    and Sarasota CountiesShari Valencic Lori
    MoyerSarasota County, FL

3
  • Workshop Agenda1000-1050 CCSS/Gifted
    Education Overview1050-1105 Roundtable
    DiscussionsPrimary, Grades K-2Intermediate,
    Grades 3-5Middle School, Grades 6-8High School,
    Grades 9-12
  • 1105-1115 Wrap Up, Giveaways!

Critical Elements of the Transition to Common
Core State Standards in Gifted Education
4
CCSS Overview Slides provided by and modified
from theFlorida Department of Education Summer
2012 CCSS WorkshopsandJoyce VanTassel-Baska,
Ed.D.College of William and Mary
Critical Elements of the Transition to Common
Core State Standards in Gifted Education
5
What are Common Core State Standards?
http//www.youtube.com/watch?v9IGD9oLofksfeature
related
  • Rigorous, research-based standards for
    mathematics and English-language arts (ELA), and
    literacy in history/social studies, science, and
    technical subjects for grades K-12
  • Designed to prepare the nations students with
    the knowledge and skills needed for success in
    college and the workforce
  • Internationally benchmarked to ensure that
    students will be globally competitive
  • A clear and consistent educational framework
  • A collaborative effort that builds on the best of
    current state standards

6
What are Common Core State Standards?
http//www.wordle.net
7
What are the Next Generation Science Standards?
http//www.nextgenscience.org/next-generation-scie
nce-standards
  • Arranged by four Disciplinary Core Ideas (DCI)
    Physical Sciences, Life Sciences, Earth and
    Space Sciences, and Engineering, Technology, and
    Applications of Science
  • Divided into Topics, and then into Individual
    Performance Expectations
  • Adopted by 26 states
  • Aligned to CCSS ELA and Math

8
Next GenerationScience Standards
  • Emphasis on scientific reasoning and research
  • Emphasis on conceptual learning systems,
    patterns of change, scale, models, etc.
  • Emphasis on selected content topics

9
6 Instructional Shifts Implementation of the
Common Core State Standards
  • Shift 1
  • K-5, Balancing Informational Literary Texts
  • Students read a true balance of informational and
    literary texts. Elementary school classrooms
    are, therefore, places where students access the
    world science, social studies, the arts and
    literature through text. At least 50 of what
    students read is informational.
  • Shift 2
  • 6-12, Knowledge in the Disciplines
  • Content area teachers outside of the ELA
    classroom emphasize literacy experiences in their
    planning and instruction. Students learn through
    domain-specific texts in science and social
    studies classrooms rather than referring to the
    text, they are expected to learn from what they
    read.

10
Instructional Shifts Implementation of the
Common Core State Standards
Shift 3 Staircase of Complexity In order to
prepare students for the complexity of college
and career ready texts, each grade level requires
a step of growth on the staircase. Students
read the central, grade appropriate text around
which instruction is centered. Teachers are
patient, create more time and space in the
curriculum for this close and careful reading,
and provide appropriate and necessary scaffolding
and supports so that it is possible for students
reading below grade level. Shift 4 Text-based
Answers Students have rich and rigorous
conversations which are dependent on a common
text. Teachers insist that classroom experiences
stay deeply connected to the text on the page and
that students develop habits for making
evidentiary arguments both in conversation, as
well as in writing to assess comprehension of a
text.
11
Instructional Shifts Implementation of the
Common Core State Standards
Shift 5 Writing from Sources Writing needs to
emphasize use of evidence to inform or make an
argument rather than the personal narrative and
other forms of decontextualized prompts. While
the narrative still has an important role,
students develop skills through written arguments
that respond to the ideas, events, facts, and
arguments presented in the texts they read.
Shift 6 Academic Vocabulary Students
constantly build the vocabulary they need to
access grade level complex texts. By focusing
strategically on comprehension of pivotal and
commonly found words (such as discourse,
generation, theory, and principled) and
less on esoteric literary terms (such as
onomatopoeia or homonym), teachers constantly
build students ability to access more complex
texts across the content areas.
12
(No Transcript)
13
Content Literacy
  • Past standards have not made a big deal out of
    reading in history/social studies or science.
  • Past emphasis was on learning how to read (and
    the idea was that students could apply these
    skills to content area textbooks).
  • However, research is revealing unique reading
    demands of the various disciplines (reading
    history is not the same thing as reading
    literature, etc.).
  • The Common Core State Standards require
    specialized reading emphasis for history/social
    studies and science/technical subjects.

14
Writing About Text
  • Past standards have emphasized writing as a
    free-standing subject or skill.
  • The Common Core puts greater emphasis on the use
    of evidence in writing.
  • Thus, the major emphasis shifts from writing
    stories or opinion pieces to writing about the
    ideas in text.
  • Writing will need to be more closely integrated
    with reading comprehension instruction.
  • The amount of writing about what students read
    will need to increase.
  • Greater emphasis on synthesis of information and
    critical essays than in the past.

15
CCSS ELA Terms to Embrace
  • Close Reading
  • Text-dependent questions
  • Text complexity
  • Intertextual

16
CCSS ELA Text Complexity is the New Black
A complex text will contain multiple layers of
meaning, not all of which will be immediately
apparent to students upon a single superficial
reading. Such texts require students to work at
unlocking meaning by calling upon sophisticated
reading skills and strategies.
17
CCSS ELA Close Reading
Extracting the most meaning from complex text
Students will need to engage to a greater extent
in deep analysis of the text and its meaning and
implications Reading and rereading multiple
times, each time with a different and specific
purpose and focus.
18
Reader Task 10 Guiding Principles
  • Offer regular opportunities for students to share
    ideas, evidence, and research.
  • Offer systematic instruction in vocabulary.
  • Ensure wide reading from complex text that
    varies in length.
  • Provide explicit instruction in grammar and
    conventions.
  • Cultivate students independence.
  • Make close reading and rereading of texts central
    to lessons.
  • Provide scaffolding that does NOT preempt or
    replace text.
  • Ask text dependent questions from a range of
    question types.
  • Emphasize students supporting answers based upon
    evidence from the text.
  • Provide extensive research and writing
    opportunities (claims evidence).


19
Common Core State Standardsfor Mathematics
  • Two types of Mathematics Standards
  • Standards for Content
  • Standards for Practice

20
Mathematical Practice Standards
  • Make sense of problems and persevere in solving
    them
  • Explain and make conjectures
  • Reason abstractly and quantitatively
  • Make sense of
  • Construct viable arguments and critique the
    reasoning of others
  • Understand and use
  • Model with mathematics
  • Apply and interpret

21
Mathematical Practice Standards
  • Use appropriate tools strategically
  • Consider and detect
  • Attend to precision
  • Communicate precisely to others
  • Look for and make use of structure
  • Discern and recognize
  • Look for and express regularity in repeated
    reasoning
  • Notice and pay attention to

22
Standards for Mathematical Practice
22
23
Major Mathematics Changes
K-5 Numeration and operation is intensified
and introduced earlier 6-8 Ratio and
Proportion, Statistics, Rational Numbers, and
high school Algebra 9-12 Supports an integrated
approach
24
So What Else Is New in Math?
  • Focus on College Career Pathways
  • Emphasis on Mathematical Modeling
  • Standards of Mathematical Practice
  • Multiple Formats for Testing

25
Math Integration In Classrooms
The Student The Teacher
Applies math in other content areas and situations, as relevant Chooses the right math concept to solve a problem when not necessarily prompted to do so Applies math including areas where its not directly required (i.e. in science) Provides students with real world experiences and opportunities to apply what they have learned
26
Priorities in Math
Grade Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
K2 Addition and subtraction, measurement using whole number quantities
35 Multiplication and division of whole numbers and fractions
6 Ratios and proportional reasoning early expressions and equations
7 Ratios and proportional reasoning arithmetic of rational numbers
8 Linear algebra
6 Math Shifts ?
27
Mathematics Shift 1 Focus
What the Student Does What the Teacher Does
Spend more time on fewer concepts. Excise content from the curriculum Focus instructional time on priority concepts Give students the gift of time
28
Mathematics Shift 2 Coherence
What the Student Does What the Teacher Does
Build on knowledge from year to year, in a coherent learning progression Connect the threads of math focus areas across grade levels Connect to the way content was taught the year before and the years after Focus on priority progressions
29
Mathematics Shift 3 Fluency
What the Student Does What the Teacher Does
Spend time practicing, with intensity, skills (in high volume) Push students to know basic skills at a greater level of fluency Focus on the listed fluencies by grade level Uses high quality problem sets, in high volume
30
Mathematics Shift 4 Deep Understanding
What the Student Does What the Teacher Does
Show mastery of material at a deep level Articulate mathematical reasoning Demonstrate deep conceptual understanding of priority concepts Create opportunities for students to understand the answer from a variety of access points Ensure that EVERY student GETS IT before moving on Get smarter in concepts being taught
31
Mathematics Shift 5 Application
What the Student Does What the Teacher Does
Apply math in other content areas and situations, as relevant Choose the right math concept to solve a problem when not necessarily prompted to do so Apply math including areas where its not directly required (i.e. in science) Provide students with real world experiences and opportunities to apply what they have learned
32
Mathematics Shift 6 Dual Intensity
What the Student Does What the Teacher Does
Practice math skills with an intensity that results in fluency Practice math concepts with an intensity that forces application in novel situations Find the dual intensity between understanding and practice within different periods or different units Be ambitious in demands for fluency and practice, as well as the range of application
33
Teaching for Deep Understanding
The student The Teacher
Shows mastery of material at a deep level Articulates mathematical reasoning Demonstrates deep conceptual understanding of priority concepts Creates opportunities for students to understand the answer from a variety of access points Ensures that EVERY student GETS IT before moving on Gets smarter in concepts being taught
34
Making the Content Comprehensible
  • Use the standards vocabulary as a teaching tool.
    Generalize, develop, describe, analyze, apply,
    measure, etc. are all words students will hear
    in the classroom and need to understand.
  • Use pictures, graphs, and charts whenever
    possible.
  • Make use of root words and cognates.

35
Look Fors in the Classroom
  • Who is doing the mathematical thinking?
  • What tasks are the students engaged in?
  • What is the nature of the classroom discourse?
  • What question is the teacher asking?
  • What answers are students providing?
  • What questions are students asking?
  • Is there opportunity for student-to-student
  • conversations?
  • To what extent are all students engaged in the
    mathematics learning?

36
Look Fors in the Classroom
1. Active engagement 2. Solving challenging
problems 3. Connecting ideas, concepts, and
skills 4. Communicating mathematically 5.
Engaging students prior knowledge 6. Using
ongoing, distributed practice with appropriate,
timely feedback 7. Using appropriate tools
strategically 8. Promoting students positive
self-beliefs
37
Florida Transitions toCommon Core State Standards
  • NGSSS
  • CCSS
  • Standards-based instruction
  • Test item specifications guide development of
    curriculum maps
  • Focus mini-assessments aligned to individual
    benchmarks and used to monitor student progress
  • Teaching benchmarks in isolation results in long
    lists of tasks to master
  • Standards-based instruction facilitated by
    learning goals
  • Big ideas and learning goals guide the
    development of curriculum maps
  • Learning progressions or scales describe
    expectations for student progress in attaining
    the learning goals
  • Assessments used to monitor student progress are
    aligned directly to the learning progressions or
    scales
  • Teaching big ideas narrows the focus and allows
    students to delve deeper for a greater depth of
    understanding

38
Why Is CCSS Good for Teachers?
  • Ensures focus on
  • Further alignment of standards with assessments
  • Refines curriculum and teaching methods to focus
    on standards based instruction, focus on student
    needs and high effect strategies.
  • Ensures that students develop a deeper
    understanding of the standards and their
    relationship to each other.
  • Providing equitable expectations for all
    instructional staff and for student learning

39
Educator Supports Needed
  • Ongoing and substantive site-based professional
    development
  • Access to instructional materials and resources
  • Teacher evaluation system aligned to research and
    model teaching standards
  • Develop principal instructional leadership
    capacity
  • Provide support for the development of rigorous
    summative and formative assessments to inform
    instruction

40
How Can Educators Begin to Align Their
Instruction to the Common Core State Standards?
  • Educators should
  • Focus on content depth, chunking the content
    standards, and clustering of learning goals under
    these big idea.
  • Integrate the concepts and skills from reading,
    writing, speaking and listening, language, and
    mathematics into instructional units.
  • Avoid teaching skills in isolation.
  • Use research based instructional strategies and
    formative assessments K-12.
  • Promote performance-based assessment.
  • Plan and implement appropriate professional
    development for both teachers and administrators,
    building both content and pedagogical knowledge
    for students as well as educators.

41
Look ForsWhat Should You See?
  • Instruction that looks and feels different
  • Evidence of teacher collaboration and alignment
  • Evidence of the use of data to inform instruction
    and intervention/acceleration for students as
    they make improvement on the learning progression
    scales.
  • Differentiation to support student progression
    and maintenance
  • Absence of mini-benchmarking and/or assessments.
  • Integration of Common Core State Standards for
    English language arts and mathematics across ALL
    content areas

42
How to Address Benchmarks?
  • Common Core works to develop a deeper
    understanding and put students on a path to
    college and career readiness.
  • Assessment data is imperative to informing
    teachers and students of gaps and to further
    refine the development of learning goals.
  • However, it should not emphasize the
    mini-benchmark process or re-teaching of isolated
    benchmarks. Instead the focus should remain on
    developing a deeper meaningful connection of
    individual learning goals towards mastery of the
    Big Idea and standards.

43
Administrators Role in Integration
  • Know CCSS and what they look like in classrooms
  • Develop sense of community
  • Provide time for collaborative planning
  • Create data analysis opportunity

44
Myths about the CCSS
  • They replace the need for specialized services
    for gifted and talented students.
  • They are all high level in how they are
    articulated.
  • Assessments are differentiated for gifted
    students.

45
Why does the gifted educationcommunity need to
be involved?
  • CCSS will dictate to a great extent teacher
    education and accreditation.
  • CCSS will come to be considered our national
    curriculum.
  • CCSS will be the point of departure for all
    gifted education curriculum.
  • We need to be involved in the work of the
    CCSS as it evolves!

46
NAGC Curriculum Planning Standardsand the CCSS
  • Gifted students will be able to
  • Demonstrate growth commensurate with aptitude
    during the school year.
  • Develop abilities in domain of talent and/or
    area of interest.
  • Use critical and creative thinking in solving
    problems within/acrosstalent domains.

47
NAGC Curriculum Planning Standardsand the CCSS
  • Transfer advanced knowledge and skills across
    environments that lead to creative, productive
    careers in society.
  • Become more self-aware from engagement in
    curriculum and evidence-based instructional
    practices.
  • Develop self-efficacy skills.

48
Identification of Student Talent Trajectories
49
Content AdaptationsNeeded for Gifted Learnersin
the CCSS
  • Acceleration and Streamlining
  • Differentiating and Remodeling
  • Integrating Across Content Disciplines

50
Instructional AdaptationsNeeded for Gifted
Learnersin the CCSS
  • Use of scaffolds that elevate thinking
  • Use of inquiry models such as Problem-Based
    Learning and shared inquiry
  • Use of higher order questions for discussion and
    reflection

51
Assessment AdaptationsNeeded for Gifted
Learnersin the CCSS
  • Use of a pre-post growth model
  • Use of advanced performance-based and product
    assessments
  • Use of portfolios
  • Incorporate items into traditional tests that
    require complex thinking
  • Use items that address above-level content
  • Use of computer-assisted prompts

52
PARCC Assessment Sample
  • You have read three texts describing Amelia
    Earhart. All three include the claim that Earhart
    was a brave, courageous person. The three texts
    are
  • Biography of Amelia Earhart
  • Earhart's Final Resting Place Believed Found
  • Amelia Earharts Life and Disappearance
  • Consider the argument each author uses to
    demonstrate Earharts bravery.
  • Write an essay that analyzes the strength of the
    arguments about Earharts bravery in at least two
    of the texts. Remember to use textual evidence to
    support your ideas.
  •  

53
Note to Shari Fast-forward through to slide 60
at SENG!
Strategy 1 Acceleration and Streamlining Sample
  • Language Standards
  • (Grades 3, 5, 8)
  • Demonstrate command of the conventions of English
    grammar and usage when writing or speaking (i.e.,
    parts of speech, tense, function of nouns--Gr. 3,
    5 verbals and voice--Gr. 8)
  • Demonstrate command of the conventions of
    standard English capitalization, punctuation, and
    spelling when writing.

54
Strategy 2 Differentiating and Remodeling
Sample
  • Math Standard Statistics and
    Probability--Grade 6
  • Summarize numerical data sets in relation to
    their context.
  • Typical learner On grade-level graph provided
    to interpret.
  • Gifted learner Large dataset found from Census
    Bureau with questions to explore at the
    analytical and evaluative levels.

55
Strategy 3 Integrate ELA and Math Sample
  • Standard in English Language Arts (Gr. 3, 5, 8)
  • Conduct short research projects that use several
    sources to build knowledge through investigation
    of a topic. (Gr. 8--to answer a question)
  • Standard in Math (Gr. 3, 5, 8)
  • Represent and interpret data (creating and using
    graphs) delineate functions.

56
Strategy 1 Acceleration and StreamliningAdapta
tions for Gifted Learners
  • Preassess grammar knowledge on form, function,
    and sentence patterns.
  • Preassess usage principles.
  • Streamline teaching of unlearned aspects of
    grammar and usage.
  • Engage gifted learners in editing text for
    grammar and usage errors.
  • Provide challenging reading selections and
    target words/sentences for analysis.

57
Strategy 2 Differentiating and
RemodelingAdaptations for Gifted Learners
  • Phase I
  • Preassess knowledge of statistics and group by
    results.
  • Streamline instruction for top group(s).
  • Phase II
  • Assignment of task demand to the top group Use
    descriptive statistics to analyze one of the
    data sets, prepare graphs to illustrate
    understanding of the data, and present findings
    to an appropriate audience.

58
Strategy 2 Differentiating and
RemodelingAdaptations for Gifted Learners
  • Phase III
  • Follow-up questions to consider
  • What would you predict would be the trend for
    your data over the next five years?
  • How would you estimate it?
  • What factors would influence it?

59
Strategy 3 Integrate ELA and MathAdaptations
for Gifted Learners
  • 1. You need to design an experiment to test a
    question of interest to you
  • ExamplesA. Do people prefer Product X over
    Product Y?B. Are ants attracted to sugar?C.
    Your research question?
  • 2. A research report should be prepared and
    presented, using technology applications. Be
    sure to address your hypothesis, your data
    collection techniques, appropriate data tables,
    your conclusions, and the implications of the
    findings based on your original question.

60
Lets rememberwhat is differentiation?
The process of differentiation is the deliberate
adaptation and modification of the curriculum,
instructional processes, and assessments to
respond to the needs of gifted learners.
61
Differentiation Features within a Curriculum
  • Acceleration
  • Complexity
  • Depth
  • Creativity

62
Grouping as a Support Structurefor
Differentiation
  • Teachers need to have a narrower band of ability
    for optimal instruction.
  • Instructional results are stronger for all
    learners if grouping is employed (see Slavin
    Kulik Kulik Rogers).
  • Functional level of skills impacts what the level
    of instruction can be for any learner.
  • Individual differences within the group matter in
    planning instruction.

63
Grouping as a Support Structurefor
Differentiation Research About the Gifted
Different forms of grouping gifted students
together for substantial contact time produce
learning gains. Use of heterogeneous grouping
strategies produce NO learning gains for gifted
learners (e.g., cooperative learning with random
assignment).
64
Grouping as a Support Structurefor
Differentiation Research About the Gifted
Benefits accrue to the gifted in intrapersonal
and interpersonal skills as a result of grouping
them with same ability peers. No negative
impacts accrue to other students as a result.
(e.g., social modeling on the gifted does not
work.)
65
Reflective Thoughts for Roundtables
Roundtable DiscussionsPrimary, Grades K-2,
ELA/Math Intermediate, Grades 3-5,
ELA/MathMiddle School, Grades 6-8, ELA
Middle School, Grades 6-8, MathHigh School,
Grades 9-12, ELA High School, Grades
9-12, Math
66
What can gifted education leaders do?
  • Advocate with key statewide groups and parent
    organizations on the need to differentiate the
    CCSS curriculum for gifted students.
  • Ensure your members are prepared to be a resource
    for CCSS differentiation and support in their
    school/district.
  • Organize professional development on awareness
    and implementation issues.
  • Design scope and sequence for gifted learners in
    math, science, and ELA.
  • Hold workshops for remodeling content-based
    curriculum.

67
  • Research-Based Resourcesfor Gifted Education and
    CCSS
  • What research-based materials for the gifted are
    available to differentiate for CCSS?
  • Mathematics
  • Mentoring Mathematical Minds (M3)
  • Techniques of Problem-solving (TOPS)
  • Connected Math
  • Language Arts
  • WM Language Arts Units
  • Junior Great Books
  • Jacob's Ladder
  • Science
  • --Project Clarion

68
NAGC Resourcesfor Gifted Education and CCSS
  • K-12 Programming Standards
  • Online FAQs
  • Online white paper
  • Math CCSS Guides (Book I and New! II)
  • Language Arts CCSS Guide (Books I and New! II)
  • New! Science guide to NGSS

FLAG Resourcesfor Gifted Education and
CCSSCommon Core Think-Tank on Gifted Education½
Day and Full Day Workshops
Other Resources for Gifted Education and
CCSSMagnetEd.net The Core SixHow to Teach
Thinking Skills
69
MagnetEd Resourcesfor Gifted Education and CCSS
Available now!PA01 Practical Applications of the
Common CorePA02 Practical Applications of Text
RigorPA03 Practical Applications for Learning
Difficulties PA04 Practical Applications of
Common Core Curriculum MappingPA05 Practical
Applications of Writing WorkshopPA06 Practical
Applications for Teaching the GiftedPA07
Practical Applications of Common Core Thinking
SkillsPA08 Practical Applications Essential
Strategies of the Common CorePA09 Practical
Applications of Text AnalysisEE08 Brain Child
Issues and Strategies with Young Gifted
ChildrenAS01, AS02, AS03 CCSS Reading Anchor
StandardsAS04 Planning for Common Core Reading
Anchor StandardsAS05 Planning for Common Core
Mathematical Practice StandardsAS06, AS07, AS08
CCSS Mathematical Practice StandardsAS09, AS10,
AS11 Next Generation Science StandardsComing in
October!PA10 Practical Applications for Teaching
Kids with Sensory NeedsPA11 Practical
Applications for Teaching BoysPA12 Practical
Applications of CCSS ELA with Gifted and Advanced
LearnersPA13 Practical Applications of CCSS
Mathematics with Gifted and Advanced
LearnersAS12 Planning for Next Generation
Science Standards
70
Transition to CCSS
Roundtable Transition Planning
  • Conduct Self-Assessment(s)
  • Create an Intentional Plan
  • Align Instructional Materials

71
The Heart of Common CoreImplications for Gifted
Students and Their Families
  • Thank you for sharing your thoughts, ideas,
    and expertise!
  • Giveaways!Birthday closest to today! Happy
    Birthday!Last last name alphabetically! Youre
    1 today!Seated closest to the front! Thank you
    for being earnest!
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