created for the Florida Association for the Gifted SENG Conference Strand Shari Valencic, Ed.D. Parent and Teacher of the Gifted President, Florida Association for the Gifted Sarasota County, FL The Heart of Common Core: Implications for Gifted Students and Their Families created by the Florida Association for the Gifted West Central Region V DeSoto, Hardee, Hernando, Hillsborough, Manatee, Pasco, Pinellas, Polk, and Sarasota Counties Shari Valencic & Lori Moyer Sarasota County, FL A Common Core Think-Tank for Gifted Education Critical Elements of the Transition to Common Core State Standards in Gifted Education Workshop Agenda 10:00-10:50 CCSS/Gifted Education Overview 10:50-11:05 Roundtable Discussions Primary, Grades K-2 Intermediate, Grades 3-5 Middle School, Grades 6-8 High School, Grades :05-11:15 Wrap Up, Giveaways! Critical Elements of the Transition to Common Core State Standards in Gifted Education CCSS Overview Slides provided by and modified from the Florida Department of Education Summer 2012 CCSS Workshops and Joyce VanTassel-Baska, Ed.D. College of William and Mary What are Common Core State Standards? 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 5 What are Common Core State Standards? 6 What are the Next Generation Science 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 7 Next Generation Science Standards Emphasis on scientific reasoning and research Emphasis on conceptual learning: systems, patterns of change, scale, models, etc. Emphasis on selected content topics 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 , 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. 9 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. 10 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. 11 CCSS English Language Arts Reading Writing Speaking and Listening Language Grade Specific Standards CCR Anchor Standards 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. 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. CCSS ELA Terms to Embrace Close Reading Text-dependent questions Text complexity Intertextual 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. CCSS ELA Text Complexity is the New Black 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. CCSS ELA Close Reading Reader & Task: 10 Guiding Principles 1.Make close reading and rereading of texts central to lessons. 2.Provide scaffolding that does NOT preempt or replace text. 3.Ask text dependent questions from a range of question types. 4.Emphasize students supporting answers based upon evidence from the text. 5.Provide extensive research and writing opportunities (claims & evidence). 6.Offer regular opportunities for students to share ideas, evidence, and research. 7. Offer systematic instruction in vocabulary. 8. Ensure wide reading from complex text that varies in length. 9.Provide explicit instruction in grammar and conventions. 10.Cultivate students independence. Common Core State Standards for Mathematics Two types of Mathematics Standards: Standards for Content Standards for Practice Mathematical Practice Standards 1.Make sense of problems and persevere in solving them Explain and make conjectures 2.Reason abstractly and quantitatively Make sense of 3.Construct viable arguments and critique the reasoning of others Understand and use 4.Model with mathematics Apply and interpret Mathematical Practice Standards 5.Use appropriate tools strategically Consider and detect 6.Attend to precision Communicate precisely to others 7.Look for and make use of structure Discern and recognize 8.Look for and express regularity in repeated reasoning Notice and pay attention to Standards for Mathematical Practice 22 Reasoning and Explaining Seeing Structure and Generalizing Overarching Habits of Mind of a Productive Mathematical Thinker 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others Modeling and Using Tools 4. Model with mathematics 5. Use appropriate tools strategically 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning 1. Make sense of problems and persevere in solving them 6. Attend to precision 22 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 So What Else Is New in Math? Focus on College & Career Pathways Emphasis on Mathematical Modeling Standards of Mathematical Practice Multiple Formats for Testing Math Integration In Classrooms The StudentThe 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 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 8Linear algebra Priorities in Math 26 6 Math Shifts: Mathematics Shift 1: Focus What the Student DoesWhat 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 27 Mathematics Shift 2: Coherence What the Student DoesWhat 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 28 Mathematics Shift 3: Fluency What the Student DoesWhat 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 29 Mathematics Shift 4: Deep Understanding What the Student DoesWhat 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 30 Mathematics Shift 5: Application What the Student DoesWhat 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 31 Mathematics Shift 6: Dual Intensity What the Student DoesWhat 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 32 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 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. 34 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? 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 Florida Transitions to Common Core State Standards NGSSS 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 CCSS 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 37 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 38 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 39 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. 40 Look Fors What 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 41 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. 42 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 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. Why does the gifted education community 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! NAGC Curriculum Planning Standards and 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/across talent domains. NAGC Curriculum Planning Standards and 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. Identification of Student Talent Trajectories Content Adaptations Needed for Gifted Learners in the CCSS Acceleration and Streamlining Differentiating and Remodeling Integrating Across Content Disciplines Instructional Adaptations Needed for Gifted Learners in 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 Assessment Adaptations Needed for Gifted Learners in 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 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. 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. Note to Shari: Fast-forward through to slide 60 at SENG! 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. 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. Strategy #1: Acceleration and Streamlining Adaptations 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. Strategy #2: Differentiating and Remodeling Adaptations 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. Strategy #2: Differentiating and Remodeling Adaptations for Gifted Learners Phase III: Follow-up questions to consider: 1.What would you predict would be the trend for your data over the next five years? 2.How would you estimate it? 3.What factors would influence it? Strategy #3: Integrate ELA and Math Adaptations for Gifted Learners 1. You need to design an experiment to test a question of interest to you: Examples: A. 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. Lets remember what 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. Differentiation Features within a Curriculum Acceleration Complexity Depth Creativity Grouping as a Support Structure for 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. Grouping as a Support Structure for 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). Grouping as a Support Structure for 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.) Reflective Thoughts for Roundtables What will assist gifted education teachers in further differentiating their instruction to make ELA and mathematics meaningful for gifted students? How will the RtI Model assist gifted education teachers in addressing the needs of gifted learners, including those who are twice exceptional (2E)? How will gifted education teachers make the shifts to the Common Core State Standards? What do you perceive as benefits for integrating the Common Core State Standards for ELA and Mathematics across content areas for gifted learners? Roundtable Discussions Primary, Grades K-2, ELA/Math Intermediate, Grades 3-5, ELA/Math Middle School, Grades 6-8, ELA Middle School, Grades 6-8, Math High School, Grades 9-12, ELA High School, Grades 9-12, Math 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. Research-Based Resources for 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 W&M Language Arts Units Junior Great Books Jacob's Ladder Science --Project Clarion NAGC Resources for 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 Resources for Gifted Education and CCSS Common Core Think-Tank on Gifted Education Day and Full Day Workshops Other Resources for Gifted Education and CCSS MagnetEd.net The Core Six How to Teach Thinking Skills MagnetEd Resources for Gifted Education and CCSS Available now! PA01 Practical Applications of the Common Core PA02 Practical Applications of Text Rigor PA03 Practical Applications for Learning Difficulties PA04 Practical Applications of Common Core Curriculum Mapping PA05 Practical Applications of Writing Workshop PA06 Practical Applications for Teaching the Gifted PA07 Practical Applications of Common Core Thinking Skills PA08 Practical Applications Essential Strategies of the Common Core PA09 Practical Applications of Text Analysis EE08 Brain Child: Issues and Strategies with Young Gifted Children AS01, AS02, AS03: CCSS Reading Anchor Standards AS04 Planning for Common Core Reading Anchor Standards AS05 Planning for Common Core Mathematical Practice Standards AS06, AS07, AS08: CCSS Mathematical Practice Standards AS09, AS10, AS11: Next Generation Science Standards Coming in October! PA10 Practical Applications for Teaching Kids with Sensory Needs PA11 Practical Applications for Teaching Boys PA12 Practical Applications of CCSS ELA with Gifted and Advanced Learners PA13 Practical Applications of CCSS Mathematics with Gifted and Advanced Learners AS12 Planning for Next Generation Science Standards Transition to CCSS Conduct Self-Assessment(s) Create an Intentional Plan Align Instructional Materials Roundtable Transition Planning 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! The Heart of Common Core: Implications for Gifted Students and Their Families