Spring 2018 Secondary Edition Leander ISD

QUEST Quotes Contents Page

• QUEST Reflections 1 • Growth Mindset 2 • Middle School News 3-6 • 6th grade news 3-4 • 7th grade news 4 • 8th grade news 4-5 • Why in-depth study? 6 • High School News 7-8 • Destination Imagination (DI) News 9 • Parent Corner: > Surveys Please 10 > Developing Self-Esteem 10 • Kudos 10

QUEST  as  defined  by  QUEST  students.        “QUEST helps me to think with a growth mindset.” HMS 7th

An end-goal for all LISD students is for them to become self-directed, resilient, and perseverant life-long learners. To that end, QUEST students discuss key life skills needed for success – critical and creative thinking, effort, goal-setting, collaboration and self-awareness of their gifts, talents, skills and goals. (Shared below are student reflections about how QUEST supports them academically and personally.) • “I want to be a software engineer or a lawyer. QUEST helps me with good social skills and gets me ready for big presentations and projects.” CPMS 6th • “The creative problem solving skills help me not only solve problems but also work in a team which helps prepare me for having a job and projects in high school.” CRMS 6th • “QUEST has helped me develop my public speaking skills, research skills and even my social skills, working in groups and with a variety of people. It also makes me feel prepared for my reading and writing skills for high school.” LMS 8th • “QUEST supports me because it provides knowledge and resources for my other classes that I struggle with, and it provides challenges that will help me in academic classes.” CPMS 6th • “It can sometimes make my day good again if I am having a bad day. QUEST is my happy place in middle school.” CPMS 6th • “QUEST helps me accomplish things I could never have done on my own and helps me push myself to my limits. RBMS 7th • “It has helped me with motivation, confidence and learning.” CPMS 6th • “QUEST gives us freedom to look into what we enjoy, so I believe that this class supports my interests.” FPMS • “It helps us work on our strengths and weaknesses.” CPMS 6th • “It teaches us how to collaborate with others and share our thoughts and ideas kindly.” HMS 7th • “QUEST supports my future by giving projects that really teach me about myself and my interests.” Stiles MS QUEST • “My goal is to become an inventor, and this class helps me learn how to use my imagination to the fullest extent.” CPMS 6th • “The most rewarding thing for me is working really hard and putting my all into every single project, then seeing it pay off.” FPMS • “I hope to be an engineer for Tesla. QUEST will help me create and imagine projects.” CPMS 6th • “QUEST is like an open door: you don’t know what will happen when you walk in-- it has many possibilities. QUEST helps me see more of these possibilities.” RBMS 6th • “I think that it helps me be flexible and stepping out of my comfort zone, and it helps me understand what it is like to talk in front of people.” CPMS 6th • “It helps me organize and do work in an efficient manner.” FPMS • “It provides me with the ability to analyze things and come up with creative ideas, which I want to utilize because I plan on becoming an architect.” HMS 7th • “It helps me learn how to do proper research for later years when I need to do a research paper.” HMS 7th • “QUEST is most rewarding to me when I complete a project, and it is organized, QUEST quality and very interesting. RBMS 7th • “It makes me think harder and want to achieve more.” Stiles MS QUEST

“

Thought to Ponder “Look up at the stars and not down at your feet. Try to make sense of what you see. Be curious.” Stephen Hawking

CRMS QUEST 6th graders discuss their thoughts and questions about college during CRMS College Awareness Week.

RBMS 6th graders work together to create their non-profit study.

QUEST middle school students build growth mindsets. • “QUEST helps me think with a growth mindset and have creative ideas for future

projects and assignments in my next years of school.” HMS 7th • “You have to learn how to create a complete and meaningful presentation whether it be for a better job or a higher salary. QUEST helps me find better tactics to do this.” CPMS 6th • “The most rewarding thing is seeing the hard work and effort I put into projects to share with others that they take the same interest that I took in the topic.” Stiles MS • “QUEST helps me understand that to complete an assignment you have to see all sides of the box and also inside the box in order to succeed.” CPMS 8th

• “We set our personal/academic goals at the beginning of the year, and our teacher works with us so we can achieve out goals. HMS 7th

• “It supports my academic goals because it pushes me to do my best. It supports my personal goals, because it usually gets me very interested in what I am doing and make its personal for me.” CPMS 8th • “Independent study allows us to pick a topic of our choice, and we can study future career options.” HMS 7th

• “QUEST allows me to think creatively and imagine things beyond our reality. With this new thinking I can bring new ideas into projects like our roller coaster project in science or in language arts on an essay.” CPMS 6th • “I can discuss different things in a deeper, more intellectual level. It challenges me to think about what I'm reading and not just skim over.” LMS 8th

• “QUEST has helped me, challenged me, and inspired me in so many ways! I’ve learned how to use different parts of my brain and I’ve learned valuable life skills, such as group work, research skills, respect, responsibility and accountability.” Stiles MS QUEST • “I want to be an author or artist, and QUEST helps bring out my inner creativity.” CPMS 6th • “It helps improve time management skills. If you don’t use your time wisely, you won’t be able to make your project up to your potential, and the project won’t be as presentable.” Stiles MS QUEST

• “It shows me that I can do things on my own. I used to doubt myself, but now I can use that doubt and turn it into learning.” CPMS 6th • “It teaches me to work with others better. It has also teaches me that if you have an interest in something, be creative and go for it.” CRMS 6th • “QUEST is an opportunity to discover what you’re capable of and your potential. You come in with a little knowledge and come out ready to face anything the future has to throw at you. Being in QUEST for 3 years, I feel I’ve learned a lot, and it has pushed me to work my hardest on everything I do.” LMS 8th • “It teaches me different strategies to use in other classes, like research tools, and it opens the doors to new ideas and work ethics. It makes me think more broadly about subjects.” CPMS 8th • “QUEST helps guide students through their goals, helping along the way but letting them figure out things on their own. We’re taught vital skills, that we’ll use our whole lives, such as research skills, presenting skills, how to be organized, etc.” Stiles MS QUEST • “I want to become a neurosurgeon. QUEST helps me prepare for my future career by our presenting and gathering information. For example, as a neurosurgeon, gathering information before an operation about a patient is necessary, and I can analyze the situation.” CPMS 8th • “It helps me use problem solving in any situation. I feel like I’ve grown so much this year because of QUEST. It has also given me confidence.” CRMS 6th • “Most rewarding are the projects. They give me a sense of accomplishment and bring up my confidence.” CPMS 6th • “QUEST has taught me to think deeper in reading and to think meaningfully when writing poetry, or any other form of writing.” LMS 8th • “It inspires me to become more open and passionate about my interests through our discussions.” CPMS 6th • “QUEST allows me to put my own creative twist on normal things. Now, I do this even in my other classes. QUEST is an amazing class that allows us to try new and exciting things.” LMS 8th • “I cannot begin to emphasize how greatly this class matters to me. Firstly, the people here are so diverse and intuitive, which helps me to feel less alone and more valued.” CPMS 8th

Page 2

FPMS students respond to a growth

mindset activity, brainstorming what

they’d try if they knew they couldn’t fail.

Page 3

QUEST sixth graders participate in Socratic Seminars. One of the best ways to increase rigor in students’ thinking is to engage them in purposeful student discourse. To this end, QUEST students participate in Socratic Seminars, through which they have authentic discussions, practicing effective habits of explaining their ideas and supporting them with evidence. Through listening to the thoughts, ideas, and questions of each other, students build meaningful and lasting learning in a community of learners where they feel safe and comfortable as risk-takers. (Below are HMS and RBMS 6th graders participating in their Socratic Seminars.)

QUEST students prepare for college and career. A major goal of the QUEST-G/T program is to provide the academic, personal and cognitive skills necessary for future success, no matter what pathway they choose. Key cognitive skills include problem-solving abilities, transferring of learned skills to new situations, questioning strategies and effective communication. Key academic skills include self-motivation, self-reflection, high level of commitment and responsibility, student ownership of learning, and organization of time and resources. Other key skills include the ability to self-assess and to work successfully with peers to solve problems. This issue highlights how QUEST students apply their critical and creative thinking skills to research and produce evidence of learning through authentic products and presentations. QUEST  sixth  grade  news  QUEST  students  explore  perspective,  balance  and  viewpoint.  During sixth grade QUEST, students analyze, experience, read about, discuss and write about different perspectives and points of view. They participate in a variety of project-based and literary units. For example, after reading dystopian novels, students research society elements, problems and utopias. They, then create their own societies or community nonprofit organizations. CRMS QUEST teacher, Seema George, explains, “Students listen to guest speakers sharing about their involvement in community outreach through nonprofits and volunteerism. Students also read about real change makers who at young ages made a difference in their communities with their passions. Finally, the students selected their social cause or issue to work on and created their team nonprofit organizations.” (In photos, CRMS analyze their dystopian novels in preparing to showcase character development and HMS students create and present their studies.)  

Photos at left show CRMS beginning of the year affective units: 6th graders engaged in watching presentations of student interviews about each other and presentations for turning a boring drive into an exciting one. Photos at right show Stiles MS 6th graders presenting their “Society” presentations.

Page 4

QUEST seventh grade news 7th graders create children’s books to share. QUEST 7th graders discuss and analyze short story literary elements and then apply their learning to create children’s books, complete with illustrations and lessons, connected to the Hero’s Journey, the 10 Ethical Principles or other morals. (In photos, RBMS students are presenting to Mason and Winkley Elementary students – a great learning experience for both groups!)                          

QUEST 8th grade students apply creative and critical thinking to write. WMS students write expository papers, intentionally including advanced vocabulary. LMS students take advantage of beautiful weather to write outdoors. FPMS students create metaphors about themselves.

Page 5

QUEST eighth grade news 8th grade QUEST students examine conflict, challenge and choice. Through their Power of One and United Nations/World In Conflict (WIC) studies, 8th grade QUEST students address world problems. Students conduct individual and group research – both for preparation and just-in-time problem solving. They learn to work together to solve problems – true 21st century skills that colleges and businesses require. QUEST students work through their United Nations and World in Conflict studies to analyze the history of important world conflicts and their effects on present day. Students build trunks of artifacts to describe and define the conflicts. They create “Mock UN meetings” and bring the UN proposals to assist the conflict in their regions. (Photo at right shows HMS 8th grade as they discuss a resolution regarding the Syrian conflict during their Model UN.)

8th graders learn about the “Power of One.” QUEST 8th graders watch the Power of One video and discuss how one person can make a difference. (Photos below and at right show HMS students with their “Power of One” presentations.)

Photos above and at left show Stiles 8th graders creating their UN artifacts for their countries and presenting them, including the foods of their countries.

QUEST students explore, research, create and present. Opportunities are provided for students to pursue areas of interest through guided and independent research. Texas State GT Plan Gifted students need opportunities each year to conduct independent study in areas of their interest.” Joyce Juntune, Ph.D., Texas A & M, Institute for the Gifted Sometimes the question is asked, “Why do QUEST students do in-depth studies each year? The quotes above provide the rationale in part. However, the most important reasons for in-depth studies are the invaluable learning opportunities, the experiences of joy in learning, and the self-confidence obtained by students being the directors of their studies. Through QUEST in-depth studies, students learn the research process as they apply their critical thinking to gather information about a topic, formulate complex questions to drive their studies, organize their information into products that reflect their learning and create presentations to communicate the key points that address their complex questions. Each year’s experience in QUEST builds upon the next. Elementary students in grades kindergarten through 3rd grade experience and are guided through the in-depth study process, learning how to choose a topic of interest, how to become an expert in the issue they’re studying through complex questions and how to present their key points to an audience. 4th and 5th grade QUEST students become increasingly more independent owners of their in-depth studies, researching areas of personal interest as well as learning to work in entrepreneurial research teams to address various real-life problems, including community action. 6th grade QUEST students have open choice in their in-depth studies, choosing to study a variety of personal interests. (Shown in above photos are Stiles MS 6th graders presenting in-depth studies on saving narwhals and WWI trench warfare.) 7th grade QUEST students do objective research on two-sided issues – in teams or individually. 8th grade QUEST students apply their experience and understanding of the research process as they conduct the “Trial of Planet Earth.” They divide into judges, defense and prosecution teams, comprised of witnesses and lawyers. All three groups do extensive research in judicial areas, historical and societal issues. (Photos show LMS judges as they teach courtroom vocabulary and procedures, including motions and objections, as well as they preside over the trials. Other photos show RBMS prosecution and defense teams working on their cases.)

Page 6

QUEST high school news “ “QUEST is a different and more expressive way to learn; instead of meeting completely different people every year, you stay with your QUEST peers, and even if you aren’t in the same period, you’re still a part of the QUEST family.” GHS “High School QUEST supports me by giving me challenges I want to overcome and helps me grow as a person.” GHS • High school QUEST students may participate in a variety of opportunities. Ninth

and tenth grade QUEST students are automatically placed in their respective 9th and 10th Pre-AP English QUEST classes. Pre-AP English QUEST follows the Pre-AP English curriculum, with focus on critical and creative thinking skills, oral and written communication skills, and literary analysis skills. (In above photo is a montage of CPHS students’ creative work.) Pre-AP English QUEST provides a culture, similar to elementary and middle school QUEST, designed to meet the learning and social emotional needs of gifted students. (Below photos show LHS QUEST students in a Gallery Walk of their summer reading projects.) ***Please note that this is a Pre-AP English curriculum and is NOT project-based like middle school or elementary QUEST and does NOT include the QUEST-G/T independent study. (In photos VRHS students are writing about the impact of comparisons.) • Students may use the QUEST Lab as a support system and resource. Students may participate in projects (both personal and for other classes), discussion groups, independent study, time management/study skill groups, etc. The QUEST Lab may be before school, after school, during lunch or during dedicated advisory times, depending upon the high school schedule. “QUEST Lab helps support me by enabling me to ask my teachers questions on notes I have taken, work with groups on projects, and ask for clarifying information on assignments or projects.” RHS

If you have questions about QUEST-G/T high school opportunities, please contact Kathy.Wood@leanderisd.org or Sarah.Hyde@leanderisd.org.

• International Baccalaureate Senior Diploma Program (IB) Students may choose to participate in the IB program, a comprehensive two-year advanced academic studies program beginning the junior year of high school. The program covers curriculum in all core areas and electives. Courses are equivalent to college courses, and students may receive advanced standing and/or college credit for their work. Texas universities and colleges provide 24 hours of college credit or placement to students with the IB Diploma. Students are encouraged to start the IB program as freshman, taking Pre-AP and other advanced courses. For more information, please contact the LHS IB and VHS IB Coordinators, Kate Hauenstein and Debbie Quick. (Photos show scenes from the 2017 LHS IB Graduates’ Celebration.)

Page 7

High School QUEST students offer advice to incoming freshmen. • “English QUEST helps you think about things in a much deeper, intellectual way and will help you all throughout high school.” • “Make sure that you keep up with your work. If you don't you will fall behind really quickly, and it will be hard to catch back up. Also, make sure you study.” • “QUEST English isn't more difficult than other English classes. QUEST is very interesting and honestly useful as a way to be a part of a group despite being on a new campus.” • “Don't underestimate yourself; always do your best, but it's okay to ask for help when you need it.” • "Take English QUEST: it is definitely beneficial to your learning as a freshman. It's not extra work as some people will say - it's more creative work in an English class setting." • “Be productive with your den time.” • “Stay organized, and turn in all of your work to get into a good routine.” • “Some will tell you that there is no difference between regular and QUEST classes, but that’s only true if you let it be true. Take advantage of the fact that you are in the QUEST program because it can help you and your way of learning.” • “Don’t let peer pressure and self-consciousness get in the way of being yourself.” • “Definitely do your summer book project.” • “Be smart about your courses, get you work in on time, and have an open mind.” • “Don't procrastinate. It ruins you. Use your time wisely.” • “Understand that this is a Pre-AP English class for QUEST students, not a QUEST Studies project class." • " I want to tell the incoming freshman to surround themselves with positive, supportive people and to get involved in something." • "I would tell the incoming freshmen to really cherish their time with like- minded people who have as much determination to understand the material deeper." • "Take advantage of QUEST Lab!" • "Be prepared to do more thorough work than before and to address a wider variety of topics than before."

• "Do your work as soon as possible, always ask questions, and always check that what your doing is really what is being asked. Also don't be afraid to advocate for yourself." • "Take advantage of QUEST Lab/Pride Time. It gives you access to time with teachers to ask questions." • "Be prepared for a lot of work but also some fun debates and creative thinking!" • "It may seem scary at first, but this class is a lot of fun. You are able to have more freedom in this class. The grading is on a stricter scale than in middle school, so be prepared for that." • “Take Pre-AP English QUEST, and enjoy high school; it's awesome!” • "Embrace your creativity when working on projects or assignments because QUEST teachers are very accepting of a unique voice." • "This class will be beneficial to the way you learn although it's different and not project-based middle school QUEST."

Page 8

Above photo shows a VHS “I will…” growth mindset brainstorming activity. Also shown is an example of creative thinking applied to a literary assignment.

In photo at top right, VHS 10th QUEST English students worked in groups to affirm or negate statements in preparation for debate and persuasive essay. Photo at bottom right shows VHS 9th graders working on a prewriting hook – to list everything at which they are good.

Photos at left show CPHS QUEST English students working together on a poetry hunt.

Page 9

Kudos to LISD DI Teams • Congratulations to all our LISD DI teams for their hard work at Regional DI Tournament on February 18 in Round Rock! Special kudos to the 17 DI Teams who advanced to the DI State Affiliate in Mansfield, Texas, April 6-8, 2018. • Special congratulations to the 8 LISD DI Teams going to Global DI in May.

QUEST Quotes is published by Leander ISD. It is designed to keep parents, staff, community members and students informed of events within the program as well as issues in gifted education. Superintendent:

Dan Troxell, Ph.D. Director/Editor: Kathy Wood, M.Ed. Board of Trustees: Trish Bode, Don Hisle, Aaron Johnson, Grace Barber Jordan, M.Ed. Jim MacKay, Will Streit, Pamela Waggoner

Parent corner Surveys please -- your feedback is needed. ! We value your feedback. Below is a link to the 2017-18 QUEST Parent Survey. Please complete and submit by June 9, 2019. Thank you! http://websurvey.leanderisd.org/cgi-­‐bin/rws5.pl?FORM=QuestGtParentSurvey1718  

Dos and Don’ts for Developing Self-esteem in Gifted Children, by Lisa Van Gemert, M.Ed.T., the Gifted Guru DO •teach kids to serve •help kids recognize their accomplishments and contributions •find the light at the end of the tunnel •assist kids in finding friends •encourage kids to take care of pets Don’t •praise inappropriately •let kids believe that everything is easy •overshadow their intuition •throw away success symbols (even if it’s made from recyclables) •dismiss the value of a message (e.g. lunchbox notes, mirror sticky notes) For more information, please visit Lisa Van Gemert’s website, shown below. https://expertbeacon.com/experts/lisa-van-gemert

Kudos to… …the almost 1000 LISD 7th graders eligible to participate in the 2017-18 Duke 7th grade Talent Identification Program (TIP). Participants across the nation who scored 95% on standardized achievement, ability or state tests were eligible to take college entrance exams, either the SAT or ACT. …to the over 300 7th graders who opted to participate in Duke TIP, with special congratulations to the 92 LISD 7th graders who received State recognition based upon their SAT/ACT scores. They scored in the top 35% of 7th grade Duke TIP students across the nation. …the 75 LISD seniors named as Commended Students in the 2018 National Merit Scholarship Program based on their strong performances on the Preliminary SAT/National Merit Scholarship Qualifying Test .…the 25 LISD seniors who earned recognition through the National Hispanic Recognition Program (NHRP) based on their scores on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT). Andrew Ecklund, Hannah Loera, Jordan Martin, Cristina Ohanlon, Natalie Young, Ellena Martinez, Audrey Eliott, Alex Fontani, Ashton Gurrola, Liam Monahan, Isabel Moring, Ian Padovani, Emily Perez, Cecilia Reis, Nick Rosas, Daniel Sacasa, Katie Wokoek, Cierra Yudell, Ryan Zermeno, Adriana Cordova, Lauren Acosta, Ezekiel Blevins, Joselyne Flores Vivas, Emma Hardin, and Morgan Rogers. …the 26 LISD seniors distinguished as Semifinalists in the 2018 National Merit Scholarship Program based on their outstanding performances on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT). National Merit Semifinalists, who represent less than 1 percent of U.S. high school seniors, include the highest scoring entrants in each state: Ryan Cormia, William Ingarfield, Mina Kim, Cristina O’Hanlon, Abigail, David Simpson, Nikita Agarwal, Shruthi Balasubramanian, Anya Chintapalli, Kendall Cuddy, Hannah Curley, William Fisher, Alex Fontani Herreros, Vyshali Gondi, Rayhan Jhanji, Ashwin Kalidas, Viswanath Kasireddy, Victor Lai, Samiksha Mulpuri, Sonesh Patel, Caroline Risner, Megan Varghese, Evan Welliver, Cole Connor, Samuel Hargrave, and Grant Larson. …Canyon Ridge's Nihar Janga for winning the State Geography Bee and advancing to national for the second year in row. …the 3 LISD students recognized by the LISD Board for receiving perfect ACT scores: Sonesh Patel, Cole Connor and Grant Larson.

We’re on the Web! See us at:

http://www.leanderisd.org Students, Academics,

Gifted/QUEST And check out the

QUEST Parents FAQ

Page 10