Secondary Programming NWESD HiCap CoOp April 28 2016

Secondary Programming NWESD Hi-Cap Co-Op April 28, 2016 Todd Christensen and Jan Bonzon

SECONDARY PROGRAMMING 1. BASICS of SECONDARY PROGRAMMING a. Secondary Service Menu b. Principles for Creating Authentic ‘Honors’ Classes c. Secondary Curriculum Models: Parallel Curriculum Model d. Ascending Levels of Intellectual Demand e. Self-Assessment of your district’s Secondary Programming for High Ability students. 2. DIFFERENTIATION IN MATH 3. DIFFERENTION IN SCIENCE: Applied Task--Next Generation Science Standards

1. TEACHERS: What challenges have you have faced in meeting the needs of gifted students in your inclusion classroom or secondary courses? 1. ADMINISTRATORS: Discuss the degree to which your curriculum goals, as well as school or district policy related to the goals, address the learning characteristics of gifted students (page 39). For example, what policies or practices address their accelerated pace of learning, which may result in them achieving a goal earlier than their age peers? 1. TEACHERS and ADMINISTRATORS: What issues or concerns need to be addressed in your school or district so that standards -based education and/or the Common Core might better work for--rather than against--the learning needs of gifted students?

Karen B. Rogers Lessons Learned About Educating the Gifted and Talented: A Synthesis on the Research of Educational Practice. GCQ, Vol. 51, No. 4, Fall 2007 1. Daily Challenge in specific areas of talent. 2. Opportunities on a regular basis for gifted learners to work independently is their areas of passion and talent. 1. Provide various forms of subject-based and grade-based acceleration as their education needs require. 1. Provide opportunities for gifted learners to socialize and learn with like-ability peers. 2. For specific curriculum areas, instructional delivery must be differentiated in pace, amount of review and practice, and organization of content presentation.

SECONDARY SERVICE MENU and CONTINUUM

SERVICE OPTIONS--Acceleration GRADE-BASED • • Grade skipping Early access to MS or HS courses. Early graduation Credit by Examination UW Young Scholars Fast track math sequences Dual Enrollment, e. g. College in the High School

SERVICE OPTIONS--Acceleration SUBJECT-BASED Differentiation such as…. • Curriculum Compacting • Higher level resources • Depth, Complexity • Interdisciplinarity Advanced courses, AP, IB with differentiation Magnet or Special Schools

Additional SERVICE OPTIONS to consider…. • INDEPENDENT STUDY and ONLINE STUDY • MENTORSHIPS, TUTORIALS • INTERNSHIPS, especially with industry • ADDITIONAL INDIVIDUALIZED SERVICES such as counseling, college/career readiness, study skill development • ADDITIONAL OPPORTUNITIES such as school/community clubs, competitions, publishing, summer school, travel abroad, etc.

SECONDARY SERVICE MENU and CONTINUUM TASK 1. Highlight secondary services currently being used in your district. 2. Identify additional services that could be added to your service menu.

Rogers on Effect Size (ES)

DIGGING DEEPER……

HONORS Advanced College Prep ADVANCED PLACEMENT I. B.

WHAT ma kes an HO NORS course AU THENTIC? HOW wo uld you K NOW? How doe s an HON ORS cour differ fro se m the “re gular ed” variety?

ADVANCED COMP/AMERICAN LITERATURE** In this rigorous course, designed to prepare students for college, students will study American Literature from the Puritans to the 20 th century with an emphasis placed on the novels The Scarlet Letter, The Great Gatsby, and The Grapes of Wrath. Over the course of the year students will be challenged as writers and readers with several major essays and independent reading of college preparatory novels.

ADVANCED COMP/AMERICAN LITERATURE** In this rigorous course, designed to prepare students for college, students will study American Literature from the Puritans to the 20 th century with an emphasis placed on the novels The Scarlet Letter, The Great Gatsby, and The Grapes of Wrath. Over the course of the year students will be challenged as writers and readers with several major essays and independent reading of college preparatory novels.

ENGLISH 9 HONORS Honors English 9 is a comprehensive, in-depth course geared for students interested in challenging themselves to a rigorous program of reading, writing, discussion, and close study of literature. Works will include Homeric and Classical Greek, Medieval and Renaissance England, 18 th Century France and Victorian England, and modern European and American poetry.

ENGLISH 9 HONORS Honors English 9 is a comprehensive, in-depth course geared for students interested in challenging themselves to a rigorous program of reading, writing, discussion, and close study of literature. Works will include Homeric and Classical Greek, Medieval and Renaissance England, 18 th Century France and Victorian England, and modern European and American poetry.

TASK READ SILENTLY and then DISCUSS at your TABLE……. Pages 73, 74, and left column 75.

TASK 1. Define and articulate how your course/unit of study does or does not address the four principles of an honors course (pages 73– 74). 2. Consider the four principles of an honors course (pages 73– 74) and the curriculum that you offer gifted students. Which elements are present? Which need to be considered?

4 Guiding Principles 1 Enhanced and Enriched 2 Extend beyond the core curriculum 3 Emphasis on……… independence in learning critical thinking advanced research skills 4 Cultivate habits of……. . independent thinking creativity collaboration leadership advanced intellectual skills WHERE are each of the PRINCIPLE S evidenced in the Macbeth U nit plan?

What’s Possible? Making Inroads in Designing Curriculum for Advanced Learners Jann H. Leppien, Ph. D. Whitworth University, Spokane, WA jleppien@whitworth. edu http: //tinyurl. com/knjoa 9 h

Rules for the Road • Quality curriculum requires student understanding and student engagement. • Understanding comes from student interaction with conceptually-based, rigorous curriculum that gradually increases in sophistication. • Student engagement is derived from curriculum that connects to the heart and mind of a learner. 24

High Quality Curriculum & Instruction q clearly focused on essential understandings and skills of the discipline that a professional would value (authentic) q mentally and affectively engaging to the learner q joyful-or at least satisfying q provides guided choices q allows meaningful collaboration q focuses on products that matter to students q connects with students’ lives and world 25

High Quality Curriculum & Instruction q fresh and surprising q seems real (is real) to the student q coherent (organized, unified, sensible) to the student q rich, deals with profound ideas (concept-based) q stretches the student (rigorous) q calls on students to use what they learn in interesting and important ways q involves the student in setting goals for their learning and assessing progress toward those goals 26

Ascending Levels of Intellectual Demand • • • Vary the depth Adjust the abstraction Change the complexity Make contexts and examples more or less novel or familiar Adjust the pace Use more/less advanced materials and text Provide more/less scaffolding Provide frequent/intermittent feedback Provide/let students infer related strategies Infer concepts from applications and problem solving • Provide more/fewer examples • Be more/less explicit/inductive • Provide simpler/more complex problems and applications • Vary the sophistication level • Provide lengthier/briefer texts • Provide more/less text support • Require more/less independence or collaboration • Require more/less evidence • Ask for/provide analogies • Teach to concepts before/after examples • Teach principles before/after examples or concepts

A Continuum of 28

Teacher Response to Student Development of AID 29

Expertise in 30

Expertise in 31

Expertise in 32

Expertise in 33

REFLECTION TASK u. Read pages 94 and 95 (Heacox/Cash) u. Complete the Self-Assessment u. Share out to the larger group: ü“Where are you on the continuum? ” ü“What might you do to refine the curriculum and instruction of your advanced classes so that students ASCEND to higher levels? ”

Published Secondary Curriculum Materials ESD Hi-Cap Co-Op Circulating Library Integrated Curriculum Model Center for Gifted / Kendall Hunt • Primary Sources and Historical Analysis, gds 9 -10. • The Road to the White House: Electing the American President, Gds 6 -8. • Nuclear Energy: Friend or Foe? Gds 6 -8. GEMS—Lawrence Hall of Science, UC -Berkely • Living with a Star, gds 6 -8. • The Real Reasons for the Seasons, gds 6 -8. • Global Warming and the Greenhouse Effect.

Secondary Resources, cont. NAGC: Using CCSS with Gifted and Advanced Learners Parallel Curriculum Model Corwin Press • Next Generation Science Standards • PC Units for Science, gds 6 -12 • English Language Arts • PC Units for Math, gds. • 6 -12 • Mathematics • PC Unis for Language Arts, gds. 6 -12