Adapted from: Developing Mathematical Talent: A Guide for Challenging and Educating Gifted Students By Susan Assouline a

1. Myths of Mathematically Talented Students and the Reality of Teaching Them Raine Maggio M.S. Educational Psychology/Gifted Educational Discovery Coordinator – Lake Travis Middle School maggior@ltisdschools.org Adapted from: Developing Mathematical Talent: A Guide for Challenging and Educating Gifted Students By Susan Assouline and Ann Lupkowski-Shoplik

2. INTRODUCTIONS: Raine Maggio 18th year of teaching middle school science & GT 14 years teaching gifted Former Region XIII Director for TAGT Parent of a mathematically gifted student

3. A QUIZ: Myth or Reality?

4. MYTH OR REALITY • Only students identified for a gifted program are mathematically talented. • Results from standardized, grade level testing are the best for identifying mathematically talented students. • Gifted students respond equally well to the same curriculum. • Students who are accelerated will have gaps in their learning. • Students who are mathematically talented demonstrate mastery of a topic by earning 100% on tests-including pretests. • Mathematically talented students are computational whizzes.

5. MYTH OR REALITY • Truly mathematically talented students cannot be identified until high school. • Early ripe, early rot. Students who are pushed too early will burn out. • The best option for mathematically talented students is daily enrichment. • The best way to challenge mathematically gifted students is to skip grade and study content one year ahead. • Students will “run out” of math in high school if they accelerate. • Students should not study Algebra until 8th or 9th grade because they are not developmentally ready.

6. Myth - Only students identified for a gifted program are mathematically talented. • Some mathematically talented students are not equally talented in verbal areas and miss the opportunity for gifted programming because composite scores using both verbal and nonverbal abilities are used for identification. Developing Mathematical Talent: A Guide for Challenging and Educating Gifted Students By Susan Assouline and Ann Lupkowski-Shoplik

7. Myth - Results from standardized, grade level testing are the best for identifying mathematically talented students. • Using TAKS as an indicator is not a strong tool for assessing mathematically talented students. It does not exceed grade level and is testing material previously taught. • Using a test such as SAT-10 is better, but it is best to us an off grade level exam. Developing Mathematical Talent: A Guide for Challenging and Educating Gifted Students By Susan Assouline and Ann Lupkowski-Shoplik

8. Myth - Gifted students respond equally well to the same curriculum. • Gifted children most often reported the math and science were their favorite subjects, but this was not reflected in programming. • Gifted programming should not be a one size fits all program. Students who are gifted should be served in their area of strength. Developing Mathematical Talent: A Guide for Challenging and Educating Gifted Students By Susan Assouline and Ann Lupkowski-Shoplik

9. Myth - Students who are accelerated will have gaps in their learning. • Pre-tests are often given with no intention of compacting curriculum, but rather merely to find out who is struggling. • When pre-testing, only the areas in which students have a lack of understanding should be covered. Students can often be taught this information in minutes and are ready to move on. Developing Mathematical Talent: A Guide for Challenging and Educating Gifted Students By Susan Assouline and Ann Lupkowski-Shoplik

10. Myth - Students who are mathematically talented demonstrate mastery of a topic by earning 100% on tests-including pretests. • Talented students make errors. • It’s unreasonable to make a student who scores a 90 on a pre-test sit through the entire unit. Developing Mathematical Talent: A Guide for Challenging and Educating Gifted Students By Susan Assouline and Ann Lupkowski-Shoplik

11. Myth - Mathematically talented students are computational whizzes. • These students often to try to compensate for the lack of difficulty by doing problems in their head. They are trying to create a stimulating environment. • They often make mistakes on rote work because it is so easy that they do not really have to attend to it and make careless errors. Developing Mathematical Talent: A Guide for Challenging and Educating Gifted Students By Susan Assouline and Ann Lupkowski-Shoplik

12. Myth - Truly mathematically talented students cannot be identified until high school. • There is much evidence to support the success of mathematically gifted students at young ages. • It is important to find them young so that appropriate programming can be developed and they can reach their mathematical potential. Developing Mathematical Talent: A Guide for Challenging and Educating Gifted Students By Susan Assouline and Ann Lupkowski-Shoplik

13. Myth - Early ripe, early rot. Students who are pushed too early will burn out. • Once identified these students tend to stand out more and more. • These students will continue to achieve and not underachieve. Developing Mathematical Talent: A Guide for Challenging and Educating Gifted Students By Susan Assouline and Ann Lupkowski-Shoplik

14. Myth - The best option for mathematically talented students is daily enrichment. • Good enrichment is accelerative…and good acceleration is enriching. • It is not ok, to provide a one size fits all gifted programming. • It is extremely difficult to enrich mathematics, without accelerating. Developing Mathematical Talent: A Guide for Challenging and Educating Gifted Students By Susan Assouline and Ann Lupkowski-Shoplik

15. Myth - The best way to challenge mathematically gifted students is to skip grade and studycontent one year ahead. • Pace is important. Even when a child skips a grade, the new grade level material will also likely be learned quickly. • Gifted children still need instruction. They should not have to teach themselves in a corner. • Long term planning is essential to success. Developing Mathematical Talent: A Guide for Challenging and Educating Gifted Students By Susan Assouline and Ann Lupkowski-Shoplik

16. Myth - Students will “run out” of math in high school if they accelerate. • Instead, it allows them to take dual credit courses. • Engage in professional quality products. • Take courses in related fields such as architecture, engineering, and programming. Developing Mathematical Talent: A Guide for Challenging and Educating Gifted Students By Susan Assouline and Ann Lupkowski-Shoplik

17. Myth - Students should not study Algebra until 8th or 9th grade because they are not developmentally ready. • Studies at Johns Hopkins have verified that MANY students are ready and able to understand formal algebra by 5th or 6th grade and some earlier. Developing Mathematical Talent: A Guide for Challenging and Educating Gifted Students By Susan Assouline and Ann Lupkowski-Shoplik

18. The REALITY is that these kids are in your classes and they NEED the opportunity to DEVELOP their mathematical talent/thinking through both ENRICHMENT AND ACCELERATION.

19. The sports analogy and developing talent potential

20. At your table, discuss the mathematics program in your school/district. • How are students identified who need support in math? • When does specific mathematics programming for mathematically talented students begin? • What do services look like? • Is grade skipping or acceleration an option? MathProgramming

21. LTISD’s pilot for accelerated math students.

22. In 2008, LTISD had no specific programming for elementary students gifted in mathematics. • On the secondary level, all students were offered to take pre-AP math courses in 6th grade and continue to AP coursework through high school. • There were a few students who grade skipped in mathematics, but this was not encouraged by the district and was always initiated by the parents. The Beginning

23. The district realized that there was a need to provide services for “outliers” who were not having their math needs met in the current program. • One school selected 5 fifth grade students to attempt to compact 5th, 6th and part of 7th grade curriculum during 5th grade to allow for these students to take Algebra 1 in 7th grad and Geometry in 8th. • Students selection was based on Grade Average, TAKS scores, SAT-10 scores in the 95thpercentile,and OLSAT scores over 130 in the nonverbal or composite sections. The Pilot Program

24. Those 5 students have continued to succeed. All maintaining A averages in Algebra and Geometry. • Program expanded – identification based on off-grade level testing. • Now approximately 20-25 students are placed in the accelerated program each year. • These students take EOC’s in Algebra and Geometry while still in middle school. Results/Outcome

25. TEA – What does the law say? A student must be accelerated one grade if the or she meets the following requirements. The student scores 90% on a criterion-referenced test for the grade level he or she wants to skip in each of the following areas: language arts, math, science, and social studies. A school district representative recommends acceleration A student’s parent or guardian gives written approval of the acceleration Grades 1-5

26. TEA – What does the law say? A student in grades 6-12 must be given credit for an academic subject in which he or she has had no prior instruction if the student scores 90% on a criterion-referenced test for the applicable course. If a student is given credit in a subject on the basis of an examination, the school district must enter the examination score on the student’s transcript. (however, it may not count in GPA) In accordance with local school district policy, a student in grades 6-12 may be given credit for an academic course in which he or she had some prior instruction, if the student scores 70% on the criterion referenced exam. Grades 6-12

27. TEA – What does the law say? School districts must offer 3 days each semester where exam for acceleration is offered at no cost to the parent. These dates must be publicized to the community. The district MAY administer and recognize results of a test purchased by the parent or student from Texas Tech University or the University of Texas at Austin. A school district does have the option of developing their own comprehensive test, as long as there is school board approval. TESTING

28. TEA – What does the law say? A school district board of trustees may adopt a policy that allows a student to be awarded credit toward high school graduation for completing a college level course. The course must be provided only by an institution of higher education that is accredited by one of the following: Southern Association of College and Schools Middle States Association of Colleges and Schools New England Association of Schools and Colleges North Central Association of Colleges and Schools Western Association of Schools and Colleges Northwest Association of Schools and Colleges Dual Credit

29. To register for exams at UT http://www.utexas.edu/ce/k16/cbe-ea/about/ To register for exams at TTU http://www.depts.ttu.edu/testing/

30. ACCELERATION – We can, then, conclude that grade-skipping is a highly viable option for gifted students, although one that is not currently in vogue. There is NO EVIDENCE that being younger than one’s classmates is associated with social and psychological difficulties. Nancy Robinson, University of Washington From the “A Nation Deceived Report”

31. To get a free copy of the “A Nation Deceived: How Schools Hold Back America’s Brightest Students http://www.accelerationinstitute.org/nation_deceived/

32. Talent Searches Matching students with appropriate programming in mathematics

33. Duke TIP – Talent Search Grades 4&5 – Students are eligible based on TAKS/STAAR scores or other Nationally Normed tests such as SAT-10, ITBS, or MAT-7. These student are eligible to take the EXPLORE test which norms their scores with those of 8th graders. Grades 6&7 – Students are eligible the same way as 4&5, but are allowed to take the SAT or ACT in 7th grade and see how they compare the nation’s seniors. http://www.tip.duke.edu/

34. Scores that show a need for acceleration http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1538&ContentID=1821&Content=111274

35. Above Grade Level Testing

36. Texas Academy of Math & Science https://tams.unt.edu/

37. ENRICHMENT

38. The rules • Pick a year – we will use 1996 • Number your paper 1-100 • You will create equations that equal 1-100 • You may use only the numbers in the given year • You must use them in THAT order • You may use operations, parentheses, square root, factorials, etc… Game of the Year

39. Kahn Academy • http://www.khanacademy.org/ • Great website for enrichment and to help students who are working independently through math or science courses. • Also an iPad app.

40. Project Lead the WayEngineering & Technology http://www.pltw.org/ • critical thinking, • creativity • innovation • real-world problem solving

41. PLTW – Gateway to Technology Middle school program • Foundation Units • Automation and Robotics (AR) • Students trace the history, development, and influence of automation and robotics. They learn about mechanical systems, energy transfer, machine automation and computer control systems. Students use a robust robotics platform to design, build and program a solution to solve an existing problem. • Design and Modeling (DM) • In this unit, students begin to recognize the value of an engineering notebook to document and capture their ideas. They are introduced to and use the design process to solve problems and understand the influence that creative and innovative design has on our lives. Students use industry standard 3D modeling software to create a virtual image of their designs and produce a portfolio to showcase their creative solutions.

42. PLTW – Gateway to Technology • Specialization Units • Energy and the Environment(EE) • Students investigate the impact of energy on our lives and the environment. They design and model alternative energy sources and participate in an energy expo to demonstrate energy concepts and innovative ideas. Students evaluate ways to reduce energy consumption through energy efficiency and sustainability. • Flight and Space (FS) • The rich history of aerospace comes alive through hands-on activities, research, and a presentation in the form of a short informational video. Students explore the science behind aeronautics and use their knowledge to design, build and test an airfoil. Custom-built simulation software allows students to experience space travel.

43. PLTW – Gateway to Technology • Green Architecture (GA) • In a world of reduced resources and environmental challenges, it is important to present the concept of “being green” to the next generation of designers and builders. In this unit, students are introduced to architectural plans, construction styles, alternative materials and processes, dimensioning, measuring and architectural sustainability. Students use a 3D architectural software program to create an environmentally friendly home using shipping containers. • Magic of Electrons (ME) • Through hands-on projects, students explore the science of electricity, behavior and parts of atoms, and sensing devices. Students acquire knowledge and skills in basic circuitry design and examine the impact of electricity on our lives. • Science of Technology (ST) • How has science affected technology throughout history? To answer this question students apply the concepts in physics, chemistry and nanotechnology to STEM activities and projects.

44. Foundation Courses • Introduction to Engineering Design (IED) • Designed for 9th or 10th grade students, the major focus of IED is the design process and its application. Through hands-on projects, students apply engineering standards and document their work. Students use industry standard 3D modeling software to help them design solutions to solve proposed problems, document their work using an engineer’s notebook, and communicate solutions to peers and members of the professional community. • Principles of Engineering (POE) • Designed for 10th or 11th grade students, this survey course exposes students to major concepts they’ll encounter in a post-secondary engineering course of study. Topics include mechanisms, energy, statics, materials, and kinematics. They develop problem-solving skills and apply their knowledge of research and design to create solutions to various challenges, document their work and communicate solutions. PLTW – Pathway to Engineering • Foundation Courses • Introduction to Engineering Design (IED) • Designed for 9th or 10th grade students, the major focus of IED is the design process and its application. Through hands-on projects, students apply engineering standards and document their work. Students use industry standard 3D modeling software to help them design solutions to solve proposed problems, document their work using an engineer’s notebook, and communicate solutions to peers and members of the professional community. • Principles of Engineering (POE) • Designed for 10th or 11th grade students, this survey course exposes students to major concepts they’ll encounter in a post-secondary engineering course of study. Topics include mechanisms, energy, statics, materials, and kinematics. They develop problem-solving skills and apply their knowledge of research and design to create solutions to various challenges, document their work and communicate solutions.

45. Foundation Courses • Introduction to Engineering Design (IED) • Designed for 9th or 10th grade students, the major focus of IED is the design process and its application. Through hands-on projects, students apply engineering standards and document their work. Students use industry standard 3D modeling software to help them design solutions to solve proposed problems, document their work using an engineer’s notebook, and communicate solutions to peers and members of the professional community. • Principles of Engineering (POE) • Designed for 10th or 11th grade students, this survey course exposes students to major concepts they’ll encounter in a post-secondary engineering course of study. Topics include mechanisms, energy, statics, materials, and kinematics. They develop problem-solving skills and apply their knowledge of research and design to create solutions to various challenges, document their work and communicate solutions. PLTW – Pathway to Engineering • Specialization Courses • Aerospace Engineering (AE) • AE explores the evolution of flight, navigation and control, flight fundamentals, aerospace materials, propulsion, space travel, and orbital mechanics. In addition, this course presents alternative applications for aerospace engineering concepts. Students analyze, design, and build aerospace systems. They apply knowledge gained throughout the course in a final presentation about the future of the industry and their professional goals. This course is designed for 10th, 11th or 12th grade students. • Biotechnical Engineering (BE) • In this course students explore the diverse fields of biotechnology. Hands-on projects engage students in engineering design problems related to biomechanics, cardiovascular engineering, genetic engineering, tissue engineering, biomedical devices, forensics and bioethics. Students, usually at the 11th and 12th grade level, apply biological and engineering concepts to design materials and processes that directly measure, repair, improve and extend living systems.

46. Foundation Courses • Introduction to Engineering Design (IED) • Designed for 9th or 10th grade students, the major focus of IED is the design process and its application. Through hands-on projects, students apply engineering standards and document their work. Students use industry standard 3D modeling software to help them design solutions to solve proposed problems, document their work using an engineer’s notebook, and communicate solutions to peers and members of the professional community. • Principles of Engineering (POE) • Designed for 10th or 11th grade students, this survey course exposes students to major concepts they’ll encounter in a post-secondary engineering course of study. Topics include mechanisms, energy, statics, materials, and kinematics. They develop problem-solving skills and apply their knowledge of research and design to create solutions to various challenges, document their work and communicate solutions. PLTW – Pathway to Engineering • Civil Engineering and Architecture (CEA) • Students learn about various aspects of civil engineering and architecture and apply their knowledge to the design and development of residential and commercial properties and structures. In addition, students use 3D design software to design and document solutions for major course projects. Students communicate and present solutions to their peers and members of a professional community of engineers and architects. This course is designed for 11th or 12th grade students. • Computer Integrated Manufacturing (CIM) • How are things made? What processes go into creating products? Is the process for making a water bottle the same as it is for a musical instrument? How do assembly lines work? How has automation changed the face of manufacturing? While students discover the answers to these questions, they’re learning about the history of manufacturing, robotics and automation, manufacturing processes, computer modeling, manufacturing equipment, and flexible manufacturing systems. This course is designed for 10th, 11th or 12th grade students.

47. Foundation Courses • Introduction to Engineering Design (IED) • Designed for 9th or 10th grade students, the major focus of IED is the design process and its application. Through hands-on projects, students apply engineering standards and document their work. Students use industry standard 3D modeling software to help them design solutions to solve proposed problems, document their work using an engineer’s notebook, and communicate solutions to peers and members of the professional community. • Principles of Engineering (POE) • Designed for 10th or 11th grade students, this survey course exposes students to major concepts they’ll encounter in a post-secondary engineering course of study. Topics include mechanisms, energy, statics, materials, and kinematics. They develop problem-solving skills and apply their knowledge of research and design to create solutions to various challenges, document their work and communicate solutions. PLTW – Pathway to Engineering • Digital Electronics (DE) • Digital electronics is the foundation of all modern electronic devices such as mobile phones, MP3 players, laptop computers, digital cameras and high-definition televisions. Students are introduced to the process of combinational and sequential logic design, engineering standards and technical documentation. This course is designed for 10th or 11th grade students. • Capstone Course • Engineering Design and Development (EDD) • In this capstone course, students work in teams to design and develop an original solution to a valid open-ended technical problem by applying the engineering design process. Students perform research to choose, validate, and justify a technical problem. After carefully defining the problem, teams design, build, and test their solutions while working closely with industry professionals who provide mentoring opportunities. Finally, student teams present and defend their original solution to an outside panel. This course is appropriate for 12th grade students.

48. Foundation Courses • Introduction to Engineering Design (IED) • Designed for 9th or 10th grade students, the major focus of IED is the design process and its application. Through hands-on projects, students apply engineering standards and document their work. Students use industry standard 3D modeling software to help them design solutions to solve proposed problems, document their work using an engineer’s notebook, and communicate solutions to peers and members of the professional community. • Principles of Engineering (POE) • Designed for 10th or 11th grade students, this survey course exposes students to major concepts they’ll encounter in a post-secondary engineering course of study. Topics include mechanisms, energy, statics, materials, and kinematics. They develop problem-solving skills and apply their knowledge of research and design to create solutions to various challenges, document their work and communicate solutions. PLTW – Biomedical Science Program • Principles of the Biomedical Sciences (PBS) • Students investigate various health conditions including heart disease, diabetes, sickle-cell disease, hypercholesterolemia, and infectious diseases. They determine the factors that led to the death of a fictional person, and investigate lifestyle choices and medical treatments that might have prolonged the person’s life. The activities and projects introduce students to human physiology, medicine, and research processes. This course provides an overview of all the courses in the Biomedical Sciences program and lay the scientific foundation for subsequent courses. This course is designed for 9th or 10th grade students. • Human Body Systems (HBS) • Students examine the interactions of human body systems as they explore identity, power, movement, protection, and homeostasis. Students design experiments, investigate the structures and functions of the human body, and use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary action, and respiration. Exploring science in action, students build organs and tissues on a skeletal manikin, work through interesting real world cases and often play the roles of biomedical professionals to solve medical mysteries. This course is designed for 10th, 11th or 12th grade students.

49. Foundation Courses • Introduction to Engineering Design (IED) • Designed for 9th or 10th grade students, the major focus of IED is the design process and its application. Through hands-on projects, students apply engineering standards and document their work. Students use industry standard 3D modeling software to help them design solutions to solve proposed problems, document their work using an engineer’s notebook, and communicate solutions to peers and members of the professional community. • Principles of Engineering (POE) • Designed for 10th or 11th grade students, this survey course exposes students to major concepts they’ll encounter in a post-secondary engineering course of study. Topics include mechanisms, energy, statics, materials, and kinematics. They develop problem-solving skills and apply their knowledge of research and design to create solutions to various challenges, document their work and communicate solutions. PLTW – Biomedical Science Program • Medical Interventions (MI) • Students investigate a variety of interventions involved in the prevention, diagnosis and treatment of disease as they follow the life of a fictitious family. The course is a “How-To” manual for maintaining overall health and homeostasis in the body. Students explore how to prevent and fight infection; screen and evaluate the code in human DNA; prevent, diagnose and treat cancer; and prevail when the organs of the body begin to fail. Through these scenarios, students are exposed to a range of interventions related to immunology, surgery, genetics, pharmacology, medical devices, and diagnostics. This course is designed for 11th or 12th grade students. • Capstone Course • Biomedical Innovation (BI) • Students design innovative solutions for the health challenges of the 21st century. They work through progressively challenging open-ended problems, addressing topics such as clinical medicine, physiology, biomedical engineering, and public health. They have the opportunity to work on an independent project with a mentor or advisor from a university, hospital, research institution, or the biomedical industry. Throughout the course, students are expected to present their work to an audience of STEM professionals. This course is designed for 12th grade students.

50. Edward Zaccaro