Middle Grades Talent Development & Advanced Learner Education Advisory

1. April 18th, 2014 Melanie Crawford Janna Toche Middle Grades Talent Development & Advanced Learner Education Advisory

2. Introductions • Who are you, and what is your current role? • What is a talent that you have developed?

3. What is the purpose of this advisory? • Develop a comprehensive plan for Levels of Service for Talent Development in grades 6-8 to: • increase equity of opportunity for all students to develop talent, • increase the achievement of advanced learners • provide a continuum of services to keep advanced learners in MPS schools • Increase knowledge and understanding of the unique characteristics and needs of diverse advanced learners, as well as research, best practices and critical issues in gifted education with specific focus on: • identification • community engagement, • grouping • acceleration • promising practices to better identify and serve culturally, linguistically and economically diverse students.

4. Elementary Talent Development Advisory Working Agreements I will… Be honest in my speaking and open minded in my listening. Presume positive intentions. Have difficult conversations in the room. Be an ambassador for our work outside of the meetings. Collaborate to advance the mission of MPS. Come prepared to meetings. Work to build trust (via competence, reliability & sincerity)

5. Today… • Levels of Service • Who are advanced learners? • Identification of advanced learners • Who are advanced learners in middle school? • Grouping strategies • What should define level III and level IV services?

6. I can… • Explain the nature of talent and how it is developed. • Differentiate between the MPS Levels of Service. • Explain the why and how MPS identifies diverse advanced learners. • Determine and defend the grouping structure that would best support differentiation for advanced learners at my school. • Generate questions this group should ask that would help develop a plan for levels of service

7. Imagine Dr. Johnson has charged us with developing programs that produced state champion teams/groups for MPS in arts, academics and athletics. How would we do it? What would it take? Choose your area. Develop a plan. Dream Teams

8. MPS Vision for Talent Development All students recognize and develop their academic talents as a result of enrichment and appropriately challenging learning opportunities.

9. Schools can and should be places for developing the talents of all students All students at all ages have relative talent strengths, and schools should help them identify, develop and understand their own special abilities. The development of ability or talent is a lifelong process. It can be evident in young children as exceptional performance on tests and/or other measures of ability or as a rapid rate of learning, compared to other students of the same age, often resulting in high levels of achievement. (NAGC, 2010)

10. What must be in place to develop talent?

11. I. Services for ALL Students Providing foundational skills and tools “ Discovering and Building” II. Services for MANY Students Engaging and verifying interests“ Curious and Exploring” III. Services for SOME Students Meeting the need for alternative opportunities“ Enthusiastic and Performing” IV. Services for a FEW Students Responding to blossoming expertise and theneed for highly individualized services“ Passionate and Soaring” THE LEVELS OF SERVICE [LoS] MODEL The Levels of Service (LoS)–Treffinger, D.J., Young, G.C., Nassab, C.A. & Wittig, C.V.

12. Vision: All students recognize and develop their talents as a result of enrichment and appropriately challenging learning opportunities. MPS Talent Development & Advanced Learner Education Levels of Service Enrichment Pedagogy Advanced Differentiation

13. Go back to your plan for the “Dream Team” • Categorize the elements of your plan by the Levels of Service. • What do you notice? • How would you add to/revise your plan so that it reflected all Levels of Service?

14. Reflect: what is currently happening in your building that could be considered a level 1 & 2 service?

15. Reflect: What is currently happening for advanced learners in your building that could be considered Level III or IV service?

16. Who are advanced learners and what do they uniquely need?

17. Think of someone who is an advanced learner. How would you describe them? What are some characteristics or behaviors that distinguishes them from the general population?

18. Who are advanced learners? Advanced learners are students from all cultural and socioeconomic groups who perform at, or show the potential for performing at an outstanding level when compared with others of same age, experience or environment.  They have cognitive and affective needs that require a differentiated and challenging learning environment.

20. District does not provide; parent may submit MPS Advanced Learner Identification Pathways 3 130 or above on individual IQ measure (administered by a licensed psychologist/psychiatrist) Ability Achievement 1 Stanine 9 on CogAT7 Screening Form Stanine 9 (96% or above) on Standardized achievement measure (either reading or math) Fall MAP Identification OR Local -Subgroup Norms for CLED ALL 2nd graders screened Stanine 9 on CogAT7 (any battery) (3rd & 4th grade students) nominated/referred by teacher or parent Demonstrated Research Based Behaviors Stanine 7-8 on CogAT7 Screening Form Stanine 7-8 (77% or above) on Standardized achievement measure (either reading or math) Fall MAP Local -Subgroup Norms for CLED AND OR • Teacher rating (SRBCSS) • Parent rating(Things My Child Likes To Do) 2 Stanine 7-8 on CogAT7 (any battery)

21. Why assess/identify students? • To find which students perform at, or show the potential for performing at an outstanding level when compared with others of same age, experience or environment • To match the most appropriate level of service (curriculum, instruction and support) to the student’s needs in order to produce advanced achievement “The identification of advanced learners serves no good function if it does not lead to the opportunity for students to maximize their potential by engaging in learning that will lead to a satisfying and fulfilled life.” Callahan, 2005

22. Strategic Goal:By spring 2015, identify 15% of students in grades 1-5 as advanced learners.

23. Who will be 6th graders in SY15? *Approximately 15% are advanced learners

24. Isit important for MPS to continually talent spot? Why should we continue to screen and identify advanced learners beyond grade 4?

25. What are the unique learning needs of adolescent advanced learners?

26. Chapter 1: Nature and Needs of Gifted Middle School Students • **With a partner, identify three new learning's from the chapter. • Was it surprising? • Why does it seem important? • What are the implications?

27. Chapter 1: Nature and Needs of Gifted Middle School Students Essential Question: • In what ways may gifted and advanced students differ from typical students during their middle school years? Pair up with another group!

28. Chapter 1: Nature and Needs of Gifted Middle School Students Essential Question: • Why do gifted students need differentiated accommodations and services during middle school?

29. Chapter 7 & 8 • Create a visual expressing the big ideas in the chapter you read. • Your visual should answer the essential questions for your chapter.

30. Chapter 7 & 8: Essential Questions • Chapter 8: Gender and Gifted Adolescents • What are the unique challenges faced by gifted girls and gifted boys during middle school? • As early adolescents become more aware of their sexuality and gender identity, how does giftedness impact students who are GLBT? • How can middle schools and gifted advocates respond to these challenges in more inclusive ways that support both excellence and equity? • Chapter 7: Diverse Populations of Gifted Adolescents • What are the unique challenges faced by diverse populations of gifted adolescents • How can middle schools and gifted advocates respond to these challenges in more inclusive ways that support both excellence and equity?

31. Level III Services for Identified Advanced Learners

32. Level III Services Qualitatively differentiated curriculum and instruction Highly trained staff Learning with other Advanced Learners

33. Differentiation for Advanced Learners

34. is based on the core curriculum. is affected by depth, complexity, novelty and acceleration. should be an integral part of rather than an adjunct to core curriculum. modifies what students will know (content), how students will think (critical, creative and problem-solving skills), how students will access and use resources (research skills) and how students will demonstrate their learning (products). should be available to advanced learners as well as any other students who evidence readiness. can be facilitated through flexible grouping and regrouping of students for each task or group of tasks based on need, interest and learning style. should be provided consistently and should be accompanied by high standards of performance. must include teacher instruction and should not be assumed to be self-taught by students. Differentiation specifically designed to prepare advanced learners for the 21st century…

35. Long Term Learning Targets for Advanced Learners I can… Use technology to create, collaborate, communicate and think critically. Communicate effectively in a variety of forms of media utilizing the language of the disciplines. Demonstrate personal and social responsibility as a leader and contribute to my school and community. Set goals, assess progress toward my goals and advocate for myself based on my awareness of my interests, strengths, and learning preferences.  • Demonstrate intellectual curiosity, humility, tenacity, leadership and courage. • Apply critical and creative thinking to approach and solve complex problems across the disciplines. • Conduct research and inquiry investigations independently. • Sustain effort toward a level of high standards, expertise and creative production in the disciplines or areas of talent.

36. Grouping Advanced Learners

37. Some Initial Questions • Whatisyour perspective about groupingstudents by academicreadiness and ability? • What has shapedthis perspective? • How are students currentlygroupedatyourschool? • Are these arrangements flexible, responsive, fluid, and/or effectively meeting the range of needs? How do you know? • To whatextentcouldgroupingdecrease teacher work load and support effective planning and instruction?

38. Read The Relationship of Grouping Practices to the Education of the Gifted and Talented Learner: Research-Based Decision Making • Return to you pre-thinking • star anything that was affirmedby this article • Circle anything that was challenged or refuted by the article • Add anything new

39. Research: All models of grouping lead to (often significant) academic gains • Options for grouping by performance • Regrouping for specific instruction .79 • Cluster grouping by performance .44 • Within class grouping .34 • Cross-graded classes .45, .46 • Grouping for acceleration(3 years in 2 years) .40 * Effect size represents how much additional grade equivalent growth child makes beyond the expected one year at a grade level. Rogers, (2003)

40. Research: ALL students benefit from flexible grouping practices (i.e. not tracking!) • Kulik & Kulik have conducted four meta-analyses of research on self-esteem when grouping is used. The effects are: • Gifted .14 • Average .16 • Low ability .14 • Slavin has conducted research on grouping effects on all ability levels. Effect size for most forms of ability grouping for average and low students is 0, but when regrouped by performance level, low performing students have a .15 ES and average students have .22 academic effect

41. A very Important Point! Grouping advanced learners alone does not ensure appropriate instruction • The key to interpreting the research studies on grouping of advanced learners lies in what happens with the groups. It is less the grouping that makes the difference, but the instruction and differentiation provided. Simply placing students in groups without adjusting curriculum and instruction has little impact. Thus, teachers need to provide a strong curricular and instructional match to the assessed needs of the students.

42. What are the models? • General Cluster • Between-Class • Within-Class • Total-School Cluster • Self-contained/Full-time

43. General Cluster Grouping • “Clustering” Advanced Learners together in one classroom • Rest of the class is heterogeneous • The teacher has been trained in Advanced Learner Education • Curriculum and instruction are differentiated for this cluster of students Teacher Trained in Advanced Learner Education Heterogeneous Class Advanced Learner Cluster

44. Between Class Grouping • Fluid regrouping based on achievement in specific subjects (usually math and reading) • Students change classrooms during the academic block; teachers focus on limited achievement range (i.e. advanced, on grade, bellow grade) • Requires unit-by-unit assessment (the new benchmark exams can help with this) • Requires blocked scheduling and strong staff collaboration • Teachers can rotate achievement level focus

45. Between Class Grouping So it could look like this… Class A Class A Advanced Class B Class B On Grade Class C Class C Skills and Remedial

46. Within Class • Teachers group students based on readiness, interest and learning style in totally heterogeneous classrooms • Curriculum compacting and tiered instruction tend to be central strategies • Requires excellent classroom management and exceptionally well prepped materials • Students must also be continuously trained in autonomous learning and independent problem solving to increase efficacy of instruction (think guided reading groups).

47. School Cluster Grouping • Students are grouped school-wide based on 7 achievement categories • The model maintains heterogeneity but reduces the amount of achievement groups in one classroom • Each classroom receives a group of above average students • High achieving students stay together in one classroom with a highly trained teacher, but the rest of the class is heterogeneous • Very strong research foundation; has been shown to dramatically raise achievement of all

48. Total School Cluster(sample class arrangements)

49. Achievement Groups are Based on Variety of Data… • Identified Advanced Learners • MAP and MCA scores • Teacher observed performance (may score low but perform well in class) • Parent requests are honored whenever possible • Students with known behavior issues are distributed • Class lists are teacher created (usually in collaboration with leaders)

50. Self Contained or Full Time • All Advanced Learners are placed in one classroom with one teacher • Students stay in class throughout the year (but may be regrouped for specific subjects) • The teacher is trained in advanced learner education