KLIP Webinar, “Accelerated Learning”


Hi, welcome to our second KLIP Webinar and
today we’re going to be talking about acceleration, but first I just wanted to go over a few notes
with you if you say housekeeping issues, we’re going to have. Our next face to face trainings
in October 15 16 and 17. So your school or district should have signed
up for one of those dates. In I have sent confirmations out to the district
or school leaders. Confirming who is coming on those dates. And
if you haven’t received one it might have been because you register after I sent the
confirmations if you are unsure just email me and I’ll check and let, you know, if you’re
registered. The times will be 8:30 until four and we will
be meeting in frankfurt at this hour building at 300 south boulevard. So I look forward
to seeing you for those days inn remember to bring your data with you. Your school data. That we will be analyzing we have had our
first assignments have been turned in and there are still quite a few people who haven’t,
I haven’t received your assignments, you could have uploaded them or just commented in the
Google classroom. Under. Class assignment and I have checked you up
to list. If I received yours. I really enjoyed reading the different things you’ve been using
in your classroom strategies from learning. So. Anyway, I look forward to hearing more and
having you guys share and I will have a list at your training in October to show you. So
you can see if I have received your assignment just to make sure that there wasn’t some misunderstanding. Or I missed it next. Book study meeting is due this month you can
do that in several different ways. You can read the book in someone had asked me if you
could submit that as a team, it would be easier probably for everyone just to upload their
own. Because it ask you to relate it to your classroom
and how you can implement this in your classroom. So it probably best if everyone just did their
own and submit it and the last thing is a PLC. At the team leaders are keeping record of
who is attending the PLC and uploading the PLC form, I only need one per school and the
second one was just put in the Google classroom and. You all are doing a great job. This is a learning
experience for me to this is the first time I’ve used that and tried to moderate are so
many people with assignments and everything. So I appreciate your patience and. I look forward to seeing you in a few weeks
and next we are going to move on with Kathy anderson who is going to be talking to us
about acceleration in the middle and high school. Good afternoon everybody. I’m glad that you’re
here and I look forward to sharing some information with you about acceleration. So before we
get started just a few housekeeping items if you haven’t already please mute your microphone
to decrease in the background noise. And also we’re going to use the App Ghost
Box dot com today for our poll and also for our question period at the end of our time
together today. So if you haven’t already done that. Please go ahead and log on to app go soapbox
com and then at the site, you’re going to log in using the code 9 3 2 dash 1 1 2 dash
3 8 3. And that’s going to allow you to participate
in our pool and also to ask any questions that you might have at the end day. So let’s get started. I’ll let me just tell
you a little bit about myself. I have taught for 16 years and then i’ve been here at katye
for another 6 so it’s hard to believe i’m bill sometimes old is dirt. Feeling pretty young today. But most of my
experience has been with K through five. And so I hope I can share some strategies with
you that I have to discuss with my colleagues here at katye and also when I taught in the
classroom. So I hope this will be a good experience for
you guys and I hope that you are able to get something from our session today. So first of all these are targets for today.
And I’m not going to read them to you coz, I know that you are all bright intelligent
people but I’m just going to let you look at those and so we’re just going to talk today
about acceleration. And the different types of acceleration. And
that and also about how you can access some student if you think that they might need
to be accelerated either whole grade or skip a grade and then also just some strategies
for you to use in the classroom. So first of all, what is acceleration? Well,
there are two different types of acceleration. The first time big celebration is where you
have stayed in they’ve gotten behind. And so you are helping them to catch up. And then the second type of the celebration
is where a child is met benchmarks or shine through assessment or mastery that they need
more that they need to take a deeper dive that they can move on at a faster pace. And
I just want to emphasize that acceleration is not giving more work. It’s not want to stay in complete their work
that used to hear have another worksheet, you know do some more of whatever you’ve been
doing before. So we’re going to talk about things that you can do to enrich that students. Academic line. In Iowa. There are 20 different times acceleration
20 different times i don’t know about you guys but i didn’t know there were that many
times acceleration time started. Learning more about gifted and give his services
in so many of the services that you have to stay in sort of an students have are usually
operate through coursework either through a *** or four are either three dual credit. And so we’re going to talk today our focus
is going to be though in the classroom about how can you have some strategies that help
students accelerate through the work in the classroom. Also before we dive into our classroom acceleration
discussion. We’re going to talk a little bit about it just acceleration as far as either
a child skipping a whole grade or skipping are maybe doing some subject acceleration
and how you can make those decisions. So many districts that are, no across the
state used that Iowa acceleration scale are the I S and this is a tool that helps districts
to make this decision. So it’s just not a Willy Nilly decision. So that they actually have some objective
ways to go about determining whether or not a child needs to be accelerated and it uses
a team approach. So the teachers that ministrator is counselors. Parents and students all have input on whether
or not the student needs to be accelerated and there is there guidelines that are weighted
with the importance of using major factors such as the documents. Documentation of the student strengthen concerns.
There’s also a numerical range. Thank God the discussion where the student has taken
certain assessments to show that they have mastered certain coursework. And then there’s also a comparison with other
statements, he had successful acceleration’s. So this is a really good tool. And if you’ve
never seen this tool before. You can just reach out to me. I’m going to
have my contact information at the end and Marshall County has been kind enough to share
their version of the Iowa acceleration scale with me. I would be glad to send that out
to you for you take a look at. So here are some screenshots of the Iowa acceleration
scale. And as you can see there is a component for critical items, there. List the valuation at the students abilities
and aptitudes achievements and then over on the other section there’s some writing scales
have some other different components as well. It’s not just gave you a couple of seconds
to look at that. One of the districts that I know that does
has acceleration policiais bullet counting saraku marizza GT coordinator there and she. Willingly said that I could share this with
you guys, and if you want to contact her or use the acceleration policy here that you
see on the screen is a screenshot you are more than welcome to do that. In their acceleration policy it lists of steps
on how to go about determining whether or not a child should be accelerated it gives
its assessment process. And the procedures there are also related forms they are on. Lank and there is a link below. So if you don’t have acceleration policy and
I would like to look at one please go to the Bullitt county site there to look at the acceleration
policy one thing I think that’s a really important to note that. You know, as we move into more personalized
learning. And we’re really trying to make sure that students have every opportunity
available at them, you know excel oracion might be one of those opportunities that we
want might want to give them. And so if you don’t have acceleration policy. Here’s a good one to look at. So at this time I was just kind of curious
to see if anyone knew they had an acceleration policy in their district. So if you. With a save, you know what about your district
there. So that’s interesting. So far we’ve got about
75 percent that are unsure and looks maybe zero are unsure and a couple or saying. Yes, they do 22 percent of the saying. Yes,
so that’s really interesting. So as I said, before if you’re unsure if you have a policy. Go out and look at your districts policies
and procedures that should be. Somewhere on your district website and a lot
of people use the K S, B A policies, and if you don’t have one please go and look at the
one at Bullitt County of their it would help you. Alright next we’re going to talk about head
differentiate instruction in the classroom for gifted in advance learners and you know
I’m not all that Vance learners have been identified as gifted. So I’m going to kind
of learn use those terms interchangeably. Today. So how do we differentiate instruction for
advanced learner’s, you know, what makes it different? Well, I think the most important
thing to remember is it more in differentiating instruction for our advanced learner’s it
means that they’re going to learn the same curriculum, but they don’t have to be expect
expect it. To. Learn the curriculum in the same way and at
the same time. Here’s a differentiation graph. Maybe some
of you it seemed before and I really like this one because it talks about that teachers
can differentiate through content and process and product APEC time learning environment. But also it’s according to our students readiness
an interest in learning profile, and then using instructional strategies and it gives
some there at below but I think it’s really important for us as we try to reach out. To
all students that we don’t work their interests and abilities are. So how do we go about doing that? Well, let’s talk about to why differentiation
is important. So differentiation is important because it’s going to address the needs of
all the students. It’s going to promote success. It can result in better manage classrooms. So that students aren’t bored or frustrated.
So I don’t know if any of you have ever experienced this before but, you know, you may have students
who are very quick, and it bandstand. And so in the process. They make it finish quicker
than the other statins. And so what did they do? Well, sometimes they begin to talk to other
students and bother other students who aren’t finished sometimes they find less constructive
things to do then once you’ve asked him to do. And so it’s really important that we have
engaging. Content and activities for them to do that
they’re learning something new everyday. Also, it’s really important because we want
to help students to enjoy learning as much as possible. And if we understand how to differentiate
instruction for them and what they found, you know, important and appealing then we
can. You know structure of the activities better.
And also it’s a key component to effective teaching and learning specially in tier one
of our tee. So I did a little research this week and I learned that. Differentiation on the hell is affected in
a scale is it a 1.26 effectiveness. So we can move students are abilities in their scoring
up the whole almost up. You know appointment quarter, which is really
awesome. When you think about it. So in order to differentiate instruction.
What do we need to do, well, we need to look at assessments. We need to pre assess we can
look at district assessments like the Cape Scores asked. Prialt citties all those different types of
assessments that we give states we can also intentionally address their needs by knowing,
you know what area are they identified in are they identified in social studies are
they identified in language. Arts. I mean, just because the students been identified
for gifted doesn’t mean that they’re gift it in everything and so I think it’s important
that we know what areas are they give it in and then also, you know, as. We assess students
we can flexibly group them. If you have several students who have mastered
the standards on a certain unit, you can flexibly put them in a group and then the next time
you have a another unit any pre assess. Well that group might stay the same or are you
might have some students who are needed the group and some who. Aren’t in the group anymore. So it’s important
that we flexibly group statements as we assess them. How so it’s important to provide feedback. Back to our students just think of that as
a teacher don’t, you appreciate the feedback that she received from your students from
your parents and we were menace traitors about how you’re doing, I think we all use the back.
If we teach lessons and we. Thanking reflected in the day will that lesson
worked really? Well, I feel like students were engaged or sometimes we feel like, well,
I need to think that one over again, that didn’t go too. Well, so it’s good to have
paid back and I know that students are need that be back as they go to. So some of the best data that we can collect
about students interest can be. Gathered either digitally or through paper
and pencil. So I’ve tried to provide you some resources here that will help us do that.
And so the links there’s an education planner. And if you kacian planet has about 20 questions
or so it’s not very long but it helps the student and then of course you did determine
whether or not the students had visual learner. I can’t tell learner and auditory learner,
and then if you want to collect some more interested. Let’s didn’t, interest nobilities what they
enjoy doing what their favorite classes are that type of thing there is, paper and Pencil. Interest survey that you can use their. So let’s talk for a minute about acceleration
strategies. There are many acceleration strategies and since we only have an hour today. And
I’m going to give us some time for you to answer questions. If you’ve got any questions.
I’m just going to talk about a couple, I’m not going to talk about. Eric Celebration strategy known to mankind. So the first thing we’re going to talk about
is comp acting. What is compacting, well comp acting as a way for students to show that
they have mastered the content usually by 80 percent or 90 percent in order for them
to work on other things? Rather than just sitting in waiting for something
new to alarm. Near some steps that these are the 7 steps
to successful comp acting. So first of all, you’ve got to defy the learning objective.
What is it that students are going to be learning? We’ve got to give the students time to examine
the content to be tested. I’m not very long but a few minutes to look
over it to see if this is something that they already know we need to offer a pre test. Turn to volunteers date anybody who wants
to take it not just your students or to your gifted students, but to everybody or providing
equity for everybody who wants to volunteer and who knows you may find somebody that you
didn’t know. It was really bright. In this opportunity also you gotta have extension
activities available. So it takes a little work on the front end and then. This will help you eliminate standardized
test and drill practice interview for students who have demonstrated mastery they’ll be able
to be doing something different in engaging for them. As I’ve shown that they have mastered that
content, then you going to decide how you’re going to keep accurate records because you
may have a building administrator or another ministrator who wants to know why isn’t that.
Student working on the same. Work is everybody else why aren’t they do
in the same activity, and then you want to deposit method for storing your compact in
documents. This is a sample form made by Joseph Renzulli
and Linda Smith and daughter in Zulia is kind of a guru in the gifted world, and I don’t
know if any of you have heard of him, but he’s been around. For many years and has lots
of good at. Is about gifted strategies anguita thoughts
and theories. And so this is kind of a comp acting form that he made up and it’s very
simple. It’s just going to have the students name of the top and then. But tables got three different parts their
areas of strength have mastery was documented in the alternate activities. So maybe you’ve
got a unit on maps. And so Kathy is shown that she understands mapks. She achieved on the pretest. And so rather
than doing activities. You’ve got to sign for body else, she’s going to create a country
Adam Issue paper mache or she’s going to report on it. Pre selected. Topic to the class that has to do with maps
are maybe she’s going to consult with other students to help create their own countries,
and when I looked at that example in the book. I’m not really sure that’s one of my favorites
because I don’t know that. Necessarily happy helping Kathy or the other
people in the class by consulting with them on their projects, but it might and that would
do I’m sure that you come up with other alternativity’s also say you were having A.. Spelling test
and Kathy Showed Xim. On the pretext you made it a then she could
choose from list extension activities or right on going stories or poems etc. So this is
just a form to kind of keep track of your students when you offer them compacting. So how do use a compact or form. So it suggested
that she use a compact or form for each of your staged up you keep track of how they’re
how they’re doing and you’re going to record all their curriculum and their independent
study modifications on. There. And you want to store the comp actor in the
students extension folder along with your data pretest and posttest post test and learning
contracts. It’s important to have a folder for each child. A
lesson and, you know you’ve got some bright students in rather than give them 20 problems
to work you say i’m going to start the five hardest problems on their TV day an if you
can get all five. Of those. Problems correct, then you don’t have to work
the other problems, you bring it up to me, i’ll check on and then you’ll have extension
activities for that child rather than having them work all 20 and then if you want. You
can have that child be the checker. And those children who decided they’re going
to work the most difficult verse that. Person or child can check the work of the
other state and see if you so desire if not if you want to get more private you could
just have a. A scoring tool there were people to check
their work. He wanted that opportunity if you are feeling pretty adventurous that you’ve
tried that and it’s worked pretty well, then you can track on painting a week at a time.
So say you’ve got a unit that you’re going to teach know week. So at the beginning of the week explain to
your class. Hey, I’m going to give a pre test anyone who thinks they already know this curriculum
and you give him a few minutes to look at the curriculum and then you offer the pre
test for those students. Also you could do a whole unit. So you’re
going to do a unit you think it’s going to take you maybe three to four weeks to do the
unit, then what you do is you offer that. Assessment that you would operate at the end
of the unit and those students who believe score at 90 percent i can’t remember it either
80 or 90 percent then you those students have enrichment activities to work on. So that’s
comp acting. So when you contacted the curriculum or if
you determine who needs enrichment there are several different strategies that you can
use are you can try the learning contract. So the learning contract is you introduce
in you offer the learning contract everybody like I said before students decide for themselves.
They want to pretest the chapter of the unit next septa will score is on the learning contract
is 80 percent. And then those students who scored 80 percent
or higher you with them to let them know that they’re going to be working a little more
independently and have more time to work on extension activities that deal with the unit.
Of course. So this is how you learn to use the learning
contract in here is an example of one. So you collect your extension materials. You
can’t have both hard copy and online materials. For your chapter or unit, you’re going to
set up Micah Center or somewhere in your classroom or they maybe in the library for your students
to use and, of course the activities need to be on the same subject as. Area. Being compacted and I’m connected to your
standards are going to be teaching and then for extension materials, you want you can
look for in your teacher manual or there. Maybe manuals of discarded series that aren’t
being used anymore. And you might even have gifted education materials
that are stored somewhere in your school that you could also use for extension activities.
And also there are also some good online sites. I’m going to show you in just a second that
contain really interesting activities for kids to do. And so this is that don’t learning contract
born as you can see it’s got the student’s name and then the next section they were talking
about the different standards that they’ve shown mastery with the check mark by. Them
and then the next section is that extension activities the student is going to. To work on. This. And then the last part there is the conditions
and, of course, you’d want to go over these conditions with kids. Because everybody needs expectations of what. Is that going to happen while they’re working
on other assignments? So here’s some of my favorite resources. One
is bird seed. And this is a website with teacher ideas on lesson plans. It’s a really great. Opportunity for you to find ideas and things
like that. And there are also some student types of activities. There to another one
is give to guru and her name is Scapes Enniberg. Second. I can’t remember her name. But again,
another one ideas for teachers and parents and students and then there is huggies gifted.
How do you get it is been around for a long time? It’s kind of a popery, I guess web page or
website. There’s just a lot of information there’s information. It’s a good one, and then another one that’s
a little easier to manipulate is the Davidson institute for Talent development. And this
has also lesson plans there in these are usually listed by their content or by. I will call order in the makes it more easy
to find different things. The new strategy that you can use besides. The contract is the study guide in the study
guide is kind of an independent way for students to. To work. And so the characteristics were a
child. It’s going to use the study guide is going to be those students who enjoy independent
rating and understand what they read their curious bat topics that maybe you haven’t
explored in class. They found in bring information to you about
things that they’ve learned outside of class. They’re maintaining a B average or higher
on their assessments. In the current unit or the previous units
they show an interest in becoming a resident expert on a topic you know, someone who knows
a lot about maybe one subject matter like, for example, you might have a student who
is. How are an expert on the Civil War or maybe
you have an expert who’s? Really good at algebra or maybe you have there’s
always usually one or two students that you probably have that are just really enjoy exploring
subject deeper and maybe know more about it than you do. And or you may just have a student who just
wants to learn more about topics that you’re on the maybe you just haven’t had time to
delve deeper. And this would offer them a time to do that to go deeper into subject
matter. So in order to a bad the study guide you’ve
got you need to choose 10 standards. In the unit and create attack test description
for each of these and you want to include as much information as possible for the students
to learn about it, and then you’re going to insert three different checkpoints, they’re
going. To be a. Checkpoint after they’ve learned two standards,
and then another checkpoint after they’ve done one through five and then they’ll be
another checkpoint at the end. It’s accumulative type of checkpoint. And so these are as you
go along and you are assessing the other students. Their students who are working independently
will also be taking the same assessments as a recogniser rest of your class. And as you go through and you find it anytime
at students either on the contract with the students study guide aren’t keeping up with
your work, then, of course, that would mean you need to have a conversation about them
either. Keeping up with their work with are going back. And I’m working with the rest of class. This is a topic development sheet. And so. This will help you make your extension activities.
I’ve chosen the scarlet letter. This is a book. I really enjoyed high school and then
I know my own students as they went through high school enjoyed. So you want to choose
a topic. How to kind of the frame your unit on? Of
course, I know all of you do that either in middle school or high school probably have
a unit that you to teach and then you want to choose 8 to 10 topics that are related
to the main topic and list them. In the right hand column. At the chart under related topics. And I didn’t
choose a went through I probably could have done 8 but i just chose few. So in the start
at letter. Of course, it talks about relationships where is choices all the way through the book. Secrets. Of course religious beliefs symbols
and humiliation or some of the ones that I thought of and then, of course they’ll be
standards that you could teach these are some language arts standards that would go with
each of these. Topics that you want students to be integrating
as they’re learning about all these different parts of the scarlet letter. And then. Related topics will also provide topics for
students that they would enjoy studying. Alright. So when you’re preparing your extension
menu and you can do this in different ways. And I kind of like the TIC TAC TAC TIC TAC
toe menu which allows children to select things from their you want to think about. Having activities that use that blooms taxonomy
that there is at the higher level. And so I’ve tried to give you kind of those blocks
that you would look at it as you’re creating your extension activities and you want to
describe exactly, what you expect for the students to learn. In your extension activities. But she want
to let the students choose their own product perhaps because sometimes they’re not as comfortable
to in one product over another. At Piper example, I need gotta analyze. So. He got reevaluate and compare and then evaluate
in his high on the blocks were giving opinion, you’re judging or choosing and then at the
top you’re creating which is the highest part of the taxonomy. Where you’re creating your composing or designing. So here’s some product choices that you could
use auditory visual tactile technology. There’s lots of different choices, there for products.
I’ve tried to. Give you some examples there. That some of you may have seen these before,
but if you have it. This is one that I know, I like to use and people in other districts
have shared with me that they like to use in. So for the scarlet letter. Put on there research and discussed three
people who’ve been. Sean By Society and our history you have been
involved in a scandal and decide which letter they would wear as a result giving. Giving examples, and then be ready to prevent
your post orbeton have to be a poster could be another product of some kind. So I’ve given you some examples there to look
at there’s one for an American wars extension menu so someone can research the patriotic
music used by both sides in the war and point out similarities and differences and describe. Music influences patriotism and civilians
and soldiers compare the patriotic music of this war to that of other wars and so you
could have the students pick out three of those to complete. While the other students are working on some
of the activities. Our regular activities that you guys signed,
but if you get students ever shown that they can take a deeper dive they could choose three
of these from the TIC TAC toe board there, and in the center it says. Student choice,
instead of the student choice there allow students to. To design something themselves that they would
like to do. Alright, so do we have any questions? If you got any questions. I’ll just go again
to the app that goes soap box dot com to respond the pole. Well look at those questions. And I’ll try
to answer them as best I can and if I can’t I’ll have to maybe need to think about it
and get your email and email you back. He had a few questions. But they were answered
OK. So I tell we had a few questions. But they
were answered. So. Alright. Well, thank you for joining us today.
And here are some resources that I used today in my presentation. And also some resources,
it’s you might. I help you too. As you create your extension activities for
your kids in your classroom. Here’s my contact information, and I hope
that they have benefit to you if you need any help. Is presentation, thank you for joining us?

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