13. NAGC Curriculum Planning
Standards and CCSS
Gifted students will be able to:
Demonstrate growth
commensurate with aptitude
during the school year.
Develop abilities in domain
of talent and/or area of
interest.
Use critical and creative
thinking in solving problems
within/across talent domains
14. Student Outcomes, cont.
• Transfer advanced knowledge and skills
across environments that lead to
creative, productive careers in society.
• Become more self aware from
engagement in curriculum and evidence-based
instructional practices.
• Develop self efficacy skills.
16. What is differentiation?
The process of differentiation is the
deliberate adaptation and modification of
the curriculum, instructional processes,
and assessments to respond to the needs
of gifted learners.
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Read and comprehend literature
(and info texts) at the high end of
specific grade level text
complexity independently and
proficiently.
Response for gifted: Diagnose reading
level for fluency and
comprehension.
Select literature and info text slightly
above Lexile levels determined.
49. Advocacy and Professional
Development
Advocate with administrator groups and parent
organizations on the need to differentiate the
CCSS curriculum for GT students.
Design scope and sequence for gifted learners in
math, science, and ELA.
Hold workshops for remodeling content-based
curriculum.
50. Vertical Planning for Articulation
--K-12 vertical planning
teams to ensure planful
acceleration
--Emphasis on meaningful
scope and sequence for
gifted learners
51. What research-based materials for the gifted
are available to differentiate the common core?
• Mathematics
– Mentoring Mathematical Minds(M3)
– Math materials from CFGE
– Connected Math
• Language Arts
–W&M Language Arts Units
– Junior Great Books
– Jacob's Ladder
• Science
--Project Clarion
--W&M PBL units
52. Resources Available from
NAGC
• Math CCSS Guides (Book I and II)
• ELA/ Language Arts CCSS Guides
• (Books I and II)
• Science guides to NGSS (Books I and II)
53. Overview of CCSS
Standards Booklet in
English language Arts
Joyce VanTassel-Baska
College of William and Mary
54. The future will require individuals
who are able to formulate new
problems, come up with new
solutions, and adapt readily to the
new ideas of others.
--Csikszentmihalyi & Wolfe, 2000
55. When will we also tteeaacchh tthheemm wwhhoo tthheeyy aarree??
WWee sshhoouulldd ssaayy ttoo tthheemm——
YYoouu aarree uunniiqquuee –– yyoouu aarree aa mmaarrvveell
IInn tthhiiss wwhhoollee wwoorrlldd tthheerree iiss nnoo oonnee lliikkee yyoouu
aanndd
TThheerree nneevveerr wwiillll bbee aaggaaiinn..
--PPaabblloo CCaassaallss
Editor's Notes
Integration of Knowledge and Ideas (College and Career Readiness):
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well
as the relevance and sufficiency of the evidence.
Solve problems involving the four operations, and identify and explain patterns in arithmetic (Grade 3)
Generate and analyze patterns that follow a given rule (Grade 4).
Analyze patterns and relationships (e.g., add 3, add 6) (Grade 5)
Patterns of associaiton in bivariate data (linear and nonlinear) (statistics and probability)
Joyce begin
$41 per month-car A (1968 +3200 + 700) = 5868
$31 per month with car B (1488 + 4700 + 300) = 6488