April Wells, Coordinator for Gifted Programs, Academies, World Language & Advanced Placement, Illinois School District U-46
High-ability culturally, linguistically, and diverse (CLD) learners require intercultural competence from administrators
and educators to achieve adequate representation. Equitable access requires innovative practices in identification, program delivery, instructional theory, and parent engagement. Discover systemic strategies for serving CLD and low-income gifted learners.
Dr. Carol V. Horn, K-12 Program Coordinator, Fairfax County Public Schools, Virginia
The Young Scholars Initiative has increased the proportion of historically underrepresented students in Fairfax County’s K-8 advanced academic programs. Learn how flexible grouping, summer school, and after-school programs provide an educational setting that raises students’ personal expectations and prepares them for more challenging and rigorous course work and academic programs.
Dr. Debra A. Hill, Former Superintendent, ASCD
Past President, Education Independent Consultant
& Adjunct Professor, Argosy University
What are the challenges in identifying and retaining children who are economically disadvantaged, of color, and second language learners in programs for high-ability learners? Learn how schools can do a better job of identifying, serving, and retaining these children, while engaging and involving their families.
This is a presentation I have given a few times on research on girls' learning needs and how PBL helps to serve them. Please contact me if you have questions on the research behind the presentation.
Dr. Carol V. Horn, K-12 Program Coordinator, Fairfax County Public Schools, Virginia
The Young Scholars Initiative has increased the proportion of historically underrepresented students in Fairfax County’s K-8 advanced academic programs. Learn how flexible grouping, summer school, and after-school programs provide an educational setting that raises students’ personal expectations and prepares them for more challenging and rigorous course work and academic programs.
Dr. Debra A. Hill, Former Superintendent, ASCD
Past President, Education Independent Consultant
& Adjunct Professor, Argosy University
What are the challenges in identifying and retaining children who are economically disadvantaged, of color, and second language learners in programs for high-ability learners? Learn how schools can do a better job of identifying, serving, and retaining these children, while engaging and involving their families.
This is a presentation I have given a few times on research on girls' learning needs and how PBL helps to serve them. Please contact me if you have questions on the research behind the presentation.
iNACOL - May 2014 Leadership Webinar - Closing the "Advanced Achievement Gap"iNACOL
iNACOL | May 14, 2014 | Webinar: Closing the "Advanced Achievement Gap"
Nationally, many students of color and students from low-socioeconomic backgrounds perform among the top 25 percent of all students in reading and math at the beginning of high school. Many of them, however, leave high school with lower college success predictors than their high-achieving white and more advantaged peers. Schools can take action to better serve these students. To prepare students for college and career, high schools must balance their attention carefully, ensuring that low-achievers catch up and high-achievers don't lose ground. In this webinar, Christina Theokas and Marni Bromberg of the Education Trust will share research and insight into how to better serve this group.
Personalized blended and online courses can provide powerful delivery systems to increase access and equity for underserved students. Educators and school leaders need to ensure students have access to high-quality new learning opportunities. The Education Trust's research has major implications for how to increase educational opportunities and provide equity. This webinar will include a real world example of how to use blended and online learning to close the achievement gap for high-achieving poor and minority students.
Speakers:
- Christina Theokas, Director of Research, Education Trust
- Marni Bromberg, Research Associate, Education Trust
- Debbie Vincent, Instructional Technology Curriculum Specialist, Alief ISD (Houston, TX)
The Guiding Principles: Aligning What We Say with What We Domdalgarn
The Guiding Principles: Aligning What We Say with What We Do
Facilitated by Cynthia L. Jew, Ph.D
California Lutheran University
Department of Counselor Education
Presented at the VCSCA Fall Conference 2015
Culturally responsive teaching is the new wave of educating our youth and empowering future leaders. This goes over the initial problems we see in the classroom and various solutions to implement culturally responsive teaching.
Against All Odds: Increasing College Access & Retention for First Generation ...Naviance
Krystal Ferguson, Hobsons K-12 Consultant, presents on the unique challenges that first-generation and minority students face in enrolling and persisting in college. Krystal also discusses strategies for school systems to best support these students to reach their post-secondary goals.
Before They Even Get Here: Cross-Campus Collaboration on a New Pre-Freshman S...CIEE
During this session, we'll examine the development of an innovative study abroad program, which was the result of successful collaboration among professionals from the admissions and study abroad offices and an academic department. The synergy that resulted from this collaboration enabled the creation of a program that exceeded all expectations as a recruiting tool, as a summer bridge preparing high school students for university, and as an innovative model for future study abroad programs. Panelists will each tell the story of the program's creation from his or her own perspective, highlighting areas of potential mutual misunderstanding and how they were resolved.
iNACOL - May 2014 Leadership Webinar - Closing the "Advanced Achievement Gap"iNACOL
iNACOL | May 14, 2014 | Webinar: Closing the "Advanced Achievement Gap"
Nationally, many students of color and students from low-socioeconomic backgrounds perform among the top 25 percent of all students in reading and math at the beginning of high school. Many of them, however, leave high school with lower college success predictors than their high-achieving white and more advantaged peers. Schools can take action to better serve these students. To prepare students for college and career, high schools must balance their attention carefully, ensuring that low-achievers catch up and high-achievers don't lose ground. In this webinar, Christina Theokas and Marni Bromberg of the Education Trust will share research and insight into how to better serve this group.
Personalized blended and online courses can provide powerful delivery systems to increase access and equity for underserved students. Educators and school leaders need to ensure students have access to high-quality new learning opportunities. The Education Trust's research has major implications for how to increase educational opportunities and provide equity. This webinar will include a real world example of how to use blended and online learning to close the achievement gap for high-achieving poor and minority students.
Speakers:
- Christina Theokas, Director of Research, Education Trust
- Marni Bromberg, Research Associate, Education Trust
- Debbie Vincent, Instructional Technology Curriculum Specialist, Alief ISD (Houston, TX)
The Guiding Principles: Aligning What We Say with What We Domdalgarn
The Guiding Principles: Aligning What We Say with What We Do
Facilitated by Cynthia L. Jew, Ph.D
California Lutheran University
Department of Counselor Education
Presented at the VCSCA Fall Conference 2015
Culturally responsive teaching is the new wave of educating our youth and empowering future leaders. This goes over the initial problems we see in the classroom and various solutions to implement culturally responsive teaching.
Against All Odds: Increasing College Access & Retention for First Generation ...Naviance
Krystal Ferguson, Hobsons K-12 Consultant, presents on the unique challenges that first-generation and minority students face in enrolling and persisting in college. Krystal also discusses strategies for school systems to best support these students to reach their post-secondary goals.
Before They Even Get Here: Cross-Campus Collaboration on a New Pre-Freshman S...CIEE
During this session, we'll examine the development of an innovative study abroad program, which was the result of successful collaboration among professionals from the admissions and study abroad offices and an academic department. The synergy that resulted from this collaboration enabled the creation of a program that exceeded all expectations as a recruiting tool, as a summer bridge preparing high school students for university, and as an innovative model for future study abroad programs. Panelists will each tell the story of the program's creation from his or her own perspective, highlighting areas of potential mutual misunderstanding and how they were resolved.
Partnering with Your Child for College ReadinessErica Wyatt
This is a Power Point presentation that I presented to parents, K-12 educators and administrators at the 2014 Wisconsin Education Association of Student Support Programs (WEASSP) Conference.
As part of National Careers Week 2021, the NCSEHE hosted a virtual event on 21 May, showcasing major NCSEHE-commissioned research on key influencers and careers advice for equity students.
More info: https://www.ncsehe.edu.au/careers-week-webinar-careers-student-equity/
SREB Report: State Policies to Support Reading SuccessSREB
What can states do to ensure that students read proficiently by fourth grade? This report presents states’ current progress on this milestone, which is crucial to a child’s long-term success, and offers recommendations for states. The report examines alignment of standards, curriculum, instruction and assessment; early childhood and kindergarten; identification, intervention and retention; and teacher preparation and training for reading instruction.
We had the opportunity to attend the partners meeting at Roosevelt High School to share what is Linked Learning, pathway status, steps to certification, and how partners can work together.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
Unveil the Promise and Potential in Underrepresented Gifted Learners
1. UNDERSERVED GIFTED POPULATIONS
SUMMIT
O C T O B E R 1 5 , 2 0 1 6
APRI L WE LLS
C O O R D I N A T O R - G I F T E D , A C A D E M I E S , A P &
WO R L D L A N G U A G E S
I A G C B O A R D O F D I R E C T O R S
UNVEIL THE PROMISE AND
POTENTIAL IN
UNDERREPRESENTED LEARNERS
2. THINGS THAT MAKE YOU GO HMM…
You know what you know; and what you don’t know,
you just don’t know.
3. EQUITY VS. ACCESS
• What comes to mind when you hear these terms
• How are they similar (are they equal?)
• What are the next steps in our pursuit?
5. QUESTIONS TO ASK
• Are students from all demographic population
represented in assessment, nomination,
identification, service and exiting?
• Where are the discrepancies occurring?
7. EMBRACING THE IMBALANCE
• Working through cognitive dissonance
• Conceptual categories
• Implicit biases
8. PROMISE
• CLD learners are disproportionately represented in
gifted programs
• Responsive practices allow for more inclusive
opportunities
• Privilege is insidious
9. THE FAULT IN INSTRUMENTS
• No single instrument is going to tell the story in a
way that adequately represents students in the
most dynamic manner
12. IDENTIFICATION…DO YOU SEE WHAT I
SEE?
• Early intervention
• Multiple measures
• Qualitative measures
• Cultural competence
• Contextualized identification
14. CULTURALLY RESPONSIVE PEDAGOGY
Culturally responsive pedagogy uses the cultural
knowledge, prior experiences, and performance
styles of diverse students to make learning more
appropriate and effective for them; it teaches to and
through the strengths of these students.
15. WARMTH AND DEMAND
• All learners must be held to high expectations
• Expectations must be reflective of student
readiness, diversity, etc.
• Realization of how members from various
culture/groups “do school”
• High context vs. low context culture
• High support balanced with high expectations
16. ENGLISH AS AN ADDITIONAL
LANGUAGE
• Second language acquisition
• Native language foundation
• Bridging
• Strengths vs. deficit model
• Cognitive ability
17. AFFECTIVE DOMAIN
• Scholar identity
• Social and emotional pursuits
• Culturally responsive problem solving models
18. POSSIBLE SOLUTIONS
• Talent development programs
• Supplemental experiences
• Training- administrators and teachers
• Varied and authentic assessments
• Data exploration
19. TALENT DEVELOPMENT
• Talent development experiences are structured for learners to
reach their full potential.
• Such advanced academic programs and resources enhance
a child's schooling
• Comprehensive approaches to talent development delivers
personalized options and guidance.
• Talent development pathways lead students on a clearly
articulated journey of intellectual, emotional and social
growth.
• Talent does not develop in isolation…schools can support
diverse learners by providing programming that allows
students to discover their unique voice, explore opportunities,
cultivate a love of learning and become bold, creative
achievers and contributors
20. PRACTICAL CONSIDERATION
• Advanced Placement mission statement
• The School District U-46 Advanced Placement (AP) Program
provides students exposure to college-level courses in a
high school setting with developmentally appropriate
support from teachers and peers. Through engagement in
rigorous coursework, students sharpen their communication
and analytical skills as they draw upon their personal
strengths and diverse experiences. U-46 encourages all
willing students to enroll in an AP course.
21. PRACTICAL CONSIDERATION CONTD.
District U-46 AP goals
• Increase AP enrollment by all willing students
• To raise student performance by creating a culture of high
academic attainment through rigorous college-level courses
• To demonstrate that all learners are able to learn at high levels
with the appropriate level of expectation balanced with
support
• To provide a pathway for students to become independent
thinkers practicing effective time management, directed
inquiry and critical thinking
• To create opportunities for students to pursue their passion in
academic pursuits
• To afford students an opportunity to sit for an AP exam
22. COLLEGE BOARD ACCESS AND EQUITY
STATEMENT
The College Board and the Advanced Placement
Program encourage teachers, AP Coordinators, and
school administrators to make equitable access a
guiding principle for their AP programs.
The College Board is committed to the principle that
all students deserve an opportunity to participate in
rigorous and academically challenging courses and
programs.
23. COLLEGE BOARD
All students who are willing to accept the challenge
of a rigorous academic curriculum should be
considered for admission to AP courses.
The Board encourages the elimination of barriers that
restrict access for AP courses to students from ethnic,
racial, and socioeconomic groups that have been
traditionally underrepresented in the AP Program.
Schools should make every effort to ensure that their
AP classes reflect the diversity of their student
population.
24. AMONG THE MISSING…
• Low income, Latino and black students access AP
and IB courses at the lowest rates
• “Enrollment gap” in advanced courses has been
around for a long time
25. MORE THAN 650,000 MISSING
STUDENTS
• Research shows that at least two-thirds of a million
students who are qualified for advanced courses
are not enrolled in them each year
26. EXCELLENCE GAP
• Excellence gap refers to the disparity in the percent
of lower-income versus higher-income students who
reach advanced levels of academic performance.
27. BELIEF GAP
• Undermatching
Most low income students with good grades and test scores don’t
even bother to apply to top colleges. This is called undermatching,
and it’s believed to happen largely because students aren’t aware
of the options available to them.
• Gifted and Talented
Low-income and minority students are far less likely to enroll in gifted
and talented programs, even when they have the aptitude to
succeed in these courses.
• Implicit Bias
White teachers are much less likely than black teachers to see black
students as college material, even when talking about the same
students. This kind of unconscious stereotyping is called implicit bias.
While these biases may be unintentional, the expectations teachers
hold for students can significantly affect student outcomes and
success.
28. GOT ACCESS?
The College Board
strongly encourages
educators to make
equitable access a
guiding principle for
their AP programs by
giving all willing and
academically
prepared students the
opportunity to
participate in AP.
Educators encouraged
to:
• Eliminate barriers
• AP classes and diversity
of student population
• Early access to rigor
• Equity and excellence
31. PURSUING PROMISE CONTD.
Awards and
distinctions:
• 357 AP Scholar
awards
• 218 AP Scholars
• 62 AP Scholars with
Honor
• 77 AP Scholars with
Distinction
• 8 National AP
Scholars
33. STRATEGIES TO ACHIEVE EQUITY AND
ACCESS
• Eliminating pre-requisite courses; open access
• Providing special study sessions for students
• Recruiting students for AP courses, often
microtargeting underrepresented students
• Establishing flexible and creative schedules
• Communicating with the community, sometimes
using media outlets
• AP potential data, course matching
• Resources and materials
34. U-46 PARADIGM SHIFT
• When students take an AP course, not if they take
an AP course
35. MINDSETS, VALUES AND BELIEFS
• Equitable access.. Best practice
• Noncognotive factors
• Affective domain
• Scholar identity
36. A PIPELINE TO AP SUCCESS: DISTRICT U-46
EQUITY AND ACCESS
The District’s administration believe that it is imperative
to:
• Hire educators who have high expectations of the
school’s/district’s diverse student body
• Have a robust curriculum that is vertically aligned;
leading to AP courses
• Offer as much professional development as possible
to all teachers
37. COLLEGE AND CAREER SUCCESS FOR
ALL STUDENTS ACT
• A student who takes a College Board Advanced
Placement examination and receives a score of 3
or higher on the examination is entitled to receive
postsecondary level course credit at a public
institution of higher education.
• Requires each public institution of higher education
to comply with the same standard of awarding
course credit to any student receiving a score of 3
or higher on a College Board Advanced Placement
examination and applying the credit to meet a
corresponding course requirement for degree
completion at that institution of higher education.