EPS Next GenerationGifted Services

Community MeetingApril 11, 2016April 18, 2016

WelcomeIntroductions

● Gifted and Talented Study Design Team● Gifted and Talented and Young Scholar Teachers● Table Facilitators

Purpose and Intended Outcomes

●

AgendaPart I

● 2016-17 Gifted Services (5 minutes)● Overview of Study Process (10 minutes)● Philosophy and Definitions (10 minutes)● Small group processing and discussion, questions (20 minutes)

Part II

● Vision: 2017-18 and Beyond (15 minutes)● Small group processing and discussion, questions (20 minutes)

Q and A (10 minutes)

Critical Growth Opportunities

● Focus is primarily on reading and math in grades 3-6 in current program● Pace does not always meet the learner needs● Large percent of the population need advanced academics● Race/ethnicity and gender inequities exist in who receives services

(improvement has been made)● Holistic needs of learners are critical to identify and address● Professional development is needed for staff regarding differentiation

and personalized learning● Time is needed for staff to collaborate, prepare instruction, plan for

differentiation and personalization● Clarity is needed for families regarding learner opportunities● Partnerships to leverage innovation for learning

Learner Needs

● To be appropriately challenged to maximize motivation and engagement.

● When academically ahead of their peer group learners often have social-emotional challenges that are unique.

● Many learners have had catalysts to turn grow their talents, and others have not yet had those catalysts in their life.

● Vary by individuals and include a wide spectrum of talents. Programming must provide opportunities to grow these.

2016-17 Services

Advanced Academics

● Mathematics: Grades 3, 4, 5● Language Arts: Grades 4 and 5 (Personalized Learning Pilot)● Reading: Grade 6

Young Scholars

● Critical and creative thinking: Grades 1-7

The Study Process

Guiding Change Document - Charge for the Study

Role of the Design Team:

● Pose questions, collect stakeholder input, research, data analysis● Draft Options/Recommendations/Next Steps● Stakeholder input and communications● Finalize phased in plans with School Board

Design Team Members

Deb Richards Randy Smasal

Paul Tessmer-Tuck Donna Roper

Rhonda Geere Jeff Jorgensen

Kari Dahlquist Susan Tennyson

Shawn Dudley Mary Manderfeld

Lisa Masica

GT Study Timeline

Spring 2015

● Face-to-face community and staff meetings

● Online surveys for idea generation

Summer and Fall 2015

1. Research, data collection2. Discussion at DAC3. Discussion with Staff

Development Committee4. Updates to T and L Board

Committee

GT Study TimelineSecond Semester 2016

● On-going research and data collection

● Discussions○ Administration○ DAC○ Staff○ School Board

● Community Discussions(4/11 and 4/18, 2016)

Summer and Fall 2016

● Finalize Recommendations with School Board

● Continue Action Steps

DRAFT EPS Gifted Services Philosophy

In accordance with the National Association for Gifted Children (NAGC), Edina does not subscribe to any one theory of the nature of human abilities or their origins. We assert that there are children who demonstrate high aptitude and or performance, and that we have a responsibility to provide optimal educational experiences to fully develop talents in our learners for the benefit of the individual and the community.

Definitions

Federal Definition of Gifted and Talented

The term “gifted and talented,” when used with respect to students, children, or youth, means students, children, or youth who give evidence of high achievement capability in such areas as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities.

Definitions

State of Minnesota Definition of Gifted and Talented

Gifted and talented children and youth are those students with

outstanding abilities, identified at preschool, elementary, and secondary

levels. The potential of gifted students requires differentiated and

challenging educational programs and/or services beyond those

provided in the general school program. Students capable of high

performance include those with demonstrated achievement or potential

ability in any one or more of the following areas: general intellectual,

specific academic subjects, creativity, leadership and visual and

performing arts.

Pause and Discuss

What resonates with you about the national and state definitions of giftedness?

In what ways does our current model align and not align to these definitions?

Vision: 2017-18 and BeyondPersonalized Learning Framework: 4 Tenets

Learner Needs - Holistic Perspective:

● Academics● Advisement● Learner Profile● Social / Emotional

Key Findings: Research

● Equity in Gifted Education: Children who have English language

learning needs, are from minority or socioeconomically challenged backgrounds, or who have exceptional learning needs have historically been underrepresented in advanced classes and gifted education programs (NAGC)

● Brain Research: IQ, Memory, Processing Speed are all plastic

● Holistic Needs: The social and emotional needs of advanced learners are

unique and need to be supported via program design and services

References

Key Findings: Research

Personalized Learning

● Improves student engagement and motivation, allows learners to self pace

● 4 Key Tenets to Personalized Learning ○ Competency Based Progression○ Learner Profile○ Personal Learning Paths and Personal Learning Plans○ Flexible Learning Environments

EPS Personalized Learning

“Student-centered learning driven by voice, choice, pace and place that creates engaging

pathways to the mastery of standards.”

Key Vision Outcomes

● Comprehensive K-12 Gifted Education Services● Every student will have a personalized learning plan (aligned to the

Next Gen Educational Competencies), and an advocate to support their navigation of multiple pathways to best meet their needs

● Predictable disparities based on race, gender, socioeconomic status, and culture do not exist

● The holistic needs of students drive resource allocation and partnership development

● Belief in a growth mindset is evident in practice● Learning is standards / competency based● Effective feedback plays a critical role in the learner experience

2015-16 Actions To Date● Teachers developed a Mathematics Moodle course and examined standards;

developed assessment for language arts ● Launched Grade 5 Personalized Learning pilot at Cornelia and Countryside ● Administered a staff readiness audit for personalized learning - Feb. 2016● Provided targeted Personalized Learning training

○ GT staff are participating in Personalized Learning training○ Administrative cohort for Personalized Learning underway

● Researched and drafted a Personalized Learner Profile● Initiated development of District Policy on Personalized Learning● Recommended continuation in 2016-17 of one time funds for Advanced

Academics Language Arts via Personalized Learning in grades 4 and 5● Reviewed definitions of Gifted and Talented

2016-17 Draft Recommendations and Actions

● Continue to deliver Advanced Academics for math and reading (2016-17)

● Adopt a definition of Gifted and Talented (beyond a math/reading focus) to align with Federal and MN definitions

● Site based teams to engage in development of Personalized Learning Implementation plan (aligned to the 4 tenets), Review and Refine each year○ Provide training and support to site based teams on tenets of Personalized

Learning

2016-17 Draft Recommendations and Actions

● Align system support○ Secondary Advising and Counseling System○ Pilot Learner Profiles○ Implement Student Information and Learning Management systems○ Professional development for Personalized Learning

■ Personalized Learning Summit: Partnership with Eastern Carver Schools, Aug. 1 - 2

■ Edina Learning Institute: The How of Personalized Learning, Aug. 15-18

○ Hire teachers with personalized learning framework lens/experience○ GT services web page enhancement

■ Forum connection for families to share information and ideas

2017 and Beyond Draft Recommendations and Actions

● Align system support○ Secondary Advising and Counseling System○ Implementation of Student Information and Learning Management

systems-year 2○ Professional development for Personalized Learning

■ Targeted, all staff training on Personalized Learning

○ Hire teachers with personalized learning framework lens/experience● Support site-based plans to implement personalized learning (4 tenets)

Additional Connections and Alignment

2017 and Beyond

● Flexible Learning Environments● Learning Commons (Maker Spaces) in each school● World Language added to each elementary school● Interdisciplinary curriculum● Counseling and Advising● Increase Authentic Learning Opportunities: Project Based Learning, Service

Learning, Capstone Projects, Internships● Partnership with other school districts

○ Eastern Carver Schools, Eden Prairie, Westonka, Hopkins, Farmington○ 21st Century Consortium (Westside Schools, Manhattan Beach)○ Henry County Schools in Georgia

● Time: New Schedules at Elementary, MS and HS● Program redesign occurring at elementary and secondary levels

Pause and Discuss: Vision 2017-18 and Beyond

Reflect on the vision of Personalized Learning: In which ways can personalized learning meet the unique needs of learners identified for Gifted Services

Q&A