a master class on gifted education - Greater Los Angeles ...a master class on gifted education A...

a master class ongifted education

A Half-Day Los Angeles City/County Instituteon Gifted/Talented Education

ask the experts

Saturday, November 1, 2014Pasadena Convention Center

What I know for sure about education is that inherently, educators are artists with innate talents that empower them to share in the design of individual masterpieces on a daily basis. Provided with pallets of strategies rich with color, and tools to help hone those in her charge, the ardent educator is no less a creative force than were DaVinci, Michelangelo or Kandinsky. - Dr. Morgan Appel

Contents

Institute Schedule 2

Institute Maps 3

Wi-Fi/Accessing Digital Resources 4

Evaluation/Professional Development Records 4

Welcome Message 5

Institute Mission/Acknowledgements 6

Keynote Address, Dr. Pedro Noguera 7

Institute Planner 8

Thematic Strands At-a-Glance 9

Featured Ballroom Sessions 10

Session One 13

Session Two 19

Session Three 25

Exhibitors 32

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Institute Schedule

Registration

Continental breakfast and coffee service available in Ballroom Foyer

Exhibitors (Conference Center, Lower Level)

Keynote Address (Ballroom)

Session One

Session Two

Afternoon snack (assorted freshly baked cookies, lemonade, and iced tea) available in Conference Center (Plaza Level) and Ballroom Foyer; please “grab and go” before or after Session Three

Session Three

7:15 – 8:00 a.m.

7:00 – 9:00 a.m.

7:00 a.m. – 2:00 p.m.

8:00 – 9:00 a.m.

9:10 – 10:10 a.m.

10:20 – 11:20 a.m.

11:00 a.m. – 1:00 p.m.

11:30 a.m. – 12:30 p.m.

What I know for sure about education is that the reality is, we cannot change students’ backgrounds. We cannot influence what happened or did not happen before they came to us. Our power is in how we use this next step – this current learning opportunity. We affect students’ future learning by our decisions and expectations.

- Dr. Bertie Kingore

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Institute Maps

Pasadena Convention Center

Plaza Level

Lower Level

What I know for sure is that gifted children typically are intense, sensitive, quirky, and asynchronous in their development. As a result, they need special understanding and differentiated educational experiences. Yet many educators, administrators, and parents are poorly informed about their needs and often simply assume that they will make it on their own because they are so bright.

- Dr. James T. Webb

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* Presenter’s Room ** New Mother’s Lounge

*206

215**

Wi-Fi Information

Wi-Fi is available in the Conference Center

and Ballroom.

Network: PCOC_visitor NetworkPasscode: gifted

Digital Resources Some presenters have opted to provide digital resources rather than paper handouts for partici-pants. Digital resources can be accessed online.

www.giftedchildrenla.org Select Master Class Institute Resources.

Evaluation InformationWe value your feedback! At the end of the day, please complete the brief online evaluation for the Institute on Gifted/Talented Education. The link can be accessed on wireless devices or by logging in at home.

Evaluation Link: http://tinyurl.com/gateinstitute

Professional Development RecordsProfessional Development Records will be distributed in Session Three. It is the responsibil-ity of participants to obtain their own Profes-sional Development Record; these forms will not be distributed after the event or for participants who do not attend a Session Three workshop.

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www.giftedchildrenla.org

http://tinyurl.com/gateinstitute

Welcome!Last year, we commemorated our 40th Annual City/County Conference on Gifted/Talented Education with a tremendous turnout and vast array of speak-ers. Each year, we strive to grow and adapt to meet the needs of our changing educational environment and diverse population of gifted learners and educa-tors. So, where do we go from here?

This year, taking a cue from the illustrious Oprah Winfrey, we streamlined our annual conference to create a high-end Institute entitled, A Master Class on Gifted Education: Ask the Experts. Our goal was to assemble the “best of the best” – speakers with distinct areas of expertise who have made significant contributions to the field of gifted education. Rather than assigning one specific theme to the event, we asked our speakers to present about their areas of passion and expertise. We wanted to tap the minds and experiences of our speakers by allowing them to create presentations that emphasized their most valuable advice or information for GATE stakeholders. We also asked, “What do you know for sure about learning and education?” (Some of these insights have been sprinkled throughout the program.)

We have organized the sessions into thematic (color-coded) strands to allow participants to differentiate their day by interest, role, etc. Whether you are interested in social-emotional needs, arts integration, meeting the needs of diverse learners, technology and 21st Century learning, Common Core State Standards (or all of the above and more), this Institute offers customized, high-quality workshops to meet your needs. We encourage you to find the session path that will best suit your specialty, whether you are a teacher, administrator, coordinator, psychologist, or parent. Please note that Ballroom sessions highlight some of our most dynamic speakers for general audiences (including keynote speaker Dr. Pedro Noguera), so participating in all ballroom sessions is also a great option.

We are truly excited about this rare opportunity to collect pearls of wisdom and life lessons from our esteemed, hand-selected group of presenters (in fact, don’t be surprised if you see members of the Institute Committee participating in a session or two, frantically taking notes… we just won’t be able to resist). It is our hope that this Master Class Institute will give each of you the opportunity to dialogue, reflect, and design multiple ways to find success in the implementa-tion of these research-based ideas in your school or your home.

On behalf of our community of gifted learners and educators, we thank you for your dedication. Enjoy the day!

-Institute Committee

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Institute Mission The Los Angeles City/County Institute on Gifted/Talented Education is designed to provide an opportunity for educators and parents of gifted learn-ers to discuss specialized topics and issues of vital importance to the develop-ment of quality educational programs for gifted students in Southern Califor-nia schools, including the differentiated implementation of the Common Core State Standards. This Institute addresses the diversity that exists among our gifted learners and provides information to support the academic and social-emotional growth of these students. There will be an array of sessions for teachers, administrators, parents, and community members designed to meet the new realities of the 21st Century GATE student.

Why a Master Class? The goal of this “Master Class” is to provide participants with the highest quality workshop sessions and most knowledgeable, internationally-recognized speakers, all presenting on topics that promote their passion and expertise. This Institute provides an in-depth exploration of urban gifted learners and their varied needs. Topics explored will include best practices in gifted education, differentiated instruction within the frame-work of the Common Core State Standards and 21st Century Learning Standards, affective needs of gifted learners, and closing the achievement gap for gifted learners.

Acknowledgements

Sincere Thanks to the Institute Committee: LaRoyce Bell, Executive Director, Greater Los Angeles Gifted Children’s Association; Dr. Debbie Dillard, Cathy Estrada, Dr. Lucy Hunt, Wynne Wong-Cheng, and Erin Yoshida-Ehrmann, Coordinators, Gifted/Talented Programs, Los Angeles Unified School District; Dr. Jessica Manzone, University of Southern California, Rossier School of Education; Chantal Cravens, President, Professional Advocates for Gifted Education; Michael Hoy, Pearson Publishing; Matt Ehrmann and Patti Yoshihara, Institute Contributors.

Special Appreciation to: Ramon Cortines, Superintendent; Michelle King, Senior Deputy Superintendent, School Operations; Dr. Ruth Perez, Deputy Superintendent of Instruction; Gerardo Loera, Executive Director, Office of Curriculum, Instruction, and School Support; Arzie Galvez, Administrative Coordinator, Advanced Learning Options; Mark Castillo, Anne Fleming, Elaine Lee, Yolanda Muñoz, and Tracy Robin-son, Gifted/Talented Programs, Los Angeles Unified School District.

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Pedro Noguera is the Peter L. Agnew Professor of Education at New York University. He holds tenured faculty appoint-ments in the departments of Teaching and Learning and Humanities and Social Sciences at the Steinhardt School of Culture, Education and Development at NYU. He is also the Executive Director of the Metropolitan Center for Research on Equity and the Transformation of Schools. Dr. Noguera is the author of eight books and over 150 articles and mono-graphs. His most recent books are “Schooling for Resilience: Improving the Life Trajectory of African American and Latino Boys”, “Creating the Opportunity to Learn” with A. Wade

Boykin (ASCD, 2011) and “Invisible No More: Understanding and Responding to the Disenfranchisement of Latino Males” with A. Hurtado and E. Fergus (Routledge, 2011). Dr. Noguera appears as a regular commentator on educational issues on CNN, MSNBC, National Public Radio, and other national news outlets. From 2009 - 2012 he served as a Trustee for the State University of New York (SUNY) as an appointee of the Governor. He serves on the boards of numerous national and local organizations including the Economic Policy Institute, the Young Women’s Leadership Institute, The After School Corporation and The Nation Magazine. In 2013 he was appointed to the Kappa Delta Pi Honor Society and in 2014 he was appointed to the National Academy of Education and granted an award for exemplary scholarship on urban education by the Advanced Center for Behavioral Sciences. Noguera recently received an award from the McSilver Institute at NYU for his research and advocacy efforts aimed at fighting poverty.

Keynote Address 8:00 – 9:00 a.m.

Ballroom

While the movement for standards and accountability has largely succeeded in bringing greater attention to disparities in student achievement, surprisingly little attention has been given to what it takes to create conditions in schools that will make achievement for all students more likely. Missing from much of the policy debate related to achievement is how to place equity at the center of education reform, and how to support and cultivate effective teaching in schools. This presentation will describe principles and practices that have proven effective in meeting the needs of a wide variety of learners. It will also explore how schools can develop effective partnerships with parents and community groups to further efforts to raise achievement.

Pedro Noguera, Ph.D.Peter L. Agnew Professor of Education at New York University

Excellence Through Equity: Ten Principles and Practices

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Institute Planner

All workshops are first-come, first-served, as space is available.

Session I: 9:10 - 10:10 a.m.

First Choice:Workshop Title ______________________________________________

Room ____

Second Choice:Workshop Title ______________________________________________

Room ____

Session II: 10:20 - 11:20 a.m.


Room ____


Room ____

Session III: 11:30 a.m. - 12:30 p.m.


Room ____


Room ____

What I know for sure about giftedness is that it exists EVERYWHERE! That it is the responsibility of educators, policymakers, parents, and civic leaders to develop programs and support services that provide equitable access to ALL gifted and high potential learners from every cultural group, neighborhood, and family type regardless of the color of their skin. We need to support these learners so they develop into positive, productive and compassionate individuals who help us address concerns of humanity now and in the future!!

- Dr. Joy L. Davis

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In order to differentiate the learning experience for participants, Institute sessions have been placed in thematic strands. Feel free to mix and match workshop choices based on interest and need – or stay in the same room for all related sessions. Ballroom sessions have been designed to meet the needs of a general audience.

Thematic Strands At-a-Glance

Ballroom

Room C-101

Room C-102

Room C-103

Room C-104

Room C-105

Room C-106

Room C-107

Room C-204

Room C-207

Room C-208

Room C-209/210

Room C-211

Room C-212/214

Building Capacity for Excellence

Meeting the Needs of Diverse Learners

Next Level Differentiation

Arts Integration

Psychological Theories Applied to Gifted Education

Practical Management Strategies

Differentiated Toolkit

Social-Emotional Needs

Responsive Supports for Diverse Learners

Writing Strategies

21st Century Teaching

Exceptionality

Common Core State Standards (CCSS) andDifferentiated Instruction

Motivation

What I know for sure is that cultural fluency affirms students’ identities and creates a rich learning environment where they can develop the skills to prosper in an increasingly diverse society.

- Dr. Judy Chiasson

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Featured Ballroom Sessions

Session I - 9:10 - 10:10 a.m.The Role of Leadership in Building the Capacity of Schools to Meet Student NeedsIntended Audience: Teachers (K-12), Administrators, Coordinators, Psychologists, ParentsEducational leaders who succeed in serving the needs of all their students must find ways to pursue excellence and equity simultane-ously, and to create conditions in schools that address the academic and non-academic needs of children (i.e. health, nutrition, safety, etc.). For this to occur, leaders must have a clear sense of how to systematically build the capacity of schools to meet the needs of the students they serve. This presentation will describe how such strategies are being implemented successfully at a small number of successful schools in the United States, even in the most disadvan-taged communities where the needs are great. It will also provide concrete strategies for school leaders to develop effective partner-ships with community organizations and parents that can help in furthering efforts to raise achievement and transform the culture and performance of schools.Pedro Noguera, Ph.D., Professor of Education, Sociologist, Author, New York University

Pedro Noguera, Ph.D.Pedro Noguera, Ph.D. 10

Featured Ballroom Sessions

Session II - 10:20 - 11:20 a.m.Connected to Everything Else: Inspiring Creative Engagement Through the Cognitive and Affective DomainsIntended Audience: Teachers (K-12), Administrators, Coordinators, Psychologists, ParentsFirmly rooted in foundations of practical neuroscience and a robust understanding of the affective domain, this interactive workshop explores innovative ways to fan the flames of creative engagement and commitment for gifted and talented pupils. Special emphases are placed upon twice-exceptional pupils; English Learners; and those historically underrepresented in gifted education. Readily implementable and customizable strategies that empower diverse gifted learners to move ahead with determination, fervor and resilience will be explored in detail and contextualized within current movements in K-12 education, such as Common Core State Standards (CCSS), among others. Resources for teachers, administra-tors, and parents will be provided.Morgan Appel, Ph.D., Director, Education Department,University of California, San Diego, Extension

Session III - 11:30 a.m. - 12:30 p.m.Differentiating with Rigor and Engagement for Gifted Learn-ers, K-12Intended Audience: Teachers (K-12), Administrators, CoordinatorsPromote rigor and engagement in an interactive learning environ-ment to ensure higher achievement from gifted students. Examine the five instructional priorities characteristic of rigorous learning environments. Explore a balance of research findings and practical suggestions that provide information and inspiration to implement differentiation in a rigorous learning environment without over-whelming teachers. Handouts include the 12 most frequent man-agement questions (with more than 60 possible solutions).Bertie Kingore, Ph.D., Author/Consultant, PA Publishing

What I know for sure about life is that… wherever you go, there you are. Therefore, understanding and accepting yourself is the real key to success.

- Rory Pullens

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Session One At-a-Glance 9:10 - 10:10 a.m.

The Role of Leadership in Building the Capacity of Schools to Meet Student NeedsDr. Pedro Noguera

Tapping the Genius of Our Latino Students Javier San Roman

The New Prompts of Depth and ComplexityDr. Sandra Kaplan

ARTS Education: A GATE-Way to DiscoveryRory Pullens

How to Properly Apply Dweck, Gladwell, and Gardner to the Gifted StudentDr. Joanna Haase

Making the Research Practical: What Teachers of Gifted Learners Can Do to Ensure Optimal Talent Development (Part I) Dr. Karen Rogers

12 Instructional Strategies to Promote Deeper Learning, K-8Dr. Bertie Kingore

Gifted Burnout: Why You Have It and What You Can Do About ItDr. James Webb

Addressing the Needs of Gifted Students Through Responsive TeachingKandice McLurkin

Teaching Nonfiction WritingPatricia Leadbeater

Teaching at the Speed of Learning: Using Tablets to Go Places We Never ImaginedWarren Dale

Overexcitabilities and Sensitivities in Gifted Learners and Strategies/Interventions to Meet Their NeedsDr. Jenni Krogh

Common Core and More: Maximizing Gifted Students’ Academic Vocabulary Development and Language ProficiencyDr. Donna Knoell

When Bill Clinton Putts, Chips, and Swings: A Perversion of the Rules (of Teaching)Derrick Allen & Dr. Dorothy Jackson

Ballroom

Room C-101

Room C-102

Room C-103

Room C-104

Room C-105

Room C-106

Room C-107

Room C-204

Room C-207

Room C-208

Room C-209/210

Room C-211

Room C-212/214

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Session One 9:10 - 10:10 a.m.

BallroomThe Role of Leadership in Building the Capacity of Schools to Meet Student NeedsIntended Audience: Teachers (K-12), Administrators, Coordinators,Psychologists, ParentsEducational leaders who succeed in serving the needs of all their students must find ways to pursue excellence and equity simultaneously, and to create conditions in schools that address the academic and non-academic needs of children (i.e. health, nutrition, safety, etc.). For this to occur, leaders must have a clear sense of how to systematically build the capacity of schools to meet the needs of the students they serve. This presentation will describe how such strategies are being implemented successfully at a small number of successful schools in the United States, even in the most disadvantaged communities where the needs are great. It will also provide concrete strategies for school leaders to develop effective partnerships with community organizations and parents that can help in furthering efforts to raise achievement and transform the culture and performance of schools.

Pedro Noguera, Ph.D., Professor of Education, Sociologist, Author, New York University

Room C-101Tapping the Genius of Our Latino StudentsIntended Audience: Teachers (K-12), Administrators, Coordinators,Psychologists, ParentsEvery day Latino students arrive to our schools with a secret toolkit of genius. These tools of genius are often hidden because of the cultural mismatch between the institu-tion of school and the home. Come and learn how to unlock and make manifest these tools of genius through culturally and linguistically responsive pedagogy. With the use of the tools of genius our Latino students will be properly represented in exceptional categories along with all student populations.

Javier San Roman, District Specialist, Academic English Mastery Program/Multilingual and Multicultural Education Department, Los Angeles Unified School District

Room C-102The New Prompts of Depth and ComplexityIntended Audience: Teachers (K-12), Administrators, Coordinators,Psychologists, ParentsThe introduction and application across the disciplines of the eight new prompts of depth and complexity will be the focus of this presentation. Participants will be introduced to the prompts and their relationships to the Common Core State Anchor Standards, as well as their application across the disciplines.

Sandra Kaplan, Ed.D., Professor, University of SouthernCalifornia, Rossier School of Education

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Room C-103 ARTS Education: A GATE-Way to DiscoveryIntended Audience: Teachers (K-12), Administrators, Coordinators,Psychologists, ParentsThis dramatic and insightful presentation explores how student engagement in arts education helps GATE students of any age and those who service them to better under-stand how GATE students think, perceive, interact, and learn. Those in attendance will take away arts-oriented knowledge, strategies and suggested experiences that will provide for better understanding of their uniquely gifted student and aid their self-discovery.

Rory Pullens, Executive Director, Arts Education Branch,Los Angeles Unified School District

Room C-104How to Properly Apply Dweck, Gladwell, and Gardner to the Gifted StudentIntended Audience: Teachers (K-12), Administrators, Coordinators,PsychologistsThe theories of Dweck (mindset), Gladwell (practice), and Gardner (multiple intelli-gences) have become part of how educators are trained to think about students in their classrooms. Unfortunately, these theories have been diluted and misused so that few people actually understand the real research behind them. The common misunder-standing of these theories is especially detrimental to the gifted student. In this session, the actual research and its intended conclusions, as well as the proper application of these theories in the classroom will be discussed.

Joanna Haase, Ph.D., President/Co-founder, CaliforniaGifted Network

Room C-105Making the Research Practical: What Teachers of Gifted Learners Can Do to Ensure Optimal Talent Development (Part I)Intended Audience: Teachers (K-12), Administrators, Coordinators, ParentsDr. Rogers will share her most recent meta-synthesis of the research on differentiated instructional management, instructional delivery, and curriculum adaptations for gifted learners. As part of this workshop she will suggest ways in which teachers of gifted learners can manage these strategies in their own settings. Touched on in this first session will be workable acceleration and grouping options, and when and how to individualize for a single gifted learner without going to huge additional effort.

Karen Rogers, Ph.D., Emerita Professor of Gifted Studies,University of St. Thomas

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Room C-10612 Instructional Strategies to Promote Deeper Learning, K-8Intended Audience: Teachers (K-8), Administrators, CoordinatorsHigh-level learning cultures are concerned more with conceptual understanding than mere accumulation of information. Experience practical, research-based strategies distinctly relevant to gifted profiles so students engage in complex conceptual connec-tions and construct deeper understanding. Exit ready to immediately implement timesaving techniques and engaging applications that uplift challenge and foster deeper learning as you engage in the joy of teaching.

Bertie Kingore, Ph.D., Author/Consultant, PA Publishing

Room C-107Gifted Burnout: Why You Have It and What You Can Do About ItIntended Audience: Teachers (K-12), Administrators, Coordinators,Psychologists, ParentsExhibitor Session: Please visit this exhibitor in the conference center (lower level). Teachers of gifted children often feel burnt out, as do parents of gifted children. The intensity, sensitivity, and idealism of gifted children can be exhausting, and their asynchronous development requires accommodations that are detailed, but administra-tive and societal support for good gifted education is frequently minimal. The high expectations and demands that surround gifted children, combined with a lack of support, often leave teachers and parents feeling "burned out." This session focuses on the factors in burnout, the feelings of helpless anger, blame, and frustration that arise, and implications for gifted children and their teachers and parents. Concrete sugges-tions are offered for preventing, coping with, and overcoming burnout.

James T. Webb, Ph.D., President, Great Potential Press, Inc.

Room C-204Addressing the Needs of Gifted Students ThroughResponsive TeachingIntended Audience: Teachers (K-12), Administrators, Coordinators,Psychologists, ParentsCulturally and Linguistically Responsive Teaching is an approach that is widely accepted for use with children with divergent learning characteristics, such as youngsters who are struggling readers or youngsters who are Standard English Learners; however, children who are gifted benefit tremendously from responsive instruction as well. Come and learn about the mindset and skillset connection that is at the center of responsive teaching.

Kandice McLurkin, District Coordinator, Academic EnglishMastery Program/Multilingual and Multicultural Education Department, Los Angeles Unified School District

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Room C-207Teaching Nonfiction WritingIntended Audience: Teachers (K-12), Administrators, Coordinators, ParentsExhibitor Session: Please visit this exhibitor in the conference center (lower level). The Common Core State Standards (CCSS) require us to teach nonfiction writing, but there are few strategies available to help us present Narrative, Persuasive, Descriptive, Informative, and General Nonfiction writing in an engaging, differentiated format. This session will give you the ways and means with a step-by-step process that includes real-world applications and is guaranteed to interest and energize your student writers.

Patricia A. Leadbeater, President, Engine-Uity, Ltd.

Room C-208Teaching at the Speed of Learning: Using Tablets to Go Places We Never ImaginedIntended Audience: Teachers (K-12), Administrators, Coordinators, ParentsBYOD (“Bring Your Own Device”) and join other forward-looking schools shifting from student sit-and-get to student-led education. Examine online tools from Khan Academy to Wattpad and Mindcraft. Discover how integrating handheld technology can support required curriculum and mandated testing. Experience how motivation and assessment emerge organically from the process and products of project-based learning. Get links to resources, tutorials, and exemplary student collaborations to share with your instruc-tional leaders!

Warren Dale, Technology Instructor,Los Angeles Unified School District

Room C-209/210Overexcitabilities and Sensitivities in Gifted Learners (and Strategies/Interventions to Meet Their Needs)Intended Audience: Teachers (K-12), Administrators, Coordinators,Psychologists, ParentsWhat are the unique social and emotional needs common among gifted learners? What types of strategies will equip gifted students with the knowledge and skills to success-fully navigate through these shared social and emotional issues? This session will provide insights to these questions and will also offer a specific discussion of Dabrowski’s framework for overexcitabilities – heightened intensities found to be expressed to a greater degree among creative and gifted individuals. Examples of overexcitabilities and strategies and/or interventions will be examined.

Jennifer Krogh, Ed.D., Lecturer, University of Southern California, Rossier School of Education

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Room C-211Common Core and More: Maximizing Gifted Students’Academic Vocabulary Development and Language ProficiencyIntended Audience: Teachers (K-12), Administrators, Coordinators, ParentsDr. Knoell will offer strategies to increase academic vocabulary and communication skills across the curriculum. She will stress the importance of using classical roots, affixes and Latin cognates to extend word knowledge and language proficiency. She will share strategies for using figurative language and multiple meaning words, and she will offer creative activities and engaging word games, helping gifted learners capture a love of words and language, while unleashing their academic and creative potential.

Donna L. Knoell, Ph.D., Educational Consultant, Educational Consulting

Room C-212/214When Bill Clinton Putts, Chips, and Swings: A Perversion of the Rules (of Teaching)Intended Audience: Teachers (K-12), Administrators, Coordinators,Psychologists, ParentsDerrick Allen, a leading Westside Golf Teaching Professional uses his vast qualitative experience in golf instruction and coaching from gifted school-aged kids to national figures (including Bill Clinton, Morgan Freeman, and Scottie Pippin), to answer Oprah-like questions. You will learn through clinical participation that “complexity” (when infused at the initial stage of learning for all ages) can become a subliminal force in teachers’ and students’ personal motivation and achievement.

Derrick Allen, Teaching Professional,Rancho Park Golf Course, Los Angeles

Dorothy Jackson, Ph.D., Retired Teacher, Principal, Local District Coordinator of Gifted Programs and Special Education

Rory PullensRory PullensBertie Kingore, Ph.D.Bertie Kingore, Ph.D.

Session Two At-a-Glance 10:20 - 11:20 a.m.

Connected to Everything Else: Inspiring Creative Engagement Through the Cognitive and Affective DomainsDr. Morgan Appel

Addressing the Unique Affective Needs of Gifted Children of ColorDr. Joy Davis

The Learning to Learn APPDr. Sandra Kaplan

Arts Integration: What is the Cost of Progress?Dr. Steven McCarthy & Judi Garratt

Mindset and the Hidden Workings of the Mind That Affect Student (and Our) Achievement and SuccessDavid Ghoogasian

Making the Research Practical: What Teachers of Gifted Learners Can Do to Ensure Optimal Talent Development (Part II)Dr. Karen Rogers

Beyond the Basics: Authentic Differentiation for the Gifted LearnerDr. Diane Heacox

Motivation and UnderachievementDr. James Webb

They’re Here, They’re Queer, Now What? Implications of LGBTQ in EducationDr. Judy Chiasson

Practical Strategies for Improving the Critical Thinking and Writing of Gifted ChildrenNathan Levy

Augmenting Reality in Your ClassroomWarren Dale

The Twice Exceptional Learner: Five Essential Understandings for Meeting Their NeedsDr. Susan Baum

What do the Common Core State Standards Mean for Gifted Students?Dr. Paige McGinty McCord

When Bill Clinton Putts, Chips, and Swings: A Perversion of the Rules (of Teaching)Derrick Allen & Dr. Dorothy Jackson

Ballroom

Room C-101

Room C-102

Room C-103

Room C-104

Room C-105

Room C-106

Room C-107

Room C-204

Room C-207

Room C-208

Room C-209/210

Room C-211

Room C-212/214

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Session Two 10:20 - 11:20 a.m.

BallroomConnected to Everything Else: Inspiring Creative Engagement Through the Cognitive and Affective Domains Intended Audience: Teachers (K-12), Administrators, Coordinators,Psychologists, ParentsFirmly rooted in foundations of practical neuroscience and a robust understanding of the affective domain, this interactive workshop explores innovative ways to fan the flames of creative engagement and commitment for gifted and talented pupils. Special emphases are placed upon twice-exceptional pupils; English Learners; and those histori-cally underrepresented in gifted education. Readily implementable and customizable strategies that empower diverse gifted learners to move ahead with determination, fervor and resilience will be explored in detail and contextualized within current move-ments in K-12 education, such as Common Core State Standards (CCSS), among others. Resources for teachers, administrators, and parents will be provided.

Morgan Appel, Ph.D., Director, Education Department, University of California, San Diego, Extension

Room C-101Addressing the Unique Affective Needs of Gifted Children of ColorIntended Audience: Teachers (K-12), Administrators, Coordinators,PsychologistsResearch has documented the unique affective needs of gifted learners that impact their learning and life success. This session will focus on the complexities of specific affective needs of gifted children of color as multi-exceptional learners attempting to survive and thrive in educational and community settings that often do not understand and accept their giftedness. Specific strategies to assist students, teachers, counselors, and parents will be shared.

Joy Lawson Davis, Ed.D., Educational Consultant, Associate Professor/Chair, Department of Teacher Education, Virginia Union University

Room C-102The Learning to Learn APPIntended Audience: Teachers (K-12), Administrators, Coordinators, ParentsLearning how to problem solve, work collaboratively, synthesize information, and assume accountability are some of the skills that are presented in the Learning to Learn APP. The uses of the APP as a teacher-directed lesson and as a student independent activity will be demonstrated. The APP will be made available to participants who use and bring an Apple mobile device.

Sandra Kaplan, Ed.D., Professor, University of SouthernCalifornia, Rossier School of Education

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Room C-103 Arts Integration: What is the Cost of Progress?Intended Audience: Teachers (K-12), Administrators, Coordinators, ParentsUsing visual thinking strategies and theatre techniques, participants will explore the concept of progress. Texts used will include paintings, a narrative, poetry, and a newspa-per article.

Steven McCarthy, Ph.D., K-12 Arts Coordinator, Arts Education Branch, Los Angeles Unified School District

Judi Garratt, K-12 Arts Specialist, Arts Education Branch, Los Angeles Unified School District

Room C-104Mindset and the Hidden Workings of the Mind that Affect Student (and Our) Achievement and SuccessIntended Audience: Teachers (K-12), Administrators, Coordinators,Psychologists, ParentsWe all know students and others in our lives who seem to be able to overcome obstacles, face challenges, and persevere while others seem to give up when confronted with even a minor learning or life challenge. Add to the mix that the brain and mind work in ways that often defy what we consider to be rational thinking. How do the ways we think and the ways we speak to others affect our potential success in school and in life? In this session, participants will walk away with a better understanding of what we can do and say to help our students (and ourselves) to be more successful in school and in life and develop a healthy mindset.

David Ghoogasian, Educational Consultant/Trainer, The Lyceum

Room C-105Making the Research Practical: What Teachers of Gifted Learners Can Do to Ensure Optimal Talent Development (Part II)Intended Audience: Teachers (K-12), Administrators, Coordinators, ParentsDr. Rogers will share her most recent meta-synthesis of the research on differentiated instructional management, instructional delivery, and curriculum adaptations for gifted learners. As part of this workshop she will suggest ways in which teachers of gifted learners can manage these strategies in their own settings. Touched on in more detail in the second workshop session will be what curricular resources are readily available and how to actually manage the more flexible pacing, decreased focus on practice and review, and how to extend core curriculum outcomes for more breadth, depth, and complexity.

Karen Rogers, Ph.D., Emerita Professor of Gifted Studies,University of St. Thomas

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Room C-106Beyond the Basics: Authentic Differentiation for Gifted LearnersIntended Audience: Teachers (K-12), Administrators, CoordinatorsToday’s classroom teachers focus on differentiation to meet the needs of all students. However, gifted students have unique learning needs that are not addressed by differen-tiation strategies targeting only average, high achieving or struggling learners. How does differentiation go beyond the basics to the needs of gifted/advanced learners? This session provides participants with a framework that supports the advanced pace, sophisticated complexity and greater depth required by gifted/advanced learners. Practical, do-able, step-by step strategies are highlighted.

Diane Heacox, Ed.D., Associate Professor of Education,St. Catherine University

Room C-107Motivation and Underachievement Intended Audience: Teachers (K-12), Administrators, Coordinators,Psychologists, ParentsExhibitor Session: Please visit this exhibitor in the conference center (lower level). Many gifted children underachieve and have problems with motivation or task commit-ment. Motivation – far more than intellectual ability or creativity – can be influenced, shaped, and developed. Dr. Webb initially describes the most common reasons for motivational problems, and then focuses on practical "how to" techniques useful for parents and teachers of all children, but particularly appropriate to gifted children. Transfer of motivation, successive successes, anticipatory praise, and similar techniques are used to develop internalized motivation, appropriate goal-setting, and tolerance of frustration. Torrance’s “teachers who make a difference" results are shared.

James T. Webb, Ph.D., President, Great Potential Press, Inc.

Room C-204They’re Here, They’re Queer, Now What? Implications ofLGBTQ in Education Intended Audience: Teachers (K-12), Administrators, Coordinators,PsychologistsRecent legislation has affirmed schools' obligations to create safe, respectful and affirm-ing education for and about lesbian, gay, bisexual, and transgender students. This workshop will give specific recommendations to implement the guidelines of the Fair, Accurate, Inclusive and Respectful (FAIR) Education Act (SB 48 of 2012), which calls for LGBTQ inclusive curriculum and the Success and Opportunity Act (SB 1266 of 2014), which supports the rights of transgender students.

Judy Chiasson, Ph.D., District Coordinator, Human Relations, Diversity & Equity, Los Angeles Unified School District

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Room C-207Practical Strategies for Improving the Critical Thinking and Writing of Gifted ChildrenIntended Audience: Teachers (K-8), Administrators, Coordinators,Psychologists, ParentsExhibitor Session: Please visit this exhibitor in the conference center (lower level). This workshop will help teachers assist their children in developing fluency of writing and thinking. They will develop options for problem-solving and critical thinking. Participants will gain time-saving strategies and creative ideas. A variety of writing and critical thinking activities that have been used successfully with gifted children will be shared in this engaging, interactive presentation. Bring your thinking caps and your funny bones.

Nathan Levy, President, Author, Consultant, Nathan LevyBooks, LLC

Room C-208Augmenting Reality in Your ClassroomIntended Audience: Teachers (K-12), Administrators, Coordinators, ParentsBring your smartphone with a QR Code reader installed and learn to create and leverage the funny little squares that are enhancing the world around us. (Warning: This will be crazy fun!) Learn to make “triggers” and “targets” and discover how they can expand the scope and distribution of information and experiences in your classroom. Understand how QR codes (and other electronic visual links) are beginning to serve as instant portals to complement, expand, and complete our daily experiences. In addition, consider the implications of taking augmented reality to the next level as you experience the latest virtual reality game.

Warren Dale, Technology Instructor,Los Angeles Unified School District

Room C-209/210The Twice Exceptional Learner: Five Essential Understandings for Meeting Their NeedsIntended Audience: Teachers (K-12), Administrators, Coordinators,Psychologists, ParentsThis session will explore the challenging world of 2e students and what happens when advanced abilities collide with disabilities. Through case studies, Dr. Baum will highlight key factors that guide program development and strategies for meeting the complex needs of this special population of youngsters.

Susan Baum, Ph.D., Co-director of the International Center for Talent Development , Director of 2e Center for Research andProfessional Development at Bridges Academy, Author, Consultant

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Room C-211What Do the Common Core State Standards Mean forGifted Students?Intended Audience: Teachers (K-12), Administrators, CoordinatorsLet’s take a look... This session will examine the relationship between the CCSS and what we know about needs, interests, and abilities of gifted students. Participants will engage in a discussion of HOW TO differentiate the CCSS using Dr. Sandra Kaplan's NEW prompts of Depth and Complexity.

Paige McGinty McCord, Ed.D., Lecturer, University of Southern California, Rossier School of Education




Diane Heacox, Ed.D.Diane Heacox, Ed.D.Sandra Kaplan, Ed.D.Sandra Kaplan, Ed.D.

Differentiating with Rigor and Engagement for GiftedLearners, K-12Dr. Bertie Kingore

Closing the Achievement Gap with Gifted Education StrategiesDr. Joy Davis

Using Edmodo to Flip the Classroom and to Differentiate InstructionChantal Cravens & Cynthia Diaz

Beyond Arts Integration: Arts-Infused, Inquiry-Based LearningMichael Christy

Mindset and the Hidden Workings of the Mind that Affect Student (and Our) Achievement and SuccessDavid Ghoogasian

Teaching Smarter: An Unconventional Guide to Boosting Student SuccessPatrick Kelley

Practical, Do-Able Assessment Strategies: A Toolkit for TeachersDr. Diane Heacox

The Top Ten Secrets for Surviving and Thriving as a Gifted KidJudy Galbraith

Picking Up the Pieces: Providing Support Through AVIDGuadalupe Arellano & Dr. Gloria Martinez

Practical Strategies for Improving the Critical Thinking and Writing of Gifted ChildrenNathan Levy

Introduction to iPadRasienna Willars

Strength-Based, Talent-Focused Education: A Positive Approach for Meeting the Needs of Twice Exceptional StudentsDr. Susan Baum

The Big Bang: When CCSS, STEM, and Bloom’s Taxonomy CollidePatricia Leadbeater

When Bill Clinton Putts, Chips, and Swings: A Perversion ofthe Rules (of Teaching)Derrick Allen & Dr. Dorothy Jackson

Session Three At-a-Glance 11:30 a.m. - 12:30 p.m.

Ballroom

Room C-101

Room C-102

Room C-103

Room C-104

Room C-105

Room C-106

Room C-107

Room C-204

Room C-207

Room C-208

Room C-209/210

Room C-211

Room C-212/214

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Session Three 11:30 a.m. - 12:30 p.m.

BallroomDifferentiating with Rigor and Engagement for Gifted Learners, K-12Intended Audience: Teachers (K-12), Administrators, CoordinatorsPromote rigor and engagement in an interactive learning environment to ensure higher achievement from gifted students. Examine the five instructional priorities characteris-tic of rigorous learning environments. Explore a balance of research findings and practi-cal suggestions that provide information and inspiration to implement differentiation in a rigorous learning environment without overwhelming teachers. Handouts include the 12 most frequent management questions (with more than 60 possible solutions).

Bertie Kingore, Ph.D., Author/Consultant, PA Publishing

Room C-101Closing the Achievement Gap with Gifted Education StrategiesIntended Audience: Teachers (K-12), Administrators, CoordinatorsDuring this session, Dr. Davis will share summations of national reports regarding the Achievement Gap and Excellence Gap. Strategies from the field of gifted education will be matched with evidence-based practices demonstrated to provide sustainable results with populations who suffer from these gaps most frequently, gifted and high ability students of color. Participants will also have opportunities to share strategies devel-oped and implemented in their settings. Case studies of gifted children of color will be used to discuss and make recommendations for effective strategies.

Joy Lawson Davis, Ed.D., Educational Consultant, Associate Professor/Chair, Department of Teacher Education,Virginia Union University

Room C-102Using Edmodo to Flip the Classroom and to Differentiate InstructionIntended Audience: Teachers (K-12), AdministratorsTeachers will learn how to flip the classroom to build background knowledge and engage students using features in Edmodo, such as posting a video, quiz, poll, photo, or poem. We will also teach how to create small groups in Edmodo for enrichment and remediation purposes.

Chantal Cravens, District GATE Specialist,El Monte City School District

Cynthia Diaz, GATE Technology Teacher,El Monte City School District

What I know for sure about giftedness is that we must change the perception that giftedness equates to eminence, achievement, and success, so that gifted educa-tion programs are not seen as an elitist perk but an essential special needs program for gifted students.

- Dr. Joanna Haase

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Room C-103 Beyond Arts Integration: Arts-Infused, Inquiry-Based Learning Intended Audience: Teachers (K-12), Administrators, Coordinators, ParentsFor years, Mike Christy has advocated integrating the arts with other curricula as a vehicle for differentiated instruction based on a model he developed over 15 years of classroom practice. In an exciting development, LAUSD has now adopted an arts-integration model for arts instruction. Going beyond arts-integration to differenti-ate for learning style, this presentation will highlight how an integrated arts approach can be coupled with inquiry-based learning to also differentiate the curriculum based on the readiness and interests of all learners.

Michael Christy, Teacher, Los Angeles Unified School District

Room C-104Mindset and the Hidden Workings of the Mind that Affect Student (and Our) Achievement and SuccessIntended Audience: Teachers (K-12), Administrators, Coordinators,Psychologists, ParentsWe all know students and others in our lives who seem to be able to overcome obstacles, face challenges, and persevere while others seem to give up when confronted with even a minor learning or life challenge. Add to the mix that the brain and mind work in ways that often defy what we consider to be rational thinking. How do the ways we think and the ways we speak to others affect our potential success in school and in life? In this session, participants will walk away with a better understanding of what we can do and say to help our students (and ourselves) to be more successful in school and in life and develop a healthy mindset.

David Ghoogasian, Educational Consultant/Trainer, The Lyceum

Room C-105Teaching Smarter: An Unconventional Guide to Boosting Student Success (Decrease Your Workload and Increase the Payoff )Intended Audience: Teachers (6-12)Gifted teachers are often required to grade massive amounts of work, however, some of the workload is self-created and not productive to student learning. This workshop will offer teachers simple and practical suggestions on how to tackle the teacher workload in a fraction of the time. The presenter will explore key strategies from his book, Teach-ing Smarter: An Unconventional Guide to Boosting Student Success. Resources will include sample lessons linked to Common Core strategies, a step-by-step plan for grading essays in a fraction of the time, and a comprehensive list on how to decrease the clerical workload for teachers.

Patrick Kelley, Author, International Baccalaureate (IB) Teacher, San Bernardino City Unified School District

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Room C-106Practical, Do-Able Assessment Strategies: A Toolkit for TeachersIntended Audience: Teachers (K-12), Administrators, CoordinatorsIn order to more systematically respond to academic diversity, teachers need tools that can effectively identify student learning needs and progress. Pre-assessment and formative assessment strategies must not only be practical, do-able, and less time consuming but also be effective in guiding instructional planning and differentiation for gifted learners. This session offers a “toolkit” of practical assessment strategies to enhance the educator’s ability to collect data on student learning needs and to plan for and respond to differences.

Diane Heacox, Ed.D., Associate Professor of Education,St. Catherine University

Room C-107The Top Ten Secrets for Surviving and Thriving as a Gifted KidIntended Audience: Teachers (K-8), Coordinators, Psychologists, ParentsExhibitor Session: Please visit this exhibitor in the conference center (lower level). If you surveyed thousands of gifted children and teens, and received letters from hundreds more, you’d learn some amazing things. For example, what do they want most from classroom teachers? What things do they wish parents would do (and not do)? What are the greatest joys and frustrations about being young and gifted? Who deter-mines success in life, and what does success mean anyway? (And much, much more!) This presentation offers a unique opportunity to hear the words of kids and teens growing up gifted today. Come and learn what you and other educators can do to help these youth grow up with confidence, achievement, and happiness.

Judy Galbraith, Founder, President, Author, Free Spirit Publishing

Room C-204Picking up the Pieces: Providing Support Through AVID Intended Audience: Teachers (K-12), Administrators, Coordinators, PsychologistsHow does AVID provide underperforming students with the academic and motivational support needed to succeed in advanced courses such as Honors and Advanced Placement? AVID is a proven system that focuses on students in the academic middle who receive Bs, Cs, or even Ds, which include underperforming gifted and talented students who are capable of completing rigorous curriculum but are falling short of their potential. Typically, AVID students will be first in their family to attend college, and many are from low income or ethnic groups underrepresented in higher education. AVID provides underperforming students with the academic and motivational support needed to succeed in advanced courses such as Honors and Advanced Placement. This presentation will focus on the AVID strategies and resources that support the Common Core State Standards (CCSS) implementation and the academic and social development of students to become college and career ready.

Guadalupe Arellano, District Coordinator, AVID,Advanced Learning Options, Los Angeles Unified School District

Gloria Martinez, Ed.D., District Coordinator, AVID,Advanced Learning Options, Los Angeles Unified School District

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Room C-207Practical Strategies for Improving the Critical Thinking andWriting of Gifted ChildrenIntended Audience: Teachers (K-8), Administrators, Coordinators,Psychologists, ParentsExhibitor Session: Please visit this exhibitor in the conference center (lower level). This workshop will help teachers assist their children in developing fluency of writing and thinking. They will develop options for problem-solving and critical thinking. Participants will gain time-saving strategies and creative ideas. A variety of writing and critical thinking activities that have been used successfully with gifted children will be shared in this engaging, interactive presentation. Bring your thinking caps and your funny bones.

Nathan Levy, President, Author, Consultant, Nathan LevyBooks, LLC

Room C-208Introduction to iPadIntended Audience: Teachers (K-12), Administrators, Coordinators,Psychologists, ParentsThis workshop will introduce the basic functions of the iPad. It will walk you through how to set up the internet, email, and other needed accounts as well as how to begin to use it for instruction in the classroom or for professional development with teachers, staff, and parents.

Rasienna Willars, Teacher, Los Angeles Unified School District

Room C-209/210Strength-Based, Talent-Focused Education: A Positive Approach for Meeting the Needs of Twice Exceptional StudentsIntended Audience: Teachers (K-12), Administrators, Coordinators,Psychologists, ParentsCollecting and understanding the strengths, interests, and talents of twice exceptional students is key to providing successful learning experiences in school. Learn how to find strengths and use them in providing appropriate instruction and access to the curricu-lum. Learn how to design individual talent plans to provide opportunities that will enhance motivation, productivity and executive functioning of twice exceptional students.

Susan Baum, Ph.D., Co-director of the International Center for Talent Development , Director of 2e Center for Research andProfessional Development at Bridges Academy, Author, Consultant

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Room C-211The Big Bang: When CCSS, STEM, and Bloom’s Taxonomy CollideIntended Audience: Teachers (K-12), Administrators, CoordinatorsExhibitor Session: Please visit this exhibitor in the conference center (lower level). Common Core Standards are not a problem. STEM is not a problem. Bloom’s Taxonomy is never a problem. Implementing all of them simultaneously is a little tricky, but it can be done. (Oh yes, let’s add some depth and complexity, too.) Come to this session, and learn how to do it all. You’ll leave with a complete strategy for your grade level and subject area(s).

Patricia A. Leadbeater, President, Engine-Uity, Ltd.




Gloria Martinez, Ed.D.Gloria Martinez, Ed.D. Guadalupe ArellanoGuadalupe Arellano

James T. Webb, Ph.D. Joanna Haase, Ph.D. Paige McGinty McCord, Ed.D.James T. Webb, Ph.D.

Patrick Kelley Karen Rogers, Ph.D. Warren DalePatrick Kelley

Chantal Cravens Patricia Leadbeater Steven McCarthy, Ph.D.Chantal Cravens Patricia Leadbeater Steven McCarthy, Ph.D.

Karen Rogers, Ph.D. Warren Dale

Joanna Haase, Ph.D. Paige McGinty McCord, Ed.D.

Exhibitors Conference Center Lower Level

Greater Los Angeles GiftedChildren’s Associationwww.giftedchildrenla.org

Institute for Educational Advancement (IEA)www.educationaladvancement.orgJennifer [email protected]

J Taylor Education, LLCwww.jtayloreducation.comJohn [email protected]

Nathan Levy Books, LLCwww.storieswithholes.comNathan [email protected]

Pacific Learningwww.pacificlearning.com Scott [email protected]

Perma-Bound Bookswww.perma-bound.comJohn [email protected]

Stamping Till Dawnwww.stampingtilldawn.comDawn [email protected]

STAR Educationwww.starinc.orgTery [email protected]

Axianta Financial Partnerswww.axiantafinancial.com

Shederick Fowlks [email protected]

818.466.0200

California Credit Unionhttps://www.californiacu.org

Conservatory of Fine Artshttp://achieve.lausd.net/gate

LAUSD Gifted/Talented Programs213.241.6500

Drama Education Networkwww.DramaEd.net

Jonas [email protected]

866-88DRAMA (Toll Free)

Educators Publishing Servicehttp://eps.schoolspecialty.com

Patti [email protected]

562.696.7982

Engine-Uity, Ltd.http://www.engine-uity.com

Mary Cole & Patricia [email protected]

602.997.7144

Free Spirit Publishingwww.freespirit.com

Suzy Winther [email protected]

612.746.6845

Great Potential Press, Inc.www.greatpotentialpress.com

Dr. James T. Webb, [email protected]

520.777.6161

I believe that all students have potential and that this potential is activated and subsequently kept alive by differentiated curriculum and instruction and by teachers who recognize academic as well as other forms of diversity among their students.

- Dr. Sandra Kaplan32

www.axiantafinancial.com

https://www.californiacu.org

www.DramaEd.net

http://achieve.lausd.net/gate

http://eps.schoolspecialty.com

http://www.engine-uity.com

www.freespirit.com

www.greatpotentialpress.com

www.educationaladvancement.org

www.jtayloreducation.com

www.storieswithholes.com

www.perma-bound.com

www.stampingtilldawn.com

www.starinc.org


www.pacificlearning.com

www.pearsonk12.com

www.pearsonk12.com

Thank you for attending the2014 Master Class Institute on

Gifted/Talented Education.

Sponsor Acknowledgement

With Deep Appreciation for your Contribution and Support

www.pearsonk12.com

www.ellenssilkscreening.com


https://rossier.usc.edu

www.pagegifted.com

http://achieve.lausd.net/gate

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