UCF ADAGE Conference: Saturday April 6, 2019 8.00a.m. to 4.00p.m.

Morgridge International Reading Center, University of Central Florida, Orlando.

Explore innovative research, perspectives, technology and best practices for teaching Advanced, High-Ability, Gifted and Talented learners in inclusive Schoolwide contexts

UCF Faculty Advocates for Advanced and Gifted Education (ADAGE) in collaboration with Project ELEVATE Present Gifted Education Professional Development

Sponsored by Project ELEVATE, a USDOE Jacob K. Javits Grant: UCF CCIE Gifted Education Program and Seminole County Public Schools.

8.00 a.m. Registration Opens 8.45 – 9.00a.m. Welcome and Introduction - Transforming Schools Through Gifted Education Conference Coordinator - Dr. Gillian Eriksson, Gifted Education Program Coordinator, Department of Learning Sciences and Educational Research, CCIE (ADAGE) https://ccie.ucf.edu/lser/gifted-education/ SCPS Project ELEVATE Director – Jeanette Lukens STRANDS: Presentations are clustered in themes located in the following spaces: GCM TA 130 MG1 MG2 MG3 MG4 Challenging programs

Workshops in Teaching Academy Adjacent to MIRC

STEM Affective and Counseling

Schoolwide Curriculum

Creative Thinking and Problem Solving

9.00-10.30. a.m. Global Communications Room: Keynote PRESENTER Tailoring Differentiated Curriculum as an Essential Intervention for Effective and Engaging Learning for Diverse Gifted Students

Dr. Kimberley Chandler *See biography below Senior Director of Learning and School Performance for Essex County Public Schools and an Instructor of Education at the University of Virginia, USA

10.30 – 10.45 a.m. Break (Refreshments courtesy of CCIE Dept. of Learning Sciences and Educational Research; UCF Business Services)

10.45 a.m. - 11.30 a.m. Concurrent Sessions 1 (45 minutes) Room TOPIC PRESENTER/S GCM Challenging Programs

CS1.GCM Making Content Visual for High Ability English Language Learners

Leslie Mendez Project Manager for MELTS, SCPS.

MG1 STEM

CS1.MG1 The Design Process: Infusing Technology and Robotics in STEM Curriculum Content

Dr. Megan Nickels, STEM Educator, Assistant Professor, UCF School of Teacher Education, UCF PedsAcademy Director.

MG2 Affective

CS1.MG2 What Do You Want To Be When You Grow Up? Ways to Address Career and College Readiness with Gifted Learners

Dr. Stacy M Van Horn, UCF School Counseling Coordinator; Graduate Career Counseling Certificate Coordinator

MG3 Schoolwide Curriculum

CS1.MG3

The Educational Plan: Making Goals Matter

David Maddock, K-12 Gifted Resource Teacher, The School District of Osceola County, UCF doctoral student.

MG4 Creativity

CS1.MG4 Using Multiple Intelligences to Discover and Develop Extraordinary Talent and Ability

Dr. Carolyn Hopp UCF CCIE School of Teaching and Learning, Retired Lecturer.

11.30 – 11.45 a.m. Break (Refreshments courtesy of CCIE Dept. of Learning Sciences and Educational Research; UCF Business Services, Summer Institute for the Gifted, DUKE Program) 11.45 a.m. - 12.30 noon Concurrent Sessions 2 (45 minutes) Room TOPIC PRESENTER/S GCM CS2.GCM Ashley Sanchez – K-8 Gifted Resource

Challenging Programs

Empowering through Growth Mindsets: Advocacy for Gifted Learners from Diverse Populations

Educator/Legends Academy Dr. Alecia Blackwood – K-8 Reading Coach/Legends Academy

MG1 STEM

CS2.MG1 Using Robotics, Augmented and Virtual reality to engage students and challenge thinking at UCF PedsAcademy.

Bethany Fralish, UCF CCIE Graduate Assistant. PedsAcademy; Nemours Children's Hospital.

MG2 Affective

CS2.MG2 Student Perceptions of Gifted Underachievement

Allison Berner, UCF CCIE, Curriculum and Instruction Doctoral Student.

MG3 Schoolwide Curriculum

CS2.MG3 Tailoring Curriculum: Differentiating Content Standards for Gifted Learners in the General Education Classroom

Jeanette Lukens, Director Project ELEVATE, SCPS.

MG4 Creativity

CS2.MG4 What’s so Pun-ny? Bananas for creativity? Teachers’ hands are Chalk-full; we’re offering appealing strategies fusing creativity with language in meaningful ways. Attend so you can turn up the beet, provide opportunities to grow creativity, and experience activities first-hand that you will like berry much! Join us, its mint to be!

Patricia Barber, Gifted Compliance Educational Diagnostician, Pinellas County Schools

12.30 – 2.00 p.m. Lunch Break TA 130 Available for Networking. Lunch available for purchase on campus.

12.45 – 1.45 p.m. Lunchtime Special Event: (Bring your own lunch!) Take a trip around the world to see how teachers and schools challenge their advanced learners and interpret giftedness. Presenters who have worked in many countries share their knowledge of relevant international perspectives and topics such as immigrants, English Learners, At-Risk. Dr. Gillian Eriksson (UCF Gifted Education, UCF PI Project ELEVATE) Dr. Kimberley Chandler (UVA Essex County PS); Dr. Carolyn Hopp, Dr. Alecia Blackwood (UCF): Dr. Karen Biraimah UCF) and Brianna Kurtz (SCPS); Dr. Anna Wolford (UCF). Marianne Solomon (Brevard Consultant) GCM Trekking with the Talented Around the World TP1 AFRICA

Challenging Perceptions of High Ability in Southern Africa - Changing how we view giftedness and a differentiated curriculum Dr. Gillian Eriksson, Coordinator of Institute for High Ability (UCF), Dr. Kimberley Chandler (Keynote, UVA, Essex County PS; Dr. Carolyn Hopp (UCF), Dr. Alecia Blackwood (Legends Academy).

TP2 ASIA Creativity, Critical Thinking, Problem Solving – Essential Skills Globally Marianne Solomon Consultant / Advisor – Creative Problem Solving & Creativity with Problem Solving Experience LLC

TP3 EUROPE

Gifted Education in Poland – Innovative Solutions Dr. Anna Wolford, UCF CCIE School of Teacher Education, Lecturer.

TP4 AMERICA

Successful Integration of Migrant Students within a Secondary Technology Magnet School in Florida Dr. Karen L. Biraimah, UCF CCIE, Coordinator Global and Comparative Education; Brianna Kurtz, SCPS Teacher, UCF doctoral student.

1.45 - 2.00p.m. Break 2.00 – 4.00p.m. TERRIFIC TALES FROM THE CLASSROOM! JOIN us for a series of discussions and sharing from Master Teachers on a range of topics presented in segments. Collect TIPS, TOOLS, TRICKS for teaching and tailoring talents TO transform the curriculum!

2.00-3.00p.m. Room TOPIC PRESENTER/S GCM

TT1.GCM Middle and Secondary Gifted Building a Gifted Elective Program (Panel and Discussions)

David Maddock, K-12 Gifted Resource Teacher, Panel of Teachers, The School District of Osceola County

TA130

TT2.130 Art Workshop Integrating Art & Design through Mathematics, Science, Language Arts and Social Studies for Gifted Students

Dr. Debra McGann, Lecturer and Art Education Program Coordinator, UCF CCIE.

MG1

TT3.MG1 EARLY CHILDHOOD Structures in the Early Childhood Classroom that Capture the Youngest HIgh-Potential Learners and Make Teaching the Exciting Profession it was Meant to be!

Alisha Kearns, Teacher, Galileo School for Gifted Learning.

3.00-4.00p.m. Room TOPIC PRESENTER/S GCM

TT5.GCM Elementary and Middle Gifted Jumping for Joy: ELEVATING Excellence through Project ELEVATE (Panel and discussions)

Gillian Eriksson, UCF PI Project ELEVATE Jeanette Lukens, Director Project ELEVATE, SCPS Jennifer Sanguiliano, UCF CCIE Graduate Research Assistant, doctoral student. Rebeca Grysko, Reading Education UCF SCPS Teacher Leaders, Project ELEVATE: Jayne Swisher; Victoria McGill; Danielle Marriaga

TA130 TT2.130 Art Workshop (Continued) Dr. Debra McGann, Lecturer & Art Education

Integrating Art & Design through Mathematics, Science, Language Arts and Social Studies for Gifted Students

Program Coordinator, UCF CCIE.

MG1

TT6.MG1 Elementary Developing a Program: Getting into GEARS – Gifted, Enrichment, & Academic Rigor

Suzanne Philpot, GEARS Teacher, St. John Vianney Catholic School

Dr. Kimberley Chandler Tailoring Differentiated Curriculum as an Essential Intervention for Effective and Engaging Learning for Diverse Gifted Students. Dr. Kimberley Chandler is the Senior Director of Learning and School Performance for Essex County Public Schools and an Instructor of Education at the University of Virginia, USA. Previously, she served as the Curriculum Director at the Center for Gifted Education at the College of William and Mary in Virginia, USA. She completed her master’s degree in gifted education and her Ph.D. in Educational Policy, Planning, and Leadership, with an emphasis in gifted education administration, at the College of William and Mary. Dr. Chandler’s professional background includes teaching gifted students in a variety of settings, serving as an administrator of a school district gifted program, and providing professional development training for teachers and administrators nationally and internationally. Her research interests include curriculum implementation and policy issues in gifted education and the design and evaluation of professional development programs for teachers of the gifted.

Dr. Chandler has served as the editor and contributing author of numerous curriculum materials. She co-authored (with Stambaugh) the book Effective Curriculum for Underserved Gifted Students and is the co-editor (with Adams) of the book Effective Program Models for Gifted Students From Underserved Populations. She served as the Network Representative to the National Association for Gifted Children (NAGC) Board of Directors for six years and the editor of the CEC-TAG newsletter The Update for seven years. Her research interests include curriculum policy and implementation issues in gifted programs, the design and evaluation of professional development programs for teachers and administrators, and the role of principals and superintendents in gifted education.

ABSTRACTS 9.00-10.30. a.m. GCM: KEYNOTE: Tailoring Differentiated Curriculum as an Essential Intervention for Effective and Engaging Learning for Diverse Gifted Students In order for the needs of gifted students from diverse populations to be addressed effectively, it is essential that curriculum interventions be designed and delivered in specific ways. The presenter will delineate key elements of research-based interventions. The session will include information regarding the efficacy of various curriculum interventions with this target population, including a review of the extant materials and their common features. The presenter will also share practical, evidence-based recommendations for spotting and developing potential.

Large-scale curriculum studies focused on gifted students are limited and almost non-existent when considering the added dimension of poverty. Until the federal Javits grants in the United States provided funding to focus on scale-up curricula interventions for diverse populations, few empirical studies with strong technical adequacy had been conducted. Since then, curriculum units and the related efficacy studies have been published. Most of these studies focused primarily on students in Title I schools - those schools that are comprised of a high majority of students on free or reduced lunch and/or who may be culturally diverse gifted learners. In many of the studies, the focus was specifically on primary-aged students and determining how to spot and develop potential. This research serves as the backdrop for the presentation and the practical recommendations.

Dr. Kimberley Chandler Senior Director of Learning and School Performance for Essex County Public Schools and an Instructor of Education at the University of Virginia, USA

10.45 a.m. - 11.30 a.m. Concurrent Sessions 1 (45 minutes) Room TOPIC GCM Challenging Programs

CS1.GCM Making Content Visual for High Ability English Language Learners English language learners, although their intellectual abilities may vary, all have language needs according to their proficiency levels. It is often said “a picture is worth a thousand words.” For English learners, this is truly the case! This workshop will show practical tools and techniques of how to make content come alive through visual means. We will focus on specific strategies for high ability English learners that promote thinking through visuals. The visuals assist the English learners in comprehending the grade level material. We must keep in mind the duties and time limitations of teachers. During this workshop, I will teach you how to help teachers with visual tools that will help them “beat the clock, not the teacher.” Leslie Mendez, Project Manager for MELTS, SCPS.

MG1 STEM

CS1.MG1 The Design Process: Infusing Technology and Robotics in the STEM Curriculum Content Careers in science, technology, engineering, and mathematics (STEM) are on the rise, with a projected 5 million new jobs in the field by 2022 (Vilorio, 2014). It is imperative today’s students in K-21 settings are prepared to enter the work force with the skills they need in content areas relevant to community living and responsibilities. For this reason, the Whitehouse Office of Science and Technology Policy (2015) outlined the need and direction for STEM related content to be introduced in school systems for all students. Areas in the curriculum like computer programming and robotics and engaging and active learning opportunities which can provide students with a range of skills for STEM careers and even careers outside of the general STEM focus (Geist, 2016). Programming and robotics allow students of all abilities to engage in the engineering design process to ask, imagine, plan, create, and improve (Lottero-Perdue, Lovelidge, & Bowling, 2010; Nickels, 2014). Teachers act as a facilitator to students’ ideas and thoughts, guiding only when needed, allowing students to construct their own knowledge by testing, making mistakes, and restructuring to try again (DiFrancesca, Lee, & McIntyre, 2014). Dr. Megan Nickels, STEM Educator, Assistant Professor, UCF School of Teacher Education, UCF

PedsAcademy Director.

MG2 Affective

CS1.MG2 What Do You Want To Be When You Grow Up? Ways to Address Career and College Readiness with Gifted Learners The presenter will discuss ways to promote career and college readiness specifically with gifted learners. This session will touch on all grade levels (elementary, middle, and high) and specific activities and approaches that align with career and college readiness standards and benchmarks for each area of child and adolescent development. This will include career play and exposure in childhood, to career exploration and self-awareness in early adolescence, to work habits and college planning in late adolescence (Curry & Milsom, 2017). Attendees will gain knowledge of the American School Counselor Association (ASCA, 2014) Mindsets and Behaviors for Student Success that cover college and career readiness standards for every student. Attendees will also be introduced to how career activities and interventions in schools can integrate into three domains, including academic, social/emotional, and career development. American School Counselor Association. (2014). ASCA mindsets & behaviors for student success: K-12 college and career

readiness standards for every student. Alexandria, VA: Author. Curry, J., & Milson, A. (2017). Career and college readiness counseling in P-12 schools (2nd.ed.). New York, NY: Springer

Publishing. Dr. Stacy M Van Horn, UCF School Counseling Coordinator; Graduate Career Counseling Certificate Coordinator

MG3 Schoolwide Curriculum

CS1.MG3

The Educational Plan: Making Goals Matter

Educational Plans are often seen as documents created for compliance when the goals can actually be used to help create challenge for students that will help them grow. Given that teachers often spend dozens of hours per year completing the documents, wouldn’t it be nice to make educational plans matter for the

student? Participants in this session will examine EP goals and discuss methods for making them relevant to students’ growth in the classroom.

David Maddock, K-12 Gifted Resource Teacher, The School District of Osceola County, UCF doctoral student.

MG4 Creativity

CS1.MG4 Using Multiple Intelligences to Discover and Develop Extraordinary Talent and Ability Howard Gardner asserts that teachers have numerous responsibilities including: teaching multiple topics in specific content disciplines, engaging students in work in which they can think about, observe, question, and apply subject matter knowledge to new situations, using various forms of assessment (ongoing and summative) to gauge student learning, and allowing students to demonstrate understanding in multiple ways that allow them to display their unique abilities and talents. So…why should we consider Multiple Intelligences (MI) to identify advanced, talented, and highly able learners? MI Theory is a means to an end and includes concepts that impact teaching practice: Entry Points to Learning, Pathways, and Performances of Understanding. Multiple Intelligences also offer many ways to discover talent and extraordinary ability in students. In the words of Diane Ravitch: Sometimes the most brilliant and intelligent minds do not shine on standardized tests because they do not have standardized minds. Dr. Carolyn Hopp, UCF CCIE, Retired Lecturer

11.30 – 11.45 a.m. Break 11.45 a.m. - 12.30 noon Concurrent Sessions 2 (45 minutes) Room TOPIC MG1 CS2.GCM

Empowering through Growth Mindsets: Advocacy for Gifted Learners from Diverse Populations

The purpose of the session is to showcase the powerful impact of implementing Growth Mindset into an urban K-8th grade gifted program at an Orange County Charter School as well as the voices of several gifted students, from a diverse population, who have experienced a variety of gifted programs in Orange County Schools. The collaborative discussions within this session will explore the need for teachers of urban gifted students to implement the appropriate strategies of culturally responsive teaching while empowering classroom environments with a growth mindset. More importantly, as educators with a combined 25+ years of experience teaching students within Orlando’s Urban Corridor, we reveal the paramount importance of a strong relationship between teacher expectations of the whole student and academic performance. The session will showcase the elevation of one urban K-8th-grade gifted program through the use of a variety of culturally appropriate teaching strategies and the power of building a growth mindset culture within the classroom. Participants will learn about simple practices which have established an expectation of students giving their best effort, without fear of judgment, in a safe, encouraging & kind environment thus positively impacting the motivation of gifted scholars within our special population. Ashley Sanchez – K-8 Gifted Resource Educator/Legends Academy Dr. Alecia Blackwood – K-8 Reading Coach/Legends Academy

MG1 STEM

CS2.MG1 Using Robotics, Augmented and Virtual reality to engage students and challenge thinking at UCF PedsAcademy. PedsAcademy is a ground-breaking school program aimed at meeting the educational needs of children at Nemours Children’s Hospital. PedsAcademy is comprised of diverse team of educators including several UCF Faculty, Post-Doctoral Scholars, graduate students, and interns from the Elementary Education and Life-Long Learning programs, and students from other majors across the university. A large focus of instruction at PedsAcademy is developing computer science literacy and supporting the learning of the STEM (science, engineering, technology, and mathematics) disciplines. Part of our curriculum aimed at meeting this focus is the use robotics (e.g. Dash and Cue by WonderWorkshop, Sphero, LEGO Mindstorms EV3) and virtual reality. These technologies have the power to engage students in rich educational experiences through discovery and active learning. During this session, participants will get a glimpse of

PedsAcademy and learn about some of the ways the students are challenged at PedsAcademy through the use of robotics and virtual reality. Bethany Fralish, UCF CCIE Graduate Assistant. PedsAcademy; Nemours Children's Hospital.

MG2 Affective

CS2.MG2 Student Perceptions of Gifted Underachievement This study examines gifted middle schoolers’ perspectives of underachievement. For this study, gifted underachievement was defined as a discrepancy between a student’s assessed ability and academic performance, as identified by school personnel. Participants included five gifted middle school boys who were identified as underachievers by school personnel. Survey data and a phenomenological analysis of interview data were examined to identify factors contributing to gifted underachievement in these students and recommendations for how to address those barriers. The data indicated that students’ pride in their work depends on the amount of challenge dictated by the assignment. These data also seem to indicate that the extrinsic motivation of grades was not enough to inspire these students to put forth their best effort. Furthermore, data revealed boredom as a factor impacting school performance in most students. Additionally, although gifted, data indicate that these students were lacking a sense of competency in some areas. Most students showed signs of unhealthy perfectionism, which often leads to procrastination and a need for relatedness and the desire for social interactions during class. Ryan and Deci’s (2000) Self-Determination Theory holds that people have basic psychological needs for competence, autonomy, and relatedness and these underachieving students appear to be lacking these key elements. Recommendations for future research are discussed. Allison Berner, UCF CCIE, Graduate Assistant, Doctoral Student

MG3 Schoolwide Curriculum

CS2.MG3

Tailoring Curriculum: Differentiating Content Standards for Gifted Learners in the General Education Classroom Ensuring learning gains and academic growth for gifted and advanced learners has become increasingly important. As gifted services are being provided more often in the general education classroom,

differentiation can become more challenging to implement. Strategies and approaches for differentiating content area standards for gifted and advanced learners will be discussed. This session will also review examples of differentiated language arts, mathematics and science standards. Resources will be shared for teachers to add to their instructional planning repertoire.

This project is supported under the Javits Gifted & Talented Students Education Grant Program. PR/Award Number S206A150014.

Jeanette Lukens, Director, Project ELEVATE, SCPS MG4 Creativity

CS2.MG4 What’s so Pun-ny? Bananas for creativity? Teachers’ hands are Chalk-full; we’re offering appealing strategies fusing creativity with language in meaningful ways. Attend so you can turn up the beet, provide opportunities to grow creativity, and experience activities first-hand that you will like berry much! Join us, its mint to be! Gifted educators know that they must provide opportunities for students to develop their creative thinking skills, but many struggle with how to do so inside of the many constraints felt in classrooms through state and district expectations. While we believe in teaching creativity both implicitly and explicitly, this session provides teachers with innovative activities that use language as a vehicle to imbed research-based critical and creative thinking strategies such as CORT Thinking Skills, Thinking Hats, and S.C.A.M.P.E.R. Language, specifically words, puns, analogies, similes, and memes can be universally used in all grade levels and content areas making it the perfect springboard to show teachers how easy it is to imbed creative thinking. Once teachers see how easily they can imbed creative thinking opportunities, our hope is that they feel empowered to find other ways to utilize the strategies throughout the school day and in all content areas. Participants will explore creative thinking through easy-to-implement, fun, brains-on activities that they will be able to take right back to their classrooms. Patricia Barber, Gifted Compliance Educational Diagnostician, Pinellas County Schools

12.30 – 2.00 p.m. Lunch Break

12.45 – 1.50 p.m. Lunchtime Special Event: Take a trip around the world to see how teachers and schools challenge their advanced learners and interpret giftedness. Presenters who have worked in many countries share their knowledge of relevant international perspectives and topics such as immigrants, English Learners, At-Risk. Overview: Dr. Gillian Eriksson (UCF Gifted Education, UCF PI Project ELEVATE) Dr. Kimberley Chandler (UVA); Dr. Carolyn Hopp, Dr. Alecia Blackwood (UCF): Dr. Karen Biraimah UCF) and Brianna Kurtz (SCPS); Dr. Anna Wolford (UCF). Marianne Solomon (Brevard Consultant) GCM Trekking with the Talented Around the World TP1 AFRICA

Challenging Perceptions of High Ability in Southern Africa - Changing how we view giftedness and a differentiated curriculum A UCF project was developed and implemented at Johannesburg University in South Africa to advocate for advanced, high-ability and talented learners, especially those who are low-income, diverse and English Learners. In a post-apartheid era of decolonization, forms of separatism and the term 'gifted' have been rejected, challenging teachers to differentiate for all students. The Institute for High Ability presented 4 days of workshops in Johannesburg that included 6 keynote speakers from the USA and many local academics and specialists. The presenters will share their first-hand experiences and point out the challenges and opportunities to reframe the field. Dr. Gillian Eriksson, Coordinator of Institute for High Ability (UCF), Dr. Kimberley Chandler (UVA); Dr. Carolyn Hopp (UCF), Dr. Alecia Blackwood (Legends Academy)

TP2 ASIA Creativity, Critical Thinking, Problem Solving – Essential Skills Globally As shown by increasing involvement in programs which utilize Creative Problem Solving (Future Problem Solving, Destination Imagination, Odyssey of the Mind, etc.), more and more countries are realizing the need for creativity and problem solving within the curriculum. Creative problem solving (CPS) tools that encourage creativity and critical thinking can easily be shared within the classroom, while fulfilling course expectations. Whether through participation in a program which requires the CPS process or by utilizing CPS tools within the classroom, teachers are in a key position to better equip students for the future where creativity, critical

thinking, and problem solving will be essential for success. Singapore recently celebrated their 10th year of Future Problem Solving Program and continues to educate many teachers annually in the CPS process. Within China CPS sessions attract many schools that realize the need for creativity, critical thinking, communication, and collaboration if their students are to be successful globally. Australia and New Zealand continue involvement in problem solving programs and enhancement of curriculum through use of thinking tools. Even areas where curriculum standards are being refined they are addressing these skills in some way. Generating and focusing tools are easy to implement in any subject. Awareness of the CPS process and thinking tools is the first step; and resources are readily available. Marianne Solomon Consultant / Advisor – Creative Problem Solving & Creativity with Problem Solving Experience LLC

TP3 EUROPE

Gifted Education in Poland – Innovative Solutions This presentation describes the system of identifying and tailoring talents in contemporary Poland with innovative programing for gifted students according to EU policies for Talent Development. The redesigned Polish education system offers the idea of an ongoing investment in talents from preschool to university. We have special music, ballet, arts, and sports schools designed to cultivate talents on the ongoing basis from elementary to tertiary levels. In Poland, the music school system constitutes a separate system that provides musically gifted students with advanced music training. It offers a continuation of music education from primary and secondary to tertiary levels. For example, ballet training starts in high school and continues to the university level (ballet academies). By extension, children with strong physical abilities, can pursue education at Polish sports schools that offer attractive school subjects such as swimming, gymnastics, and figure skating. This innovative, ongoing system of support, from elementary to university years, has produced positive results. Dr. Anna Wolford, UCF CCIE School of Teacher Education

TP4 AMERICA

Successful Integration of Migrant Students within a Secondary Technology Magnet School in Florida

This presentation will consider the case of a government-funded secondary magnet school for information technology in Florida with a significant population of first and second generation voluntary immigrant students. The authors will share the special programs at this technical secondary school that students from across the world have taken advantage of, and will discuss their educational experiences at this institution. Through data obtained from questionnaires and extended focus group discussions and interviews, the authors will explore the challenges and struggles experienced by these students as residents in the continental United States, and what role their secondary school environment has played in helping to create a sense of belonging and opportunities for success. It will also explore how the students’ families, the schools, and the students themselves have transformed formidable challenges into opportunities to successfully navigate and survive within the culture of an American public secondary school. Dr. Karen L. Biraimah, UCF CCIE, Coordinator Global and Comparative Education; Brianna Kurtz, SCPS Teacher, UCF doctoral student.

2.00 – 4.00p.m. TERRIFIC TALES FROM THE CLASSROOM! JOIN us for a series of discussions and sharing from Master Teachers on a range of topics. An informal review of the core approaches and programs and then sharing and networking sessions with teachers from the field. Collect TIPS, TOOLS, TRICKS for teaching and tailoring talents TO transform the curriculum! Part 1: 2.00-3.00p.m. Room TOPIC GCM

TT1.GCM Middle and Secondary Gifted Building a Gifted Elective Program (Panel and Table Discussions) The School District of Osceola County has provided a challenging elective for gifted students at both the middle and high school levels since 2015. It can be difficult to build your own program and coming up with work that is both challenging and relevant to students is a major task. This expert panel of gifted teachers will share their practices and ideas that they utilized in developing the course in their own schools in order to serve their gifted students.

David Maddock, K-12 Gifted Resource Teacher, Panel of Teachers, The School District of Osceola County TA130

TT2.130 Art Workshop Integrating Art & Design through Mathematics, Science, Language Arts and Social Studies for Gifted Students In this hands-on session, teachers will learn strategies and ideas for integrating Mathematics, Science, Language Arts and Social Studies through Fine Art & Design with Gifted Student Topics in mind. Teachers will:

• Explore ways in which art intersects with other subjects • Use critical analysis procedures to describe exemplary works of art • Use planning, problem-solving, and appropriate art vocabulary to develop and create artwork • Create challenging and interesting teacher examples that interpret art and other subjects • Learn about a number of artists who use a variety of methods and materials • Design original artwork based on works of art presented

The overarching goal is for teachers to create original art examples to use with their students. This experience will allow them to fully comprehend the topic at hand along with the necessary technical artistic skills students will encounter. Dr. Debra McGann, Lecturer & Art Education Program Coordinator, UCF CCIE.

MG1

TT3.MG1 Early Childhood Structures in the Early Childhood Classroom that Capture the Youngest HIgh-Potential Learners and Make Teaching the Exciting Profession it was Meant to be. Gifted Learning and Early Childhood strategies, when combined, offer the maximum for our youngest high potential learners The meshing of these two pedagogies provide fluid opportunities for students of all abilities to thrive. This allows Educators to utilize best practices to implement content that with the depth and complexity needed for the variety of learners seen in classrooms today. It also allows educators to drive learning with content focused curriculum that still meets the needs of required standards/benchmarks. During this session, participants will be exposed to Gifted Learning and Early Childhood research and strategies used in an effective and exciting classroom structure. Exploring these through visual means and

an interactive discussion will allow the participant to learn about lively classroom environments, rich lesson planning strategies and exciting implementation ideas. Alisha Kearns, Teacher, Galileo School for Gifted Learning.

Part 2: 3.00-4.00p.m. Room TOPIC GCM

TT5.GCM Elementary and Middle Gifted: Project ELEVATE Jumping for Joy: ELEVATING Excellence through Project ELEVATE (Panel and table discussions) Project ELEVATE is a collaborative UCF and SCPS Federal Grant aimed at identifying and serving Educationally Disadvantaged and English Language Learners through a Schoolwide Enrichment approach that includes total school transformation. A unique Project ELEVATE Curriculum has been developed as well as innovative classroom projects and after school enrichment programs by teachers in these 10 SCPS Elementary schools. Now in its 4th year, this panel will share ideas, activities and programs developing by its dynamic teachers in these 10 elementary SCPS schools that make gifted kids Jump for Joy! Jeanette Lukens, Director Project ELEVATE, SCPS Gillian Eriksson, UCF CCIE, Project ELEVATE PI. Jennifer Sanguiliano, UCF CCIE Graduate Research Assistant, doctoral student. Rebeca Grysko, UCF CCIE Graduate Student, Reading Education. SCPS Teacher Leaders, Project ELEVATE: Jayne Swisher; Victoria McGill; Danielle Marriaga

TA130

TT2.130 Art Workshop (Continued)

MG1

TT6.MG1 Elementary Developing a Program: GEARS – Gifted, Enrichment, & Academic Rigor GEARS is a program in its second year at SJV. The program focuses on helping students become creative,

critical, and caring thinkers.The program has a Gifted/Enrichment component that reaches approximately 20% of the students. This year we are beginning to add Academic Rigor schoolwide on a “trial” basis and adding outside components to our program. These components include: DukeTIPS, HATS, Curtis Rising Star, and other outside resources. Next year, we will add the additional layer of Academic Rigor school wide. By doing this our goal is to help address the concern that students aren’t just “Gifted” one day a week. This will be accomplished by partnering with the classroom teacher to help meet the needs of the students daily. The take away from this presentation would be to learn how students were selected for the program, what are the key aspects covered in the GEARS classroom, stumbling blocks when beginning a new program, useful outside resources, the importance of Social Emotional Learning, hands on puzzles/games that the gifted learner finds engaging, and helpful ways to manage a Gifted and Talented Program. Suzanne Philpot, GEARS Teacher; St. John Vianney Catholic School

https://ccie.ucf.edu/lser/gifted-education/

Thanks to UCF College of Community Innovation and Education Staff and Faculty for assistance with organization of the UCF ADAGE GIFTED CONFERENCE 2019 and SCPS Project ELEVATE Administrators and Teachers. Thanks also to CCIE Dept. of Learning Sciences and Educational Research, and UCF Business Services for break refreshments. Keynote sponsored by USDE Jacob K. Javits Gifted and Talented Education Program #S206A150014.