[Tag-Info] January 2009 Oregon TAG Teacher Update #4

Wed Jan 7 09:50:25 PST 2009

Oregon Talented and Gifted Teacher Update #4
January 7, 2009

Please forward this issue of the update to interested professionals!
Teachers may sign up for this or other newsletters at: http://www.ode.state.or.us/search/page/?id=1843
Past issues are also available at this website.

1.      Welcome to the TAG Teacher Update
2.      Legal Reminder of the Month
3.      Parenting a Dually Exceptional Child
4.      Identifying TAG Students Who Are Homeless
5.      It's Like My Space or Facebook for Gifted Education!
6.      Free Online College Classes for Advanced Students
7.      Free Field Trip Idea for Secondary Students
8.      Best of the Best Enrichment Materials Database
9.      Free Worksheets and Other Teacher Resources
10.     College of William and Mary Curriculum Resources
11.     Divergent Thinking Activity
12.     News Article-Sixteen Year Old College Graduate
13.     Portland State University Winter Term Opportunities
14.     Using Tiered Lessons-A DI How-To
15.     Jack Kent Cooke Foundation Scholarship for Seventh Graders
16.     Oregon State Assessments and TAG Students
17.     Upcoming Opportunities at ODE for Math and Science Teachers
18.     Organizational Tips for Teachers
19.     Duke University's Talent Identification Program Instructional Resources
20.     "Save a Friend. Work Safe." A Video Contest for High School Students
21.     National Youth Science Camp Honors Program
22.     Ten Common Misunderstandings about Differentiation
23.     University of Oregon Super Saturday 2009
24.     Summer Enrichment Program for High School Students at MIT
25.  OATAG Seeking Input About Annual Conference
26.     Check Out Teacher Updates in Other Content Areas
27.     How to Submit Articles
28.     In Every Issue-Internet Resources

1. Welcome to the TAG Teacher Update
This newsletter is designed to provide current information concerning teachers of TAG students, guidance counselors, administrators, and coordinators of TAG programs. Please let your colleagues know they can subscribe to this and other ODE content area newsletters by visiting: http://www.ode.state.or.us/search/page/?id=1843

2. Legal Reminder of the Month
581-022-1330-2: The instruction provided to identified [TAG] students shall address their assessed levels of learning and accelerated rates of learning.
Documentation of the assessment of rate and level is not explicitly required by OAR, but may be necessary to demonstrate compliance.  Redmond School District has an example of a form to use for this documentation at:
http://www.redmond.k12.or.us/14541051515300390/lib/14541051515300390/Form_7c_Determination_of_Rate_and_Level_Documentation.docx

3. Parenting a Dually Exceptional Child
Michael Postma is the District Coordinator of High Potential Services for Minnetonka Public Schools located in suburban Minneapolis. Two of Michael's four children have symptoms of Asperger's Syndrome.  Only one has been officially diagnosed. In this well-written article he reflects upon his son's experiences in education as a dually exceptional child and compares them to his own childhood.  Read the article at: http://www.sengifted.org/articles_parenting/postma_benny_and_me.pdf.

4. Identifying TAG Students Who Are Homeless
In Oregon, forty districts receive additional funding from twenty competitive federal homeless education sub-grants. Within those districts, liaisons identified sixty TAG students who were also eligible for services as "homeless" during 2007-08. In
most cases, it was the district's homeless liaison who realized, either through reviewing past school records or by observation, that the student should be tested for TAG eligibility.
A total of 8,148 students were identified as homeless by these 40 districts in the school year 2007-08. Also identified within this total were 1,418 unaccompanied youths (not under parent or guardian supervision), 1,059 Migrant (Title I-C) students, 1,588
English Language Learners, and 1,262 children with disabilities under IDEA. For further information contact Dona Bolt at (503) 947-5781 or dona.bolt at state.or.us.

5. It's Like My Space or Facebook for Gifted Education!
Gifted education is not one to be left out of current technological trends. Check out the interactive networking site Gifted Education 2.0 at http://giftededucation.ning.com/ Gifted Education 2.0 offers its members a chance to dialogue with individuals around the world about issues in education for gifted learners. Networking groups are already formed around topics like Creativity and the Gifted, the Middle School Gifted Learner, and Social Emotional Needs. Parents, teachers, and administrators all participate in exchanging information, ideas, and questions.

6. Free Online College Classes for Advanced Students
UC Berkeley has several online classes posted for free at http://webcast.berkeley.edu/. Although there doesn't appear to be a way to earn credit, there is certainly a wealth of expert information to be accessed here for no cost. Subjects and topics include college-level biology, chemistry, engineering, history, psychology, statistics and others. Some of the classes offer audio only; others offer full video. This might be a great option for a high school TAG student doing an independent learning project.

7. Free Field Trip Idea for Secondary Students
Gifted students tend to have deep concern for social issues, and this field trip may prove a valuable experience for them. Medical Teams International's REAL. LIFE. Exhibit urges visitors to slow down and explore ways to make this time of year more
meaningful. The exhibit includes nine multi-sensory vignettes depicting scenes of disaster, conflict, and poverty from around the world. From war-torn Uganda to tsunami struck East Asia, sounds, pictures and stories inform visitors that the world is a big place, with big needs-needs best addressed by the global community. "This is a must-see for all Oregonians, especially middle and high school students," says Marlene Minor, vice president of communications at the Tigard-based agency." The exhibit offers a wonderful opportunity to discuss issues like poverty, injustice and mercy against a very real and compelling backdrop. Best of all, it provides action steps for anyone who wants to make a difference." For more information, visit
http://www.medicalteams.org/site/News2?abbr=what_&page=NewsArticle&id=8661&se
curity=1121&news_iv_ctrl=0.

8. Best of the Best Enrichment Materials Database
Searching for great curricular resources can be very time consuming. The University of Connecticut has helped save time for education professionals by creating a searchable database of reviewed and recommended enrichment materials. To use this resource, visit http://www.gifted.uconn.edu/sem/enrichment/typeii_enrichment.cfm.

9. Free Worksheets and Other Teacher Resources
        At http://www.freeworksheets.com/<http://www.freeworksheets.com> teachers can access many free worksheets and other resources in all subject areas. Of particular note are templates for vocabulary flash cards and word walls.

10.  College of William and Mary Curriculum Resources
        The College of William and Mary has curriculum resources posted at http://cfge.wm.edu/curriculum.htm. <http://cfge.wm.edu/curriculum.htm>  Dr. Joyce Van Tassal Baska's Integrated Curriculum Model for Gifted Learners is designed to respond to gifted learners' characteristics of precocity, intensity, and complexity through its three dimensions of advanced content, higher level processes and product development, and interdisciplinary concepts, issues, and themes.  There are some materials available for purchase, and some that are available for free, posted on the website.

11. Divergent Thinking Activity
        I wanted to share an activity I have used successfully that can be used in most content areas at most grade levels to promote divergent thinking skills.  Provide students with a list of 20-50 words associated with content you are studying in class.  Ask students to group the words into categories and then create a title for the word grouping.  Set the requirement that a category must contain at least three words.  I find this activity works best when students work with a partner or two other students.  Give extra points to any category created that no one else has on their paper.  This is a great review activity toward the end of the unit, but could be used as part of an introduction as well.
        To further differentiate this activity in a diverse classroom you can create two lists of words.  On each list there will be essential words for the content you are studying.  However, one list can have more basic words, and the other can have more complex words.  You can also differentiate the more complex list for advanced learners by adding new terms to extend the learning.  In this case, you would want to ensure students have access to materials to be able to interpret this information.  If you are interested in using this activity in your particular class situation and need some ideas for how it might work, feel free to email me at stacey.figgins at state.or.us<mailto:stacey.figgins at state.or.us> and we can do a quick cyber brainstorm.

12.  News Article-Sixteen Year Old College Graduate
        Read the full article about Andrew Brisbin, who began his college career two years ago at the University of Texas when he was fourteen at http://www.statesman.com/news/content/news/stories/local/12/06//1206utgrad.html.<http://www.statesman.com/news/content/news/stories/local/12/06/1206utgrad.html>

13.  Portland State University Winter Term Opportunities
        PSU will offer three online classes this term related to TAG learners.  The first is a course focusing specifically on TAG needs: Talented and Gifted: Working with High Achievers. For more information go to http://sesweb.ses.pdx.edu/ceed_cat/detail_large.cfm?id=44NT
 Additionally, two classes in differentiation will be offered, Systems for Successful Implementation of Differentiated Instruction and Multiple Ways of Knowing Your Learners.  For more information go to: http://www.ceed.pdx.edu/differentiate

14. Using Tiered Lessons-A DI How-To
Tiered instruction is a means of teaching one concept and meeting the different learning needs in a group. It can be an assignment, lesson, or strategy.  Tasks and/or materials vary according to learning profile, readiness and/or interest.  Tiered instruction helps meet individual learner needs, either above or below grade level as each student is challenged at an appropriate level.
There are 5 major organizational points to tiering instruction:
1.

Choose a concept students should know or understand and whether to tier according to readiness, interest, or learning profile.
2.      Assess student's profile, readiness, and interest.
3.      Create an activity or project that is clearly focused on the concept.
4.      Adjust the activity to provide different levels of difficulty.
5.      Match students to appropriate tiered assignment.
How do you match the students with the proper activity?  There are many different steps one may take to pre-assess, and they will largely depend on the learning objective.  State assessment data, lexile scores, and in-class observations are great starting points.  Additionally, a quick pre-quiz related to the specific lesson objectives can usually be helpful.  After a tiered instruction activity you can assess learning by using a rubric, test, checklist, contract, self-evaluation, peer evaluation, conference, or some combination of these.  Feel free to contact me at stacey.figgins at state.or.us<mailto:stacey.figgins at state.or.us> if you would like more information or assistance on using tiered instruction.  (Adapted from Regina Public Schools and Saskatchewan Learning Best Practices Website.)

Examples of Tiered Assignments and Lessons

http://www.k8accesscenter.org/documents/HO-4TieredActivity.doc

http://www.k8accesscenter.org/training_resources/documents/15HourDifferentiationModule/Handouts/HO2DinerMenu.doc

Critical Questions about Tiered Lessons<http://www.learnerslink.com/tiered%20assignments%20critical%20questions.htm>

http://www.21-learn.com/TeamTarget/ProfessionalDevelopment/DI/Tiered%20Assignments%20for%20a%20Study%20of%20Space%20Exploration%201.doc
<http://www.learnnc.org/lp/pages/3059>
http://www.learnnc.org/lp/pages/3059

Additionally, you can watch a video explaining in more detail how to use tiered assignments at:  http://www.21-learn.com/TeamTarget/ProfessionalDevelopment/DI/index.htm

15.  Jack Kent Cooke Foundation Scholarship for Seventh Graders
The Jack Kent Cooke Foundation Young Scholars Program supports hundreds of high achieving students with financial need across the United States.  Young Scholars receive funding to participate in academic summer programs, extracurricular lessons, distance learning courses, and other enrichment opportunities.  Throughout their time in the program, Scholars work closely with an educational adviser who helps them plan an academic and talent development path to prepare them to enter top universities. Most Young Scholars receive a college scholarship from the Jack Kent Cooke Foundation.
They are looking for 7th graders who value academic excellence, determination, leadership, and public service to apply for the Jack Kent Cooke Young Scholars Program. Applicants must have demonstrated financial need-typically, a family
income below $60,000. Up to 75 students will be selected across the nation in 2009. Applications become available on the Foundation Web site in January 2009 and are due the last Monday in April. For more information about the Young Scholars Program and to see our video, please visit their website.<http://www.jkcf.org> If you have any questions, please contact us
at 410-735-6270 or mgriffin at jhu.edu<mailto:mgriffin at jhu.edu>.

16.  Oregon State Assessments and TAG Students
        If a TAG student is receiving instruction in math or reading at a higher grade level, a school or district may want to consider using Targeted Assessment to allow the student to take the state assessment at the level that matches his/her instruction.  This would allow for more accurate data of a student's academic growth.  There are certain stipulations and requirements for this option.  You can read more about Targeted Assessment on pages 24-25 of the 2008-09 Test Administration Manual which can be found at: http://www.ode.state.or.us/teachlearn/testing/manuals/2009/0809tam.pdf

17.  Upcoming Opportunities at ODE for Math and Science Teachers
        This spring I will hopefully be updating the Challenging High-End Learners curriculum to reflect revised math and science standards.  I will be looking for math and science TOSAs and teachers to work on this task as well as write additional lesson plans in math and science.  More details will come as they develop, but if you might be interested in participating, please send me an email at stacey.figgins at state.or.us<mailto:stacey.figgins at state.or.us>

18.  Organizational Tips for Teachers
        Organizing a learning space and materials for 30-200 students can be daunting.  Read an article by Cossandra George to learn some specific pieces of organizational advice. Click here to access the full article.  Free registration may be required.<http://www.teachermagazine.org/tm/articles/2008/12/03/11tln_george.h20.html?r=12954>

19.  Duke University's Talent Identification Program Instructional Resources
        Duke University offers a variety of instructional products for gifted students.  Included are entire workbooks, units of study, and courses.  These could be used by gifted students who are being homeschooled.  They could also be used by school districts who want to have enrichment curricula ready for students who are ready to work on advanced content.  You can find out more at:
http://www.tip.duke.edu/independent_learning/#CD-ROMs<http://www.tip.duke.edu/independent_learning/>

20.  "Save a Friend. Work Safe." A Video Contest for High School Students
In Oregon, approximately 300 workers under 18 years of age receive disabling injuries each year while on the job. Here is an opportunity for students to help bring that number down.  Oregon high school students are invited to compete in a video public service announcement contest on the theme, "Save a friend. Work safe." Individual students or teams can compete by creating a 30-second video that shows the importance of on the job safety for young workers.  Packets with detailed information,
including rules, entry forms, and promotional materials will be mailed to high school principals early in December, so be sure to check with your principal if you have students who would be interested. In addition to this information, you can get details
about the contest at www.orosha.org/psacontest/<http://www.orosha.org/psacontest/>.  Laurelhurst Theater in Portland
will hold a special screening of all the entries for students and their families, and the winning videos may run as public service announcements at other theaters around the state. Several websites will also feature the winning videos, and winners will receive a cash prize. Deadline for application materials and the final video is February 13, 2009. This contest is sponsored by The Oregon Young Worker Health and Safety Coalition, with members from several state agencies and private organizations. If you
have questions please contact: Yutonah Bowes at 503-947-7015.
21.  National Youth Science Camp Honors Program
Encourage your high school seniors to apply for the National Youth Science CampHonors (NYSC) program.  Applications to attend the 2009 NYSC are now available online. Two graduating high school students will be selected to represent Oregon at the all-expenses paid honors program which will be held from July 1 through
July 25, 2009. Scientists who work on some of the most provocative topics in science
today present lectures and hands-on science seminars and linger to interact informally with the student delegates. To apply, please download the application packet and
follow the enclosed instructions. Applications must be received at the Oregon Department of Education no later than January 23, 2009. For more information about the NYSC, please visit their website<http://www.nysc.org/index2.html>.  For questions about the application process, please contact Cheryl Kleckner<mailto:cheryl.kleckner at state.or.us> at 503-947-5794.

22. Ten Common Misunderstandings about Differentiation
        (Adapted from a presentation "Two Decades of Research on Differentiation: What Do We Know Now," by Catherine M. Brighton, Ph.D & Tonya R. Moon, Ph.D from the National Research Center on Gifted and Talented at the University of Virginia.)

MISUNDERSTANDING        REALITY
Differentiated Instruction (DI) is a set of strategies. DI is a teaching philosophy based on knowing students and responding to their needs.
DI is group work.       DI uses purposeful flexible grouping.  Depending on student need students may work alone, in pairs, as a whole class, or in small groups.
"I already differentiate."      Many teachers use a strategy associated with differentiation reactively but fewer teachers incorporate proactively differentiated classrooms.
Differentiated lessons have to be creative, cute, and fun.      Engaging students is an important part of differentiation, but it is most important that lessons are grounded in rich and rigorous curriculum.
Differentiation is just the next educational fad.       Because differentiation is a philosophy of meeting a broad range of students' needs, only when students cease being different will the need for differentiation disappear.
Providing choice = differentiation      Different activities have to be held together by clear learning goals.
Differentiation isn't fair.     Fair does not always mean "the same."  In order for students to reach the same goals, they may need to take different paths to get there.
Differentiation means "dumbing down" the curriculum for less advanced learners. Differentiation means providing appropriate scaffolding and enriching extensions to help all learners reach common learning goals.  It can also mean slight revisions to the goals depending on learner needs.
Differentiation only works when kids are well-behaved.  Creating a responsive classroom can be a great way to improve student behavior.  When students' needs are met, the likelihood for off-task behavior should decrease.
Preparing a differentiated lesson takes a huge amount of time.  Creating any high-quality lesson takes time.  As with most skills, a little practice helps make DI lesson planning more efficient.

23.  University of Oregon Super Saturday 2009
        The University of Oregon is accepting applications from high-achieving students in grades K-5 who would benefit from the challenges of enrichment classes.  Super Saturday 2009 is a six-week series of academic enrichment classes designed for highly motivated, high achieving children who love to learn.  Parent and educator recommendations are necessary for those students who have not previously participated in either Super Saturday or Super Summer Programs.  Academic courses that stimulate and challenge eager learners are offered in science and mathematics, computers, visual and performing arts, creative problem solving, cultures, music, and language arts. Tuition is $84 for one class or $154 for both classes.  A one-time application fee of $25 is required for new applicants. Partial scholarship assistance is available to those who qualify for free or reduced lunch in the public schools, or for those who demonstrate financial need.
The registration deadline is January 14, 2009. Applications received after this date will be accepted only if space is available.  If you have any questions about the program or the information included here, please contact Jody Barlow at (541) 346-1400 or jcbarlow at uoregon.edu.

24.  Summer Enrichment Program for High School Students at MIT
The Center for Excellence in Education sponsors the Research Science Institute and the USA Biology Olympiad. Annually offered to gifted high school scholars who plan careers in science, technology, engineering and mathematics, the Center's cost free programs seek to nurture these young scholars to careers of excellence and leadership to assure future global competitiveness. The Research Science Institute, held each summer at MIT, is a six week summer enrichment program that emphasizes advanced theory and research in science, technology, engineering and mathematics, by fostering student internships with leading researchers and scientists. Application deadline is January 16, 2009. Find more information here<http://www.cee.org/>.

25.  OATAG Seeking Input About Annual Conference
        The Oregon Association for Talented and Gifted is seeking input about its annual conference.  For information about OATAG and a review of the 2008 conference visit http://www.oatag.org. <http://www.oatag.org>
To take the survey visit http://www.tigersurvey.com/survey.php?survey=8681.

26. Check Out Teacher Updates in Other Content Areas
There are fabulous Teacher Updates being published monthly in other content
areas like foreign language, social studies, and mathematics. You can subscribe to
them by visiting: http://www.ode.state.or.us/search/page/?id=1843<http://www.ode.state.or.us/search/page/?=1843>

27. How to Submit Articles
If you would like to submit information for this newsletter, please email
publication-ready short articles by the end of the month to stacey.figgins at state.or.us<mailto:stacey.figgins at state.or.us>.
Please include links and contact information but no attachments.

28. In Every Issue-Internet Resources
Oregon Department of Education TAG
http://www.ode.state.or.us/search/results/?id=76<http://www.ode.state.or.us/search/results/?=76>
ERIC - Educational Resources Information Center
http://www.eric.ed.gov/<http://www.eric.ed.gov>
Supporting Emotional Needs of Gifted (SENG)
http://www.sengifted.org/<http://www.sengifted.org>
Council for Exceptional Children
http://www.cec.sped.org/AM/Template.cfm?Section=Home
National Association for Gifted Children
www.nagc.org<http://www.nagc.org>
Oregon Association for Talented and Gifted
www.oatag.org<http://www.oatag.org>
REAL - Resources for Educational Achievement and Leadership
http://www.ode.state.or.us/teachlearn/real/
Get Ready Oregon web page: New Oregon Diploma information for the general public
http://www.getreadyoregon.org
Oregon Diploma web page: Resources and tools for educators
http://www.ode.state.or.us/search/results/?id=368<http://www.ode.state.or.us/search/results/?=368>
Contact the Education Specialist in TAG
Stacey Figgins, stacey.figgins at state.or.us<mailto:stacey.figgins at state.or.us> (503) 947-5701
****Disclaimer--The materials contained in the Oregon Talented and Gifted Teacher Update produced by
Oregon Department of Education are drawn from both internal and external sources and inclusion of
external materials does not necessarily indicate Oregon Department of Education endorsement.****

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