By Susan Whittington BOMUSD Student Services Coordinator American River Charter Director April 29, 2015

 Depth and Complexity  Critical Thinking  Problem Solving  More Technology  Writing Across the Curriculum  Higher Level Questioning Strategies  Academic Vocabulary  Close Reading This is what parents have been asking for!

 Requires Rigor, researching, synthesizing and reasoning with evidence  Requires Grit: the ability to not give up, perseverance  Requires more Writing, Typing, and Explaining their thinking  Requires teaching Academic English, including vocabulary, syntax, and grammar  Requires cooperative social interactions

 Academic English is not a natural language, it must be taught systematically and explicitly. It is not just “caught” through listening and social interaction.  Targeted Vocabulary instruction as designed in new state standards: improves reading ability, test scores and student engagement.  Academic discussions, direct instruction and guided questioning strategies  Focus on informational texts and accountability of every student and consistent instructional routines

Science for all students Coherent Learning Realizing the Vision Integrating the Three Dimensions: Scientific and Engineering Practices Crosscutting Concepts Core ideas

 Make sense of problems and persevere in solving them  Reason abstractly and quantitatively  Construct viable arguments and critique the reasoning of others  Model with mathematics  Use appropriate tools strategically  Attend to precision  Look for and make use of structure  Look for and express regularity in repeated patterns

To prepare for the future and be successful with the new assessments and online testing EAP- College Placement Assessments embedded in SBAC Students must learn how to:  Synthesize information from a variety of sources  Answer the “Why” Questions  Explain examples and cite evidence to support their opinion  Use academic vocabulary to articulate their thinking  Type their thinking as they think or multi-task

 Encourage your child to take dance lessons, learn to play an instrument, and sign them up for art and theater classes at a young age.  Help them blend science and art projects, art and research projects, and music and technology projects for core school assignments.  Encourage brainstorming ideas, develop flexible thinking, and help develop empathetic capacity.  Develop good questioning skills and cultivate divergent thinking. “The more arts and crafts that scientists, engineers, and entrepreneurs engage in across their lifetimes, the greater their likelihood of achieving important results in the workplace.” Robert and Michele Root-Bernstein, 2008

 Emotional regulation- the ability to stay calm under pressure by modeling  Impulse control- the ability to delay gratification  Empathy and the ability to read nonverbal cues of others  Optimism- though not false  Normal situations that might cause stress  Self-efficacy- our belief that we can successfully solve problems  Reaching out- taking risks to solve problems or have relationships From Nurturing the Seven Components of Resiliency (Webb)

 National Association for Gifted Children: Common Core Standards and Gifted Education  California Associated for Gifted Children:  Kate Kinsella, Ed D, San Francisco State University  (Tonight’s PowerPoint)