By Susan Whittington American River Charter Director April 30, 2014

 Evidence-based practices that inform the programming standards in gifted education relate to assessment, curriculum, instruction, and grouping issues, all of which are embedded within the Common Core State Standards (CCSS)

 Depth and Complexity  Critical Thinking, Collaboration, Communication, Creativity  Problem Solving/Rigor  Academic Vocabulary/Close Reading  More Technology /Keyboarding  Writing Across the Curriculum  Higher Level Questioning Strategies  Opportunities to pursue topics that interest them beyond the classroom  Differentiated Instruction What does it look like for Non-GATE? DITTO

 Requires rigor, researching, synthesizing and reasoning with evidence  Requires grit: the ability to not give up, perseverance, passion, optimism, commitment, curiosity. (Angela Duckworth, TED 2005)  Requires more Writing, Typing, and Explaining their thinking Example: Next Generation Science Standards Vision: Science for all students Coherent Learning Realizing the Vision Integrating the Three Dimensions: Scientific and Engineering Practices Crosscutting Concepts Core ideas

To prepare for and be successful on the new Smarter Balanced- online testing 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

 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

 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 State Standards and Gifted Education Common Core State Standards and Gifted Education  California Association for Gifted Children org/resource/resmgr/docs/ccss- gate_cde_website.pdf org/resource/resmgr/docs/ccss- gate_cde_website.pdf

A PowerPoint Professional Development uments/UCIandOCDEGATECCSSwebinar. pdf