1. What Do We Do When “They Already Know It"
By Jennifer Hawkins
St. Clair RXIII Gifted Ed.

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Most-Effective Teachers
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
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PLC Questions
1. What do we want students to learn?
2. How will we know when they’ve learned it?
3. What will we do if they don’t learn it?
4. What do we do if they already know it?
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4. Question #4 Question 4 is often omitted with the concentration on
What do we do if they already know it?
Question 4 is often omitted
with the concentration on
INTERVENTIONS
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Issues
Most schools have some sort of gifted program with teachers have who some training in differentiation.
There are rarely enough of them to be in every PLC or on every curriculum committee
A system where many other teachers share this responsibility needs to be in place.
Following, is the proposed system created by Pat Curry
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6. Extension Specialist Model
1.Identify an Extensions Specialist for each grade level PLC.
Identify a teacher or teachers who will always make sure that extension activities are included in units of instruction.
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7. Extension Specialist Model
2. Develop a Pyramid of Extensions
A school-wide system for providing time and support to students who are learning.
Ex. Edgar Murray has an RTI block in the schedule.
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8. Extension Specialist Model
3.Vertical Teams
These could include a gifted or curriculum facilitator and the PLC Extension Specialists.
This facilitator will assist each PLC Extensions Specialist in the development of quality extension activities and provide materials if needed.
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9. Extension Specialist Model
4.Common Assessments
Each PLC will develop high-quality common assessments for units of study. Common assessments will include quality questions based on DOK (Depth of Knowledge)3 and 4 methodology.
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10. Extension Specialist Model
5.Pre-assesments
The common assessments can be administered as pre-assessments to determine what needs to be taught and what level of instruction each student needs.
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11. Extension Specialist Model
6.Leveled Instruction
Leveled instruction then takes place and lesson plans are developed to address each level of learning: struggling, middle level, and advanced learners.
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12. Extension Specialist Model
7.Post-tests
Post-test to determine progress. The same common assessment that was used as a pre-assessment and could be re-administered at the end of a unit to determine growth. Having students 3rd grade up chart their own results is an effective learning tool.
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13. Curriculum Interventions/Extensions for “Those Who Already Know It”
Once you’ve administered your pretest and established “those who already know it,” you are ready to differentiate.
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Ways to Differentiate
In a differentiated classroom, teachers differentiate content, process and product according to a student's readiness, interest and learning profile.
Content- what the teacher wants the student to learn and the materials or resources through which that is accomplished
Process- activities designed to ensure that students use key skills to make sense out of essential ideas and information
Products- vehicles through which students demonstrate and extend what they have learned
Readiness- a student's entry point relative to a particular understanding or skill
Learning Profile- how an individual student learns
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Tier 1: Universal Level
Low prep, whole group, interventions may include:
Choice of Books
Flexible-Learning Groups by Readiness, Interest, Learning Profiles
Use of Reading Buddies
Various Journal Prompts
Student/Teacher Goal Setting
Varied Pacing
Work Alone or Together
Open-ended Activities
Options for Competition
Varied Computer Programs
Varied Supplemental Materials
Explorations by Interest
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Tier 2: Targeted Level
High Prep Interventions may include:
Tiered assignments
Tiered products
Tiered centers
Enrichment Topics
Independent study
Multiple testing options
Multiple texts
Course compacting
Spelling by readiness
Varied organizers
Group investigations
Choice boards
Simulations
Subject advancement across grades
Grade skipping/advancement
Cluster grouping
Special programs/enrichment
Alternative Assessments
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17. Curriculum Compacting
Compacting- students are allowed to demonstrate proficiency in curriculum outcomes, units or courses and progress to more appropriate/challenging instruction.  This reduces redundancy and allows for advanced programming.
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Curriculum Compacting
CURRICULUM
1) What’s important?
2) What can be skipped or eliminated?
3) What do students already know or are able to do?
4) What will they grasp easily?
5) What can be accomplished quickly?
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19. Student’s Name: Jose, Joanne, Sam, and Linda______________
Areas of Strength
Documenting Mastery
Alternate Activities
Students will select a topic of interest from a list of alternate activities related to an aspect of colonial living for an independent study
Social Studies---
Colonial Living Unit
High Interest Strong Readers Will read and pick up concepts quickly
Students will read chapters 5 & 6 in text at own pace
Do chapter exercises 3, 7, & 9
Take unit test when ready

20. Tiered Assignments and Products
Tiered Assignments- assignments designed for varying ability levels.  More complex assignments better meet the needs of high-ability learners.
Tiered Products- products specially designed to demonstrate understanding of a topic in a more in-depth manner.
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Independent Study
This option is recommended as a supplement to the regular curriculum, but it is not meant to be a substitute for curriculum compacting and proper pacing. Students can use their time to investigate a topic on their own with the teacher’s guidance, or perhaps that of a community mentor.
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Cluster Groups
Enrichment Clusters- students are grouped according to ability for instructional purposes.  Enrichment clusters stress student choice and students as producers of useful products.
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23. Alternative Assessments
Alternative Assessments- students are offered opportunities to demonstrate their understanding of material learned in "real-world" ways.
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24. Explore Enrichment Topics Using Centers
This option could be provided using centers. For example, most students in the class might be expected to complete Centers A, B, and C, while Centers D and E are available to students who have the time, interest, and motivation to work on additional materials. It would be ideal if students completing Centers D and E could substitute that work for Center A, B, or C. Examples of enrichment topics in elementary mathematics include: probability and statistics, estimation, mental arithmetic, spatial visualization, algebra, geometry, and discrete mathematics.
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RTI & GIFTED: Tier 3
If there is compelling evidence that instructional modifications have not met a student’s needs, you should collaborate with his/her other teachers and the gifted instructor in order to implement a formal referral and further assessment.
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26. Online Curriculum Extensions
Curriculum Extension Links
Technology Resources
Tech Tools for Teaching
Top 25 Websites for Education
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27. Resources Used for this Presentation
Pat Curry:
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Q & A
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