WATG2017

(Additional Fee Required) This 3 hour pre­conference session will take you from being an absolute beginner with Google Classroom to a competent or advanced user who can consider how differentiation and enrichment might be approached with this tool.


In the first part of the session, attention will be given to the "nuts and bolts" of Google Classroom ­ how to find it, creating a classroom and enrolling students, adding assignments and resources, etc. In the second half of the session, we will talk about how to differentiate and/or enrich learning with Google Classroom. Time will be spent both hearing ideas about classrooms that are already being used and then generating our own ideas.


This session will be most valuable to those who bring a laptop (Mac, PC, or Chromebook) and who have an idea for a unit they would like to differentiate or enrich. In addition, a school gmail account is a must to be able to access Google Classroom.
HANDOUTS: tinyurl.com/DifferentiationGC
Participant Outcomes:

• Set up a Google Classroom, enroll students, and add assignments/resources.
• Take a lesson or unit and break it up into enriched or differentiated lessons that students can use.

NAGC Standards addressed

1. 1.6.1. Educators design interventions for students to develop cognitive and affective growth that is based on research of effective practices.
2. 2.4.2. Differentiated product­based assessments to measure the progress of students with gifts and talents.
3. 3.1.1. Educators select, adapt, and use a repertoire of instructional strategies and materials that differentiate for students with gifts and talents and that respond to diversity.

Beginning in the 2017-18 school year, all Wisconsin public schools are required to provide their grade 6-12 students with Academic and Career Planning (ACP) services.  If implemented effectively, ACP can be an incredible tool for identifying and meeting the needs of gifted students. 

This session will explain the vision of ACP and how ACP can help schools better understand how to provide the experiences gifted students need to be challenged and continually challenge themselves.  The session will also show how ACP can facilitate much deeper engagement of students in designing and executing their own learning plans and the critical role families and all teachers have in the ACP process.

Participant Outcomes:

• Gain an understanding of the state mandated Academic and Career Planning initiative and the impact ACP can have for gifted students
• See how they can play a crucial role in ACP implementation and execution and how ACP can connect and contribute to numerous other programs and initiatives
• Learn about the immense collection of resources available for ACP implementation that can help ensure it is done effectively so it has the greatest positive impact on students.

Digital Portfolios are a powerful tool for helping students self-assess and evaluate their growth, set goals, and communicate their learning.  There are many ways to set up and structure these portfolios, one that we will be specifically focusing on is Seesaw.  We will be looking in depth at how to use Seesaw in the classroom and as a school for assessment, time management, home-school communication, goal setting, progress monitoring, and more.  We will also be sharing examples for how we are using this tool at Summit Elementary with our high performing and gifted students at all ages to extend their learning.

Participant Outcomes: 

• Learn how to get started and set up in Seesaw
• Learn how to use the advanced features to assess student understandingl
• Leave with a variety of applications and activities to choose from to integrate Seesaw Digital Portfolios into classrooms as early as the kindergarten level.

Learn about FREE ACT Test Prep materials and how they can provide information about your students to personalize their learning utilizing case studies.

Participant Outcomes:

• Locate, access, and offer free ACT Test Prep materials for students
• Learn about a variety of resources available to meet the needs of out-of-grade-level students

NAGC Standards addressed in this session:

• Standard 2: Assessment Description: Assessments provide information about identification, learning progress and outcomes, and evaluation of programming for students with gifts and talents in all domains.
• Standard 3: Curriculum Planning and Instruction Description: Educators apply the theory and research-based models of curriculum and instruction related to students with gifts and talents and respond to their needs by planning, selecting, adapting, and creating culturally relevant curriculum and by using a repertoire of evidence-based instructional strategies to ensure specific student outcomes.

Are you curious about creating a Makerspace?  Or have you plunged in and are hoping to see what other schools are doing with their spaces?

Then please join us as we share our start up plans, current success stories as well as our honest frustrations as we fine tune our journey into this exciting world of collaboration, creation and differentiation.

Participant Outcomes:

• Define Makerspaces and the possibilities they can provide
• Explore how to best integrate this space into curricular areas while maximizing student potential
• Examine how to utilize community resources to expand your makerspace potential

The presentation will be an overview of how Jack Young Middle School is addressing the curriculum needs of its advanced learners.  Topics of discussion will include, but not be limited to:

• Student placement determined through data analysis, 
• Clustering and grade level/course advancement, 
• Core curriculum selection, 
• Individualized and personalized learning opportunities, 
• MTSS for our advanced students, 
• Emotional and social needs, 
• Community involvement, and 
• Professional development. 

We will share many different classroom strategies and system supports for both students and staff.

Participant Outcomes:

• Learn about a successful school model that addresses the needs of its advanced learners through placement, curriculum, and staff development
• Leave with ideas for developing individualized and personalized learning units that benefit all learners
• Povide an authentic account of the essential components needed when developing and/or improving a gifted and talented program at the middle school level