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Please add copies of any shared resources from CAG

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Where Do Ideas Come From? And How Do You Convert Them Into Practical Applications for Teachers and Students - Dr. Joseph Renzulli

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Where Do Ideas Come From? And How Do You Convert Them Into Practical Applications for Teachers and Students - Dr. Joseph Renzulli

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Curriculum: The Tool for Identification (Dr. Sandra Kaplan)

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Curriculum: The Tool for Identification (Dr. Sandra Kaplan)

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Home | Overview - California Association for the Gifted (CAG) 62nd Annual Conference | March 1-2, 2025

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Keynote Speaker (Saturday) Notes - Feel free to add to this doc!

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Presenter: Vanessa Heller

Adjust the regular curriculum by creating opportunities to engage with differentiated content.

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Social Emotional Needs of the Gifted Student

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Social Emotional Needs of the Gifted Student

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Characteristics:

Curious, Focused, Independent, Precocious AND Perfectionist, Disorganized, Lack of Motivation, and can be easily bored.

The perfectionist can have anxiety, frustration, critical of self and others

Strategies: Appropriate risk-taking (emphasize the process and not the outcome)

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Leveling Up Learning: Engaging 2e Learners Through Gamified Exploration

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Leveling Up Learning: Engaging 2e Learners Through Gamified Exploration

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Mindful Minds, Bright Futures: Embedding Mindfulness in the Classroom

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Mindful Minds, Bright Futures: Embedding Mindfulness in the Classroom

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DEVELOPING OWN PATHWAY: big board of actions such as examine, validate, relate, debate, add to, etc 

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Presenter: Robyn Arnold

We can read more than just words. Boost student interest through their ability to read faces, pictures, art, sculptures, etc.

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Using Reading Time to Teach Social-Emotional Awareness to Young Gifted Children

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Using Reading Time to Teach Social-Emotional Awareness to Young Gifted Children

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Early benefits of reading beyond academic skills:

Increase emotional awareness

Decrease Stress

Positive Prosocial Skills

Increase Engagement

Create positive adult-child relationships

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Presenter: Julie Hull

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Presented by Dr. Cynthia Z. Hansen

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_2021 Handout CZ Hansen When LaZy Doesn't Make Sense -SLIDES W&M.pdf

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State Legislatin for Gifted Education and Advocacy Goals

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Legislation | California Association for the Gifted

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Slides from Keynote Dr. Scott Peters

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Does being a PHBAO school effect our GATE Norms?

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Does being a PHBAO school effect our GATE Norms?

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Keynote Speaker: Dr. Scott Peters

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About the Data

Enrollment data by race or ethnicity for US schools comes from the National Center for Education Statistics' 2017-18 Common Core of Data School Universe Survey and the Private School Survey. Common Core data report enrollment counts by grade, but the Private School Survey data do not. For private schools, we thus assume that the distribution of racial groups is equal across all grades in the school. Our analysis uses the same racial and ethnic terms as those in the Common Core of Data, including the term "Hispanic" to refer to Hispanic or Latinx students.

We argue that desegregation efforts should focus where inequities in student achievement have been documented. Evidence shows that, on average, structural factors have led Black and Hispanic students to persistently score lower on standardized examinations than white and Asian students. Thus, we measure school segregation as the separation of Black and Hispanic students from white and Asian students (and the relatively small share of students from other racial or ethnic groups). Because of this choice, the SCI should not be used to determine whether schools that predominantly enroll students from other groups (e.g., American Indian or Alaska Native) are segregated.

We recognize the limitations of grouping Black and Hispanic students together, as these students have different experiences in education systems. We also recognize the limitations of grouping white and Asian students together, as data aggregation for subpopulations of Asian students can obscure disparities among people from different ethnic groups. We include students from other groups (e.g., Native Hawaiian or Pacific Islander, American Indian or Alaska Native, and two or more races) with the white and Asian groups to simplify calculations, but we recognize the limitations of this choice as well.

To focus only on districts that have enough schools and students to have a chance for integration, we don't include districts that have fewer than two public schools serving the same grade, enroll fewer than 200 students, or are less than 5 percent Black or Hispanic. For our school-level designations, elementary school includes kindergarten through 5th grade, middle school includes grades 6-8, and high school includes grades 9-12.

To group schools into districts, we use data on geographic school district boundaries from the 2017-18 release of the National Center for Education Statistics' Education Demographic and Geographic Estimates. To find neighboring schools, we draw a one-mile radius around each school and define school neighborhood composition as the Black or Hispanic share of students attending schools serving the same grades within this radius, including the students in the school of interest. These neighboring schools can cross district boundaries but not state boundaries. For schools with no same-grade neighboring schools within one mile, our algorithm expands the search radius progressively by one mile until a neighboring school is found or 15 miles are reached with no neighbors, at which point we say the school has no neighbors. See our report for more information about SCI at the neighborhood level.

The SCI is defined within school systems, so comparisons across systems should account for differences in demographics, size, and other factors. The SCI value changes when considering different systems, which, in addition to districts (as described above), can be counties or metropolitan areas.

This index does not demonstrate causal relationships and should not be used to assign blame to individual schools or types of schools. If one school significantly contributes to segregation, closing it or modifying its assignment system will not necessarily better integrate the system because those students might sort into other schools in ways that exacerbate segregation.

Project credits

This feature was funded by the Walton Family Foundation. We are grateful to them and to all our funders, who make it possible for Urban to advance its mission. The views expressed are those of the authors and should not be attributed to the Urban Institute, its trustees, or its funders. Funders do not determine research findings or the insights and recommendations of our experts. More information on our funding principles is available here. Read our terms of service here.

Research

Tomas Monarrez, Brian Kisida, Matthew Chingos, and Carina Chien

Design

JoElla Carman

Development

Ben Chartoff

Editing

David Hinson

Writing

Emily Peiffer

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How Segregated Are Schools in Your District?

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Some segregation measures look only at a school's racial composition and not at how it compares with its district. Learn more about a better measure.

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Differentiation Strategies for Dual Needs: Bridging Language Acquisition and Advanced Thinking 

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Differentiation Strategies for Dual Needs: Bridging Language Acquisition and Advanced Thinking 

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Printer: Amy Holte

*geared towards Upper grades

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1. CAG 2025: Differentiation Strategies for Dual Needs: Bridging Language Acquisition and Advanced Thinking

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Prompts of Depth and Complexity Prompts 

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Prompts of Depth and Complexity Prompts 

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Copy of Depth & Complexity Sheet Color .pdf

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Presenter: Julie Hull

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CAG25 Diving Into the D&C Thinking Prompts_ Connecting to Cognitive Rigor.pdf

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Language Development Ideas

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By Julie Hull

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By Julie Hull

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Philosophy : What is most important to you?

Created by Julie Hull

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Created by Julie Hull

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What are our Building Norms for flagging students? What multiple measures might we use?

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What are our Building Norms for flagging students? What multiple measures might we use?

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"Building Norms"  for Flagging Students (at the school site level)

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"Building Norms"  for Flagging Students (at the school site level)

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What is thinking? How do you know? Why is it important?

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Presenter : Julie Hull

Using strategies to encourage dialogue.

Why?

*participation

*engagement

*prior knowledge

*lower anxiety

*connecting with peers

*vocabulary development

*differentiation: communication abilities

*build critical thinking skills

*deeper learning

*clarify understanding

And more

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Let Them Talk Session

Enrichment Resource

Talking Strategies:

*4-corners

*get one, give one

*jigsaw

*concentric circles

*speed dating

*think pair share

*numbered heads

*hexagonal thinking

*prompts D & C

*thinking maps

*photo analysis

Presenter : Julie Hull

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Introducing Depth and Complexity Thinking Prompts in Elementary Classrooms Using Literature

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Introducing Depth and Complexity Thinking Prompts in Elementary Classrooms Using Literature

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Implementing scope and sequence to depth and complexity prompts.

Presenter: Tricia Cummings

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King Midas

Directions: annotate using the prompts.

Presenter: Tricia Cummings

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New posters/new icons/Scope and Sequence - align with Thinking Maps and CKLA

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How to Teach Kids to Think Critically? Presenter Krista Landgraf (President of CAG)

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How to Teach Kids to Think Critically? Presenter Krista Landgraf (President of CAG)

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We need them to be questioning. (link slides here - Ms. Landgraf will email me the slides). Critical Thinking Strategy: Display a picture. Write as many questions as you can about this picture. Keep writing more and more questions. Display a picture and ask: What do you wonder about this? What do you know?

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Introducing Depth and Complexity Thinking Prompts

Presenter: Tricia Cummings

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How Blockbridge USD Increased Identification of Historically Underrepresented Groups

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3 Strategies to make writing accessible: 6 word stories, Twine, and Zines

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Enhancing Critical Thinking for Multilingual Learners through Thinking Maps, D & C & Langauge Frames

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Enhancing Critical Thinking for Multilingual Learners through Thinking Maps, D & C & Langauge Frames

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Thinking Maps Frame of Reference & Language Frames

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3 types of questions:

analytical

evaluative

factual

Models of teaching:

group investigation

advance organizer

concept formation

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Stories help us transcend the things that we don't know how to let out of ourselves.

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Renzulli Learning is an interactive online system that provides a personalized learning environment for students and teachers.

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3 processes what are they supposed to do? learn it,name it, prove it, change it

Curricular Enrichment Infusion

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Differentiation for GATE-key elements one sheet CAG 2026

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Differentiation for GATE - Key Elements slideshow CAG 2026

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Dynamic Assessment: How Teachers Can Capture Growth that Static Tests Miss

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Dynamic Assessment: How Teachers Can Capture Growth that Static Tests Miss

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*Dynamic Assessment: A strength based way to understand how students learn.

*2 Approaches: potential and experience

*Dynamic assessment measures responisiveness to the content.

*Regular assessments are static.

*These are moments in time that are captured "dynamic."

*Reveals the potential of student

Sometimes students are non-verbal, disengaged or don't participate in a lesson/discussions. How do we develop their understanding/communication skills to demonstrate what he/she knows?

Teachers have to be flexible to address students' needs in orders to make adaptive connections: scaffold, sentence frames, think-pair-share, brainstorm on paper first, listen to other students first, high interest content, relatable content (find what they are interested in, choice board, build culture of acceptance by writing all answers on board, use post-its to initiate involvement, prompting, hand gestures, low stakes opportunity, front loading, trust culture.

Use more than 1 measure to "test" student's learning.

We have to find when the student accelerates and what unlocks transfer.

Challenge: Balance between scope and sequence of subject and allowing student time.

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Critical and Creative Thinking

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Developing Driving Questions with Universal Themes

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Developing Driving Questions with Universal Themes

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Developing Driving Questions with Universal Themes Heller: CAG26 VHeller 

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AI Lesson Tone Guide

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Copy of AI Prompt Cheat Sheet for Teachers

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What are good questions?

Use What if? How could you? Why?

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What makes you go “whoa!”

8 Types of awe:

Here are the 8 types of awe in detail:

Moral Beauty: Witnessing acts of courage, kindness, strength, or virtue that overcome adversity.

Collective Effervescence: The shared, synchronized feeling of moving or acting together with a group, such as at concerts, sports games, or rituals.

Nature: Awe experienced in the presence of natural grandeur, such as mountains, the ocean, or the night sky.

Music: The profound emotional response to sound, from symphonies to personal, moving melodies.

Visual Design/Art: Appreciation for the complexity, beauty, or skill in art, architecture, and design.

Spiritual/Religious Experience:Moments of stillness, sacred presence, or mystical connection that transcend normal understanding.

Life and Death: Contemplating the profound, humbling, and wondrous cycle of life, including birth and death.

Epiphany/Big Ideas: Sudden "aha" moments, scientific revelations, or intellectual insights that alter your perspective.

Bring joy through photos that create mystery and magic.

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Interdisciplinary enhances the learning and curriculum - can increase the value of all disciplines, importance of transfer. "Instigators" include discuss, debate, clarify, add-to, focus, etc.

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On small cards, write each discipline and put them in an envelope. When learning a topic, pull out a card and make connections - have the students make the connections!

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CAG- Developing Bold Scholars Using Read Aloud Books

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Developing Bold Scholars and Problem Solvers

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Developing Bold Scholars and Problem Solvers

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CAG- Developing Bold Scholars Using Read Aloud Books

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Copy of Scholarly Behaviors Self-Evaluation

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This is a slide deck for a parent meeting about Scholarly Behaviors.

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Saved in CAG Shared Google Drive folder