Very often, students who are good rule followers in math are deemed high ability. They can follow procedures, so they score well on standardized tests. Math is so much more than following procedures. It's about conceptual understanding and connecting that understanding across multiple concepts and content areas. In this workshop, we will learn how to strengthen students' conceptual understanding while moving beyond typical grade level activities for 'high ability' students (e.g. simply teaching the content from the grade level above). Learn how to differentiate instruction in order to apply students' mathematical talents rather than just naming them as mathematically talented.

Often the topic of differentiation is reserved for the struggling reader; however, students at the top end of the reading spectrum also need small-group instruction. While high-ability/gifted students often sound good when they are reading, they still need instruction to learn to think deeply about the text to infer author’s intentions, make a synthesis, and respond to the text in writing. In this workshop, Kristi McCullough will provide elementary (grades 2-6) teachers with a way to determine reading goals for even the high-achieving readers and schedule productive guided reading lessons for high-ability and gifted readers.