This introductory session is designed for educators who are new to working with students identified as high ability or who want a stronger foundation in meeting their needs. Participants will explore what high ability is—and what it is not—by addressing common misconceptions and examining key characteristics of advanced learners. The session will also provide an overview of the Lawrence Township high ability identification process and elementary programming options, helping teachers better understand how students qualify and what services they receive. In addition, the session will highlight the often-overlooked affective needs of high-ability students, including perfectionism, intensity, and social-emotional differences, and how these may present differently in the classroom. Teachers will leave with a clearer understanding of these learners and practical strategies for differentiating up to provide appropriate challenge and support.
High-ability learners don’t need more work—they need deeper thinking. This session introduces elementary educators to Depth and Complexity icons as a practical tool for differentiating up and moving students toward higher levels of thinking. Participants will explore how to shift everyday tasks from basic understanding to analysis, evaluation, and creation by embedding simple, intentional prompts into existing lessons. Through examples and ready-to-use strategies, teachers will leave with concrete ways to elevate rigor, promote critical thinking, and better meet the needs of advanced learners—without adding more to their plate.
This session focuses on instructional planning and support for students who grade skip in math, with a specific emphasis on newly identified 2nd grade high ability students transitioning into 3rd grade high ability classrooms while bypassing 3rd grade math content. Participants will explore the academic and conceptual gaps that can occur when students accelerate in mathematics and examine strategies for maintaining rigor while ensuring foundational understanding is not lost. The session will address how to assess readiness, identify prerequisite gaps within grade-level content, and design instruction that bridges prior knowledge with accelerated expectations. Teachers will leave with practical approaches for scaffolding, compacting, and differentiating math instruction to support successful long-term outcomes for advanced learners in accelerated pathways.
