January 2015 Secondary Edition Leander ISD

QUEST Quotes Check Out

• QUEST Parents FAQs on the web at http://goo.gl/bc5vq7

• Parents of GT News: Texas GT Parent Conference,

Round Rock ISD, February 21, 2015

• LISD College and Career Readiness web at http://goo.gl/JXZFP6

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QUEST students define QUEST. An end-goal for all LISD students is for them to be self-directed, resilient, perseverant life-long learners, who connect to and own their learning. One key objective of QUEST is to provide experiences to help QUEST students better understand themselves, their gifts and talents. (Below, QUEST students explain how and why QUEST is important to their learning.) • “I get to do presentations in front of the class, and each time I get more comfortable to talk.” Brealyn, Canyon Ridge 6th • “We work in teams. In our dystopian literature circles, we worked as a team to read and do various activities.” Sam, Canyon Ridge 6th • “We get choices on how to present our learning and show our creativity.”

Elle, Canyon Ridge 6th • “We work with other students who have different learning personalities. We learned about those by taking the ‘Lion Otter Retriever Beaver’ personality survey.” Sutton, Canyon Ridge 6th • “I get to share ideas with others. This is my first year in QUEST, and I’m having so much fun.” Pooja, Canyon Ridge 6th • “QUEST allows me to really open my mind and create.” Josh, Wiley 7th • “I really enjoy QUEST. I wish third period would never end! I enjoy participating in all the activities.” Emma, Wiley 7th • “QUEST is how it’s supposed to be. We jumped into projects and presenting -- and using our creativity. I love this class.” Jess’Lyn, Wiley 7th

Contents Page • Students Define QUEST 1,6,7 • Growth Mindsets 1,9

• 6th Grade News 2 • 7th Grade News 3 • 8th Grade News 4-5 • High School News 5-7 • Kudos 8 • Parent Corner 9 • Surveys Say 9

QUEST encourages growth mindsets. Below is the “QUEST Process for Success” from Four Points MS and the Stiles MS QUEST “Wonder Wall” to encourage students to be curious. Perseverance Reflection Optimism Curiosity Empathy Self-Reliance = Success

QUEST students build growth mindsets. "It's not that I'm so smart- it's that I stay with problems longer." Einstein

Middle School QUEST students discuss critical life skills needed for success – perseverance, effort and self-awareness of their gifts, talents, skills and goals. (In photos are Four Points 6th grade QUEST students sharing about themselves as well as their future dreams.) Note the large word YET around which their dreams surround, to emphasize that they may not have realized their goals – yet. (Also shown are Running Brushy 6th grade students working on nameplates about their gifts, skills, and talents.)

Sixth grade QUEST news QUEST students explore perspective, balance and viewpoint. During sixth grade QUEST, students analyze, experience, read about, discuss and write about different perspectives and points of view. They participate in a variety of project-based and literary units. For example, after they read dystopian novels, students research society elements, problems and utopias. They, then create their own societies or solutions for societal problems. (In photos are Cedar Park, Leander and Henry Middle School QUEST students working on their dystopian society projects.)

Middle School QUEST news QUEST students build college and career readiness skills. A major goal of the QUEST program is to provide the academic, personal and cognitive skills necessary for College and Career Readiness. Key cognitive skills include problem-solving abilities, transferring of learned skills to new situations, questioning strategies and effective communication. Key academic skills include self-motivation, self-reflection, high level of commitment and responsibility, student ownership of learning, and organization of time and resources. Other key skills include the ability to self-assess and to work successfully with peers to solve problems. Woven throughout QUEST are the 7 Student Learning Behaviors. This issue highlights how QUEST students apply their critical and creative thinking skills to research and produce evidence of learning through authentic products and presentations.

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QUEST students build teamwork skills. Stiles Middle School 7th and 8th grade QUEST students used their creative problem-solving skills to solve the Hula Hoop Challenge, a fun and instructive design exercise that encourages teams to experience simple but profound lessons in collaboration, communication, innovation and creativity. The goal is simple but challenging: all members of the group must get the hula hoop to the ground. If at any time a person's fingers leave the hula hoop, they have to start over.

Seventh grade QUEST news QUEST students study the Hero’s Journey. QUEST 7th graders discussed, analyzed and applied the stages of the Hero’s Journey, tracing the stages in literature and movies, as well as in real-life heroes’ journeys. (Photos show HMS QUEST students researching, discussing and working on their ‘Hero’s’ projects.

QUEST students analyzed their gifts, talents, skills and dreams. They, then, created products to share. (In photo at left, Running Brushy MS QUEST 7th graders listen to a “Coat of Arms Shield” presentation. In photos at right, Stiles 8th grade QUEST students present their “Metaphorical Me” products about themselves. See page 4 for additional photos.)

Eighth grade QUEST news QUEST students examine conflict, challenge and choice. Through their Power of One and World In Conflict (WIC) studies, 8th grade QUEST students address world problems. Students conduct individual and group research – both for preparation and just-in-time problem solving. They organize themselves into specific jobs, based upon their skills, talents, gifts and interests. They learn to work together as a team to solve their problems – true 21st century skills that colleges and businesses require. The students manage their time and resources with the QUEST teacher acting as a guide and facilitator. (Photos at right and below show RBMS QUEST students working on and presenting their “WIC” Projects.)

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8th grade QUEST students create Metaphorical Me’s.

met·a·phor (m t -fôr , -f r) noun A figure of speech in which a word or phrase that ordinarily designates one thing is used to designate another; an implicit comparison; a symbol. QUEST 8th graders analyzed metaphors and then created metaphors of themselves, symbolizing their gifts, talents, skills and strengths. (In photos below and at right, Leander and Stiles Middle School QUEST 8th graders present their “Metaphorical Me” projects.

8th grade QUEST students read, analyze, discuss, and create.

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In photos, Wiley MS QUEST 8th graders create comic books and Leander MS QUEST 8th graders share thematic products about what they read and discuss poetry.

High school QUEST/GT news High school QUEST students may participate in a variety of opportunities. All 9th and 10th grade QUEST students are automatically placed in their respective 9th and 10th Pre-AP English QUEST classes. Pre-AP English QUEST follows the Pre-AP English curriculum, with focus on critical and creative thinking skills, oral and written communication skills, and literary analysis skills. Pre-AP English QUEST provides a culture, similar to elementary and middle school QUEST, designed to meet the learning and affective needs of QUEST students. ***Please note that this is a Pre-AP English curriculum and is NOT project-based like middle school or elementary QUEST and does NOT include the QUEST independent study. (In below photos, CPHS, VRHS, RHS, VHS and LHS QUEST students participate in various Pre-AP English QUEST activities, including a Socratic seminar, book study projects, small group discussions, and analysis of writing.)

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High School QUEST News continued • Students may elect to enroll in the QUEST/GT Independent Study Mentorship Class. Enrolled students complete a year-long, in-depth research independent study evaluated by a panel of educators and experts in the chosen field.

• Students and parents may use the QUEST Lab as a support system and resource. Students may participate in projects (both personal and for other classes), discussion groups, independent study, time management/study skill groups, etc.

If you have questions about High School QUEST opportunities, please contact Kathy.Wood@leanderisd.org, or Sarah.Hyde@leanderisd.org.

• International Baccalaureate Senior Diploma Program (IB) Students may choose to participate in the IB program, a comprehensive two-year advanced academic studies program beginning the junior year of high school. The program covers curriculum in all core areas and electives. Courses are equivalent to college courses, and students may receive advanced standing and/or college credit for their work. Texas universities and colleges provide 24 hours of college credit or placement to students with the IB Diploma. The program is housed at Leander HS, but all LISD students may transfer to

participate in IB. It’s strongly recommended that students begin their ninth grade years at LHS in the Pre-IB courses. For more information, please email the LHS IB Coordinator, Julie.cooper@leanderisd.org (In photos are scenes from the 2014 IB Diploma Graduates Celebration.)

High School QUEST students reflect about high school QUEST opportunities. How is QUEST in high school different from middle school QUEST? • “Pre-AP English QUEST is more language arts, but it challenges me to do better things than I thought I could.” • “Pre-AP English QUEST in high school isn’t as project-based as in middle school, but it’s a great stepping stone into AP classes.” • “This is your English class so don’t expect it to be the same as middle school QUEST Studies. It’s not all projects. But, it has helped me a lot in my AP Human Geography Class, especially in writing FRQs and short answer questions.” • “There are more little projects than big, QUESTy projects.” • “This class uses a lot less glitter!” • “There’s not as much building, but the QUEST vibe really doesn’t change.” • “While less projects, it’s pretty interesting in the literary and philosophical aspects.” • “Instead of doing a lot of QUESTy projects, you apply your QUESTy skills to your language art assignments.” Why is it important to take Pre-AP English QUEST? • “I love the QUEST atmosphere – it fits the mind of a GT student.” • “Your first year in high school QUEST really sets the basis for the rest of your four years. I have carried everything I learned in the first year of QUEST to the second year. QUEST has helped me always do my best on any project or writings I have in my other classes.” • “You get to be yourself with other QUEST kids,” • “It allows me to add more creativity to daily work and English projects.” • “Be prepared to have a deeper understanding – it requires a higher level of thinking.” • “It makes me feel that there’s always something more that I can do to make my work better.” • “I love the family-like atmosphere I have experienced every year in QUEST.” • “It allows me to look at situations in a different way even though it may not be the most common view.” • “It is a learning environment with kids that have similar ways of thinking as me.” • “Both QUEST Lab and English QUEST have allowed me to reach farther and achieve more. From the environment to the assignments, QUEST allows me to succeed.” • “It has taught me to challenge myself in life and advocate for myself.” “I’m more willing to try new things with my projects and presentations because I know my peers will not judge me. It’s makes me more comfortable to learn.” “I enjoy the freedom of formulating study guides and outlines that make sense to me.”

High School QUEST News- Reflections about High School QUEST continued Why is it important to take Pre-AP English QUEST? • “It has helped me with critical thinking skills, and it’s surprisingly more enjoyable than I expected.” • “I have been in QUEST since kindergarten and have become accustomed to the structure and freedom, so I simply wouldn’t want to experience English class in any other way.” • “It has helped me to be better at solving problems outside of language arts because it gets your brain to work in a different way.” • “It has helped me become more independent in my work and have better writing skills in all my classes.” • “We are able to choose HOW we present our learning.” • “It gives me an outlet to show my writing talents, and it gives me a time to clear my mind – easier to focus.” • “I really need time during the day to decompress, what with all my AP, Pre-AP and extracurricular activities. QUEST has allowed me to flourish in the things I enjoy. I love the diversity throughout the QUEST class.” • “It’s surprising how, as a group, we can learn in different ways and still be able to rise above the challenge.” • “It challenges my knowledge in the subject and expands the way I think and how I think.” • “QUEST has made me a better speaker and made me more comfortable around large groups of people.” • “It’s a safe place for me to express my creativity.” • “It helped me in Biology when I was putting together my project. I thought of how to give it my ‘voice.’” • “Everyone in QUEST knows how your brain works and that really helps.” • “QUEST has built my confidence, and I’ve developed habits that help me do well in other classes.” • “We make so many connections, such as Latin and root words that connect to Science, important lessons from history, and even theories from math.” • “It helps in other classes – I never manage to do a project without making it to QUEST standards.” • “Being around other QUEST kids challenges how you think – deepens learning.” • “There’s no way around thinking outside the box when you’re surrounded by others who think like you.” • “Coming to school wouldn’t be the same without QUEST.” How can QUEST Lab help? (Check with your campus QUEST teacher for specific requirements and details of QUEST Lab.) • “The QUEST room is almost always open to me when I need it.” • “I have an extremely rigorous schedule this year and wanted dedicated time for study and working on college applications. • “QUEST Lab gives me time to relax and study in an otherwise hectic day. As a senior with two jobs, all AP classes and two online ACC classes, it helps me in all areas of studying and staying ahead.” • “It gives me the ability to get ahead in my AP classes.” • “If you are a busy athlete, and taking AP courses, you need QUEST Lab to help get all your work done.” • “QUEST Lab helps unstress me and allows me to work on projects or tasks with peers.” • “It gives me the opportunity to express my creativity and individuality even when QUEST English has stopped. It allows me to continue to strive to the next level.” Advice for incoming high school QUEST students? • “Pre-AP English QUEST takes commitment.” • “Definitely stay in QUEST. Although the transition into high school is challenging because of the courses and work, QUEST helped my work ethic for all my classes.” • “Come into class with drive and motivation.” • “While Pre-AP English QUEST can be challenging, it is the most fun class you can be in.” • “My Pre-AP English QUEST class rocked! Do not think twice about taking it!” • “Pre-AP English QUEST takes the fun of QUEST and combines it with English. We are always finding new ways to learn.” • “Don’t wait to do projects and assignments the night before.” • “Learn to be organized. Make sure you are responsible and get your work in on time.” • “Work hard and go above expectations.” • “Remember to study your vocabulary and root words.” • “Don’t slack off. All your grades and papers matter.” • “If you have a problem, talk to your teachers!” • “Start reading off the AP Recommended Reading List now.” • “Be prepared for learning how to do more than projects with your imagination; you’ll be able to apply it to your everyday life.” • “Stick with it – the learning process is really your own.” • “Pre-AP English QUEST is still Pre-AP English; you’re still going to have to work hard, but you sometimes don’t realize it because of all the fun you’re having.”

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Kudos to… …The almost 1000 LISD 7th graders eligible to participate in the 2014 Duke 7th grade Talent Identification Program (TIP). Participants across the nation who scored 95% on standardized achievement, ability or state tests were eligible to take college entrance exams, either the SAT or ACT. …the LISD seniors, including the below QUEST seniors, named as Semifinalists in the 2015 National Merit Scholarship Program based on their outstanding performances on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT). National Merit Semifinalists, who represent less than one percent of U.S. high school seniors, include the highest scoring entrants in each state. These academically gifted high-school seniors will compete for scholarships worth about $35 million next spring. Haley Kehoe, Megan LaMonica, Olivia Larkin, Blake Rice and Joshua Wiggers, Sarah Mathys, Sarah Spitler, Matthew Carpenter, Taara Clarke, Eric Floyd, Evelyn Frederic, Nicole Jaynes, Sahil Mehta, Naomi Rapier, Paige Welch, Jenay Lapeyrolerie, Jordan Murley, Ryan Otto and Zachary Richards …the LISD 2015 National Merit Commended Scholars, including the below QUEST seniors, in recognition of their outstanding academic promise on the PSAT/NMSQT. David Bonsall, Heidi Klein, Se Young Kwon, Sarah Orth, Alina Tang, Nathan Vu, Christopher Washington, Hannah Williamson, Nicholas Champion, Alecia Jones, Berlind Kyler, Jordan O’Brien, Madison Claflin, Manasa Dutta, Christopher Gardner, Andrew Graff, Vishal Gupta, Greta Handing, Aric Hasting, Forrest Keith, Catherine Kellogg, Ruchika Mitbander, Lauren Murphy, Caroline Naples, Lauren Poole, Maria Priebe, Sondra Rahmeh, Bret Reinking, Will Spellman, Alexandre Cate, Christopher Charnecki, Kristine Chen, Vincent Lee, Sydney McAvoy, Kiara Myers, Morgan Petrinec, Anudeeksha Satheeshkumar and Keely Torsak-Bryson …the LISD 2015 National Achievement Scholars, including the below QUEST seniors, based on their outstanding performances on the National Merit Scholarship Qualifying Test (PSAT/NMSQT). Semifinalists: Christopher Washington, Alecia Jones, Taara Clark, Jenay Lapeyrolerie and Kiara Myers. Outstanding Participants: Alisa Greene, Bridgette Isaac, and Lulla Kiwinda. …LISD 2015 National Hispanic Recognized Scholars, including the below QUEST seniors, earned recognition through the National Hispanic Recognition Program based on their outstanding scores on the National Merit Scholarship Qualifying Test (PSAT/NMSQT). Payton Morris, Alejandro Norato, Alper Orkun, Lindsay Nguyen, Sasha Varga, Emily Adams, Bret Reinking, William Spellman and Hannah Zabalaoui. …LHS students, Matthew Archibald, Nathan Archibald, and McKelle Winsor were among six Central Texas high school students who won the 2015 PEC’s Youth Tour, based upon their community service essays. They will spend 10 days this June touring historical sites in Washington, D.C. …all who contributed to the Reagan Elementary Great Bedtime Story and Pajama Drive. Each pair of donated pajamas also meant that the same number of books were donated to fill the needs of those in our community. Reagan 5th grade QUEST students advertised and organized a schoolwide PJ drive, collecting 428 pairs of PJs for needy children. …the Grandview Hills Robotics Lego Leaders Team: Alex Diaz, Ashritha Chandy, Cole Patterson, Guy Phelps, Rohit Alamgari, Ryan Deeney, Samantha Patterson and Sarah McKelvy, for qualifying to compete at the FLL Regionals in March. The team also won the Inspiration Award in the FLL Core Values category for exhibiting “Gracious Professionalism”. Their challenge was to improve a learning experience they selected through research, and design and creatively present an innovative solution. …Rutledge 2nd grade QUEST student, Ryker Fisher, the US Kids Golf Austin Tour Champion for summer 2014. He is also 5th in the state. Ryker qualified to play in and participated in two US Kids Golf World Championship tournaments in Pinehurst, NC, where he played with kids from all over the world when he was five (before he was even in school) and then again, when he was six. He qualified to play a third world championship again this coming summer of 2015.

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QUEST Quotes is published by Leander ISD. It is designed to keep parents, teachers and students informed of events within the program as well as issues in gifted education. Superintendent:

Bret Champion GT Director/Editor: Kathy Wood Board of Trustees: Grace S. Barber-Jordan, M.Ed. Russell Bundy Don Hisle Aaron Johnson Lisa Mallory Will Streit Pamela Waggoner

• Find QUEST at http://www.leanderisd.org

Departments, Student Support, Gifted/QUEST

QUEST Parents FAQ at http://goo.gl/k46zRF

• Note: Texas GT Parent Conference, Round Rock ISD February 21, 2015 To register: http://goo.gl/ASdPvj or call 512.499.8248 • Visit the LISD College and Career Readiness web at

http://goo.gl/JXZFP6 :

Parent Corner: 2013-14 secondary QUEST surveys say. Secondary QUEST Parents and Students Pluses Independent Study QUEST Lab opportunities Presenting 7th grade creating and presenting Children's Books Student expressing themselves Choices Technology Group discussions Positive learning environment Supportive teacher Challenging and engaging Secondary QUEST Parents and Students Deltas Stress of keeping up with all classes' work More time for presentations Working with partners Problems with technology High level of activity in QUEST room Lack of awareness about QUEST Lab opportunities Lack of awareness about opportunity for QUEST independent study at high school Improvements goals for 2014-15: • Communicate more effectively with parents, staff and students about QUEST Lab opportunities in elementary, middle and high school. • Communicate more effectively and directly with high school QUEST students and parents about opportunities for QUEST Independent Study Mentorship class. • Improve communication with K-12 QUEST parents through use of Remind 101, websites, Insider and emails. • Explore ways in middle school QUEST to build in time and strategies for students needing additional support.

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Strategies to help students develop critical life skills of perseverance and resilience • “Helping kids reach their goals in the face of roadblocks is one of the most important skills you can nurture.

Perseverance is a key to success in just about every area of life.” Elizabeth Lombardo, Ph.D. • “Want to raise a smart, confident, capable child? Give each one room to take risks, make mistakes and learn how

to bounce back.” The Fourth R: Resilience, Denise Schipani, “Better Homes and Gardens” • “It’s not that I’m so smart – it’s that I stay with problems longer.” Albert Einstein

Below are some strategies for helping to build perseverance and resilience (by Dr. Lombardo.) • Cultivate a “setbacks won’t stop me” growth mind-set. • Help children develop grit – to overcome areas where they might not be as strong and to focus on what they want and need to achieve. • Build on strengths. Help students learn to set goals – what they want to achieve, why it is important, when and how they will carry out a plan. • Praise the effort invested – that praise focuses students on the benefits of hard work and factors within their control. Provide feedback that focuses students on what they can do to improve their work and give them a sense of control over their academic success. (adapted from Self-Regulated Learning for Academic Success by Germeroth and Day-Hess)