Overview of Services 2018-2019

Jennifer Weis

Advanced Academic Resource Teacher

Advanced Academic Programs

Framing Our Time Together

I. The What: Understanding the Continuum

II. The Why: Meeting Students’ Needs

III. The How: Identification and Timelines

Advanced Academic Services in

FCPS

“Most of all, have the confidence in every learner’s ability to think and your capacity to nurture that thinking. The results will amaze

and energize you.” - Ron Ritchhart

Framing Our Time Together

I. The What: Understanding the Continuum

II. The Why: Meeting Students’ Needs

III. The How: Identification and Timelines

Advanced Academic Services in

FCPS

Level I Services:

Critical and Creative Thinking

Strategies

All children learn to think, reason, and problem-solve through nine strategies that challenge students to use and apply knowledge in new and different ways.

Lessons that develop critical and creative thinking skills are used by teachers with all students in K-6 classrooms.

Level I Services:

Critical and Creative Thinking

Strategies

Level II Services:

Differentiated InstructionGrades K-6

Differentiated instruction is provided through more challenging content, assignments, resources, and flexible groupings in one or more areas of academic strength.

Advanced Academic Resource Teachers plan, collaborate, and share ideas and resources with classroom teachers and other specialists.

Level III Services:

Part-Time Services

Grades 3-6

Students work with the Advanced Academic Resource

Teacher to receive enrichment and extensions to

curriculum and instruction. The AART plans and

collaborates with the classroom teachers and other

teachers who work with the students e.g., ESOL and

special education.

Direct services may take the form of the AART co-

teaching with the classroom teacher with flexible

instructional groups within the classroom or pull-out

groups.

Level IV Services:

Full-Time Services

Grades 3-6

The full-time advanced academic program is differentiated in depth, breadth, and pace of instruction. It provides an appropriate level of challenge for highly gifted learners with a strong emphasis on critical and creative thinking and problem-solving.

The mathematics curriculum is accelerated by one grade level and readings and resources that are used in other subject areas are also presented at advanced levels. Students have opportunities for ongoing reflection and self-assessment.

Framing Our Time Together

I. The What: Understanding the Continuum

II. The Why: Meeting Students’ Needs

III. The How: Identification and Timelines

Advanced Academic Services in

FCPS

Possible Areas of Unique Social-Emotional Needs in Advanced Learners

● Asynchronous development

● Heightened areas of sensitivity and excitability (ex. Intellectual,

imaginational, emotional)

● Perfectionism

● Lofty goals and high standards for themselves

and others

● Deep concerns about societal problems

FCPS Learning Model

A commitment to equity in opportunity, access, and achievement.

Portrait of a Graduate Attributes

“Learning happens within us, not to us.”

- Carol Ann Tomlinson

Framing Our Time Together

I. The What: Understanding the Continuum

II. The Why: Meeting Students’ Needs

III. The How: Identification and Timelines

Advanced Academic Services in

FCPS

Information Considered in

Placement Decisions:

Part-Timeand

Full-Time Services

Gifted Behavior Rating Scale (GBRS)

Progress Reports

Additional Information

- Record of previous Advanced Academic services

- Work samples, certificates, and/or awards (8 ½ x 11)

- Parent Questionnaire (Level IV only)

Ability test scores

- Naglieri Nonverbal Ability Test (NNAT)

- FCPS Cognitive Ability Test (CogAT) Custom Form

Achievement Test Scores

- Standards of Learning (SOL) scores

Local School AAP Screening for School Based Services (Levels II-III)

• All students are evaluated for Advanced Academic Programs school-based services using multiple pieces of data

• Local school Advanced Academic Programs screening committee determines eligibility for school-based services

• Parents/guardians may initiate a referral

• Parents/guardians are notified in writing of eligibility and have the right to appeal a decision

Grades 2–7: Level IV Candidates

● Referral forms may be submitted on the first day of school. No exceptions to the referral deadline are accepted.

● Screening file is prepared by the local school Advanced Academic Programs screening committee and submitted to central selection committee.

● Eligibility decisions are made by the central selection committee, and reviewed by an oversight committee.

● Parent/guardian(s) are notified by mail regarding eligibility.

Parents may submit a Full-Time (Level IV) Advanced Academic Program referral for the full-time program available in grades 3-8.

Grade 2 Screening Pool Candidates

● An internal screening pool is established using the Naglieri Nonverbal Abilities Test (NNAT) from 1st grade and the FCPS Cognitive Ability Test (CogAT) Custom Form, Grade 2.

● Parents of students in the second grade screening pool receive a letter notifying them that their child will be screened for the full-time advanced academic program. Parents may decline screening.

● The screening pool is often announced very close to the referral deadline as test results are not available to determine test scores for the pool for the current year.

Parents who want their student screened for level IV services are encouraged to submit a referral to initiate Level IV screening without waiting for pool information

to be mailed.

AAP referrals and optional screening materials

(for students attending FCPS) due to local schools

January 10, 2019

Testing Timeline

October 1-12, 2018

● FCPS CogAT-Custom Form Grade 2 Test administered to all Grade 2 students● CogAT administered to specific students in Grades 3-7

November 12-16, 2018

● Naglieri Nonverbal Test administered to to all students in Grade 1 and specific students in Grades 2-7

February 11-15, 2019

● Naglieri Nonverbal Test administered to students in Grades 2-7 who need an abilities test score for Level IV screening

Referral Timeline: Spring 2019

January 10, 2019 Level IV Referral Form and optional screening materials due to AART at attending elementary school

March 2019 Central Selection Committee meets

April 4-5, 2019 Eligibility decisions mailed

April 16-26, 2019 Orientations held at Level IV sites

May 10, 2019 Appeals due to office

Fall 2019 Eligible students in Grades 3-8 may attend full-time sites beginning first semester

For currently enrolled FCPS students in Grades 2-7.

AAP Beyond Elementary...Middle School

Level IV Services - Through Grade 8

Open Enrollment for Honors Courses in areas of strength and interest

Work Sample Guidelines:•Minimum 2 pages submitted by the school

★ 1 sample must be:

a)The result of the student working with one of the 9 critical and creative thinking strategies –OR--

b)The result of working with a resource from the AAP Curriculum Framework for levels II-IV (Clarion, M3,

Jacob’s Ladder, Document Based Questions, etc.)

★ The second sample may be:

a)Another work sample related to critical and creative thinking or problem solving

b)A writing sample

c)Another sample showing student strengths

★ The other four pages of work samples may be submitted by the school or by

the parent. They should showcase student strengths in a variety of subject

areas.

Guidelines:

Math Sample from Mentoring Young Mathematicians (M2)

•This is from a 2nd

grade student.

•It utilizes math vocabulary related to

the concept and shows understanding

of the big idea.

•The student supports their answer

with an example.

Math Non-example

While the 4th-grade student completing

this sample scored perfectly, the work

shows a rote process. This type of work is

important, but does not showcase the type

of problem solving thinking that would be

good evidence for needing full-time

placement in a level IV center.

Instead, showcasing a single problem that

requires the student apply mathematics

concepts to problem solve would be

preferred.

Language Arts - Encapsulation

This is an encapsulation of

chapter 18 of the book Bud,

Not Buddy, whereby the

student put important ideas

from the chapter on a

license plate.

This sample would be

stronger if there was a short

blurb pointing out that it was

using the encapsulation

strategy and verbalizing

some of the symbolic ideas

represented.

Language Arts Non-example

This word study sample

shows the student does

well sorting words and

using them in sentences.

It is not a strong

language arts sample.

A stronger sample might

include literary analysis,

creativity, persuasive

writing, etc.

Science - Analogies

A 2nd grade Spanish Immersion

student created analogies about the

parts of a flower in Spanish

*If using a work sample in another

language, please include an English

translation.

Science Non-Example

The student scored 100% on this

plants quiz. However, the answers

on it required recall of knowledge

level information.

Possibilities for strong science work

samples may include: designing

an experiment, creating big

questions for research, solving or

inventing an engineering solution.

Social Studies - Johnoglyphics

A 3rd grade student created

the following system,

modeled on hieroglyphics,

to teach toddlers to read.

In addition to connections to

Social Studies content, this

work sample shows fluency

and elaboration in an

original solution to a

problem.

Social Studies Non-Example

This sample shows the student is

able to recall information about the 3

branches of government.

A preferred work sample might

include: analysis of a primary

source document, relating to

different points of view in past or

current events, making intra- or

inter-disciplinary connections related

to Social Studies content, etc.

Other Work Samples

This student created a series of comic

strips and designed a website where

they were posted.

The comics and site showed a mature

sense of humor in creating new

products about every day topics.

Other Work Samples

This student created a

poster of 4 Ways of Smart

(Picture, Nature, Body, and

Music).

The poster displays a

strong sense of design.

Other Work Samples

This student created a

comic, entitled

“Chocolate,” with her

spelling words for the

week.

Questions?

AART - Jennifer Weisjcweis@fcps.eduHalley - Tuesday & WednesdayOrange Hunt - Thursday & Friday

www.fcps.edu