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Rachel Denbo & Kelley Hyner Resource Teachers for the GiftedDrew Model Elementary School
October 21, 2014
AGENDA
Part 1: Gifted Services and Resources
Part 2: Gifted Identification
QUESTIONS AND EXIT CARDS
• On each table you will find index cards that can be used if you have any specific questions or comments.
• If necessary, please write the question, your name, your child’s name and your contact information as well as the best time for us to contact you.
RTG PROFESSIONAL RESPONSIBILITIES
Promote differentiation strategies in the classroomProvide enrichment and supplemental resources for
teachersModel instructional strategies that promote critical and
creative thinkingInform staff about gifted education training opportunitiesFacilitate the identification process
PROFESSIONAL LEARNING COMMUNITIESFour Key Questions Focus Us on Learning
#1 What is it we expect our students to learn?#2 How will we know when they have learned it?#3 How will we provide time and support when they don’t learn it?
#4 How will we expand learning when they already know it or learn it quickly?
GROUPING INFORMATION
RTG plans with and supports the classroom teachers with extension activities and projects for those students who have already mastered grade level content
Support may look different at the various grade levels depending on teacher and student needs
Some groupings are across grade levels, if it is appropriate
Gifted students are clustered with other high ability peers
CLASSROOM SUPPORT
K-2 Traditional
RTG will…
Meet with grade level teams on a weekly basis
Use assessment data, observation and student work samples to identify students who are performing above grade level peers in their class
Work with these students in small groups to provide further enrichment on their level
CLASSROOM SUPPORT
3-5 Traditional
RTG will…
Meet with grade level teams on a weekly basis
Use assessment data, observation and student work samples to identify students who are performing above grade level peers in their class
Work with these students as well as students already identified as gifted in small groups to provide further enrichment on their level (Push-in model)
Collaborate/co-teach with classroom teacher to ensure highly able and gifted students are receiving daily differentiation
CLASSROOM SUPPORT
Primary Montessori
RTG Will…
• Meet with grade level teams on a weekly basis
Use assessment data, observation and student work samples to identify students who are performing above grade level peers in their class
Work with these students in small groups to provide further enrichment on their level
CLASSROOM SUPPORT
Lower Elementary Montessori and Upper Elementary Montessori
RTG Will…
• Meet with grade level teams on an as needed basis
Use assessment data, observation and student work samples to identify students who are performing above grade level peers in their class
Work with these students as well as identified gifted students in small groups to provide further enrichment on their level
Provide classroom teachers with supplemental materials for students performing above grade level
Plan and implement whole class lessons to increase critical and creative thinking skills
CURRICULUM EXAMPLES: MATH
• Project M2 and M3 Math Units (K-5)
• Advanced inquiry-based math content focusing on problem solving
• Best of the Continental Math League (2-5)
• Exemplar Word Problems (K-5)
• Hands on Equations (4-5)
• Groundworks: Algebraic Thinking (1-5)
• The College of William and Mary Math Units
CURRICULUM EXAMPLES: LANGUAGE ARTS
Gifted Literature Units (K-5)
William and Mary Units (K-5)
Jacob’s Ladder: Critical Thinking Model (K-5)
Junior Great Books (K-5)
Navigators- High Ability Novel Units
CURRICULUM EXAMPLES: SCIENCE/SOCIAL STUDIES
Project Clarion Units
William and Mary Problem Based Units
Independent research based on student interest
Issue-oriented science
Primary Source Work/Current Events
Google Apps- Google Earth
CRITICAL THINKING SKILLS
Big IdeasBig Ideas Overarching Concepts: Change, Patterns, Systems, Overarching Concepts: Change, Patterns, Systems, Perspectives, Cause/Effect, CyclesPerspectives, Cause/Effect, Cycles
Taba Concept DevelopmentTaba Concept Development
Critical Thinking Critical Thinking Teaching ModelsTeaching Models
Frayer Model, Future Problem Solving, Hamburger Model of Frayer Model, Future Problem Solving, Hamburger Model of Persuasive Writing, JacobPersuasive Writing, Jacob’’s Ladder, Literature Web, Pauls Ladder, Literature Web, Paul’’s s Elements of Reasoning, Research Model, Vocabulary WebElements of Reasoning, Research Model, Vocabulary Web
Creative ThinkingCreative Thinking SCAMPER, FFOE (Fluency, Flexibility, Originality, SCAMPER, FFOE (Fluency, Flexibility, Originality, Elaboration), Creative Problem SolvingElaboration), Creative Problem Solving
Decisions and Decisions and OutcomesOutcomes
PMI, Ethical Thinking (6-12), Habits of Mind, Problem Based PMI, Ethical Thinking (6-12), Habits of Mind, Problem Based Learning, Project Based LearningLearning, Project Based Learning
Making Making ConnectionsConnections
Mind-Mapping, Visualization, Analogies, SynecticsMind-Mapping, Visualization, Analogies, Synectics
Point of View Point of View (Different (Different Perspectives)Perspectives)
deBonodeBono’’s Hats, Debates, RAFT, Socratic Seminar, Junior s Hats, Debates, RAFT, Socratic Seminar, Junior Great Books, Structured Academic ControversyGreat Books, Structured Academic Controversy
QuestioningQuestioning BloomBloom’’s Taxonomy, Levels of Questionings Taxonomy, Levels of Questioning
CORE CURRICULUM LEAD TEACHERS
Content AreaContent Area Lead TeacherLead Teacher Email contactEmail contactEnglishEnglish Kimberly GodfreyKimberly Godfrey [email protected]@apsva.us
MathMath Rachel DenboRachel Denbo [email protected]@apsva.us
ScienceScience Eve MendoliaEve Mendolia [email protected]@apsva.us
Social StudiesSocial Studies Anna Kanter Anna Kanter [email protected]@apsva.us
Instructional Instructional LeadLead
Amreen AlviAmreen Alvi [email protected]@apsva.us
COMMUNICATION
Differentiated Student Progress Form
Report to parents in 2nd and 4th quarter report cards in grades 1-5 for identified students
The form documents differentiated instructional strategies and extensions
Replaces the Differentiation Instruction Planning Form (previously presented at conferences)
PARENT RESOURCES
• Virginia Association for the Gifted (VAG)
http://www.vagifted.org
• National Association for the Gifted (NAGC)
http://nagc.org • NAGC National Conference – Baltimore, MD
• NAGC Parent Day – Saturday, November 15
• Supporting Emotional Needs of the Gifted (SENG)
http://sengifted.org
GETTING CONNECTED: APS GIFTED SERVICES
Sign up for @APSGifted Twitter
APS Gifted Services Website www.apsva.us/giftedservices
Cheryl McCullough, Supervisor, Gifted Services at 703-228-6160 or [email protected]
CONTACT INFORMATION
Rachel Denbo, Resource Teacher for the Gifted
Email: [email protected]
Phone: (703) 228-5825
Kelley Hyner, Resource Teacher for the Gifted (M, Tu, Some F)
Email: [email protected]
Phone: (703) 228-5825
Cheryl McCullough, Supervisor of Gifted Services
Email: [email protected]
Phone: (703) 228-6160
PART 2:GIFTED IDENTIFICATION PROCESS
VIRGINIA GIFTED REGULATIONS
Virginia Department of Education regulations state that each school district must develop a plan to identify and provide services to those students who have learning needs beyond the regular instructional program.
http://www.doe.virginia.gov/instruction/gifted_ed/index.shtml
ARLINGTON PUBLIC SCHOOLS
Identify students who require gifted services
Train teachers to provide services in their classroom
Establish continuous educational services to match the needs of gifted learners
Support differentiated instruction to meet the needs of gifted students
GIFTED SERVICES IDENTIFICATION
Specific Academic Aptitude (Grades K-12)EnglishMathematicsScienceSocial Studies
Visual or Performing Arts (Grades 3-12)Visual ArtVocal MusicInstrumental Music (instruments taught in APS)
SCREENING FOR GIFTED SERVICES
Each year, the total population is screened by school staff to create a pool of candidates based on students’ need for gifted services
Screening is formal-review of testing information All grade 2 students will take the Naglieri Ability Test (NNAT-2) All grade 4 students will take the Cognitive Ability Test (CogAT) All other referred students will receive an ability test if they not in grades 2 or 4
Screening is informal-teacher feedback, parent information, honors, awards, student population in school events, competitions, etc.
REFERRALS FOR GIFTED SERVICES
In grades K-5, students may be referred for services by their classroom teacher, school personnel, parents/guardians or community leaders
Once referred, the committee has 90 instructional days to reach a decision
Identification decisions are sent to parents or guardians by letter within 10 school days of the Identification Committee meeting
Referral forms can be found here:http://www.apsva.us/page/1846
ELIGIBILITY CRITERIA
• Gifted Services in Specific Academic Areas (Math, English, Science or Social Studies)
• National Normed Testing Information
• Ability testing
• Achievement testing
• Teacher checklist
• School-based Data
• Parent Information
• Work Samples
ELIGIBILITY CRITERIA
• Visual Arts or Vocal/Instrumental Music Areas (Grades 3-12)
• Art and Music Teacher Referral: Observations of Artistic Behaviors
• Student Products
• Grades
• Parent Information
APPEALS PROCESS
An Appeal is available for families following the eligibility process
Appeals begin at the school level with the principal
A second level of appeal is countywide Gifted Services Administrative Appeals Committee (must be submitted within 30 days of the school level committee decision)
PARENT RESOURCES
• Virginia Association for the Gifted (VAG)
http://www.vagifted.org
• National Association for the Gifted (NAGC)
http://nagc.org • NAGC National Conference – Baltimore, MD
• NAGC Parent Day – Saturday, November 15
• Supporting Emotional Needs of the Gifted (SENG)
http://sengifted.org
CONTACT INFORMATION
Rachel Denbo, Resource Teacher for the GiftedEmail: [email protected] Phone: (703) 228-5825
Kelley Hyner (.5 Drew, .5 Randolph)
Email: [email protected]
Phone: (703) 228-5825
GETTING CONNECTED: APS GIFTED SERVICES
Sign up for @APSGifted Twitter
APS Gifted Services Website www.apsva.us/giftedservices
Cheryl McCullough, Supervisor, Gifted Services at 703-228-6160 or [email protected]
