Greg Chapuis Resource Teacher for the Gifted Oakridge Elementary School October 7, 2014 Introduction

Agenda/Objectives Explain the role of the Resource Teacher for the Gifted (RTG). Provide an overview of gifted services and enrichment resources at Oakridge. * I will to do another presentation later in the year that focuses on the Gifted Identification process. This evening’s presentation will discuss gifted services here at Oakridge.

Questions and Exit Cards On each table you will find index cards that can be used if you have any specific questions. Please write the question, your name, your child’s name and your contact information as well as the best time for me to contact you I hope to answer many of your questions tonight. But I can also contact you to answer specific questions. In the interest of time, please use the exit cards on the table for any questions that develop. There is a basket on the bookshelf where you can place your exit cards as you leave the Library.

Professional Learning Communities Four 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? This year Arlington County Schools has teachers and staff focusing on building Professional Learning Communities to ensure student learning at all levels. These are the questions that are discussed at PLC meetings. Question #4 is where gifted services fits into the PLC puzzle.

The Role of the RTG Promote differentiation strategies in the classroom Provide enrichment and supplemental resources for teachers Model instructional strategies Inform staff about gifted education training opportunities Facilitate the identification process My role is to provide differentiation support services for the teachers and students. The role of the RTG is transitioning to empower teachers to have the tools to differentiate and provide extensions for gifted services in the general education classroom. That’s one of the reasons why I’m going into classrooms instead of pulling groups of students out.

Cluster Grouping Students in grades 1-5 have been clustered into classrooms balanced classrooms I plan with and support the classroom teachers with extension activities and projects for those students who have already mastered grade-level content Support may look different in the various grade levels depending on teacher and student needs This is the foundation for how services are implemented at Oakridge. This supports question #4 on the previous slide of “How will we extend learning when they already learn it or they learn it quickly?”

Classroom Support Kindergarten Classrooms Teach critical and creative thinking strategies in all classes every 3 weeks Integrate grade-level content into the critical and creative thinking lessons Provide resources and differentiation support as needed

Classroom Support 1st through 5th Grade Classrooms Collaborate for the planning and implementation of lessons Provide resources and differentiation support Weekly planning and co-teaching in cluster classrooms Teach critical and creative thinking strategies in all classes every 5 weeks Integrate grade-level content into the critical and creative thinking lessons

Curriculum Examples Gifted Literature Units & Craft Lessons William and Mary Literature Units Jacob’s Ladder Project M2 and Project M3 AIMS Activities Continental Math League The Problem Solver Series & Exemplars Groundworks Project Clarion Units Hands On Equations Word Masters STEM Lessons NaNoWriMo! Research and Simulations

Critical & Creative Thinking Big Ideas Overarching Concepts: Change, Patterns, Systems, Perspectives, Cause/Effect, Cycles Taba Concept Development Critical Thinking Teaching Models Frayer Model, Future Problem Solving, Hamburger Model of Persuasive Writing, Jacob’s Ladder, Literature Web, Paul’s Elements of Reasoning, Research Model, Vocabulary Web Creative Thinking SCAMPER, FFOE (Fluency, Flexibility, Originality, Elaboration), Creative Problem Solving Decisions and Outcomes PMI, Ethical Thinking (6-12), Habits of Mind, Problem Based Learning, Project Based Learning Making Connections Mind-Mapping, Visualization, Analogies, Synectics Point of View (Different Perspectives) deBono’s Hats, Debates, RAFT, Socratic Seminar, Junior Great Books, Structured Academic Controversy Questioning Bloom’s Taxonomy, Levels of Questioning, SEM-R

Core Curriculum Lead Teachers Content Area Lead Teacher Email contact English Rebecca Irwin-Kennedy rebecca.kennedy@apsva.us Math Greg Chapuis Tracy Gaither greg.chapuis@apsva.us tracy.gaither@apsva.us Science Amelia Rieth amelia.rieth@apsva.us Social Studies Liz Kuleski elizabeth.kuleski@apsva.us Instructional Lead Julia Souvlis julia.souvlis@apsva.us For more information about any core curriculum area these are our lead content teachers here at Oakridge who could also offer information

Differentiated Student Progress Form Communication Differentiated Student Progress Form Quarterly report to parents in report cards in grades 1-5 for identified students The form documents differentiated instructional strategies and extensions Please seek me out if you feel like you ever need clarification or explanation

Parent Resources Further information about APS Gifted Services is located on the APS website www.apsva.us Click on Curriculum and Instruction Click on Programs Click on Gifted Services A paper version of this information can be provided on an as-needed basis as well if necessary.

Contact Information Greg Chapuis, Resource Teacher for the Gifted Email: greg.chapuis@apsva.us Phone: (703) 228-5840 Cheryl McCullough, Supervisor of Gifted Services Email: cheryl.mccullough@apsva.us Phone: (703) 228-6160