Welcome to the Gifted Services Information Night Please sit in small groups for our opening activity. As you come in, please sit in small groups at tables marked #1 or #2 or #3 so that we can engage in an example of a differentiated process activity. As you come in, please sit in small groups at tables marked #1 or #2 or #3 so that we can engage in an example of a differentiated process activity.

Arlington Public Schools Gifted Services Resource Teacher for the Gifted: Resource Teacher for the Gifted: School Name: School Name:

APS Strategic Plan Goal 3- Responsive Education Prepare each student to succeed in a diverse, changing world through instruction and other school experiences responsive to each student’s talents, interests, and challenges. Prepare each student to succeed in a diverse, changing world through instruction and other school experiences responsive to each student’s talents, interests, and challenges.

Process Activity You will now be engaging in a differentiated process activity You will now be engaging in a differentiated process activity At the table, please look at the primary source that I will show on the screen and answer the questions in your group. At the table, please look at the primary source that I will show on the screen and answer the questions in your group. We will examine the similarities and differences of each group’s process of inquiry. We will examine the similarities and differences of each group’s process of inquiry.

All students will answer these questions: Knowledge: Describe what you see in the photography. Include as much detail as possible. Comprehension: Compare and contrast your home to the home you see in the photograph. What is similar and what is different?

Best Practices Bulletin Differentiated Instruction: Elementary “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” Tomlinson, C. (September, 1999). Mapping A Route Toward Differentiated Instruction, Educational Leadership, v. 57, 1. Differentiated Instruction is like environmentally sensitive land development. The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students' prior knowledge), different soil types (cultural origins), and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from the current landscape as the basis for new construction. Primary Sources and Differentiated Instruction Primary sources are particularly helpful to educators when differentiating instruction. For example, primary sources:  are fragments of history that challenge students to create meaning by interpreting clues.  come in a variety of formats including pictures, letters, diaries, maps, artifacts, motion pictures, sound recordings, architecture designs, and sheet music.  vary in complexity with curricular subjects. The Library of Congress has more than 10 million digital primary sources at waiting for curious students. Photos: School children conducting simple experiments, Washington, D.C Library of Congress, Prints and Photographs Overlook Development, 1915 Library of Congress, Prints and Photographs This bulletin explores differentiated instruction to address varying student academic levels through tiered assignments using Library of Congress primary sources as learning tools. In these assignments, all students are expected to develop unit understanding goals, knowledge- based facts, and study skills. To ensure that the curriculum is neither too easy nor too difficult, the content, learning process, or assignment products have been differentiated to engage and challenge learners with a variety of interests and strengths. Flexible grouping has its roots in the American one-room school house. In one room school houses, students participated in several different instructional groups. The grouping changed during the day based on students needs with regard to what was being taught. Likewise, to use tiered assignments, teachers flexibly group students, meaning students would not always be in the same tier. Students would participate in different assignments based on their instructional needs, strengths, and interests. Best Practices Bulletin Differentiated Instruction: Elementary “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” Tomlinson, C. (September, 1999). Mapping A Route Toward Differentiated Instruction, Educational Leadership, v. 57, 1. Differentiated Instruction is like environmentally sensitive land development. The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students' prior knowledge), different soil types (cultural origins), and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from the current landscape as the basis for new construction. Primary Sources and Differentiated Instruction Primary sources are particularly helpful to educators when differentiating instruction. For example, primary sources:  are fragments of history that challenge students to create meaning by interpreting clues.  come in a variety of formats including pictures, letters, diaries, maps, artifacts, motion pictures, sound recordings, architecture designs, and sheet music.  vary in complexity with curricular subjects. The Library of Congress has more than 10 million digital primary sources at waiting for curious students. Photos: School children conducting simple experiments, Washington, D.C Library of Congress, Prints and Photographs Overlook Development, 1915 Library of Congress, Prints and Photographs This bulletin explores differentiated instruction to address varying student academic levels through tiered assignments using Library of Congress primary sources as learning tools. In these assignments, all students are expected to develop unit understanding goals, knowledge- based facts, and study skills. To ensure that the curriculum is neither too easy nor too difficult, the content, learning process, or assignment products have been differentiated to engage and challenge learners with a variety of interests and strengths. Flexible grouping has its roots in the American one-room school house. In one room school houses, students participated in several different instructional groups. The grouping changed during the day based on students needs with regard to what was being taught. Likewise, to use tiered assignments, teachers flexibly group students, meaning students would not always be in the same tier. Students would participate in different assignments based on their instructional needs, strengths, and interests. Best Practices Bulletin Differentiated Instruction: Elementary “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” Tomlinson, C. (September, 1999). Mapping A Route Toward Differentiated Instruction, Educational Leadership, v. 57, 1. Differentiated Instruction is like environmentally sensitive land development. The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students' prior knowledge), different soil types (cultural origins), and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from the current landscape as the basis for new construction. Primary Sources and Differentiated Instruction Primary sources are particularly helpful to educators when differentiating instruction. For example, primary sources:  are fragments of history that challenge students to create meaning by interpreting clues.  come in a variety of formats including pictures, letters, diaries, maps, artifacts, motion pictures, sound recordings, architecture designs, and sheet music.  vary in complexity with curricular subjects. The Library of Congress has more than 10 million digital primary sources at waiting for curious students. Photos: School children conducting simple experiments, Washington, D.C Library of Congress, Prints and Photographs Overlook Development, 1915 Library of Congress, Prints and Photographs This bulletin explores differentiated instruction to address varying student academic levels through tiered assignments using Library of Congress primary sources as learning tools. In these assignments, all students are expected to develop unit understanding goals, knowledge- based facts, and study skills. To ensure that the curriculum is neither too easy nor too difficult, the content, learning process, or assignment products have been differentiated to engage and challenge learners with a variety of interests and strengths. Flexible grouping has its roots in the American one-room school house. In one room school houses, students participated in several different instructional groups. The grouping changed during the day based on students needs with regard to what was being taught. Likewise, to use tiered assignments, teachers flexibly group students, meaning students would not always be in the same tier. Students would participate in different assignments based on their instructional needs, strengths, and interests. Best Practices Bulletin Differentiated Instruction: Elementary “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” Tomlinson, C. (September, 1999). Mapping A Route Toward Differentiated Instruction, Educational Leadership, v. 57, 1. Differentiated Instruction is like environmentally sensitive land development. The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students' prior knowledge), different soil types (cultural origins), and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from the current landscape as the basis for new construction. Primary Sources and Differentiated Instruction Primary sources are particularly helpful to educators when differentiating instruction. For example, primary sources:  are fragments of history that challenge students to create meaning by interpreting clues.  come in a variety of formats including pictures, letters, diaries, maps, artifacts, motion pictures, sound recordings, architecture designs, and sheet music.  vary in complexity with curricular subjects. The Library of Congress has more than 10 million digital primary sources at waiting for curious students. Photos: School children conducting simple experiments, Washington, D.C Library of Congress, Prints and Photographs Overlook Development, 1915 Library of Congress, Prints and Photographs This bulletin explores differentiated instruction to address varying student academic levels through tiered assignments using Library of Congress primary sources as learning tools. In these assignments, all students are expected to develop unit understanding goals, knowledge- based facts, and study skills. To ensure that the curriculum is neither too easy nor too difficult, the content, learning process, or assignment products have been differentiated to engage and challenge learners with a variety of interests and strengths. Flexible grouping has its roots in the American one-room school house. In one room school houses, students participated in several different instructional groups. The grouping changed during the day based on students needs with regard to what was being taught. Likewise, to use tiered assignments, teachers flexibly group students, meaning students would not always be in the same tier. Students would participate in different assignments based on their instructional needs, strengths, and interests. Best Practices Bulletin Differentiated Instruction: Elementary “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” Tomlinson, C. (September, 1999). Mapping A Route Toward Differentiated Instruction, Educational Leadership, v. 57, 1. Differentiated Instruction is like environmentally sensitive land development. The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students' prior knowledge), different soil types (cultural origins), and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from the current landscape as the basis for new construction. Primary Sources and Differentiated Instruction Primary sources are particularly helpful to educators when differentiating instruction. For example, primary sources:  are fragments of history that challenge students to create meaning by interpreting clues.  come in a variety of formats including pictures, letters, diaries, maps, artifacts, motion pictures, sound recordings, architecture designs, and sheet music.  vary in complexity with curricular subjects. The Library of Congress has more than 10 million digital primary sources at waiting for curious students. Photos: School children conducting simple experiments, Washington, D.C Library of Congress, Prints and Photographs Overlook Development, 1915 Library of Congress, Prints and Photographs This bulletin explores differentiated instruction to address varying student academic levels through tiered assignments using Library of Congress primary sources as learning tools. In these assignments, all students are expected to develop unit understanding goals, knowledge- based facts, and study skills. To ensure that the curriculum is neither too easy nor too difficult, the content, learning process, or assignment products have been differentiated to engage and challenge learners with a variety of interests and strengths. Flexible grouping has its roots in the American one-room school house. In one room school houses, students participated in several different instructional groups. The grouping changed during the day based on students needs with regard to what was being taught. Likewise, to use tiered assignments, teachers flexibly group students, meaning students would not always be in the same tier. Students would participate in different assignments based on their instructional needs, strengths, and interests. Best Practices Bulletin Differentiated Instruction: Elementary “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” Tomlinson, C. (September, 1999). Mapping A Route Toward Differentiated Instruction, Educational Leadership, v. 57, 1. Differentiated Instruction is like environmentally sensitive land development. The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students' prior knowledge), different soil types (cultural origins), and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from the current landscape as the basis for new construction. Primary Sources and Differentiated Instruction Primary sources are particularly helpful to educators when differentiating instruction. For example, primary sources:  are fragments of history that challenge students to create meaning by interpreting clues.  come in a variety of formats including pictures, letters, diaries, maps, artifacts, motion pictures, sound recordings, architecture designs, and sheet music.  vary in complexity with curricular subjects. The Library of Congress has more than 10 million digital primary sources at waiting for curious students. Photos: School children conducting simple experiments, Washington, D.C Library of Congress, Prints and Photographs Overlook Development, 1915 Library of Congress, Prints and Photographs This bulletin explores differentiated instruction to address varying student academic levels through tiered assignments using Library of Congress primary sources as learning tools. In these assignments, all students are expected to develop unit understanding goals, knowledge- based facts, and study skills. To ensure that the curriculum is neither too easy nor too difficult, the content, learning process, or assignment products have been differentiated to engage and challenge learners with a variety of interests and strengths. Flexible grouping has its roots in the American one-room school house. In one room school houses, students participated in several different instructional groups. The grouping changed during the day based on students needs with regard to what was being taught. Likewise, to use tiered assignments, teachers flexibly group students, meaning students would not always be in the same tier. Students would participate in different assignments based on their instructional needs, strengths, and interests. Best Practices Bulletin Differentiated Instruction: Elementary “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” Tomlinson, C. (September, 1999). Mapping A Route Toward Differentiated Instruction, Educational Leadership, v. 57, 1. Differentiated Instruction is like environmentally sensitive land development. The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students' prior knowledge), different soil types (cultural origins), and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from the current landscape as the basis for new construction. Primary Sources and Differentiated Instruction Primary sources are particularly helpful to educators when differentiating instruction. For example, primary sources:  are fragments of history that challenge students to create meaning by interpreting clues.  come in a variety of formats including pictures, letters, diaries, maps, artifacts, motion pictures, sound recordings, architecture designs, and sheet music.  vary in complexity with curricular subjects. The Library of Congress has more than 10 million digital primary sources at waiting for curious students. Photos: School children conducting simple experiments, Washington, D.C Library of Congress, Prints and Photographs Overlook Development, 1915 Library of Congress, Prints and Photographs This bulletin explores differentiated instruction to address varying student academic levels through tiered assignments using Library of Congress primary sources as learning tools. In these assignments, all students are expected to develop unit understanding goals, knowledge- based facts, and study skills. To ensure that the curriculum is neither too easy nor too difficult, the content, learning process, or assignment products have been differentiated to engage and challenge learners with a variety of interests and strengths. Flexible grouping has its roots in the American one-room school house. In one room school houses, students participated in several different instructional groups. The grouping changed during the day based on students needs with regard to what was being taught. Likewise, to use tiered assignments, teachers flexibly group students, meaning students would not always be in the same tier. Students would participate in different assignments based on their instructional needs, strengths, and interests. Analysis: This photograph was taken during the Great Depression. If we could hear the people talking about their life, what would they be saying?

Best Practices Bulletin Differentiated Instruction: Elementary “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” Tomlinson, C. (September, 1999). Mapping A Route Toward Differentiated Instruction, Educational Leadership, v. 57, 1. Differentiated Instruction is like environmentally sensitive land development. The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students' prior knowledge), different soil types (cultural origins), and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from the current landscape as the basis for new construction. Primary Sources and Differentiated Instruction Primary sources are particularly helpful to educators when differentiating instruction. For example, primary sources:  are fragments of history that challenge students to create meaning by interpreting clues.  come in a variety of formats including pictures, letters, diaries, maps, artifacts, motion pictures, sound recordings, architecture designs, and sheet music.  vary in complexity with curricular subjects. The Library of Congress has more than 10 million digital primary sources at waiting for curious students. Photos: School children conducting simple experiments, Washington, D.C Library of Congress, Prints and Photographs Overlook Development, 1915 Library of Congress, Prints and Photographs This bulletin explores differentiated instruction to address varying student academic levels through tiered assignments using Library of Congress primary sources as learning tools. In these assignments, all students are expected to develop unit understanding goals, knowledge- based facts, and study skills. To ensure that the curriculum is neither too easy nor too difficult, the content, learning process, or assignment products have been differentiated to engage and challenge learners with a variety of interests and strengths. Flexible grouping has its roots in the American one-room school house. In one room school houses, students participated in several different instructional groups. The grouping changed during the day based on students needs with regard to what was being taught. Likewise, to use tiered assignments, teachers flexibly group students, meaning students would not always be in the same tier. Students would participate in different assignments based on their instructional needs, strengths, and interests. Best Practices Bulletin Differentiated Instruction: Elementary “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” Tomlinson, C. (September, 1999). Mapping A Route Toward Differentiated Instruction, Educational Leadership, v. 57, 1. Differentiated Instruction is like environmentally sensitive land development. The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students' prior knowledge), different soil types (cultural origins), and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from the current landscape as the basis for new construction. Primary Sources and Differentiated Instruction Primary sources are particularly helpful to educators when differentiating instruction. For example, primary sources:  are fragments of history that challenge students to create meaning by interpreting clues.  come in a variety of formats including pictures, letters, diaries, maps, artifacts, motion pictures, sound recordings, architecture designs, and sheet music.  vary in complexity with curricular subjects. The Library of Congress has more than 10 million digital primary sources at waiting for curious students. Photos: School children conducting simple experiments, Washington, D.C Library of Congress, Prints and Photographs Overlook Development, 1915 Library of Congress, Prints and Photographs This bulletin explores differentiated instruction to address varying student academic levels through tiered assignments using Library of Congress primary sources as learning tools. In these assignments, all students are expected to develop unit understanding goals, knowledge- based facts, and study skills. To ensure that the curriculum is neither too easy nor too difficult, the content, learning process, or assignment products have been differentiated to engage and challenge learners with a variety of interests and strengths. Flexible grouping has its roots in the American one-room school house. In one room school houses, students participated in several different instructional groups. The grouping changed during the day based on students needs with regard to what was being taught. Likewise, to use tiered assignments, teachers flexibly group students, meaning students would not always be in the same tier. Students would participate in different assignments based on their instructional needs, strengths, and interests. Best Practices Bulletin Differentiated Instruction: Elementary “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” Tomlinson, C. (September, 1999). Mapping A Route Toward Differentiated Instruction, Educational Leadership, v. 57, 1. Differentiated Instruction is like environmentally sensitive land development. The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students' prior knowledge), different soil types (cultural origins), and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from the current landscape as the basis for new construction. Primary Sources and Differentiated Instruction Primary sources are particularly helpful to educators when differentiating instruction. For example, primary sources:  are fragments of history that challenge students to create meaning by interpreting clues.  come in a variety of formats including pictures, letters, diaries, maps, artifacts, motion pictures, sound recordings, architecture designs, and sheet music.  vary in complexity with curricular subjects. The Library of Congress has more than 10 million digital primary sources at waiting for curious students. Photos: School children conducting simple experiments, Washington, D.C Library of Congress, Prints and Photographs Overlook Development, 1915 Library of Congress, Prints and Photographs This bulletin explores differentiated instruction to address varying student academic levels through tiered assignments using Library of Congress primary sources as learning tools. In these assignments, all students are expected to develop unit understanding goals, knowledge- based facts, and study skills. To ensure that the curriculum is neither too easy nor too difficult, the content, learning process, or assignment products have been differentiated to engage and challenge learners with a variety of interests and strengths. Flexible grouping has its roots in the American one-room school house. In one room school houses, students participated in several different instructional groups. The grouping changed during the day based on students needs with regard to what was being taught. Likewise, to use tiered assignments, teachers flexibly group students, meaning students would not always be in the same tier. Students would participate in different assignments based on their instructional needs, strengths, and interests. Best Practices Bulletin Differentiated Instruction: Elementary “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” Tomlinson, C. (September, 1999). Mapping A Route Toward Differentiated Instruction, Educational Leadership, v. 57, 1. Differentiated Instruction is like environmentally sensitive land development. The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students' prior knowledge), different soil types (cultural origins), and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from the current landscape as the basis for new construction. Primary Sources and Differentiated Instruction Primary sources are particularly helpful to educators when differentiating instruction. For example, primary sources:  are fragments of history that challenge students to create meaning by interpreting clues.  come in a variety of formats including pictures, letters, diaries, maps, artifacts, motion pictures, sound recordings, architecture designs, and sheet music.  vary in complexity with curricular subjects. The Library of Congress has more than 10 million digital primary sources at waiting for curious students. Photos: School children conducting simple experiments, Washington, D.C Library of Congress, Prints and Photographs Overlook Development, 1915 Library of Congress, Prints and Photographs This bulletin explores differentiated instruction to address varying student academic levels through tiered assignments using Library of Congress primary sources as learning tools. In these assignments, all students are expected to develop unit understanding goals, knowledge- based facts, and study skills. To ensure that the curriculum is neither too easy nor too difficult, the content, learning process, or assignment products have been differentiated to engage and challenge learners with a variety of interests and strengths. Flexible grouping has its roots in the American one-room school house. In one room school houses, students participated in several different instructional groups. The grouping changed during the day based on students needs with regard to what was being taught. Likewise, to use tiered assignments, teachers flexibly group students, meaning students would not always be in the same tier. Students would participate in different assignments based on their instructional needs, strengths, and interests. Best Practices Bulletin Differentiated Instruction: Elementary “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” Tomlinson, C. (September, 1999). Mapping A Route Toward Differentiated Instruction, Educational Leadership, v. 57, 1. Differentiated Instruction is like environmentally sensitive land development. The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students' prior knowledge), different soil types (cultural origins), and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from the current landscape as the basis for new construction. Primary Sources and Differentiated Instruction Primary sources are particularly helpful to educators when differentiating instruction. For example, primary sources:  are fragments of history that challenge students to create meaning by interpreting clues.  come in a variety of formats including pictures, letters, diaries, maps, artifacts, motion pictures, sound recordings, architecture designs, and sheet music.  vary in complexity with curricular subjects. The Library of Congress has more than 10 million digital primary sources at waiting for curious students. Photos: School children conducting simple experiments, Washington, D.C Library of Congress, Prints and Photographs Overlook Development, 1915 Library of Congress, Prints and Photographs This bulletin explores differentiated instruction to address varying student academic levels through tiered assignments using Library of Congress primary sources as learning tools. In these assignments, all students are expected to develop unit understanding goals, knowledge- based facts, and study skills. To ensure that the curriculum is neither too easy nor too difficult, the content, learning process, or assignment products have been differentiated to engage and challenge learners with a variety of interests and strengths. Flexible grouping has its roots in the American one-room school house. In one room school houses, students participated in several different instructional groups. The grouping changed during the day based on students needs with regard to what was being taught. Likewise, to use tiered assignments, teachers flexibly group students, meaning students would not always be in the same tier. Students would participate in different assignments based on their instructional needs, strengths, and interests. Best Practices Bulletin Differentiated Instruction: Elementary “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” Tomlinson, C. (September, 1999). Mapping A Route Toward Differentiated Instruction, Educational Leadership, v. 57, 1. Differentiated Instruction is like environmentally sensitive land development. The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students' prior knowledge), different soil types (cultural origins), and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from the current landscape as the basis for new construction. Primary Sources and Differentiated Instruction Primary sources are particularly helpful to educators when differentiating instruction. For example, primary sources:  are fragments of history that challenge students to create meaning by interpreting clues.  come in a variety of formats including pictures, letters, diaries, maps, artifacts, motion pictures, sound recordings, architecture designs, and sheet music.  vary in complexity with curricular subjects. The Library of Congress has more than 10 million digital primary sources at waiting for curious students. Photos: School children conducting simple experiments, Washington, D.C Library of Congress, Prints and Photographs Overlook Development, 1915 Library of Congress, Prints and Photographs This bulletin explores differentiated instruction to address varying student academic levels through tiered assignments using Library of Congress primary sources as learning tools. In these assignments, all students are expected to develop unit understanding goals, knowledge- based facts, and study skills. To ensure that the curriculum is neither too easy nor too difficult, the content, learning process, or assignment products have been differentiated to engage and challenge learners with a variety of interests and strengths. Flexible grouping has its roots in the American one-room school house. In one room school houses, students participated in several different instructional groups. The grouping changed during the day based on students needs with regard to what was being taught. Likewise, to use tiered assignments, teachers flexibly group students, meaning students would not always be in the same tier. Students would participate in different assignments based on their instructional needs, strengths, and interests. Best Practices Bulletin Differentiated Instruction: Elementary “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” Tomlinson, C. (September, 1999). Mapping A Route Toward Differentiated Instruction, Educational Leadership, v. 57, 1. Differentiated Instruction is like environmentally sensitive land development. The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students' prior knowledge), different soil types (cultural origins), and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from the current landscape as the basis for new construction. Primary Sources and Differentiated Instruction Primary sources are particularly helpful to educators when differentiating instruction. For example, primary sources:  are fragments of history that challenge students to create meaning by interpreting clues.  come in a variety of formats including pictures, letters, diaries, maps, artifacts, motion pictures, sound recordings, architecture designs, and sheet music.  vary in complexity with curricular subjects. The Library of Congress has more than 10 million digital primary sources at waiting for curious students. Photos: School children conducting simple experiments, Washington, D.C Library of Congress, Prints and Photographs Overlook Development, 1915 Library of Congress, Prints and Photographs This bulletin explores differentiated instruction to address varying student academic levels through tiered assignments using Library of Congress primary sources as learning tools. In these assignments, all students are expected to develop unit understanding goals, knowledge- based facts, and study skills. To ensure that the curriculum is neither too easy nor too difficult, the content, learning process, or assignment products have been differentiated to engage and challenge learners with a variety of interests and strengths. Flexible grouping has its roots in the American one-room school house. In one room school houses, students participated in several different instructional groups. The grouping changed during the day based on students needs with regard to what was being taught. Likewise, to use tiered assignments, teachers flexibly group students, meaning students would not always be in the same tier. Students would participate in different assignments based on their instructional needs, strengths, and interests. Application This photograph was taken during the Great Depression. From what you see in the photograph, explain how you think this room might be used by the family and why.

Best Practices Bulletin Differentiated Instruction: Elementary “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” Tomlinson, C. (September, 1999). Mapping A Route Toward Differentiated Instruction, Educational Leadership, v. 57, 1. Differentiated Instruction is like environmentally sensitive land development. The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students' prior knowledge), different soil types (cultural origins), and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from the current landscape as the basis for new construction. Primary Sources and Differentiated Instruction Primary sources are particularly helpful to educators when differentiating instruction. For example, primary sources:  are fragments of history that challenge students to create meaning by interpreting clues.  come in a variety of formats including pictures, letters, diaries, maps, artifacts, motion pictures, sound recordings, architecture designs, and sheet music.  vary in complexity with curricular subjects. The Library of Congress has more than 10 million digital primary sources at waiting for curious students. Photos: School children conducting simple experiments, Washington, D.C Library of Congress, Prints and Photographs Overlook Development, 1915 Library of Congress, Prints and Photographs This bulletin explores differentiated instruction to address varying student academic levels through tiered assignments using Library of Congress primary sources as learning tools. In these assignments, all students are expected to develop unit understanding goals, knowledge- based facts, and study skills. To ensure that the curriculum is neither too easy nor too difficult, the content, learning process, or assignment products have been differentiated to engage and challenge learners with a variety of interests and strengths. Flexible grouping has its roots in the American one-room school house. In one room school houses, students participated in several different instructional groups. The grouping changed during the day based on students needs with regard to what was being taught. Likewise, to use tiered assignments, teachers flexibly group students, meaning students would not always be in the same tier. Students would participate in different assignments based on their instructional needs, strengths, and interests. Best Practices Bulletin Differentiated Instruction: Elementary “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” Tomlinson, C. (September, 1999). Mapping A Route Toward Differentiated Instruction, Educational Leadership, v. 57, 1. Differentiated Instruction is like environmentally sensitive land development. The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students' prior knowledge), different soil types (cultural origins), and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from the current landscape as the basis for new construction. Primary Sources and Differentiated Instruction Primary sources are particularly helpful to educators when differentiating instruction. For example, primary sources:  are fragments of history that challenge students to create meaning by interpreting clues.  come in a variety of formats including pictures, letters, diaries, maps, artifacts, motion pictures, sound recordings, architecture designs, and sheet music.  vary in complexity with curricular subjects. The Library of Congress has more than 10 million digital primary sources at waiting for curious students. Photos: School children conducting simple experiments, Washington, D.C Library of Congress, Prints and Photographs Overlook Development, 1915 Library of Congress, Prints and Photographs This bulletin explores differentiated instruction to address varying student academic levels through tiered assignments using Library of Congress primary sources as learning tools. In these assignments, all students are expected to develop unit understanding goals, knowledge- based facts, and study skills. To ensure that the curriculum is neither too easy nor too difficult, the content, learning process, or assignment products have been differentiated to engage and challenge learners with a variety of interests and strengths. Flexible grouping has its roots in the American one-room school house. In one room school houses, students participated in several different instructional groups. The grouping changed during the day based on students needs with regard to what was being taught. Likewise, to use tiered assignments, teachers flexibly group students, meaning students would not always be in the same tier. Students would participate in different assignments based on their instructional needs, strengths, and interests. Best Practices Bulletin Differentiated Instruction: Elementary “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” Tomlinson, C. (September, 1999). Mapping A Route Toward Differentiated Instruction, Educational Leadership, v. 57, 1. Differentiated Instruction is like environmentally sensitive land development. The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students' prior knowledge), different soil types (cultural origins), and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from the current landscape as the basis for new construction. Primary Sources and Differentiated Instruction Primary sources are particularly helpful to educators when differentiating instruction. For example, primary sources:  are fragments of history that challenge students to create meaning by interpreting clues.  come in a variety of formats including pictures, letters, diaries, maps, artifacts, motion pictures, sound recordings, architecture designs, and sheet music.  vary in complexity with curricular subjects. The Library of Congress has more than 10 million digital primary sources at waiting for curious students. Photos: School children conducting simple experiments, Washington, D.C Library of Congress, Prints and Photographs Overlook Development, 1915 Library of Congress, Prints and Photographs This bulletin explores differentiated instruction to address varying student academic levels through tiered assignments using Library of Congress primary sources as learning tools. In these assignments, all students are expected to develop unit understanding goals, knowledge- based facts, and study skills. To ensure that the curriculum is neither too easy nor too difficult, the content, learning process, or assignment products have been differentiated to engage and challenge learners with a variety of interests and strengths. Flexible grouping has its roots in the American one-room school house. In one room school houses, students participated in several different instructional groups. The grouping changed during the day based on students needs with regard to what was being taught. Likewise, to use tiered assignments, teachers flexibly group students, meaning students would not always be in the same tier. Students would participate in different assignments based on their instructional needs, strengths, and interests. Best Practices Bulletin Differentiated Instruction: Elementary “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” Tomlinson, C. (September, 1999). Mapping A Route Toward Differentiated Instruction, Educational Leadership, v. 57, 1. Differentiated Instruction is like environmentally sensitive land development. The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students' prior knowledge), different soil types (cultural origins), and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from the current landscape as the basis for new construction. Primary Sources and Differentiated Instruction Primary sources are particularly helpful to educators when differentiating instruction. For example, primary sources:  are fragments of history that challenge students to create meaning by interpreting clues.  come in a variety of formats including pictures, letters, diaries, maps, artifacts, motion pictures, sound recordings, architecture designs, and sheet music.  vary in complexity with curricular subjects. The Library of Congress has more than 10 million digital primary sources at waiting for curious students. Photos: School children conducting simple experiments, Washington, D.C Library of Congress, Prints and Photographs Overlook Development, 1915 Library of Congress, Prints and Photographs This bulletin explores differentiated instruction to address varying student academic levels through tiered assignments using Library of Congress primary sources as learning tools. In these assignments, all students are expected to develop unit understanding goals, knowledge- based facts, and study skills. To ensure that the curriculum is neither too easy nor too difficult, the content, learning process, or assignment products have been differentiated to engage and challenge learners with a variety of interests and strengths. Flexible grouping has its roots in the American one-room school house. In one room school houses, students participated in several different instructional groups. The grouping changed during the day based on students needs with regard to what was being taught. Likewise, to use tiered assignments, teachers flexibly group students, meaning students would not always be in the same tier. Students would participate in different assignments based on their instructional needs, strengths, and interests. Best Practices Bulletin Differentiated Instruction: Elementary “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” Tomlinson, C. (September, 1999). Mapping A Route Toward Differentiated Instruction, Educational Leadership, v. 57, 1. Differentiated Instruction is like environmentally sensitive land development. The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students' prior knowledge), different soil types (cultural origins), and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from the current landscape as the basis for new construction. Primary Sources and Differentiated Instruction Primary sources are particularly helpful to educators when differentiating instruction. For example, primary sources:  are fragments of history that challenge students to create meaning by interpreting clues.  come in a variety of formats including pictures, letters, diaries, maps, artifacts, motion pictures, sound recordings, architecture designs, and sheet music.  vary in complexity with curricular subjects. The Library of Congress has more than 10 million digital primary sources at waiting for curious students. Photos: School children conducting simple experiments, Washington, D.C Library of Congress, Prints and Photographs Overlook Development, 1915 Library of Congress, Prints and Photographs This bulletin explores differentiated instruction to address varying student academic levels through tiered assignments using Library of Congress primary sources as learning tools. In these assignments, all students are expected to develop unit understanding goals, knowledge- based facts, and study skills. To ensure that the curriculum is neither too easy nor too difficult, the content, learning process, or assignment products have been differentiated to engage and challenge learners with a variety of interests and strengths. Flexible grouping has its roots in the American one-room school house. In one room school houses, students participated in several different instructional groups. The grouping changed during the day based on students needs with regard to what was being taught. Likewise, to use tiered assignments, teachers flexibly group students, meaning students would not always be in the same tier. Students would participate in different assignments based on their instructional needs, strengths, and interests. Best Practices Bulletin Differentiated Instruction: Elementary “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” Tomlinson, C. (September, 1999). Mapping A Route Toward Differentiated Instruction, Educational Leadership, v. 57, 1. Differentiated Instruction is like environmentally sensitive land development. The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students' prior knowledge), different soil types (cultural origins), and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from the current landscape as the basis for new construction. Primary Sources and Differentiated Instruction Primary sources are particularly helpful to educators when differentiating instruction. For example, primary sources:  are fragments of history that challenge students to create meaning by interpreting clues.  come in a variety of formats including pictures, letters, diaries, maps, artifacts, motion pictures, sound recordings, architecture designs, and sheet music.  vary in complexity with curricular subjects. The Library of Congress has more than 10 million digital primary sources at waiting for curious students. Photos: School children conducting simple experiments, Washington, D.C Library of Congress, Prints and Photographs Overlook Development, 1915 Library of Congress, Prints and Photographs This bulletin explores differentiated instruction to address varying student academic levels through tiered assignments using Library of Congress primary sources as learning tools. In these assignments, all students are expected to develop unit understanding goals, knowledge- based facts, and study skills. To ensure that the curriculum is neither too easy nor too difficult, the content, learning process, or assignment products have been differentiated to engage and challenge learners with a variety of interests and strengths. Flexible grouping has its roots in the American one-room school house. In one room school houses, students participated in several different instructional groups. The grouping changed during the day based on students needs with regard to what was being taught. Likewise, to use tiered assignments, teachers flexibly group students, meaning students would not always be in the same tier. Students would participate in different assignments based on their instructional needs, strengths, and interests. Best Practices Bulletin Differentiated Instruction: Elementary “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” Tomlinson, C. (September, 1999). Mapping A Route Toward Differentiated Instruction, Educational Leadership, v. 57, 1. Differentiated Instruction is like environmentally sensitive land development. The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students' prior knowledge), different soil types (cultural origins), and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from the current landscape as the basis for new construction. Primary Sources and Differentiated Instruction Primary sources are particularly helpful to educators when differentiating instruction. For example, primary sources:  are fragments of history that challenge students to create meaning by interpreting clues.  come in a variety of formats including pictures, letters, diaries, maps, artifacts, motion pictures, sound recordings, architecture designs, and sheet music.  vary in complexity with curricular subjects. The Library of Congress has more than 10 million digital primary sources at waiting for curious students. Photos: School children conducting simple experiments, Washington, D.C Library of Congress, Prints and Photographs Overlook Development, 1915 Library of Congress, Prints and Photographs This bulletin explores differentiated instruction to address varying student academic levels through tiered assignments using Library of Congress primary sources as learning tools. In these assignments, all students are expected to develop unit understanding goals, knowledge- based facts, and study skills. To ensure that the curriculum is neither too easy nor too difficult, the content, learning process, or assignment products have been differentiated to engage and challenge learners with a variety of interests and strengths. Flexible grouping has its roots in the American one-room school house. In one room school houses, students participated in several different instructional groups. The grouping changed during the day based on students needs with regard to what was being taught. Likewise, to use tiered assignments, teachers flexibly group students, meaning students would not always be in the same tier. Students would participate in different assignments based on their instructional needs, strengths, and interests. Evaluation: Assess the Great Depression's social and economic impact on this family from the evidence in the photograph.

Differentiated Instruction - Tiered Assignments Brochure on Differentiation and the Teaching with Primary Sources, Library of Congress Primary Source Documents Brochure on Differentiation and the Teaching with Primary Sources, Library of Congress Primary Source Documents The basic elements of differentiation are The basic elements of differentiation are –pre-assessment –flexible grouping –tiered assignments differentiated by  content  process  product

The Virginia Plan for the Gifted: Definition of a Gifted Student “These students possess talents and abilities that differ from those of their peers to such a degree that differentiated educational programs should be provided to nurture their growth and development.” “These students possess talents and abilities that differ from those of their peers to such a degree that differentiated educational programs should be provided to nurture their growth and development.” “The identification of these students is based on the premise that they need and can benefit from specifically planned educational services different from those provided by the general educational experience.” “The identification of these students is based on the premise that they need and can benefit from specifically planned educational services different from those provided by the general educational experience.”

APS is in compliance with Virginia Regulations : Identify students who require gifted services Identify students who require gifted services Establish continuous educational services to match the needs of gifted learners Establish continuous educational services to match the needs of gifted learners Train teachers in ways to provide services Train teachers in ways to provide services Support differentiated instruction to meet the needs of gifted students Support differentiated instruction to meet the needs of gifted students

Gifted Services Eligibility and Identification Process Virginia regulations require that school divisions develop a process for determining whether students are eligible for gifted services Virginia regulations require that school divisions develop a process for determining whether students are eligible for gifted services An identification process determines a student’s eligibility An identification process determines a student’s eligibility

Areas of Gifted Services Identification Specific Academic Aptitude, K-12 Specific Academic Aptitude, K-12 –English –Mathematics –Science –Social Studies Visual or Performing Arts, Grades 3-12 Visual or Performing Arts, Grades 3-12 –Visual Art –Vocal Music –Instrumental Music (instruments taught in APS)

Screening for Gifted Services Each year, the total population is screened by school staff to create a pool of eligible candidates based on students’ participation and performance in various academic and arts activities. Each year, the total population is screened by school staff to create a pool of eligible candidates based on students’ participation and performance in various academic and arts activities. Screening is formal – review of test scores following standardized testing. Screening is formal – review of test scores following standardized testing. Screening is informal – competitions, awards, honors, student participation in school events. Screening is informal – competitions, awards, honors, student participation in school events.

Referrals for Gifted Services Students may be referred for services by their classroom teacher, school personnel, parents/guardians, community leaders, and self or other students until April 1 st for the current school year. Students may be referred for services by their classroom teacher, school personnel, parents/guardians, community leaders, and self or other students until April 1 st for the current school year. An Appeals Process is available to families following the eligibility process. Appeals begin at the school level with the principal. A second level of appeal is a county-wide Gifted Services Administrative Appeals Committee. The Administrative Appeal must be submitted in writing within 30 days of the committee decision. An Appeals Process is available to families following the eligibility process. Appeals begin at the school level with the principal. A second level of appeal is a county-wide Gifted Services Administrative Appeals Committee. The Administrative Appeal must be submitted in writing within 30 days of the committee decision.

Eligibility Criteria - Gifted Services in Specific Academic Areas Standardized Testing Information Standardized Testing Information Teacher Checklist: Observations of Academic Behaviors Teacher Checklist: Observations of Academic Behaviors Grades/Academic Performance Grades/Academic Performance Student Products Student Products Parent Information Parent Information Grades 6-12 Student Self-Assessment Grades 6-12 Student Self-Assessment

Eligibility Criteria - Grades Visual Art or Vocal/Instrumental Music Areas Art and Music Teacher Referral: Observations of Artistic Behaviors Art and Music Teacher Referral: Observations of Artistic Behaviors Student Products Student Products Grades 6-12 Student Self-Assessment Grades 6-12 Student Self-Assessment Grades/Artistic Performance Grades/Artistic Performance Parent Information Parent Information

Gifted Services Identification leads to: Teacher awareness of student’s abilities and understanding of student’s instructional needs Teacher awareness of student’s abilities and understanding of student’s instructional needs Cluster grouping according to student’s achievement in identified area(s) Cluster grouping according to student’s achievement in identified area(s) RTG availability to support student’s performance and educational program RTG availability to support student’s performance and educational program Opportunity to audition for/participate in arts opportunities: Grades 4-8 county-level; Grades county and state level Opportunity to audition for/participate in arts opportunities: Grades 4-8 county-level; Grades county and state level

Sample Elementary Gifted Services Activities Thematic Instruction Thematic Instruction Interdisciplinary Instruction Interdisciplinary Instruction Creative/Critical Thinking Skills Creative/Critical Thinking Skills  De Bono ’ s Hats  Plus-Minus-Interesting (PMI)  S.C.A.M.P.E.R.  Fluency, Flexibility, Originality, and Elaboration (FFOE)

School-based Extension Activities

COLLABORATION FOR EFFECTIVE DIFFERENTIATION Classroom Teacher Resource Teacher for Gifted Student

DEFINITION DEFINITION RTG and Classroom Teacher work together to design and implement appropriate instruction for identified gifted students.

PROFESSIONAL RESPONSIBILITIES INSTRUCTION PLANNING AND PREPARATION CLASSROOM ENVIRONMENT

Classroom Teacher’s Role in Differentiation for Gifted Collaborate with the RTG to provide differentiated curriculum, extension opportunities, and supplemental curriculum resources Collaborate with the RTG to provide differentiated curriculum, extension opportunities, and supplemental curriculum resources Plan units and lessons to meet the learning needs of students eligible for gifted services Plan units and lessons to meet the learning needs of students eligible for gifted services Coordinate instructional needs of all learners in the classroom Coordinate instructional needs of all learners in the classroom

RTG’s Role in Differentiation for Gifted Support the Classroom Teacher: Support the Classroom Teacher: –collaboratively plan units/lessons that differentiate content, process, and product –provide extension support to students and supplemental resources to teachers –model instructional strategies appropriate for highly able/gifted learners –inform about gifted education training opportunities –facilitate the identification process

Principal’s Role in Differentiation for Gifted Support collaboration of classroom teachers and RTG to meet student needs Support collaboration of classroom teachers and RTG to meet student needs Provide opportunities for staff development and training in differentiation for advanced learners Provide opportunities for staff development and training in differentiation for advanced learners Evaluate staff on evidence of effective differentiation Evaluate staff on evidence of effective differentiation

Role of Parent – Supporting Differentiation for Student Educate yourself about your child’s needs: Educate yourself about your child’s needs: –Parent Resource Center Materials – or or Support your child’s interest to pursue social and cultural opportunities within and beyond his/her strength area(s) Support your child’s interest to pursue social and cultural opportunities within and beyond his/her strength area(s) Maintain communication with your child’s classroom teacher, RTG, and counselor to monitor social and academic progress Maintain communication with your child’s classroom teacher, RTG, and counselor to monitor social and academic progress

Further Information APS Gifted Services Visit the Arlington Public Schools Web Site Visit the Arlington Public Schools Web Site – –Click on Curriculum and Instruction –Click on Gifted Services

Contact Information: Voice mail: Voice mail: – –Extension xxxxx

Questions and Exit Cards General questions that relate to Gifted Services. General questions that relate to Gifted Services. Exit Cards: On each table, you will find index cards that can be used if you have a specific question about your child. Exit Cards: On each table, you will find index cards that can be used if you have a specific question about your child. –Please write the question, your name/your student’s name, your phone number, and the best time for me to contact you. –I will call you in order to address your specific questions.