Rachel Denbo & Kelley Hyner Resource Teachers for the Gifted Drew 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 classroom Provide enrichment and supplemental resources for teachers Model instructional strategies that promote critical and creative thinking Inform staff about gifted education training opportunities Facilitate the identification process

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?

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 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

CORE CURRICULUM LEAD TEACHERS Content Area Lead Teacher contact English Kimberly Godfrey Math Rachel Denbo Science Eve Mendolia Social Studies Anna Kanter Instructional Lead Amreen Alvi

COMMUNICATION Differentiated Student Progress Form Report to parents in 2 nd and 4 th 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) National Association for the Gifted (NAGC) NAGC National Conference – Baltimore, MD NAGC Parent Day – Saturday, November 15 Supporting Emotional Needs of the Gifted (SENG)

GETTING CONNECTED: APS GIFTED SERVICES Sign up Twitter APS Gifted Services Website Cheryl McCullough, Supervisor, Gifted Services at or

CONTACT INFORMATION Rachel Denbo, Resource Teacher for the Gifted Phone: (703) Kelley Hyner, Resource Teacher for the Gifted (M, Tu, Some F) Phone: (703) Cheryl McCullough, Supervisor of Gifted Services Phone: (703)

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.

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) English Mathematics Science Social Studies 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 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:

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) National Association for the Gifted (NAGC) NAGC National Conference – Baltimore, MD NAGC Parent Day – Saturday, November 15 Supporting Emotional Needs of the Gifted (SENG)

CONTACT INFORMATION Rachel Denbo, Resource Teacher for the Gifted Phone: (703) Kelley Hyner (.5 Drew,.5 Randolph) Phone: (703)

GETTING CONNECTED: APS GIFTED SERVICES Sign up Twitter APS Gifted Services Website Cheryl McCullough, Supervisor, Gifted Services at or