KEVIN TRAINOR RESOURCE TEACHER FOR THE GIFTED MCKINLEY ELEMENTARY SCHOOL NOV. 5, 2014

Before we start On each table you will find index cards that can be used to jot down any questions during the presentation. ◦If I can’t address your question during the presentation, please include your name, your child’s name (if applicable), your contact information, and the best time for me to reach you.

Objectives 1.Explain the role of the Resource Teacher for the Gifted (RTG) within a Professional Learning Community (PLC). 2.Provide an overview of gifted services and resources at McKinley ES. 3.Provide an overview of the identification process for Gifted Services in Arlington Public Schools.

Part 1: Professional Learning Communities

Professional Learning Communities (PLC) 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 extend learning when they already know it or learn it quickly?

The role of the RTG Increase teachers’ capacity to infuse gifted pedagogy into the regular classroom Promote and model procedures, strategies, and techniques to support gifted students Provide curricular resources in order to differentiate content for gifted students Work collaboratively with cluster teachers to plan and deliver instruction Inform staff about gifted education training opportunities Facilitate the gifted identification process Serve as an advocate to identify and provide services for high-ability students

How can I provide support in a PLC? 16 years of professional teaching experience; 6 teaching gifted 4 th /6 th grade classrooms B.A., M.Ed. (University of Connecticut, 1998; 1999) Master’s in Gifted and Talented Education (University of Connecticut, 2005) National Board Certification (Middle Child- Generalist, 2008) Relevant Training: Junior Great Books, Socratic Seminar, Project M2 and M3, William & Mary LA Units, Jacob’s Ladder, SEM-R Reading Framework, Project DBQ, Library of Congress Primary Sources, Twice-Exceptional Learners, Concept Development Model

How can PLCs help me? Grade 2 A collective 21 years of experience Undergraduate degrees in Childhood Special Education, History, Communications, and Pyschology 5 Master’s degrees in Elementary Education Endorsements in Special Education, ESOL, and two Reading (in progress)

How can PLCs help me? Grade 4 A collective 59 years, 3 months of experience Undergraduate degrees in Education, Elementary Education, Dance, Advertising, and Math/Computer Science Master’s degrees in Elementary Education, Social Science w/emphasis on Gifted Education; Science (in progress) Endorsements in Reading and Early Childhood (K-8), Language Arts(K-8), Math (Pre-K – 8), History (Pre-K – 8), English (K-12), Gifted (K-12); and two candidates for National Board Certification.

How can PLCs help me? Grade 5 A collective 48 years of experience Undergraduate degrees in Education and Psychology Master’s degrees in Elementary Education Lead Instructional Teacher, Lead Science Teacher, Lead Social Studies Teacher, three winners of the McKinley Teacher of the Year, three acquired 40+ recertification points in gifted education.

Part 2: Elements of Gifted Services

RTG & Classroom Support (K-1) ◦Collaboratively plan Critical and Creative Thinking (CCT) lessons ◦Model and deliver monthly CCT lessons ◦Modeling builds capacity for teachers to replicate similar lessons in the future ◦Provide resources and differentiation support

RTG & Classroom Support (Gr. 2-5) ◦Collaborate with grade-level teams for the planning and implementation of lessons ◦Utilize collaborative teaching methods in cluster classrooms for math and language arts ◦Incorporate CCT skills to build capacity of teachers to replicate similar lessons in the future ◦Provide resources as needed to support the social studies and science curriculum.

What does co-teaching look like? Co-Teaching Forms: ◦Whole group team teaching with classroom teacher ◦Small group teaching in classroom, coordinated and co- planned with classroom teacher ◦Co-planning with classroom teacher for differentiation on days without gifted resource teacher Flexible grouping is determined by: ◦Needs of students ◦Needs of the classroom teacher ◦Difficulty of unit/topic

Sample Curriculum Resources APS Gifted Literature Units William and Mary Literature Units Junior Great Books Jacob’s Ladder Reading Comprehension Program Schoolwide Enrichment Model- Reading (SEM-R) Framework Project M2 and Project M3 The Problem Solver Units Best of the Continental Math League Hands-On Equations Project Clarion Science Units William and Mary Problem- Based Science Units William and Mary Social StudiesUnits History Alive! Primary Source Documents (Library of Congress)

Critical & Creative Thinking Skills Big Ideas Overarching Concepts: Change, Patterns, Systems, Perspectives, Cause/Effect, Cycles Taba Concept Development Model 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

Part 3: The 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 in ways to provide services Establish continuous educational services to match the needs of gifted learners Support differentiated instruction to meet the needs of gifted students

Gifted Services: Areas of 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. Students may be referred for services by their classroom teacher, school personnel, parents/guardians, community leaders, or other students until April 1 st of the current school year Once a student is referred for services, the RTG works to create a portfolio with four main components.

1. Nationally-normed assessments ◦All Grade 2 students take the Naglieri Nonverbal Ability Test (NNAT-2) ◦All Grade 4 students take the Cognitive Abilities Test (CogAT) ◦Other tests include the Kaufman-Brief Intelligence Test (KBIT) and the Test of Mathematical Abilities for Gifted Students (TOMAGS).

2. School-based Achievement ◦Interactive Achievement Tests ◦SOLs ◦Honors or distinctions (ex. Geography Bee, Reflections Contest, Continental Math League, etc).

3. Student Behaviors/Characteristics ◦Parent Information Sheet ◦Teacher information related to behaviors and characteristics of gifted students.

4. Demonstrated Performance ◦Distinguished levels of performances when working with advanced content: ◦Continental Math League ◦Interpretive responses within the Junior Great Books Programs ◦Analysis of Primary Source Documents ◦Responses to Project Clarion Science Activities ◦Responses to Critical and Creative Thinking lessons

Referrals for Visual/Performing Arts (Grades 3-12) work a little bit differently. ◦Art and Music Teacher Referral: Observations of Artistic Behaviors ◦Student Products ◦Grades ◦Parent Information Visual and Performing Arts (VPA)

Art and Music Differentiation Visual Arts: ◦Differentiation takes place in the art classroom ◦analyzing their work with more in-depth questions ◦working with more/different materials ◦mentoring other students ◦Grade 2-5: morning art club (10-week sessions for Grades 4-5; shorter for Grades 2-3) ◦Serves as an opportunity to be introduced to new art ideas and to work on individual projects

Art and Music Differentiation Vocal Music: ◦Differentiation takes place in the music classroom ◦Frequent formative assessments to monitor student mastery of concepts and to adjust instruction ◦Open-ended projects that allow for students to demonstrate their creativity and abilities ◦Grades 2-5 McKinley Children’s Theater with partner Educational Theater Company (ETC) ◦Grades 2-3: Kaleidoscope Choir (after-school enrichment) ◦Grades 4 & 5 (Band/Orchestra/Treble Clef Singers)

Identification Decisions Identification decisions are sent to parents or guardians by letter within 10 school days of the Identification Committee meeting.

If students are found eligible - Identified gifted students in grades 2-5 are cluster grouped* into classrooms with intellectual peers RTG plans with and supports the classroom teachers using extension activities and projects for students who have already mastered grade-level content Note: Support may look different in the various grade levels depending on teacher and student needs *for the upcoming school year

If students are not found eligible - An appeal is available to 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)

Getting Connected: APS Gifted Services Sign up Twitter APS Gifted Services Website Cheryl McCullough, Supervisor, Gifted Services at or

Contact Information Kevin Trainor, Resource Teacher for the Gifted Phone: (703)

Questions and/or Exit Cards I’m happy to address any general questions about gifted services at McKinley at this time. If you have questions specific to your child, please contact me to set up a follow-up meeting or phone call.