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

2. 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.

3. 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.

4. 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.

5. 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.

6. 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?”

7. 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

8. 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

9. 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

10. 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

11. Core Curriculum Lead Teachers
Content Area
Lead Teacher
contact
English
Rebecca Irwin-Kennedy
Math
Greg Chapuis
Tracy Gaither
Science
Amelia Rieth
Social Studies
Liz Kuleski
Instructional Lead
Julia Souvlis
For more information about any core curriculum area these are our lead content teachers here at Oakridge who could also offer information

12. 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

13. Parent Resources
Further information about APS Gifted Services is located on the APS website
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.

14. Contact Information
Greg Chapuis, Resource Teacher for the Gifted Phone: (703) Cheryl McCullough, Supervisor of Gifted Services Phone: (703)