1. An Overview of GIFTED SERVICES Carol Schaedel Resource Teacher for the Gifted

2. The Role of the Resource Teacher for the Gifted Promote differentiation strategies in the classroom Collaborate and co-teach lessons in classrooms with clusters of identified gifted students Teach critical-thinking and creative-thinking lessons in classrooms K-5 Provide enrichment and supplemental resources to teachers Provide professional development about gifted education to teachers Facilitate the gifted identification process

3. Professional Learning Communities Four Key Questions #1 What is it that 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?

4. Cluster Grouping Students in grades K-5 have been clustered into classrooms with intellectual peers. Clusters are usually made of 4-8 students. The Resource Teacher for the Gifted (RTG) supports the classroom teachers in planning extension lessons and activities for students who have already mastered grade-level skills and content. Support from the RTG may look different at different grade levels, depending on the needs of the students.

5. Collaboration =

6. Classroom Teacher Differentiates instruction in the regular classroom on a consistent basis Provides opportunities for students to work with other students who have similar abilities Resource Teacher for the Gifted Collaborates with the classroom teacher to plan differentiated instruction Co-teaches in the regular classroom to extend curriculum Provides supplemental resources to the classroom teacher

7. What has changed? Increased emphasis on collaboration and co-teaching between the classroom teacher and the RTG Increased use of push-in services for RTG to co-teach in the regular classroom Increased focus on providing more consistent differentiation and challenge for advanced students in the regular classroom Less frequent use of pull-out lessons

8. Classroom Support Co-plan curriculum extensions with cluster teachers. Co-teach English and math lessons for advanced students once per week in gifted cluster classrooms. Co-plan curriculum extensions for advanced writing and Social Studies students. Provide teachers with ideas and resources to extend the curriculum for advanced students. Observe students for strengths and talents. Participate in the Professional Learning Community in order to support teachers with differentiation for advanced students.

9. Curriculum Examples Gifted Literature units and novel studies William and Mary Literature Units University of Connecticut Project M 2 and M 3 math units The Problem Solver Jacob’s Ladder reading resources Hands-On Equations Teaching with Primary Sources (Library of Congress)

10. 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

11. Gifted Services Differentiated Instruction Record Form Quarterly report sent to parents of identified gifted students with the report card. Informs parents about differentiated lessons or activities provided to the student. Completed by the classroom teacher, in collaboration with the RTG. Replaces the form previously discussed at conferences for identified gifted students.

12. Sample Differentiated Activity 1. On your table you will see some folders with math and language arts activities. 2. As you look at the activities discuss how you think a teacher may use these activities to differentiate for students at different levels.

13. How are students identified as gifted? 4-step identification process: 1. Screening 2. Referral and Data Collection 3. Identification Committee Decision 4. Appeal

14. Step 1: Screening All students at Claremont are screened each year to decide whether they have learning needs beyond the regular instructional program. We consider: Testing data Teacher observations Parent information Classroom performance Honors or awards

15. Step 2: Referral Referrals can be made by: Teachers School staff Parents/guardians Community members Most referrals are submitted January through March. Deadline for referrals is April 1 st Parent referral forms can be found on the Gifted Services Website or requested from the RTG

16. Referral Areas Students in grades K-12 may be referred in one or more of the following areas: English Mathematics Science Social Studies Students in grades 3-12 may also be referred in: Visual Art Vocal Music Instrumental Music (for instruments taught in APS)

17. Gathering Eligibility Data The RTG collects data to help determine a student’s eligibility for Gifted Services, including: School-based assessment data Nationally-normed testing data Parent information Student work samples Teacher checklist of observed behaviors

18. Step 3: Identification Committee Decision Committee includes classroom teacher(s), the RTG, and an administrator. All eligibility data is reviewed. A decision is made about the appropriateness of Gifted Services for the student. Decisions are usually made in May, for services to begin the following school year. Parents are notified by mail of the decision.

19. Step 4: Appeal Parents may appeal the decision. Level One Appeal: At the school-level with the principal Requests must be submitted in writing within 10 days of notification of the decision Level Two Appeal: At the county level with the Gifted Services Administrative Appeals Committee Requests must be submitted in writing within 30 days of Level One decision

20. Parent Resources APS Gifted Services website http://www.apsva.us/giftedservices Virginia Association for the Gifted (VAG) http://www.vagifted.org National Association for Gifted Children (NAGC) http://www.nagc.org - NAGC National Conference – Baltimore, MD - NAGC Parent Day – Saturday, November 15 Supporting Emotional Needs of the Gifted (SENG) http://www.sengifted.org

21. Getting Connected: APS Gifted Services Sign up for @APSGifted Twitter APS Gifted Services Website www.apsva.us/giftedserviceswww.apsva.us/giftedservices

22. Questions? Please write any specific questions/comments you have on an index card. Your name Your child’s name Your child’s teacher Your contact information The best time to contact you

23. Contact Information Carol Schaedel, Resource Teacher for the Gifted Email: Carol.Schaedel@apsva.us Phone: 703-228-2521 Cheryl McCullough, Supervisor of Gifted Services Email: Cheryl.McCullough@apsva.usCheryl.McCullough@apsva.us Phone: 703-228-6160