1. Arlington Public Schools Gifted Services 2014-2015
Campbell Elementary School
Pamela Clark
½ time Resource Teacher for the Gifted
½ time Expeditionary Learning Coordinator
CUSTOMIZE THIS SCREEN TO PROVIDE NAME AND SCHOOL
AT THE END OF THE POWERPOINT IS ANOTHER PLACE FOR YOU TO PROVIDE YOUR CONTACT INFORMATION
INTRODUCE YOURSELF AND WELCOME PARENTS TO THE MEETING.
“Tonight’s presentation will be divided into two parts. The first half will provide a brief presentation of how Arlington Public Schools’ curriculum and curriculum materials are differentiated in the core areas of English, math, science, and social studies. This presentation is provided as an overview. More detailed information can be obtained from your child’s classroom teacher or from the school’s content lead teachers.
During the second part of tonight’s presentation, I will describe how Gifted Services supports differentiation to meet the learning needs of the highly able students in Arlington Public Schools.”
Refer parents to the handout provided, beginning with the side “Differentiation of Curriculum in the Arlington Public Schools.”
THIS PRESENTATION WILL BE POSTED ON THE GIFTED SERVICES WEB PAGES FOR DOWNLOAD BY FAMILIES. YOU CAN MENTION THIS AT THE START OF THE PRESENTATION AND THEN WHEN YOU GET TO THE END WHERE THERE IS THE LINK TO THE APS GIFTED SERVICES WEB PAGE YOU CAN MENTION IT AGAIN.

2. What We Do for All K-5 Students…
Promote student involvement and engagement through expeditionary learning protocols and expeditions.
Offer in-class lessons using critical and creative thinking strategies
Attend grade level planning meetings to assist in differentiation for high-end learners
Support teachers by offering ideas and materials for differentiation in the classroom
Support teachers by offering training so teachers can better recognize and serve students who need greater levels of challenge.
Conduct formal and informal screenings to help teachers make appropriate gifted referrals in February.

3. Afterschool Opportunities: Odyssey of the Mind -Creative Problem Solving and Teamwork, Focus Book Clubs, Project Discovery.

4. Growth Mindset based on the work of Carol Dweck
Helping kids understand that their intelligence is not fixed
Encouraging hard work and risk-taking, so we can all improve our abilities
Teaching kids to frame their thinking in new ways to foster personal growth

5. Growth Mindset Instead of saying… Try saying… You’re so smart!
You’re a great artist!
You’re just not that good at math.
Try saying…
You worked really hard, and it shows!
You’ve been practicing your art and are showing great improvement.
You’re having trouble with math right now, but keep working on it and you will do better.

6. Sound Familiar? Is your child…
* always asking penetrating questions?
* highly curious and imaginative?
* able to grasp new ideas quickly?
* often thinking of new ways to do things?
* able to communicate ideas easily?
* highly alert and observant?
* able to concentrate and retain information?
* motivated to attend to interesting tasks?
* adaptable and committed to finding answers?
* interested in trying complex activities?
If so, they may require gifted services.

7. Arlington Public Schools Curriculum
Core Curriculum
English
Math
Science
Social Studies
Arts Curriculum
Visual Arts
Music
In APS, students may be identified in one or more areas.
Additional areas may be
added throughout their academic K-12 career.
READ FROM SLIDE

8. How We Differentiate in English/Language Arts…
Reading
Schoolwide Enrichment Model-Reading (SEM-R) book hooks with higher levels of questioning, promoting books with greater levels of challenge, conferencing with students to individually assess and guide students toward greater levels of comprehension, independent projects requiring creative and critical thinking that allow students to follow their passion
Occasional short-term novel studies or research pullout groups.
Writing/Grammar
Instruction matched to student interests and skills
Written responses to SEM-Reading.
Word Study
Spelling and vocabulary leveled to student skill
Additional Notes:

9. How We Differentiate in Mathematics…
Push in lessons to model use of alternative math resources in the classroom (ie. UConn M³ Units, Number Sense, Real World Problem Solving)
Push in lessons to model strategies to differentiate the APS math textbook, Math Expressions.
Continental Math League Meets and practice problems (2nd-5th grades)
Math Dice practice challenges, lunch play, and tryouts for the team 2nd semester (5th grade)
Anchoring Folders with appropriately challenging work to be done in place of regular classroom activities when appropriate.
Short-term pullout lessons with small groups.
Additional Notes:
The elementary Math Curriculum is based on standards that are appropriate for all children to learn mathematics. The curriculum for Arlington starts with the National Council of Teachers of Mathematics (NCTM) standards. The Virginia Standards, known as the SOLs, were developed from the national standards.
In Arlington, the K-5 math program has been developed and is based on the national and state standards. The curriculum is structured to help students learn and understand procedural or fact-based mathematics knowledge as well as application of the procedural knowledge to problem solving and big mathematical ideas.

10. How We Differentiate in Science and Social Studies…
Creating interdisciplinary connections
Infusing real world connections
Promoting hands on/experiential learning that encourages creative and critical thinking
Additional Notes:
The science curriculum provides numerous materials to the elementary teacher.
The curriculum is grounded in the grade level textbook that comes with experiment kits. Then there are supplemental units and experiment kits that are linked directly to the curriculum content. As well as extension at schools.

11. How We Differentiate in Music and Visual Arts…
Art and Music Teachers differentiate for advanced learners during their weekly classes.
Occasional opportunities allow students to extend the use of their talents during special programs (ie. expeditions, art shows, concerts, theatrical productions, and honors chorus/band/orchestra tryouts

12. More Information about any Core Curriculum Area
English: Sheila Gale & Maria Fiordellisi
Math: Nivvi Tareen
Science: Alice Gantenbein
Social Studies: Ethan Schoenherr
Instruction Lead: Caroline McAleer
Add your subject lead teachers

13. EFFECTIVE DIFFERENTIATION Resource Teacher for Gifted
COLLABORATION
FOR
EFFECTIVE DIFFERENTIATION
Classroom Teacher
Student
“In Arlington schools, the Resource Teachers for Gifted collaborate with classroom teachers and students in order to provide differentiated instruction. Student growth is the focus of this collaborative effort. You can see here that classroom teachers, RTGs, and students collaborate and interact in a variety of combinations.”
Resource Teacher for Gifted

14. How the Collaboration Model Works…
We teach lessons in the classroom and pullouts as well as teaching teachers about ways to better serve their gifted students.
We help suggest ways teachers can change their classroom structure and strategies to support gifted students.
We help plan and prep activities for teachers to use in their classrooms.
“This graphic shows that collaboration may occur in four different domains: Planning and Preparation, Classroom Environment, Professional Responsibilities, and Instruction. A collaborative effort in any of these areas can enhance student growth. ”
Like these different colored puzzle pieces the support is going to look different based on the diverse needs of the teachers, students and school community but the important message is that I am here to support gifted learners and teachers in a variety of ways
We spearhead the identification process as well as suggest and support teachers in their student referrals.

15. Twice Exceptional Who Are They?
A student in grades K through 12 who demonstrate high performance ability or academic potential and who have a cognitive, physical, behavioral, or emotional disability that requires accommodations in order for their potential to be realized.

16. The University of Texas at Austin
The greatest challenge in serving students who are twice exceptional are the perceptions of most educators that giftedness and special needs are distinct, separate conditions.
- Marty Hougen, Ph.D.
The University of Texas at Austin
RTGs also work closely with the special education teachers and classroom teachers so that twice exceptional learners receive differentiate in their areas of strength as well as have accommodations for areas of weakness.

17. Examining the Issues of 2e Students with EBD
Advocating for Your Gifted Child with EBD – Emotional & Behavior Disorders
Examining the Issues of 2e Students with EBD
U.S. Income Tax Considerations for Parents of 2e Children
Conference Coverage. Center for Talent Development, SENG
Bob Seney on Books. Seney reviews Wonder
Dr. Sylvia Rimm: "Second Sibling Discouraged by Older Brother."
News. recent news from the 2e community
This year, the Gifted Services Office purchased the 2e Newsletter which focuses directed at the intersection of giftedness and learning difficulties. The focus is twice-exceptional children and it provide information and resources for parents, teachers as well as how to meet their social and emotional needs.
The titles listed here are just a sample of ones that you will find in this resource and ones we will be sharing with teachers and special educators.
There is also a 2e website which has more information on publications/resources in addition to the 2e Newsletter.

18. The Gifted Identification Process in Arlington
“For the second portion of our evening, I’m going to discuss how gifted services are provided in Arlington Public Schools. We’ll touch on the identification process, types of services that are offered, and the RTG’s role in supporting the differentiated curriculum.
“Those of you who are already familiar with Arlington Public School’s Gifted Services please be aware that there have been some changes in Arlington Gifted Services to comply with changes in VA regulations.”

19. VA 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.
Additional Notes:
A link for the VDOE regulations has been provided

20. APS is in compliance with Virginia Regulations:
Identify students who require gifted services
Establish continuous educational services to match the needs of gifted learners
Train teachers in ways to provide services
Support differentiated instruction to meet the needs of gifted students
Additional Notes:
These four areas are specified as requirements within all Virginia school divisions. (point to slide on screen)
We in Arlington are in compliance with the regulations in that we are certain to identify students
train teachers (APS requires 40 points in gifted training) and
provide services and instruction to our gifted students.

21. Gifted Services Identification
Visual or Performing Arts, Grades 3-12
Visual Art
Vocal Music/
Instrumental Music (instruments taught in APS)
Specific Academic Aptitude, K-12
English
Mathematics
Science
Social Studies
“We identify students for services in the areas in which we teach –“
Additional Notes:
Clarify that we begin identification for academics in kindergarten. Formal identification for the arts begins in grade 3.
Read from the slide

22. 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
Screening is informal – teacher feedback, parent information, honors, awards, student participation in school events, competitions, etc.
Additional Notes:
The first step is screening –
The RTG and staff at the school look at the total population to screen students who may be appropriate for REFERRAL to the Eligibility Process (read from slide)

23. 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 1st for the current school year.
Referral forms can be found here:
Students may be referred for services by their classroom teacher, school personnel, parents/guardians, community leaders, and self or other students until April 1st for the current school year.
Referral forms can be found here:
Additional Notes:
Referrals can come from the general screening at the school level from the RTG or other teaching staff –
But referrals can also come from parent/guardians, community leaders (example – clergy), or students.
Referrals are taken until April 1 for the current school year – as the process is school-based and requires a collection of data from the current school year.
Any referrals that come in after the April 1 deadline are held until the next school year and the process begins in September
NEW:
Subsequent referral for the same subject area may not occur before 365 days from date of previous notification of identification committee decision.

24. Teacher Referrals
Typically, teachers submit referrals in February seeking official identification for the following school year; however, as teachers see the need for more consistent differentiation, students can be served as needed regardless of whether or not they have officially been identified.

25. Eligibility Criteria - Gifted Services in Specific Academic Areas
Nationally Normed Testing Information
Ability testing (NNAT2,
KBIT (K-1), CogAT)
Achievement testing
Teacher Checklist: Observations of Academic Behaviors
School-based Data
(SOL, DRA, IA tests)
Parent Information
Work samples
RTG:
We utilize multi-criteria for the identification of students as required by state regulations. Read from the slide.
We have four criteria at the elementary level and five at the secondary level. The difference between the two levels is the student self-assessment. This is important for secondary students – especially high school students who can articulate their goals and aspirations.
Nationally Normed Standardized Test information (if parents ask)
K-1: KBIT 2 (Kaufman Brief Intelligence Test - second edition)
2-12: NNAT 2 (Naglieri Nonverbal Ability Test – second edition)
4, 6: Stanford 10
These elements are collected during the year and looked at as a student profile by a committee.
The identification process is finalized in the spring.

26. Eligibility Criteria - Visual Art or Vocal/Instructional Music Areas – Grades 3-12
Art and Music Teacher Referral: Observations of Artistic Behaviors
Student Products
Grades
Parent Information
RTG:
We utilize multi-criteria for the identification of students in the arts areas as well.
Read from the slide.
Again, these elements are collected and looked as a holistic profile by a committee. Materials for the identification process are collected over the course of school year.

27. Appeals Process
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 a county-wide Gifted Services Administrative Appeals Committee (must be submitted in writing within 30 days of the school level committee decision)
Additional Notes:
Following an eligibility process, appeals can be made –
Appeals take two levels:
First to the school with the building principal.
Then to a county-wide Gifted Services Administrative Appeals Committee.

28. Gifted Services Identification
Teacher awareness of student’s abilities and understanding of student’s instructional needs
Opportunities to work with other students who have the ability to reason and problem solve at a high level
RTG availability to support student’s performance and educational program
The purpose of identifying a student for services is to provide for the following:
READ FROM SLIDE.

29. Role of Parent – Supporting Differentiation for Student
Resources for Parents:
Parent Resource Center Materials
National Association for Gifted -
Virginia Association for Gifted -
Supporting Emotional Needs of Gifted -
2e Newsletter –
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 teachers, RTG, and counselor to monitor social and academic progress
“You may ask yourself as a parent of a gifted child what you can do for your highly able child.”
READ FROM SLIDE

30. Questions and Exit Cards
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.
Please write the question, your name/your student’s name, your phone number or , and the best time for me to contact you.
THIS IS WHEN YOU WILL DISTRIBUTE YOUR SCHOOL BROCHURE IF YOU HAVE ONE:
OPTIONAL: RTG says, “This brings us to the end of our evening. I would like to take this time to answer some general questions (while I distribute a brochure to you). “
Take general questions. Distribute index cards on which parents can write specific questions about individual students. Explain parents may also you with questions and should indicate a good time for you to call them.

31. Gifted Services Advisory Committee (GSAC)
Arlington Public School’s Parent Advocacy Group
Part of Advisory Council of Instruction
Monthly meetings
If interested in serving on this committee, please contact Cheryl McCullough (Supervisor, Gifted Services) at

32. RTG Contact Information:
The best way to contact me is by ing me questions and including a phone number and a good time to reach you.
Slide must be customized with your contact information
RTG:
I can be contacted to handle specific questions at
And go to next slide for conclusion

33. Find out more about Arlington Public Schools Gifted Services…
Visit the Arlington Public Schools –
Gifted Services link on the APS Web Site
Cheryl McCullough, Supervisor, Gifted
Services or
More detailed information about APS gifted services can be viewed and researched on the county web pages -
THIS PRESENTATION WILL BE POSTED ON THE GIFTED SERVICES WEB PAGES FOR DOWNLOAD BY FAMILIES. YOU CAN MENTION THIS AT THE START OF THE PRESENTATION AND THEN WHEN YOU GET TO THE END WHERE THERE IS THE LINK TO THE APS GIFTED SERVICES WEB PAGE YOU CAN MENTION IT AGAIN.
Next slide for your contact info

34. 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)

35. Getting Connected: APS Gifted Services
Sign up Twitter
APS Gifted Services Website
Cheryl McCullough, Supervisor, Gifted Services
at or
A paper version of this information can be provided on an as-needed basis as well if necessary. 35