1. Heather Blake Resource Teacher for the Gifted Discovery Elementary School Oct. 6, 2015

2. On each table you will find index cards that can be used to jot down any questions during the presentation. On each table you will find index cards that can be used to jot down any questions during the presentation. If I cannot 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. If I cannot 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.

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

6. 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?

7. Uses data to identify students who are in need of remediation or extensions ATSS is a system for meeting the needs of all students

8. The primary role of the RTG is to increase teachers’ capacity to infuse gifted pedagogy into the regular classroom. This capacity includes the ability to implement curriculum designed for high- ability learners

9. Promote and model procedures, strategies, and techniques to support gifted students Promote and model procedures, strategies, and techniques to support gifted students Work collaboratively with cluster teachers to plan and deliver instruction Work collaboratively with cluster teachers to plan and deliver instruction Provide curricular resources in order to differentiate content for gifted students Provide curricular resources in order to differentiate content for gifted students Inform staff about gifted education training opportunities Inform staff about gifted education training opportunities Advocate for underrepresented populations to include 2e, ESOL/HILT, children from poverty Advocate for underrepresented populations to include 2e, ESOL/HILT, children from poverty Facilitate the gifted identification process Facilitate the gifted identification process APS Local Plan for the Gifted 2012-2017 APS Local Plan for the Gifted 2012-2017

11. William and Mary Literature Units William and Mary Literature Units Junior Great Books/Socratic Seminar Junior Great Books/Socratic Seminar Jacob’s Ladder Reading Comprehension Program Jacob’s Ladder Reading Comprehension Program Schoolwide Enrichment Model- Reading (SEM-R) Framework Schoolwide Enrichment Model- Reading (SEM-R) Framework Project M2 and Project M3 Project M2 and Project M3 Best of the Continental Math League Best of the Continental Math League APS Grade 5/6 Math Curriculum APS Grade 5/6 Math Curriculum Hands-On Equations Hands-On Equations Project Clarion Science Units Project Clarion Science Units William and Mary Problem- Based Science Units William and Mary Problem- Based Science Units William and Mary Social Studies Units William and Mary Social Studies Units History Alive! History Alive! The DBQ Project The DBQ Project Primary Source Documents (Library of Congress) Primary Source Documents (Library of Congress) Socratic Seminar Socratic Seminar

12. Collaborative Teaching may involve: Collaborative Teaching may involve: Whole group team teaching with classroom teacher Whole group team teaching with classroom teacher Small group teaching in classroom, coordinated and co- planned with classroom teacher Small group teaching in classroom, coordinated and co- planned with classroom teacher Co-planning with classroom teacher to support differentiation on days when gifted resource teacher is unavailable Co-planning with classroom teacher to support differentiation on days when gifted resource teacher is unavailable Flexible grouping, which may be determined by Flexible grouping, which may be determined by Needs of students and/or the classroom teacher Needs of students and/or the classroom teacher Difficulty of unit/topic Difficulty of unit/topic

13. Collaboratively plan Critical and Creative Thinking (CCT) lessons Collaboratively plan Critical and Creative Thinking (CCT) lessons Model and deliver monthly CCT lessons Model and deliver monthly CCT lessons Build capacity for teachers to replicate similar lessons in the future Build capacity for teachers to replicate similar lessons in the future Provide support for differentiating instruction Provide support for differentiating instruction

14. Co-teaching in Kindergarten Mind Mapping

15. Big Ideas and Bloom’s Taxonomy Creating Patterns

16. Modeling for teachers

17. Planning with Teachers Mindset in the Classroom

18. Collaborate with grade-level teams to plan and/or implement advanced content Collaborate with grade-level teams to plan and/or implement advanced content Utilize collaborative teaching methods in cluster classrooms for math and language arts 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 Incorporate CCT skills to build capacity of teachers to replicate similar lessons in the future Provide support for differentiating instruction Provide support for differentiating instruction

19. Parallel Teaching

20. Leading Whole Group Lessons

21. Leading Small Group Lessons

22. Supporting the Goals of Teachers

23. Connecting to Content Primary Source Analysis

24. Planning and Co-Teaching Project M3

25. Building Capacity Fluency, Flexibility, Originality, and Elaboration

26. Connecting to Content Visualization

28. Visual Arts: Visual Arts: Differentiation takes place in the art classroom Differentiation takes place in the art classroom analyzing their work with more in-depth questions analyzing their work with more in-depth questions working with more/different materials working with more/different materials Open-ended projects that allow for students to demonstrate their creativity and abilities Open-ended projects that allow for students to demonstrate their creativity and abilities

29. Vocal Music: Vocal Music: Differentiation takes place in the music classroom Differentiation takes place in the music classroom Open-ended projects that allow for students to demonstrate their creativity and abilities Open-ended projects that allow for students to demonstrate their creativity and abilities

31. Sign up for @APSGifted & @MsBlakesClass APS Gifted Services Website www.apsva.us/giftedservices

32. Heather Blake, Resource Teacher for the Gifted Email: heather.blake@apsva.us Phone: (703) 228-2685 Cheryl McCullough, Supervisor, Gifted Services Email: cheryl.mccullough@apsva.uscheryl.mccullough@apsva.us Phone: 703-228-6159

33. Virginia Association for the Gifted (VAG) Virginia Association for the Gifted (VAG) http://www.vagifted.org National Association for the Gifted (NAGC) National Association for the Gifted (NAGC) http://nagc.org Supporting Emotional Needs of the Gifted (SENG) Supporting Emotional Needs of the Gifted (SENG) http://sengifted.org

34. 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. http://www.doe.virginia.gov/instruction/gifted_ed/index.shtml

35. Specific Academic Aptitude (Grades K-12) Specific Academic Aptitude (Grades K-12) English English Mathematics Mathematics Science Science Social Studies Social Studies Visual or Performing Arts (Grades 3-12) Visual or Performing Arts (Grades 3-12) Visual Art Visual Art Vocal Music Vocal Music Instrumental Music (instruments taught in APS) Instrumental Music (instruments taught in APS)

36. Each year, the total population is screened by school staff to create a pool of candidates based on students’ need 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 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. Once a student is referred for services, the RTG works to create a portfolio with four main components.

37. Grade 2 students, and new-to-APS 3 rd graders, take the Naglieri Nonverbal Ability Test (NNAT-2) Grade 2 students, and new-to-APS 3 rd graders, take the Naglieri Nonverbal Ability Test (NNAT-2) Grade 4 students, and new-to-APS 5 th graders, take the Cognitive Abilities Test (CogAT) Grade 4 students, and new-to-APS 5 th graders, take the Cognitive Abilities Test (CogAT) Other tests may be included such as the WISC, Kaufman-Brief Intelligence Test (KBIT) Other tests may be included such as the WISC, Kaufman-Brief Intelligence Test (KBIT)

38. Interactive Achievement Tests Interactive Achievement Tests SRI SRI SOLs SOLs Honors or distinctions (ex. Reflections Contest, Continental Math League, Geography Bee, etc). Honors or distinctions (ex. Reflections Contest, Continental Math League, Geography Bee, etc).

39. Local screening committee completes a Gifted Behavior Commentary (GBC) Local screening committee completes a Gifted Behavior Commentary (GBC) Documents gifted characteristics and behaviors observed in a variety of settings Documents gifted characteristics and behaviors observed in a variety of settings Parent Information Sheet Parent Information Sheet

40. Is highly reflective and/or sensitive to his/her environment Readily learns and adapts to new cultures Is acquiring language at a rapid pace Exceptional ability to learn Uses and interprets advanced symbol systems in academics, visual arts, and/or performing arts Acts as an interpreter, translator, and/or facilitator to help others Communicates learned concepts through role playing and/or detailed artwork Exceptional application of knowledge Expresses ideas, feelings, experiences, and/or beliefs in original ways Perceives and manipulates patterns, colors, and/or symbols Exceptional creative / productive thinking Meets exceptional personal and/or academic challenges Exhibits a strong sense of loyalty and responsibility Demonstrates exceptional ability to adapt to new experiences Exceptional motivation to succeed

41. Distinguished levels of performances when working with advanced content. Distinguished levels of performances when working with advanced content. Examples may include: Examples may include: Project M2 or M3 Project M2 or M3 Interpretive responses within William and Mary Language Arts units Interpretive responses within William and Mary Language Arts units Analysis of Primary Source Documents Analysis of Primary Source Documents Responses to Project Clarion Science Activities Responses to Project Clarion Science Activities Responses to Critical and Creative Thinking lessons Responses to Critical and Creative Thinking lessons

42. Referrals for Visual/Performing Arts begin in Grade 3 Referrals for Visual/Performing Arts begin in Grade 3 Art and Music Teacher Observations of Artistic Behaviors Art and Music Teacher Observations of Artistic Behaviors Student Products Student Products Grades Grades Parent Information Form Parent Information Form Visual and Performing Arts (VPA)

43. At the end of the referral process (90 school days), a local screening committee meets to review the student’s portfolio and make determines about eligibility. At the end of the referral process (90 school days), a local screening committee meets to review the student’s portfolio and make determines about eligibility. Identification decisions are sent to parents or guardians by letter within 10 school days of the Identification Committee meeting. Identification decisions are sent to parents or guardians by letter within 10 school days of the Identification Committee meeting.

44. Identified gifted students in grades 2-5 are cluster grouped* into classrooms with intellectual peers 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 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 Note: Support may look different in the various grade levels depending on teacher and student needs *typically or the upcoming school year

45. An appeal is available to families following the eligibility process An appeal is available to families following the eligibility process Appeals begin at the school level with the principal Appeals begin at the school level with the principal A second level of appeal is countywide Gifted Services Administrative Appeals Committee A second level of appeal is countywide Gifted Services Administrative Appeals Committee must be submitted within 30 days of the school level committee decision must be submitted within 30 days of the school level committee decision

46. Virginia Association for the Gifted (VAG) Virginia Association for the Gifted (VAG) http://www.vagifted.org National Association for the Gifted (NAGC) National Association for the Gifted (NAGC) http://nagc.org Supporting Emotional Needs of the Gifted (SENG) Supporting Emotional Needs of the Gifted (SENG) http://sengifted.org

47. Sign up for @APSGifted & @MsBlakesClass APS Gifted Services Website www.apsva.us/giftedservices

48. Heather Blake, Resource Teacher for the Gifted Email: heather.blake@apsva.us Phone: (703) 228-2685 Cheryl McCullough, Supervisor, Gifted Services Email: cheryl.mccullough@apsva.uscheryl.mccullough@apsva.us Phone: 703-228-6159

49. General questions about gifted services at Discovery? General questions about gifted services at Discovery? If you have questions specific to your child, please write them down on index card and/or contact me via email or phone for a follow up If you have questions specific to your child, please write them down on index card and/or contact me via email or phone for a follow up

51. Differentiated Instruction provides multiple approaches to content, process and product. Teachers can differentiate… Content: what students learn Examples: supplementary curriculum, extensions Process: how students go about making sense of ideas and information Examples: activity, opportunities to apply information or ideas Product: how students demonstrate what they have learned Examples: portfolio, exhibition, project, etc. Tomlinson, Carol. Fulfilling the Promise of the Differentiated Classroom. ASCD, 2003.

52. Differentiation Strategy What it looks like in the classroom General Examples Specific Examples ProcessProviding students with different ways to interact with content -activity -use of curriculum designed for high ability learners -integrating lessons and activities from Project M3:Factors, Multiples and Leftovers as a way for high ability learners to learn GCF and LCM ProductProviding options for demonstrating their learning -choice board -tic-tac-toe menu To show an understanding of the different regions of Virginia students can create a project of their choice (ie: artwork, piece of writing, performance, etc.) ContentContent typically is differentiated when a student has already mastered grade level standards for a particular unit or topic. -standard extension -enrichment project -extending the grade 5 order of operations standard to include parentheses and exponents

53. Differentiation Record Form- quarterly report to parents for identified students in grades K-5 Differentiation Record Form- quarterly report to parents for identified students in grades K-5 Parent information ni Parent information nights (Fall and Spring) Conferences Ongoing collaboration between rtg-classroom-home