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WELCOME! Before we get started:  Use the index cards on your table to write any specific questions you would like me to address tonight.  Question on.

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Presentation on theme: "WELCOME! Before we get started:  Use the index cards on your table to write any specific questions you would like me to address tonight.  Question on."— Presentation transcript:

1 WELCOME! Before we get started:  Use the index cards on your table to write any specific questions you would like me to address tonight.  Question on one side  On the other side: include your name, your child’s name and contact information ( , phone #) if you would like a personal response  Talk to 1 or 2 parents that you have not met before. Find out a little about their experiences at Long Branch and their child(ren).

2 Kathryn Culbertson Resource Teacher for Gifted Services Long Branch Elementary School October 30, 2013

3 Agenda  Gifted Services at Long Branch  APS Gifted Identification Process

4 Comparing Gifted Services APS Schools Today When you were in school

5 Resource Teacher Responsibilities  Promote differentiation in the classroom (strategies, content) and model instructional practices to develop and enhance student capacity  Provide enrichment and supplemental resources for teachers  Work with staff to take advantage of Professional Development opportunities related to gifted education  Facilitate APS identification process

6 Professional Learning Communities (PLCs) Four Key Questions Focused on Student Learning #1 What do we expect 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?

7 Working with Students  Content instruction is coordinated by grade level each day (ex. All 5 th grade math: M, T, Th, F & Tu)  RTG plans with and supports classroom teachers with extension activities and homework for students who have already shown mastery of grade level content  Support may look different in the various grade depending on teacher and student needs ** seek to do what is best for students and maximizes learning **

8 Classroom Support K, 1 st & 2 nd Grades  Model critical and creative thinking strategies in classes  Provide resources and differentiation support  Observe strengths and potential  Meet with small groups for reading and math enrichment weekly  Support teachers with lesson planning, resources and co-teaching as requested

9 Classroom Support 3 rd - 5th Grade  Plan with teachers for Language Arts and Math lesson enrichment  Provide Literature/Reading and math instruction support for identified students  Meet weekly for math and Lang. Arts enrichment with identified and advanced students  Model Critical and Creative thinking strategies in all classrooms  Develop extension projects with teachers in content areas (beginning 2 nd quarter)

10 Curriculum Examples  William and Mary Literature Units  Project M2 and Project M3 Advanced Math Units  Hands On Equations and Groundworks Algebra  AIMS Science/Math Activities  Continental Math League  Project Clarion Units  Social Studies Alive!

11 Arlington Public Schools Curriculum Core Curriculum Core Curriculum English English Math Math Science Science Social Studies Social Studies

12 English/Lang. Arts Reading Matched to student skill level, includes vocabulary study Matched to student skill level, includes vocabulary study Writing/Grammar Instruction matched to student skills and interests Instruction matched to student skills and interests Word Study Spelling and vocabulary leveled based on student skill development Spelling and vocabulary leveled based on student skill development Number Sense Computation and Estimation Measurement Geometry Patterns, Functions, Algebra Probability and Statistics Mathematics Problem Solving and Communication skills developed throughout …

13 Science! Science Fusion *new*  opportunities for virtual  labs,  hands on inquiry,  thought-provoking  questions/application within each unit Social Studies Alive! Supplemental materials allow students to: build upon prior knowledge engage in activities to conceptualize knowledge participate in higher order thinking respond to assignments according to personal learning styles Social Studies

14 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

15 Communication to Parents of Identified Gifted Students Differentiated Instruction Record Form  Quarterly report to parents in report cards in grades 1-5 for identified students  The form documents differentiated instructional strategies and extensions  Replaces the Differentiation Instruction Planning Form shown during conferences

16 Parent Resources  Additional information about APS Gifted Services is located on the APS website Click on  Curriculum and Instruction  Programs  Gifted Services

17 Contact Information Kathryn Culbertson Resource Teacher for Gifted Services Phone: (703) Cheryl McCullough, Supervisor for Gifted Services Phone: (703)

18 Part 2: Gifted Identification Process

19 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. 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

20 Arlington Public Schools  Identify students who require gifted services  Provide teachers with Professional Development in understanding gifted child behaviors and mindset and providing appropriate instruction  Establish educational services to match the needs of gifted learners  Support differentiated instruction to meet the needs of gifted students

21 Gifted Services 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)

22 Screening for Gifted Services  School population is screened annually to create a pool of candidates based on student needs for gifted services (RTG, Classroom Teachers, Specialists)  Formal Screening - review test information  Grade 2 students take the Naglieri Ability Test (NNAT-2)  Grade 4 students take the Cognitive Ability Test (CogAT)  If not in grades 2 or 4, RTG administers a county- approved ability test  Students entering APS from other districts may have additional testing information which will be part of their screening process.  Informal Screening -teacher assessment, parent information, honors, awards, student participation in school events, competitions, etc.

23 Referrals for Gifted Services Students may be referred for services by: oClassroom teachers oschool personnel oparents/guardians ocommunity members oSelf or other students until April 1 st of the current school year  Identification decisions are sent to parents or guardians by letter within 10 school days of the Identification Committee meeting  Referral forms can be found here: 

24 Eligibility Criteria  Gifted Services in Specific Academic Areas  Nationally Normed Testing Data  Ability testing  Achievement testing  Teacher checklist  School-based Data  Parent Information  Work Samples

25 Eligibility Criteria  Visual Arts or Vocal/Instrumental Music Areas (Grades 3-12)  Art and Music Teacher Referral: Observations of Artistic Behaviors  Student Products  Grades  Parent Information

26 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 countywide Gifted Services Administrative Appeals Committee (must be submitted within 30 days of the school level committee decision)  Students found ineligible for services may be re-referred after 365 days from date of testing.

27 Contact Information Kathryn Culbertson Resource Teacher for Gifted Services Phone: (703) Cheryl McCullough, Supervisor for Gifted Services Phone: (703)


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