Presentation on theme: "Washington-Lee High School Anne Reed, Resource Teacher for the Gifted"— Presentation transcript:
Washington-Lee High School Anne Reed, Resource Teacher for the Gifted
How did you apply/become involved in the program? When was the program held and for how long– i.e. residential for a month, weekly, throughout the school year, etc.? What was the schedule for a typical day / meeting? What were/are some of the highlights of your experience? What do you think parents and students should know about this program before they apply or decide to participate in it?
COLLABORATION FOR EFFECTIVE DIFFERENTIATION Classroom Teacher Resource Teacher for Gifted Student
Instruction Classroom Environment Professional Responsibilities Planning and Preparation
Instruction: Creative/Critical Thinking Skills County/State Enrichment Programs: PRIME Summer Residential Governor’s School Programs Fine Arts Apprentice Program Superintendent’s Seminar “Passion” Programs/Activities/IB Independent Study Washington-Lee Gifted Services General Description
Multiple Intelligences- determining students’ learning strengths and growing others Subject Area Interest Inventories- developing passion projects Data organized to inform instruction for: Effective student groups Student choice Developing a growth mindset
Using the Hilda Taba model of developing this critical thinking skill, students brainstorm a concept, categorize their ideas, identify patterns, and draw broad generalizations about the concept. Students then pose open- ended questions about their generalizations. These questions model expectations on AP and IB prompts. Let’s look at this model.
English 10: the concept of community in Julius Caesar/developing HLQ skills APUSH: concepts over an historical era/passion project IB English: concept of sense of place in Walden Econ/Personal Finance: concept of the seven principles of economics/passion project/anchor activities
This strategy is one of the most effective to grow critical thinking skills. Students respond to open-ended questions about a text. Discussion is student-driven. Habits of mind, such as agree/disagreeing effectively, moving a discussion forward with new ideas, and use of appropriate text connections are developed.
English 9: Introduction to seminar skills and habits of mind English 9: Seminar-Romeo and Juliet/HLQ English 10: Review of seminar skills and habits of mind English 10: Seminar-The Time Machine/HLQ English 10: Seminar-Julius Caesar/HLQ
Developing the concept of community and practicing higher level questioning in the play Julius Caesar
Focus on “Abstract” planning and writing Focus on “Literature Cited Page” Student Mentors-successful VJAS student group (juniors and seniors) participates in classroom instruction and mentors individual students participating in the VJAS process.
Biology Chemistry Anne Reed and Lea Westrick, chemistry teacher, planning VJAS resources for applicants.
CAS Coordinator-IB Program CAS Project Current project examples: Asante Mariamu H. O. P. E. Little Free Library Bead for Life Disabilities in Theater Environment Bosnian Project
Support full IB diploma students in completion of this 18 month diploma requirement Advise, support, monitor, and advocate for 138 students to complete CAS Project and five additional activities that engage creativity, action, and service goals and outcomes. Meet with students routinely. Maintain documentation records for all students. Support implementation of CAS Project
County approved proposal document. Proposal must focus on studies or opportunities not available in the county Program of Studies. Proposal is due to the Counseling Department by April 1 annually.
Discussion about enrichment opportunities Support in the application process for these opportunities and for college Support in the independent study proposal process Guiding and listening for needs to support students academically, socially, and emotionally. Sam and Mrs. Reed discussing his Common App Essay.
Facilitate book studies on current educational research and instructional strategies with WL staff. Facilitate workshop sessions on differentiation strategies with WL and county staff. Collaborate with WL staff to implement strategies within curriculum context.
Academic Team Jen Scher, Maria Sotomayor Debate Team Paul Bui Model UN Keith Klein Art Club Hiromi Isobe Math Club Brandon Wright Chess Club Dave Peters Speech/Debate Rosa Reyes Investing Club Leah Young Newspaper Cat Misar Broadcast Cat Misar Chinese Club Janet Luu Photo Club Erin Bruns
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
Arlington Public School’s Parent Advocacy Group Part of Advisory Council of Instruction Monthly meetings If interested in serving on this committee, please contact Co-chairs: Bob Ramsey or Josh Turner and Cheryl McCullough (Supervisor, Gifted Services)
Visit the Arlington Public Schools – Gifted Services link on the APS Web Site Gifted Services Fall Newsletter: › Cheryl McCullough, Supervisor, Gifted Services or
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.
The Federal Government mandates that all school districts establish a gifted program. A. True B. False FALSE – Each state creates its own 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. html
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
Students in APS may be identified in only one academic subject area. A. True B. False True – Students may be identified in one academic subject area. Some students may be identified in more than one area.
Specific Academic Aptitude, K-12 English Mathematics Science Social Studies Visual or Performing Arts, Grades 3-12 Visual Art Vocal Music/ Instrumental Music (instruments taught in APS)
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.
Students may be referred for services by their classroom teacher, school personnel, parents/guardians, community leaders, and self or other students until April 1 st for the current school year. Referral forms can be found here:
High IQ test score or high standardized achievement test score automatically qualifies a student to receive gifted services. A. True B. False False – No one criteria guarantees eligibility for APS gifted services. Multiple criteria are used.
Nationally Normed Testing Information Ability testing Achievement testing Teacher Checklist: Observations of Academic Behaviors School-based Data Parent Information 6-12 Student Self- Assessment Work samples
Art and Music Teacher Referral: Observations of Artistic Behaviors Student Products Grades Parent Information 6-12 Student Self- Assessment
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 a county- wide Gifted Services Administrative Appeals Committee (must be submitted in writing within 30 days of the school level committee decision) 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)
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