Presentation on theme: "Carole Ann Linehan Advanced Academic Resource Teacher Mosby Woods Elementary School"— Presentation transcript:
Carole Ann Linehan Advanced Academic Resource Teacher Mosby Woods Elementary School firstname.lastname@example.org
School Based Services Level IV Screening Parent resources for enrichment and critical and creative thinking strategies
School Based Services
One size does not fit all. What is best for your child?
Critical and Creative Thinking Strategies Level I Services All children learn to think, reason, and problem-solve through nine strategies that challenge students to use and apply knowledge in new and different ways. Lessons that develop critical and creative thinking skills are used by teachers with all students in K-6 classrooms.
Second graders use fluent thinking to elaborate on Droodles which are doodle and riddles.
Second graders read the book, Beach Is to Fun to study analogies.
Fourth graders used fluent thinking to write questions for Virginia studies content.
Differentiated Lessons in Areas of Academic Strength Level II Differentiated instruction is provided through more challenging content, assignments, resources, and flexible groupings in one or more areas of academic strength. Advanced Academic Resource Teachers plan, collaborate, and share ideas and resources with classroom teachers and other specialists.
Second graders work on nonfiction using the Jacob’s Ladder program.
Part-Time Advanced Academic Program Level III Students work directly with the Advanced Academic Resource Teacher to receive enrichment and extensions to curriculum and instruction. The Advanced Academic Resource Teacher, Mrs. Linehan, plans and collaborates with the classroom teachers and other teachers who work with the students e.g., ESOL and special education.
Third graders explain their thinking using Mentoring Mathematical Minds M3.
Fourth grade students analyze primary resources.
Fifth graders brainstorm cultural universals.
Sixth graders develop generalizations for the concept of change.
Young Scholars – A Model for Success All Levels K-12 Young Scholars Committed professionals Nurture, guide, support Essential elements Find, identify
Local Screening for School-Based Services (Levels II-III) All students are evaluated for Advanced Academic Programs school-based services using multiple sources of information. Local school Advanced Academic Programs screening committee determines eligibility for school-based services Parents/guardians may initiate a referral
Full-Time Advanced Academic Program Grades 3-6 Level IV Full-Time Advanced Academic Program Grades 3-6 Level IV The full-time advanced academic program is differentiated in depth, breadth, and pace of instruction. It provides an appropriate level of challenge for highly gifted learners with a strong emphasis on critical and creative thinking, and problem-solving. The mathematics curriculum is accelerated by one grade level and readings and resources that are used in other subject areas are also presented at advanced levels. Students have opportunities for ongoing opportunities for reflection and self-assessment.
Information Considered in Placement Decisions for Part-Time and Full-Time Advanced Academic Programs Ability test scores - Naglieri Nonverbal Ability Test (NNAT), Grade 1 -FCPS Cognitive Ability Test (CogAT) Custom Form, Grade 2 Achievement Test Scores - Standards of Learning (SOL) scores Gifted Behavior Rating Scale (GBRS) Progress Reports Additional Information - record of previous Advanced Academic services received - work samples, certificates, and/or awards (8 ½ x 11) - Parent Questionnaire (for level IV referrals)
Local School Screening for Full-Time Advanced Academic Placement Grade 2: Pool Candidates Screening pool is established using the Naglieri Nonverbal Abilities Test (NNAT) from 1 st grade and the FCPS Cognitive Ability Test (CogAT) Custom Form, Grade 2. Parents of students in the second grade screening pool receive a letter notifying them that their child will be screened for the full-time advanced academic program. Parents may decline screening. Grades 2– 7: Referral Candidates Parents may submit full-time advanced academic program referrals for 2nd grade students not in the pool, and students in grades 3-7. Referrals and optional materials are due February 3, 2015. New FCPS students files due October 24, 2014. Screening file is prepared by the local school Advanced Academic Programs screening committee and submitted to central selection committee. Eligibility decisions made by the central selection committee, and reviewed by an oversight committee. Parent/guardian(s) are notified by mail regarding eligibility. http://www.fcps.edu/is/aap/parents/sessions.shtml http://www.fcps.edu/is/aap/parents/sessions.shtml
Testing Timeline 2014-2015 All 1 st /2 nd grade students, and students in grades 3-7 who are missing ability test scores, are tested. *First graders will take the NNAT in March. *Second graders will take the FCPS Cognitive Ability Test, Custom Form, Grade 2 in the fall. Scores from the 1 st grade NNAT and FCPS Cognitive Ability Test, Custom Form, Grade 2 (during the regular testing window) are considered for the 2 nd grade pool. All other Level IV screening files are generated by referral. There is no advantage to having a file initiated by pool vs. referral. Fall Testing Windows: FCPS Cognitive Ability Test, Custom Form, Grade 2 and CogAT (grades 3-7 by request for CogAT or NNAT) (October 2014) Naglieri Nonverbal Abilities Test (NNAT) March 2015 Spring testing is only for FCPS students enrolled after the fall testing cycle and are referred for Level IV advanced academic services. A parent/guardian may seek private testing through a licensed psychologist or through GMU. Call 703-933-4200.GMU
FCPS Cognitive Ability Test, Custom Form, Grade 2 October 21-24 Grades 2-6 NNAT* November 19 th First Grade Naglieri Nonverbal Abilities Test (NNAT) March 2015
Best practices in identification Best practices indicate that multiple measures and valid indicators from multiple sources must be used to assess and serve gifted students. Information should be gathered from multiple sources, in different ways and in different contexts. —NAGC, 1997 Best practices indicate that multiple measures and valid indicators from multiple sources must be used to assess and serve gifted students. Information should be gathered from multiple sources, in different ways and in different contexts. —NAGC, 1997
Students experience an extended Program Of Studies at greater levels of depth and complexity.
Guidelines for Work Samples Pages must be single- sided, 8 ½ x 11”. Pages must be 2- dimensional only; However, a photograph of a 3D work sample is acceptable. Multiple pages may be copied to one page as long as it is large enough to read. Or, a single page from a multi-page work sample may be included. Copies or originals are acceptable (work samples will not be returned) It is helpful to write a brief sentence or two that highlights what the committee should notice about the sample
Math Sample from Mentoring Young Mathematicians (M 2 ) This utilizes math vocabulary related to the concept and shows understanding of the big idea. The student supports their answer with an example.
Math Non-Sample While the 4 th -grade student completing this sample scored perfectly, the work shows a rote process. This type of work is important, but does not showcase the type of problem solving thinking that would be good evidence for needing full- time placement in a level IV center. Instead, showcasing a single problem that requires the student apply mathematics concepts to problem solve would be preferred.
Language Arts: Encapsulation This is an encapsulation of chapter 18 of the book Bud, Not Buddy, whereby the student put important ideas from the chapter on a license plate. This sample would be stronger if there was a short blurb pointing out that it was using the encapsulation strategy and verbalizing some of the symbolic ideas represented.
Language Arts Non-Sample This word study sample shows the student does well sorting words and using them in sentences. It is not a strong language arts sample. A stronger sample might include literary analysis, creativity, persuasive writing, etc.
Science: Plant analogies A 2 nd grade Spanish Immersion student created analogies about the parts of a flower in Spanish
Science Non-Sample The student scored 100% on this plants quiz. However, the answers on it required recall of knowledge level information. Possibilities for strong science work samples may include: designing an experiment, creating big questions for research, solving or inventing an engineering solution.
Social Studies: Johnoglyphics A 3 rd grade student created the following system, modeled on hieroglyphics, to teach toddlers to read. In addition to connections to Social Studies content, this work sample shows fluency and elaboration in an original solution to a problem.
Social Studies Non-Sample This sample shows the student is able to recall information about the 3 branches of government. A preferred work sample might include: analysis of a primary source document, relating to different points of view in past or current events, making intra- or inter- disciplinary connections related to Social Studies content, etc.
Other work samples This student created a series of comic strips and designed a web site where they were posted. The comics and site showed a mature sense of humor in creating new products about every day topics.
Other Work Samples This student created a poster of 4 Ways of Smart (Picture, Nature, Body, and Music). The poster displays a strong sense of design.
Other work samples This student created a comic, entitled “Chocolate,” with her spelling words for the week.
Advanced Academics in middle and high school
The Middle School Honors Program Designed to meet the needs of students with specific academic strengths in one or more of the four core subject areas. Students experience an extended Program Of Studies at greater levels of depth and complexity.
The International Baccalaureate Middle Years Program (IBMYP) offers student-centered, holistic programs of international education that support FCPS student achievement goals for academics, essential life skills, and responsibility to the community. The IB Middle Years Program (MYP) develops in grades 6-10 the intellectual, personal, emotional and social skills they need to live, learn, and work in a rapidly globalizing world. FCPS students may earn an FCPS MYP certificate for meeting the rigorous requirements. 44
Individual, rigorous college-level courses in most subject areas Widely accepted at American universities FCPS AP diploma awarded to students taking at least 5 AP courses on which they receive a 3 or better (out of 5) International perspective integral part of program Full diploma includes IB courses in 6 subject areas, extended essay, Theory of Knowledge class, and 150 extra- curricular hours Individual IB courses are offered at standard or higher levels may be taken Widely accepted for college credit globally Advanced PlacementInternational Baccalaureate Thomas Jefferson School for Science and Technology Specialized learning environment for highly motivated students with a genuine interest and ability in science, mathematics, and technology. Admission is on a competitive basis. See website for more specific information about the admission process.
Read, read, and read Although advanced programs are open to all students, students who take these courses need to be motivated to learn Study the first year of a world language and Algebra 1 before 9th grade (required by TJ, IB, and AP Calculus and AP World Language) Determine first if your child is a candidate for an advanced academic program and choose the program that is the best for your individual student. Visit TJ in October of the 8 th grade year.