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Nottingham Elementary School Christine Hoska Fulltime Resource Teacher for the Gifted

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Presentation on theme: "Nottingham Elementary School Christine Hoska Fulltime Resource Teacher for the Gifted"— Presentation transcript:

1 Nottingham Elementary School Christine Hoska Fulltime Resource Teacher for the Gifted

2   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  Helping children understand that their intelligence is not fixed  Encouraging hard work and risk-taking, so we can all improve our abilities  Teaching students to frame their thinking in new ways to foster personal growth

4  Instead of saying… You’re so smart! This work is good enough. You’re just not that good at math.  Try saying… You worked really hard, and it shows! Is this really your best work? You’re having trouble with math right now, but keep working on it and you will do better.

5 Core Curriculum English Math Science Social Studies Arts Curriculum Visual Arts Music –instrumental & vocal In APS, students may be identified in one or more areas. Additional areas may be added throughout their academic K-12 career.

6 Reading 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 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 Short-term novel studies or research pullout groups. Short-term novel studies or research pullout groups. Writing/Grammar Instruction matched to student interests and skills Instruction matched to student interests and skills Written responses to reading. Written responses to reading. Word Study Spelling and vocabulary leveled to student skill Spelling and vocabulary leveled to student skill How We Differentiate in English/Language Arts…

7 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 use of alternative math resources in the classroom (ie. UConn M³ Units, Number Sense, Real World Problem Solving) Continental Math League Meets and practice problems (2 nd -5 th grades) Continental Math League Meets and practice problems (2 nd -5 th grades) Exemplars tiered word problems requiring multi-steps, planning and explanation of work Exemplars tiered word problems requiring multi-steps, planning and explanation of work Math Dice practice challenges, lunch play, and tryouts for the team 2 nd semester (5 th grade) Math Dice practice challenges, lunch play, and tryouts for the team 2 nd semester (5 th grade) Anchoring Folders with appropriately challenging work to be done in place of regular classroom activities when appropriate. Anchoring Folders with appropriately challenging work to be done in place of regular classroom activities when appropriate. Pullout lessons with small groups. Pullout lessons with small groups. How We Differentiate in Mathematics…

8 Creating interdisciplinary connections Infusing real world connections Promoting hands on/experiential learning that encourages creative and critical thinking How We Differentiate in Science and Social Studies…

9  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. art shows, concerts, theatrical productions, and honors chorus/band/orchestra tryouts

10 More Information about any Core Curriculum Area English: Donna McConnell, Sarah Herlihy Math: Melinda Metz and Angela Torpy Science: Andrea McFerran Social Studies: Anne Godfrey Instructional Lead: John Tarpey

11 COLLABORATION FOR EFFECTIVE DIFFERENTIATION Classroom Teacher Resource Teacher for Gifted Student

12 We spearhead the identification process as well as suggest and support teachers in their student referrals. 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. How the Collaboration Model Works…

13 The Gifted Identification Process in Arlington

14 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. tml

15 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

16 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)

17 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.

18 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: 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:

19  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.

20 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

21 Art and Music Teacher Referral: Observations of Artistic Behaviors Student Products Grades Parent Information

22 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 receipt of 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 receipt of school level committee decision)

23 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

24 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

25 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.

26 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

27 The best way to contact me is by ing me questions and including a phone number and a good time to reach you.

28 Visit the Arlington Public Schools – Gifted Services link on the APS Web Site Cheryl McCullough, Supervisor, Gifted Services or Find out more about Arlington Public Schools Gifted Services…


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