1. Add School Name Add RTG Name, Resource Teacher for the Gifted Add email address

2. Goal 2: Eliminating Gaps Provide equitable educational opportunities Provide effective and dynamic classroom instruction Provide necessary and appropriate support Provide culturally competent classrooms Goal 3: High Quality Staff Strengthen recruitment and retention Strengthen professional development and evaluation Strengthen professional learning communities Goal 4: Optimal Learning Environments Align resources to student learning expectations Provide infrastructure for learning Improve productivity and manage costs Provide clean, safe, energy efficient, and sustainable learning environments Goal 5: Support the Whole Child Increase developmental assets in students Strengthen family involvement Strengthen parent, student, staff, and community partnerships Promote, support, and expect strong relationships with students and parents Goal 1: Challenging and Engaging Instruction Present High and Clear Expectations Create engaging and motivating program choices Create challenging, supported, and accepting learning environments Arlington Public Schools – Strategic Plan

3. Ensure that every student is challenged and engaged.

4. The Resource Teacher for Gifted has all the extension materials needed to meet the needs of high ability students. A. True B. False False – Classroom teachers have many resources to differentiate the curriculum for their high ability learners.

6. Core Curriculum English Math Science Social Studies

7. Reading Matched to student skill level, includes robust vocabulary study Matched to student skill level, includes robust vocabulary study Writing/Grammar Instruction matched to student interests and skills Instruction matched to student interests and skills Word Study Spelling and vocabulary leveled to student skill Spelling and vocabulary leveled to student skill

8. Gifted Services Literature Units Units relate to a different concept/theme at each grade level K – Cooperation 1 – Environment 2 – Patterns 3 – Change 4 – Exploration 5 – Systems

9. APS Mathematics Program National Council of Teachers of Mathematics (NCTM) Standards Virginia Mathematics Standards of Learning (SOL)

10. Number Sense Computation and Estimation Measurement Geometry Patterns, Functions, Algebra Probability and Statistics

11. Project M² (K-2): Mentoring Young Minds Project M² (K-2): Mentoring Young Minds http://projectm2.uconn.edu/ http://projectm2.uconn.edu/ http://projectm2.uconn.edu/ Project M³: Mentoring Mathematical Minds Project M³: Mentoring Mathematical Minds http://www.gifted.uconn.edu/projectm 3/ http://www.gifted.uconn.edu/projectm 3/ http://www.gifted.uconn.edu/projectm 3/ http://www.gifted.uconn.edu/projectm 3/ Hands-On Equations Hands-On Equations http://www.borenson.com/ http://www.borenson.com/ http://www.borenson.com/

12.  Other resource materials include: Groundworks Nimble with Numbers Continental Math League http://www.continentalmathematicsleague.c om/ http://www.continentalmathematicsleague.c om/ Math Dice http://www.mathdice.com/ http://www.mathdice.com/

13. Textbooks with supplemental materials including experiment kits Textbooks with supplemental materials including experiment kits  Supplemental Experiment Kits or units linked to the curriculum FOSS Kits (Selected Grades) AIMS Activities (K-5) Project Clarion Units (K- 3)

14. Science in the School Yard Elementary Engineering Outdoor Lab Planetarium

15. Social Studies Textbooks with teacher resource kits 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 their diverse learning styles

16. More Information about any Core Curriculum Area English: Add name Math: Add name Science: Add name Social Studies: Add name Instruction Lead: Add name

17. COLLABORATION FOR EFFECTIVE DIFFERENTIATION Classroom Teacher Resource Teacher for Gifted Student

18. Instruction Classroom Environment Professional Responsibilities Planning and Preparation

19. A student in grades K through 12 who demonstrate high performance ability or academic potential and who have a cognitive, physical, behavioral, or emotional disability that requires accommodations in order for their potential to be realized.

20. The greatest challenge in serving students who are twice exceptional are the perceptions of most educators that giftedness and special needs are distinct, separate conditions. - Marty Hougen, Ph.D. The University of Texas at Austin

21. Advocating for Your Gifted Child with EBD – Emotional & Behavior Disorders Examining the Issues of 2e Students with EBD U.S. Income Tax Considerations for Parents of 2e Children Conference Coverage. Center for Talent Development, SENG Bob Seney on Books. Seney reviews Wonder Dr. Sylvia Rimm: "Second Sibling Discouraged by Older Brother." News. recent news from the 2e community http://www.2enewsletter.com/index.html

23. The Federal Government mandates that all school districts establish a gifted program. A. True B. False FALSE – Each state creates its own gifted regulations.

24. 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.s html

25. 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

26. 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.

27. 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)

28. 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.

29. 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: http://www.apsva.us/page/1846

30. 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.

31. Nationally Normed Testing Information Ability testing Achievement testing Teacher Checklist: Observations of Academic Behaviors School-based Data Parent Information Work samples

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

33. 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)

34. 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

35. Concept Based/Thematic Instruction Interdisciplinary Instruction Creative/Critical Thinking Skills De Bono’s Hats Plus-Minus-Interesting (PMI) S.C.A.M.P.E.R. Fluency, Flexibility, Originality, and Elaboration (FFOE)

36. Resources for Parents: Parent Resource Center Materials - 703-228-7239 National Association for Gifted - www.nagc.org Virginia Association for Gifted - www.vagifted.org Supporting Emotional Needs of Gifted - www.sengifted.org 2e Newsletter – http://www.2enewsletter.com 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

37. Arlington Public School’s Parent Advocacy Group Part of Advisory Council of Instruction Monthly meetings If interested in serving on this committee, please contact Michele Ginnerty (co-chair of GSAC) at mginnerty@verizon.net or Cheryl McCullough (Supervisor, Gifted Services) at cheryl.mccullough@apsva.usmginnerty@verizon.net cheryl.mccullough@apsva.us

38. Email Add email Voice mail: 703-228-2800 Extension Add extension

39. Visit the Arlington Public Schools – Gifted Services link on the APS Web Site www.apsva.us/giftedservices Cheryl McCullough, Supervisor, Gifted Services 703-228-6160 or cheryl.mccullough@apsva.us

40. 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 email, and the best time for me to contact you.