Key School Gifted Services Micaela Mejia Pond –Coach Pond Resource Teacher for the Gifted School Phone: 703/

Warm Up Activity Who is in the room? What brought you out on this rainy night? What do you hope to learn about? What do you remember about the gifted program? PLEASE TURN TO YOUR TABLE MATES AND DISCUSS.

Information Cards: On each table, you will find cards for you to complete providing me with your contact information. If I am not able to answer your question tonight, write it on the back of the card, and I will contact you via or phone. Questions: There will be time for GENERAL questions throughout the presentation. If you have a specific question you wish to ask about your child, please see me following the meeting or contact me via or phone.

Coach Pond Key School Teacher of the Year Celebrating my 20 th year of teaching! Student of Christa McAuliffe University of Wisconsin- Madison Go Badgers! George Mason University Arlington Parent

The Role of the Resource Teacher for the Gifted Promote differentiation strategies in the classroom Collaborate and co-teach lessons in classrooms with clusters of identified gifted students Teach critical-thinking and creative-thinking lessons in classrooms K-5 Provide enrichment and supplemental resources to teachers Provide professional development about gifted education to teachers Facilitate the gifted identification process

Gifted Services at KEY I work in partnership with the classroom teachers and the math coaches on collaborative instruction. Our method of services at Key vary with the needs of the child. We have moved towards a push-in model and only pull out when absolutely necessary. Creative/Critical Thinking Skills K-5 Monthly Lessons Daily Differentiation to meet the needs of our students.

Cluster Grouping Students in grades K-5 have been clustered into classrooms with intellectual peers. Clusters are usually made of 4-8 students. The Resource Teacher for the Gifted (RTG) supports the classroom teachers in planning extension lessons and activities for students who have already mastered grade-level skills and content. Support from the RTG may look different at different grade levels, depending on the needs of the students.

Gifted Services target specific areas of strength… Specific Academic Aptitude, K-12 English Mathematics Science Social Studies Visual or Performing Arts, Grades 3-12 Visual Art Vocal Music (Chorus) Instrumental Music Band/Orchestra

What has changed? Increased emphasis on collaboration and co- teaching between the classroom teacher and the RTG Increased use of push-in services for RTG to co- teach in the regular classroom Increased focus on providing more consistent differentiation and challenge for advanced students in the regular classroom

New Student Ability Tests NNAT2 or Naglieri Non-Verbal Ability Test Given to all Key second graders in the fall. 30 minute timed test Computer based Parent report of scores provided by APS. CogAt or Cognitive Abilities Test Given to all Key fourth graders in the fall computer based To assess students’ abilities in reasoning and problem solving using verbal, quantitative, and nonverbal (spatial) symbols Parent report of scores provided by APS.

English/Language Arts Reading Matched to student skill level, including robust vocabulary study, and critical-creative thinking responses. Matched to student skill level, including robust vocabulary study, and critical-creative thinking responses. Writing/Grammar Developing deeper levels of elaboration and depth in student writing either by student interests or response to reading choices. Developing deeper levels of elaboration and depth in student writing either by student interests or response to reading choices. Word Study Spelling and vocabulary leveled to student skill and designed to further extend their working vocabulary. Spelling and vocabulary leveled to student skill and designed to further extend their working vocabulary.

Mathematics Curriculum and Beyond… Beyond the Textbook: - Hands-on-Equations - Computer based sites - W&M units - Project M² or M³ - The Problem Solver - Math Dice Number Sense Computation and Estimation Measurement Geometry Patterns, Functions, Algebra Probability and Statistics

Scientific Extensions APS: Outdoor Lab (day or overnight) Planetarium visits Science in the School Yard Elementary Engineering Student driven research-centered projects

Social Studies Extensions Exploring historical events and the world around us: Student-centered research projects on topic of choice as it relates to units Considering National Geographic Geography Bee (Grades 4 & 5) History Alive!

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

How are students identified as gifted? 4-step identification process: 1. Screening 2. Referral and Data Collection 3. Identification Committee Decision 4. Appeal

Step 1: Screening All students at Key are screened each year to decide whether they have learning needs beyond the regular instructional program. We consider: Testing data Teacher observations Parent information Classroom performance Honors or awards

Step 2: Referral Referrals can be made by: Teachers School staff Parents/guardians Community members Most referrals are submitted January through March. Deadline for referrals is April 1 st Parent referral forms can be found on the Gifted Services Website or requested from the RTG

Gathering Eligibility Data The RTG collects data to help determine a student’s eligibility for Gifted Services, including: School-based assessment data Nationally-normed testing data Parent information Student work samples Teacher checklist of observed behaviors

Step 3: Identification Committee Decision Committee includes classroom teacher(s), the RTG, and an administrator. All eligibility data is reviewed. A decision is made about the appropriateness of Gifted Services for the student. Decisions are usually made in May, for services to begin the following school year. Parents are notified by mail of the decision.

Step 4: Appeal Parents may appeal the decision. Level One Appeal: At the school-level with the principal Requests must be submitted in writing within 10 days of notification of the decision Level Two Appeal: At the county level with the Gifted Services Administrative Appeals Committee Requests must be submitted in writing within 30 days of Level One decision

Role of Parent – Supporting Differentiation for Student Resources for Parents: National Association for Gifted - Virginia Association for Gifted - Supporting Emotional Needs of Gifted - 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, Coach Pond, as well as Laurie Dodson and Sandra Small to monitor social and academic progress

Gifted Services Advisory Committee (GSAC) Arlington Public School’s Parent Advocacy Group Part of Advisory Council of Instruction Monthly meetings If interested in serving on this committee, please contact Beth.Dowd (co-chair of GSAC) at or Cheryl McCullough (Supervisor, Gifted Services) at

Arlington Public Schools Gifted Services Visit the Arlington Public Schools – Gifted Services link on the APS Web Site Cheryl McCullough, Supervisor, Gifted Services or

GRACIAS! EXIT CARDS Please tell me your name, your child’s name and the best way to reach you. Do you have any remaining concerns or questions? Was the presentation useful? If so how? If not, why? Would you be willing to volunteer for any special projects?