Kevin Trainor Resource Teacher for the Gifted McKinley Elementary School Oct. 1, 2013

Agenda/Objectives 1. Explain the role of the Resource Teacher for the Gifted (RTG) within a Professional Learning Community (PLC). 2. Provide an overview of gifted services and resources at McKinley ES. 3. Provide an overview of the Identification Process for Gifted Services in Arlington Public Schools.

Questions and Exit Cards  On each table you will find index cards that can be used if you have any specific questions.  Please write the question, your name, your child’s name, your contact information, and the best time for me to contact you

Professional Learning Communities (PLC) Four Key Questions Focus Us on Learning #1 What is it we expect our students to learn? #2 How will we know when they have learned it? #3 How will we provide time and support when they don’t learn it? #4 How will we expand learning when they already know it or learn it quickly?

The role of the RTG  Promote differentiation strategies in the classroom  Provide enrichment and supplemental resources for teachers  Model instructional strategies  Inform staff about gifted education training opportunities  Facilitate the identification process

How I can help a PLC  15 years of professional teaching experience  B.A. in Education; (University of Connecticut, 1998)  Master’s in Elementary Education; (University of Connecticut, 1998)  Master’s in Gifted and Talented Education; (University of Connecticut, 2005)  National Board Certification (Middle Child- Generalist, 2008).

How PLCs can help me On average, grade-level teams at McKinley have:  36 years of professional teaching experience  3 graduate degrees  Additional endorsements in: Reading, Science, Math, ESOL, Special Education, VISTA  Additional endorsements in: Reading, Science, Math, ESOL, Special Education, VISTA  1 NBCT; 2 more in the process  Multiple Honorees of McKinley Teacher of the Year

Gifted Services: Cluster Grouping  Students in grades 1-5 have been clustered into classrooms with intellectual peers  RTG plans with and supports the classroom teachers with extension activities and projects for those students who have already mastered grade level content  Support may look different in the various grade levels depending on teacher and student needs

Classroom Support Kindergarten and 1 st Grade Classrooms  Collaborate for the planning and implementation of lessons  Model critical and creative thinking strategies in classes on a monthly basis  Integrate grade-level content into the critical and creative thinking lessons  Provide resources and differentiation support

Classroom Support Second, Third, Fourth, and Fifth Grade  Collaborate for the planning and implementation of lessons  Planning with cluster teachers  Literature/Reading Support for identified students  Weekly co-teaching in cluster classrooms for math  Model Critical and Creative Thinking Skills in all classrooms on a monthly basis

Sample Curriculum Resources  Gifted Literature Units  William and Mary Literature Units  Junior Great Books  Jacob’s Ladder Reading Comprehension Program  Project M2 and Project M3  The Problem Solver Units  Best of the Continental Math League  Hands-On Equations  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

Communication Differentiated Student Progress Form  Quarterly report to parents in report cards in grades 1-5 for identified students  The form documents differentiated instructional strategies and extensions that were used during the quarter.  Replaces the Differentiation Instruction Planning Form

Parent Resources  Further information about APS Gifted Services is located on the APS website   Click on Curriculum and Instruction  Click on Programs  Click on Gifted Services

Contact Information Kevin Trainor, Resource Teacher for the Gifted Phone: (703) Cheryl McCullough, Supervisor of Gifted Services Phone: (703)

Part 2: Gifted Identification Process

Virginia 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. 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.

Arlington Public Schools  Identify students who require gifted services  Train teachers in ways to provide services  Establish continuous educational services to match the needs of gifted learners  Support differentiated instruction to meet the needs of gifted students

Gifted Services Identification  Specific Academic Aptitude (Grades K-12)  English  Mathematics  Science  Social Studies  Visual or Performing Arts (Grades 3-12)  Visual Art  Vocal Music  Instrumental Music (instruments taught in APS)

Screening for Gifted Services  Each year, the total population is screened by school staff to create a pool on candidates based on students’ need for gifted services  Screening is formal-review of testing information  All grade 2 students will take the Naglieri Ability Test (NNAT-2)  All grade 4 students will take the Cognitive Ability Test (CogAT)  All other referred students will receive an ability test if they not in grades 2 or 4  Screening is informal-teacher feedback, parent information, honors, awards, student population in school events, competitions, etc.

Referrals for Gifted Services  Students may be referred for services by their classroom teacher, school personnel, parents/guardians, community leaders, or other students until April 1 st of the current school year  Identification decisions are sent to parents or guardians by letter within 10 school days of the Identification Committee meeting  Referral forms can be found here: 

Eligibility Criteria  Gifted Services in Specific Academic Areas  Nationally-Normed Testing Information  Ability testing  Achievement testing  Teacher checklist  School-based Data  Parent Information  Work Samples

Eligibility Criteria  Visual Arts or Vocal/Instrumental Music Areas (Grades 3-12)  Art and Music Teacher Referral: Observations of Artistic Behaviors  Student Products  Grades  Parent Information

Appeals Process  An Appeal is available to families following the eligibility process  Appeals begin at the school level with the principal  A second level of appeal is countywide Gifted Services Administrative Appeals Committee (must be submitted within 30 days of the school level committee decision)

Contact Information Kevin Trainor, Resource Teacher for the Gifted Phone: (703) Cheryl McCullough, Supervisor of Gifted Services Phone: (703)

Questions and Exit Cards  On each table you will find index cards that can be used if you have any specific questions.  Please write the question, your name, your child’s name, your contact information, and the best time for me to contact you