COLLABORATION FOR EFFECTIVE DIFFERENTIATION Classroom Teacher Resource Teacher for Gifted Student Presented by Wendy Cohen, Resource Teacher for Gifted

Agenda Part 1: Gifted Services/Resources Part 2: Gifted Identification

Questions and Exit Cards On the table you will find post-it notes that can be used if you have any specific questions.  Please write the question, your name, your child’s name and your contact information, as well as the best time for me to contact you

Professional Responsibilities 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

Professional Learning Communities 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?

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

Thinking Skills Big IdeasOverarching Concepts: Change, Patterns, Systems, Perspectives, Cause/Effect, Cycles Critical Thinking Teaching Models Research Formats, Hamburger Model of Persuasive Writing, Design Briefs Creative ThinkingSCAMPER, Creative Problem Solving, FFOE (Fluency, Flexibility, Originality, Elaboration) Decisions and Outcomes PMI, Problem Based Learning, Project Based Learning Making ConnectionsMind-Mapping, Visualization, Analogies, Synectics Point of View (Different Perspectives) deBono’s Hats, Debates, RAFT(Role, Audience, Format, Topic) QuestioningBloom’s Taxonomy, RTO (Right There, Think and Search, On Your Own) Levels of Questioning

Communication Differentiated Student Progress Form  Quarterly report to parents with report cards in grades 1-5 for identified students  The form documents differentiated instructional strategies and extensions  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

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.

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 of 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) 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, and self or other students until April 1 st of the current school year

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, e.g. writing

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)

Wendy Cohen Contact Information