1. 1 The Prince William County Gifted Education Program Thurgood Marshall Elementary Parent Information Night March 9, 2015 Kerri Lawrence, Gifted Education Resource Teacher

2. 2 What is a Gifted Education Program? Gifted Education, like Special Education, is a needs-based program. In Virginia, it is subject to State Regulations. The Resource Program helps to provide services for students whose learning needs cannot be met entirely in the regular classroom. It is not earned or achieved, but is part of an appropriate education for identified students. Our program goals include development of creative and critical thinking skills as well as independent and interactive learning skills for identified students in order to encourage and enable them to become self-directed learners.

3. 3 How are Gifted Education services provided? START ( S trategies T eaching A nd R eaching for T alent) START provides for the needs of identified K-3 grade students. START students are identified as potentially gifted students. Students work in small groups with the resource teacher weekly for 25 to 90 minutes depending on their grade level. In the resource classroom, START students complete interdisciplinary units designed to develop higher level thinking skills as well as mini-lessons about specific skills and strategies. Classroom teachers differentiate instruction to best meet all students’ needs.

4. 4 How are Gifted Education services provided? SIGNET S chools I nvolved in G ifted N eeds in E ducation T oday Students identified for SIGNET services are eligible through 12 th grade. Fourth and fifth grade SIGNET students who are eligible for Resource Services at TMES spend 3.75 hrs each week in the resource classroom. Our day is divided into three portions: Independent Learning Centers, T.A.G., and Think Tank. Independent Learning Centers: Student selected, based on interest and/or identification area. TAG ( Techniques for Achieving Goals) Units: Year-long units taught to the entire class with lots of hands-on projects. Ex: A4-Virtual Theme Park or Groovy Greeks Think Tank: Short-term problems/challenges to develop critical and creative thinking. Ex: Mysteries, Problem of the Day, Stories with Holes, and Logic Matrix Problems

5. 5 How do I know if my child is gifted? We identify children as requiring gifted education services. When a child is not found eligible for services, this means that we do not currently have sufficient evidence that they require services other than what is provided in the regular classroom. All children have different skills and needs, even those who are identified as “gifted.” Sometimes needs change. Ex. Early reading is not always an indicator of giftedness.

6. 6 Bright Child VS. Gifted Learner Knows the answers…………………...….……..Asks the questions Interested……….…………………………..……..Is highly curious Is attentive…………………...…Is mentally and physically involved Has good ideas………………...……….………Has wild, silly ideas Works hard …………………………….Plays around, yet tests well Answers the question……………..Discusses in detail, elaborates Top group……………………………………………Beyond the group Listens with interest……..…Shows strong feelings and opinions Learns with ease…………………………………..…...Already knows Understands ideas …………...…………….Constructs abstractions How do I know if my child is gifted?

7. 7 Bright Child VS. Gifted Learner, Continued Enjoys peers……………………..……………………….Prefers adults Grasps the meaning…………………….....…..……Draws inferences Completes assignments…………………....……… Initiates projects Is receptive……………………………………………………..Is intense Copies accurately…………………………….Creates a new design Enjoys school………………………...………………Enjoys learning Absorbs information…………...…………..Manipulates information Technician…………………………….………………………… Inventor Good at memorization…………..……………………...Good guesser Enjoys straightforward sequential presentation… ………………..Thrives on complexity Is alert………………………….……………………Is keenly observant Is pleased with own learning………………..…Is highly self-critical How do I know if my child is gifted?

8. 8 The Prince William County Multiple Criteria Identification Process Students can be found eligible for Gifted Education Services in language or math content areas. (Resource services at the elementary level are the same regardless of the area of identification.) If a student is found eligible, he/she is identified as having a Specific Intellectual Ability: Main areas: Language Arts or Math OR Both. Secondary areas: Social Studies or Science A wide variety of data is included in the identification process. No single piece of data may either include or exclude a student from the Gifted Education Program in this county.

9. Multi-Criteria Process  Student Work Samples  Portfolio of work student has completed in school  Student-initiated work samples may also be included  Parent and Teacher Information  Grades and Levels  Level of language or math acquisition, ex. DRA reading level  Criterion-based measures, such as SOL scores  Aptitude Test Scores  K-Bit II in English or Spanish administered K-3 START  Both the CogAT and the NNAT2 are administered SIGNET  Additional testing as ordered by the county-level identification committee 9

10. 10 The Prince William County Gifted Education Identification Process at a Glance Referral made for student evaluation Resource Teacher obtains permission from parents/guardians to begin the evaluation process Resource Teacher collects evidence from multiple sources (parent/guardians, student, teachers) to create student profile

11. The Prince William County Gifted Education Identification Process at a Glance 11 Profile is presented to school-based committee for evaluation relative to peers Profile is presented to county-level committee for evaluation. Committee makes decision regarding eligibility, placement and services Parents/guardians contacted with committee decision on eligibility and services* *If student is not found eligible, parents/guardians may appeal decision to present additional evidence.

12. 12 The Prince William County Gifted Education Identification Process Referral Students may be referred at any time by anyone. This includes school faculty and staff, community members, classmates, parents, or themselves. A screening pool is established during the early Spring of Third Grade, which includes current START students, referrals from teachers, referrals from parents, and students with ability test scores in the ninth stanine.

13. 13 The Prince William County Gifted Education Identification Process Permission Permission forms are available from the Resource Teacher upon referral. They are mailed to the student’s parents or guardians with a cover letter and parent report. No data may be gathered without parent permission, unless it is data available for all students, (such as CogAT and NNAT2 scores.)

14. 14 The Prince William County Gifted Education Identification Process Data Collection / Evidence Ability Test Scores K-3 graders are administered the KBit2, (Kaufman Brief Intelligence Test Second Edition) when referred and permission is received. (Prior to SIGNET screening) All third graders in PWCS take the following: Cognitive Abilities (CogAT) Test Naglieri Nonverbal Ability Test Second Edition (NNAT2) Other ability test scores provided by previous schools or a KBit2 from START identification may be used if they are within the acceptable time frame for that test. Occasionally other tests may be ordered as required due to special circumstances.

15. 15 The Prince William County Multiple Criteria Identification Process Data Collection / Evidence Grades and Instructional Levels Teachers provide the grades and the instructional levels for students. These are used together to indicate students’ readiness in the content areas.

16. 16 The Prince William County Gifted Education Identification Process Data Collection / Evidence Classroom Work Samples Gifted Education Resource Teachers administer Math Packets and Student Reports to all screening-pool candidates. These indicate problem-solving abilities, student interests, and learning preferences. General Education Classroom Teachers provide samples of students’ classroom work in the various content areas. These are evaluated for skills such as “voice,” creativity, and advanced thinking.

17. 17 The Prince William County Gifted Education Identification Process Data Collection / Evidence Teacher and Parent Reports Teacher and Parent Reports are used together to determine a student’s learning strengths and to highlight examples of some of the typical characteristics of a gifted learner that the student may be displaying. Teacher Reports are written by professionals who have had experience with many children over a long period of time. Parent Reports may indicate typical characteristics of gifted learners that have not been demonstrated in the large group setting typical of a school classroom.

18. 18 The Prince William County Gifted Education Identification Process School-Based Committee Meetings Meetings are held at each school, and each case is presented to the committee. The school committee consists of an administrator, a guidance counselor, two regular classroom teachers, the resource teacher(s), and the child’s classroom teacher. The committee discusses the case and highlights the student’s strengths as a learner. This ensures that professionals who know the student and the learning environment in that school have opportunity to provide pertinent information. No placement decisions are made at this level.

19. 19 The Prince William County Gifted Education Identification Process District Eligibility Committee Meeting Meetings are held at the district level and each case is presented to the Eligibility Committee. Members of the School Profile Development Committee sit on the Eligibility Committee. The student’s case is read and considered by four professionals: a gifted education resource teacher, an administrator, a guidance counselor, and a classroom teacher.

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21. 21 The Prince William County Gifted Education Identification Process Eligibility and Determination of Services At the eligibility meeting, a decision is reached as to the appropriate eligibility and the services a student should receive. A student may be found eligible for services. Placement can range from resource and classroom services to classroom services only. A student may be monitored for further information before an appropriate decision can be reached. A student may be found ineligible. Parents or school staff may appeal the decision, or a case may be reopened at a later time.

22. 22 The Prince William County Gifted Education Identification Process Third Grade Spring Screening Timeline March 13 Parent Report and Permission Forms Due March/April Math Packets and Student Reports are completed April/MayEligibility Meetings at local and district levels are held June 5Notification Letters are mailed June 8-12Resource Teachers available to answer questions

23. Helpful Hints: The Parent Report Be as specific as possible. Think about what your child says/does and what you view as above and beyond what you would expect for an average child in third grade. Self-initiated projects (products that your child creates that are not part of a school assignment or suggested by parents and done solely on their own): it is helpful to include the product or a photo of the project when possible or more appropriate. Trouble thinking of things to write? Take a day or two to observe your child in action! YOU are our greatest expert about your child. “Paint a portrait” of who you see when describing your child. Some examples that could be included: an advanced sense of humor, creativity, unique problem-solving abilities, leadership, an intense interest in a subject or activity, or creative “out-of-the-box” connections they have made. 23

24. 24 Q & A Kerri Lawrence Gifted Education Resource Teacher Marshall Elementary School, PWCS 703-791-2099 lawrenkl@pwcs.edu