1. Greg Chapuis Resource Teacher for the Gifted Oakridge Elementary School October 15, 2013

2. 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 enrichment resources at Oakridge. * I will to do another presentation in January that focuses on the Gifted Identification process.

3.  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 and your contact information as well as the best time for me to contact you

4. 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?

5.  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

6.  13 years of professional teaching experience  10 years of experience working at Oakridge as a classroom teacher and instructional leader  Master’s in Elementary Education  (Marymount, 2004)  National Board Certification  (Middle Child-Generalist, 2008)

7. Grade-level teams at Oakridge have:  Many years of professional teaching experiences at all grade levels (K-12)  A wide variety graduate degrees  Additional endorsements in: Reading, Science, Math, ESOL, and Special Education  4 NBCT; more in the process  Multiple Honorees of Oakridge Teacher of the Year

8.  Students in grades 1-5 have been clustered into classrooms balanced classrooms  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

9. Kindergarten Classrooms  Collaborate for the planning and implementation of lessons  Teach 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

10. 1 st and 2 nd Grade Classrooms  Collaborate for the planning and implementation of lessons  Teach 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  Weekly planning and co-teaching in cluster classrooms

11. 3 rd and 4 th Grade Classrooms  Collaborate for the planning and implementation of lessons  Provide resources and differentiation support  Weekly planning and co-teaching in cluster classrooms  Model Critical and Creative thinking strategies in all classrooms (to begin in quarter 2) on a rotating basis.

12. 5 th Grade Classrooms  Collaborate for the planning and implementation of lessons  Provide resources and differentiation support  Weekly planning and co-teaching in cluster classrooms  Model Critical and Creative thinking strategies in all classrooms (to begin in quarter 2) on a rotating basis.  Facilitate 5 th Grade Enrichment Clusters

13.  Gifted Literature Units & Craft Lessons  William and Mary Literature Units  Jacob’s Ladder  Project M2 and Project M3  AIMS Activities  Continental Math League  The Problem Solver Series & Exemplars  Groundworks  Project Clarion Units  Social Studies Alive!

14. 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

15. Content Area Lead Teacher Email contact English Rebecca Irwin-Kennedy rebecca.kennedy@apsva.us Math Greg Chapuis Christine Burke greg.chapuis@apsva.uschristine.burke@apsva.us Science Amelia Rieth amelia.rieth@apsva.us Social Studies Rachna Fraccaro rachna.fraccaro@apsva.us Instructional Lead Julia Souvlis julia.souvlis@apsva.us

16. 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  Replaces the Differentiation Instruction Planning Form

17.  Further information about APS Gifted Services is located on the APS website  www.apsva.us  Click on Curriculum and Instruction  Click on Programs  Click on Gifted Services

18. Greg Chapuis, Resource Teacher for the Gifted Email: greg.chapuis@apsva.us Phone: (703) 228-5840 Cheryl McCullough, Supervisor of Gifted Services Email: cheryl.mccullough@apsva.us Phone: (703) 228-6160