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Arlington Public Schools Gifted Services 2014-2015. Campbell Elementary School Pamela Clark ½ time Resource Teacher for the Gifted ½ time Expeditionary Learning Coordinator [email protected]. What We Do for All K-5 Students…. - PowerPoint PPT Presentation
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Arlington Public Schools Gifted Services2014-2015
Campbell Elementary School
Pamela Clark
½ time Resource Teacher for the Gifted
½ time Expeditionary Learning Coordinator
What We Do for All K-5 Students…
Promote student involvement and engagement through expeditionary learning protocols and expeditions.
Offer in-class lessons using critical and creative thinking strategies
Attend grade level planning meetings to assist in differentiation for high-end learners
Support teachers by offering ideas and materials for differentiation in the classroom
Support teachers by offering training so teachers can better recognize and serve students who need greater levels of challenge.
Conduct formal and informal screenings to help teachers make appropriate gifted referrals in February.
Afterschool Opportunities: Odyssey of the Mind -Creative Problem Solving and Teamwork, Focus Book Clubs, Project Discovery.
Growth Mindsetbased on the work of Carol Dweck
Helping kids understand that their intelligence is not fixed
Encouraging hard work and risk-taking, so we can all improve our abilities
Teaching kids to frame their thinking in new ways to foster personal growth
Growth Mindset
Instead of saying…
• You’re so smart!
• You’re a great artist!
• You’re just not that good at math.
Try saying…• You worked really
hard, and it shows!• You’ve been
practicing your art and are showing great improvement.
• You’re having trouble with math right now, but keep working on it and you will do better.
Sound Familiar? Is your child… * always asking penetrating questions? * highly curious and imaginative? * able to grasp new ideas quickly? * often thinking of new ways to do things? * able to communicate ideas easily? * highly alert and observant? * able to concentrate and retain information? * motivated to attend to interesting tasks? * adaptable and committed to finding
answers? * interested in trying complex activities? If so, they may require gifted
services.
Core Curriculum English Math Science Social Studies
Arts Curriculum Visual Arts MusicIn APS, students may be identified in one or more
areas. Additional areas may be
added throughout their academic K-12 career.
Reading Schoolwide Enrichment Model-Reading (SEM-R)Schoolwide Enrichment Model-Reading (SEM-R)
book hooks with higher levels of questioning, book hooks with higher levels of questioning, promoting books with greater levels of challenge, promoting books with greater levels of challenge, conferencing with students to individually assess and conferencing with students to individually assess and guide students toward greater levels of guide students toward greater levels of comprehension, independent projects requiring comprehension, independent projects requiring creative and critical thinking that allow students to creative and critical thinking that allow students to follow their passionfollow their passion
Occasional short-term novel studies or research pullout Occasional short-term novel studies or research pullout groups.groups.
Writing/Grammar Instruction matched to student interests and skillsInstruction matched to student interests and skills Written responses to SEM-Reading.Written responses to SEM-Reading.
Word Study Spelling and vocabulary leveled to student skillSpelling and vocabulary leveled to student skill
How We Differentiate in English/Language Arts…
• Push in lessons to model use of alternative math resources Push in lessons to model use of alternative math resources in the classroom (ie. UConn M³ Units, Number Sense, Real in the classroom (ie. UConn M³ Units, Number Sense, Real World Problem Solving)World Problem Solving)
• Push in lessons to model strategies to differentiate the APS Push in lessons to model strategies to differentiate the APS math textbook, math textbook, Math Expressions.Math Expressions.
• Continental Math LeagueContinental Math League Meets Meets and practice problems (2 and practice problems (2ndnd--55thth grades) grades)
• Math DiceMath Dice practice challenges, lunch play, and tryouts for practice challenges, lunch play, and tryouts for the team 2the team 2ndnd semester (5 semester (5thth grade) grade)
• Anchoring FoldersAnchoring Folders with appropriately challenging work to be with appropriately challenging work to be done in place of regular classroom activities when done in place of regular classroom activities when appropriate. appropriate.
• Short-term pullout lessons with small groups.Short-term pullout lessons with small groups.
How We Differentiate in Mathematics…
• Creating interdisciplinary connections• Infusing real world connections• Promoting hands on/experiential learning
that encourages creative and critical thinking
How We Differentiate in
Science and Social Studies…
How We Differentiate in
Music and Visual Arts…
Art and Music Teachers differentiate for advanced learners during their weekly classes.
Occasional opportunities allow students to extend the use of their talents during special programs (ie. expeditions, art shows, concerts, theatrical productions, and honors chorus/band/orchestra tryouts
More Information about any Core Curriculum Area
English: Sheila Gale & Maria Fiordellisi
Math: Nivvi Tareen
Science: Alice Gantenbein
Social Studies: Ethan Schoenherr
Instruction Lead: Caroline McAleer
COLLABORATION
FOR
EFFECTIVE DIFFERENTIATION
Classroom Teacher
Resource Teacher for Gifted
Student
We spearhead the identification process as
well as suggest and support teachers in their
student referrals.
We teach lessons in the classroom and pullouts as well as teaching teachers
about ways to better serve their gifted students.
We help suggest ways teachers can change
their classroom structure and strategies to support
gifted students.
We help plan and prep activities for teachers to use in their classrooms.
How the Collaboration Model Works…
A student in grades K through 12 who demonstrate high performance ability or academic potential and who have a cognitive, physical, behavioral, or emotional disability that requires accommodations in order for their potential to be realized.
The greatest challenge in serving students who are twice exceptional are the perceptions of most educators that giftedness and special needs are distinct, separate conditions.
- Marty Hougen, Ph.D.
The University of Texas at Austin
• Advocating for Your Gifted Child with EBD – Emotional & Behavior Disorders
• Examining the Issues of 2e Students with EBD
• U.S. Income Tax Considerations for Parents of 2e Children
• Conference Coverage. Center for Talent Development, SENG
• Bob Seney on Books. Seney reviews Wonder• Dr. Sylvia Rimm: "Second Sibling Discouraged
by Older Brother." • News. recent news from the 2e community
http://www.2enewsletter.com/index.html
The Gifted Identification Process in Arlington
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.
http://www.doe.virginia.gov/instruction/gifted_ed/index.shtml
Identify students who require gifted services
Establish continuous educational services to match the needs of gifted learners
Train teachers in ways to provide services
Support differentiated instruction to meet the needs of gifted students
Specific Academic Aptitude, K-12
English Mathematics Science Social Studies
Visual or Performing Arts, Grades 3-12
Visual Art Vocal Music/ Instrumental Music
(instruments taught in APS)
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
Screening is informal –teacher feedback, parent information, honors, awards, student participation in school events, competitions, etc.
Students may be referred for services by their classroom teacher, school personnel, parents/guardians, community leaders, and self or other students until April 1st for the current school year.
Referral forms can be found here: http://www.apsva.us/page/1846
Students may be referred for services by their classroom teacher, school personnel, parents/guardians, community leaders, and self or other students until April 1st for the current school year.
Referral forms can be found here: http://www.apsva.us/page/1846
Teacher Referrals
Typically, teachers submit referrals in February seeking official identification for the following school year; however, as teachers see the need for more consistent differentiation, students can be served as needed regardless of whether or not they have officially been identified.
Nationally Normed Testing Information Ability testing (NNAT2,
KBIT (K-1), CogAT) Achievement testing
Teacher Checklist: Observations of Academic Behaviors
School-based Data (SOL, DRA, IA tests)
Parent Information
Work samples
Art and Music Teacher Referral: Observations of Artistic Behaviors
Student Products
Grades Parent Information
An Appeal is available to families following the eligibility process:
Appeals begin at the school level Appeals begin at the school level
with the principalwith the principal A second level of appeal is a county-A second level of appeal is a county-
wide Gifted Services Administrative wide Gifted Services Administrative Appeals Committee (must be Appeals Committee (must be submitted in writing within 30 days of submitted in writing within 30 days of the school level committee decision) the school level committee decision)
Teacher awareness of student’s abilities and understanding of student’s instructional needs Opportunities to work with other
students who have the ability to reason and problem solve at a high level
RTG availability to support student’s performance and educational program
Resources for Parents: Parent Resource Center Materials - 703-228-7239 National Association for Gifted - www.nagc.org Virginia Association for Gifted - www.vagifted.org Supporting Emotional Needs of Gifted -
www.sengifted.org 2e Newsletter – http://www.2enewsletter.com
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, RTG, and counselor to monitor social and academic progress
General questions that relate to Gifted Services.
Exit Cards: On each table, you will find index cards that can be used if you have a specific question about your child.
Please write the question, your name/your student’s name, your phone number or email, and the best time for me to contact you.
Arlington Public School’s Parent Advocacy Group
Part of Advisory Council of Instruction Monthly meetings If interested in serving on this committee,
please contact Cheryl McCullough (Supervisor, Gifted Services) at [email protected]
The best way to contact me is by emailing me questions and including a phone number and a good time to reach you.
Visit the Arlington Public Schools –
Gifted Services link on the APS Web Site www.apsva.us/giftedservices
Cheryl McCullough, Supervisor, Gifted Services
703-228-6160 or [email protected]
›
Find out more about Arlington Public Schools Gifted Services…
Parent Resources Virginia Association for the Gifted (VAG)
http://www.vagifted.org
National Association for the Gifted (NAGC)
http://nagc.org › NAGC National Conference – Baltimore, MD › NAGC Parent Day – Saturday, November 15
Supporting Emotional Needs of the Gifted (SENG)
http://sengifted.org
Getting Connected: APS Gifted Services
Sign up for @APSGifted Twitter
APS Gifted Services Website www.apsva.us/giftedservices
Cheryl McCullough, Supervisor, Gifted Services at 703-228-6160 or [email protected]