Arlington Public Schools Gifted Services

2012-2013

Add School Name

Add RTG Name, Resource Teacher for the Gifted

Add email address

Goal 2: Eliminating Gaps•Provide equitable educational opportunities•Provide effective and dynamic classroom instruction•Provide necessary and appropriate support•Provide culturally competent classrooms

Goal 3: High Quality Staff•Strengthen recruitment and retention•Strengthen professional development and evaluation•Strengthen professional learning communities

Goal 4: Optimal Learning Environments•Align resources to student learning expectations•Provide infrastructure for learning•Improve productivity and manage costs•Provide clean, safe, energy efficient, and sustainable learning environments

Goal 5: Support the Whole Child •Increase developmental assets in students•Strengthen family involvement•Strengthen parent, student, staff, and community partnerships•Promote, support, and expect strong relationships with students and parents

Goal 1: Challenging and Engaging Instruction•Present High and Clear Expectations•Create engaging and motivating program choices•Create challenging, supported, and accepting learning environments

Arlington Public Schools – Strategic Plan

Ensure that every student is challenged and engaged.

The Resource Teacher for Gifted has all the extension materials needed to meet the needs of high ability students.A. TrueB. False False – Classroom teachers have many resources to differentiate the curriculum for their high ability learners.

Core Curriculum English Math Science Social Studies

Reading Matched to student Matched to student

skill level, includes skill level, includes robust vocabulary robust vocabulary studystudy

Writing/Grammar Instruction matched to Instruction matched to

student interests and student interests and skillsskills

Word Study Spelling and Spelling and

vocabulary leveled to vocabulary leveled to student skillstudent skill

Gifted Services Literature Units Units relate to a different

concept/theme at each grade level

K – Cooperation 1 – Environment 2 – Patterns 3 – Change 4 – Exploration 5 – Systems

APS Mathematics ProgramAPS Mathematics Program

National Council of Teachers of Mathematics (NCTM) Standards

Virginia Mathematics Standards of Learning (SOL)

Number Sense

Computation and Estimation

Measurement

Geometry

Patterns, Functions, Algebra

Probability and Statistics

Project M² (K-2): Mentoring Young Project M² (K-2): Mentoring Young MindsMinds

http://projectm2.uconn.edu/http://projectm2.uconn.edu/ Project M³: Mentoring Mathematical Project M³: Mentoring Mathematical

MindsMinds http://www.gifted.uconn.edu/http://www.gifted.uconn.edu/

projectm3/projectm3/ Hands-On EquationsHands-On Equations

http://www.borenson.com/http://www.borenson.com/

Other resource materials include: Groundworks

Nimble with Numbers Continental Math League

http://www.continentalmathematicsleague.com/ Math Dice

http://www.mathdice.com/

Textbooks with Textbooks with supplemental materials supplemental materials including experiment including experiment kitskits

Supplemental Experiment Kits or units linked to the curriculum FOSS Kits (Selected

Grades) AIMS Activities (K-5) Project Clarion Units (K-

3)

Science in the School Yard Elementary Engineering Outdoor Lab Planetarium

Social Studies Social Studies

Textbooks with teacher resource kits

Social Studies Alive! Supplemental materials allow students to: build upon prior knowledge engage in activities to conceptualize

knowledge participate in higher order thinking respond to assignments according to

their diverse learning styles

More Information about any Core Curriculum Area

English: Add name

Math: Add name

Science: Add name

Social Studies: Add name

Instruction Lead: Add name

COLLABORATION

FOR

EFFECTIVE DIFFERENTIATION

Classroom Teacher

Resource Teacher for Gifted

Student

Instruction

Classroom Environment

Professional Responsibilities

Planning and Preparation

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 Federal Government mandates The Federal Government mandates that all school districts establish a that all school districts establish a gifted program.gifted program.

A. TrueA. True

B. FalseB. False

FALSE – Each state creates its own 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.

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

Students in APS may be Students in APS may be identified in only one academic identified in only one academic subject area.subject area.A. TrueA. True

B. FalseB. False

True – Students may be identified in one academic subject area. Some students may be identified in more than one area.

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

High IQ test score or high High IQ test score or high standardized achievement test standardized achievement test score automatically qualifies a score automatically qualifies a student to receive gifted student to receive gifted services.services.A. TrueA. True

B. FalseB. False

False – No one criteria guarantees eligibility for APS gifted services. Multiple criteria are used.

Nationally Normed Testing Information Ability testing Achievement testing

Teacher Checklist: Observations of Academic Behaviors

School-based Data

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

Concept Based/Thematic Instruction

Interdisciplinary Instruction Creative/Critical Thinking Skills

• De Bono’s Hats• Plus-Minus-Interesting (PMI)• S.C.A.M.P.E.R. • Fluency, Flexibility, Originality,

and Elaboration (FFOE)

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

Arlington Public School’s Parent Advocacy Group

Part of Advisory Council of Instruction Monthly meetings If interested in serving on this committee,

please contact Michele Ginnerty (co-chair of GSAC) at mginnerty@verizon.net or Cheryl McCullough (Supervisor, Gifted Services) at cheryl.mccullough@apsva.us

EmailAdd email Voice mail:

703-228-2800 Extension Add

extension

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 cheryl.mccullough@apsva.us

›

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.