Welcome to the Gifted Services Welcome to the Gifted Services Information NightInformation Night

Please sit in small groups for Please sit in small groups for our opening activity.our opening activity.

As you come in, please sit in small As you come in, please sit in small groups at tables marked #1 or #2 or groups at tables marked #1 or #2 or #3 so that we can engage in an #3 so that we can engage in an example of a differentiated process example of a differentiated process activity.activity.

Arlington Public Arlington Public Schools Schools

Gifted ServicesGifted Services Resource Teacher for the Gifted: Resource Teacher for the Gifted:

School Name:School Name:

2010-20112010-2011

APS Strategic Plan Goal 3APS Strategic Plan Goal 3 --Responsive EducationResponsive Education

Prepare each student to succeed in a Prepare each student to succeed in a diverse, changing world through diverse, changing world through

instruction and other school instruction and other school experiences responsive to each experiences responsive to each student’s talents, interests, and student’s talents, interests, and

challenges.challenges.

Process ActivityProcess Activity

You will now be engaging in a You will now be engaging in a differentiated process activitydifferentiated process activity

At the table, please look at the At the table, please look at the primary source that I will show on the primary source that I will show on the screen and answer the questions in screen and answer the questions in your group.your group.

We will examine the similarities and We will examine the similarities and differences of each group’s process of differences of each group’s process of inquiry. inquiry.

All students will answer these questions:

Knowledge:

Describe what you see in the photography. Include as much detail as possible.

Comprehension:

Compare and contrast your home to the home you see in the photograph. What is similar and what is different?

AnalysisAnalysis: : This photograph was taken during the This photograph was taken during the

Great Depression. Great Depression. If we could hear the people talking If we could hear the people talking about their life, what would they be about their life, what would they be

saying? saying?   

ApplicationApplication This photograph was taken during the This photograph was taken during the Great Depression. From what you see Great Depression. From what you see in the photograph, explain how you in the photograph, explain how you

think this room might be used by the think this room might be used by the family and why.family and why.

  

EvaluationEvaluation: : Assess the Great Depression's social Assess the Great Depression's social and economic impact on this family and economic impact on this family

from the evidence in the photograph.from the evidence in the photograph.

    

Differentiated Instruction - Differentiated Instruction - Tiered AssignmentsTiered Assignments

Brochure on Differentiation and the Teaching Brochure on Differentiation and the Teaching with Primary Sources, Library of Congress with Primary Sources, Library of Congress Primary Source DocumentsPrimary Source Documents

The basic elements of differentiation areThe basic elements of differentiation are– pre-assessmentpre-assessment– flexible groupingflexible grouping– tiered assignments differentiated by tiered assignments differentiated by

contentcontent processprocess product product

2010-20112010-2011

The Virginia Plan for the Gifted:The Virginia Plan for the Gifted:

Definition of a Gifted StudentDefinition of a Gifted Student ““These students possess talents and These students possess talents and abilities that differ from those of their abilities that differ from those of their peers to such a degree that differentiated peers to such a degree that differentiated educational programs should be provided educational programs should be provided to nurture their growth and development.”to nurture their growth and development.”

““The identification of these students is The identification of these students is based on the premise that they need and based on the premise that they need and can benefit from specifically planned can benefit from specifically planned educational services different from those educational services different from those provided by the general educational provided by the general educational experience.”experience.”

APS is in compliance with APS is in compliance with Virginia RegulationsVirginia Regulations::

Identify students Identify students who require gifted who require gifted servicesservices

Establish Establish continuous continuous educational educational services to match services to match the needs of gifted the needs of gifted learnerslearners

Train teachers in Train teachers in ways to provide ways to provide services services

Support Support differentiated differentiated instruction to meet instruction to meet the needs of gifted the needs of gifted studentsstudents

Gifted Services Eligibility Gifted Services Eligibility and and

Identification ProcessIdentification Process Virginia regulations Virginia regulations require that school require that school divisions develop a divisions develop a process for determining process for determining whether students are whether students are eligible for gifted serviceseligible for gifted services

An identification process An identification process determines a student’s determines a student’s eligibilityeligibility

Areas of Areas of Gifted Services Gifted Services IdentificationIdentification

Specific Academic Specific Academic Aptitude, K-12Aptitude, K-12

– EnglishEnglish– MathematicsMathematics– ScienceScience– Social StudiesSocial Studies

Visual or Visual or Performing Arts, Performing Arts, Grades 3-12Grades 3-12

– Visual ArtVisual Art– Vocal MusicVocal Music– Instrumental Music Instrumental Music

(instruments taught (instruments taught in APS)in APS)

Screening for Gifted Screening for Gifted ServicesServices

Each year, the total Each year, the total population is screened population is screened by school staff to by school staff to create a pool of create a pool of eligible candidates eligible candidates based on students’ based on students’ participation and participation and performance in performance in various academic and various academic and arts activities.arts activities.

Screening is formal – Screening is formal – review of test scores review of test scores following following standardized testing.standardized testing.

Screening is informal Screening is informal – competitions, – competitions, awards, honors, awards, honors, student participation student participation in school events.in school events.

Referrals for Gifted ServicesReferrals for Gifted Services

Students may be referred for Students may be referred for services by their classroom teacher, services by their classroom teacher, school personnel, school personnel, parents/guardians, community parents/guardians, community leaders, and self or other students leaders, and self or other students until until April 1April 1stst for the current school for the current school year.year.

An Appeals Process is available to An Appeals Process is available to families following the eligibility families following the eligibility process. Appeals begin at the process. Appeals begin at the school level with the principal. A school level with the principal. A second level of appeal is a county-second level of appeal is a county-wide Gifted Services Administrative wide Gifted Services Administrative Appeals Committee. The Appeals Committee. The Administrative Appeal must be Administrative Appeal must be submitted in writing within 30 days submitted in writing within 30 days of the committee decision. of the committee decision.

Eligibility Criteria - Eligibility Criteria - Gifted Services in Specific Academic Gifted Services in Specific Academic

AreasAreas

Standardized Testing Standardized Testing InformationInformation

Teacher Checklist: Teacher Checklist: Observations of Observations of Academic BehaviorsAcademic Behaviors

Grades/Academic Grades/Academic PerformancePerformance

Student ProductsStudent Products

Parent InformationParent Information

Grades 6-12 Grades 6-12 Student Self-Student Self-AssessmentAssessment

Eligibility CriteriaEligibility Criteria - - Grades 3 - 12Grades 3 - 12Visual Art or Vocal/Instrumental Music Visual Art or Vocal/Instrumental Music

AreasAreas Art and Music Art and Music

Teacher Referral: Teacher Referral: Observations of Observations of Artistic BehaviorsArtistic Behaviors

Student ProductsStudent Products

Grades 6-12 Grades 6-12 Student Self-Student Self-AssessmentAssessment

Grades/Artistic Grades/Artistic PerformancePerformance

Parent InformationParent Information

Gifted Services Gifted Services Identification Identification

leads to:leads to: Teacher awareness of student’s abilities Teacher awareness of student’s abilities and understanding of student’s and understanding of student’s instructional needsinstructional needs

Cluster grouping according to student’s Cluster grouping according to student’s achievement in identified area(s)achievement in identified area(s)

RTG availability to support student’s RTG availability to support student’s performance and educational programperformance and educational program

Opportunity to audition for/participate in Opportunity to audition for/participate in arts opportunities: Grades 4-8 county-arts opportunities: Grades 4-8 county-level; Grades 10-12 county and state levellevel; Grades 10-12 county and state level

Sample Elementary Sample Elementary Gifted Services ActivitiesGifted Services Activities

Thematic InstructionThematic Instruction Interdisciplinary InstructionInterdisciplinary Instruction Creative/Critical Thinking Creative/Critical Thinking

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

and Elaboration (FFOE)and Elaboration (FFOE)

School-based School-based Extension ActivitiesExtension Activities

COLLABORATION

FOR

EFFECTIVE DIFFERENTIATION

Classroom Teacher

Resource Teacher for Gifted

Student

DEFINITIONDEFINITION

RTG and Classroom TeacherRTG and Classroom Teacher

work together work together

to design and implement to design and implement

appropriate instruction appropriate instruction

for for

identified gifted students.identified gifted students.

PROFESSIONAL RESPONSIBILITIES

INSTRUCTION

PLANNING AND PREPARATION

CLASSROOM ENVIRONMEN

T

Classroom Teacher’s Role in Classroom Teacher’s Role in Differentiation for GiftedDifferentiation for Gifted

Collaborate with the Collaborate with the RTG to provide RTG to provide differentiated differentiated curriculum, curriculum, extension extension opportunities, and opportunities, and supplemental supplemental curriculum resourcescurriculum resources

Plan units and Plan units and lessons to meet lessons to meet the learning needs the learning needs of students eligible of students eligible for gifted servicesfor gifted services

Coordinate Coordinate instructional needs instructional needs of all learners in of all learners in the classroomthe classroom

RTG’s Role in RTG’s Role in Differentiation for GiftedDifferentiation for Gifted

Support the Classroom Teacher:Support the Classroom Teacher:– collaboratively plan units/lessons that collaboratively plan units/lessons that

differentiate content, process, and differentiate content, process, and productproduct

– provide extension support to students provide extension support to students and supplemental resources to teachersand supplemental resources to teachers

– model instructional strategies model instructional strategies appropriate for highly able/gifted appropriate for highly able/gifted learners learners

– inform about gifted education training inform about gifted education training opportunitiesopportunities

– facilitate the identification processfacilitate the identification process

Principal’s Role in Principal’s Role in Differentiation for GiftedDifferentiation for Gifted

Support collaboration of classroom Support collaboration of classroom teachers and RTG to meet student teachers and RTG to meet student needsneeds

Provide opportunities for staff Provide opportunities for staff development and training in development and training in differentiation for advanced learnersdifferentiation for advanced learners

Evaluate staff on evidence of Evaluate staff on evidence of effective differentiationeffective differentiation

Role of Parent – SupportingRole of Parent – SupportingDifferentiation for StudentDifferentiation for Student

Educate yourself about your child’s needs:Educate yourself about your child’s needs:– Parent Resource Center Materials - 703-228-7239Parent Resource Center Materials - 703-228-7239– www.nagc.org or www.vagifted.org or www.nagc.org or www.vagifted.org or

www.sengifted.orgwww.sengifted.org

Support your child’s interest to pursue social Support your child’s interest to pursue social and cultural opportunities within and beyond and cultural opportunities within and beyond his/her strength area(s)his/her strength area(s)

Maintain communication with your child’s Maintain communication with your child’s classroom teacher, RTG, and counselor to classroom teacher, RTG, and counselor to monitor social and academic progressmonitor social and academic progress

Further InformationFurther InformationAPS Gifted ServicesAPS Gifted Services

Visit the Arlington Public Schools Web SiteVisit the Arlington Public Schools Web Site– www.apsva.uswww.apsva.us – Click on Curriculum and InstructionClick on Curriculum and Instruction– Click on Gifted ServicesClick on Gifted Services

www.apsva.us/giftedserviceswww.apsva.us/giftedservices

Contact Information:Contact Information:

Voice mail:Voice mail:– 703-228-2800703-228-2800– Extension xxxxxExtension xxxxx

Email:Email:– Xxx_xxx@apsva.usXxx_xxx@apsva.us

Questions and Exit CardsQuestions and Exit Cards General questions that relate to Gifted General questions that relate to Gifted

Services.Services.

Exit Cards:Exit Cards: On each table, you will find index On each table, you will find index cards that can be used if you have a specific cards that can be used if you have a specific question about your child. question about your child. – Please write the question, your name/your Please write the question, your name/your

student’s name, your phone number, and the best student’s name, your phone number, and the best time for me to contact you. time for me to contact you.

– I will call you in order to address your specific I will call you in order to address your specific questions.questions.