Welcome to the Gifted Services Information Night Please sit in small groups for our opening activity. As you come in, please sit in small groups at tables

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  • Welcome to the Gifted Services Information NightPlease sit in small groups for our opening activity.As you come in, please sit in small groups at tables marked #1 or #2 or #3 so that we can engage in an example of a differentiated process activity.

  • Arlington Public Schools Gifted ServicesResource Teacher for the Gifted:

    School Name:

    2010-2011

  • APS Strategic Plan Goal 3-Responsive EducationPrepare each student to succeed in a diverse, changing world through instruction and other school experiences responsive to each students talents, interests, and challenges.

  • Process ActivityYou will now be engaging in a differentiated process activityAt the table, please look at the primary source that I will show on the screen and answer the questions in your group.We will examine the similarities and differences of each groups process of 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?

  • Analysis: This photograph was taken during the Great Depression. If we could hear the people talking about their life, what would they be saying?

  • Application This photograph was taken during the Great Depression. From what you see in the photograph, explain how you think this room might be used by the family and why.

  • Evaluation: Assess the Great Depression's social and economic impact on this family from the evidence in the photograph.

  • Differentiated Instruction - Tiered AssignmentsBrochure on Differentiation and the Teaching with Primary Sources, Library of Congress Primary Source DocumentsThe basic elements of differentiation arepre-assessmentflexible groupingtiered assignments differentiated by contentprocessproduct

  • 2010-2011

  • The Virginia Plan for the Gifted: Definition of a Gifted StudentThese students possess talents and abilities that differ from those of their peers to such a degree that differentiated educational programs should be provided to nurture their growth and development.

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

  • APS is in compliance with Virginia Regulations:Identify students who require gifted services

    Establish continuous educational services to match the needs of gifted learnersTrain teachers in ways to provide services

    Support differentiated instruction to meet the needs of gifted students

  • Gifted Services Eligibility and Identification ProcessVirginia regulations require that school divisions develop a process for determining whether students are eligible for gifted services

    An identification process determines a students eligibility

  • Areas of Gifted Services IdentificationSpecific Academic Aptitude, K-12

    EnglishMathematicsScienceSocial Studies

    Visual or Performing Arts, Grades 3-12

    Visual ArtVocal MusicInstrumental Music (instruments taught in APS)

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

    Screening is formal review of test scores following standardized testing.

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

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

  • Eligibility Criteria - Gifted Services in Specific Academic AreasStandardized Testing Information

    Teacher Checklist: Observations of Academic Behaviors

    Grades/Academic Performance

    Student Products

    Parent Information

    Grades 6-12 Student Self-Assessment

  • Eligibility Criteria - Grades 3 - 12Visual Art or Vocal/Instrumental Music AreasArt and Music Teacher Referral: Observations of Artistic Behaviors

    Student Products

    Grades 6-12 Student Self-Assessment

    Grades/Artistic Performance

    Parent Information

  • Gifted Services Identification leads to:Teacher awareness of students abilities and understanding of students instructional needsCluster grouping according to students achievement in identified area(s)RTG availability to support students performance and educational programOpportunity to audition for/participate in arts opportunities: Grades 4-8 county-level; Grades 10-12 county and state level

  • Sample Elementary Gifted Services ActivitiesThematic InstructionInterdisciplinary InstructionCreative/Critical Thinking SkillsDe Bonos HatsPlus-Minus-Interesting (PMI)S.C.A.M.P.E.R. Fluency, Flexibility, Originality, and Elaboration (FFOE)

  • School-based Extension Activities

  • COLLABORATION FOR EFFECTIVE DIFFERENTIATIONClassroom TeacherResource Teacher for GiftedStudent

  • DEFINITIONRTG and Classroom Teacherwork together to design and implement appropriate instruction for identified gifted students.

  • INSTRUCTIONPLANNING AND PREPARATIONCLASSROOM ENVIRONMENT

  • Classroom Teachers Role in Differentiation for GiftedCollaborate with the RTG to provide differentiated curriculum, extension opportunities, and supplemental curriculum resources

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

    Coordinate instructional needs of all learners in the classroom

  • RTGs Role in Differentiation for GiftedSupport the Classroom Teacher:collaboratively plan units/lessons that differentiate content, process, and productprovide extension support to students and supplemental resources to teachersmodel instructional strategies appropriate for highly able/gifted learners inform about gifted education training opportunitiesfacilitate the identification process

  • Principals Role in Differentiation for GiftedSupport collaboration of classroom teachers and RTG to meet student needsProvide opportunities for staff development and training in differentiation for advanced learnersEvaluate staff on evidence of effective differentiation

  • Role of Parent SupportingDifferentiation for StudentEducate yourself about your childs needs:Parent Resource Center Materials - 703-228-7239www.nagc.org or www.vagifted.org or www.sengifted.org

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

    Maintain communication with your childs classroom teacher, RTG, and counselor to monitor social and academic progress

  • Further InformationAPS Gifted ServicesVisit the Arlington Public Schools Web Sitewww.apsva.us Click on Curriculum and InstructionClick on Gifted Services

    www.apsva.us/giftedservices

  • Contact Information:Voice mail:703-228-2800Extension xxxxx

    Email:Xxx_xxx@apsva.us

  • Questions and Exit CardsGeneral 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 students name, your phone number, and the best time for me to contact you. I will call you in order to address your specific questions.

    HAVE THIS UP ON THE SCREEN AS PARENTS ENTER. YOU SHOULD HAVE SET UP TABLES OF SMALL GROUP AREAS SO THE PARENTS CAN SIT IN SMALL GROUPS FOR THE FIRST PART OF THE PROGRAM. ElementaryYou will be using the photo from the secondary brochures. You will need to make a copy of THE QUESTIONS FOR each slide 5-7 (see landscape pages attached to your script with questions that you can copy for the tables only one set of questions per table) and have one at each table for the parents to discuss. You will use slides 7-9 to put on the screen and go over with the group. You wont have time to go over all the questions with the groups but you can talk about how the questions bring about different ideas and talents/interests of the students.

    DO NOT PASS OUT THE TPSNVA DOCUMENT UNTIL LATER IN THE PRESENTATION. . . DO NOT HAVE THE ELEMENTARY TPSNVA DOCUMENT ON THE TABLES. . . WE WANT THEM TO FOCUS ON SLIDE 4 THAT YOU will put on the screen LATER. ON THE SCREEN FOR NOW, JUST GETTING THEM SET UP AND WELCOMING THEM. DO NOT DISTRIBUTE ANYTHING BUT THE QUESTIONS FOR NOW. Slide needs to be customized to your school and name

    This slide appears again later in the slide show.

    RTG MUST CUSTOMIZE THIS SCREEN TO PROVIDE NAME AND SCHOOLAT THE END OF THE POWERPOINT IS A PLACE FOR YOU TO PROVIDE YOUR CONTACT INFORMATION

    RTG:INTRODUCE YOURSELF AND WELCOME PARENTS TO THE MEETING.

    Tonights presentation will be divided into two parts. The first half will provide a brief presentation of how Arlington Public Schools teachers differentiate instruction. This presentation is provided as an overview. I wont be distributing a copy of the powerpoint but it is available on the Gifted Services Web Site www.apsva.us/giftedservices

    During the second part of tonights presentat