An Overview of GIFTED SERVICES

Carol SchaedelResource Teacher for the Gifted

The Role of the Resource Teacher for the GiftedPromote differentiation strategies in the

classroom

Collaborate and co-teach lessons in classrooms with clusters of identified gifted students

Teach critical-thinking and creative-thinking lessons in classrooms K-5

Provide enrichment and supplemental resources to teachers

Provide professional development about gifted education to teachers

Facilitate the gifted identification process

Professional Learning Communities

Four Key Questions

#1 What is it that 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?

Cluster Grouping

Students in grades K-5 have been clustered into classrooms with intellectual peers.

Clusters are usually made of 4-8 students.

The Resource Teacher for the Gifted (RTG) supports the classroom teachers in planning extension lessons and activities for students who have already mastered grade-level skills and content.

Support from the RTG may look different at different grade levels, depending on the needs of the students.

Collaboration =

Classroom Teacher

Differentiates instruction in the regular classroom on a consistent basis

Provides opportunities for students to work with other students who have similar abilities

Resource Teacher for the

GiftedCollaborates with

the classroom teacher to plan differentiated instruction

Co-teaches in the regular classroom to extend curriculum

Provides supplemental resources to the classroom teacher

What has changed?Increased emphasis on collaboration and

co-teaching between the classroom teacher and the RTG

Increased use of push-in services for RTG to co-teach in the regular classroom

Increased focus on providing more consistent differentiation and challenge for advanced students in the regular classroom

Less frequent use of pull-out lessons

Classroom SupportCo-plan curriculum extensions with cluster teachers.

Co-teach English and math lessons for advanced students once per week in gifted cluster classrooms.

Co-plan curriculum extensions for advanced writing and Social Studies students.

Provide teachers with ideas and resources to extend the curriculum for advanced students.

Observe students for strengths and talents.

Participate in the Professional Learning Community in order to support teachers with differentiation for advanced students.

Curriculum Examples

Gifted Literature units and novel studies

William and Mary Literature Units

University of Connecticut Project M2 and M3 math units

The Problem Solver

Jacob’s Ladder reading resources

Hands-On Equations

Teaching with Primary Sources (Library of Congress)

Critical-Thinking SkillsBig Ideas Overarching Concepts: Change, Patterns, Systems,

Perspectives, Cause/Effect, CyclesTaba 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

Gifted Services Differentiated Instruction Record Form

Quarterly report sent to parents of identified gifted students with the report card.

Informs parents about differentiated lessons or activities provided to the student.

Completed by the classroom teacher, in collaboration with the RTG.

Replaces the form previously discussed at conferences for identified gifted students.

Sample Differentiated Activity

1. On your table you will see some folders with math and language arts activities.

2. As you look at the activities discuss how you think a teacher may use these activities to differentiate for students at different levels.

How are students identified as gifted?

4-step identification process:

1. Screening

2. Referral and Data Collection

3. Identification Committee Decision

4. Appeal

Step 1: ScreeningAll students at Claremont are screened each year to

decide whether they have learning needs beyond the regular instructional program.

We consider:Testing dataTeacher observationsParent informationClassroom performanceHonors or awards

Step 2: ReferralReferrals can be made by:

TeachersSchool staffParents/guardiansCommunity members

Most referrals are submitted January through March.

Deadline for referrals is April 1st

Parent referral forms can be found on the Gifted Services Website or requested from the RTG

Referral AreasStudents in grades K-12 may be referred in one or

more of the following areas:EnglishMathematicsScienceSocial Studies

Students in grades 3-12 may also be referred in:Visual ArtVocal MusicInstrumental Music

(for instruments taught in APS)

Gathering Eligibility Data

The RTG collects data to help determine a student’s eligibility for Gifted Services, including:School-based assessment dataNationally-normed testing dataParent informationStudent work samplesTeacher checklist of observed

behaviors

Step 3: Identification Committee Decision

Committee includes classroom teacher(s), the RTG, and an administrator.

All eligibility data is reviewed.

A decision is made about the appropriateness of Gifted Services for the student.

Decisions are usually made in May, for services to begin the following school year.

Parents are notified by mail of the decision.

Step 4: AppealParents may appeal the decision.

Level One Appeal:At the school-level with the principalRequests must be submitted in writing within 10

days of notification of the decision

Level Two Appeal:At the county level with the Gifted Services

Administrative Appeals CommitteeRequests must be submitted in writing within 30

days of Level One decision

Parent ResourcesAPS Gifted Services website

http://www.apsva.us/giftedservices

Virginia Association for the Gifted (VAG) http://www.vagifted.org

National Association for Gifted Children (NAGC) http://www.nagc.org

- NAGC National Conference – Baltimore, MD

- NAGC Parent Day – Saturday, November 15

Supporting Emotional Needs of the Gifted (SENG) http://www.sengifted.org

Getting Connected: APS Gifted Services

Sign up for @APSGifted Twitter

APS Gifted Services Website www.apsva.us/giftedservices

Questions?

Please write any specific questions/comments you have on an index card.Your nameYour child’s nameYour child’s teacherYour contact informationThe best time to contact you

Contact Information

Carol Schaedel, Resource Teacher for the Gifted

Email: Carol.Schaedel@apsva.us

Phone: 703-228-2521

Cheryl McCullough, Supervisor of Gifted Services

Email: Cheryl.McCullough@apsva.us

Phone: 703-228-6160