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Rachel Denbo Resource Teacher for the Gifted Drew Model Elementary School October 22, 2013
Rachel DenboResource Teacher for the GiftedDrew Model Elementary School
October 22, 2013
Agenda
Part 1: Gifted Services and Resources
Part 2: Gifted Identification
Questions and Exit Cards
On each table you will find index cards that can be used if you have any specific questions.
Please write the question, your name, your child’s name and your contact information as well as the best time for me to contact you
Professional Responsibilities
Promote differentiation strategies in the classroom
Provide enrichment and supplemental resources for teachers
Model instructional strategies
Inform staff about gifted education training opportunities
Facilitate the identification process
Professional Learning Communities
Four Key Questions Focus Us on Learning
#1 What is it 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?
Grouping InformationRTG plans with and supports the classroom
teachers with extension activities and projects for those students who have already mastered grade level content
Support may look different at the various grade levels depending on teacher and student needs
Some groupings are across grade levels, if it is appropriate (2-3, 4-5)
Classroom Support
Kindergarten
Attend weekly Reading team meetings
Model critical and creative thinking strategies in classes on a rotating basis
Provide resources and differentiation support for homeroom teachers
Classroom Support
1st-5th Grades
Attend weekly team meetings
Planning with teachers as needed at meetings
Small group reading and math support for gifted students (mostly push-in groups in the classroom with the exception of 1st grade)
In classroom support for students identified in science or social studies
Model Critical and Creative Thinking Skills in classrooms
Curriculum Examples: MathProject M2 and M3 Math Units (K-5)
Advanced inquiry-based math content focusing on problem solving
Best of the Continental Math League (2-5)
Exemplar Word Problems (K-5)
Hands on Equations (4-5)
Groundworks: Algebraic Thinking (1-5)
Curriculum Examples: Language Arts
Gifted Literature Units (K-5)
William and Mary Units (K-5)
Jacob’s Ladder: Critical Thinking Model (K-5)
Junior Great Books (K-5)
Curriculum Examples: Science/Social Studies
Project Clarion Units
William and Mary Units
Independent research based on student interest
Guidance with Science Fair projects
Critical Thinking SkillsBig IdeasBig Ideas Overarching Concepts: Change, Patterns, Systems, Overarching Concepts: Change, Patterns, Systems,
Perspectives, Cause/Effect, CyclesPerspectives, Cause/Effect, Cycles
Taba Concept DevelopmentTaba Concept Development
Critical Thinking Critical Thinking Teaching ModelsTeaching Models
Frayer Model, Future Problem Solving, Hamburger Model of Frayer Model, Future Problem Solving, Hamburger Model of Persuasive Writing, JacobPersuasive Writing, Jacob’’s Ladder, Literature Web, Pauls Ladder, Literature Web, Paul’’s s Elements of Reasoning, Research Model, Vocabulary WebElements of Reasoning, Research Model, Vocabulary Web
Creative ThinkingCreative Thinking SCAMPER, FFOE (Fluency, Flexibility, Originality, SCAMPER, FFOE (Fluency, Flexibility, Originality, Elaboration), Creative Problem SolvingElaboration), Creative Problem Solving
Decisions and Decisions and OutcomesOutcomes
PMI, Ethical Thinking (6-12), Habits of Mind, Problem Based PMI, Ethical Thinking (6-12), Habits of Mind, Problem Based Learning, Project Based LearningLearning, Project Based Learning
Making Making ConnectionsConnections
Mind-Mapping, Visualization, Analogies, SynecticsMind-Mapping, Visualization, Analogies, Synectics
Point of View Point of View (Different (Different Perspectives)Perspectives)
deBonodeBono’’s Hats, Debates, RAFT, Socratic Seminar, Junior s Hats, Debates, RAFT, Socratic Seminar, Junior Great Books, Structured Academic ControversyGreat Books, Structured Academic Controversy
QuestioningQuestioning BloomBloom’’s Taxonomy, Levels of Questionings Taxonomy, Levels of Questioning
Core Curriculum Lead Teachers Content AreaContent Area Lead TeacherLead Teacher Email contactEmail contactEnglishEnglish Kimberly GodfreyKimberly Godfrey [email protected]@apsva.us
MathMath Amreen AlviAmreen Alvi [email protected]@apsva.us
ScienceScience Eve MendoliaEve Mendolia [email protected]@apsva.us
Social StudiesSocial Studies Anna Kanter Anna Kanter [email protected]@apsva.us
Instructional Instructional LeadLead
Christine Hufnagel Christine Hufnagel [email protected]@apsva.us
CommunicationDifferentiated Student Progress Form
Report to parents in 1st and 3rd quarter report cards in grades 1-5 for identified students
The form documents differentiated instructional strategies and extensions
Replaces the Differentiation Instruction Planning Form (previously presented at conferences)
Parent Resources
Further information about APS Gifted Services is located on the APS websitewww.apsva.usClick on Curriculum and InstructionClick on ProgramsClick on Gifted Services
Contact Information
Rachel Denbo, Resource Teacher for the Gifted
Email: [email protected]
Phone: (703) 228-5825
Cheryl McCullough, Supervisor of Gifted Services
Email: [email protected]
Phone: (703) 228-6160
Part 2:Gifted Identification Process
Virginia 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
Arlington Public Schools Identify students who require gifted services
Train teachers in ways to provide services
Establish continuous educational services to match the needs of gifted learners
Support differentiated instruction to meet the needs of gifted students
Gifted Services Identification
Specific Academic Aptitude (Grades 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 candidates based on students’ need for gifted services
Screening is formal-review of testing information All grade 2 students will take the Naglieri Ability Test
(NNAT-2) All grade 4 students will take the Cognitive Ability Test
(CogAT) All other referred students will receive an ability test if
they not in grades 2 or 4
Screening is informal-teacher feedback, parent information, honors, awards, student population in school events, competitions, etc.
Referrals for Gifted Services In grades K-5, students may be referred for services by their
classroom teacher, school personnel, parents/guardians or community leaders
Once referred, the committee has 90 instructional days to reach a decision
Identification decisions are sent to parents or guardians by letter within 10 school days of the Identification Committee meeting
Referral forms can be found here:http://www.apsva.us/page/1846
Eligibility CriteriaGifted Services in Specific Academic Areas (Math,
English, Science or Social Studies)
National Normed Testing Information Ability testing Achievement testing
Teacher checklistSchool-based DataParent InformationWork Samples
Eligibility Criteria
Visual Arts or Vocal/Instrumental Music Areas (Grades 3-12)Art and Music Teacher Referral: Observations of
Artistic BehaviorsStudent ProductsGradesParent Information
Appeals Process
An Appeal is available for families following the eligibility process
Appeals begin at the school level with the principal
A second level of appeal is countywide Gifted Services Administrative Appeals Committee (must be submitted within 30 days of the school level committee decision)
Contact Information
Rachel Denbo, Resource Teacher for the Gifted
Email: [email protected]
Phone: (703) 228-5825
Cheryl McCullough, Supervisor of Gifted Services
Email: [email protected]
Phone: (703) 228-6160
