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An Overview of GIFTED SERVICES

An Overview of GIFTED SERVICES. Katy Cruise Resource Teacher for the Gifted. The Role of the Resource Teacher for the Gifted. Promote differentiation strategies in the classroom Collaborate and co-teach lessons in classrooms with clusters of identified gifted students

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An Overview of GIFTED SERVICES

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  1. An Overview of GIFTED SERVICES Katy Cruise Resource Teacher for the Gifted

  2. The Role of the Resource Teacher for the Gifted • Promote 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

  3. 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?

  4. 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.

  5. Collaboration =

  6. Classroom Teacher Resource Teacher for the Gifted Collaborates with the classroom teacher to plan differentiated instruction Co-teaches in the regular classroom to extend curriculum Provides supplemental resources to the 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

  7. 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

  8. Classroom Support:Kindergarten and 1st Grade • Teach critical-thinking and creative-thinking lessons approximately once per month to each class. • Provide teachers with ideas and resources to extend the curriculum for advanced students. • Observe students for strengths and talents. • Participate in the Kindergarten and First Grade Professional Learning Communities to support teachers with math differentiation for advanced students.

  9. Classroom Support: 2nd Grade • Co-plan curriculum extensions with two gifted cluster teachers. • Co-teach math lessons for advanced students once per week in gifted cluster classrooms. • Teach critical-thinking and creative-thinking lessons approximately once per month to other second grade classes. • Provide teachers with ideas and resources to extend the curriculum for advanced students. • Observe students for strengths and talents. • Participate in the Second Grade Professional Learning Communityto support teachers with math differentiation for advanced students.

  10. Classroom Support:3rd Grade • Co-plan curriculum extensions with gifted cluster teacher. • Co-teach math lessons for advanced students once per week in gifted cluster classroom. • Teach critical-thinking and creative-thinking lessons approximately once per month to other third grade classes. • Provide teachers with ideas and resources to extend the curriculum for advanced students. • Observe students for strengths and talents. • Participate in the Third Grade Professional Learning Communityto support teachers with math differentiation for advanced students.

  11. Classroom Support:4th Grade • Co-plan curriculum extensions with two gifted cluster teachers. • Co-teach English and math lessons for advanced students once per week in gifted cluster classrooms. • Co-plan critical-thinking extensions for advanced 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 Fourth Grade Professional Learning Community to support teachers with math differentiation for advanced students.

  12. Classroom Support:5th Grade • Co-plan curriculum extensions with three gifted 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 Fifth Grade Professional Learning Communityto support teachers with math differentiation for advanced students.

  13. Curriculum Examples • Gifted Literature units and novel studies • William and Mary Literature Units • University of Connecticut Project M2 and M3 math units • Best of Continental Math League problems • Jacob’s Ladder reading resources • Hands-On Equations • Teaching with Primary Sources (Library of Congress)

  14. Critical-Thinking Skills

  15. 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.

  16. How are students identified as gifted? 4-step identification process: 1. Screening 2. Referral and Data Collection 3. Identification Committee Decision 4. Appeal

  17. Step 1: Screening • All students at Carlin Springs are screened each year to decide whether they have learning needs beyond the regular instructional program. • We consider: • Testing data • Teacher observations • Parent information • Classroom performance • Honors or awards

  18. Step 2: Referral • Referrals can be made by: • Teachers • School staff • Parents/guardians • Community 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

  19. Referral Areas • Students in grades K-12 may be referred in one or more of the following areas: • English • Mathematics • Science • Social Studies • Students in grades 3-12 may also be referred in: • Visual Art • Vocal Music • Instrumental Music • (for instruments taught in APS)

  20. Gathering Eligibility Data • The RTG collects data to help determine a student’s eligibility for Gifted Services, including: • School-based assessment data • Nationally-normed testing data • Parent information • Student work samples • Teacher checklist of observed behaviors

  21. 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.

  22. Step 4: Appeal • Parents may appeal the decision. • Level One Appeal: • At the school-level with the principal • Requests 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 Committee • Requests must be submitted in writing within 30 days of Level One decision

  23. Parent Resources • APS 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 • Supporting Emotional Needs of the Gifted (SENG) • http://www.sengifted.org

  24. Questions? • Please write any specific questions you have on an index card. • Your name • Your child’s name • Your child’s teacher • Your contact information • The best time to contact you

  25. Contact Information Katy Cruise, Resource Teacher for the Gifted Email: Kathleen.Cruise@apsva.us Phone: 703-228-6645 Cheryl McCullough, Supervisor of Gifted Services Email: Cheryl.McCullough@apsva.us Phone: 703-228-6160

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