An Overview of GIFTED SERVICES

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