Arlington Public Schools Gifted Services

2013-2014

Washington-Lee High School

Anne Reed, Resource Teacher for the Gifted

anne.reed@apsva.us

STUDENT PANEL DISCUSSION

How did you apply/become involved in the program?

When was the program held and for how long– i.e. residential for a month, weekly, throughout the school year, etc.?

What was the schedule for a typical day / meeting?

What were/are some of the highlights of your experience?

What do you think parents and students should know about this program before they apply or decide to participate in it?

Space Coast Scholars Program

Adriana Macieira-Junior

http://www.youtube.com/watch?v=ANfIRoXW--M&feature=youtu.be

~VASTS

Governor’s School Program-Academics

Grades 10 and 11

Adriana Macieira-Humanities (Junior) Hannah Fitzmaurice-Humanities

(Senior)

Mishu Barua-Math, Science, & Technology (Senior)

Fine Arts Apprentice Program-Grades 10-12

Claire Spaulding: Junior

Media

PRIME-Grades 10 and 11Professional Related Intern/Mentorship

Experience

J. T. Blakely-Senior RNL Design

Governor’s School Program-Visual and Performing Arts

Grades 10 and 11

Sterling Webster-Senior Vocal

~VDOE

EduFuturo

Marisela Lara-Senior

~EduFuturo

GENERAL SERVICESGrades 9-12

Samuel Douthit-Senior

COLLABORATION

FOR

EFFECTIVE DIFFERENTIATION

Classroom Teacher

Resource Teacher for Gifted

Student

Instruction

Classroom Environment

Professional Responsibilities

Planning and Preparation

Instruction: Creative/Critical Thinking Skills

County/State Enrichment Programs:

PRIME

Summer Residential Governor’s School Programs

Fine Arts Apprentice Program

Superintendent’s Seminar

“Passion” Programs/Activities/IB

Independent Study

Washington-Lee Gifted Services

General Description

Instructional Resource:Student Data

Multiple Intelligences- determining students’ learning strengths and

growing others Subject Area Interest Inventories-

developing passion projects

Data organized to inform instruction for: Effective student groups Student choice Developing a growth mindset

Developing Growth Mindset

Teacher Collaborations-focusing on student choice, products, and groups that build and strengthen all intelligences

USVA History: effective grouping/projects

English 10: product choices

English 9: project assignments

IB Latin: project assignments-building strength

IB Econ: effective grouping/building strength

Instructional Resource:Concept Development

Using the Hilda Taba model of developing this critical thinking skill, students brainstorm a concept, categorize their ideas, identify patterns, and draw broad generalizations about the concept. Students then pose open-ended questions about their generalizations. These questions model expectations on AP and IB prompts.

Let’s look at this model.

Teacher Collaborations

English 10: the concept of community in Julius Caesar/developing HLQ skills

APUSH: concepts over an historical era/passion project

IB English: concept of sense of place in Walden

Econ/Personal Finance: concept of the seven principles of economics/passion project/anchor activities

Instructional Resource:Socratic Seminar

This strategy is one of the most effective to grow critical thinking skills.

Students respond to open-ended questions about a text.

Discussion is student-driven. Habits of mind, such as

agree/disagreeing effectively, moving a discussion forward with new ideas, and use of appropriate text connections are developed.

Teacher Collaborations

English 9: Introduction to seminar skills and habits of mind

English 9: Seminar-Romeo and Juliet/HLQ English 10: Review of seminar skills and

habits of mind English 10: Seminar-The Time Machine/HLQ English 10: Seminar-Julius Caesar/HLQ

Socratic Seminar-Classroom

Implementation

Developing the concept of community and practicing higher level questioning in the play Julius Caesar

Instructional Resource:Science Fair

Projects/VJAS Focus on “Abstract” planning and

writing

Focus on “Literature Cited Page”

Student Mentors-successful VJAS student group (juniors and seniors) participates in classroom instruction and mentors individual students participating in the VJAS process.

Teacher Collaborations

Biology

Chemistry

Anne Reed and Lea Westrick, chemistry teacher, planning VJAS resources for

applicants.

RTG : Student Collaboration“Passion” Projects

CAS Coordinator-IB Program CAS Project Current project examples: Asante Mariamu H. O. P. E. Little Free Library Bead for Life Disabilities in Theater Environment Bosnian Project

CAS Coordinator: IB Program Support full IB diploma students in completion of

this 18 month diploma requirement Advise, support, monitor, and advocate for 138

students to complete CAS Project and five additional activities that engage creativity, action, and service goals and outcomes.

Meet with students routinely. Maintain documentation records for all students. Support implementation of CAS Project

Independent Study County approved proposal document.

Proposal must focus on studies or opportunities not available in the county Program of Studies.

Proposal is due to the Counseling Department by April 1 annually.

RTG : Student Collaboration

Discussion about enrichment opportunities

Support in the application process for these opportunities and for college

Support in the independent study proposal process

Guiding and listening for needs to support students academically, socially, and emotionally.

Sam and Mrs. Reed discussing his Common App Essay.

Instructional Leadership: Book Studies and

Workshops Facilitate book studies on current

educational research and instructional strategies with WL staff.

Facilitate workshop sessions on differentiation strategies with WL and county staff.

Collaborate with WL staff to implement strategies within curriculum context.

Advancing DifferentiationAdvancing Differentiation

Thinking and Learning for the

21st Century

• Academic Team• Jen Scher, Maria Sotomayor

• Debate Team• Paul Bui

• Model UN• Keith Klein

• Art Club• Hiromi Isobe

Math Club• Brandon Wright

• Chess Club• Dave Peters

•Speech/Debate• Rosa Reyes

•Investing Club• Leah Young

•Newspaper• Cat Misar

•Broadcast• Cat Misar

•Chinese Club Janet Luu

•Photo Club• Erin Bruns

Resources for Parents: Parent Resource Center Materials - 703-228-7239 National Association for Gifted - www.nagc.org Virginia Association for Gifted - www.vagifted.org Supporting Emotional Needs of Gifted - www.sengifted.org 2e Newsletter – http://www.2enewsletter.com

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

Maintain communication with your child’s classroom teachers, RTG, and counselor to monitor social and academic progress

Arlington Public School’s Parent Advocacy Group

Part of Advisory Council of Instruction Monthly meetings If interested in serving on this committee,

please contact Co-chairs: Bob Ramsey (Bob.Ramsey@osd.mil) or Josh Turner (joshua.s.turner@gmail.com) and Cheryl McCullough (Supervisor, Gifted Services) cheryl.mccullough@apsva.us

Library Conference Room 2103

Email anne.reed@apsva.us Voice mail:

703-228-8657

Parent Listserv: email to

join

Visit the Arlington Public Schools –

Gifted Services link on the APS Web Site

www.apsva.us/giftedservices

Gifted Services Fall Newsletter: http://www.apsva.us/page/1851

› Cheryl McCullough, Supervisor, Gifted Services

703-228-6160 or cheryl.mccullough@apsva.us

›

General 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 student’s name, your phone number or email, and the best time for me to contact you.

2013-2014

The Federal Government mandates The Federal Government mandates that all school districts establish a that all school districts establish a gifted program.gifted program.

A. TrueA. True

B. FalseB. False

FALSE – Each state creates its own 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

Identify students who require gifted services

Establish continuous educational services to match the needs of gifted learners

Train teachers in ways to provide services

Support differentiated instruction to meet the needs of gifted students

Students in APS may be Students in APS may be identified in only one academic identified in only one academic subject area.subject area.A. TrueA. True

B. FalseB. False

True – Students may be identified in one academic subject area. Some students may be identified in more than one area.

Specific Academic Aptitude, K-12

English Mathematics Science Social Studies

Visual or Performing Arts, Grades 3-12

Visual Art Vocal Music/ Instrumental Music

(instruments taught in APS)

Each 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

Screening is informal –teacher feedback, parent information, honors, awards, student participation in school events, competitions, etc.

Students 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.

Referral forms can be found here: http://www.apsva.us/page/1846

High IQ test score or high High IQ test score or high standardized achievement test standardized achievement test score automatically qualifies a score automatically qualifies a student to receive gifted student to receive gifted services.services.A. TrueA. True

B. FalseB. False

False – No one criteria guarantees eligibility for APS gifted services. Multiple criteria are used.

Nationally Normed Testing Information Ability testing Achievement testing

Teacher Checklist: Observations of Academic Behaviors

School-based Data

Parent Information

6-12 Student Self-Assessment

Work samples

Art and Music Teacher Referral: Observations of Artistic Behaviors

Student Products

Grades

Parent Information

6-12 Student Self-Assessment

An Appeal is available to families following the eligibility process:

Appeals begin at the school level Appeals begin at the school level

with the principalwith the principal A second level of appeal is a county-A second level of appeal is a county-

wide Gifted Services Administrative wide Gifted Services Administrative Appeals Committee (must be Appeals Committee (must be submitted in writing within 30 days of submitted in writing within 30 days of the school level committee decision) the school level committee decision)

Teacher awareness of student’s abilities and understanding of student’s instructional needs Opportunities to work with other

students who have the ability to reason and problem solve at a high level

RTG availability to support student’s performance and educational program