Heather BlakeHeather Blake

Resource Teacher for the GiftedResource Teacher for the Gifted

Discovery Elementary SchoolDiscovery Elementary School

Oct. 6, 2015Oct. 6, 2015

On each table you will find index cards that On each table you will find index cards that can be used to jot down any questions can be used to jot down any questions during the presentation. during the presentation.

If I cannot address your question during the If I cannot address your question during the presentation, please include your name, your presentation, please include your name, your child’s name (if applicable), your contact child’s name (if applicable), your contact information, and the best time for me to reach information, and the best time for me to reach you. you.

• Explain the role of the Resource Teacher for the Explain the role of the Resource Teacher for the Gifted (RTG) within a Professional Learning Gifted (RTG) within a Professional Learning Community (PLC).Community (PLC).

• Provide an overview of gifted services at Discovery ES.Provide an overview of gifted services at Discovery ES.

• Provide an overview of the identification process for Provide an overview of the identification process for Gifted Services in Arlington Public Schools.Gifted Services in Arlington Public Schools.

Four Key Questions Focus Us on LearningFour Key Questions Focus Us on Learning

11 What is it we expect our students to learn?What is it we expect our students to learn?22 How will we know when they have learned it?How will we know when they have learned it?33 How will we provide time and support when How will we provide time and support when

they don’t learn it?they don’t learn it?44 How will we extend learning when they How will we extend learning when they

already know it or learn it quickly?already know it or learn it quickly?

Uses data to identify students who are Uses data to identify students who are in need of remediation or in need of remediation or extensionsextensions

ATSS is a system for meeting the ATSS is a system for meeting the needs of all studentsneeds of all students

The primary role of the RTG is to increase The primary role of the RTG is to increase teachers’ capacity to infuse gifted pedagogy into teachers’ capacity to infuse gifted pedagogy into the regular classroom. the regular classroom.

This capacity includes the ability to implement This capacity includes the ability to implement curriculum designed for high-ability learnerscurriculum designed for high-ability learners

•

Promote and model Promote and model procedures, strategies, and procedures, strategies, and techniques to support techniques to support gifted studentsgifted students

• Work collaboratively with Work collaboratively with cluster teachers to plan and cluster teachers to plan and deliver instructiondeliver instruction

• Provide curricular Provide curricular resources in order to resources in order to differentiate content for differentiate content for gifted studentsgifted students

• Inform staff about gifted Inform staff about gifted education training opportunitieseducation training opportunities

• Advocate for underrepresented Advocate for underrepresented populations to include 2e, populations to include 2e, ESOL/HILT, children from ESOL/HILT, children from poverty poverty

• Facilitate the gifted Facilitate the gifted identification processidentification process

• APS Local Plan for the Gifted APS Local Plan for the Gifted 2012-20172012-2017

William and Mary Literature William and Mary Literature UnitsUnits

Junior Great Books/Socratic Junior Great Books/Socratic Seminar Seminar

Jacob’s Ladder Reading Jacob’s Ladder Reading Comprehension ProgramComprehension Program

Schoolwide Enrichment Model-Schoolwide Enrichment Model-Reading (SEM-R) FrameworkReading (SEM-R) Framework

Project M2 and Project M3 Project M2 and Project M3 Best of the Continental Math Best of the Continental Math

League League APS Grade 5/6 Math APS Grade 5/6 Math

CurriculumCurriculum

Hands-On EquationsHands-On Equations Project Clarion Science UnitsProject Clarion Science Units William and Mary Problem-William and Mary Problem-

Based Science UnitsBased Science Units William and Mary Social William and Mary Social

Studies UnitsStudies Units History Alive!History Alive! The DBQ ProjectThe DBQ Project Primary Source Documents Primary Source Documents

(Library of Congress)(Library of Congress) Socratic Seminar Socratic Seminar

Collaborative Teaching Collaborative Teaching may involve:may involve: Whole group team teaching with classroom teacherWhole group team teaching with classroom teacher Small group teaching in classroom, coordinated and co-Small group teaching in classroom, coordinated and co-

planned with classroom teacherplanned with classroom teacher Co-planning with classroom teacher to support Co-planning with classroom teacher to support

differentiation on days when gifted resource teacher is differentiation on days when gifted resource teacher is unavailableunavailable

Flexible grouping, which may be determined byFlexible grouping, which may be determined by Needs of students and/or the classroom teacherNeeds of students and/or the classroom teacher Difficulty of unit/topicDifficulty of unit/topic

Collaboratively plan Critical and Creative Collaboratively plan Critical and Creative Thinking (CCT) lessons Thinking (CCT) lessons

Model and deliver monthly CCT lessonsModel and deliver monthly CCT lessons Build capacity for teachers to replicate Build capacity for teachers to replicate

similar lessons in the futuresimilar lessons in the future Provide support for differentiating Provide support for differentiating

instructioninstruction

Co-teaching in KindergartenMind Mapping

Big Ideas and Bloom’s Taxonomy

Creating Patterns

Modeling for teachers

Planning with Teachers

Mindset in the Classroom

Collaborate with grade-level teams to plan and/or Collaborate with grade-level teams to plan and/or implement advanced contentimplement advanced content

Utilize collaborative teaching methods in Utilize collaborative teaching methods in cluster cluster classroomsclassrooms for math and language artsfor math and language arts

Incorporate CCT skills to build capacity of teachers Incorporate CCT skills to build capacity of teachers to replicate similar lessons in the futureto replicate similar lessons in the future

Provide support for differentiating instructionProvide support for differentiating instruction

Parallel Teaching

Leading Whole Group Lessons

Leading Small Group Lessons

Supporting the Goals of Teachers

Connecting to ContentPrimary Source

Analysis

Planning and Co-Teaching Project M3

Building Capacity

Fluency, Flexibility, Originality, and Elaboration

Connecting to ContentVisualization

Visual Arts:Visual Arts: Differentiation takes place in the art classroomDifferentiation takes place in the art classroom

analyzing their work with more in-depth questionsanalyzing their work with more in-depth questions working with more/different materialsworking with more/different materials

Open-ended projects that allow for students to Open-ended projects that allow for students to demonstrate their creativity and abilitiesdemonstrate their creativity and abilities

Vocal Music:Vocal Music: Differentiation takes place in the music classroomDifferentiation takes place in the music classroom Open-ended projects that allow for students to Open-ended projects that allow for students to

demonstrate their creativity and abilitiesdemonstrate their creativity and abilities

Sign up for @APSGifted & @MsBlakesClassSign up for @APSGifted & @MsBlakesClass

APS Gifted Services Website www.apsva.us/giftedservices

Heather Blake, Resource Teacher for the GiftedEmail: heather.blake@apsva.us Phone: (703) 228-2685

Cheryl McCullough, Supervisor, Gifted Services Email: cheryl.mccullough@apsva.usPhone: 703-228-6159

Virginia Association for the Gifted (VAG)Virginia Association for the Gifted (VAG)

http://www.vagifted.orghttp://www.vagifted.org

National Association for the Gifted (NAGC)National Association for the Gifted (NAGC)

http://nagc.org http://nagc.org

Supporting Emotional Needs of the Gifted Supporting Emotional Needs of the Gifted (SENG)(SENG)

http://sengifted.orghttp://sengifted.org

Virginia Department of Education regulations state Virginia Department of Education regulations state that each school district must develop a plan to that each school district must develop a plan to identify and provide services to those students who identify and provide services to those students who have learning needs beyond the regular have learning needs beyond the regular instructional program.instructional program.

http://www.doe.virginia.gov/instruction/gifted_ed/index.shtmlhttp://www.doe.virginia.gov/instruction/gifted_ed/index.shtml

Specific Academic Aptitude (Grades K-12)Specific Academic Aptitude (Grades K-12) EnglishEnglish MathematicsMathematics ScienceScience Social StudiesSocial Studies

Visual or Performing Arts (Grades 3-12)Visual or Performing Arts (Grades 3-12) Visual ArtVisual Art Vocal MusicVocal Music Instrumental Music (instruments taught in APS)Instrumental Music (instruments taught in APS)

• Each year, the total population is screened by Each year, the total population is screened by school staff to create a pool of candidates based on school staff to create a pool of candidates based on students’ need for gifted services.students’ need for gifted services.

• Students may be referred for services by their Students may be referred for services by their classroom teacher, school personnel, classroom teacher, school personnel, parents/guardians, community leaders, or other parents/guardians, community leaders, or other students students until April 1until April 1stst of the current school yearof the current school year

• Once a student is referred for services, the RTG Once a student is referred for services, the RTG works to create a portfolio with works to create a portfolio with four main four main components.components.

Grade 2 students, and new-to-APS 3Grade 2 students, and new-to-APS 3rdrd graders, take the Naglieri Nonverbal Ability graders, take the Naglieri Nonverbal Ability Test (NNAT-2)Test (NNAT-2)

Grade 4 students, and new-to-APS 5Grade 4 students, and new-to-APS 5thth graders, take the Cognitive Abilities Test graders, take the Cognitive Abilities Test (CogAT)(CogAT)

Other tests may be included such as the Other tests may be included such as the WISC, Kaufman-Brief Intelligence Test (KBIT) WISC, Kaufman-Brief Intelligence Test (KBIT)

Interactive Achievement TestsInteractive Achievement Tests

SRISRI

SOLsSOLs

Honors or distinctions (ex. Reflections Honors or distinctions (ex. Reflections Contest, Continental Math League, Contest, Continental Math League, Geography Bee, etc). Geography Bee, etc).

Local screening committee completes a Local screening committee completes a Gifted Behavior Commentary (GBC) Gifted Behavior Commentary (GBC)

Documents gifted characteristics and behaviors Documents gifted characteristics and behaviors observed in a variety of settings observed in a variety of settings

Parent Information SheetParent Information Sheet

Distinguished levels of performances when Distinguished levels of performances when working with advanced content. working with advanced content.

Examples may include: Examples may include: Project M2 or M3Project M2 or M3 Interpretive responses within William and Mary Interpretive responses within William and Mary

Language Arts unitsLanguage Arts units Analysis of Primary Source DocumentsAnalysis of Primary Source Documents Responses to Project Clarion Science ActivitiesResponses to Project Clarion Science Activities Responses to Critical and Creative Thinking Responses to Critical and Creative Thinking

lessonslessons

Referrals for Visual/Performing Arts begin in Grade 3Referrals for Visual/Performing Arts begin in Grade 3 Art and Music Teacher Observations of Artistic Art and Music Teacher Observations of Artistic

BehaviorsBehaviors Student ProductsStudent Products GradesGrades Parent Information FormParent Information Form

Visual and Performing Arts

(VPA)

• At the end of the referral process (90 school At the end of the referral process (90 school days), a local screening committee meets to days), a local screening committee meets to review the student’s portfolio and make review the student’s portfolio and make determines about eligibility.determines about eligibility.

• Identification decisions are sent to parents Identification decisions are sent to parents or guardians by letter within 10 school days or guardians by letter within 10 school days of the Identification Committee meeting.of the Identification Committee meeting.

• Identified gifted students in grades 2-5 are Identified gifted students in grades 2-5 are cluster cluster grouped* grouped* into classrooms with intellectual peersinto classrooms with intellectual peers

• RTG plans with and supports the classroom RTG plans with and supports the classroom teachers using extension activities and projects for teachers using extension activities and projects for students who have already mastered grade-level students who have already mastered grade-level content content • Note: Support may look different in the various grade Note: Support may look different in the various grade

levels depending on teacher and student needslevels depending on teacher and student needs

*typically or the upcoming school year

An appeal is available to families following the An appeal is available to families following the eligibility processeligibility process Appeals begin at the school level with the Appeals begin at the school level with the

principal principal

A second level of appeal is countywide Gifted A second level of appeal is countywide Gifted Services Administrative Appeals Committee Services Administrative Appeals Committee

must be submitted within 30 days of the school level must be submitted within 30 days of the school level committee decisioncommittee decision

Virginia Association for the Gifted (VAG)Virginia Association for the Gifted (VAG)

http://www.vagifted.orghttp://www.vagifted.org

National Association for the Gifted (NAGC)National Association for the Gifted (NAGC)

http://nagc.org http://nagc.org

Supporting Emotional Needs of the Gifted Supporting Emotional Needs of the Gifted (SENG)(SENG)

http://sengifted.orghttp://sengifted.org

Sign up for @APSGifted & @MsBlakesClassSign up for @APSGifted & @MsBlakesClass

APS Gifted Services Website www.apsva.us/giftedservices

Heather Blake, Resource Teacher for the GiftedEmail: heather.blake@apsva.us Phone: (703) 228-2685

Cheryl McCullough, Supervisor, Gifted Services Email: cheryl.mccullough@apsva.usPhone: 703-228-6159

• General questions about gifted General questions about gifted services at Discovery?services at Discovery?

• If you have questions specific to your If you have questions specific to your child, please write them down on child, please write them down on index card and/or contact me via index card and/or contact me via email or phone for a follow up email or phone for a follow up

Differentiated Instruction provides multiple approaches to content,process and product.

Teachers can differentiate…

Content: what students learnExamples: supplementary curriculum, extensions

Process: how students go about making sense of ideas and informationExamples: activity, opportunities to apply information or ideas

Product: how students demonstrate what they have learned Examples: portfolio, exhibition, project, etc.

Tomlinson, Carol. Fulfilling the Promise of the Differentiated Classroom. ASCD, 2003.

Differentiation Differentiation StrategyStrategy

What it looks like What it looks like in the classroomin the classroom

General General ExamplesExamples

Specific ExamplesSpecific Examples

Process Providing students with different ways to interact with content

-activity

-use of curriculum designed for high ability learners

-integrating lessons and activities from Project M3:Factors, Multiples and Leftovers as a way for high ability learners to learn GCF and LCM

Product Providing options for demonstrating their learning

-choice board

-tic-tac-toe menu

To show an understanding of the different regions of Virginia students can create a project of their choice (ie: artwork, piece of writing, performance, etc.)

Content Content typically is differentiated when a student has already mastered grade level standards for a particular unit or topic.

-standard extension

-enrichment project

-extending the grade 5 order of operations standard to include parentheses and exponents

Differentiation Record Form- quarterly report to parents Differentiation Record Form- quarterly report to parents for identified students in grades K-5for identified students in grades K-5

Parent information niParent information nights (Fall and Spring)

Conferences

Ongoing collaboration between rtg-classroom-home