COLLABORATION FOR EFFECTIVE DIFFERENTIATION Classroom Teacher Resource Teacher for Gifted Student Presented by Wendy Cohen, Resource Teacher for Gifted.

COLLABORATION

FOR

EFFECTIVE DIFFERENTIATION

Classroom Teacher

Resource Teacher for Gifted

Student

Presented by Wendy Cohen, Resource Teacher for Gifted

Agenda

Part 1:

Gifted Services/Resources

Part 2:

Gifted Identification

Questions and Exit Cards

On the table you will find post-it notes 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 CommunitiesFour 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?

Cluster Grouping Students in grades 1-5 have been

clustered into classrooms with intellectual peers

RTG 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 in the various grade levels depending on teacher and student needs

Thinking SkillsBig Ideas Overarching Concepts: Change, Patterns, Systems,

Perspectives, Cause/Effect, Cycles

Critical Thinking Teaching Models

Research Formats, Hamburger Model of Persuasive Writing,

Design Briefs

Creative Thinking SCAMPER, Creative Problem Solving,

FFOE (Fluency, Flexibility, Originality, Elaboration)

Decisions and Outcomes

PMI, Problem Based Learning, Project Based Learning

Making Connections Mind-Mapping, Visualization, Analogies, Synectics

Point of View (Different Perspectives)

deBono’s Hats, Debates,

RAFT(Role, Audience, Format, Topic)

Questioning Bloom’s Taxonomy, RTO (Right There, Think and Search, On Your Own) Levels of Questioning

CommunicationDifferentiated Student Progress Form

Quarterly report to parents with report cards in grades 1-5 for identified students

The form documents differentiated instructional strategies and extensions

Replaces the Differentiation Instruction Planning Form

Parent Resources

Further information about APS Gifted Services is located on the APS website www.apsva.us Click on Curriculum and Instruction Click on Programs Click on Gifted Services

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

Gifted Services Identification Specific Academic Aptitude (Grades K-12)

English Mathematics Science Social Studies

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

Screening for Gifted Services 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 All grade 2 students will take the Naglieri Ability Test

(NNAT-2) All grade 4 students will take the Cognitive Ability Test

(CogAT)

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

Referrals for Gifted Services Students may be referred for services by their

classroom teacher, school personnel, parents/guardians, community leaders, and self or other students until April 1st of the current school year

Eligibility Criteria

Gifted Services in Specific Academic Areas Nationally Normed Testing Information

Ability testing Achievement testing

Teacher checklist School-based Data Parent Information Work Samples, e.g. writing

Eligibility Criteria Visual Arts or Vocal/Instrumental Music Areas

(Grades 3-12) Art and Music Teacher Referral:

Observations of Artistic Behaviors Student Products Grades Parent Information

Appeals Process

An Appeal is available to 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)

Wendy Cohen

[email protected]

Contact Information