jacqueline firster resource teacher for the gifted abingdon elementary school
TRANSCRIPT
Jacqueline FirsterResource Teacher for the Gifted
Abingdon Elementary School
Question Cards
Do you have a specific question? Please write your question(s) Your name Your child’s name Your contact information The best time for me to contact
you
Why Gifted Services Identification?
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
Classroom Support
Plan with and support the classroom teachers with extension activities and projects identified students students who show evidence of mastering
grade level content
Push-in/Pull-out Literature/Reading/Writing support for differentiated, small group instruction
Push-in/Pull-out Mathematics support for differentiated, small group instruction
Co-Teaching with classroom teachers and specialists
Classroom Support
Provide Flipped Instruction lessons as needed
Model critical and creative thinking strategies in classes on a rotating basis
Provide resources and differentiation support to non-classroom teachers/specialists
May look different in the various grade levels depending on teacher and student needs
Curriculum Examples
Gifted Services Literature Units
William and Mary Literature Units and Materials
Univ. of Connecticut Project M2 and Project M3
Best of the Continental Math League/Math Exemplars
Hands-On Equations
Project Clarion Science Units
Teaching With Primary Sources (Library of Congress)
Critical Thinking SkillsBig Ideas Overarching Concepts: Change, Patterns, Systems,
Perspectives, Cause/Effect, CyclesTaba Concept Development
Critical Thinking Teaching Models
Frayer Model, Future Problem Solving, Hamburger Model of Persuasive Writing, Jacob’s Ladder, Literature Web, Paul’s Elements of Reasoning, Research Model, Vocabulary Web
Creative Thinking SCAMPER, FFOE (Fluency, Flexibility, Originality, Elaboration), Creative Problem Solving
Decisions and Outcomes
PMI, Ethical Thinking (6-12), Habits of Mind, Problem Based Learning, Project Based Learning
Making Connections
Mind-Mapping, Visualization, Analogies, Synectics
Point of View (Different Perspectives)
deBono’s Hats, Debates, RAFT, Socratic Seminar, Junior Great Books, Structured Academic Controversy
Questioning Bloom’s Taxonomy, Levels of Questioning
Differentiated Student Progress Form
Reporting at the second and fourth quarters to parents for identified students in grades K-5
Documents differentiated instructional strategies and extensions
Completed by classroom teacher in collaboration with the RTG
Replaces the Differentiation Instruction Planning Form
APS Identification Process
Specific Academic Attitude, K-12 Language Arts Math Social Studies Science
Visual and Performing Arts, 3-12 Fine Arts Vocal/Instrumental Music (instruments
taught in APS)
Screening for Identification
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.
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 for the current school year.
Referral forms can be found here: http://www.apsva.us/page/1846
Eligibility Criteria for Specific Academic Area
Nationally Normed Testing Information Ability and Achievement Testing
Teacher Checklist: Observations of Academic Behaviors
School-based Data
Parent Information
Work Samples
Eligibility Criteria for Visual or Vocal/Instrumental Music Area
Art and Music Teacher Referral: Observations of Artistic Behaviors
Grades
Parent Information
Student Products
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 a county-wide Gifted Services Administrative Appeals Committee (must be submitted in writing within 30 days of the school level committee decision)
Role of Parent Supporting Differentiation for Student
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
APS’s Gifted Services Parent Advocacy Committee If interested in serving on this monthly committee, please contact Cheryl McCullough (Supervisor, Gifted Services) at [email protected]
Parent Resources
Virginia Association for the Gifted (VAG) http://www.vagifted.org – NAGC National Conference – Baltimore, MD – NAGC Parent Day – Saturday, November 15
National Association for the Gifted (NAGC) http://www.nagc.org
Supporting Emotional Needs of the Gifted (SENG) http://www.sengifted.org
Sign up for @APSGifted Twitter
and
@AbingdonGifted
APS Gifted Services Website www.apsva.us/giftedservicesCheryl McCullough, Supervisor, Gifted Services
Abingdon Gifted Services Website:http://www.apsva.us/domain/3930
Get Connected with APS Gifted Services..
Questions?
Do you have a specific question? Please write your question(s) Your name Your child’s name Your contact information The best time for me to contact you
Contact Information
Jacqueline Firster, Resource Teacher for the Gifted
Email: [email protected]
Phone: 703.228.6650
Cheryl McCullough, Supervisor of Gifted Services
Email: [email protected]
Phone: 703.228.6160