Transcript Gifted Services Identification

COLLABORATION
FOR
EFFECTIVE DIFFERENTIATION
Presented by Wendy Cohen, Resource Teacher for Gifted
Classroom Teacher
Student
Resource Teacher for Gifted
Agenda
Part 1:
Gifted Services/Resources
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Part 2:
Gifted Identification
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Questions and Exit Cards
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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

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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 Communities
Four 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
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Students in grades 1-5 have been
clustered into classrooms with intellectual peers
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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 Skills
Big 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
Communication
Differentiated Student Progress Form
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Quarterly report to parents with report cards in
grades 1-5 for identified students
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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
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Specific Academic Aptitude (Grades K-12)
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English
Mathematics
Science
Social Studies
Visual or Performing Arts (Grades 3-12)
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Visual Art
Vocal Music
Instrumental Music (instruments taught in APS)
Screening for Gifted Services
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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)
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Screening is informal---teacher feedback, parent
information, honors, awards, student population in
school events, competitions, etc.
Referrals for Gifted Services
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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
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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
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Visual Arts or Vocal/Instrumental Music Areas
(Grades 3-12)
Art and Music Teacher Referral:
Observations of Artistic Behaviors
 Student Products
 Grades
 Parent Information
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Appeals Process
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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)
Contact Information
Wendy Cohen
[email protected]