an overview of gifted services carol schaedel resource teacher for the gifted
TRANSCRIPT
An Overview of GIFTED SERVICES
Carol SchaedelResource Teacher for the Gifted
The Role of the Resource Teacher for the GiftedPromote differentiation strategies in the
classroom
Collaborate and co-teach lessons in classrooms with clusters of identified gifted students
Teach critical-thinking and creative-thinking lessons in classrooms K-5
Provide enrichment and supplemental resources to teachers
Provide professional development about gifted education to teachers
Facilitate the gifted identification process
Professional Learning Communities
Four Key Questions
#1 What is it that 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 K-5 have been clustered into classrooms with intellectual peers.
Clusters are usually made of 4-8 students.
The Resource Teacher for the Gifted (RTG) supports the classroom teachers in planning extension lessons and activities for students who have already mastered grade-level skills and content.
Support from the RTG may look different at different grade levels, depending on the needs of the students.
Collaboration =
Classroom Teacher
Differentiates instruction in the regular classroom on a consistent basis
Provides opportunities for students to work with other students who have similar abilities
Resource Teacher for the
GiftedCollaborates with
the classroom teacher to plan differentiated instruction
Co-teaches in the regular classroom to extend curriculum
Provides supplemental resources to the classroom teacher
What has changed?Increased emphasis on collaboration and
co-teaching between the classroom teacher and the RTG
Increased use of push-in services for RTG to co-teach in the regular classroom
Increased focus on providing more consistent differentiation and challenge for advanced students in the regular classroom
Less frequent use of pull-out lessons
Classroom SupportCo-plan curriculum extensions with cluster teachers.
Co-teach English and math lessons for advanced students once per week in gifted cluster classrooms.
Co-plan curriculum extensions for advanced writing and Social Studies students.
Provide teachers with ideas and resources to extend the curriculum for advanced students.
Observe students for strengths and talents.
Participate in the Professional Learning Community in order to support teachers with differentiation for advanced students.
Curriculum Examples
Gifted Literature units and novel studies
William and Mary Literature Units
University of Connecticut Project M2 and M3 math units
The Problem Solver
Jacob’s Ladder reading resources
Hands-On Equations
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
Gifted Services Differentiated Instruction Record Form
Quarterly report sent to parents of identified gifted students with the report card.
Informs parents about differentiated lessons or activities provided to the student.
Completed by the classroom teacher, in collaboration with the RTG.
Replaces the form previously discussed at conferences for identified gifted students.
Sample Differentiated Activity
1. On your table you will see some folders with math and language arts activities.
2. As you look at the activities discuss how you think a teacher may use these activities to differentiate for students at different levels.
How are students identified as gifted?
4-step identification process:
1. Screening
2. Referral and Data Collection
3. Identification Committee Decision
4. Appeal
Step 1: ScreeningAll students at Claremont are screened each year to
decide whether they have learning needs beyond the regular instructional program.
We consider:Testing dataTeacher observationsParent informationClassroom performanceHonors or awards
Step 2: ReferralReferrals can be made by:
TeachersSchool staffParents/guardiansCommunity members
Most referrals are submitted January through March.
Deadline for referrals is April 1st
Parent referral forms can be found on the Gifted Services Website or requested from the RTG
Referral AreasStudents in grades K-12 may be referred in one or
more of the following areas:EnglishMathematicsScienceSocial Studies
Students in grades 3-12 may also be referred in:Visual ArtVocal MusicInstrumental Music
(for instruments taught in APS)
Gathering Eligibility Data
The RTG collects data to help determine a student’s eligibility for Gifted Services, including:School-based assessment dataNationally-normed testing dataParent informationStudent work samplesTeacher checklist of observed
behaviors
Step 3: Identification Committee Decision
Committee includes classroom teacher(s), the RTG, and an administrator.
All eligibility data is reviewed.
A decision is made about the appropriateness of Gifted Services for the student.
Decisions are usually made in May, for services to begin the following school year.
Parents are notified by mail of the decision.
Step 4: AppealParents may appeal the decision.
Level One Appeal:At the school-level with the principalRequests must be submitted in writing within 10
days of notification of the decision
Level Two Appeal:At the county level with the Gifted Services
Administrative Appeals CommitteeRequests must be submitted in writing within 30
days of Level One decision
Parent ResourcesAPS Gifted Services website
http://www.apsva.us/giftedservices
Virginia Association for the Gifted (VAG) http://www.vagifted.org
National Association for Gifted Children (NAGC) http://www.nagc.org
- NAGC National Conference – Baltimore, MD
- NAGC Parent Day – Saturday, November 15
Supporting Emotional Needs of the Gifted (SENG) http://www.sengifted.org
Getting Connected: APS Gifted Services
Sign up for @APSGifted Twitter
APS Gifted Services Website www.apsva.us/giftedservices
Questions?
Please write any specific questions/comments you have on an index card.Your nameYour child’s nameYour child’s teacherYour contact informationThe best time to contact you
Contact Information
Carol Schaedel, Resource Teacher for the Gifted
Email: [email protected]
Phone: 703-228-2521
Cheryl McCullough, Supervisor of Gifted Services
Email: [email protected]
Phone: 703-228-6160