kevin trainor resource teacher for the gifted mckinley elementary school nov. 5, 2014
TRANSCRIPT
KEVIN TRAINOR
RESOURCE TEACHER FOR THE GIFTED
MCKINLEY ELEMENTARY SCHOOL
NOV. 5, 2014
Before we start
On each table you will find index cards that can be used to jot down any questions during the presentation.
◦ If I can’t address your question during the presentation, please include your name, your child’s name (if applicable), your contact information, and the best time for me to reach you.
Objectives
1. Explain the role of the Resource Teacher for the Gifted (RTG) within a Professional Learning Community (PLC).
2. Provide an overview of gifted services and resources at McKinley ES.
3. Provide an overview of the identification process for Gifted Services in Arlington Public Schools.
Part 1:Professional Learning
Communities
Professional Learning Communities (PLC)
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 extend learning when they already know it or learn it quickly?
The role of the RTG
•Increase teachers’ capacity to infuse gifted pedagogy into the regular classroom•Promote and model procedures, strategies, and techniques to support gifted students•Provide curricular resources in order to differentiate content for gifted students•Work collaboratively with cluster teachers to plan and deliver instruction
•Inform staff about gifted education training opportunities
•Facilitate the gifted identification process
•Serve as an advocate to identify and provide services for high-ability students
How can I provide support in a PLC?•16 years of professional teaching experience; 6 teaching gifted 4th/6th grade classrooms
•B.A., M.Ed. (University of Connecticut, 1998; 1999)
•Master’s in Gifted and Talented Education (University of Connecticut, 2005)
•National Board Certification (Middle Child-Generalist, 2008)•Relevant Training: Junior Great Books, Socratic Seminar, Project M2 and M3, William & Mary LA Units, Jacob’s Ladder, SEM-R Reading Framework, Project DBQ, Library of Congress Primary Sources, Twice-Exceptional Learners, Concept Development Model
How can PLCs help me?Grade 2
•A collective 21 years of experience
•Undergraduate degrees in Childhood Special Education, History, Communications, and Pyschology
•5 Master’s degrees in Elementary Education
•Endorsements in Special Education, ESOL, and two Reading (in progress)
How can PLCs help me?Grade 4
•A collective 59 years, 3 months of experience
•Undergraduate degrees in Education, Elementary Education, Dance, Advertising, and Math/Computer Science
•Master’s degrees in Elementary Education, Social Science w/emphasis on Gifted Education; Science (in progress)
•Endorsements in Reading and Early Childhood (K-8), Language Arts(K-8), Math (Pre-K – 8), History (Pre-K – 8), English (K-12), Gifted (K-12); and two candidates for National Board Certification.
How can PLCs help me?Grade 5
•A collective 48 years of experience
•Undergraduate degrees in Education and Psychology
•Master’s degrees in Elementary Education
•Lead Instructional Teacher, Lead Science Teacher, Lead Social Studies Teacher, three winners of the McKinley Teacher of the Year, three acquired 40+ recertification points in gifted education.
Part 2:Elements of Gifted
Services
RTG & Classroom Support
(K-1)◦ Collaboratively plan Critical and Creative
Thinking (CCT) lessons ◦ Model and deliver monthly CCT lessons◦ Modeling builds capacity for teachers to
replicate similar lessons in the future◦ Provide resources and differentiation support
RTG & Classroom Support(Gr. 2-5)
◦ Collaborate with grade-level teams for the planning and implementation of lessons
◦ Utilize collaborative teaching methods in cluster classrooms for math and language arts
◦ Incorporate CCT skills to build capacity of teachers to replicate similar lessons in the future
◦ Provide resources as needed to support the social studies and science curriculum.
What does co-teaching look like?
Co-Teaching Forms:◦ Whole group team teaching with classroom teacher◦ Small group teaching in classroom, coordinated and co-
planned with classroom teacher◦ Co-planning with classroom teacher for differentiation
on days without gifted resource teacher
Flexible grouping is determined by:◦ Needs of students◦ Needs of the classroom teacher◦ Difficulty of unit/topic
Sample Curriculum Resources
APS Gifted Literature Units
William and Mary Literature Units
Junior Great Books
Jacob’s Ladder Reading Comprehension Program
Schoolwide Enrichment Model-Reading (SEM-R) Framework
Project M2 and Project M3
The Problem Solver Units
Best of the Continental Math League
Hands-On Equations
Project Clarion Science Units
William and Mary Problem-Based Science Units
William and Mary Social StudiesUnits
History Alive!
Primary Source Documents (Library of Congress)
Critical & Creative Thinking Skills
Big Ideas Overarching Concepts: Change, Patterns, Systems, Perspectives, Cause/Effect, Cycles
Taba Concept Development Model
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
Part 3:The 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
Arlington Public Schools
•Identify students who require gifted services•Train teachers in ways to provide services•Establish continuous educational services to match the needs of gifted learners•Support differentiated instruction to meet the needs of gifted students
Gifted Services: Areas of
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.•Students may be referred for services by their classroom teacher, school personnel, parents/guardians, community leaders, or other students until April 1st of the current school year•Once a student is referred for services, the RTG works to create a portfolio with four main components.
1. Nationally-normed assessments
◦All Grade 2 students take the Naglieri Nonverbal Ability Test (NNAT-2)
◦All Grade 4 students take the Cognitive Abilities Test (CogAT)
◦Other tests include the Kaufman-Brief Intelligence Test (KBIT) and the Test of Mathematical Abilities for Gifted Students (TOMAGS).
2. School-based Achievement
◦ Interactive Achievement Tests◦SOLs◦Honors or distinctions (ex. Geography Bee, Reflections Contest, Continental Math League, etc).
3. Student Behaviors/Characteristics
◦Parent Information Sheet◦Teacher information related to behaviors and characteristics of gifted students.
4. Demonstrated Performance
◦Distinguished levels of performances when working with advanced content: ◦ Continental Math League◦ Interpretive responses within the Junior Great
Books Programs◦ Analysis of Primary Source Documents◦ Responses to Project Clarion Science Activities◦ Responses to Critical and Creative Thinking
lessons
Referrals for Visual/Performing Arts (Grades 3-12) work a little bit differently.
◦ Art and Music Teacher Referral: Observations of Artistic Behaviors
◦ Student Products◦ Grades◦ Parent Information
Visual and Performing Arts(VPA)
Art and Music Differentiation
Visual Arts:◦ Differentiation takes place in the art classroom
◦ analyzing their work with more in-depth questions◦ working with more/different materials◦ mentoring other students
◦ Grade 2-5: morning art club (10-week sessions for Grades 4-5; shorter for Grades 2-3)◦ Serves as an opportunity to be introduced to new art
ideas and to work on individual projects
Art and Music Differentiation
Vocal Music:◦ Differentiation takes place in the music classroom◦ Frequent formative assessments to monitor student
mastery of concepts and to adjust instruction◦ Open-ended projects that allow for students to
demonstrate their creativity and abilities◦ Grades 2-5 McKinley Children’s Theater with partner
Educational Theater Company (ETC)◦ Grades 2-3: Kaleidoscope Choir (after-school enrichment)◦ Grades 4 & 5 (Band/Orchestra/Treble Clef Singers)
Identification Decisions
Identification decisions are sent to parents or guardians by letter within 10 school days of the Identification Committee meeting.
If students are found eligible -
•Identified gifted students in grades 2-5 are cluster grouped* into classrooms with intellectual peers
•RTG plans with and supports the classroom teachers using extension activities and projects for students who have already mastered grade-level content
•Note: Support may look different in the various grade levels depending on teacher and student needs
*for the upcoming school year
If students are not found eligible -
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)
Parent Resources• Virginia Association for the Gifted (VAG)
http://www.vagifted.org
• National Association for the Gifted (NAGC)
http://nagc.org – NAGC National Conference – Baltimore, MD – NAGC Parent Day – Saturday, November 15
• Supporting Emotional Needs of the Gifted (SENG)
http://sengifted.org
Getting Connected: APS Gifted Services
Sign up for @APSGifted Twitter
APS Gifted Services Website www.apsva.us/giftedservices
Cheryl McCullough, Supervisor, Gifted Services at 703-228-6160 or [email protected]
Contact Information
Kevin Trainor, Resource Teacher for the Gifted
Email: [email protected]
Phone: (703) 228-5280
Questions and/or Exit Cards
•I’m happy to address any general questions about gifted services at McKinley at this time.•If you have questions specific to your child, please contact me to set up a follow-up meeting or phone call.