kevin trainor resource teacher for the gifted mckinley elementary school oct. 1, 2013
TRANSCRIPT
Kevin TrainorKevin TrainorResource Teacher for the GiftedResource Teacher for the Gifted
McKinley Elementary SchoolMcKinley Elementary SchoolOct. 1, 2013Oct. 1, 2013
Agenda/ObjectivesAgenda/Objectives
1.1. Explain the role of the Resource Teacher Explain the role of the Resource Teacher for the Gifted (RTG) within a Professional for the Gifted (RTG) within a Professional Learning Community (PLC).Learning Community (PLC).
2.2. Provide an overview of gifted services Provide an overview of gifted services and resources at McKinley ES.and resources at McKinley ES.
3.3. Provide an overview of the Identification Provide an overview of the Identification Process for Gifted Services in Arlington Process for Gifted Services in Arlington Public Schools.Public Schools.
Questions and Exit CardsQuestions and Exit Cards
On each table you will find index cards On each table you will find index cards that can be used if you have any specific that can be used if you have any specific questions. questions. Please write the question, your name, your Please write the question, your name, your
child’s name, your contact information, and child’s name, your contact information, and the best time for me to contact you the best time for me to contact you
Professional Learning Communities Professional Learning Communities (PLC)(PLC)
Four Key Questions Focus Us on LearningFour Key Questions Focus Us on Learning
#1 What is it we expect our students to learn?#1 What is it we expect our students to learn?#2 How will we know when they have learned it?#2 How will we know when they have learned it?#3 How will we provide time and support when #3 How will we provide time and support when they don’t learn it?they don’t learn it?
#4 How will we expand learning when #4 How will we expand learning when they already know it or learn it quickly?they already know it or learn it quickly?
The role of the RTGThe role of the RTG
Promote differentiation strategies in the Promote differentiation strategies in the classroomclassroom
Provide enrichment and supplemental resources Provide enrichment and supplemental resources for teachersfor teachers
Model instructional strategiesModel instructional strategies Inform staff about gifted education training Inform staff about gifted education training
opportunitiesopportunities Facilitate the identification processFacilitate the identification process
How I can help a PLCHow I can help a PLC
15 years of professional teaching experience15 years of professional teaching experience B.A. in Education; (University of Connecticut, B.A. in Education; (University of Connecticut,
1998)1998) Master’s in Elementary Education; (University of Master’s in Elementary Education; (University of
Connecticut, 1998)Connecticut, 1998) Master’s in Gifted and Talented Education; Master’s in Gifted and Talented Education;
(University of Connecticut, 2005)(University of Connecticut, 2005) National Board Certification (Middle Child-National Board Certification (Middle Child-
Generalist, 2008).Generalist, 2008).
How PLCs can help meHow PLCs can help me
On average, grade-level teams at McKinley On average, grade-level teams at McKinley have:have:
36 years of professional teaching experience36 years of professional teaching experience 3 graduate degrees3 graduate degrees Additional endorsements in: Reading, Additional endorsements in: Reading,
Science, Math, ESOL, Special Education, Science, Math, ESOL, Special Education, VISTA VISTA
1 NBCT; 2 more in the process1 NBCT; 2 more in the process Multiple Honorees of McKinley Teacher of Multiple Honorees of McKinley Teacher of
the Yearthe Year
Gifted Services: Cluster GroupingGifted Services: Cluster Grouping
Students in grades 1-5 have been clustered Students in grades 1-5 have been clustered into classrooms with intellectual peersinto classrooms with intellectual peers
RTG plans with and supports the classroom RTG plans with and supports the classroom teachers with extension activities and teachers with extension activities and projects for those students who have already projects for those students who have already mastered grade level content mastered grade level content
Support may look different in the various Support may look different in the various grade levels depending on teacher and grade levels depending on teacher and student needsstudent needs
Classroom SupportClassroom Support
Kindergarten and 1Kindergarten and 1stst Grade Classrooms Grade ClassroomsCollaborate for the planning and Collaborate for the planning and
implementation of lessonsimplementation of lessonsModel critical and creative thinking Model critical and creative thinking
strategies in classes on a monthly basisstrategies in classes on a monthly basis Integrate grade-level content into the Integrate grade-level content into the
critical and creative thinking lessonscritical and creative thinking lessonsProvide resources and differentiation Provide resources and differentiation
supportsupport
Classroom SupportClassroom Support
Second, Third, Fourth, and Fifth Grade Second, Third, Fourth, and Fifth Grade Collaborate for the planning and Collaborate for the planning and
implementation of lessonsimplementation of lessons Planning with cluster teachersPlanning with cluster teachers Literature/Reading Support for identified Literature/Reading Support for identified
studentsstudents Weekly co-teaching in cluster classrooms for Weekly co-teaching in cluster classrooms for
mathmath Model Critical and Creative Thinking Skills in Model Critical and Creative Thinking Skills in
all classrooms on a monthly basis all classrooms on a monthly basis
Sample Curriculum ResourcesSample Curriculum Resources
Gifted Literature UnitsGifted Literature Units William and Mary Literature UnitsWilliam and Mary Literature Units Junior Great BooksJunior Great Books Jacob’s Ladder Reading Comprehension Jacob’s Ladder Reading Comprehension
Program Program Project M2 and Project M3 Project M2 and Project M3 The Problem Solver UnitsThe Problem Solver Units Best of the Continental Math League Best of the Continental Math League Hands-On EquationsHands-On Equations History Alive!History Alive!
Critical Thinking SkillsCritical Thinking SkillsBig IdeasBig Ideas Overarching Concepts: Change, Patterns, Systems, Overarching Concepts: Change, Patterns, Systems,
Perspectives, Cause/Effect, CyclesPerspectives, Cause/Effect, Cycles
Taba Concept DevelopmentTaba Concept Development
Critical Thinking Critical Thinking Teaching ModelsTeaching Models
Frayer Model, Future Problem Solving, Hamburger Model of Frayer Model, Future Problem Solving, Hamburger Model of Persuasive Writing, Jacob’s Ladder, Literature Web, Paul’s Persuasive Writing, Jacob’s Ladder, Literature Web, Paul’s Elements of Reasoning, Research Model, Vocabulary WebElements of Reasoning, Research Model, Vocabulary Web
Creative ThinkingCreative Thinking SCAMPER, FFOE (Fluency, Flexibility, Originality, SCAMPER, FFOE (Fluency, Flexibility, Originality, Elaboration), Creative Problem SolvingElaboration), Creative Problem Solving
Decisions and Decisions and OutcomesOutcomes
PMI, Ethical Thinking (6-12), Habits of Mind, Problem Based PMI, Ethical Thinking (6-12), Habits of Mind, Problem Based Learning, Project Based LearningLearning, Project Based Learning
Making Making ConnectionsConnections
Mind-Mapping, Visualization, Analogies, SynecticsMind-Mapping, Visualization, Analogies, Synectics
Point of View Point of View (Different (Different Perspectives)Perspectives)
deBono’s Hats, Debates, RAFT, Socratic Seminar, Junior deBono’s Hats, Debates, RAFT, Socratic Seminar, Junior Great Books, Structured Academic ControversyGreat Books, Structured Academic Controversy
QuestioningQuestioning Bloom’s Taxonomy, Levels of QuestioningBloom’s Taxonomy, Levels of Questioning
CommunicationCommunication
Differentiated Student Progress FormDifferentiated Student Progress Form Quarterly report to parents in report cards in Quarterly report to parents in report cards in
grades 1-5 for identified studentsgrades 1-5 for identified students The form documents differentiated The form documents differentiated
instructional strategies and extensions that instructional strategies and extensions that were used during the quarter.were used during the quarter.
Replaces the Differentiation Instruction Replaces the Differentiation Instruction Planning FormPlanning Form
Parent ResourcesParent Resources
Further information about APS Gifted Further information about APS Gifted Services is located on the APS websiteServices is located on the APS website www.apsva.uswww.apsva.us Click on Curriculum and InstructionClick on Curriculum and Instruction Click on ProgramsClick on Programs Click on Gifted ServicesClick on Gifted Services
Contact Information Contact Information
Kevin Trainor, Resource Teacher for the GiftedKevin Trainor, Resource Teacher for the Gifted
Email: Email: [email protected]@apsva.us
Phone: (703) 228-5838Phone: (703) 228-5838
Cheryl McCullough, Supervisor of Gifted ServicesCheryl McCullough, Supervisor of Gifted Services
Email: Email: [email protected]@apsva.us
Phone: (703) 228-6160Phone: (703) 228-6160
Part 2:Part 2:Gifted Identification ProcessGifted Identification Process
Virginia Gifted RegulationsVirginia Gifted Regulations
Virginia Department of Education regulations Virginia Department of Education regulations state that each school district must develop a state that each school district must develop a plan to identify and provide services to those plan to identify and provide services to those students who have learning needs beyond students who have learning needs beyond the regular instructional program.the regular instructional program.
http://www.doe.virginia.gov/instruction/gifted_ed/index.shtmlhttp://www.doe.virginia.gov/instruction/gifted_ed/index.shtml
Arlington Public Schools Arlington Public Schools
Identify students who require gifted Identify students who require gifted servicesservices
Train teachers in ways to provide servicesTrain teachers in ways to provide services Establish continuous educational services Establish continuous educational services
to match the needs of gifted learnersto match the needs of gifted learners Support differentiated instruction to meet Support differentiated instruction to meet
the needs of gifted studentsthe needs of gifted students
Gifted Services IdentificationGifted Services Identification
Specific Academic Aptitude (Grades K-12)Specific Academic Aptitude (Grades K-12) EnglishEnglish MathematicsMathematics ScienceScience Social StudiesSocial Studies
Visual or Performing Arts (Grades 3-12)Visual or Performing Arts (Grades 3-12) Visual ArtVisual Art Vocal MusicVocal Music Instrumental Music (instruments taught in APS)Instrumental Music (instruments taught in APS)
Screening for Gifted ServicesScreening for Gifted Services Each year, the total population is screened by school Each year, the total population is screened by school
staff to create a pool on candidates based on students’ staff to create a pool on candidates based on students’ need for gifted servicesneed for gifted services
Screening is Screening is formalformal-review of testing information-review of testing information All grade 2 students will take the Naglieri Ability Test (NNAT-2)All grade 2 students will take the Naglieri Ability Test (NNAT-2) All grade 4 students will take the Cognitive Ability Test (CogAT)All grade 4 students will take the Cognitive Ability Test (CogAT) All other referred students will receive an ability test if they not in All other referred students will receive an ability test if they not in
grades 2 or 4grades 2 or 4
Screening is Screening is informalinformal-teacher feedback, parent -teacher feedback, parent information, honors, awards, student population in information, honors, awards, student population in school events, competitions, etc. school events, competitions, etc.
Referrals for Gifted ServicesReferrals for Gifted Services
Students may be referred for services by their classroom Students may be referred for services by their classroom teacher, school personnel, parents/guardians, teacher, school personnel, parents/guardians, community leaders, or other students until April 1community leaders, or other students until April 1stst of the of the current school yearcurrent school year
Identification decisions are sent to parents or guardians Identification decisions are sent to parents or guardians by letter within 10 school days of the Identification by letter within 10 school days of the Identification Committee meetingCommittee meeting
Referral forms can be found here:Referral forms can be found here: http://www.apsva.us/page/1846http://www.apsva.us/page/1846
Eligibility CriteriaEligibility Criteria
Gifted Services in Specific Academic AreasGifted Services in Specific Academic Areas Nationally-Normed Testing InformationNationally-Normed Testing Information
Ability testingAbility testing Achievement testingAchievement testing
Teacher checklistTeacher checklist School-based DataSchool-based Data Parent InformationParent Information Work SamplesWork Samples
Eligibility Criteria Eligibility Criteria
Visual Arts or Vocal/Instrumental Music Visual Arts or Vocal/Instrumental Music Areas (Grades 3-12)Areas (Grades 3-12) Art and Music Teacher Referral: Observations Art and Music Teacher Referral: Observations
of Artistic Behaviorsof Artistic Behaviors Student ProductsStudent Products GradesGrades Parent InformationParent Information
Appeals ProcessAppeals Process
An Appeal is available to families following An Appeal is available to families following the eligibility processthe eligibility process Appeals begin at the school level with the Appeals begin at the school level with the
principalprincipal A second level of appeal is countywide Gifted A second level of appeal is countywide Gifted
Services Administrative Appeals Committee Services Administrative Appeals Committee (must be submitted within 30 days of the (must be submitted within 30 days of the school level committee decision)school level committee decision)
Contact Information Contact Information
Kevin Trainor, Resource Teacher for the GiftedKevin Trainor, Resource Teacher for the Gifted
Email: Email: [email protected]@apsva.us
Phone: (703) 228-5838Phone: (703) 228-5838
Cheryl McCullough, Supervisor of Gifted ServicesCheryl McCullough, Supervisor of Gifted Services
Email: Email: [email protected]@apsva.us
Phone: (703) 228-6160Phone: (703) 228-6160
Questions and Exit CardsQuestions and Exit Cards
On each table you will find index cards On each table you will find index cards that can be used if you have any specific that can be used if you have any specific questions. questions. Please write the question, your name, your Please write the question, your name, your
child’s name, your contact information, and child’s name, your contact information, and the best time for me to contact you the best time for me to contact you