Pamela Clark
Resource Teacher for the Gifted
Randolph Elementary School
October 29, 2013
Tuesdays, Wednesdays, and every other Friday
Agenda
 Part 1: Gifted Services at Randolph
 Part 2: Gifted Identification
Comparing Gifted
Services
APS Schools Today
When you were in school
Questions and Exit Cards
 On each table you will find index
cards 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
 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?
Classroom Support
Kindergarten Classrooms
 Model critical and creative thinking
strategies in classes on a rotating
basis
 Provide resources and
differentiation support
 Observe potential strengths
Classroom Support
First Grade
 Plan with cluster teacher
 Provide resources and differentiation
support
 Co-teach in cluster classroom for
math weekly.
 Model Critical and Creative Thinking
Skills in all classrooms once per quarter
on a rotating basis
Classroom Support
Second Grade
 Provide literature/reading support for
identified students
 Co-teach in cluster classroom weekly
for math
 Model Critical and Creative Thinking
Skills in all classrooms once per quarter
on a rotating basis
Classroom Support
Third Grade
 Provide literature/reading support for
identified students through occasional
pullout or whole group language arts
lessons
 Conduct weekly pullout sessions for
advanced math students using alternative
resources
 Model Critical and Creative thinking
strategies with transdisciplinary lessons
in all classrooms once per quarter
Classroom Support
Fourth Grade
 Provide literature/reading support for
identified students through pullout or
whole group language arts lessons
 Conduct weekly pullout sessions for
advanced math students using
alternative resources
 Model Critical and Creative thinking
strategies with transdisciplinary lessons
with all classes once per quarter
Classroom Support
Fifth Grade
 Provide literature/reading support for
identified students through occasional
pullout or whole group language arts
lessons
 Conduct weekly pullout sessions for
advanced math students using alternative
resources
 Model Critical and Creative Thinking
Strategies with transdisciplinary lessons
with all classes once per quarter
Curriculum Examples
 Gifted Literature Units
 William and Mary Literature Units
 Project M2 and Project M3
Advanced Math Units
 Hands On Equations and
Groundworks Algebra
 AIMS Science/Math Activities
 Continental Math League
 Project Clarion Units
 Social Studies Alive!
Other Activities
• Math Dice Team (5)
Other Activities
• Continental Math League (2-5)
• Caldecott Club (4)
• Geography Club and Bee (4-5)
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Core Curriculum
 English
 Math
 Science
 Social Studies

Reading
 Matched to student skill
level, includes robust
vocabulary study

Writing/Grammar
 Instruction matched to
student interests and skills

Word Study
 Spelling and vocabulary
leveled to student skill
Mathematics Strands

Number Sense
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Computation and Estimation
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Measurement
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Geometry
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Patterns, Functions, Algebra
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Probability and Statistics
Problem Solving and
Communication Infused
in all Strands
New Science
Curriculum
Science Fusion has
opportunities for virtual
labs, hands on inquiry,
and thought-provoking
questions within each
unit
 Provides for
Differentiation
Social Studies
Textbooks with teacher
resource kits

Social Studies Alive!
Supplemental materials allow
students to:
 build upon prior knowledge
 engage in activities to
conceptualize knowledge
 participate in higher order thinking
 respond to assignments according
to their diverse learning styles
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Critical Thinking Skills
Big Ideas
Overarching Concepts: K-Cooperation,
1st -Environment, 2nd- Patterns,
3rd Change, 4th- Exploration, 5th -Systems
Critical Thinking Hamburger Model of Persuasive Writing, Jacob’s
Teaching Models Ladder, SEM-R, Research Model, Vocabulary Web
Creative
Thinking
SCAMPER, FFOE (Fluency, Flexibility, Originality,
Elaboration), Creative Problem Solving
Decisions and
Outcomes
Problem Based Learning, Project Based Learning
Making
Connections
Mind-Mapping, Visualization, Analogies, Synectics
Point of View
(Different
Perspectives)
DeBono’s Hats, PMI (Plus, Minus, Interesting),
RAFT (Role, Audience, Format, Topic)
Questioning
Bloom’s Taxonomy (Levels of Questioning)
Communication to Parents
of Identified Gifted Students
Differentiated Instruction
Record Form
 Quarterly report to parents in report
cards in grades 1-5 for identified students
 The form documents differentiate
instructional strategies and extensions
 Replaces the Differentiation
Instruction Planning Form
shown during conferences
Parent Resources
 Further information about APS
Gifted Services is located on the
APS website
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www.apsva.us
Click on Curriculum and Instruction
Click on Programs
Click on Gifted Services
Contact Information
Pamela Clark, Resource Teacher for the Gifted
Email: Pamela.Clark@apsva.us
Phone: (703) 228-5830
Cheryl McCullough, Supervisor of Gifted Services
Email: cheryl.mccullough@apsva.us
Phone: (703) 228-6160
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
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
Identification
 Specific Academic Aptitude
(Grades K-12)
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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 on 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)
 All other referred students will receive an ability test if they not
in grades 2 or 4
 Students coming into APS may have other testing information
which will be part of their screening process.
 Screening is informal-teacher feedback, parent information,
honors, awards, student population 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 of the current school year
 Identification decisions are sent to parents or guardians
by letter within 10 school days of the Identification
Committee meeting
 Referral forms can be found here:
 http://www.apsva.us/page/1846
Eligibility Criteria
 Gifted Services in Specific
Academic Areas
 National Named Testing Information
 Ability testing
 Achievement testing
 Teacher checklist
 School-based Data (ie. SOL, DRA)
 Parent Information
 Work Samples
Eligibility Criteria
 Visual Arts or Vocal/Instrumental Music
Areas (Grades 3-12)
 Art and Music Teacher Referral: Observations
of Artistic Behaviors
 Student Products
 Grades
 Parent Information
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
countywide Gifted Services
Administrative Appeals Committee
(must be submitted within 30 days
of the school level committee decision)
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Resources for Parents:
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Parent Resource Center Materials –
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703-228-7239
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National Association for Gifted www.nagc.org
Virginia Association for Gifted www.vagifted.org
Supporting Emotional Needs of Gifted www.sengifted.org
2e Newsletter – http://www.2enewsletter.com
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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
Contact Information
Pamela Clark, Resource Teacher for the Gifted
Email: Pamela.Clark@apsva.us
Phone: (703) 228-5830
Cheryl McCullough, Supervisor of Gifted Services
Email: cheryl.mccullough@apsva.us
Phone: (703) 228-6160