GT Programs Parent Information Session

1What educators and psychologists recognize as giftednessis really potential giftedness which denotes promise rather than fulfillment probabilities rather than certainties.Much (depends) on (the) match between a childs talents and the kinds of nurturance provided.

2As Harry Passow an expert in Gifted Education so eloquently stated, what educators and psychologists recognize as giftedness in children is really potential giftedness, which denotes promise rather than fulfillment and probabilities rather than certainties about future accomplishments. How high these probabilities are in any given case depends much on the match between a childs budding talents and the kinds of nurturance provided.

One size does not fit all.

What is best for your child?3As a school system we have embraced a child-centered approach to education an approach that is designed to meet the needs of each child by asking What is best for this child?. We work to that end by offering differentiated instruction to all children that includes high expectations with the appropriate level of challenge. Each child has a unique profile of strengths. 4Every child has a profile of strengths and it is our challenge as educators to discover those strengths. Some students love to write and other students are ready to spend hours on a mathematics problem. Some enjoy learning about the past and think of history as a puzzle to be solved, other students are more engaged by observing the world as a scientist, making predictions, and testing hypotheses.

Intelligence is not how much you know or how fast you learn, but how you behave when you dont know the answer.5Someone once said that intelligence is not how much you know or how fast you learn but what you do when you dont know the answer --

Our jobas parents and educators is to help students learn the skills that they will need to be successful in a world that is faced with many complex challenges

Parents know their children best they know their interests and their abilities.We, as educators, know strategies and practices that help us tap into interests and develop each childs strengths.

Working together, we can create an environment where your child will have opportunities to develop the knowledge, skills, and understandings that they need to be successful as they pursue their interests and maximize their abilities.

In the FCPS Advanced Academic brochure you will find a description of the continuum of services that the Advanced Academic Programs in Fairfax County Public Schools (FCPS) offer students.We have adopted this model in order to emphasize the importance of labeling services, not children, so that all children have the opportunity to work at a level of challenge that best meets their needs. We will now show a short video that captures these levels of service in our elementary schools.

6Philosophy of FCPS Advanced Academic ProgramsChildren who have been identified for advanced academic services have the potential to achieve high levels of accomplishment, and this potential needs to be recognized and addressed.

In order to meet their needs and develop their abilities, these high ability learners require a differentiated curriculum that provides advanced learning opportunities.In identifying students for advanced academics, one tool that we use is available on the AAP website the Gifted Behaviors Rating Scale It gives many examples of characteristics of advanced students in the categories of:

-exceptional ability to learn-exceptional application of knowledge-exceptional creative/productive thinking-exceptional motivation to succeed7A student in grades K through 12 who demonstrate high performance ability or academic potential and who have a cognitive, physical, behavioral, or emotional disability that requires accommodations in order for their potential to be realized.Twice Exceptional Learners (2e): Who Are They?We also have some students who simultaneously have a need for advanced academics and special education needs. Some have IEPs/504s and some do not because their strengths mask their disabilities. We need to provide interventions for both exceptionalities and teach them as they go up through the grade levels to self-advocate.

There are additional resources for parents on the AAP website for you to access and there are parent resources available to parents who would like more information about this issue.

Why is it important that parents are aware of the twice exceptional student?A disability may deflate both achievement and standardized test performance so that the student is not recognized as gifted or qualified for gifted programming.Many seemingly average students are students whose gifts and disabilities mask one another. As they experience discrepancies between their strengths and weaknesses in school, they may become frustrated leading to social, emotional, and behavioral problems.Twice-exceptional individuals are found within every socioeconomic, cultural, racial, and ethnic populationNo federal agency or organization collects data on these students, so teachers must be the vigilantes on this issue.Twice exceptional students are a potential national resource whose future contributions to society are largely contingent upon offering them appropriate educational experiences.Service may not be provided to the twice-exceptional student, a practice [that] is in direct opposition to the demonstrated needs of students with dual exceptionalities.The Twice-Exceptional Dilemma. National Education Association, 2006.8Critical and Creative Thinking StrategiesGrades K-6Level I ServicesAll children learn to think, reason, and problem-solve through nine strategies that challenge students to use and apply knowledge in new and different ways. Lessons that develop critical and creative thinking skills are used by teachers with all students in K-6 classrooms.

9Critical and Creative Thinking Lessons are for all students K-6.The Advanced Academic Resource Teacher (AART) and the classroom teacher work together to teach these lessons that ask students to think critically and creatively about topics in the grade level POS and SOL. Critical and Creative Thinking Skills

There are lessons tied to every subject area in each grade level. For each of the 9 strategies, there is an introductory lesson that the student then applies to specific content.These 9 thinking strategies are posted on the Advanced Academic Programs web page at http://www.fcps.edu/is/aap and are great for parents to reinforce at home in discussions.

10Flexible Instructional GroupingsMathematics CompetitionsOdyssey of the MindConcept-based Instruction (e.g., change/perspective/systems)Creative Problem Solving (CPS)Higher order questioningChess ClubPhilosophers ClubAdditional Possibilities for Level I

11Differentiated Lessons in Areas of Academic StrengthGrades K-6Level IIDifferentiated instruction is provided through more challenging content, assignments, resources, and flexible groupings in one or more areas of academic strength. Advanced Academic Resource Teachers plan, collaborate, and share ideas and resources with classroom teachers and other specialists.

Literacy ClubsHands-on-EquationsFuture Problem-solvingLibrary of Congress (LOC) Advanced Problem-solvingGroup investigationsJunior Great BooksSocratic SeminarThe Great DebatePossibilities for Level IIInstructional Strategies to Support Level I and Level II ServicesDebonos Thinking HatsCubingInteractive NotebooksRAFTCreative Problem SolvingThink-Tac-ToeJigsaw SCAMPERSynecticsQuestioning

Part-Time Advanced Academic ProgramGrades 3-6Level IIIStudents work directly with the Advanced Academic Resource Teacher to receive enrichment and extensions to curriculum and instruction. The Advanced Academic Resource Teacher plans and collaborates with the classroom teachers and other teachers who work with the students e.g., ESOL and special education.

Direct services may take the form of the AART co-teaching a with the classroom teacher with flexible instructional groups within the classroom or pull-out groups.

Each grade level has a curriculum and resources framework for each of the four core subject areas and all resources are research-based as beneficial for advanced learners. Teachers select resources from this menu to utilize with students. Training is provided by the Advanced Academic Programs office.16Young Scholars A Model for SuccessAll Levels K-12

Young Scholars is a Model with 4 major components. There is a video available on the AAP website explaining in more detail. The purpose is to identify students early in the primary grades from populations of students who have historically been underrepresented in advanced academics, and provide to them the supports and interventions that will help them access and be successful in rigorous coursework as they progress through the grades. 17Local Advanced Academic Programs Screening for School-Based Services (Levels II-III)All students are evaluated for Advanced Academic Programs school-based services using multiple sources of information.

Local school Advanced Academic Programs screening committee determines eligibility for school-based services (Level II K-6; Level III - Grades 3-6)

Parents/guardians may initiate a referral

18 Full-Time Advanced Academic Program Grades 3-6Level IVThe full-time advanced academic program is differentiated in depth, breadth, and pace of instruction. It provides an appropriate level of challenge for highly gifted learners with a strong emphasis on critical and creative thinking, and problem-solving. The mathematics curriculum is accelerated by one grade level and readings and resources that are used in other subject areas are also presented at advanced levels. Students have opportunities for ongoing opportunities for reflection and self-assessment. Information Considered in Placement Decisions for Part-Time and Full-Time Advanced Academic ProgramsAbility test scores - Naglieri Nonverbal Ability Test (NNAT) -FCPS Cognitive Ability Test (CogAT) Custom Form, Grade 2-Cognitive Ability Test, Grades 3-6Achievement Test Scores- Standards of Learning (SOL) scoresGifted Behavior Rating Scale (GBRS)Progress ReportsAdditional Information- record of previous Advanced Academic services received- work samples, certificates, and/or awards (8 x 11)- Parent Questionnaire (for level IV referrals)

Local School Screening for Full-Time Advanced Academic PlacementGrade 2Screening pool is established using the Naglieri Nonverbal Abilities Test (NNAT) from 1st grade and the FCPS Cognitive Ability Test (CogAT) Custom Form, Grade 2.

Parents of students in the second grade screening pool receive a letter notifying them that their child will be screened for the full-time advanced academic program. Parents may decline screening.

Grades 2 7 Parents may submit full-time advanced academic program referrals for 2nd grade students not in the pool, and students in grades 3-7.

Screening file is prepared by the local school Advanced Academic Programs screening committee and submitted to central selection committee.

Eligibility decisions made by the central selection committee, and reviewed by an oversight committee.

Parent/guardian(s) are notified by mail regarding eligibility.

Screening pool benchmark score is published on the Advanced Academic Programs website early January. Schools notify parents in writing if their child has the benchmark score or above and will be screened for level IV services. A parent can opt out of this screening.

There is no advantage to being in the screening pool it merely gives a starting point for screening files and guarantees that students whose parents may not be aware of the referral process are not missed for consideration.

If a child does not have the benchmark score on any of the FCPS CogAT Custom Form Grade 2, CogAT (grades 3-6) subtests or the NNAT, parents can submit a referral to the local school by February 8. All parents can submit optional information (parent/guardian questionnaire, work samples and certificates, letter according to guidelines) to the local school by February 8. All schools are required to submit 1 work sample and 1 response to a critical and creative thinking lesson produced in school. If you are submitting work sample pages, please work with the AART to submit the additional 4 (6 total-2 from school).

School completes the GBRS with commentary and pulls together all other information (test data sheet, progress reports) and submits the completed file to the AAP office. A central selection committee-consisting of AARTs, Level IV Center teachers, administrators, special ed, ESOL, psychologists, counselors, and social workers reviews each file followed by an oversight committee. All decisions are mailed at the end of April. Appeals can be filed, details in the ineligible letter.21Testing Timeline 2013-2014All 1st/2nd grade students, and students in grades 3-6 who are missing ability test scores, are tested during the fall testing cycle.*First graders will take the NNAT. *Second graders will take the FCPS Cognitive Ability Test, Custom Form, Grade 2Scores from the 1st grade NNAT and FCPS Cognitive Ability Test, Custom Form, Grade 2 are considered for the 2nd grade pool. All other Level IV screening files are generated by referral.There is no advantage to having a file initiated by pool vs. referral.Fall Testing Windows:FCPS Cognitive Ability Test, Custom Form, Grade 2 and CogAT (grades 3-6) October 15-25, 2013Naglieri Nonverbal Abilities Test (NNAT) November 18-22, 2013Retesting is done by requestSpring testing is only for FCPS students enrolled after the fall testing cycle and referred for advanced academic services.A parent/guardian may seek private testing through a licensed psychologist or through GMU. Call 703-933-4200.The NNAT is a nonverbal measure that does not require verbal or mathematical skills, it is well suited for first grade students. The results will continue to be used for the second grade pool and for screening and selection for advanced academic services.

If a student takes the NNAT in 2nd grade, even if their score is above the benchmark, they will not automatically be included in the pool a referral will need to be made.Only students who took the grade 1 NNAT and the FCPS Cognitive Ability Test Custom Form Grade 2, are considered for the pool. All other screening files will be initiated through referral. There is no advantage to being in the pool over being screened through referral.

22Elementary and Middle School Full-Time Advanced Academic ProgramLocated in 27 Elementary schools and 12 middle schools

Forty-two additional elementary schools offer Local Level IV services.

Differentiated curriculum and instruction for advanced learners is provided in the four core subject areas: English, Social Studies, Mathematics, and Science.Best practices in identificationBest practices indicate that multiple measures and valid indicators from multiple sources must be used to assess and serve gifted students. Information should be gathered from multiple sources, in different ways and in different contextsNAGC, 199724Steps for identifying children for a Level IV centerSteps 1through 8Step 1-- pool or referral

Referral deadline for fall screening is October 25, 2013 for students new to the county.Referral deadline is for any students grades 2-7 is Feb. 3, 2014.25Steps for identifying children for Level IVI will now go through the step by step process for screening and selection for Level IV center placement.

Step one1st graders take the Naglieri Nonverbal Ability Test/2nd graders take the FCPS Cognitive Ability Test, Custom Form Grade 2 these test scores are used to create a Second grade screening pool of candidates who are automatically screened for the Level IV program. The benchmark score for the second grade pool is typically in the 130s. All students in the second grade pool are notified by mail in January from the local school.

However, it is important to emphasize that students in grades 3 7 and second grade students who are not in the screening pool, may be referred by parents, teachers, or administrators. Referrals must be submitted to the local school by February 3, 2014.

Information about testing services offered through George Mason University can be found in the parent information packet located on the FCPS Advanced Academic website.Individual intelligence test results from private psychologists will be accepted if accompanied by a copy of the psychologists state license. Scores from this testing are not included in the pool parents must submit a referral.

Steps for identifying children for full time placement in Advanced Academics (Level IV)Step 2 FebruaryRequired and optional informationFEBMARAPRMAYJUNJUL26Step Two

The advanced academic resource teacher at the local school prepares a screening file for all second grade students who are in the pool and for student referrals.

Parents may add optional information to this file which might include the parent/guardian questionnaire, up to four student work samples, up to five student awards, and any additional testing information that they may have on their child.

This information should be provided to the advanced academic resource teacher at the local school by February 3rd. If your second grader is in the screening pool, you do not need to submit the referral form; however, any optional information that you would like included in the screening file should be given to the advanced academic teacher and is helpful in considering the file. Step 3 -- February or MarchLocal screening committeesFEBMARAPRMAYJUNJULSteps for identifying children for full time placement in Advanced Academics (Level IV)27Step Three

The local school screening committee creates the GBRS w/C and conducts a comprehensive review of all screening files and makes one of three recommendations:

The students file should be forwarded to the central selection committee for consideration for full time advanced academic placement (Level IV).The students academic needs can be met through the school-based program (Level III).The students academic needs can be met through differentiated instruction in the general education classroom (Level II). Step 4 -- March or AprilCentral selection committeesFEBMARAPRMAYJUNJULSteps for identifying children for full time placement in Advanced Academics (Level IV)28Step Four

In March and April, central selection committees convene.

These committees consists of classroom teachers, advanced academic resource teachers, principals, school psychologists, and other specialists who work with children in the schools.

Up to six committee members read each file and determine if there is enough evidence to support Level IV placement.

Step 5 AprilOversight committee reviews ineligible decisionsFEBMARAPRMAYJUNJULSteps for identifying children for full time placement in Advanced Academics (Level IV)29Step Five

Files of students who are found ineligible are reviewed by an oversight committee that consists of central office staff.

Decisions are overturned for students whose profile is similar to those who were found eligible. Step 6 MayParent notification and Level IV center orientationsFEBMARAPRMAYJUNJULSteps for identifying children for full time placement in Advanced Academics (Level IV)30Step Six

All parents/guardians receive notification of the decision of the central selection committee through the mail by early May. There is not a detailed report given as to why a student may be found ineligible as the decision is made by majority of 6 people who read the file on their own using a holistic case study approach.

All students who are eligible are invited to attend an orientation at the assigned Level IV center. (If your school offers local level IV, you will have an opportunity to attend both orientations before making a decision. The decision is a one-year commitment though if you have the option for either Local Level IV or Level IV you cant switch mid-year).Step 7 -- (optional) MayAppeals must be submitted by May 30th FEBMARAPRMAYJULSteps for identifying children for full time placement in Advanced Academics (Level IV)JUN31Step Seven

Parents/Guardians of students who are found ineligible may submit an appeal by May 31st. The necessary component for the appeal is new information not included in the original screening file. New information might consist of additional testing such as an individual intelligence test, a letter from an adult who knows of the childs advanced ability, student work samples, awards, and/or honors. This information will be reviewed by the appeals committee along with the original file.Step 8 JulyAppeals committee decisions are mailedFEBMARAPRMAYJUNJULSteps for identifying children for full time placement in Advanced Academics (Level IV)32Step Eight

Parents who submit an appeal receive a decision in writing in July. As you can see, every childs file receives a very thorough screening and review.

The decision of the appeals committee is final, however, parents may refer their child again the following year. The Middle School Honors Program Designed to meet the needs of students with specific academic strengths in one or more of the four core subject areas.

Students experience an extended Program Of Studies at greater levels of depth and complexity.

33At the middle school level, in addition to the center program, every middle school now offers Honors classes in the four core subject areas. Students may enroll in one, two, three, or four Honors classes.

The International Baccalaureate Middle Years Program (IBMYP) offers student-centered, holistic programs of international education that support FCPS student achievement goals for academics, essential life skills, and responsibility to the community. The IB Middle Years Program (MYP) develops in grades 6-10 the intellectual, personal, emotional and social skills they need to live, learn, and work in a rapidly globalizing world.FCPS students may earn an FCPS MYP certificate for meeting the rigorous requirements. International BaccalaureateMiddle Years Program (IBMYP)34Individual, rigorous college-level courses in most subject areasWidely accepted at American universitiesFCPS AP diploma awarded to students taking at least 5 AP courses on which they receive a 3 or better (out of 5)

International perspective integral part of programFull diploma includes IB courses in 6 subject areas, extended essay, Theory of Knowledge class, and 150 extra-curricular hoursIndividual IB courses are offered at standard or higher levels may be takenWidely accepted for college credit globally

Advanced PlacementInternational BaccalaureateThomas Jefferson School for Science and TechnologySpecialized learning environment for highly motivated students with a genuine interest and ability in science, mathematics, and technology. Admission is on a competitive basis. See website for more specific information about the admission process. 35SecondaryThomas Jefferson High School for Science and Technology (TJHSST)What does my child need to do to pursue advanced programs in high school?Read, read, and readAlthough advanced programs are open to all students, students who take these courses need to be motivated to learnStudy the first year of a world language and Algebra 1 before 9th grade (required by TJ, IB, and AP Calculus and AP World Language)Determine first if your child is a candidate for an advanced academic program and choose the program that is the best for your individual student.Visit TJ in October of the 8th grade year. 38

www.fcps.edu/IS/aap 39Thank you. I will now take questions from the audience.