washington-lee high school anne reed, resource teacher for the gifted [email protected]
TRANSCRIPT
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Arlington Public Schools Gifted Services
2013-2014
Washington-Lee High School
Anne Reed, Resource Teacher for the Gifted
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STUDENT PANEL DISCUSSION
How did you apply/become involved in the program?
When was the program held and for how long– i.e. residential for a month, weekly, throughout the school year, etc.?
What was the schedule for a typical day / meeting?
What were/are some of the highlights of your experience?
What do you think parents and students should know about this program before they apply or decide to participate in it?
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Space Coast Scholars Program
Adriana Macieira-Junior
http://www.youtube.com/watch?v=ANfIRoXW--M&feature=youtu.be
~VASTS
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Governor’s School Program-Academics
Grades 10 and 11
Adriana Macieira-Humanities (Junior) Hannah Fitzmaurice-Humanities
(Senior)
Mishu Barua-Math, Science, & Technology (Senior)
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Fine Arts Apprentice Program-Grades 10-12
Claire Spaulding: Junior
Media
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PRIME-Grades 10 and 11Professional Related Intern/Mentorship
Experience
J. T. Blakely-Senior RNL Design
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Governor’s School Program-Visual and Performing Arts
Grades 10 and 11
Sterling Webster-Senior Vocal
~VDOE
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EduFuturo
Marisela Lara-Senior
~EduFuturo
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GENERAL SERVICESGrades 9-12
Samuel Douthit-Senior
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COLLABORATION
FOR
EFFECTIVE DIFFERENTIATION
Classroom Teacher
Resource Teacher for Gifted
Student
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Instruction
Classroom Environment
Professional Responsibilities
Planning and Preparation
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Instruction: Creative/Critical Thinking Skills
County/State Enrichment Programs:
PRIME
Summer Residential Governor’s School Programs
Fine Arts Apprentice Program
Superintendent’s Seminar
“Passion” Programs/Activities/IB
Independent Study
Washington-Lee Gifted Services
General Description
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Instructional Resource:Student Data
Multiple Intelligences- determining students’ learning strengths and
growing others Subject Area Interest Inventories-
developing passion projects
Data organized to inform instruction for: Effective student groups Student choice Developing a growth mindset
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Developing Growth Mindset
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Teacher Collaborations-focusing on student choice, products, and groups that build and strengthen all intelligences
USVA History: effective grouping/projects
English 10: product choices
English 9: project assignments
IB Latin: project assignments-building strength
IB Econ: effective grouping/building strength
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Instructional Resource:Concept Development
Using the Hilda Taba model of developing this critical thinking skill, students brainstorm a concept, categorize their ideas, identify patterns, and draw broad generalizations about the concept. Students then pose open-ended questions about their generalizations. These questions model expectations on AP and IB prompts.
Let’s look at this model.
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Teacher Collaborations
English 10: the concept of community in Julius Caesar/developing HLQ skills
APUSH: concepts over an historical era/passion project
IB English: concept of sense of place in Walden
Econ/Personal Finance: concept of the seven principles of economics/passion project/anchor activities
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Instructional Resource:Socratic Seminar
This strategy is one of the most effective to grow critical thinking skills.
Students respond to open-ended questions about a text.
Discussion is student-driven. Habits of mind, such as
agree/disagreeing effectively, moving a discussion forward with new ideas, and use of appropriate text connections are developed.
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Teacher Collaborations
English 9: Introduction to seminar skills and habits of mind
English 9: Seminar-Romeo and Juliet/HLQ English 10: Review of seminar skills and
habits of mind English 10: Seminar-The Time Machine/HLQ English 10: Seminar-Julius Caesar/HLQ
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Socratic Seminar-Classroom
Implementation
Developing the concept of community and practicing higher level questioning in the play Julius Caesar
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Instructional Resource:Science Fair
Projects/VJAS Focus on “Abstract” planning and
writing
Focus on “Literature Cited Page”
Student Mentors-successful VJAS student group (juniors and seniors) participates in classroom instruction and mentors individual students participating in the VJAS process.
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Teacher Collaborations
Biology
Chemistry
Anne Reed and Lea Westrick, chemistry teacher, planning VJAS resources for
applicants.
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RTG : Student Collaboration“Passion” Projects
CAS Coordinator-IB Program CAS Project Current project examples: Asante Mariamu H. O. P. E. Little Free Library Bead for Life Disabilities in Theater Environment Bosnian Project
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CAS Coordinator: IB Program Support full IB diploma students in completion of
this 18 month diploma requirement Advise, support, monitor, and advocate for 138
students to complete CAS Project and five additional activities that engage creativity, action, and service goals and outcomes.
Meet with students routinely. Maintain documentation records for all students. Support implementation of CAS Project
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Independent Study County approved proposal document.
Proposal must focus on studies or opportunities not available in the county Program of Studies.
Proposal is due to the Counseling Department by April 1 annually.
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RTG : Student Collaboration
Discussion about enrichment opportunities
Support in the application process for these opportunities and for college
Support in the independent study proposal process
Guiding and listening for needs to support students academically, socially, and emotionally.
Sam and Mrs. Reed discussing his Common App Essay.
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Instructional Leadership: Book Studies and
Workshops Facilitate book studies on current
educational research and instructional strategies with WL staff.
Facilitate workshop sessions on differentiation strategies with WL and county staff.
Collaborate with WL staff to implement strategies within curriculum context.
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Advancing DifferentiationAdvancing Differentiation
Thinking and Learning for the
21st Century
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• Academic Team• Jen Scher, Maria Sotomayor
• Debate Team• Paul Bui
• Model UN• Keith Klein
• Art Club• Hiromi Isobe
Math Club• Brandon Wright
• Chess Club• Dave Peters
•Speech/Debate• Rosa Reyes
•Investing Club• Leah Young
•Newspaper• Cat Misar
•Broadcast• Cat Misar
•Chinese Club Janet Luu
•Photo Club• Erin Bruns
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Resources for Parents: Parent Resource Center Materials - 703-228-7239 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
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
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Arlington Public School’s Parent Advocacy Group
Part of Advisory Council of Instruction Monthly meetings If interested in serving on this committee,
please contact Co-chairs: Bob Ramsey ([email protected]) or Josh Turner ([email protected]) and Cheryl McCullough (Supervisor, Gifted Services) [email protected]
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Library Conference Room 2103
Email [email protected] Voice mail:
703-228-8657
Parent Listserv: email to
join
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Visit the Arlington Public Schools –
Gifted Services link on the APS Web Site
www.apsva.us/giftedservices
Gifted Services Fall Newsletter: http://www.apsva.us/page/1851
› Cheryl McCullough, Supervisor, Gifted Services
703-228-6160 or [email protected]
›
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General questions that relate to Gifted Services.
Exit Cards: On each table, you will find index cards that can be used if you have a specific question about your child.
Please write the question, your name/your student’s name, your phone number or email, and the best time for me to contact you.
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2013-2014
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The Federal Government mandates The Federal Government mandates that all school districts establish a that all school districts establish a gifted program.gifted program.
A. TrueA. True
B. FalseB. False
FALSE – Each state creates its own gifted regulations.
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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
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Identify students who require gifted services
Establish continuous educational services to match the needs of gifted learners
Train teachers in ways to provide services
Support differentiated instruction to meet the needs of gifted students
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Students in APS may be Students in APS may be identified in only one academic identified in only one academic subject area.subject area.A. TrueA. True
B. FalseB. False
True – Students may be identified in one academic subject area. Some students may be identified in more than one area.
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Specific Academic Aptitude, K-12
English Mathematics Science Social Studies
Visual or Performing Arts, Grades 3-12
Visual Art Vocal Music/ Instrumental Music
(instruments taught in APS)
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Each year, the total population is screened by school staff to create a pool of candidates based on students’ need for gifted services
Screening is formal – review of testing information
Screening is informal –teacher feedback, parent information, honors, awards, student participation in school events, competitions, etc.
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Students may be referred for services by their classroom teacher, school personnel, parents/guardians, community leaders, and self or other students until April 1st for the current school year.
Referral forms can be found here: http://www.apsva.us/page/1846
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High IQ test score or high High IQ test score or high standardized achievement test standardized achievement test score automatically qualifies a score automatically qualifies a student to receive gifted student to receive gifted services.services.A. TrueA. True
B. FalseB. False
False – No one criteria guarantees eligibility for APS gifted services. Multiple criteria are used.
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Nationally Normed Testing Information Ability testing Achievement testing
Teacher Checklist: Observations of Academic Behaviors
School-based Data
Parent Information
6-12 Student Self-Assessment
Work samples
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Art and Music Teacher Referral: Observations of Artistic Behaviors
Student Products
Grades
Parent Information
6-12 Student Self-Assessment
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An Appeal is available to families following the eligibility process:
Appeals begin at the school level Appeals begin at the school level
with the principalwith the principal A second level of appeal is a county-A second level of appeal is a county-
wide Gifted Services Administrative wide Gifted Services Administrative Appeals Committee (must be Appeals Committee (must be submitted in writing within 30 days of submitted in writing within 30 days of the school level committee decision) the school level committee decision)
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Teacher awareness of student’s abilities and understanding of student’s instructional needs Opportunities to work with other
students who have the ability to reason and problem solve at a high level
RTG availability to support student’s performance and educational program