collaboration for effective differentiation
DESCRIPTION
COLLABORATION FOR EFFECTIVE DIFFERENTIATION. Presented by Wendy Cohen, Resource Teacher for Gifted. Classroom Teacher. Student. Resource Teacher for Gifted. Agenda. Part 1: Gifted Services/Resources Part 2: Gifted Identification. Questions and Exit Cards. - PowerPoint PPT PresentationTRANSCRIPT
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COLLABORATION
FOR
EFFECTIVE DIFFERENTIATION
Classroom Teacher
Resource Teacher for Gifted
Student
Presented by Wendy Cohen, Resource Teacher for Gifted
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Agenda
Part 1:
Gifted Services/Resources
Part 2:
Gifted Identification
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Questions and Exit Cards
On the table you will find post-it notes 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
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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
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Professional Learning CommunitiesFour 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?
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Cluster Grouping Students in grades 1-5 have been
clustered into classrooms with intellectual peers
RTG plans with and supports the classroom teachers with extension activities and projects for those students who have already mastered grade level content
Support may look different in the various grade levels depending on teacher and student needs
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Thinking SkillsBig Ideas Overarching Concepts: Change, Patterns, Systems,
Perspectives, Cause/Effect, Cycles
Critical Thinking Teaching Models
Research Formats, Hamburger Model of Persuasive Writing,
Design Briefs
Creative Thinking SCAMPER, Creative Problem Solving,
FFOE (Fluency, Flexibility, Originality, Elaboration)
Decisions and Outcomes
PMI, Problem Based Learning, Project Based Learning
Making Connections Mind-Mapping, Visualization, Analogies, Synectics
Point of View (Different Perspectives)
deBono’s Hats, Debates,
RAFT(Role, Audience, Format, Topic)
Questioning Bloom’s Taxonomy, RTO (Right There, Think and Search, On Your Own) Levels of Questioning
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CommunicationDifferentiated Student Progress Form
Quarterly report to parents with report cards in grades 1-5 for identified students
The form documents differentiated instructional strategies and extensions
Replaces the Differentiation Instruction Planning Form
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Parent Resources
Further information about APS Gifted Services is located on the APS website www.apsva.us Click on Curriculum and Instruction Click on Programs Click on Gifted Services
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Part 2:Gifted Identification Process
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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
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Gifted Services 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)
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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
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)
Screening is informal---teacher feedback, parent information, honors, awards, student population in school events, competitions, etc.
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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
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Eligibility Criteria
Gifted Services in Specific Academic Areas Nationally Normed Testing Information
Ability testing Achievement testing
Teacher checklist School-based Data Parent Information Work Samples, e.g. writing
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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
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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)