GT Programs Parent Information Session

Report
Carole Ann Linehan
Advanced Academic Resource Teacher
Mosby Woods Elementary School
[email protected]
 School
Based Services
 Level IV Screening
 Parent resources for enrichment and
critical and creative thinking strategies
School Based Services
What is best for your child?
Critical and Creative Thinking Strategies
Level I Services
All 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.
Second graders use fluent
thinking to elaborate on
Droodles which are doodle
and riddles.
Second graders read the book, Beach Is to Fun to study analogies.
Fourth graders used
fluent thinking to
write questions for
Virginia studies
content.
Differentiated 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.
Second graders work on
nonfiction using the
Jacob’s Ladder program.
Students work directly with the
Advanced Academic Resource
Teacher to receive enrichment and
extensions to curriculum and
instruction. The Advanced
Academic Resource Teacher, Mrs.
Linehan, plans and collaborates with
the classroom teachers and other
teachers who work with the students
e.g., ESOL and special education.
Third graders explain their
thinking using Mentoring
Mathematical Minds M3.
Fourth grade students
analyze primary
resources.
Fifth graders brainstorm cultural universals.
Sixth graders develop generalizations for the concept of change.
Young Scholars – A Model for Success
All Levels
K-12
Committed
professionals
Find, identify
Young
Scholars
Essential
elements
Nurture, guide,
support

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

Parents/guardians may initiate a referral
The 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.
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Ability test scores
- Naglieri Nonverbal Ability Test (NNAT), Grade 1
-FCPS Cognitive Ability Test (CogAT) Custom Form, Grade 2
Achievement Test Scores
- Standards of Learning (SOL) scores
Gifted Behavior Rating Scale (GBRS)
Progress Reports
Additional Information
- record of previous Advanced Academic services received
- work samples, certificates, and/or awards (8 ½ x 11)
- Parent Questionnaire (for level IV referrals)
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Grade 2: Pool Candidates
Screening 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: Referral Candidates
Parents may submit full-time advanced academic program referrals for 2nd
grade students not in the pool, and students in grades 3-7.
Referrals and optional materials are due February 3, 2015.
New FCPS students files due October 24, 2014.

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.
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Parent/guardian(s) are notified by mail regarding eligibility.
http://www.fcps.edu/is/aap/parents/sessions.shtml
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All 1st/2nd grade students, and students in grades 3-7 who are missing ability test
scores, are tested.
*First graders will take the NNAT in March.
*Second graders will take the FCPS Cognitive Ability Test, Custom Form, Grade 2 in
the fall.
Scores from the 1st grade NNAT and FCPS Cognitive Ability Test, Custom Form,
Grade 2 (during the regular testing window) 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 3-7 by
request for CogAT or NNAT) (October 2014)
• Naglieri Nonverbal Abilities Test (NNAT) March 2015
Spring testing is only for FCPS students enrolled after the fall testing cycle and are
referred for Level IV advanced academic services.
A parent/guardian may seek private testing through a licensed psychologist or
through GMU. Call 703-933-4200.
 FCPS
Cognitive Ability Test, Custom Form, Grade 2
October 21-24
 Grades
 First
2-6 NNAT* November 19th
Grade Naglieri Nonverbal Abilities Test (NNAT)
March 2015
Best 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
contexts.
—NAGC, 1997
Students experience an extended Program Of
Studies at greater levels of depth and complexity.
Pages must be singlesided, 8 ½ x 11”.
Pages must be 2dimensional only;
However, a photograph of
a 3D work sample is
acceptable.
Copies or originals are
acceptable (work samples
will not be returned)
Multiple pages may be
copied to one page as
long as it is large enough
to read. Or, a single page
from a multi-page work
sample may be included.
It is helpful to write a
brief sentence or two that
highlights what the
committee should notice
about the sample
• This utilizes math
•
vocabulary related to the
concept and shows
understanding of the big
idea.
The student supports their
answer with an example.
While
the 4th-grade
student completing this
sample scored perfectly,
the work shows a rote
process. This type of work
is important, but does not
showcase the type of
problem solving thinking
that would be good
evidence for needing fulltime placement in a level
IV center.
Instead, showcasing a
single problem that
requires the student apply
mathematics concepts to
problem solve would be
preferred.
This is an
encapsulation of
chapter 18 of the
book Bud, Not
Buddy, whereby the
student put
important ideas from
the chapter on a
license plate.
This sample would
be stronger if there
was a short blurb
pointing out that it
was using the
encapsulation
strategy and
verbalizing some of
the symbolic ideas
represented.
This word study
sample shows
the student does
well sorting
words and using
them in
sentences. It is
not a strong
language arts
sample.

A stronger
sample might
include literary
analysis,
creativity,
persuasive
A 2nd grade Spanish
Immersion student
created analogies
about the parts of a
flower in Spanish
The student scored
100% on this plants quiz.
However, the answers on
it required recall of
knowledge level
information.
Possibilities for strong
science work samples may
include: designing an
experiment, creating big
questions for research,
solving or inventing an
engineering solution.
A 3rd grade
student created
the following
system,
modeled on
hieroglyphics,
to teach
toddlers to
read.
In addition to
connections to
Social Studies
content, this
work sample
shows fluency
and elaboration
in an original
solution to a
problem.
This sample shows the
student is able to recall
information about the 3
branches of government.
A preferred work sample
might include: analysis of a
primary source document,
relating to different points of
view in past or current events,
making intra- or interdisciplinary connections
related to Social Studies
content, etc.
This student created a
series of comic strips and
designed a web site where
they were posted.
The comics and site showed
a mature sense of humor in
creating new products about
every day topics.
This
student
created a
poster of 4
Ways of
Smart
(Picture,
Nature, Body,
and Music).
The poster
displays a
strong sense
of design.

This
student
created a
comic,
entitled
“Chocolate,”
with her
spelling
words for the
week.
Advanced Academics in middle and high school
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.
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.
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Advanced Placement
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Individual, rigorous college-level
courses in most subject areas
Widely accepted at American
universities
FCPS AP diploma awarded to students
taking at least 5 AP courses on which
they receive a 3 or better (out of 5)
International Baccalaureate
 International perspective integral part
of program
 Full diploma includes IB courses in 6
subject areas, extended essay, Theory
of Knowledge class, and 150 extracurricular hours
 Individual IB courses are offered at
standard or higher levels may be taken
 Widely accepted for college credit
globally
Thomas Jefferson School for Science and Technology
Specialized 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.

Read, read, and read

Although advanced programs are open to all students, students
who take these courses need to be motivated to learn

Study 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.
Parent Resources
 Mosby Woods
AAP
website:
http://www.fcps.edu/
MosbyWoodsES/aap.h
tml
 FCPS
AAP Parent
Resources:
http://www.fcps.edu/i
s/aap/resources/paren
t.shtml
 2013
AAP Parent
Conference Materials
and Presentations:
http://www.fcps.edu/i
s/aap/parents/session
s.shtml
www.fcps.edu/IS/aap

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