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FCPS Middle School Principals Advanced Academics

Characteristics of the gifted learner, ideas/ strategies for teaching the gifted

Sara Shemonsky

on 16 January 2013

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Transcript of FCPS Middle School Principals Advanced Academics

Meeting the Needs of Advanced Learners FCPS Advanced Academics Characteristics of "Gifted" Learners Common Myths Best Practices for TEACHING
"Gifted" Learners Rigor vs. HARD FCPS Advanced Academics Honors vs. Level IV Center http://www.nagc.org/commonmyths.aspx Social-Emotional Needs Differentiated Instruction
(Examples of each core content area are available on the tables.) Critical and Creative Thinking
Skills Underrepresented Populations:
Unlocking Emergent Talent Young Scholars:
A Model for SUCCESS Recommendations
Multidimensional assessments (portfolios, case studies, anecdotal records)

Raise expectations through more rigorous and challenging curriculum

Increase communication/ administrator and teacher referrals/parent advocacy training Issues
Biased assessment measures

Low Expectations
(self and others)

Few parent/guardian referrals Underrepresentation of Economically Disadvantaged, Twice Exceptional, and Culturally Diverse Students in Gifted Programs Committed Professionals
Leadership of School Principals
Collaboration among Teachers and Specialists Young Scholars: A Model for Success Find/Identify
Performance assessments
Nonverbal Ability Test
Standard Achievement Tests Essential Elements
Summer school, After School, and/or Intersession for Young Scholars
Ongoing Professional Development for Teachers
Culturally Responsive Teaching
Differentiated Curriculum and Instruction for Advanced Learners
Parent/Guardian Involvement and Support
Nurture, Guide, and Support
Cluster Young Scholars
Provide Appropriate Level of Advanced Academic Service
Challenge Through Curriculum and Instruction
Support on Multiple Levels Who are the Young Scholars? Students with gifted potential who may lack:
Affirmation Long Term
To nurture high academic potential at an early age so that young scholars will be prepared to engage in challenging subject matter and rigorous courses in upper elementary school, middle school, and high school. Short Term
To identify students who may not be considered for advanced academic programs using traditional methods of identification, and who, without that opportunity, are less likely to pursue advanced levels of learning on their own. Teachers of Advanced Academics Professional Development Resources and Support Nine Strategies for
Teaching Critical and Creative Thinking
adapted from the work of . . . Dr. Richard Paul Dr. Edward de Bono RIGOR High
Expectations Articulated
Curriculum Authentic Engagement Customized
Scaffolding Intellectual Risk-taking High Demand Thinking Defining Rigor Focus on critical thinking, problem finding and problem-solving
Assignments with conceptual themes and analysis that allow for progressive complexity
Ongoing essential questions and problem solving
Scaffolding levels of support for ascending intellectual demand
Recognizing multiple paces Rigor No late work
Unsupported use of college level textbook or high school novels
More homework
Longer projects
Less instructional support
Fast pace Hard Screening and Selection for a
Level IV Center Program Ability test scores
- Naglieri Nonverbal Ability Test (NNAT)
- Cognitive Ability Test (CogAT)

Achievement Test Scores
- Standards of Learning (SOL) scores

Gifted Behavior Rating Scale (GBRS) with comments

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) Information Considered in Placement Decisions All Screening Information and resources can be found on the K-12 Counseling Blackboard site! Critical and Creative Thinking How is AAP Curriculum Different? Critical and Creative Thinking Secondary Advanced Academics Blackboard Site
(Self-Enrolling) Curriculum Framework
(Resources Available from the AAP Office) FCPS Academy Course Offerings (Fall, Spring, and Summer) Secondary Advanced Academics "Institutes" (Fall and Summer) * Teachers who teach in an advanced academic program full-time must have either a Virginia state endorsement in gifted education or complete the FCPS endorsement in advanced academics. 
* A teacher must meet this requirement within five years of accepting an assignment in advanced academics. 
* Teachers of one or more advanced academic courses in grades 7 - 12 must complete a minimum of one course as outlined in the FCPS Advanced Academic Endorsement. 
* All teachers of advanced academic courses are encouraged to pursue the state endorsement in gifted education or the FCPS endorsement in advanced academics.  Regulation 3335 Endorsement Information State Endorsement

Fairfax County AAP Endorsement Pathways to Endorsement To earn the add-on endorsement in gifted education on a Virginia teaching license, 12 hours of graduate level courses in gifted education are required.
Any graduate courses in gifted education may be applied toward the endorsement as long as they have “gifted” in the title of the course.
The courses may be taken from different colleges and/or universities.
FCPS Academy credit courses may not be submitted to earn the state endorsement.
The state endorsement is transferrable to any other state or county in Virginia. State Endorsement The FCPS AAP endorsement requires 12 credits in advanced academics. 

Advanced Academic coursework taken through the Fairfax Academy will count toward the endorsement. 

In addition, teachers may use a combination of 45 recertification points earned by attending professional development sessions sponsored by the Advanced Academic Programs Office in lieu of one, 3 credit course.

What does this mean? Teachers can earn credit for:
* Advanced Academics Summer Institute workshops
* Recertification points earned for professional development about Advanced Academics (but not sponsored by the Advanced Academic Programs office) will be evaluated for credit on a case by case basis FCPS Advanced Academic Program (AAP) Endorsement Options The Parallel Curriculum Model The CORE Parallel

The Parallel of CONNECTIONS

The Parallel of PRACTICE

The Parallel of IDENTITY The Four “Parallels” of the PCM The Parallel Curriculum Model 2009 Corwin Press EXPERT PRACTITIONER APPRENTICE NOVICE Independent and self-directed learner. Exhibits task commitment and persistence when challenges are moderate. Applies knowledge and skills with limited supervision. Requires skill instruction, guided practice, support, encouragement and guidance. Growth toward Expertise Gifted Characteristics Intellectual
Capacity for reflection
Passion for Learning
Early Moral Concern
Complex Thought Processes
Exceptional Reasoning Ability
Divergent Thinking/Creativity
Analytical Thinking
Facility with Abstraction
Intellectual Curiosity
Rapid Learning Rate
Vivid Imagination Personality
Need to Understand
Non Conformity
Acute Self-Awareness
Need for Mental Stimulation
Excellent Sense of Humor
Need for Precision/Logic
Questioning Rules/Authority

B. Clark Goals of the Young Scholars Model: 5 C's
* Control
* Choice
* Challenge
* Complexity
* Caring teachers Recommendations:
*Treat gifted children as CHILDREN first
*Establish open line of communication between parents, teachers, and counselors
*Create opportunities for gifted kids to interact with other gifted kids
*"It's OK to fail!"-- Help to put failure into perspective (Failure is necessary for achievement) Dr. Tracy Cross "Holistic Approach" Sara L. Shemonsky
Encapsulating is the process of stating ideas in a concise, precise form. Encapsulation requires students to synthesize information and nuances in order to capture the essence of an idea, object, or activity – then communicate their thoughts clearly.

Encapsulate in 10 words or less … a SLOGAN or MOTTO that explains how/ why the Advanced Academic Program at my school is so special or unique. Encapsulation
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