Delivery of Services

Gifted students need opportunities to think abstractly, work at various rates and levels of complexity, and pursue tasks independently. In addition, students eligible for gifted services need opportunities to learn with others of like abilities, as well as opportunities to develop socio-emotionally. APS Gifted Services are implemented through school-based and countywide activities, which comply with School Board and State objectives. These school-based services are delivered in the following ways:

• APS Advanced Academics and Talent Development collaborative cluster/coaching model, in which the classroom teacher works with the resource teacher for the gifted to develop and present appropriately differentiated learning experiences for gifted students within the general education classroom.

• In the general education classroom setting, identified students are cluster-grouped (minimum of 10) and through a variety of flexible groupings based on ongoing data.

• Identified students work with teachers who are specifically trained in instructional needs of and curriculum written for gifted students.

• Specific curricula which are differentiated or extended from concepts in the general education curriculum, and when appropriate, through opportunities for acceleration and extension.

The Collaborative Cluster/Coaching Model

The Collaborative Cluster/Coaching  model provides services to identified students through collaborative planning with advanced academics coaches (AAC) and cluster teachers through CLTs and/or  individual planning sessions. Using this model, advanced learners are placed in classrooms with a cluster of academic peers. The classroom teacher, with the support of the AAC, is the primary deliverer of advanced academic services.

• Students have intellectual peers necessary for academic and social development all day
• Students have more access to curriculum written for advanced learners and/or critical and creative thinking strategies in their classroom
• All students who also need challenges will have the opportunity to experience advanced curriculum and/or critical and creative thinking strategies

AAC Roles and Responsibilities

•  Collaborate and co-plan with teachers
• Extend and deepen student learning through higher level discussion, rich content, and high expectations
• Provide supplemental resources
• Model lessons, co-instruct, or facilitate lessons
• Coaching best practices instructional strategies (i.e. APS’ K-12 Critical Thinking Strategies)
• Facilitate book clubs and extension projects
• Promote differentiation practices throughout the school
• Manage the screening and identification process
• Facilitate professional learning for teachers

For more information about Arlington Public Schools’ full plan for Gifted Services, please review: https://www.apsva.us/gifted-services/.  For frequently asked questions, please review: https://www.apsva.us/gifted-services/frequently-asked-questions-faq/.  If you have school-specific questions, or if you would like to learn more about differentiation, growth mindset practices, and gifted services in our building, please do not hesitate to contact me directly at michael.rumerman@apsva.us

Classroom Teacher’s Role and Responsibilities

• Collaborate with the AAC to provide differentiated curriculum, extension opportunities, and supplemental curriculum resources
• Plan units and lessons to meet the learning needs of advanced students using preassessment and ongoing assessments for ongoing growth
• Coordinate instructional needs of all learners in the classroom
• Be a talent scout and create portfolios for students to show advanced academic potential