Glebe ES Resource Teacher for the Gifted (RTG): Lori West
School based services are delivered through a collaborative resource model in the regular classroom. The classroom teacher is the primary deliverer of services and works in collaboration with the Resource Teacher for the Gifted (RTG). The (RTG) and classroom teacher collaborate to:
- plan instruction regularly in all content areas
- develop and present appropriately differentiated learning experiences for gifted students within the regular classroom
- provide daily differentiation with best practices in differentiated instruction for highly able students
- use curriculum designed for advanced learners
- design enrichment and extension tasks of concepts in the prescribed curriculum
- implement creative and critical thinking strategies
Examples of Curriculum Materials for Advanced Learners
- Project M2: Mentoring Young Mathematicians (Gr. K-2)
- Project M3: Mentoring Mathematical Minds ( Gr. 3-5)
- Hands On Equations and Verbal Problems (Gr. 3-5)
- Schoolwide Enrichment Model for Reading (Gr. 2-5)
- Jacob’s Ladder Reading Comprehension Program (Gr. K-5)
- Navigator Units (College of William and Mary Center for Gifted Education) (Gr. K-5)
- Problem Based Learning Units for Science (College of William and Mary Center for Gifted Education) (Gr. K-5)
- Social Studies Units (College of William and Mary Center for Gifted Education) (Gr. 2-5)
Examples of Critical and Creative Thinking Strategies:
- De Bono’s Six Thinking Hats
- Plus – Minus -Interesting (PMI)
- Multiple Intelligences / Learning Styles
- Fluency, Flexibility, Originality, and Elaboration
- Higher-Level Questioning
Philosophy of Gifted Services in Arlington Public Schools
Arlington Public Schools is dedicated to maximizing the strengths and potential of all students so they may become self-confident, well-rounded, responsible and productive citizens.
Believing that each and every individual has merit, Arlington Public Schools recognizes that certain learners within the school population have unique abilities, interests, needs and potential for accomplishment. These characteristics necessitate systematic, continuous services to present unique and appropriately differentiated curricula and learning opportunities responsive to individual learning rates, styles, and interests.
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 social relationships with others of all abilities.
The Office of Gifted Services follows the APS Local Plan for the Education of the Gifted which complies with Virginia Regulations Governing Educational Services for Gifted Students based on the following concepts:
- Giftedness is developmental; it is potential which must be nourished;
- Gifted students share some characteristics with all other children; and
- There is variability among the gifted.
The gifted services eligibility process identifies students in the following areas.
- Specific Academic Aptitude: students with specific aptitudes in the academic areas of mathematics, science, English, social studies
- Visual/Performing Arts Aptitude: students with specific aptitudes in visual art and/or instrumental or vocal music areas the plan and provide detailed feedback on the plan’s goals.
If you have any questions about the plan review process, you may contact the Gifted Services Office at 703-228-6160.
Gifted Services Eligibility Process Arlington Public Schools
Please visit the Gifted Services website to find out detailed information about the eligibility process, including screening, referrals, and eligibility decisions.