Guided by the APS Local Plan for Gifted Learners, the collaborative cluster model will continue to guide cluster teachers and Resource Teachers of the Gifted (RTG) as they plan challenging curricula to meet the unique cognitive and socio-emotional needs of gifted learners to extend the learning for the first three quarters.
Resource Teachers for the Gifted (RTG) will continue ongoing support and coaching of cluster teachers in grades 1-5 and K teachers who may not have clusters in elementary school.
RTGs will support instructional planning using the APS Critical and Creative Thinking Framework and/or curricular framework of resources written for gifted learners as supported by content offices. They are creating extension assignments to support teachers after collaboratively planning.
RTGs will continue collaborating with special education case carriers and teachers to provide planning and support for twice exceptional (2e) learners supporting the Instructional Expectations for Special Education in this document. When possible, the RTG will be part of the IEP and 504 process.
RTGs will continue collaborating with English Learner teachers to support students who are advanced/gifted and need extension activities.
Screening and identification of gifted learners can proceed for students who have an ability assessment (grade 4 students and new grade 5 students who took the Cognitive Abilities Test in the fall) especially if the process was started prior to moving to remote learning.
Screening and identification of gifted learners will not proceed for students who have been referred prior to the April 1st referral deadline and who have not had a nationally-normed ability assessment. Per VDOE gifted regulations, a nationally-normed ability assessment is required as part of the screening and identification process. A new screening and identification timeline will be developed for Grade 1, Grade 2, and students new to APS in grades 3 – 5 for the fall.