Guided by the Local Plan for Gifted Learners, the collaborative cluster model will continue to guide cluster teachers, intensified/AP/IB teachers and Resource Teachers of the Gifted (RTGs) as they plan challenging curricula that support critical thinking to meet the unique cognitive and socio-emotional needs of gifted learners to extend the learning for the first three quarters. Some of these strategies will focus on strengthening habits of mind such as resiliency and persistence.
RTGs will continue ongoing support and coaching of cluster teachers in middle school and to intensified/AP/IB teachers in high 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 will proceed for students who have an ability assessment (CogAT, NNAT, WISC, etc.), especially if the process was started prior to moving to remote learning.
The Gifted Services office is currently awaiting more specifics from VDOE about the screening process for students who do not have a nationally-normed assessment, a VDOE requirement for screening for gifted services.