Instruction
What is the APS model for delivering gifted services?
- APS uses the collaborative cluster model to meet the needs of gifted/advanced learners. In this model, students who are identified as gifted in a content area are grouped with at least 10 (per School Board Policy I-8.1) other students identified in this same area with a teacher who has earned at least 40 hours of training in gifted education and/or has an endorsement in gifted education (per School Board G-2.14 PIP 9). Each school has one Advanced Academic Coach (AAC) who supports this model. For more detailed information, please see the 2022-2027 APS Gifted Services Local Plan approved by the Superintendent and the School Board.
Why did APS choose this model for delivering gifted services?
Previously, APS used the pull-out model for gifted/advanced academics services which means students who were identified as gifted would be taken out of the classroom for a 30-45 minute period each week for instruction with the resource teacher for the gifted. We know students who are identified as gifted need challenge all day, every day and not just for this small amount of time each week. Also, each school has one advanced academics coach (AAC) who services multiple grade levels: K-5 (elementary), 6-8 (middle), and high (9-12). The collaborative cluster model uses the AAC as an instructional coach working with the cluster teacher for ongoing planning so that daily differentiated instruction is achieved.
How does the cluster model work?
The cluster teacher is the primary deliverer of gifted/advanced academics service within this model. Each school has one AAC who supports cluster teachers on a weekly basis with modeling, planning, and at times co-teaching and delivering differentiated instruction.
What countywide structures are in place to support consistency of implementation of this model?
Each school has a consistent Canvas Advanced Academics template for administrators and staff with resources to support the collaboration between the AAC and the school staff. The template also offers multiple professional learning opportunities such as ways to extend content using curricular resources written for gifted learners and understanding the needs of diverse gifted/advanced students and how to advocate for students who show potential.
How can I find out who is the Advanced Academic Coach (AAC) for my school?
Visit the main Advanced Academics & Talent Development page and scroll down to the AAC section.
What are the specific responsibilities of AACs and Cluster Teachers in elementary school?
In a collaborative cluster model, each school’s AAC works collaboratively with each grade levels cluster teachers to provide comprehensive services to gifted/advanced learners. Please visit Expectations for AACs and Cluster Teachers to see more specifics. In addition the the AAC group contributes lessons using resources written for gifted/advanced learners for all teachers to use to extend standards and challenge and engage all learners.
What are the specific responsibilities of AACs and Cluster and/or Intensified Teachers in middle school?
In a collaborative cluster model, each school’s AAC works collaboratively with each grade level’s cluster and/or intensified teachers to provide comprehensive services to gifted/advanced learners. Please visit Expectations for AACs and Cluster Intensified Middle School to see more specifics.
What are the specific responsibilities of AACs and Intensified/AP/IB Teachers in high school?
In a collaborative cluster model, each school’s AAC works collaboratively with intensified/AP/IB teachers to provide comprehensive services to gifted/advanced learners. Please visit Expectations for AACs Intensified/AP/IB Teachers to see more specifics. In addition, HS AACs manage the school based application process for the Summer Residential Governor’s School and participate in countywide events to support VPA auditions and the selection of students representing APS at the state level.
Will the AAC be able to support teachers who do not have clusters?
This will depend on the number of clusters teachers the AAC works with on a weekly basis. The more clusters teachers at each grade level, the less time the AAC will have to support additional teachers. When available, AACs attend collaborative learning team meetings to share and/or model critical and creative thinking strategies to challenge and engage all learners using the resources for rigor and the APS Critical and Creative Thinking Framework.
Why is my child not being taught by the advanced academics coach (AAC) formerly known as the resource teacher for the gifted (RTG)?
Our model for delivery gifted services is a collaborative cluster model as outlined in our 2022-2027 APS Gifted Services Local Plan. We know that gifted/advanced learners need a comprehensive approach to services throughout the instructional day and not just one or two lessons a week. Each school has one Advanced Academic Coach (AAC) to support all subject areas in multiple grade levels and they each manage the screening and identification process.
What professional learning opportunities are in place for cluster teachers?
The Advanced Academics and Talent Development office created a professional learning cycle to support job embedded school-based ongoing professional learning for teachers. It is flexible in nature and supports personalized learning for teachers. In collaboration with the AAC, the learning cycle can be implemented with one teacher, a small group and/or large group of committed professionals. In addition, there are multiple online webinars and self-paced sessions in which teachers can access at any time. APS staff can access these trainings on the APS learning management system, Frontline.
Screening & Identification
Can I refer my child for gifted services if they are currently in a grade level where a universal screener is not given?
Per VDOE gifted regulations 8 VAC 20-40-40, students can be referred for gifted/advanced academics services in grades K-12. Families, community members, staff members and students themselves may initiate the screening process by submitting a referral form to the AAC or principal. After a referral is received, an ability assessment is scheduled and is a mandatory part of the screening process.
Can the screening and identification process move forward without an ability assessment?
The VDOE outlines gifted regulations (8 VAC20-40-40) school systems must follow require an ability assessment as part of the screening and identification process.
Where can I learn more about the screening and identification process?
This process is outlined in the Eligibility section.
How often can my child be screened for gifted services?
Students may be screened for gifted services once a year. Screening typically happens in the spring of each year with a referral deadline of April 1. (If this deadline falls during spring break, referrals will be accepted on the first day back from break.)
How can I initiate the screening process for my child?
You may submit the referral form electronically to your school’s AAC and/or your school’s principal. If your child went through the screening process last spring, they are eligible to go through the screening process again in the next year’s spring screening cycle.
How will my child be challenged if they did not go through the screening/identification process and/or were found ineligible for gifted services?
Students do not have to be identified as gifted/advanced to have their academic and social emotional needs met. Every teacher in APS is charged with differentiation of instruction for all their learners. Teachers use ongoing assessments to plan lessons based on student readiness and interests. The AAC is a support in the building in terms of planning with teachers to meet the needs of advanced learners and to give all students opportunities for challenging and engaging lessons.
Families New to APS
If my child was identified as gifted in another school district and we are a military family, what is the process for getting identified in APS?
As part of the Military Interstate Children’s Compact Commission (MIC3), if your child was identified as gifted in another school district, please share this documentation with the registrar at the school. The principal, AAC, and the Director of Advanced Academics & Talent Development will review the documentation to find the best match between services from your prior district and what APS offers.
If my child was identified as gifted in another school district, what is the process for getting identified in APS?
Students who are new to APS and who have been previously identified for gifted services will be eligible for the same level of service as outlined by the previous school district. In this situation, it is not necessary to go through the screening process. Families are asked to share the previous record of gifted services and/or previous record of eligibility for gifted services with the school registrar and/or the Advanced Academic Coach (AAC) and/or the Principal. Upon receiving this information, your child will then be clustered in their area of identification and begin receiving gifted services.
If my child was not screened for gifted services in another school system, how can I begin the screening process in Arlington?
Students must be enrolled in a APS school to be screened for gifted/advanced academic services. New to APS students may be screened in the fall for gifted/advanced academic services. To begin this process, once your child is enrolled in a APS school, you can submit a referral form to the AAC and/or principal.
Students must have an ability assessment as part of the screening process. Families do not need to provide outside testing as this will be done in APS either during the universal testing cycle or outside of the testing cycle if the student enters APS after this cycle has completed. Families are asked to provide schools with your child’s student records from the previous school which may include assessment data to help schools understand your child’s strengths.
Please note: our screening process includes multiple data points for a holistic case study of your child’s strengths. This includes behaviors and characteristics of diverse learners observed by the school. It is important to give school personnel time to get to know your child’s strengths and interests. For this reason, the Virginia Department of Education guidelines gives schools 90 school days to process a new referral.
Equity
With the APS GOAL of having each school’s gifted population closely matching the diverse population of its community, what specifically is being done to lead this charge?
The Advanced Academics & Talent Development Office and Advanced Academics Coach focus on talent development for all learners especially Young Scholars. With a talent development mindset, school teams are talent scouts rather than deficit detectives offering ongoing and frequent opportunities for all learners to engage in engaging, critical and creative thinking lessons while offering appropriate support.
Can students who are English Language learners be identified as gifted?
Yes, in APS we are looking for potential ability in learners rather than focusing on different achievement levels.
What are characteristics of English Learners who are gifted?
Here is a sample of the behaviors we may see in gifted/advanced EL students. This is by no means a comprehensive list.
- Acquire the new language at a faster than typical rate,
- Demonstrate an ability to code switch or translate at an advanced level,
- Show aptitude for negotiating between cultures,
- Display inventive leadership and/or imaginative qualities,
- Read significantly beyond grade level in the heritage language,
- Effectively assume adult responsibilities at a young age,
- Exhibit notable street smarts and/or rapid integration into American culture, or
- Problem-solve in creative, nonconforming ways*All of these characteristics are part of our Gifted Behavior Commentary document as way to inclusively identify ELs for gifted services.
Can students receive both gifted services and special education services?
Yes, student can be identified as gifted and can have a IEP and/or a 504 plan. Both services are important and one should not be seen as more important than the other. In APS, we focus on the strengths each student has and put accommodations in place to support learning needs. There is also an emphasis on developing resiliency and advocacy.
What the Teacher Might See and What the Parent Might See
Beyond the Neuropsychological Evaluation: Finding the Right Professionals to Support Your 2e Child’s NeedsTwice Exceptionality: The Road Less Traveled
What resources are available for families to learn more about how to support their gifted/advanced child?
Please visit the Resources section of our website where you will find the following:
- Parent/Family Tip sheets on multiple topics
- Parent/Family resources and organizations
- Podcasts/webinars which may be of interest
- Online enrichment options
- Critical and Creative Thinking ideas for family discussions