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Gifted
education services are available for REFERRAL PROCESS Students
are referred for the gifted education program through a multi-criteria
process. Recommendations are given by classroom teachers and/or
parents. In addition to these recommendations, standardized test
scores, classroom grades, and work samples are taken into
consideration. Parents and teachers contact the gifted education
teacher at A
local school committee reviews the student's screening portfolio and makes a
preliminary recommendation. The portfolio is then sent to a screening
committee on the Division level for a final recommendation. Both
committees are composed of representatives from administration and guidance,
as well as members of the gifted education staff and classroom teachers. S.T.A.R.T. (Strategies for Teaching and Reaching for Talents) is the Prince William County
Public Schools Gifted Education Program for the primary grades. Students at this level are identified as potentially gifted. This suggests they
have a strong potential to achieve in the verbal or quantitative academic
area. These
identified children in kindergarten, first, second, and third grades are
taken out of the regular classroom to work with the gifted education resource
teacher in a small group setting once a week.
Times vary with the grade level.
The gifted resource teacher and the classroom teacher work together to
meet the needs of the identified children by offering differentiated
curriculum in regards to content, process, and products. S.T.A.R.T.
Goals: •To challenge
students to develop skills in order to clarify learning by thinking
critically, creatively and reflectively. •To enable students to work with other students with
similar abilities. •To encourage intellectual risk-taking in a nurturing
environment. •To encourage metacognition. •To provide a support system. •To offer a variety of educational opportunities to
extend and enrich the county curriculum and support the Standards of Learning
(SOL’s)
Strategies for Teaching And Reaching Talents S.TA.R.T. goals are to challenge students to develop
skills in order to clarify learning by thinking critically, creatively and
reflectively. Students are offered a
variety of educational opportunities to extend and enrich the county
curriculum and support the Standards of Learning (SOL’s) Primary Education
Thinking Skills- A Curriculum for Higher Level Thinking Modified Benjamin
Bloom’s Taxonomy and Joseph Renzulli’s Triad Model 1.
convergent/deductive
reasoning 2.
analysis 3.
inventive
thinking 4.
divergent/
imaginative thinking 5. spatial
thinking 6. evaluative
thinking Thinking Maps Thinking Maps
is a theory-based tool-kit of eight
thinking process maps developed by David Hyerle. These maps provide a visual language for
transferring, integrating, and assessing out thinking and learning. Thinking
Maps are introduced to students as tools for reading and writing,
content-specific learning, and for interdisciplinary investigations. Questions- Kristen Weissman Gifted Resource Teacher k-3 S.T.A.R.T. SIGNET - Schools Involved In Gifted Needs In
Education Today -Grades Four and Five At the end of third grade, students are formally identified in the category of intellectual aptitude and specific academic aptitude. Such students receive additional services during both fourth and fifth grades in a school-based program or in a gifted education center. Elementary School Gifted Education:
Western Centers: Mid-County Centers: Eastern Centers: Six elementary schools have an in-school program: The Gifted Education Program provides service to students identified in the categories of general intellectual ability and specific academic aptitude. These students receive additional services during both fourth and fifth grades in a school based program or in a gifted education center. Students in the SIGNET program who are enrolled in Parents and volunteers are encouraged to initiate telephone or personal
conferences, and to visit the The center day is broken into learning periods, each having its own set of goals: LEARNING CENTERS: These centers are divided into as many as four levels of difficulty. There are from 30-40 plus different areas of exploration. Students make decisions by choosing individual topics of interest and are guided through independent study with the use of contracts. Center time is a major part of the student’s day. It provides an opportunity for work in a chosen area of interest while experiencing various disciplines. DAILY PLANS: At the conclusion of center work each day, students are asked
to reflect on their day at the PROBLEM OF THE DAY: This is a block of time dedicated to expanding the students’ expertise in problem solving and critical thinking. Small teams work together, at times in competition, on various projects, usually with both time and resource limitations. T.A.G. (Techniques for Achieving Goals): These are small group sessions leading to a culminating activity at the end of the year. These are enhanced by available resources, speakers, and field trips. These sessions have been instituted to assure that all students will have common instruction on critical areas before moving on to middle school. Topics have been chosen that are directly applicable to classroom/center expectations and which take into consideration the special needs and interests of gifted students. ============================================================================================================================= Middle School Gifted Education: High School Gifted Education: Students in the Eighth Grade may
apply to attend For more information on any of these
programs, call the Gifted Education Office at (703) 791-7400. |
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