Advanced academic students need opportunities to think abstractly, work at various rates and levels of complexity, and pursue tasks independently. In addition, students eligible for advanced academic services need opportunities to learn with others of like abilities, as well as opportunities to develop socio-emotionally. APS Gifted Services are implemented through school-based and countywide activities, which comply with School Board and State objectives. These school-based services are delivered in the following ways:

APS Advanced Academic Services collaborative resource model, in which the classroom teacher works with the resource teacher for the advanced academic to develop and present appropriately differentiated learning experiences for advanced academic students within the general education classroom.
In the general education classroom setting, identified students are cluster-grouped (minimum of 5 – 8) and through a variety of flexible groupings based on ongoing data.
Identified students work with teachers who are specifically trained in instructional needs and curriculum written for advanced academic students.
Specific curricula which are differentiated or extended from concepts in the general education curriculum, and when appropriate, through opportunities for acceleration and extension.

The Advanced Academic Cluster Model

The Advanced Academic Cluster model provides services to identified students by allowing the AAC to “push in” to the classroom and collaborate with teachers through CLTs and individual planning sessions. Using this model, GT identified students are placed in Gifted Cluster classrooms with intellectual peers. The classroom teacher, with the support of the AAC, is the primary provider for Gifted Services.

Advantages of this model include:

Students have intellectual peers necessary for academic and social development all day
Students have more access to advanced academic curriculum and/or strategies in their classroom
Non-identified students who also need challenges will have the opportunity to try out advanced curriculum or strategies
AACs can monitor students that should be assessed for eligibility for advanced academic services

AAC Roles and Responsibilities

Collaborate and co-plan with teachers
Extend and deepen student learning through higher level discussion, rich content, and high expectations
Provide supplemental resources
Model lessons, co-instruct, or facilitate lessons
Coaching best practices instructional strategies (i.e., APS K-12 Critical Thinking Strategies)
Facilitate book clubs and extension projects
Promote differentiation practices throughout the school
Manage advanced academic and talent development screening process and evaluation
Facilitate professional development for teachers

For more information about Arlington Public Schools’ full plan for Advanced Academic Services, please review: https://www.apsva.us/gifted-services/. For frequently asked questions, please review: https://www.apsva.us/gifted-services/frequently-asked-questions-faq/. If you have school-specific questions, or if you would like to learn more about differentiation, growth mindset practices, and advanced academic services in our building, please do not hesitate to contact me directly at tamatha.stoker@apsva.us.

Classroom Teacher’s Role and Responsibilities

Collaborate with the AAC to provide differentiated curriculum, extension opportunities, and supplemental curriculum resources
Plan units and lessons to meet the learning needs of students eligible for advanced academic services
Coordinate instructional needs of all learners in the classroom
Keep open communication with AAC on students that may need to be screened for advanced academic services