Why
a gifts and talents program?
Hidden among us today are some of the most influential thinkers, artists, and historymakers of tomorrow. A potential Einstein might only show an odd propensity for math and physics; a future Rachel Carson might only do well in biology and nature club; and so on. Frequently, the academic and social-emotional struggles of these students are more obvious to us than their strengths. Nurtured, their strengths can make them tomorrow's assets.
Academic excellence is a goal M.S.A.D. 75 shares for all its students. In working to meet the needs of the especially high-end learner, Aiming for Excellence helps teachers build their ability to personalize and enrich the classroom experience for all students.
What can my academically advanced child expect from this program?
All students in SAD 75 can expect to receive curriculum options based on specific, prior knowledge of the student's individual readiness and learning preferences. For the highly advanced learner, these options are generally provided as genuine educational alternatives rather than in-addition or "extra credit" work only suited to the fast finisher or overachiever. Options vary from unit to unit, and can be obvious (a different book) or subtle (student-run book clubs allowing students to process a book in their own way and at their own pace). While these tend to be negotiated choices, highly advanced students can expect to be held to a higher standard, and to be given the support and attention they need to meet these higher expectations.
Above all, Aiming for Excellence is committed to ensuring the following:
* curriculum and instruction that matches the student's academic level;
* regular opportunities to work with intellectual peers; and
* sufficient information for families to choose from available educational options, both within and beyond school.
Who provides these services and at what grade levels?
As a rule, the Aiming for Excellence staff are facilitators rather than providers of programming. Our job is to gather resources, model teaching strategies, advocate for the needs of high-end learners, and collaborate with teachers, students, parents, administrators and community volunteers districtwide. Most activities are led by classroom teachers and other community members, with our assistance and coordination.
How are students identified? What does it mean to be identified or unidentified?
Formal identification of academically “gifted” students is required by state law. Multiple criteria used in MSAD 75 include standardized achievement test scores, teacher referral, and/or normed intelligence tests. Students are identified on a year-to-year basis. Each June, letters are sent to parents of those students who have been formally identified for the following year.
Because scores and data fluctuate, it is normal for students who receive an identification letter one year not to receive one the following year. This is one reason we work hard not to “label” students in the first place. Fortunately, our focus on building teachers’ capacity to recognize and meet the needs of advanced learners means that in most circumstances, students who are no longer identified will still have their needs met and be included in special activities.
How do I know what programming is available for my child?
In general, classroom teachers and school media (website, newsletters etc.) are the best sources of information. Opportunities specific to the needs of advanced learners are also publicized via our Aiming for Excellence parent email list, at our annual Fall Information Night, and (soon) on the Aiming for Excellence web page at http://www.link75.org. We have found the email list best for keeping in touch, and encourage you to contact us by email (berrys@link75.org, ciembroniewiczs@link75.org robertstr@link75.org) or phone (729-9961 x229) so we can add your name.
How can teachers meet the needs of so many different learners?
Mixed-ability classrooms are both a challenge and an opportunity. Among the elementary and middle-school teachers we work with, there is as wide a range of expertise and experience as among the students they teach. To meet the needs of their most advanced learners, all teachers need high quality support, time, and resources. Our work focuses on giving teachers these three things.
By collaborating with one another, with us, and with school administration and community members, teachers are able to provide a surprising degree of challenge to the high-end learner. Below, we describe two ways of making the challenge of mixed-ability classes more manageable.
What is clustering?
Typically, K-8 classes are formed with many variables in mind. One of these is the need of high-end learners to have a peer group wherever possible. Research tells us that neither tracked, "high" and "low" classes nor completely mixed, "bell-curve" classes are best. Rather, classes should be as mixed as possible, while containing "clusters" of four or more special-needs students.
An example of clustering: School X has four highly advanced readers in Grade 5. Knowing their needs are less likely to be met in separate classes, the principal places these students together in one class with a teacher who can collaborate with the AFE staff and plan for these special needs. Other, more moderately advanced readers are placed in the other three classes to ensure that all students have the benefits of a diverse classroom.
What is flexible grouping?
Like clustering, flexible grouping is a means of making instruction more efficient and targeted. Based on a pretest or other prior knowledge of the students' capabilities and interests, teachers group students for a finite period (minutes, hours, or weeks) and zero in their particular needs. Some groupings and regroupings are within a given class, while others (often the most effective) are collaborations between teachers.
Example A:
For ten days, Ms. McGillicuddy teaches integers by dividing her class in three groups. The first day, she presents integer models briefly to the entire class. A few students, those who scored lowest on a pretest, then begin modeling the addition and subtraction of integers. A second group tackles an integer multiplication word problem, and a third begins a similar problem involving division. Ms. McGillicuddy moves between students, calling in the last 15 minutes for a brief sharing of what was learned about operations involving integers. Over the ten-day unit, all students in the three groups make strides. The lower group works occasionally with a Special Educator, and students are graded on their progress as well as their overall understanding. In the subsequent unit on graphing, new groups are formed on the basis of a graphing preassessment, rather than past participation in an advanced or remedial group.
Example B:
In a study of Revolutionary War historical fiction, one teacher leads a reading of Johnny Tremain, another the Secret of Sarah Revere, and a third The Fighting Ground. Students are presented by each teacher with a "book talk" and given their first or second preference of book, based on reading levels as well as interest. Occasionally and at the end of the six-week unit, the three groups share their knowledge of the time period with one another. Once the unit has ended, students revert to their homeroom groupings for a whole-class reading of Maniac Magee.
Example C:
In reading their assignments, Mr. Spelr realizes eight of his students consistently confuse "their," "they're," and "there." While others read a short passage on paragraphing, he pulls these students aside for a 10-minute lesson. He informs the group that this is something they will be accountable for in the future, and helps students develop a way to remember the difference between the three spellings. Regrouping the entire class, he asks students to summarize the rules of paragraphing based on the reading.
If students are to be active learners rather than passive recipients of learning, their daily routines must let them work with peers not only as leaders, but also as equals and as followers. While procedures vary from school to school and class to class, the expectation is that wherever possible, highly advanced students will have daily opportunities for work with their peer group.
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