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MIDWEST TALENT SEARCH
Studies have shown that students who score in the top 5% on school achievement tests can have
very different educational needs because such tests cannot give a detailed picture their true academic ability except to tell
us they know most, if not all, the answers to grade level questions.
The Midwest Talent Search (MTS) and Midwest Talent Search for Young Students (MTSY) offers
students in grades 3 through 8 an opportunity to take an out of level test (up to 3-5 grade levels above) in order to provide
parents and educators more information about a students academic strengths, course work they should pursue, and in the case
of middle school students, an opportunity to practice taking the same SAT and ACT tests typically given to 11th
and 12th graders.
Unfortunately, many parents and school counselors believe the test is merely an opportunity to practice taking the
SAT/ACT or is a predictor of college success rather than an opportunity to gain information that parents and schools can use
to make better decisions about educational programs and classes to best meet a students current academic needs. An example
of the debate surrounding students participating in MTS is found in a recent Detroit News article
http://detnews.com/2002/schools/0203/26/a01-449815.htm
http://data.detnews.com/feedback/surveyletters.hbs?subject=2_young_2_test
The MTS program, which is administered through Northwestern University's Center for Talent
Development, provides participants and their parents with resources to learn of enrichment programs, and accelerated courses
of study including advanced placement (AP) during grades 9-12 and dual enrollment (simultaneous enrollment in high school
and courses during 11th and 12th grade. Participating
in the program opens doors to high quality summer programs, and the opportunity to enroll in Letterlinks a distance/on-line
learning option through CTD. Check out the Center for Talent Development website
for full details and links to many resources.
http://www.ctd.northwestern.edu/index.html
GPAGE urges all
parents whose children qualify to participate in the test. High ability students
need to plan for college earlier than many students (their interests are typically broad and need to be focused earlier than
students who obtain their academic success later in their school careers. Two
websites about planning for college are:
http://www.familyeducation.com/article/0,1120,23-22902-0-1,00.html The
author, "College Planning for Gifted Students" by Sandra Berger. It is published by the Council for Exceptional Children.
http://www.bxscience.edu/about/froshbook/college.php A quick overview.
The MTS and MTSY
will be offered January 25, 2003 (SAT/Explore) February 8, 2003 (ACT) and February 22, 2003 (Explore. Application deadlines
for MTS are October 30, 2002 and for MTSY November 8, 2002.
This year, 32 students
who attend Grosse Pointe area schools participated in the Midwest Talent Search. We
would like to recogize two local students who scored in the Midwest Region top 2%, and won them an invitation to the awards
ceremony at Northwestern University in Chicago.
A fourth
grader,(MTSY) from Ferry Elementary Magnet program, and (MTS) a middle school student from University Liggett.
Below is the breakdown
of student participation from various schools in Grosse Pointe.
St Clare of Montefalco MTS 8
MTSY 3
University Ligett
MTS 4
Parcells Middle School MTS 3
Pierce Middle
School MTS 6
Brownell Middle School MTS 3
Ferry Elementary
MTSY 2
Defer Elementary
MTSY 1
Richard Elementary
MTSY 1
St. Paul Elementary
MTSY 1
Congratulations to St. Clare of Montefalco for encouraging the highest participation.
GPAGE PROGRAMS ADDRESS PARENT
INTEREST AND NEED
GPAGE sponsored two speakers this past academic year.
At our
fall meeting, Pat La Pat, a psychologist with extensive experience in working with gifted children in the
metro Detroit area discussed meeting the social emotional needs of gifted children and how best to speak with gifted children
about the tragic events of September 11, 2001.
Lorene Porter, director of Reoper Lower School
addressed our spring meeting. Ms. Porter discussed the attributes of gifted children and the myriad of ways they are
identified. Many new parents attended the program
Long time GPAGE members were supportive and able to identify with
those parents who felt they could not talk about their childrens academic abilities because they were concerned such comments
would make them appear arrogant and elitist. The "Miss Manners" column in the March 24, 2002 edition of
The Detroit News/Free Press had a timely article about parent responses to overachieving parents who simply don't understand
that gifted children can't be created.
GPAGE Brings Lego Robotics to Grosse Pointe
A year ago, over 175 parents
and students from the Grosse Pointe area came to Pierce Middle School to attend the Grosse Pointe Association for Gifted Education
informational forum on Lego Robotics. Using parent
supplied information
from the forum, GPAGE developed a database to assist in forming school-based Lego robotics teams of 4th-8th
graders. The teams have been meeting after school since January, on a weekly
or bi-monthly basis. Their coaches have been enthusiastic parents, engineer/computer
professionals and computer technology teachers. The student members share a passion
for building, designing and playing with Legos. Almost 100 students were introduced
to computer-based robotic programming this year, and the number is expected to grow.
On May 19, 2002,
four elementary schools and two middle schools sent 11 teams to the first ever GPAGE sponsored Grosse Pointe RoboRumble tournament.
The tournament was loosely patterned after local and national Lego robotics competitions, but on a much smaller scale and
deliberately designed to be low-key. As GPAGE robotics organizer, Susan McCarthy
explained, "The coaches conceived of the tournament as a reward for their beginner teams, something for them to shoot
for and give focus to their weekly meetings." Teams of 3 7 students were required
to design, build and program a Lego robot in 4 weeks to perform various competition tasks as flawlessly as possible. Teams took home 1st, 2nd and 3rd place trophies for
highest points earned. The top scoring team was the Kerby Elementary 5th
grade Fireballs, coached by parent Myron Sherer (Division A) and the Pierce Middle School Detroits Choice coached by teacher
Bonnie Middeldorf (Division B). For complete tournament results and more information
on Lego robotics in Grosse Pointe, please visit the Grosse Pointe Robotics website at:
http://mywebpages.comcast.net/grossepointerobotics/
GROSSE POINTE SCHOOL DISTRICT RESPONDS
Earlier this year we submitted
to the school district a list of questions pertaining to gifted and talented education of interest to GPAGE members and parents. We have summarized below the questions and response provided by Dr. Suzanne Klein The complete questions
and answers will
be available on our website at: http://gpagemi.tripod.com
Elementary School Issues
Questions
pertaining to a stable site in the central part of the district for the magnet classroom, integration of magnet students within
the larger school environment and meeting the needs of magnet students who do not elect the magnet classroom resulted in the
following responses:
Richard is the
magnet central district location for the next academic year. We continue to reassess that placement based on enrollment in
both the magnet and general education programs. Students are integrated in school wide activities to provide exposure to peers
who are not within their classroom.
Students who are
identified as eligible for the magnet program but choose to remain in their home school are identified to their school principal
on a yearly basis and after teacher assessment to ensure the students Richard is the magnet central district location for
the next academic year. We continue to reassess that placement based on enrollment in both the magnet and general education
academic skills are appropriate, are placed in cluster groups.
Does magnet placement make a difference?
Questions
pertaining to the status of recommended and other outcome studies that were proposed or being conducted by the district resulted
in the following responses:
The program evaluation
of Dr. Carolyn Callahan recommended the school district conduct an outcome study to assess student benefit in the magnet classroom.
The school district has decided it will not conduct such an evaluation due to time, expense and confounding variables.
A small study of 9 students was done in 1999
to explore the differences in SAT scores between students who were
in the magnet (classroom) and those who were not. Although the SAT scores of
former magnet students were found to be significantly higher, due to the same confounding variables of
differences in
the classroom differentiation and course selection as well as the size of the group, the results were difficult to attribute
to the magnet experience.
Middle school issues:
Questions
pertaining to the identity of the 2 differentiation specialists, challenging curriculum for middle school students, identification
and placement in honors classes resulted in the following responses:
Budget considerations
have suspended the two middle school differentiation specialists positions. The middle school principals are preparing a report
for the Board of Education of how the plan for revitalizing differentiation in the middle school will continue next year.
Selection for
honors courses in math and English results after a review of test scores, report card
grades and teacher comments. Middle school science teachers are developing significantly differentiated options within the
new curriculum.
The district testing programs as well as classroom assessments is continually addressing the process of
identification and assessment. Recommendations for changes in placement can occur
anytime during the year with a review midway through the first quarter to see if there are other students currently in the
regular sections who should be moved to the advanced or honors sections. Differentiation
within honors and advanced sections as well as high school courses for students whose unique learning needs require more significant
modifications is also available.
Differentiation
and clustering is expected in regular (social science) sections.
Training
Questions pertaining to training and preparation of classroom teachers and mental health professionals in
addressing the academic and social emotional needs of gifted and talented students were addressed as follows:
Since 1996, 64
teachers have attended the weeklong workshop at the University of Virginia. A
new teacher academy offers 7-9 sessions in differentiation. The gifted coordinator conducts workshops on the intellectual
and social and emotional needs of gifted students for new teachers and those new to a grade level. The gifted coordinator also provides information and research to the mental health staff in the district
to develop their awareness of the unique affective and developmental needs of gifted students.
DOES YOUR CHILD NEED AN INDIVIDUAL EDUCATION PLAN?
An individual education
plan (IEP) is a document prepared by parents and teachers on a yearly basis to map out your childs educational needs and to
assess how they are met throughout the academic year. IEPs are developed for children
who are classified as needing special education and in some states, though not Michigan, they are also required for students
who are deemed gifted and talented.
An IEP consists of four parts. The first is a goal for improvement in a skill area, the second are assessments
and learning strengths and interests, third are objectives reached through learning activities or classes done to achieve
the goal, and the fourth is a description of how you know the goal is reached. The advantage of an IEP is that you as
a parent can continually assess your childs learning widely believed that academically gifted and talented children must consider
career and college planning earlier than most students. The IEP can be a tool used in this process.
An excellent source of information for planning for the gifted childs education is found in: Reforming Gifted Education:
Matching the Program to the Child, written by Dr. Karen Rogers. Dr. Rogers book discusses the variety of educational
approaches that can be used to meet the needs of gifted and talented students within the educational system and through enrichment
and out of school programs. Dr. Rogers book provides a series of checklists and assessments that can be used to determine
what approach best suits your child. Dr. Rogers who was a candidate interviewed to evaluate the Grosse Pointe gifted and talented
program in 1999, is quite frank in her opinion that parents must be proactive in assessing their childrens needs and continually
reviewing them, that far too often parents speak to school administrators in the beginning of the school year only to learn
that at the end of the year very little has been done to address the parents concerns.
With the variety of academic offerings available to parents of gifted and talented students in Grosse Pointe, (magnet
classes, cluster grouping, differentiation or grade acceleration) some GPAGE members have expressed an interest in forming
a group to consider how IEPs can assist us in meeting our childrens academic and social emotional needs whether attending
public, private schools or home schooling.
If you are interested in participating in this group which plans to meet at least once during the summer months, please
contact us at GPTAGE@aol.com or visit our website at: https://gpagemi.tripod.com/
GPCC REPORT
The Gifted Program
Planning Committee is made up of administrators, teachers, and parents in the GP school district. The purpose is to review and advise district administrators on program planning and evaluation of gifted
programming in the district. The GPPC acts as the PAC for
the gifted program and reviews the yearly Gifted Education Grant Application.
This year the major areas of review were last
years Board of Education proposals for the Middle School and a discussion of transition issues relating to the change from
elementary school to middle school and middle to high school. Last June the Board
recommended hiring a half time differentiation specialist for each middle school. We
met with one of the new specialists and discussed concerns relating to differentiation for gifted students in the middle schools. The Board also decided not to offer Honors classes in the areas of Science and Social
Studies in the middle schools placing the emphasis on differentiation in the regular classroom.
In January the GPPC met with middle school counselors
and principals to discuss transition issues. We were looking for clarification
on how students are identified and selected for honors classes, continuity across the district and parent involvement. Middle school counselors advised that they meet with all 5th grade teachers
in the spring and review each individual student. They look at a portfolio of
test scores including the CTP III, class work, grades, motivation and teacher recommendations.
Parents are allowed input by meeting with the 5th grade teachers or the middle school counselors, usually
in June. The students are notified of their placement in August when they receive
their schedules. The 6th grade teachers are aware of the placement
process and objectives and are carefully watching students in the Fall to asses correct placement. Changes can be made in or out of the Honors classes during the school year as needed.
High School transitions are facilitated by one-on-one
meetings with middle school counselors and a parent orientation in the early Spring.
Students are allowed to choose advanced sections of high school classes as they see fit, as long as they have met any
prerequisites. Counselors often advise and parent approval is required for selection
of classes.
Issues can
be raised before the committee by submitting them in writing to Kenna Gaggin, GPAGE representative, or to the committee chairs Cynthia Doherty or Paul Booker.
Resources for students taking High School AP Classes or Dual Enrollment Option
The website of the State of Michigans Department of Education has a treasure trove of information for you. Ever
wonder, how much University of Michigan credit that you might receive by getting a score of 4 on the AP Psychology exam?
This is the directory for you.
The Michigan Department of Education site also includes some updates and sample letters on dual enrollment. Read
these carefully before pursuing dual enrollment!
Need some help preparing for the MEAP a year early, or even at the regularly scheduled time? There are several
resources. The Department of Education has two complete sample tests. Michigan Virtual University has a new interactive
test prep site for the MEAP, and it is free until July 1, 2002.
Dual Enrollment requires the student to have passed all subtests of the MEAP and be enrolled in at least one class
at the high school. The district must pay the lesser of tuition or the required percentage of the State allotment.
The post secondary class has to occur during the school year, not the summer. If you drop the class, the district
gets the tuition reimbursement, and Grosse Pointe may ask for tuition reimbursement if the course is dropped or failed.
Course credit is determined before the course is taken, and man be for high school, college or both. (for now, this
may change) If high school credit is chosen, the grade is part of the high school grade point average. If college credit
is chosen, then communication about the acceptability for transfer of the credit earned should be cleared with the transferring
institution before taking the course.
Students may opt to take post secondary classes at any time at student expense, without the restrictions or benefits
of dual enrollment. Credit should be negotiated with the district before the course is taken. GPAGE members were
present at a meeting where there was a lengthy discussion of one students Japanese class award of credit. As the discussion
progressed, it was revealed that this was actually a university level Japanese class; even then, there was reluctance to issue
high school credit.
PLAN IN ADVANCE!! COMMUNICATE WITH BOTH THE GROSSE POINTE DISTRICT AND THE POST SECONDARY INSTITUTION BEFORE
YOU REGISTER!
Introducing: the GPAGE Web Page http://gpagemi.tripod.com We will include our newsletter and other items of interest to gifted students and their families.
We have included a message board which we invite you to use as a springboard to share ideas, positive enrichment experiences
or identify community resources. We DISCOURAGE you to consider using this message board as a forum to express discontent and
dissatisfaction with issues pertaining to gifted education.
PLEASE: PROVIDE US WITH YOUR CURRENT E-MAIL ADDRESS Our e-mail group list GPTAGE@aol.com We have noted that email is only as effective as the addresses we have and, with the changes that took place at Comcast
earlier this year, about a month after we sought many of you have been left off the loop. Please send
your current email address to GPTAGE@aol.com
The End
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