GATES Services
at Middle School and High School
Overview
Students at the Middle School Level have some advanced opportunities available within the academic and arts curricula. Some of these classes are taught by the content teachers and some by the GATES staff. Students are recommended for advanced classes based on specific criteria consisting of teacher recommendations, classroom performance, and available testing information. We do not offer any advanced classes within science or social studies, so the only way to meet the needs of gifted students is through differentiation. We hope to assist in developing to cluster groups within the heterogeneous science and social studies classes in order to facilitate differentiation of instruction by the classroom teachers. We are available to offer resources and suggestions on differentiating lessons and instruction. We provide informal monitoring and advising through regular contact with students and work closely with classroom teachers and teams as schedules allow. (This year as our time devoted to classroom teaching has increased, consulting time is more limited - to Late Start meetings, for example.)
At the high school level all students are eligible for advanced classes through the policy of open enrollment, except that Portfolio and/or audition processes are in place in the Arts. Students are provided with a variety of options appropriate to their needs, including the regularly offered Honors and Advanced Placement courses, some of which are taught by GATES teachers. Martha Foley serves as AP Program coordinator, providing resources and support to teachers and students, and handling the test registration and administration. The KHS Arts department connects visual and performing artists with talented students in apprenticeships. The GATES teachers coordinate academic mentorships (connecting students with experts in the community, such as an astronomer or poet) and work with students in directed studies (e.g. novel writing, journalism, AP physics, research, etc.). Guidance in course selection is also provided, as well as consultation and sharing of resources with content-area teachers.
In all cases, students' programs reflect individual needs and are course-specific.
Our math program for advanced students is a well-articulated, sequential continuum of courses. It is designed to offer students the more rapid pace, and more in-depth and abstract approach that they need.
We offer a 6th grade accelerated math class to prepare students for Algebra in grade 7 (Geometry, grade 8). Students are selected for this class in the spring of their fifth grade based on scores on the placement test, teacher recommendations, and standardized test scores. There are other points of entry into the sequence. At the end of 6th grade, students are given a test of algebra readiness. Students who have not previously been in the accelerated program may show their readiness at this point. In addition we have some students who choose to "double up” in math as freshmen by taking both geometry and algebra II. This accelerated sequence leads to Advanced Placement Calculus AB in a student’s junior year. As seniors, they may take BC level Calculus. Students may opt to take to take Advanced Placement Statistics at any point after they have completed Algebra II. Students who took Algebra in 8th grade may also take Advanced Placement Calculus in their senior years.
I am currently teaching the AB Calculus class with 19 students, the BC Calculus class with 11 students, and the AP Statistics course with 13 students.
In addition to teaching these math courses, I offer an Allied Arts class called Math Problem solving for advanced 7th and 8th graders to provide some additional challenge with problem solving competitions.
I co-coach math teams for grades 6, 7, 8 at the middle school, and a grade 9 team as well as the grade 9-12 team at KHS. These are important opportunities for our students who excel in math. Participation on the math teams is open to all students in grades 7-12.
As stated previously, our science classes at MSK are heterogeneously grouped. There are some efforts within the classroom to provide additional challenge to strong science students. Most are informal and may simply involve an additional question posed by the teacher when conferencing with a student. There are some opportunities that are more formalized. For example, the Science Fair in grade 6 allows a students to choose a topic to investigate in detail. A more challenging fruit fly cross may be chosen in the genetics unit in 7th grade, or a more challenging electric project for the electric house unit in 8th grade science is an option. It is our hope that with the combination of the examination of the science curriculum next year, Late Start Wednesdays, and the MSK grant work on differentiation, even more opportunities for strong science students will become available.
At KHS, Honors level Science courses are available in Integrated Science, Biology, Chemistry, and Physics. We currently do not have an established path for students to take Advanced Placement science courses. A few individuals have developed their own unique plans through directed studies. I am hopeful that I will be a part of the re-examination of the science curriculum next year as an advocate for advanced science students.
Language Arts Program
At the Middle School I currently teach 3 Classes in Language Arts for 6, 7, and 8th graders.
These encompass: Reading, Writing, Grammar, Vocabulary. They also integrate topics and issues from the Social Studies Curriculum at each grade level. We draw from the Core and Extended Literature Lists with some additions appropriate to reading level and interest, and we incorporate primary source documents as well. The goal of GTLA is to provide:
· Pace, depth, and higher level-thinking that is appropriate to the needs of exceptionally verbal students.
· Opportunity for challenge in discussion or collaboration with their intellectual peers (It is not uncommon for philosophical, ethical, or political discussions to arise. I encourage students to make connections in their learning, to articulate ideas and arguments, and use reasoning and challenge the reasoning of others.)
· MSK works hard to promote tolerance and positive self-image for all children, since feeling misunderstood during adolescence can be devastating. What's easy to forget is that this is true even when it is one's strengths that are not appreciated. It is especially important, therefore, to provide a supportive environment in which adolescents may let their hair down and not worry about being judged negatively for being smart, curious, nerdy, or passionate about intellectual pursuits, or for using sophisticated vocabulary. Research shows that time with intellectual peers is crucial in preventing underachievement or disengagement and we have seen the difference it can make for our students.
On the other hand, it is consistent with Middle School philosophy to give students opportunities to work within heterogeneous classes as well. As in Science, Differentiation by classroom teachers of Social Studies --in consultation with GATES staff-- is limited but ongoing. These partnerships have yielded open-ended projects such as National history Day research and debate, alternative assessments such as editorial-writing or creation of cartograms. And Geography Bees provide competitive challenge that many of our students enjoy.
As GATES teacher, I help oversee the gathering of data for placement in the more intensive Foreign Language option. This casts a wider net than GT, but allows students with strong communication skills to devote more time to the study of foreign language at grade 7 and 8.
I am responsible for overseeing and assisting with identification process for the Arts:
· TAP ART at each grade level
· Theatre Ensemble, 7 and 8
· Jazz Band (7,8) for advanced musicians. We have Choral Opportunities for all students, but goal is to develop formal ID process for Music and explore GT choral or music theory
For the past 4 years I have worked with interested writers and artists to publish a Literary Arts Magazine to encourage and celebrate creative talents.
At KHS, I have a consulting role with teachers in English, Foreign Language, Social Studies and the Arts.
I serve as AP Coordinator and this year teach 2 sections of AP English Literature.
I work with students in Directed Studies -- helping those who want to pursue a project beyond what is offered through regular classes (for example, writing a novel, producing a film, conducting social science research, etc.) I also provide materials and connect students with adults in the school or community, through the mentorship in academics program. (e.g. last year a student wanted to prepare for AP Psych, so I ordered materials, helped student and teacher set up a plan to prepare for the exam.) My office houses a library of materials that connect to and extend beyond the curriculum as well as AP prep, SAT prep, and College search and essay writing materials.
Anne and I oversee the fledgling mentorship in academics program and I help support the apprenticeship in the arts program as well.
Each year I have worked with students after school in such higher level thinking programs as Future Problem Solving, Debate Club, and Mock Trial (which this year had 20 participants, approx half GT-identified students). I advise students on the establishment of new clubs, such as Culture Club, Philosophy Club.
It is important to emphasize the premise of “One size does not fit all.” A menu of offerings allows an individual student to put together an academic program appropriate to his or her needs, strengths, interests, and goals. We work to help students find courses and arrange alternatives that will help them reach their potential and position them for higher learning.
Given their diverse needs, GT students' programs might be as varied as this:
Student W --
With a particularly strong interest, aptitude and background in history, a student might
Takes AP US History as a sophomore, one year early in the reg. sequence
This allows him to take an additional course in Social Studies senior year, such as a college course or a Directed Study in AP US Government. Or it might free him to fit in an additional science course, for example.
(Last year 3 of our sophs did this, scoring 5's on the AP exam. They were ready for this level of learning.)
Student X
This student began FL at MSK and studied a second foreign language over the summer to enroll in both Spanish II and French II as a freshman. By senior year, the student may wish to enroll in a college course, work with a community language mentor, or prepare for the AP exam by working with her teacher to modify or supplement the regular Spanish V or French V classes. She may wish to extend her focus on languages to explore German or Latin as well.
This student may or may not opt for Honors and AP courses in other subject areas.
Student Y
After completing Alegebra I and Geometry at MSK and testing out of ALG II, this student completed Adv. Math self-paced, and took AB and BC Calculus as well as AP Statistics by junior year, when he enrolled in an online course through Stanford University, under the supervision of the GATES teacher. He graduated early and went into a 4-year master's program in pure mathematics.
While some students focus on certain subject areas, others double up in more than one arts or academic area. Still others (though more rare) take every higher level course they possibly can:
Student Z
AP ENG LIT Apprenticship in Arts AP BC CALCULUS
AP EURO HIST D.S. AP Music Theory Honors Physics/Adv. Topics
Spanish V Wind Ensemble - Honors AP Prob/Stats