One of the savings in the proposal to reduce our budget is the elimination of our current 2.5 FTE's (full-time equivalent) in our gifted and talented program. The district receives approximately $65K in state funding to provide programs and services to young learners with special gifts. Historically, we have spent well over that amount. The funds that we receive will continue to be dedicated to meeting the needs of these learners. As the implementation of both 'Inquiry' and 'Leadership' continue to develop and evolve in our K-8 programs next year, materials and supplies that align with these two approaches, and, that are specifically designed for the 'G/T' student, will be obtained and incorporated into the classroom setting.
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Gifted students are a complex and diverse population. Effective education occurs when parent, school, and student are a team. Being the parent of a gifted child is a complex role. It is important to realize that some children who fit the gifted population's profile, may never have been labeled "gifted."
ReplyDeleteThrough the years I have referred parents (whose child may or may not have been identified) to our gifted specialists. With no specialist for the gifted population articulated in our district, who will be the contact person when parents seek advice or need guidance regarding their child's social, emotional, and educational needs?
When curriculum is designed and staff development occurs, which person in our district will be responsible to ask the questions and give input to the process of how strategies will impact the gifted learners, assess decisions from the perspective of the gifted learner’s needs and articulate those needs?
That is a wise question. Just as a parent with special needs child has support - so to should the parents of giften/talented students!
ReplyDeleteNancy- it's nice to talk (post) with you again! The principals, as instructional leaders in their buildings, will be the contact persons for parents (and staff) who might have questions related to how learning experiences can be developed to meet the unique needs of their child(ren). Our curriculum coordinator will also be able to play a role when needs are so special that a more broad look at learning opportunities needs to be taken.
ReplyDeleteIt has been my experience over time that G/T specialists are able to share a rich array of experienced strategies that create learning environments that work. This skill set has been available to both district staff as well as parents. School districts need as many staff with those skills in a district as possible. With the implementation of STEM, and other proposed program changes, building principals are inundated with questions from their entire population. This proposal to eliminate G/T positions reduces the resource pool in a time of huge transition. Our curriculum coordinator is also a building principal, correct? Are you saying that each of the building principals has extensive training with the G/T population?
DeleteI agreed to post this question for a friend who cannot access a computer today.
ReplyDelete"With the elimination of G/T staff at the Junior High,what services and programming will be availble for those students? Developmentally that's a vital time for students to feel understood."
We've made no final decision related to either staffing or program changes in the GT program for next year. As you know, I've had a number of conversations with those interested in maintaining our commitment to children in our GT program. I continue to expect that changes we're making in our delivery of instruction through a more deliberate use of inquiry as well as the leadership program currently in place will allow us to better address the needs of these special learners. I also understand the importance of having a GT advocate on staff and will be mindful of that need as the final set of recommendations are being developed for the board's consideration.
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