Post article about gifted/enrichment programs

[Anonymous]

IQ was developed for WWI recruits by Binet. For many people it's analogous to a status symbol.

[Anonymous]

Also although the article doesn't mention it there is a SEM summer program in conjunction with the Univ of Connecticut Center for Gifted Education at both Hardy and Stuart Hobson next month.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Former SEM teacher here. SEM teachers are trained every summer at UConn and receive extensive coaching from the UConn outreach staff during the year. Training are also given directly by DCPS. I was very proud of the work that I did with students and was able to recruit law students from Georgetown School of Law to teach a cybersecurity cluster. We had a partnership with the Folger theater and were the only DCPS middle school during my year to present during the Didden Festival. Lastly, interested journalism cluster students were able to be mini reporters for the Washington Informer and interview civil rights giant, Congressman John Lewis. The SEM model allowed us the freedom to explore all of these opportunities. Some of the students were who we would call "gifted" others had strong connections to certain topics or subjects and were able to dive deeply into them. SEM, when implemented properly, works, and can be a great conduit of opportunity for experiential learning.

This is all sounds great and good educational practice, I still have issues with calling it "gifted" that doesn't make any sense to me, how are these children "gifted"? It is such a loaded term and an outdated concept, what does "gifted" even really mean in this day and age when we now recognize that IQ tests are an inaccurate measure of a child's, children learn best when they are "inspired" or "interested in a topic", hands on learning is a great tool, all children learn differently, etc, etc.

I don't know about other schools, but ours does not use the word "gifted" in the context of SEM, nor did the PP SEM teacher above.

In any case, I also think a lot of people on here are confusing 'gifted and talented' programs with magnet academics or AAP-type advanced academics. IME they are very different creatures.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Former SEM teacher here. SEM teachers are trained every summer at UConn and receive extensive coaching from the UConn outreach staff during the year. Training are also given directly by DCPS. I was very proud of the work that I did with students and was able to recruit law students from Georgetown School of Law to teach a cybersecurity cluster. We had a partnership with the Folger theater and were the only DCPS middle school during my year to present during the Didden Festival. Lastly, interested journalism cluster students were able to be mini reporters for the Washington Informer and interview civil rights giant, Congressman John Lewis. The SEM model allowed us the freedom to explore all of these opportunities. Some of the students were who we would call "gifted" others had strong connections to certain topics or subjects and were able to dive deeply into them. SEM, when implemented properly, works, and can be a great conduit of opportunity for experiential learning.

This is all sounds great and good educational practice, I still have issues with calling it "gifted" that doesn't make any sense to me, how are these children "gifted"? It is such a loaded term and an outdated concept, what does "gifted" even really mean in this day and age when we now recognize that IQ tests are an inaccurate measure of a child's, children learn best when they are "inspired" or "interested in a topic", hands on learning is a great tool, all children learn differently, etc, etc.

Every large metro school system including MoCo, FCPS, NYC, Chicago, etc use standardized testing scores for entrance into "gifted & talented" and magnet programs (TJ, Stuy,etc) whatever people may think of IQ as an inaccurate measure.

DCPS can't stomach such programs for political reasons so we're all stuck with "enrichment" programs and middle class flight by middle school with one exception, Deal.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Former SEM teacher here. SEM teachers are trained every summer at UConn and receive extensive coaching from the UConn outreach staff during the year. Training are also given directly by DCPS. I was very proud of the work that I did with students and was able to recruit law students from Georgetown School of Law to teach a cybersecurity cluster. We had a partnership with the Folger theater and were the only DCPS middle school during my year to present during the Didden Festival. Lastly, interested journalism cluster students were able to be mini reporters for the Washington Informer and interview civil rights giant, Congressman John Lewis. The SEM model allowed us the freedom to explore all of these opportunities. Some of the students were who we would call "gifted" others had strong connections to certain topics or subjects and were able to dive deeply into them. SEM, when implemented properly, works, and can be a great conduit of opportunity for experiential learning.

This is all sounds great and good educational practice, I still have issues with calling it "gifted" that doesn't make any sense to me, how are these children "gifted"? It is such a loaded term and an outdated concept, what does "gifted" even really mean in this day and age when we now recognize that IQ tests are an inaccurate measure of a child's, children learn best when they are "inspired" or "interested in a topic", hands on learning is a great tool, all children learn differently, etc, etc.

I don't know about other schools, but ours does not use the word "gifted" in the context of SEM, nor did the PP SEM teacher above.

In any case, I also think a lot of people on here are confusing 'gifted and talented' programs with magnet academics or AAP-type advanced academics. IME they are very different creatures.

As the heading in the Washington Post is "District introduces gifted programs to push talented students, keep families" you can't blame the readers for being confused as to what exactly the DCPS's model program is.

http://www.washingtonpost.com/local/education/district-introduces-gifted-programs-to-push-talented-students-keep-families/2015/06/06/4132f25e-ffc8-11e4-833c-a2de05b6b2a4_story.html?hpid=z3

and the

[Anonymous]

+1. Political reasons still trump common sense at every turn.

[Anonymous]

To those complaining about PC, are you opposed to any solution that doesn't segregate as sharply based on race as traditional G&T programs?

Why wouldn't you want to challenge every child in the way best suited to them?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Former SEM teacher here. SEM teachers are trained every summer at UConn and receive extensive coaching from the UConn outreach staff during the year. Training are also given directly by DCPS. I was very proud of the work that I did with students and was able to recruit law students from Georgetown School of Law to teach a cybersecurity cluster. We had a partnership with the Folger theater and were the only DCPS middle school during my year to present during the Didden Festival. Lastly, interested journalism cluster students were able to be mini reporters for the Washington Informer and interview civil rights giant, Congressman John Lewis. The SEM model allowed us the freedom to explore all of these opportunities. Some of the students were who we would call "gifted" others had strong connections to certain topics or subjects and were able to dive deeply into them. SEM, when implemented properly, works, and can be a great conduit of opportunity for experiential learning.

This is all sounds great and good educational practice, I still have issues with calling it "gifted" that doesn't make any sense to me, how are these children "gifted"? It is such a loaded term and an outdated concept, what does "gifted" even really mean in this day and age when we now recognize that IQ tests are an inaccurate measure of a child's, children learn best when they are "inspired" or "interested in a topic", hands on learning is a great tool, all children learn differently, etc, etc.

I don't know about other schools, but ours does not use the word "gifted" in the context of SEM, nor did the PP SEM teacher above.

In any case, I also think a lot of people on here are confusing 'gifted and talented' programs with magnet academics or AAP-type advanced academics. IME they are very different creatures.

As the heading in the Washington Post is "District introduces gifted programs to push talented students, keep families" you can't blame the readers for being confused as to what exactly the DCPS's model program is.

http://www.washingtonpost.com/local/education/district-introduces-gifted-programs-to-push-talented-students-keep-families/2015/06/06/4132f25e-ffc8-11e4-833c-a2de05b6b2a4_story.html?hpid=z3

and the

No blaming. Just saying what it actually is called. But, my second point is that those who seem to not like SEM, actually seem to be talking about wanting advanced academic offerings (like AAP or academic magnet), not a gifted and talented program -- which IME of a GATE program is very, very similar to SEM except for the test-in screening. The 'gifted and talented' program I grew up with was really just enrichment programs that had nothing to do with academic advancement (in fact one of them was dance, once was calligraphy, one was Russian, one was Dungeons and Dragons lol). You had to have a certain IQ to get into it, but there was nothing challenging or difficult about the enrichment activities we did that required a high IQ. So in that way the SEM program is like the GATE program I experienced in the 70s, except that it is available to everyone (so no need to label it a gifted program), which I think is great.

[Anonymous]

Maybe the gifted and talented programs in your city was like SEM. I grew up in NYC where gifted and talented programs were like AAP programs with advanced and accelerated academics and to get it, there are strict IQ cut offs even for K.

[Anonymous]

These programs sound like fun but they are not the way to provide services to intellectually gifted childre. They are gifted every day - not just for a couple of weeks a year. These children learn faster and in different ways than their pears and should be provided instruction that meets their needs. DC Public Schools doesn't appear to be interested in these kids. I guess the assumption is that their parents can afford private schools?

[Anonymous]

"The principal said he did not think everyone could be served well in a mainstream class."

Wait. No differentiation in the mainstream classes?

It's about time. Students who excel and want to learn should be given this opportunity. Especially when they're in classes with disruptive students.

[Anonymous]

I wish the District did start a gifted program like the kind that some poster want, if only to see the reactions of some of these parents when their kids don't test into it!

[Anonymous]

Anonymous wrote:These programs sound like fun but they are not the way to provide services to intellectually gifted childre. They are gifted every day - not just for a couple of weeks a year. These children learn faster and in different ways than their pears and should be provided instruction that meets their needs. DC Public Schools doesn't appear to be interested in these kids. I guess the assumption is that their parents can afford private schools?

Private schools do not offer accelerated academics.

[Anonymous]

In a few states, gifted students are entitled to IEPs based on their different learning needs and styles. The Wrightslaw website has some basic information about this approach and which states permit it. http://www.wrightslaw.com/blog/?p=1982

[Anonymous]

Anonymous wrote:

Anonymous wrote:Don't be too confident with DCPS. Seeing will be believing, and I hold little hope that they can ever get it right. DCPS is the biggest obstacle to economic development in this city.

Have you been asleep since 2000 or so? Do you live in Ward 8 and never leave the neighborhood?

Bad schools are mutually exclusive of DC economic development. Period.

PP is an obvious imbecile who doesn't understand econ dev and market forces. Good schools would transform this city so quickly you wouldn't have to throw money at developers to make projects work. So go ahead and continue to enjoy your crappy public school, and stop dissing on Ward 8.