Not all students with disabilities are entitled to Individual Educational Plans (IEP) and or 504 plans. IEP'S and 504 plans are not provided to optimize a student's performance, the re-authorization of Individuals with Disabilities Educational Act (IDEA) has changed the criteria from maximum feasible benefit to Free and Appropriate Education (FAPE). The responsibility of Medford Public School is to provide services through an IEP and or 504 plan that would make every student eligible to receive FAPE in the least restrictive environment (LRE) The school district needs to provide more opportunities for students to participate in their education at all levels including home, school and community. My idea would be creating possibilities where students can learn to be successful through focusing on the Whole Child concept. Identifying a student's strengths and creating opportunities in which the school would begin to develop accommodations and modifications that would promote incorporating the student's individual strengths throughout the student's IEP while accessing the curriculum and daily living is very important.
2b. Regarding whether or not Gifted and Academically Advanced students who are working at or above their potential should be eligible to receive individual instruction, I support any student who is not making effective progress that is aligned with their abilities. If educators are aware that a particular student is capable of performing well above grade level expectations and sufficiently tested, then the student should receive instruction that would have them meet the identified expectations. I refer back to the fact that IEP's and 504 plans are provided to student's who cannot meet the expectations without accommodations or modifications. There are also a set of individual students who are classified as 2 E. (Twice exceptional) Policy needs to be created where educators in Medford can identify these students, and create possibilities where these twice exceptional students can tap into their giftedness and get skill building that would support their underlying disability and talent. Medford Public Schools, when discussing the topic of Gifted and Academically Advanced, is the point of information and contact for the Commonwealth of Massachusetts. As Medford puts a few changes and updates to the final proposals and programs for the Commonwealth, it will be released shortly through the Superintendent Office and Central Administration for submittal. Finally, a collaborated effort with our local community, including Tufts University, MIT, and elsewhere where students could enroll in identified programs that would enhance their giftedness but not take away from their abilities to embrace their learning experience in Medford High School, Medford Public Schools, or the City of Medford.
2c.The third part of this question relates to identifying these students that would considered Gifted and Academically Advanced. During past school committee meetings it was noted that educators have been trained to connect these student's in their areas of academic strengths. Grant bids are being reviewed for submission as well. A DVD was produced by Medford Public Schools containing the presentation of keynote speakers from the 2005 event and this should be shown at some time on MHTV15 to showcase the program and Medford. In addition to the above opportunities, I would begin to expand the relationships for students who have areas of strength such as computers, academics, music and arts or any other area with Tufts University and other area schools. A child, pre-teen, and teenager have expanding schedules. Homework and other tasks during the Fall, Winter, Spring and now the expansion of a growing summer program compliment a full day for many who are engaged in tasks, assignments, or activities. Medford Public Schools has received funding through the Javist grant. Medford is eligible to apply again this year (final year of funding), but the Request for Proposal (RFP) has not yet become available from the DOE. The goal is to enhance student achievement among minority students as well as non-English speaking students which are all areas that DOE recommended that Medford Public Schools compile data and research during a recent Coordinated Review in 2006 for advancement opportunities.
