Vote Medford 2007

Full Text: (Q2) Individualized Education for Above-Grade-Level Students

Students with learning disabilities are rightfully issued IEPs (individualized education plans) to optimize their educational experiences within the public school system. Do you believe that students who inherently work above grade level or who show talent in particular fields should receive the equivalent of an IEP so their educational experiences are optimized as well? If you do, please outline what your vision for such a program would be. If you do not, what can be done to challenge these gifted students to prevent the boredom and behavior issues with which they frequently have to contend?

Attenazio: (Q2) Individualized Education for Above-Grade-Level Students

First, students with LD or any other disability are not issued IEP’s to optimize their ed experiences, but to address those obstacles or disabilities that impede their ability to access the general curriculum and be able to learn the same subjects as their peers. This process is governed by law only for those students assessed and determined to have a disability. The laws in special education are designed to “level the playing field” for students with disabilities, not to give something extra for them to get ahead or have some advantage over any other student.

Secondly, there is nothing that would prohibit a district from developing education plans for any and all students, but that typically is the coursework or the general curriculum the district provides to meet the DOE Curriculum Frameworks.

Brady: (Q2) Individualized Education for Above-Grade-Level Students

I do not believe that it is necessary to have an IEP process for “Gifted” students. Medford has been active in this field and grant funds are training our teachers to differentiate instruction. We need to reduce extra paperwork so that teachers can focus their time on individualizing instruction for such learners. As a school system we must expand our offering to give “Gifted” students more opportunities to flourish. The Medford administration was actively involved in planning a statewide summit on this topic. Our Superintendent was given an award by the Massachusetts Association of Gifted Educators for his leadership role. I expect this aspect of education in Medford to emerge shortly as a very visible program in our schools. We are working on grant funding to help us with this action.

Cugno: (Q2) Individualized Education for Above-Grade-Level Students

I do not believe that we need to go to the extreme of IEP’s for the gifted and talented students. The last thing we would want to do is give teachers more forms to fill out rather than utilizing their time in teaching. Our school system has been lucky enough to be awarded the Javits Grant which is to train teachers K-8 in teaching gifted students. As the teachers have been trained they are now expanding their training and knowledge to their colleagues. Medford High School is ranked as the highest high school in offering the most AP courses in the country and the amount of students that have taken advantage of those courses are surpassing our expectations in the tests each year.

D'aveta: (Q2) Individualized Education for Above-Grade-Level Students

I advocate fair treatment for all students, no matter their learning ability. Gifted students should be treated no differently than other students. However, the schools should take stock of what these students desire and are eager to learn and what they are not receiving in the current system. In terms of implementing an IEP solely for gifted students, I would have to study this more to ascertain whether the school system can sustain such an endeavor.

I have been told of students leaving the school system because they are disinterested and feel they can get a superior education elsewhere. This should not be the case. Just as we would never abandon students with learning disabilities, we should not overlook the simple fact that still other students need the support of creative and innovative programs to nurture their intellect. It should be embarrassing to us as a community to have our students leave the Medford public schools because they feel as if there is nothing left to learn here. Shame on us if we allow this to occur.

DiGiantommaso: (Q2) Individualized Education for Above-Grade-Level Students

Teachers are trained to provide differentiated instruction so that students who display special gifts and talents can succeed and it's designed to meet the needs of all learners.

Kulik: (Q2) Individualized Education for Above-Grade-Level Students

A formal IEP for more talented students would likely not get the support of the commonwealth. Although individualized attention is needed for advanced students, some of the same issues would exist that currently face the special education community, such as when parents disagree with the district's assessment. Because there would be no oversight beyond the district, appeals would be difficult.

Instead teachers should be trained and instructed in ways to teach more advanced students, and to keep them involved. One way would be to specifically measure teacher performance for all students, including demonstrating how they are dealing with students that are either above or below the norm. Additionally, they could be encouraged to allow independent study for advanced students, including working faster than the rest of the class, and researching advanced topics of interest on their own. Another thought would be to have special classes at each school one day per week through the use of a roving tutor that would help the advanced students continue beyond their grade level. Finally, we could tap parent volunteers who may have expertise in a particular subject to act as mentors for groups of more advanced students.

O'Keefe: (Q2) Individualized Education for Above-Grade-Level Students

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.

Pompeo: (Q2) Individualized Education for Above-Grade-Level Students

I do not believe that above grade performers need IEP’s. Competent teachers will plan classroom instruction to challenge gifted students. AP courses should be an option.

Skerry: (Q2) Individualized Education for Above-Grade-Level Students

There is n need to create an IEP structure to work effectively with gifted students.

The Medford School system is one of the first systems statewide taking a leadership role in the development of new initiatives for gifted students. Medford is the recipient of a Javits Grant for this purpose. The Medford Superintendent was given an award by the Massachusetts Association of Gifted Educators for his leadership role in this area. The Superintendent also was a featured speaker on the subject at a University of Massachusetts conference on the gifted.

Medford has used the Javits Grant to train teachers grades K-8 in the identification and instruction of gifted students.

It is expected that teachers who have been trained will begin to share their knowledge with colleagues and expand our capacity to work with this population.

Differentiated instruction is the key. Teachers must provide enriched opportunities for students who display gifts and talents.

We need to focus our teachers on differentiated instruction and not bog them down in more paperwork.