| Stop the Brain Drain; One Size Does Not Fit All | |
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| Tweet Topic Started: Oct 26 2006, 05:30 PM (1,626 Views) | |
| Anna Krome | Nov 4 2006, 12:26 PM Post #16 |
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Principal
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ACAT/MACAT presents a very rare opportunity across the nation. My estimation is that there are less than 20 public, total immersion K-6 programs in the U.S. Unlike LI, it is TRULY cutting edge. We are special for this opportunity. And, as such, if it's good for the top 2%, why not for the top 10% (typically "A" students), who want this opportunity? These kids have to be motivated and able to be self-directed--not all bright kids fit this model. Classes tend to be split, based on the fact that kids do not fit just one model. Some may be great at math and need the upper-class opportunity, while being more on grade-level for reading. The children mentor each other and provide models. (Something lost w/LI) Kids do not fit just one "grade"--no matter what percentage they fall into. Forcing kids into a "box" is assembly-line education. It's not progressive, and it alienates those who don't fit someone's percception of the "box." Also, Webster has MI's highest MEAP scores. For those who believe MEAPS is a "good" indicator of a K-6 school, why not pump our MEAPS by expanding the program? It's just good for LPS to be perceived as cutting edge in education. Note, the BOE did not mess w/the ACAT program. Why? Because Webster works as a K-6, just like our lost chools. It's illogical that the BOE did not mess w/Webster, if they TRULY believed LI was "good" for the kids. It's a glaring indicator of the BOE's lack of intellectual honesty and logic. Again, we offer differentiated curriculums for special-ed kids and trade-orientated kids, why not for those at the other end of the spectrum? This is a golden opportunity to change LPS' abysmal current reputation. Stop the brain drain. AK |
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| Anna Krome | Nov 4 2006, 12:28 PM Post #17 |
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PS: And, it does not cost more than "regular" models. |
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| Mrs.M | Nov 4 2006, 02:48 PM Post #18 |
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I understood the structuring is different. How many students per class? |
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| Mrs.M | Nov 4 2006, 04:14 PM Post #19 |
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From the LPS Webster website http://www.livonia.k12.mi.us/schools/eleme...cs/family1.html Sounds like a program, many parents would like their child to experience. Family 1 First and Second Grades Mrs. Ellen Haf Mrs. Brandy Rost Family One is composed of two multiage classrooms. Our curriculum is developed with consideration for the developmental needs of our young learners. It is integrated and taught at a faster pace and with more depth. We differentiate by using a hands-on approach to learning, tiered lessons, and flexible groupings. We also include choice, movement and complexity. Language arts is taught using a workshop approach. In Reader’s Workshop we study comprehension strategies for both narrative and expository text. In Writer’s Workshop we use a notebook to collect ideas and write about them. We study the craft of writing by looking at favorite authors and genres. We practice four types of writing: technical, narrative, informational and response. Word study rounds out our curriculum. Our math studies focus on number sense and numeration. Sample topics include: basic facts, patterns, whole to part relationships, money, time, word problems, collecting and graphing data, fostering math thinking and application of math skills to daily life. Social Studies is taught on a two-year rotation. Year one is American History. We compare life in Colonial and Pioneer times with our lives today. This is done through activities and teacher directed lessons. During year two we study Ancient Egypt and Medieval Times. Geography and biomes are explored. During both years, we teach what it means to live in a community. Beginning with our Webster community, we focus on respect for each other, ourselves, and our environment. Science topics are based on the district requirements and enriched with topics of high student interest. Typically they would include: simple machines, deserts and forests, magnets, insects, sea life, birds, plants and animals. Family 2 Does not have a syllabi posted for their grades, 3rd and 4th graders. Family 3 Fifth and Sixth Grades Mr. Ben Hillard Mrs. Terry Macek Mrs. Lorna Rootare Mrs. Fran Saenz Family Three is composed of students ranging from 9-11 years in age. A Family Three student is considered to be a 5th or 6th grader in the regular classroom. Family Three consists of four classrooms that are multiage. The four teachers are Mrs. Lorna Rootare, Mrs. Terry Macek, Mrs. Fran Saenz and Mr. Ben Hillard. These four teachers are part of a four-person team that works and strives to create a curriculum and working environment for the gifted child. . Mrs. Lorna Rootare and Mr. Ben Hillard are also a two-person team working together as is Mrs. Fran Saenz and Mrs. Terry Macek. We make sure all benchmarks in the Michigan Curriculum and Framework have been met by the time your child has left our school. We work with middle school objectives and add creative spins and twists to satisfy the needs of our gifted students Our students go beyond lower levels of basic knowledge and comprehension. The students in our program and in our classroom work more at the higher levels of application, analysis, creative thinking and critical thinking. Choice and differentiation are important to Family Three teachers. We offer many choices for students in our literature and language arts program as well as in other subject areas. We also make a point to use differentiation since children in our program come to us with different backgrounds and foundations in the academic subjects. Some students are at higher levels in math, some are artistic in their presentations, others are natural writers while some may be hands-on learners. With all of these unique qualities each of our students possess, it only makes sense to differentiate and offer choices. We believe our students need to be challenged. We also believe students need to have fun. Academics and their connection to real life are so valuable and will go with students a long way when they can see these connections. But there also needs to be humor and fun so students will continue to stay engaged in the learning. Family Three offers all of these to our students. Responsibility is a big part of Family Three. For some it has already been acquired and for others it is a learning process. Our goal is for our students to leave Family Three with a variety of strategies for completing work, turning it in, filling out a “Student Assignment Book,” using time wisely, setting priorities and managing their time. These are all a part of our “Life Long Learning Skills” which will help students be successful as they continue on in their education and in life. We have a variety of units and topics covered in Family Three over the course of two years: Social Studies: Election Units, Principals of Democracy, Western Europe, Canada, Latin America, Citizenship and the Common Good, Explorers, Native Americans, Colonial Times, The New Country, Westward Expansion, Current Events. Science: Forms of Matter, Cells and Heredity, Electricity and Magnetism, Vertebrates and Invertebrates, Environmental Studies, Near Earth and Space, Marsville, Human Growth, Forces, Physical and Chemical Properties of Matter, Endangered Species, Sound and Light. Math: Fractions, Decimals, Percents, Factors, Multiples. Geometry, Probability, Statistics, Data, Mental Math, Math Magazines, Prime and Composite, Pre-Algebra Language Arts: Journaling, Reader's Response Journal, Vocabulary Enrichment, Grammar, Spelling, Literature Novels relevant to our Social Studies theme, Poetry. |
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| Mrs.M | Nov 4 2006, 04:17 PM Post #20 |
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http://www.livonia.k12.mi.us/schools/eleme...emics/acat.html Alternative Classrooms for the Academically Talented (ACAT) Family 1 Family 2 Family 3 A PHILOSOPHY FOR MEETING THE NEEDS OF GIFTED AND TALENTED Entrusted with the education of all children in the school community, Livonia Public Schools is dedicated to maintaining the well established tradition of striving to provide the most appropriate educational experience for each individual student. Seeking to be consistent with the major goals of education for the district and aware of vast differences and needs among children in the school community, Livonia Public Schools accepts the obligation to provide an effective education for gifted and/or talented young people. We believe gifted and talented students are those who, by virtue of outstanding ability, achievement and/or motivation, are capable of high performance in one or more of the following areas: academic achievement, leadership, or the generation of creative products (including the visual and performing arts). These are children who require differentiated educational programs and/or service beyond that normally provided by the regular school program in order to realize their contribution to self and society. The democratic ideal includes the nurturing of the unique gifts and talents that students possess. Cooperatively, the home, community and school district seek to implement programs designed specifically to nurture the identified gifts and talents. The fulfillment of the educational rights of the gifted and talented offers a valuable return to the society that upholds these rights. In a democratic society, all students should have equal opportunity for personal growth. It is clear that equal opportunity does not mean identical opportunity. Educational programs for gifted students cannot just be different, they must be qualitatively different. These programs must include the same goals for gathering knowledge and developing skills as we find in the regular program and share many of the same strategies and concerns. The gifted program must go beyond fact gathering and process development, toward emphasizing opportunities for gifted students to find their own areas of interest and ability, to experience the problems of their chosen areas, and, through personal effort, to develop real solutions to these problems. These factors characterize a program for the qualitatively different learner we call gifted. GOALS FOR ACADEMICALLY TALENTED Gifted students need to experience success at a level reflecting their abilities. Gifted students need the opportunity and encouragement to perceive and attain their potential for excellence. Recognizing that these needs require special programs, Livonia has adopted the following goals: The programs will assess each student’s level of competence. The students will master basic skills at rates appropriate to their individual pace of learning. The programs will provide appropriate educational experiences. The students will learn advanced and/or diverse subject matter. The programs will provide flexibility. The students will invest time in areas of strength and/or high interest. The programs will nurture, support, cultivate, and accept unique creations. The students will demonstrate skill in the production of original products. The programs will utilize the larger community. The students will use community resources, select and pursue topics and demonstrate expertise at a level beyond their chronological age. The programs will provide activities designed to develop complex thinking skills. The students will learn and apply models for solving real, meaningful problems. The programs will provide opportunities designed to develop self-actualization. The students will develop a positive view of themselves and their abilities and demonstrate awareness and acceptance of differences and similarities between themselves and others. The programs will provide opportunities designed to develop global awareness. The students will become contributors to positive societal change. The program will encourage students to use family resources to strengthen self-directed learning. GOALS FOR THE ALTERNATIVE CLASSROOMS FOR THE ACADEMICALLY TALENTED The major goals of education in Livonia Public Schools serve as a basis for the ACAT program. They are interpreted, expanded and implemented to meet the unique needs of a specifically identified population. The specific objectives for accomplishing these goals are derived from initial and continuing assessment of needs. The program will analyze each student’s level of competence in mathematics and language arts, develop appropriate instruction in areas of need, and evaluate individual student growth in these areas. Students will demonstrate a level of competence in language arts and mathematics which is at least comparable with that of students of equivalent ability enrolled in the regular program as evidenced by sub-test scores on the Stanford Achievement Test. The program will include the planned use of activities designed to develop higher-level thinking skills. Students will demonstrate the ability to use higher cognitive levels of Bloom’s Taxonomy, specifically analysis, synthesis and evaluation. The program will emphasize the use of questions which encourage students to respond divergently. Students will demonstrate the ability to think creatively, fluently, flexibly, originally and elaborately. The program will regularly provide students with instruction in and opportunity to apply decision-making skills and processes. Students will develop increased skill in decision-making through application of creative and higher level cognitive thinking as evidenced by discovering, sorting and choosing alternative solutions to problems. The program will include consideration by each student of his/her specific talents, interests and values. Career exploration experiences will be utilized. Students will develop greater awareness and understanding of their specific talents, values, and interests and be aware of related career possibilities. The program will include activities designed to expand the interests of students in areas not previously explored. Students will demonstrate interest and involvement in at least one area, topic or subject which they had not previously explored, as evidenced by a report, project, display or other sharing of the results of their exploration. The program will provide activities and discussions designed to assist students in adjusting to the new environment in which they find themselves by becoming members of this program, i.e. relationships with students in their class and other classes, members of the school, and other students in their home neighborhood. Students will establish and/or maintain class, school and community social contacts at least at a level comparable to that which they had during the prior school year as evidenced by a parent, teacher or the youngster. The program will regularly provide opportunities for students to plan, carry out and evaluate their individual schedules, studies or projects and will provide regular teacher/student conferences to discuss the development and growth of these skills. DELIVERY SYSTEM Students in grades one through six, from across the district become full-time students in the ACAT Program. The program’s home is Webster Elementary School, which also houses a center program for children with developmental disabilities. ACAT is supported by a Principal, the Gifted Specialist and a Mental Health Specialist. The program also has the support of a Student Assistance/Family Education Specialist, a psychologist and a social worker. Youngsters are placed in multi-age classes. This is the method of choice and provides teachers the opportunity to place children in groupings to most productively meet their needs. Students receive teacher-directed large group instruction, small group instruction and one-on-one instruction. Youngsters work in small groups or teams to share knowledge and to learn the skills of teamwork and cooperation. A centers approach is used to meet individual learning needs, as well as to give our children the opportunity to make choices and practice decision-making skills. The alternative classroom structure provides a nurturing environment, a differentiated curriculum, and the opportunity for essential interaction among children with like abilities, interests and talents. The delivery of the differentiated curriculum is based on Dr. Barbara Clark’s Integrative Education Model (IEM). Clark uses current knowledge of the brain and its functioning to suggest strategies to optimize learning for children. The following are basic to our classrooms: The Responsive Learning Environment. The environment is viewed as a support for optimizing learning. Within this component is a concern for both the social-emotional environment and the physical environment. The teacher, the parent and the student are a team in achieving effective learning. Relaxation and Tension Reduction. The human brain processes more and retains information longer when tension is reduced. Strategies for reducing tension are important tools for both teachers and learners. Movement and Physical Encoding. The use of the physical/sensing function of the brain provides support for learning by increasing understanding and retention of concepts. Physical encoding strategies are considered an important part of the teaching process. Empowering Language and Behavior. The brain uses emotions to trigger the production of bio-chemicals to enhance or inhibit the thinking functions. IEM encourages the use of language and behavior that empowers learners, between the teacher and the learner and among learners. This component includes strategies which build community and positive interpersonal and intrapersonal communication. Choice and Perceived Control. Choice and perceived control play an important part in the success and continued achievement of the learner. Strategies that build skills of decision-making, build ability to align personal and school goals, and foster alternative thinking and self-evaluation are encouraged. The teacher must include choice in the environment and in the learning experiences if optimal learning is to be achieved. Complex and Challenging Cognitive Activities. Because there are at least two ways to process thinking, opportunities must be provided for learning that allows use of both linear, rational and spatial gestalt processing. By providing novelty, complexity, variety and challenge in the classroom, the education process becomes more brain compatible. CURRICULUM The curriculum for our academically talented youngsters is an outgrowth of Livonia Public Schools’ Core Curriculum, a document which defines the knowledge, skills and attitudes we believe all students must attain. The ACAT curriculum is differentiated, which means it is different in pacing, depth, breadth and methodology. Curriculum for the gifted and talented should: Focus upon major ideas or themes that integrate knowledge within and across disciplines. Emphasize explicit instruction in problem solving, creative thinking, critical thinking and logic. Promote self-directed and self-initiated learning. Foster the development of communication skills through a variety of forms and techniques. Foster self-understanding and through that, the understanding of other individuals and institutions. Be continually assessed by procedures that include self, peer and content indices. Our reading program is a combination approach: reading, writing, speaking and listening occur in an integrated fashion. Development of decoding skills, phonetic skills and sight vocabulary occurs within reading context and through direct instruction. Comprehension strategies are taught at all levels with varying levels of complexity. An environment rich in language invites youngsters to become proficient in all forms of communication. Literature and informational text are used in content areas. Reading becomes integrated into the writing, social studies and science curriculum being studied. Writing is presented through a process approach: a cycle of craft which improves with time and effort. Youngsters draft, revise, and edit. The emphasis is on improving and refining skills. Language skills and spelling strategies are taught in directed lessons. These lessons may occur in large or small groups or individually. Language mechanics and spelling, along with handwriting, are a part of writing instruction. Our youngsters have a wide range of math knowledge. To meet their varied needs, they work in instructional groupings. Basic computation skills, concept building and application are taught and a heavy emphasis is placed on problem-solving. A text supported by curricular materials and manipulatives is utilized. The social studies curriculum integrates history, civics, geography and economics. The content cycles through local, state, national and international areas and through time from ancient to the present and into the future. Teachers of our youngest students carefully choose the areas of study to fit their students’ interest and developmental needs. Current events is an integral component of the program. Simulations, role-playing, research and communication skills are utilized. Future projections and problem solving are integrated into the curriculum. Field trips and outside speakers and mentors enrich these studies. Units of study often culminate in an experience where youngsters share their knowledge with the larger community of learners. The framework of our science curriculum is a balance of life science, earth science and physical science. Students learn the skills of hypothesizing, validating, inferring, interpreting and generalizing often through hands-on experiences. Science gives youngsters an excellent opportunity to use problem solving, divergent thinking and critical thinking skills. Developing curriculum to fit the needs of these children is an ongoing process. The teachers begin with basic skills and then design the program to enrich and extend the understandings of the youngsters they serve. The interests and abilities of the children are considered as they write a differentiated curriculum to fit the needs of academically talented youngsters. ENVIRONMENT The environment is flexible, cooperative, and caring. Students, teachers and parents participate in the learning process. Planning, implementation and evaluation of learning experiences is shared. We believe positive self-esteem is of prime importance to any learning. Viewing oneself as a capable, loving person who is cared for is essential. So too is actively caring for others. Opportunities to develop self-esteem are important to helping each child become the best learner possible. Teachers recognize this as an important part of the instructional program for children. We also understand that learning occurs in settings which are comfortable, non-threatening and focused. To this end, we teach and use relaxation techniques. We share the latest research information on how scientists believe the brain functions and how learning occurs. It is with this kind of knowledge that our children can knowingly maximize their potential. We actively seek to develop each child’s “inner locus of control.” We seek to help children understand that they are ultimately responsible for themselves and their learning. We do this by providing continual options and alternatives. We model the process of identifying choices, making decisions and evaluating the results. We believe that children can and should be actively involved in decisions about their learning experiences. Research studies show that success in later life is in direct correlation to how much inner locus of control the individual has developed. This perception of responsibility for and control over one’s life is cited as the single most important condition for success, achievement, and a sense of well-being. The teachers are comfortable in the on-going give and take involved in dealing with very capable, knowledge-filled students. They understand their role is not one of “all knowing” but rather a teacher of basic skills and a facilitator to aid in setting goals, locating resources, organizing ideas, questioning, hypothesizing, urging the “carry through” and eventually assessing. The environment is an enriched one and the classroom is extended into the community. When available, mentors bring a world of interests and experiences to the students. Mentors may come once and share with a group, or they may work with a group on an ongoing basis. Our students participate in frequent field trips in connection with areas of study and community service. We often use sites such as Cranbrook and the Edison Institute to extend youngsters’ learning. Typical projects evolving from community interaction may include planting flowers at Greenmead, producing musicals, participating in science fairs, social studies walks, a writing anthology, and outside programs such as Math and Social Studies Olympiad. The environment that peer interaction elicits is an exciting one! Giving youngsters the opportunity to work productively with peers of similar ability is important to their personal growth, as well as educationally sound. The interaction among youngsters stimulates their thinking as they share ideas, interests, and concerns. They learn to appreciate the talents of others as they begin to see their own abilities in a realistic light. Being a part of the ACAT program is often the beginning of academic challenge. Youngsters are given instruction and then an opportunity to practice process skills which will enable them to become life-long learners. They are encouraged to become risk takers. They are taught that they are in charge of themselves and their learning and that it is their responsibility to develop their gifts. That job requires hard work, time, energy and consistent effort. Finding one’s own place in the larger community becomes realistic in this environment. ASSESSMENT Student assessment and student self-evaluation are ongoing and integrated into the teaching and learning process. The staff has developed benchmarks, which is an identified competency that a student attains in making progress toward district outcomes. These benchmarks give clear direction to the curriculum taught and assessed. We view self-evaluation as the key to quality learning. Students use plan sheets and assignment books as organizational tools. Teachers and students keep portfolios of carefully chosen work samples. Reporting occurs quarterly and often includes a Student-Led Conference in which students share their portfolio after carefully planning the discussion they will lead. Parent conferences occur in the fall, with additional conferences at the parent’s request. Livonia Schools Testing Program includes: Otis-Lennon School Ability Test, grades 3 & 6 Stanford Achievement Test, grades 3 & 6 Michigan Education Assessment Program: Reading and Math, grade 4; Writing, Science and Social Studies, grade 5. SELECTION PROCESS FOR SEPTEMBER - GRADE ONE THROUGH GRADE FIVE YOUNGSTERS Parents of grade one through grade five youngsters may nominate their youngsters from October through February. Notification occurs in Livonia Public Schools’ official publication, “Dialogue,” as well as in a note carried home in January by the youngsters in Livonia Public Schools. Present kindergargen through 2nd grade youngsters take individually administered reading and mathematics tests and, based on those results, are then administered an individual ability test. Subjective evaluations may include parent information, a teacher recommendation, and an observation in the ACAT classrooms as appropriate. District-wide testing for Livonia Public School third graders occurs in the spring and those results are used for those nominated youngsters. All other third graders and any fourth grade youngsters are administered group ability and achievement tests in reading and math. Youngsters selected for the ACAT program typically have scores in the high 90th percentile in ability, with reading and math scores commensurate. The selection committee consists of the Director of Instruction, the building Principal of the ACAT Program, a member of the Testing and Evaluation Department, the Gifted Specialist, and staff from the ACAT Program. The committee considers the youngsters based on the test data and the subjective information. After the selection committee has met, selected youngsters and their parents are invited to Webster School. An informational meeting is presented to parents and youngsters are invited to visit the classroom before a decision is required. Youngsters attend Webster Elementary School the following September. An appeal process, through the Director of Elementary Instruction, is in place. MOST FREQUENTLY ASKED QUESTIONS . . . 1. What are multi-age groupings and why are they used? Multi-age groupings are classroom configurations made up of more than one grade level. Students are selected to be a part of the Webster program on the basis of test scores, teacher recommendation and parent information. Program openings are the basis for the number of students selected for the program. Multi-age groupings are used to bring conformity to class size, which at Webster is the same as the rest of the district. Multi-age groupings give us the opportunity to place children where they can be most successful. Multi-age classes can give a child the opportunity to be in a modeling or leadership role. It may put a child in a spot where s/he is asked to stretch. It can allow the combining of a group of youngsters who are particularly adept in an area such as mathematics. It allows a youngster the opportunity to spend another year with a teaching team. Multi-age classrooms provide youngsters with additional opportunities to learn and grow when they are carefully constructed by knowledgeable, thoughtful teachers. Our teachers have a broadened awareness of developmental readiness for learning and are responsive in their planning to provide for individual students. Their flexibility, creativeness, joy in inventing and redefining bring an exciting dimension to learning in our classrooms. Multi-age classrooms are the method of choice and opportunity at Webster. 2. How does this program deliver services? The 1-6 program at Webster is a very structured program. The curriculum is structured to meet the unique learning needs of our academically talented youngsters and our environment has been carefully structured to develop a youngster with high self-esteem and the skills of a learner. 3. What is the structure of the curriculum? The structure begins with our curriculum and with the overarching theme used by the entire building. This design allows our youngsters to see how bits of information fit into a larger framework of knowledge. Social studies and science content, along with the literature selected, is all carefully integrated. Math is integrated whenever it makes a good fit. The art, music and physical education curriculums, when possible, are designed to enhance the theme. Guest speakers, assemblies, fall Open House, our Realia Center and many other activities are structured to blend with our theme. Field trips are an important part of this integrative approach to the curriculum. They occur frequently, and they are used as an integral part of the learning of a particular unit of study. Students are expected to participate in all of them. Structure is built into predictable daily classroom routines, with morning and afternoon priorities. The plan for the day is readily available on the board, so students know what to expect and can anticipate the events of the day. Structure is also evident in the learning centers built by our teachers. Centers are areas of activities constructed to give practice in building skills and to enrich the understanding of the content currently being taught. The activities are structured to meet the needs of youngsters at various levels and to assure that they will all find some successes and much challenge. Structure is readily apparent when assignments are made. Plan sheets or assignment books provide a framework and direction for our students. The expectations for quality work are also discussed by the teacher when an assignment is given. Rubrics are used so that students know the criteria that will be used to assess their work before they begin. 4. How has the environment been structured? While our classrooms are child-centered, our teachers are always overseeing the activities of the children. The choices that our youngsters have are those planned by the teachers. Our youngsters learn and experiment in a safe environment where their choices have been carefully designed. Our classrooms are very rich environments full of books, math manipulatives, learning games, computers, musical instruments, science equipment, animals, fish, birds, etc. You will see desks, tables, couches, bean bag chairs, puppet theaters, growing tables, work spaces and open spaces. Our classrooms have been equipped with materials that promote active learning. Our classrooms are working well when you see many students busy learning different things in different ways. Youngsters will be working alone or in small groups or teams. They may be at desks, computers, in a comfortable chair or at a piano. You may need to look carefully to locate the teacher in the midst of the students. It is very likely parents will be helping with centers, giving spelling words or designing bulletin boards. There will be the sound of children at work as well; busy, active children interacting with materials and each other. Our very verbal, highly-engaged youngsters do a lot of discussing, questioning, answering, exclaiming and quite often laughing! At times, you will also see whole classes or small groups receiving directed instruction from their teacher or watching a movie or CD together. There is a great deal of whole group discussion because these students have so much information to share. When students study different facets of a topic, there is a real need to share knowledge and begin to build connections. Structure also comes with clearly stated behavioral guidelines, often generated through classroom discussions. Youngsters can feel secure in knowing what the expectations are and can practice appropriate behaviors in a safe and nurturing environment. 5. What is the philosophy behind this structure? We have designed a very structured environment for our students so that we may safely give them many opportunities to practice the skills of a learner and the skills of a good problem solver and decision maker. These are the skills which will make them highly valuable people in the work place of the 21st Century. Students at Webster have many choices and options. Choices may include when to do an assignment—first, last, at home; where to work—their desk, the floor, the LMC, the hall; who to work with—alone, a friend, a group; and how to share their learning—verbally, a diorama, a written essay, a skit. Often a youngster’s topic of study will be by choice within a broad category defined by the teacher. We believe that by giving youngsters lots of opportunities to make choices and evaluate their results in a safe, helpful environment, they will learn to be strong, independent, empowered learners. 6. What does teaching look like at Webster? Teaching at Webster comes in many forms. You will see whole group instruction sometimes with 50 or more youngsters, sometimes with a classroom size. You will also see small groups of youngsters clustered for skills. Lots of one-on-one teaching occurs as teachers check understanding of learning individually with their youngsters. You will also see peer teaching, as cooperative learning is a strategy used in our classes. Across all content areas you will see evidence of students working in teams to study and solve problems. Although our youngsters are active consumers of knowledge, they also have much information and many learning strategies to share. There is a healthy balance between what our children contribute and what our teachers contribute to the gathering of knowledge. Teachers apply most recent research and best practices in their teaching. Briefly, they understand that teaching for understanding goes beyond “knowing” something. When a student knows something, the student can bring it forth upon demand—tell us the knowledge or demonstrate the skill. Understanding is a matter of being able to do a variety of thought-demanding manipulatives with a topic—like explaining, finding evidence and examples, generalizing, applying or representing the topic in a new way. Children don’t learn to ride a bike by reading instructions and watching others, although these may help. They learn by riding their bike; and if they are a good learner, by thoughtful riding. They pay attention to what they are doing, capitalize on their strengths, and work on their weaknesses. Learning for understanding means there must be actual engagement by the learner. The learners must spend the larger part of their time with activities that ask them to generalize, find new examples, carry out applications, and work through related understandings. This must be done in a thoughtful way with appropriate feedback to help improve performance. This is a primary goal for our students as we prepare them for the work place of the 21st century. We are not servicing them well if we only teach and test for facts—factual information doubles every 18 months! (Mega-Trends 2000, Naisbit & Aburdene, 1990) . Our youngsters will need the process skills of learning in order to have the ability to take facts and apply them in identification of the problems and construction of the solutions. This is why we have a theme for the whole year, which gives us a structure to which all learning can be related. This is why we have an integrated curriculum where youngsters can connect their learning in one discipline with other disciplines. (We use what they already understand to make sense of what they don’t understand yet.) This is why we use learning centers and trade books so that youngsters can choose resources and activities which are particularly intriguing to them and are at their level of challenge. This is why our environment has been built for active, hands-on learning. At Webster our structure, our environment, our curriculum and our delivery system have all been designed to teach for understanding. Some of this content comes from “Putting Understanding Up Front” by Perkins & Blythe, Harvard Graduate School of Education, as found in Educational Leadership. 7. How is the Livonia Core Curriculum used? Teachers at Webster begin with the Livonia Core Curriculum to assess a particular group of youngsters in their understanding of the learning outcomes. The core is the base for our students. These academically talented youngsters receive a differentiated curriculum designed to meet their unique learning needs. The curriculum at Webster typically moves at a faster pace and goes into greater depth, breath and complexity. We use a two-year rotation in science and social studies content. While specific content may not be covered at the core designated grade level, all skills necessary for state testing are covered. One important reality about some of our academically-talented youngsters is that they may have difficulty with some academic expectations. For some of our students, memorizing number facts is very hard. Some of our students have trouble spelling. Some have poor fine-motor skills and their handwriting is illegible. This does not make them any less talented. All of our students have areas of strength which we honor and room for growth which we support. We try not to let this get in the way of our vision of what each youngster is as an individual and as a student. 8. What resources are used? We use textbooks as teaching tools in mathematics and reading. We also use them as reference materials in content areas. In addition, we use children’s non-fiction and fiction books to effectively individualize student learning and provide our students with materials appropriately matched to their individual reading and developmental levels. Through trade books we are able to build a large collection of resources on a particular topic at a variety of reading levels. Trade books provide the opportunity for extensive, concentrated study and understanding of a subject. This is particularly important for our youngsters who are eager to examine topics in-depth and in a more complex manner. Trade books often are first-hand accounts and may be time-sequenced stories which allow youngsters to compare and contrast ideas they encounter. Trade books frequently include effective illustrations and graphics. Finally, trade books provide a richness of content and more current information which we find enhances our students’ motivation and learning. Much of this content comes from ““Why don’t we just use textbooks???”” Dianne Malega, Webster Word. 9. What about homework? The policy of Livonia Public Schools states, “The Board of Education supports educationally relevant homework at all levels. Requirements should be made with careful consideration for the physical and emotional health of students and with knowledge of the total load of school and out of school responsibilities carried by students.” Webster teachers may assign homework to individual youngsters who need to complete a class assignment. They also assign projects and some work will possibly need to have support from home. When work is done at home, we expect there may be some help from our families. Certainly, your interest and attention are necessary if you expect quality work from your youngster. On the other hand, too much help from home makes it impossible for your youngster “to develop the confidence and responsibility needed to be an independent, successful learner.” From Dialogue, Tim Daniel, Tyler Principal. Another kind of homework is assigned by Webster teachers. It is work which can only be done at home or needs family input. For example, when asked to estimate family water usage during a three-day period, a youngster will have to accumulate the data at home with the cooperation from the whole family. Some of you may find your youngster spending what seems like inordinate amounts of time on homework. If this is assigned homework, you will want to contact the teacher regarding the appropriate amount of time your youngster should be spending. Some of our perfectionists would never be finished, and this is a separate issue which needs to be addressed by Webster staff. During these years children need time to investigate their many interests. After school hours allow for the precious time to try their hand at lots of non-academic activities. Unstructured time, time with peers without adult direction, is also important for practicing the skills of being a friend, getting along with others and playing by peer rules. Homework is seldom given over extended family vacations because so much of the learning at school comes from interacting with the group, using resources and manipulatives, and hands-on learning. Beginning collections, keeping scrap books, reading maps, keeping a journal and producing a photographic essay are all suggestions we make for vacation activities. 10. How do you report to parents? Webster School views the areas of student assessment and student self-evaluation as extremely important components of your child’s education. We view assessment as ongoing and integrated into the teaching and learning process. We believe self-evaluation is the key to quality learning. In support of our beliefs, we have designed and implemented four components which comprise our assessment package. First, portfolios which contain carefully chosen work samples. Second, plan sheets or assignment books which document students’ center work and include teacher comments and student evaluations. Third, Project Summary and Evaluation Sheets which accompany major projects. Fourth, the Quarterly Summary which addresses our curricular benchmarks and Lifelong Learning Skills. Altogether these documents allow our youngsters, their parents and, of course, all of us, to see their observable achievement. We can easily document growth over time in a very concrete fashion by just opening up their portfolios! Our families can readily understand their youngster’s academic progress as well as their skills as a learner. They can then knowledgeably assist their child in the learning process. At our fall conference, both a discussion with one of your child’s teachers and a Student-Led Conference may occur. During the Student-Led Conference, our students participate and conduct their conference with their parent(s), utilizing their portfolio of work and a carefully prepared script as a guide for their discussion. Teachers and students spend time in preparation and practice for the important day. This conference allows our students to take ownership of their work and acknowledge their accomplishments. Together, parents and youngsters reflect on the learning which has taken place, noting strengths and then choosing one or two benchmarks for the youngster to focus on in the coming weeks. We believe this process allows parents to be meaningfully involved in their youngster’s learning. They can become familiar with the content being learned, celebrate successes, set goals, and above all, witness growth over time. We believe these assessment procedures will produce responsible learners who are curious, inquisitive and empowered with the skills and resources necessary to pursue answers to their problems. 11. What are some things we as a family should consider as we make our decision about next year? For a youngster to be committed to their education, they must have input. For a youngster to be asked to take sole responsibility for an educational decision is too great a burden. This is a grown-up decision which needs grown-up input. When you are raising an academically-talented child, they often fool you. They seem to know so much and they can often do so much that you as the parent can easily forget that this is a young child. Your youngster needs your perceptions, your life experiences, your wisdom and most of all your support in assuring that a good decision is made. In making your decision, we suggest your family: Read everything in the packets that you have received. Participate in the Child/Parent visit at Webster. Ask questions of the people who can be the best help: teachers here at Webster, your youngster’s teachers, parents of our students and our students themselves, our SAFE Specialist, our Gifted Specialist and our Principal. We also suggest that your commitment be for a year. For some children it takes that long for the adjustment to occur. Knowing that they will not leave “at the end of the month” helps a child to understand that their parents believe a good decision has been made and that they will be successful here. Webster Elementary School may be the perfect match for your child and your family. It may not. Whether or not you choose Webster, please remember that you are your youngster’s best advocate, and you have the right to appropriate programming for your youngster. 12. What is a good way to explain our decision to relatives and our child’s friends at their former school? First, it is important to come to terms with how you feel about choosing an alternative school for your youngster. When you are comfortable with your choice, it will be easier to convey your intent to others. You have identified that your youngster has some particular academic needs which you want addressed. Simply, your youngster has developed more rapidly in the academic arena than most students of the same age. You want provisions to be made in order that his/her potential can be realized. You may want to explain your choice of schools just as you would explain a choice made to accommodate your youngster’s musical or athletic abilities. Parents advocate for their youngsters all the time by providing the opportunity for a talent to emerge. Typically they will arrange classes or private lessons, buy instruments or equipment, find teams and generally do whatever is needed so that their child’s potential will be realized. Parents provide money, time and energy to nurture their child’s talent. They also speak quite candidly and comfortably about their child and her/his area of expertise. Be assured it is all right to look for a specialized program to meet your youngster’s academic needs. It is all right to look for teachers who have training and expertise in facilitating your youngster’s potential. It is all right to speak of your child’s accomplishments. You are about finding the best “match” between your child and her/his education. Your family might just say, “After lots of researching, Webster seems like a good match for (Jessica/Brandon/me) and a place where they will help (her/him/me) learn!” 13. How can I help my child make the transition to Webster? Change in any form is almost always difficult. Parents can be instrumental in helping in this transition period. Your youngster will sense your feelings about the move; it is important that you are secure in the decision your family has made. This is also why we suggest a one year commitment, because change takes time. First, recognize the loss your child is experiencing in leaving his/her former school. Encourage your child to talk about his/her feelings. Just recognizing the feeling as normal is very important. Expect some anger and some acting out as a normal reaction to moving and adjusting to a new school. It is important that you not overreact. Listen and acknowledge that you understand. Ride the ups and downs. Two steps forward and one backward will most likely be the rule. Probably one of the best ways to help you and your child is to think of a successful experience they have had already. Moving to a new neighborhood, joining a team sport or starting private music lessons are all scary at first! Remind them of previous successes and assure them that they can be successful again. Begin now to involve yourself in Webster. Make contact with families in the area, particularly with those children who are near the ages of your own child. Be a participating parent get involved in the school and community. Join the PTA and Western Wayne Alliance for Gifted Education. This will demonstrate and model behaviors which you want your child to emulate. Encourage contact with friends from the “old school” and the neighborhood. Continuing contact with friends and maintaining activities like sports, scouts and church groups is an important part of the transition and will minimize the feeling of isolation and loss. Let your child know they will be meeting new people and will find some that will become their friends. Don’t be afraid to ask for help for your youngster and your family. Our ESAP Specialist is an excellent place to begin. Our ESAP Specialist will be involved in making your child’s transition easier next fall and is able to help now. 14. What total school experiences may I expect for my child? Webster serves two diverse populations of students which require distinct differences in curricular content and educational needs. There is a strong commitment by students, staff and parents to be a caring community of people learning together. We foster three levels of interaction among our students. The first is proximal interactions, defined simply as being in the same vicinity. Children of approximately the same age from both programs have classrooms near each other. Our youngsters move through the hallways, share the LMC and other facilities and participate in recess and some assemblies as one student body. The second is helping interactions, defined as one student voluntarily giving support to another. For instance, one of our students designed an overlay for a voice output communication system for an intermediate student. Our 1-6 student identified the vocabulary that our intermediate student needed to communicate her needs at lunch, drew logos to represent the ideas, and through the overlay she designed, helped her friend make her needs known. The third level is reciprocal interactions when both students are meeting their own appropriate learning goals together through one activity. “Read to Me” is a good example as our first grader is improving reading aloud skills reading to a primary student whose goal is listening. Children from both programs may enjoy a Detroit Symphony Orchestra concert together is another example. These are appropriate learning experiences beneficial for both youngsters. As a school, we share many activities which have built a strong sense of school pride and spirit. These include Spirit Week, Open House, Science Fair, several shared student assemblies, Jump Rope for the Heart, Turkey Trot, Festival of the Arts, Living Science, musicals, Field Day, camp, service squad, community field trips, swimming class, and the D.A.R.E. program. Our ACAT program and students are referred to as ““1-6”” and our program for students with developmental disabilities referred to as ““Primary/Intermediate.”” |
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| Anna Krome | Nov 4 2006, 04:38 PM Post #21 |
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Principal
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I've never seen this stuff--very interesting. Got to be careful about wording. Kids are just like any other kids. If it works for some, let's try it for others. If it's not a go, heck, we've got time. AK |
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| plmask | Nov 4 2006, 06:37 PM Post #22 |
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Principal
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When my kids were there it varied from 25(one teacher) to over 40(two teachers). This was awhile ago, not sure what it is now. |
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| ILIkeLI | Nov 4 2006, 07:25 PM Post #23 |
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Principal
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"We also make a point to use differentiation since children in our program come to us with different backgrounds and foundations in the academic subjects. Some students are at higher levels in math, some are artistic in their presentations, others are natural writers while some may be hands-on learners. With all of these unique qualities each of our students possess, it only makes sense to differentiate and offer choices." I agree wholeheartedly and the statement certainly applies to ALL children in LPS therefore ALL children should have differentiation. |
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| Anna Krome | Nov 6 2006, 02:05 PM Post #24 |
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Principal
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If we adopted a differentiated learning experience, LPS' lost reputation could be turned around. We already administer lots of tests to ascertain a child's capacity and current levels. Why not use the information for more than punitive reasons? Children should be grouped by age and ability and willingness--not just chronological age. That's backward and assembly-line thinking. We're not talking cogs, we're talking our future of well-informed and well-rounded adults. Too many kids are turned off by the current system. One size does not fit all, when we're talking about minds. MI's rating is very low in the US--last 25%--yet, our teachers are paid quite well, relatively. It's high-time we did something progressive. It cost NO MORE. AK |
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| Anna Krome | Nov 6 2006, 06:23 PM Post #25 |
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Principal
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Just got off the phone w/a LPS Education Specialist. She just returned from a conference. Guess what? Farmington Hills and other competing local areas are adopting differentiated education. Uh Oh. Even more competition. The Q is: Is LPS ready to accept the challenge? Meeting 2% of the population is excellent--the ACAT/MACAT kids--truly ground-breaking. But, let's expand the positives we've learned and apply it to many more LPS students. AK PS: So much manufacturing is now in China--nearly 50% of what we consume everyday is made in China. Why? It is cheaper to live in China, and they provide health care to everyone. The Chinese cannot replace USA college graduates--those who think and generate ideas. Stop the trade imbalance in MI. Export MI scholars, instead. LPS has the resources to begin thinking much more broadly--beyond the immature and ostrich-in-the-sand concepts of the BOE. |
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| plmask | Nov 6 2006, 06:52 PM Post #26 |
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Principal
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I would love more details on this, how exactly are they defining differentiated instruction and what does that mean to the average classroom? Anyway you can tell me the LPS Education Specialist you spoke with? |
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| Elisa | Nov 6 2006, 07:36 PM Post #27 |
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Principal
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These are our district's differentiation strategies. It's the norm here. Notice that they do have a magnet program like Webster but that there are also several other programs that offer various levels of enrichment in the classroom . I can tell you that both of my kids classrooms have students working at varying levels. The administration (at least in our building) seems to take pride in challenging each student to their fullest. Elementary Enrichment Grades K-5 Enrichment opportunities are available to academically talented students in the elementary grades at all fourteen schools. Inclusion in enrichment activities is determined through teacher observation. Teachers, through flexible grouping, match extension and enrichment activities to students’ needs in all fundamental learning areas. Teams of teachers have developed district-wide enrichment/extension lessons related to literacy, science and math. The mission of elementary enrichment is to provide opportunities for those K-5 students who display attributes associated with academic talent in all fundamental learning areas. Through exploration of both the content and the processes of literacy, mathematics, science and social science, students will extend their knowledge, enhance their thinking skills, expand their inquiries and develop the confidence to be creative risk-takers. The Project IDEA teacher and the Instructional Coordinator in each building act as facilitators and resource specialists for teachers. An enrichment assistant is assigned to each elementary school to assist the classroom teacher in providing enrichment opportunities. Resource materials have been provided and are available for teachers in all fourteen elementary buildings. Continuous training for staff is provided. Who determines enrichment eligibility? The classroom teachers determine who is ready for enrichment using an Observation Inventory. This inventory is an adaptation of the Kingore Observation Inventory. A copy of this inventory is available from your building principal. Who creates enrichment lessons? The classroom teacher creates the enrichment lessons with assistance from the Project IDEA teacher/facilitator. Where does the student receive enrichment services? In the classroom under the direction of the classroom teacher. In a small group setting under the direction of the Enrichment Assistant. In the classroom under the direction of the Enrichment Assistant. Project IDEA Grades 4-8 Project IDEA has been developed for academically talented students in grades four through eight who meet established district criteria on the Cognitive Abilities Test, the Iowa Test of Basic Skills and teacher observational data. A Project IDEA Matrix is used, with a student needing 9 points out of possible 19 points to qualify for placement in the program. The program is offered at all fourteen elementary buildings and at all five junior high schools. Students participate in a literacy class, which meets five days per week during the student’s regularly scheduled literacy block. Approximately 40% of the instructional time is spent on traditional gifted activities involving creative and critical problem solving and 60% on the literacy strands of reading, writing, speaking and listening aligned with District 203 Literacy Learner Outcomes available from your student's classroom teacher. Project IDEA Curriculum The program seeks to develop, through integration of curriculum, the higher level thinking skills of analysis, synthesis, and evaluation as well as creative and critical thinking skills. The fourth and fifth grade Project IDEA curriculum is created on a two-year cycle. Year One is Imaginations. Year Two is Investigations. A detailed outline of each year in the curriculum cycle is available at the schools or you can view the brochures by clicking on the above Imaginations and Investigations link. The sixth, seventh and eighth grade Project IDEA Curriculum is an integrated Language Arts block focusing on reading, writing, speaking and listening. The Project IDEA curriculum is differentiated to meet the needs of all learners by changing the process, content, product or the learning environment in which students are engaged. District 203 Gifted Magnet Program (Project IDEA +) Grade 4-8The gifted magnet program is designed for the top two percent of the population in grades four through eight. The fourth and fifth grade students participating in this multiage program attend either Highlands Elementary or Steeple Run Elementary. The program for students in grades six through eight is located at Kennedy Junior High School. Students participate in enriched and accelerated self-contained classes in a humanities strand, which includes the literacy strands integrated with District 203 social science content. The mathematics and science strand includes high school algebra at the seventh-grade level, honors geometry at the eighth-grade level, and freshman level conceptual physics. Honors Mathematics Grades 3-8 The Honors Mathematics program is for students in grades three through eight who demonstrate mathematical understanding, problem solving and reasoning skills. Specific criteria have been established for qualification into the accelerated math program. This program is offered at all fourteen elementary buildings and all five junior high schools. Students’ thinking in mathematics is flexible. Honors Mathematics students are able to demonstrate that they grasp concepts quickly, see patterns and make connections across disciplines and among operations. The critical objectives, aligned with National Council of Teachers of Mathematics standards and District 203 Mathematics Learner Outcome s, allows students in the program to complete the sixth-grade math sequence at the end of their elementary experience. The elementary Honors Mathematics program segues into the Honors Mathematics Program at the five junior high schools. The K-8 aligned critical objectives allow students to complete the freshman level algebra course at the eighth-grade level. Students take geometry during their high school freshman year. Honors Mathematics Matrices are used to determine eligibility. |
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| plmask | Nov 7 2006, 07:15 AM Post #28 |
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Principal
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Sounds like there is a specialized teacher that goes into the classroom to offer additional activities. Wonder what Janet Goode thinks of this? |
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| Elisa | Nov 7 2006, 09:35 AM Post #29 |
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Principal
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"Enrichment" is administered by the classroom teacher with additional assistance given by the Project IDEA coordinator if needed. For example, this is as simple as having three different spelling lists available for kids at varying levels and so on. Project IDEA and Honors math are pull-out programs, IDEA + is a magnet program for the students who test in the top 2%. I have been SO impressed with this district's commitment to student learning/achievement. I think that it is such a shame and a waste to let capable students sit bored and unchallenged because they do not have the appropriate level of work. I know that the idea of "customer service" within a school district has been often discussed here. I would have to say that I truly do feel that concept in action here. |
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| Anna Krome | Nov 7 2006, 04:26 PM Post #30 |
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Principal
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I was speaking w/Janet Good. Great lady. She's the one who informed about gains in our neighbors' attention to differentiated education. This sort of thing works so well--grouping kids into perhaps 3 groups, instead of one big group--requires some energy from the instructor, but it can work and it already does--right here in Livonia. Why didn't the BOE mess w/K-6 at Webster? Because K-6 works much better than K-4. Actions speak louder than words, BOE. |
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