Student Teacher

Enrichment Program

STEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEP

STEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEP STEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEP STEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEP STEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEP STEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEP STEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEP STEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEPSTEP

Terminal Park

Elementary School

Table of Contents

Introduction...........................................................................................................................      3

Philosophy............................................................................................................................      5

STEP History……................................................................................................................      6

Program Description...........................................................................................................      7

Goals        .............................................................................................................................      8

Curriculum.............................................................................................................................      9

Procedures for Referrals and Selection............................................................................      10

STEP Learning Plan

STEP Exit Procedures........................................................................................................      12

Parent Support and Involvement........................................................................................      13

APPENDIX A

                  Suggestions for parents of Able Children.......................................................      14

APPENDIX B

                  Chart of Characteristics, Related Problems...................................................      17

APPENDIX C

                  Benjamin Bloom’s Taxonomy of the Cognitive Domain................................      20

APPENDIX D

                  Developing Thinking Skills................................................................................      21

APPENDIX E

                  STEP Student Learning Plan/Supply List.......................................................      22

APPENDIX F

                  Chapter 392-170 WAC.....................................................................................      24

They Say My Kid is Gifted, What Now?

Typically, parents are torn between allowing their child to stay at the home school and shipping their little boy or girl off to a place called Terminal Park.  Are the classes there filled with odd children subjected to incredible pressure to perform?

 No.  The students in the STEP program are just like students in any of our schools, but with a talent for learning.  They have assignments to do and responsibilities to fulfill.  This isn’t graduate school, but fourth and fifth grade students working to deeper levels of understanding and experience.  Pressure here is most often internal; it comes from within the child no matter which school he or she started.  Bright children often come equipped with high expectations for themselves.

What about elitism?  Will my child stick out like a sore thumb? 

In the regular classroom, a gifted child does stick out, or will often learn to hide that native talent.  In the rich learning environment at STEP academic excellence is considered a positive quality, something to value and appreciate.  Students who write particularly well, or are unusually talented in math, or have some other strength are admired by (rather than posing a threat to) their peers for that talent.

Our students eat the same school lunch, play on the basketball teams, participate in the school musical groups, and do all the activities as students in any of our elementary schools.  Terminal Park becomes their school.

One of the most valuable characteristics of the program, however, is that our students are surrounded by intellectual peers in their regular classes.  Some students struggle a bit when it is discovered that he or she is no longer “top dog” with little or no effort.  They soon learn, and are stronger for it.

STEP is a good place for your child to grow.  It is safe to be bright.   Able learners in company with other bright children develop more quickly, are far less afraid to excel, and find ready acceptance for their talents and abilities.

Let students who have experienced STEP tell you in their own words how they feel about it:

·                    I’m very glad I came to STEP.  The work is more challenging which makes learning more fun.  Instead of sitting in a classroom reading a text book all day, like I pretty much did in the old program, we get hands on experience.  I don’t regret coming at all.

Rebecca Greely

 

·                    I am glad I came to STEP because at my old school they would teach me the stuff I learned in the grade before - not like here which teaches you more than you need to know.

Ian Swenson

·                    For some of you who really don’t know what STEP is all about, it’s really very simple.  Parents shouldn’t be at all afraid of sending their child to STEP.  If your child is gifted and you feel that STEP has to be complicated, listen to this:  Your child will be doing things at his/her own level.  For example, math is done like any other math not in the gifted program, only STEP allows your child to challenge his/herself by adding some fun learning experiences and projects.  I especially like it because people around you also make it fun.  If you don’t think your child should be in STEP, please think twice.  It’s a once-in-a-lifetime fun experience!

Jennifer Lueck

·                    I am glad I came to STEP because it is challenging.  Another reason is because everyone is very tight.  We are all friends and no one is left out.  This class is very close, challenging and fun.  In my opinion, that provides a better learning environment.

Chelsea Henderson

·                    As a parent, I worried about the transition of my child to another school especially since there were no other children from our home school going that year.  I shouldn’t have worried.  The transition was so easy!  The teachers and staff work hard to help the kids make this transition.  Within a week of the start of school, our daughter had wonderful friends in the class – it was almost as if she was in her home school.  The curriculum was challenging and allowed her to excel.  The wonderful environment at Terminal Park with fabulous classroom teachers, specialists, support staff, and administrators was perfect.  I’m glad that we decided to send her and would encourage other parents to send their children as well.

Anne Baunach--parent

·                    Our son made the choice to switch schools to do the STEP program.  At first we were apprehensive about him switching schools, but he was excited about it after learning about the program, meeting the teacher, and also meeting and talking with other kids who were already in the STEP program.  We knew with his personality that he could rise to the challenge.  We have definitely NOT been disappointed.  Nik's class moves at a pace that keeps him challenged and motivated.  Mrs. Andersen is able to teach at a higher level because the kids are able to keep up with a higher level of school work.  Mrs. Andersen obviously enjoys teaching and loves the kids, but keeps the kids in line in a firm but loving way.  She is a WONDERFUL teacher and truly an asset to the STEP program.  Nik is flourishing this year and he fits in great with all the kids in the class.  His reading and writing abilities have grown by leaps and bounds this year. I highly recommend the STEP program to kids who need the challenge of moving at a quicker pace at a higher level of class work."

Tracey and Paul Skorniakoff--parents

·                    I loved the STEP program – it was the best two years of school for me.  I was really challenged by the class work for the first time in my life.  I met wonderful friends from all over Auburn who thought it was cool to be smart.  And, now that I’m in middle school, I’ve been able to keep my STEP friends plus have all my friends from my home school.  STEP is the best!

Jaymie Baunach

Philosophy

The Auburn School District, in cooperation with parents and the community, is committed to providing gifted students an opportunity to recognize, value, and use their unique abilities and potentials.  This district intends for students to develop pride in themselves, their environment and their work.  Development of social and emotional skills will enable students to handle set-backs and failures, as well as successes.

The Student Teacher Enrichment Program (STEP) is a self-contained program which provides an accelerated and enriched curriculum for intellectually talented students at the elementary level.  The purpose of STEP is to offer educational opportunities for gifted students that challenge their abilities and meet their individual needs.  The program content parallels the regular district curriculum, but materials and teaching methods emphasize productive and higher-level thinking skills, and allow for independent and self-directed study.  The STEP Program will emphasize acceleration and enrichment while ensuring the development of basic skills.  The program will utilize resources necessary to respond to the unique learning needs of highly capable students.

STEP History

A Parent/Teacher Committee was formed in December of 1973 and worked for the remainder of that school year to identify needs and goals for a gifted program.  The committee agreed upon a philosophy, identification procedure, and design for a pilot program based on the resource room approach.  In October, 1974, a half-time teacher was hired to pilot the program at Lea Hill Elementary for 28 children in grades one through six.

An evaluation of the 1974-1975 STEP indicated that some of the special needs of intellectually gifted students were met, such as opportunities to work with intellectual peers and utilize higher-level thinking skills.  However, it was evident that greater contact time was necessary for more complete development of the children’s abilities.  As a result, a program was designed to provide full-time contact between intellectually gifted students and a specialized learning environment.

A full-time fifth and sixth grade program for gifted students was housed at Pioneer Elementary School from 1975 until 1982.

At the beginning of the 1982-83 school year, STEP was moved to the newly-renovated Terminal Park Elementary.  The staff consisted of two full-time gifted specialists and one three full-time assistant.

In the fall of 1987, a fourth-grade program was implemented at Terminal Park Elementary.  This added another full-time gifted specialist and a half-time assistant.

During the 1986-87 school year, a review committee consisting of parents, administrators, and teachers made program recommendations.

In 1995-96, due to the reconfiguration of schools, sixth grade STEP was replaced by an honors section at each middle school.  Fourth and fifth grade STEP classes remain at Terminal Park Elementary.

Program Description

The Student Teacher Enrichment Program is a self-contained model housed at Terminal Park Elementary School.  Two teachers and an educational assistant implement an accelerated, compacted, and enriched curriculum.  Students are part of the Terminal Park community and are integrated with regular program students in music, physical education, and extracurricular activities.  Busing to the school is provided by the district.

Curriculum is designed to meet the needs of the gifted children.  Basic skills are compacted in order to provide time for extension and acceleration.  Math enrichment is provided through activities in which students deal with abstract concepts in games, manipulative activities, and work with computers.  In language, a variety of writing forms such poetry, essays, short stories, and newspaper production allow students to explore and develop new writing skills.  The curriculum in social studies and science follows the content areas of the district programs but expands the activities to develop higher-level thinking skills and problem solving techniques.  Reading is individualized by using literature-based reading programs while being based on skills that are consistent with the skills being taught in through the district reading adoption.  Teacher-student conferences, group literature studies, and a variety of extended projects in a variety of areas further enrich the program.

Goals

Gifted students have special needs created by their high degree of sensitivity, wide range of interests, advanced verbal and academic skills, rapid rate of learning, and capacity for higher-level thinking.

In order to meet the special needs of these students, the following goals have been adopted.

The program will:

1.          Provide opportunities to develop higher-level thinking skills in problem solving situations.

2.          Allow students to take an active part in the learning situation (research skills, decision making).

3.          Provide opportunities for development of task commitment.

4.          Provide opportunities for creative production and presentation.

5.          Offer opportunities for increasing awareness, understanding, and acceptance of self and others, while providing an environment for interaction with intellectual peers.

6.          Develop mastery of basic skills.

7.          Participate in academic goal setting.

8.          Develop time management and organizational skills

Curriculum

A.        Subject Matter/Content

·        Interdisciplinary and accelerated

·        Organized around district adopted content

·        Selected according to student interest

B.        Skills/Processes

·        Study/Organizational Skills

·        Social/Cooperative Skills

·        Basic Skills - Knowledge, Comprehension and Application Skills in Bloom’s Taxonomy

·        Thinking Skills - Analysis, Synthesis, Evaluation, Logical, Critical, Creative

·        Decision Making/Research Skills - Acquiring, Interpreting, and Reporting Information

·        Task Commitment - Accepts responsibility, Demonstrate persistence

C.        Outcome/Products of Learning

·        Variety of forms for expression - oral, visual, kinesthetic, written

·        Variety of materials

·        Outlets - display in classroom, school, sharing with others

·        Project oriented

Procedures for Referrals and Selection

1.      Parents and teachers were notified of nomination for the STEP program through school communication.

2.      Elementary school counselors sent permission to assess paperwork to parents of students nominated.

3.      Students were tested using the Measure of Academic Progress (MAP) and the Cognitive Abilities Test from the Iowa Test of Basic Skills.

4.      Classroom teachers completed the Characteristics rating scale for nominated students.  (See attached form)

5.      The scores of students who qualified for the program from all of the elementary schools were rank ordered and a list of students was compiled.  The first 25 students on the list were invited to join the program in September of the next school year.

6.      An additional group of students was identified as being highly capable and was placed on a waiting list should an invitee choose not to participate in the program.

7.      Parents and teachers were notified of nomination for the STEP program through school communication.

8.      Elementary school counselors sent permission to assess paperwork to parents of students nominated.

9.      Students were tested using the Measure of Academic Progress (MAP) and the Cognitive Abilities Test from the Iowa Test of Basic Skills.

10. Classroom teachers completed the Characteristics rating scale for nominated students.  (See attached form)

11. The scores of students who qualified for the program from all of the elementary schools were rank ordered and a list of students was compiled.  The first 25 students on the list were invited to join the program in September of the next school year.

12. An additional group of students was identified as being highly capable and was placed on a waiting list should an invitee choose not to participate in the program.

Exit Procedures

Occasionally the STEP program may not meet the needs of a particular student.  When this occurs it is not beneficial to the student or the program.  Some behavioral indicators of inappropriate placement may be:

1.     Lack of self control

2.     Inability to meet deadlines

3.     Failing grades in one or more subjects

4.     Inability to work without teacher direction

5.     Not participating at expected level

6.     Lack of emotional maturity

At the end of each reporting period:

Gifted specialist(s) review student’s placement in STEP

Those students not benefiting from the program are identified

Parents are notified by gifted specialist(s) of concern

Student is referred to CASE Study Team.

Parent/student/gifted specialist meet to:

Address concerns

Set expectations

Develop a plan

During the third trimester:

Monitor student progress in following the plan

Make recommendations regarding program placement of child

During the first week of May:

A tentative evaluation is made by gifted specialist(s) for placement

Parents and teachers meet to make decision for the following year

Appropriate paper work and forms sent to receiving school

 Parent Support and Involvement

Having each student achieve high levels of academic performance is an important goal of the program.  Parents who support this goal can help make it happen.  Parental support is necessary if the program is to be successful.  The STEP program expects parents to show their child, through words and actions, that they support:

·        Personal Responsibility

·        Student achievement

·        The homework policy

·        The attendance policy

·        The school discipline policy

·        Parent/teacher communication

In addition, parents can:

·        Encourage and expect quality performance in academic work

·        Insist upon accountability

·        Show interest in what your child does each day in the classroom - monitor assignments and progress

·        Review weekly progress reports

·        Review weekly behavior reports

·        Provide a definite study time in a suitable atmosphere

·        Communicate with teachers - call or contact school to resolve concerns

·        Read weekly newsletter (distributed each Thursday) to keep parents informed of daily activities, assignments, and deadlines)

To the extent that schedules permit, parents are encouraged

to become involved in the program by:

·        Volunteering to help with program activities

·        Participating in PTA activities

·        Visiting the classroom as a volunteer

·        Art docent program

·        Chaperone class trips

·        Come in for lunch

APPENDIX A

Suggestions for Parents of Able Children

by John Curtis Gowan

1.                  They are still children.  They need love but controls; attention but discipline; parental involvement, yet training in self-dependence and responsibility.

2.                  Consonance of parental value systems is important for their optimum development.  This means that there should not be wide disagreements over values between parents.

3.                  Parental involvement in early task demands, such as training them to perform tasks themselves, to count, tell time, use correct vocabulary and pronunciation, locate themselves and get around their neighborhood, do errands and be responsible are all important.

4.                  Emphasis on early verbal expression, reading, discussing ideas in the presence of children, poetry and music are all valuable.  Parents should read to children.  There should be an emphasis by parents on doing well in school.

5.                  The lack of disruption of family life through divorce or separation, and the maintenance of a happy, healthy home is an important aspect in raising able children, as well as other children.

6.                  Since able children often have vague awareness of adult problems such as sex, death, sickness, finances, war, etc., which their lack
of experience makes them unable to solve they may need reassurance
in these areas.

7.                  Parents can see to it that the gifted child age six or above has a playmate who is as able, even if this friend has to be “imported” from some distance.

8.                  The role of good books, magazines, and other aids to home learning, such as encyclopedias, charts, collections, etc., is important.

9.                  Parents should take the initiative in taking able children to museums, art galleries, educational institutions, and other historical places where collections of various sorts may enhance background learning.

10.             Parents should be especially careful not to “shut up” the gifted child who asks questions.  In particular, s/he should not be scolded for asking, nor should it be inferred that this is an improper or forbidden subject.  The parent may, however, insist that questions not be asked at inappropriate times, and may require the child to sharpen or rephrase the question so as to clarify it.  Sometimes questions should not be answered completely, but the reply should itself be a question which sends the child into some larger direction.  When the parent cannot answer the question, s/he should direct the child to a resource which can.  Sometimes questions call for clarification of concepts, as with the young child who asked “Why aren’t all the rockets liable to shoot down God?”

11.             There is a difference between pushing and intellectual stimulation.  Parents should avoid “pushing” a child into reading, “exhibiting” him/her before others or courting undue publicity about the child.  On the other hand, parents should seek in every way to stimulate and widen the child’s mind, through suitable experiences in books, recreation, travel, and the arts.

12.             The gifted child usually has a wide and versatile range of interests, but may be somewhat less able to concentrate on one.

13.             Parents should avoid direct, indirect, or unspoken attitudes that fantasy, originality, unusual questions, imaginary playmates, or out-of-ordinary mental processes on the part of the child are bad, “different,” or to be discouraged.  Instead of laughing at the child, laugh with him/her and seek to develop the sense of humor.

14.             Parents can avoid overstructuring children’s lives so they don’t have any free time.  Sometimes parents are concerned that gifted children spend some time in watching TV or reading comic books.  While they should not spend all their time in doing so, they cannot be expected to perform at top capacity at all times.

15.             Respect the child, and his/her knowledge, which at times may be better than your own and impatient of authority.  Assume that s/he means to do right, and that deviations are not intentional.  Do not presume on your authority as a parent except in crises.  Allow much liberty on unimportant issues.  Try to give general instructions to carry out in the child’s way rather than specific commands to carry out in yours.

16.             Gifted children are sometimes impatient of conventions.  Have a frank talk with your child about the importance of conventions, such as driving on the right hand side, where s/he can see the social advantages and then point out that other conventions of politeness, manners, courtesy and regard for others have similar basis in experience.

17.             Whenever possible, talk things out with your child where there has been a disciplinary lapse.  S/he is much more amenable to rational argument than are many children and usually has a well-developed sense of duty.

18.             Give your child the stimulation of private lessons in some skill in which s/he excels.  See that s/he has social membership in worthy groups.  Foster special experiences outside the home by having your child travel alone, or visit friends overnight.  Try to facilitate his/her chance to talk alone with an adult authority in some line of interest.

19.             Try to improve his/her sense of taste in mass media, TV, radio, cinema newspaper, comics, reading, art, etc.  Discuss the basis for test and give experience with new forms of expression in the arts.

20.             Take time to be with your child to listen to what s/he has to say,
to discuss ideas with him/her.

21.             Be a good example yourself, and try to find worthy adult model figures of both sexes outside the family for the child to know.

22.             Support the school efforts to plan for able children.  Help to interest the PTA in the problem.  Support study groups on gifted children.  Form with other parents into cooperative endeavors.

23.             Investigate scholarship programs of your community for other gifted children and help provide for them.

APPENDIX B

Chart of Characteristics, Related Problems

by Myrliss Hershey, Kansas State University

Characteristics                                                                   Problems

            VERBAL PROFICIENCY

            POWER OF ABSTRACTION

                INTELLECTUAL CURIOSITY

            RETENTIVENESS/POWER OF CONCENTRATION

            INDEPENDENT/GOAL DIRECTED