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I absolutely love it, when it is done correctly. I am a gifted certified teacher, and my younger brother and I were both in the program when we were in school (although he was entered earlier on than I was - that's a whole gender-based conversation we don't have the time for here).
Here, gifted students are all in the same class for the sake of 1. having peers with whom to relate 2. getting curriculum that is better paced for their needs 3. having a teacher who is thoroughly educated in the needs of this niche population that is all-too-often neglected because they "are already smart" and "can teach themselves" and "don't need teachers as much," so that teachers can give all their energy to the lowest quartile. (This is a particularly irritating pet peeve of mine, as these are the students who have the potential to be real movers and shakers of the world - either in positive or negative ways - and need support and guidance as much as others, but for different reasons.) I am 100% an advocate for anyone wanting to push this program.
Chief
We have a gifted program 1st grade through 12th (not in same school/bldg). Many of the kids have
asynchronized development so social emotional support is provided in all the levels. They have to meet strict criteria and will not take severe behavior problems. The kids and parents really like that their child has peers w similar profiles and their child is no longer bored silly.
Rising Star
Former GATE student, I have so many fun memories/teachers I will never forget.
Have to support your students who need the environment to be challenged, meet others like them, and increase skills.
Teacher were pretty cool (also strict, we had high expectations for output on projects or we were out) had to make the cut every quarter to stay.
Why should these kids be denied Special Education?
My children where involved in a gifted program. I felt like it was helpful to them socially. I removed them and took them to there home school at middle school. My daughter, now an adult, shared that she felt like she was a freak at her home school. She never felt like she belonged because her skill level was so far beyond. Taking her first college classes as a 6th grader, she exhausted all the school accelerated classes before she graduated.
I really feel like kids need a place they feel comfortable both academically and socially. Sometimes that may be a gifted program.
Rising Star
I actually teach at a Gifted & Talented School. My own kids also went to this school years ago (and absolutely thrived, along with their classmates). However, there is pressure by the district (with pressure from the teacher's union) to get rid of our G&T tag and having students applying to schools like ours, so that anybody can be accepted, because it isn't "equitable" enough. If this happens, it will kill our school. We already lowered standards for admission a few years ago to promote more "equity", and there is such a significant different in behavior and academic issues with students who truly do belong and those who would never have gotten in years before.
I think the primary argument surrounding gifted programs is what's best for the individual, vs. what's best for everyone else.
What I mean is: these programs can be extremely helpful in getting gifted kids to reach their highest potential. This is a great thing, because that's literally our purpose/goal as educators.
The flip argument is that removing them from the regular classes is detrimental to all of the other students: that others learn from their example and participation, and not having that in the room lessens the experience for everyone else. On a more technical level, many teachers object because removing those students from their classes also lowers things like their pass rates, test score averages, and other factors that can affect their evaluations or raises.
Of course, most of these concerns can be addressed pretty easily with a few adjustments from the school (namely: how evaluations are calculated). But not all schools are good about incorporating on multiple levels like that.
Personally, my opinion is this: They're a good concept, because they're about what's best for the individual student... and that should be what we're all about. But to make them work equitably within an overall school environment, the districts need to make sure that they fold them in top-to-bottom, and don't half-ass it by just adding the classes and calling it a day. Also, you need to make sure there's a structure in place for deciding who really qualifies. If it's just 'mom wants me in gifted' or 'I want it because it's a weighted grade,' then it quickly loses its meaning and function.
I was a GATE kid back in the day and loved this program:)
Our 'gifted' program doesn't start til 3rd grade. I don't know what it has become. However, my district is too concerned about the stragglers. The gifted kids tend to stagnate and I hate it. They deserve much more than they get.
We used to have it at my school. Not sure why it ever went away! But it sure did wonders for the kiddos that were in it..
In my county parents have bought their kids in paying for private physicians to get the right score. I have only come across a handful of truly gifted students and the curriculum is all the fun projects we used to do back in the old days. A lot of bragging rights.
This is definitely something I don't know much about. How have students historically been assessed to be entered into gifted programs? After reading through I'm very curious about what would happen if a student were high achieving and had a behavioral disorder. Would they be accepted into this type of program or would they be disqualified?
Chief
I don’t work in our gifted program but my understanding is that it depends on CogAT- a student who scores 98% or higher receives notification, information and an invitation to attend.
Thanks! I'll check that out.
My own two children were in a GT program from mid-elementary through middle school. They had two different instructors with two totally different perspectives. I preferred, for my sons and also students in my classes in the photogrammetry, for the teacher who came to the classroom to do activities with the entire class. She was able to observe the GT students approach as well as other students. She was also able to share activities and ideas for classroom teachers to do with the GT students to challenge them on days she was not there.
My own two children chose to not continue as they aged due to extracurricular activities plus electives they wanted to do and GT would prevent that
Not sure where ‘photogrammetry’ came from in above post. Should have said ‘program’
I do not know much about G & T programs, but I do know that I’ve had MS students who are scoring at high school levels who are bored and unchallenged at my school.
The focus is always on the students who are falling behind and the high achievers are ignored, never celebrated, and seem invisible. I do my best to support them academically and celebrate their successes, but it’s not enough.
Educators and their schools are expected to differentiate for all students to help them reach their full potential, so this should be no different. I fully support gifted programs and wish we had more of them. Gifted also falls under the umbrella of Special Education.
I was in a GT program growing up. It definitely led to a lot more anxiety as the workload was higher and my adhd couldn’t handle it. Helped me when I got to high school and I lied to my parents because I could more easily half ass my homework the next day instead of doing it at home
I get that you don't want the high achieving kids to be bored, but admission into these programs seems very arbitrary. Anecdotal, but I remember being placed in the "dumb math" as we called it in middle school, then doing really well in AP Calc when I got to high school.
Chief
Our gifted kids have full access to extracurricular. I’m not sure how many GT students participate but it is available. The gifted programs is actually housed in a wing of an elementary school, middle school and HS.