The challenge of teaching Sisters' talented and gifted students

Teaching bright, talented or "gifted" students might seem like an easy task. They're quick studies, they read well, many come from homes where communication and education are highly valued.

But it's not as simple as it seems. "Talented and Gifted" (TAG) students need challenges. Without plenty of stimulation for their often restless minds and spirits, they can tune out of school. Instead of doing well on their own, some may drift -- never achieving their potential or even getting themselves into trouble.

Debbie Newport, who coordinates the TAG program at Sisters High School, notes that many talented kids can be betrayed by their own ability. Things come easily to them and some never learn to work hard.

That's one reason why TAG programs are important in elementary and middle school, although educators have different ideas as to how best to implement them.

Lora Nordquist, Sisters Middle School Principal, has some fundamental questions about the way TAG kids are identified -- principally by performance on tests.

She makes a distinction between students who are "smart" and those who may have special talents or gifts -- although a particular student may, of course, be smart and talented.

However, she argues, "not every smart kid is a gifted kid and not every smart kid needs a special environment."

For Nordquist, the ideal environment is a class of 18 to 20 students with a teacher thoroughly trained to meet the individual needs of every student.

"We should have a curriculum at every level that challenges every student," she said.

Nordquist tries to create that environment at Sisters Middle School. She cited an example of a class in which there was a "literary circle" exploring the theme of "bullying." Every student covered the same material in terms of theme. The class wasn't broken up into castes based on ability.

But the content of the material and the expectations for student projects were tailored to challenge each student's ability level. Thus a "talented and gifted" student was expected to read a more challenging book and create a more sophisticated presentation on bullying.

At the elementary school, too, classes are not segregated.

"Our first mission is to serve all kids," Principal Tim Comfort said. "We don't have an all-stars class and a losers class."

However, TAG kids at the elementary school get some special enrichment opportunities, assisted by volunteers, and sometimes are "clustered" to work together on specific projects, "similar, in a way, to an honors class," Comfort said.

Comfort, who is the Sisters School District TAG Coordinator, acknowledged that the district does not serve TAG students as well as anyone would like. There simply are not enough resources and teachers have too many competing demands.

The TAG program changes as students reach high school. There is more segregation as many TAG students are directed into honors programs.

"Because we do have the ability to provide an honors track...those kids do get homogeneously grouped and instruction is directed specifically for those kids," said TAG coordinator Newport.

But handling TAG cases is still individual -- and tricky. By this age, Newport said, students have developed some clear interests and strengths.

"You're starting to see a kid in the context of who they'll be as an adult," Newport said.

For Newport, the tricky part of serving high school TAG kids is making sure they have opportunities to develop "the whole person."

That means getting the science ace to try an art class or getting the quiet artist to delve into a leadership role.

At all three schools, the TAG program seeks to hook students up with outside influences that will further their interests and abilities.

Elementary school students are encouraged to explore SOAR programs and community members are sought to mentor students in areas of interest.

At the middle school, advanced students are often connected with high school classes and programs.

The high school works with Central Oregon Community College to provide programs that are unavailable directly through the school.