Sisters Middle School tries to develop gifts and talents of students

Last updated Jan 02, 2007 12:0pm0

Sisters Middle School Principal Kathy Miner is committed to developing the gifts and talents of all students at her school. Miner is in the process of expanding the concept of the school's Talented and Gifted Program (TAG) to encompass any student who is ready to explore new challenges.

Miner's goal of providing enrichment options to all students correlates to the middle school's mission of "providing high levels of learning and meaningful experiences for all students."

According to Miner, 15 percent of Sisters Middle School students are currently identified as "gifted and talented." Gifted and talented students are those whose academic ratings fall in the 97th percentile and above. In addition to the students who fall into the talented and gifted category, a significant number of the school's students are ranked between the 96th and 90th percentiles, and Miner pointed out that even those students who are at the 80th percentile are high achievers.

Miner spoke about her vision of developing enrichment options for all Sisters Middle School students, not just those in the 97th percentile and above, at a recent meeting of the Sisters School Board. The concept is that any student who is motivated about a particular topic or passionate about an area of study will be given the opportunity to learn about the subject or experience the activity. Miner remarked that the program is not limiting. "That's why I really want to refrain from talking about TAG anymore," she said. "We're talking about enrichment for all students."

All students will be given the opportunity to do more regardless of their level.

Miner has gained inspiration from Joseph Renzulli, Professor at the University of Connecticut's Neag Center for Gifted Education and Talented Development. Renzulli professes the necessity for a school community to provide enrichment to all students.

Miner mentioned that coupled with her intent to implement enrichment for all students is her commitment to insure that the school institutes best practices for its TAG students, specifically by looking at grouping structures.

Reflecting on expanding the enrichment model beyond TAG students to all students, Miner said, "I love the concept that school-wide enrichment develops all students."

Miner added that providing a school-wide enrichment program fits perfectly within the Professional Learning Community (PLC) model that all three Sisters schools have been developing all year. School-wide enrichment directly addresses the fourth question of the PLC model: "What do we do when students already know it?"

The philosophy is that teachers must stretch beyond standard curriculum to provide a wide range of experiences.

"Teachers are responsible for all students in differentiating instruction," Miner said (see related story, page 7).

Miner is confident that the school is ready to raise expectations for all students.

"At the middle school we have just a perfect set-up with great kids and great teachers, very supportive families, and I think that we're just ready to really launch into an academic focus and really go for the power we already have available to us," she said.

Parent Cheryl Stewart expressed her strong support of Miner's longterm concept. She also asked the school board to consider immediately allocating the necessary funds to extend part-time TAG facilitator Toni Coleman's hours. Coleman currently works 10 hours each week at the middle school.

Stewart said, "She's trying to work with a lot of parents and staff, and it's an almost impossible task. … I'd like to be able to support an immediate request for additional time for Toni to focus on efforts for this year."

Another interested parent, Merry Ann Moore expressed her support for developing school-wide enrichment programs at all three Sisters schools. Moore suggested that administrators and principals meet for a summit about the "achievement culture" concept and brainstorm about how the district can develop such a community all the way from kindergarten through twelfth grade.

Moore commented that "… a child's patterns are established in elementary, and if they are dropped in middle school, then all is lost. If they aren't established in middle school in preparation for high school, then again all is lost. I would really like to see an achievement culture a district-wide policy."

Miner is committed to instituting the theoretical foundation that creates a school that places no limits on the academic success of each student.

"We're looking at developing a classroom culture of high student achievement," she said.

Expanding options at middle school

Sisters Middle School is no longer offering only a standard curriculum to its students. Principal Kathy Miner is committed to providing enrichment options to each and every student. The school is implementing programs that group students, structure activities and develop educational experiences based on students' needs.

Currently, during the regular school day, the middle school is incorporating enrichment activities into its everyday curriculum. The school is offering differentiated instruction at varying degrees depending upon the teacher's ability to provide the learning opportunities.

Math placement level is being addressed, and fifth graders are switching classes during math, which allows opportunities for deeper study through grouping. An advanced writing technology program is being developed in Language Arts that will incorporate an on-line program.

Toni Coleman, the school's part-time TAG facilitator, is developing advanced curriculum materials for teachers. Coleman incorporates specific materials and ideas for upcoming areas of study. The middle school's teachers are working on creating challenge options, which provide students, when ready, the opportunity to tackle more difficult and demanding problems and projects.

One example is a stock market simulation that Coleman is initiating.

Miner said that although time and effort are required to develop expanded options, teachers are very receptive to them.

"Over time they'll develop a tool box of materials that they can draw upon," she said.

Beyond the school day, affordable on-line classes through Portland State University are available. The school offers a chess club and a French club, and Coleman is offering Lego robotics workshops.

Miner attributes the recent successes of these programs to working with parents, having an open and honest dialog and being receptive to new and different ideas.

Staff and administrators are structuring classroom experiences that address the specific needs of each individual child. For example, during an elective class period, some students may need tutorial study that provides remedial, hands-on assistance while at the same time in the same classroom the same staff member may offer enrichment clusters based on interest to those students who are ready for such work.

Current efforts revolve around creating a middle school that provides enrichment opportunities for all students instead of for just that select group of students in the top 97th-and-above percentile who are categorized as talented and gifted.