Appendix
I: Strategies for Gifted/Talented
Instruction
Differentiated
Instruction:
As described in our charter petition,
curricula at the Neighborhood Charter School will be delivered following a
student-centered constructivist paradigm.
Within this constructivist paradigm, APS belief statements regarding
programs for the gifted and talented students are addressed (see description of
Curriculum and Instruction under I. Academic Design, Educational Program).
In
keeping with the inclusiveness of the charter application, at NCS, all students
(not just the “gifted and talented”) will have equal opportunities
to develop their gifts and talents in the regular classroom. To the greatest extent possible, gifted
and talented students will be integrated into the regular classrooms.
NCS
teachers, trained in constructivism learning theory, will not be
“dispensers of knowledge”, but “organizers of learning
opportunities”. They will
provide optimal learning opportunities by differentiating instruction for
academically diverse learners.
NCS
teachers will receive specific training and coaching in designing multiple
options for students to take in information, make sense of ideas, and express
what they learn. This will include
using a variety of differentiation techniques; such as flexible grouping (which
accommodates students who are strong in some areas and weaker in others),
teacher assigned work groups based on student need, and student-formed working
groups. To meet the needs of
students with different abilities and learning styles, NCS teachers will use
many different group configurations over time, and students will experience
many different working groups and arrangements. NCS teachers will use differentiated instruction in the
classrooms to provide appropriately challenging learning experiences for all
their students.
Acceleration:
Exceptionally
gifted and talented students may be accelerated if their learning abilities and social and emotional
development are beyond that of the highest performing students in their grade
level and are equal to the highest performing students in the next grade
level. Acceleration should be a
desirable option for the student, parents, and teachers of both classrooms. Other considerations, such as the need
for a transition or provisional period will be decided on a case-by-case basis
by the parents and teachers.
Compacting:
Curriculum
compacting is the process of pre-testing students for mastery of identified
learning objectives and eliminating needless teaching or practice. Some compacting will naturally occur in
the first year of the charter school's operation, as faculty will be familiarizing
themselves with the needs and abilities of a new student population.
Much of year one will be viewed as an assessment year to gather baseline
data. There are no plans as of yet to establish
a long-term or permanent policy regarding curriculum compacting. This is something that will be discussed
and decided upon by the principal, faculty, and Governing Board once the school
is open and functioning.
Enrichment:
Enrichment
refers to school-sponsored and sanctioned activities and programs outside
of the standard academic curriculum in which students may voluntarily opt
to participate. Enrichment activities
may be of an academic (e.g., math, and computer science) or a non-academic
(e.g., sports, music, and chess) nature.
As previously stated, much of year one will be an assessment year to
gather baseline data of our student's needs and abilities. As such, there are no plans as of yet
to develop specific enrichment activities and programs. However, it is our intention that once
we understand our student population's needs, desires, and abilities, we will
propose many programs and activities to meet their diverse needs and interests.
Which programs are ultimately instituted will depend on the will of
the parents, teachers, faculty, students, and Governing Board of NCS.