7/28/2019 Article on Transition on GT

http://slidepdf.com/reader/full/article-on-transition-on-gt 1/2

Nomar B. Capoy Prof. Cerbo

SPED 530 GT

Changeover from Elementary to Middle School

This article contours tips for parents of gifted students regarding the transition from elementary

school into middle school.

Transitioning from elementary school into middle school is a big adjustment—both for children

and for their parents. Parents of gifted children often find this transition especially trying, sincethe services that were available for children at the elementary level are sometimes difficult to find

at the middle school—when they are offered at all. One goal of schooling should be for all

students to strive to do their personal best and extend their own learning. Although middle schoolenthusiasts are quick to deny it, the philosophical underpinnings of the early middle school

movement in the United States were pointedly anti-gifted in nature. The movement away from

 providing services to gifted students can be found in the polemical statements from founders of the movement and in the decline of workshops addressing the needs of gifted students at the

 National Middle School Association’s annual conferences. So what is a parent to do? Learn

About the School’s Offerings Multiple sources at your new school can provide you with

meaningful information about the services for gifted students: the school’s Web site, other  parents with children in the school, and an appointment with the principal will give you a good

sense of how the school addresses the needs of gifted children. In some states, the school report

card highlights the services offered to gifted students, but be aware that the information presentedis limited. A school might report that it has a gifted program, but what does this mean? Gifted

 programs range from challenging, ability-grouped classes attended by students daily to an

occasional field trip with no services offered during the school day. You know your child’s needs best. Look for a match between the school’s specific offerings and the needs of your child. Is

your child gifted in math? Then see if the school offers courses such as Algebra I for high schoolcredit. Is your child gifted in literary analysis? Then ask if the English courses are abilitygrouped, and request a copy of the reading list to see if it is commensurate with your child’s

reading ability. In Nashville, Tennessee, a group of parents raised questions about what they saw

as a lack of opportunities for gifted and high ability students in the district's middle schools. The

school board responded by forming a task force with multiple stakeholders. Within five monthsthe task force developed recommendations to increase the offerings for gifted and high ability

students at both the middle and high school levels. Without requesting any additional funding,

administrators of the Nashville middle schools were able to add 14 high school credit courses. Asa result, 18 of the 23 middle schools in Nashville were able to offer a minimum of 3 high school

level courses for high school credit.

Making sure that challenging offerings are available for your child might have to start long before

he or she arrives at middle school. Be vigilant and start asking questions before the transitionyear.

Learn About the School’s Philosophy Does the school treat giftedness as a cause for providing

challenges above and beyond those of the regular classroom, or is giftedness treated as an

annoyance? Does the school allow opportunities for high ability students to spend time in class

7/28/2019 Article on Transition on GT

http://slidepdf.com/reader/full/article-on-transition-on-gt 2/2

together, or do the school’s grouping practices prohibit this? Does the school’s idea of gifted

services include having gifted students tutor others, either individually or in cooperative learning

groups? If so, be concerned. While tutoring other students can be a worthwhile activity, a childshould not be expected to play the role of a teacher.

Dr. Marian Matthews of Eastern New Mexico University conducted a series of studies on the

reactions of gifted middle and high school students to their tutoring and cooperative learning

experiences. Across the board, she found that students are frustrated and resentful when they haveto take time away from their own learning to help students who do not care about school.

Repeatedly, she found that gifted students reported having to “do all the work” in group settings,

a refrain that many parents of gifted students hear regularly.

Occasional tutoring can be a good thing and can help gifted students develop peer relationshipsand empathy for others, but excessive peer tutoring can be tedious and de-motivating. One goal of 

schooling should be for all students to strive to do their personal best and extend their own

learning. This may not be possible if gifted students are tasked with the responsibility for theother students’ learning at the expense of their own.

Look for Physical Clues Regarding the School’s Culture When you visit the middle school,

take a good look around the lobby. Do you see display cases filled only with sports trophies? Or 

do you also see creative works and awards for academic endeavors, such as science fairs, essaycontests, and math competitions? Your observations will tell you a lot about what the school

values.

Hibbing High School in Hibbing, Minnesota is well known for producing outstanding students in

math. On a visit to enquire about their excellent math program, I was amazed to see that the entire

math hallway was covered with the photographs of the school’s star math students, going back for several decades. The teachers told me that students were motivated to have their photos in this

“Wall of Fame.” They would even return years later with their children to tell proudly how theyearned this honor.

The culture of this school valued high achievement, and the manifestations of high achievement

 both motivated students and honored their accomplishments.

In Conclusion 

 No one will be able to advocate for your child as well as you. Approach this task well-informed

and pleasantly assertive (not aggressive), and you will be on the right path to ensuring that youchild’s needs are met.