FINDING THE BEST SOLUTION:

IN WHAT WAYS NUGHT the Beavercreek'Schools select a model for the middle school curriculum that will address the learning needs of gifted students so that gifted students can be challenged to maximize their potential within the school environment?

Criteria.4 1 2 3 4 5 6 Model4,

Ability grouping throughout the core subjects.

Odd au,&4i okLe.

Resource room pullout with intervention specialist for I period. Replaces I core subject area.

Curriculum compacting in regular classroom which would (1) assess what a stuident knows about material to be studied, (2) plans for learning what is not known and ex- Z /D cuse student ftom what is known, (3) plans for fived-up time to be spent in enriched or accelerated study.

Cluster grouping gifted students with a teacher who differentiates the curriculum and 2 .2 offers opportunities for diverse products to show learning.

Seminars or special experiences during the flexible intervention period. May include opportunities for highly motivated students not identified as gifted.

rvention specialist to work with teachers on curriculum differentiation, and serve nts as an academic counselor who &cWtates educational experiences.

CRITERIA 1: Offers challenging content, higher level ways of information processing and develops problem-solving skills. CRITERIA 2: 'Appropriate pacing. CRITERIA 3: Access to intellectual peers for individual and group interaction. CRITERIA 4: Provides opportunities for in-depth study of self-selected topics. CRITERIA 5: Offers the greatest continuum of services throughout the school year. CRITERIA 6: Addresses affective needs.

Advisory Council for Gifted
Exploring Middle School Gifted Services

Problems Expressed By Students
• Curriculum isn't challenging; it's boring.
• There is too much repetition.
• Worksheets are given too much.
• There's not enough hands-on learning.
• The pacing is slow.
• The content doesn't include things in which they have an interest,
• Reviewing takes too long at the beginning of the year.

(From Parents)
• Their gifted needs are prioritized low in the district.
• Their children have poor study habits because of the lack of challenge.

Solutions Suggested By Council
• Pre-test/Post-test; Compact Curriculum
• Interest Survey
• Independent Study
• Subject Advancement articulated with teachers
• Volunteers to work with G/T; mentors, tutors
• Clustering of students
• Interaction with a resource teacher

Building for the future
Update January 7, 1998

In 1995 voters approved a $42 million bond issue to upgrade the high school, two junior highs, and five elementary buildings. This bond issue extends over a 30 year period.

The improvements focus on furthering the District's ability to provide a quality instructional program for grades pre-K through 12 within a safe, functional environment.

Key components of the program are site improvements, and additions and/or renovations, to all buildings; and each building project has its own budget.

In order to satisfy the PRIDE (People Representing an Interest in Developing Education) recommendations of accommodating growing enrollment through 2005, returning to a 9-12 high school, and accommodating a 6-8 middle school structure, and the K-5 elementary structure, the District established a program to start with additions and renovations to the High School and move to other buildings as site plans and bids are approved by the Board of Education. Thus far, completed site improvements include:

• separate student drop-off and parking at Fairbrook
• separate bus pick-up and drop-off at Parkwood
• High School athletic playing fields (baseball, softball, soccer), and a practice football field
• 5 new tennis courts at the High School
• a separate bus loop to pick-up and drop off students at the High School and Ferguson
• parking in four new areas at the High School
• High school northeast stairwell
• High School auxiliary gym. This area has been turned into temporary classrooms while existing classrooms on the lower floor of the East wing are being renovated. Later, this area will serve as the temporary cafeteria while the existing cafeterias are being torn down to make way for the new Commons/cafeteria while the existing cafeteria is being renovated.

Additions to double the size of Beavercreek High School that are currently underway include:

• "re-skinning" the existing building so as to appear as a new building, new brick (called Beaver Blend) is being applied to all of the new and renovated structure
• new industrial arts / music area
• auditorium
• new classrooms
• electrical and other utility upgrades

The construction / renovation is a multi-phase program that will continue through the spring of 1999. In order to allow functionality of the High School, one portion of the building must be completed at a time.

Bids have been accepted and contracts are being awarded for renovation work at Ferguson Junior High. This work includes:

• electrical and other utility upgrades
• enclosure of the east end of the building under the existing library
• replacement of the exterior metal curtain wall with brick

The entire Ferguson building will look like new.

The Ankeney project has been redesigned based on staff and community input. The budget for Ankeney will allow the addition of enough square footage to almost double the size of the existing building. The new plans were reviewed with the staff and the construction team.

Construction programs at the elementary schools are currently being bid. Plans for additions to Main Elementary include joining the east and west campuses. Plans for Falrbrook, Parkwood, Shaw, and Valley add approximately 8,060 square feet, which includes:

• an art room,
• music room,
• an Instructional Media Center (IMC),
• and an academic intervention center

Currently, the entire $42 million project is running on schedule and will be ready for the transition to the K-5, 6-8, 9-12 grade structure in the fall of 1999-2000.

Definition of terms:

Teaming...

A team is a group of five teachers representing math, social studies, science, English and reading, who share the approjemately 125-150 students, the same schedule, and the responsibility for planning, teaching, and evaluating curriculum in more than one academic area. This team of teachers work together to create a demanding curriculum by organizing and integrating subject matter and learning experiences in ways appropriate for early adolescents. *Special area classes* are presently offered outside of the team.
*art, music, industrial arts, physical education, health, foreign language, home economics*

Heterogeneous grouping ...

Approximately 125-150 students with different performance and ability levels are placed on the same team. 25-30 students are regrouped for each subject area class within that team. This type of placement increases opportunities for higher academic achievement, increased self-esteem, and more positive group involvement.
Heterogeneous grouping reflects a commitment to "leveling up" and not "watering down" the curriculum.

Differentiated instruction...

Team teachers use their ability and collective knowledge to employ wide ranges of classroom instruction activities that address all students' learning styles and interests, and challenge students to think and to identify and solve problems. In many cases, lessons are planned so that one lesson is taught to the entire class while addressing varying performance and ability levels by re-grouping students within that class. The teacher weaves the individual student objectives into the classroom content and teaching methods. The classroom content and teaching method are the vehicles by which the teacher meets the needs of all the students.