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 sub- joct area. 17q 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

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* Heterog-eneous grouping ... Approximately 125 -,J 50 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' 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.