When deciding upon class placement, we look at a number of factors that include: the age of the child; emotional, social, and physical development; academic levels; previous academic experience; placement of siblings; and particular needs of the child or family.
Student/Teacher Ratio
Our goal is to provide a flexible, yet structured, environment that will allow each child to best succeed. Our PreK class has 13 students with two teachers. Each of our 1st - 6th grade clases have 20 children with two teachers. And, each of our Middle School Classes has 15 - 16 students with a team of teachers.
Individualization for Students
To meet the needs of our gifted and talented students, we often tailor the presentation of material and the speed at which it is offered. This is especially the case with reading and math. When possible, we prefer children to work in groups that approximate their individual levels. On the other hand, we will not hold back a student or move a student too rapidly for the sake of the group.
In general, children should be working at a level equal to their abilities, regardless of the rest of the class. This means that you may find a class using several math or reading books at the same time with children moving from group to group or class-to-class depending on their individual needs. When working with a class group, teachers adjust their expectations to fit the abilities of the children.
Our teachers draw from a variety of methods to meet the needs of their students. These adaptations may include teaching to Multiple Intelligences, curriculum compacting, ability grouping, mentoring, differentiation, alternative assessment, portfolios, collaboration, enrichment, or other means proven effective in educating gifted children. We revisit the scope and content of our curriculum for each year and revise accordingly to meet the current best practices and needs.
Exceptional Students
We have a number of "twice exceptional” students, who are gifted yet have a learning disability. These children often require special programs of study. A child with exceptional abilities might excel in certain academic areas or skill, while struggling in others. Our staff is accustomed to working with children with special needs, coordinating our efforts with those of outside tutors and specialists, and writing individual educational plans to meet exceptional challenges. In cases when a child has special needs that require the support of a tutor, the family pays the tutoring fees.
We also have a significant number of students who are identified as highly, exceptionally, or profoundly gifted. These students score three to five more standard deviations above the mean, and tend to quickly grasp complex concepts and have a strong capacity for abstract reasoning. Because these children learn differently, accommodations may be needed. When appropriate, an individual education plan is designed to meet the needs of such individuals.
Sometimes children can struggle with social and emotional issues related to their giftedness. For example, poor self-esteem and focusing on perfectionism may get in the way of a successful school experience for some children. We are experienced in working with these children and their parents on these types of issues, sometimes recommending outside professionals to supplement our efforts.
Different Learning Rates
Even if a child does not have a learning disability, we expect that each child will develop at an uneven rate. It is rare that we find a gifted child who has developed equally in all areas. The normal disparities in development of any child are often exaggerated with gifted children. So, a child may be reading at a fifth grade level at age six; however, she may be at grade level in math. Or, an adolescent may be able to handle college level history, but struggle with social and emotional issues handled easily by much younger children. Our low student-teacher ratio and flexible placement policy allow us to work with these disparities in a manner that fosters self-esteem and enables each child to succeed at his or her appropriate level.
