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Program Development Reflection

Over the course of two years, the author observed that grouping gifted middle school students together in content area classes allowed them to learn at a faster pace and delve deeper into material. The gifted students thrived in this environment with like-ability peers who challenged them. However, some argue these gifted students could push other students if included in typical classrooms. Through case studies and panels, the author learned acceleration and specialized grouping benefit gifted students individually. The author feels fortunate to work in Fulton County, as Georgia is one of few states that fully funds and mandates gifted education. Fulton County's organized, well-supported gifted program differs positively from others the experienced educator had seen.

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43 views1 page

Program Development Reflection

Over the course of two years, the author observed that grouping gifted middle school students together in content area classes allowed them to learn at a faster pace and delve deeper into material. The gifted students thrived in this environment with like-ability peers who challenged them. However, some argue these gifted students could push other students if included in typical classrooms. Through case studies and panels, the author learned acceleration and specialized grouping benefit gifted students individually. The author feels fortunate to work in Fulton County, as Georgia is one of few states that fully funds and mandates gifted education. Fulton County's organized, well-supported gifted program differs positively from others the experienced educator had seen.

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Part IV: Program Development

Based upon your observations and experiences, describe the impact of acceleration,
enrichment, grouping, and advisement on the achievement of gifted students. (GEPO-K5,
GEPO-S3, GEPO-D2, GEPO-D7, GEPO-D8)
Over the course of the past two years, I have had the opportunity to observe the impact of
enrichment and grouping on gifted students. At the middle school level in Fulton County, gifted
students are grouped into content area classes with other gifted students. Often the pace of this
class is much faster and the teacher is able to delve deeper into various areas of the content. I
have noticed that the students have thrived in this heightened environment, since they are with
other like-ability peers that push them. Conversely, some complain that other groupings of
students would benefit greatly from having these students present in a typical classroom as a
means of pushing the other students. One experience that I have had in the Program
Development course that was beneficial in prompting me to think through this impact was the
creative problem solving lesson that Ann Scott Hanks had me complete with a group of
colleagues wherein we worked with a hypothetical school to discuss this very thing (Appendix
8).
I have not had the opportunity to directly observe acceleration, though this does take
place in mathematics at River Trail. We, as a school, have now begun doing this in the subject
area of language arts and will have our first group of these accelerated students next year. I am
excited to get the opportunity to gain this hands-on experience. As far as experiences that were
helpful in analyzing the impact of acceleration and advisement on gifted students, I found the
multiple case studies that we completed and reviewed helpful. We were able to talk through the
various options and situations and how they might best benefit each individual students, since
each individual situation is different (Appendix 9).
After discussing how other programs in the state and even country are formed or do not
even exist while attending a Gifted Advocacy Panel (Appendix 10), I feel that I am fortunate to
be working in Fulton County. I learned that there are only three states in the entire country that
state mandate and fully fund gifted education and that Georgia is one of the three. Additionally, I
had the opportunity to hear from a more experienced educator, who has worked for multiple
districts in the state. She was asked how Fultons gifted program differed from that of the other
districts that she has worked for. Her response was that Fultons program is much more
organized and well-run. She also stated that our program is better supported from an
administrative level. Obviously having a specified identification process in place, as well as a
specification of the way in which students are to be served has a significant impact on our gifted
population. They are being identified and receiving the much-needed special education that they
deserve. Additionally, the effectiveness of our program ensures that these services are given
consistently and in a timely manner.

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