MSAD # 75
Topsham, Bowdoin, Bowdoinham, Harpswell
MSAD 75’s core commitments to gifted and talented students and their families are to:
Provide curriculum at an appropriate level of challenge.
Provide time to work with intellectual peers.
Give opportunities to work individually at a challenging level in an area of interest.
Offer information and guidance regarding opportunities within and beyond the school day.
Paraprofessional III Gifted and Talented Support Services, Grades 3-5, Schools: Bowdoin Central, Bowdoinham Community, Harpswell Community, Williams-Cone Elementary, Woodside Elementary
The gifted and talented program at MSAD 75 is committed to ensuring that all g/t identified students receive appropriate support. We also provide high-level resources for all students and consult with teachers to help them differentiate instruction within the classroom. We emphasize critical and creative thinking skills as essential elements in producing evidence of learning.
High School Consultation Model
At Mt. Ararat High School our students are offered collaborative consultation services through MSAD 75 Gateways Support Services, as requested.
Teachers work to address the needs of identified 9th through 12th grade students by offering advanced specialized curricula and self-paced individual study when possible. In addition to Advanced Placement Courses, there are many opportunities for classes and activities, connections with local colleges, and online instruction. Students can participate in a number of clubs, teams, and groups in their area of interest and expertise. (Please see course descriptions in the MAHS handbook.)
Consultation services are provided by a gifted and talented consulting teacher who is a certified gifted endorsed teacher with experience in the field of gifted education. For more information: 9-12 Program.
Goals for the Gateways G/T Program
To work with students to help identify their central strengths, needs, and interests, providing both guidance and advocacy to connect the student with appropriate opportunities.
To monitor student progress and unique needs through meetings with students and/or their teachers.
To assist classroom teachers who work with gifted students to provide suggestions for modifications to ensure greater student success when requested.
To answer questions and supply information and resources related to the unique needs of gifted learners.
To work with students, families, and teachers as requested to help identify student central strengths, needs, and interests and to provide guidance and/or advocacy to connect the student with appropriate opportunities.
Renzulli's Enrichment Triad Model
Our students learn best when they are offered opportunities to explore general concepts and receive additional, targeted instruction around that concept. We see students thrive when they become involved in investigations of "real problems" with an authentic audience.
Writing a chapter of a book to publish, creating a solution to a science challenge, and presenting the solution to a class or audience,
Constructing a project and competing with other students.
Writing a children's book about a topic and reading it to younger students in the elementary schools.
Preparing, proposing, and presenting a solution to a town problem to the town council.
How are math placements determined when students begin MAMS?