Life in the gifted program at the high school looks quite different than that of the middle or elementary schools. During the transition to ninth grade, many parents and students question whether they need to continue with gifted services at the high school. This is a personal decision, and it should be made with a student’s best interests in mind. Here, high school gifted support teachers Frank Reese and Beth Levan answer some commonly asked questions about the high school gifted program.
High school course loads tend to be significantly more demanding and challenging than what was experienced at the middle levels. It is not uncommon for ninth graders to face higher expectations and more advanced assignments throughout the year. This level of academic rigor can provide sufficient challenge and enrichment for many students and requires a more pronounced level of focus and attention. The grade-level team atmosphere that existed during middle school is replaced with a much more independent approach from teachers. While this tends to offer an appreciated level of freedom among freshmen, it also increases their personal accountability in their academic work and ownership of their entire educational experience. Self-advocacy, organizational skills, time management, study habits, and work ethic are all important attributes that are needed to successfully navigate this new learning environment. While most classes are composed of ninth graders only, it is possible for freshmen to be grouped with some upperclassmen. This tends to be most prevalent in specific math courses and some elective offerings. Additionally, most students experience an increase in “school travel.” While many ninth-grade classes are located in the lower house, students can expect to move between both the upper and lower houses throughout the day.
Most high school students have seven classes and, therefore, find it difficult to come to the gifted classroom during the day. Students are offered the choice to spend their lunch periods in the gifted room and can do so whether they pack or buy their lunch. Additionally, gifted students who have an open period in their schedule may request to have a gifted support study hall added. This will allow them the opportunity to spend that time in the gifted classroom. In previous years, all gifted students in the high school were scheduled to be with Mrs. Levan and Dr. Reese during Bulldog Period, which took place once per week. However, due to the COVID-related scheduling changes during the 2020-2021 school year, this advisory-style period was cancelled. If a similar opportunity arises in the future, we will strong request that our gifted learners be assigned to us during that time. In addition, all gifted students are asked to schedule a minimum of three one-on-one meetings with their gifted support teacher throughout each school year, and high school gifted students are encouraged to attend their GIEP meetings.
Gifted students are asked to schedule three one-on-one meetings with their gifted support teacher each school year. They are expected to be working toward an academic goal that is listed in the GIEP; these goals are developed with a student’s strengths and interests in mind. Students also are asked to report on the progress they are making toward these goals in the gifted progress reports. Gifted students also are asked to consider each opportunity that is presented to them throughout the year and participate in any that interest them. All opportunities that are presented to gifted students are optional and participated in at the discretion of the student. These activities, competitions, and contests are all posted on our gifted Google Classrooms and are accessible at any time. We recognize the demands that a typical gifted student faces in their rigorous classes and understand that additional enrichment work may not be needed or even plausible. We never want gifted to be seen as a burden or unrealistic obstacle. Our goal is to provide numerous opportunities and activities for our students and allow them to explore those that are most enriching to them. We will support them in those areas that they choose.
The high school gifted program offers academic enrichment to students if they need it, and it provides social and emotional support to students when they need it. As gifted support teachers, we facilitate academic enrichment and acceleration when it is appropriate for students. We also encourage gifted students to get involved in activities outside of the classroom, like clubs, conferences, competitions and contests. As previously stated, we notify gifted students about these opportunities through gifted Google Classrooms. Throughout the year, we also offer gifted students opportunities to improve their time management, organizational and study skills as well as activities that are intended to help them grow socially and emotionally.
All Wilson high school students, whether gifted or not, have the ability to take Honors and AP courses if that level is most appropriate for them. All Wilson high school students have access to scholarships and other academic opportunities. All of the math and science competitions that are offered at the high school are open to all Wilson high school students. These opportunities are published on the school website, broadcasted to students on the morning announcements, and, at times, posted around the school. It is up to the student — whether in the gifted program or not — to pay attention to these offerings and sign up for them if interested.
Students who exit the gifted program are officially considered to be “gifted but no longer in need of services.” Students often - but not always - maintain their giftedness throughout their entire lives, so exiting the program does not mean that a student is no longer gifted. Keep in mind that the gifted label does not appear on any student’s transcript or grade report. Colleges and universities will not know that a student is gifted unless that student reveals so in an application or essay.
This decision is personal, and the reasons to stay in the gifted program or not will be different for each student. The decision should be made only with the student’s best interests in mind. If a student has no interest in participating in the gifted program or chose not to participate in any opportunities presented by the middle school gifted support teacher, that may be an indication that it is time to exit the gifted program. Students who are involved in acceleration of a subject, academic competitions, ongoing independent research, projects, and exploration of academic interests likely should stay in the gifted program because the gifted teachers will encourage and support these activities. Likewise, gifted students who enjoy collaborating and spending time with like-minded peers also should likely stay in the program. If parents or students would like to speak to a high school gifted support teacher while making this decision, please email Beth Levan or Frank Reese.