Specialized Schools for High-Ability Learners: Designing and Implementing Programs in Specialized School Settings

By Bronwyn MacFarlane

Specialized Schools for High-Ability Learners focuses on educational programming offered in nontraditional, publicly approved, and private settings, with important details about how to serve high-ability learners in specialized schools and deliver schoolwide educational change. Each chapter offers a differentiated resource for educators who are interested in designing and implementing programs in specialized school settings by providing a discussion of the critical components for inclusion in a carefully planned, coherent, and quality-minded K12 curricular sequence. This book delivers a comprehensive discussion with recommendations for the learning experiences of high-talent students in specialized schools and alternatively approved educational programs. Through relevant research and practical applications, this compendium will help in developing high levels of talent among the next generation of competent critical thinkers.

• Language: English
• Publisher: Sourcebooks
• Release date: Jun 30, 2018
• ISBN: 9781618217790

Bronwyn MacFarlane

Bronwyn MacFarlane, Ph.D., is a professor of gifted education at the University of Arkansas at Little Rock. She served as associate dean in the founding of the College of Education and Health Professions and development of the specialized campus school, UALR-eSTEM charter high school, which will open Fall 2017.

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learners.

Introduction

Bronwyn MacFarlane

Education is not the filling of a pail, but the lighting of a fire.

—Unknown

The Call for Specialized Schools

As new school designs come into being in the decades ahead, we might ask what will be the big differences between what is offered in modern schools and in future designs. A few ideas come to mind: (1) Students will experience more rigorous learning activities with inquiry-based and performance-oriented teaching; (2) educators will consider how to move toward an educational organizational design that incorporates independent learning, online education, as well as meaningful face-to-face interaction among learners; (3) teachers will further develop skills in assessment and the nimble use of digital data to review and plan for student growth; and (4) training and professional development for teachers will further acquaint educators with new school designs and variances in personnel organization and roles.

Specialized schools support these ideas. This book focuses on educational programming offered in nontraditional, publicly approved, and private settings, with important details about how to serve high-ability learners in specialized schools and deliver schoolwide educational change. The types of specialized schools and their associated learning experiences vary based upon a school’s mission. Common foci of specialized schools include (a) science, physics, and mathematics; (b) music and the performing arts; (c) advanced foreign language study (Latin, German, Russian, French, and Spanish, etc.); and (d) sports (soccer, diving, gymnastics, etc.). Historically, specialized schools have been seen as secondary schools that intensify the learning of subjects related to the specialization of the school, but specialized schools have expanded into elementary and middle levels as well. Specialized schools should not be identified with vocational schools, which deliver skills for a particular type of job, nor should they be identified as alternative schools, which focus upon keeping students enrolled in positive educational settings. Specialized schools are offered in public, private, magnet, charter, and online settings. Although not new, they have grown in number over the years.

About This Book

This book tells some of the stories of specialized schools designed to deliver educational programs for high-ability learners. It focuses on the complexities of specialized educational programming, the implications of serving high-ability learners, and critical program components for inclusion in a planned, coherent, and quality-minded sequence throughout the K–16 curriculum. Readers will gain professional knowledge, understanding, reflection, and reform ideas for supporting talent trajectories. Part I gives us clear insight into understanding the recommended components of specialized schools, such as curriculum, instruction, standards, evaluation, assessment, leadership, and the whole gifted child. Part II shares details about specific specialized schools and demonstrates how best practices may be used in these diverse school settings.

Offering targeted curriculum in specialized programs may provide a challenge for school decision makers. Well-intentioned educators may struggle with how to design and deliver specialized school programs that provide qualitatively better outcomes from those achieved in traditional, publicly funded educational settings. Although school choice options may be available for students, the outcomes associated with such programs vary greatly. This text provides information about best practices across the continuum of specialized school settings intended for developing talent among promising performers. Based on the theory and research of what works in gifted education, differentiation, and advanced academics, this text has been developed for guiding educators in carefully considering the design components of specialized schools. Just as advanced students need differentiated school-based curriculum, high-ability students attending specialized, magnet, and charter-based schools need differentiated learning experiences that meet their individual needs.

As editor for this special volume, I was intrigued to reflect upon the history and development of specialized schools and curricular programs for the gifted in concert with current approaches and practices. Special classes for the gifted and research about acceleration practices have been used and explored since the early 1900s, and the two leading approaches to planning and delivering curriculum for the gifted have been enrichment and acceleration, which have been influenced in practice by the learner, the context, and the teacher (MacFarlane, 2018).

In synchrony with the recent publication of STEM Education for High-Ability Learners: Designing and Implementing Programming (MacFarlane, 2016), this book addresses the valued, yet sometimes challenging integrated implementation of special program foci by providing specific school-based examples about the development, design, and delivery of specialized schools and their associated learning experiences.

Use of This Book

This book is timely, with increasing numbers of state approvals for local specialized schools and the allocation of public funding to support their operations. This book has the capacity to assist educators in discussing alternatives to nontraditional school settings with programs facilitating high performance outcomes. The volume targets specialized school design and curriculum delivery by focusing on applied themes and topics in gifted education, such as curriculum, pedagogy, assessment, and leadership, and includes relevant examples and discussion points for reflection in each chapter focused upon supporting the talent trajectory of promising, high-ability students in these settings.

Promising students from diverse neighborhoods are especially likely candidates for enrollment in magnet, charter, schools within a school, and other separate school offerings. These students need schools that offer curriculum and programming that is differentiated from the regular curriculum offered in these settings. This book provides a needed resource to guide the design, implementation, rigor, and quality of special school educational initiatives, while closing a gap in the education materials market about serving high-ability students in specialized settings.

The book will be valuable to school administrators, program coordinators, school personnel, state policy makers, special interest organizations, graduate students in leadership and administration programs, and relevant educational decision makers interested in the topic of specialized schools for talent development.

The Organization of This Book

Part I focuses on Foundational Theories and Research among Specialized Schools, with chapters that present detailed information about the distinct core components of specialized schools and programs differentiated for advanced learners, including curriculum and instruction; standards, evaluation, and assessment; and consideration of the whole gifted child and affective development. Part II focuses on Best Practices for Specialized School Operations and presents important information relevant to the infrastructural supports for a specialized school or program differentiated for high-ability learners, with specific examples at primary, elementary, and discipline-specific secondary levels in science, mathematics, music, the arts, and foreign language.

Each chapter provides a discussion regarding research findings, best practices in supporting talent in specialized school settings, and questions for reflection and service improvement. The material links to the major issues in gifted education, such as rigorous interdisciplinary learning and curriculum, specialized programs, relevant educational policies, rigorous standards, and high-ability performance. Connections at the school level to the larger field are also clear, with specific discussions about the use of creativity, classroom differentiation, assessment, program evaluation, the professional standards, and professional development.

Developing outstanding talent among the nation’s learners has long been recognized as a national educational and economic priority. In the first chapter, Dr. Bronwyn MacFarlane provides details related to the definitions, nature, and growth of specialized schools and foundational theories and research, which have influenced the purpose and practices offered in specialized school settings. Websites specific to specialized school resources are also provided.

In the second chapter, Dr. Joyce VanTassel-Baska provides an important discussion about the curriculum and instruction provided in specialized schools for the gifted. Of special importance is how these schools address the teaching and learning variables that promote not just achievement but also student creativity and innovation in different domains. Gifted student learning and the need for rigorous curriculum to nurture talents are discussed in detail, along with descriptions of the instructional features of a rigorous curriculum. A synthesis of curriculum components for a specialized school for advanced learners is provided with details about advanced content, concept emphases, process skills, and habits of mind. Planning with a curriculum framework, such as the Integrated Curriculum Model, is shared along with discussion of applying a scope and sequence.

In the third chapter, Dr. Susan K. Johnsen discusses the role of educational standards in providing best practices within specialized schools. Readers will learn about why standards are important to educators in specialized schools and how educators in specialized schools may use the standards. Description about the national standards is provided along with a discussion of possible pitfalls when using the standards.

In the fourth chapter, Dr. Kristina Ayers Paul shares details about evaluating educational programs and assessment practices for differentiating for advanced learners. The chapter focuses upon systematically evaluating a specialized school or program for its facilitation of advanced talent development through differentiated instruction. With discussion about the needs of advanced students for receiving rigorous experiences, even within their specialized schools and programs, this chapter will assist readers with evaluating their educational context for such opportunities.

In the fifth chapter, Dr. Elissa Brown focuses upon the importance of effective leadership in specialized schools and programs for high-ability learners. With a review of gifted education literature and presentation of political and practical dilemmas faced by leaders, the chapter details how leaders in gifted education have an additional layer of complexity in their daily lives in advocating for and leading a special interest group of students with gifts and talents and the teachers and families who support them. With understanding of potential impeding and supporting structures to implementing best educational practices in specialized schools, leaders can be better equipped for accomplishing the established schoolwide and programmatic goals.

In the sixth chapter, Drs. Angela Housand, Ellen I. Honeck, and George Betts discuss considerations when serving the whole gifted child in specialized schools. The authors describe how specialized schools exist in a unique position to serve the diversified needs of the whole gifted child. Special attention should be focused on recognizing that the needs of the whole gifted child extend beyond cognitive development to include the physical, social, and emotional aspects of the child, as well as recognizing the individual contexts and backgrounds that influence talent development among children.

The seventh chapter provides a transition to Part II and tells the stories of specialized schools with different purposes and in different settings. MacFarlane shares additional examples of specialized schools with readers to learn how best practices have been applied in a variety of settings.

In the eighth chapter, Drs. Julia Link Roberts, Lynette Breedlove, and Tracy Ford Inman share considerations for planning, funding, and operating specialized schools through the story of The Gatton Academy of Mathematics and Science in Kentucky. The mission of The Gatton Academy is to provide a residential program for bright, highly motivated Kentucky high school students interested in pursuing advanced careers in science, technology, engineering, and mathematics. With the university-based model, the school efficiently and effectively provides academic opportunities of the highest level for talented students from across Kentucky. The authors provide important details about the planning and coordination of operating a specialized high school on a university campus.

The ninth chapter focuses upon music, creativity, and the performing arts in specialized schools, and Drs. Christina Amspaugh and Alicia Cotabish describe how artistic development may be nurtured in talented students. Specialized schools focused on performing arts education include dance, music, drama/theater and visual arts. With insights about the academic effects with talented students, including those from high poverty and culturally diverse backgrounds, the authors describe critical areas of development nurtured in these schools, including (a) collaboration and teamwork, (b) creativity and imagination, (c) critical thinking, and (d) problem solving. Whether specialized schools are focused on the visual arts, music, drama, or dance, each art form presents its own unique contribution to the creative arts and students’ learning. Also of importance is the discussion about affective development and the social and emotional learning goals to be included in artistry programs.

Second-language education is the focus of the 10th chapter, and Ms. Ariel Baska provides a literature review of foreign language education with description and discussion of the Governor’s Foreign Language Academies through their history, identification process, curriculum and instruction models, assessments, and both the statistical and anecdotal data showing their long-term impact. Suggestions for how to plan similar foreign language academies or programs in schools, either on a short-term or year-round model, are provided.

Specialized standalone early childhood programs for preschoolers who have been identified as gifted are rare and mostly found in private schools. In Chapter 11, Drs. Nancy B. Hertzog and Sakhavat Mammadov provide a review of significant contributions to early childhood gifted education and describe the story of specialized preschool settings with a historical context. Despite limited research evidence on the outcomes of instructional and curricular methods used in innovative preschools, the authors conclude with a discussion of developmentally appropriate best practices to serve diverse populations of preschoolers in both private and public preschool settings.

In Chapter 12, Dr. Ellen I. Honeck, Dr. Angela Tanner, and Mr. Dan Vorenberg explore specialized elementary schools for the gifted. With a historical look at the development of specialized schools for the gifted, the authors share case studies of two specialized schools serving elementary-age learners. Through a discussion of programming elements, the chapter presents a variety of considerations for operating elementary specialized schools.

In Chapter 13, Drs. Todd Kettler and Jeb S. Puryear provide guidance about curriculum, methods, and authentic experiences in science and mathematics specialized schools. The authors discuss the Texas Academy of Mathematics and Science (TAMS) and its role in supporting students in developing discipline-specific expertise and achieving prestigious recognitions for their work in science and mathematics.

Special appreciation goes to each author for his or her expert contributions to this book. Thank you, too, to the reader for sharing a commitment in striving to continually provide better learning experiences for talented students.

References

MacFarlane, B. (Ed.). (2016). STEM education for high-ability learners: Designing and implementing programming. Waco, TX: Prufrock Press.

MacFarlane, B. (2018, Summer). Resources to accelerate: Tips for advancing the curriculum. The Curriculum Corner: a regular quarterly column. Teaching for High Potential.

PART I

Foundational Theories and Research Among Specialized Schools

CHAPTER 1

Charting a Specialized Course in Education

Public, Private, Magnet, and Charter Schools

Bronwyn MacFarlane

It is the supreme art of the teacher to awaken joy in creative expression and knowledge.

—Albert Einstein

During the 2015–2016 school year, there were an estimated 90,400 K–12 public schools in the United States, including 83,500 traditional public and 6,900 public charter schools (Taie & Goldring, 2017). These schools served nearly 49.3 million students, with about 46.2 million in traditional public schools and another 3 million in public charter schools. The number of public charter schools increased from 4,480 to 6,900 between 2011 and 2016 (Bitterman, Gray, & Goldring, 2013). Among special education services provided, about 99% of public schools had at least one student with an Individual Education Plan (IEP) due to special needs. Seventy-six percent of public schools provided instruction specifically designed to address the needs of English language learners or limited English proficient students. About 87% of public schools in the United States were regular schools, 6% were alternative or other schools, 4% were special program emphasis, 2% were special education, and 2% were career/technical/vocational schools (Taie & Goldring, 2017). Across this array of schools, approximately 3.3 million students were enrolled in K–12 gifted and talented programs during the 2013–2014 school year, according to the most recent available Office of Civil Rights national data (CRDC, n.d.; National Association for Gifted Children [NAGC] & The Council of State Directors of Programs for the Gifted [CSDPG], 2015).

Although the exact number of specialized schools varies, 15 states provide residential schools, and 23 states provide specialized summer academies, such as governor’s schools for advanced learners. Many of these schools have a specific content focus (e.g., mathematics, science, or the arts) or are designed to provide advanced learning experiences across many discipline areas. Specialty schools are not a new phenomenon in education but have been steadily increasing over time. Associations such as the National Conference of Governor’s Schools (NCoGS) and the National Consortium of Secondary STEM Schools (NCSSS) provide opportunities for educators in these settings to create common understandings and to attempt to join forces for articulating shared practices. Web addresses to these organizations are provided at the conclusion of this chapter as resources for further reading. Although the chapters throughout this text provide extraordinary insight into and recommendations for the crucial components of specialized schools, this chapter details the foundational theories and research, which have influenced the purpose and practices offered in specialized school settings.

Rationale for Specialized Schools Among Public, Private, Magnet, and Charter Settings

Many countries adhere to a definition of giftedness that is fairly broad in respect to examining intellectual, academic, and artistic areas. In the United States, the federal definition of gifted and talented (Jacob K. Javits Gifted and Talented Students Education Act of 1988) describes children and youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities.

The federal government and all 50 states have some form of legislation regarding gifted education, but gifted education programming is implemented in a variety of ways among individual states and local education agencies (LEAs; NAGC & CSDPG, 2015). Because talented students have already mastered 33% to 50% of the classroom materials taught prior to the school year, these students may spend the majority of a school day languishing in a general education classroom without curricular modifications or accommodations to meet their special needs for advancement (Westberg & Daoust, 2003). Specialized schools play an important role in charting a differentiated course for these learners and their education. Through acceleration and a vigorous program of study, students have the opportunity to experience a differentiated and challenging academic experience. With a focus on acceleration of content areas, many specialized schools provide enrichment and greater depth of learning with acceleration of instruction.

Specialized secondary schools are designed to meet the unique education needs of students (McBee & Fields, 2014; Roberts, 2013; Wilson, 2009) and may be established at the district or state level. Specialized schools, whether magnet, charter, public, or private, tend to provide specialized curriculum focusing on one academic area or a more general educational background with additional funding for expenses incurred with labs, arts, or technology. Many specialized schools are designed to

Reviews for Specialized Schools for High-Ability Learners

[gdemange_2 · Rating: 4 out of 5 stars]

Great book for someone who just happens to have a high ability child they are rearing, but also of interest to anyone with a school age child in their household. Lots of talent and thought in this book. Thirteen titled chapters, each written by a different expert in that field, All chapters are followed by extensive references. Many also list resources. Some additionally are followed with a summary and some with questions for discussion. I recommend this book for anyone with any interest whatsoever in education. It seems to me that person will find value in this book. Definitely have a look.

[alan.r.skiles · Rating: 4 out of 5 stars]

This book is well organized, researched and wonderfully focused. The messaging is clear and easy to follow. Argumentation is coherent and not swayed by emotion. This will be a great addition to the syllabus of a college level course on educating children of a variety of academic inclinations.

[ella_wold · Rating: 4 out of 5 stars]

I liked this book and think that it was very informative and helpful. One thing I wish was in it was a list of schools in the U.S. that are suited to this style of learning.