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“Oh, yes," said Estabrook.
Rowe commented that several tests already administered would help in the identification process.
Assistant superintendent Thomas Campbell spoke. “We have had problems with identification (of gifted and talented students) in the past But the one big item, the major task that we ask of teachers, is to provide for the individual differences of each student in the classroom."
“We’re doing so many things,” Estabrook said. “But since thayYe not separated out, folks don't always understand. For instance, physics, chemistry, calculus: they’re certainly not for the less able students.”
“When you read the categories of gifted and talented identification,” added Massie, “There are very few students that don’t fit at least one. All of our children are gifted and talented in someway.”
Estabrook explained that the number of students identified as gifted and talented presented its own problem in that the administration was open to criticism whichever way it acted. Some might argue that students were included that didn’t really qualify. Others might criticise the administration for not identifying the foil five percent eligible for special flinding. Questions Accountability
Oliver questioned the accounting for the foods expended under the program. “When you can’t specifically account for the expenditures, that’s when people complain,” he said.
“But we can,” responded Estabrook. “For instance, some of those hinds might go for a portion of the supplies for physics, chemistry or calculus.”
“So the problem is not operational, but conceptual,” Oliver said.
“We can try to correct this by making ourselves more clear,” said Estabrook.
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