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and talented program allow a school division a great deal of flexibility in administering the program.
“Each (school division) can develop its own program, aa long as they meet certain standards,” Rowe said.
‘There’s no dictatorship as flu* as curriculum,” she added, defining the state’s role. “I don’t think the state wants to get too specific; that doesn’t allow enough options for what an individual system wants to do.”
Applied in the classroom, the gifted and talented program will depend on teachers recognizing the individual talents of students, and addressing on higher levels of understanding those considered “gifted”
According to Rowe, teachers already are doing this to a great extent.
‘There are ideas that the program has to be something totally separate,” she said. “Like math and English, gifted and talented is part of that same whole - there to develop a child as a person and not just bits and pieces.”
Teachers want guidelines, they want some directions—but they don’t want to be stifled,” she continued. “You have to let teachers do some things they feel comfortable with and eiyoy doing ”
The particulars of the gifted and talented programs have not been presented yet to the entire faculty at the elementary or high schools, Rowe said.
This has led to some misunderstanding and concern about specifics of the program.
Rowe and other administrators said this had been a shortcoming on their part, and that they have plans to address all concerns in detail.
The explanation will begin, Rowe said, during “in-service” days prior to the start-up of the new school year. She also plans to discuss the program at school board meetings, and follow up
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