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and Reeve suggested they talk to school administrators inhabiting those buildings.
Gifted and Talented Program
Pamela Rowe, Special Services coordinator, appeared before the board with an update on the Gifted and Talented Program, discussed at length at June’s monthly meeting.
Estabrook and she shared the presentation of a system of reaching “gifted” students baaed on the educational process, rather than content.
Basically, Rowe explained, the system followed an educational philosophy called the Tyler Rationale, identifying goals and seeking to attain them by instruction and evaluation.
The Board reviewed the extensive package of material presented, including six major categories of learning: knowledge, comprehension, application, analysis, synthesis and evaluation.
These categories, Rowe explained, could be applied to any subject matter and would progressively test the abilities of those students identified as gifted and talented.
Estabrook added that training for teachers in this approach would be available as soon as teachers in the present summer gifted and talented workshop evaulate their problems and successes in this area.
‘Will-O-The-Wisp’
“I was hoping for a program,” said William Oliver. "This is a will-o-thewisp. My question is: Will we follow the will-o-the-wisp into the swamp or will we have a program? I’m afraid that another school year will pass before we have aprogram. I want something concrete.’’
“What do you mean by a program?” Rowe responded. “Do you want us to list every activity, every day, in every class?”
“Just a concrete program,” Oliver countered. “Just an answer to the question, ‘What will you do?* Will the teachers get back to you after they
’ ’^^EwSSressedfyipr's concerns
. "Thehe is 4 difference between a* content and a process approach,” he said. “Each class will be different. Certainly the teachers will attach content to process. But we’d make a serious mistake if we pinned the teachers to content.”
“You said you had no plans for inservice training,” said Oliver.
“We haven’t a definite date,” said Estabrook. “We have to be guided by the summer experience.”
“If you don’t have a definite date at this point, then you don’t have plans,” responded Oliva*. “What will you do to train the teachers this summer before school starts?”
“We’ll take them through this data and let them know that we’re available for help,” answered Estabrook.
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