The EPO Board has been talking about embarking on this new way to communicate for quite some time. Finally, we've taken the leap--here's the EPO blog in it's barest form. Where it goes from here is up to the EPO constituency: you.
Articles from the EPO Board, members of the EPO, teachers and maybe even students will at some point grace these "pages." It will also serve as a way to answer common questions, gain consensus and discuss the issues relevant to the Explorer students.
If you have any questions about the blog and how to go about posting content, etc., contact Sherilee Coffey at sherileecoffey@gmail.com.
Ted Cohan
Ken Norris
EPO co-presidents
Monday, August 31, 2009
Sunday, June 14, 2009
Philosophy of the Explorer program
The Explorer program of the Walla Walla Public Schools offers highly capable students an opportunity to study academic topics, complex ideas and problems.
Explorer students are those who show motivation for learning and who demonstrate their high capabilities on tests in quantitative and verbal areas. Explorer students comprise approximately three to five percent of the Walla Walla School District population.
The goal of the Explorer program is to offer students challenging and academically rigorous educational opportunities, while developing their abilities to think creatively and to reason effectively. Those scholastic experiences will provide students with the tools and informational background they need to become responsible for their own learning.
Explorer students are those who show motivation for learning and who demonstrate their high capabilities on tests in quantitative and verbal areas. Explorer students comprise approximately three to five percent of the Walla Walla School District population.
The goal of the Explorer program is to offer students challenging and academically rigorous educational opportunities, while developing their abilities to think creatively and to reason effectively. Those scholastic experiences will provide students with the tools and informational background they need to become responsible for their own learning.
History of the Walla Walla Explorer program
In the fall of 1977, school district officials appointed a committee consisting of 16 district employees and five community members to study and make a recommendation regarding gifted education. In May of 1978, a recommendation was made for a pull-out program for gifted students, targeting students in grades four and five with subsequent expansion to other grade levels.
The Board of Directors approved the recommendation and in October of 1978, a teacher was hired to develop an appropriate curriculum and a process for selecting gifted students. By January of 1979, a total of 42 students were attending two half-day classes per week.
The curriculum focused on science, writing and creative thinking so that these students could learn without duplicating their regular class work. The Explorer teacher worked with assistance from and advisory committee consisting of staff and community members.
By September 1979, a second teacher had been hired and the classes were expanded to include grades three and six. During the 1980-81 school year, 73 students in grades three through six were enrolled in the program. Mathematics was added as a major program emphasis for grades three through five.
During the 1983-84 school year, the Explorer teachers taught a junior high school class in the early mornings, in addition to the elementary classes.
The 1984-85 year started with 81 students in grades three through eight, and the same format as the previous year. The district appointed a committee to review the selection process. This resulted in a two-stage selection, based on both ability and achievement test scores, in keeping with new state guidelines.
During the 1991-92 school year, the Explorer program was involved in a comprehensive review conducted by Dr. James Borland (Teachers College, Columbia University) and Ms. Paula Fascilla (OSPI). As a result of the review, students in grades seven and eight meet together as part of the daily schedule at each middle school. Grade six students then attended classes together at Garrison Middle School. During the 2006-2007 school year the program was adjusted so that middle school students attended Explorer classes at their respective middle schools.
Enrollment has grown in the program over the years, averaging around 130 students in grades three through eight.
The Board of Directors approved the recommendation and in October of 1978, a teacher was hired to develop an appropriate curriculum and a process for selecting gifted students. By January of 1979, a total of 42 students were attending two half-day classes per week.
The curriculum focused on science, writing and creative thinking so that these students could learn without duplicating their regular class work. The Explorer teacher worked with assistance from and advisory committee consisting of staff and community members.
By September 1979, a second teacher had been hired and the classes were expanded to include grades three and six. During the 1980-81 school year, 73 students in grades three through six were enrolled in the program. Mathematics was added as a major program emphasis for grades three through five.
During the 1983-84 school year, the Explorer teachers taught a junior high school class in the early mornings, in addition to the elementary classes.
The 1984-85 year started with 81 students in grades three through eight, and the same format as the previous year. The district appointed a committee to review the selection process. This resulted in a two-stage selection, based on both ability and achievement test scores, in keeping with new state guidelines.
During the 1991-92 school year, the Explorer program was involved in a comprehensive review conducted by Dr. James Borland (Teachers College, Columbia University) and Ms. Paula Fascilla (OSPI). As a result of the review, students in grades seven and eight meet together as part of the daily schedule at each middle school. Grade six students then attended classes together at Garrison Middle School. During the 2006-2007 school year the program was adjusted so that middle school students attended Explorer classes at their respective middle schools.
Enrollment has grown in the program over the years, averaging around 130 students in grades three through eight.
Wednesday, June 10, 2009
Myths and facts about the Explorer program
Compiled by Mimi Mott and Kate Venneri for presentation at the Teacher-to-Teacher Explorer information meeting Spring ’07.
Myth: The WWPS Explorer program accepts only 20 children per grade into the program, so they don’t want teachers to nominate too many kids.
Fact: All students who are nominated and qualify through the testing and selection process are accepted. No number limit.
Myth: You can identify a gifted child by watching for children who always complete assignments, are enthusiastic learners in class, and always seem to have their act together. Testing for Explorers should be reserved for kids who show the proper enthusiasm for learning. If the kid won’t comply in the regular classroom, then s/he doesn’t deserve to be an Explorer.
Fact: Gifted children often start out enthusiastic in school, but then often become bored and zone out. When these kids score at the top of the tests but refuse to turn in assignments, they are not exhibiting underachievement; they are displaying noncompliance. The Explorer program may be just the place for them.
Myth: The highest-achieving kids always come from families with lots of resources, and these families are very involved and supportive of their kids. These kids have had many opportunities to learn from birth, and the kids are involved in multiple activities outside of school.
Fact: Not always! Current Explorer classes include a mix of kids. Children who show high levels of intelligence despite family challenges deserve to be considered for the Explorer program.
Myth: I’ve had Explorer kids in my classes over the years…and sometimes these kids are not that easy to have in class. Some don’t seem that much more advanced than other kids I’ve had, and quite honestly some of them have been a pain!
Fact: There are undoubtedly kids in the Walla Walla schools who could qualify for Explorers but have never been tested. Having to be nominated by a teacher or a parent must let quite a few kids fall through the cracks. Because intelligence is measured on a continuous scale, some kids may also just miss the cut-off level. Please remember that the intelligence of the gifted child may not translate into maturity, patience, or understanding the point of lessons in your classroom.
Myth: It’s somehow wrong to focus attention on these smart kids, because, let’s face it, they are going to be just fine in life. They already have an advantage, so why waste resources on them?
Fact: There is a direct connection between early childhood behaviors, intellectual level, and the likelihood of later achievement. These are the kids who have the potential to become the top innovators in our future. “Most of humankind’s greatest inventors, creators, scientists and philosophers exhibited the same sort of very early childhood behavior, interests and skills.”1 We need to devote resources to actively encourage, nurture, guide, and motivate the individuals who have the strongest likelihood of developing advances that will benefit the greater society.
Myth: Early achievement, especially in reading, doesn’t matter too much in the long run because by fourth grade most other kids have caught up.
Fact: Early readers don’t simply “tread water” while others catch up. Gifted children self-instruct and advance in every school subject that has reading as a major component. “School achievement test results of high ability children reveal that their reading and comprehension scores not only are high, but they tend to go up more than two grade levels each year. Social studies and science scores go up nearly as fast, probably because gifted children do a lot of reading and assimilate facts on their own.”1
1. Deborah L. Ruf, Ph.D. Losing our Minds: Gifted Children Left Behind. Great Potential Press, 2005.
Myth: The WWPS Explorer program accepts only 20 children per grade into the program, so they don’t want teachers to nominate too many kids.
Fact: All students who are nominated and qualify through the testing and selection process are accepted. No number limit.
Myth: You can identify a gifted child by watching for children who always complete assignments, are enthusiastic learners in class, and always seem to have their act together. Testing for Explorers should be reserved for kids who show the proper enthusiasm for learning. If the kid won’t comply in the regular classroom, then s/he doesn’t deserve to be an Explorer.
Fact: Gifted children often start out enthusiastic in school, but then often become bored and zone out. When these kids score at the top of the tests but refuse to turn in assignments, they are not exhibiting underachievement; they are displaying noncompliance. The Explorer program may be just the place for them.
Myth: The highest-achieving kids always come from families with lots of resources, and these families are very involved and supportive of their kids. These kids have had many opportunities to learn from birth, and the kids are involved in multiple activities outside of school.
Fact: Not always! Current Explorer classes include a mix of kids. Children who show high levels of intelligence despite family challenges deserve to be considered for the Explorer program.
Myth: I’ve had Explorer kids in my classes over the years…and sometimes these kids are not that easy to have in class. Some don’t seem that much more advanced than other kids I’ve had, and quite honestly some of them have been a pain!
Fact: There are undoubtedly kids in the Walla Walla schools who could qualify for Explorers but have never been tested. Having to be nominated by a teacher or a parent must let quite a few kids fall through the cracks. Because intelligence is measured on a continuous scale, some kids may also just miss the cut-off level. Please remember that the intelligence of the gifted child may not translate into maturity, patience, or understanding the point of lessons in your classroom.
Myth: It’s somehow wrong to focus attention on these smart kids, because, let’s face it, they are going to be just fine in life. They already have an advantage, so why waste resources on them?
Fact: There is a direct connection between early childhood behaviors, intellectual level, and the likelihood of later achievement. These are the kids who have the potential to become the top innovators in our future. “Most of humankind’s greatest inventors, creators, scientists and philosophers exhibited the same sort of very early childhood behavior, interests and skills.”1 We need to devote resources to actively encourage, nurture, guide, and motivate the individuals who have the strongest likelihood of developing advances that will benefit the greater society.
Myth: Early achievement, especially in reading, doesn’t matter too much in the long run because by fourth grade most other kids have caught up.
Fact: Early readers don’t simply “tread water” while others catch up. Gifted children self-instruct and advance in every school subject that has reading as a major component. “School achievement test results of high ability children reveal that their reading and comprehension scores not only are high, but they tend to go up more than two grade levels each year. Social studies and science scores go up nearly as fast, probably because gifted children do a lot of reading and assimilate facts on their own.”1
1. Deborah L. Ruf, Ph.D. Losing our Minds: Gifted Children Left Behind. Great Potential Press, 2005.
Explorer Parents Chapter By-Laws
Article 1. Name, Purpose and Fiscal Year
1.1 Name. The name of this Chapter shall be the Explorer Parents Chapter of the Northwest Gifted Child Association. It shall exist and operate as a unit thereof.
1.2 Purpose. The purpose of the Chapter shall be to inform the public of the special needs of gifted children by disseminating information; by encouraging the development of programs responsive to the needs of gifted children; by supporting legislation on behalf of gifted children; and by supporting any other policies or practices which promote these purposes.
1.3 Fiscal year. The fiscal year of the Chapter will be from July 1 to June 30.
Article 2. Chapter Membership in Association
2.1 Members of a given school district, city, county, or regional area may form a Chapter. Chapters may become participating members of the Association provided: That they subscribe to the purposes of the Association; that they endorse in writing the Association and Chapter by-laws and that they have elected officers consisting of at least a President and Treasurer.
2.2 The Chapter shall be bound by the by-laws of the Northwest Gifted Child Association and may not take action which is contrary thereto.
Article 3. Membership in the Chapter
2.1 Any individuals or families who subscribe to the purposes of the Association are eligible to become members of this Chapter by timely payment of Association dues and fees. The Chapter officers and Chapter membership may levy dues and/or fees in addition to those provided for by the Board of Directors of the Association. A Chapter shall consist of a minimum of 5 members.
2.1 Dues. Dues shall be payable to the Association Treasurer in any month of each year. To be in good standing a member must pay the dues for the up-coming year on or before the expiration date of his/her current membership.
Article 4. Membership Meetings
4.1 There shall be at least four meetings of the Chapter membership each year, one of which shall be designated as the Chapter Annual Meeting.
4.2 Annual Meeting. The annual meeting of the Chapter shall be held before June 15.
4.3 Quorum. A quorum shall consist of those members present at a regularly scheduled meeting.
Article 5. Structure
2.1 Executive Committee. The Executive Committee shall consist of the President, Vice-President, Secretary, and Treasurer, plus other positions as appointed by the President. The Executive Committee shall carry on the day to day business of the Chapter between meetings of the membership and shall report its actions thereto.
5.2 Duties of the Executive Committee. The affairs of the Chapter shall be managed by the Executive Committee. Such officers shall act as a Board, regularly convened, and they may establish such policies for the Chapter and such rules and regulations for the conduct of their meeting and the management of the Chapter as they deem proper, not inconsistent with these by-laws and the laws of the State of Washington.
Article 6. Officers
6.1 There shall be a President, Vice-President, Secretary, and a Treasurer. Other officers may be established by these by-laws. All officers shall be members of Explorer Parents.
6.2 Duties of Officers
6.2.1 President. The President shall be the chief executive officer of the Chapter and shall preside at all meetings of the chapter and of the Executive Committee. The President shall appoint all standing and special committees, shall perform all duties ordinarily incident to the office, and shall recommend such action as the President deem proper. The President shall be an ex-officio member of all Chapter committees.
6.2.2 Vice-President. The Vice-President shall serve as program chairman of the Chapter meetings, shall succeed the President in the event the office becomes vacant, and shall perform such duties as requested by the President.
6.2.3 Secretary. The Secretary shall keep the minutes of meetings, send out notices, serve as custodian of corporation records and correspondence files, and perform such other duties as may be assigned by the Executive committee. Upon being succeeded in office, the Secretary shall turn over all corporation records.
6.2.4 Treasurer. The Treasurer shall receive all funds of the Chapter and shall supervise the keeping of the accounts of the chapter in a thorough and proper manner and shall render statements of the financial affairs of the Chapter in such form and as often as required by the President or Executive Committee. The Treasurer shall render to the President and to the Chapter, within four weeks from the close of the fiscal year of the Chapter, a statement of assets and liabilities of the Chapter as of the end of the preceding fiscal year and of receipts and disbursements for such preceding fiscal year. The Treasurer shall perform all other duties commonly incident to the office and shall have such other powers and duties as may be prescribed by the President or Executive Committee.
Article 7. Election of Officers
7.1 All officers and directors shall be elected at the annual meeting of the Chapter and shall hold office for one year or until their successors take office. No officer shall be eligible for more than two consecutive terms in the same office.
7.2 In case of vacancy in the office of President, the Vice-President shall automatically become President and shall preside until a new president is elected. Vacancies in other offices shall be filled by the Executive Committee.
7.3 Nominations. A Nominating Committee consisting of at least three members shall be appointed at least 30 days before the Chapter annual meeting. It shall present a slate of candidates for officers at the annual meeting. Additional nominations may be made from the floor. Elections shall be by the majority vote of the members present and voting.
Article 8. Procedure
8.1 Except as therein provided, all proceedings of this Chapter shall be governed by Robert’s Rules of Order, Revised.
8.1 Publicity. Association information and news releases shall be made to the public in the name of the Association by the Executive Committee through the President.
Article 9. Amendments
Articles of these by-laws may be amended by majority vote at any meeting of the Chapter provided notice of such proposed amendments shall have been sent to each member at least ten days before the meeting.
Adopted: November 16, 1987
1.1 Name. The name of this Chapter shall be the Explorer Parents Chapter of the Northwest Gifted Child Association. It shall exist and operate as a unit thereof.
1.2 Purpose. The purpose of the Chapter shall be to inform the public of the special needs of gifted children by disseminating information; by encouraging the development of programs responsive to the needs of gifted children; by supporting legislation on behalf of gifted children; and by supporting any other policies or practices which promote these purposes.
1.3 Fiscal year. The fiscal year of the Chapter will be from July 1 to June 30.
Article 2. Chapter Membership in Association
2.1 Members of a given school district, city, county, or regional area may form a Chapter. Chapters may become participating members of the Association provided: That they subscribe to the purposes of the Association; that they endorse in writing the Association and Chapter by-laws and that they have elected officers consisting of at least a President and Treasurer.
2.2 The Chapter shall be bound by the by-laws of the Northwest Gifted Child Association and may not take action which is contrary thereto.
Article 3. Membership in the Chapter
2.1 Any individuals or families who subscribe to the purposes of the Association are eligible to become members of this Chapter by timely payment of Association dues and fees. The Chapter officers and Chapter membership may levy dues and/or fees in addition to those provided for by the Board of Directors of the Association. A Chapter shall consist of a minimum of 5 members.
2.1 Dues. Dues shall be payable to the Association Treasurer in any month of each year. To be in good standing a member must pay the dues for the up-coming year on or before the expiration date of his/her current membership.
Article 4. Membership Meetings
4.1 There shall be at least four meetings of the Chapter membership each year, one of which shall be designated as the Chapter Annual Meeting.
4.2 Annual Meeting. The annual meeting of the Chapter shall be held before June 15.
4.3 Quorum. A quorum shall consist of those members present at a regularly scheduled meeting.
Article 5. Structure
2.1 Executive Committee. The Executive Committee shall consist of the President, Vice-President, Secretary, and Treasurer, plus other positions as appointed by the President. The Executive Committee shall carry on the day to day business of the Chapter between meetings of the membership and shall report its actions thereto.
5.2 Duties of the Executive Committee. The affairs of the Chapter shall be managed by the Executive Committee. Such officers shall act as a Board, regularly convened, and they may establish such policies for the Chapter and such rules and regulations for the conduct of their meeting and the management of the Chapter as they deem proper, not inconsistent with these by-laws and the laws of the State of Washington.
Article 6. Officers
6.1 There shall be a President, Vice-President, Secretary, and a Treasurer. Other officers may be established by these by-laws. All officers shall be members of Explorer Parents.
6.2 Duties of Officers
6.2.1 President. The President shall be the chief executive officer of the Chapter and shall preside at all meetings of the chapter and of the Executive Committee. The President shall appoint all standing and special committees, shall perform all duties ordinarily incident to the office, and shall recommend such action as the President deem proper. The President shall be an ex-officio member of all Chapter committees.
6.2.2 Vice-President. The Vice-President shall serve as program chairman of the Chapter meetings, shall succeed the President in the event the office becomes vacant, and shall perform such duties as requested by the President.
6.2.3 Secretary. The Secretary shall keep the minutes of meetings, send out notices, serve as custodian of corporation records and correspondence files, and perform such other duties as may be assigned by the Executive committee. Upon being succeeded in office, the Secretary shall turn over all corporation records.
6.2.4 Treasurer. The Treasurer shall receive all funds of the Chapter and shall supervise the keeping of the accounts of the chapter in a thorough and proper manner and shall render statements of the financial affairs of the Chapter in such form and as often as required by the President or Executive Committee. The Treasurer shall render to the President and to the Chapter, within four weeks from the close of the fiscal year of the Chapter, a statement of assets and liabilities of the Chapter as of the end of the preceding fiscal year and of receipts and disbursements for such preceding fiscal year. The Treasurer shall perform all other duties commonly incident to the office and shall have such other powers and duties as may be prescribed by the President or Executive Committee.
Article 7. Election of Officers
7.1 All officers and directors shall be elected at the annual meeting of the Chapter and shall hold office for one year or until their successors take office. No officer shall be eligible for more than two consecutive terms in the same office.
7.2 In case of vacancy in the office of President, the Vice-President shall automatically become President and shall preside until a new president is elected. Vacancies in other offices shall be filled by the Executive Committee.
7.3 Nominations. A Nominating Committee consisting of at least three members shall be appointed at least 30 days before the Chapter annual meeting. It shall present a slate of candidates for officers at the annual meeting. Additional nominations may be made from the floor. Elections shall be by the majority vote of the members present and voting.
Article 8. Procedure
8.1 Except as therein provided, all proceedings of this Chapter shall be governed by Robert’s Rules of Order, Revised.
8.1 Publicity. Association information and news releases shall be made to the public in the name of the Association by the Executive Committee through the President.
Article 9. Amendments
Articles of these by-laws may be amended by majority vote at any meeting of the Chapter provided notice of such proposed amendments shall have been sent to each member at least ten days before the meeting.
Adopted: November 16, 1987
Subscribe to:
Posts (Atom)
Posts
