SHERBURNE – During a Sherburne-Earlville Board of Education meeting held last Monday, a presentation was given on progress made over the past year in transitioning the school’s Talented and Gifted program (TAG) into a more inclusive course of study.
Prior to this school year, TAG targeted only a select portion of the student body. Last year, however, the board requested that Jonathan Sherry, the school’s TAG teacher, revise the program to reach a greater quantity of the district’s students. Since then, Sherry has been providing enrichment and “pushing” into classrooms. By visiting classrooms and supplementing the course material with knowledge outside the parameters of the state department of education’s standards, enrichment has supplied students with a more comprehensive context for their lessons.
Some of the issues taught include an analysis of the 2012 United States presidential election, as well as a contrast of Chinese and American cultures.
“Sherburne-Earlville’s Talented and Gifted Program is evolving toward a Schoolwide Enrichment Model, as developed by leading gifted education visionary, Joseph Renzulli,” said Sherry. “The Schoolwide Enrichment Model aims to intellectually and creatively enrich the academic experience for all learners. The fundamental argument is that a rising tide lifts all ships. S-E remains committed to engaging the mind and imagination of all students in unique and relevant ways.”
One of the parents present during last week’s meeting voiced her concern that – following state guidelines – her children are going to be taught to the test, with less of a focus on more substantial learning. Further concern was raised over not being able to hit all classes with enrichment.
In response, school board members pointed out that only one Mr. Sherry is available and the program is limited to what the school’s general funds can provide.
“It’s a tough area,” said BOE President Thomas Morris, referring to the limitations imposed by funding. “If he [Sherry] can affect more students though, it could improve the overall culture of the school.”
Many board members have experienced TAG through their own childrens’ enrollment and discovered there were certain things it did not adequately take into account.
“We have been through the TAG program and we found there are things it didn’t provide, so we are trying something new,” said Morris. In addressing the concerned parent, Morris agreed that the reality of the world is not being met by New York State Education Department standards, which attempt to uniform the education system. He also added his shared anxiety over mediocrity in the education system.
Working with the middle school scheduling model, administrators hope the new enrichment focus of TAG will be able to spread its positive influence throughout the school, permeating alongside the students as they advance into high school.
“If Mr. Sherry pushes in, he can meet with many students, and I have received positive feedback from the teachers who have been involved,” said S-E Superintendent Gayle Hellert. “We knew that this year, we would be trying different things with the kids and that is what we have been doing.”
So far, enrichment has taken hold in sixth grade English Language Arts and although there have been some inevitable growing pains in regards to the shift towards enrichment, administrators are confident the program is headed in the right direction.
“Jonathan has been working hard, spending a lot of time with teachers, planning with them to make sure that the enrichment is beneficial for all of the students,” said Hellert. “It is not just for some kids now, it’s for all kids.”
“I think it’s been a positive change, both for the educator and the students,” added Morris.