1 00:00:00,000 --> 00:00:02,580 (upbeat music) 2 00:00:02,580 --> 00:00:09,140 - Are we actually teaching elementary age students 3 00:00:09,140 --> 00:00:12,760 divergent and convergent thinking? 4 00:00:12,760 --> 00:00:13,600 - We are. 5 00:00:13,600 --> 00:00:15,000 - That is amazing. 6 00:00:15,000 --> 00:00:17,100 - In fact, Principal Navidad, 7 00:00:17,100 --> 00:00:20,680 like overheard a third grader in the hallway 8 00:00:20,680 --> 00:00:24,000 talking about being a divergent thinker. 9 00:00:24,000 --> 00:00:26,680 - And I was like, that's pretty awesome. 10 00:00:26,680 --> 00:00:27,520 - Cool. 11 00:00:27,520 --> 00:00:28,520 - I'm astounded. 12 00:00:28,520 --> 00:00:32,360 I mean, I know that our teachers are so amazing 13 00:00:32,360 --> 00:00:34,360 and our kids are learning lots, 14 00:00:34,360 --> 00:00:37,280 but that is a very specific example 15 00:00:37,280 --> 00:00:40,200 that just like makes me wanna jump on this table. 16 00:00:40,200 --> 00:00:41,920 (laughing) 17 00:00:41,920 --> 00:00:43,760 - Oh my goodness. 18 00:00:43,760 --> 00:00:46,340 (upbeat music) 19 00:00:46,340 --> 00:00:48,920 (upbeat music) 20 00:00:48,920 --> 00:00:56,840 - Welcome to Inside Hopkins. 21 00:00:56,840 --> 00:00:59,680 I am your host, Dr. Rhoda Murray-Piri Reid. 22 00:00:59,680 --> 00:01:02,720 Today, we are diving into a powerful model 23 00:01:02,720 --> 00:01:05,720 that's transforming how we think about talent, 24 00:01:05,720 --> 00:01:07,720 brilliance, and personalized learning 25 00:01:07,720 --> 00:01:09,360 in Hopkins Public Schools, 26 00:01:09,360 --> 00:01:11,680 our school-wide talent development model 27 00:01:11,680 --> 00:01:15,080 sometimes referred to as school-wide enrichment. 28 00:01:15,080 --> 00:01:19,840 In Hopkins, we believe every student is gifted 29 00:01:19,840 --> 00:01:23,760 and has skills and talents that can be further developed, 30 00:01:23,760 --> 00:01:26,200 not just a select few. 31 00:01:26,200 --> 00:01:28,360 Through this approach, talent development 32 00:01:28,360 --> 00:01:32,680 isn't an exclusive privilege for the pre-identified. 33 00:01:32,680 --> 00:01:36,720 It's a set of enriching learning experiences for all. 34 00:01:36,720 --> 00:01:40,200 Backed by research, the enrichment model in Hopkins 35 00:01:40,200 --> 00:01:43,880 emphasizes exploration, creativity, 36 00:01:43,880 --> 00:01:46,640 and real world problem solving. 37 00:01:46,640 --> 00:01:49,360 It gives students opportunities to dive deep into 38 00:01:49,360 --> 00:01:52,800 their interests, practice critical thinking, 39 00:01:52,800 --> 00:01:56,280 and connect their learning to the world around them. 40 00:01:56,280 --> 00:02:00,880 Today in the studio, I have three guests. 41 00:02:00,880 --> 00:02:03,440 Dr. Leanne Campy currently serves 42 00:02:03,440 --> 00:02:06,720 as a principal on special assignment for Hopkins schools. 43 00:02:06,720 --> 00:02:08,960 She coaches principles in implementing 44 00:02:08,960 --> 00:02:11,400 the pillars of Vision 2031, 45 00:02:11,400 --> 00:02:14,680 which includes school-wide talent development. 46 00:02:14,680 --> 00:02:17,000 Welcome to Inside Hopkins, Dr. Campy. 47 00:02:17,000 --> 00:02:18,320 Thank you. 48 00:02:18,320 --> 00:02:21,280 Jillian Myers is the STEAM specialist 49 00:02:21,280 --> 00:02:23,240 at Alice Smith Elementary. 50 00:02:23,240 --> 00:02:25,720 She has worked in Hopkins for four years. 51 00:02:25,720 --> 00:02:27,880 Welcome to Inside Hopkins, Ms. Myers. 52 00:02:27,880 --> 00:02:29,200 Thank you for having me. 53 00:02:29,200 --> 00:02:32,960 Kathleen Roller is an enrichment specialist 54 00:02:32,960 --> 00:02:37,960 at Meadowbrook Elementary in Hopkins since 1997. 55 00:02:37,960 --> 00:02:42,240 In 2022, Ms. Roller was a driving force 56 00:02:42,240 --> 00:02:45,000 behind developing a school-wide enrichment program 57 00:02:45,000 --> 00:02:46,760 at the Elementary School 58 00:02:46,760 --> 00:02:50,280 after being inspired at a national conference. 59 00:02:50,280 --> 00:02:52,400 Welcome to Inside Hopkins, Ms. Roller. 60 00:02:52,400 --> 00:02:53,400 Thank you. 61 00:02:53,400 --> 00:02:57,000 So as a first question, I'm curious 62 00:02:57,000 --> 00:03:02,000 if any of you qualified for gifted services 63 00:03:02,000 --> 00:03:04,720 or talent development at the time, 64 00:03:04,720 --> 00:03:08,280 whatever it was called, when you were in school, 65 00:03:08,280 --> 00:03:10,640 and how did being part of a program 66 00:03:10,640 --> 00:03:15,640 or not being part of such a program impact you? 67 00:03:15,640 --> 00:03:17,560 Who wants to start? 68 00:03:17,560 --> 00:03:19,320 I can start. 69 00:03:19,320 --> 00:03:21,200 Okay, Dr. Campy. 70 00:03:21,200 --> 00:03:24,720 Yes, I did qualify for gifted and talented services, 71 00:03:24,720 --> 00:03:27,880 and I think that was probably determined 72 00:03:27,880 --> 00:03:29,480 during my kindergarten year. 73 00:03:29,480 --> 00:03:32,800 And I was at a very small rural school in South Dakota, 74 00:03:32,800 --> 00:03:34,800 so there really were no services. 75 00:03:34,800 --> 00:03:39,160 And so because I was ahead in multiple content areas 76 00:03:39,160 --> 00:03:40,880 by multiple grade levels, 77 00:03:40,880 --> 00:03:44,320 they decided that the solution was to have me, 78 00:03:44,320 --> 00:03:47,280 by the time we got through first grade, skip second grade. 79 00:03:47,280 --> 00:03:49,200 So I skipped second grade. 80 00:03:49,200 --> 00:03:53,040 And I would say that I wouldn't recommend doing that 81 00:03:53,040 --> 00:03:56,200 with students unless there's a really deep understanding 82 00:03:56,200 --> 00:03:58,840 of the holistic impacts of it. 83 00:03:58,840 --> 00:04:02,440 I think that it did help me in some ways academically, 84 00:04:02,440 --> 00:04:04,240 but it was very, very difficult 85 00:04:04,240 --> 00:04:06,200 from a social emotional standpoint. 86 00:04:06,200 --> 00:04:08,960 I was very interested in things that made my brain race 87 00:04:08,960 --> 00:04:10,920 and made me feel engaged, 88 00:04:10,920 --> 00:04:13,120 but that wasn't really what was being offered 89 00:04:13,120 --> 00:04:16,240 in terms of gifted and talented programming. 90 00:04:16,240 --> 00:04:18,240 Ms. Roller, what are some of your memories 91 00:04:18,240 --> 00:04:21,560 from when you were in school regarding gifted education? 92 00:04:21,560 --> 00:04:24,880 - For me growing up, I wasn't part of any program, 93 00:04:24,880 --> 00:04:26,400 but all my friends were. 94 00:04:26,400 --> 00:04:28,320 And I'm like, why can't I be in that? 95 00:04:28,320 --> 00:04:32,080 And so my mom would check her things like that 96 00:04:32,080 --> 00:04:33,960 because she'd be in it, 'cause I wanted to be, 97 00:04:33,960 --> 00:04:36,520 but no, 'cause I didn't have the test scores. 98 00:04:36,520 --> 00:04:38,760 And so I don't know, I was always like, 99 00:04:38,760 --> 00:04:39,600 what are they doing? 100 00:04:39,600 --> 00:04:42,120 And I kind of wanted to do some of those things too. 101 00:04:42,120 --> 00:04:43,160 - What about you, Jillian? 102 00:04:43,160 --> 00:04:47,320 - I was definitely not part of any gifted and talented program. 103 00:04:47,320 --> 00:04:50,040 I was actually kind of the opposite end of the extreme. 104 00:04:50,040 --> 00:04:53,160 I had an IEP with the learning disability, 105 00:04:53,160 --> 00:04:56,440 had to really fight my way through my education, 106 00:04:56,440 --> 00:04:58,120 but I was really determined, 107 00:04:58,120 --> 00:05:01,160 and by high school was taking honors classes 108 00:05:01,160 --> 00:05:04,120 and not feeling different than my peers, 109 00:05:04,120 --> 00:05:08,920 but knowing that the amount of time and effort it took 110 00:05:08,920 --> 00:05:11,720 to complete some of the same tasks just took me longer, 111 00:05:11,720 --> 00:05:13,920 or I had to approach it differently. 112 00:05:13,920 --> 00:05:18,120 And that really shaped who I became as a person and a teacher. 113 00:05:18,120 --> 00:05:19,920 - Well, thank you all for sharing. 114 00:05:19,920 --> 00:05:22,160 So for our listening audience, 115 00:05:22,160 --> 00:05:26,120 I wanna have us go back to a few years ago, 116 00:05:26,120 --> 00:05:29,880 where here in Hopkins, we moved from a model 117 00:05:29,880 --> 00:05:34,280 where only some students received gifted services, 118 00:05:34,280 --> 00:05:37,720 really in what we call a pull out model, 119 00:05:37,720 --> 00:05:41,560 and we moved to a model where all students 120 00:05:41,560 --> 00:05:44,320 have access to enrichment. 121 00:05:44,320 --> 00:05:49,120 Can you recall for all of us what prompted that shift? 122 00:05:49,120 --> 00:05:52,600 - I was a principal at that time at West, 123 00:05:52,600 --> 00:05:56,600 and I remember my very first year at West 124 00:05:56,600 --> 00:06:00,520 that I observed that we did have some honors classes 125 00:06:00,520 --> 00:06:02,880 at that time in the middle school 126 00:06:02,880 --> 00:06:04,720 or the junior high as we were at that time, 127 00:06:04,720 --> 00:06:09,240 and I observed incredibly different racial dynamics 128 00:06:09,240 --> 00:06:11,840 or demographics between our honors classes 129 00:06:11,840 --> 00:06:13,920 and our non-honors classes. 130 00:06:13,920 --> 00:06:18,920 And it was to a point where students were aware of it, 131 00:06:18,920 --> 00:06:21,360 and there were many teachers aware of it, 132 00:06:21,360 --> 00:06:23,920 and teachers did not feel good about it, 133 00:06:23,920 --> 00:06:26,760 and everyone wasn't quite sure what to do. 134 00:06:26,760 --> 00:06:31,280 So I do know that one of my first moves was to think about 135 00:06:31,280 --> 00:06:34,960 how could we provide enriching experiences 136 00:06:34,960 --> 00:06:37,440 in a way that didn't have to separate students, 137 00:06:37,440 --> 00:06:40,440 in a way that could have them learning together. 138 00:06:40,440 --> 00:06:44,520 I did at that time have a really deep passion 139 00:06:44,520 --> 00:06:49,760 for us to think about gifts and talents far more broadly 140 00:06:49,760 --> 00:06:52,760 than what I had experienced myself as a learner, 141 00:06:52,760 --> 00:06:54,920 but also than what I saw people observing. 142 00:06:54,920 --> 00:06:59,400 For example, we had honors classes for science, math, 143 00:06:59,400 --> 00:07:01,040 language arts, social studies. 144 00:07:01,040 --> 00:07:03,040 We did not have honors classes for music. 145 00:07:03,040 --> 00:07:06,080 We did not have honors classes for fired at the school 146 00:07:06,080 --> 00:07:09,400 at the time, and I feel like that's a space where we were, 147 00:07:09,400 --> 00:07:12,840 we were not observing gifts that some students had. 148 00:07:12,840 --> 00:07:17,840 We were prioritizing some gifts and ignoring others. 149 00:07:17,840 --> 00:07:20,880 - Ms. Roller, what do you remember about that time 150 00:07:20,880 --> 00:07:25,880 when we began to make a shift to be more inclusive 151 00:07:25,880 --> 00:07:31,080 and more thoughtful about all students' strengths and talents? 152 00:07:31,080 --> 00:07:35,240 - When we started to start paying attention to numbers 153 00:07:35,240 --> 00:07:37,480 and what it looked like, right, it didn't feel good. 154 00:07:37,480 --> 00:07:40,120 In my math class, I was like, oh my gosh, 155 00:07:40,120 --> 00:07:42,920 it's all the same students, and it didn't feel good 156 00:07:42,920 --> 00:07:45,160 to have the other students like, how can I get in that? 157 00:07:45,160 --> 00:07:46,200 Or what can I do? 158 00:07:46,200 --> 00:07:50,080 And I thought, hmm, so then that got me to thinking to, 159 00:07:50,080 --> 00:07:54,160 when I went to Confertute, the Conferencing Connecticut 160 00:07:54,160 --> 00:07:56,880 where a lot of the research comes from, 161 00:07:56,880 --> 00:08:00,400 that I'm like, that kind of really aligns to feel good for me, 162 00:08:00,400 --> 00:08:02,840 but also kind of to where I felt we were going 163 00:08:02,840 --> 00:08:04,040 when you first came. 164 00:08:04,040 --> 00:08:07,120 And I thought that would be amazing. 165 00:08:07,120 --> 00:08:11,040 And then you came and said that, hey, 166 00:08:11,040 --> 00:08:12,720 let's experiment and do different things. 167 00:08:12,720 --> 00:08:14,080 And I was really excited. 168 00:08:14,080 --> 00:08:16,760 I'm like, whoa, we could try some new things. 169 00:08:16,760 --> 00:08:20,280 And so just trying that at our own individual schools 170 00:08:20,280 --> 00:08:22,760 and having the support too of administration, 171 00:08:22,760 --> 00:08:24,080 really helps. 172 00:08:24,080 --> 00:08:26,920 - So Kathleen, when you talk about, you know, 173 00:08:26,920 --> 00:08:28,040 eight years ago or whatever, 174 00:08:28,040 --> 00:08:31,200 when all the kids were the same in these pull-out classes, 175 00:08:31,200 --> 00:08:32,040 what do you mean? 176 00:08:32,040 --> 00:08:35,600 Like, all white or do you mean they all thought the same 177 00:08:35,600 --> 00:08:37,080 or you said the same? 178 00:08:37,080 --> 00:08:39,280 - Yeah, they said, no, they're all of, you know, 179 00:08:39,280 --> 00:08:41,000 all of the white kids. 180 00:08:41,000 --> 00:08:42,000 There wasn't any. 181 00:08:42,000 --> 00:08:43,680 And I work at Metalbrook and so I know 182 00:08:43,680 --> 00:08:45,120 what the diversity numbers were. 183 00:08:45,120 --> 00:08:48,480 And I thought, well, okay, if we're 20% students of color 184 00:08:48,480 --> 00:08:50,760 at Metalbrook, then that should be reflected 185 00:08:50,760 --> 00:08:51,880 in the classroom too. 186 00:08:51,880 --> 00:08:52,880 - Okay. 187 00:08:52,880 --> 00:08:56,200 And Leanne, Ms. Roller has mentioned Confertute twice now. 188 00:08:56,200 --> 00:08:58,040 Can you explain for our listening audience 189 00:08:58,040 --> 00:09:01,880 a little bit more about what this conference actually is? 190 00:09:01,880 --> 00:09:04,960 And Joseph Franzuli is really highly revered 191 00:09:04,960 --> 00:09:07,120 in the gifted and talented field. 192 00:09:07,120 --> 00:09:11,000 And he is one of the people that is credited 193 00:09:11,000 --> 00:09:14,080 with developing the school-wide enrichment model. 194 00:09:14,080 --> 00:09:17,040 And so Confertute is there, I believe, 195 00:09:17,040 --> 00:09:19,600 annual conference that they have in the summer 196 00:09:19,600 --> 00:09:22,400 for people to come together and learn more 197 00:09:22,400 --> 00:09:26,360 about all of the things that you need to be aware of 198 00:09:26,360 --> 00:09:30,240 in order to not just develop or deliver 199 00:09:30,240 --> 00:09:33,720 the school-wide enrichment model, but to serve students 200 00:09:33,720 --> 00:09:36,880 who might experience or demonstrate needs 201 00:09:36,880 --> 00:09:39,920 that are different than the rest of the classroom. 202 00:09:39,920 --> 00:09:43,280 And so this school year, we've actually spent time 203 00:09:43,280 --> 00:09:45,800 working with their taste of Confertute conference, 204 00:09:45,800 --> 00:09:47,480 which is a virtual model. 205 00:09:47,480 --> 00:09:50,320 And for example, the last session that we did 206 00:09:50,320 --> 00:09:52,400 was about twice exceptional children, 207 00:09:52,400 --> 00:09:54,280 which are children who have been identified 208 00:09:54,280 --> 00:09:56,280 to have a disability of some sort 209 00:09:56,280 --> 00:09:58,680 and have also been identified 210 00:09:58,680 --> 00:10:01,600 to need some sort of enrichment or acceleration 211 00:10:01,600 --> 00:10:03,040 in another way. 212 00:10:03,040 --> 00:10:06,320 - So school-wide enrichment might be new to Hopkins, 213 00:10:06,320 --> 00:10:11,320 but it is a concept that was devised a long time ago 214 00:10:11,320 --> 00:10:15,560 is well researched and in place in schools across the world. 215 00:10:15,560 --> 00:10:18,600 Important to know. 216 00:10:18,600 --> 00:10:21,080 So Miss Myers, let's go to you. 217 00:10:21,080 --> 00:10:25,400 When we think about kind of shifting from these 218 00:10:25,400 --> 00:10:29,360 exclusive opportunities for a few students to receive 219 00:10:29,360 --> 00:10:33,760 gifted and talented instruction to a school-wide model 220 00:10:33,760 --> 00:10:36,400 where all students have access, 221 00:10:36,400 --> 00:10:39,760 what are some things that we need to unlearn? 222 00:10:39,760 --> 00:10:44,760 - We need to unlearn some of the ways we just approach 223 00:10:44,760 --> 00:10:47,920 our teaching, lean into what the kids are interested in 224 00:10:47,920 --> 00:10:49,800 and let them kind of choose their own path 225 00:10:49,800 --> 00:10:50,640 for their learning. 226 00:10:50,640 --> 00:10:52,280 And the school-wide enrichment model 227 00:10:52,280 --> 00:10:54,160 allows us to do that. 228 00:10:54,160 --> 00:10:56,400 So I guess it's not so much of what we're unlearning 229 00:10:56,400 --> 00:11:01,200 but of the great things that we are now getting 230 00:11:01,200 --> 00:11:03,640 by adopting a school-wide enrichment model. 231 00:11:03,640 --> 00:11:04,840 - What we're embracing? 232 00:11:04,840 --> 00:11:05,680 - Yes. 233 00:11:05,680 --> 00:11:06,520 - Uh-huh. 234 00:11:06,520 --> 00:11:07,640 So let me push you a little bit. 235 00:11:07,640 --> 00:11:12,640 So we know as educators that we have to tap into 236 00:11:12,640 --> 00:11:15,960 students' interests and passions. 237 00:11:15,960 --> 00:11:21,080 And at the same time, sometimes what we hear from parents, 238 00:11:21,080 --> 00:11:23,520 it's like, well, what about the standards, right? 239 00:11:23,520 --> 00:11:25,720 And are two following the standards, right? 240 00:11:25,720 --> 00:11:29,560 So can you talk about the balance of a standards driven 241 00:11:29,560 --> 00:11:34,120 approach while also cultivating student interest? 242 00:11:34,120 --> 00:11:36,120 - Yes, we do have to teach the standards. 243 00:11:36,120 --> 00:11:38,320 When that's what they're gonna be tested on and assessed on 244 00:11:38,320 --> 00:11:41,760 but we can still have inquiry-based options 245 00:11:41,760 --> 00:11:45,440 that are still going to accomplish teaching the standards. 246 00:11:45,440 --> 00:11:49,600 - So Dr. Campy is gifted and outdated label 247 00:11:49,600 --> 00:11:52,600 from your point of view based on the research 248 00:11:52,600 --> 00:11:55,680 and the learning you've done is it outdated 249 00:11:55,680 --> 00:11:58,320 and like what does it actually mean? 250 00:11:58,320 --> 00:12:02,200 And who decides what kind of child is gifted 251 00:12:02,200 --> 00:12:05,760 or what kind of child quote unquote isn't? 252 00:12:05,760 --> 00:12:07,920 - I think that's a complex question. 253 00:12:07,920 --> 00:12:11,800 I would say because of the connotations 254 00:12:11,800 --> 00:12:14,120 that are associated with that word, 255 00:12:14,120 --> 00:12:17,600 it may be outdated until we're able to shift our thinking 256 00:12:17,600 --> 00:12:18,520 about what it means. 257 00:12:18,520 --> 00:12:20,240 I think right now when we say gifted, 258 00:12:20,240 --> 00:12:21,920 we think a certain thing. 259 00:12:21,920 --> 00:12:23,920 We want to offer school-wide enrichment 260 00:12:23,920 --> 00:12:26,000 so that all students are getting experience. 261 00:12:26,000 --> 00:12:29,320 And we also want to acknowledge that there are students 262 00:12:29,320 --> 00:12:32,640 who will need more to maintain their engagement 263 00:12:32,640 --> 00:12:34,280 in certain areas. 264 00:12:34,280 --> 00:12:36,960 And I think the challenge that we're presented with 265 00:12:36,960 --> 00:12:39,960 is not resorting to what is efficient 266 00:12:39,960 --> 00:12:43,760 or already known as our way of figuring that out. 267 00:12:43,760 --> 00:12:46,960 - So there's a lot of pressure in our society 268 00:12:46,960 --> 00:12:49,920 and I think parents feel it a great deal 269 00:12:49,920 --> 00:12:52,400 to have our students achieve. 270 00:12:52,400 --> 00:12:56,160 But I think one of the ways this comes out 271 00:12:56,160 --> 00:13:00,040 is through these requests for or conversations 272 00:13:00,040 --> 00:13:03,760 around accelerating learning, right? 273 00:13:03,760 --> 00:13:08,760 So what are your thoughts about like what does it mean 274 00:13:08,760 --> 00:13:12,680 to accelerate students learning, 275 00:13:12,680 --> 00:13:17,680 especially in a way that also deepens learning 276 00:13:18,800 --> 00:13:21,480 and is aligned with student pace 277 00:13:21,480 --> 00:13:26,480 and when can acceleration sometimes be done for acceleration sake 278 00:13:26,480 --> 00:13:32,280 but we're missing some key ingredients. 279 00:13:32,280 --> 00:13:35,440 Let's just talk about acceleration for a moment. 280 00:13:35,440 --> 00:13:38,800 - What we have been doing to address this 281 00:13:38,800 --> 00:13:42,360 is really thinking about it through the lens of, 282 00:13:42,360 --> 00:13:45,600 is this a situation where the student already has the knowledge? 283 00:13:45,600 --> 00:13:49,400 They already know the things that we are going to teach in the class 284 00:13:49,400 --> 00:13:53,400 or is this a situation where this student learns very quickly 285 00:13:53,400 --> 00:13:55,840 so they don't know that any of the knowledge coming in 286 00:13:55,840 --> 00:13:57,240 on the front end of the unit 287 00:13:57,240 --> 00:13:59,400 but they grasp things much more quickly 288 00:13:59,400 --> 00:14:01,080 than maybe the rest of the class 289 00:14:01,080 --> 00:14:03,280 because those are two different solutions, right? 290 00:14:03,280 --> 00:14:05,360 If it is that you know all of those things 291 00:14:05,360 --> 00:14:09,080 that we're going to cover in first grade science, 292 00:14:09,080 --> 00:14:11,360 then why would we ask you to do all those things again? 293 00:14:11,360 --> 00:14:13,440 Even if it was in a more rich and way, 294 00:14:13,440 --> 00:14:15,280 you don't need to repeat things you already know. 295 00:14:15,280 --> 00:14:16,920 But if you don't know those things 296 00:14:16,920 --> 00:14:18,240 and you're going to learn very quickly, 297 00:14:18,240 --> 00:14:20,360 we also don't want you to sit and be bored 298 00:14:20,360 --> 00:14:21,720 because you grasp it quickly 299 00:14:21,720 --> 00:14:24,800 and that wasn't the pace that we were planning on, right? 300 00:14:24,800 --> 00:14:28,480 So we've been trying to when we learn of a student 301 00:14:28,480 --> 00:14:31,360 who might have needs that aren't being met in the classroom, 302 00:14:31,360 --> 00:14:34,320 assess for that and then go from there 303 00:14:34,320 --> 00:14:36,040 in terms of what do we believe the solution 304 00:14:36,040 --> 00:14:39,880 or the support that that student needs to be based upon, 305 00:14:39,880 --> 00:14:41,480 do they already have the skills 306 00:14:41,480 --> 00:14:44,920 or are they just very quick learners? 307 00:14:44,920 --> 00:14:46,280 Thank you. 308 00:14:46,280 --> 00:14:48,720 So how do we respond? 309 00:14:48,720 --> 00:14:51,680 How do you all respond to parents 310 00:14:51,680 --> 00:14:55,640 when they have concerns about whether school-wide enrichment 311 00:14:55,640 --> 00:15:00,320 reduces rigor or whether the acceleration opportunities 312 00:15:00,320 --> 00:15:03,680 are sort of not what they imagined? 313 00:15:03,680 --> 00:15:06,680 The school-wide enrichment model does come 314 00:15:06,680 --> 00:15:08,680 from a gifted and talented program 315 00:15:08,680 --> 00:15:11,800 because the research shows that the gifted and talented students 316 00:15:11,800 --> 00:15:14,440 are successful in school-wide enrichment models. 317 00:15:14,440 --> 00:15:17,880 Just like education for students who might be at grade level 318 00:15:17,880 --> 00:15:19,520 is not one size fits all. 319 00:15:19,520 --> 00:15:23,080 Neither is education for students who might have a need 320 00:15:23,080 --> 00:15:24,680 related to being gifted. 321 00:15:24,680 --> 00:15:28,040 And so one of the things that I've had the opportunity 322 00:15:28,040 --> 00:15:31,800 to do in my current role is meet with families 323 00:15:31,800 --> 00:15:35,120 who have identified that as their child's need. 324 00:15:35,120 --> 00:15:38,440 And it really does come down to the individual child 325 00:15:38,440 --> 00:15:41,200 and the family when we think about 326 00:15:41,200 --> 00:15:43,720 what's the right solution for this child. 327 00:15:43,720 --> 00:15:47,560 And I don't know that there have been any situations 328 00:15:47,560 --> 00:15:50,600 thus far where the solution has been the same thing. 329 00:15:50,600 --> 00:15:53,200 So for us to previously have been a spot where we say, 330 00:15:53,200 --> 00:15:54,880 OK, this was your score on the co-gat. 331 00:15:54,880 --> 00:15:57,120 That means you should be in this math class 332 00:15:57,120 --> 00:15:59,080 and that's where we go moving forward. 333 00:15:59,080 --> 00:16:01,040 I think that's ill advised. 334 00:16:01,040 --> 00:16:04,200 I think that it's more nuanced than that. 335 00:16:04,200 --> 00:16:06,080 But we won't ever get to a place that 336 00:16:06,080 --> 00:16:08,600 is more individualized unless we do pay attention 337 00:16:08,600 --> 00:16:11,520 to students in that individual way. 338 00:16:11,520 --> 00:16:15,960 So when you say that each of the potential solutions 339 00:16:15,960 --> 00:16:20,240 for all of those student-based scenarios were unique, 340 00:16:20,240 --> 00:16:21,760 none of them were the same. 341 00:16:21,760 --> 00:16:25,000 That is a true example of personalizing learning 342 00:16:25,000 --> 00:16:27,040 for our children. 343 00:16:27,040 --> 00:16:29,200 That is really awesome. 344 00:16:29,200 --> 00:16:32,480 Could we talk about shifting adult mindsets? 345 00:16:32,480 --> 00:16:36,200 What are some of the adult mindset barriers 346 00:16:36,200 --> 00:16:41,000 to all staff being on board with school, school-wide enrichment? 347 00:16:41,000 --> 00:16:43,840 I remember going into one of the second great classrooms 348 00:16:43,840 --> 00:16:45,800 and I was teaching them this problem-solving strategy 349 00:16:45,800 --> 00:16:47,160 of working backwards. 350 00:16:47,160 --> 00:16:49,400 And she's like, well, they're not going to be able to do that. 351 00:16:49,400 --> 00:16:51,040 And I'm like, well, I mean, the purpose 352 00:16:51,040 --> 00:16:52,760 is that they're thinking, right? 353 00:16:52,760 --> 00:16:55,440 And so I said, even if at the end of this lesson, 354 00:16:55,440 --> 00:16:57,080 some kids will know how to do it. 355 00:16:57,080 --> 00:17:00,480 And some kids, if all they know is to set up a box in diagram, 356 00:17:00,480 --> 00:17:01,200 perfect. 357 00:17:01,200 --> 00:17:04,760 So modeling for other teachers and opening their eyes 358 00:17:04,760 --> 00:17:07,880 to the different ways that students can learn. 359 00:17:07,880 --> 00:17:12,080 And what is successful is successful getting them all right? 360 00:17:12,080 --> 00:17:15,000 Or is successful like having them at least try it? 361 00:17:15,000 --> 00:17:17,800 Because sometimes when students don't want to do something, 362 00:17:17,800 --> 00:17:19,640 they'll throw the paper on the floor. 363 00:17:19,640 --> 00:17:23,040 Like here they are like, OK, well, I can at least set up a box. 364 00:17:23,040 --> 00:17:24,880 And I can do it like this. 365 00:17:24,880 --> 00:17:27,560 And so to me, successful is the kids thinking, 366 00:17:27,560 --> 00:17:28,320 I can do this. 367 00:17:28,320 --> 00:17:29,040 I can try it. 368 00:17:29,040 --> 00:17:31,600 Successful isn't getting 100%. 369 00:17:31,600 --> 00:17:34,880 And to be clear, that's important for students who would get 100% 370 00:17:34,880 --> 00:17:38,120 because oftentimes the students who always get 100% 371 00:17:38,120 --> 00:17:40,160 do not want to do anything that they 372 00:17:40,160 --> 00:17:42,080 won't land in that space. 373 00:17:42,080 --> 00:17:43,320 And so they also-- 374 00:17:43,320 --> 00:17:44,720 They don't want to fail. 375 00:17:44,720 --> 00:17:45,400 Exactly. 376 00:17:45,400 --> 00:17:49,680 So like teaching students that failure is actually part of learning 377 00:17:49,680 --> 00:17:52,880 is a huge piece of the model. 378 00:17:52,880 --> 00:17:55,520 OK, so what has surprised each of you 379 00:17:55,520 --> 00:17:58,880 most about this shift so far? 380 00:17:58,880 --> 00:18:01,600 For me, the most surprising part 381 00:18:01,600 --> 00:18:06,080 is that the students that typically would not be engaged 382 00:18:06,080 --> 00:18:07,880 and that would cause-- 383 00:18:07,880 --> 00:18:09,360 sorry, I'm stealing this from you. 384 00:18:09,360 --> 00:18:10,760 Yeah, plain. 385 00:18:10,760 --> 00:18:12,920 Sorry, I beat you to it. 386 00:18:12,920 --> 00:18:14,480 I feel like we're good. 387 00:18:14,480 --> 00:18:16,800 We're fighting over the answers. 388 00:18:16,800 --> 00:18:19,000 But those students that tradition in classroom, 389 00:18:19,000 --> 00:18:21,240 you're just going to have battles with. 390 00:18:21,240 --> 00:18:23,600 And they're going to have disruptive behaviors 391 00:18:23,600 --> 00:18:26,760 because they're not engaged. 392 00:18:26,760 --> 00:18:30,120 Those issues aren't issues anymore. 393 00:18:30,120 --> 00:18:33,040 And that makes teaching a lot more pleasant. 394 00:18:33,040 --> 00:18:34,360 And it fills your bucket. 395 00:18:34,360 --> 00:18:36,920 And it's great to see. 396 00:18:36,920 --> 00:18:38,880 Why is engagement higher? 397 00:18:38,880 --> 00:18:43,800 Why do you not have those issues in a steam or school-wide 398 00:18:43,800 --> 00:18:45,640 enrichment classroom? 399 00:18:45,640 --> 00:18:49,440 Because they have choice in their learning. 400 00:18:49,440 --> 00:18:50,400 Sometimes it's guided. 401 00:18:50,400 --> 00:18:54,000 Sometimes it's about thinking, often it's very open-ended 402 00:18:54,000 --> 00:18:56,680 in my classroom and knowing Kathleen's. 403 00:18:56,680 --> 00:18:58,160 And that's awesome. 404 00:18:58,160 --> 00:18:59,760 I can give you some guidance. 405 00:18:59,760 --> 00:19:02,880 But ultimately, I'm not teaching you. 406 00:19:02,880 --> 00:19:06,480 And I tell all my classes, I'm like research shows 407 00:19:06,480 --> 00:19:09,600 about gifted and talented students, x, y, z. 408 00:19:09,600 --> 00:19:13,240 And then I say, and each and every one of us in this classroom 409 00:19:13,240 --> 00:19:15,000 can be gifted and talented. 410 00:19:15,000 --> 00:19:17,280 So how are you going to show me your learning? 411 00:19:17,280 --> 00:19:18,200 Wow. 412 00:19:18,200 --> 00:19:20,120 That's powerful. 413 00:19:20,120 --> 00:19:21,440 Dr. Campy? 414 00:19:21,440 --> 00:19:26,360 The way that students who maybe have been seen through one lens 415 00:19:26,360 --> 00:19:29,880 or perspective are seen through a different perspective 416 00:19:29,880 --> 00:19:33,400 in that classroom, because I was a music teacher for 17 years. 417 00:19:33,400 --> 00:19:37,400 And I frequently would go into a team meeting of some sort. 418 00:19:37,400 --> 00:19:39,680 And we'd be talking about a student who was struggling. 419 00:19:39,680 --> 00:19:43,120 And I'd say, oh, well, in my class, here's what I see. 420 00:19:43,120 --> 00:19:45,360 And it didn't mean that the students who were struggling 421 00:19:45,360 --> 00:19:48,520 in their classroom weren't ever struggling for me. 422 00:19:48,520 --> 00:19:51,240 But I often had a different perspective. 423 00:19:51,240 --> 00:19:53,720 And I think it's because students were engaged 424 00:19:53,720 --> 00:19:54,240 differently. 425 00:19:54,240 --> 00:19:57,720 They were working on a product to create together. 426 00:19:57,720 --> 00:20:00,360 It was a situation where everyone could contribute, 427 00:20:00,360 --> 00:20:02,680 no matter what their level of skill. 428 00:20:02,680 --> 00:20:05,360 And so I think those two factors align 429 00:20:05,360 --> 00:20:07,880 with what's happening in our school wide enrichment classrooms 430 00:20:07,880 --> 00:20:10,200 that we're creating something that's motivating to students, 431 00:20:10,200 --> 00:20:11,760 to look towards a product. 432 00:20:11,760 --> 00:20:15,280 And that everyone feels like they have an entry point. 433 00:20:15,280 --> 00:20:17,440 That it isn't something like, because I can't do this, 434 00:20:17,440 --> 00:20:18,800 then I can't do any of it. 435 00:20:18,800 --> 00:20:21,440 Like Kathleen said, maybe I just can draw the box. 436 00:20:21,440 --> 00:20:24,240 And that is learning, and that's celebrated too. 437 00:20:24,240 --> 00:20:26,600 That is very powerful. 438 00:20:26,600 --> 00:20:29,640 All right, well, this has been a really fascinating conversation. 439 00:20:29,640 --> 00:20:32,240 I want to thank you for everything that you do 440 00:20:32,240 --> 00:20:39,560 to not only change mindsets, but teach students how 441 00:20:39,560 --> 00:20:43,480 to view themselves in very new and powerful ways, which 442 00:20:43,480 --> 00:20:47,440 is so important for self-efficacy and confidence 443 00:20:47,440 --> 00:20:51,360 and just feeling like I'm a learner. 444 00:20:51,360 --> 00:20:52,400 I'm an academic. 445 00:20:52,400 --> 00:20:54,080 I have an academic identity. 446 00:20:54,080 --> 00:20:56,000 I think that's a really important thing 447 00:20:56,000 --> 00:20:57,360 for all of our students to have. 448 00:20:57,360 --> 00:21:03,600 So thank you to Leon Camphee, Kathleen Roller, and Jillian 449 00:21:03,600 --> 00:21:06,800 Myers for the fascinating conversation today 450 00:21:06,800 --> 00:21:09,240 on school wide enrichment. 451 00:21:09,240 --> 00:21:10,320 Thanks for having us.