Response from Anna Moffit
(1) Every year a large number of students start the year achieving academically at least one year above grade level. Sometimes students are multiple grades ahead of grade level expectations. Is the district responsible for meeting the learning needs of students once they are beyond grade level proficiency? Beyond yes or no, please explain.
Yes, the district is responsible for challenging students who score beyond proficiency. As a former educator, I worked with advanced learners, and was recognized by my district as a leader in this work. Schools can use a variety of approaches to meet the academic needs of students who surpass grade level expectations. I support flexible ability grouping based on areas of strength, expanded access to advanced learning specialists, and accelerating highly advanced students into classes beyond their designated grade levels.
(2) There are also students, many from underrepresented groups, who have the potential to achieve at advanced levels if their potential is identified early and they are also given advanced instruction and support during the school day. Is the district responsible for finding and developing academic talent potential beyond grade level proficiency? Beyond yes or no, please explain.
The district is responsible for identifying and serving advanced learners in underrepresented groups. However, I believe that the district uses assessments and tools for identification that are implicitly biased, and students in underrepresented groups will continue to be missed as long as we depend on these tools to identify them. Perhaps the most effective way for MMSD to identify more gifted students of color is to hire more teachers of color and give them a voice in the identification process. A recent study by Vanderbilt University found that black teachers are six time more likely to identify black students as gifted in reading, compared to non-black teachers.
(3) There are disproportionality issues in advanced academic achievement that must be addressed. In 2016, MMSD signed a Resolution with the Office of Civil Rights to address the underrepresentation of African American and Latino students in advanced coursework in high school. While parts of the resolution focus on access, another important component is the earlier preparation needed to be successful in advanced coursework in high school. What K-8 structures and programs are needed to better prepare students from underrepresented backgrounds to be successful in advanced coursework?
I believe the district must maintain small class sizes in the early grades, particularly in our high-poverty schools. Multiple studies have shown that small class sizes are a proven way to narrow racial and socioeconomic achievement gaps. Because these gaps are in place before students start school, we must invest in providing greater access to early education for all of Madison’s students. Finally, as described in question #2, we must find better ways to identify and nurture academic talent in underrepresented groups.
(4) Currently the Advanced Learning (AL) department consists of one AL Director, one half-time teacher leader focused on creativity and leadership and one half-time Advanced Learning Specialist for each of the 42 elementary and middle school. There are no dedicated AL staff at any of the high schools.
New identification metrics are being used this year to better identify K-8 students who could benefit from additional academic challenge. This work includes using local school and demographic group norms to identify more students from demographic groups currently underrepresented. As a result, the number of Advanced Learners is expected to increase to include between 20-25% of all students. Beyond identification, this will require providing advanced instruction and support to meet these learning needs while implementing comprehensive communication processes between schools and families and within schools.
How should the district determine the adequate staffing needed for this increase and the focus on underrepresentation?
I applaud the district’s commitment to reducing disproportionality in identification of advanced learners. However, I am concerned that casting a wider net while using biased identification tools will not adequately address the disproportionality. We may need to hire additional advanced learning specialists to meet the needs of a growing population of advanced learners. I would emphasize hiring people of color who can help us overcome biases and change structures that perpetuate racial achievement and excellence gaps.
(5) Advanced Learning, DLI and Special Education include some students from all demographic groups but will not include all students from any one demographic group. Explain your view on the functional challenges and opportunities of having different plans, goals, metrics and instruction designed for some students.
The use of siloed plans is highly problematic to me. We know we will have students with intersecting needs. Better collaboration between educators, student services staff and specialists, and better communication with families, will ensure these intersecting needs are met.
(6) Describe your vision of how schools, grade levels and classrooms can have an approach to instruction that embraces both inclusion and advanced learning best practices. What happens when best practices for some students conflict with best practices for other students?
Generally speaking, I see little conflict between best practices in regard to inclusive education for students with disabilities and advanced learning. As an educator, I have always believed that having groups of students at similar ability levels within the general education classroom is important. I think there is tremendous potential to create inclusive classrooms that serve both advanced learners and students with disabilities through multi-age grouping and grouping based on ability.
(7) How might behavior issues and the lack of advanced instruction be connected?
If students aren’t receiving instruction that is relevant or adequately challenging, I believe they will be more likely to engage in behavior that can impact their academic potential and interfere with other students’ learning.
(8) Advanced Learning and advanced coursework are included in Priority Area 1 in the revised Strategic Framework: A well-rounded student experience that challenges and supports. Will you continue to make Advanced Learning a priority among priorities in MMSD if elected?
I supported the inclusion of advanced learning and access to advanced coursework in Priority Area 1, as well as Priority Area 4.
(1) Every year a large number of students start the year achieving academically at least one year above grade level. Sometimes students are multiple grades ahead of grade level expectations. Is the district responsible for meeting the learning needs of students once they are beyond grade level proficiency? Beyond yes or no, please explain.
Yes, the district is responsible for challenging students who score beyond proficiency. As a former educator, I worked with advanced learners, and was recognized by my district as a leader in this work. Schools can use a variety of approaches to meet the academic needs of students who surpass grade level expectations. I support flexible ability grouping based on areas of strength, expanded access to advanced learning specialists, and accelerating highly advanced students into classes beyond their designated grade levels.
(2) There are also students, many from underrepresented groups, who have the potential to achieve at advanced levels if their potential is identified early and they are also given advanced instruction and support during the school day. Is the district responsible for finding and developing academic talent potential beyond grade level proficiency? Beyond yes or no, please explain.
The district is responsible for identifying and serving advanced learners in underrepresented groups. However, I believe that the district uses assessments and tools for identification that are implicitly biased, and students in underrepresented groups will continue to be missed as long as we depend on these tools to identify them. Perhaps the most effective way for MMSD to identify more gifted students of color is to hire more teachers of color and give them a voice in the identification process. A recent study by Vanderbilt University found that black teachers are six time more likely to identify black students as gifted in reading, compared to non-black teachers.
(3) There are disproportionality issues in advanced academic achievement that must be addressed. In 2016, MMSD signed a Resolution with the Office of Civil Rights to address the underrepresentation of African American and Latino students in advanced coursework in high school. While parts of the resolution focus on access, another important component is the earlier preparation needed to be successful in advanced coursework in high school. What K-8 structures and programs are needed to better prepare students from underrepresented backgrounds to be successful in advanced coursework?
I believe the district must maintain small class sizes in the early grades, particularly in our high-poverty schools. Multiple studies have shown that small class sizes are a proven way to narrow racial and socioeconomic achievement gaps. Because these gaps are in place before students start school, we must invest in providing greater access to early education for all of Madison’s students. Finally, as described in question #2, we must find better ways to identify and nurture academic talent in underrepresented groups.
(4) Currently the Advanced Learning (AL) department consists of one AL Director, one half-time teacher leader focused on creativity and leadership and one half-time Advanced Learning Specialist for each of the 42 elementary and middle school. There are no dedicated AL staff at any of the high schools.
New identification metrics are being used this year to better identify K-8 students who could benefit from additional academic challenge. This work includes using local school and demographic group norms to identify more students from demographic groups currently underrepresented. As a result, the number of Advanced Learners is expected to increase to include between 20-25% of all students. Beyond identification, this will require providing advanced instruction and support to meet these learning needs while implementing comprehensive communication processes between schools and families and within schools.
How should the district determine the adequate staffing needed for this increase and the focus on underrepresentation?
I applaud the district’s commitment to reducing disproportionality in identification of advanced learners. However, I am concerned that casting a wider net while using biased identification tools will not adequately address the disproportionality. We may need to hire additional advanced learning specialists to meet the needs of a growing population of advanced learners. I would emphasize hiring people of color who can help us overcome biases and change structures that perpetuate racial achievement and excellence gaps.
(5) Advanced Learning, DLI and Special Education include some students from all demographic groups but will not include all students from any one demographic group. Explain your view on the functional challenges and opportunities of having different plans, goals, metrics and instruction designed for some students.
The use of siloed plans is highly problematic to me. We know we will have students with intersecting needs. Better collaboration between educators, student services staff and specialists, and better communication with families, will ensure these intersecting needs are met.
(6) Describe your vision of how schools, grade levels and classrooms can have an approach to instruction that embraces both inclusion and advanced learning best practices. What happens when best practices for some students conflict with best practices for other students?
Generally speaking, I see little conflict between best practices in regard to inclusive education for students with disabilities and advanced learning. As an educator, I have always believed that having groups of students at similar ability levels within the general education classroom is important. I think there is tremendous potential to create inclusive classrooms that serve both advanced learners and students with disabilities through multi-age grouping and grouping based on ability.
(7) How might behavior issues and the lack of advanced instruction be connected?
If students aren’t receiving instruction that is relevant or adequately challenging, I believe they will be more likely to engage in behavior that can impact their academic potential and interfere with other students’ learning.
(8) Advanced Learning and advanced coursework are included in Priority Area 1 in the revised Strategic Framework: A well-rounded student experience that challenges and supports. Will you continue to make Advanced Learning a priority among priorities in MMSD if elected?
I supported the inclusion of advanced learning and access to advanced coursework in Priority Area 1, as well as Priority Area 4.