Response from Gloria Reyes
(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, I strongly believe that Madison School District should be responsible for meeting the needs of all students, and that high academic achievers are also at risk if they lose motivation. We should be committed to high standards and the success of our students. When a student exceeds grade level proficiency, we should accommodate and provide options for students to reach their full potential.
As a parent of a child who graduated from Madison East High School who was able to participate in advanced courses, I know he was better prepared for college because of his experience. Being identified as gifted did not automatically mean he did not need support, and I worried that our Madison Public Schools would not be able to meet his needs. The advanced learning opportunities were important to his opportunities and growth, and I support access to above-grade level classes.
We have to ensure that we are balancing our resources to support every child in reaching their full potential, but that does not mean that the district does not have an obligation to meet the needs of advanced learners.
(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.
Yes, we must hold high expectations of our students from underrepresented groups. Having high expectations is a key factor in closing the achievement gap. We should not settle for our students to just achieve grade level expectations. Just as the district identifies learners with greater needs, and works toward their success, the district must also identify students who could perform at more advanced levels.
That district's responsibility includes early identification and support. When that doesn't happen, it has the effect of lowering expectations for all. I strongly feel that the district must work- in partnership with parents, families, community members, and organizations- in finding and developing academic talent.
(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?
This issue is related to the responsibility to identify students whose talents are not identified through standardized testing. The question below, about staffing, deals with that issue as well.
I believe that we need to expand how we identify a student for advanced learning early on. Many of our underrepresented students may underperform in standard measures, while excelling when identification utilizes more culturally relevant indicators (such as ability with oral expression). In addition, many of our students have skills that have to do with their cultural or social backgrounds, or the community they come from. The district has the responsibility to assess those skills in the context of advanced learning opportunities.
(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?
This is a great way to increase and identify underrepresented groups that could benefit from additional academic challenge in grades K-8. I would recommend moving through a strategic staffing process that would outline the future growth of the program, and the staff and support necessary to sustain the program.
I recommend that we initially look specifically at staffing for increase, rather than lumping it with staffing considerations for other programs or district needs. In addition, we need to place emphasis on growth and benefit when evaluating the success of programs.
I recommend that the district undertake a concerted effort to find internal candidates who are qualified to fill teaching positions. In addition, there is a potential pool of candidates for classroom assistance in our local colleges and university, that could be accessed to strengthen the diversity of staffing patterns.
(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.
This is an area of great concern for me. The district must recognize this as an issue of diversity within communities. If some families opt out of an experience, that does not mean the experience is a failure. Not every family will want the exact same thing for their kids, and not every child within a particular demographic group will excel in the same program.
In an era of diminished resources, it is challenging to question a one-expectation fits all perspective. In order to assess participation in a program, all factors need to be considered: transportation needs; better outreach and education for families; administrative rules about attendance areas. These are just some examples of the factors that influence family decision making about participation in particular programs.
There are functional challenge of having different plans, goals, metrics and instruction for some students. Having flexibility allows accurate ways to evaluate what is working in the student's success. The reward comes from the opportunity to meet the needs of more students overall. Limiting metrics can limit access.
(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?
The easy answer is that it should not conflict. We need to make sure that all students are supported in their learning environment. But the reality is there will be some conflicts, just as there are for kids with special learning needs, or various learning styles. MMSD students are hurt, not helped, when a zero-sum approach is taken.
The district has an obligation to solicit input directly from teachers, families, and students about the tools needed for a classroom to embrace both inclusion and best practices. The front line is the place to start to develop creative solutions to meeting teaching and learning needs.
There is only so much an individual teacher can do to achieve all goals. It is the responsibility of the district to develop ways to support the teachers.
(7) How might behavior issues and the lack of advanced instruction be connected?
The connection to behavior issues and the lack of advanced instruction is similar to the behavior issues of students who are not receiving instruction they need to succeed. Behavior improves when a student is engaged, interested, and able to participate meaningfully in their educational experience. When a student is not being challenged, they disengage just as when students are not being taught with materials that are accessible to them.
Students sometimes exhibit strong interests in particular area, only to have their interests get derailed because there is no opportunity for them to challenge themselves. Just as in the case of a lack of accessible programs for a struggling student, the lack of advanced instruction can result in a child being labeled as a problem child.
The earlier that we can identify and support a child who exhibits behavior issues and the need to advanced learning, the better it is for every student's academic success.
(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?
Yes, I strongly support Advanced Learning as a priority. I have seen first hand the opportunity that it allowed my son to be challenged in the classroom, and provided him with some of the experiences I could not, due to outside constraints of time, resources, and money.
(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, I strongly believe that Madison School District should be responsible for meeting the needs of all students, and that high academic achievers are also at risk if they lose motivation. We should be committed to high standards and the success of our students. When a student exceeds grade level proficiency, we should accommodate and provide options for students to reach their full potential.
As a parent of a child who graduated from Madison East High School who was able to participate in advanced courses, I know he was better prepared for college because of his experience. Being identified as gifted did not automatically mean he did not need support, and I worried that our Madison Public Schools would not be able to meet his needs. The advanced learning opportunities were important to his opportunities and growth, and I support access to above-grade level classes.
We have to ensure that we are balancing our resources to support every child in reaching their full potential, but that does not mean that the district does not have an obligation to meet the needs of advanced learners.
(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.
Yes, we must hold high expectations of our students from underrepresented groups. Having high expectations is a key factor in closing the achievement gap. We should not settle for our students to just achieve grade level expectations. Just as the district identifies learners with greater needs, and works toward their success, the district must also identify students who could perform at more advanced levels.
That district's responsibility includes early identification and support. When that doesn't happen, it has the effect of lowering expectations for all. I strongly feel that the district must work- in partnership with parents, families, community members, and organizations- in finding and developing academic talent.
(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?
This issue is related to the responsibility to identify students whose talents are not identified through standardized testing. The question below, about staffing, deals with that issue as well.
I believe that we need to expand how we identify a student for advanced learning early on. Many of our underrepresented students may underperform in standard measures, while excelling when identification utilizes more culturally relevant indicators (such as ability with oral expression). In addition, many of our students have skills that have to do with their cultural or social backgrounds, or the community they come from. The district has the responsibility to assess those skills in the context of advanced learning opportunities.
(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?
This is a great way to increase and identify underrepresented groups that could benefit from additional academic challenge in grades K-8. I would recommend moving through a strategic staffing process that would outline the future growth of the program, and the staff and support necessary to sustain the program.
I recommend that we initially look specifically at staffing for increase, rather than lumping it with staffing considerations for other programs or district needs. In addition, we need to place emphasis on growth and benefit when evaluating the success of programs.
I recommend that the district undertake a concerted effort to find internal candidates who are qualified to fill teaching positions. In addition, there is a potential pool of candidates for classroom assistance in our local colleges and university, that could be accessed to strengthen the diversity of staffing patterns.
(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.
This is an area of great concern for me. The district must recognize this as an issue of diversity within communities. If some families opt out of an experience, that does not mean the experience is a failure. Not every family will want the exact same thing for their kids, and not every child within a particular demographic group will excel in the same program.
In an era of diminished resources, it is challenging to question a one-expectation fits all perspective. In order to assess participation in a program, all factors need to be considered: transportation needs; better outreach and education for families; administrative rules about attendance areas. These are just some examples of the factors that influence family decision making about participation in particular programs.
There are functional challenge of having different plans, goals, metrics and instruction for some students. Having flexibility allows accurate ways to evaluate what is working in the student's success. The reward comes from the opportunity to meet the needs of more students overall. Limiting metrics can limit access.
(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?
The easy answer is that it should not conflict. We need to make sure that all students are supported in their learning environment. But the reality is there will be some conflicts, just as there are for kids with special learning needs, or various learning styles. MMSD students are hurt, not helped, when a zero-sum approach is taken.
The district has an obligation to solicit input directly from teachers, families, and students about the tools needed for a classroom to embrace both inclusion and best practices. The front line is the place to start to develop creative solutions to meeting teaching and learning needs.
There is only so much an individual teacher can do to achieve all goals. It is the responsibility of the district to develop ways to support the teachers.
(7) How might behavior issues and the lack of advanced instruction be connected?
The connection to behavior issues and the lack of advanced instruction is similar to the behavior issues of students who are not receiving instruction they need to succeed. Behavior improves when a student is engaged, interested, and able to participate meaningfully in their educational experience. When a student is not being challenged, they disengage just as when students are not being taught with materials that are accessible to them.
Students sometimes exhibit strong interests in particular area, only to have their interests get derailed because there is no opportunity for them to challenge themselves. Just as in the case of a lack of accessible programs for a struggling student, the lack of advanced instruction can result in a child being labeled as a problem child.
The earlier that we can identify and support a child who exhibits behavior issues and the need to advanced learning, the better it is for every student's academic success.
(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?
Yes, I strongly support Advanced Learning as a priority. I have seen first hand the opportunity that it allowed my son to be challenged in the classroom, and provided him with some of the experiences I could not, due to outside constraints of time, resources, and money.