AEI Feedback Council: April 2015
I.
Collaborative Conversation with OSSI
Focus: Middle School Programming
Perspective: Students who are identified in need of accelerated and/or enriched instruction with
middle school programming
Discussion Ground Rules:
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Be open minded
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Accept and expect non-closure
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Follow the established presentation format
o
Record potential question for group discussion on the index cards
o
Understand that not all questions will be answered during the presentation
Established Themes/Questions for Dr. Williams
Scheduling/Grouping
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What are the grouping practices used by middle school leadership to ensure that all
classrooms have an academic peer group?
What are the schedule variables that could potentially effect schedule grouping with an
academic peer group?
How are students identified for actual “advanced”/enriched instruction within single level
heterogeneously grouped “advanced” classes? (i.e. Advanced English)
Instructional Delivery
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What system assessments are/could be used to measure student performance and drive
instructional course recommendations?
When teachers examine their core curriculum(s) are there explicit learning opportunities
within each content available for teachers to implement with students whose needs
dictate enrichment and/or acceleration beyond the core curriculum?
In schools with “all students” are taking Advanced English, what professional development
is given to teachers in order to differentiate for highly able learners in a mixed-ability class
setting in order to prepare students for rigors of advanced programming at the high
school?
Communications
 Is there an established best practice for sharing student performance data with parents?
 What strategies do you recommend to parents when working with an administrator and/or
teacher who appears reluctant to support the highly able academic needs of their child?
 By whom (and how often) are schools monitored externally to make sure they’re providing
true acceleration/challenge in key subjects areas?
Group Conversation Questions
1. Was there metrics for making the decisions to move from English to Advanced English only
made for schools prior to the decision/offering process?
2. Are you moving toward all schools offering Advanced English? If so, what is the goal of
this shift?
3. Will OSSI be making suggestions/recommendations regarding student grouping needs?
4. How do we make sure all students learn something new every day?
5. How do you measure success for all students in a single level advanced class
6. Are the needs of students who are identified as reading above grade level part of this
conversation (referencing the instructional support role of the middle school AEIST
member)?
7. Can you speak to meeting the needs in Science and Social Studies as similar needs exist
in meeting the needs of highly able students
II.
Planning Ahead
Meetings
 Rotating meeting dates: Monday–Thursday
 Time: 7–8:30 p.m.
 Membership
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Continue with existing membership
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Each stakeholder group will find a “new member” from their stakeholder group to
expand our job
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Different experiences: highly able; GT
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Different level: elementary, middle or high
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Different location: magnet or non-magnet