There are students who do well in school. There are students who do poorly. And there is a group of students considered gifted who are going to be given a chance to develop their skills.
The Howe Sound School District has appointed Magy Butterfield, principal of Whistler Secondary School, to become an enrichment co-ordinator for an Enrich-ment/Gifted program.
"The Board of School Trustees, School District 48 (Howe Sound) has as its most important education priority -success for all students," said superintendent of school Rick Erickson. "This includes not only programs to assist students as they acquire basic skills but programs for students designated as gifted and also district wide enrichment activities available to all students."
"The current model of giftedness is it shows up in different forms," Butterfield said. "My philosophy is that everyone is gifted."
But for the purposes of the program, the words gifted is applied to students who have skills in the areas of fine and performing arts, social/ interpersonal, athleticism, academic, intellectual or leadership that go beyond their grade level or the typical standard.
"They need additional learning opportunities," Butterfield said.
Often, if the academic or class work isn't difficult enough, gifted students become bored and act out.
"They are sometimes a maligned and misunderstood group," Butterfield said.
In elementary school, students who are considered gifted are often given more work, or complete projects in several ways. Rather than doing just their homework, they may be asked to complete the homework through their particular skill, like a sculpture or an oral presentation. In high school, the enrichment program accelerates gifted students through the classes they are most successful in.
"If you're good at it, let's keep moving forward," Butterfield said.
For example, at Whistler Secondary there are students completing math classes at higher levels or at a faster pace then their counterparts.
In high school, students who have an interest in a particular area can also take a self-directed study and receive credits for them.
Butterfield's job is to assess schools in the district and take inventory on how many students may be considered gifted and how each school is accommodating that student. Then she has to do needs assessments to see what can be done to accommodate gifted students.
"It's looking at where are we with this in our schools," Butterfield said. "Let's bring it together. We're working within the framework of what exists already."
We need to find out what we need before dollars are attached to enrichment programs, Butterfield said.
The third part of her job is ongoing. Student work has to be highlighted and showcased for the public and ways have to be found to celebrate and acknowledge student learning.
Butterfield also wants to provide reference and support material for staff who have gifted students.
"Enrichment within a classroom benefits all students, as well as gifted students," Butterfield said.
