How Would the Board of Education Candidates Support Gifted and Talented Students?

I sent each Rochester Community Schools Board of Education candidate questions about Advanced & Gifted Education.  Three of the candidates - Jeremy Nielson, Jane Pierobon, and Tom Malysz - provided written answers to the questionnaires.  I met in person with Beth Talbert and Pat Piskulich regarding gifted education.  However, they declined to provide written answers and their answers have been transcribed from questions asked at the League of Women Voters forum.  Click on the names above for their full answers.

1) Do you believe the opportunities and education that exist for advanced and gifted students in Rochester Community Schools are sufficient?  Why or why not?

Malysz: The opportunities for gifted education can always be improved upon. However, I am an advocate for all the kids of the district whether or not they are gifted. We should look at all areas to help improve the quality of education for all the kids so that they can become gifted students as well.

Nielson: Rochester does a great job for most of our children.  But I believe our schools are not doing enough for our G&T students for two reasons. First, there hasn’t been a gifted and talented program in decades. ... Secondly, our district offers differentiation, but I’m not sure it’s the right fit for most gifted students' needs.

Pierobon: RCS can definitely do more for Gifted and Talented students.  We need to see the “Pyramid of Intervention” used consistently for all our students in the district.

Piskulich: At the K through 5 level, we could probably do more. The path is not quite as clear and in fact I spoke to Mr. Raymond who is the primary mover and very dedicated to that cause a while ago and got some ideas.  And it seems to me that, actually I was compelled enough by what he had to say that exploring those opportunities is important to me.

Talbert: In terms of gifted and talented, that was a goal for the board this year for the administration to report back to us what is happening and what can we do. ... We have a new superintendent and I’d like to hear his thoughts on that, but I do believe that the board supports that more needs to be done there.

2) What role do you believe the Board of Education should have in recommending or implementing gifted education options in our district?

Malysz: If the budget permits, I am all for implementing programs for gifted students. However, based on current budget restraints we are facing issues like: are we going to be able to transport kids to and from school via buses, or eliminate busing all together?

Nielson: Very simply, the school board is the ultimate decision-maker. Harry Truman had his placard that read, “The buck stops here.”  I, for one, certainly believe the buck stops with our school board. ... [O]ur school board members should have a vision and drive towards improving education for all of the kids in our district – a vision that drives us to encourage and push our kids to their potential, not just “one year of growth”, whatever that means.

Pierobon: The Gifted and Talented programs can be looked at by the school board but there must be collaboration with curriculum and finance.

Piskulich: N/A

Talbert: N/A

3) What changes do you believe should be made to best meet the needs of high achievers based on your understanding of the surrounding community, the current finances, and the needs of RCS students?

Malysz: [I]f parents want certain things for their kids that the district doesn’t provide, then it’s incumbent upon them to seek out and get the “extra education” that they feel is necessary. There are a high percentage of students that are unprepared for college coursework coming out of our schools. That is where our focus needs to be.

Nielson: First and foremost, I’m open to suggestions.  School board members aren’t educators – and they shouldn’t be expected to be, either.  I think most parents’ experiences are that differentiation alone isn’t getting the job done. ... I think it would be great to open our own independent IB program. ... We need to focus on encouraging and challenging our younger students.

Pierobon: First, our district needs to use the” Pyramid of Intervention” consistently.  Second, we need to gather actual data to determine how many gifted and talented children are actually in the district.

Piskulich: N/A

Talbert: N/A

4) What role should parents have in determining gifted education options for our district?

Malysz: I think that parents that have an interest in gifted education should get more involved in their own schools to get teachers and administration on board with promoting gifted education options.

Nielson: Our school board, including myself, are not going to be overnight experts in G&T programs and options.  So absolutely, parents should be involved! It sounds really boring to say, “let’s put together a Parent Advisory Committee.”  But why not?  The first step is committing the school board and administration to developing a program.  Once that’s settled, let’s bring in the experts – parents and teachers – to define what that program looks like.

Pierobon: Parents are the first adults to notice “talent,” but as we all think our children are fabulous, a non-partial board, specializing in this area of “gifted and talented” must have input regarding each student being considered.

Piskulich: N/A

Talbert: N/A

5) Should gifted education options be implemented district-wide or at the option of the principals and teachers?

Malysz: See above. (Question #4)

Nielson: I think kids across our district should all have the same opportunities. It’s unfortunate that gifted kids in one school building may get a G&T program, while those at another are left to “differentiation.”

Pierobon: Districtwide decisions; Pyramids of Intervention from teachers.

Piskulich: N/A

Talbert: N/A

6) Are you a supporter of the International Baccalaureate program and would you work to convert one or more elementary, middle, and high schools in RCS to the IB program?

Malysz: I am not a supporter of the IB program based on the social issues that are associated with it. If we can utilize the rigor of the academics without the social aspect of it, then I believe that they should be explored.

Nielson: I am a supporter of the IB program, and the tremendous success our IA students have seen. ... Considering our school board spent $11 million out of our Rainy Day Fund, don’t you think we could’ve spent $1 million – one time – to  implement a program that our community is eagerly applying to the IA for?  I think this is pretty straightforward – we have demand in our district, we can find the resources to make it happen, and it’s an opportunity to cover our costs by enrolling bright students from neighboring districts. 

Pierobon: I support the International Academy.  I think it is a remarkable program.  To convert to an International Baccalaureate would take detailed data, detailed processes and financial support.

Piskulich: I’m a big supporter of the IB. ... We were very worried at the IA last year that schools like Rochester were going to pull out and the consortium was going to collapse and we would lose the IA.  We worked very hard lobbying Lansing to make the IA a school of choice just so we could survive cause it is a jewel in Michigan and nationally.  Some districts have pulled out and they are bringing the IB curriculum, but the IB curriculum is more than just courses.  It’s an entire constellation of things outside the coursework.  So if we can do that, great.  It sounds very expensive to make our own school and I guess I look to Troy and see what it cost them to go their own way.

Talbert: I am very supportive of the IB curriculum. ... I like the longer school year.  I like that students are exposed to cultures around the world which I think is a critical skill in order to compete in today’s economy.  And all of those aspects, the rigorous study, I think we would want for all of our students.  So I think that is something our district should look at.  I don’t know that I would see that being separate and apart from remaining involved in the International Academy. ... I also think there are other programs we could look at.

Come view the full answers at Rochester SAGE!  Together we can make  a difference for gifted students!