Is this just about 'smart' kids? No, it is not. (Special note about accelerated learners below.)

It's about the bored high-schooler who could do more, but not quite as much as the next level up. It's about the kids in middle school who don't quite qualify for special education services, but who can't keep up with everyone else speeding ahead. And, yes, it's about high-ability students of all ages left to make it on their own. As a School Committee member, I have been very much part of the effort to support good solutions in this area. In private meetings with administrators, in sub-committee meetings, and in full committee meetings, I have consistently pushed for attention to and creative thinking about matters of challenging students of different abilities.

What’s next: It is a credit to our administration and faculty that our district’s ideal is differentiation (instruction tailored to each student’s individual ability). I will diligently support efforts to solidify its practice.

A special note about accelerated learners:

My personal activism in the schools was sparked when, as a parent of accelerated learners, I was repeatedly told that my then kindergartner’s need for more challenge would somehow take care of itself. This was twelve years ago. There is still much to do, but the schools have improved immeasurably since that time – mostly, I believe, quite recently. Over those years my understanding of the complexities of the issues involved has deepened and evolved.

Despite the good work that has been done, there are still kids at every school who are drifting, underperforming, or mischief-making because they are not appropriately challenged academically. Many of them, regardless of age, lack the maturity to ask for more challenge. Their attention strays once they've understood the material, and they lack the discipline to put effort into what comes easily. They are, in short, regular kids, despite their intellectual gifts. Adding complexity to the situation is that it’s not uncommon to find kids who combine high ability in one area with average ability – or indeed disability – in another. Not only has my personal experience and understanding of these issues driven me to insist on attention to – and nuance in – addressing the needs of accelerated learners. It has also made me extraordinarily aware of the needs of individuals, regardless of ability.