Educational Leadership: "Gifted and Growing:

In Meridian, Idaho, the school district wanted to figure out a way to meet the needs of all their students. In 1998 the district began trying out new testing methods through a partnership with Northwest Evaluation Association. These new testing methods were called computerized adaptive test (CAT). Very different from traditional standardized tests, when a student answers a question correctly, the questions following become much more difficult in this type of testing. When a student answers a question wrong though, the questions that follow become a little easier. It also benefits the teachers. The results of tests are immediately delivered to the teachers, which allow them to reorganize their material and curriculum to the students needs. In addition to this, these tests not only compare student's performance to other students, they also track the growth of the students in certain subject areas. When Meridian, Idaho, first began using these tests though, they found that only the lowest-achieving groups of students were showing any growth.

There were many steps the state wanted to take to improve the growth of its gifted students. When Idaho saw how Northwest Evaluation Association had created these great computerized adaptive test, the state asked them to help the state develop its Idaho Standards Achievement Test. Northwest came up with two tests, the computerized adaptive test would be given to grades 2-10 in the fall, while in the spring grades 3-9 would take a blended version of a CAT and a fixed-form test which would be designed to meet grade-level content and achievement standards for these grades. The teachers would use the results from these tests to improve their curriculum. The scores from the first blended test showed that 86-94 percent of the student population showed proficiency. Now the school had to figure out how to give special attention to the 6 percent who did not show proficiency, while not letting the other 94 percent fall behind.

Using the data from the Idaho Standards Achievement Test, the school district began to develop a concept-based curriculum. Using the American Revolution as an example, this new teaching method would teach an understanding of the concept of revolution, rather than just names and dates. This would allow the students to use this understanding when they study revolutions in other parts of the world.

The main step the district used to help its gifted students grow was the idea of leveling. Using assessment date from the Achievement Test, students may be placed in an accelerated program for one subject, then for a different subject they may be in a class for kids who should not be working at their current grade level. For example, a 4^th grader may be in an advanced class for math, then for reading they may be in a class below their grade level. Of the 310 6^th graders entering Lowell Scott Middle School, 100 of them qualified for the accelerated math program. In one of the high schools, the number of students taking AP Statistics tripled. The teachers truly believe that the data they receive from the Idaho Standards Achievement Test has allowed them to shape their curriculum to meet the needs of every student.

This article relates to the field of Educational Psychology because meeting the needs of every student will be one of our biggest challenges as teachers. This article shows how a school district in Idaho has found a good way to do this. There are many good ideas the article brings up that would benefit many schools. The changes that were brought about in the article though, would have to be brought about at the entire state level. It is not really something a teacher can just do. I believe this system has its pros and cons. I believe all students should be pushed and I believe there should be concepts of this system that should be used. The people who are involved in this are much smarter than me, but when kids are still in middle school may be we should just let them worry about getting a ride to soccer practice. When they get to high school maybe we could began a system of pushing them more, but they will never be young again, let them enjoy it.

Clark, Linda (2005, November). Gifted and Growing. Educational Leadership, 63(3), 56-60.