Merton Program Philosophy

Gifted and talented programming at Merton School centers around two main themes: identification of strengths and classroom centered differentiation.  Using every available means, our district has taken the perspective that we should be ready to accommodate the needs of an able student whenever strengths appear.  This can be done through the adjusting of regular school content, process, and product. The District Coordinator  for the gifted and talented students collaborates with the Gifted and Talented Advocates to ensure effective communication and quality enrichment choices are available for our students. The result is a wider base of action at every grade level with needs being recognized and met by one closer to the students.

A child who demonstrates strength in an area of academics is identified by this program.  This is done by watching test scores, classroom performance, teacher recommendations, product samples, parent recommendations, and student recommendations.  Even students who may be performing poorly in school but have high potential can be part of our strengths list.  Strengths at even the smallest level are recognized in order to use those strengths to build a learning program for the children.

Once identified, the activities suited to a child’s readiness are considered.  Many of these can happen at the classroom level constantly.  There are strategic ways of designing a lesson or managing the classroom that allow students to work with challenge.  Known as differentiation, Merton has long been training teachers to use the strategies in our classrooms.

 The classroom is the start of many methods of challenge, but co-curricular and extra curricular activities give the child more opportunities to grow.  Joining in can fulfill a student’s school career.  Whenever a student (or parent) is seeking more challenge, positive self-advocacy (speak up for yourself) works to find accommodations.  It is important for student (or parent) to know what it is they are looking for, what is appropriate, and to recognize opportunities to propose alternative assignments.