As a follow-up to a recent presentation on the high school program for gifted students, staff from Stevenson Elementary School, and staff and students from Odle Middle School presented information on the K-8 PRISM gifted program. Stevenson principal Brenda Naish told the board that in 1995-96, 85 students were enrolled in PRISM compared to this year's enrollment of 195. She said that a gender disparity exists in that currently there are 71 girls and 124 boys in the program and that in the past boys and girls were nearly equally represented. Also, she said that the school's staff and parents are concerned about the program's lack of children from low-income families and would like to see a more ethnically diverse population.

Stevenson teachers Tessa Hardy and Julie Arnold also spoke; the conversation with the board focused on the testing process as it relates to broadening participation to other ethnic and income groups.

Representing Odle were principal Jerry Schaefer and teachers Jack Black, Debby Benzinger and Lilia Kol. Student presenters were Alin Barsan and Carew Giberson-Chen. Two hundred fourteen students are in the program. Ms. Benzinger said that the Odle population is diverse in that despite high intellectual ability, students differ in levels of organizational ability, personal maturity, academic competence, values and family background. She emphasized that there really is a difference between the bright, capable child and the gifted child. "Gifted learners are highly curious, manipulate information, require only 0-2 repetitions of information, have wild and crazy ideas and are highly self critical."

Ms. Benziger went on to describe the different teaching strategies used by the team for teaching language arts and social studies, science, and math. She said that PRISM students are about two years ahead of their peers as far as the coursework they are taking. Students are able to cover basic work quickly and therefore teachers are able to devote more time to going into subjects in depth.

Mr. Shaefer said it was amazing to hear the conversations going on when he visits the classes. He has also observed a strong sense of community.

Mr. Barsin said his parents enrolled him in PRISM after they did research on the district. He said the teachers were great, emphasizing how to read textbooks, and offering good strategies for learning. He also liked classroom discussions with his peers, especially about philosophy. Mr. Mills asked if homework made him think more or whether PRISM students just received a greater volume of homework than in the regular education program. He responded that it made him think more. Miss Giberson-Chen said she had improved in her writing and thinking since she had been in PRISM. She is also enrolled in classes such as band where she gets to know students who are not in the PRISM program, which makes her "feel more normal."