Speakers notes from parents who spoke to the Board of Education regarding gifted education in Batavia Public

Schools at the March 22, 2016 Board of Education Meeting during the Public Comment portion of that meeting

Not all of the parents who addressed the Board of Education regarding gifted services in BPS101 used notesone
parent spoke extemporaneously (Joe Susic, GMS). All parents who spoke volunteered to speak to the Board, selected
their own topics and, of course, composed their own speeches. Below are the speakers notes, generously provided by
CANDO parents, for your consideration and review. Thank you, again, for your attention to our concerns.

Notes from Christy Magerkurth

Good evening. My name is Christy Magerkurth and I am a former Hoover-Wood parent with a 4th grader currently at Da
Vinci Academy.
You have heard many stories this evening of how high ability and gifted children can be severely impacted by a school
environment that doesnt adequately support their academic, social or emotional needs. I wont share our familys story
as it is largely the same. Suffice to say that my daughter who loved school more than anything for three years became
abjectly miserable and hated school in her fourth. After months of trying to affect change for her, we gave up and found
a wonderful environment for her at Da Vinci Academy.
However, I feel very strongly that public schools can and should be able to support gifted learners as well as they serve
other student subgroups. I dont want others to have to leave the District and I am saddened by how many people I
hear exploring other options. In fact, I feel so strongly about it that I have continued to volunteer with CANDO and serve
as a parent representative on District Committees even though it has now been over a year since I had a student in the
District.
There have been many successes in the District over the last few years particularly at the middle school level. Opening
challenging classes to more students at RMS is a fantastic way to build their skills and self-confidence as they head to
high school where so many opportunities for challenge await. The District continues to have many teachers who truly
go above and beyond to serve all of their students and I am looking forward to the CANDO Exemplary Educator Awards
as I love to celebrate these amazing individuals.
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(Christy Magerkurth notes, contd)

However, services for high-ability and gifted students at the elementary level continue to be problematic. Service
models have changed almost every year and nothing is in writing that presents a current picture of how students are
identified or what services are offered. This leads to many unintentional, completely unnecessary negative outcomes:
-

Teachers, administrators and families dont know what services are allowed or not allowed.
Any of the groups might accidentally spread false information or contradict each other because they may not
know the latest information.
Services are offered differently between schools or even within schools because some staff think it is okay to do
so and others dont.
Mistrust and anger grows as families hear of other students receiving the very services they were denied
because they were not allowed like acceleration in math.

In the past year, the relationship between parents and the District has deteriorated with a great deal of hostility and
distrust. I dont feel however that the situation is beyond repair. I think that together we can right the course. In order
to do so however, transparency, consistency, and accountability are key. While every student may not receive identical
services based on his needs, every student should have equal opportunity to receive the services they need.
Assuming the plan for services that Dr. Newkirk presented to the Gifted Services Committee in the fall is indeed the plan
for next year, my major suggestions for the elementary level are as follows:
-Create a Handbook, website or other document that clearly states the student identification process, services that
classroom teachers must implement and can choose to implement that are approved by the District, and define the
appeals process if families feel their child was not placed appropriately or if they feel their child is not receiving
appropriate differentiation. Such a document should be simple to create because no plan should be implemented
without these items already being decided.
-Maintain all three Gifted Coaches positions to allow them to most effectively support all elementary school teachers.
-Create a coordinator position whose responsibility would be to ensure consistent opportunities across the District and
to ensure that best practices and lessons learned are spread throughout. Ideally this would be a single person at the
District office so that Dr. Newkirk could have one less item on his plate. He or she would be a point person that families,
teachers or anyone else with questions could reach out to and receive timely, correct information.
-Provide training to cluster teachers on all of the items or resources that the District is allowing them to choose from so
that they can more readily identify what would work best for their students and be prepared to immediately use them.
- Establish a timeline and assign responsibilities for achieving the above. If deadlines are missed, require explanations.
I feel these items would most quickly begin to resolve many of the communication and trust issues that have developed.
Ultimately, this will be a long process but with some simple first steps, we can begin.
Thank you.

Notes from Deb Grizzell

My name is Deb Grizzell. I am the mother of six gifted children in Batavia Public Schools, and the Chair of
CANDO.
Did you know Batavias gifted elementary students will now have to wait until 5 th grade for challenging,
compacted curriculum in Math and enriched Language Arts?
This poem is dedicated to my youngest son, Bryant, who we moved from Louise White School to the Da Vinci
Academy in March of his 1st grade year
because we didnt want to have to see him wait.

Wait

by Deb Grizzell

Finally, you are a kindergarten kid! You feel like a rocket on a launching pad waiting to hear the final
numbers3, 2, 1!but wait No blast off?! Wait more? Oh There is a pace to schooling. Wait. Learn to
sit. Learn to watch. Learn not to raise your hand too often. Learn to make the connections kindergarteners
make. Learn to race through your worksheets so you can make choices about how to spend your waiting time.
Wait for the moments when something new and novel appears on the scenea chance for a moment to let
loose your bottled-up, carbonated, creative juices. All the while, you sit on your launching pad, idling your
mind, reading everything, numbers twirling in your mindand wait.
First grade. School all day. Surely now youll hear the end of the countdown and see yourself lift off3, 2,
1!wait. Yes, school all day. All day to wait. More worksheets to hurry throughfill the boxes with the right
first grade answers and make your own quiet connections exploring the imaginary and the natural world and
their intersects. More numbers to store away for a day when theyll be called out to play. More time to find
ways to sit still in your body while your mind races. Learn to get lost in a book, and another book, and
anotherand wait. Wait for the times when the ready-to-race ideas can be freed to roam, to think on their
own, to not be tied down.
Second grade. Yes, school all day again. More bookssome with chapters! Worksheets breeze on and off
your desk in a blur. Numbers still swim and surge in your brain, treading water. Youve learned to be two
people. One of you sits and listens and waits. The other child perches and climbs, leaps and soars, wonders
and roamssecretly. And waits. Waits for the moments when the curious, exuberant thoughts that wiggle
around inside can tumble out and be seen and heard and welcomed. Wait3, 2, 1!...wait.
3

(Deb Grizzell notes, contd)

Third grade. All boxed up. Now waiting is what is done. It is most days. Wait for someone to open the lid
and peek inside to see all the swirling, chasing, moving parts thoughts contained in the classroom box inside.
On occasion, the box lid lifts and thoughts creep cautiously out to explore life outsidebut then back in again.
Hand down. Eyes on book. Wait.
Fourth grade. Doodle. Doodle the borders. Doodle the back side of the fourth grade fill-in-the-boxes.
Doodle the spaces between the rows and columns. Doodle while the thoughts in the box hum and purr, rev
and roar, giggle and wonderwill we ever be free? Doodle, doodle, doodle
Fifth grade. Hurry up! Lift the lid! Light the flamedont delay. Its time to rush into thought. Its time to
remember how to play with the numbers that floated and landed and moved through your day. Its time to
explore the words mostly readnow invited to perform on the stage of the page. Confusing and bright, the
light of invitation allows the box to unload its contents for examination, determination. Will they stay out and
play their way into 6th gradeor be returned to their box home to wait?
What do you do when youre a gifted child in Batavia Public Schools? You wait.

Notes from Matt Grizzell

Matt Grizzellstatement to the Batavia Board of Education regarding the need for
a published Gifted Handbook that details procedures related to gifted education in
Batavia Public Schools

My name is Matt Grizzell. My wife and I have six gifted children who have been in Batavia Public Schools. We are
grateful to the many wonderful classroom teachers who have made the effort to challenge our childrens bright, curious,
creative minds.
Tonight I want to share a few of our most recent experiences navigating the waters of gifted services in BPS in our sons
transition to the high school this year as a Freshman. This troublesome transition will highlight the need for a Gifted
Handbook that establishes a district philosophy of service and outlines procedures so BPS staff and families are spared
the confusion and frustration we experienced.
First, between his 8th and 9th grade year, our son participated in a honors high school Economics course through the
Center for Talent Development at Northwestern University. The entrance requirements were rigorous, and the staff at
Rotolo Middle School were super-supportive in completing all the recommendations and paperwork needed for him to
gain admission. We were all excited at the opportunity this would present for my sonwho, like me, loves the markets
and the world of finance. We understood that he would receive high school credit for spending his whole day each day
for three weeks this Summer in this intensive course.

(Matt Grizzell notes, contd)

My son and I made the trip to and from Evanston together by train, or he rode in the carcommuting about 3 hours
daily. He loved the experience. It was life-changing in a very positive way to collaborate with students who share his
interests and exceptional ability. Upon completing the course, when initiating the process of transferring credit to BHS,
we learned from the same high school guidance counselor we spoke to before we registered for the Northwestern
course that our son could not receive high school credit for a course he completed as a middle school student.
Apparently, that type of achievement is against BPS policy...although no one could show us a written policy stating that
practice. So no credit was awarded for his Honors Economics course taught by a visiting professor at Northwestern
University.
Our son has always had MAP scores in the 98th or 99th percentile. He has always successfully participated in the most
accelerated, advanced Math courses offered in Batavia Public Schools. However, when he received his pre-determined
course schedule for his 9th grade year at BHS, he was not slotted for Honors Geometry. We were surprised, and
assumed his schedule must be the result of a computer glitch. On the contrary, he had been removed from the Honors
track in Math because he had a low unit test score in his 8th grade Math III course early that year, which was preceded by
an extended illness and which could not be remediated because it was a unit test. We were told by one staff member
that this low test score eliminated him from continued participation in the honors Math track at BHS. When we
appealed, another staff person told us that the reason our son couldnt take Honors Geometry was that only students
with straight As could be in Honors courses at BHS. At the next level of appeal, a staff person told us that his 8th grade
math instructor recommended that he be removed from the Honors Math track, and we later discovered that teacher
input was not part of the eligibility matrix. In a fourth attempt to appeal that decision, a BHS staff person told us that
participation in an inter-school math competition was compulsory for Honors Geometry students at BHS, and that our
son would not be an asset to that teamthis was from a teacher who had never met or worked with our son.
How did we resolve this confusing cycle of misinformation? We asked if our son could legally be prohibited from
continuing to participate in honors level math. When the answer to that question was No, we enrolled him in Honors
Geometryand he has performed very well and loves the teacher and the course. In fact, if youre curious to know, the
latest version of the eligibility requirement for participation in Honors math at BHS is a MAP score in the 90th percentile
or higher8-9 percentile points below our sons typical scores.
Why does all of this confusion about policy and procedure occur in BPS? Because there is no document of written policy
for staff, parents and students to reference regarding gifted education in Batavia. How many other students and their
families have experienced frustration? Stop the madness this March and ensure publication of a Gifted Handbook that
clearly outlines our districts policies and spares BPS staff and families this frustration and anxiety.
Thank you!

Notes from Nikki Rousseau

My husband and I had to make an agonizing decision recently. We had to decide if pulling our son out of his class with
an excellent teacher and good friends and advancing him a grade was going to be a good thing for him. We had to make
this decision because of what I believe was a promise broken by the district, and Id like to tell you why.
I have had several experiences, some positive, some negative, regarding the education of my high ability and gifted
students in this district. Tonight Id like to focus on my youngest child. At the beginning of the last trimester he moved
from 4th grade to 5th grade. This move was prompted by an examination of his MAP and PARCC scores, particularly in
math. It is my understanding that he received the highest 3rd grade PARCC math score in the district (a score we were
made aware of late in the fall). Because of the districts decision to eliminate math acceleration, beginning with his
cohort, while failing to implement the curriculum compacting that they said would replace acceleration, my child has
been receiving regular 4th grade math instruction all year. And while I am very grateful for the efforts made by his
classroom teacher and the gifted specialist to extend his learning beyond what his classroom peers were receiving, he
clearly was not receiving instruction appropriate for his ability.
After additional testing the possibility of advancing him a grade was discussed as an option. As I stated earlier, I
agonized over this decision. My child was already the youngest 4th grader at his school. He will miss several
opportunities by skipping ahead to 5th grade now and moving to 6th grade in the fall. I had to talk with him about the
possibility of being bullied or otherwise treated differently. This is not the solution I wanted. What should have
happened was my child should have been receiving the compacted curriculum the district said it would provide. If the
district had done what it said it was going to do, my child would have been able to stay with his friends in 4th grade. He
could have had all the 4th grade and 5th grade experiences. He would have received the full 4th and 5th grade science and
social studies curricula. He could have benefitted from the entire year of the greatly improved 5th grade ELA curriculum.
He would have been better prepared for middle school.
This is not a decision a parent should have to make because the district doesnt have identified processes, procedures,
and curriculum for gifted and high ability students. The situation has turned out okay for my child, thankfully. But again,
if the district had done what it said it would do with the curriculum compacting, this upheaval in our family would have
been unnecessary. Please hold the district administration accountable for their lack of follow through on the numerous
ideas, program changes, etc. that they have given up on, done away with, and simply deleted over the years. My child
waited a year and a half for the curriculum compacting that never materialized. No child should have to wait a year and
half for appropriate instruction.

Notes from Jane Ingersoll

My name is Jane Ingersoll, my husband is George and we live at 708 Mandrake Drive. Our daughter
Abby currently attends in 3rd grade at JB Nelson and Josie attends 5 th grade at the STEM school at
Aurora University.

(Jane Ingersoll notes, contd)

It has been our experience that the classroom teachers our children have had at JB Nelson have done
an outstanding job considering all of what is required of them in having to meet the diversified needs of
all students. Both of our girls have received gifted services in the areas of math and reading. Before
they even qualified for the program, I was impressed with the structure and amount of gifted services
the district provided, as I work in neighboring school district that did not offer nearly what Batavia did at
the time. We were confident when our girls qualified that they would be receiving services in a program
that would meet their needs.

Unfortunately Over the past 2/12 we have seen a significant reduction of direct instruction from gifted
coaches. We have gone from daily reading with a substitute provided when the gifted coach was
absent, and direct daily math at an accelerated level, to every other day direct reading and math
instruction with the gifted coach, with no substitute provided when the gifted coach is absent. That is
over a 50% reduction in services. Why? Are there really no other areas in the district's budget that
could be cut before gifted services, or is there some reason we are unaware of, that suggests that
these services are not necessary?

The best experience our 5th grader had with gifted services was when they were engaged in multi-age
project based learning for 6-8 weeks at the beginning of her 3 rd grade year. She got more out of that,
than any other activity she was ever engaged in within the gifted services program. Through the rest of
3rd and 4th grade we were hopeful she would have gifted services continue to be at least partly
implemented through this project based learning approach, this did not occur. Our younger daughter,
who is now receiving gifted services in third grade, has had no project based learning experiences
within gifted services. We can only assume this is because the reduction in direct time each coach has
with their students does not allow for coaches to be able to implement this type of learning structure.
Our 3rd graders experience thus far has been to get pulled out of class for half an hour twice a day
(every other day) to receive services in a small group. Her group works on math and reading at a table
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in the LRC where there is so much going on that the gifted coach has had to provide the students with
headphones so that they can concentrate. Our older daughter received services in the cafeteria where
the situation was similar. We dont know if JB Nelson is the only school having to accommodate for
space, but we feel it is important to mention that environment has been an issue.

Within the gifted services we have seen no focus on science or technology, why is that? Gifted children
are already accelerated in math and reading. Why are we focusing on getting them to the next level in
reading and math instead of the focus being on meaningful, practical activities in the areas of science
and technology, incorporating their already high abilities in reading and math? Our 5 th grade daughter is
lucky enough to get the opportunity to attend the STEM school this year. It is remarkable how much
more she shares with us about what she is learning at school. We are astonished at the maturity of the
topics she discusses, with enthusiasm! She is so much more excited about school because she is
finally afforded the opportunity to study things that not only interest her, but that also speak to her
strengths and practical real life skills that have meaning for her. We dont bring this up to suggest that
the STEM program is a replacement of, or another option for gifted services, as some have suggested
and/or perceived, but rather as an example of curriculum that we would like to see also be incorporated
within the gifted services.

As an educator myself, I understand the importance of a balanced budget. As a special educator I also
understand that FAPE (Free and APPROPIRATE Education) does not mean that our children are
entitled to whatever we want, or always having the latest and greatest. As parents, however, we
would like the school board and administration to consider more closely what an APPROPRIATE
structure, curriculum and environment for the needs of our gifted learners is, just as they would
consider what is APPROPRIATE for the strengths and challenges of any other groups of students.

Notes from Kate Yurkewicz

Notes for speaking at Board Meeting March 22 - v2
Kathleen Yurkewicz
Disclaimer: Although I mentioned my employment at Fermilab, I was not speaking on behalf of the laboratory
I am the mother of a 2nd grader at J.B. Nelson, the vice president of the JBN PTO, and the communication
director at Fermilab. I asked for time to speak in support of the gifted and talented program in our school
district.
We moved to the area five years ago and looked at all the cities and towns around Fermilab during our house
hunt. Schools were the critical factor for us. We loved the Batavia area and the houses available, but other,
bigger school districts offered things like full-day kindergarten and speciality academic programs that Batavia
didnt have. It was Batavias gifted and talented program that convinced us that BPS valued its high achieving
students and offered them opportunities to thrive, and helped us make the decision to settle here. Its also one
of the reasons I recommend Batavia highly to the many folks who come to Fermilab.
I have heard from friends that BPS is reviewing its gifted and talented programs. I look forward to seeing what
improvements the district has in store for our students. I was delighted this year when the PETS program was
introduced at JBN this year, my son really loves it. I very much appreciate the time of the volunteer who runs
the program for his class, but I hope this is not a sign that our district is going the way that some other schools
have gone and eliminating the specialists that are critically important to run the program. Parent volunteers are
no substitute for dedicated professionals who come to work every day dedicated to serving the needs of high
achieving students and keeping up with all the latest developments from the educational world. And our
already overburdened teachers cant take on any more work, as I know from my work with the PTO.
I very much hope the district will keep in mind how critical the gifted and talented programs are for our current
and future students, and also how important the program is to keeping our schools and our town competitive
as a hometown of choice in the Fox Valley.