Major Progress Program

1. Major Progress Program Philosophy behind the grouping

2. Has been in existence since the early 1960’s Has made multiple transformations over the years Is a program for students in grades five and six, who excel in school

3. Range of abilities Rigid testing schedule Rigid scope and sequence Most able will likely learn the least Students who test well will likely score high, and do not need the same preparation Typical Classroom

4. Typical Grouping • High praise for completing a task with little or no effort can lead to concluding that easy means smart. • The longer a student believes this, the more difficult it is to rise to a challenge when the student comes across one.

5. According to Dr. Sylvia Rimm: • “The surest path to high self-esteem is to be successful at something you perceived would be difficult. Each time we steal our students’ struggle by insisting they do work that is too easy for them, we steal their opportunity to have an esteem building experience. Unless kids are consistently engaged in challenging work, they will lose the motivation to work hard.”

6. Kids who are considered to be gifted: • Often work below potential • Can allow peer acceptance to overshadow achievement • Tend to resist challenging work after consistently receiving high grades with little or no effort.

7. Jesse James Syndrome • Occurs when we steal time from kids • These students tend to get extra work, peer tutor, or sit there.

8. How is it Configured? • 1 teacher • 22 students • Grades 5 and 6 • Two year program • Mostly same ability level

9. How was my child selected? • Standardized test scores • Effort grades • Learning and Motivation inventory • Students in this environment tend to be highly motivated, verbal/linguistic, and mathematical/logical

10. Based on the research: • Two philosophical beliefs • Homogeneous grouping allows for enhancements and enrichment, or similar to AP classes • Can be considered exclusionary as opposed to inclusionary in some aspects.

11. Homogeneous grouping according to the literature: • High achievers can be appropriately challenged. • Students can receive more enrichment instruction. • Kulik & Kulik claim that high achievers grouped homogeneously gain more than their heterogeneous peers. • Stronger friendships are reported due to common interests.

12. The Program: • Focuses on compacting the curriculum • Long term projects to allow students to make their own choices and meaning • Stresses study skills

13. The program, continued • Fosters self-evaluation through the use of rubrics and setting goals • Assessment is done using rubrics • Portfolios, conferences and Progress Reports

14. Reading • Novels with Literature Circles • Critical thinking is emphasized

15. Writing • Students are taught a variety of writing skills with many opportunities for research • Students visit the public library for an Interest Project

16. Math • Taught in small groups • Projects, learning centers, or reinforcement work is done during this block

17. Social Studies and Science • Curriculum is alternated and enriched through various projects

18. Commonly Asked Questions • Will my child have specials? • Who will my child have lunch with? • What about busing? • What about the homework load? • What about field trips? • Have longitudinal studies been done? • Are there conflicts with two grade levels?