Date: Fri 24-Sep-1999

Publication: Bee

Author: JEFF

Quick Words:

schools-Discovery-program

Full Text:

Another Year Of Discovery At The Middle School

(with photos)

BY JEFF WHITE

The early mornings, weekend projects, extra work, demanding evaluations and

higher expectations notwithstanding, Discovery students still see the value of

the program they participate in, and would not have it any other way.

"It's fun, but you know it's a lot of work. But most of the projects are fun,"

says seventh grader Steve Giacolone, as his classmates work along the hall of

A Wing. "It's more than just the reading. You do reports and puzzles. Because

I think it's fun, [the work] might get a little much at times, but I don't

mind."

This year, "The kids are superb, really excellent," says John Vorous, who

directs Discovery, a program for intellectually and creatively gifted students

from fourth through eighth grade. "We keep getting more [qualified] students,

and they're more aware of what this program does for them. They're more

dedicated."

Mr Vorous has directed the program for the past 14 years, and the basic

premise of Discovery has not changed much; it still combines interactive

reading, hands on projects and self-directed learning that places an emphasis

on creative thinking and risk taking.

Mr Vorous says Discovery challenges students academically by providing a

setting where creativity is nourished and students can interact with other

gifted students, challenging each other.

Selection to the program is based largely on testing done in the third grade.

A student's performance on the Otis Lennon Cognitive Abilities test is

evaluated to determine if he or she qualifies to move onto the next phase of

testing.

The Schools Abilities Index Test is the next round of testing, which involves

closer examination of the student's intellectual potential in three distinct

areas: abstract reasoning, school acquired knowledge, and the ability to think

clearly and fluently.

Discovery students in elementary school essentially take time outside of

normal school hours to work in the program. Fourth graders meet once a week,

from 7:30 until 9 am at the middle school before being bused to their

respective schools.

Fifth graders also meet early mornings at the middle school, twice a week.

"It's astounding. Those elementary school students come here at 7:30 in the

morning before school, they do all the work, and they don't get grades for

it," says Sally Harris, who directs the middle school program alongside Mr

Vorous and Cheryl Caloras.

Discovery students in the middle school participate in the program in lieu of

reading period. Whereas sixth graders meet three periods each week, students

in seventh and eighth grade meet one and a half periods during the week.

This year, not much is new in the program, except that students are one year

older and will be able to try their hands at more advanced projects. For

eighth graders, the always-popular Rube Goldberg machine project will be a

highlight, says Mr Vorous, as will the annual scarecrow project, where

students research the history and purpose of scarecrows, while constructing

their own larger-than-life models to take on Mother Nature.

Seventh graders will be encouraged to look critically and openly at themselves

in the project "Seeing Yourself." Sixth graders will study "Images of

Greatness," researching famous individuals whom they will attempt to portray

to their class.

As always, the students will be expected to read a variety of books and

respond to them in both dialectic journals and analytic essays. Fourth graders

will tackle The Lion, The Witch, and the Wardrobe ; fifth graders will read

Greek Mythology ; and eighth graders will dive into the realm of science

fiction with Ray Bradbury's Fahrenheit 451.

For the third straight year in January, middle school Discovery students will

travel to Disney World for seven days, where they will undergo educational

programs at the EPCOT/Disney Youth Center.

Mr Vorous explains that one of the strengths of the program is the opportunity

it gives to gifted students, which has proved a strong attraction to

prospective Newtown residents. "We have many students looking to move into

this district that research to see what educational opportunities we offer.

They call and they come and interview with us before they settle on a school,"

he says.

But overwhelmingly, students in the program shun the term "gifted" as a means

of distinguishing a Discovery versus non-Discovery participant.

"It's not really about being gifted, it's about the level of creativity you've

got, being able to see things differently than other people," explains seventh

grader Jessica Ramitz. "Just because you're in this class, doesn't mean that

you're smart, it just means that you are creative."

Jessica's classmate Al Mancuso echoed her comments. "Discovery is more like

creativity in how you do things and how much time you spend on everything," he

says. "In other classes you can study for them and memorize notes and do well,

but in Discovery you actually have to think about things and take time to do

them."

"You actually like more stuff than other people, because in fifth grade we had

to do our normal work, then we had to do a lot of special work," Steve

Giacolone concludes. "Discovery prepares you for life."