SPINOUT - Advanced Learning

Team Members

Ms. Hannan
Ms. Hannan

Mrs. Shedroff
Mrs. Shedroff

Ms. Toni
Ms. Toni

Mission Statement

As part of the school's mission, the SPINOUT program addresses the specific needs of the academically gifted and talented in the areas of math and language arts in order to guide these students into reaching their highest potential and achievement.

Mission Statement in Practice

Both SPINOUT Literature and Math are daily replacement programs for grades 3-8. Various experiences with discussions, group activities, problem solving and/or writing offer students the opportunity to work at least two years above grade level.

K-2 students, while not eligible for SPINOUT, may receive reading or math enrichment based on their FastBridge/MAP scores. In addition, all K-2 students receive monthly advanced thinking instruction through Primary Education Thinking Skills (P.E.T.S.), and some students may participate in further advanced thinking lessons based on their in-class performance. 

Students in grades three through eight may also receive reading and math enrichment services through their WIN block. 

Program Philosophy

By using various definitions of giftedness and current research from experts in the field, the SPINOUT program promotes a talent development model of gifted education in the fields of math and language arts. The program notes the difference between "gifts" and "talents" in that natural ability alone is not sufficient to reach higher levels of achievement. The focus of the program is not just on identification, but on the development of talent and the multiple factors that affect it. 

Implications of Philosophy on Identification

  • Rather than focusing on whether or not a child is gifted, we identify whether or not a child needs academic services significantly beyond grade level.

  • The goal of identification is to achieve the optimal match between child and program. 

  • Gifted natural ability alone does not lead to success.

  • Criteria for entrance to the gifted program must appropriately fit the field/subject of the program.

  • Test scores measure part of the range of intellectual skills, not the whole range.

  • Test scores/criteria are relative to a field.

  • Multiple forms of criteria are necessary to identify students for the program.

  • Subject matter of program has multiple dimensions involving content, creativity, and practical knowledge within a field.

  • Successful identification and program match lead students to develop their gifts into specific talents within a field.

  • Students should be identified as soon as possible so they can receive the appropriate challenge to develop their talent.