Sprague program not traditional 'gifted' model

What quickly is clear about Christie Wylie is she is passionate about Lincolnshire-Prairieview Elementary District 103's student enrichment program.

Wylie, the enrichment specialist at Laura B. Sprague Elementary School, stresses REACH (Raising Expectations and Aspirations of all Children) is not a traditional "gifted" model. Instead, District 103's program is provided by every teacher for all students based on student needs.

Wylie, who attended Valparaiso University and recently completed a Master's in Educational Technology from Concordia University, has been teaching for 27 years, including 10 at Sprague.

In addition to working with teachers in the classroom, she has been involved in district strategic planning and the community. For example, she has worked with Sprague students in collaboration with the village of Lincolnshire on its Village Oak Project to address the concern of local arborists regarding the decline in oak tree population.

Q. What do you enjoy most about teaching students in the gifted program?

A. What I enjoy most about working with students in the REACH enrichment program:

• Learning alongside curious students.

• Facilitating student learning vs. teaching in the traditional sense. I love when students are so engaged in what they are learning, and in their own conversations with each other, that they don't realize the depth of their learning, and I become an observer.

• Watching students run to our classroom with energy and enthusiasm for learning that just can't be stifled.

• Providing opportunities for students to create, invent, wonder, imagine.

• Listening to deep discussions and hearing 5- to 8-year- olds defend their conclusions and find evidence within texts for support.

• At times, students may ask, "Mrs. Wylie, do we have to 'do' something with this book today? Can we just read quietly sitting in the corner or between the bookshelves?" I think you know my answer!

Q. How has the program changed since you started teaching it?

A. The enrichment learning model in District 103 is a 3-tiered program that differentiates learning experiences for all students with all teachers. As an enrichment specialist at Sprague School, I work with classroom teachers to deepen and extend the grade level curriculum objectives through differentiated instruction - meaning we provide students with varied opportunities to acquire and process content, and then to demonstrate their learning while making sense of concepts and ideas - tailored around each student's needs.

Here are a few examples of curricular enrichment:

Tier I (all students): field trips, simulations, in-school programs with visiting experts, fine arts, PE, Rivershire Nature Center, STEAM opportunities, Community and Global Connections, Invention Convention, Diversity Share, Visits to Little Red Schoolhouse, Feed My Starving Children.

Tier II (students whose academic needs exceed Tier 1): extension experiences within the classroom or in small, flexible groups - personal learning opportunities for students.

Tier III (students whose needs exceed Tier I and Tier II, typically 3 percent to 5 percent): curriculum modifications, individual interest projects, Genius Hour.

Q. What is your philosophy about teaching the gifted program?

A. As opposed to traditional gifted programs that offer "accelerated learning opportunities" in which students might work on next year's curricular goals, our services focus on differentiated enrichment opportunities.

What is my philosophy about enrichment:

• It is beneficial for ALL students.

• Providing student choice, novelty, and authentic learning experiences are imperative.

• Collaboration among staff and students is essential.

• This year, I teamed with our school librarian and technology coach to create an incredible program we call "Sprague University." It promotes STEAM and 21st Century learning through a variety of menus and courses. The students are fully engaged and having a blast.

• Giving time for inquiry and exploration is so important. Last year, I teamed with other colleagues to design and implement a MakerSpace, which is accessible to all staff and students to provide time for tinkering and wonder.

Q. With the high expectations for academic success often placed upon children identified as gifted, how do you help your students deal with the pressure that comes with their status?

A. • Our classroom environment generates safety, respect, honesty, support and compassion from all members, so risk taking occurs with no pressure.

• A "Grow Mindset" is modeled - I point out when I make mistakes and how important it is to learn from those mistakes.

• We convey that perseverance is more important than being the first person to get the "right answer." It is shocking that young students, at the beginning stages of learning, are so concerned about being the first one done and having all the correct answers.

• Much time is given to the process of problem-solving. Students share a variety of strategies and discover that, at times, there can be more than one correct answer.

• Open communication with parents is critical in order for them to understand that our program is not a "traditional gifted program."

• When parents ask me what homework their kindergartner should be doing after school, they may not expect my response. I encourage families to play outside, cook together in the kitchen, play board games, and read books together every night.