Ms. Connor's Grade 5 Groovy Geckoes

                                                                                    aduke@arlington.k12.ma.us                                                                                                                                                   

April  2012

                As your child prepares to enter the 6^th grade at the Ottoson, one of the programs that may be available to him or her is Ottoson A.C.E. (Academic Challenge and Enrichment). This letter explains the philosophy and purposes of the program, the criteria that will be used for student selection, and the options available if an interested student is not selected for 6^th grade participation.

The Ottoson is a “middle school,” which, by definition, contrasts with a “junior high” in that the focus is student-centered to a greater degree than is a curriculum-centered high school. Middle schools emphasize the development of the “whole child,” a philosophy that includes introducing early adolescents to multiple areas of interest prior to the specialization required during the high school years. As part of this philosophy, we believe it is important, as much as possible, to avoid labeling early adolescents who are still forming their self-concept as “advanced” or “less -advanced” learners. With one exception (7^th and 8^th grade math, which is leveled into more advanced and regular math curriculums), we deliberately organize heterogeneous classrooms. Classrooms which include students performing at a variety of academic proficiency levels provide both positive academic role-modeling by committed students for students who are less-committed at this age, and also enable all students to recognize the many and varied academic and non-academic strengths of different individuals.  Ottoson teachers work hard to manage the breath of their students’ academic abilities.  They differentiate the curriculum in ways that allow each student to access each subject’s material at a level at which he or she can be both stimulated and find success within the classroom.

 The Ottoson also respond to student differences in readiness and interests by providing multiple avenues for various types of academic and non-academic support and enrichment. For students who at this point in their lives have developed the ability to reason abstractly at a higher level than most of their peers, A.C.E. offers the opportunity to participate in a school-day program which is Arlington’s version of a “gifted and talented” program. A.C.E. is designed to include approximately 10% of the students in each grade-level.

The  A.C.E. program’s guiding philosophy is that of the multiple-intelligences theories of “smartness” articulated by educational researchers such as Howard Gardner, Joseph Renzulli and Robert Sternberg.  The A.C.E. curriculum emphasizes the importance of developing both “school smart” aptitudes  (primarily verbal/linguistic and mathematical/logical intelligences) and creative/practical intelligences (visual/spatial, intrapersonal and interpersonal intelligences and inventive thinking). There are students who are very proficient in one or more of the latter types of intellectual activity who do not achieve as highly in the traditional critical- thinking school curriculum; there are also students who shine in school but who have more difficulty with creativity. Since high ability in both critical and creative thinking is necessary for significant contribution to the adult world, A.C.E. is designed to include students who currently excel in one or both of these general areas. It has been our experience that this mix of high abilities promotes an atmosphere of focused academic inquiry where both types of students can learn from and be inspired by each other. 

 The A.C.E. curriculum is also designed to reflects the beliefs that high-ability students benefit from exposure to explorations of academic areas that 1) introduce topics not already covered in the classroom 2) take place in an small classroom environment (A.C.E. classes have traditionally been capped at 15 students) where material can be presented and discussed in-depth and at a quick pace 3) engage and support highly-able students in situations where they are not the quickest problem-solver in the group and 4) occur in an environment where students are encouraged to be “open” about their own enthusiasm for various intellectual pursuits and where students can therefore benefit from a support group of peers who also share academic interests. 

As an enrichment program, the A.C.E. curriculum has always been designed to supplement, and not substitute for, the many advanced learning opportunities available within Arlington district classrooms.  Indeed, one goal of A.C.E., as is listed above, is to present material that is NOT covered in the classroom. Therefore, student participation in A.C.E. does not in any way influence his or her ability to eventually enroll in any level of the high school’s tracked classes (Advanced  Placement, Honors, Advanced, or College Prep).

All Ottoson students are encouraged to participate in the many school-wide academic and/or creative enrichment opportunities that take place either during or after the school day. These include the New England Math League Competition, the National French Exam, the National Latin Exam, the National Geographic Geography Bee, the National History Day Competition, Latin Club, Literary Magazine Committee, Yearbook Committee, Art Club, Band, Orchestra, Choir and Select Choir, the annual Ottoson musical production, Story Theater, Ottoson News Network, OSAC (Ottoson Student’s Advisory Council), A World of Difference Peer Leadership, Math Club, Chess & Various Games Club, and Anime-Manga Club.  

The present Ottoson A.C.E. enrollment process includes:

• identifying high verbal and/or mathematical intelligences through 4^th grade MCAS scores of 270-280 in one or both areas (5^th grade MCAS scores are not available until the fall)
• identifying high levels of creativity through elementary art teacher recommendations.
• elementary principal recommendations regarding students who are recognized within their school for high potential or performance in these areas

                Students who will be invited to participate in 6^th grade A.C.E. based on the above criteria will be receiving enrollment forms in the mail before the end of the school year. This mailing will include a more specific description of the 6^th grade A.C.E. curriculum. Students will have the option to decline.

If your child is not selected for 6^th grade A.C.E. but is interested in participating:  Each year, all 6^th and 7^th  grade A.C.E. student are asked if they would like to continue with A.C.E. for the following year. In 7^th grade, A.C.E. conflicts with Drama and F.A.C.S; therefore, there are always some students who decide they would like to try those classes. In March, school-wide announcements are made inviting any student who has not participated in A.C.E. but who would like to enroll to come talk to Mrs. Duke. Mrs. Duke checks with the student’s cluster teachers. Assuming cluster teachers recommend the student, and also assuming that the numbers of students who decide to discontinue remains as it has, all interested/qualified 6^th grade students will be able to enroll in A.C.E. as 7^th graders.

                If you have questions, please email Mrs. Duke at the address listed above.

                                                                                                Sincerely,