STOP the TDSB EETF: NO to De-streaming; NO to Cancelling Specialty Programs; NO to Cancelling Optional Attendance; NO to "reforming" Gifted Programs

Children who are in the TDSB’s congregated gifted program are not just from privileged families. They are tested for "giftedness" because they may struggle with learning and social difficulties associated with they way they learn . In a regular classroom setting gifted children are targets for bullying and feel ostracised. Most teachers are not equipped to deal with these situations and cannot give the attention needed to these students due to classroom size and lack of experience. Their challenges are not being met leading to disinterest, apathy and depression. Their educational and developmental needs are not met in a regular classroom setting. Once my daughter was placed into a classroom of like-minded students with teachers who have the training , experience and resources to teach such children she began to enjoy learning again. Not focusing on why she was different and not learning like the other students in her class and becoming more frustrated and withdrawn. Ending the congregated gifted programming is not in the name of equity, it is not "specialised" programming only avaiable to the privledged . It is special education which seems to have limited spaces, therefore in the name of equity would it not be more equitable to create more spaces for these children.

To whom it may concern: My name is Morgan, and I am a grade 6 student in the congregated gifted program. This is my 3rd year in this program. I was in French immersion from SK to 3rd grade and I gave up my spot there to be the congregated gifted program in grade 4. Even though I find being in the congregated gifted class helps me learn in a better way, I would have stayed in French immersion if I knew you were just going to shut down the this program altogether. If I were in a regular class I would not feel equal. I learn in different ways and at speeds than other students. I am will be singled out in a normal classroom and considered weird or different. Even in French Immersion I had difficulties focusing and doing what the rest of the class was doing, and spent some time in the office with the Principal. In a congregated gifted class, I am with students that have similar learning styles. This creates a community that can support each other and focus on how we are the same, not on how we are different. Being in a congregated gifted program makes me feel different, but a good kind of different. I can focus on learning in similar ways to my classmates, and not focus on feeling different or alone. My parents explained to me what you are proposing to do with creating equity within the TDSB by taking away the congregated gifted classroom. There are two things that I really don’t understand. The first is how is there equity when the needs of some students are met, but the needs of other students are not? Secondly, wouldn’t equity mean that all schools would be able to have a congregated gifted program not have all those taken away? Please don’t take the congregated gifted program away. Thank you for your time.

I am extremely concerned that the changes suggested by the EETF report will have negative impacts for both existing and potential future students that would benefit from a congregated gifted program (as supported by various items of research not referenced in the report, plus successful experiences of past students here and programs in other parts of the world eg New South Wales, Australia). A congregated gifted program with rigorous universal testing to determine admittance would be a great boon to efforts to provide greater equity in TDSB education and ensuring that high IQ students from all demographics are afforded the opportunity to realize their potential.

I can't believe I just heard about this from another parent! The gifted program is crucial!

The education system has deteriorated in the recent year, and it is failing our children due to lack of resources and support to schools to help kids excel based on their needs and strengths. Designing an educational system based on the needs of a small population of students, despite best intentions, will not be beneficial to any student.

My specialized education works leave it alone

We need to keep our congregated gifted classrooms. They are working well to support the needs of those children. This report needs to focus on ensuring everyone has the same access to these programs. That is what equity means to me.

don't go backwards - specialty programs are critical for our kids' social, emotional, academic and mental-health needs

The whole reform does not make any sense . Equality does not mean to put students with special needs back to regular schools! Whoever has created is the biggest idiot in the board !

I strongly oppose the TDSB EEFT recommendations.

I strongly oppose to the idea of reforming the gifted programs. We should retain it, as it helps students who don’t benefit from regular school work, as they think differently. This program is working very well for my son.

Please consider expanding programs that are currently working to make specialized education more accessible to all children who require it to thrive!!

Please sign and forward!!

I strongly oppose these "recommendations". De-streaming and "reforming" gifted will not benefit students who are struggling academically or those who are excelling. Cancelling optional attendance removes student access to existing Centres of Excellence - schools that aren't specifically a specialty school but that are known for excellence in a certain area (music, athletics etc.). This report did not include enough input from the wider body of students and families that it may potentially affect - especially given the size and sweeping nature of some of the recommendations it contains. It was not well publicized or shared with the wider community until there was an uproar. Even the name of the report is not reflective of the nature of the changes it proposes and seems designed to be misleading. I'm disappointed with the TDSB as it pertains to this reports, it's recommendations and the process that has surrounded it.

I support equity, which in my opinion mandates meeting the diverse needs of the student population with specialized programming, schools, and streams.