Seeing the Whole Student
A student can be incredibly bright and still struggle in school.
They might be years ahead of their classmates in math, solve problems in unusually creative ways, or make connections other students don't see. At the same time, they may struggle with reading, organization, attention, communication, or another aspect of learning.
For these students, being gifted doesn't necessarily make school easier. Sometimes, their strengths and challenges can even make it harder to recognize each other.
These students are often described as twice exceptional, or 2e. Twice-exceptional students have both exceptional ability and a disability or other barrier that affects their learning.
Waterloo Schools and the Waterloo Schools Foundation have intentionally supported 2e students since 2017, and the program continues to grow and evolve.
One challenge of twice-exceptionality is that no two students look the same. A gifted student may compensate for a learning disability for years, while another student's struggles may be so noticeable that their academic strengths are overlooked.
Waterloo Schools, with leadership from Sherice Ortman, Coordinator of Secondary Curriculum & Advanced Programs, looks for students who demonstrate exceptional ability while also having a disability or barrier that significantly affects their school experience. The District has refined its screening process over time, including changing when students are identified so educators can better recognize the students who truly need additional support.
Today, roughly 70–80 students are connected to the 2e-specific program, but almost triple that number is supported through natural groups with other neurodiverse students.
Once a student is identified, support is highly individualized. One student might need additional academic challenge. Another might benefit from a club, elective, or particular accommodation. Some students need significant support to stay engaged in school and ultimately graduate.
The goal is to understand the whole student, ensure their strengths aren't overlooked, and address the areas where they need support.
Waterloo's 2e program has changed significantly since it began. The District has continued learning more about how to identify students and how to support them, while creating more opportunities for neurodiverse students to find areas where they can thrive.
Sometimes, the difference is striking. A student who struggles in middle school may thrive in high school when they have more opportunities to pursue their interests and strengths. It can be an important reminder that a student's struggles at one point in their education don't necessarily tell us what they are capable of later.
That work is now extending beyond high school, too. The District is partnering with the University of Iowa's Belin-Blank Center to better understand how to support 2e students as they transition into college and other opportunities after graduation. Waterloo is also looking at career preparation, including professional learning for high school gifted education teachers and career pathways through the Waterloo Career Center.
This work isn't something that can simply be established and left alone. Each student is different. Their needs are different. And what educators learn about twice-exceptionality continues to evolve. That's where the Waterloo Schools Foundation comes in.
The Waterloo Schools Foundation has supported this work since its early days, when Waterloo became home to Iowa's only dedicated 2e program. In partnership with Steve & Becky Gearhart, more than $83,000 has been invested in WCSD's 2e program since 2017.
WSF and other funding continue to support the District's work through staff professional development and additional learning opportunities, helping educators continue to refine how they identify and support twice-exceptional students.
A twice-exceptional student shouldn't have to choose between being challenged and being supported. Waterloo Schools is working to make sure they don't have to.
