The NSS Gifted Program (also known as ‘Level 6’) began with Walter Cybrynsky, the principal of Northern Secondary School (NSS) at the time. He envisioned an enrichment program to elevate the school’s reputation beyond that of a typical secondary institution. This ambition set the stage for significant changes at NSS. In 1977, Jeff Mitz joined the school and was part of a collaborative effort across different departments to realize this enrichment program.
At the time, NSS was a composite school serving the same geographic area as North Toronto Collegiate Institute, Lawrence Park Collegiate Institute, and Forest Hill Collegiate Institute. However, the students at NSS were primarily arts or technical students, often those who had been redirected from the collegiate streams. The school had a reputation for accommodating students who were perceived as less academically “strong or disciplined”.
The initial steps towards the gifted program involved Saturday morning classes, with Harold Lass serving as the principal of these sessions for several years. Owen Fisher contributed by teaching a unit on fly fishing, and Jeff focused on the business aspects of advertising. NSS primarily offered enrichment opportunities. Deer Park, Forest Hill, and Hodgson were feeder schools who offered once-a-week gifted programming at the elementary/middle school level.
The gifted program officially began in 1984 when ‘giftedness’ was formally identified as part of special education. This designation required all teachers in the program to pursue specific credentials and specialization in special education. Glenn Way played a critical role in formulating the criteria for entering the program, establishing an Identification, Placement, and Review Committee (IPRC). The aim was to move beyond solely relying on IQ scores and to identify students who were not only academically bright but also socially interesting, mature, and organized. The framework drew inspiration from Joseph Renzulli’s “Gifted Triad Model” from the University of Connecticut.
The selection process involved student interviews, the submission of work samples, and a questionnaire designed to delve into the interests and perspectives of Grade 8 students. While academic skills like writing and grades were important, the interviews focused on communication and the overall intellectual curiosity of the applicants. The program sought students with energy and a synergistic engagement with subjects, fostering innovative thinkers who could collaborate effectively. The goal was to create a dynamic group where individuals could interact and build upon each other’s strengths.
Initially, applicants had to reside within the NSS catchment area. However, once NSS was designated as the school for gifted students, it began accepting students from a wider geographic area, including the Toronto Island population, High Park, and the Beaches, all within the old city of Toronto. The program’s popularity grew significantly, eventually encompassing 450 gifted students out of a total school population of 2000, with considerable demand for admission.
Word of mouth spread throughout the community, highlighting the presence of many remarkable students at NSS. Individuals were identified in downtown Toronto elementary schools as being far beyond their classmates academically, and in need of special programming to meet their needs. Jeffrey Grossman scored at the highest level of internationally recognized math contests and was eagerly sought after by Ivy League US universities, MIT and Cal Tech. Danish Ahmed, a blind, Pakistani albino who is now a successful entrepreneur, speaker, and best-selling author, excelled in an environment with like-minded students and teachers who were experts at differentiating their curricula. Jonas Bell-Pasht, a student with challenging moments who went on to become a successful movie producer, illustrated the program’s ability to nurture potential by providing opportunities for independent exploration.
A key realization among the initial teachers in the gifted program was that giftedness was not simply about more work but about a different kind of learning. The overarching goal was to encourage students to think creatively and perceive things from diverse perspectives. In his law class, Jeff Mitz featured “The Prisoner” series and encouraged unconventional thinking and unique projects. Harold Lass gave comic strip exams that were thematically linked to the studied books and plays, requiring students to think critically and make connections rather than just recall information.
Another crucial element was the interdisciplinary independent study, encompassing communications (humanities/social science), creative design, and engineering (science/math). Modules such as the psychology of advertising, advertising design, and product marketing were offered by various departments.
Finally, teachers in the gifted program typically taught the Level 5 curriculum and finished by May 31st. This allowed four to six weeks for enrichment activities beyond the standard requirements. This period was described as a “wild west” of exploration, an opportunity for students to pursue their interests under the mentorship of an advisor. Students were given a last-period spare to dedicate to independent study projects, fostering a sense of freedom and responsibility that prepared them for university.
Despite being a significant experiment, the gifted program allowed students to pursue diverse interests and develop into well-rounded individuals who could think outside the box. It aimed to inspire creativity, uniqueness, and the courage to go beyond what was expected, helping them stand out. The program aimed for 100 students in Grade 9 at its peak, organized into four classes of 25. By the year 2000, the total number of students in the gifted program had reached 450.
Over the last decades, challenges have faced the program, including political opposition from elements of the school board who viewed it as “elitist”. The program nearly faced termination multiple times, however Glenn Way’s strong advocacy was crucial to its survival.
A significant shift in the program occurred when the TDSB mandated the use of IQ testing, specifically the WISC-V test. As the primary criterion for admission, much of the previous subjective assessment was removed, making it a more formulaic approach. The program may still be effective, however the current iteration is very different from the institutional memory of the original program.
Despite these challenges, the overall diversity of the school and the memorable experiences of those involved highlight the program’s positive impact. Many graduates of the program have gone on to highly respected careers and remember its personal, creative, and professional impact.
Thank you to Jeff Mitz for sharing the history of this unique program.