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What Works in Gifted Education for Disadvantaged Students?

What Works in Gifted Education for Disadvantaged Students?. Sally M Reis Legislative Chair Past President, NAGC Presentation at the NAGC Affiliate Conference Board of Trustees Distinguished Professor, UCONN March 9, 2009.

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What Works in Gifted Education for Disadvantaged Students?

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  1. What Works in Gifted Education for Disadvantaged Students? Sally M Reis Legislative Chair Past President, NAGC Presentation at the NAGC Affiliate Conference Board of Trustees Distinguished Professor, UCONN March 9, 2009

  2. Promoting Sustained Growth in the Representation of African Americans, Latinos, and Native Americans Among Top Students in the United States at All Levels of the Education SystemL. Scott Miller • Compared to White and Asian Americans; African Americans, Latinos, and Native Americans are severely underrepresented among top students in the U.S. at all levels of the educational system. If there is to be substantial progress in this area, it will be necessary to give considerable priority to the design, testing, and rigorous evaluation of strategies that are explicitly concerned with increasing the number of top students from these groups. http://www.gifted.uconn.edu/nrcgt/miller.html

  3. 20-30 Years of Research National Research Center University of Connecticut University of Virginia Yale University University of Georgia

  4. Lessons learned and generalizations we can make from: • Research Based Decision Making Series http://www.gifted.uconn.edu/nrcgt/resource.html • Review of more than 50 Research Studies

  5. Lessons learned and generalizations from: • Special Issue of GCQ 51 (4) 2007 • Best Practices in Gifted Education: J. A. Plucker and C. M. Carolyn (Eds.) Critical issues and practices in gifted education: What the research says. Waco, Texas: Prufrock Press.

  6. Lessons learned and generalizations we can make from: • My review of research for this session included contacts with Ford, Gentry, Delcourt, Callahan, Briggs, Gubbins, Renzulli and others

  7. What works for disadvantaged students? • What works in identification practices? 2. What do we know works in curriculum and instruction? 3. 2. What do we know works in teacher preparation? 4. What should we be focusing on in social-emotional development (or support) and counseling practices for disadvantaged students?

  8. Data Analysis DOES RESEARCH EXIST THAT IS SUPPORTED BY "STRONG" EVIDENCE OF EFFECTIVENESS? • Randomized controlled trials that are well-designed and implemented • Key items--description of the intervention and the random assignment process

  9. THE BIG QUESTION? IS THE INTERVENTION SUPPORTED BY "STRONG" EVIDENCE OF EFFECTIVENESS? Challenge: Little experimental or quasi-experimental research

  10. Lessons learned and generalizations we can make from: Frasier and Passow:Toward a New Paradigm for Identifying Talent Potential http://www.gifted.uconn.edu/nrcgt/fraspass.html Frasier: Traits, Aptitudes, and Behaviors • http://www.gifted.uconn.edu/nrcgt/frashun2.html Borland: Issues and Practices in the Identification and Education of Gifted Students From Under-represented Groups • http://www.gifted.uconn.edu/nrcgt/borland.html Ford: The Recruitment and Retention of African American Students in Gifted Education Programs • http://www.gifted.uconn.edu/nrcgt/ford5.html

  11. Reis, Hebert, Diaz, Ratley: Case Studies of Talented Students Who Achieve and Underachieve in an Urban High School http://www.gifted.uconn.edu/nrcgt/resource.html#95120 Renzulli: Equity, Excellence, and Economy in a System for Identifying Students in Gifted Education Programs: A Guidebook http://www.gifted.uconn.edu/nrcgt/renzulli2.html Callahan: AP and IB Programs http://www.gifted.uconn.edu/nrcgt/callahan.html VanTassel-Baska: Content-based Curriculum for Low Income and Minority Gifted Learners http://www.gifted.uconn.edu/nrcgt/vantasse.html Renzulli on gifted drop outs: http://www.gifted.uconn.edu/nrcgt/renzpark.html

  12. Lessons learned and generalizations we can make from: Lohman: Identifying Academically Talented Minority Students http://www.gifted.uconn.edu/nrcgt/lohman.htm Gándara: Latino Achievement: Identifying Models That Foster Success http://www.gifted.uconn.edu/nrcgt/gandara.html Ford: Counseling Gifted African American Students: Promoting Achievement, Identity, and Social and Emotional Well-Being http://www.gifted.uconn.edu/nrcgt/ford2.html

  13. Lessons learned and generalizations we can make from: Oreck, Baum, McCartney-Strength-Based Arts http://www.gifted.uconn.edu/nrcgt/orecbaum.html Baum, Hebert, & Renzulli--Underachievement http://www.gifted.uconn.edu/nrcgt/resource.html#95310 Maker—Identification of Disadvantaged http://www.gifted.uconn.edu/nrcgt/maker.html Bridglall B. L. & Gordon, E. W.—U Maryland Honors http://www.gifted.uconn.edu/nrcgt/bridgord.html

  14. Definitions and Identification

  15. Implications for Practice Dispel myths about what learners from diverse background can or should do. Encourage broadened conceptions of intelligence.

  16. The Stages of Talent Development Talents can be: latent emergent manifest

  17. Identification(Callahan) What are the major Principles of Identification for Disadvantaged Gifted Learners based on available research? • Select a broader definition of giftedness • Use a multiple criteria approach. • Use assessments that go beyond a narrowed conception of giftedness and even beyond cognitive abilities. • Use unique and appropriate identification strategies to identify different aspects of giftedness. • Use reliable instruments/strategies for assessing the construct of giftedness underlying the definition.

  18. Principles of Identification of Disadvantaged Gifted Learners 6. View each child as an individual & recognize limitations of a single score on any measure. 7. Recognize the serious limitations of matrices in the identification process. 8. Identify and place students based on student need rather than on numbers of who can be served by a program. 9. Use appropriate instruments with under-served populations; consider the reliability and validity data for the populations assessed, norms, and cultural bias in instrumentation.

  19. Identification Principles of Identification for Disadvantaged Gifted Learners (Borland, 2008; Gubbins, 2006; Robinson, Shore, & Enerson, 2007) • Some commonly accepted definition of giftedness and talent work better (Renzulli) • Use appropriate instruments exist to screen and identify students • Avoid selecting identification instruments in isolation without knowledge of students’ needs and potential programs and services is problematic • Consider a traditional and non-traditional approaches (performance assessment, portfolios, dynamic assessment) • Create a larger talent pool to allow students to further develop their talents and abilities.

  20. Important Principles of Identification • Focus on students who may be from disadvantaged communities and change the identification question to “How can we nurture potential talents and abilities?” • Use local norms on standardized, norm-referenced tests and include multiple people from different perspectives on the screening and identification team. • Design an identification process that is varied and ongoing to ensure that students whose abilities are masked by environmental circumstances are part of the process. (Borland, 2008; Gubbins, 2006; Robinson, Shore, & Enerson, 2007)

  21. DEVELOPING TALENTS IN UNDERSERVED (MINORITY AND LOW INCOME STUDENTS) • Multi-pronged approach (teacher, parent, specialist; aptitude, achievement) is critical • If one was weak- another stepped in • The earlier the better • Comes from systematic changes and efforts and complex interventions not finding a silver bullet

  22. DEVELOPING TALENTS IN UNDERSERVED (MINORITY AND LOW INCOME STUDENTS) • Programs • Strategies

  23. 25 Exemplary Gifted Programs Selected for their Success in Increasing the Numbers and Successful Participation (Briggs, Reis & Sullivan, 2007) Modified identification systems Included specific program support systems including frontloading (starting early) Selected strength-based curriculum/instructional designs Created strong parent/home connections and program support Included annual program evaluation practices

  24. Implications for Practice Ensure teachers know what the gifted program entails, how to define giftedness, and how the identification process works. Provide teachers with training in identifying students for the gifted program, including students who are traditionally underrepresented in gifted programs.

  25. School Programs and Practices

  26. Lessons learned and generalizations we can make from: • Cartledge, Sentelle, Loe,Sambert, and Reed (2001) conducted an 18-month intervention study of Black inner city elementary students in a gifted classroom. With goals of reducing noncompliant and disruptive behaviors and increasing academic productivity, the intervention involved positively phrased classroom behavioral expectations, social skills training, structured/systematic instruction, and preplanned positive and negative consequences for noncompliance. The results showed that the inventions resulted in reduced negative behaviors and highlighted the need for professional development to help educators address positive behavior management and thus encourage student achievement.

  27. Grouping PracticesRogers and Kulik & KulikGentry Gifted and talented students should be given experiences involving a variety of appropriate acceleration-based options. http://www.gifted.uconn.edu/nrcgt/gentry.html http://www.gifted.uconn.edu/nrcgt/kulik.html http://www.gifted.uconn.edu/NRCGT/rogers.html

  28. OPTIONS • Gifted children in Pull-out, Separate Classes, and Special School programs showed higher achievement than gifted students who were not in programs, and in most cases, higher achievement than those from Within-Class programs • http://www.gifted.uconn.edu/NRCGT/delcloyd.html Grouping by achievement and ability is only warranted when there is significant and meaningful curricular adjustment based on student ability and specific levels of achievement. Bright, average and struggling learners profit from grouping programs that adjust the curriculum. • http://www.gifted.uconn.edu/nrcgt/gentry.html • http://www.gifted.uconn.edu/NRCGT/rogers.html

  29. GROUPING PRACTICESCooperative LearningDavid Kenny & Bryan W. Hallmarkhttp://www.gifted.uconn.edu/nrcgt/kennarch.html The achievement of non-gifted students is not improved when they are grouped with gifted students.

  30. CURRICULAR MODIFICATIONSCurriculum CompactingSally M. Reis It Works !!!! When given the opportunity to eliminate previously mastered curriculum, students willingly accept challenging learning opportunities. http://www.gifted.uconn.edu/nrcgt/reiswest.html

  31. DONNA FORD’S WORKhttp://www.gifted.uconn.edu/nrcgt/ford1.html • DEVELOPING CULTURALLY RESPONSIVE GIFTED EDUCATION PROGRAMS WITH ATTENTION TO UNDER-REPRESENTATION, MULTICULTURAL CURRICULUM, AND CULTURE FAIR TESTING AND ASSESSMENT; FOCUS ON GIFTED MINORITY UNDERACHIEVERS.

  32. Project M3http://www.gifted.uconn.edu/projectm3/ Katherine Gavin and colleagues developed Project M3 using National Council of Teachers of Mathematics Standards and teaching strategies from best practices in gifted education.

  33. Joyce Van Tassel-Baska The Center for Gifted Education, under the direction of Joyce VanTassel-Baska, has been in operation in the School of Education at The College of William and Mary since 1987. The Integrated Curriculum Model (VanTassel-Baska, 1986, 1995, 2002) is designed to respond to gifted learners’ characteristics in three dimensions of advanced content, higher level processes and product development, and interdisciplinary concepts, issues, and themes in science, language arts, and math and social studies. http://cfge.wm.edu/index.htm

  34. Using the Schoolwide Enrichment Model Reading Framework Sally M. Reis, Ph.D. E. Jean Gubbins, Ph.D. Catherine M. Little, Ph.D. D. Betsy McCoach, Ph.D Rebecca Eckert, Ph.D. Lisa Muller, MA. (Current Uconn Team) http://www.gifted.uconn.edu/SEMR/

  35. Bookhook As I read from this book, I want you to try to picture in your mind one of the characters and the setting in which he or she lived. (Visualization)

  36. Articles Published or Accepted for Publication on SEM-R Results • Journal of Educational Research: (2008) 101 (5) 299-314. • The Elementary School Journal: (2007) 108 (1). 3-24. • New England Reading Association Journal: (2007) 43 (1), 30-35. • Educational Leadership: October, 2008, 32-36. • Urban Review, in press • Journal for Advanced Academics, in press • Journal for Education of the Gifted, in press • Five more articles submitted or in preparation

  37. CULTURALLY DIVERSE STUDENTS PREFER DONNA FORD FOUND THAT MINORITY STUDENTS PREFER WORKING IN GROUPS OR WITH ANOTHER STUDENT, RATHER THAN INDIVIDUALLY. HENCE, WORKING WITH AT LEAST ONE OTHER STUDENT IS RECOMMENDED. REIS AND COLLEAGUES AND PATRICIA GANDARA FOUND THAT GROUPING WITH OTHER GIFTED STUDENTS WORKED BEST.

  38. CURRICULAR APPROACHES FROM DONNA FORDhttp://www.gifted.uconn.edu/nrcgt/ford2.html Multicultural books Social justice Real world discussions Storytelling Socratic Teaching and questioning Tactile and kinesthetic experiences • BANKS' MODEL OF MULTICULTURAL CURRICULUM • CULTURAL BLINDNESS • CULTURAL INCAPACITY • CULTURAL DESTRUCTIVENESS • ADVANCED CULTURAL COMPETENCE • BASIC CULTURAL COMPETENCE • EMERGING CULTURAL COMPETENCE

  39. Identification and ProgrammingProject Excite • Olszewski-Kubilius, Lee, Ngoi, and Ngoi (2004) reported a successful intervention effort called EXCITE, a collaborative program of a university-based gifted center and local school districts. This program prepares giftedminority elementary and middle school students for advanced high school courses in math and science. Olszewski-Kubilius et al. reported that the majority of the students in EXCITE were retained in the program, earned high grades in math and science, resulting in a 300% increase of culturally diverse children qualifying for an advanced math class in grade 6 after 2 years of involvement in the program.

  40. Strength-based Options • Children, who are disadvantaged in some way, when taught in a way that, at least some of the time, enables them to capitalize on their strengths, and not simply focus on their deficits, outperform students who are not taught in this way!

  41. DEVELOPING TALENTSThe Schoolwide Enrichment Model http://www.gifted.uconn.edu/sem/ • AUTHENTIC, DISCIPLINE-BASED ROOTS • FOCUSED ON CLEAR LEARNING GOALS • 30 YEARS OF RESEARCH, MUCH OF IT FOCUSING ON DISADVANTAGED POPULATION--SEEHTTP://WWW.GIFTED.UCONN.EDU/SEM/SEMRESEARCH.HTML • CHALLENGE PRECONCEPTIONS ABOUT LEARNERS & BELIEFS ABOUT TALENT • NEW RESEARCH ABOUT RENZULLI LEARNING • http://online-journals.org/i-jet/article/view/629

  42. CURRICULAR AND PROGRAMMING MODIFICATIONS THAT ARE INSTRUMENTAL IN DEVELOPING TALENT IN MINORITY AND LOW INCOME STUDENTS: • Curricular modifications that are multi-cultural in nature increase the motivation and engagement of African-American students.

  43. Categories of Findings Datnow & Cooper, 1997 Grant et al., 1999 Harmon, 2002 Hébert, 1998 Herbert & Beardsley, 2001 Jones, 1997 Kloosterman, 1999 Olszewski-Kubilius & Laubscher, 1996;  Tomlinson, Callahan & Lelli, 1997

  44. To work more effectively with high potential, low SES students, educators of gifted students have to work to implement high level curricular opportunities to all Effective instruction with high potential, low SES student of color requires Forward movement (toward high expectations) Backward movement (to deal with prior academic deficits if they exist) Teachers and schools most effective when they acknowledge and celebrate the cultures of the students

  45. Social and Emotional Development • WE CAN NOT FOCUS ON SOCIAL-EMOTIONAL DEVELOPMENT IN A GENERIC WAY: WE HAVE TO FOCUS ON RACIAL IDENTITY GIVEN THAT FOCUS, WHAT WORKS?

  46. Social and Emotional Development • WHAT WORKS? (Donna Ford) • GROUP COUNSELING, CONFLICT RESOLUTION, ANGER MANAGEMENT; BIBLIOTHERAPY PROFESSOR DERALD WING SUE --MULTICULTURAL COUNSELING MODEL • http://www.tc.columbia.edu/faculty/index.htm?facid=dw2020

  47. Degrees of Underachievement Pervasive and devastating—drop-outs, life failures Moderate--failing grades in some areas Minimal--lower grades than expected

  48. Case Studies of High Potential Students who either Achieved or Underachievedhttp://www.gifted.uconn.edu/nrcgt/reishebe.html Over a three year period, over 180 days was spent observing social, athletic, and academic interactions in a variety of settings such as athletic events, after-school clubs and at home with parents and siblings. The STAT: 50% of students underachieved in school

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