Category Archives: Multicultural

Equity and Access to Gifted Education

gtchat 04122018 Equity

Minority students including African Americans and Hispanics; ELL (English Language Learners); as well as low SES (socio-economic status) students are often left out of gifted programs. Today, we also need to be aware of bias against LGBTQ students, children of military personnel, homeless, and most twice-exceptional students.

Barriers to gifted education include school district policies that fail to recognize and value cultural diversity. Presumptions about low-income and minority students are given too much credence by decision-makers. Twice/thrice-exceptional students may not be achieving at acceptable levels and thus barred from participation in gifted programs. Schools tend to focus on disabilities which may be masking abilities.

The identification process can affect equity. Identification of giftedness is too often based on outdated information or research that doesn’t take into account cultural diversity and the needs of ELL students. Parents and students need to be better informed by school districts about the benefits and opportunities afforded by participation in gifted programs.

There are laws already in place to change this situation. Gifted education has been successfully argued under civil rights legislation. Also, twice-exceptional students are often covered by special education regulations. The legality of participation in gifted education programs is often dependent on state laws and regulation. Parents and teachers should check with state or national gifted organizations for laws applying to their particular state or country.

Parents can make a difference in their school district. They are passionate about the education of their children. Parents of gifted children should learn the lessons provided by parents of special needs children who took their battles to the courts. Parenting a gifted child is hard work – parents should become knowledgeable about state regulations regarding gifted education and who their state congressional representatives are as well as their child’s school’s written gifted policies. Parents also need to learn the ‘chain of command’ in their school district. Start with the child’s teacher, then administrator; and if necessary, school board.

There are practical steps can educators and policy makers can take to increase equity in gifted programs. These include seeing possibilities rather than limitations, seeking solutions rather than dwelling on obstacles, emphasizing student’s strengths over weaknesses, and improving communications with parents. Policy makers and administrators need to provide cultural sensitivity training for all educators, high quality course offerings that are culturally sensitive and ELL compliant, and expand access to rigorous curriculum. Administrators should provide PD in gifted education which would aid in achieving accurate identification, increase out of school opportunities for most at-risk students and engage community support for expanded opportunities. A transcript of this chat can be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Links:

Gifted Cubed: Race & Culture

Gifted Cubed Printable Color Brochure

Want to Make Gifted Education More Equitable? First, Be Aware of the Political Winds That Drove (and Derailed) Innovative Policies in These States

Perspectives on Equity in Gifted Education (pdf)

Bright, Talented, & Black: A Guide for Families of African American Gifted Learners (Amazon)

The Rare District That Recognizes Gifted Latino Students

NY: White Plains Schools Focus on Increasing Diversity in Advanced Courses after Fed Investigation

Access and Equity through Career and Technical Education

Enhancing Professional Learning Strategies to Increase Students from Diverse Cultural Groups Participation in Gifted Programs

Report Shows Widespread Lack of Support for High-Ability, Low-Income Students in U.S.

County Aims to Break Down Racial Barriers to Gifted Classes

Equal Talents, Unequal Opportunities 2nd Addition (pdf)

Norwalk Schools Reveal Gifted Program Redesign

What to Do About a Generation of ‘Lost Einsteins’

A New Majority Low Income Students Now a Majority In the Nation’s Public Schools (pdf)

Universal Screening in Gifted and Talented Identification: Implementation and Overcoming Challenges

Universal Screening Increases the Representation of Low-Income and Minority Students in Gifted Education

What if low-income, gifted students had the same support and connections as their affluent classmates?

5 Ways to Help Bright Low-Income Students to Excel

Report from National Center for Research on Gifted Education (pdf – PP)

Students in Poverty Less Likely to be Identified as Gifted

Effective Practices for Identifying and Serving English Learners in Gifted Education (pdf)

Parental Expectations for Asian American Men Who Entered College Early: Influences on their Academic, Career, and Interpersonal Decision-Making (pdf)

Recruiting and Supporting Underrepresented Students in Gifted and Talented Programs (pdf)

Identifying Gifted and Talented English Language Learners (pdf)

Underrepresentation of Minorities in Gifted and Talented Programs: A Content Analysis of Five District Program Plans (pdf)

Underrepresentation of Culturally Different Students in Gifted Education: Reflections About Current Problems and Recommendations for the Future (pdf)

Equitable Access for Underrepresented Students in Gifted Education (pdf)

Minority Students Underrepresented in Gifted Programs

Can Universal Screening Increase the Representation of Low Income and Minority Students in Gifted Education? (pdf)

Underrepresentation of Black and Hispanic Students in Gifted Programs (YouTube 5:14)

Building Diversity in Gifted Programs (TEDxABQED 6:41)

To Be Young, Gifted and Black (Amazon) Excerpt (pdf)

Young, Gifted and Black: Meet 52 Black Heroes from Past and Present (Amazon)

Income, Race Big Factors in Rates of ‘Gifted’ Students

Multicultural Gifted Education, 2nd ed. (Amazon)

Image courtesy of Pixabay  CC0 Public Domain

Graphic courtesy of Lisa Conrad.

 

 

Advertisements

How to Recognize a Gifted Child

gtchat 05092017 Recognize

Recognizing giftedness in a child often depends on how one defines ‘gifted’ and whether you are considering it educationally or psychologically. Terms such as ‘precocious’ – having developed certain abilities or proclivities at an earlier age than usual – or unusual qualities such as being hyper-attentive to adult conversations may signal giftedness.

Although an almost universal measure of entrance to gifted programs by schools, IQ scores are not the sole indicator of giftedness; and parents and teachers may rely on them too much. IQ scores serve as part of the identification process, but don’t tell the whole story. Too many schools approach IQ scores like their zero-tolerance policies; score one point below the 130 cutoff and services are denied.

It is well accepted within the gifted community that a student can be gifted and exhibit learning differences at the same time. However, this may come as a surprise to school personnel who are not familiar with the concept of twice-exceptional children.

In recent years, it has become glaringly apparent that we must do a better job at identifying low-ses, minority, and ELL students for gifted programs. The NAGC’s new campaign reminds us, ‘Giftedness Knows no Boundaries’. Universal screenings are absolutely necessary; no exceptions. Gifted identification needs to be de-mythologized and the ‘whole child’ must be supported.

Gifted students can be geniuses at going undercover … aloof, disinterested, unengaged, or oppositional. Though they may excel in elementary school, they will go into hiding in later years to avoid bullying or to ‘fit in’.

It is important that all stakeholders in gifted education be able to recognize a gifted child; regardless of achievement, age, socio-economic status, native language, or minority status. A transcript of this and all #gtchats may be found at Storify.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Tuesdays at 8E/7C/6M/5P in the U.S. and Wednesdays at Noon NZST/10 AM AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Page provides information on the chat and news & information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the author: Lisa Conrad is the Moderator of Global #gtchat Powered        by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Links:

Gifted Homeschoolers Forum: Defining Giftedness

Perceptions Mired in Mythology

Remarks at the Washington State Legislature Senate Early Learning & K-12 Education Committee (pdf)

Giftedness Knows No Boundaries (website)

See Me! (YouTube :15)

Why Gifted May Not be What You Think: Michelle Barmazel at TEDxHGSE (TED Talk 6:50)

Is Your Child Gifted? What to Look for and Why You Should Know

Is My Child Gifted?

UK: Just What is Gifted & Talented?

Giftedness Defined

Intellectual Giftedness https://goo.gl/ZKX1ZC

What is Highly Gifted?  Exceptionally Gifted?  Profoundly Gifted?  & What Does It Mean? 

In Pictures: How To Tell If Your Child’s Gifted Gifted Development Center: Is Your Child Gifted? (Quiz)

Characteristics of Giftedness Scale (pdf  checklist)

How to Identify Gifted Students in Your Classroom

11 Early Signs Your Kid Will Be Smart

How to Determine if Your Child is Gifted

Sprite’s Site: 2E Is

Sprite’s Site: Beginning the Journey – Gifted 101

Cybraryman’s Gifted Identification

Photo courtesy of Pixabay   CC0 Public Domain 

Graphic courtesy of Lisa Conrad

The Gifted Identification Process with Guest, Dr. Joy Lawson Davis

 

gtchat 01262016 Identification

 

The gifted identification process has been a hot topic in gifted education for decades. Far too often it is mired in personal prejudices, politics, and misapplied theories about what constitutes a gifted student. Dr. Joy Lawson Davis, our guest expert, shed some much needed light on the topic during our chat and we thank her for taking the time to share her insights with us.

There are several issues associated with the fair assessment. The fairness of group vs individual testing is an important factor when considering assessing gifted students. There needs to be a procedure in place for identifying students in immediate need of services as well as potential for need. The identification process must involve the collaboration of multiple stakeholders – administrators, teachers, parents and the student. Dr. Gail Post, clinical psychologist, pointed out that “when schools form a gifted “program” with loose guidelines”; it can become an issue.

Best practices in the use of assessments include aligning assessment tools with state and local definitions of gifted as well as the school’s gifted program’s goals and objectives. School personnel need to be familiar with the test being used and know how to administer it. Joshua Lemere, 4th grade gifted education teacher in NC, explained, “[Best practices include] valid and reliable assessments; if using work samples, clearly defined rubric with independent “examiners”. If using a checklist and rating scale, then the auditor MUST BE trained in how to effectively use it without bias.” Dr. Stephen Covert, Principal at Pine View School for the Gifted in Sarasota, Florida, related, “it’s not just those who ‘play well at school’.” Susan E. Jackson of Celebrating High Potential  added, “Quantitative assessments should be re-normed for local population to be valid.”

“Too often creative,  aberrant gifted is ignored. It happens to diverse students too much!” ~ Dr. Joy Lawson Davis

The responsibilities of program administrators in the identification process are first being responsible for eliminating bias in the choice of assessments to be used to identify gifted students. Carolyn K of Hoagies’ Gifted suggested, “Program administrators should do in-service to refresh teacher training on specific measures, and keep an eye out for unusual gifted kids.” Finally, administrators should periodically review the identification process.

“Program Administrators should understand and re-design identification protocol as needed. They are responsible to ensure equity and fairness.” ~ Dr. Joy Lawson Davis

Next we considered how poor identification methods can adversely affect low-income, minority, and ELL students. Most often, they fail to account for cultural bias in tests. Dr. Davis told us, “Portfolios, performance based assessments, and observations are all excellent criteria and tools to use. Parent checklists appropriate for all cultures should also be used. A recent study from Vanderbilt demonstrated that Black students are less likely to be referred when teachers are white.  Also important that any checklist be culturally fair and up to date. Many districts use lists that are 20+ years old. Limited access to high end high school courses limits students ability to apply for and be accepted in competitive colleges.”

“Students suffer from low self esteem, isolation, underachievement when they don’t have access to high end classes.” ~ Dr. Joy Lawson Davis

What do parents need to know about their school’s identification process for gifted programs? Parents need to understand that there are no nation-wide or even state-wide standards for identification. They should be aware of the criteria their school uses and ask how their child was evaluated for selection into gifted program. Barry Gelston of Mr. Gelston’s One Room Schoolhouse, queried, ” Should I homeschool my child?”

Dr. Davis added, “Parents need to know WHO will administer the testing what the results of the tests ‘say’ about their child’s potential. They need to know about the district’s appeals process in case the child is not ‘eligible for services’. Parents need to know if outside/alternative testing is allowed and what the time-frame is.Parents should ask if they can attend the ‘decision’ meeting to serve as an advocate for their child.”

A transcript of this chat may be found at Storify.

Enjoy our blog, but haven’t joined in a chat on Twitter? We’d love to have you share your expertise with others. Who knows? You may be quoted in one of our posts and you will definitely be included in the transcript. Not sure where to start? Check out our post here to find out how! And remember that #gtchat now meets on Tuesdays at 8E/7C/6M/5P. See you there!

 

 

gtchat-logo-new bannner

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Tuesdays at 8E/7C/6M/5P in the U.S. and Wednesdays at  2 PM (14.00) NZDT/Noon (12.00) AEDT/1 AM (1.00) UK. to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found atStorify. Our Facebook Page provides information on the chat and news & information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the author: Lisa Conrad is the Moderator of Global #gtchat Powered        by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Links:

Why Gifted Children Can Slip through the Cracks

How Teachers Can Identify Gifted Students and Promote High Achievers

In One Elementary School, a Researcher Finds Sharply Divergent Views on its Gifted Program

Identifying and Nourishing Gifted Students 

Identifying Gifted Learners (Livebinder)

#gtchat Blog: Gifted Identification

Identification of Gifted Children

The Ongoing Dilemma of Effective Identification Practices in Gifted Education (pdf)

Cybraryman’s Gifted Identification Page

Ethical Considerations for Gifted Assessment & Identification of Diverse Students (pdf)

The Role of Assessments in the Identification of Gifted Students

Giftedness Defined: How to Identify a Gifted Child

Best Practices for Identifying Gifted Students (pdf)

Study: Washoe Gifted, Talented Selection Process Biased

Educational Views: Dr. Joy Lawson Davis (audio 2:37)

Gifted Children at About.com with Carol Bainbridge

Bright, Talented, & Black: A Guide for Families of African American Gifted Learners by Dr. Joy Lawson Davis

Identification from the NAGC via Jerry Blumengarten

An Overview: Tests and Assessments from the NAGC via Cathleen Healy

These Kids were Geniuses — They were Just Too Poor for Anyone to Discover Them

Gifted by State from the NAGC

Graphic courtesy of Lisa Conrad.

Every Student Succeeds Act and Gifted Education

gtchat 01192016 ESSA and Gifted Education

 

Recently, the U.S. Congress reauthorized the Elementary and Secondary Education Act of 1965 (ESEA). Replacing the controversial No Child Left Behind Act, the new legislation is commonly referred to as the Every Student Succeeds Act (ESSA). A $21 billion appropriation of federal funds to states and  school districts, it proclaims to reduce the overuse of standardized testing and one-size-fits-all mandates.

This week, #gtchat reviewed the positive and negative aspects of the new bill for gifted students and their education.  According to NAGC Executive Director M. René Islas, “ESEA Re-authorization marks the first time that Congress makes clear that Title I funds may be used to identify and serve gifted students, which will ensure that high-ability students from low-income families and other under-served populations receive the challenging instruction that they require to achieve their potential. In addition, the law retains the authorization of the high-impact Jacob Javits Gifted Education Grant program, which has yielded numerous strategies to identify and serve academically talented students.”

Many participants at this week’s chat expressed doubts that the new legislation will make any difference at all for most gifted students and were leery of comments coming from the NAGC. However, the importance of having gifted students even acknowledged in the ESSA was considered a victory by most. The ESSA also specifically mentions types of services; such as acceleration, enrichment, and dual enrollment. Only time and a commitment to advocacy will tell if it will be effective.

Much of the law is about ‘allowing’, but there are several important ‘requirements’ that pertain to gifted students. For Title I, the funds are allowed to be used to identify and serve gifted students. When reporting student achievement data on low-SES, race, ELL, gender and students with disabilities; states must now include data on students who achieve at the advanced level. All identified gifted students may participate in programs funded by Title 1; regardless of socio-economic status.

For Title 2 funding, schools are required to provide PD which addresses needs of gifted students. “In applying for Title II professional development funds, states must include information about how they plan to improve the skills of teachers and other school leaders that will enable them to identify gifted and talented students and provide instruction based on the students’ needs.” (See “Q&As about the ESSA” from NAGC below.)

Gifted Education will continue to be at the discretion of the local school district. Although it is important legislation, advocates are being tasked with ‘getting the word out’; the ESSA is over 300 pages. In the end, it will be incumbent upon advocates for gifted education to educate local districts on provisions for gifted students in the ESSA. A transcript of this week’s chat may be found at Storify.

This week also marked the 6th birthday of #gtchat on Twitter! Thank you to all who have and continue to support us!

gtchat 01192016 Happy 6th Birthday

gtchat-logo-new bannner

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Tuesdays at 8E/7C/6M/5P in the U.S. and Wednesdays at  1 AM (1.00) in the UK,  2 PM (14.00) NZDT/Noon (12.00) AEDT to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found atStorify. Our Facebook Page provides information on the chat and news & information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the author: Lisa Conrad is the Moderator of Global #gtchat Powered        by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Links:

Every Student Succeeds Act

Don’t Hate Me Because I’m Gifted

PALNYC (Parents of NYC’s High Potential Learners) Every Student Succeeds Act

Q&A’s About the ESSA (pdf)

CEC’s Summary of Selected Provisions in Every Student Succeeds Act (pdf)

S.1177 – Every Student Succeeds Act114th Congress (2015-2016)

Federal Policy Briefing: ESSA Briefing (YouTube 1:01:20)

New Education Law Covers Gifted Students, Too

Missouri Board of Education Weighs in on Every Student Succeeds Act

Letter to @usedgov on #Title I of #ESSA (pdf)

A Fair Shot at Opportunity

Special Education Advocates Gear Up for ESSA Implementation

Cybraryman’s Gifted Advocacy Page

 

Photo courtesy of Pixabay  CC0 Public Domain

Graphic courtesy of Lisa Conrad

%d bloggers like this: