2004 Javits Grants
In 2004 the U.S. Department of Education did not hold a Javits grant competition. Funding was distributed among high-quality proposals that were submitted in 2003. Six demonstration grants and four statewide grants were funded.
University of Connecticut
Contact: Dr. Sally Reis
Target Grade Level: 3-6
Funding: $550,000 (Year 1)
Talented readers have been largely overlooked in reform efforts dominated by remedial models, limiting access for promising readers. In two previous experimental studies, the Schoolwide Enrichment Model (SEM-R) has been shown to be effective at increasing reading achievement and fluency scores, as well as attitudes about reading for elementary students. The implementation of SEM-R focuses on the use of creative teaching methods in reading designed to enhance reading through an analysis of strengths and interests and the use of curriculum differentiation (both acceleration and enrichment), as opposed to basic skills instruction. The focus is to increase reading achievement and fluency, as well as enjoyment and self-regulation in students at risk of reading problems. The study will work with ten urban and rural schools that serve large numbers of disadvantaged students. The study will train 80-100 teachers working with about 1500 students in grades 3-6. An experimental design will be used, requiring teachers and students be randomly assigned to either control or experimental classrooms in the participating schools.
North Carolina Department of Education
Contact: Mary "Valorie" Hargett
Target Grade Level: K-2
Funding: $518,800 (Year 1)
Project Bright IDEA 2 elaborates on a three-year project launched in North Carolina for promoting gifted and talented K-2 students from under-served populations. It aims to increase the number of gifted students from under-served populations and to study how teacher learning impacts (a) the number of gifted students, and (b) the quality of students' metacognitive and cognitive skills. To this end, the project will train 216 teachers in 36 schools across North Carolina (over 5,000 students) informed by 3 conceptual frameworks on the changing nature of intelligence. In the pilot program participating students outperformed non-participating students on a number of measures. The goals of this project are to close the achievement gap by enlarging and diversifying the pool of gifted students in the state, and contribute to the knowledge about how teachers' learning impacts student achievement.
College of William and Mary
Contact: Dr. Joyce VanTassel-Baska
Target Grade Level: K-3
Funding: $540,521 (Year 1)
Project Clarion seeks to enhance scientific concept development among K-3 students in four school districts across three states. Project objectives are to 1) conduct randomized studies of student learning gains based on the curriculum intervention, using an experimental pre-post test design, 2) conduct classroom observation studies of teachers and students, respectively, to gain insight into the mechanisms of concept learning, 3) conduct "scaling up" studies that document successful and unsuccessful practices at both the classroom and school levels, 4) develop three math concept teaching curriculum modules and three science/mathematical reasoning curriculum modules for use at K-3 grade levels, and 5) conduct relevant professional development sessions and assessments for teachers and principals. Approximately 2,800 K-3 students from 8 schools will be assigned to experimental or control classes (N=64 total) on a random basis according to class. Experimental students will receive instruction in a concept-based science curriculum that emphasizes 'deep learning' through concept mastery, whereas control classes will learn science from traditional school-based curricula. The project expects to increase the science content knowledge, concept mastery, and reasoning skills in students participating in the intervention.
Contact: Dr. James J. Carroll
Target Grade Level: K-12
Funding: $547,566 (Year 1)
Project CRITICAL will scale up efforts that were funded by the Javits program previously. The project will work in Region 10 in New York City. The projects objectives and outcomes include: (1) 160 teachers restructuring their courses to integrate the theories of Gardner, Renzulli and Bloom; strategies for differentiating curriculum by (2) conducting in-service training institutes and workshops; (3) identifying at least 750 disadvantaged students in regular content classes as gifted and talented; (4) developing five new content-specific versions of The Public Policy Analyst (PPA) to be integrated into a differentiated curricula; and (5) identifying at least 750 students as gifted and talented and having 3,250 regular students scoring significantly higher (.05) on measurements of (1) problem solving involving public policy; (2) state content standards for an history, global history, language arts and science, and (3) improved use of technology.
University of Toledo
Contact: Laurence J. Coleman
Target Grade Level: K-9
Funding: $456,048 (Year 1)
The purpose of project Accelerating Achievement in Math and Science in Urban Schools is to raise the achievement of economically disadvantaged, limited English proficient or disabled learners who have the potential for more advanced achievement in those content areas. The grantee will use accelerative interventions to accomplish this outcome with a cohort of children from two urban school systems in two learning communities within each system over five years using curriculum based assessment, testing and placements in advanced academic experiences. The goal is to demonstrate that by providing children educational experiences that are common for advantaged children, these students will be successful in advanced math and science experiences that are not intended for students their chronological age.
University of Southern California
Contact: Sandra Kaplan
Target Grade Level: 2-5
Funding: $354,839 (Year 1)
This project builds on research and educational philosophy to identify models of teaching as the intervention to affect positively the achievement of economically, linguistically, culturally diverse 2nd-5th grade students in urban, suburban, rural school districts. The project will research the effects of formal models of teaching (Advance Organizer, Group Investigation, Concept Formulation, etc.) on the degree to which they 1) raise the level of academic achievement of culturally, linguistically, and economically diverse students including gifted and potentially gifted students, 2) to increase the identification of diverse gifted and potentially gifted students from underrepresented groups and 3) to improve overall quality of instruction for all students in the heterogeneous classroom.
New Mexico State Department of Education
Contact: Pamela W. Sutcliffe
Target Grade Level: K-12
This project is a partnership between the state department of education and the Las Cruces Public Schools. The project will focus on the professional development of facilitators of gifted and talented programs by offering stipends to 120 teachers to receive 12 hours of college credit in gifted education. Stipends will be offered to teachers in Las Crucesas well as other districts throughout the state. The project will also provide the infrastructure in LEAs for the development and implementation of alternative methods of identification for minority and economically disadvantaged students. Finally, the project will support a statewide summer institute to which all 89 school districts and nine RECs will be invited to send two representatives for the purpose of providing training in gifted and talented education.
Texas Education Agency
Contact: Evelyn Hiatt
Target Grade Level: 6-12
This project will create a collaboration among the Texas Education Agency (TEA), up to 5 local school districts, and the National Association of Bilingual Education (NABE). The Enabling Students To Understand and Demonstrate the Importance of Outstanding Scholarship (ESTUDIOS) project will provide direct services to approximately 200 teachers and 3,000 students. ESTUDIOS implements the International Baccalaureate's Primary Years Program (PYP), an inquiry based program that is especially well suited for advanced and gifted students of diverse ethnic backgrounds. Like all IB programs, the PYP seeks to build a strong foundation in the student's own culture as well as a respect and open-mindedness towards other cultures. NABE will work with the program to modify the curriculum into a duel language program. Campuses that are successful at program implementation will be selected to serve as demonstration academies to showcase both student performance and master teaching. In this way, the program will ultimately impact the 4,000 elementary schools in Texas.
Davis School District (Utah)
Contact: Rebecca Haslam-Odoardi
Target Grade Level: K-6
This project, Advanced Readers at Risk: Rescuing an Underserved Population, is designed to increase the state's capacity for meeting the needs of gifted and talented students. The goals of the project are (1) to increase access to challenging reading instruction to students reading well above grade level, especially those from populations traditionally underserved by gifted programs; (2) to increase the skills of teachers to address learning needs of high ability readers; and (3) to move students from their current levels of accomplishment in reading to more advanced levels. The design of the project is based on the World Class Reader Model. About 216 teachers and over 2,000 students will be involved in the project.
Virginia Department of Education
Contact: Barbara Kathryn McDonagill
Target Grade Level: K-2
The Virginia Department of Education in collaboration with George Mason University, Norfolk State University, Arlington County Public Schools, Martinsville City Public Schools, Norfolk City Public Schools, and the Prince William County Public Schools will implement Project Promise. The goals of the project are to (1) recognize giftedness and high potential in kindergarten through grade two students from economically disadvantaged backgrounds, and (2) provide students with those learning strategies and skills that will empower them to be successful in gifted education programs where active learning through problem solving, critical and creative thinking, and integrated content are emphasized. The project will operate two demonstration sites that will offer professional development to teachers and administrators. The training will focus on identification and curriculum adaptation, and will start with a cohort of 40 teachers.
2003 Javits Grants
The U.S. Department of Education awarded two five-year demonstration grants and five three-year statewide grants from more than 105 applications. Funding for all seven grants was guaranteed for the term of the grant.
Connecting Worlds, Mundos Unidos Gifted and Talented Two-Way Dual Language Education
Grantee: El Paso Independent School District
Contact: Fara Green
Target Grade Level: K-12
Connecting Worlds, Mundos Unidos is a gifted and talented, dual language immersion magnet project that integrates second language acquisition for gifted and talented English and Spanish language learners with the goals of achieving high academic excellence, first and second language proficiency, and multicultural appreciation and interactive skills. The El Paso Independent School project is currently serving students in grades K-8, and this project will extend it into the high school.
The project will provide a challenging curriculum that is differentiated through depth, complexity, pacing, and will be delivered in two languages as a 50/50 model. It is also designed to actively involve parents in the education of their children. Through a partnership with the University of Texas at El Paso, a comprehensive training model will be implemented that increases the number of teachers endorsed in both gifted and talented education and dual language immersion education. The project will operate in ten (10) elementary classrooms, six (6) middle school classrooms, and five (5) high school classrooms.
Grantee: University of North Carolina, Chapel Hill
Contact: Dr. Mary Ruth Coleman
Target Grade Levels: K-3
This project scales up the U-STARS model in multiple sites, supporting teachers in the early recognition and nurturing of potential in children from economically disadvantaged and/or culturally diverse families and children with disabilities in order to improve achievement and provide access to advanced educational opportunities.
The project's goals are: (1) To create a leadership cadre of individuals who can provide technical assistance to schools and school districts; (2) To develop school site teams for implementation; (3) To enhance the model by translating materials into Spanish, extending to third grade, and developing new materials in the reading area; (4) conduct an evaluation study; and, (5) disseminate project findings. The project will be involved in over 75 districts in 6 states (NC, LA, CO, NM, MD, IL).
Arkansas Evaluation Initiative (AEI)
Grantee: Arkansas Department of Education
Contact: Ann M. Biggers
Target Grade Level: K-12
The Arkansas Evaluation Initiative (AEI) is a collaborative effort of the Arkansas Department of Education and five school districts. The Center for Gifted Education at the University of Arkansas at Little Rock will deliver professional development content.
The project focuses on improving services to gifted and talented students, including students from underrepresented groups by building statewide capacity among local districts to conduct program evaluations and modify services based on the evaluation results. Using four major components: (1) Evaluation Institutes; (2) District Evaluation Exemplars; (3) Statewide Evaluation Teams; and (4) Evaluation Status Reports, gains in the knowledge and skill of educational personnel in evaluations of gifted and talented programs and establishment of statewide teams trained to collaborate with districts conducting local program evaluations will be made. The Arkansas Evaluation Initiative will serve 7,842 students and 200 educators statewide.
Project Bright Horizon
Grantee: Washington Elementary School District (AZ)
Contact: Andree Charlson
Target Grade Level: 3-6
Project Bright Horizon is a collaborative effort of the Arizona Department of Education, Washington Elementary School District, and the Arizona State University, West to develop, improve, and empirically evaluate the capacity of the LEA to increase the proportion of limited English proficient students who are identified and served by gifted and talented programs.
Using an expanded intervention package developed through the collaborative efforts of Dr. Jamie Castellano, Dr. James Granada, Dr. Ray Buss, and ASU West, WESD, and a "Teaching all Teachers" grant, the proposed project targets schools with a demonstrated need, a high percentage of English language learners, low average rate of formal gifted identification of English language learners, low average rates of English language acquisition, and low average student achievement by English language learners.
The strategy involves providing teachers with English language learner endorsements who have responsibility for teaching classes of predominately English language learners, 18 credit hours of high-quality graduate level course work in the form of four courses and two 3- credit hour practicum courses. Coursework will satisfy certain conditions for teachers working toward earning a G&T endorsement and will provide high quality, evidence based instructional, curricular, and identification strategies for use in the classroom. Additionally, students will received in-class interventions, extended day programs, and shall participate in summer programs. Parents of participating students will be included as professional partners and will received support regarding the use of home bases strategies to support academic and affective development of their children. The project will directly impact 4 schools, 200 teachers, and 4,000 students.
Talented and Gifted Students in Alternative Schools
Grantee: Iowa Department of Education
Contact: Rosanne Malek
Target Grade Level: K-12
The Talented and Gifted Students in Alternative Schools Project is a collaborative involving the Iowa Department of Education, seven local education agencies, the Iowa Association of Alternative Education, and the Belin-Blank Center to serve academically talented students in alternative programs.
Using the 5-D Model of Discovery, Description, Documentation, Development, and Dissemination, the project proposes to: (1) create a process for identifying academically talented students in alternative programs; (2) document and describe information about the characteristics of these students; (3) provide better training and preparation for teachers in alternative programs on how to support talented students; (4) assist alternative schools to provide high level courses and content for talented students; and (5) disseminate information about academically talented students in alternative schools throughout the state and nation through development of a model program of assessment and professional training.
The Iowa Department of Education and the UI Belin-Blank Center will work with 3,000 students in 7 alternative schools in Year 1, later inviting more than 100 alternative schools in Iowa to use the assessment model in Year 3.
Grantee: South Carolina Department of Education
Contact: Dr. E. Wayne Lord
Target Grade Level: 3-12
The South Carolina Javits Project is a collaborative of the State's Department of Education, 85 local education agencies, the South Carolina Consortium for Gifted Education, the College of Charleston, and Converse College. SC Javits proposes to raise student achievement by improving teacher knowledge, and practices as well as by learning more about GT students and expanding access to GT programs.
More specifically, project goals include: 1) Increasing the appropriate use of performance tasks as alternative assessments to identify GT students in grades three through six; 2) Analysis through quantitative and qualitative data, student performance and success in GT programs when alternative rather than traditional assessment is used to determine eligibility for services; and 3) Providing SC educators with broad-based professional development in gifted education theory and curriculum development.
Reducing the Achievement Gap While Targeting Limited English Proficient (LEP) Students for Gifted Education
Grantee: Sunnyside School District (WA)
Contact: Ruben Carrera
Target Grade Level: K-6
The Office of the State Superintendent of Public Instruction will partner with the Sunnyside and Grandview School Districts, the Center for the Study and Teaching of At-Risk Students with the offices at Heritage College, the University of Washington, the Robinson Center for Young Scholars, and the Northwest Regional Educational Laboratory.
The focus of the project is to provide annual yearlong Enrichment Cluster Training Academy Programs to teams of bilingual paraeducators and English-speaking teachers who work with large numbers of LEP, Title I-eligible and minority students in diverse school districts. The model to be implemented is an enhanced version of Renzulli's (1999) Schoolwide Enrichment Model (SEM).
The project will directly impact over 100 two- member teams of bilingual educators and nearly 5,000 LEP and underrepresented students across the state.
2002 Javits Grants
In 2002, the U.S. Department of Education made 10 Javits grant awards -- five five-year demontration grants and five three-year statewide grants. The grant summaries are below.
Project CLUE: Clustering Learners Unlocks Equity
Ball State University
Contact: Cheryll Adams
Target Grade Level: 3-8
At present only minimal effort is being expended in Indiana in particular and in the nation in general in seeking out, assessing and identifying, and then cultivating the skills and intellectual talents of academically gifted K-12 students. Even less effort is expended on identifying and serving gifted and talented individuals from underserved populations. Harris and Ford (1991) recommended seven issues that must be addressed to expedite the process of identifying and serving minority students: continued professional education for teachers and administrators, parental involvement, community involvement, public education, a philosophy of pluralism, nontraditional assessment, and curriculum that is differentiated.
Project CLUE, Clustering Learners Unlocks Equity, a partnership between the Center for Gifted Studies and Talent Development at Ball State University and the Indianapolis Public Schools, will implement all seven areas of the Ford-Harris Model to provide comprehensive services to gifted and talented students in grades three through eight (1) by defining a set of instruments that will identify gifted minority students English as a Second Language students, and other under-represented students bringing their representation in gifted programs to levels that reflect the diversity of the population in the school corporation; (2) by providing professional development to teachers in the content areas of mathematics, science, and language arts, as well as differentiated instruction; (3) by restructuring the current gifted services plan to include cluster grouping in each of 52 elementary schools, continuing through 15 middle schools; and (4) by bringing parents, school, and community together to help these students reach their full potential. In addition, counseling opportunities and summer academies will support the social, emotional, and academic growth of these students. Other outcomes of this project will be to provide teachers with new techniques to use with diverse populations so that all students are nurtured; to develop a set of curriculum units that extend existing materials on differentiating curriculum, tailored to meet these diverse needs both academically as well as socially/emotionally; and to disseminate the information through various technologies as well as print materials. In addition, the project will be presented at local, state, national and international conferences, a website will be developed to provide nation-wide access to the materials, articles will be submitted to both scholarly and teacher-focused journals (e.g. Science Scope, Mathematics in the Middle School) and newsletters will be published for both local and nation-wide audiences.
Project Scientists-in-the Schools (SIS)
Contact: Dr. Dorothy Sisk
Target Grade Level: Middle & High School
Project Scientists-in-the Schools (SIS) addresses the need to increase the level of achievement of under-represented students, including economically disadvantaged and limited English proficient students to enable them to be identified as gifted and talented. SIS will field test, and evaluate a scientifically based research inquiry model developed by the San Francisco Exploratorium Institute for Inquiry designed to provide content rich and challenging science education in demonstration weekend and summer science academies at Lamar University for middle and high school under-represented students. SIS represents a collaborative partnership of Lamar University, Beaumont Independent School District in Texas, scientist from NASA, business and industry, and the university. Objectives include: 1) Provide teacher training on the positive characteristics of economically disadvantaged and limited English proficient students, and how these can be used as strengths in the learning process; 2) Provide teacher training summer institutes on the inquiry model in science education; 3) Engage scientists in developing standards-based science education to implement the inquiry process in demonstration science academies; to serve as co-instructors; 4) Identify high achieving under-represented student participants for the science academies; and 5) Provide seminars for parents of under-represented students to demonstrate the inquiry process, and the process of making applications and securing scholarships for higher education. Activities include teacher training institutes focusing on the inquiry education model; curriculum development for the science academies using scientist/teachers writing teams; research and teacher training institutes and symposia at the regional and state level, and family involvement to build support for the students to improve their school achievement, and to seek higher education and careers in science. Outcomes include increases in the achievement of under-represented student participants, increases in the number of academic science courses taken, the number identified as gifted and talented students, and the number graduating and seeking admission to college with science as a major.
Project LOGgED On: Learning Opportunities for the Gifted Economically Disadvantaged --- Online
University of Virginia
Contact: Dr. Mary S. Landrum
Target Grade Level: 6-12
Addressing the problem of access to highly challenging academic programs for economically disadvantaged gifted learners, Project LOGgED On has a two-pronged thrust. First, professional development services for teachers use widely available technology services to assist educators in the provision of effective educational opportunities for poverty-stricken rural and urban gifted learners. The second thrust of the project is the development of curricula, instructional strategies, and advanced learning experiences for economically disadvantaged students. In the middle grades, students are exposed to case-based learning experiences designed to improve content, writing, language, and thinking skills. Subsequently, during the high school years students are provided case-based, online advanced courses in the core academic areas. The innovative nature of this project lies in the online distribution of professional development services and learning opportunities to students, a case-based format for teacher training and advanced learning courses of study for economically disadvantaged students. A partnership among the staff of the Educational Psychology and the Curriculum, Instruction, and Special Education Departments of the Curry School of Education, UVA National Research Center for the Gifted and Talented, state education and local education agencies, and alternative educational programs serving economically disadvantaged gifted students (Upward Bound and AVID) will develop and design the program with these intended outcomes: (1) development and evaluation of the case-based teacher training in an online format; and (2) effective and efficient online delivery of differentiated education for economically disadvantaged gifted learners, including online case-based preparation for and the provision of advanced learning experiences similar to Advanced Placement programs.
Project Athena: A Research Demonstration Project for Economically Disadvantaged Promising Learners
College of William and Mary
Contact: Dr. Joyce Van Tassel-Baska
Target Grade Level: 3-5
The No Child Left Behind Act of 2001 clearly delineates the need for higher standards and more powerful curriculum interventions in our schools. The complexity of translating national content standards into effective curriculum models that reach a wide range of learner abilities, particularly those of our top students who come from disadvantaged backgrounds, cannot be over-stated. Recent curriculum development initiatives and follow-up studies in gifted education have begun to respond to this void at elementary grade levels in science, language arts, and social studies, but the work has not been executed on a large scale basis to broaden the base of learners exposed, especially the economically disadvantaged, within more diverse contexts, and with tighter designs.
This proposal will demonstrate how the implementation of high-powered, research-based curriculum in language arts can raise the threshold of performance in vocabulary, reading comprehension, and critical thinking for economically disadvantaged promising learners in a variety of settings. By employing high quality curriculum content and instructional pedagogy and by working with administrators, teachers, students, and parents to enhance learning expectations in general classroom practice with supporting structures in the home and community, this project will serve to advance important tenets of gifted education onto the general landscape of education reform for all.
The project is designed around four key objectives: 1) to develop and implement instrumentation sensitive to low social-economic learners for purposes of identification and assessment of learning, 2) to implement, refine and extend research-based language arts curriculum units of study in grades 3 - 5, 3) to develop and implement professional training models for teachers, administrators, and broader school communities, and 4) to conduct research on short term and longitudinal student learning gains and the mechanisms that promote innovation. Major outcomes of the project will include the use and development of innovative assessment tools to find and assess learning among culturally and economically diverse populations, implementation and refinement of three language arts curriculum units, the development of a professional development and community model emphasizing constructivist pedagogy, and contributions to the longitudinal research base on effective interventions.
Project M3: Mentoring Mathematical Minds
University of Connecticut
Contact: Katherine Gavin
Target Grade Level: 3-5
Web address: http://www.gifted.uconn.edu/projectm3/
In 1980, the National Council of Teachers of Mathematics (NCTM) made a bold statement, "The student most neglected in terms of realizing full potential, is the gifted student of mathematics." As test scores indicate, progress since that time has been slow or nonexistent in this area. Clearly our present system is failing. This is especially true for underrepresented students from economically disadvantaged backgrounds.
We will address this problem through a carefully designed research study that will examine mathematics achievement and attitude in students in grades 3-5. Project M3, Mentoring Mathematical Minds, is a 5-year collaborative research effort of faculty at the University of Connecticut, the University of Northern Kentucky, and Boston University and teachers, administrators, and students in 10 schools of varying socioeconomic levels in Connecticut and Kentucky. A team of national experts in the fields of mathematics, mathematics education, and gifted education will create a total of 12 curriculum units of advanced mathematics accompanied by professional development modules. A mathematics talent pool of students will be identified in each of the ten schools (total N = 800) and the units will be implemented in a pullout program 2-3 times per week. We will also modify some of these units to use with all students across ability levels and backgrounds in differentiated classroom settings. Pre and post achievement and attitude data will be gathered using standardized and criterion referenced tests. To enhance the effectiveness of these units, we will provide extensive professional development for a total of 40 teachers, including yearly summer institutes, school year in-service, and an Internet portal for continuous communication and dissemination of resources.
Research questions will focus on three items: measuring the changes in mathematics achievement and attitudes for talent pool students, after exposure to the intervention model; measuring the difference in mathematics achievement and attitudes between the experimental and comparison groups; and measuring the changes in mathematics achievement and attitudes of students exposed to modified units in differentiated classroom settings. The research questions will contribute to the summative evaluation component. The formative evaluation will include an annual assessment of the delivery of training using classroom observations, teacher interviews and surveys, and student focus groups.
Findings generated through the project will be disseminated nationally through presentations at professional conferences and meetings, journal articles, websites, and an online graduate course.
Connecticut State Department of Education
Contact: Jeanne H. Purcell
Target Grade Level: K-8
Project CONN-CEPT is an innovative, capacity-building, three-year initiative that responds to seven intractable Connecticut issues that are reflected nationally. It addresses the need to provide: (1) rigorous, standards-based learning for all students, (2) differentiated curriculum units for gifted and talented (g/t) students, (3) alternative methods to identify g/t students from low-income and culturally diverse homes, (4) teachers with access to rigorous content knowledge, (5) high-quality, effective staff development, (6) emphasis on science and social studies, K-8, and (7) increased collaboration between gifted and regular education.
Grant activities will focus on the development of eight products. The first is an on-line, introductory learning opportunity based on the Parallel Curriculum Model (PCM), an integrated approach to curriculum development that offers four different methods for delivering differentiated, discipline-based content (e.g., Core Curriculum and the Curricula of Connections, Practice and Identity). This no cost distance learning opportunity will continue through all three years of the initiative. The second product is the development of a novice-friendly, K-8 reference book that supports teachers' acquisition of discipline-based content knowledge in science and social studies. To complete this product, content experts will identify, define, and illustrate sets of core concepts, principals, skills, and representative topics in 24 selected fields in science and social studies.
Concurrently, a cadre of Connecticut and national-level writers will create procedures and templates for writing curriculum units based on PCM. Subsequently, they will create 24 six-week replacement units and accompanying professional development modules that build upon the concepts, principles, skills, and topics identified in the first phase of this project. Each unit will contain pre- and post-assessments, rigorous core content lessons for all students, 6 lessons that require ascending levels of intellectual demand from students, 6 parallel lessons for use in the regular classroom that emphasize one of the three other parallels of the model, and 6 aligned lessons that can be implemented by a g/t teacher. The units will be field tested by teams of K-8 classroom teachers and teachers of the gifted in multiple, diverse school settings in Year Two. During Year Three all grant-funded products will be disseminated through collaborating State Departments of Education (AL, CA, CO, IN, LA, MN, OH, VA), NAGC, and NAGC affiliates. The project will also support a video, an NAGC web site, and face-to-face professional development to encourage the successful upscaling of the 24 curriculum units, as well as the use of the model and related templates to create additional curriculum units for all students, including those who are gifted and talented.
Project Aspire: Creating Opportunities for Rural, Low-Income Students
Indiana Department of Education
Contact: Cheryl Boyer-Schrock
Target Grade Level: High School
Project Aspire provides advanced curriculum to high ability, low-income, rural students, a segment of the population that is often overlooked and underrepresented in high school programs that serve gifted students. The project focuses on the interaction of five program components to provide appropriate academic services and new or modified strategies for active, ongoing identification and recruitment of high-ability, low-income students who have the potential to succeed in advanced placement science and math courses; the development and implementation of a sustainable advanced placement preparatory curriculum with concurrent instructional strategies and assessment appropriate to each course; strong academic and counseling support services; and a unique implementation of on-line distance learning to furnish advanced placement courses to ten project schools. The interaction of these components under Project Aspire should provide new experiential insights as well as extensive data indicating the success of their implementation.
The project seeks to attain three learner-centered goals that focus on the needs of high ability, low-income students in rural high schools. Each goal description includes measurable criteria to assess the outcomes of the project. The first goal is to increase the number of high ability, low-income, rural students enrolled in the project's advanced placement science and math courses and advanced placement preparatory high school courses to equal or exceed the percentage of low-income students in the total school population. The second goal is to increase the achievement level of high ability, low-income rural students enrolled in the project's advanced placement math and science courses and preparatory, advanced placement preparatory high school courses to equal or exceed that of all other students enrolled in the same courses in the project high schools as indicated by advanced placement examination scores or assessments of prerequisite proficiencies. The third goal is to increase the use of differentiated instructional strategies by the high school teachers of the advanced placement preparatory science and math courses to enable high ability, low-income, rural students to attain specific prerequisite proficiencies at a level that equals or exceeds that of all other students enrolled in the same courses or program as indicated by class grades and assessments of prerequisite proficiencies.
Louisiana State Department of Education Jacob K. Javits Grant
Louisiana State Department of Education
Contact: Eileen Kendrick
Target Grade Level: K-12
Need: The identified gifted children in Louisiana are not achieving to their full potential. Disaggregated scores from the NRT/CRT assessments indicate only a basic level of achievement for many of our gifted students. The pressure to perform well on these accountability measures has caused teachers and administrator to put under pressure on advanced learners, without taking into account the unique needs of the gifted students. The Louisiana Department of Education, Division of Special Populations, proposes to address through this application the provision of job-embedded staff development, enhancing student achievement through pedagogically sound strategies appropriate for gifted populations.
Activities: This proposal addresses three distinct areas. The first component will address the establishment of a virtual learning community (online) through the development of Blackboard.com technology, enabling teachers in all geographic areas of the state to work collaboratively. As the project develops, various strands will be developed to facilitate professional dialogue on topics of expressed need. The second component is a summer institute for gifted teachers, administrators, and regular classroom teachers that will provide a week-long training of graduate level course instruction facilitated by a state university. The third component is a mentorship program, which seeks to develop a viable and sustainable program through extensive planning, training, implementation, and maintenance as suggested by research as tenets of sound staff development.
Outcome: The proposed projects of this grant will result in the building of state capacity for student achievement through well-reasoned and well-supported staff development.
The CHAMPS Project
Mississippi School for Mathematics and Science
Contact: Kate Brown
Target Grade Level: K-12
The CHAMPS Project (Creating High Achievement in Mathematics, Problem-Solving, and Science) is submitted by the Mississippi Department of Education's Mississippi School for Math and Science. CHAMPS is a comprehensive program of identification, student service, and teacher training that specifically targets underrepresented populations in the 23 poorest school districts in Mississippi. These districts, federally designated as either Empowerment Zones or Enterprise communities, have low numbers of students identified as gifted, few advanced opportunities for highly capable learners, and substantial numbers of teachers who are currently under emergency licensure and/or teaching out of their content area.
The CHAMPS Project will work with the targeted districts to increase the number of students identified as intellectually gifted who are from traditionally underrepresented populations. In addition, a protocol will be developed and implemented to identify students in grades 5-10 who are highly capable in mathematics and science. These students will receive advanced coursework opportunities through a two-week residential summer institute and weekly distance learning seminars using two-way interactive video. The teacher training component provides regular classroom teachers in the targeted districts advanced training in gifted education with a three-week institute that focuses on appropriately differentiating the curriculum to effectively challenge the gifted learners in their classrooms, with a particular emphasis on the fields of mathematics and science.
Drawing on the combined expertise of the faculty of the Mississippi School for Mathematics and Science, the graduate faculty in gifted studies at Mississippi University for Women, and expert consultants in the field of gifted education, the CHAMPS Project includes an intensive follow-up component that offers support to participants through a mentoring program, an interactive website, and seminar opportunities.
Pennsylvania Department of Education
Contact: Dr. Marian Sutter
Target Grade Level: K-12
Let's get realistic about the crises situation of gifted students in Pennsylvania. Project REAL, Rural Education for Accelerated Learners, is a statewide training and demonstration initiative to assist high potential rural students in maximizing their academic and personal potential. Project REAL increases the capacity of Pennsylvania to provide effective gifted education programs networked with the Department of Education, higher education, a regional gifted liaison system, web-based and summer accelerated learning opportunities and community resources. The benefit is that greater numbers of gifted students in rural communities will experience increased academic achievement when giftedness is identified early and, the student and family are connected with a network of research-based educational services that includes individual educational counseling, mentoring, and resources that will prepare them for advanced coursework.
Project REAL defines rural school districts as having a population density of less than 400 persons per square mile and a student population of less than 2,000. More than 58% or 295 of Pennsylvania's 501 public school districts meet these criteria.
Project REAL expands and focuses the Gifted Liaison structure and Intermediate Unit Service Delivery network by including access to video-linked and web-based education resources, assisting in the development of individual education plans, replicating the ATOMS summer gifted program, accessing the Johns Hopkins model for accelerated mathematics, establishing student-content specialist mentor relationships, and fostering the development at Indiana University of Pennsylvania (IUP) of a center to meet the needs of rural gifted children, their educators, and their families.