tag:blogger.com,1999:blog-9889334737076610852024-03-17T20:03:52.028-07:00WeAreGifted2This blog provides a site for advocates of culturally diverse gifted learners to share concerns, resources and connect w/ each other. I'll try to keep you updated with national programs, research, resources that will empower you to become better advocates as we gain equity and excellence in gifted education for all children and youth in EVERY school district and community in America!Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.comBlogger59125tag:blogger.com,1999:blog-988933473707661085.post-55511045127670351402018-09-16T18:50:00.002-07:002018-09-16T18:52:09.861-07:00When ALL our TEACHERS were BLACK, Part I<br />
<div>
<i>Please note: It has been over a year since I posted here. I have been very busy in the meantime, working at my job from which I retired this past June; writing for publication in books, newsletters. I have worked with a colleague to develop a new book proposal; presented at conferences including NAGC in November in Charlotte, N.C. and keynoting in Dubai at the International Research Association on Talent Development and Excellence in Dubai.</i></div>
<div>
<br /></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">This post came about after attending the 50th class reunion of the Class of 1968 of King & Queen Central High School. I attended as a guest (I graduated from the same school in '71). For a number of years now, the school and its formula for success as a very large number of our graduates have held very successful careers positions in government, education, and many other fields, many rising to the top in their fields. Documenting the 'secret' to the success of our high schools' graduates has been on my mind for a number of years. A goal is to develop a book proposal and invite others from the school to join me in documenting the school's first 50 years of educating Black students in our small rural county east of Richmond and west of the Northern Neck region of Virginia. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">As the topic of recruiting Black teachers into the education profession grows into a national conversation, I keep thinking back to what high school at Central was like when I arrived in the fall of 1967. Our school like so many in Black communities across the nation, particularly in the south was still segregated by race and the education profession was an appealing career choice for Black college students, many of whom were first generation college graduates. Many felt a sense of obligation to reciprocate and return to their home communities to teach. Central High was no different. As a matter of fact, during my tenure at Central, at least 50% of the teachers grew up in the same county and proudly returned for their first teaching jobs in King and Queen. </span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">There is something very special about attending a school where everyday you can look at and interact with people who share your race and culture. Educators who understand your family situation, who understand your hopes and aspirations and feel a sense of obligation to 'set you on the right path' for the future. That was Central High School in King & Queen County, Virginia. Here's part I of my story: </span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><i>As a career educator, author, educational administrator, researcher, preeminent scholar in the field of gifted education and former college
professor in teacher education I often reflect on the experiences that I had as
a young student that shaped and framed me into the professional that I became
many, many years later. In the past ten years or so, our nation has been
broiling about the teaching profession and many related concerns that are
affecting our students and their school performance. One issue of grave concern
is the lack of Black and Hispanic teachers in classrooms where the majority of
students are Black and Hispanic. Research studies have noted the negative
impact on students of color because of this cultural mismatch or discontinuity
between teachers and students. The cultural mismatch has been demonstrated to
have a negative impact on student performance, disproportionately high<span style="mso-spacerun: yes;"> </span>rates of students in special education and
low number of our students in gifted and advanced learner programs. The
mismatch has also impacted the disportionately unfair disciplinary practices
across the nation and the growing ‘school to prison pipeline'. I am from a
generation of Black students (and perhaps the last generation) who was fortunate
enough to have gone through at least three plus years of my schooling in an
environment where most if not all of our teachers were Black. Other students in my high school had Black teachers for their entire schooling career, K-12. <o:p></o:p></i></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><i><br /></i></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><i>Attending a school where all of the
teachers were African American was very different from one where there was a racially
mixed population of teachers. I had both experiences in my school career and I
can attest to this difference. There was definitely a different 'feel',
different environment, differences so real that they were palpable. My high
school was one such place. Walking into a school with an entirely Black
teaching staff, administration, counselor and support staff ind of felt like ‘going
home’ every morning or going to church on Sundays. The attitudes were positive and supportive. The teachers
were firm, but understanding. We knew that they loved us and valued us as young Black scholars.
They could envision a future for us that was positive and perhaps even better than the
one they experienced personally. They took the role a 'shaper of eternity' seriously. They did not see the color of our skin as a disadvantage and something to overcome, but they saw us as 'diamonds in the rough'. They easily saw our strengths and weaknesses and used what we know today as a 'strengths-based approach' to teaching us. They were professional but approachable. They were our role models
and mentors, but also like our parents and extended family. It was their
presence that made a very humble facility into a first class school building. <span style="mso-spacerun: yes;"> </span><o:p></o:p>Unlike the historical Central High School of Little Rock, Arkansas that was originally built for White students and was forced to allow Black students to attend, this school was built for Black students, exclusively. Two schools at each of the county provided education for White students. Prior to the opening of Central High, Black students were educated in small, one room schools scattered among communities throughout the county. (I will provide more about Central High's history in part II) </i></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large; mso-spacerun: yes;"><i><br /></i></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><i>Our school was not a large urban
area high school with fully equipped gymnasiums, auditoriums, elaborate science
labs or music practice spaces for budding musicians. It did not have many of
the resources and amenities associated with award winning facilities of today
or even of the past. We were seated in classrooms just large enough to fit 20-25
chairs, although in most cases, our classes were much smaller, except in music room
or in the mandatory government class. We did not have a gymnasium, or
auditorium, we had a cafeteria with a stage that was used for gym and for
programs. We did not have equipped science labs, but did have one lab table with functional Bunsen burners and sink. The periodic table was the only visual hanging ominously in the science room. No opportunities for international travel,
except by viewing the large maps in the French and History classes. No visual
arts room, but we learned how to design and to sew in the home economics class and boys had the shop area to learn building trades (taught by a
practicing brick masons from the community) and auto mechanics. But it wasn’t
the equipment or class resources that made our education unique and first
class. It was more than that. It was our teachers, the counselor and principal. What was lacking in resources, the teachers made up for in committment and dedication to our education. The fact that each of those persons looked just like us (or in some cases were family) in physical features
was lost on our rambling minds, raging hormones, and busy bodies until we left
and went out into the world to ‘become’ the people we were borne to be. All of
our teachers in this space were Black. Our school was built by Black men
of the community on land originally owned by a Black man and our Black parents were actively
and intimately involved in our education. <o:p></o:p></i></span><br />
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><i><br /></i></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><i>It was 1967 when I entered the
halls of King & Queen Central High School, a new student in the 9<sup>th</sup>
grade. My family had recently re-emigrated to Virginia after spending 13 years
in Newark New Jersey. In Newark, our schools were sprawling edifices,
structures so large and massive they were often encompassed an entire city
block. Many schools had two gyms, one for boys and one for girls. We had art
classrooms, science labs, auditoriums large enough to perform elaborate dramatic plays and musicals and to seat hundreds. Our
teachers were Black, Italian, Jewish, and from other European cultural groups.
My siblings and I received a rich, progressive education in Newark. I will always value my
beginnings in Newark Public Schools. My father’s decision to move the family
back to Virginia was right on time. Our nation was in the midst the heated protests
and revolutionary actions of the civil rights movement.<span style="mso-spacerun: yes;"> </span>In the summer of 1967, Newark was about to
explode. <o:p></o:p></i></span><br />
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><i><br /></i></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<i><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Moving from a culturally diverse
environment to a singular cultural experience in school had a profound impact
on me. Actually it was a culture shock. From a large urban area in the northeast to a small isolated rural community in the South, was quite different for my sister and I. My other siblings completed high school in Newark. At the time I started at Central, I resisted and was not very comfortable. As an advanced student, I felt restricted by the curriculum offerings and believed that it would not be a good 'fit' for me. I went home after
the first day and complained to my mother that everyone is the school was
Black, even the principal! It took me several months to adjust to the school's lack of resources and limited educational experiences. As I look back now, I remember that it was the teachers and the school counselor, in particular, who helped make the transition so much easier. Little did I know then how important their Blackness
was going to be to my development in the months and years to come....</span><o:p></o:p></i></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<b><i>[In Part II, I will discuss briefly the school's history in the context of public schools for African American students; the </i></b><b><i>teachers and administrators (using pseudonyms); and the successful life outcomes
for some many of our alumni from this small rural school that I have nicknamed:
THE MIRACLE ON ROUTE 14, KING & QUEEN COUNTY, VA].</i></b></div>
</div>
Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com135tag:blogger.com,1999:blog-988933473707661085.post-48020864151848896062017-08-27T10:05:00.000-07:002017-08-27T10:11:06.009-07:00Together - WE CAN ERADICATE UNDER-REPRESENTATION IN GIFTED AND ADVANCED LEARNER PROGRAMS NATIONWIDE!!<span style="font-size: large;"><br />This blog was started five years ago to draw attention to the egregious problem of underrepresentation in gifted education and advanced learner programs of children of color and those from low income communities. Over the years, thousands have read and shared the posts in many different venues. Nationally, we have seen a dramatic increase in the rise of research studies and district </span><br />
<div class="separator" style="clear: both; text-align: center;">
<span style="font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQWNQzYnTgKNVcECcaIP8kF3ZZxmXcs_Y7nz1Ju5kFKeFh7mNY8djcJ_0ZtPFad4DqKWIKp5NQZMiKMmtNRputZsLqqrTDZJ9QIaGh_51AVpjyHBXs5LVOvJGRHKEeoBhOF1vjVVznznk/s1600/Garlandchildren.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="480" data-original-width="800" height="192" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQWNQzYnTgKNVcECcaIP8kF3ZZxmXcs_Y7nz1Ju5kFKeFh7mNY8djcJ_0ZtPFad4DqKWIKp5NQZMiKMmtNRputZsLqqrTDZJ9QIaGh_51AVpjyHBXs5LVOvJGRHKEeoBhOF1vjVVznznk/s320/Garlandchildren.jpg" width="320" /></a></span></div>
<span style="font-size: large;">programs publicized over national media outlets. There appears to be more interest and impassioned pleas from across the nation to do more for gifted students by providing equity and access to educational programs that they so rightly deserve. But, we here we are starting a new school year and it is my sense that there are still far too many teachers who don't believe in the true gifts that children of color may bring to the classroom so that when they are asked to refer students for evaluation, many will say what a primary school Title I teacher said to me many years ago during a professional development session mandated by the district <i><b>"I don't know why you're here, there AIN'T no gifted kids in this school!"</b></i></span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">That's right, a classroom teacher used 'ain't' in reference to her lack of belief in the ability of students that she was responsible for teaching and nurturing everyday. Horrendous!! </span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">This is a reminder as school starts again, for parents, grandparents, equity advocates, gifted education leaders who believe that giftedness truly knows no boundaries.. that in order to do our best for all students that we serve, we MUST ERADICATE UNDER-REPRESENTATION, INEQUITIES, LACK OF ACCESS, LOW EXPECTATIONS for gifted children of color, rural, urban, low income students nationwide!! </span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Each of us has a chance this year to do something that has not happened before to increase access & equity in our schools by believing in giftedness across all communities. By believing in that inquisitive little boy who asks so many critical questions, that girl who has a arts design sense that defys her age, the robotics whiz that happened to 'show up' one day after only a few weeks in the after school program. We must believe and move EVERY OBSTACLE that stands in the way of equity and access to advanced learner programs that challenge and provide a 'good fit' for gifted learners no matter what package they come in. </span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">I am here as a equity advocate and I know many many of you who believe what I believe. Let me know if I can assist you any way as you this new school year. </span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Together we can ERADICATE UNDER-REPRESENTATION IN GIFTED EDUCATION!!! </span><br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com45tag:blogger.com,1999:blog-988933473707661085.post-9387195932433182752016-09-16T10:44:00.001-07:002016-09-16T10:44:26.958-07:00Advocating for your child’s placement in Gifted and Talented programs<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b><span style="font-size: large;"><i>By Dr. LaShonda M. Jackson-Dean</i></span><o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-size: large;"><b>Being the parent of two extremely talented
sons, I have discovered, advocating for proper education is a never-ending
journey</b>. Many of our African-American children experience the marginalizing
effect of the lack of talent recognition during their school years. We, as
parents have to not only recognize our children’s gifted and talented ability
but also, when it is not being recognized within the education system. Parental
engagement and support of their children’s education encourages better
scholastic performance. We have all heard the African proverb, “It takes a
village, to raise a child.” This has never been truer than in today’s time. Our
children’s potential for excellence increases with continued love and support. Teaching
our children to be well-rounded individuals, involves excellence inside and
outside the classroom. The responsibility of the academic excellence of our
children includes the active support of the parents, school administration, and
the community. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-size: large;"><b>The underrepresentation of
African-American children in Gifted and Talented programs</b> has become a topic of
concern. The majority of Gifted and Talented programs are highly populated with
non-minority participants. Increasing the emergence of African-American
children into these programs is essential to them being academically prepared
for college. Identifying gifted African-American children within the public
education system has been a debatable issue for several years. To date,
programs of such include Advanced Placement and Honors Placement in courses of
Math, English, and History. These courses can lead to receiving college credit while
in High School. With all of the potential at stake, knowing the actions parents
should take to ensure proper placement of their children in Gifted and Talented
programs is vital. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-size: large;"><b>Knowing who to contact at your
child’s school is the beginning of the quest for knowledge for better
education</b>. I recommend scheduling a conference with the education and guidance
counselor to discuss the available options for the district. The district
should provide an environment for conferences between parents and school administration.
The conference will provide the opportunity for gaining insight into your
child’s educational progress. It will also lend way to becoming more
knowledgeable of the district’s program availability. Both, the parents and the
administration should be interactively involved. Take time to listen and be
heard.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-size: large;"><b>Prior to the conference, request a
copy of child’s educational records </b>to prepare for the meeting. Research the
records for proven academic results. Determine the subjects where your child
identifies as GT. Search outside the school system for additional information
on the subjects to bring to the conference. At the conference, listen
attentively to the counselor’s program description; inquire about the
requirements and placement tests. It is important to take notes as the
requirements are described. Ask questions concerning the placement tests and
the preparation for them. While in the conference, observe the demeanor and
attitude of the participants. Ensuring the support of the administration will
be available to encourage your child throughout the program is of absolute
necessity. The educational atmosphere
must be nurturing and comfortable in order to cultivate an environment for
learning. This is an important element of your child’s education. The
administration should welcome your input and interest in your child’s
education. They input and interest should be at a level where you, the parent
are comfortable with the process of the program. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-size: large;"><b>After learning about the program services,</b>
use your child’s education records as a justification for testing and
placement. This information will provide the parent with the ammunition to
determine the true skill level of their child on a more personal basis. The
parent will be more cognizant to whether their child is truly gifted or in need
of a more challenging curriculum. Higher learning opposed to advanced placement
may be key in challenging those students. If the parent determines their child
is truly gifted, continue the process of getting the child tested and placed. Communicate
with the administration the expectations you have for your child regarding the
program and align them with goals of the program. There must be commitment to
the program from your child and the administrators of the program. Your child
must know the administrator is there to assist with their success. Knowing
there are custodians available to ask questions will provide an even greater
success rate. Your child has to know the parent is committed to them and the
program, as well. Provide your contact information to the administration to
demonstrate your availability and support for the growth and learning of your
child. Ensure your child is prepared for the testing. Attend available
functions and meetings regarding the program. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-size: large;"><b>Research every opportunity to
enhance your child’s knowledge</b>, whether it is through books, online courses, or
tutoring. As a parent, you have to be vigilant and vocal in ensuring your child
receives the proper education to assist in releasing the greatest within. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-size: large;">Correspondence to Dr. Dean can be
forwarded to <a href="mailto:DrLaShondaJacksonDean@gmail.com">DrLaShondaJacksonDean@gmail.com</a>.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-size: large;">Visit her online at <a href="http://www.drlashondajacksondean.com/">www.DrLaShondaJacksonDean.com</a></span><span class="MsoHyperlink"><o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
</div>
<div class="MsoNormal">
<br /></div>
Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com17tag:blogger.com,1999:blog-988933473707661085.post-3873313001576366772016-07-17T14:57:00.000-07:002016-07-17T15:03:20.497-07:00Black Gifted Students- APPLY Today for the 2016 Jenkins Scholar Award<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQJ_sgfBUTCuw3oN7_6zi_Efo6HHImGtlcX1QqqJI375mJTOuTQTnoiZYi4VknpFw6g1tUCI6mJx_X3ZpZfbZjmJ86Wy7YkUU4XTqAh-eCIMZUTDPUz6w3PAeQwN7iIwLrJEcP-zECPIw/s1600/finley-culturally-responsive-classroom-ts-nobug.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQJ_sgfBUTCuw3oN7_6zi_Efo6HHImGtlcX1QqqJI375mJTOuTQTnoiZYi4VknpFw6g1tUCI6mJx_X3ZpZfbZjmJ86Wy7YkUU4XTqAh-eCIMZUTDPUz6w3PAeQwN7iIwLrJEcP-zECPIw/s320/finley-culturally-responsive-classroom-ts-nobug.jpg" width="320" /></a><span style="font-size: large;">Three years ago, a committed team of African American Scholars determined that it was important for our nation to recognize and honor the legacy of Dr. Martin D. Jenkins. Dr. Jenkins was the first scholar to research and publish case studies of highly intelligent Black students in several urban areas across the nation in the early 20th century. </span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">One of Dr. Jenkins' study, the "Case of B" described a young Black girl with a measured IQ of 200. This remarkable case study was published with the help of his mentor, Dr. Paul Witty and made history. For the first time, a Black scholar was able to document his research and have this work published and disseminated widely. For more information about Dr. Jenkins' work, see: <a href="https://www.nagc.org/blog/honoring-giftedness-black-community-profile-dr-martin-d-jenkins-1904-1978" target="_blank">Profile of Dr. Martin D. Jenkins</a></span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">This year, at the 2016, National Association for Gifted Children Convention, we will honor a third group of remarkable scholars whose life story is similar to that of students chronicled by Dr. Jenkins early in the 1930s and 40s. These students (and their families) like others in 2014 and 2015 will be invited to attend a special session of the NAGC Convention in Orlando and share their achievements and visions for their future. </span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">We are currently seeking students to apply for the 2016 Jenkins Scholar Award Project. The application and all supporting materials can be located at: <a href="http://www.nagc.org/get-involved/nagc-networks-and-special-interest-groups/networks-special-populations/dr-martin-d" target="_blank">2016 Jenkins Scholar Award Application</a></span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">All applications will be reviewed by a selected set of Gifted Education Scholars from across the nation. </span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">We are also seeking donations to support the Scholars Project, please go to the following link: </span><br />
<span style="font-size: large;"><a href="https://netforum.avectra.com/eweb/shopping/shopping.aspx?site=nagc&webcode=shopping&shopsearchcat=donation/fund&prd_key=b44abedc-eafa-49ec-b6f6-ac6e431665de" target="_blank">DONATE TO JENKINS SCHOLARS AWARD PROJECT</a></span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Your support and dissemination of this information is greatly appreciated!!</span><br />
<br />
<br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com9tag:blogger.com,1999:blog-988933473707661085.post-65946103946508110982016-07-02T19:55:00.000-07:002016-07-02T19:57:22.475-07:00Why We MUST Refer: Increasing Equity in Gifted Education through Teacher Referral<br />
<div align="center" class="Body" style="text-align: center;">
<span style="font-family: "helvetica" , sans-serif; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><span style="font-size: large;">By Sherley Jackson<o:p></o:p></span></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhN-ZsDSKo4XEOqrdAmEeh2HTO7fJY1JU48N4eM0nzuNOMusG_PgVK5AMAA6IDe8HWAsYfD30l5EAjj10TXcAUtFrFAyQMsqo3Ouq_G7lkm7FjUXQATq1GyE2-XkuQ4B8N48Dh4T-hZTQA/s1600/students.jpe" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhN-ZsDSKo4XEOqrdAmEeh2HTO7fJY1JU48N4eM0nzuNOMusG_PgVK5AMAA6IDe8HWAsYfD30l5EAjj10TXcAUtFrFAyQMsqo3Ouq_G7lkm7FjUXQATq1GyE2-XkuQ4B8N48Dh4T-hZTQA/s1600/students.jpe" /></a><span style="font-size: large;">Have you ever taught a student who has
an increased speed at which he or she
learns and responds to new information? What about a student with increased creativity or imagination? </span></div>
<div class="BodyA">
<span style="font-size: large;">Are you the teacher of a student with an
almost obsessive need to do something or learn every detail about a specific
topic? Is there a student in your class who earns high grades in a subject or
multiple subjects? Maybe you have that one student in you class who has the
answers to everything. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-size: large;">If you answered yes to any of the
questions above you may have a child who is exhibiting characteristics of giftedness. Deciding to refer a student for gifted testing
can be difficult, but it really does not have to be. Asking yourself a few
simple questions, like the ones above, can help making a referral a little
easier. At first you may second
guess yourself,<span style="color: red;"> </span>but the longer you teach and the more student referrals you
make, the better you will be at recognizing many of the common characteristics
of gifted children. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-size: large;">After sixteen years of
identifying and treating children with speech and or language delays as a
Speech-Language Pathologist (SLP) I am confident in my ability to recognize
characteristics of gifted children.
Fourteen of those years have been spent in public school settings, in 3
different states and 4 different school districts. My experiences have made me a proficient identifier of children with
delays. Conversely, knowing what a delay is, allows me to determine what average and above average abilities
young children possess. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-size: large;">I recently read a study that reported
the significantly low amount of minority students being referred for gifted
services. The disparity does not exist
because of a lack of potential students,<span style="color: red;"> </span>but because teachers are less likely
to refer minority students. Studies also
show that minority children are referred for special education or behavior
problems more than any other group. <b>If teachers are comfortable identifying
students with disabilities, we can become just as comfortable referring
minority students for gifted. As
educators we must do better. </b><o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-size: large;">What can we do? As educators of
minority students and or students from low income homes, we have to first
believe and expect that every year we will have students who can be referred
for gifted services. We have to work at looking past external factors that mask
students' true abilities. There have been instances where I have shared my recommendation
for a gifted screening, and have been given a variety of reasons as to why a
referral may not be the best option.
"Yes, he's smart, but he is so unorganized. Or she is smart, but her attention span is
so poor." An identification of an
academic or medical impairment does not disqualify a child from being gifted. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-size: large;">A gifted
child could be one of our students who always has something to say about
everything and everyone. The student who is the doodler or the daydreamer may be that one child who does not know how
to express all that they are creating in their minds. Think about the student who may have good grades and
would rather converse with you then his or
her classmates. We all know these children. We all have these children.
Unfortunately, when these students are minorities there is a tendency to describe their behaviors as defiant,
arrogant, or smart-mouthed. Daydreamers are often punished for not paying
attention. The student who will not leave
your side is perceived as being needy, when in actuality this could be a
student seeking higher level conversations.
<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-size: large;">Unfortunately,
our perceptions, often keep us from discovering our children's true abilities.
Many of our students live with home situations that we as adults can't handle,
and they still find a way to excel in the classroom. We have to rethink what
"gifted" children look like. Gifted children are not perfect. Gifted
students are the students sitting in your classrooms waiting for you to
acknowledge their abilities.<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-size: large;">Yes, there will be a school year when
you may truly feel that you don't have any students to refer for gifted
services. If you ever feel this way, I would
suggest you pick your best student and refer them for the gifted process. Even
if a student does not qualify for services, the information obtained will be
beneficial. Learning about a student's specific strengths and weaknesses will
help you facilitate higher academic performances. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-size: large;">As an educator, I know the wonderful
feeling we get when our intuition about a child's ability is confirmed. As the
parent of three gifted little girls I am forever indebted to the teachers who
saw something special in them. We are educators, and we are appointed to help
our students excel beyond their own expectations. When the new school year
begins, go ahead, make a referral, your students are waiting to reach their
highest potential. </span><o:p></o:p></div>
<div class="BodyA">
<br /></div>
<br />
<div class="Body">
<b>Guest writer</b>:<i> Sherley Laurin Jackson is a certified and licensed
Speech-Language Pathologist with 16 years of experience. She is. Graduate of Florida State University
in Tallahassee, Florida. Mrs. Jackson
has provided parent trainings on early language development and is an advocate
for adequate early and special education in the public school systems. She has
a passion for reading, college football and creating beautiful things. She is a
wife and mother to three gifted young girls. Currently residing in Baton Rouge,
LA., Ms. Jackson works for the East Baton Rouge Parrish School System as a
Speech Therapist and Speech Assessment Consultant. </i><o:p></o:p></div>
Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com371tag:blogger.com,1999:blog-988933473707661085.post-38534498559985162982016-05-12T08:41:00.001-07:002016-05-12T08:41:41.542-07:00Why Gifted Education Belongs in Public School<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b><span style="font-size: large;">By Emily Villamar-Robbins, guest writer</span></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b><br /></b></div>
<div class="MsoNormal">
<span style="font-size: large;">I am a believer in public school. Growing up, I attended public school from K –
12. During law school, I explored the
history of educational inequality in the United States, including segregation,
desegregation, the risks of tracking, and inadequate school funding. I believe that each of us has a civic and
moral responsibility to </span></div>
<div class="separator" style="clear: both; text-align: center;">
<span style="font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUdGwZiZTNGiUzEjjIfeUx4CnGJxV3pby2PEK6dAG1amU2xsJl9HtajKzkmT1EV79JjrTPpyCc8CZAkdm-lgcQKkoLYo3BFgikkoV_r53rzgI1Zpy3Ka4RDJuIvwHTlvuBDkk5tBBqdGA/s1600/finley-culturally-responsive-classroom-ts-nobug.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUdGwZiZTNGiUzEjjIfeUx4CnGJxV3pby2PEK6dAG1amU2xsJl9HtajKzkmT1EV79JjrTPpyCc8CZAkdm-lgcQKkoLYo3BFgikkoV_r53rzgI1Zpy3Ka4RDJuIvwHTlvuBDkk5tBBqdGA/s200/finley-culturally-responsive-classroom-ts-nobug.jpg" width="200" /></a></span></div>
<span style="font-size: large;">support and fund public schools, and that we must actively
defend the right of every child to access a free public education. I believe in diversity in education, and in
the critical importance of equal educational opportunity for all populations. <o:p></o:p></span><br />
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;">As you can imagine, when I had children, I planned for them
to attend public school. When my older
son entered first grade, however, we faced a situation not uncommon for
children identified by psychologists as gifted: without significant adjustments,
the curriculum did not fit his development.
For him to learn in school, we needed help from our district’s gifted
specialists. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;">When a few family friends learned of his learning levels, some
made well-intended comments:<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="margin-left: .5in;">
<i><span style="font-size: large;">“Public
school won’t meet his needs.”<o:p></o:p></span></i></div>
<div class="MsoNormal" style="margin-left: .5in;">
<i><span style="font-size: large;">“Public
schools have limited resources. They
can’t help kids like him.” <o:p></o:p></span></i></div>
<div class="MsoNormal" style="margin-left: .5in;">
<i><span style="font-size: large;"><br /></span></i></div>
<div class="MsoNormal">
<span style="font-size: large;">While this may be the temporary reality in some cases, and especially
in states without gifted education laws, I would argue that these statements are
offensive: many parents of children
“like him” cannot afford alternatives. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;">As parents and educators, we must work to shift perspectives. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: large;">The decision to pull advanced children from public school is
common, particularly in areas with inadequately funded schools. Resigning ourselves to this practice,
however, would reveal a terrible bias: if
we fail to hold public schools responsible for meeting advanced learning needs,
we assume that <i>(a) children from low-income backgrounds cannot be advanced
learners, or (b) advanced learners from low-income backgrounds somehow have
less right to learn than students with average academic development.</i> Experts know that intellectually advanced children
are present in culturally, linguistically, and economically diverse populations. We need increased research to improve methods
of identifying giftedness in underrepresented populations, but in the meantime,
we can already identify children in families unable to afford alternatives to
public school. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;">If we permit public education to remain underfunded, and if we
excuse schools from serving high-ability students, where does this leave gifted
children from diverse backgrounds?</span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;">For students with any learning difference, flexible strategies
and continued monitoring are often needed.
Luckily for my children, our state has gifted education laws, an advocacy
organization for educators and parents, and state recommendations for serving
gifted children in diverse populations.
We are lucky to live in a district with dedicated gifted specialists and
administrators who work hard to identify and meet gifted needs in all
populations. Not all families are so fortunate.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;">Unfortunately, some education advocates have criticized
gifted programs as elitist, unfairly blaming the concept of gifted education
for disparities in school quality. While
any strategy can be misapplied or misused, research supports the need for
gifted education: just as children with
learning challenges require different interventions, depending on their difference
from the norm, children with extreme, advanced differences need curriculum
modifications. As much as we wish it
were simpler, schoolwide approaches, in isolation, may not succeed with some learning
differences. Students with extreme
differences – including the ‘gifted’ – exist at
all income levels. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: large;">To succeed in our commitment to equity and the needs
of all students, education advocates must find common ground. As educators, parents, researchers and
lawmakers, we must advocate for improvement in public education as a whole, and
we must increase efforts to better identify students with learning differences
in diverse populations. At the same
time, we have a duty to advocate for programs, professional development
training, and interventions needed for students with all types of special needs
and differences – including gifted needs.
</span><o:p></o:p></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>About the Author<o:p></o:p></b></div>
<div class="MsoNormal">
Emily Villamar-Robbins is a graduate of Harvard Law School,
and she is a parent to two gifted sons from a diverse cultural heritage. Part of her legal work has involved serving
as a staff attorney at Legal Aid and representing clients living below the
poverty line. She currently volunteers
in support of local education in Texas, and she is a candidate for graduate
certification in gifted education. She is
a contributing author for <a href="http://www.thefissureblog.com/">TheFissureBlog.com</a>,
an innovative resource on education and the evolution of learning.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<br />
<div class="MsoNormal">
<b><span style="color: purple;">INTERESTED IN WRITING FOR WEAREGIFTED2? CONTACT Dr. Joy Lawson Davis at <a href="mailto:profjoy1022@gmail.com">profjoy1022@gmail.com</a></span></b> <o:p></o:p></div>
Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com13tag:blogger.com,1999:blog-988933473707661085.post-69508163219341152592016-04-16T10:46:00.000-07:002016-04-16T10:46:55.295-07:00The Strength of Parent Advocacy: Tips for Getting School Districts to Recognize Gifted Children of Color<div style="text-align: center;">
<b>Today's post is written by:<span style="text-align: center;"> Adeyela Albury
Bennett, parent & guest writer</span></b></div>
<span style="text-align: center;"><br /></span>
<div class="MsoNormal" style="line-height: 115%; text-indent: .5in;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjO2Bptf5eNRqMW5mEbHjzm7HCgaBMM8YtqXNL78BTkxhw429V-cnRuVUgkoQl6Ii4VtsjP2mY4vp0Sc4zf1cDkLh6xNcaiECHwZ7Bt5BLgsAq9YEUzt5DhESNnG3xiOz7HaA7cUevfqcM/s1600/Adeyela_Bennett.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjO2Bptf5eNRqMW5mEbHjzm7HCgaBMM8YtqXNL78BTkxhw429V-cnRuVUgkoQl6Ii4VtsjP2mY4vp0Sc4zf1cDkLh6xNcaiECHwZ7Bt5BLgsAq9YEUzt5DhESNnG3xiOz7HaA7cUevfqcM/s200/Adeyela_Bennett.jpg" width="200" /></a>It hurts that my
brilliant eight-year-old twin daughters were denied access to Gifted Education services
in our public school district. It also hurts that my daughters’ teachers view
their loquaciousness as a behavior problem, rather than as a sign of
giftedness. I am taken aback when my children’s knowledge of Arabic language
and culture is dismissed. I am crushed that a teacher rated my twins low on a creativity
checklist, yet recommended one of them to display her artwork at a prominent jazz
and arts festival. I have sleepless nights when my twins’ unorthodox responses
to essay prompts meet with a large, scarlet “F.”<o:p></o:p></div>
<br />
<div class="MsoNormal" style="line-height: 115%; text-indent: .5in;">
My daughters are
clearly gifted, but yet to be recognized as such by the school system. So, yes,
I used to cry.<o:p></o:p></div>
<div class="MsoNormal" style="line-height: 115%; text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%; text-indent: .5in;">
But, like Fannie
Lou Hamer, I grew weary of crying. I grew sick and tired of my girls being left
out of special school programs that, ultimately, would provide them with a more
positive educational experience and put them on the fast track for scholarships
to prep schools and Ivy League universities. Armed with divinely inspired
wisdom, knowledge, understanding -- and courage -- I am now fighting back
against inequities at my daughters’ school. Instead of crying, I now pray … and
advocate on behalf of my children, and all children of color, who are brilliant
and creative, yet unrecognized as gifted. <o:p></o:p></div>
<div class="MsoNormal" style="line-height: 115%; text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%; text-indent: .5in;">
Nationally, six to
ten percent of the population is intellectually gifted, according to the
National Association of Gifted Children (www.nagc.org). Sadly, children of
color are dreadfully underrepresented in Gifted Education programs. In fact, white
children with identical standardized test scores in math and reading as Black
children are twice as likely to be placed into gifted programs, according to a
recent study by researchers from Vanderbilt University
(<a href="http://www.aera.net/Newsroom/NewsReleasesandStatements/DoesStudentRaceAffect%E2%80%9CGifted%E2%80%9DAssignment/tabid/16172/Default.aspx" target="_blank">Grissom & Redding study</a>)</div>
<div class="MsoNormal" style="line-height: 115%; text-indent: .5in;">
<o:p></o:p></div>
<div class="MsoNormal" style="line-height: 115%; text-indent: .5in;">
At our daughters’
school, a significant number of students in kindergarten through Grade 5 at our
school have been identified as gifted. The overwhelming majority of the gifted
students are white, either Caucasian or Hispanic white. Most of them attend gifted
classes all day, but some are enrolled in the full-time Extended Foreign
Language program, and study in Spanish and English<o:p></o:p></div>
<div class="MsoNormal" style="line-height: 115%; text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%; text-indent: .5in;">
Here are six tips
for parents who want their children considered for their school district’s
gifted program services:</div>
<div class="MsoNormal" style="line-height: 115%; text-indent: .5in;">
<span style="line-height: 115%; text-indent: -0.25in;"><i style="font-weight: bold;"><br /></i></span></div>
<div class="MsoNormal" style="line-height: 115%; text-indent: 48px;">
<span style="line-height: 115%; text-indent: -0.25in;">1. <i style="font-weight: bold;">Cultivate
a positive relationship with teachers and administrators. Get to know your
School Board representative and become active in the Parents Teachers Association.
Be visible at the school. </i></span><span style="line-height: 115%; text-indent: -0.25in;">Teachers can be your greatest ally or worst
enemy in your quest to have your child recognized as gifted.</span><br /><span style="line-height: 115%; text-indent: -0.25in;"> </span><br /><span style="line-height: 115%; text-indent: -0.25in;">2.</span><span style="font-stretch: normal; line-height: normal; text-indent: -0.25in;"> </span><b style="line-height: 115%; text-indent: -0.25in;"><i>As
early as Kindergarten, request for your child to be tested for gifted. Keep a
record of all communication</i></b><span style="line-height: 115%; text-indent: -0.25in;">. If you have the economic means, also consult
with a private psychologist, preferably of the same racial and/or cultural
background. Prep your child for the IQ or Ability Test evaluation. Find out the minimum </span><b style="line-height: 115%; text-indent: -0.25in;">Ability Score OR full
scale Intelligent Quotient score your state requires for gifted placement.</b><span style="line-height: 115%; text-indent: -0.25in;"> However,
they may have to meet additional criteria, such as high academic scores on the
report card and standardized tests, and high scores on the teacher-rated gifted
characteristics and creativity checklists.</span><br /><span style="line-height: 115%; text-indent: -0.25in;"> </span><br /><span style="line-height: 115%; text-indent: -0.25in;">3.</span><span style="font-stretch: normal; line-height: normal; text-indent: -0.25in;"> </span><b style="line-height: 115%; text-indent: -0.25in;"><i>Prior
to meetings with school officials, request advanced copies of student records
to be discussed</i></b><span style="line-height: 115%; text-indent: -0.25in;">. This gives you a chance to review the data for
accuracy, and prepares you to intelligently discuss your child’s education.
Take a knowledgeable family member, friend or advocate with you to take notes
and lend support at meetings.</span><br /><span style="line-height: 115%; text-indent: -0.25in;"> </span><br /><span style="line-height: 115%; text-indent: -0.25in;">4.</span><span style="font-stretch: normal; line-height: normal; text-indent: -0.25in;"> </span><b style="line-height: 115%; text-indent: -0.25in;"><i>If
your child doesn’t qualify, find out why. Know your rights to appeal.</i></b><span style="line-height: 115%; text-indent: -0.25in;">
Find out if the IQ instrument used by the psychologist is culturally
appropriate. Also, check for inconsistent or disparate scores in the
psychological report that could indicate a disability that may qualify for
federal Section 504 Accommodation. Closely review the teacher-rated checklists,
because they are subjective. Be aware that districts generally fail to provide
teachers with adequate training on identifying gifted characteristics.</span><br /><span style="line-height: 115%; text-indent: -0.25in;"> </span><br /><span style="line-height: 115%; text-indent: -0.25in;">5.</span><span style="font-stretch: normal; line-height: normal; text-indent: -0.25in;"> </span><b style="line-height: 115%; text-indent: -0.25in;"><i>Network
and form alliances to stay abreast of scholarly research and news articles
about gifted education. </i></b><span style="line-height: 115%; text-indent: -0.25in;">Seek advice and support from school educators,
academics, parents of gifted children, religious organizations, social media
bloggers and civic groups that focus on education equity issues.</span><br /><span style="line-height: 115%; text-indent: -0.25in;"> </span><br /><span style="line-height: 115%; text-indent: -0.25in;">6.</span><span style="font-stretch: normal; line-height: normal; text-indent: -0.25in;"> </span><b style="line-height: 115%; text-indent: -0.25in;"><i>Speak
up</i></b><span style="line-height: 115%; text-indent: -0.25in;">! Attend advisory council meetings. write elected officials and the
school superintendent to report any discrepancies in the process. Write newspaper
editors, and radio and television stations to tell your story</span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 115%; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 115%; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 115%; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 115%; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 115%; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 115%; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast">
<br /></div>
<div class="MsoNormal" style="line-height: 115%;">
<b><i><span style="color: purple;">We must ALL do our part to ensure
EQUITY and ACCESS in Gifted Education!</span></i></b><o:p></o:p></div>
<div class="MsoNormal" style="line-height: 115%;">
<br /></div>
<br />
<div class="MsoNormal" style="line-height: 115%;">
<b><i>Adeyela Bennett is a parent, an
international educator and social justice advocate. You may contact her at adeyela1@gmail.com.<o:p></o:p></i></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<o:p></o:p></div>
Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com12tag:blogger.com,1999:blog-988933473707661085.post-31073214761179957482015-10-31T16:32:00.000-07:002015-10-31T16:32:06.325-07:00Black Gifted Students NEED your support!! <span style="font-size: large;">It's been a bit over one year since I wrote here on my blog. It doesn't mean that I haven't been actively advocating, writing, speaking, advising, consulting, helping others across the nation who are as deeply concerned about equity, access and fairness in gifted and advanced learner programs as I am!! </span><br />
<br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">One area of priority for me is the <b><span style="color: purple;">JENKINS SCHOLAR PROJECT</span></b> initiated in 2014 by a small group of Black scholars to recognize and celebrate Highly Gifted Black students from across the country. Last year at the <b>2014 National Association for Gifted Children convention in Baltimore, </b>we honored five young scholars from across the country. The scholars and their families came to the convention and were very grateful for the recognition of their hard work, persistence and motivation to continue excelling under some very challenging circumstances. </span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;"><a href="https://www.gofundme.com/jd4v542g" target="_blank">BlackGeniusProject</a></span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">It's not easy being a Black scholar of any age in this current climate, but certainly to be a high achieving Black student in high school it is probably more challenging than most of us know. I recognize from working with families, hearing their stories and from personal experience that Black gifted students are challenged on every side- they are often called <i>TOO BLACK TO BE GIFTED by their mainstream gifted peers and then, by their Black peers they are called to Too Gifted or Too White to be Black.</i> Many times they can't access services just because they are black and not recognized as gifted under biased systems.</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Some of them just can't win!! That's all the more reason why this Scholars Project is SO important. We would like to encourage you to PLEASE MAKE A DONATION OF ANY AMOUNT- WE HAVE ONE MORE DAY OF THIS CAMPAIGN FOR 2015!! Selected <b><span style="color: purple;">Black Gifted Students </span></b>will be honored next month at the NAGC convention in Phoenix.</span><br />
<span style="font-size: large;"><br /></span><a href="https://www.gofundme.com/jd4v542g" target="_blank">BlackGeniusProject</a><br />
<span style="font-size: large;"><br /></span>
<br />
<span style="font-size: large;">Please donate any amount will help. All donors (unless you specify otherwise) will be recognized on the Program for the awards ceremony. </span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Click here to donate, your gift is greatly appreciated:</span><br />
<span style="font-size: large;"><br /></span><a href="https://www.gofundme.com/jd4v542g" target="_blank">BlackGeniusProject</a><br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com3tag:blogger.com,1999:blog-988933473707661085.post-65176522468542850872014-09-24T19:20:00.002-07:002014-09-24T19:54:18.586-07:00Jenkins Award for Gifted Black Students- NEW DEADLINE - Oct 10th!!<div class="MsoNormal" style="background: white; mso-layout-grid-align: auto; mso-pagination: widow-orphan; punctuation-wrap: hanging;">
<b><span style="color: #55208d; font-family: "Times New Roman","serif"; font-size: 13.5pt; mso-font-kerning: 0pt;">Award Announcement: The Dr. Martin D. Jenkins Scholar Award for
Highly Gifted Black Students (6th - 12th Graders)</span></b><span style="color: #500050; font-family: "Times New Roman","serif"; mso-font-kerning: 0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; mso-layout-grid-align: auto; mso-pagination: widow-orphan; punctuation-wrap: hanging;">
<br /></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoZcSDBVL1o4yCvpGpkbTT_I2wb30rfLDFG2l6deCml3DEcHJbDVGVTeAymTUWz-i8FvBpf9j4MUknf5sCqUZuy4NKYzLweAhMFuvGInclRbvXZM2dfvFGzvMaF4JuZwHrEIFPQJ-g03Y/s1600/martinjenkins2.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoZcSDBVL1o4yCvpGpkbTT_I2wb30rfLDFG2l6deCml3DEcHJbDVGVTeAymTUWz-i8FvBpf9j4MUknf5sCqUZuy4NKYzLweAhMFuvGInclRbvXZM2dfvFGzvMaF4JuZwHrEIFPQJ-g03Y/s1600/martinjenkins2.jpg" height="200" width="148" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Dr. Martin D. Jenkins</td></tr>
</tbody></table>
<div class="MsoNormal" style="background: white; mso-layout-grid-align: auto; mso-pagination: widow-orphan; punctuation-wrap: hanging;">
<span style="color: #500050; font-family: "Times New Roman","serif"; mso-font-kerning: 0pt;">This student
award is named in honor of Dr. Jenkins, Father of Research on Gifted
Blacks, and it is designed to honor the achievements of highly gifted
Black students who excel academically in school. </span><span style="color: #500050; font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-font-kerning: 0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; mso-layout-grid-align: auto; mso-pagination: widow-orphan; punctuation-wrap: hanging;">
<b><span style="color: #222222; font-family: "Times","serif"; mso-font-kerning: 0pt;">Award Benefits. Recipients:</span></b><span style="color: #222222; font-family: "Times New Roman","serif"; mso-font-kerning: 0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-left: 47.25pt; mso-layout-grid-align: auto; mso-list: l0 level1 lfo1; mso-pagination: widow-orphan; punctuation-wrap: hanging; tab-stops: list .5in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #222222; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-font-kerning: 0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="color: blue;"><b><span style="font-family: Times, serif;">will receive $300 Cash Award </span><span style="font-family: Times, serif;">a</span><span style="font-family: Times, serif;">nd
certificate of recognition </span><span style="font-family: 'Times New Roman', serif;"><o:p></o:p></span></b></span></div>
<div class="MsoNormal" style="background: white; margin-left: 47.25pt; mso-layout-grid-align: auto; mso-list: l0 level1 lfo1; mso-pagination: widow-orphan; punctuation-wrap: hanging; tab-stops: list .5in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: blue;"><b><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Times, serif;">and parents will receive 1 year Parent
membership in NAGC and Special Populations Network;</span></b><span style="font-family: 'Times New Roman', serif;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="background: white; margin-left: 47.25pt; mso-layout-grid-align: auto; mso-list: l0 level1 lfo1; mso-pagination: widow-orphan; punctuation-wrap: hanging; tab-stops: list .5in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: blue;"><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><b><span style="font-family: Times, serif;">are required to attend </span></b><b><span style="font-family: Times, serif;">OR share
a 3 minute video during</span></b><b><span style="font-family: Times, serif;"> </span></b><b><span style="font-family: Times, serif;">a featured session at NAGC
on </span></b></span><b style="font-family: 'Times New Roman', serif; font-size: 16px; text-indent: 0px;"><span style="font-family: Times, serif;"><span class="aBn" data-term="goog_1953343383" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: dashed; border-bottom-width: 1px; position: relative; top: -2px; z-index: 0;" tabindex="0"><span class="aQJ" style="position: relative; top: 2px; z-index: -1;"><span style="color: blue;">Fri. Nov. 14th, 2014 12:30-2:45 pm</span></span></span></span></b></div>
<div class="MsoNormal" style="background: white; margin-left: 47.25pt; mso-layout-grid-align: auto; mso-list: l0 level1 lfo1; mso-pagination: widow-orphan; punctuation-wrap: hanging; tab-stops: list .5in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: blue;"><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><b><span style="font-family: Times, serif;">are required to share brief end of school
year report on academic progress by email.</span></b></span><span style="color: #500050; font-family: "Times New Roman","serif"; mso-font-kerning: 0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; mso-layout-grid-align: auto; mso-pagination: widow-orphan; punctuation-wrap: hanging;">
<b><span style="color: #500050; font-family: "Times","serif"; mso-font-kerning: 0pt;">To Apply. Download the
application file.</span></b><span style="color: #500050; font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-font-kerning: 0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-left: 47.25pt; mso-layout-grid-align: auto; mso-list: l2 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-pagination: widow-orphan; punctuation-wrap: hanging; tab-stops: list .5in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #500050; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-font-kerning: 0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><!--[endif]--><span style="color: #500050; font-family: "Times","serif"; mso-font-kerning: 0pt;">MS Word
File of Jenkins Scholar Award Application: <a href="https://drive.google.com/file/d/0ByVI2BFYT7ClSmdYbTNSeXZQZkE/edit?usp=sharing" target="_blank"><span style="color: #1155cc;">https://drive.google.com/file/d/0ByVI2BFYT7ClSmdYbTNSeXZQZkE/edit?usp=sharing</span></a></span><span style="color: #500050; font-family: "Times New Roman","serif"; mso-font-kerning: 0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-left: 47.25pt; mso-layout-grid-align: auto; mso-list: l2 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-pagination: widow-orphan; punctuation-wrap: hanging; tab-stops: list .5in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #500050; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-font-kerning: 0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><!--[endif]--><span style="color: #500050; font-family: "Times","serif"; mso-font-kerning: 0pt;">PDF of
Jenkins Scholar Award Application: <a href="https://drive.google.com/file/d/0ByVI2BFYT7ClVk5zXzVHNXdSeEE/edit?usp=sharing" target="_blank"><span style="color: #1155cc;">https://drive.google.com/file/d/0ByVI2BFYT7ClVk5zXzVHNXdSeEE/edit?usp=sharing</span></a></span><span style="color: #500050; font-family: "Times New Roman","serif"; mso-font-kerning: 0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-left: 47.25pt; mso-layout-grid-align: auto; mso-list: l2 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-pagination: widow-orphan; punctuation-wrap: hanging; tab-stops: list .5in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #500050; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-font-kerning: 0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><!--[endif]--><span style="color: #500050; font-family: "Times","serif"; mso-font-kerning: 0pt;">In order
to receive full consideration, materials must be received by<b> </b></span><b><span style="color: red; font-family: "Times","serif"; mso-font-kerning: 0pt;">Friday,
October 10, by 5:00 pm. (deadline extended)</span></b><span style="color: red; font-family: "Times","serif"; mso-font-kerning: 0pt;"> </span><span style="color: #500050; font-family: "Times","serif"; mso-font-kerning: 0pt;">Awardees
and nominators will be notified by email and phone call by October 17<sup>th</sup>.</span><span style="color: red; font-family: "Times","serif"; mso-font-kerning: 0pt;"> </span><span style="color: #500050; font-family: "Times New Roman","serif"; mso-font-kerning: 0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; mso-layout-grid-align: auto; mso-pagination: widow-orphan; punctuation-wrap: hanging;">
<b><span style="color: #500050; font-family: "Times","serif"; mso-font-kerning: 0pt;">Email all materials to the
following three Jenkins Scholar committee members and let us know if you have
any questions. </span></b><span style="color: #500050; font-family: "Times New Roman","serif"; mso-font-kerning: 0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-left: 47.25pt; mso-layout-grid-align: auto; mso-list: l1 level1 lfo3; mso-pagination: widow-orphan; punctuation-wrap: hanging; tab-stops: list .5in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #500050; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-font-kerning: 0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="color: #500050; font-family: "Times","serif"; mso-font-kerning: 0pt;">Dr. Joy Lawson Davis, (<a href="mailto:jdavis@vuu.edu" target="_blank"><span style="color: #1155cc;">jdavis@vuu.edu</span></a>)
Virginia Union Univ., NAGC Executive Board Member. GRACE & SPN Member</span><span style="color: #500050; font-family: "Times New Roman","serif"; mso-font-kerning: 0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-left: 47.25pt; mso-layout-grid-align: auto; mso-list: l1 level1 lfo3; mso-pagination: widow-orphan; punctuation-wrap: hanging; tab-stops: list .5in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #500050; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-font-kerning: 0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="color: #500050; font-family: "Times","serif"; mso-font-kerning: 0pt;">Dr. Donna Y. Ford, (<a href="mailto:donna.ford@vanderbilt.edu" target="_blank"><span style="color: #1155cc;">donna.ford@vanderbilt.edu</span></a>) , Vanderbilt Univ., NAGC Gifted
Racial Accountability & Commitment to Equity (GRACE) Co-Chair</span><span style="color: #500050; font-family: "Times New Roman","serif"; mso-font-kerning: 0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-left: 47.25pt; mso-layout-grid-align: auto; mso-list: l1 level1 lfo3; mso-pagination: widow-orphan; punctuation-wrap: hanging; tab-stops: list .5in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #500050; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-font-kerning: 0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="color: #500050; font-family: "Times","serif"; mso-font-kerning: 0pt;">Dr. Tarek Grantham, (<a href="mailto:grantham@uga.edu" target="_blank"><span style="color: #1155cc;">grantham@uga.edu</span></a>)
Univ. of Georgia, NAGC Special Populations Network Convention Program Chair</span><span style="color: #500050; font-family: "Times New Roman","serif"; mso-font-kerning: 0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; mso-layout-grid-align: auto; mso-pagination: widow-orphan; punctuation-wrap: hanging;">
<br /></div>
<br />
<div class="MsoNormal">
<br /></div>
Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com2tag:blogger.com,1999:blog-988933473707661085.post-6099350932677055392014-09-01T07:36:00.000-07:002014-09-01T07:45:46.289-07:00Dr. Martin Jenkins Scholar Award, Grades 6-12!!<div>
<div style="font-family: 'Times New Roman', serif; margin: 0in 0in 0.0001pt;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuLpxfhTgVot46vtcVwygXIIFcDijMvzPCKBALFq0deJUE0qxUjFVFp5GoO4JQSU5SdGZLQQ3WUZnwP3p9YIXCeyMWoVHU8P0FCoyQTs3HvNM_UoWqDwPbtb3NyxNtAf5t8Qu_hxSsjCc/s1600/martinjenkins2.jpg" imageanchor="1" style="clear: right; float: right; font-size: 12pt; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuLpxfhTgVot46vtcVwygXIIFcDijMvzPCKBALFq0deJUE0qxUjFVFp5GoO4JQSU5SdGZLQQ3WUZnwP3p9YIXCeyMWoVHU8P0FCoyQTs3HvNM_UoWqDwPbtb3NyxNtAf5t8Qu_hxSsjCc/s1600/martinjenkins2.jpg" height="200" width="148" /></a><span style="font-family: 'Times New Roman';"><b><span style="color: red; font-size: x-large;">Award Announcement: <i>The Dr. Martin Jenkins Scholar Award for Highly Gifted Black Students (6th - 12th Graders)</i></span></b></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-family: 'Times New Roman', serif; font-size: 16px;"><br /></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-family: 'Times New Roman', serif; font-size: 16px;">This student award is named in honor of <b>Dr. Jenkins, Father of Research on Gifted Blacks</b>, and it is designed to honor the achievements of highly gifted Black students who excel academically in school. </span></div>
</div>
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-family: 'Times New Roman', serif; font-size: 16px;"><br /></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<div class="MsoNormal" style="font-family: 'Times New Roman', serif; font-size: 16px; margin-bottom: 0.0001pt;">
<span style="font-family: Times;"><b>Award Benefits. Recipients:<u></u><u></u></b></span></div>
<ul style="font-size: 16px; margin-top: 0in;" type="disc">
<li class="MsoNormal" style="font-family: 'Times New Roman', serif; margin: 0px 0px 0.0001pt 15px;"><span style="font-family: Times;"><b>will receive $300 Cash Award and NAGC convention registration in Baltimore, MD<u></u><u></u></b></span></li>
<li class="MsoNormal" style="font-family: 'Times New Roman', serif; margin: 0px 0px 0.0001pt 15px;"><span style="font-family: Times;"><b>and parents will receive 1 year Parent membership in NAGC and Special Populations Network;<u></u><u></u></b></span></li>
<li class="MsoNormal" style="color: #3366ff; font-family: 'Times New Roman', serif; margin: 0px 0px 0.0001pt 15px;"><span style="font-family: Times;"><b>are required to attend a featured session at NAGC on November 14<sup>th</sup> <span class="aBn" data-term="goog_1377187425" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: dashed; border-bottom-width: 1px; position: relative; top: -2px; z-index: 0;" tabindex="0"><span class="aQJ" style="position: relative; top: 2px; z-index: -1;">9:30-10:30 am</span></span>.<u></u><u></u></b></span></li>
<li class="MsoNormal" style="font-family: 'Times New Roman', serif; margin: 0px 0px 0.0001pt 15px;"><span style="color: #3366ff; font-family: Times;"><b>are required to share brief end of school year report on academic progress by email.</b></span></li>
</ul>
<div>
<span style="font-family: Times; font-size: 16px;"><b>To Apply. Download the application file.</b></span></div>
<ul style="font-size: 16px; margin-top: 0in;" type="disc">
<li style="font-family: 'Times New Roman', serif; margin-left: 15px;"><span style="font-family: Times;">MS Word File of Jenkins Scholar Award Application: <a href="https://drive.google.com/file/d/0ByVI2BFYT7ClSmdYbTNSeXZQZkE/edit?usp=sharing" style="color: #1155cc;" target="_blank">https://drive.google.com/<wbr></wbr>file/d/<wbr></wbr>0ByVI2BFYT7ClSmdYbTNSeXZQZkE/<wbr></wbr>edit?usp=sharing</a></span></li>
<li style="font-family: 'Times New Roman', serif; margin-left: 15px;"><span style="font-family: Times;">PDF of Jenkins Scholar Award Application: <a href="https://drive.google.com/file/d/0ByVI2BFYT7ClVk5zXzVHNXdSeEE/edit?usp=sharing" style="color: #1155cc;" target="_blank">https://drive.google.com/<wbr></wbr>file/d/<wbr></wbr>0ByVI2BFYT7ClVk5zXzVHNXdSeEE/<wbr></wbr>edit?usp=sharing</a></span></li>
<li style="font-family: 'Times New Roman', serif; margin-left: 15px;"><span style="font-family: Times; font-size: small;"><span style="font-size: 16px;">In order to receive full consideration, materials must be received by<b> </b></span></span><span style="color: red; font-family: Times;"><b>Friday, October 3, by <span class="aBn" data-term="goog_1377187427" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: dashed; border-bottom-width: 1px; position: relative; top: -2px; z-index: 0;" tabindex="0"><span class="aQJ" style="position: relative; top: 2px; z-index: -1;">5:00 pm</span></span>.</b> </span><span style="font-family: Times;">Awardees and nominators will be notified by email and phone call by October 17<sup>th</sup>.<span style="color: red;"> </span></span></li>
</ul>
</div>
<div style="margin: 0in 0in 0.0001pt;">
<ul style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 16px; margin-top: 0in;" type="disc"><ol start="1" style="font-family: 'Times New Roman', serif; margin-top: 0in;" type="1"></ol>
</ul>
<div style="background-color: white; color: #222222; font-family: 'Times New Roman', serif; font-size: 16px; margin: 0in 0in 0.0001pt 0.25in;">
<span style="font-family: Times;"><b>Email all materials to the following three Jenkins Scholar committee members and let us know if you have any questions. </b></span></div>
<ul style="background-color: white; color: #222222; font-family: 'Times New Roman', serif; font-size: 16px; margin-top: 0in;" type="disc">
<li class="MsoNormal" style="margin: 0px 0px 0.0001pt 15px;"><span style="font-family: Times;">Dr. Joy Lawson Davis, (<a href="mailto:jdavis@vuu.edu" style="color: #1155cc;" target="_blank">jdavis@vuu.edu</a>) Virginia Union Univ., NAGC Executive Board Member. GRACE & SPN Member<u></u><u></u></span></li>
<li class="MsoNormal" style="margin: 0px 0px 0.0001pt 15px;"><span style="font-family: Times;">Dr. Donna Y. Ford, (<a href="mailto:donna.ford@vanderbilt.edu" style="color: #1155cc;" target="_blank">donna.ford@vanderbilt.edu</a>) , Vanderbilt Univ., NAGC Gifted Racial Accountability & Commitment to Equity (GRACE) Co-Chair<u></u><u></u></span></li>
<li class="MsoNormal" style="margin: 0px 0px 0.0001pt 15px;"><span style="font-family: Times;">Dr. Tarek Grantham, (<a href="mailto:grantham@uga.edu" style="color: #1155cc;" target="_blank">grantham@uga.edu</a>) Univ. of Georgia, NAGC Special Populations Network Convention Program Chair<u></u><u></u></span></li>
<li></li>
</ul>
</div>
Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com1tag:blogger.com,1999:blog-988933473707661085.post-6383367143247759352014-08-23T10:06:00.001-07:002014-08-23T10:07:23.211-07:00Too Black to be So Smart OR Too Smart to be Black<div class="MsoNormal">
<span style="font-size: large;">With all that our nation has seen, heard and experienced in
recent weeks regarding racial discrimination, profiling, crime against black
youth, and militarized policing- the multiple & complex issues of <span style="color: purple;"><b>RACE IN AMERICA</b></span> have come front and
center once again. I sense, however, that this time some real and sustainable
action will occur to change relationships between the black community, police and other officials, and
perhaps have a more profound positive effect on the future of race relations
than since the civil rights era.</span></div>
<div class="MsoNormal">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQM5a_VoptZJmLlswi4WdlqyCvIDO7hTlWrfZMN9h1gYMCsZg9YumkHw7hhoM56ltdjy618Of5PjF9OuVzYzkFDo1LPcrxiYfq3Mn4MbZQ-SyiL1P-JSfQQfdnZi3kgtfjUrxsuIDHZec/s1600/blackscientist.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-size: large;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQM5a_VoptZJmLlswi4WdlqyCvIDO7hTlWrfZMN9h1gYMCsZg9YumkHw7hhoM56ltdjy618Of5PjF9OuVzYzkFDo1LPcrxiYfq3Mn4MbZQ-SyiL1P-JSfQQfdnZi3kgtfjUrxsuIDHZec/s1600/blackscientist.jpg" /></span></a></div>
<br />
<div class="MsoNormal">
<span style="font-size: large;">As an educator my heart is always with the young people and
how they are treated in our communities. Even moreso, I am always concerned
about how the nation’s educational system is framed to provide for their
educational needs or NOT. In the past few years, I’ve had numerous conversations with parents
and young people about accessing gifted education services..too many times I
have heard them share stories of someone being told that they were ‘too black
to be so smart’ OR ‘so smart, you can’t <u>really</u> be black’. If I hear it
again.. I know I’m going to SCREAM!!!</span></div>
<br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgefyYMgyoN0uyrLqKCPw8L3odUyTrCrNjj5BoAC4r4Z1YRodGEXAlNBhvvOeeSR_3y_HyGY5aDVR-zQMdhjUP-NUwFii9-yP5aNYQSkDMe8Z8iFedKcJQJ09NMg2ESzBUDtCedI_NhaDA/s1600/blackstudents.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-size: large;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgefyYMgyoN0uyrLqKCPw8L3odUyTrCrNjj5BoAC4r4Z1YRodGEXAlNBhvvOeeSR_3y_HyGY5aDVR-zQMdhjUP-NUwFii9-yP5aNYQSkDMe8Z8iFedKcJQJ09NMg2ESzBUDtCedI_NhaDA/s1600/blackstudents.jpg" height="132" width="200" /></span></a><span style="font-size: large;">What sensible person would
suggest to someone that just because their skin has more melanin or they come
from a different neighborhood or their hair is of a different texture, that they can’t possibly be highly intelligent,
smart, gifted, be a nerd, prodigy or whatever smart people are called in their
circle. But believe it or not- it’s still being said!! Sadly, there are
homogenous communities in this country where people can spend a large portion
of their time and never come across, interact with, rub shoulders with or be in
the same space with a person who is not of their ethnic/racial group. Thus,
experiences with other race individuals is very limited. So in some
communities.. if they see a brown or black person they are in a subservient
role… cleaning up, serving, taking care of someone else. Even in 2014, this
happens and so when we begin suggesting that <span style="color: purple;"><b>BLACK AND BROWN PEOPLE CAN BE GIFTED,
TOO</b></span> the reaction is often disbelief or a ‘maybe, but..’ !! Following the ‘but’
thought is- that ‘there may be one or two, but they are just an anamoly..
surely there aren’t anymore.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: large;">It does my heart so much good to see the numerous articles
and pictures posted across social media and even periodically shared on the
television news of Black and Brown prodigies, early college graduates, just
remarkable young people who demonstrate their ‘smarts’ in countless ways!!</span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqzJpkvr2Xw2o_7swK8sfPZAqGx5Ej-qUILV-_RCBZIqmHSOWyl7RCCSk2EchnNxxR5jjYL-xvslVrWU9QS2doALitIRJvd7wibGV1lgmOb8_8b1KjZXlDd_e4Gs5qw9wiWzGDIF5FLdo/s1600/girlsglobe.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-size: large;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqzJpkvr2Xw2o_7swK8sfPZAqGx5Ej-qUILV-_RCBZIqmHSOWyl7RCCSk2EchnNxxR5jjYL-xvslVrWU9QS2doALitIRJvd7wibGV1lgmOb8_8b1KjZXlDd_e4Gs5qw9wiWzGDIF5FLdo/s1600/girlsglobe.jpg" /></span></a></div>
<br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: large;">I’m excited to see others join this very important mission
to share with the world that our children are <span style="color: purple;"><b>GIFTED, TOO!! JUST AS SMART,
INGENIOUS, PRODUCTIVE, CREATIVE AS OTHERS!! </b></span>That the time for stereotyping of
black and brown youth is far from over!!! We have piles of evidence, stories,
research studies, proof positive in every community in America that <b><span style="color: purple;">GIFTEDNESS EXISTS!</span></b>!
Homeless gifted, single parent gifted, male gifted, female gifted, tech savvy
gifted, musical geniuses, math prodigies, early college grads, young
entrepreneurs, young philanthropists, high IQ gifted, gifted of all kinds!!!!</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: large;"><b><span style="color: purple;">GIFTEDNESS KNOWS NO BOUNDARIES OF NEIGHBORHOOD, SKIN COLOR,
GENDER, CULTURE, OR FAMILY TYPE. GIFTED CHILDREN AND YOUTH ARE EVERYWHERE,
ORIGINATING FROM EVERY CORNER OF THIS EARTH!! </span></b>What we need is for school
personnel to recognize them and provide access to advanced learning
opportunities for them, train teachers to meet their needs and help families
become stronger advocates for them. No excuses, educators- it a program for
gifted youth exist in your community, there is an arsenal of support to help
you do better for ALL gifted children. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: large;">Just in case you haven’t seen any of the evidence recently,
listed below are a few links to validate everything I’ve written here. </span></div>
<div class="MsoNormal">
<b><span style="font-size: large;"><br /></span></b></div>
<div class="MsoNormal">
<b><span style="font-size: large;">Go the sites, share the links, discuss them, and </span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: large;">Please don’t allow anyone to ever say again…that a Black child is-</span></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b><i><span style="font-size: 18.0pt;">TOO
BLACK TO BE SO SMART OR THAT THEY ARE <o:p></o:p></span></i></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b><i><span style="font-size: 18.0pt;">SO
SMART, THEY CAN’T BE BLACK!!!!<o:p></o:p></span></i></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Thank you, Dr. Joy</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="http://www.theroot.com/articles/lists/2014/01/the_2014_young_futurists.html">http://www.theroot.com/articles/lists/2014/01/the_2014_young_futurists.html</a>
</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="http://www.theroot.com/articles/culture/2014/08/_8_of_the_youngest_black_college_graduates_you_should_know.html">http://www.theroot.com/articles/culture/2014/08/_8_of_the_youngest_black_college_graduates_you_should_know.html</a>
</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="https://www.facebook.com/groups/CelebratingBlackGenius/">https://www.facebook.com/groups/CelebratingBlackGenius/</a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="https://www.facebook.com/WeAreGifted2JLDavis">https://www.facebook.com/WeAreGifted2JLDavis</a></div>
<div class="MsoNormal">
<br /></div>
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Calibri; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-font-kerning: 14.0pt;"><a href="https://www.facebook.com/Powerfulblackstories">https://www.facebook.com/Powerfulblackstories</a> </span>Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com7tag:blogger.com,1999:blog-988933473707661085.post-442024300853707032014-05-31T16:45:00.001-07:002014-05-31T16:46:22.999-07:00Discovering the ‘Mayas’ among us.. <div class="MsoNormal" style="line-height: 150%;">
<i><span style="font-family: "Book Antiqua","serif"; font-size: 10.0pt; line-height: 150%;">I
am firm believer that for everyone who makes it, like Maya Angelou did…there
are countless others who need to be ‘discovered’ and provided every support
possible to help them realize their potential. – jldavis, 5/31/14</span></i><span style="font-family: "Book Antiqua","serif"; font-size: 10.0pt; line-height: 150%;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjImzSu-szIuM72lpkPSRNm3l2h4Z6PDluB-j3DVKWk5C-WI00bU3AHuhfPH7bbkodacjqPej9CoyAN7OC5VTxmD89zb5MuFl6Ai0lBAPhCEat6mS0dljojPmcWQXXaYoNtn09mZGmUfCE/s1600/obit-maya-angelou.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjImzSu-szIuM72lpkPSRNm3l2h4Z6PDluB-j3DVKWk5C-WI00bU3AHuhfPH7bbkodacjqPej9CoyAN7OC5VTxmD89zb5MuFl6Ai0lBAPhCEat6mS0dljojPmcWQXXaYoNtn09mZGmUfCE/s1600/obit-maya-angelou.jpg" height="320" width="231" /></a><i><span style="font-family: "Book Antiqua","serif"; font-size: 14.0pt; line-height: 150%;">Dr. Maya
Angelou’s remarkable life prompted millions to recognize her work, her legacy
and her meaning to us as individuals on Wednesday of this past week when we
learned of her passing. Most know her story: Maya Angelou was a profoundly gifted
and prolific African American poet/author/inspirational speaker/artist/civil
rights advocate. Maya’s story starts as
that of a young girl born in St. Louis in 1928, and later sent to live in the
segregated town of Stamps, Arkansas with a grandmother. At the age of seven, she was sexually abused
by a family friend, who was later murdered by the men of her family. The abuse and her abuser’s subsequent
death was so painful that for years, Maya would speak to no one. Of course,
many assumed that there was something physically wrong with the litter girl
from Stamps until one day years later she began to speak again. Her first
autobiography ‘I Know Why the Caged Bird Sings’ describing this painful story, struck
the hearts of many worldwide. In 2011, Maya
Angelou won the highest award given to a civilian- The Presidential Medal of
Freedom by President Barack Obama. <o:p></o:p></span></i></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<i><span style="font-family: "Book Antiqua","serif"; font-size: 14.0pt; line-height: 150%;">Maya’s
colorful life continued as she made every attempt to ‘find herself’ in varied
art forms, through travels and later by embarking on the civil rights movement with
some of our culture’s most infamous people- including among them Malcolm X,
Amiri Baraka, Nelson Mandela, Former President Bill Clinton, President Barack
Obama. It is said that she was mentored by the great James Baldwin and later
she became a mentor to Oprah Winfrey. Maya Angelou has been called a ‘literary
giant’. <o:p></o:p></span></i></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<i><span style="font-family: "Book Antiqua","serif"; font-size: 14.0pt; line-height: 150%;">Not
unlike many highly gifted and productive adults – Maya Angelou never went to
college. Her life as a young adult was spent discovering herself, dancing,
acting, behind cameras, and traveling the world. <o:p></o:p></span></i></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<i><span style="font-family: "Book Antiqua","serif"; font-size: 14.0pt; line-height: 150%;">Since
her passing this week, I’ve been thinking about all of the Mayas in our classrooms
in schools across the nation. I’ve been thinking about how noticeable her gifts
must have been early on in her school career (or if anyone paid attention to her gifts). In Stamp as a child, it is said
the Maya read all of the books in the library. I’ve been thinking about the teachers who came
in contact with Maya, the preadolescent and later the adolescent learner. How
perhaps among her teachers there must have some who saw nothing noticeably
different about this young linguistic genius and then, those who knew in their
hearts that one day this little girl would change the world. <o:p></o:p></span></i></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<i><span style="font-family: "Book Antiqua","serif"; font-size: 14.0pt; line-height: 150%;">I
also wondered about her family and believe that among her relatives there were some
who saw her as ‘different’, perhaps more sensitive, compassionate, more
creative, more determined to do what she ‘put her mind to’. It is often within the family that gifted children
are first recognized and identified as being wiser than the norm; a little ‘quirky’;
and sometimes extremely determined, even at the risk of not being accepted by
the wider community or doing something against the best advice of the elders in
the family. <o:p></o:p></span></i></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<i><span style="font-family: "Book Antiqua","serif"; font-size: 14.0pt; line-height: 150%;">I
can imagine that Maya was this kind of girl, extremely creative, with an
arsenal of words and a universe of strong feelings welled up inside of her. <span style="color: purple;"><b>In communities and schools across the nation,
there are so many Mayas.</b></span> Some have already been discovered and well on their
way to being productive, creating novels, poetry, writing plays, or even
becoming leaders organizing other students around humanitarian issues. Some of
them have taken the lead and created organizations to help fight community
hunger or to collect funds and materials for those less fortunate. <o:p></o:p></span></i></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<i><span style="font-family: "Book Antiqua","serif"; font-size: 14.0pt; line-height: 150%;">But
for every Maya who has already been discovered and participating in an advanced
classroom for gifted learners there are two, three, maybe even four or more who are sitting in a classroom with no blank book to jot down her notes, no computer to
write her next story, with a teacher who is so busy looking at the color of her
skin, the texture of her hair, and thinking about the poor neighborhood that ‘Maya’
lives in, that she overlooked the last
creative essay ‘Maya’ wrote and gave her a blanket ‘C’ for a grade (with no feedback re: content, creativity, etc). This same
teacher did not think of the ‘Maya’ in her classroom at all when asked to refer students for the
gifted program or to provide a few names of students to participate in a summer
enrichment program for budding writers. <o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i><span style="font-family: "Book Antiqua","serif"; font-size: 14.0pt;"><b>You know the rest
of the story- </b><o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: 'Book Antiqua', serif; font-size: 14pt; line-height: 150%;"><span style="color: purple;"><b><i>One
way that Maya Angelou's spirit can live on in our communities is for each of us to DO
OUR PART to make Gifted and Advanced learner Programs more accessible to more
children nationwide</i></b></span><i>. There are countless highly gifted students who will not be
discovered OR have the encouragement they need to pursue their dreams without substantial
support from schools, communities, and families everywhere. <o:p></o:p></i></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<i><span style="font-family: "Book Antiqua","serif"; font-size: 14.0pt; line-height: 150%;"><b><span style="color: purple;">My
appeal to educators, families, and community leaders is to consider honoring
Maya Angelou’s life and her remarkable contributions to society by looking
deeper into our classrooms for children who may be just like her. </span></b><o:p></o:p></span></i></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<i><span style="font-family: "Book Antiqua","serif"; font-size: 14.0pt; line-height: 150%;">Look
deeper and work harder to make advanced programming accessible to more ‘Mayas’.
<o:p></o:p></span></i></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<i><span style="font-family: "Book Antiqua","serif"; font-size: 14.0pt; line-height: 150%;"><span style="color: purple;"><b>Acknowledge
the inequities and unfair practices that persist</b></span> in keeping students of color
and others from low income backgrounds, from rural communities, from immigrant
families out of gifted and accelerated classrooms. <o:p></o:p></span></i></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<i><span style="font-family: "Book Antiqua","serif"; font-size: 14.0pt; line-height: 150%;">Certainly
there are many who will succeed without backing from institutions, but <b><span style="color: purple;">I am
firm believer that for everyone who makes it, like Maya Angelou did…there are
countless others need to be ‘discovered’, nurtured and provided every support
possible to help them realize their potential.
</span></b><o:p></o:p></span></i></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<i><span style="background-color: yellow; font-family: 'Book Antiqua', serif; font-size: 14pt; line-height: 150%;"><b><span style="color: purple;">Together,
we can do this!! Just imagine how great a community, neighborhood, school,
nation, and world we could have if there were more ‘Mayas’ among us. <o:p></o:p></span></b></span></i></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<i><span style="font-family: "Book Antiqua","serif"; font-size: 14.0pt; line-height: 150%;"><b>For
more on Maya: </b><o:p></o:p></span></i></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal">
<i><span style="font-family: "Book Antiqua","serif";"><a href="http://www.huffingtonpost.com/2014/05/28/maya-angelou-life_n_5405038.html?ncid=fcbklnkushpmg00000047">http://www.huffingtonpost.com/2014/05/28/maya-angelou-life_n_5405038.html?ncid=fcbklnkushpmg00000047</a><o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i><span style="font-family: "Book Antiqua","serif";"><a href="http://freespiritpublishingblog.com/2014/05/28/good-bye-maya-angelou/">http://freespiritpublishingblog.com/2014/05/28/good-bye-maya-angelou/</a>
<o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i><span style="font-family: "Book Antiqua","serif";"><a href="http://www.amazon.com/Know-Why-Caged-Bird-Sings/dp/0345514408">http://www.amazon.com/Know-Why-Caged-Bird-Sings/dp/0345514408</a>
<o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<i><span style="font-family: "Book Antiqua","serif"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Calibri; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-font-kerning: 14.0pt;"><a href="http://www.nydailynews.com/news/national/maya-angelou-dead-celebrated-author-poet-dies-age-86-article-1.1808082">http://www.nydailynews.com/news/national/maya-angelou-dead-celebrated-author-poet-dies-age-86-article-1.1808082</a></span></i>Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com0tag:blogger.com,1999:blog-988933473707661085.post-86203435591498234222014-03-30T21:01:00.001-07:002016-03-27T11:21:03.769-07:00What TIME is it? Part I<i><span style="background-color: white; color: #222222;"><span style="font-family: "georgia" , "times new roman" , serif;">“Nowhere is the crossroad
of race and privilege more striking than in education” </span></span></i><br />
<div style="text-align: right;">
<i><span style="background-color: white; color: #222222;"><span style="font-family: "georgia" , "times new roman" , serif;">– G.P. Collins, 2014</span></span></i></div>
<div style="text-align: left;">
<i><span style="background-color: white; color: #222222;"><span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></span></i></div>
<div style="text-align: left;">
<i><span style="background-color: white; color: #222222;"><span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></span></i></div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZrG7cUUuCqqotNpjWWUklsAQIAi2flcGvHlt0we8DrRfA0UDw3p2KRtD8yEO5REMBxkopbta-AVF0s5DEd_9al40m074qI8qOj5UaAzLrHYi6AZMp1h_b1mHDXaPg0kyKwzunxe2yN28/s1600/pastpresentfuture.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZrG7cUUuCqqotNpjWWUklsAQIAi2flcGvHlt0we8DrRfA0UDw3p2KRtD8yEO5REMBxkopbta-AVF0s5DEd_9al40m074qI8qOj5UaAzLrHYi6AZMp1h_b1mHDXaPg0kyKwzunxe2yN28/s1600/pastpresentfuture.jpg" width="297" /></a><i><span style="font-family: "bookman old style" , "serif"; font-size: large;">“The day starts in a middle
school. The bell rings. Students scatter from homeroom to get to first period
before the tardy bell. Some missed homeroom and are just leaving the office
checking in. The hall from a distance looks like a rainbow of all shades of
brown, black and white. Students gather
into groups as they walk, some going in one direction, others into classrooms in
the opposite direction. As they gather into groups you begin to see students of
the same ‘shade’ together and all of the ‘white’ students clustering together.
Approaching the small cluster of white students are one or two black students
kind of ‘bringing up the rear’ of the group. As students settle into
classrooms, the shades of black and brown students are seated in large groups
as many as 27-30 per class.. this course is General Math 8 /Algebra I. Many in
the group are new to the school, others went here last year. Of those in the
class, 5 or 6 are already preparing for a boring lesson repeating the same
skills they learned two years ago. Some are attentive nonetheless, others go to
sleep, some socialize, some daydream and wonder what am I here for? <o:p></o:p></span></i></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<i><span style="font-family: "bookman old style" , "serif"; font-size: large;">Down the hall, the cluster of white and two black students
settle in. This is the higher level math class. The teacher is assigned to
teach Algebra II, Problem Based Learning with Math, and some PreCalc if the
time allows (the class is called <b><span style="color: red;">Gifted Math II</span></b><span style="color: red;">).</span>
The students are on task, some socializing but they appear to be ready to
engage. Did I tell you that it’s a very small group..only 9 students in the
class. They come and go each day believing themselves to be the only ones ready
for this course so they dig in and start their studies. They feel special,
unique, set apart. The two black students wonder why they are the only ones
‘like us’ in this small group and think about some of their friends who they
know to be just as bright, some even smarter..but somehow, didn’t make the
‘cut’.<o:p></o:p></span></i></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><b><span style="color: red; font-family: "bookman old style" , "serif";">So I ask you - what
TIME is it?</span></b><span style="font-family: "bookman old style" , "serif";">
Could be 1960 or 1970 when the country’s schools were in the throes of
responding to the 1954 desegregation ruling of Brown v. Board of Education. White
and black students are in school together, large class size is the rule of the
day, limited resources are the norm. Few states responded immediately to Brown,
and those the few who did, still had some of their school districts struggling
with desegregating schools. <o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "bookman old style" , "serif"; font-size: large;">But to
make a long story short.. because I know some of you know where I’m going to with
this. <b><i><span style="color: red;">It’s not 1960 or 1970, not even 1990, it could
easily be 2012, 2013 or even 2014</span></i></b>.
This middle school could be anywhere in the country. Not just the Mid Atlantic
(Maryland or Virginia) or Deep South (South Carolina, Louisiana, Mississsippi),
but could just as well be in a district in the Northeast (New York, New Jersey,
Massachusetts), Midwest (Illinois, Wisconsin), or Southwest (Texas, Arizona,
California). The school could actually be anywhere in our great ‘fair
democracy’. <b><span style="color: red;">It
could be in your community, actually may be the school your child attends.</span></b>
<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "bookman old style" , "serif"; font-size: large;">+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "bookman old style" , "serif"; font-size: large;">Each
day students of color are relegated to some of the nation’s worst schools. They
suffer, we suffer. In particular, each day bright students of color, those from
limited economic backgrounds are relegated to classrooms with limited
resources, schools that don’t offer high level coursework, teachers who are
less qualified, administrators who are watching the clock to retirement. Each
day that these students spend in these segregated, poorly funded environments
is a day lost that can NEVER be REGAINED. A day of high level instruction,
intellectual stimulation, creative engagement, opportunities to work with
practicing professionals that these student lose simply because of the color of
their skin or the holes in the parent’s pockets. These conditions in the 21<sup>st</sup>
century are UNETHICAL, IMMORAL, AND ABSOLUTELY ABOMINABLE!! Our students
deserve better. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "bookman old style" , "serif"; font-size: large;">Of
course, there are some schools that have allowed more students of color to
enter, more students of color to be enrolled in gifted and advanced learner
programs. There are some who have said ‘WE HAVE A PROBLEM, AND WE NEED TO
ADDRESS IT’. In these more progressive environments student still suffer.
Entrance into an academically advanced, culturally discriminatory environment
is close to ‘cultural death’ for some of these students. They find themselves having
to give up who they are internally and become someone else to fit the mold and
the expectation of the teachers who rule the classrooms. And in most cases,
there are so few within the school or classroom who share similar cultural
backgrounds, ethnic legacies, that students feel lost, out of place, as if they
don’t belong. Without culturally responsive teachers, support for their
affective needs, mentors and role models- some will not survive the ‘high end’
environment. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "bookman old style" , "serif"; font-size: large;">In the
past month, seemingly endless streams of articles, blog posting, videos have
emerged speaking to these inequities and to this national embarrassment. I
encourage everyone reading this- whether you are a parent, community leader,
student, scholar, faith leader, policymaker, or concerned citizen to <span style="color: red;"><b>PLEASE DO
SOMETHING WHERE YOU ARE TO CHANGE THESE CONDITIONS!! </b></span><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "bookman old style" , "serif"; font-size: large;">All of
our students deserve the best TEACHERS, the best ACCESS to opportunities, a
fair chance to demonstrate THEIR ABILITY TO BE SUCCESSFUL in Gifted and
Advanced learner programs, and a brighter future. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "bookman old style" , "serif"; font-size: large;">Do
your part to put an end to <b><span style="color: red;">DISCRIMINATORY IDENTIFICATION PRACTICES, BIASED
TESTING, SELECTIVE COURSE ENROLLMENTS, INSTITUTIONALIZED RACISM, SEGREGATED
GIFTED CLASSROOMS WITHIN</span></b> racially mixed schools in your communities!! <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "bookman old style" , "serif";"><span style="color: red; font-size: large;"><i><b>Together,
we can do this!!! </b></i></span><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="text-align: center;">
<span style="font-family: "bookman old style" , "serif";"><b><u>MUST
READ/SEE resources: </u></b><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "bookman old style" , "serif";">High
school student builds ap for black students attending predominately white high
schools<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "bookman old style" , "serif";"><a href="http://www.worldstarhiphop.com/videos/video.php?v=wshhTJ89yT59w6N261ub">http://www.worldstarhiphop.com/videos/video.php?v=wshhTJ89yT59w6N261ub</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "bookman old style" , "serif";">From
PBS’s Rundown page- overview of recent Federal Report on Education Disparities<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "bookman old style" , "serif";"><a href="http://www.pbs.org/newshour/rundown/five-things-know-todays-report-unequal-education/#.UzY6m37ccno.facebook">http://www.pbs.org/newshour/rundown/five-things-know-todays-report-unequal-education/#.UzY6m37ccno.facebook</a>
<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "bookman old style" , "serif";">2010
article from the Village Voice about a segregated ‘school-within-a-school’
model<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "bookman old style" , "serif";"><a href="http://www.villagevoice.com/2010-02-23/news/inside-a-divided-nyc-public-school/6/">http://www.villagevoice.com/2010-02-23/news/inside-a-divided-nyc-public-school/6/</a>
<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<br />
<div class="MsoNormal">
<span style="font-family: "bookman old style" , "serif";">Next
week for part II: one state’s efforts to bring equity to programming for their
student population, and other programming initiated by compassionate educators
& parents to change conditions for children in their own communities. <o:p></o:p></span></div>
Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com2tag:blogger.com,1999:blog-988933473707661085.post-2602654910642585432014-03-23T20:56:00.000-07:002014-03-23T20:56:55.438-07:00Access and Advocacy are Keys to Change!!<div class="MsoNormal" style="margin-top: 12.0pt;">
<span style="font-family: "Verdana","sans-serif";">It’s
been a busy winter, weather challenges and traveling have kept me away
from this page for a while now. I’ve also taken some time to rest a bit, but
still paying close attention to issues and concerns related to educating
children of color. </span></div>
<div class="MsoNormal" style="margin-top: 12.0pt;">
<span style="font-family: "Verdana","sans-serif";">Most recently, a scathing report about the conditions in our
schools for Black students in particular has raised the eyebrows of many across
the nation. This report, released by the U.S. Department of Education cites
numerous inequities that persist in schools that are creating egregious
inequities. (An overview of the report was published in the New York Times-</span>
<span style="font-family: "Verdana","sans-serif";"><a href="http://www.nytimes.com/2014/03/21/us/school-data-finds-pattern-of-inequality-along-racial-lines.html?smid=fb-share">http://www.nytimes.com/2014/03/21/us/school-data-finds-pattern-of-inequality-along-racial-lines.html?smid=fb-share</a>
)<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-top: 12.0pt;">
<span style="font-family: "Verdana","sans-serif";">These
inequities are a major reason why so many bright and talented students are
unable to succeed and are not reaching their highest potential. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Verdana, sans-serif;">In reference to access and
opportunities for high ability students of color, the report cites:<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div style="background: white; line-height: 19.2pt; margin-bottom: 12.0pt; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;">
<!--[if !supportLists]--><b><span style="color: red; font-family: "Verdana","sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;">1.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal; line-height: normal;"> </span></span></b><!--[endif]--><b><span style="background: yellow; color: red; font-family: "Verdana","sans-serif"; mso-bidi-font-family: Helvetica; mso-highlight: yellow;">Algebra
II is not offered</span></b><span style="font-family: Verdana, sans-serif;"> in 25% of schools </span><b><span style="color: red; font-family: "Verdana","sans-serif"; mso-bidi-font-family: Helvetica;">with the highest percentage of black and Latino students.</span></b><b><span style="font-family: Verdana, sans-serif;">
</span></b><span style="font-family: Verdana, sans-serif;">1/3 of these schools </span><b><span style="background: yellow; color: red; font-family: "Verdana","sans-serif"; mso-bidi-font-family: Helvetica; mso-highlight: yellow;">did not offer
chemistry</span></b><b><span style="color: red; font-family: "Verdana","sans-serif"; mso-bidi-font-family: Helvetica;">.<o:p></o:p></span></b></div>
<div style="background: white; line-height: 19.2pt; margin-bottom: 12.0pt; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Verdana, sans-serif;">2.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><b><span style="background: yellow; color: red; font-family: "Verdana","sans-serif"; mso-bidi-font-family: Helvetica; mso-highlight: yellow;">Less than half of American
Indian and Native-Alaskan high school students</span></b><span style="font-family: Verdana, sans-serif;"> had access to the full range of math and science courses, which
consists of Algebra I, Geometry, Algebra II, calculus, biology, chemistry and
physics.<o:p></o:p></span></div>
<div style="background: white; line-height: 19.2pt; margin-bottom: 12.0pt; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="background-color: yellow; background-position: initial initial; background-repeat: initial initial; font-family: Verdana, sans-serif;">3.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;"> </span></span><!--[endif]--><b><span style="background: yellow; color: red; font-family: "Verdana","sans-serif"; mso-bidi-font-family: Helvetica; mso-highlight: yellow;">Black
and Latino students</span></b><b><span style="color: red; font-family: "Verdana","sans-serif"; mso-bidi-font-family: Helvetica;"> accounted for 40 percent of enrollment at schools with gifted
programs, but <span style="background: yellow; mso-highlight: yellow;">only
represented 26 percent of students in gifted programs</span></span></b><span style="background-color: yellow; background-position: initial initial; background-repeat: initial initial; font-family: Verdana, sans-serif;">.<o:p></o:p></span></div>
<div style="background: white; line-height: 19.2pt; margin-bottom: 12.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">
<span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Helvetica;">This is the 21<sup>st</sup> century, and over
one half of our nation’s students attend schools each day where resources are
limited, teachers are ill-trained, and access to the coursework and programming
they need DOES NOT EXIST. <o:p></o:p></span></div>
<div style="background: white; line-height: 19.2pt; margin-bottom: 12.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">
<span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Helvetica;">Until we have full access to equitable high end
learning opportunities in this nation, our students will continue to suffer
discrimination that is unjust, unfair, and simply abominable!!<o:p></o:p></span></div>
<div style="background: white; line-height: 19.2pt; margin-bottom: 12.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">
<span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Helvetica;">I know that it seems sometimes that this ‘access
and equity song’ is getting old and those of us who argue and advocate feverishly
to change conditions should be pleased with the progress we’ve seen and be
patient. This report is SCREAMING to us that the progress that has been made is
not enough and thus, our being patient with slow change is insufficient. <o:p></o:p></span></div>
<div style="background: white; line-height: 19.2pt; margin-bottom: 12.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">
<span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Helvetica;">Patience will not help the mathematically
gifted student attending a high school where Algebra II is not available at
all, being patient will not help the budding inventor and scientist who has NO
access to professional scientists or competitive science programs, or teachers
who have an interest or understanding of the full scope of services available
that will nurture and develop innovation and ingenuity. Patience will not help
the verbally gifted student without a mentor who can expose them to career
options for their giftedness or the artist with no opportunities to visit
museums, be in contact with professional artists on a daily basis. Patience
with these egregious conditions will NOT change conditions!! <o:p></o:p></span></div>
<div style="background: white; line-height: 19.2pt; margin-bottom: 12.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">
<span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Helvetica;">As Americans we should all be alarmed and upset
with this report!! Upset enough to join forces with others to <span style="background: yellow; mso-highlight: yellow;">ADVOCATE AND FIGHT</span> to improve
conditions in EVERY SCHOOL ATTENDED BY CULTURALLY DIVERSE STUDENTS IN EVERY
COMMUNITY IN AMERICA!! <o:p></o:p></span></div>
<div style="background: white; line-height: 19.2pt; margin-bottom: 12.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">
<span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Helvetica;">The data is clear, the numbers don’t lie!!
Without access and opportunity, infinite numbers of young people with intellectual
genius, talents, dreams, ideas, will power and motivation will never reach their
highest potential!! <o:p></o:p></span></div>
<div style="background: white; line-height: 19.2pt; margin-bottom: 12.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">
<span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Helvetica;">Each person reading this can do SOMETHING!! If you
are a parent, make sure you know the full range of coursework and programming
offered in your child’s school; organize meetings with other parents and
educators who are concerned and develop a plan of action to address inequities
NOW! If you are a community leader, bring these reports to the attention of your
churches, community organizations, arrange meetings to discuss and develop a
plan of action in collaboration with families and city/county officials.
Everyone can do SOMETHING!!<o:p></o:p></span></div>
<div style="background: white; line-height: 19.2pt; margin-bottom: 12.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">
<span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Helvetica;">The challenge of change always appears impossible!
That is, until we look back in history and are reminded of happened when a few
committed people determined that the status quo was no longer good enough!! The
data revealed in these reports is NOT GOOD ENOUGH!! We can and MUST do better!!
Our children deserve so much more and are counting on us to make a difference!!
I encourage you to read the report,
share it with others, and search deeply to determine what you can do! When you
are called upon to join others, attend meetings, provide feedback, please don’t
hesitate to act. <o:p></o:p></span></div>
<div style="background: white; line-height: 19.2pt; margin-bottom: 12.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">
<span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Helvetica;">If you have been a part of a ‘change process’
that has effectively created better conditions in your community schools,
please share your ideas here or email me at <a href="mailto:profjoy1022@gmail.com">profjoy1022@gmail.com</a>. I’d love to
share positive, effective ideas to encourage others!! <o:p></o:p></span></div>
<br />
<div style="background: white; line-height: 19.2pt; margin-bottom: 12.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">
<b><span style="color: red; font-family: "Verdana","sans-serif"; mso-bidi-font-family: Helvetica;">PLEASE JOIN ME AND OTHER ADVOCATES FOR EQUITY & ACCESS IN THIS
FIGHT! We won’t quit until conditions improve
and access to high end learning opportunities, highly qualified teachers and advanced
learning opportunities are available to ALL CHILDREN, REGARDLESS OF THEIR
ETHNICITY, CULTURE, INCOME OR THEIR COMMUNITY!! <o:p></o:p></span></b></div>
Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com2tag:blogger.com,1999:blog-988933473707661085.post-57794146105934417432014-02-02T21:09:00.004-08:002014-02-02T21:09:44.248-08:00TWO Books (2) MAKING a DIFFERENCE for Culturally Diverse Gifted Students!!!<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">Last month I promised that I would feature programs and people who are<b><span style="color: purple;"> MAKING A DIFFERENCE</span></b> in the lives of culturally diverse students. There are many. Scholars, Parents/Family Members, Policymakers, Teachers, Community Leaders who work hard everyday trying to open new doors for gifted children for whom access has been limited. </span><div>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;"><br /></span></div>
<div>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">We recognize ALL of these people and APPLAUD your work. There are so many books and programs that are available and are beginning to improve access & equity for diverse gifted learners. In the coming weeks, I will seek out stories of special programs to share via this blog. Your recommendations are appreciated!! </span></div>
<div>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;"><br /></span></div>
<div>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">This blog features <span style="color: purple;"><b>two books</b></span> that are truly <b><span style="background-color: yellow; color: purple;">MAKING A DIFFERENCE</span> </b>for diverse gifted students. </span></div>
<div>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;"><br /></span></div>
<div>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">#1- <b>Retaining & Recruiting Culturally Different Students in Gifted Education </b>by Dr. Donna Y. Ford. This phenomenal book has recently been recognized by the nation's premier Civil Rights organization - the NAACP as it has been nominated for a prestigious <span style="color: purple;"><i><b>2014 NAACP IMAGE AWARD</b></i></span> in the Literary Arts/Instructional category. This nomination is remarkable in that it places Dr. Ford's work in a Literary category that seldom recognizes the scholarly work of educational researchers. What is critical about Dr. Ford's nomination is that because of her work, a much wider audience of families, educators, philanthropists, policy makers, governmental officials, and civil right advocates will recognize (some for the first time) the critical problem of UNDER-REPRESENTATION OF BLACK & BROWN GIFTED CHILDREN IN GIFTED EDUCATION AND ADVANCED LEARNER PROGRAMS NATIONWIDE!!</span></div>
<div>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;"><br /></span></div>
<div>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">See the link below to locate this book on Amazon. </span></div>
<div>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;"><br /></span></div>
<div>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">http://www.amazon.com/Recruiting-Retaining-Culturally-Different-Education/dp/1618210491</span></div>
<div>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;"><br /></span></div>
<div>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">++++++++++++++++++++++++++++++++++++++++++++++</span></div>
<div>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;"><br /></span></div>
<div>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;"><b>#2- Young, Triumphant & Black: Overcoming the Tyranny of Segregated Minds in Desegregated Schools </b>by Drs. Tarek Grantham, Michelle Frazier Trotman Scott, and Deborah Harmon. This trio of scholars has devoted their careers to examining the challenges of being young, gifted & black across a wide variety of publications, scholarly positions, and leadership roles. This unique book explores the experiences of African American students enrolled in predominately white schools where they are oftentimes looked upon as being 'less than' or 'not worthy' of being in gifted and advanced classrooms. While many know of these stories, very seldom do we hear the experiences from the 'voices' of the students. The book's chapters tell tragic, yet triumphant stories from the perspectives of the students and adults who work with them and their families. Highly recommended reading for educators, families, scholars, and policymakers. This book is clearly <span style="color: purple;"><b>MAKING A DIFFERENCE</b> </span>for culturally diverse learners!! See the link below to locate this book on Amazon. </span></div>
<div>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;"><br /></span></div>
<div>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">http://www.amazon.com/Young-Triumphant-Black-Overcoming-Desegregated/dp/1618210297</span></div>
<div>
<br /></div>
<div>
<b><span style="font-size: large;">++++++++++++++++++++++++++++++++++++++++++++++</span></b></div>
<div>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;"><br /></span></div>
<div>
<b><i><span style="color: #351c75; font-size: large;">I encourage readers to share titles and descriptions of other books that you believe are also MAKING A DIFFERENCE for culturally diverse students by noting them below in a comment!! Your feedback and support of this blogspot is always appreciated!! Dr. Joy Lawson Davis </span></i></b></div>
<div>
<br /></div>
Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com5tag:blogger.com,1999:blog-988933473707661085.post-22954823730654464792014-01-06T20:43:00.001-08:002014-01-06T20:43:56.067-08:00~MAKING A DIFFERENCE FOR UNDER-SERVED GIFTED CHILDREN~<span style="font-family: Trebuchet MS, sans-serif;">Fifty two posts ago, in April of 2012- this blogspot was born. The idea and title for the site came to me one night while I was pondering, no worrying - about the state of gifted education in this nation and mostly about about what little progress had been made in the <b><span style="background-color: yellow; color: blue;">WAR on INEQUITIES</span></b> in gifted education. I was so upset one night, when I kept seeing so much about gifted education and saw little or no representation of gifted children of color in the materials. So, in a 'fit' of disgust and anger- I shouted aloud- <span style="color: blue;"><i><b>'WE ARE GIFTED, TOO!!' </b></i>.</span>.thus, this site was born. Since then, this site has had over 26,000 pageviews. The great interest in these children and the issues that concern them is evidence that there are many people around the world who want to do more to <b><span style="background-color: yellow; color: blue;">MAKE A DIFFERENCE</span></b> for under-served gifted children. </span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">It was in 1982 or so that I first learned of this discipline, this distinct field. I fell in love. I realized that I had found a place (in gifted education) that I could really dig into and contribute to so that I could help <span style="background-color: yellow;"><b><span style="color: blue;">MAKE A DIFFERENCE</span></b></span> particularly for a group of students whose needs were seldom attended to in regular educational settings - gifted children from culturally diverse groups including those from low income, rural & urban communities. These students were bright, creative, and very intuitive. At the time, I was working in a small rural school district in Virginia. The community was isolated, yet, there in that place I came to love and dedicate myself to MAKING A DIFFERENCE to address inequities in the lives of very bright children who were under-challenged and under-served every day! Even with limited exposure to a wider cultural arena that existed in urban and suburban communities, these children were extremely smart, they were funny, compassionate, many were excellent artists, had remarkable leadership skills, had persistence, and caught on easily to complex concepts. The schools, while limited in resources, were staffed with educators who were committed to their work, cared about the children, and did very well with very little to <span style="color: blue;"><b style="background-color: yellow;">MAKE A DIFFERENCE</b></span> and nurture the best in the students, doing what they could to help them reach their highest potential.</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">For the past thirty plus years, I have worked with educators, scholars, researchers and families in urban areas, suburban communities and rural communities across the nation. My commitment to <b><span style="color: blue;"><span style="background-color: yellow;">MAKING A DIFFERENCE</span> </span></b>is greater now than ever! What has changed in my quest to do this work is that I've learned that I'm not in this alone. Over the years, I have met hundreds of people who are deeply dedicated to addressing the inequities in gifted education, deeply passionate about sharing their own resources and gifts, deeply committed to working hard at almost any cost to ensure that the gifts and talents of ALL children and youth are challenged and that they are given their fair and equitable share of resources in schools and programs across the nation!!</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">This work is not the work of a few, but the work of many. This is also not for the 'faint of heart'...sometimes we have to fight and draw attention to the needs of the under-served gifted child in ways that others may be offended by. But, being courageous does not mean that we are always going to be liked by everyone. This is a battle! </span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXQW2YsQOCRdNZqpdTNJiO0FIycYupGkcFNKiGL9RLebuR1Ld9B8_yQWdAHo6FuhTc-7dLf2CvdmGMJUMTA04dQG1mU352Fjc4XgP0ZX_f9bnRGyg0SSbcZ8dNm2DI82WOAc0OKvhGKLw/s1600/Pinequote.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXQW2YsQOCRdNZqpdTNJiO0FIycYupGkcFNKiGL9RLebuR1Ld9B8_yQWdAHo6FuhTc-7dLf2CvdmGMJUMTA04dQG1mU352Fjc4XgP0ZX_f9bnRGyg0SSbcZ8dNm2DI82WOAc0OKvhGKLw/s1600/Pinequote.jpg" height="320" width="320" /></a><span style="font-family: Trebuchet MS, sans-serif;">There is so much to be done, at any given time, there are thousands of culturally diverse gifted children in classrooms with ill-trained teachers who see little if any potential in them. These same children may possess the potential that can change the life outcomes for themselves and their families, communities through discoveries in the sciences, creations in the arts, or systemic theories across many disciplines. There is so much work to be done. We need everyone's hands and hearts in this together.</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">My networking across the nation has been very powerful and effective. I have been fortunate enough to have met many people who are doing great work for children and <b><span style="background-color: yellow; color: blue;">MAKING A DIFFERENCE</span></b> everyday. So, I have decided that I will dedicate the first six blogs of 2014 to profiling individuals and programs that are <b><span style="background-color: yellow; color: blue;">MAKING A DIFFERENCE FOR UNDER-SERVED GIFTED CHILDREN.</span></b> </span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">Some of these individuals whose work has great impact are NOT educators...they are from many different fields. Most recently, through a connection with a good friend and literary agent (Patrick Oliver), I came in contact with a multi-talented artist who began her career as a gifted child actress/vocalist. This young woman has had the ingenuity to continuously re-invent herself so that now she is not only performing to entertain but is now sharing her gifts to motivate and inspire other young people. I was so excited to make her acquaintance and to talk with her. I asked if she'd like to share some of her work and rationale for <span style="color: blue;"><b style="background-color: yellow;">MAKING A DIFFERENCE</b></span> and she generously agreed to do so. She shares in this brief testimony below and her website just how passionate she is about <span style="color: blue;"><b style="background-color: yellow;">MAKING A DIFFERENCE</b></span> by sharing her gifts to help others. She has lived the life of a child prodigy in one of the toughest fields of all- the entertainment industry and survived!! </span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">Please read and share Rhona Bennett's story below, go to her website, and share her story with others. Many thanks to you Rhona for <span style="color: blue;"><b style="background-color: yellow;">MAKING A DIFFERENCE</b></span>!:</span><br />
<br />
<div class="MsoNormal">
<span style="font-family: "Traditional Arabic"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman";"><i>"Well, I must say that I feel it is a
pleasure and a privilege to be given the opportunity by Dr. Lawson Davis to write
something for this blog. When I first spoke with her, the passion for what she
does just oozed through the phone. Her enthusiasm to try something new with me,
and to explore the potential of the current cutting edge of how our children
are supported in their uniqueness and abilities was refreshing. Aside from the
great energy being exchanged, we connected in that we both hold a strong desire
to make a difference. <o:p></o:p></i></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Traditional Arabic"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman";"><i>As a professional entertainer in the
industry of the fine arts for over 25 years now, I've definitely had to
reinvent myself due to some of the discouraging changes my business has gone
through; and I have been willing to stretch into something greater in order to
thrive and support more of my purpose on the planet. Since this stretching,
I've discovered that I want to also motivate and inspire others by sharing my
story of challenges and successes, and also some of the tools I've picked up
along the way to help someone else maximize what their capable of. I am a
student of life, and for life. <o:p></o:p></i></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Traditional Arabic"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman";"><i>There are several pathways to learning;
and embracing the arts as a way to continue tapping into the creative minds of
the “gifted” for self development is something I look forward to building on
with Dr. Lawson Davis. <o:p></o:p></i></span></div>
<div class="MsoNormal">
<br /></div>
<br />
<div class="MsoNormal">
<span style="font-family: "Traditional Arabic"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman";"><i>I welcome you to visit my website www.rhonabennett.com, which is home for the brand of Rhona Bennett '<b><span style="color: red;">Where
Entertainment and Inspiration Meet'.</span></b></i><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Traditional Arabic"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman";"><i><b><br /></b></i></span></div>
<h3>
<span style="font-size: x-small;"><span style="color: blue; font-family: Trebuchet MS, sans-serif;"><i>Readers: If you have a story to share or know of someone whose work should be featured here who is MAKING A DIFFERENCE for under-served gifted children in any capacity, please contact me! I want to share their stories and programs here. </i></span></span></h3>
<h3>
<span style="font-size: x-small;"><span style="color: blue; font-family: Trebuchet MS, sans-serif;"><i><br /></i></span><span style="color: blue; font-family: Trebuchet MS, sans-serif;"><i>Your support of this blogsite is deeply appreciated by all the gifted learners, educators, and families whose lives have been positively impacted by your reading and all of your hard work to MAKE A DIFFERENCE for under-served gifted children everywhere!! Dr. Joy </i></span></span></h3>
Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com3tag:blogger.com,1999:blog-988933473707661085.post-58850282646466082202013-12-03T20:07:00.000-08:002013-12-03T20:07:10.631-08:00Why GIFTED Students STILL need GIFTED Education!!<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: Verdana, sans-serif;">by Joy Lawson Davis </span></div>
<br />
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: Verdana, sans-serif;">(with Donna Y. Ford
& Josh Shaine)</span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">Yesterday I read with dismay
and irritation a commentary published in the Washington Post entitled: <i>‘Why Geniuses Don’t Need Gifted Education’</i>. After reading I immediately thought of all
the gifted children in schools and communities across the nation who may be
placed at an even greater disadvantage simply because of the publication of
that brief and poorly justified commentary. I also thought of the thousands of
times I have in my thirty year career heard a parent, school administrator or
teacher say that gifted services were in jeopardy of being dismantled, cut from
the budget or reduced to almost nothing all because new leadership were of the
mindset that is perpetrated by articles like the one in the Post – that gifted
students or ‘geniuses’ as Mathews specified would make it anyway without
specially funded, specially designed, specially set-aside services just for
them! <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">My head was spinning after I
read the article and I shared feed back with two colleagues (Donna Y. Ford and
Josh Shaine) whom I greatly respect and the three of us decided that together
we would share our ‘retort’ to the Post article here on this blog hoping that a
wide audience would read and respond sharing their feedback as we will do here.
We were especially concerned that this article which was written to speak
specifically to one type of genius or gifted child- the one who is born in
circumstances where it may be likely that parents or school resources (without
special services) would be sufficient to nurture and help them develop their
high intellectual capacity. The article made absolutely NO MENTION of the
genius child who through no fault of his or her own would be born in a
household where parents are working day to day to make ends meet, where
resources are limited, where the nearest university campus is an hour away,
where they may sit in classrooms idling away their genius because ill-trained
teachers don’t recognize or respect the gifts they have. Worse, there are some
children & youth in communities whose teachers don’t believe that they can
even BE GIFTED or PERFORM AT A GENIUS LEVEL. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">What about gifted services
for those types of geniuses? Those children still need and will probably always
NEED GIFTED SERVICES. I will take my position even further to suggest that ALL
GIFTED CHILDREN WILL ALWAYS NEED GIFTED SERVICES. Why?<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">The gifted education
classroom for many will be the first and only place that they actually find a
set of peers who think like they do, enjoy and have passions like theirs, where
they can find a friend and in doing so – find themselves. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">And what about Black
geniuses? It was obvious that Post article was not making reference to those
students. Black geniuses are being discovered and increasingly spoken about. It
was Dr. Martin D. Jenkins in the early 20<sup>th</sup> century who noted that Black
gifted students would continuously have difficulties accessing services that
are more freely provided their White peers. In his early work, Jenkins and his
mentor, Paul Witty studied a black female genius with an IQ of 200. When
Mathews mentioned the Termites studied by Lewis Terman in his article, he was
certainly not speaking of Black geniuses or even females for that matter!! It is
well known that Terman’s study group were white , middle - upper income males (Davis, 2013). <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">In my work with Black gifted
students over the past three decades, I cannot tell you how many times I’ve
been told personally by someone that the gifted program ‘saved me’ or from a
parent – the gifted program or the summer enrichment program ‘saved my child’
turned his/her life around… <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">The gifted education program,
well designed and well implemented is the only place a bright, creative student
with high energy, and a voracious mind can have opportunities to experiment
with ideas, be challenged to think beyond the norm and be challenged to create new knowledge.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">The gifted program, well
implemented and accessible to all geniuses, regardless of their ethnicity, can
provide a global think tank for gifted children from other cultures, other
neighborhoods, and provide opportunities for them to be compete at a level that
cannot be provided for in the regular school environment. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">I believe there are thousands
of genius children and youth who are Black, Brown, some poor, some rural,
urban, who are craving Gifted education programming. These young people need
more advocates, more attention, more programming- not LESS. As we compete
globally and recognize that our students in the U.S. are not performing to up
to par with their foreign neighbors, this is hardly the time to say: GENIUSES
DON’T NEED GIFTED EDUCATION! <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">Josh Shaine provides key
pluses and minuses in the Mathews commentary here: <a href="https://www.facebook.com/joshshaine/posts/10100181937811968?notif_t=like">https://www.facebook.com/joshshaine/posts/10100181937811968?notif_t=like</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">While there may be some
geniuses who may fare well independently, we believe that for most - special
programs in public schools, support programming funded by private entities like
the Jack Kent Cooke Foundation, Oliver Scholars Programs, SEED program, University
programming (summer, after school, early college, etc), State and regional Governor’s
schools (like those in VA and NC) are GREATLY NEEDED. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">From where we sit, gifted
children need more!! We are under-serving students of color, poor students,
rural students, urban students at astronomical rates (Ford, 2013). We MUST DO
BETTER! WE MUST SERVE THESE CHILDREN AND MEET THEIR NEEDS FOR INTELLECTUAL,
ACADEMIC, AND CREATIVE CHALLENGE. Less programming, less attention to the
geniuses in America’s communities is definitely NOT the answer!! <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 10.0pt;"><span style="font-family: Verdana, sans-serif;">For more reading: <o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 10.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><span style="font-family: Verdana, sans-serif;">Davis, J.L. (2013). Martin D. Jenkins: A Voice to be Heard. In A.
Robinson & J. Jolly (Eds), <i>Illuminating
Lives: A century of contributions to gifted education</i>. New York: Routledge
Press. <o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif;"><span style="background: white; color: #222222; font-size: 10.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Helvetica; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Ford,
D.Y. (2013). <i>Recruiting and retaining culturally
different students in gifted educatio</i>n. Waco: Prufrock
Press. </span><span style="font-size: 10.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif;"><span style="font-size: 10.0pt;">To read Mathews’ commentary,
go to: </span><a href="http://www.washingtonpost.com/local/education/why-geniuses-dont-need-gifted-education/2013/12/01/4dbd2342-56e0-11e3-835d-e7173847c7cc_story.html"><span style="font-size: 10.0pt;">http://www.washingtonpost.com/local/education/why-geniuses-dont-need-gifted-education/2013/12/01/4dbd2342-56e0-11e3-835d-e7173847c7cc_story.html</span></a></span><span style="font-size: 10.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
<span style="font-size: 10.0pt;"> <o:p></o:p></span></div>
Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com18tag:blogger.com,1999:blog-988933473707661085.post-79055777739902031732013-11-17T21:04:00.000-08:002013-11-17T21:04:34.507-08:00Facing Race in Gifted Education<div class="MsoNormal">
<i><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif;">”Adding
the element of race to a discussion makes people uncomfortable. It is as
if some illusive, powerful force has entered and takes up all the air. For all
the hope we hold as our national image, we can be a hard place”</span></i><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif;">
Berkowicz & Myers, Education Week, Nov 2013<span class="apple-converted-space"> </span></span><span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif;"><span class="apple-converted-space"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;">I returned exhausted and exhilarated last Sunday
afternoon from the 60<sup>th</sup> Anniversary Convention of the National
Association for Gifted Children (NAGC). My sole purpose in continuing my
involvement with organizational politics is to ensure that I do my part to help
‘disenfranchised groups’ get the attention they so justly deserve in Gifted Education
programming, research, policy development, and educational practice. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;">Just before I left for the convention, I read a
post in Education Week entitled ‘Facing Racism’. It was right on time!! It
reassured me that working so hard to <b><span style="color: red;">‘face race in gifted education’</span></b> with the goal of
eventually combating racism in this field is the right thing to do and that do
any less is immoral and unethical. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;">Fighting this ‘race’ battle can sometimes be draining!
My energies are always restored, however, when I come into direct contact with
other scholars and advocates whose passions are as intense as my own. It is exciting
for me to sit with them, have lively and intense conversations about their experiences,
successes/victories, and the continuing barriers we all face in this race
towards equity. (Upcoming blogs will feature a few stories from professionals
in the field of gifted education..if you have one to share, please contact me).
<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;">The NAGC convention provided many avenues to
discuss race and its impact on culturally and linguistically diverse students
and their families and the educators who advocate for them! For me, it was
probably the most exciting convention that I have ever attended! I presented at
my first NAGC Convention over twenty years ago. But, twenty years ago, among
the participants there were only a few educators of color. Going to the NAGC
convention back then was a very lonesome experience. It was quite disheartening
at times. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;">Twenty years later, the group of scholars of
color in our field has grown. The number of sessions reflecting scholarship and
practice related to Culturally Diverse learners has also increased. It was very
affirming to walk among the group in Indianapolis. BUT, even with the increase
in participants, we are still a long way from fairly and equitably addressing
the needs of racially diverse gifted students in schools across the nation. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;">At the convention, we had several opportunities to engage
in dialogue to move forward with <b><i><span style="color: red;">‘Facing Race in
Gifted Education’</span></i></b>. A new initiative of the <b>Diversity &
Equity committee</b> holds great promise for getting materials out to local leaders
to address these issues. Dr. Tracy Cross, our new president is a strong
advocate for equity. His leadership will be important as the organization moves
forward. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;">Most impressive, however, was a panel discussion
hosted by the <b>Special Populations Network. </b>
The session was ‘standing room only’ as Dr. Tarek Grantham of the
University of Georgia, masterfully moderated a panel of five leaders as we
responded to implications of a recent court case in Elgin, Illinois. In this
case, it was determined that the district discriminated against Hispanic gifted
students by sponsoring separate gifted programs. Other implications from the
case included the use of culturally biased testing materials and unequal access
to information about gifted programs. The
questions below were posed to the panelists and may be helpful in your school
districts to help close ‘race gaps’ in gifted programs: <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="color: red; margin-bottom: 0.0001pt;"><b><i><span style="font-family: "Century Gothic","sans-serif";">What do successful
approaches/models for addressing racial disparities in gifted program
student enrollment look like?<o:p></o:p></span></i></b></li>
<li class="MsoNormal" style="color: red; margin-bottom: 0.0001pt;"><b><i><span style="font-family: "Century Gothic","sans-serif";">How do you address
biased attitudes and behaviors of people to improve the climate and
culture for Black and Brown students in gifted and advanced programs?<o:p></o:p></span></i></b></li>
<li class="MsoNormal" style="color: red; margin-bottom: 0.0001pt;"><b><i><span style="font-family: "Century Gothic","sans-serif";">In what ways can you
collaborate with students, families, community members, school personnel,
organizational leaders, and policy makers to confront racial disparities
in gifted and advanced programs?<o:p></o:p></span></i></b></li>
<li class="MsoNormal" style="color: red; margin-bottom: 0.0001pt;"><b><i><span style="font-family: "Century Gothic","sans-serif";">How can policies and
procedures be changed to improve screening, referral, identification,
assessment, eligibility determination, placement, and retention of
under-represented groups in gifted education?<o:p></o:p></span></i></b></li>
</ul>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;">Another historic presentation was a session on <b><u>Black Geniuses</u></b>, co-presented by
Dr. Donna Y. Ford of Vanderbilt University and myself. To my knowledge, this
was the very first session on record to focus on the legacy of one of the early
pioneers in our field, <b><u>Dr. Martin D.
Jenkins</u></b>, Father of the Study of Black Giftedness. This session shared Dr. Jenkins' legacy and featured
profiles of black prodigies from across the nation. Our plan is to continue
honoring Dr. Jenkins annually at NAGC and honoring contemporary Black Geniuses at future
Conventions. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;">While these sessions and others were well
received, there is still so much work yet to be done!!<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;">I continue to appeal to parents, community
leaders, educators and other advocates of ALL students to do your part to
ensure that we ERADICATE UNDER-REPRESENTATION of racially diverse students in
gifted programs. To advocate, we must do more to pull the
‘cover off’ of discriminatory policies, and stand united until all high ability
and gifted students have equitable access to challenging and nurturing educational
environments, elementary through secondary school and beyond. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;">In a nation which is without a doubt the most
racially diverse of any developed nation in the world, it is a travesty that we
continue to waste the intelligence, creativity, psychosocial gifts of so many
children and youth and judging them more on the color of their skin, the
neighborhood they originate from THAN the power of their intellectual capabilities.
<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div style="border-bottom: solid windowtext 1.0pt; border: none; mso-border-bottom-alt: solid windowtext .75pt; mso-element: para-border-div; padding: 0in 0in 1.0pt 0in;">
<div class="MsoNormal" style="border: none; mso-border-bottom-alt: solid windowtext .75pt; mso-padding-alt: 0in 0in 1.0pt 0in; padding: 0in;">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;">WE MUST DO BETTER!!
OUR CHILDREN ARE COUNTING ON US AND THE FUTURE OF OUR NATION IS DEPENDENT ON A
CHANGE IN POLICY AND PRACTICE TO ENSURE THAT ALL HIGH ABILITY & GIFTED
LEARNERS ARE ABLE TO REACH THEIR FULL POTENTIAL!! <b><i><span style="color: red;"><o:p></o:p></span></i></b></span></div>
</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Century Gothic, sans-serif;"><span style="font-size: 19px; line-height: 21px;">Resources: </span></span></div>
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;">Education Week: </span><a href="http://blogs.edweek.org/edweek/leadership_360/2013/11/facing_racism.html">http://blogs.edweek.org/edweek/leadership_360/2013/11/facing_racism.html</a></div>
<div class="MsoNormal">
<br /></div>
<br />
<div class="MsoNormal">
<span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;">Facebook: </span><a href="https://www.facebook.com/WeAreGifted2JLDavis">https://www.facebook.com/WeAreGifted2JLDavis</a><span style="font-family: "Century Gothic","sans-serif"; font-size: 14.0pt; line-height: 115%;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
NAGC Position Paper on Identifying and Serving Culturally & Linguistically Diverse Gifted Learners: <a href="http://www.nagc.org/index.aspx?id=9430">http://www.nagc.org/index.aspx?id=9430</a> </div>
Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com3tag:blogger.com,1999:blog-988933473707661085.post-42634135040756388902013-09-19T19:31:00.000-07:002013-09-19T19:31:41.629-07:00Why We Homeschooled Our Gifted Black Boys<div class="MsoNormal" style="text-align: center;">
<span style="font-family: Verdana, sans-serif;"><b>by Paula Penn-Nabrit, Parent & Author of: </b><i> <u>Morning by Morning: How We Home-Schooled Our African-American Sons to the Ivy League</u></i></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;"><b><br /></b></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">Usually
my answer to <i>Why</i> references Aristotle,
<i>All men by nature desire knowledge</i>. As parents, w</span><span style="font-family: Verdana, sans-serif; font-size: large;">e knew black boys were at
the bottom of every measurement standard other than athletics and given
Aristotle’s statement, we concluded the problem was 'process based'.</span><span style="font-family: Verdana, sans-serif; font-size: large;"> </span><span style="font-family: Verdana, sans-serif; font-size: large;">We were interested in how the process of
institutionalized education shaped the psycho-social development of gifted black
boys and the cultural implications of institutionalized racism on all
inhabitants.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">We began homeschooling after
much prayer and the formulation of mission and vision statements derived from our
<i>Allegory of the Blue Cars</i>. In our
allegory everyone’s actively involved in automobile production, yet somehow
many of the blue cars come off the line missing a wheel. Some community members are convinced the
missing wheels are evidence of a conspiracy to destroy blue cars, while others
are convinced it’s evidence of a lack of commitment by the blue car segment of
the community. Both are wrong. The missing wheel is evidence of a design flaw
and emotionally charged accusations and problem repetitions will not fix it.
Instead the design process must be re-tested and all cars, including the blue
cars must be dis-assembled, re-examined, re-designed, re-engineered and then
re-assembled. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">Transferring <i>Allegory of the Blue Cars</i> to
institutionalized education we determined Aristotle’s premise meant the absence
of seeking must be a reaction to an external design flaw. Our homeschooling vision
was our gifted black sons emerging as holistically healthy adults, contributing
rather than merely consumptive citizens. Our mission was to create a space
where holistic health would be nurtured and promoted as the <i>telos</i> or highest good. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">The vision and mission were
supported by three constructs with cultural components, namely that holistic
health requires: <i>i</i>) acknowledgement
and validation of the child as a spiritual, intellectual and physical being; <i>ii</i>) the study, growth and development of
each aspect of the child; and <i>iii</i>)
the child surrounded by adult versions of himself.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;"> <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">In traditional educational
institutions 85% of teachers in K-12 are Caucasian/white women. This is part of
the design flaw. It inhibits the ability of the gifted black male child to see
himself mirrored in his exploration of the life of the mind. We hired African and African-American graduate
students, mostly male to teach Mathematics, Biology and French. The history of global education speaks to the
viability of single-sex education as an option.
As Caucasian/white women have benefited generationally from institutions
designed for them, deductive reasoning indicates an equally specific
environment designed for them would be beneficial for gifted black boys. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">Our school year was expanded
to a 12 month calendar to develop life-long learners committed to
interdisciplinary, subject matter mastery and expertise rather than mere testing
competence. Our curriculum was repetitive, deep and narrow with limited
extracurricular options. Each year they studied Ancient & Global
Literature; Biology; Global History & Geography; Mathematics; Philosophy
& World Religions; and Politics, Governments & Current Events.
Athletics including fencing, football, golf, swimming, tae kwan do and tennis
were experienced through Columbus Parks and Rec Centers because gifted black
boys must develop social skills to interact across broad economic sectors.
Community service and participation in the arts also included. Our sons were
active (if not always willing) participants in The Church of Christ of the
Apostolic Faith’s Bible Bowl teams, choirs, camps and VBS. (They are 5<sup>th</sup>
generation members of this 100 year old congregation!) By “graduation” each had
over 2,500 hours of volunteer service at Columbus’ COSI (Center of Science and
Industry) where Charles and Evan developed operant conditioning techniques
training rodents for <i>Rat Basketball</i>
and Damon created an independent exhibit, <i>The
Physics of Juggling</i>. Until his voice changed, Charles was a member of
OperaColumbus’ Children’s Chorus performing in Puccini’s <i>Turandot</i> while Damon performed in Mozart’s <i>The Magic Flute</i> as a member of the Opera Guild. From age 7 Evan attended
Saturday School at Columbus College of Art & Design and by 13 was working as
a protégé with the acclaimed African-American artist Roman Johnson. They
attended YMCA Camp, Space Camp, Engineering Camp and Oceanography Camp,
traveled through 40 states, much of Canada, and parts of the Caribbean, Asia
and Europe.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">Our experiment spoke to
Erickson’s 4<sup>th</sup> and 5<sup>th</sup> stages of psychosocial development
with a specific emphasis on culture. The 4<sup>th</sup> stage, psychosocial conflicts
around personal competence, was met by an environment designed for them, populated
with adult versions of them and premised upon a quest for holistic health where
their spiritual, intellectual and physical selves were nurtured. Each came to a
deep knowledge of himself, his competence and capacity to determine, define, do
and be good as a prime mover rather than a reactor. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">Their movement through
Erickson’s 5<sup>th</sup> stage, identity and confusion, also was enhanced by
homeschooling. One of the greatest
challenges for gifted black children is moving beyond what I’ve coined <i>The Myth of the Exceptional Negro</i>. This myth takes the normative status of
institutionalized racism and creates a neurological pathway internalizing it-convincing
the gifted black child there are no others. When a black boy is identified as
gifted, he’s relegated to <i>conspicuous
other</i> status, standing alone as he’s told <i>You’re not like them, I don’t even think of you as black</i>. Coming on the heels of the ever-present, <i>I don’t see color</i>, this requirement to
stand alone is poignantly conflicting. This stage also presents challenges for
non-black children affected and infected by institutionalized racism. How is an
Asian or Caucasian/white child (or their parents!) to process the results when
a black boy excels beyond the group? How do teachers and administrators cope
with such an outcome? Too often the gifted black child is expected to navigate
that complex maze while acting as <i>spirit
guide</i> for classmates, teachers and administrators. Homeschooling allowed us
to deduct this variation of the so-called <i>black
tax</i> from our sons’ educational revenue stream.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<br />
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">It was not always a
particularly pleasant experience, but I am very thankful we had the opportunity
to homeschool our gifted black sons.</span><span style="font-size: 11pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">++++++++++++++++++++++++++++++++</span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif;">Guest Writer's Bio: </span><i>Recently widowed after 36
years, 8 months and 24 days, Paula Penn-Nabrit is 58 and still challenged by
the struggle between power and submission. She married Charles Madison Nabrit
in 1976 and after law school helped raise and homeschool their sons, Charles,
Damon and Evan. Paula’s written several books, including <u>Morning by Morning:
How We Home-Schooled Our African-American Sons to the Ivy League</u> and <u>The
Power of a Virtuous Woman</u>, lectured extensively around the world with her
consulting firm, PN&A, Inc. </i><a href="http://www.nabrit.com/pna"><i>www.nabrit.com/pna</i></a><i>, teaches Sunday School at the church where her family
has worshipped for over 100 years and is passionate about her501(c)(3), Telos
Training, Inc. Visit Paula and Telos Training, Inc. @ </i><a href="http://www.telosinc.org/"><i>www.telosinc.org</i></a><i> and on Facebook. </i></div>
<div class="MsoNormal">
<i><br /><span style="font-size: x-small;"><o:p></o:p></span></i></div>
Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com7tag:blogger.com,1999:blog-988933473707661085.post-16334758160765527232013-09-15T18:33:00.003-07:002013-09-15T18:33:47.262-07:00Anti-Bullying Signs & Symptoms ALL Parents should know!!<div class="MsoNormal" style="text-align: center;">
<span style="color: purple; font-family: Verdana, sans-serif; font-size: large;">by Carolyn Strong, anti-bullying activist, doctoral student & parent of a highly gifted teen</span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">Bullying is a very pervasive issue, particularly as it
relates to<span style="color: red;"> <b>gifted children of color</b>,</span> often those unique, quirky qualities that
define giftedness can be the same things that bullies use to target a child on
the playground. </span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;">These are things that we do not like to think about; but as
summers comes to a close, bullying and the <b><span style="color: red;">gifted child is something that we
have to once again pay attention to</span></b>.</span></div>
<div class="MsoNormal">
<span style="text-indent: 0.5in;"><span style="font-family: Verdana, sans-serif; font-size: large;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;"><span style="text-indent: 0.5in;">As the beginning of the school year
is upon us, I would like to take moment to address some issues that may have forgotten
while enjoying the summer.</span><span style="text-indent: 0.5in;"> </span><span style="text-indent: 0.5in;">While
students file into classrooms and pick up where they left off with their
friends and classmates; there are other, more ominous relationships that will
continue as well, the relationship between the bully and the bullied.</span><span style="text-indent: 0.5in;"> </span></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;"><span style="text-indent: 0.5in;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;"><span style="text-indent: 0.5in;">In the interest of full disclosure as it
relates our children, we should <b><span style="color: purple;">understand the signs and symptoms of being
bullied</span></b>, along with strategies for intervention.</span></span></div>
<div class="MsoNormal">
<span style="text-indent: 0.5in;"><span style="font-family: Verdana, sans-serif; font-size: large;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif; font-size: large;"><span style="text-indent: 0.5in;"><span style="color: red;"><b>If a child is being bullied, they
may not necessarily come right out and say so</b></span>. It may be up to us as adults to
read between the lines and figure out when a child is having an issue. This is
also when knowing your child becomes essential. There is finite list of
behaviors that I can give you that will indicate</span><a href="" name="_GoBack" style="text-indent: 0.5in;"></a><span style="text-indent: 0.5in;"> that a
child is being bullied; however there are some behaviors that may suggest there
is a problem.</span></span></div>
<div class="MsoNormal">
<span style="text-indent: 0.5in;"><span style="font-family: Verdana, sans-serif; font-size: large;"><br /></span></span></div>
<div class="MsoNormal">
<span style="text-indent: 0.5in;"><span style="font-family: Verdana, sans-serif; font-size: large;">Prior knowledge of the
child’s disposition is always helpful. For example, one of the symptoms of
bullying is a child becoming shy and withdrawn; if this is a part of the
child’s personality already, it is probably nothing; if this demeanor is new,
then it is probably a red flag. Below you will find a list of behaviors that
may be associated with bullying; please use them wisely and take the child’s
personality into account when applying them.</span></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="color: purple; font-family: Verdana, sans-serif; font-size: large;"><i><b>-child has become shy and withdrawn
</b></i></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="color: purple; font-family: Verdana, sans-serif; font-size: large;"><i><b>-child no longer wants to attend
school </b></i></span></div>
<div class="MsoNormal" style="margin-left: .5in;">
<span style="color: purple; font-family: Verdana, sans-serif; font-size: large;"><i><b>-child has become fixated and begin
to come home talking about one child’s treatment of them constantly. </b></i></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="color: purple; font-family: Verdana, sans-serif; font-size: large;"><i><b>-child may no longer enjoy things
that they once enjoyed. </b></i></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="color: purple; font-family: Verdana, sans-serif; font-size: large;"><i><b>-sudden change in grades and/or
school attendance.</b></i></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="color: purple; font-family: Verdana, sans-serif; font-size: large;"><i><b><br /></b></i></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: Verdana, sans-serif; font-size: large;">If you notice that your child is
exhibiting these behaviors, please talk to the child and try to ascertain what
may be going on. If you determine that further intervention is needed please
seek help, and do not try to tackle the problem alone (see below for Ms. Strong's website).</span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<br />
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: Verdana, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: Verdana, sans-serif;"><i><b>This week's guest blogger is Carolyn Strong. <span style="color: red;">Carolyn is a parent of a highly gifted teen who is also a blogger and entrepreneur. </span></b></i></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="color: red; font-family: Verdana, sans-serif;"><i><br /></i></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="color: red; font-family: Verdana, sans-serif;"><b><i><span style="background-color: white; font-size: 14px; line-height: 21px; text-indent: 0.5in;">Carolyn is a m</span><span style="background-color: white; font-size: 14px; line-height: 21px; text-indent: 0.5in;">otivational educator with an anti-bullying message of hope for children, families and schools. Carolyn holds multiple Master’s degrees in both Curriculum and Educational leadership. Carolyn is currently pursuing a doctoral degree in curriculum and social inquiry. </span><span style="background-color: white; font-size: 14px; line-height: 21px; text-indent: 0.5in;"> </span></i></b></span></div>
<span style="color: red; font-family: Verdana, sans-serif;"><b><i><br style="background-color: white; font-size: 14px; line-height: 21px;" /></i></b></span><div class="MsoNormal" style="text-indent: .5in;">
<span style="color: red; font-family: Verdana, sans-serif;"><b><i><span style="background-color: white; font-size: 14px; line-height: 21px; text-indent: 0.5in;">Carolyn's research focuses on bullying, bullying and the black aesthetic, girl bullying, minority bullying, and minority representation in gifted education.</span><span style="background-color: white; font-size: 14px; line-height: 21px; text-indent: 0.5in;"> </span></i></b></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="background-color: white; font-size: 14px; line-height: 21px; text-indent: 0.5in;"><span style="color: red; font-family: Verdana, sans-serif;"><b><i><br /></i></b></span></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="color: red; font-family: Verdana, sans-serif;"><span style="background-color: white; font-size: 14px; line-height: 21px; text-indent: 0.5in;"><b><i>For more information about her anti-bullying research and work</i>, go</b> to: </span><a href="http://www.bulliesstink.com/meet-our-team.html">http://www.bulliesstink.com</a></span></div>
Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com1tag:blogger.com,1999:blog-988933473707661085.post-28135586357975552962013-09-09T20:22:00.000-07:002013-09-09T20:26:49.895-07:00Parent to Parent: Reading Tips Everyone can Use <div align="center" class="MsoNormal" style="text-align: center;">
<b><i>By Dr. Andrea Blake-Garrett, Parent,
Science Educator and Author<o:p></o:p></i></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i>“To go from poverty to
the professions, you must first cross a bridge called books”.<o:p></o:p></i></div>
<div align="right" class="MsoNormal" style="text-align: right;">
Dr. Samuel Betances</div>
<div align="right" class="MsoNormal" style="text-align: right;">
<br /></div>
<div class="MsoNormal">
<a href="http://theadventuresofizzyandjuju.com/yahoo_site_admin/assets/images/COVER_12-6-11.34775941_std.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="http://theadventuresofizzyandjuju.com/yahoo_site_admin/assets/images/COVER_12-6-11.34775941_std.jpg" width="312" /></a><span style="font-size: large;">As parents we love our children. We want what is best for
them. We want them to live a better life than we did – right? If your answer is
yes, then you must start reading aloud to and with your children now! Let them see and hear you reading. As you read point to each word. Speak loud and
proud. Allow your voice to fill the room you are in. </span><br />
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<div style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;">
</div>
</div>
<div class="MsoNormal">
<span style="font-size: large;"><i>“There is no time to
read. Nonsense.”</i> Make time. There is
no law that says you have to read the whole story in one sitting. Ten minute in
the morning and ten minutes at night equal 20 minutes a day. That is over 2
hours per week. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: large;"><i>“ My child won’t sit
still for me to read to him/her” </i>Who cares? As long as they are in the same
room and can hear you keep on reading. In the beginning, my son would never sit
still not even for 5 minutes. As time went by he began to settle into his
routine and began to sit for longer and longer reading sessions. If there is a
bible in the home start reading it. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: large;">“<i>I can’t afford
books.” </i>Plan a trip to the local library every week. Borrow books to read.
Just be sure to return them. Always have at least 3-5 books that are 2 grade
levels above your child’s current grade. One of the most important benefits of
habitual reading is the growth of your child’s vocabulary. Build both of your
vocabularies. Read so often that to them it becomes a habit – a normal routine
like washing your face. I even read to my twins while they are sleeping.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: large;"><i>“ What to Read” </i> Start with books where there is a connection –
Autobiographies and memoirs. An
autobiography tells the story of a
life, while memoir tells a story from
a life. Require children to write a book report summarizing the story and indicate important
lessons learned. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><i><span style="font-size: large;">Be encouraged. Keep On Reading!</span><o:p></o:p></i></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Guest writer’s bio: </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i><b>Dr. Andrea Blake-Garrett is a science educator, consultant and
CEO & Founder of Dr. Blake-Garrett's Educational Solutions. LLC.
She has taught science to students K-12 in East Orange Jersey City and her
home city of Newark. If the authors name sounds familiar that is because
she has worked for the Jersey City Public School over 12 years. She
challenged the city’s children to “put on the jacket of science” as science
supervisor before moving to work in the areas of Science, Home Instruction,
Nonpublic Schools & Interagency Task Force. “I live in a scientifically fabulous world and could not write a book
without including </b></i><i><b>a little science.” says an animated Dr. Blake-Garrett. She
no longer wears her trademark colorful white lab coat but she still has a
smile as big and her personality. She
has earned two Masters Degrees from Montclair State University and a Doctorate from Seton Hall University. Born
in Jamaica, West Indies, Dr. Blake-Garrett immigrated with her family to
Newark, N.J. as a small child, where she now lives with her husband and
twins.</b></i></div>
<div class="MsoNormal">
<br /></div>
<br />
<div class="MsoNormal">
To see Dr. Blake-Garrett’s book series written to provide a story for her twins, go to: <a href="http://theadventuresofizzyandjuju.com/">http://theadventuresofizzyandjuju.com</a>
</div>
Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com1tag:blogger.com,1999:blog-988933473707661085.post-72722290258599390522013-09-01T20:35:00.000-07:002013-09-01T20:35:06.978-07:00Desegregating Gifted Education:Lessons to Learn from Illinois School district court case<div align="center" class="MsoNormal" style="text-align: center;">
<b><i><span style="font-size: large;">Lessons to Learn from
Discrimination in Illinois School District Court Case<o:p></o:p></span></i></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: large;">Donna Y. Ford, PhD.<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: large;">2013 Harvie Branscomb Distinguished Professor<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: large;">Vanderbilt University<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;">On July 11, 2013, Illinois Federal District Court
Judge Robert Gettleme<a href="" name="_GoBack"></a>n issued a decision holding that
District U-46 (Elgin) discriminated against Hispanic students in the district’s
gifted program until at least 2009 (see <i>McFadden
vs. Board of Education for Illinois School District U-46</i>). Both intentional
and unintentional discrimination were found. As the Plaintiff’s expert witness
in the case, I urge all school districts to learn from the case and eliminate
barriers to gifted education for Hispanic and Black students.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;">Hispanic and White students both represented 42%-46%
of the school district, depending on the year. At the elementary level, the
district has two gifted programs that begin in grade 4 – SWAS and SET/SWAS.
SWAS (School Within a School) was comprised of majority White students (98%);
SET/SWAS (Spanish English Transition School
Within A School) contained
only Hispanic students who had <i>exited</i>
ELL classes (they were bilingual and/or English proficient). Note that there
were no Black or White students in SET/SWAS. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;">Each year, White students in U-46 were
over-represented in gifted education while Hispanic and Black students were extensively
under-represented in gifted education, specifically the SWAS program. Despite
the over 40% of Hispanic students in the school district, in most years, they
were only a miniscule 2% of SWAS classrooms. As the Court found, <i>even Hispanics born in the U.S. (20%) were
not allowed – denied the legal right –to attend classes with gifted White
students</i>. SWAS and SET/SWAS were located in different school buildings; these
gifted students never attended classes, events or school trips together.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;">Using the equity formula that I shared, which
provides a 20% allowance, the Judge indicated that Hispanic students should
have been at least 32% of gifted education in this specific district. The equity
or allowance formula is available in Ford (2013).<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;">Specifically, the Court found that the district
discriminated against Hispanic students who had exited from the district’s ELL
program by segregating them into a separate gifted program, not allowing them
to be in classes and activities with gifted White students. Judge Gettlemen’s
decision renewed the <i>Brown v. Board of
Education</i> (1954) principle that ‘separate is inherently unequal’.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="margin-left: .5in; margin-right: .5in; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: .5in; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: large;">… the District had viable proven
alternatives to the segregated SET/SWAS program, the most prominent and obvious
of which is a single, elementary gifted program that provides individual
students with language supports when those students needed it. <b>The District
chose instead to separate gifted Hispanic students from their white peers, thus
perpetuating the cultural distinctions and barriers to assimilation that our
nation’s civil rights laws are dedicated to prevent. </b>That this segregation
occurs at the stage of a child’s education and life when he is most vulnerable
to identifying his opportunities by cultural differences only aggravates an
otherwise disparate impact on these children (p. 29).<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: .5in; margin-right: .5in; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: .5in; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;">In addition to physically segregated programs which
he found to be intentional and based on race, the Court also found that
policies, procedures and instruments used by the district to screen and
identify gifted students resulted in a “serious disparate impact” on minority students.
<b>Judge Gettlemen found a combination of intentional and unintentional
discrimination regarding (a) screening and identification tests, (b) designated
cutoff scores, and (c) criteria in weighted matrices.</b> Noteworthy is that a
nonverbal intelligence test (i.e., Naglieri Nonverbal Ability Test) was deemed
culturally neutral <i>and </i>effective at
identifying Hispanic students for admission to SET/SWAS but was not used for
admission to SWAS. Equally important, it was found that teacher referrals were
biased against Hispanic and Black students and, thus, contributed to their
under-representation, a subject which I have written about extensively<b>. </b><i><o:p></o:p></i></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;">These issues raise serious questions and
reservations regarding the educators’ and decision makers’ intent, along with measures,
policies, and procedures to increase – or deny – access to gifted education for
Hispanic and Black students. This is
also a pipeline issue – lack of access to gifted classes in elementary school
contributes to closed doors in middle school, high school, college, and careers.
Sadly and empathetically, as Judge Gettlemen stated: <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="margin-left: .5in; margin-right: 40.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-size: large;"><b>“one
can only wonder how many other highly talented and gifted Hispanic children
were educated in an unnecessarily segregated setting rather than integrated
with the full range of children in the District” (p. 30). </b><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: .5in; margin-right: 40.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;">In U-46 and many other school districts (New York
City and Florida are often in the news), the gifts, talents and potential of Hispanic
and Black students have been compromised and denied, representing a great waste
of human capacity. Not only do these non-White students suffer – our nation
suffers. Education is reportedly the greatest equalizer – a believe that I
support with all of my heart; thus, our Black and Hispanic students<i> need and deserve access </i>to gifted
education. To deny them this<i> right</i> is
indeed inexcusable, indefensible, and intolerable! As Judge Gettlemen noted,
giftedness exists in every racial and ethnic group (p. 21). The sooner
educators and decision makers accept this reality, the better off we all will
be.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;">The entire court consent is available beginning on
page 21 at<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><a href="http://www.drdonnayford.com/#!u-46-discrimination-case/cd9w">http://www.drdonnayford.com/#!u-46-discrimination-case/cd9w</a><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><b>Recommended reading:</b> </span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;">Ford, D.Y. (2013). <i>Recruiting and retaining culturally different students in gifted
education</i>. Waco, TX: Prufrock Press.</span><o:p></o:p></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<b><i><span style="font-size: large;">Our guest blogger this week is Dr. Donna Y. Ford. Dr. Ford is our one of our nation's foremost experts on multicultural & gifted education. Author of numerous books on the subject, Dr. Ford is a sought-out speaker, expert witness, and highly respected scholar. See more information about Dr. Ford's work and history on her website: </span><a href="http://www.drdonnayford.com/#!u-46-discrimination-case/cd9w" style="font-size: x-large;">http://www.drdonnayford.com</a>.</i></b></div>
<div class="MsoNormal">
<o:p> </o:p></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoNormal">
<br /></div>
<br />
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com7tag:blogger.com,1999:blog-988933473707661085.post-27944444464595393462013-08-25T20:50:00.000-07:002013-08-25T20:50:06.545-07:00Helping Native American Visual-Spatial Gifted Students ‘Leap Ahead’<div class="MsoNormal">
<span style="color: purple;"><b><span style="background-color: white; font-size: 14px; line-height: 22.390625px;"><span style="font-family: Georgia, Times New Roman, serif;"><i>The future belongs to a different kind of person with a different kind of mind: artists, inventors, storytellers-creative and holistic "right-brain" thinkers whose abilities mark the fault line between who gets ahead and who doesn't.</i></span></span><span style="background-color: white; font-family: Arial, sans-serif; font-size: 14px; line-height: 22.390625px;"> -</span></b></span><span style="background-color: white; color: #333333; font-family: Arial, sans-serif; font-size: 14px; line-height: 22.390625px;"> Daniel Pink, author of </span><i>A Whole New Mind: Why Right Brainers Will Rule the Future</i></div>
<div class="MsoNormal">
<i><br /></i></div>
<div class="MsoNormal">
<span style="font-size: large;">What a privilege to again be invited to write for 'We Are
Gifted 2' on the topic of Native American education. It was an honor and nice surprise to see
excerpts from my last blog in NAGC’s <i>Teaching
for High Potential</i>. I am very
grateful to Joy Davis for her dedication, encouragement, and support.</span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;">Much of what we advocate for is based on what we have
learned from Native students, families, and members of the Native
community. I referred to students as
“hidden gems” in the previous article and we wholeheartedly believe in
them. Many of the strategies and practices we have
implemented are based on our own core beliefs and inspired by the White House
Initiative on American Indian Education.</span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<v:shapetype coordsize="21600,21600" filled="f" id="_x0000_t75" o:preferrelative="t" o:spt="75" path="m@4@5l@4@11@9@11@9@5xe" stroked="f"><span style="font-size: large;">
<v:stroke joinstyle="miter">
<v:formulas>
<v:f eqn="if lineDrawn pixelLineWidth 0">
<v:f eqn="sum @0 1 0">
<v:f eqn="sum 0 0 @1">
<v:f eqn="prod @2 1 2">
<v:f eqn="prod @3 21600 pixelWidth">
<v:f eqn="prod @3 21600 pixelHeight">
<v:f eqn="sum @0 0 1">
<v:f eqn="prod @6 1 2">
<v:f eqn="prod @7 21600 pixelWidth">
<v:f eqn="sum @8 21600 0">
<v:f eqn="prod @7 21600 pixelHeight">
<v:f eqn="sum @10 21600 0">
</v:f></v:f></v:f></v:f></v:f></v:f></v:f></v:f></v:f></v:f></v:f></v:f></v:formulas>
<v:path gradientshapeok="t" o:connecttype="rect" o:extrusionok="f">
<o:lock aspectratio="t" v:ext="edit">
</o:lock></v:path></v:stroke></span></v:shapetype><v:shape alt="http://bloximages.chicago2.vip.townnews.com/trib.com/content/tncms/assets/v3/editorial/1/a5/1a5075eb-0eba-56ce-a8e6-abc4ddfdf9b1/52046ca242cee.preview-620.jpg" href="http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=D_jbACqxTdeynM&tbnid=e-hce_LRVHCAMM:&ved=0CAUQjRw&url=http://trib.com/news/state-and-regional/top-federal-officials-visit-wind-river-indian-reservation-face-tough/article_a942fd79-e54f-558e-b72d-7340f21765b5.html&ei=2TcaUrSBG6XhygGNj4DAAw&bvm=bv.51156542,d.b2I&psig=AFQjCNG6AZhPtoQz2MRqWKOmp-OBvDRHQQ&ust=1377536172433344" id="irc_mi" o:button="t" o:spid="_x0000_s1026" style="height: 109.5pt; margin-left: 138.75pt; margin-top: 80.45pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-bottom: 0; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-distance-top: 0; mso-wrap-style: square; position: absolute; visibility: visible; width: 176.65pt; z-index: 1;" type="#_x0000_t75">
<v:fill o:detectmouseclick="t"><span style="font-size: large;">
<v:imagedata o:title="52046ca242cee.preview-620" src="file:///C:\Users\DOCDAV~1\AppData\Local\Temp\msohtmlclip1\01\clip_image001.jpg">
</v:imagedata></span></v:fill></v:shape><span style="font-size: large;"><b>The White House Initiative on American Indian Education</b> has laid a solid
foundation for significant progress to be made across the country in tribal
school settings as well as urban settings.
Director William Mendoza and others have met with tribal and education
leaders throughout Indian Country to gather input and to share the goals of the
initiative. After attending a Tribal
Leaders Roundtable session in Rapid City, Steven Haas and I feel helping
educators understand <b>Native students’ visual-spatial strengths</b> is a very
important component of that progress.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: large;">At the recent Wyoming Indian Education Conference at Central
Wyoming College, U.S. Secretary of Education Arne Duncan and U.S. Secretary of
the Interior Sally Jewell were on a panel together along with local education
community and tribal government representatives. This was as an historic event and an initial indication
that the two departments will be working together for the betterment of
American Indians. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: large;">The secretaries spoke of their commitment to American Indian
education and expressed their concern as to how the sequester has affected
funding. Community members expressed
their appreciation for the secretaries’ attendance but asked specific questions
as to what they can expect in the future from the collaboration between the two
departments. Many left the one hour panel
discussion with sense of hope but also with a wait and see impression based on
what they heard. </span><span style="font-size: large;">The White House Initiative cites the Elementary and
Secondary Education Act which states we need to </span><i style="font-size: x-large;"><b>“teach and address the needs of
students with different learning styles.” </b></i><span style="font-size: large;"> </span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;">As the keynote speakers for the <b>Wyoming Indian Education Conference</b>, Steven
Haas and I of <i><span style="color: purple;"><b>Indigenous Students Leap
Ahead! (ISLA)</b></span>,</i> made the point that when Native students’ strengths are
understood and nurtured, they will be better prepared for the future. </span><span style="font-size: large;">Established under Dr. Linda Silverman’s <b>Gifted Development
Center </b>and the leadership of the<b> Institute for the Study of Advanced
Development</b>, </span><i style="font-size: x-large;"><span style="color: purple;"><b>Indigenous Students Leap
Ahead! </b>(ISLA)</span></i><span style="font-size: large;"><span style="color: purple;"> </span>is our effort to <b>advocate for strength-based
programming</b>.</span><span style="font-size: large;"> </span><span style="font-size: large;">Combined with 21</span><sup>st</sup><span style="font-size: large;">
Century technologies these students can not only achieve, they can build the
confidence and self-esteem that will prepare them to compete for high tech
positions in the future.</span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;">According to <b>Gifted Development Center</b> research,
approximately 65% of mainstream students have Visual-Spatial strengths. <b><span style="color: purple;">Close to 80% of Native American students have
Visual-Spatial strengths. </span> </b>Awareness and
insight for educators into understanding the needs of Visual-Spatial learners
is essential. Realization of the
importance of including practices and strategies designed to enhance
opportunities for Visual-Spatial students is important for mainstream students,
but especially for the future of Native students. </span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: large;">Education as a whole, but Native education in particular,
needs to reject deficit-model programming and offer opportunities that will
help students “leapfrog” ahead. <span style="color: purple;"><b> <i>ISLA</i></b></span> believes these students are
uniquely suited to become leaders and innovators for the 21<sup>st</sup>
Century. </span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal">
<b><i>Guest blogger, Jerry Lassos is a recently retired educator, American
Indian resource specialist, member of the Tongva nation. Jerry and his colleague, Steven Haas are currently
working with </i></b><b><i><span style="background: white; mso-bidi-font-family: Tahoma;">Fremont District 38 and are reaching out to several schools
on the Wind River Reservation to involve their students in ISLA. Jerry
wrote a blog for WeAreGifted2 last year. I am always pleased to connect with
Jerry and I sincerely believe that the field of gifted education has much to
learn from his commitment to developing the gifts of Indigenous students across
the nation. </span><o:p></o:p></i></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><u>Recommended
Reading:<o:p></o:p></u></b></div>
<div class="MsoNormal">
Fixico, D. (2003) <i>The American Indian Mind in a Linear World: American Indian Education and Traditional
Knowledge </i><a href="http://www.amazon.com/American-Indian-Mind-Linear-World/dp/0415944570/ref=sr_1_fkmr0_2?s=books&ie=UTF8&qid=1377488554&sr=1-2-fkmr0&keywords=Fixico%2C+D.+%28++++++++++%29+The+Native+Ame">http://www.amazon.com/American-Indian-Mind-Linear-World/dp/0415944570/</a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Pink, D. (2006) <i>A Whole New Mind: Why Right Brainers Will
Rule the Future </i><a href="http://www.amazon.com/Whole-New-Mind-Right-Brainers-Future/dp/1594481717">http://www.amazon.com/Whole-New-Mind-Right-Brainers-Future/dp/1594481717</a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Silverman, L. (2002) <i>Upside
Down Brilliance: the Visual-Spatial Learner <o:p></o:p></i><a href="http://www.amazon.com/Upside-Down-Brilliance-Linda-Kreger-Silverman/dp/193218600X">http://www.amazon.com/Upside-Down-Brilliance-Linda-Kreger-Silverman/dp/193218600X</a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<br />
<div class="MsoNormal">
<br /></div>
Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com1tag:blogger.com,1999:blog-988933473707661085.post-79494879120276335802013-08-19T20:15:00.000-07:002013-08-19T20:15:22.928-07:00Top 10 Advocacy Tips for Parents of Black & Hispanic Gifted Students<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2KE9kAoj4G_7Y_SKBtVGE0LE-dROfrP3WVAJxY5q5SWzB2fvKrnoXyO4tjdtpAEfiZEAMQjAXLIwR_X0zlKWAhU8YVvqRxpiFyPpAnsSzjwGW6v1LLwMJ5qbn3bryUOXZ66Tqw47F2fY/s1600/multiculturalhands.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2KE9kAoj4G_7Y_SKBtVGE0LE-dROfrP3WVAJxY5q5SWzB2fvKrnoXyO4tjdtpAEfiZEAMQjAXLIwR_X0zlKWAhU8YVvqRxpiFyPpAnsSzjwGW6v1LLwMJ5qbn3bryUOXZ66Tqw47F2fY/s1600/multiculturalhands.jpg" /></a></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>{Pt 1 in Series of 6 <i>‘Going Back to School Empowered’</i> articles}<o:p></o:p></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b><br /></b></div>
<div class="MsoNormal">
School districts nationwide are being challenged by
scholars, families, educators to do a better job of including more students of
culturally diverse backgrounds in gifted education services. Your role as an
advocate for your child is critical. School districts will become more responsive when
parents speak up and stand up for their children’s rights. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
If you believe your child/teen has high potential/ is gifted as
demonstrated by their unique responses to the world around them, school
performance, exceptional gifts as demonstrated in community or church related
events, arts activities, test scores or school grades and they have NOT been considered
for the school district advanced learner or gifted education program services,
use the following <b>ten advocacy
strategies</b> to help get your child noticed,
identified, and served in gifted education or advanced classes. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Resources at the end of this
list will also provide additional support for your advocacy: </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]-->1-<span style="font-size: 7pt;"> </span><!--[endif]--><span style="font-size: large;">If
you would like to have your child evaluated/tested for the gifted program, at
the beginning of the school year, check the district’s website, gifted
education section for the evaluation timeframe. Check specifically for dates that
schools are collecting/soliciting referrals or nominations from parents/family
members. If the school does not list
this information online, call the district office, ask to speak to the Gifted
Education Specialist/Coordinator for more information (<b><i>Bright Talented & Black
provides information on testing and evaluation procedures</i></b> used in
gifted programs nationwide). </span></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: large;">2- If
you believe that your child needs additional academic challenge based on their
experience the prior year, make an appointment early in the year to speak to
your child’s homeroom teacher or content area teacher to ask how the school
intends to challenge your child and what services are available (<b><i>Books listed below & facebook pages have information on special program services for gifted students</i></b>). </span></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: large;">3- Keep
a diary/scrapbook/electronic journal to collect artifacts and samples that demonstrate
your child’s unique performances/work production over time. Share this journal
with school personnel. Include letters from community members, out of school
teachers/instructors that describe your child’s behavior and exceptional gifts
& talents.</span></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: large;">4- Attend
all parent-teacher conferences, make sure you ask at least three questions
during the Q& A time during group meetings. Show up at school often within
district guidelines of course. (In research studies, <b><i>high achieving African American
& Hispanic students note that their parents were ‘always at school’</i></b>,
helping, talking with teachers, seeking out information). </span></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: large;">5- Ask
school about intellectual and problem solving competitions (<i><b>Destination Imagination; MathCounts; Math
Olympiad; Olympics of the Mind; Chess; National Society of Black Engineers
programs, etc</b>)</i>. Offer to coach, share information with other parents of culturally
diverse students. Far too often, these programs exist but are segregated and
limited to students whose parents are better informed or have available funds
to pay extra fees. </span></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: large;">6- Volunteer
to serve on the district <b><i>Gifted Education Advisory Council</i></b> or
school based advisory council.</span></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: large;">7- Find
out more about how your state supports gifted students by reading the ‘STATE of
the STATES report’ published by the National Association for Gifted Children. (Reports
are <b><i>available
at a minimal cost via www.nagc.org</i></b>)</span></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: large;">8- Be
patient with the evaluation/referral/nomination/evaluation process, however, if
you sense inconsistencies or inequities, keep notes, and make an appointment
with school district coordinator/principal or other personnel to discuss your
concerns.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: large;">9- If
your child is already identified and served in the gifted program, monitor
instruction to ensure that-</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: large;">a. materials
are ‘culturally responsive’ <b><u>and</u></b>
challenging, and </span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: large;">b. your child is not singled out as ‘the only culturally different’ child in
the program. If this is the case, ask district personnel what is being done to
improve services for more students. (see <b><i>Recruiting and Retaining Culturally
Different Students</i></b> for more information) </span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: large;">10-Always
remember, <b><i>you know your child best, you are their first teacher and they will
count on you more than any teacher to ensure that their intellectual,
psycho-social, and academic needs are met</i></b> and to come to their defense
when others simply don’t believe in their potential. Please, don’t let them
down. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: large;">Below are other helpful resources. If you would like to share more, please write in the comment space
below or send me an email. My best to all of our gifted students for a school year filled with
challenge and positive, productive opportunities!! </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
*********************************************************************************</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><u>Books: <o:p></o:p></u></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><i style="background-color: yellow;">Bright, Talented & Black: A guide for Families of African American
Gifted Learners</i></b> by Joy Lawson Davis <a href="http://www.amazon.com/Bright-Talented-Black-Families-American/dp/1935067028">http://www.amazon.com/Bright-Talented-Black-Families-American/dp/1935067028</a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><i style="background-color: yellow;">Retaining & Recruiting Culturally Different Students in Gifted
Education</i></b> by Donna Y. Ford </div>
<div class="MsoNormal">
<a href="http://www.amazon.com/Recruiting-Retaining-Culturally-Different-Education/dp/1618210491/ref=sr_1_1?s=books&ie=UTF8&qid=1376967418&sr=1-1&keywords=recruiting+and+retaining+culturally+different+students+in+gifted+education">http://www.amazon.com/Recruiting-Retaining-Culturally-Different-Education/dp/1618210491</a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><i style="background-color: yellow;">African American Students in Urban Schools: Critical Issues & Solutions for Achievement</i></b> by James L. Moore III & Chance Lewis <a href="http://www.amazon.com/African-American-Students-Urban-Schools/dp/1433106868">http://www.amazon.com/African-American-Students-Urban-Schools/dp/1433106868</a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><u>Special Award
Competition: <o:p></o:p></u></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="background-position: initial initial; background-repeat: initial initial;">
<b><span style="background-color: yellow; color: #222222;">CTY Announces New Award to Support Pre-College Math and
Science Research </span></b><span style="background-color: white; color: #222222; font-size: 10pt;"><o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="background: white; mso-layout-grid-align: auto; mso-pagination: widow-orphan; punctuation-wrap: hanging; text-align: center;">
<br /></div>
<div class="MsoNormal" style="background: white; mso-layout-grid-align: auto; mso-pagination: widow-orphan; punctuation-wrap: hanging;">
<b><span style="color: #222222; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-font-kerning: 0pt; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">BALTIMORE </span></b><span style="color: #222222; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-font-kerning: 0pt; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">August 15, 2013—Young scientists ages 13 to 18 with
promising research ideas can now be awarded funding of up to $600 through a new
annual competition sponsored by the Johns Hopkins Center for Talented Youth
(CTY). CTY is establishing the CTY Cogito Research Awards to</span><span style="color: red; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-font-kerning: 0pt; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> </span><span style="color: #222222; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-font-kerning: 0pt; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">help offset the costs associated with conducting research
in math and science for selected middle and high school students. </span><span style="color: #222222; font-size: 10.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Tahoma; mso-font-kerning: 0pt; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="background: white; color: #222222; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">More information is
also available on the Cogito site at: </span><a href="https://cogito.cty.jhu.edu/?p=39168" target="_blank"><span style="background: white; mso-bidi-font-family: Arial;">https://cogito.cty.jhu.<wbr></wbr>edu/?p=39168</span></a><span style="background: white; color: #222222; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">.</span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><u>Log on to <span style="background-color: yellow;">Facebook,</span> search for the following pages: <o:p></o:p></u></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Parents Advocating for Gifted Education </div>
<div class="MsoNormal">
International Gifted Education</div>
<div class="MsoNormal">
WeAreGifted2</div>
<div class="MsoNormal">
Mirror Books: the Power of Positive Images</div>
<div class="MsoNormal">
The Brain Café</div>
<div class="MsoNormal">
Prep For College </div>
<div class="MsoNormal">
Uplift, Inc.</div>
<div class="MsoNormal">
National Association of Multicultural Education</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><u>Upcoming Workshop:
<o:p></o:p></u></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="background-color: yellow;">National Harambee Education Summit Sept 19-22, 2013
Washington, DC</span></div>
<div class="MsoNormal">
For more information: <a href="http://www.sankofaed.org/">www.sankofaed.org</a>
</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><u>Upcoming NAGC Webinar:<o:p></o:p></u></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="background-color: yellow; background-position: initial initial; background-repeat: initial initial; color: #333333; font-family: Tahoma, sans-serif; font-size: 10pt;">Wednesday, Aug. 28, 2013, 7-8 EST Beyond
Colorblindness: Building a Gifted Education Classroom that Honors Cultural
Difference</span></div>
<div class="MsoNormal">
<a href="http://www.nagc.org/wow.aspx" target="_blank"><span style="background: white; color: #3b5998; font-family: "Tahoma","sans-serif"; font-size: 10.0pt;">http://www.nagc.org/wow.aspx</span></a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="text-align: center;">
<span style="font-size: large;"><b><i>Your comments and ideas are greatly appreciated!! Dr. Joy </i></b></span></div>
<div class="MsoNormal" style="text-align: center;">
<a href="mailto:Profjoy1022@gmail.com"><span style="font-size: large;">Profjoy1022@gmail.com</span></a>
</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
<br /></div>
<br />Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com3tag:blogger.com,1999:blog-988933473707661085.post-44566024200552967322013-07-14T17:46:00.000-07:002013-07-14T17:47:29.196-07:00NEW & IMPORTANT BOOKS TO HELP WITH ERADICATING INEQUITIES IN EDUCATION!!<br />
<span style="font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9div-M-bYLlB31s5zif3JsA33kk1GQ_GZp9gScT3u5YNwqARb9dIV6HIzSfOAgsY82ZkkmUeiwTiTtPzyWrkWkJszLcXpogSQuId14dt2thpdAyqPOeecS2JoH6ou_NcoByNoac2Fs8c/s1600/books.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9div-M-bYLlB31s5zif3JsA33kk1GQ_GZp9gScT3u5YNwqARb9dIV6HIzSfOAgsY82ZkkmUeiwTiTtPzyWrkWkJszLcXpogSQuId14dt2thpdAyqPOeecS2JoH6ou_NcoByNoac2Fs8c/s1600/books.jpg" /></a>We're midway through the summer break for most educators and families. I hope by now, you've had some time for a break, vacation or will be going soon. If you have <span style="color: purple;"><strong>more time for summer reading,</strong></span> please consider one of the books below. <br />
<br />
These books have been selected because they will help as you reflect on what more you can do to contribute to making a difference for young people in our schools today and thus, change the course of their life chances and success for tomorrow. <strong><span style="color: purple;">I believe that these books should be on every educational advocate's reading list.</span></strong> <br />
<br />
If you have read any of these books, you are among our nation's more progressive educators, parents, community leaders, political leaders <span style="color: purple;"><strong>who are truly interested in shaping schools across the nation to more fairly and equitably serve the needs of ALL learners</strong></span>. (If you have not, you can access each of them by clicking the links below).</span><br />
<div class="_50k7 fsm fwn fcg hidden_elem">
</div>
<span style="font-size: large;"></span><br />
<span style="font-size: large;">The ten (10) books listed here are just a few of the many critical readings that will help you in <strong><span style="color: purple;">your efforts to create more effective and culturally responsive classroom conditions in schools everywhere, bring out the best in our children so that more and more of them can reach their highest potential, and help school leaders engage in very important conversations</span></strong> that will challenge the failures of schools in the past while creating new paradigms for successful schools in the future. </span><br />
<span style="font-size: large;"></span><br />
<span style="font-size: large;"><span style="color: purple;"><strong><em>Your feedback and additions to this list are welcome!</em></strong></span> </span><br />
<br />
<div class="_2u_">
</div>
<div class="_50k7 fsm fwn fcg hidden_elem">
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~</div>
<div class="_1sk9">
<div class="_1sk5">
<div class="_1sk6 hidden_elem _1ska">
</div>
<div class="_1sk6 hidden_elem _1ska">
<span style="font-size: large;"><strong><em>Bright, Talented & Black: A Guide for Families of African American Gifted Learners</em></strong>. By J.L. Davis</span> </div>
<div class="_1sk6 hidden_elem _1ska">
<a href="http://www.amazon.com/Bright-Talented-Black-Families-American/dp/1935067028/ref=sr_1_cc_1?s=aps&ie=UTF8&qid=1373845305&sr=1-1-catcorr&keywords=Bright%2C+Talented+%26+Black">http://www.amazon.com/Bright-Talented-Black-Families-American/dp/1935067028/ref=sr_1_cc_1?s=aps&ie=UTF8&qid=1373845305&sr=1-1-catcorr&keywords=Bright%2C+Talented+%26+Black</a></div>
<div class="_1sk6 hidden_elem _1ska">
</div>
<div class="_1sk6 hidden_elem _1ska">
<img alt="" id="main-image" rel="" src="http://ecx.images-amazon.com/images/I/51ndy144cOL._SY300_.jpg" style="cursor: pointer; display: inline;" /></div>
<div class="_1sk6 hidden_elem _1ska">
</div>
<div class="_1sk6 hidden_elem _1ska">
<span style="font-size: large;"><em><strong>Critical Race Theory: An Introduction, 2nd Edition.</strong></em> By R. Delgado & J. Stefancic</span></div>
<div class="_1sk6 hidden_elem _1ska">
<a href="http://www.amazon.com/Critical-Race-Theory-Introduction-University/dp/0814721354/ref=sr_1_1?s=books&ie=UTF8&qid=1373846664&sr=1-1&keywords=Critical+Race+Theory">http://www.amazon.com/Critical-Race-Theory-Introduction-University/dp/0814721354/ref=sr_1_1?s=books&ie=UTF8&qid=1373846664&sr=1-1&keywords=Critical+Race+Theory</a></div>
<div class="_1sk6 hidden_elem _1ska">
</div>
<div class="_1sk6 hidden_elem _1ska">
<span style="font-size: large;"><em><strong>Helping Hispanic Students Succeed.</strong></em> By P. Quinn</span></div>
<div class="_1sk6 hidden_elem _1ska">
<a href="http://www.amazon.com/Helping-Hispanic-Students-Succeed-Quinn/dp/0983851611/ref=sr_1_4?s=books&ie=UTF8&qid=1373847470&sr=1-4&keywords=Hispanic+students">http://www.amazon.com/Helping-Hispanic-Students-Succeed-Quinn/dp/0983851611/ref=sr_1_4?s=books&ie=UTF8&qid=1373847470&sr=1-4&keywords=Hispanic+students</a></div>
<div class="_1sk6 hidden_elem _1ska">
</div>
<div class="_1sk6 hidden_elem _1ska">
</div>
<div class="_1sk6 hidden_elem _1ska">
<div class="_50k7 fsm fwn fcg hidden_elem">
<div class="_50k7 fsm fwn fcg hidden_elem">
<span style="font-size: large;"><strong><em>High Schools, Race & America's Future: What Students can teach us about Morality, Diversity & Community</em></strong>. By L. Blum</span></div>
<div class="_50k7 fsm fwn fcg hidden_elem">
<a href="http://www.amazon.com/High-Schools-Race-Americas-Future/dp/1612504655/ref=sr_1_1?s=books&ie=UTF8&qid=1373844677&sr=1-1&keywords=High+Schools%2C+Race+%26+America">http://www.amazon.com/High-Schools-Race-Americas-Future/dp/1612504655/ref=sr_1_1?s=books&ie=UTF8&qid=1373844677&sr=1-1&keywords=High+Schools%2C+Race+%26+America</a></div>
<div class="_50k7 fsm fwn fcg hidden_elem">
</div>
</div>
</div>
<div class="_1sk6 hidden_elem _1ska">
</div>
<div class="_1sk6 hidden_elem _1ska">
<div class="_50k7 fsm fwn fcg hidden_elem">
<span style="font-size: large;"><strong><em>Implementing RtI With Gifted Students: Service Models, Trends & Issues.</em></strong> By M.R. Coleman & S.K. Johnsen, Eds.</span> </div>
<div class="_50k7 fsm fwn fcg hidden_elem">
<a href="http://www.amazon.com/Implementing-RtI-Gifted-Students-Service/dp/1593639503/ref=sr_1_2?s=books&ie=UTF8&qid=1373847987&sr=1-2&keywords=RtI+Johnsen+%26+Coleman">http://www.amazon.com/Implementing-RtI-Gifted-Students-Service/dp/1593639503/ref=sr_1_2?s=books&ie=UTF8&qid=1373847987&sr=1-2&keywords=RtI+Johnsen+%26+Coleman</a></div>
<div class="_50k7 fsm fwn fcg hidden_elem">
<span style="font-size: large;"><strong><em></em></strong></span> </div>
<div class="_50k7 fsm fwn fcg hidden_elem">
<span style="font-size: large;"><strong><em>Multiplication is for White People: Raising Expectations for Other People's Children</em></strong>. By L. Delpit</span></div>
<div class="_50k7 fsm fwn fcg hidden_elem">
<a href="http://www.amazon.com/Multiplication-White-People-Expectations-Children/dp/1595588981/ref=sr_1_1?s=books&ie=UTF8&qid=1373846803&sr=1-1&keywords=Lisa+Delpit">http://www.amazon.com/Multiplication-White-People-Expectations-Children/dp/1595588981/ref=sr_1_1?s=books&ie=UTF8&qid=1373846803&sr=1-1&keywords=Lisa+Delpit</a></div>
<div class="_50k7 fsm fwn fcg hidden_elem">
</div>
</div>
<div class="_1sk6 hidden_elem _1ska">
</div>
<div class="_1sk6 hidden_elem _1ska">
<div class="_50k7 fsm fwn fcg hidden_elem">
<span style="font-size: large;"><em><strong>Recruiting & Retaining Culturally Different students in Gifted Education.</strong></em> By D.Y. Ford</span></div>
<div class="_50k7 fsm fwn fcg hidden_elem">
<a href="http://www.amazon.com/Recruiting-Retaining-Culturally-Different-Education/dp/1618210491/ref=sr_1_5?s=books&ie=UTF8&qid=1373844770&sr=1-5&keywords=Donna+Y+Ford">http://www.amazon.com/Recruiting-Retaining-Culturally-Different-Education/dp/1618210491/ref=sr_1_5?s=books&ie=UTF8&qid=1373844770&sr=1-5&keywords=Donna+Y+Ford</a></div>
<div class="_50k7 fsm fwn fcg hidden_elem">
</div>
<div class="_50k7 fsm fwn fcg hidden_elem">
</div>
<div class="_50k7 fsm fwn fcg hidden_elem">
<span style="font-size: large;"><em><strong>Special Populations in Gifted Education: Understanding our most Able Students from Diverse Backgrounds</strong></em>. By J. A. Castellano & A.D. Frazier</span></div>
<div class="_50k7 fsm fwn fcg hidden_elem">
<a href="http://www.amazon.com/Special-Populations-Gifted-Education-Castellano/dp/159363417X">http://www.amazon.com/Special-Populations-Gifted-Education-Castellano/dp/159363417X</a></div>
<div class="_50k7 fsm fwn fcg hidden_elem">
</div>
<div class="_50k7 fsm fwn fcg hidden_elem">
</div>
<div class="_50k7 fsm fwn fcg hidden_elem">
<div class="_50k7 fsm fwn fcg hidden_elem">
<span style="font-size: large;"><strong><em>The Young, Triumphant & Black: Stories of Life & Liberation by Talented Black Students</em></strong>. By T. C. Grantham, M.F.T. Scott, & D. A. Harmon</span> </div>
<div class="_50k7 fsm fwn fcg hidden_elem">
<a href="http://www.amazon.com/dp/1618210297/ref=rdr_ext_tmb#reader_1618210297">http://www.amazon.com/dp/1618210297/ref=rdr_ext_tmb#reader_1618210297</a></div>
<div class="_50k7 fsm fwn fcg hidden_elem">
</div>
<div class="_50k7 fsm fwn fcg hidden_elem">
</div>
<div class="_50k7 fsm fwn fcg hidden_elem">
<span style="font-size: large;"><strong><em>Ungifted: Intelligence Redefined. The Truth about Talent, Practice, Creativity and the many Paths to Greatness</em></strong>. By S.B. Kaufman</span></div>
<div class="_50k7 fsm fwn fcg hidden_elem">
<a href="http://www.amazon.com/Ungifted-Intelligence-Scott-Barry-Kaufman/dp/0465025544/ref=sr_1_2?s=books&ie=UTF8&qid=1373846971&sr=1-2&keywords=Ungifted">http://www.amazon.com/Ungifted-Intelligence-Scott-Barry-Kaufman/dp/0465025544/ref=sr_1_2?s=books&ie=UTF8&qid=1373846971&sr=1-2&keywords=Ungifted</a></div>
</div>
</div>
<div class="_1sk6 hidden_elem _1ska">
</div>
</div>
</div>
Anonymoushttp://www.blogger.com/profile/05849864176753056363noreply@blogger.com2