4.5 Family Reunification: Promising Approaches, Promising Outcomes
Partnerships for Promising Students ITAG 2013
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Transcript of Partnerships for Promising Students ITAG 2013
As you walk in…Download our presentation at:
◦SlideShareAnswer the first question on the
handout.Welcome!
Partnerships for Promising Students
Zane Scott-Tunkin & Justin GibsonDes Moines Public Schools
Running an educational marathon with sandbags on your legs.
(Ha-Joon Chang)
The Reality“Where Are the Gifted Minorities?”
Scientific American, Nov. 2, 2012“Where Are All the Students of
Color in Gifted Education?” National Association of Elementary School Principals, May/June 2009
Gifted students don’t need help, they’ll do fine on their own…NOT in our context!
2. List some of your students’ outside of school needs.
Resources/Opportunity vs. GiftFinancialEmotionalMentalSpiritualPhysical Support systemsRelationships/role modelsKnowledge of hidden rules
(Removing the Mask, Slocumb & Payne)
Des Moines Gifted/Talented
Departmental Philosophy◦Outstanding abilities are present in
students from all cultural groups, across all economic strata and in all areas of human endeavor.
◦To meet these needs…programming for gifted and talented students should be provided in every classroom…and reflect the multiple talents, challenges and cultural diversity of the district’s population.
Demographics
DMPS My Buildings
District◦ Non-Minority: 46.5%
◦ Minority: 53.5%
◦ Free/Reduced: 71.0%
McCombs Middle School◦ Non-Minority: 53.6%
◦ Minority: 46.4%
◦ Free/Reduced: 72.7%
Weeks Middle School◦ Non-Minority: 37.7%
◦ Minority: 62.3%
◦ Free/Reduced: 82.0%
3. In what ways have you familiarized yourself with your
building demographics?
Student #1White maleRaised by mother and grandmother13 Behavior Referrals in the last 2 yearsUnderachievement, self-esteem,
organization ◦Self-sabotages: repeating Algebra I (13-14)
Iowa Assessments Spring 2013:◦Math Total: 71st percentile◦Reading: 95th percentile◦Science: 91st percentile
Creative/At-Risk
Student #2Black African maleSeparated parentsArrived in Des Moines from Nigeria (2005)ELL through 5th Prep Academy student (7th), now 8th
AcademyIowa Assessments Spring 2013*
◦Math Total: 77th percentile◦Reading: 99th percentile◦Science: 96th percentile
*Rapid growth as language skills increased
Successful/Autonomous Learner
Culturally Linguistically Diverse (CLD) Learners
To ensure excellence, equity,
and sustained access.
Comprehensive Model (Davis, 2008)
Grade level & content acceleratio
n
Mentors/role models of similar cultures
and genders
Ensure culturally competent teachers
Offer a range of options: STEM, Arts,
Leadership
Identify and serve
cohort groups
Actively engaging families
and community
4. What’s one area you can focus on for this year?
Range of OptionsAdvisory/enrichment period Academic CompetitionsIowa State UniversityDes Moines UniversitySaturday Institutes Grade/content accelerationLow-SES less cultural enrichment
(Jensen) School as catalyst (Gagné)
Engage Family/Community
Partner with Building Stakeholders◦Plan specific events given your
population◦Meet families where they are ◦Community Partners
Non-profits/educational institutions
◦Business Partners◦Media Partners
School & Community
Building StakeholdersAdministration
◦Principal 80/20 Professional development, book studies etc.
◦School Improvement Leaders Data teams G/T Identification I Have a Plan Iowa
Curriculum◦Math/Literacy Coach
Ensure class placement/acceleration Assist with differentiation, PLCs, Data Teams etc.
5. Could you attend a PLC/shared plan, even as an observer?
Eng
age S
chool
Com
munit
y
Open DialogG/T and Weeks’ Support Staff
◦Behavior Strategist G/T students with a 504 or IEP Non-compliant classroom behavior
◦ELL Staff Share resources and professional
development opportunities Building expert on linguistically diverse
learners
Eng
age S
chool C
om
mun
ity
Open DialogEnter with an open mind, look to
learn about programs, reflect on ways to collaborate
Become comfortable being uncomfortable
6. Who’s a support staff member you can connect with once you return to your building? Who’s on your
team?
Eng
age S
chool C
om
mun
ity
Weeks Gifted/Talented58 students 2013-149.2% of overall school population
(625)Non-minority: 63.8%Minority: 36.2%Free/Reduced: 62.1%G/T ID AnalysisDo you see the same problem we
did?7. Consider how your G/T population compare to your actual building
demographics.
Striving for ExcellenceOngoing effort to provide equity
of access within buildingPartnered with building ELL
CoachShare PD opportunities/resourcesAddressing GT Equity Weeks
8. Consider how your program is flexible/responsive to your building
population.
Identi
fy a
nd S
erv
e C
ohort
Gro
ups
Striving for ExcellenceNaglieri Nonverbal Abilities Test
◦Culturally neutral◦114 Weeks’ students
Hope Scale◦Marcia Gentry, Purdue
Multiple pieces of evidenceHolistic process
Identi
fy a
nd S
erv
e C
ohort
G
roups
Intended OutcomesAdapt instrument to catch
outliersProvide CLD parents with
advocacy toolsIncrease culturally relevant G/T
opportunitiesUse visual-spatial, non-verbal
data to guide differentiation Purposefully direct district-wide
opportunities
Identi
fy a
nd S
erv
e C
ohort
G
roups
TakeawaysKnow your own blind spotsKnow your demographicsKnow building cultureGet off the gifted islandOpen dialogsPartner with building stakeholdersBe involved with processes/decisionsRecognize potential for under-
identified populations
Stay In Touch!Zane Scott-Tunkin
◦[email protected]◦515-242-7298
Justin Gibson◦[email protected]◦515-242-8449
ResourcesLow-SES
◦Removing the Mask: Giftedness in Poverty (Slocumb & Payne, 2010)
◦Teaching With Poverty in Mind (Jensen, 2009)
◦“Unlocking Emergent Talent” (Olszewski-Kubilius & Clarenbach, 2012)
SINA Schools◦The NEW RtI: Response to Intelligence
(Choice & Walker, 2011)◦Response to Intervention and Gifted and Tal
ented Education (MT DE, 2009)
ResourcesCulturally Diverse Learners
◦ Bright, Talented & Black: A guide for Families of African American Gifted Learners (Lawson Davis, 2010)
◦ Effective Program Practices for Underserved Gifted Students (Adams & Boswell, 2011)
◦ Gifted & Advanced Black Students in School (Ford, Grantham, Harmon, Henfield, Porcher, Price, Scott, 2011))
◦ Identifying Gifted and Talented English Language Learners (IA DE, 2008)
◦ We Are Gifted 2 (Lawson Davis Blog)◦ Joy Lawson Davis (Professor, Consultant)◦ Code Switch (NPR Blog)