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11

Equity in Gifted Education

A State Initiative

Paul D. Slocumb, Ed.D.

Chair Equity Task Force

© 2006 Texas Education Agency

There is nothing so unequal as the equal treatment of unequals.

Felix Frankfurter Former U.S. Supreme Court Justice

SECTION 1:

UNDERSTANDING THE ISSUES

Objectives

District personnel will:  Investigate district/regional data of identified gifted students;  Assess current identification practices; and  Create a plan to make systematic changes to increase equitable representation of students in gifted programs.

Have your low SES gifted/talented children been left behind?

State Plan: 1.6A

Data and procedures assure that all populations of the district have access to assessment and if identified, the services offered as part of the program for gifted students [19 TAC § 89.1(3)].

Have your low SES gifted/talented children been left behind?

State Plan: 1.6R

Gains have been made over the last two (2) years toward having the population of the gifted program reflect the population of the district.

Have your low SES gifted/talented children been left behind?

State Plan: 1.6E

The population of the gifted/talented program reflects the population of the total district or has for two of the past three years.

Texas Population Trends

Visit the site of:

Dr. Steve Murdock State Demographer http://txsdc.utsa.edu

Think about:

• The issues for your school district • Actions your group can take to

address these issues

10

If we don’t provide G/T services to the best and the brightest from these rapidly growing population groups, where will the leadership and role models come from?

Identified Gifted/Talented by Race/Ethnicity 2004-05

Native American Asian African American Anglo Hispanic

Totals (N=) Number enrolled

9,971 88,796 415,980 1,103,979 1,360,536 2,979,262

Percentage of total population

0.33

3 14 37 46 100.33

Number of identified gifted/ talented

645 13,494 19,372 113,352 74,761 221,624

Percentage of total gifted/ talented population

0.29

6 9 51 34 100.29

Percentage of population groups under identified

-0.04

3 -5 14 -12 11

Source: Texas Education Agency.

Discrepancies in Identification of Gifted/Talented Students by Race/Ethnicity and Socioeconomic Status Race/ Eth.

Native American Asian

No. Enrolled

9,971 88,796

No. ED

4,516 28,051

% Enrolled ED 45 32 No. G/T

645 13,494

No. ED G/T

107 1,702

% G/T ED 17 13

415,980 295,008

71

19,372 8,484

44

African American Anglo Hispanic Total 1,103,979 1,360,536 2,979,262 282,941 1,098,317 1,708,833

26 81 57

113,352 74,761 221,624 7,296 33,637 51,226

6 45 23

12

Source: Texas Education Agency. 2004-05.

13

Number and Percentage of Identified Gifted/Talented Students in Texas K-8

Total K-8 student population 2,979,262 Total identified gifted/talented population K-8 221,624 Percent of identified gifted/talented 7.44

Number and Percent of Identified Economically Disadvantaged Gifted/Talented Students in Texas K-8 Total K-8 student population Total K-8 economically disadvantaged population Number and percent of economically disadvantaged students identified gifted/talented

2,979,262 1,708,833 51,226 Economically disadvantaged identified gifted/talented students under represented by 75,911 students (57% of 221,624 = 127,137 = 7.44% = Equity) 57% Economically disadvantaged 23% Identified gifted/talented Under-identification of economically disadvantaged gifted/talented: -34% 14

15

How do your district statistics compare to the state as a whole? What inequities exist in your G/T population?

16

SECTION 2:

THE POLITICS OF GIFTED/TALENTED EDUCATION

17

What can you do?

18 • • • • • • 1. Appoint a task force to study the current identification procedures and practices. The following is a list of suggested task force members representing such groups as: campus and central office administrators classroom teachers special education and Title 1 teachers school board members gifted/talented specialists parents of gifted/talented students

19

2. Clearly define the purposes of the task force.

3. Provide training for the members of the task force prior to asking them to make decisions.

20

This training may include some of the following:

• reading and discussion groups based on literature about gifted/talented students, students from poverty, twice-exceptional gifted/talented students, and giftedness among certain cultural and socioeconomic groups • training in the reliability and validity of standardized tests

21

This training may include some of the following:

• statistics from the region, as well as the local district, that show the current racial/ethnic and socioeconomic composition of the district’s program • in-district and out-of-district consultants who have expertise in the topics being studied and considered

22

Twice-exceptionally gifted

The Task Force should address the needs of all gifted students, including twice-exceptionally gifted students: • ADD + Gifted • ADHD + Gifted • Dyslexic + Gifted • ED + Gifted • Non-English speaking + Gifted • LD + Gifted

23

State Plan: 1.5.2A

Students are assessed in languages they understand or with nonverbal-based tests.

• Qualitative instruments or samples of student work should also be administered in the student’s dominant language.

SECTION 3:

PRINCIPLES OF IDENTIFICATION

24 Source: Reichert, S. (1997). “Excellence with Equity in Identification and Programming,” Handbook of Gifted Education. Colangelo & Davis, (eds.) Boston, MA: Allyn and Bacon, Inc.

25

Defensibility:

Procedures should be based on the best available research and recommendations.

Advocacy:

Identification should be designed in the best interest of all students.

Students should not be harmed by the procedures.

26

Equity:



Procedures should guarantee that no one is overlooked. Students from all groups should be considered for representation according to their demographic representation in the district.



The civil rights of students should be protected.



Strategies should be specified for identifying the disadvantaged gifted/talented.



Cut-off scores should be avoided because they are the most common way that disadvantaged students are discriminated against.

27

State Definition

§29.121. DEFINITION. In this subchapter, "gifted and talented student" means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when

compared to others of the same age, experience, or

environment and who: (1) exhibits high performance capability in an intellectual, creative, or artistic area; (2) possesses an unusual capacity for leadership; or (3) excels in a specific academic field.

28

Pluralism :

The broadest defensible definition of gifted/talented should be used.

Comprehensiveness :

As many learners as possible with gifted/talented potential should be identified and served.

Pragmatism:

Whenever possible, procedures should allow for the cost effective modification and use of available instruments and personnel.

SECTION 4:

UNDERSTANDING POVERTY

29

Sources:

Payne, R. (2005). Framework for Understanding Poverty. Highlands, TX: aha! Process, Inc.

Slocumb, P. and Payne, R. (2000). Removing the Mask: Giftedness in Poverty. Highlands, TX: aha! Process, Inc.

Language Development Differences

Preschoolers’ language experiences in welfare, working class, and professional class homes

Social class Number of words heard per hour Estimated number of words heard per week Encouragement versus discouragement words per week Welfare 616 62,000 500 vs. 1,100 Middle class Professional class 1,251 2,153 125,000 215,000 1,200 vs. 700 3,200 vs. 500

30 Source: Hart, B., Risley, T. (1995). Meaningful Differences in the Everyday Experiences of Young American Children. Baltimore: Paul Brookes.

31

Driving Forces of Social Class

Poverty Middle Class Wealth

Survival Relationships Entertainment Work Achievement Material security Political connections Financial connections Social connections

32

Lack of Linear Orientation

Story structure is linear in middle class: Stories have a beginning, middle, and an end.

Story structure in poverty is circular: The focus is always on the characters, not the plot. The purpose is to entertain.

33

Frozen

Language that is always the same. For example, wedding vows, the Pledge of Allegiance, the Lord’s Prayer.

Formal Consultative Casual Intimate

The standard sentence syntax and word choice of the business and school community. Word choice is specific and precise. Explicit language.

Formal register when used in a conversation. In English, discourse pattern is not as direct.

Language between friends and is characterized by a 400 –800 word vocabulary. Word choice is general and not specific. Conversation is dependent upon nonverbal assists. Sentence syntax often incomplete. Implicit language.

Language between lovers or twins. Language of sexual harassment.

34

Poverty Destiny Language Time Possessions

Fate/Luck Casual register Present People

Middle Class

Choice Formal register Future Things

Wealth

Divine right Formal register Tradition One-of-a kind

35

Implications for Identification

Student has difficulty with:

• goal setting, • planning, • sequencing, • discerning main idea, and/or • vocabulary.

36 Poverty is concrete, sensory, and emotional.

The world of school is verbal and abstract.

Students from poverty have difficulty abstracting.

37

Implications for Identification

Look for students who:

• use figurative language that reflects comparisons to people and entertainers; • discern patterns in human behavior, but not necessarily ideas; and/or • connect personal experiences to abstract concepts, though these concepts may be focused on family and neighborhoods.

38

School failure is often the result of missing resources.

39

Emotional resources:

Being able to choose and control emotional responses, particularly in response to negative situations without engaging in self-destructive behavior(s)

Mental resources:

Having mental abilities and acquired skills in reading, writing, and computing, as well as a facility with language, necessary to deal with daily life

40

Physical resources:

Having physical health and mobility

Financial resources:

Having money to purchase goods and services

41

Relationship and role models:

Having frequent access to adults who are appropriate, who are nurturing to the child, and who do not engage in self destructive behaviors

Support systems:

Having friends, family, and backup resources available to access in times of need

Knowledge of the Middle Class Hidden Rules:

Knowing the unspoken cues and habits of a group

42

Comparison of Attributes of Gifted/Talented Students and Gifted/Talented Students from Poverty

Comparison of Attributes of Gifted/Talented Students and Gifted/Talented Students from Poverty Attribute Gifted/Talented (Kingore, 1993) Gifted/Talented from Poverty (Slocumb & Payne, 2000)

43

Advanced language

Displays advanced vocabulary Uses complex sentences effectively Naturally uses metaphors and analogies to express relationships Limits vocabulary to casual register Lacks cause and effect relationships in sentence structure Uses figurative language to reflect comparisons to people and entertainers

44

Comparison of Attributes of Gifted/Talented Students and Gifted/Talented Students from Poverty Attribute Gifted/Talented (Kingore, 1993) Gifted/Talented from Poverty (Slocumb & Payne, 2000) Perspective

Displays an ability to understand and incorporate unexpected or unusual points of view through oral language, writing, manipulatives, and/or art Incorporates unexpected or unusual points of view through oral language and manipulatives and art (may not do so in writing)

45

Comparison of Attributes of Gifted/Talented Students and Gifted/Talented Students from Poverty Attribute Gifted/Talented (Kingore, 1993) Gifted/Talented from Poverty (Slocumb & Payne, 2000) Sensitivity

Is intensely sensitive to the needs of others Demonstrates a strong sense of justice and sets high standards for self and others Demonstrates a strong sense of justice as defined by poverty Has fairness issues Identifies with the anti hero; sees anti-hero as a victim

Comparison of Attributes of Gifted/Talented Students and Gifted/Talented Students from Poverty Attribute Gifted/Talented (Kingore, 1993) Gifted/Talented from Poverty (Slocumb & Payne, 2000)

46

Accelerated learning

Demonstrates mastery and an ability to learn and understand material and concepts beyond the facts and knowledge typical and expected for that age group Learns quickly when shown how to do things that he/she considers meaningful

Comparison of Attributes of Gifted/Talented Students and Gifted/Talented Students from Poverty Attribute Gifted/Talented Gifted/Talented from Poverty (Kingore, 1993) (Slocumb & Payne, 2000)

47

Sense of humor

Demonstrates understanding of higher level of humor; applies a finely developed sense of humor, either through production of jokes, riddles, puns, or other humorous effects or through understanding of the subtle humor of others Applies a finely tuned sense of humor, creates original jokes Often reflects imitations of people and events humorously Tells stories and uses casual register in colorful ways Mimics accurately

48

Comparison of Attributes of Gifted/Talented Students and Gifted/Talented Students from Poverty Attribute Gifted/Talented (Kingore, 1993) Gifted/Talented from Poverty (Slocumb & Payne, 2000) Analytical thinking

Discerns components of a whole Determines relationships and patterns in procedures, experiences, ideas, and/or objects Is intrigued with the idea of planning, though he/she may lack planning skills Discerns patterns in human behavior, but not necessarily in ideas

Comparison of Attributes of Gifted/Talented Students and Gifted/Talented Students from Poverty Attribute Gifted/Talented (Kingore, 1993) Gifted/Talented from Poverty (Slocumb & Payne, 2000)

49

Meaning motivated

Shows curiosity, inner drive, and thorough, independent understanding Asks penetrating questions Demonstrates extensive memory Is curious, independent Asks questions focused on relationships Has an extensive memory about people and conversations Questions issues related to fairness and/or importance

The Varied Faces of Gifted/Talented Students

• Traditional perception of gifted/talented student • Gifted/talented student from poverty • English language learner who is also a gifted/talented student from poverty • Special education and/or 504 student who is a gifted/talented student from poverty 50

Source: Equity in Gifted Education Task Force Members.

51

Varied Faces of Giftedness

http:/www.gtequity.org/docs/opt/varied_faces.pdf

Learning • Use of language • Critical thinking • Logic • Curiosity and questioning attitude • Rate of acquisition • Perspective • Preferences Motivation • Sensitivity and maturity • Interest and persistence • Perfectionism • Independence • Resolution and leadership • Goal setting

52

Varied Faces of Giftedness

http:/www.gtequity.org/docs/opt/varied_faces.pdf

Creativity • Divergent thinker • Sense of humor • Risk taking • Conformity and inhibition Affective • Criticism

53

SECTION 5:

CONSUMERS BEWARE: MAKING EDUCATED DECISIONS ABOUT TESTING F. Richard Olenchak, Ph.D

54

Metaphor of Buying a Car

BUYING A CAR

How trustworthy is it? (reliability) How well does it accommodate the range of needs in my household? (validity) How much does it cost?

How many people can it hold at once?

How fast can it go?

BUYING A TEST

How consistent is it? (reliability) How well does it accommodate the range of needs in my district? (validity) How much does it cost?

How many can we test at once?

How fast can it be scored?

55 Reliability refers to the consistency of results an assessment instrument provides from one administration to another.

Validity refers to the degree to which correct inferences can be made based on the results obtained from an instrument.

The Relationship Between Reliability and Validity

56

Key Concept Being Measured Student Score

57

How are reliability and validity determined for tests?

58

Method Content Validity Validity (correctness) Process

Using an operational definition of what is being measured and a description of the intended student sample, a team of expert judges decide which test items do and do not measure the test’s objectives. They also examine the format for appropriateness. The test is revised and the judges are again asked to review it. The process continues until all judges approve all the items.

59

Method Criterion Validity Validity (correctness) Process

The correlation between the test being developed and some criterion (an existing test or another measurement of the same content or construct) is determined through the degree of relationship that exists between the scores students obtain on the instrument being developed and on the existing one.

60

Method Construct Validity Validity (correctness) Process

The test developer collects various types of evidence that allow the test developer to make appropriate inferences. First, the variable being measured is clearly defined. Then, test developers form hypotheses based on the theory about how students who have a large degree and how those with a small degree of the variable might behave in particular circumstances.

61

Four main issues in sampling for test development:

    Race/ethnicity Language Gender Socioeconomic background

62

How to Interpret Reliability Data

Reliability coefficients appear as decimals, the closer to a value of 1.0, the stronger the reliability. Reliabilities of .75 and higher are generally considered to be admirable.

63 Quantitative assessment attempts to measure, or obtain a numeric fix, on a particular phenomenon. In identifying students for gifted/talented services in schools, quantitative assessment typically consists of using standardized instruments that adhere to traditional and acceptable methods for demonstrating reliability and validity as previously described.

64 Qualitative assessment attempts to describe what a particular phenomenon is like.         Student work Interviews with students Interviews with adults in students’ lives Behavioral observations Record reviews Responses to different stimuli Behaviors in various situations Non-standardized checklists and inventories

65

Categories of Standardized Tests

    Ability Achievement Standardized checklists and inventories Content area

66

Ability tests and achievement tests present equity challenges.

There is no such thing as a culture-free assessment.

67

What tests do we use in my school district? What populations are represented in their norming samples and to what degree are our kinds of students represented?

68

Testing Information in the Toolkit

Kinds of Tests • Ability • Achievement • Checklists and inventories • Core content areas Information Given • Link to test • Purpose • Parameters (grade levels) • Qualifications for administration • Publisher • Norm group • Reliability • Validity

69

Factors that Guide Test Selection

 Is the test reliable and valid, generally speaking?

 Does it yield acceptable reliability and validity among samples of students similar to those with whom the tests will be used?

 Does my intended use of this test reflect the purpose intended by the test developer?

70

SECTION 6:

ACHIEVING EQUITY WITHIN THE DISTRICT

71

When should we use campus norms?

When should we use district norms?

72

Three Campuses with Varying Demographics Campus A Campus B Campus C

80% free and reduced lunch 40% free and reduced lunch 15% free and reduced lunch 35% Anglo 40% Hispanic 20% African American 5% Asian 70% Anglo 20% Hispanic 10% African American 0% Asian 80% Anglo 15% Hispanic 3% African American 2% Asian

73

Adaptation of Identification Process for Three Campuses

74 Parent inventories typically do not work with parents from poverty or limited English speaking parents. Interviews work much better, though a home visit may be required. Parents from poverty may lack transportation and/or they do not trust the school.

75 Consent forms may not be returned to the school. Personal contact usually works better.

76 Schools that use district-adopted instruments with all students do not have to get written permission from the parent. It falls under the same guidelines as administering an achievement test to all students that has been adopted and approved by the district.

77 Peer nominations that are specifically designed for students from poverty may be very helpful in identifying students who have talents that may not be reflected on traditional measures (Slocumb and Payne, 2000).

78 Student interviews may be used very effectively with students from poverty and limited English speakers.

79 Rubrics are used to measure the performance of students, especially when looking at portfolios or other complex performances.

80 Assessors should avoid the use of cut-off scores. Look for patterns in the data collected when identifying students from poverty or students who are culturally different. Examine the patterns in the context of what giftedness looks like within those groups.

81 Teacher perceptions are solicited and include both open-ended questions and checklists.

82

Teacher Perception vs. Teacher Recommendation

83 When considering screening procedures, all students are included.

Identification procedures include the use of non-verbal instruments.

84 Placement procedures allow for students to be placed in the program based on observable behaviors, and not solely on the basis of quantitative instruments.

85

SECTION 7:

BRIDGING FOR SUCCESS

86

A scaffolding language acquisition approach is critical for students from poverty at Pre-K, K, and 1, as well as in Head Start programs.

Excellent Resource:

Weiner, Carolyn. Preparing for Success, Meeting the

Language and Learning Needs of Young Children from Poverty

Homes. ECL Publications. 2001.

87 Having a facility with language is a key factor in one’s perception of how bright a person is. Students from poverty come to school with limited language.

88 Level 1: Talks in words, phrases; learns from listening while someone talks to them about something they see or are doing; talks mostly about objects and events in the immediate environment (Weiner, 2001)

89 Level 2: Engages in extended conversations with another person; learns from one-to-one interaction with more advanced language users; talks about objects and events removed from the immediate environment (Weiner, 2001)

90 Level 3: Understands sequences of events and stories; learns by speaking of own sequences of activities with more advanced language users who help the child put things in order using words such as first and next (Weiner, 2001)

91 Level 4: Uses language to learn about things not directly experienced; talks about a variety of topics with others who may clarify information when the child does not comprehend (Weiner, 2001)

92 Level 5: Uses language to build and evaluate internal verbal models of their world; considers ideas and reflects on thought questions; serves as a manager of own learning; seeks clarification when necessary (e.g., predict, explain) (Weiner, 2001)

93

SECTION 8:

FURLOUGH AND EXIT PROCEDURES

94

Need for Reciprocal Agreements within a District

Advantages Disadvantages

Student Teacher What is the focus of your policies that relate to accepting students from sending school-districts? Are they child-centered, adult-centered, or program-centered?

95 The purpose of furlough and exit procedures is to ensure that the rights of students are protected.

The biggest challenge is to keep students from poverty in the program once they have been identified.

96

Furlough Policy

• Increased demand on time caused by scheduling and/or outside interests • Emotional problems stemming from self, school, or home (e.g., death of a family member, divorce, illness, etc.) • Request by parent(s)/guardian(s), teacher(s), a counselor, or administrator • Inability to participate because of scheduling conflicts

97 Furloughs should NOT be used as a disciplinary tool and should be granted without adding undue pressure on the student.

Furloughs should not be imposed if a student does not fit into a pre-defined program.

98

Re-entry into the program

• Specify the re-entry date • If parent/student chooses to exit the program, exit procedures must be followed.

• Furlough and re-entry forms should be filed in the student’s cumulative record.

99 Furlough forms used in the district should also specify what multiple interventions have been done prior to the furlough and/or exit procedures.

100

Exit provisions

If a teacher initiates the petition, that teacher shall provide documentation from multiple sources to support his/her request for exit from services.

101

If educators don’t attempt to see beyond the mask of poverty and remove it, who will?

102

If not you, who?

If not now, when?

Change for gifted students from poverty begins with you.

103 From: Slocumb & Payne, (2000). Removing the Mask: Giftedness in Poverty. aha! Process, Inc. Highlands, TX.

104

See Equity Toolkit www.

gtequity.org