Funded by the Jacob K. Javits Gifted and Talented Education Act, the Mustard Seed Project's major goal T91maoivti1ts was to train teachers to differentiate curricula for gifted students in the general education classroom. This study addressed the changes in classroom practices and the factors that influenced these changes. Changes were measured using the Classroom Instructional Practices Scale Johnsen, 1992). The sample included 1 urban and 5 rural sites, 8 principals, 74 teachers, mentor teachers, and 18 community representatives. Throughout the two years of implementation, majority of teachers at each site made changes. Changes in classroom practices and influencing factors, were determined from interviews, field notes, formal and informal observations, and a final survey. Participants cited staff-development activities, leadership, mentoring, resources, and project support as extremely beneficial.
Effective program models are needed for low-income youth. This article describes one successful summer enrichment program, University for Young People’s Project Promise, and outlines three key components of a Partnership for Promoting Potential in Low-Income Gifted Students (Partnership Model), which is based on Lee, Olszewski-Kubilius, and Peternel’s model. The Partnership Model provides a multi-generational perspective and framework for designing and enhancing summer enrichment programs.
From a sample of 13,176 children with disabilities who were a part of the Special Education Elementary Longitudinal Study, 330 students achieved a score at the 90th percentile or higher on the Woodcock-Johnson III. These children represent some 9.1% of children who have disabilities nationally and who might be identified as gifted or academically advanced. Only 11.1% of these students were participating in programs for gifted and talented students with African Americans, Hispanics, or females significantly less likely to participate. The discussion considers the reasons behind these results and possible approaches for identifying and serving students within a current response-to-intervention approach.
Response to Intervention (RtI) has promise for helping students, particularly ones with disabilities, achieve higher levels of academic and behavioral success in the general education classroom. But what does it mean for gifted students or for those who are gifted and have a learning disability, such as twice-exceptional students? How might current RtI models be amended to identify and support the advanced learning needs of children who learn at a faster pace and require more complex curricula? In this article, we will describe the various RtI frameworks and describe five states where there is either active consideration for gifted education in their state's RtI policies or potential for gifted education to play a role.
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