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

◦zane.scotttunkin@dmschools.org◦515-242-7298

Justin Gibson◦justin.gibson@dmschools.org◦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)