1996 - 2001 Javits Abstracts

U.S. Department of Education, Office of Educational Research and Improvement, Office of Reform Assistance and Dissemination, Development and Demonstration Division, Jacob K. Javits Gifted and Talented Students Education Program


TABLE OF CONTENTS Introduction 1996 Abstracts Georgia The New Horizons Project Maryland Project CCA (Creating a Community of Achievement) Massachusetts Urban Scholars Programs New York Project CUE (Creating Urban Excellence) MAP (Major Achievement Program) Project Critical: Advancing Critical Thinking in Gifted Education Classes Oklahoma Project Leap (Leadership Excellence Achievement and/or Performance) Ohio Ohio Department of Education 1997 Abstracts Arizona The University of Arizona Yuma School District One California University of Southern California Connecticut Yale University North Carolina University of North Carolina-Charlotte Oklahoma University of Oklahoma Pennsylvania School District of Pittsburgh Texas Region One Education Service Center, Edinburgh 2 15 16 17 18 19 20 21 22 7 8 9 10 11 12 5

13 14

1998 Abstracts California Think Like A Disciplinarian Indiana Project Gate Kentucky Challenges and Choices Massachusetts Examination School Bound Massachusetts Project Challenge South Carolina Project Breakthrough Virginia Project Phoenix 1999 Abstracts Illinois Access Built Through Leadership & Academies: The ABLA Community Scholars Program New York BPS #71 G&T Enhancement Program Project IMAGINE Opportunities for Learning in the Art North Carolina The Early Recognition and Cultivation of Potential Oklahoma Project SAIL Texas Speakers of Other Languages Network (SOL NET) Virginia Identifying Mathematics Potential in Young, Underserved Children 23 24 25 26 27 28 29

30 31 32 33 34 35 36 37

Washington Rural Isolated Elementary School Communities of Washington State 38 3

2000 Abstracts Minnesota Minneapolis Catalyst 345 New Jersey Newark Collegiate Academies New York Project CRITICAL: Advancing Critical Thinking and Expanding Diversity in CSD 3’s Gifted Education Program North Carolina INSIGHTS Ohio Statewide Arts Talent (START) Pittsburgh Next Steps, Project Enterprise, Pittsburgh Virginia HOTT LINX: High Quality On-line Teacher Training Learning Instruction Novices to eXperts 2001 Abstracts Colorado The GATEway Project 46 39 40 41

42 43 44



Introduction The Congress finds and declares that, all students can learn to high standards and must develop their talents and realize their potential if the United States is to prosper; gifted and talented students are a national resource vital to the future of the Nation and its security and well being. Jacob K. Javits Gifted and Talented Students Education Act of 1994 The Jacob K. Javits Gifted and Talented Students Education Program was authorized under The Improving America’s Schools Act of 1994, Title X, Part B of Programs of National Significance. This legislation authorized the U.S. Department of Education to fund grants, provide leadership, and sponsor a national research center on the education of gifted and talented students. Students with talent are found in all cultural groups, across all economic strata, and in all areas of human endeavor. This publication describes the grant projects funded by the Javits Program in 1996, 1997, 1998, 1999, 2000 and 2001. Administered by the Department’s Office of Educational Research and Improvement (OERI), the Javits Gifted and Talented Students Education Program awards grants to state and local education agencies, institutions of higher education, and other public and private agencies and organizations. These grants help talented students in elementary and secondary schools develop their abilities and reach for high levels of achievement. Each year that funds are available, the Department publishes an invitation to apply for Javits grants in the Federal Register or funds down the prior year slate. A peer review panel evaluates applications and recommends awards. Projects receive priority if they serve students who are economically disadvantaged, have limited English skills, are disabled, or are at risk of being unrecognized and underserved. Between 1989 and 2001 the Javits Program funded 116 grants that supported model programs and practices for educating talented students nationwide. Depending upon available funds, grant awards range from $100,000 to $250,000 per year for up to 3 years. Project objectives must: • • • • • Incorporate high-level content and performance standards in one or more of the core subject areas; Utilize innovative teaching strategies; Provide comprehensive ongoing professional development opportunities for staff; Incorporate training for parents in ways to support their children’s educational progress; Include a comprehensive evaluation of projects’ activities, and 5

Priority is given to projects operating in Empowerment Zones and Enterprise Communities.

The Javits projects are contributing answers to important questions about how to provide a rich and challenging education to talented students, especially those who are economically disadvantaged, or are at risk. The abstracts in this publication are organized by state and by city of the grantee from each state. Further information about each project is available from the contact person(s). The Javits Gifted and Talented Students Education Program is available from: U.S. Department of Education Office of Educational Research and Improvement Javits Gifted and Talented Students Education Program 555 New Jersey Ave., NW, Room 502 Washington, DC 20208-5645 202-219-2210 http://www.ed.gov/programs/javits/


The New Horizons Project PR AWARD #: Grantee: R206A960038 Atlanta Public Schools 210 Pryor Street, SW Atlanta, GA 30335 Sharon B. Jones (404) 827-8681 Elementary School FY 1996 $198,013 FY 1997 $196,286 FY 1998 $197,000

Contact: Target Grade Level: Funding:

The New Horizons project will bring gifted education services to the total school population of three elementary schools located in depressed communities in the city of Atlanta. The targeted schools are a part of Atlanta’s Empowerment Zone and it’s linkage communities. New Horizons will use nontraditional identification methods, multiple criteria, differentiated instructional strategies, a curriculum based in the students’ history and cultural, a school-wide focus on in-depth study, projects, productions, talent development, and mentorships with young adults to nurture students’ dormant gifts and talents. Instructional staff will be prepared through staff development to pursue gifted education certification. A series of family workshops will prepare parents to recognize potential gifts and talents in their children and to participate more fully in their children’s education.


Project CCA (Creating a Community of Achievement) PROJECT AWARD #: Grantee: R206A960056 Maryland State Department of Education Division of Instruction 200 West Baltimore Street Baltimore, MD 21201-2595 Imogene J. Roane (410) 767-0173 Kay Birukoff 410-767-0363 Target Grade Level: Funding: Middle School FY 1996 $246,160 FY 1997 $237,368 FY 1998 $223,000


Project CCA: Creating a Community of Achievement will develop a model program to address the needs of highly able students within the context of ongoing reform efforts. Maryland State Department of Education project staff will work with six middle schools in Baltimore City, which has been designated an Empowerment Zone, to pilot a series of strategies that are responsive to the special needs of these schools. All project activities are designed to foster a climate of achievement in which at-risk gifted and talented students can discover and develop their unique interests and abilities. Activities will center on ongoing professional development, development of differentiated curriculum, and substantive parental and community involvement. The project will also have strong product development and dissemination components.


Urban Scholars Program PR AWARD #: Grantee: R206A960032 University of Massachusetts/Boston 100 Morrissey Blvd. Boston, MA 02125-3393 Joan Becker Chris Hogan (617) 287-5830 Middle School/High School FY 1996 $256,424 FY 1997 $305,121 FY 1998 $320,417


Target Grade Level: Funding:

The Urban Scholars Program has identified and developed the potential of gifted and talented urban youth for the past fourteen years. It has consistently promoted the use of strategies that are effective in helping improve the education of all students. Urban Scholars will: (1) work with students, teachers and families as a laboratory to develop models for effective talent identification and development, and (2) address the need to improve the quality of education for all students at target schools. The project will engage in activities designed to achieve four objectives: 1. 2. 3. 4. Identify and develop the math and science talents of 55 urban middle school students from economically and educationally disadvantaged backgrounds. Implement an integrated system of rigorous standards and assessments tied to curriculum and professional development in the high school component, modeled on the work underway in the middle school component. Develop and implement a comprehensive program of family and community involvement in Urban Scholars. Work collaboratively with partner schools to enhance their capacity to develop the potential of all students.


PROJECT CUE (Creating Urban Excellence) PR AWARD #: Grantee: R206A960088 Community School District 9 1377 Jerome Avenue Bronx, NY 10452 Josephine Joyce (718) 583-7366 Pre-K through Eight FY 1996 $250,000 FY 1997 $245,000 FY 1998 $240,000

Contact: Target Grade Level: Funding:

Project CUE is a collaborative of Community School District 9, the college of New Rochelle and staff of the Arts Connection. District 9 is located in New York City’s South Bronx, which is part of a larger Federal Empowerment Zone and serves approximately 32,000 students who are from underrepresented groups in gifted and talented programs. Twenty-eight schools in District 9 have become Title 1 School-wide Project schools with a protocol for shared decision-making, which will enable school-based decisions in the use of compensatory resources. Project CUE will expand on past efforts to restructure teaching and learning in schools to recognize and enhance individual student talents and interests. The project will target urban minority students in pre-kindergarten through grade eight in both regular and special education at two schools. It will provide high-level content instruction in mathematics, science, art, music, dance, theatre and computer technology in classrooms, school-wide and in the community, so that opportunities to identify and nurture talents in these areas can be provided. Project CUE will also develop a related protocol for professional development and will help parents understand and develop their children’s strength.


MAP (Major Achievement Program) PR AWARD #: Grantee: R206A960011 Rochester City School District Curriculum Development and Support 131 West Broad Street Rochester, NY 14614-1187 Patricia Meek (716) 252-8713 Elementary and Secondary School FY 1996 $78,599 FY 1997 $85,510 FY 1998 $85,891

Contact: Target Grade Level: Funding:

The Major Achievement Program of the Rochester Public Schools will carry out the following activities: (1) create a Research and Development Team to design criteria for a model K-12 Student Assessment Portfolio to screen elementary and secondary students for participation in the Major Achievement Program; (2) develop an Interdisciplinary Enrichment Institute to expand experimental learning through museum workshops, visiting artist performances, and field trips, and develop mentor-assisted enrichment projects that will be integrated into the instructional plan to assist students in developing their general intellectual ability and specific aptitudes; and (3) create a Parent Support Network to encourage parents of gifted and talented students to take an active role in their children’s education.


Project CRITICAL (Curriculum Restructuring, In-service Training, Implementation, Computer-Assisted Instruction and Learning Outcomes) PR AWARD #: Grantee: R206A960134 Syracuse University Maxwell School Project Legal 513 Eggers Hall Syracuse, NY 13244-1090 James J. Carroll (888) 443-4720 Elementary and Secondary School FY 1996 $212,656 FY 1997 $235,000 FY 1998 $250,068

Contact: Target Grade Level: Funding:

Project CRITICAL (Curriculum Restructuring, In-service Training, Implementation, Computer-Assisted Instruction and Learning Outcomes: Advancing Critical Thinking in Gifted Education Classes) will address the special educational needs of targeted students living in New York City, mostly in the economically distressed Empowerment Zone in Harlem and the Bronx. Project CRITICAL will apply the theories of Renzulli, Gardner, Kolberg and Bloom to adapt a nationally validated law-related education project for elementary and secondary American history courses. The overall theme is to make students aware of civic values, how situations may arise throughout American history (as well as in their community and their school) in which individual and societal values may conflict, and how our judicial system exists to resolve such conflicts by balancing the rights of individuals with their responsibilities toward society. The director and the 30 teacher participants in Project CRITICAL will develop new gifted and talented elementary, middle and high school student curriculum materials for use with gifted and talented students as a result of participating in curriculum development workshops and field testing and revising materials.


Project LEAP (Leadership Excellence Achievement and/or Performance) PR AWARD #: Grantee: R206A960059 The Osage County Interlocal Cooperative 207 East Main Street Hominy, OK 74035-1511 Susan Frasier (918) 885-2667 Secondary School FY 1996 $248,324 FY 1997 $200,410 FY 1998 $183,000

Contact: Target Grade Level: Funding:

Project LEAP: Leadership Excellence Achievement and/or Performance is a cooperative effort seeking to identify and meet the special educational needs of gifted and talented secondary students in four rural districts in northeastern Oklahoma. These project communities are impoverished, rural and isolated and designated as Empowerment Zones/Enterprise Communities. Approximately 64% of the 7,000 residents are documented American Indians; limited English proficient/Native American students represent 62% of total school enrollment; and 65% are enrolled in the free/reduced lunch program. The project will target approximately 116 students in grades 9-12. The participating districts (Hominy, Shidler, Woodland, and Frontier) are members of the Osage County Interlocal Cooperative (OCIC). Project LEAP will allow these students the opportunity to fully develop their intellectual, creative, artistic and/or leadership abilities; provide individualized instruction and specially developed study units incorporating the child’s culture. Project LEAP will address six main components: Identification, Instructional/Curriculum, Parental Awareness/Training, Professional Development, Dissemination and Evaluation that develop and advance both theory and knowledge in gifted talented education.


Ohio Department of Education PR AWARD #: Grantee: R206A960121 Ohio Department of Education Division of Special Education 933 High Street Worthington, OH 43085-4087 Kristen Kask (614) 466-2650 Elementary School FY 1996 $274,914 FY 1997 $260,305 FY 1998 $265,624

Contact: Target Grade Level: Funding:

The Ohio Department of Education intends to facilitate, on a statewide basis, the delivery of appropriate services to young gifted children who are economically disadvantaged. This project will replicate a previously funded (1993-1996) Ohio Javits Project and will expand to three new sites, Columbus City, Cleveland, and Portsmouth area schools that are designated as Empowerment Zones/Enterprise Communities. The project will continue to support the original sites, which included three urban sites (Youngstown, Akron and Toledo City schools), one urban Appalachian site (Cincinnati City schools), and one rural/Appalachian site (comprised of Federal Hocking, Nelsonville-York, and Alexander local schools). The Ohio Javits Project will target key components of school restructuring at state and national levels by (1) incorporating high-level content and performance standards in core subject areas; (2) empowering building level staff and families to play a major role in instructional decision making; and (3) providing a model that fosters continuous improvement at the school building and district level. This project will use learning centers, contracts, acceleration, cross-grade work, enrichment, independent study, curriculum compacting and extending, flexible grouping, and tiered assignments as methods for addressing individual learning differences.


DISCOVER V PR AWARD #: Grantee: R206A970005 The University of Arizona Department of Special Education and Rehabilitation P.O. Box 210069 Tucson, AZ 85721-0069 Dr. C. June Maker (520) 621-8832 (520) 621-3821 (Fax) Pre-K through Eight FY 1997 $281,437 FY 1998 $287,708 FY 1999 $294,156


Target Grade Level: Funding:

The goals of the DISCOVER V project are to (1) collaborate with Project Partner community members to identify the varied strength profiles of all learners in their community; (2) continue the development and validation of DISCOVER assessment processes for two purposes: identification of students who are gifted and creation of strength profiles of all learners in project schools; (3) collaboration in the design of teaching/learning units with a focus on problem-solving, multiple intelligences, cultural context, and varied activities to enhance student engagement in learning through developing the strengths of all learners; (4) evaluate the effectiveness of varied levels of implementation of the DISCOVER curriculum; and (5) disseminate information about the DISCOVER Assessment processes, the DISCOVER Curriculum Model, and research on their effectiveness. Each DISCOVER teaching unit is based on a broad theme (e.g. cycles, discovery, interdependence, patterns), of key concepts, and generalizations with ideas from many disciplines integrated into problem content. Although all problems require the use of more than one intelligence, no problem is created or solved without interaction among varied intelligences. Four or five schools will be selected based on (a) a high level of commitment to implementing the DISCOVER curriculum model in the total school community, (b) an agreement to contribute local resources and to continue the DISCOVER identification and curriculum modification projects, (c) location in an EZ/EC or similarly economically disadvantaged area, (d) a high percentage of minority students or those for whom English is not a first language, and (e) a commitment to using modifications recommended for gifted students in all classrooms. One school will be in a rural community on the Navajo reservation, one in a low income area of Tucson, AZ, that was a pilot school for the DISCOVER IV preschool project, one in the enterprise community of Phoenix, AZ, and two other sites yet to be selected. 15

PROJECT 2000 PR AWARD #: Grantee: R206A970004 Yuma School District One Project 2000 450 West Sixth Street Yuma, AZ 85364-2973 Susan Erwin (520) 782-6581 x320 (520) 782-0736 (Fax) Elementary School FY 1997 $156,626 FY 1998 $56,597 FY 1999 $36,555


Target Grade Level: Funding:

Project 2000 develops identification models and implements innovative programs, which benefit students who are economically disadvantaged, limited, English proficient and/or disabled and often not identified through traditional gifted and talented programs. Project 2000 plans to serve 550+ students during the three-year project with the potential impact of serving over 2,000 students by the third year. Yuma School District 1 is composed of 64.5 percent ethnic minorities, consisting of large numbers of Mexican-Americans and Native Americans. Nine of the fifteen schools qualify for Title 1 School-wide Project Status. Project 2000 is the first of its kind in this rural southwest county of Arizona. The project plans to design and implement: 1. 2. 3. 4. 5. 6. a research identification model to recruit and select students (Discover Assessment) one or more curriculum and instructional models to serve targeted students that combine strategies (enrichment, acceleration, peer tutoring, cooperative learning); a professional development plan with an in-service component for teachers and parents based on pre-assessed needs, relevant research and proven educational strategies; a parent involvement component with in-service training in content and leadership; revision and publication of the District Gifted Resource Handbook; and ongoing assessment and final evaluation conducted by an external evaluator.

Project 2000 expands existing programs and offers new program enhancements.


Project Curriculum TWO (Training Within Classrooms and Online) PR AWARD #: Grantee: R206A970006 University of Southern California School of Education WPH 1002 Los Angeles, CA 90089-0031 Sandra Kaplan (213) 740-3291 (213) 366-2228 (Fax)


Target Grade Level: Funding: FY 1997 $223,638 FY 1998 $222,018 FY 1999 $219,743

Project Curriculum TWO: Training Within Classrooms and Online is a plan to address the gifted and talented limited English proficient students, an ever-growing group in California, as well as in the nation as a whole. TWO proposes to match teachers and classrooms from Enterprise and Empowerment zones with classroom teachers in other regions of the state who are currently moving forward in efforts to teach complex content to LEP gifted and talented students. The project intends to redefine the basics of reading for advanced and gifted learners and to analyze the strategies needed to attain high levels of performance standards. Communications among participants in the project will be enhanced by donation of, and training in, the latest HyperStudio program, which includes a feature that allows users to collaborate on projects over the Internet. TWO will provide comprehensive professional development for teachers of the targeted classrooms culminating in granting the California Association for the Gifted “Certificates of Completion.” Additionally, the project will define appropriate at-home psychological and academic support for parents by utilizing the California Association for the Gifted Parent Council network and its affiliates.


ELATE (Expert Learning for All Through Teacher Education) PR AWARD #: Grantee: R206A970001 Yale University Department of Psychology Yale University P.O. Box 208205 New Haven, CT 06520-8205 Robert J. Sternberg (203) 432-4633 (203) 432-8317 (Fax) Elena Grigorenko (203) 432-4660 URL: yale.edu/rjsternberg Target Grade Level: Funding: Elementary through Five FY 1997 $78,750 FY 1998 $82,979 FY 1999 $87,421


The Expert Learning for All through Teacher Education (ELATE) program is based on a notion of both abilities and achievement as developing expertise. According to this view, measured abilities are themselves a form of expertise of achievement that can be developed in all students. Using nine research-based principles of expertise, ELATE will show teachers three primary sets of methods to develop these facets of expertise for language arts, in at least 250 New Haven school students in grade 5. It includes more than 50% students from minority groups and more than 50% below the official U.S. poverty line. Special efforts will be made to make the program accessible to bilingual and culturally diverse as well as to learning disabled and physically challenged students. The program will be taught by teachers, and developed with the collaboration of teachers, administrators, and parents. ELATE will compare experimental group versus matched control group pretest to posttest residualized gain scores for both special conventional and performance assessments and for school achievement as measured by grades and standardized test scores (state and commercial). The program and results will be widely disseminated and publicized.


PBLISS (Problem-Based Learning in Social Studies) PR AWARD #: Grantee: R206A970003 University of North Carolina/Charlotte Department of Teaching Specialties 9201 University Blvd. Charlotte, NC 28223-0001 Shelagh Gallagher (704) 547-2531 (704) 547-2916 (Fax) High School FY 1997 $233,241 FY 1998 $231,157 FY 1999 $189,864


Target Grade Level: Funding:

The University of North Carolina/Charlotte proposes to create rigorous and relevant Social Studies curriculum units for economically disadvantaged gifted high school students. The project will use Problem-Based Learning, with its emphasis on solving real-world problems, self-directed learning, and significant content as the structure for the units. The content of the units will be selected to focus on a core Social Studies concept through immersion in current and historical episodes with particular relevance to target students. A cooperative agreement has been established with three North Carolina school districts with large populations of disadvantaged students to pilot test the units. CharlotteMecklenburg schools and Wilson County schools are both in Enterprise Communities; and Alamance County schools share many of the same characteristics of urban schools in Charlotte/Mecklenberg. Through collaborative efforts, all materials that emerge from the project will be systematically developed, tested, and revised, resulting in usable, useful products for the field.


Project LOGIC (Leadership Opportunities for Gifted Indian Children) PR AWARD #: Grantee: R206A970007 University of Oklahoma American Indian Institute 555 Constitution Street Norman, OK 73072 Anita Chisholm (405) 325-4127 Sandra Poolaw (405) 325-4127 (405) 325-7757 (Fax) Target Grade Level: Funding: 9-12 FY 1997 $164,938 FY 1998 $157,594 FY 1999 $160,267


Project LOGIC: Leadership Opportunities for Gifted Indian Children is a comprehensive leadership development program using tradition and technology to enhance strengths of American Indian students and educators. The program seeks to advance theory and knowledge in the area of gifted and talented education by (1) establishing alternative identification criteria for gifted and talented American Indians; (2) developing culturally appropriate experiential activities infused with traditional ideologies and high-level concepts from core subject areas; (3) designing an experiential educator training prototype for teachers; and (4) disseminating project materials. Project LOGIC will conduct a series of summer leadership institutes and weekend leadership seminars for American Indian youth and educators to provide field-testing and curriculum development opportunities. Project LOGIC has established an Advisory Board that will provide diverse voices to counsel the project staff. The project will represent a comprehensive effort to address all aspects of gifted and talented education for Indian students and their educators.


PEP (Project Enterprise: Pittsburgh) PR AWARD #: Grantee: R206A970002 School District of Pittsburgh Conroy Education Center 1398 Page Street Pittsburgh, PA 15233 Jacqueline Dandridge (412) 323-3966 (412) 323-3990 (Fax) Mary Toll (412) 578-6333 Target Grade Level: Funding: Elementary FY 1997 $237,790 FY 1998 $243,177 FY 1999 $245,224


Project Enterprise: Pittsburgh (PEP) will address the development of an exemplary Urban School District and College collaborative with the creation of a Professional and Family Development Center at Carlow College. Teachers will receive extensive staff development in differentiated and accelerated enrichment teaching models that may be used in an inclusive classroom. Demonstration teaching and peer coaching will extend the professional development activities to the classroom sites. Project Enterprise teachers will then share teaching strategies/models with colleagues. PEP will develop and pilot a series of tasks and rubrics as alternative screening/identification strategies and implement several demonstration classrooms that will serve as models for gifted services within an inclusive setting. PEP will also attempt to raise awareness and enable families and communities to become advocates for children’s education. PEP will develop several products that will empower teachers, administrators, families, and school districts. These products include training manuals for screening/identification and curriculum differentiation in communications and mathematics; brochures and information packets to promote family and community education; and videos of actively engaged diverse learners in action.


Region One Education Service Center PR AWARD #: Grantee: R206A970008 Region One Education Service Center 1900 W. Schunior Hidalgo County Edinburgh, TX 78539 Mary Jean Navarro (956) 383-5611 Pre-K through Twelve FY 1997 $180,322* FY 1998 $161,566 FY 1999 $184,370

Contact: Target Grade Level: Funding:

*$118,848 was paid from 1997 funds; $61,474 was paid from FY 98 funds. Region One Education Service Center and three participating school districts, EdcouchElsa Independent School District (ISD), La Ferro ISD, La Villa ISD, propose to establish and operate a model program for all gifted and talented students. Through a restructuring process, teachers, counselors, administrators, and parents will collaborate to review, evaluate, and use traditional and non-traditional assessment and identification processes among potentially gifted and talented students. The three participating school districts will work with nationally recognized researchers and educators to develop and restructure the gifted education curricula and accompanying materials. An interactive technology component for parents will be available in print and electronic forms for review via the Internet. A rigorous professional development program will be upgraded to enhance educator’s skills through formal and informal training sessions focused on the multiple intelligence theory and “best practices.” The training will build a cadre of teachers and counselors who possess an in-depth knowledge base of the prerequisite information and research critical to make a personal commitment to identify students’ strengths; to structure learning activities that give learners opportunities to demonstrate potential; to recognize and reinforce signs of talents; to locate resources to help foster individual talents; and to share observations of capabilities with parents.


Think Like A Disciplinarian PR AWARD #: Grantee: R206A980055 University of Southern California Waite Phillips Hall, 1004 Los Angeles, CA 90089 Sandra Kaplan (213) 740-3291


Target Grade Level: Elementary School Funding: FY 1998 $98,111 FY 1999 $98,111 FY 2000 $98,111

The University of Southern California is partnering with the Los Angeles Unified School District’s Roosevelt cluster, representing 17,000 K-5 Title 1, Spanish-speaking students, to develop a three-pronged model program: 1. Academic Model Program This program is designed to accommodate the needs of gifted emergent English language learners educated in cluster groups in the regular classroom using a Learning Center Approach to differentiate the curriculum. The curriculum will be based on content and performance standards and articulate advanced disciplinary content. 2. Professional Development Model Program This program is designed to educate preservice teachers about gifted education in a state where credentials and endorsements are not available. It will bring intact classes of gifted students to the university to be taught by student teachers for whole days on a bimonthly basis. Veteran teachers will also be able to obtain inservice education opportunities using a leveled or differentiated staff development plan that allows teachers to designate their level of participation. Administrators will also be trained to assess classrooms and teachers regarding differentiated curriculum and instruction appropriate to challenge gifted students. 3. Parent Education Model This program is designed to conduct Side-by-Side workshops in which parents and their child plan individual educational profiles inclusive of goals and “pathways to travel” collaboratively into reach the goals that further at-home differentiated learning.


Project GATE PR AWARD #: Grantee: R206A980067 Ball State University 2000 University Muncie, IN 47306 Cheryll Adams (765) 285-5390 Elementary and Secondary Schools FY 1998 $202,317 FY 1999 $203,025 FY 2000 $203,769

Contact: Target Grade Level: Funding:

Project GATE is a partnership between the Center for Gifted Studies and Talent Development at Ball State University and the Indianapolis Public Schools to address the need to assess, identify and cultivate the skills and intellectual talents of gifted K-12 students of the underserved population in their geographical area. Five elementary school sites based on boundary areas have been chosen for year 1. Five middle schools will be added in year 2 and five high schools in year 3. During the first year of Project Gate, the building level principal and all faculty will participate in intensive professional development sessions targeting strategies for differentiating instruction in the regular classroom. Training will focus on preparing challenging mathematics and science instruction to benefit the students who have been identified as gifted as well as other students in the classroom. Teachers will use the strategies, methods, and techniques learned in professional development workshops to develop curriculum that is appropriately differentiated to meet the needs of all students in the mixed ability classroom. Additionally, this in-depth collaboration between an urban school district and a university center will include a parent dimension as a very important aspect. At the end of the three years, project outcomes will include a model curriculum guide, videotapes that demonstrate strategies developed to differentiate curriculum for gifted students in particular and all students in general, and project sites for observation by other interested people.


Challenges And Choices PR AWARD #: Grantee: R206A980077 Fleming County Schools Simons Middle School 211 West Water Street Flemingsburg, KY 41041 Joy Gooding (606) 845-5851 Middle School FY 1998 $214,997 FY 1999 $215,000 FY 2000 $215,000

Contact: Target Grade Level: Funding:

Simons Middle School, the only middle school in Fleming County, Kentucky, has a 27member staff serving 380 seventh and eighth grades students. Simons staff formed a consortium with two other rural Eastern Kentucky middle schools (Leslie County and Pine Knot in McCreary County), the Kentucky Department of Education, and three Kentucky universities to establish Challenges and Choices, a project designed to identify and serve disadvantaged gifted students. Challenges and Choices will increase the percentage of disadvantaged students identified as gifted, provide services that will reduce their isolation, enrich experiential learning, and increase achievement. Students will use technology to network with each other and with online mentors and attend summer institutes on a university campus. Accomplished professionals in various fields will provide hands-on training. One strategy planned to improve gifted services and to raise curriculum standards and expectations for all students is training teachers in the relationship of gender bias and academic performance. Others are revamping the schedule to allow gifted students to be grouped with ability peers during enrichment periods and forming Advanced Placement English and Mathematics Vertical Teams. Challenges and Choices has four objectives that target students, their parents, and their teachers: 1) to increase the proportion of disadvantaged students identified as gifted in the three middle schools by 10% by 2001; 2) to increase the number and quality of gifted student services that reduce isolation and enrich experiential learning, improve attitude toward school, and increase achievement; 3) to increase by 10% per year, parent involvement in activities that foster the cognitive and affective development of their gifted children; and 4) to increase 80 teacher’s capacity to recognize middle school gifted students and provide them with appropriate instruction, challenging curriculum, and affective support.


Examination School Bound PR AWARD #: Grantee: R206A980028 Boston Public Schools 26 Court Street Boston, MA 02108 Charlotte Harris (617) 635-9685


Target Grade Level: Elementary and Middle School Funding FY 1998 $213,223 FY 1999 $208,231 FY 2000 $211,279

Examination School Bound (ESB) is designed to enrich and extend existing gifted and talented education services for 1,000 elementary and middle school students, with the goal of increasing the number of Boston Public School students who enter Boston’s three elite examination and college preparatory schools in grade 7. ESB is an attempt to strengthen the educational preparation and enrich services offered through the Advanced Work Class (AWC) program provided students in grades 4-6. The Advanced Work Class program identifies students, regardless of language, ethnicity, culture or economic background, who are academically talented and provide them with an accelerated education program to ensure they achieve their full academic potential. Activities in the ESB program include developing a curriculum tailored to gifted and talented students; more advanced materials and summer programs; experimentation with alternative assessment and multilingual inclusion; and specialized training for teachers. Additionally, Examination School Bound will create a model of best strategies to identify, support and develop the work of academically gifted and talented children, particularly in the context of large, urban school districts who students are predominantly economically disadvantaged, predominantly minority, and with a significant number of linguistic minorities. The strategy for accomplishing the above goals involves five key areas: 1) students, 2) teachers, 3) classrooms; 4) experimental programs; and 5) parents. The activities in these areas are designed to address specific weaknesses in the AWC program; provide additional resources and expertise; and enhance both the educational experience and performance of all AWC students. In addition, successful curriculum modules, teaching methods and best practices identified through ESB will be shared with non-AWC classrooms and teachers throughout the Boston Public Schools system


Project Challenge PR AWARD #: Grantee: R206A980001 Trustees of Boston University Boston University 881 Commonwealth Avenue Boston, MA 02215 Suzanne Chapin (617) 353-7105 Elementary School FY 1998 $203,774 FY 1999 $208,143 FY 2000 $213,473

Contact: Target Grade Level: Funding

Project Challenge is a collaborative effort of faculty and students at Boston University’s School of Education and administrators, teachers, students, and parents from the Chelsea Public Schools to develop a model program for economically disadvantaged elementary and middle school students who are gifted in mathematics. Project Challenge’s twofold goals are: 1) to significantly increase the number of English Language Learners, minority students, and economically disadvantaged elementary and middle school students who are identified as having talent in mathematics and to provide them with a rich, challenging program; and 2) to design and test a model curriculum for gifted and talented elementary students in mathematics that especially focuses on mathematical reasoning and problem solving. The objectives of Project Challenge will be met through the use of a model which has the following components: 1) multiple identification criteria; 2) in-school academically challenging gifted classes in mathematics for students in grades 4, 5, and 6; 3) afterschool and summer enrichment programs for students in grades 4-6; 4) pull -out enrichment program for students in grades 2 and 3; 5) training for teachers and other school personnel; and 6) training and support for parents. Project Challenge will be piloted on students in grades 2, 3, and 4 in Year 1, refined and expanded to grade 5 students in Year 2, and extended to grade 6 in Year 3. Approximately 70 teachers and 225 students will be involved during each academic year.


Project Breakthrough PR AWARD #: Grantee: R206A980044 College of Charleston 66 George Street Charleston, SC 29424 Julie Swanson (803) 953-5106

Contact: Target Grade Level: Funding:

FY 1998 $194,906

FY 1999 $192,191

FY 2000 $200,048

The College of Charleston proposes to identify three schools in South Carolina, which serve fifty percent or more low-income students. The College will work with these schools, teachers, parents, and students to create gifted and talented schools to improve student achievement and to identify underrepresented gifted and talented students. Project Breakthrough will address these questions and others: What effect does the use of gifted and talented curriculum and strategies have on the achievement levels of high achieving students? Average achieving students? Low achieving students? What effect, if any, does the use of rich, challenging curricula have on the identification of underrepresented students in project schools? Which specific gifted and talented approaches appear to work best in improving student achievement, and what is the evidence to support that contention? What professional development activities help teachers to change their classroom practices to include more gifted and talented approaches in their teaching of all students? What parent activities successfully impact student achievement and identification of underrepresented gifted and talented students? The program’s goals are to expose all students to gifted and talented methods and curricula; teach teachers how to use gifted and talented methods for all students, and provide a supportive environment for teachers which institutionalizes these approaches. Program activities include: 1) identify specific strategies which raise reading, science, and/or mathematics achievement levels of students at all achievement levels; 2) determine professional development activities which support teachers; 3) train parents to accelerate children’s learning; 4) identify students from underrepresented populations; and 5) disseminate successful practices.


Project Phoenix PR AWARD #: Grantee: R206A980048 College of William & Mary P.O. Box 8795 Williamsburg, VA 23187 Joyce VanTassel-Baska (757) 221-2185


Target Grade Level: Elementary and Middle School Funding: FY 1998 $214,926 FY 1999 $214,926 FY 2000 $214,926

The College of William & Mary project will demonstrate how the development and implementation of high powered, interdisciplinary curriculum in social studies can raise the threshold of performance in the regular classroom as well as effectively respond to the needs of high ability learners. The project is designed around four key objectives: 1) curriculum development; 2) staff development, 3) parent-school-community model development, and 4) project diffusion. Major outcomes for the project include the development of six curriculum units across 3 grade levels (2, 4, and 7), developed and field-tested in 7 schools with predominantly low-income and culturally diverse student populations in the Norfolk district, a staff development model emphasizing constructivist pedagogy and using demonstration teaching, videotaping, and peer coaching as key elements, a handbook on the implementation of parent-school-community model that is designed to increase involvement in the learning process, and at least two research studies on the documented success of the project to support national dissemination efforts. There are 6 key elements built into the project to ensure the development of high quality, state-of-the-art products and services which contribute to the effective integration of theory and practice in gifted education and provide and important linkage to the general education reform agenda. They are: 1) the use of a collaborative model involving all stakeholders, 2) the adaptability of project methods and materials to all learners; 3) the wide range of staff expertise; 4) emphasis on student learning through pilot and fieldtesting processes in an action research context; 5) continuous improvement; and 6) maximizing opportunities for replication.


Access Built Through Leadership & Academics: The ABLA Community Scholars Program PR AWARD #: Grantee: R206A990009 University of Illinois at Chicago College of Education – CUERD 1101 West Taylor Street Chicago, Il 60667 Deborah C. Umrani (312) 996-0979 Elementary and Secondary School FY 1999 $213,452 FY 2000 $213,890 FY 2001 $214,897

Contact: Target Grade Level: Funding:

Access Built through Leadership & Academics: The ABLA Community Scholars Program will involve the University of Illinois at Chicago, four near west side elementary schools, the parents of participants, Whitney Young Magnet High School, and interested community agencies. The program will utilize Instrumental Enrichment with Mediated Learning and ProblemBased Learning strategies in an initiative to (1) early identify gifted and talented students and significantly improve reading and math scores; (2) increase students’ ability to compete for spaces at Whitney Young Magnet High School and other gifted and talented schools; (3) cultivate student leaders who positively impact their schools and community; (4) positively impact the community through the development of parent leaders; and (5) expand teachers’ abilities to select the most effective teaching strategy, thereby improving student achievement. This three year project is structured to build a community of learners and build capacity for expanding the model by developing a collaboration between three critical constituencies of the school community: students, parents, and educators. In this design the student is at the center of the process with the parents and teachers as supports to students. Students, teachers, and parents will receive training in Instrumental Enrichment with Meditated Learning (IE/MLE) and Problem-Based Learning (PBL). Parents and teachers will also implement the PBL model as a method to address their respective group needs. The services provided by the proposed project will empower people who reside primarily in public housing where there is high unemployment and, more often than not, problems of low educational attainment. Three things will happen as a result: (1) the students will be better prepared for admission to schools with strong college preparatory programs, (2) the quality of life in the community will be enhanced, and (3) participating parents and students will feel better about themselves and about their community, because they have experienced their potential as positive agents for change. 30

BPS #71 G&T Enhancement Program PR AWARD #: Grantee: R206A990003 Buffalo City School District WEB School 71 156 Newburgh Avenue Buffalo, NY 14211 Vanessa Hughes (716) 897-8151 Elementary and Middle School FY 1999 $215,000 FY 2000 $215,000 FY 2001 $215,000

Contact: Target Grade Level: Funding:

Buffalo Public School #71 is a neighborhood school that services 796 students in grades K-8. This proposal will establish a demonstration model that will use the Talents component of the school theme to identify and nurture the potential giftedness of students, especially minorities, the economically disadvantaged and those with disabilities. This proposal will build on the Gifted and Talented Enhancement Program that was instituted in September 1994 and expand the program from Grade K-4 to K-8. There are five major parts to the project: • • • • • Expansion of the school theme model, Development of challenging content, performance standards, and assessment tools, Professional development of staff, Training of parents into the program, and A comprehensive improvement plan.

The overall goal is to create a model, which will utilize the principles of the gifted, and talent philosophy and provide three talent strands – the Arts, Scientific Method and Inquiry, and Technology – to give students opportunities to express the talents they possess.


Project IMAGINE (Innovative Model for the Advancement of the Gifted through Inquiry In nature and the Environment) PR AWARD #: Grantee: R206A990008 Wildlife Conservation Society (Bronx Zoo) 2300 Southern Boulevard Bronx, NY 10920 Ann Robinson (718) 220-6899 Elementary and Middle School FY 1999 $185,000 FY 2000 $208,239 FY 2001 $185,000

Contact: Target Grade Level: + Funding:

Project IMAGINE will apply the theories of Gardner, Bloom and others to adapt a nationally-validated and –acclaimed life science program to meet the special needs of disadvantaged gifted and talented students. The project is a cooperative effort by the Bronx Zoo and School Districts 4 and 6 in Manhattan (Harlem) and 7, 8 and 9 in the Bronx. Project IMAGINE will serve as a model of how informal science institutions (ISI’s), such as zoos, natural history museums, and nature centers can work with schools to implement a program of science infusion and talent development for economically disadvantaged students. The program will show educators how ISI’s can serve as living laboratories for the instruction of gifted and talented students. Through Project IMAGINE, the Bronx Zoo will help teachers provide an enriched collaborative environment for their students that will encourage peer-to-peer cooperation, reconfigure the relationship between teacher and student by making informal science institutions an essential part of educational activity. Project IMAGINE will allow approximately 14,700 students to explore the life sciences in a very exciting and immediate way. It will consist of five main components. 1. A series of intensive Hands-On Science Leadership Training Institutes for sixth-grade teachers that will prepare them to deliver life science programs. 2. A follow-up program of Reflective Study Workshops and technical assistance through which the teachers will get ongoing support centering on science content, classroom instruction, authentic assessment, and the National Science Education Standards. 3. A series of special Student-to-Student Projects that will allow sixth-grade students to work in teams to teach partner third-grade classes about topics in environmental science. 4. Training workshops for third-grade teachers that will enable them to place the Student-to-Student Projects in the context of their environmental science curricula. 5. An extensive weekend program at the Bronx Zoo for participating students designed to motivate students and enable them to learn the science content and skills necessary to serve as Junior Guides at the Bronx Zoo during the seventh grade. 6. A Parent Program that assist parents in developing their gifted child’s potential. 32

Opportunities for Learning in the Art PR AWARD #: Grantee: R206A990002 The Harlem School of the Arts 645 St. Nicholas Avenue New York, NY 10030 Max Bertrand (212) 926-4100 Elementary School FY 1999 $129,156 FY 2000 $200,701 FY 2001 $211,347

Contact: Target Grade Level: Funding:

The Opportunities for Learning in the Arts (OLA) project is a collaboration of The Harlem School of the Arts, and Community School District Five’s public schools 46, 123, and 129. OLA is an arts education program for 250 children in grades one through three. This program infuses students with life-long love for the arts, encourages creativity and impacts their academic performance through hands-on instruction in the arts. First and second grade students have the opportunity to study each discipline – music (percussion, chorus), dance, drama, and visual arts. Third graders receive more intensive instruction in two disciplines of their choice. The goals of the OLA program are: 1. Develop a system for recognizing the gifts and talents of all children in the participating public schools. 2. Use the arts to support the general curriculum through literacy and offering the arts as an extension of the existing curriculum in order to allow children to develop to their full potential. 3. Provide ongoing professional development for Harlem School of the Arts and Public School teachers and administrators. 4. Develop critical thinking and raise the level of comprehension. 5. Strengthen the Harlem School of the Arts existing OLA program and provide continuity through related existing programs.


Project U-STARS PR AWARD #: Grantee: R206A990006 University of North Carolina at Chapel Hill Frank Porter Graham Child Development Center 300 Bynum Hall, CB 4100 Chapel Hill, NC 27599 Dr. Mary Ruth Coleman (919) 962-7375 Elementary School FY 1999 $197,765 FY 2000 $202,688 FY 2001 $195,431

Contact: Target Grade Level: Funding:

The Early Recognition and Cultivation of Potential project (U-STARS) is the result of ideas proposed in an extensive two-year field study involving two North Carolina school districts. The following tasks were accomplished during the two-year pilot. Developed the Harrison Observation Scale. • Drafted personnel preparation modules on the early recognition of potential in children from economically disadvantaged and culturally diverse families. • Teachers in three pilot schools participated in personnel preparation and in the development of three pilot science units. • Field-tested and refined the evaluation strategies. • Reported the initial findings to the Reynolds Foundation who funded the pilot. Three collaborating districts, Edgecombe, Nash-Rocky Mount, and Northampton, will work with the project staff to demonstrate effective strategies for incorporating and sustaining the new identification and service delivery practices. Edgecombe is an enterprise zone. The objectives of the project are: 1. To design challenging and engaging science units and activities for pre-K, kindergarten, first, and second grades to enhance classroom practices. 2. To provide staff development and support to pre-K through second grade teachers on strategies for the early recognition and cultivation of potential in students from economically disadvantaged and culturally diverse families. 3. To involve parents (guardian/caregiver) in the early cultivation of potential in their children through a variety of engaging science-related activities. 4. To conduct a comprehensive evaluation using both formative and summative methods to assess project implementation and verify findings. 5. To develop materials and disseminate project findings to support other school districts’ work on the early recognition and cultivation of high potential students.


Project SAIL: Schools for Active Interdisciplinary Learning PR AWARD #: Grantee: R206A990007 The University of Tulsa University School 600 South College Avenue Tulsa, OK 74104 Patricia Hollingsworth (918) 631-5063 Elementary and Secondary School FY 1999 $215,000 FY 2000 $215,000 FY 2001 $215,000

Contact: Target Grade Level: Funding:

Project SAIL is a model program for underserved economically disadvantaged gifted and talented students, their teachers, and parents. The program will provide 3 years of comprehensive ongoing professional development for 75 teachers, high level content and standards for over 2,500 grade 1-12 students, and training for parents and administrators. These teachers will reach between 8,000 to 10,000 people through in-service presentations. Students, teachers, and parents will attend three-week summer workshops where they will be immersed in active interdisciplinary learning in writing, drama, art, computers, math, science, history, and research. In the fall, adult participants will attend a three-day Parent and Teacher Institute at the University of Tulsa. By winter, students will have written original historical plays, which they will present at the university. By spring, students will have done in-depth research into subjects of their own choosing and produce original products for exhibit for real audiences. Students will be involved in highly engaging, highly educational activities that will help their potential in academic areas and the arts. Project SAIL will train teachers to identify and support student’s gifts and talents in nontraditional ways. Teachers will use active interdisciplinary learning strategies regularly in their classroom as a way to differentiate and energize curriculum. In addition to those students who are reached directly, many more will be reached indirectly. Project SAIL workshop leaders, SAIL trained teachers, Tulsa University professors, Women in Science plus teachers trained at the University of Tulsa in hands-on active learning through Eisenhower, National Science Foundation, and Javits grants will form the Schools for Active Disciplinary Learning (SAIL) Network to disseminate, train, develop, and implement active learning programs.


Speakers of Other Languages Network (SOL Net) PR AWARD #: Grantee: R206A990001 Dallas Public Schools 3700 Ross Avenue Box 51 Dallas, TX 75204 Elementary and Middle School Esmer Wear (972) 749 2640 FY 1999 $215,000 FY 2000 $215,000 FY 2001 $215,000

Target Grade Level: Contact:


The goal of the Speakers of Other Languages Network (SOL Net) project is to provide gifted education services in an interdisciplinary format to previously non-served populations, low socio-economic status students whose primary language is Spanish or Navajo. The methods of serving students are to provide staff development in Two-Way Bilingual talented and gifted (TAG) interactive television. Students, parents and teachers in Dallas, Chicago, Utah, Oklahoma and the Rio Grande Valley will form networks via the Internet. Bilingual TAG products will be developed and available to anyone worldwide via a dedicated web site. Collaborating with the Dallas Public Schools Advanced Academic Services and Multilingual Departments are Chicago Public Schools, San Juan School District (Blanding, UT), the University of Texas at Pan American (Rio Grande Valley, TX) and the American Indian Research & Development, Inc. (Enid, OK). Elementary and middle school model lab sites will be established in Dallas, Texas, and Blanding, UT. Peer mentoring for teachers, parents, and students will be an integral part of the project. Bilingual products, including student/teacher/parent constructed lessons, units, plans, staff development materials, alternative identification procedures/materials, parent information packets, etc., will be placed on a web site available for anyone in the world to download. For all SOL Net model projects, bilingual teachers will be selected at each school and offered staff development in gifted education. This training will be multicultural and multi-disciplinary (covers the four core areas) in nature. There will be a minimum of one bilingual TAG class per grade level (1-8) in each school by the end of the second year. For the second and third years, other schools will be allowed to apply to establish SOL Net model programs in their schools, with the first training slots being given to incomplete grade level coverage of a previously selected school. Half of each SOL Net class will be taught in Spanish/Navajo and the other half in English. Half of the students in the program will be limited English proficient and the 36

other half will be English speakers as their primary language. The goal of the two-way bilingual TAG program will be to have all SOL Net students proficient in both languages.


Identifying Mathematics Potential In Young, Underserved Children PR AWARD #: Grantee: R206A990004 Charlottesville City Schools 1400 Melbourne Road Central Office #2 Charlottesville, VA 22901 Megan Murray (804) 924-3399 Elementary School FY 1999 $159,817 FY 2000 $177,636 FY 2001 $179,286

Contact: Target Grade Level: Funding:

The Charlottesville City Schools, in Charlottesville, Virginia, in cooperation with the Curry School of Education at the University of Virginia proposes to develop a process for identifying and serving children in kindergarten, first and second grade who are potentially gifted in mathematics. Identifying Mathematics Potential in Young, Underserved Children will use teacher observations, enhanced by the use of video as a major component of its identification process. The observations will not only be used to identify children as gifted, but will be used more globally to allow teachers to make instructional decisions and plans for all children, resulting in a differentiated mathematics curriculum. The instructional model teachers will follow is Cognitive Gifted Instruction. The project includes an extensive professional development component, designed to enhance teachers’ knowledge about all aspects of effective mathematics instruction in the early grades. The project also contains specific strategies for increasing parental involvement and plans for dissemination of findings and results.


Rural Isolated Elementary School-Communities Of Washington State Collaborative Demonstration Of The Schoolwide Enrichment Model In Eight Districts PR AWARD #: Grantee: R206A990005 University of Washington 4725 30th Avenue Seattle, WA 98105 Dr. Albert Smith (206) 543-3815 Elementary School FY 1999 $215,000 FY 2000 $215,000 FY 2001 $215,000

Contact: Target Grade Level: Funding:

Eight rural school districts serving large numbers of Hispanic and Native American children will partner with two research universities, the Washington State Migrant Council, and a local liberal arts college to develop and demonstrate an enhanced version of the Schoolwide Enrichment Model targeting elementary students often underrepresented in traditional programs for gifted and talented, and at-risk students. Elementary teachers of the partner school districts will work closely with university curriculum and instruction specialists, experts in gifted and talented education, content and performance standards consultants, and the Washington State Migrant Council to develop a series of challenging enrichment activities for addressing new state content and performance standards with a strong focus on contextually and culturally relevant activities. These activities will be field tested with highly capable and other K-4 students, and the effective ones will be shared with K-4 teachers of the 8 partner school districts through university sponsored summer Staff Development Institutes. These strategies and activities will also be shared with the twenty-two teacher preparation programs operating in Washington State for their reference with pre-service training of teachers. The community partnership component of the project will focus on parent involvement, family support, and parent education activities designed to involve parents and community representatives in supporting these K-4 students.


Minneapolis Catalyst 345 PR AWARD #: Grantee: Contact: Target Grade Level: Funding: R206A000051 Minneapolis Public Schools Minneapolis, MN Michelle Dunn (612) 627-2164 3-5 FY 2000 $215,000 FY 2001 $215,000 FY 2002 $215,000

The Catalyst 345 Project acknowledges the diversity of America’s gifted children and proposes to use effective measures to identify and recognize their individual needs, to design a program that addresses their individual needs, and implement an evaluation system that provides ongoing feedback to improve the efficacy of the program design. In the first year Pilot Site Lead Teachers will work with identified gifted and talented 3rd grade students who reflect the cultural (socio-economic, ethnic, racial, linguistic) makeup of their school, in focused language arts and math classes each day. The Lead Teachers will continue working with the same students through 4th and 5th grades. The Lead Teachers will reach out to gifted and talented students’ parents/guardians to learn from and work with them to develop the knowledge and skills they need to support the academic achievement of their children. Concurrently, the Lead Teachers will work with 3rd, 4th, and 5th grade classroom teachers and all their students, teaching a critical, creative, research-based visual thinking skills curriculum that will challenge all students to greater depth of thinking, while providing their classroom teachers with modeling for ways to embed critical, creative, visual thinking strategies into their daily instruction. The project is significant because it meets the needs of culturally diverse gifted and talented students, includes a process to improve the direct teaching of thinking strategies for all students, embeds staff development into the regular teaching day, builds on another successful district initiative, and includes a process for continuance after the grant. It will answer the question, “Once you’ve identified culturally diverse gifted and talented students, how do you effectively develop and sustain their strengths and potential?


Newark Collegiate Academies PR/AWARD #: Grantee: Contact: Target Grade Level: Funding: R206A000044 The Newark Public Schools Newark, NJ Ann L. Wilson (973) 733-7308 K-6 FY 2000 $209,278 FY 2001 $209,278 FY 2002 $209,278

Newark Collegiate Academies will provide a rigorous course of study for students with gifted and talented abilities, starting in grade nine, at four comprehensive high schools. Two teachers, one for mathematics and one for English, will be identified from each school as the Key Collegiate Academy Team Members. They will be certified to teach advanced classes in these two critical content areas. They will also share responsibility for working with other faculty within the school in the other subject areas, demonstrating how the district curriculum can be strengthened and infused with higher- content. This information will be shared with the District’s Department of Teaching and Learning, that has oversight for the implementation of the state and district curriculum. The teachers will participate in a two-week summer institute to develop specific classroom activities that can be integrated into the curriculum to add more content depth, and for PSAT/SAT staff development, using organizations such as the Princeton Institute for Quality Education. The summer institute will also give teachers from the participating schools a sense of community so that they can share their experiences throughout the school year (district staff development days will be used for these purposes.) Teachers will also be available for after school tutoring of students to strengthen content, and mitigate against students falling behind and dropping out of the program. Students will be identified in grade eight in their respective feeder patterns, and encouraged to apply to the academy. They will participate in a three-week summer preparatory program prior to entering grade nine, their first year at the academy. By year two, sophomores will be able to assist the incoming freshmen, and by year three, juniors and sophomores will participate.


Project CRITICAL PR AWARD #: Grantee: R206A000020 Syracuse University Maxwell School 230 Euclid Ave. Syracuse, NY 13244-5130 James J. Carroll (315) 443-4720 (315) 443-1448 K-6 FY 2000 $204,322 FY 2001 $206,228 FY 2002 $212,290


Target Grade Level: Funding:

Project CRITICAL: Curriculum Restructuring, Inservice Training, Identification, Computer Assisted Instruction, and Learning outcomes is a project submitted by Syracuse University’s Project LEGAL (Law-related Education: Goals for American Leadership) to work with New York City’s Community School District 3. This school district is in an Empowerment Zone, has high unemployment and poverty levels, and large numbers of students scoring poorly on the state mandated tests. Project CRITICAL will implement on-going professional development activities. These activities will combine the theories of leading gifted researchers, such as Gardner, Bloom, and Renzulli with Project LEGAL’s law-related education models for problembased, engaged learning. The project will integrate computer applications and new technologies into teaching and learning. They will provide curriculum restructuring to enable teachers to better prepare gifted and talented students to meet the new standards, to expand the diversity of students identified as gifted, and to improve learning outcomes in science, social studies, language arts and music. Project CRITICAL’s goal is to assist gifted and talented students to (1) become responsible for their own learning; (2) learn to strategically apply and transfer knowledge to solve problems creatively; (3) develop a lifelong passion for problem solving; and (4) learn to value working with diverse and multiple perspectives.


INSIGHTS PR/AWARD #: Grantee: R206A000053 University of North Carolina at Charlotte Department of Teaching Specialties 9201 University Blvd. Charlotte, NC 28223-0001 Shelagh Gallagher (704) 547-3757 Middle School FY 2000 $213,711 FY 2001 $209,845 FY 2002 $213,705

Contact: Target Grade Level: Funding:

INSIGHTS is a program for middle school disadvantaged gifted (DG), their teachers and parents. Evolving from an extensive review of the literature, INSIGHTS responds to the systemic needs of DG middle school students with a unique multifaceted model that unites school, student and community. The core of this academic program is Cycles of Instruction that uses 1) differentiated lessons to identify “top students” on a unit-by-unit basis, 2) a 2-3 week interdisiplinary problem-based learning unit with embedded differentiated activities, and 3) an additional 3 weeks of self-contained, pullout programming based on a modified version of the Autonomous Learner Model, where students learn both self-directed study skills and also self-efficacy as a learner. A summer mentorship allows for real experience with the skills and ideas students encounter during the school year. The INSIGHT academic program is strengthened by a strong professional development program for teachers and parents. Teachers engage in training that includes workshops, peer coaching and “just in time” feedback from experts via video conferencing. Parents and community members develop strategies to help DG students through a Community Resource Group. Through student-parent-teacher conferences parents also learn how to talk to their children about academic issues. Formative evaluation data are gathered, analyzed and provided to project staff to ensure ongoing improvement of procedures, practices, and products. To help assemble, implement and test the components of INSIGHT, a cooperative agreement has been established with two school districts in North Carolina with large populations of disadvantaged students. Darden Vick Middle School, the primary project site, is in Wilson County, and an Enterprise Community; and Chester Middle School is in Gatson County. All materials that emerge from the project after field testing and revision will be available for national dissemination, many through the project web site.


Statewide Arts Talent (START) Project PR Award #: Grantee: R206A000056 The Ohio Department of Education Columbus, Ohio Contact: Target Grade Level: Funding: FY 2000 $141,490 FY 2001 $138,990 FY 2002 $138,990 Jan Fedorenko/Roberta Newcomer (614) 466-2761

The Ohio Department of Education, in cooperation with the Ohio Alliance for Arts Education and the Ohio Arts Council, plans to identify and serve gifted visual and performing arts students in two targeted economically disadvantaged areas of Ohio. In response to state legislation, the Ohio Board of Education recently adopted policies and procedures for the identification of gifted students, including the category of visual and performing arts. Since the number of reliable and valid identification instruments in this category is small, past local practice has been based on teacher identification with few services provided. To address this problem, the project will use the Talent Assessment Process and Clark’s Drawing Test in two model sites. The intent of this project is to facilitate the systematic, valid and reliable identification of potentially gifted students in visual and performing arts, and to provide appropriate instructional and support services to students identified as gifted in dance, drama/theatre, music, and visual art. Building on existing local partnerships of schools, cultural institutions, and arts-in-education organizations, and supported by the state level partnerships, the project will provide a model of student assessment, professional development, arts instruction (both in and out of school), curriculum development, and parent services that will be made available to schools across Ohio. Using best practices in the arts and gifted education and employing a creative pedagogy linking the arts to other academic subjects, the project seeks to provide further evidence and working models that demonstrate how recognizing and nurturing artistic abilities can result in success for many students whose gifts and talents are currently unappreciated and underdeveloped. The results will provide invaluable research to the fields of gifted, arts, urban and special education. With individual talent profiles of over 600 students in four art areas, the project will allow classroom teachers, art specialists and teaching-artists to adapt curriculum, differentiate learning experiences, and tailor specific teaching strategies designed to nurture students’ artistic talents. 44

Next Steps, Project Enterprise: Pittsburgh PR AWARD #: Grantee: R206A000048 School District of Pittsburgh Conroy Education Center, Room 227 1398 Page Street Pittsburgh, PA 15233 Jacqueline Dandridge (412) 323-3966 (412) 323-3992 K-6 FY 2000 $205,677 FY 2001 $209,622 FY 2002 $212,639


Target Grade Level: Funding:

Next Steps Project Enterprise will build on a collaboration previously established between an urban school district and a local college, addressing Office of Civil Rights compliance issues. Next Steps PEP will maintain a family /school partnership while developing a mentorship program that pairs gifted high school students with elementary students. A new cohort of teachers will receive staff development in three concentrated areas of gifted education: screening/identification of potentially gifted students, curriculum, and counseling issues for the culturally diverse leaders. Participating teachers and students will also attend a Summer Enrichment Academy for further experiences in the field of gifted education. PEP will raise academic expectations, build on a local school-college collaboration, and develop and pilot gifted education strategies within basic education classrooms. It will also develop, pilot, and revise pre-screening tasks for identifying potentially gifted students, establish enrichment demonstration classrooms, and equip families and communities to advocate for the best possible education for all children.


HOTT LINX PR/Award #: Grantee: R206A000032 University of Virginia Curry School P.O. Box 400265 Charlottesville, VA 22904-4265 Carolyn Callahan (804) 924-0791

Contact: Target Level: Funding:

FY 2000 $211,713

FY 2001 $214,556

FY 2002 $214,696

Project HOTT LINX (High Quality On-line Teacher Training-Learning and Instruction Novices to eXperts) is an innovative, far-reaching effort to bring quality differentiated curriculum and instructional practice into teachers’ classrooms nationwide. It will provide innovative staff development and help teachers identify and nurture talent among traditionally under-served gifted student populations. An Internet-based project, HOTT LINX will provide three levels of teacher access to differentiated materials using Carol Tomlinson’s model for differentiating in the heterogeneous classroom. It will encourage an exchange with experts in differentiation based on national and states standards, as well as attention to learner profiles, with the expectation that increased engagement of all learners will allow new talent to emerge as other talent is enhanced. Attention will be given to developing lessons and units that address student differences including student achievement and readiness, interests, cultural background, gender, learning preferences, and intelligence strengths. HOTT LINX will provide for three levels of access. At the unrestricted site (Tier 1), all teachers may post and retrieve teacher-created differentiated materials and interact through an electronic bulletin board with one another and experts. At the registered site (Tier 2) annotated materials developed by experts in differentiation will be posted. Finally, Tier 3 will allow restricted access to curricular units by teachers who agree to participate in a high level of exchange between their classrooms and project staff for purposes of evaluation of effectiveness of the project. Within Tier (3), data will be collected on differentiated units by arranging for particular units to be taught by “intervention teachers” while a control group studies the same topic. Both groups will collect student outcome data.


The GATEway Project PR/Award #: Grantee: R206A010004 Jefferson County Public Schools 1829 Denver West Dr. P.O. Box 4001 Golden, CO 80401 Jacquelin Medina (303) 982-6650 1-8 FY 2001 $215,000 FY 2002 $215,000 FY 2003 $215,000

Contact: Target Level: Funding:

The GATEway Project is opening the doors of gifted and talented education by establishing a rich and challenging instruction for all students, especially those with outstanding potential. The project is targeting traditionally underrepresented groups, including low income, limited English proficient, and the disabled. The GATEway Project plans to increase teacher professional development through coaching strategies and selected workshops in areas such as, gifted characteristics, multiple intelligences, critical and creative thinking skills, and differentiated instruction. The activities of the project are focused in six schools in Jefferson County, CO, for grade levels 1-8. As a result of this project, there will be: 1) an increase in the number of gifted and talented students identified from traditionally underrepresented groups at targeted schools; 2) an instructional framework that is aligned with the student’s strengths and culture; and 3) an increase in reading and writing achievement for identified students. Data gathered from target schools and one control school will be analyzed to determine the most effective tools and methods to work with gifted students.