Belzer Middle School Advocacy Project

G575: Cultural and

Emancipatory Healing
In Counseling

By: Tallia Hasser, Aleesha Broadus,

Amber Burton, Leila Rhoton,
Scott Stenzinger, James
Travis, and Sara Weinzapfel
 To increase the number
of Black and minority
students in gifted in
talented programs at
Our Purpose Belzer Middle School.

This is a systemic issue

that will need to be
addressed on multiple
fronts.
Overview of Student Population
- Located within Metropolitan School District of Lawrence
Township. One of two middle schools feeding into two high
schools. Belzer Middle School feeds into Lawrence Central High
School. Fall Creek Valley Middle School feeds into Lawrence
North High School.
- Approximately 1,200 students in grades 7 and 8 combined
- 2 Guidance Counselors service the entire student body
Student Demographics Profile
Population by Number/Percent

Black- 610 students or 50.5%

White-248 students or 20.5%

Hispanic- 253 students or 21%

Multiracial- 84 students or 7%

American Indian- 3 or 0.2%

Asian- 9 or 0.7%
Student Demographics Continued
Population By Number/Percent

Free Meals- 747 students or 61.9%

Reduced Meals - 130 students or 10.8%

Paid Meals- 330 students or 27.3%

Total Free and Reduced Percent = 877

students or 72.7%
Student Population of High Ability Learners (based on corporation
data)
Lawrence Township High Ability Learners State of Indiana High Ability Learners

Total Percent - 15.7% Total Percent - 12.9%

Male - 14.1% Male -12.5%

Female- 17.4% Female- 13.2%

Free and Reduced Lunch - 8.3% Free and Reduced Lunch - 6.4%

White- 30.8% White- 15%

Black- 9.6% Black- 5.2%

Hispanic- 8.7% Hispanic- 7.1%

Multiracial- 19.8% Multiracial- 11.2%

Asian- 40.4% Asian- 21.6%

Grade 7 - 4.3% Grade 7- 15.1%

Grade 8 - 37% Grade 8- 16.3%

Comparison of Lawrence Township HA and Belzer
Enrollment
 Staff Demographics 2016 -17

Teacher Teacher count by ethnicity

1,034 teachers total
Demographics White - 77%
Black - 15.5%
Hispanic - 3.5%
Multiracial - 4.2%
Pacific Islander - 1.4%
Staff Demographics Continued

Teacher count by years of

experience 2016-17

20+ years - 35.2%

0-5 years - 28.2%
11-15 years - 18.3%
16-20 years - 12.7%
6-10 years - 5.6%
Fall Creek Lawrence Central
Valley High School
The Race Connection
Teacher Demographics in other schools
Fall Creek Valley Middle School - by ethnicity Lawrence Central H.S. - by ethnicity

78.9% white 82.7% white

15.5% black 13.3% black

4.2% hispanic 1.7% multiracial and hispanic

1.4% multiracial .6% american indian

By years experience
By years experience
28.2% for both 20+ years & 0-5 years
46.2% 20+ years
15.5% 6-10 years
16.2% for both 0-5 years and 16-20 years
14.1% 16-20 years
12.1% 11-15 years
Potential Reasons for Low Diversity in GAT
Studies show that teachers are less likely to refer a student of color for GAT programs. (Elhoweris, et al.,
2015)

Intelligence testing is only examined in one or two ways for ALL types of students racially and ethnically.
(Oakland and Rossen, 2005)

Some studies show that there is an inequality in teacher nomination (racism?) rather than assessments
may be a primary source for the underrepresentation of minority students. (McBee, M., 2006).

“White teachers identified barriers [for black students] that were not related to school personnel, practices,
or policies (Non School related issues).” (Hargrove, 2011). African American teachers rated that students
had barriers based on school related issues [GAT programs].

Low diversity among teachers and school staff.

Current District Boundaries
Elementary Boundary Map

Middle School Boundary Map

High School Boundary Map

 Pros
More cultural diversity within the
middle and high schools due to
minimal choices in schools within the
district
Increase ability to adapt to different
environments
Cons
Longer drive for some parents
Students that live in same
neighborhood are going to different
schools which puts some at an
advantage and others at a
disadvantage
Students are coming from so many
schools and different learning
environments then having to all shift to
the same learning environment
More uses of technology within middle
and high school
Solutions
Create new district boundaries that are more clear cut to reduce confusion
and create more organization in the educational structure

All elementary schools will use the same educational structure in order to
give all students a fair chance at GT programs.

Create better transportation systems that will allow students to cross

district boundaries if that is what they choose.
 ● High ability program called STRETCH 7-8

Current System ● No criteria or qualifications listed on

Belzer’s website, but they do have a link to

in Place for what tests are used for younger students

in elementary school.

High Ability ● “The curriculum and program components

for Language Arts, Science, and Social
Studies are in line with the national

Identification exemplary standard for high ability

students”. - Belzer Middle School

● All students enrolled in Kindergarten and

2nd grade will be tested using the CoGAT
Belzer Middle School along with two addition tests/screenings
each year.

Belzer Middle School. (2018). High Ability Program.

Standardized Test for the
Assessment of Reading
(STAR test)
Measures a student’s academic
achievement in math and reading.
The STAR test is an adaptive test that
provides progress scores as well as
national norms. A percentile rank between
the 94th and 99th percentile is one
indicator that a student qualifies to receive
high ability services.
A percentile rank between the 94th and
99th percentile is one indicator that a
student qualifies to receive high ability
services.
Cognitive Abilities Test
(CoGAT)
Measures a student’s cognitive
potential.
The Cognitive Abilities Test (CogAT) is a
multiple-choice test designed to measure a
child’s academic aptitude.
The CogAT is made up of three sections, called
batteries: the Verbal Battery, the Quantitative
battery, and the Nonverbal Battery.
Scores at or above the 77th percentile on the
CogAT screener will qualify for the full
CogAT.
A score between the 94th and 99th percentile
on the full CogAT is one indicator that a
student qualifies to receive high ability
services.
Kingore Observation
Inventory (KOI)
Measures a student’s characteristics
of giftedness.
The KOI is a list of observable “gifted
characteristics” in the categories of
Advanced Language, Analytical Thinking,
Meaning Motivation, Perspective, Sense of
Humor, Sensitivity, and Accelerated
Learning that allows teachers to gather data
through specific planned experiences.
Scores are given on a 4 point rubric.
● These experiences are high-level,
open-ended activities that have
proved responsive to
underrepresented populations in
demonstrating gifted potential.
Metropolitan School District Lawrence Township. (2018) High Ability Program.
 New High Ability Cluster Grouping
“One recommendation of the 2014 High Ability Study Team was that we look for ways to
expand our ability to meet the needs of high ability students. Our School Board and
Superintendent voted to include cluster grouping as one method to increase the services we
offer to high ability students.” - Metropolitan School District Lawrence Township

Lawrence Township Schools believe that “cluster grouping is a method of organizing a

heterogeneous grade level by purposefully placing academically talented students with similar
abilities in classrooms so that they may be provided with a more rigorous and differentiated
instruction program”.

Cluster grouping classrooms will offer instruction with a peer group of students who have a
small instructional range and talents within a general education classroom setting. Comparable
to, but not synonymous with the Pre-AP program at the middle school, students will benefit
from opportunities that enrich and challenge them throughout their elementary school
experience.
Metropolitan School District Lawrence Township. (2018) High Ability Program.
 ● Clear criteria for GAT on school website or a
way to identify if student may qualify for
gifted and talented classes.
● Not holding elementary score true for
someone all the way through middle school.
Students change and their motivation or
drive also may change.
Ways to Enhance
● Having an optional screening in each grade
so students may be able to qualify even if
Current GAT
they were not in the GAT classes the year

●
prior.
Allow qualifications for GAT courses also
Program
rely on teacher recommendations, grades,
other prerequisites set by the school.
● Changing/adding other assessments that
are more culturally sensitive and inclusive.*

Ford, D., Whiting, G. (2001). A Mind Is a Terrible Thing to Erase: Black Students’
Underrepresentation in Gifted Education. Multiple Voices, Vol. 10(1 & 2), 28–44.
Increasing Staff Diversity and Retention
Why are there so few teachers of color?

In 2016 in the US, 76 % of black students graduated high school. Only 56% went
to college and only 38% graduated. This rate of high school and college
completion for these students instantly minimizes the number of eligible
candidates for the teaching field.

Historically black colleges and universities (HBCUs) have traditionally supplied

many of the nation’s black teachers. But the combination of a lack of academic
preparedness for college and negative experiences with teachers in their own
schooling discourages many students from pursuing a teaching career.
Increasing Staff Diversity and Retention cont.
In addition to lack of academic preparation, economic, societal, and cultural
factors also lower the number of high quality college graduates of color become
teachers.

The high cost of college drives graduates to more lucrative careers in order to pay
back student loans. Teacher preparation programs tend to require students to take
out large loans with little promise of financial reward. Thus, teaching has lost
prestige among college students.
Recruiting teachers of color
● Alternative certification programs
● Grow Your Own programs
● Early Outreach programs
● Traditional teacher preparation and district partnerships

Many states and districts are utilizing elements of these programs in their
recruitment efforts. Successful recruiting depends on the program’s ability to put
teachers of color in the classrooms as well as identify teachers of color with the
potential to be effective in the classroom.
Increasing Teacher Retention
● Encourage collaboration
● Empower teachers to succeed
● Provide them with support
● Create better work conditions
● Create career ladders with opportunities for leadership and specialization
● Restructure staffing and scheduling

Highly effective teachers want to stay in the profession. They love their jobs and strive to expand their
impact. Retaining effective teachers requires schools and districts to implement specific strategies aimed
at retention. Highly effective teachers can be a school system’s best tool for helping students succeed.
School systems should provide leadership opportunities to allow them to expand their reach and serve the
students who need them most.
 Counselor Caseloads at Belzer Middle School
★ 7th-8th grade
population: 1207

★ COUNSELOR
CASELOAD: 600
plus students Budget adjustments
★ Finding cost efficient ways to create
budget space for additional
Budget crisis counselors and social workers to
★ District funding is limited which better enhance the overall quality of
therapy services being offered to the
leads to a shortage of school
student population.
therapists at Belzer Middle School.
 Unidentified Gifted and Talented Students at
Belzer Middle School

ms :
r oble
P ★ There is an underrepresentation of students of color in the GT
programs due to poor teaching methods that do not effectively
reach each students individual learning style
★ Minimal family support for underprivileged children outside of
school.
Solu
tion ★ New counselors could help bridge the gap of
s: unidentified students for the GT program
★ More conscious efforts to push students towards more
challenging courses versus study halls and other
electives
 Problems:
Counselors ★ Potential candidates are annually being
disqualified due to missed deadlines during the
Involvement enrollment process
★ Lack of parental involvement is also a major area
with 21st of concern (minimal communication with
Century counselors)

Scholars Solutions:
○ Counselors would be held responsible for
keeping kids on a regulated track to meeting and
exceeding statewide standards
○ Also counselors working, collaboratively with
families throughout the entire process.
Counselors involvement in the AVID
Program:
____________________________
PROBLEMS:
★ Programs are currently
understaffed
★ Counselors experiencing
“Burn-outs” due to uneven
amounts of work
responsibilities within the
program
★ Disorganization in daily
classroom objectives
SOLUTIONS:
★ Two additional counselors to the
program would provide:
○ More in depth level of active involvement
in regards to the AVID Program
○ Interviewing potential candidates for the
upcoming school year
○ Reviewing teacher recommendations
○ Working closely with AVID personnel to
ensure deadlines and program
expectations are met
Decline in Counselor’s Accessibility
Most counselors enjoy working
Problems: closely with their students, but
★ Students frequently complain due to conflicting schedules, are
about counselors not being not normally permitted to do so.
readily accessible to their every
need
Increase in Counselors Accessibility
Solutions:
★ By creating additional counselor roles:
■ Decrease in overwhelming amounts of
responsibility for counselors
■ Ideally, the counselor should be meeting with
these students in order of importance. (Crisis
situations)
■ At Belzer, Students have been advised to leave a
counselor request in their assigned mailbox to
create equal opportunities for all student needs
to be met.
Social Worker Support:
★ PROBLEMS:
Currently, one social worker covers both Belzer and Fall Creek Middle
School

■ Students are at a disservice when the social worker is at the other

location
■ Best therapy practices are not able to be offered by the social
worker at both locations congruently
★ SOLUTIONS:
■ By creating a new social worker position, both could work
collaboratively between the two schools
■ Two social workers could increase student moral
Creating Lasting Change
● In order to create lasting change, the culture of the school
and community and how we approach the
underrepresentation of Black and minority students in
gifted and talented programs must change.
● Focus Areas:
1. Teacher & Staff Professional Development
2. Parent Education and Involvement
3. Community Awareness and Sponsorship
The Problem: Cultural Misconceptions
● “Deficit thinking is defined as the belief that one group is
superior to another, both genetically and culturally” (Ford, et al.,
2001, p 32).

● Research shows that White teachers are more likely to

refer White students to GAT programs.

● If teachers do not understand and respect the cultural

differences of others, then how will they interpret a
student’s behavior when it doesn’t fall into his or her
personal view of acceptable school behavior?
 Possible Misinterpretations of Cultural Orientations
Adapted from (Ford, et al., 2001)

Characteristic Description Possible Misinterpretation

Student speaks frankly, directly, and Student is being rude

honestly Student lacks tact
Student lacks typical social skills

Student prefers social or group Student lacks independence

learning; dislike for individual Student is too social
competitiveness Student doesn’t want to do the work

Student is passionate; strong Student is too sensitive

convictions; expressive with emotions Student is too emotional and immature
Student is too impulsive
Student has weak judgement skills
The Solution: Teacher & Staff Professional
Development
1. Gifted and Talented Education
○ Understand the complexities of teaching GAT students and
their complex/individual learning styles
○ Training to make fair and equitable referrals

2. Testing and Assessment

○ Awareness of how culture affects test scores
○ Best practices for assessing culturally diverse students
○ How to utilize assessment information to guide instruction
The Solution: Teacher & Staff Professional
Development
3. Multicultural Education
○ Address the ways in which we engage with deficit thinking
whether we are aware of it or not
○ Self-examination to explore personal perceptions
concerning cultural diversity and how their attitudes affect
the minority students in their classroom
○ Increase understanding of different cultural groups
○ Develop multiculturalism instruction & curriculum and
implement it into our classrooms
The Problem: Lack of Black Family Involvement
● Family involvement enhances a student’s academic
achievement and success in school

● How deficit thinking comes into play:

○ Teacher/staff member is less likely to communicate with the
parent regarding GAT classes, enrichment opportunities,
etc.
○ Parents may feel like their opinion and/or presence is not
valued or needed
The Solution: Parent Education & Outreach
● Multiple parent/student meetings before and at the
beginning of the school year covering the following:
○ What GAT classes are offered
○ The referral, screening, and placement procedures for GAT
○ The importance of GAT programs at the middle school level
● Outreach efforts will continue throughout the school year
○ Conferences held multiple ways: in-peron, phone, & virtual
○ Teacher & staff attendance at local community events
○ Partnerships within the community

Community
Involvement &
Sponsorships
In order to create lasting
change, we have to go beyond
the classroom and create a
community-wide effort.
In turn, this will increase parent
and student involvement.
● Seek the support of local
minority leaders
● Sponsorships with local
businesses and community
members to provide funds for:
○ School supplies
○ Field trips
○ Extracurricular activities
○ Summer enrichment
programs
Short Term Goals
● Update district website with
improved testing, referral, and
placement procedures
● Increase the number of counselors
and school social workers
● Begin teacher and staff professional
development
● Implementation of multiculturalism
curriculum
● Start building relationships with
Black families and minority leaders
● Talk to local businesses regarding
sponsorship and initiative
Long Term Goals
● Increase the number of Black and
minority students in GAT programs
● Attract and retain talented teachers
due to reform and professional
development efforts
● Increase staff and teacher diversity
● Continue focused teacher and staff
professional development
● Redraw district maps for better
organization and implement same
core instruction at the elementary
levels
● Build a community-wide initiative
where Black and minority families feel
at home at Belzer Middle School
References
Dee, T. (2004). The Race Connection. Education Next. https://www.educationnext.org/the-race-connection/

Egalite, A. (2016, August 19). The many ways teacher diversity may benefit students. Brown Center Chalkboard. Retrieved from:
https://www.brookings.edu/blog/brown-center-chalkboard/2016/08/19/the-many-ways-teacher-diversity-may-benefit-students/

Elhoweris, H., Matua, K., Alsheikh, N. (2005). Effects of Children’s Ethnicity on Teachers’ Referral and Recommendation Decisions in Gifted and Talented Programs.
Sage Journals. Retrieved from: http://journals.sagepub.com/doi/abs/10.1177/07419325050260010401

Ford, D., Whiting, G. (2001). A Mind Is a Terrible Thing to Erase: Black Students’ Underrepresentation in Gifted Education. Multiple Voices, Vol. 10(1 & 2), 28–44.

Howard, J. (2018). The White Kid Can Do Whatever He Wants: The Racial Socialization of a Gifted Education Program. Educational Studies. DOI:10.1

McBee, M. (2006). A Descriptive Analysis of Referral Sources for Gifted Identification Screening by Race and Socioeconomic Status. The Journal of Secondary
Gifted Education. Vol. 17.2. 103-111.

Oakland, T., Rossen, E. (2005). A 21st Century Model for Identifying Students for Gifted and Talented Programs in Light of National Conditions: An Emphasis on
Race and Ethnicity. Vol. 28.4. 56-64.

Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A Coming Crisis in Teaching? Teacher Supply, Demand, and Shortages in the US. Learning Policy
Institute. Retrieved from http://learningpolicyinstitute.org.
References
Metropolitan School District Lawrence Township. (2018) High Ability Program. Retrieved from: <https://www.ltschools.org/academics/high-ability-program>.

Belzer Middle School. (2018). High Ability Program. Retrieved from: <https://belzer.ltschools.org/academics/high-ability-program>.

Test Prep Online. (n.d.) What is the Naglieri Nonverbal Ability Test (NNAT)? Retrieved from: <https://www.testprep-online.com/what-is-nnat>.

Test Prep Online (n.d.) What is the CogAT? Retrieved from: <https://www.testprep-online.com/what-is-cogat>.