Javits Grants - 2005 Awards
The U.S. Department of Education made the following grant awards under the state grants section of the Jacob Javits Gifted and Talented Students Education Act program. The Department awarded 14 grants from the more than 160 applications. The grant terms are for three years; however only the first year of funding is guaranteed. It will be up to advocates to persuade Congress to continue funding for the grants in 2006 and 2007.
Congratulations to all the grantees!
Page Unified School District
The Buried Treasure: A Journey of Discovery Project is designed as a comprehensive program to transform the education environment of Page Unified School District through four goals: to increase the number of students identified as gifted resulting in equity across district demographics, to increase the number of teachers trained to support gifted students with instruction for gifted and talented students, and to disseminate the project model and practices to other educators of the gifted. This project will allow students considered underrepresented and gifted to have access to additional resources in order to bridge the achievement gap. The results of this project will be disseminated at state and national conferences and will add to the research on gifted talented education.
Davis Joint Unified School District
The Davis Joint Unified School District, the California State University, Sacramento, and the Equity Network have partnered to enhance student achievement in the elementary school setting. This project seeks to provide: a framework in which a sound research protocol may assist school districts in identifying GATE students, provide the in-class tools to improve student learning through a differentiated instructional professional development series, influence other school districts, and initiate an educational enrichment program for students in grades 4-5. This project allows for easy incorporation into ongoing professional development programs in the California school district. Teachers as well as students will benefit from this program through the continuous learning experiences provided by this project.
Colorado Department of Education
Project Take Five: Unfolding Gifted Programming is a three-year effort that is designed to better prepare educators for working with gifted and talented students. Take Five is a promising partnership among educators, districts, university faculty, regional professional development councils and the Colorado Department of Education. Take Five focuses on the development of new professional development modules and the implementation of U-STARS, an exemplary K-3 Science/Literature curriculum, to impact teacher practice and enhance student achievement. The goals of Project Take Five are (1) to increase the ability of schools to meet the special educational needs of gifted and talented students, and (2) to increase the number of identified gifted students in low-income and/or high minority schools. Ultimately, gifted students will be observed during and after the grant period, which will demonstrate evidence of advanced performance, especially in underserved populations, as influenced through change in elementary and secondary practice.
Iowa Department of Education
Des Moines, IA
This project is the joint effort of the Iowa Department of Education and the University of Iowa's Belin-Blank Center for Gifted Education to address gifted and talented students who have learning difficulties. Through a joint effort, Iowa will carry out a coordinated program of scientifically based research and build and enhance the ability of elementary and secondary schools to meet the special education needs of gifted and talented students. This project uses a 5-D Model-Discovery, Description, Documentation, Development, and Dissemination. As a result of this project, educators will (1) increase their awareness and understanding of the number and characteristics of twice-exceptional students; (2) have knowledge of effective systems to comprehensively evaluate twice-exceptional students; (3) improve their attitudes about providing appropriate interventions for twice-exceptional students; (4) have improved skills to understand the unique learning needs of twice-exceptional students; and (5) change their behavior by applying their knowledge, attitudes, awareness, and skills as they implement more appropriate procedures and interventions for twice-exceptional students.
Maryland State Department of Education
Project Operation Evidence: Potential and Promise in Primary Students will enhance the ability of Maryland elementary schools to nurture and challenge Pre-K-2 students in underrepresented populations through a coordinated plan of scientifically based research. The overarching goals of this project are twofold: (1) to demonstrate evidence that a talent development approach is effective in identifying and nurturing high achievement capabilities among underrepresented groups, and (2) provide evidence that an exemplary curriculum and high quality professional development can affect teacher's expectations to increase nominations for gifted and talented education. The professional development and curriculum activities of this project will potentially impact all primary classroom teachers, special education, ELL and gifted resource teachers and Pre-K-2 students in St. Mary's County, Maryland (16 schools) and Baltimore County Schools (104 schools).
Massachusetts Department of Education
The Massachusetts Partnership for Gifted Education is a collaboration between the Massachusetts Department of Education, the Massachusetts Board of Higher Education, the Massachusetts Department of Early Education and Care, the Massachusetts Association of School Superintendents, the University of Massachusetts, the College Board, and the Massachusetts Association for Gifted Education. This project will add to the research on Pre-K-12 gifted education by building on existing state initiatives and research based curricula. This project will serve 200 educational leaders, 150 teachers, and 3,000 students and enhance student achievement among minority students as well as non-English speaking students. This project will convene leadership conferences on research-based services with an emphasis on serving low-income and minority students as well as English language learners.
Special School District Number 1
The High Potential Strategies Project (HPSP) embraces cultural diversity that identifies America's gifted children by using effective measures to recognize who they are, by identifying and recognizing their individual needs, by using a program design that addresses those needs, and by providing ongoing gifted and talented services to K-8 students in a resource limited environment. The goal of HPSP is for Minneapolis Public Schools to increase participation of culturally diverse gifted and talented learners in advanced level courses at middle and high school. The impact of HPSP will be to train and support 55 teachers in 55 schools to identify gifted and talented students in grades K-8, and deliver instruction with project partners and staff specialists in: Special Education, Bilingual Multicultural Education, Indian Education, Homeless & Highly Mobile Students, and Arts for Academic Achievement.
Nashua School District
The Further Steps Forward Project will serve 150 teachers, 15 gifted education specialists and 9,479 middle school students in the Nashua School District, Nashua, New Hampshire. This project seeks to improve the ability of Nashua middle schools within the city, state, and region by identifying and educating underserved gifted and talented populations. The goals of the project are twofold: (1) to identify, develop, and test screening instruments specific to the target middle school students, and (2) to create and promote professional development in the field of gifted and talented education. An internet communication system will be created to implement gifted and talented professional development online. The evaluation component of this project will include pre and post test assessments over the life of the grant.
New York City - District One
New York, NY
The New York City Department of Education in collaboration with the School Leadership Team Board has formed the Research Demonstration Project. The implementation of the Research Demonstration Project will meet four goals: Curriculum Development, Direct Instructional Services, Guidance Services Support for Students and Family Outreach, and Professional Development for middle school teachers in Title I schools. In partnership, Bard High School Early College (BHSEC), Bard's Institute for Writing and Thinking, and Master of Arts in Teaching Program, will serve learners who are economically disadvantaged and underrepresented in gifted and talented programs by allowing these students additional resources necessary for higher education.
New York City - Region 10
New York, NY
The New York City Education Department's Region 10, in partnership with the City University of New York Hunter College, Kids Unique, Inc. will build capacity in high poverty schools through a three-pronged strategy: improvements in identification procedures, advanced student services, and teacher training. This project will impact 150 children (and parents) in advanced academic/mentoring programs and 120 teachers (and their students) through professional development opportunities. A unique feature of Project Excel is that an Itinerant Support Team comprised of certified and experienced gifted and talented teachers will be recruited to reach out to schools, visiting targeted schools and providing onsite assistance. A major focus of the Project Excel is to provide high ability students with opportunities for advanced work in Arts, Mathematics and Science that they would not otherwise receive in their local schools.
Peekskill City Public Schools
Project POTENTIAL will serve 1,297 students and 60 teachers in the Peekskill City School District. This project is a collaboration between two elementary schools, middle school and the Center for Talented Development at the College of New Rochelle. The project design utilizes research and evidence based practices in optimizing achievement for all students, in identifying students with gifts and talents in specific domains, and in providing effective instruction for gifted and talented students. Project POTENTIAL will utilize a strong professional development component to improve the strengths, flexibility and creativity of teachers to differentiate instruction for all students, to meet the needs of high ability students in the regular classrooms, to recognize potential giftedness, and to utilize successful procedures to identify students' gifts and talents.
Ohio Department of Education
Project I-GET-GTEd - Improving Gifted Education by Teaching Groups of Trainers and Educators will develop and deliver high quality professional development (HQPD) training modules in gifted education that are tailored to the needs of five critical target groups-general education teachers, education administrators, school counselors, school psychologists, and parents of gifted children. This project will develop a module for gifted education specialists that focus on high quality professional development, the adult learning theory, and leadership. Project I-GET-GTEd will train 550 gifted specialists and 11,000 educators throughout the state of Ohio. Impact measures will include pre and post assessments of the trained target groups, changes in LEA policies and practices related to gifted education, changes in resources allocated to serving gifted students, and changes in the availability of research-based gifted services that have proven to be effective in promoting student achievement.
Ysleta Independent School District
El Paso, TX
Project Change will implement a focused, research-based planning model that will raise the threshold of performance in all content areas as well as promote the critical thinking for economically disadvantaged, LEP learners in a variety of settings. The goals of Project Change are 1) to implement an alternative identification instrument that is sensitive to economically disadvantaged LEP learners for purposes of increasing the identification of LEP students in the Bel Air High School feeder pattern by 2%; 2) to develop and implement professional training models for teachers, administrators and parents to increase conceptual understanding of content by students; 3) to implement, refine, and extend a scientifically research-based instructional model to increase critical thinking and problem solving abilities; 4) to conduct research on short-term and longitudinal student learning gains and the use of innovative educational methods to gain a better understanding of how to serve economically disadvantaged LEP students; 5) to strengthen parent capacity as professional partners to help students realize higher levels of achievement; and 6) to disseminate project information regarding increased student identification and academic gains. Project Change will serve as a model that can be replicated to address the present and future needs of the diverse gifted and talented student population.
Fremont County School District #38
Fremont County School District in collaboration with the Arapaho Native American tribe has established the Dream Catchers Gifted and Talented Project. The Dream Catchers' Project has three interventions: Mastery Leaning, Creative/Artistic Expression, and Community Service/Social Responsibility. This project is expected to significantly enhance the understanding of the role that self-efficacy has on academic achievement, goal setting, and cultural identity among American Native Americans who are considered gifted and talented. This project will draw upon the Native American culture to assist students in developing achievement methods and provide interventions that specifically target self-regulatory processes and artistic creative expression.