In addition to providing funding for the NCRGE, the Javits program also funds the following research project:
2018 Javits Grants
(S206A170007) Oklahoma State Department of Education (OK) $ 439,918 is seeking funds to implement the Oklahoma Young Scholars Program. This project will serve 5,877 students in grades K-5 in four school districts in the state: Ardmore, Duncan, Guymon and Tahlequah Public Schools and ensures equitable access for students and teachers enrolled in private, non-profit schools within the target communities. Activities will include summer and job-embedded professional development for teaching gifted students and creating depth and complexity lessons; universal screenings for gifted services to all students in the 2nd grade; summer enrichment opportunities for students; additional materials and information disseminated to parents and communities; and additional teacher resources that will be provided online for all Oklahoma teachers. The Oklahoma State Department of Education will partner with the University of Oklahoma’s K20 Center to provide technical assistance and disseminate valuable resources to Oklahoma teachers, students and parents. The overall short term goals of the program include an increase in the number of underrepresented students identified for gifted programs; an increase in the number of teachers who complete rigorous professional development geared toward teaching gifted students such as differentiation and depth and complexity training; an increase in parent and community awareness of gifted programming offered in the school districts; an increase in intervention strategies; and opportunities for students such as summer educational camp experiences.
2017 Javits Grants
(S206A170008) Syracuse University (NY) $450,664 proposes the Scaling-Up Project CRITICAL in which CRITICAL is an acronym for five objectives and outcomes: (1) Curriculum Restructuring: 125 Content Teachers including those with high numbers of English Learner (EL) students in Community School District 5 (CSD 5) in New York City are restructuring their courses to focus on social problems and integrate the theories of Renzulli, Borland and Wright’s strategies for teaching gifted and talented students and differentiating curriculum; (2) In-service Training: 125 teachers will acquire the theoretical, substantive and methodological knowledge and skills necessary to implement the gifted and talented models (Renzulli, Gardner, Bloom), Borland and Wright’s curriculum differentiation strategies, Box’s EL strategies, and the project’s new Public Policy Analyst (PPA) Internet applications; (3) Identification: 500 disadvantaged students in regular content classes will be identified as gifted and talented as a result of using Renzulli’s Scales; (4) Computer Applications: 125 teachers will incorporate the project’s new PPAs; (5) Learning outcomes: 500 students identified as gifted and talented and 3,000 regular students and ELs will score significantly higher (.05) than randomly selected Control students on project content measurements. The overall goal of the program is to support evidence-based research and innovative strategies, to build and enhance the ability of schools, and to identify gifted and talented students and meet their special educational needs.
(S206A170014) University of Hawaii (HI) $ 476,753 proposes Project BEAM which uses the BEAM Model, a culturally responsive, accelerated and enriched algebra intervention using multiple evidence-based strategies. The project will serve 540, 7th and 8th grade Native American, Hispanic, Native Hawaiian, and Pacific Island students. The project intends to use the term, “promising,” instead of the conventional labels such as “gifted” or “talented” (Sheffield, 2012) to broaden the participation of underrepresented groups of students in gifted and talented education (Borland, 2004; Ford, 2003; Renzulli, 2011). In identifying promising students, as attending to the pragmatic and moral aspect (e.g., what are the consequences of identification in the education of children?), rather than using the scientific-empirical criteria for judging giftedness (e.g., giftedness = above IQ 130), this project aims to understand how indigenous and Hispanic students have potential in math and what their needs are to fulfill the potential. The overall goal of the program is to scale up and evaluate a model designed to increase the number of underrepresented students who perform at high levels of academic achievement through gifted and talented education programs.
(S206A170011) Milwaukee Public Schools (WI) $484,305 proposes the Scaling-up and Expanding Excellence for Underrepresented Students (SEE US!) Project which seeks to bridge the excellence gap between economically disadvantaged (ED) students (primarily minority) and their counterparts through a Response to Intervention framework and evidence-based, innovative strategies. The SEE US! project uses the guiding principles of the federally-funded U-STARS~PLUS (USP) and Expanding Excellence projects and will serve 30 classroom teachers (grades 1-3) serving approximately 900 students through the use of USP’s hands-on, inquiry-based science and literacy units, lessons and high-end learning opportunities. The overall goal of the program is to increase the level and depth of collaboration among school and district personnel, students, and student families to support the academic success of students from ED and culturally different families; increase the number of high-ability/high-potential (HA/HP) ED students identified for and immersed in advanced services through the evaluation of existing measures and the implementation of expanded measures; increase the percentages of HA/HP ED students that achieve at advanced levels in reading and mathematics; and to continue full implementation for at least three years after the grant.
(S206A170028) St. John’s University (NY) $420,534 proposes Project BRIDGE, a program that will implement an evidence-based mathematics program built upon the Mentoring Young Mathematicians (M2) Project (2008-2013) funded by the National Science Foundation and Project HOPE (2009-2014) funded by the Jacob K. Javits Program. The project will serve 300 Gifted English Learners (GELs). The overall goals of the program are to improve mathematical proficiency and English proficiency of kindergarten through grade 2 students by implementing the Project BRIDGE program during the afterschool hours for three years; increase the number of young GELs who are officially identified by the New York City Department of Education; increase teachers’ use of effective Language Scaffolding Strategies for young GELs; and disseminate a professional development program that helps teachers employ effective instructional strategies to develop academic proficiency of young GELs. The M2 project is based on gifted pedagogy demonstrated a positive impact on math achievement and mathematical reasoning of Grade K-2 students (Casa, Firmender, Gavin, & Carroll, 2017; Firmender, Gavin, & McCoach, 2014; Gavin, Casa, Adelson, & Firmender, 2013; Gavin, Casa, Firmender, & Carroll, 2013). Language scaffolding strategies of Project HOPE were found to contribute to the increased math achievement, creative problem solving, and English proficiency of Grade 3-5 Gifted English Learners (GELs) (Cho, Yang, & Mandracchia, 2015).
(S206A170005) Florida Atlantic University (FL) $398,921 proposes the Florida Atlantic University Academies of Innovation and Research (FAU-AIR) Program that will increase the numbers of gifted and talented students from underrepresented groups and will be adapted to improve services to meet the unique social and emotional needs of an increasingly diverse, gifted student population. FAU is partnering with the FAU College of Education to study and replicate FAUS’s highly successful early college model aimed at serving the most gifted students from all backgrounds in the area. The overall goal of the program is to provide a viable avenue for gifted students of all backgrounds, including students from underrepresented groups, to earn a bachelor’s degree without the financial burden or college transitions required by typical early college models. FAU-AIR will serve 1,700 students in grades 7-12 over a 60-month period at FAU High School, School of Integrated Science and Technology and A.D. Henderson K-8 school. Specific activities include targeted middle school, intrusive advising, near peer mentoring, and professional development focused on culturally responsive teaching and social-emotional learning. A rigorous evaluation based on a quasi-experimental design with matched comparison groups will investigate the efficacy and replicability of the enhanced model.
(S206A170010) Maryland State Department of Education (MD) $323,762 proposes the Maryland Gateway to Gifted and Talented (GT) Education Project, an online technical assistance resource through which information, data, instructional toolkits, professional learning, guidance, and a forum for collaboration will be available to educators, students, families, researchers, and community members. Gateway to GT Education will host and facilitate the development and implementation of state policy and recommended identification protocols, thereby increasing local school system capacity to identify and serve more underrepresented students. The Maryland State Department of Education is partnering with Johns Hopkins University School of Education, Center for Technology in Education, to create the Gateway to GT Education online platform. The overall goals of the program are to provide an online platform that will be a repository of resources, including data, identification and service delivery models, instructional strategies, and interactive online training modules and courses and to research and develop an equitable state policy and supporting guidelines for the identification of gifted and talented students.
(S206A170023) University of Connecticut (CT) $500,000 proposes Thinking Like Mathematicians, a project that will provide grade 3 students in general education classrooms access to high quality mathematics curriculum that will incorporate principles of differentiation. Over time, the project anticipates serving 1, 000-1,250 students. The curriculum will be challenging and engaging, but responsive to students’ learning needs, and it will uncover and promote students’ talents. It also will offer teachers the necessary guidance to implement high quality curriculum organized in lesson plan format. The teacher’s manual will include sample scripts and teacher/student conversations to guide the implementation of each lesson, which is a form of educative professional development (Davis & Krajcik, 2005). The overall goals of the program are to yield additional data on the efficacy of using pre-differentiated (i.e., tiered lessons) and enriched, challenging, and engaging curriculum, based on Common Core State Standards and 21st Century Skills (4Cs: Communication, Collaboration, Critical Thinking, Creativity) and to enhance the learning of all students in general education classrooms. It also will serve as a potential developmental identification strategy capitalizing on teachers’ observations of students’ performance and their reflections on students’ mathematical skills and understandings.
(S206A170013) San Antonio Independent School District (TX) $372,110 proposes a Gifted and Talented (GT) Visual Arts and Leadership Program. The overall goal of the program is to identify and provide services for an estimated 600 students who show potential for advanced levels of performance in Visual Arts and Leadership by (1) increasing the number of students identified as gifted, especially students from underserved populations; (2) increasing the visual and leadership skills and academic performance of gifted students from underserved populations; and (3) providing resources to support the implementation of the GT Visual Arts and Leadership Programs throughout the district as well as additional outside independent school districts in order to increase opportunities for leadership and visual arts gifted students to be recognized and supported. This project will develop new information that assists schools in the identification of, and provision of services to, gifted and talented students (including economically disadvantaged individuals, individuals who are English learners, and children with disabilities) who may not be identified and served through traditional assessment methods. This project will be implemented using a quasi-experimental design that will produce findings on the ability of alternative GT programs to improve academic achievement, especially for students from underserved populations (economically disadvantaged individuals, individuals who are English learners and children with disabilities).
(S206A170030) University of Connecticut (CT) $471,475 proposes Project LIFT which seeks to enhance professional preparation and practice related to recognizing and developing advanced academic potential in the primary grades, particularly in students from underserved populations. Serving 3,200-4,000 students, the focus is on teacher perceptions and instructional practices as they relate to student demonstration of high-potential behaviors. The project aims to promote teacher understanding and to equip teachers with tools to enhance their practice, toward the goal of facilitating student achievement among students of high potential across diverse populations. Project LIFT engages teachers in close examination of instructional focus linked to particular standards, with an eye to observing high-potential behaviors and supporting their development. University of Connecticut is partnering with the Connecticut Association for the Gifted to support recruitment efforts. The overall goals of the program are to enhance teacher understanding of the types of behaviors that may be indicative of high potential in the primary grades, particularly in underserved populations; promote teacher capacity to support advanced-level learning through engagement with materials that promote student discourse, higher-level thinking, and demonstration and development of high-potential behaviors; support student achievement in core content areas through instructional approaches that emphasize discourse, higher-level thinking, and other key evidence-based practices; and disseminate project resources for professional development and replication.
(S206A170042) California Lutheran University (CA) $125,348 proposes the California Lutheran University (CLU) Project for the Advancement of Gifted and Exceptional Students which aims to address the needs of the Los Angeles Unified School District’s (LAUSD) Academy of Integrated Arts and Technology (The Academy) in order to increase appropriate identification and development of skills for gifted and talented students, including 210 twice-exceptional students with autism spectrum disorders, ensuring both student populations are better prepared to enter four-year, post-secondary institutions. CLU is partnering with the LAUSD to ensure that more students who are gifted will be appropriately identified and experience higher rates of academic success. The overall goals of the program are to increase the number of students who are identified as gifted and talented, including twice-exceptional and underrepresented students; strengthen the capability of LAUSD teachers to employ effective instructional strategies for gifted and talented, including twice-exceptional, students; measure the impact of teacher training on academic performance of gifted and talented, including twice-exceptional, students; and increase college readiness of gifted and talented, including twice-exceptional students.
(S206A170031) University of Southern California (CA) $409,435 proposes Project Reach EACH Through Literacy, an experimental design that proposes increasing student achievement scores in literacy for each student within a heterogeneous classroom through the implementation of a companion curriculum to the State adopted English Language Arts curriculum and district selected text. The curriculum proposed in this project will utilize the following elements and is supported by the research in literacy and language development, curriculum design, and gifted education: motivation and an enjoyment of reading; advanced Reading Comprehension Strategies; the Depth and Complexity Model; and Thinking Like a Disciplinarian. The University of Southern California is partnering with the California Department of Education to bring both recognition and resolution to issues articulated by the project goals. The overall goals of the program are to improve literacy and reading comprehension for the continuum of diverse learners (gifted, special education, twice exceptional, and general education students) in heterogeneous classrooms; increase recognition of gifted behaviors among diverse learners and their possible identification through non-traditional methods inherent within the design and implementation of a differentiated reading comprehension curriculum; design and deliver professional development of various types to all classroom teachers; and affect changes in policies and procedures in the California state frameworks and other essential documentation to change perceptions and practices relating to gifted education (identification and services).
(S206A170017) University of Iowa (IA) $308,929 proposes the Culturally Responsive Talent Identification and Career Exploration (TICE) Project, an integrative model to broaden the participation of underrepresented students in talented and gifted programs. Approximately 400 middle school students will be recruited from 40 Iowa school districts. This project by the University of Iowa (UI) Belin-Blank International Center for Gifted Education and Talent Development directly addresses the critical national need to increase educator capacity to identify and provide talented and gifted programming to underrepresented students. Underrepresented students, especially students from economically disadvantaged backgrounds, students of color, rural students, and students with disabilities, are at risk of being overlooked for participation in talented and gifted programs. Project personnel will integrate an expanded talent development model, Talent Development (Assouline, Ihrig, & Mahatmya, 2017), and a career intervention program, A Future in Iowa Career Education (FICE; Ali, Yang, Button, & McCoy, 2013), will be used to maximize the identification and development of underrepresented talented and gifted students. Talent Development and FICE have established promising evidence for increasing the identification, achievement, and academic self-efficacy of the target population (Ali et al., 2013; Assouline et al., 2017). The University of Iowa is partnering with the Iowa Online AP Academy to broaden underrepresented students’ opportunities to be identified and served in gifted and talented programs.
(S206A170029) School District of Greenville County (SC) $ 253,577 has developed the Greenville County Schools (GCS) Placement Program to establish, enhance, and evaluate a multi-faceted plan to increase the number of students who are identified and enrolled in the district’s gifted and talented program, Challenge. This program has three defined objectives that include (1) increase the number of students who may be eligible for participation in the GCS Placement Program as measured by pre-identification assessments purchased through this grant and administered to kindergarten and 1st grade students; (2) increase the number of students and parents who are engaged in the Challenge Program through a summer programming; and (3) increasing overall academic achievement as measured by SC Ready, Measures of Academic Progress, or Mastery Connect. Oversight of the GCS Placement Program grant proposal involves a multi-layered approach that includes district level administrators, school-based administrators and faculty, and project partners that may include parents, experts from local businesses and higher education, and others committed to providing a rigorous gifted and talented learning environment. The overarching goal of the program is to develop independent learning skills, critical and creative thinking skills, problem solving, decision making skills, communication skills, creative expression, and aesthetic valuing.
2014 Javits Grants
Grantee: University of Hawaii
Contact: Hye Jin Park
Twice Exceptional students Achieving and Matriculating in STEM (TEAMS), will scale up and evaluate a model designed to increase the number of underrepresented 11th & 12th grade students who perform at high levels of academic achievement through gifted and talented education programs. Trained TEAMS mentors will provide 100 after school hours of academic enrichment (80 hrs.); mentoring on disability and STEM interest building (10 hrs.); and college transition supports (10 hrs.) over 20 weeks in one school year. TEAMS will also create and utilize Communities of Practice at intervention group schools to support the implementation of the intervention, assess students’ progress and products, and evaluate the effectiveness of the TEAMS Model. The project will be implemented in multiple settings — HI, IA, NY, American Samoa, and the Commonwealth of the Northern Mariana Islands and will be evaluated through a cluster randomized trial (CRT).
Grantee: University of Arkansas at Little Rock
Contact: Ann Robinson
STEM Starters+ scales up a previous U.S. Department of Education Javits Demonstration project (STEM Starters) that produced learning gains in identified gifted students, general education students, and teachers. STEM Starters+ includes an additional grade level (Grade 1) and additional geographic locations with schools serving high proportions of culturally diverse and low-income children. The project outcomes are increased nomination and identification of gifted students from underrepresented groups, increased science and engineering learning for gifted students in Grades 1-5, and increased knowledge and skills in gifted education and in the STEM disciplines for their educators.
Grantee: George Mason University
Contact: Joanne Carter
Project EXCEL (Experiences Cultivating Exceptional Learning) scales up the use of Problem-Based Learning to identify and serve low-income gifted students. Drawing from results from three previous projects, the proposed initiative will provide traditionally underrepresented groups of middle school aged gifted students. The goal is to improve achievement content and skills associated with English/Language Arts (ELA) and to build students’ appreciation for complex knowledge, their sense of academic self-efficacy, and their enthusiasm for learning. The project will involve no fewer than 27 7th grade teachers, and nine 8th grade teachers. An estimated 12,000 general education students will create the pool for the EXCEL Honors students, for the duration of the project. Over the course of five years, three school divisions across two states will participate.
Grantee: Purdue University
Contact: Susan Corwin
This project experimentally scales-up Total School Cluster Grouping (TSCG) with a sample of 100 elementary schools, thereby enabling true-experimental longitudinal design, with random assignment of schools to treatment or control conditions, with three-level growth curve modeling. TSCG combines grouping, with teacher training and the delivery of enriched, differentiated curriculum and instruction in every classroom. TSCG involves yearly identification of student achievement levels and places gifted/high-achieving students in one cluster classroom, above-average achieving students in other classrooms, and decreases the range of achievement variability in every classroom. As an intervention, TSCG will help teachers (1) improve student achievement in mathematics, language arts, and science; (2) recognize and develop talent among students from underrepresented populations; and (3) routinely use with all students strategies often found only in gifted programs. The project will focus on students from low-income families from multiple settings including urban and rural schools and from multiple populations including Native American students (Diné and Ojibwe) who attend school on their reservations
Grantee: University of Connecticut
Contact: Catherine A. Little
Project SPARK will scale up the Young Scholars Model, which was designed to increase participation of underrepresented groups in gifted and talented programs, to support their achievement in the core subject areas, and to promote their readiness for participation in advanced coursework. The project builds on the previous success of the Young Scholars Model in Fairfax County Public Schools in Virginia, scaling up the model by implementing it in New England, a region with high achievement gaps and limited state support for gifted programming, and by incorporating an experimental design to examine the model’s effectiveness. We will assess the project’s influence in promoting both achievement and identification for gifted programming, specifically focusing on students from underrepresented minorities, students from low-income families, and students who are English Language Learners.
Grantee: University of St. Thomas
Contact: Karen Westberg
Collaborative Planning: Utilizing a Technical Assistance Collaborative to Upscale the Identification Process and Programming for Gifted At Risk Learners, has five program goals: (1) to collaborate in the development, implementation, and field testing of a valid identification protocol for finding ‘at risk’ (AR) learners who are either twice exceptional, culturally diverse, and/or economically disadvantaged; (2) to collaborate in scaling up appropriate differentiation in all academic core areas for both AR and regular GT learners; (3) to collaborate in the development, implementation, and evaluation of professional development for cluster teachers, advanced class teachers (middle school and high school), and school principals; (4) to collaborate in providing parent and community support to AR and GT families; and (5) to design, implement, and evaluate a scaled up model of consultation and collaboration.
Grantee: College of Charleston
Contact: Julie Swanson
This demonstration project’s purpose is to create talent development academies in 6 economically disadvantaged elementary schools built on lessons learned from previous Javits projects. There are a proposed 900 students in years 1 to three and 1800 in years 4-5. Teachers and administrators are estimated at 70-90 (years 1-3) and140-180 (years 4-5) with scale up. The centers will educate, train and develop a pool of K-5 teachers to serve as talent scouts and developers in project Title One schools. The academic focus will be English/Language Arts, Mathematics, and Science drawing on curriculum/strategies developed in previous Javits projects. A talent development approach in school, before/after school, summer enrichment, and extracurricular activities, will improve student achievement in project schools.
Grantee: University of Southern California
Contact: Layton Hansen
The postponement of the identification process until grade 3, the underrepresentation of students of diversity, the reliance on standardized tests to identify giftedness, and the perceived restricted definition of giftedness within large urban schools are issues in gifted education within California that provide the basis for the goals, objectives, and outcomes for Project CHANGE. The project extends and implements two scale-up models (a) the development and implementation of a piloted non-traditional identification system via Curriculum Tasks to recognize talent among kindergarten to second grade students of linguistic, economic, and cultural diversity in urban district’s with gifted programs, and (b) the design and implementation of field tested curriculum lessons aligned to the academic and creative features of the Curriculum Tasks, the Depth/Complexity Model of differentiation, and the Common Core State Standards. Schools with established gifted programs within large urban center throughout the State that have under-identified or have not identified preschool – second graders will be selected as project participants (four classroom within four school districts totaling 64 classrooms over a four year period). USC’s Rossier School of Education, California Department of Education, and the California Association for the Gifted will be partners in the project.
Grantee: Duke University
Contact: Shonta Holloway
This grant scales up Project Bright IDEA (Interest Development Early Abilities), a prior Javits grant (2004-10) focused on a K-2 program model to nurture and increase the numbers of children from underrepresented populations eligible for gifted programs. This project will take place in 16 randomly selected and 16 control group schools in the Wake County Public Schools in North Carolina with a sample size of approximately 3,500 for each cohort of this study The aims of Bright IDEA 3 are to increase 1) the number of students identified as Academically and Intellectually Gifted (using Wake County assessment) from underrepresented populations, 2) achievement outcomes (scores on state assessments and grades) for students from underrepresented populations, and 3) the quality of students’ metacognitive/cognitive skills and use of gifted behaviors.
Grantee: University of Virginia
Contact: Carolyn Callahan
Promoting PLACE (Place, Literacy, Achievement, Community, and Engagement) in Rural Schools, scales up identification processes, curriculum and non-cognitive interventions from scientifically based research and evaluation studies to identify an underserved population of rural students of poverty, develop and adapt curriculum and non-cognitive interventions for gifted students, and deliver both the curriculum and non-cognitive interventions to a new setting (rural schools) and to a new population (high poverty rural gifted students). Project objectives will be addressed by the following activities:
1. Establishment and implementation of an alternative identification process based on Lohman’s Opportunity to Learn paradigm and teacher input following specific training in characteristics of giftedness as they would be manifest in gifted rural students of poverty.
2. Creation of language arts curriculum units based on the CLEAR curriculum model and principles of place-based education using the rural context for the concept of place.
3. Implementation of the curriculum across a total of 14 rural school districts in Virginia to identified students in the 3rd and 4th grades of their school career—both those who have already been identified by the school using traditional measures and those identified by the additional screening.
2015 Javits Statewide Grants
Grantee: The Arizona Department of Education, $410,202
Contact: Peter Laing, firstname.lastname@example.org
The overarching goal of Arizona’s Aligning Efforts for Talent Development project will be to improve the equitable access, participation and performance of high ability and high potential students, particularly those students from traditionally underrepresented groups. The project is collaboration between the Arizona Department of Education and five of Arizona’s regional service centers. Initially, the project will support activities in seven pilot districts, and expand through randomly selecting a minimum of two sites per region from the state’s list of schools identified for improvement for the 2017-18 school year. The schools receiving services will be low-performing schools that have been designated as Priority, Focus or Pre-Intervention schools; or earned a grade of D or F on the state’s school grading system. The primary areas of work with the project schools involve collaborative school improvement and sustainability planning; integrated professional learning; technical assistance and support for leaders and teachers; family outreach; and data collection and reporting. Overall, the project seeks to improve the capacity of schools to engage in effective school-wide talent development by supporting leaders and teachers to shift their attitudes, perceptions and beliefs regarding talent development, and purposefully infusing the elements of talent development within their school improvement plans and activities. The project will engage in a two-fold evaluation process to determine the constancy of implementation and the effectiveness of the implementation.
Grantee: The Colorado Department of Education (CDE), $283,780
Contact: Jacqueline Medina, email@example.com
The goal of the (CDE) grant is to use various resources and implement innovative, locally defined programs so strong sustainable gifted programs exist in every part of the state, especially in rural and at-risk populations where aspirations and practices fluctuate depending upon person, vision, and recorded history. In particular, this grant will focus on districts located in rural areas, along the southern third of the state, which has a high degree of poverty, English language learners (ELLs), and Hispanic and Native American students. Specific focus will be on gifted students on free or reduced lunch, ELLs, and Hispanic and Native American learners. Participating districts, yet to be selected, will be located in four Colorado geographic areas. In three of these four areas, the percentages of identified gifted students in participating member districts are less than those of the percentages of identified students in the overall geographical area. CDE will partner with the University of Denver (DU) staff each year to build workshops, materials, protocols for interactions with administrators and teachers, workshop facilitation outlines, and evaluator support activities. For professional development (PD), leaders and teachers within administrative units (AUs) will receive PD tailored to reframing their gifted program and instructional practices to address unique local needs and resources. PD will be provided via video and web-based technology, online courses, and professional learning community models.
Grantee: The Kentucky Department of Education, $363,853
Contract: Kathie Anderson, Kathie.firstname.lastname@example.org
The Kentucky Department of Education will partner with the University of Louisville, Western Kentucky University and Jefferson County Public Schools on the Reaching Academic Potential Project, a demonstration of the Young Scholars Model. With 500-1000 participants, in a total of 10 schools, the project will serve grades K-3. The project will provide professional learning to school leaders on the Excellence Gap and increase state capacity to identify and serve more underrepresented students. Teachers in grades K-3 will participate in professional learning to enhance their understanding of gifted behaviors. Teacher learning will focus on instructional methods to differentiate instruction, advance curriculum resources to meet the needs of gifted students as well as classroom strategies to promote critical and creative thinking. The project will also provide social and emotional supports to students along with parent engagement activities. Project goals and objectives include increasing identification of and services to students from underrepresented groups for the gifted and talented program to reduce Kentucky’s Excellence Gap; increasing teacher understanding of the behaviors that correlate with high potential in underrepresented populations; and enhance teacher professional practice to foster and support diverse learners and emerging talent.
Grantee: The Minnesota Department of Education, $147,255
Contact: Wendy Behrens, email@example.com
The Minnesota Department of Education will implement Project North Star designed to elevate the identification and programming approaches provided for disadvantaged and underserved rural populations by preparing their teachers, school administrators, and communities with the knowledge and skills their gifted students need to be successful in the greater world. The project will utilize six of the state’s Regional Educational Centers in determining “treatment” schools or districts within regions. Selected centers represent state poverty centers as well as locations of American Indian Reservation Schools. The project design includes developing three, two-year professional development asynchronous on-line training modules: one for teachers, another for school leaders, and a third for family and community. The project also provides support for implementing services and instructional practices through teacher and school leadership collaboration and peer coaching. A field tested Educator Growth Indicator system will be developed to determine the effectiveness of the professional development modules as well as to document application of learning in respective schools or districts. Project North Star’s research design is quasi-experimental with some elements of pre-experimental design. Evaluation data and analysis will measure and examine: (1) teacher growth, (2) school/district leader growth; (3) parent/community growth; and (4) student growth. Project North Star will disseminate project results locally and nationally.
Grantee: The Ohio Department of Education, $323,088
Contact: Michael Demczyk, firstname.lastname@example.org
The Ohio Department of Education’s Online Curriculum Consortium for Accelerating Middle School (OCCAMS) is a partnership between the state department of education, the Center for Talent Development at Northwestern University, the Center for Gifted Education at William & Mary, and five diverse school districts in Ohio. The goals of OCCAMS are to increase the identification of underrepresented students by raising academic achievement and expanding screening opportunities, to increase access to advanced coursework for disadvantaged students who are identified as gifted but are not currently receiving gifted services, and the creation of a sustainable online multi-district infrastructure to enhance diverse schools’ capacity to identify and serve all gifted learners. Key activities include: (1) developing a compacted online English language arts curriculum for 7th and 8th graders; (2) facilitating online courses and providing support for economically disadvantaged learners; and (3) preparing a cadre of teachers and coordinators to provide high quality online instruction and student support through professional development. Participants will include 250 economically disadvantaged students of promise who have not yet attained state criteria required for gifted identification and 250 economically disadvantaged students who have been identified as gifted but currently lack access to gifted education services. Educators in each partner district will receive high quality professional development to support implementation of the curriculum and build capacity for long-term sustainability. The external evaluator for OCCAMS is the Censeo group who will employ both qualitative and quasi-experimental methods based on The U.S. Department of Education’s What Works Clearinghouse evidence standards with reservations.
Grantee: The Utah State Office of Education, $352,715
Contact: Moya Kessig, email@example.com
The Utah State Office of Education will support a comprehensive initiative to improve services for advanced and gifted readers through the Utah Center for the Advancement of Reading Excellence (UCARE). Utah has proposed to select up to 60 Title I schools including public, private, and charter schools to participate in this project. Overall the focus of the project is to identify advanced and gifted readers throughout the state, provide professional development for teachers around organizing instruction for gifted readers, and use strategies to address the learning profiles of these students. A professional development coaching model will be implemented. The goal of the model is to build the capacity of teachers in the selected schools to improve the identification and services to gifted and advanced readers. Utilizing technology will be a key resource in implementing a statewide project. Professional development activities will center around the creation and ongoing utilization of a website for gifted teachers. The website will allow teachers to access one portal to locate information on identification procedures, gifted reader models, collaborative coaching, training modules, videos, webcasts, program assessment, and adaptations for students. Through this new project Utah will continue their work with the Utah State University (USU). USU has provided professional development to k-6 teachers in Utah and mainly through their State of Utah Endorsement in Gifted and Talented Education coursework. In addition the project includes a strong evaluation component that will advance the knowledge of the field around what procedures and instruments will increase the identification of economically disadvantaged and limited English proficient students as gifted readers. A randomized controlled study will investigate the effect of treatment on reading achievement and attitudes.
Grantee: The Washington Office of the Superintendent of Public Instruction, $373,547
Contact: Jody Hess, firstname.lastname@example.org
The Washington Office of the Superintendent of Public Instruction’s HiCapPlus project will identify effective practices for instruction and program operation, and distribute new information and knowledge essential for the continuous improvement of Washington’s gifted education program. The project is a partnership between the state’s office of public instruction, seven pilot local education agencies (LEAs), University of Washington, and Whitworth University. The pilot LEAs, which include educational service districts, public school districts, charter and tribal compact schools, and private schools, represent the great variety of educational settings that exist across the state. The goal of the project is to develop a comprehensive and innovative system of professional development and technical assistance designed to help educators identify learning potential, and serve gifted and talented students–regardless of economic disadvantage, disability or proficiency with English. The partnering organizations will develop modules of professional development, and related media and materials that address the key elements of highly effective instruction and assessment. These robust modules will be structured around key topics that relate to the National Association for Gifted Children’s and the state’s learning standards. Education Northwest will conduct the external evaluation gathering relevant and actionable quantitative and qualitative data to guide implementation, and document promising practices.
Grantee: The Wisconsin Department of Education, $376,983
Contact: Chrystyna Mursky, email@example.com
Expanding Excellence, a project of the Wisconsin Department of Public Instruction, seeks to mitigate the excellence gap that exists for low-income students and English language learners in three large urban school districts. Specifically, this project seeks to expand the expertise of demonstration site staff regarding best practices in gifted education with a targeted emphasis on how to best meet the advanced learning needs of two groups of disadvantaged students: those who qualify for free or reduced price meals and English language learners. A larger goal is to increase identification rates and rates of high achievement among these populations to close the excellence gap. The goals of the project are in the areas of collaboration, assessment and instruction. To accomplish the goals, District Leadership Cadres and classroom teachers from twenty demonstration schools in three large urban school districts will be provided training in, among other things, analyzing data for disproportionality, implementing a Response to Intervention framework that includes services for high ability/high potential students, culturally responsive practices, USTARS~PLUS (a research-based program previously funded by Javits), content from a state approved Educator licensure program in gifted education, the Dual Capacity-Building Framework and Academic Parent Teacher Teams. The project will also train a State Leadership Cadre to scale up the models used in the demonstration sites statewide using a strategic plan created by multiple stakeholders.
2015 Javits Demonstration Grants
Grantee: Rector and Visitors’ of the University of Virginia (VA) $438,425
Contact: Tonya Moon, firstname.lastname@example.org
The University of Virginia’s project is framed by two overarching goals. The goals for Project KALEIDOSCOPE are to (1) increase the gifted identification of primary-aged students from under-represented groups by focusing on wrap-around services in the area of literacy; and (2) increase the reading achievement of primary-aged students from under-represented populations. To accomplish these goals, three objectives are included: 1) to increase teachers’ ability to use data to make effective and culturally responsive instructional choices in support of talent development; 2) to increase primary-aged students achievement in the areas of phonological awareness, alphabet knowledge, concept of word in text, or instructional oral reading level, as developmentally appropriate; and 3) to provide a mechanism to scale-up school- and home-based parental involvement in supporting their potentially gifted children’s literacy development.
Project activities include the implementation of a research-based identification model that includes an intervention composed of the following components: (a) professional learning for teachers to address the academic needs of diverse primary-aged students in the area of literacy; (2) increased academic challenge for primary-aged students throughout the academic year, (3) a summer intersession to reduce the effect of the summer slump that has been well documented, and (4) a mechanism for scaling-up the school-home connection by offering parental workshops on supporting the literacy development of their children and becoming advocates for the children regarding gifted programming as well as offering the opportunity to participate in the summer intersession as teaching assistants.
Four schools will receive services through the project and across the four schools there are approximately 900 preK-1 students. Of the 900 students, 50% percent of the students are classified by the school systems as economically disadvantaged, 20% African American or Black, and 20% Hispanic.
The evaluation focuses on the extent to which project goals and objectives are met using a quasi-experimental design where four schools will receive project services and four matched schools will serve as the control schools.
Grantee: Seminole County Public Schools (FL) $500,000
Contact: Jeanette Lukens, email@example.com
Seminole County Public Schools in partnership with the University of Central Florida’s College of Education and Human Performance, proposes to significantly reform the identification and service models for gifted and talented education within the district’s highest minority and most economically disadvantaged schools, with a special focus on including English Language Learners (ELL). Centered on best practices in gifted education, the project – ELEVATE: English Learner Excellence eVolving through Advanced Teacher Education – will present all students with alternative methods for identification of giftedness and ensure the foundation for developing excellence.
The goal of Project ELEVATE is to increase the percentage of ELL and students who are economically disadvantaged (ED) that are identified for gifted services and infuse the curriculum for developing intercultural excellence for diverse learners. To achieve this goal, Project ELEVATE will scale up services by using research-based practices in gifted education for special populations and proven innovative technology to develop alternative identification criteria for underserved English Language Learners and learners impacted by poverty; develop culturally and internationally responsive curriculum and advanced content in core subject areas; design experiential and online professional development for teachers using new technologies; and disseminate products at professional conference presentations.
The project will serve five focus elementary schools (3748 students) in years 1-2; and expand identification and talent development to seven additional schools (6075 students) in year 3, 4 and 5, to include two middle schools with significant ELL populations.
Grantee: The University of Wisconsin (WI) $466,902
Contact: Annalee Good, firstname.lastname@example.org
The University of Wisconsin proposes to address both the opportunities for and achievement of underrepresented gifted students in the state of Wisconsin through first increasing their access to sustained, high-quality gifted programming by scaling up “Smart Spaces,” a research-based systemic model of gifted instruction, and then leveraging this increased access to improve the students’ achievement in writing and reading.
Smart Spaces is an initiative of the Wisconsin Center for Academically Talented Youth (WCATY) at the University of Wisconsin–Madison that has served more than 30,000 of Wisconsin’s brightest students since 1991. Grant funds will be used to scale up tested, high-quality, and challenging curriculum modules targeting underrepresented students within the Response to Intervention (RtI) framework. Throughout 5 years of implementation, this project aims to serve approximately 600 middle school students, each of whom will receive one 4-week and one 9-week blended online WCATY RtI curriculum module per year over the course of 2 years. Half of the students will come from approximately 10 Milwaukee public schools. The remaining students will come from Madison Metropolitan School District, Green Bay Area Catholic Schools, and rural schools in central Wisconsin.
The Value Added Research Center at the Wisconsin Center for Education Research will conduct a rigorous, mixed-method evaluation of the impact of WCATY RtI modules on student achievement and engagement, as well as the nature of program implementation.