1993-3

•

"'11

TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED Member, National Association for Gifted Children (NAGel lb:GULAII FEATUllEs From The President Ann Trull Executive Director Update Conn;" McLendon

2 8

Our Editorial Focus GueBt Editor: Micheal Sayler, Ph. D. The Book Shelf TAGTNews

20·21

Spotlighting Parents

22

Can For Articles

35

VOLUME XIII ISSUE 3 SUMMER 1993

RESEARCH By AND WITH THE GIFTED

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19

TEACHERS AS RESEARCHERS: OPTIMIZING THE RESEARCH PROCESS

TImME SECTION Teachers as &searchers: Optimizing the &.earch Pro""" Jan Lepp;"n 1 Gifted Education Endorsement and StaffDevel0rment in Rural andlor Small Schoo Districts Be"er~ Irby, Ed. D., OJU!.

Rafae Lara·Alecio, Ph. D. 5 Evaluating an Accelerated Foreign Langu~ Option .

Vi ois Hounsel 7 Are Portfolios Useful in IdentifYing Gifted Children?

Edie Dough,rty, Julie Duncan, S..an Johnsen, and Gail Ryser 8 Using Integrative Curriculnm in the Secondary Schools Aleih. Nelligan, Noney Jefl"rson, Dr. Virginia B,Ul.lman 11 Who Teaches GII'? Let Me! Linda Cox Program Evaluation Jim Cofl"y

13

14 Beginojog &search with Primary Students Marilyn Parish 16 Spreadaheet 23·34 SPECIAL FEATUllEs Annual Couference Preview SPREAD!l""'" TAGT Summer Scholarship

Wilmera

i3PREADs1reET

Jan Lappian The National Research Center on the Gifted and Talented Note: Research for this rel!ort was supported by the JaIJitB Grant Program (Grant #R206ROOOI) as adm.inistered by OER! Unit8d States Department of Education. This article therefore, does not necefl8a.rily represent positions or policies of the government a"d no official endorlilli!~nt IiIlwuld be inferred.

Edi.tor~B

Introduction Current conversations surrounding the lack of communication between educational

researchers and practitioners have generated new enthusiasm for the support of action research and the role of the teacher as researther. With increased interest in teacher professionalismj along with reforms in school structure and assessment,

edncators are being enconraged to participate in the critical analyses of their classroom practices. Teacher research has been lauded as yet another legitimate arena of acquiring formal knowledge about teaching and learning. Many of the action research initiatives have attempted both to improve school and classroom practices and to contribute to the knowledge about teaching and research itself (Elliott, 1985; Oja & Smulyan, 1989).

Ebbutt (1985) .defines action research as " ...the systematic study of attempts to change and improve educational practice by group. of participants by meanS of their own practical actions and by means of their own reflection upon the effects ofthose actions" (p. 156). According to Cochran·Smith and Lytle (1990), teacher research becomes a "systematic and intentional inquiry" (p. 3) .. The term systematic refers to the ways teachers gather, record, and document information and experiences inside and outside of the classroom. Cochran·Smith and Lytle suggest that teacher research is intentional, therefore requiring a planned rather than spontaneous attempt at studying what goes on in the classroom. And inquiry stems from Or generates

questions about the activities in the classroom and reflects teachers' desires to make sense of their classroom experiences.

GI'I' Coordinators Couference Recap SPREADSHEET

This article is divided into Beveral sectiona_ The first section describes the research process that teachers use to guide their' action research. The second section details a case study of two teacher researchers who collaborate on a classroom research

TAGT Elections Committee Slate

project that is of mutual interest. The last section explores strategies for creating (See LEPPIEN, p. 17)

SPREADSHEET

tempo

FROM THE PRESIDENT Ann Trull VOLUME XIII ISSUE SUMMER 1998

COMMITMENT TO QUALITY

8

EDITDR

Mary Seay

...."."..

MANAOTNO EDITOR

U

Beverly Lowry

Pon completion of another school year, my thoughts turn to evalua-

tion of gifted programs. Having been in

PRESIDENI'

place for three years, the gifted education mandate states that jieach school district shall adopt a process for identifying gifted

Ann Trull PlWSTl)ENT-EI..ECT

Kathy Hargrovt:!

and talented students in the school

district's population and, not later than the 1990-91 school year, shall establish a

FIRST vICE" plU!iSIOl!:NT

program for those students in each grade

SECOND VICE-PRESIDENT

Mary Seay Ann Weiss

level." I ask a serious question: Are school districts merely meeting the requirements of the mandate or are they implementing programs which reach beyond compliance to address excellence? Obviously,

THIRD VICE- PRESIDENT

Myrt!. Smith

program quality varies among districts.' I encourage all educators who are responsible for GIT progra.ms to continuously evaluate and push for

SECRETARY

Ann Wink

excellence.

IMMEDlATI!i PAST-PRESrVl!iN'l'

Amanda Davis Batson

I feel there are four areas of commitment to implementation of a quality gifted education program. First, we must really believe that the

····M'I

gifted a.nd talented have unique social, emotional, and intellectual

needs and we must promote awareness and understanding of these needs among teachers, librarians, counselors, principals, coordinators, superintendents; school board members, parents; and other commu-

nity members. We must make the commitment to plan and evaluate every aspect of the gifted program in light ofGIT students' characteristics and needs. We must be committed to effectively meeting these

EXEOUTIVE DIRECTOR

Connie MoLendon DIRECTOR OF PUBLICATlONS AND COMMUNICATIONS

Beverly Lowry BUSINESS AND INFORMATION SYSTEMS MANAGER

Scott Radwan

needs through appropriate educational services.

ADMINISTRATIVE ASSISTANT

Beth Tracy

We must seek a financial commitment to a quality GIT program from principals, superintendents, and school board members. They must

MEMBERSfHP SEORETARY

understand that the state allotment for Gtr students is minimal, and

June Badon

they must be convinced to allocate local and possibly federal funds to support the program. As reported to the Commissioner's Advisory Council on the Education of Gifted Students by TEA GIT Division staff, lIIn 1990-91; districts reported spending $141 million on gifted education. Over 80 percent of this sum was expended on instructional salaries. Less than one percent ofthe total funds, $1.3 million, was spent on curriculum and staff development/I According to our TAGT Staff Development Position Statement, lIIn order to be effective in

meeting the needs of gifted children, educators - including teachers, administrators, counselors, and other staff - must have high-level training in gifted education/I Teachers providing instruction as part of the gifted program need more than the minimum 30 hours of staff d~velopment required in the mandate. Other staff members as well need ongoing training at a level appropriate to their program involvement.

Designation of a person who is responsible for planning, implementation, and evaluation ofthe GIT program is a critical factor in achieving excellence. This educator does not have to be an additional staff member. The role may be filled by a teacher, librarian, counselor, principall coordinator l or other administrator. This educator must be (See PRESIDENT. p. 20)

2

The Texaa Aasociation for the Gifted and Talented (TAG'I') is a not-for-profit organization ofparenta and professionals promoting ~PPt'oprl~te educ~tion for gifted and talented in the State of Texas.

TAGT fi!mpo il!! the officie.ljoume.l of the TeKAt[! Msocle.tion for the Gifted and Talented. It is pubHehtd fout tiIne~ t\ year in J al').~ry, April, July,andOctober.TheCCi!ltofal!!ubl1lcriptionieinciudedinthell1lSociation'a arumal membership dues of$25.

Contributions should be sent two months preceding publication, Send manuscript and a computer disk if available (Qny fl)rmt\t~ specifY software used). Opinions expresaed by individual authors do not necelJIJarily represent official poaitions of the Texaa Asaociati'on for the Gifted and Talented. Material appearing in tempo may be reprinted if not protected by copyright or reprinted. ~lready tram another I!!OUl"(:e. Pleai!le credit tempo and send ~ copy of your publication contQining tht reprint to the wmpo editor, Any legislative advertising included in tempo ha:!l been contracted for by Connie McLendon, Executive Director, 406 Eaet 11 th Street, Suite 310, Austin, TX 78701-2617.

TAGT d.oes not sell its membership list to advertisers or other pal:'t~es~ however, member!ilhip namea and addresses are made available for approved research requests. If you do not wish your name to be made avttilt'lble fur GIT-rele;ted rerreareh, please: write TAGT. Addrei!l:!l. 1!I.1l corre~pondence and ~)'\quirelJ to TAGT tempD, 406 EQst 11th Street, SuiteS10,Auetin, TX78701-2617. Telephone: 6121499-TAGT (8248); Fax; 6121499-8264.

© 1993TAGT

SUMMER 1993

tempo

EXECUTIVE DIRECTOR UPDATE Connie McLendon THE LEGISLATURE IN REVIEW

F

ollowing the actions ofthe legislature is a full·time

job for many; so to save you time and trouble here is a recap of the GIT bills ofinterest taken from the Final

Report of the 73rd Legislature:

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BB 654 (Parker; Linebarger) Provides money for

teachers to be trained to offer Advanced Placement CAP) COurses and incentive to offer new courses; also reimburses students who take AP tests and pass with a three or better. Pas.ed; take. effect 9-1-94.

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SB 705 (Haley) Establishes curriculum mastery plan in public schools. Passed; takes effect 8-30-93.

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SB 1324 (Bivins) Allows students scoring in the 85th percentile on SAT/ACT to be exempt from TASP required by Texas institutions of higher education. Passed; took effect 5-24-93.

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SB 7 (Ratliff) Provide. options for moving business property from wealthy school districts to poor school districts for equitable access to taxable wealth.

Reauthori.e. Chapter16 with GIT intact. Passed; took effect 5-31-93.

The following bills were heard in committee but were either tabled or not recommended: HB 609 (Linebarger) School finance bill; HB 509 (Dutton) Offering unavailable classes; HB 1653 (Shields) Exemptions from academic skills course; SB 1163 (Barrientos; Linebarger) Teacher awards; SB 1377 (Ratliff) Measuring quality in

public education; HB 1064 (Erickson) Reducing regulatory burden on school districts; HB 948 (Kubiak) Moratorium on unfunded mandatesj HB 1922 (Dear, Haley) Bill's issues worked into SB 7; HB 2250 (Duncan) Defines an unfunded mandate; HB 2760 Create Education Mandate Review Commission; HB 669 (Ogden) School finance enabling bill that would repeal the mandate and funding for GIT; and HB 2412 (Grusendorfl Enabling legislation.

In an unexpected- and undesired - twist, TAGTlearned that SB 654 (a bill TAGT supported based on merit) is to be funded with money taken from GIT funding. As it stands, "$1 million of the appropriations made for gifted and talented education is transferred and reappropriated to the Central Education Agency for the purpose of implementing the Texas Advanced Placement Incentive Program for the 1994-95 fiscal biennium/i This particular item is a good example of how legislation can 'immediately affect us; SB 654 was passed only two months ago.

SUMMER 1993

Just when you thought it was safe

to go on vacation __ _

An innocuous action item on the agenda of the July 8 SBOE meeting - under the guise of "Recommended High School Program'; ~ recommends that districts phase out honors and advanced placement programs at the high school level and set higher course standards across the board for all students. As a result of public testimony given in the Committee on Students, Mrs. Geraldine Miller, Committee Chair, recommended that action be postponed until October due to the item's unfortunate timing since the major stakeholders in public education are not available during the summer months. TAGT will monitor this issue closely and gather additional information to consider all of the implications of such ~ctionj public testimony on this item may become necessary.

Getting to know TAGT staff In the spring issue, I introduced you to our newest staff memberand would now liketoreintroduceyou tothestaff member that has been with TAGT the longest - Beth Tracy. Bethjoined the Association in February 1990 as Executive Secretary after movingfromOrlando,F1orida, where she worked as an administrative assistant to the Vice President of Marketing at Universal Studios. Priortothat, Beth was the assistant to the presidentofHarcourt,Brace,and Jovanovich, where she worked for over fuW' years. Beth is a conscientious worker who has many skill. to offerTAGT; her attention to detail and organization have been put to the test at the last three Annual Conferences, not to mention the daily crises that present themselves. Beth has her own story to tell abcut joining TAGT:

"r was intrigued by this position originally because of my two stepdaughters, Meg, 14, and Erin, 9. Meg's

Odyssey of the Mind team has won their regional competition for the past two years, and this last year they participated in the state competition. Both girls have been involved in gifted programs in Florida and I originally hoped that an alliance with TAGT could provide me with educational resources for them. The Association has expanded my knowledge ofGIT opportunities for youth. I have also .een tremendous growth at TAGT in the past three yeare in both staff and services; I am proud to be associated with such a valuable organization. n t

3

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OUR EDITORIAL FOCUS Guest Editor: Micheal Sayler, Ph. D. RESEARCH: WHO NEEDS Editor's Note: Beginning with this issue, members of the EdUorial Board will be guest editing issues in which they have a special inMrest.

We are very proud ofthis summer tempo which Dr. Mike Sayler haB put much time. an.deffort into, Thanks. Mike. from all OrU8 on the Editorial Board and also from all the TAGT readership. (Read more about the Editorial Board on page 20.)

-MarySeay

R

esearch is a topic many of us think is important in a

general, I-should-support-this sort of way. It often seems far removed from our daily experiences. When was the last time you did research? How about the last time you

voluntarily read research? For many of us, research was something we did for a claas somewhere, sometime a long time ago. Yet who among us has not heard someone say, "Research says ... " and proceed to report some conclusion that mayor may jj not make sense to us. We often mistrust "research proclamations. Our negative feelings COme from a sense of being manipulated - having statistics say whatever the researcher wants us to believe. We wonder why this research they are citing doesn't match our perceptions of the world. Has the information been taken out of context? Does the research investigate one thing but make conclusions about something else? Can the person, provide a reference for the research so we can read it for ourselves?

Trying to understand the world, to answer the questions we each have about the way things work, or to evaluate some aspect of our life is what research is about. Research is also about integrity of analysis and truthful reporting of results. I was at a school board meeting once when a speaker asserted that "research said grouping students didn't do them any good and that all children should be taught in heterogeneous settings. The experiences of my children and my years as a classroom teacher made me suspect that this wasnjt an accurate representation of the situation or the research. If! had not already read the research on grouping gifted students, I might have acquiesced and not argued the point. Fortunately, I was aware of abundant evidence that grouping arrangements for gifted children do work very well. Ev.n if! had not known the research, a knowledge ofwhere to look for research information might have led me to a library or university to find out mOre about this issue. it

Research is not just reserved for university professors and graduate students. Our children can be reBearcherB. They already ask many questions about themselves, their families j schools j communities, nation, and world: Our children are capable of investigating the issues that interest them. The ways they do this r.s.arch may be rather simple or quite complex. I met a young woman at a summer program I ran at Purdue UniverSity who was doing research on a tiny insect which laid its eggs in goldenrod plants. Her interest was sparked as a kindergartner when she asked a teacher whether a bug had caused the swelling she found on a stem she had

4

IT?

brought for show-and-tell. The teacher said no, the girl didn't believe herj and she spent the'next eight years doing research about the insect. AB an eighth grader j she was seeking out scientists at Purdue to learn techniques for analyzing the secretions of the "non-existent" bug. Individual gifted students have questions and can do research.

GtT students in a school where I taught w.r. concern.d with the traffic on some stre.ts ..s th.y w..lked to ..nd from school; some corners seemed dangerous. Rather than argue the safety or lack thereofj the class systematically investigated walking patterns of the schoors students. Each researcher took a classroom and conducted a quick survey to identify those students who walked' to or from school. The class then took a random sample of the several hundred walkers and interviewed each about the routes th.y used. The data were combined and transferred to a map ofthe school area. It became apparent that certain uncontrolled intersections on busy streets were heavily used by walkers. Before reaching any conclusions j the ciass verified the data. For the next week, the members of the class came early and stayed late to monitor the busy, uncontrolled intersections. The data were presented to the city planning commission and action was recommended. Groups of gifted students have qu.stions and can do re....rch.

T.achers also have qu.stions. Th. gifted ..nd talented teachers in a district where I once taught found themselves working harder and harder without Beeming to gst ahead. AB the year went on j we wondered again about the efficiency of Our time usage and decided some facts were needed. For one week, each GtT teacher kept a log of their activities in 15-minute blocks based on general categories that were identified, including teaching Gtr classes, giving tests, scoring tests, traveling between schools, etc. The categories were totaled and we found that most of our time was being spent on non-instructional activities. We modified our schedules and took the infonnation to a school board meeting. The board was surprised at the demands on our time and worked with us to better allocate Our time and resources. Teachers have questions and can do research.

Last year, TAGT approved a new Research and Development Division, The division was founded on the belief that education..l progress for gifted and tal.nted students is contingent upon the .ffective blending of r .....rch, development, and practice. The new division will work to identify important. issues and encourage research about gifted and talented learn~ ers. Research is not just done at universities; teachers, school personnel, students, and parents are potential researchers.

New researchers and people with research competencies sometimes have problems meeting each other. The new division will offer connections between these groups and provide training in the use and interpretation ofresearch results_ The new division is the beginning of a community of researchers who have questions important to Texans. We all have questions and can do - and use - research. t

SUMMER 1993

tempo Research By and With the Gifted GIFTED EDUCATION ENDORSEMENT AND STAFF DEVELOPMENT IN RURAL AND/OR SMALL SCHOOL DISTRICTS Beverly (rby, Ed. D.

Rafael Lara-AleGio, Ph. D.

Sam Houston State University

Texas A & M University

To plan for the future of gifted education in Texas, 1 ~e must have clear understanding ofthe nature 8.

and scope of the current situation. During the 1992-1993 school year, a study, funded by the TAGT Grants for Excellence, was conducted to investigate the current state of gifted education in Texas (Irby, Henderson, & Berry, 1992). The primary purpose of this study was to record specific program elements such as the definitions of giftedness, identification, processes, program prototypes, content emphases, and evaluation procedures used throughout the state. Additionally, it sought to determine the level of consistency in gifted programs across Texas, A question~ naire was developed for the study.

This article reports on the staff development practices and use of gifted education endorsements in the approximately 780 rural Or small schoo! districts in Texas. These districts are generally categori.ed as A, AA, or AAA school districts, and have district average daily attendances ranging from under 500 to 2,500 students. Three hundred twenty (41 percent) of these districts responded to the questionnaire.

Gifted Education Endorsement This study sought to determine the approximate number of rural or small school teachers working toward andlor holding an endorsement in gifted education. From the data gathered, 70 to 75 percent of the rural or small school districts reporting indicated that less than 10 percent of their teachers are endorsed or were working toward endorsement. Ouly 8 to 13 percent indicated that more than 50 percent of their teachers are endorsed or are working toward endorsement. (See Table 1.)

Implications The results should be cause for concern for those who advocate formal gifted education training. There are two major reasons for fonnalized training in gifted education: 1. To offer a comprehensive philosophical, theoretical, psychological, andculturalllinguisticfoundation upon which to base effective practices, and 2. To create a mOre informed advocacy group for gifted students, whom manyuniuformed

SUMMER 1993

educators believe will make it despite any shortcomings in the current system.

We believe this finding threatens the future of gifted education in the small and rural Texas public schools.

H II

PEru::iE:NrAGE OF TherRIcTs REPORTING

A Less than 10% 75 Between 10·30% 15 Between 31-50% 2 More than 5090 8

AA 71

AAA

70

10

17

5 13

5 8

TAIUJill

ENnc:msE:MENT IN Gl\i'I1W EDuCATION Effective, informed, and educated teach@rscontribute to the re.pect and support for gifted education. The teachers are at the heart of the program, and in small school districts they usually coordinate most aspects of services. Unconnected workshops for teachers do not provide a comprehensive base from which they can launch and defend effective curriculum, instruction, or program development. Teachers must be well versed to !lppropriately and effectively advocate for gifted children. Teachers with good Gtr training can help enSure that the gifted are not misserved in the wave of new philosophies and programs permeating schools.

The low incidence of gifted endorsements may relate to the great distances between rural schools and universities offering endorsements, the demands on teachers in small districts to provide many services performed by specialists in larger systems, or to a misinterpretation of the state endorsement by the

district administrators. Some administrators have a misconception of the "endorsement program." On more than one occasion! the authors heard that school (s •• (R8Y.

p. 6)

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IRBY continued (ram page 5

district administrators had told teachers that they were endorsed in gifted education ifthe teachers took 30 hours of staff

development. This is incorrect.

Staff Development If ruraVsmaU school district teachers are not pursuing their endorsement in gifted education, then what types of teacher training or staff development in gifted education are being offered? Teachers were asked which offive general topics were addressed in their district's gifted education staff development sessions. The five major categories were: psychology of the gifted! identification of the gifted! curriculum development, evaluation ofprogramst and cooperative teaching. None.ofthe categories were defined for the respondents.

Programs for the gifted in rural/small school districts may be adequately serving the acculturated child. However. if there is limited information delivered Ie the teachers regarding the rural gifted populationl then how can they be expected to assist in a valid. reliable, and fair evaluation of the program?

Conclusions and Recommendations Based upon an analysis of the use of the gifted education endorsement and staff development among teachers in rural or

small districts l the following recommendations are made: 1.

Teachers in small or rural districts need formal training in the psychological, cultural, social, and linguistiC backgrounds of their gifted students. This infonnation needs integration with their program planning, identification, curriculum, and evaluation. It is strongly recommended that all teachers working with gifted students receive endorsement training, Perhaps the time for a legislative mandate for endorsement has arrived.

2.

Itis recommended that rural or small districts review their staff development plans in order to ensure that all new teachers to the program are adequately trained in psychology. identification, and socioculturalllinguistics, as well as effective practices related to rural or small district gifted children.

8.

Training in the appropriate methods for identif'ying gifted learners should be a top priority in small or rural districts.

The training must include characteristics of the rural and atypical populations so that an appropriate needs-based (characteristics -based) curriculum can be established and used.

4.

It is recommended that "teachers and administrators berome

The results, as shown in Table 2. indicated that the ruraVsmall school districts were offering the majority of their training in

the areas ofcooperative teaching) curriculum development, and evaluation of programs. Few districts (8-17 percent) offered training in the identification ofthe gifted. No districts reported offering any training in psychology of the gifted.

Implications It was evident that teachers in small districts were not receiving formal training in the foundations of gifted education. They received little or no stsfl'development in the psychology or identification of gifted children. Training in the psychology and identification ofthe gifted helps teachers know the characteristics and types of gifted students served and their cultural, sociological, and linguistic backgrounds. These teachers need good information about the charecteristics of atypical gifted students (i.e., Irby.

Henderson, Pugh. & McDurmott.1990;Spicker.1992; Irby. &LaraAlecio. 1993). This training allows teachers Ie gain competenos in creating and interpreting philosophy and theory. Without philosophical. theoretical. psychological. and culturalllinguistic foundation. we argue that it is difficult for teachers Ie create or use differentiated cnrriculum for the gifted or Ie be strong. effective advocates for the gifted.

Districts do appear to be offering training in cooperative teaching and curriculum development. This training is appropriate ifthe foundation topicS mentioned above are, studied prior to developing curriculum and effective practices for the school.

A small percentage of rural! small schools offered training in program evaluation,

6

familiar with the state guidelines and indicators of e"osllence in gifted programs. They must he clear about the distinctions between in-service training and certification endorsement.

t

References

PERcENTAGE OF DIsrmCTS REPoRTING

jJ ~

i

~j

irby, B., Hljlndljl~(In, D.,

~nd

Berry, K. (1992) Su.ruq lor

SlalE <4 Gif/ttl Edutullr>lt in Te.tu6, to Texns Aseo<:iation for the GilUld and

&~II~n~: Th~

Grant

l~port

A

AA

AAA

TRlr:mt~d.

l'sychology of the GllWd Identiftcation of the G:I:tted Cuniculum Development Evaluation of Prog.;-aJns

0

0 17

0

irby, B., fI.~nder!I4Jn, D., Pugh, C., and MtDurmott, K. Summel', 1991, "Th6Te:<(l8Identificalions.;,a/~lbr Rlll'(ll

24

29 19

Coo~tiv.T~

30

35

33 20 39

15

31

8

GiftQd." irby, B., imd L!!.r!!.-Ali!eill, R. (1993) Hi6P(J.1t1c Rurol O/fled lnll/al/ve, Javifs Gr.!Int submitted ttl OERI (pending).

Spi~ker, H. (1992) ld~ntifying lind i!nriehing tllt!!.l gIfted

children. Eduootlonal HIlritol18,

TABLE 2 SrAFF DEvELoPMENT

SUMMER 1993

tempo

EVALUATING AN ACCELERATED FOREIGN LANGUAGE OPTION VaLois HounsfJl Duncl!1nvlJle, Texas

lIB

ienvenidos a la clase de Espanal (welcometoyourSpanishclass)" is a phrase that was spokeninDuncanville on August 17, 1992 by eight teachers in

four schools (37 classes of lower-level

Spanish, three classes of Spanish III, one class of Spanish IV, and one class of

fourth year advanced placement (AP) Spanish). Five years ago, that phrase would have been heard in only one school from six teachers (27 classes of lower-

level Spanish, two classes of Spanish III, and one class of Spanish IV). The in-

The first opportunity for change occurred in 1988 when we were able to offerSpanish I in eighth grade at one of OUT junior

highs. Spanish I was offered in the sec· ondjunior high the nextschoolyear. The second opportunity occurred in the fall of 1991 when thejunior-highschools moved from a sil<- to seven-period day. New COUTse offerings were being sought. The decision was made to offer Spanish I in

seventh grade as well as in eighth. The following year Spanish II was added in eighth grade.

crease resulted from a decision made by

the foreign language department at Duncanville High School five years eariier. Our goal of early acquisition of a second language led to the increased number of classes and kinds of advanced classes offered in Spanish.

The Spanish teachers felt strongly that students living in Te"as needed to be bilingual and that formal Spanish in· struction should begin at younger ages than was then possible. Verbally talented students certainly could learn a second or third language. The early start

Spanish I and II at thejunior high program differed from the courses taught at the

"MOST STUDENTS FELT THAT THE PROGRAM HAD BEEN A POSITIVE EXPERIENCE FOR THEM."

Previously, the attrition rate between Spanish II and III was quite high.

Talented children were forced to choose between competing interests and needs.

They were involved in athletics, band, work, and other extra curricular activities. The competition for students' time

was stiff. Despite strong interest in foreign languages, students often chose other options and involvements once they completed the basic language classes.

experience for our students! ¥lith more

advantages than disadvantages. Feed· back from parents and administrators has been very encouraging. In order to ascertain the successes and failures of the program, I decided to conduct a survey of students who are now freslunen! sophomores, and juniors and who had

begun their language study in the juniorhigh school. The questionnaire was developed and given to former students by their current teachers. The majority (93 percent) of the students returned the

Most students - 80 percent- felt that the program had been a pOSitive experience

for them. They had been influenced to take the class more by their parents than their peers. They were pleased with Spanish and felt that the junior high was not too early to begin the study of a foreign language.

high school. We incorporate more activities, songs, programs, and projects in the

The majority - 68 percent - liked the

junior high classes. The emphasis is on

curriculum and the way Spanish was

immersion and learning to conununicate

taught. The students indicated that the study was well paced, the material pertained to their interests! and the varied activities helped in learning the language.

Eighty-one percent of the students felt that learning a foreign language was challenging.

in the language, both orally and in the written word. We hope that the majority of our students from the junior high will advance to the AP classes! so we begin to train them in the skills needed: listening, speaking, reading, and writing. In addition to the chapters studied in the book by all Spanish I students! we include vo-

cabulary as an extension of the chapter.

More homework is given so that class

The students felt that many advantages were gained by the study of a language in

time may be used with the oral language

junior-high school. Seventy-two percent, indicated they were participating in

and communicative activities.

advanced study of the language, with

One

favored activity is the presentation of

SUMMER 1993

I believe that our junior-high accelerated program has been a very positive

questionnaire. The results were very interesting and encouraging.

of a second language would permit these

able students to fit high-level Spanish classes into their high-school program and afford them the option ofieaming a third language before graduation.

fairy tales at the end of school in a program for parents. We presented eight plays last year so that everyone would have a speaking part.

(s•• HOUNSEL. p.10)

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ARE PORTFOLIOS USEFUL IN IDENTIFYING GIFTED CHILDREN? Edie Dougherty

Susan Johnsen

Lubbock/SO

Bay/or University

Julie Duncan

Gail Ryser

Lubbock/SO

Bay/or University

P

rograms for special students have been and continue to be particularly vulnerable to criticism and attack; in some districts, special pro-

assist them in examining their overall identification

grams are among the first to be cut. Coordinators and

procedure, particularly the validity of using product portfolios in the identification process. They were primarily interested in determining if the portfolio

teachers of gifted programs often find themselves defending various components - grouping practices,

added infonnation not available with the districes other four criteria measures, if it discriminated be-

cwriculum modifications, teacher training activities, and identification procedures ~ with limited data. To maintain, improve, and enhance programs for gifted

tween nominated and selected students at each grade level, and ifit predicted successful performance in the gifted program.

learners, school districts need to be engaged inresearch and evaluation activities. These kinds ofactivities can lay the necessary foundation for documenting not

The Practices

only the need for the program but also the need for identifying the program's strengths and weaknesses.

Lubbock ISD uses five measures for identifying gifted and talented st';'dents: a teacher checklist, an achieve-

While certainly no One would disagree with the need for such research and evaluation) where does a coor-

dinator or a teacher find the time to conduct such activities?Oneanswertothisquestioniscollaboration.

School districts and universities have many opportunities to work together in identifying important questionsforresearch. These questions may pertain to any of the major program component areas such as management, identification, differentiated instruction, communication, coordination, and evaluation. Collaborative efforts may include the following steps: (1) identifying mutual questions of interest, (2) reviewing current district practices and related research, (3) proposing methods of study, (4) granting permission to conduct the study, (5) gathering data that address the questions, (6) presenting and disseminating the results, and (7) using the results to develop or revise the current program components.

The Questions The questions of mutual interest addressed in this

collaborative study between Lubbock Independent School District and Baylor University relate to the area of identification. In 1989, the director of the

gifted program at Lubbock lSD, Julie Duncan, contacted Susan Johnsen at Baylor University to

8

ment test, an intelligence test, a creativity test, and a

product portfolio. While most of the.e measures are widely used in the identification of gifted and talented children, the product portfolio is a relatively new addition to the Lubbock ISD repertoire. The portfolio system used in Lubbock ISD was designed by Sandra Kaplan and the district in 1987 (Duncan & Dougherty, 1991). This system uses both structured and unstructured procedures for collecting product and performance e"amples for the portfolio.

At the kindergarten level, an itinerant teacher of the gifted present. three separate lessons during the fall semester. Two of these lessons introduce the children to the concept of individual iiapecialties," how to dem~ onstrate individual ~~specialties/' and how to make portfolio entries. During the third lesson, the teacher

presents two structured activities that the students complete. Along with these structured activities, the teacher, student, and parent place other examples of

the student specialties in his! her portfolio. A label is attached to each portfolio item describing the reason for its inclusion.

In January, the collected portfolio items are judged by a trained selection committee. The committee uses

eight criteria that relate to the following characteristics (See DOUGHERTY, p. 9)

SUMMER 1993

tempo 1{('St'.lld, By and With Iht, (;itl('d

DOUGHERTY continued from page 8

of gifted and talented children: details in the presentation of an idea; creative responses to tasks; work

advanced beyond grade level; in-depth understanding ofan idea, skill, or subject; evidence ofleadership skills;

vocabulary advanced beyond age or grade level; keen sense of humor; and high quality of work. The committee reviews six selected items from the portfolio and the teacher's records ofclassroom situations. The child may

distinguished between theidentifiedandnonidentified students. In this way the district was able to determine if all the measures were being utilized in the selection process. Finally, future questions would

address the predictive validity ofthe product portfolio (e.g., were students who received high portfolio scores more successful in the gifted program than students with lower scores?). Researchers will use achievement

receive up to eight points for each characteristic that is frequently evidenced. If a child scores five out of the eight characteristics, sf he meets the standard for the portfolio measure. If the child meets the standards on three of the five measures, sf he is placed in the gifted program.

scores and teacher ratings of classroom performance

Related Research

researchers must obtain permission from all parties

This described procedure for judging and collecting portfolio items matches the guidelines recommended by other researchers (Arter & Spandel, 1992) and the Northwest EvaluationAssociation (1989). These guidelines include a purpose for the portfolio, structured and! or unstructured procedures for selecting a portfolio

to examine if product portfolios are good at making these predictions.

Permission Before conducting any research within a district, involved. In this case, Julie Duncan talked with Dr. Velma Ruth Shamback, the assistant superintendent of Lubbock lSD, to assure her that the highest level of confidentiality would be maintained. Students were

assigned a number which was used for all statistical analyses ofthe data and student names were not used in any reports.

item, student participation in selecting items, student

rationale for selecting the portfolio item, student work representative of realistic contexts, and clearly defined criteria forjudgingthe meritofeach item. The following

Data Gathered

four sections are commonly included in research stud-

scores of identification measures. Other data remain-

ies. However, the research literature provided no evidence ofthe usefulness of the portfolio in identifying gifted students. They illustrate the processes and steps used in designing, conducting, and reporting research

Currently, the researchers have collected all of the ing to be collected include achievement test scores for the years 1990-1993 and teacher ratings ofidentified

students' classroom performance. Teachers within

data.

Lubbock ISn are currently completing this rating based on the objectives of the OfT program.

The Method of Study

Results and Discussion

The researchers gathered the following information from the district: identified and nonidentified student scores on each measure, achievement test scores for the following years, and teacher ratings of identified students' classroom performance. Two questions were

Seven hundred thirty kindergarten through sixth grade students were included in this study. Because ofthe large sample size, students were first placed into corresponding grade levels (K-6) and then relationships and differences between each of the measures were identified. The preliminary results indicated that most of the measures used for identifi-

addressed in this study: 1) Did the measures sample

different characteristics of students? and 2) Did the selection committee use all five measures for decisionmaking? These questions related to the validity of the identification process and specifically to the product portfolio.

First, the researchers examined the relationship among student scores on each measure, hoping to find low

correlation. In this way the district could determine whether ornot the measures were giving the committee a broad view of the nominated child. Second, the researchers examined which of the measures

SUMMER 1993

cation purposes were not strongly related. The only two measures that were consistently related across

all grade levels were the portfolio scores and the scores received on the teacher checklist of students'

motivation. A trained committee reviewed the items from the portfolio and also used records of classroom situations. By reviewing these records, the committee

may have been influenced by the teacher. However, most ofthe measures were not related, indicatingthat (See DOUGHERTY, p. 10)

9

tempo n.(,st.-'~Hch

By

~1nd

With (he C.ifh. . d

HOUNSEL

DOUGHERTY oon,tin.ued from page 9

continu.ed from pase 7

the instruments were measuring different student characteristics.

one-third of the students hoping to take Spanish V f AP. Because of the numberofinterested students, the course will be offered for the first time in Duncanville during the 1995-96 school year. The students who began Spanish in junior high are able to accrue more honor points earlier (Spanish III and above) for their

This study examined differences between the scores of students identified and not identified for the GIT pro" gram. Students who were identified scored higher on the product portfolio! the intelligence test! and the teacher checklist for all grade levels (K-6). Identified students also scored higher on the creativity test and the

grade-point average. The students indicated an increased desire to learn other foreign languages and to travel with Our Foreign Studies Program. Students

achievement test except at the first grade leveL These results indicated that the committee does consider all

study other subjects ofinterest, especially in the areas

completing their language requirement were able to

measures in decision-making. At the first-grade level the committee may not 'View the creativity score and achieve~

of math and science.

ment score as valid predictors. They may believe that the other three measures provide more useful information at

The disadvantages of early exposure to foreign language classes are few. There are students who do not fare well in the program and are required to

this grade level. As the results of this collaborative research are refined, more specific conclusions and recommendations wi1l be made.

Benefits of University/School Collaboration in Research The benefits to a district and university when engaging

in this type of collaborative research.process are many.

First, the district has an opportunity to maintain! improve! and enhance programs for gifted learners by

identifYing the program's strengths and weaknesses.

Second, the district and the university can establish cooperative and lasting working relationships. Finally, through presentations! reports, and articles about the

research, the district and university provide leadership in advocacy for gifted children and improving programs.

In the study used here as an example) the following

benefits were identified for Lubbock ISD. First, the validity studies appear to support the use of the portfolio as anidentification measure. Second! the results indicate

to what degree the G/T students are meeting the objectives established by the GIT program. Third, a new

change to another couree if they cannot maintain an 80 average. Some students are not ready in junior

high for the ambiguity of another language; their grammar backgrounds areweak, or their concentration is not sufficient for the daily study. Some students tried Spanish I the next year with better results.

Participants in the early study program reported that other students wished they could also take the language. Unfortunately, many of the students saw the fun but not the work involved in learning a second

language. There has been resentment from some teachers of other foreign languages because their enrollments are down. Yet each language teacher understands the multiple reasons for the early introduction to Spanish. I believe that many of the junior-

high students will learn more than one language which will ultimately increase the enrollment in Frenchl German, and Latin in the future.

In conclusion, this study's results show a high level of acceptance and usefulness. We are offering a challenging class for a select group of students who are

benefiting from its advantages.

t

measure! i.e., the product portfolio! can be used for

evaluating the GIT program in the future. Finally, Lubbock lSD may receive national and international

DON'T FORGET

visibility as a leader in the use of alternative measures for the identification of GIT children. I

THE TAGT PARENT GUIDE

"RAISING CHAMPIONS:

References Arter, J. A., ~ Spllndl;lJ, V, (1992), U~ini portiblioa of student work in instruction !lnd 8SSHSli'Il!nt. EdZl.ooJiDnai MooIZl.1l!m~nt: I~RZl.n and P~~tiC41, 2 ( I), 36.44.

DunC9.n. J .â&#x20AC;˘ & Dougherty, E, (1991, April). USing pn:X:lutt portfulios for ~tudent il~~Sament for gil4d pll)grllrn~, Update Oil Gifted Education, 12¡16. Austin, Texas: Texas Education Agen~y, Diviaian ofGiftedlTl1lent~d Educlltion.

Northwest Evaluation ASSOeLfltiol'J (NWEA) (1989). Writing portfolio and C(ln~rn~. T..Qlc4j Oswl;liO, OR, Author,

1I1111~Z!Z!ment iZ!Z!u~Z!

A PARENTS' GUIDE FOR NURTURING ThEIR GIFTED CHILDREN" IS NOW FOR SALE

SEE PAGE 25 FOR DETAILS. 10

SUMMER 1993

tempo R('~t..-'.:H'('h

By .uHI Wilh lhe <",ilted

USING INTEGRATIVE CURRICULUM IN THE SECONDARY SCHOOLS Aletha Nelligan Nancy Jefferson Dr. Virginia Seidelman The University of Texas at Tyler

I

n the history ofeducational curricula, one concept is salient throughout major research - that the most

rather than explorers might be the theme used.

Common threads and generalizations are pursued

effective learning is interrelated among disciplines (e.g., Whitehead, 1967; Boulding, 1985; Harter & Gehrke,

and explored.

1989; Tanner, 1989; and Kaltsounis, 1990). AB early as 1894, Colonel Francis W. Parker said, "No truth is more striking than the essential relation of all subjects to each other" (Tanner and Tanner, p. 197).

Finally, multithematic organization of curriculum is possible. Multithematic units integrate several subthemes around a selected theme.

For example,

explorers might be the overarching theme of a multithematic unit. Within the theme of explorers,

Although research shows that the most effective curriculum is one which integrates disciplines, many

secondary-level educators continue to separate instruction by discipline. The large amount oftime and effort necessary to develop quality integrative curricula! along with educators! fears oCone or another discipline "losing

ground," tend to discourage teachers from attempting to use an integrated approach. Also! many educators

curriculum would be developed that further explored the related themes of order, connections, or systems.

Each integrated curriculum organizational pattem provides many opportunities to expand students' horizons in multiple disciplineâ&#x20AC;˘. They all begin with an organizing principle or theme around which broader generalizations are woven.

themselves were taught in departmental models and do

not have a clear understanding of how to integrate

At first, secondary teachers may feel uncomfortable

disciplines. However, experts contend that integrative curriculum is necessary for producing well-educated persons and successful world citizens.

lum. An easier and less complex task might be to write

Curriculum can be integrated in several ways for gifted students (see Curry & Samara, 1991). One way,

creatinginterdisciplinBl'J, thematically-based cuxricuintegrated curriculum. Each teacher can work more

independently while still allowing some integration with other disciplines. As teachers get more comfortable with integration, they can write units that are

integrated curriculum, focuses on connections among disciplines. This is one of the easiest and least threatening approaches for secondary teachers. For example,

multidisciplinary, interdisciplinary, or even

math, science, English, and social studies teachers might

Staff Development

modify their lessons to incorporate topics from Texas

history.

In multidisciplinary planning, curriculum is organized around a common issue or problem. The idea is to identifY various points of view. If explorers was the

theme of a multidisciplinary unit, students would study mathematical, scientific, political, etc. explorers. They would learn, then compare and contrast, themethodology explorers use in each discipline, A more complex level of integrated teaching is

interdisciplinary or thematic curriculum. In thematic curriculum, the educational experiences are organized around abstract; multidisciplinary ideas, Exploratil:m

multithematic.

Staiftraining is the key to bringing about change in any organization. Training to persuade professional educators to change long-held practices must create an awareness within each teacher that the proposed

new system will be beneficial or necessary. Using the business world as an example, the follOwing exercise sets the stage for a staff development session on the need for integrative curriculum.

Imagine that it i8 Monday morning. Your boss tell8 you to drive aCross town and deliver an item to a customer by lOa. m. The item should have (See NELLIGAN, p.12)

SUMMER 1993

11

telnpo Rese.H'ch By ,"HI Wilh lhe Gifted

NELUGAN continued from page 11

been delivered last Friday, and the

experiences and the relationships

customer is upset. Also, you must attend a committee meeting in the office at 1 p.m. Your report on work-

between the environment and manl s way

natural environments; gifted students

of life. Mathematics of the past and present were compared and predictions were made about what math skills and concepts would be important to people in the future. At the same time, they stud·

created a collage of photographs showing the effects of human settlement on a specific geographical area ofTeltas.

A group of second·grade to college·level teachers responded immediately when asked to identify skills and abilities

ied the natural environment of Texas; their effect on manl s mode of life l and manl s effect on the environment during

in Texas, gifted students created a new 21st.century profession based on the

necessary for Success in this endeavor.

various time periods. These led students

changing physical and economic conditions in the state and composed a

Interestingly their responses mirrored

to investigate prevalent occupations and skills; arrive at solutions to current

job description and employment advertisement for the position. Students

that business leaders contend are necessary for success in today's workplace:

environmental problems, and make pre· dictions concerning future life in Texas.

gathered data from professionaljournals! almanacs, news magazines, and history

• • •

oral and written communication, sequencing, reading comprehension,

Throughout the school year, infonnation

books.

reinforced in other disciplines as illus' trated in the following objectives and

6. (Math) Students illustrated some phase of oil production in Texas during

•

analysis,

activities.

• •

cooperation, laws and government,

the oil boom years with a three dimen· sional representation. This integrated their study ofthe Texas oil boom era with their study of statistical data (circle; bar;

•

consensus building,

1. (Science) In their study of natural environments, gifted students produced a series ofmaps or drawings that showed the distribution and quality of natural

ers' compensation is due to the Personnel Department by 4 p.m.

j

lists of high priority skills and abilities

problem solving,

•

predicting,

Texas during the Revolutionary War pe·

•

planning, and

•

time management.

riod; the Oil Discovery period; World War II; today 1 and a prediction of such by the

adults use these skills daily in business and professional settings. Because use of the skills will be integrated in the stu· dents' futures; learning to use the skills

should be integrated throughout the school curriculum. Knowledge develop. ment in each content area should be

combined with cross-curricular activities in application, analysis, synthesis, and evaluation.

15. (Social Studies) In their study of life

presented in one discipline was used and

•

Each participant realized that successful

4. (Science and/or Art) In their study of

resources available in a chosen area of

year 2025. Students gathered data using at least five different sources.

2. (Social Studie.) In their study of life in Texas, students gathered statistical

data on employment in Texas during four different historical periods. Students created a chronological series of charts depicting major occupations, natural re-

sources used by each occupation, and the math skills necessary to perfonn each occupation.

line graph., pictographs, etc.).

7. (Language Art. and/ol' Social Studie.) In their study of persuasive writing l gifted students used their employment charts, natural resource drawings; collages, and other sources to write: a persuasive composition advocating specific futW'e treatment of a natural resource in Texas as a positive influence

on future settlement and employment in the state. t

References Clifty. J". & SaIl'lara, J. (199n Currit!!lumgulde for the educatton of £lfted hig/l 8chOlJI slrlamle. Al,I!)tin, TX: T~x~!) AlilKlCiljltion for the Gifted Dnd Talented.

Bouldillg, Kerllleth E. (1985). The world uS a tota/eystem, BElv",rly Hills: SQie. Hilder, Paull! and Gehrke, Nathlllie. (1989, FlIll). lntegrativt!l

Educational Horltone,

3. (Math) In their study of basic opera· tions, the gifted students developed a

~uniculuJ'l'J: Akaltlidoacope of alu,rnatlv8s.

"mini!! textbook containing problems which may have been relevant to Texans

tiCln between sodal studies and othercurrlcuium areas: Areview, The Social Studies, pp. 283-28~, Tllnner. Dllni~l. (1989, FilII). A briefhi~~riClli p~liIp~dive of the

general theme of relevance, gifted students had opportunities to explore,

during the era of the Texas Revolution.

The students worked togather in groups of three to four to gather information relating to occupations that were prevalent during the time and create related mathematical problems representative

analyze; predict; and evaluate the study of mathematics as it relates to daily life

to be able to solve at that time.

An Example of Seventh Grade Integrative Curriculum - Social Studies, Math, Science Using an integrative curriculum and the

12

PI). 12-17.

Kelbounia, Theodore. (1990, November. Decemb~rJ. lrt~rt~la­

ettug((ie fo~ an integrative curriculum. Educutii.}1Ial HO/'/iJOIIS, pp.

6-11.

Tllnner, Dllniel and Tllnner, Lllurel. (1975). Curriculum df!vdap-

men/: Thf!f!Q' in/v protlitt. New York: Macmillan, Whjteh~lld,

AlfNd N.

(19~9),

'J'he

aims (If ~u~(l.ti(ln and Dthf!r

f!lIIlIIaylll. New York: MII~miillln.

ofproblems thatwereimporlantforpeople

SUMMER 1993

tempo

WHO TEACHES

GIT?

LET ME!

Linda Cox Baylor University

E

ach.emester I attempt to add...... the specific concerns of my pre service teachers enrolled in Integrated Language Arts at Baylor University. Through dialogue journals I learn what their biggest fears about teaching are, then make adjustments in my course to meet these needs during their last semester before student teaching. In an early assignment this year, I learned that over fifty percent of my class had negative, or at best ambivalent, f.elings about teaching gifted and talented elementary children. I had already determined this particular group of college juniors and seniors was one of the brightest and most creative I had taught in several years, so why did they not wanttoteach GiT? In small group discussions I was able to determine my students' specific questions:

to the popular myth, they do not always getit on theirownl The study of grammar and its usage is one essential part of a sound language arts program for gifted and talented children. It is most effective when taught in a diagnostic~prescriptive fashion.

Verbally talented children are capable of mastering language systems quickly and efficiently.

Each ofmy students desigued a desktop game to reinforce some grammar skill. These games were based on appropriate essential elements and on the interests and needs of the pen pal •. At first glance, creating this curriculum material appeared to be more work but both partie, felt such ownership ofthe materials that the benefits outweighed the effort.

Are GIT liihl.dents different, and if so, how?

Is it really fair to single out a small group of studentli1 or ilii it e.litist?

If you do want fI) use different cJtrricuium, how do you do that and where da you find the materials ~ isn't it jtlst more wark?

.

••• MY STUDENTS WERE VERY

VOCAL ABOUT THE BENEFITS OF

Next, we scheduled a visit to meet our pen pals, test the game" and teach a mini poetry lesson. The fifth graders hosted a surprise brunch for us, complete with centerpieces, two long' tables of food, and many decorations, all arranged by the children. My class learned first-hand about the organizational abilities and attention to detail characteristic of gifted students. They had carefully planned this meeting to make us feel welcome and appreciated. There were announcers, hostesses, and three video camera crews on duty, all students.

My first decision was to provide an opportunity for my students to meet some gifted and GROUPING talented students. I spoke with Ms. Lee S1UDENI'S.....

Pickens, "eteran teacher of gifted and talented at a neighboring elementary school. We arranged a pen pal correspondence between my pres.rvice teachers and the gifted and talented students in her fifth-grade language arts class. In the In class discussion back on campus, my students were very first letters, my college students learned about the families, vocal about the benefits of grouping GIT students together for hobbie., reading interests, and career goals ofthe.e gifted ten- instruction. The term ~~elitist" had disappeared as they disand eleven-year olds. I heard such comments as, "Oh, I read cussed the ad"anced instructional needs of "their" students, that same book in fifth grade/' and "my studenes family is needs which often go unmet in the regular classroom. Darren going through th. same thing my family did when I was in Roberts, Baylor senior! was surprised when his game combin elementary school." The funniest was; !<;My student is so into ing prepositions and basketball was, at fir.t, too difficult for his baseball and I, too, was the only girl on my block who wanted two pen pals_ He revised his lesson plan on the spot, taught a to play ball e"ery day with the boys!" From our letters, we mini lesson on prepositions, and the boys resumed the basketconcluded that these gifted students had high-l.vellanguage ball game with gusto. He concluded, "GiTklds need instruction, arts ability and characteristics combined with many of the too, just at a more advanced level. They learn so quickly you same needs and interests as other children. They were aca- don't have to repeat e"erything." demicallytalented, but they also had interests and experiences The college group e,uoyed the creativity re".aled by the fifth similar to all fifth graders. graderS as they wrote cinquain, senryu, diamante, and acrostic When we were learning how to teach the mechanics of lan- poetry. The children's willingness to el<periment with words guage, I asked M•. Pickens about the needs of00 students. My and to explore new poetry forms was very rewarding to my college ciass was surprised to learn that even gifted and "almost teachers/i The gifted fifth graders sometimes knew the talented students need formal instruction at times. Contrary

G/T

n

(s•• cox. p_ 15) SUMMER 1993

13

tempo I{PS('LIHh

By

L1nd

With the

(;ift~d

PROGRAM EVALUATION Jim Coffey ESC Region XV/San Angelo

~e issue of evaluation of gifted programs is critical

1 ~o any program's future progress. Alexander and Muira (1982) conclude "evaluation is one of the most

•

ered in a student portfolio and shori cognitive

tests to measure how well students have accomplished skills and concepts addressed in the scope and sequence of the gifted program.

critical facets of program development) but it is also One

of the least employed. Perhaps it i. u.ed.o little because many in education lack a clear understanding of what evaluation is ... (page 269). Evaluation is; additionally, !)

a critic..l but often overlooked portion ofthe in.tructional process. "Many school districts will choose to assume a defect in theiridentificationprotocolratherthan examine carefully the nature of curriculum and its instructional

Student testing consisting of student work gath-

Each of these components will be examined in detail.

The use of PEIMS data allows an ex..mination of district-generated material as an overview of the program. PEIMS data is currently collected by the

delivery .y.tem" (Van Ta••el- Baska, 1988).

Texas Education Agency from all campuses in the

In many cases, evaluation of student progress relies on

state. Assuming the data is correct, it provide. a statistical overview of what kinds of students are

the development of a product which mayor may not

being identified; where they are; and how resources

reflect the skills and content actually taught in the cl ....room. For .. program based on the teaching of thinking skills embedded in content, a more structured

are being allocated and utilized.

approach is necessary. Beyer (1991) concludes "...you

must be able to identify and u.e v..lid, reliable thinking skill assessment instruments and procedures and to construct your own: (page X). In attempting to bring these viewpoints together, it becomes clear that total program evaluation must involve evaluation of delivery

systems, curriculum, and student learning. This concept is further extended to the evaluation of the use of

This information can be used to answer a number of

que.tions concerning the makeup of the program. A sample of questions generated by an examination of the data is listed below:

•

• •

Using an approach field tested and presented by Dr. Carolyn Callahan and modifying her Original documents, a four-level evaluation process was developed. A

short description of each level follows.

•

•

PEIMS data identifying students in the program by gender, ethnicity, and grade level. Budget

•

Does the population of the program reduce at a

p..rticular grade level?

The PEIMS data provides useful data that describes the program in a numeric, fashion. It facilitates decisions that affect identification; exit policies, and

expenditures.

infonnationis available by line item and amountfor

Programmatic evaluation allows a variety of aspects

each campus.

of the program to be examined. The programmatic evaluation addresses many aspects of the instruc-

Programmatic evaluation examining a variety of

perception. including the building principal and teachens) directly involved in the program. This

•

What percent ofminority student. are identified?

Is there an equitable division of resources by campus?

program resources and statistical analysis of the

program.

What numbers and percent ofstudents have been identified on each campus?

tional program. To facilitate ease of interpretation of programmatic data, the sections of the evaluation

data focuses on identification, evaluation, and curriculum.

may follow the same format as the state plan:

Classroom observation designed to compare instruction against a standard - in this case, the principles of differentiation - to determine that

•

student identification

• • •

program organization

•

parent/community involvement

differentiation is in fact occurring.

•

evaluation and planning

curriculum development staff development

(S.e COFFEY.

14

p.' 5)

SUMMER 1993

tempo COFFEY continued from page 14

It may not be necessary to develop a

Both are needed in order to measure the full range of student performance. Ulti-

criteria. However, developers should address critical areas within each section to

be some observable aspect of a broadbased issue, theme, or problem in the classroom. However, consideration should be given to the fact that not all

determine qualityofservices, availability

principles will be evident in all lessons

of the program is how well the student is able to integrate the curricular concepts

of resources, effectiveness of staff development, use of identification/exit

everyday.

and move toward achieving his or her

procedureSj and the involvement of teacher personnel in planning the implementation. This document will provide valuable needs assessment infonnation to direct future teacher training. Samples ofquestions which may be asked include:

Assessment of student performance is

necessary to determine what is occurring in the classroom. Testing ofGfl' students is perhaps the most controversial aspect ofthis system; howeverl what gets tested gets taught. It is necessary to determine

The intent of the evaluation process is to provide data for accountability as well as program improvement, Gifted programs must continue to evolve. This evolution

•

Are evaluation results utilized for

how successfully the curriculum articu-

•

Is the program being offered reflective of identified needs of G/T students?

dataisavailable. This"system'sapproach" provides direction for future modification ofprograms and allows a school district to

question to address each principle and

program planning?

•

Does the Gfl' teacher use data from the identification process to plan

instruction?

•

Is the curriculum used for the gifted program differentiated beyond regular and honors curriculum?

•

Have parents been involved as resources during the last twelve

mately, the final measure of the success

potential.

lated in the scope and sequence are being teught.

canonlycontinueifadequate performance

more completely meet the needs of its

Beyer (1988) states that a variety ofpencil and paper tests may be used as a measure ofthinking skills proficiency. In addition to these types of tests, application of the skills may b. s••n through samples of performance collected in student portfolios. Some of this portfolio material may be teacher directed and some student generated and selected.

gifted and talented students.

I

References htritia A. Ali!xlil'ld~r and JOiIeph A. MuiTIi. Gift~d Education.

Rockville, Maryland: Aspen Publications, 1982, B~rTY

K.

BIjIYIjlt'. De~flQpinq (I

Thillkinq Skills Pl'{Igr(llTl.

BQ~wn;

Allyn !!Ind 8!!1con. Inc., 19BB. Van Tassel- Baska, €It al. COmprtlilell8/ve CUI'riclIiUlII for Gifted. ~{lrn~1'8. BQ~tQn: Allyn and BII~Qn, In~., 1988.

Joy~

months?

In many cases it will be necessary to allow space for subjective input from personnel completing the form.

Cox continu~d

from page. 13

Observation in the classroom provides

qualitative information about the program. In almost every district, a certain standard for cwriculum and instruction

has been adopted. In most cases these standards refer to principles of differentiating curriculum. The most commonly encountered are those sets of principles

included in the Texas State Plan and developed by the National/State Leader· ship Training Institute on the Gifted and Talented. While these principles were

originally designed to describe curricular modification, they may be extended to evaluate the types of instruction observed in the classroom.

For example, if a district has adopted the principles which include content that is related to "'broad-based issues, themes;

or problems," it follows that there should

SUMMER 1993

language arts better than the college students. One college student concluded, "I have to be willingto admit my mistakes and to let these students teach me things too."

Theoverwhelmingdiscoverywasthatworking with gifted and talented stodents was fun and very exciting. Comments such as "...there was such eagemess," or, iiI like watching her eyes light Up/i or! 11•• .it was so excitingto brainstormideas,"filledmyclassroom. In the fina\ correspondence with the children, Monica's pen pal wrote her an acrostic poem. Moruca showed me! and said, "I taught her this just two weeks ago.

I didn't koow teaching would be this rewardingl" We found that Gfl' students shared many characteristics with other students. We

further learned they need specific!

targeted instructioni often at a more ad~ vanced level. They are still developing social skills, and they definitely need acceptance and encouragement. It is appropriate to group them together to meet these needs. Curriculum cannot be limited to a single text or even a list of

essential elements. These children learn best when the instruction and materials are tailored to meet their instructional needs and interests, They enjoy chal-

lenges. The extra effort in preparation pays offin higher dividends and students' progress. All of my college students said

they felt better about teaching Gfl' and almost eighty percent said they definitely would like to teach Gfl'. I

15

tempo

BEGINNING RESEARCH WITH PRIMARY STUDENTS Marilyn Parish San Antonio ISD

R

eeearch is an essential component of any

educational program for gifted and talented students. Independent research projects help stu· dents expand on their basic knowledge to higher levels of understanding, as well as allow students to develop a strong sense ofownership in their learning.

There were two students in my first grade ciass who seemed interested in doing research. In reviewing their test scores, I saw that they showed great strength in reading and math. I gave them the end-

of·the·yeartest and discovered that they had already mastered all ofthe required skills in these two areas.

topics they chose toresearch were volcanoes, rainforests, dinosaurs, magnets, space, and dams. We sat down together to draw up a contract of exactly what they wanted to study and how they would share what they learned. We also talked about the critical thinking skills necessary for their studies and what questions they had that needed answering. The students would use their regular reading time to do their research; if they needed more time, they could also use their math period. If the students did not want to work on their

This meant that I could accelerate their learning by

research ~hat day, we would continue on skills in second

moving them into second grade skills, and, more importantly, it created time fortheirresearchprojects by allowing me to compact their curriculum. This, in

grade materials. In order to teach the basic research skills they would need, I would pull them aside during library time and show them how to use the card catalog and other resources available to them.

turn i also solved the potential behavior and attitude

problems of lack of interest and low motivation which are often caused by unchallenging academic work.

WANTED ...

Young Female Inventors Girls inelementary and secondary schools

who are inventors are wanted for the PIU"JlOSe of sharing their experiences.

For more information, write or call: Dr. Frances A. Karnes University of Southern Mississippi Boll' 8207

Hattiesburg, Mississippi 39406-8207 (601) 266-5236 (day) (601) 268-6922 (evenings and weekends)

16

How to get started? First, I gave them interest surveys which identified possible areas of study and types of products they might enjoy creating. From that, the

The students used an interdisciplinary approach to their research projects through the many skills needed to find the information for their topics and related products. They used such skills as letter writing to various places around the world, interviews with both peers and adults, library and computer skills for gath· ering infonnation and creating products and science experiments. Throughout their studie., we discussed way. to relate their work back to the class theme of "Relationships" and its generalizations. Some of the products the students completed were graphs and charts j

of opinion polls; models of volcanoes, rainforests, and a space rocket; and many creative stories.

Parental involvement and support for the research projects were very high from the beginning and contino ued throughout the course of the work. The parents helped the children by taking them to the public library and places related to their topics, and by working with them on the completion of their products.

In conclusion these students became more academically challenged by getting involved in their research projects. They were able to integrate basic skills with advanced skill. by learning about problems of the world. They became enthusiastic to .hare their knowl· edge with others, both peers and adults, which helped them meet their social and emotional, as well as intellectual, needs. t j

SUMMER 1993

tempo I{('s('alch Byand Wilh Ih('Cif(('d

LEPPIEN continued from page 1

teacher researcher environments and identifies obstacles which may minimize the potential for action research in the school

Student interviews can be an excellent data souroe for the

setting.

teacher researcher. The advantages of using interviews are that the interviewer can ask the responder to expand upon

Fonnulating Research Questions

selectionofprocedures for collecting the data will be determined

answers that are particularly revealing or important. The by the type of research questions that are being explored.

Research is a rigorous process of inquiry that helps teachers understand the complex concerns at the heart of educational practice (Mayher, 1990) and provides the means by which teachers can explore their beliefs about a variety of aspects of their teaching. Imperative to the inquiry is the formulation of a research problem. As teachers begin to participate in action research, several sources can guide their selection of questions that will focus their research.

h these questions guide the research investigation, it is important that teacher researcherS select a research problem and subsequent research questions that are inter-

Analysis and Interpretation Once the data have been collected, the information can be

reported through verbal explanations and/or data generated (e.g., the numbers ofstudents involved in an innovation and the

re.ults of statistical tests or product evaluations). In certain types of research, such as interviews, case studies, or ethnographic studies, researchers describe their findings in a narrative format. Other research studies are reported through the use of test scores, percentages, grade-point averages, ratings, frequencies, Or statistical re-

esting to them. Initially, these questions may ~~~~~~~~~~~~~~""" be inquiries about discrepancies that OCCur in their classrooms after implementing a teaching strategy or instructional program; a concern

about a student's progress; or identif'ying students who benefit mostlleast from a particular activity. These questions should reflect an area that the teacher wishes to clarify or understand abouttheirstudents'learningortheirteaching.

Collection of Data

.. ••• 'Jt..-\A'-' .1.lON

RESEARCH) INCREASES TIlE INDIVIDUAL TEACHER'S

EFFECTIVENESS ••• ••

Once teacher researchers have identified ques-

tions that are relevant to their study, they will need to identify the data to be tabulated, the method(s) of collection to be used, and how the data will be evaluated. The forms of documentation should be dictated by the type of research questions the teacher has chosen to investigate. Teacher researchers often keep field notes about classroom interactions) interviews with students and teachers, and classroom documents. Other teacher researchers use audiotapes or videotapes to record student presentations, debates, discussions, or even their own classrOOm presentations. .

Some teacher researchers frequently start out with a surveyor questionnaire to gather specific information about student attitudes, beliefs t or reactions. The information can be compiled in a variety of ways and can be used to identify recurring ideas, beliefs, or statements and may serve as preliminary devices to generate additional questions a teacher researcher may wish to explore with his or her class.

sults. The purpo.e of this stage is to make sense of the observations and data that have been collected by the teacher researcher and to see if any inferences can be made from the

analysis.

Duringthis final stage, teachers have

found it helpful to elicit the support of colleagues in identifying patterns, developing organizational strategies to

displaytbeirdatainmeaningful ways, and interpreting the findings. It is also during this process that teacher researchers begin to formulate

possible explanations for classroom practices and begin to analyze their own practices if and when inconsistencies arise. Information gleaned from these investi-

gations can promote what Corey (1953), one of the first to suggest action researoh in education, emphasized as the major value of this form of research - increasing the individual teachees effectiveness with subsequent classes in similar situations over time rather than extending generalizations across educational contexts.

The next section will explain how two teachers used the research processes described in the previous sections to invea-

tigata a question that was of mutual interest. This case study explores how the research process can be used by teachers to examine and improve their classroom practices.

(See LEPPIEN, p. 18)

SUMMER 1993

17

telnpo

LEPPIEN continued from page 17

A Sample Case Study Each year, the fifth grade students at Emerald Hills School were given the time and resources to conduct research in an area of interest. Mrs. Smith and Mr. Gomez, the fifth grade teachers in this small rural school) were interested in exploring the use of altemative assessments to evaluate the quality of projects produced by the students. Through a literature search that was conducted at the nearby college, Mr. Gomez located an article (Reis & Renzulli, 1991) which described an instrument called the Student Product Assessment Form (SPAF). This instrument, composed of fifteen items, was designed to assess both individual aspects as well as the overall excellence of student products.

As Mrs. Smith and Mr. Gomez continued to explore the use of

this instrument, they read that students benefitted from a series of orientation sessions organized around the SPAF during the early planning stages of the students' projects. Mrs. Smith and Mr. Gomez began to wonderifthe quality of student products would be different between those students whoreceive a series of orientation sessions organized around the SPAF and those who do not receive this instruction. After numerous discussions, Mrs. Smith and Mr. Gomez decided to explore this inquiry by conducting a collaborative action research project. It was agreed that all of the fifth grad_ students would receive stmilar training and support in the following areas: (1) interest finding, (2) problem finding and fOCUSing, (3) methodological and managerial assistance, (4) product development, and (5) locating appropriate audiences with whom to share their work.

In addition, Mrs. Smith's students would receive three additional sessions that focused on: (1) the criteria by which the students' products would be evaluated; (2) the sharing of student products that highlight varying levels of quality on the respective SPAF scales; and (3) a discussion of how an investigative research study differs from a report. Differences between the two groups would be explored through analysis of varia nee procedures.

proposed to enable teachers to conduct research. Mohr and MacLean (1987) have suggested the use ofsummer seminars or institutes in which teachers write and reflect about their teaching practices. Other suggestions include teacher researchers establishing networks, study groups, or research teams so that ongoing collaboration is possible. These networks can begin to function as intellectual communities for teachers who are typically isolated from one another, Building a school community forwacher researchers to engage in ongoing dialogues with colleagues about their work requires a measure of commitment by the participants and the district.

Constraints imposed by the school schedule must be adjusted to permit teams of teachers to meet regularly to discuss their research findings or to visit the classrooms of teachers in other grade levels l subject areas, and school districts to carry out their inquiries. In addition, these endeavors may require outside financial assistance. Schools may want to consider diverting at leastsome ofthe budget to sponsoring teacherresearchprojects.

Teacher research has the potential to playa significant role in the enhanced professionalization of teaching. To encourage teachers to participate in action research, a system for creating and maintaining supportive networks among professionals should be encouraged; the restructuring of organizational patterns in schools which permit teachers to meet with one another to discuss their teaching should occur; and the collaboration between research universities a.nd teachers who are interested in pursuing teacher research should be explored. t

References Corey, S. (19~3).

University.

ActiQn~~~rzrch to impro~JchoolpradireJ.

COI:hl'an-SIl"l!th, M., & Lytle, S. L. (19901. Rr路'!I'!1fch on thQt divide. Educ(l~i(ll!(lI R~~~arc~r, 19(2), 2.11.

N!!w York: Teachel's Collee:e, ColumbiQ

w~ching

lind teacher reaellrch: The issues

Ebbutt, D. (l985). Educlltionlllllrltir:m. I'l!seaJ'(:h: Borne general oonc>erns !md sp~ifir:. ql,Iibbil!R. In R. G. BUI'(((路ag (Ed.),166u66 In edlicatIOI~>J1 r~w.l1'Ch,' Qllalit(lliu~ m~thodJ (pp. 152"174). Lundon: The FQlm~r P~s~.

Building Conununities for Teacher Research

Elliott, J. (l985). Fllcilitllting IIttir:m. I'HllilI'I:h Ill. schools: Some d!lemmQs. In R. S. Bl,lr~1III (Ed.), Field Mdh{!ilIJ iii lilt 81!1dy of Education. Lew~s: F!llrn~r Pr~~~.

Mayher, J. S. (1990). Nijw lriln~ for old problems: Whllt W~ bt!ilieve ill what we ~e. In R. S. BrQuse Mo.yher (Edll.). 8mrch and ~路!fCa~h: Whal lilt inquiring leach61' 116ed~ to k/low. Bri~tol PA路 The FaltJIet Pl1laa, Taylor & francis Inc. ' .

& J.S.

Participation in action research will require dedicated teachers to explore and pose problems that will cause them to reflect on their practices and integrate their observations with what they know about teaching and leaming. Teachers may face many obstacles when trying to conduct studies in their classrooms that will require considerable effort by innovative school personnel to arrange opportunities for teachers to participate in the research process. A variety of arrangements have been

18

Mo~r,

M. & Ma?Le.an, M. (1987). WQ1'kin.g to~th~r: A gu.ide far leacher ~Nmrdltl'il. Ul'bQna, IL: Council ofTellchen ofEnglillh.

N~~!Qn.ll.1

Oja. B. & Billl1lyan, L. (1989). COUubOI"aliv6 acliQII1VJWJ.~h: A London: Falmer P~~.

d~u~lopm~ntrzI rzpproach.

Itfjl:i~, S. M., & Renzulli, J. S. (1991). The il.1I~eiJStJI!!nt ofct'Elative produet8in pl'Oi!'Qmij for aifWd and tlllented students. Gifted Cl!lld Quarterly, 31S(3I,128-134.

SUMMER 1993

tempo 'lhe Book Shelf FOR YOUR PROFESSIONAL LIBRARY

IN THE MIDDLE: WRITING, READING,

AND LEARNING WIlli ADOLESCENTS

By Nancy Atwell Boynton I Cook Publishers &fJwwed by Tracy W~inb~rg

Ifyou teach English or reading in a middle school or high school, this book is a must for you. It will likely change the way you look at the teaching of reading and writing. While not all (or perhaps even many) teachers will have the desire orcourage to follow Atwelrs suggestions, this is a most provocative and thought -provoking book that will stretch your thinking. It will make you reconsider not only how you teach what you teach, but why you teach what you teach.

The heart of the book focuses on Atwell's attempts to create a community of readerS and writers among her eighth-grade students. She approaches reading and writing from the student's viewpoint and emphasizes the need for students to take the primary responsibHityfortheir learning. In the workshop model, students are expected to be in charge of their time and their pace by selecting books to read and choosing topics about which to write, within parameters set by the teacher.

Over the years Atwell has used the work-

shop model, she has not seen just an increase in tested skills, but- much more important to her - she has seen many students who have developed a love for reading and writing and who now push them8elues to more sophisticated levels of understanding and responding to the world of ideas.

Atwell discusses how the teacher'. role changes in the workshop model. On the one hand, there is less direct teaching, planning of long daily lessons, choosing worksheets, etc. On the other hand, the teacher is challenged to deal with students individually by assessing their specific strengths and weaknesses, helping them formulate individual goals and objectives,

SUMMER 1993

providing encouragement, and continually searching for increasing growth and sophistication in their responses to literature and in their writing. The teacher himiherself must also become part of this commwrityofreaders and writers in order to model the skills and abilities necessary to succeed.

This book is full of the richness of experiences and ideas that her students have found in the workshop model. There are many! many examples ofstudenes writings, their responses to literature! and Atwell's communications with her students. Additionally, there are detailed steps on how to set up a class for the workshop model, hints on how to work with students, and a discussion ofsome of the problems that she encountered along the way! as well as an excellent reference section. It is a very frank and open book, reflective of the growth that both the author and her students experienced.

Even if you aren't sold on the workshop model, you will find much to think about, learn, and enjoy in In the Middle. You may never look at teaching the same way again.

I

How Do

TEACHERS UNDERSTAND

RESEARCH WHEN THEY READ

IT?

By J. S. Zeuli Michigan State University I Copies may be obtained by calling (517) 353-4994. .ReviewrepnnredfromtheNRCGlTNewsktter,

description and analysis of how teachers read research in light oftheir prior beliefs about what research is and how it should influence their teaching.

The subjects ofthe study were two distinct group. ofteachers with varying levels of prior involvement with educational research. One group included five former "teacher collaborators" who had worked with researchers on research projects for at least one year. The second group was comprised of eight teachers with considerably less experience with research. In light of teachers' prior beliefs about research, the author sbows that teachers differed substantively in terms of their willingness and/or ability to teach and understand research. I

UNDERSTANDING THOSE WHO CREATE

By Jane Piirto Ohio Psychology Press Review reprinted from NRC GtT New_lMter,

Fall 1992

This book is acomprehensive synthesis of the research into creativity and the creative process. Part I explores creativity and giftedness. Part II discusses the measurement of creativity. Part III discusses creative people by domain.

There are separate chapters on creative writers; visual artists; scientists! mathematicians/ and inventors; musicians and composers; and actors and dancers. Part IV discusses how teachers and parents can enhance creativity in children .

Fall 1992.

Attention to teachers' beliefs has become an essential feature of studies designed to help teachers understand research.

The beliefs on which researchers and teacher educators typically focus are teachers'beliefsaboutteachiogandlearning. Teachers' beliefs about educational research, however, may also strongly influence their understanding and use of research. This study provides a

JamesAlvmocalledit"agenuinemagnum opus on creativity"; Rena Subotnik called it "an important contribution to the field!'; Mary Meeker called it "fair, objectiv., and positive." The book contains 360 pages and several hundred references.

TheauthorisDirectorofGiftedEducation at Ashland University, former principal of Hunter College Elementary School, and a published novelist and poet. t

19

tempo

TAGTNEWS INTRODUCING THE NEW TAGT EDITORIAL BOARD Mary Seay / Editor

e restructuring ofthe Executive BoardofTAGTled to the creation ofan Editorial Board, the function ofwhich is to provide the organization with the highest quality publications, initiate new publication ideas, and become responsible for the refereeing of our journal articles. The most profound and experianced thinkers across the state were sought to meet these goals. In this issue, we would like to announce these unique individualstoyou. Theyneedlittleintroduction, for they have long been well known in Giftedland. ].

Ann Elizabeth Brown went to high school in Seoul, Korea, and finished a Masters at Austin College. She is the Dallas ISD coordinator of the gifted program, and in summers she works as an instructor at the University ofArkansas Little Rock in their Summer Laureate Program. Ann served TAGT as a member of the Executive Board. She has designed and developed curriculum and

programs, trained teachers, is organized, and is a very effective speaker. Ann can get things done.

DepartmentofEducational Foundations, Research, and Special Education. Mike finished his doctorate at Purdue with John Feldhusen and is the author of books l chapters, abstracts; papers, and at least one dissertation on gifted children, of whom he has several of his very own. He is also in demand for consulting and inservice l and is the guest editor of this great issue on research, one of his many interests. Mike received theNAGC Outstanding Graduate Student Award in 1988. We are lucky to have someone on the Editorial Board who is so erudite and speaks with crisp vowels.

Adelle McClendon is the G/T Coordinator of Cypress-Fairbanks ISD andAdjunct Lecturerin Gifted Education at St. Thomas University in Houston.

You remember her as the TAGT Conference Chairman, President of TAGT,

nationally known consultant, and spokesperson extraordinaire for gifted children.

Adelle is interested in everything in the world. She is also a gifted musician, wellknown for her organ delights; and is in demand as a speaker. She has a marvel-

ous eye for typos and is a creative writer Jim Coffey is the ESC RegionXV Gifted and Talented Specialist as well as doing a kabillion other jobs, including serving on the State ConunissionerofEducationis Personal Advisory Board for Gifted. Jim is a talented musician and composer, heavy on the R & B, and has an extensive collection of Western Art. Jim is a writer with a book, monograph, and numerous articles to his credit. His service toTAGT goes back more than a decade, and his devotion to gifted children probably stems

whether she thinks so or not.

Tracy Weinberg is the coordinator/ teacher of the gifted programs at Randolph Field ISD where he teaches several sections of history as part of the gifted program. Originally from the world-famous Chicago suburbs, Tracy

began his teaching career in early

from his having been one,

childhood education, both teaching tiny children and training teachers in Early Childhood at Our Lady of the Lake University. Tracy writes curriculum, tests;

Karen Fitzgerald is the gifted

and works as a consultant to other districts and the regional service centers.

coordinator in Spring Branch lSD, Houston. She has taught in gifted programs for twenty yearSI beginning in her home state of Tennessee where she began her

active participation in state associations for the gifted. Karen brings to the Editorial Board the experti.e ofhaving worked on the Editorial Committee under the old TAGT structure for several years.

You might want to keep Karen in mind; she has a daughter who will be a lawyer this year.

He enjoys reading, cooking;jazz, tennis, his wife Joan, and chasing his four-yearold daughter.

I don't gness I have to tell you that these people didn't know what I was going to be writing about them, and they might not approve, so if you speak to them on a regular basis, don't tell them. I almost forgot to tell you about myself: I once taught at the Leavenworth Federal Penitentiary, and I have six incredible children. t

PRESIDENT contin.ued from page 2

a person who wants the responsibility and who genuinely cares about gifted students and the quality of the program

which serves them. The commitment of time on the part of this educator is essential.

Finally, we must make the commitment to evaluate a GtT program according to the principles and criteria outlined in

The Texas State Plan and Guidelines for the Education of Gifted / Talented and according to compliance items and program excellence indicators set forth in the TEA Results-Based Monitoring (RBM) System, effective school year 199495. Draft documents used in the 1992-93 RBM pilot included the follOwing program excellence indicators in the area of evaluation: • Services for gifted students are assessed annually; • Parents, students! school personnel, and community members assess the

effectiveness ofprograms and services for gifted students; • Performance of individual students is assessed appropriately to detennine if program services are challenging student potential and is used as a basis for modifying services offered in the gifted program;

• Students confirm that services offered through the gifted program enhanced and supported later educational and professional opportunities; and • Evaluation results are used to plan program improvements.

We

must

assume

the

ongoing

responsibility for implementation of not only compliance regulations, but also program excellence indicators. Our focus must be on quality! Have you made the commitment? t

Mlcheal Sayler is a professor at the University of North Texas in the

20

SUMMER 1993

tempo

TAGTNEWS TAGT INTRODUCES FOUR 1993-95 REGIONAL DIRECTORS Region XIVKathy Aldridge Kathy Aldridge is a gifted education teacher and is coordinator of elemen路 tary gifted education for Abilene Independent School District and Bowie Elementary.

Kathyisalso an adjunct professor at HardinSimmons University, teaching Introduction to Gifted and Talented. She has twelve years of experience teaching G/T and has served as a presenter at regional and state GIT conferences and workshops.

She previously served on the TAGT Executive Board as Secretary and as co路chair of several committees.

As a regional director, Kathy works to present the accomplishments and concerns of both educators and parents in Region XIV to TAGT. She is working to increase the membership and networking opportunities within her region, and feels her experiences as a teacher, coordinator, and parent of a gifted child allow her to contribute to the goals ofTAGT.

RegionXVIJanet Slaughter Janet Slaughter is a returning Regional Director and is the GIT Coordinator for Perryton ISD. She also teaches GIT for grades K-8 and reading for grade 7. As the only GIT person in her district, Janet works hard to stay abreast of GIT policies,

SUMMER 1993

practices, and mandate implementation. In addition to her experience in teaching and coordinating a GIT program, she assisted in writing curriculum for the Region XVI Education Service Center. She is also the mother of two gifted daughters.

Janet feels the insight she has gained through working with gifted students, parents, and other professionals constantly reminds her ofthe real need for strong advocacy on behalf of gifted youth. As a Regional Director, Janet is working to meet the needs ofthe students through continued and increased advocacY efforts and by motivating those in her region to support these elforts.

District Policy and Planning Committee and holds a variety of offices and committee chairmanships in both service and professional organizations.

Claudine feels that Region XVIII demands a particularly strong network of communication and an active support system for its gifted students due to the region's geographic expanse.

To facilitate the strengthening of this network, Claudine is promoting the formation oflocal GIT associations and is assisting in the organization of an annual regional GIT conference.

Region XXRoslyn Blache

Roslyn Blache is a resource teacher for the San Antonio ISD gifted program. She has taught gifted students for over 13 years and is a member of the Commissioner's Advisory Board RegionXVIllfor GIT. She completed the endorseClaudine Northcutt ment program at The University of Texas at Austin in 1991, and has Before being elected Region XVIII partiCipated Director, Claudine Northcutt was an in the UniadVisory member to the TAGT versity of Executive Board and still serves on Connecticut's the Region XVIII Advisory Commit路 Confratute. tee. She has spent eleven years work- She preing in the development, sentedatthe implementation, and improvement of NAGC cona district-wide gifted and talented ference in program. In 1992. addition to her service According to Roslyn, dedicated, enwith TAGT, thusiastic teachers are an important she serves on peg in any program for gifted stuthe Ector dents. Organizing and facilitating County In- conferences to increase the cadre of dependent trained professionals in Region XX is School the project on which she is currently focusing her energy. t 21

F

tempo SPOTLIGHTING PARENTS

REVITALIZING A PARENT SUPPORT GROUP Johanna. Craig IKaty Parents of Gifted and Talentl[!d

T

he Katy Parents ofGiJred and Talented's (KPGT) Board ofDirect<>rs opened upthel992-1993 school year with all newface., Some-includingthepresident-werenewtothedistrict.

This school year, Katy ISD had 1,226 identified Gtr students in thirteen elementaries, five junior higha, and three high schools.

With funding, site-based management, and legislative issues pend. ing, we knew that a strong parent support group was more critical than ever. Our 1992·93 goals were to increase membership and to strengthen ties with the administration, both at district level and at individual campuses.

To increase membership, Board members attended all of the district parent orientations and introduced themselve., .poke with parents about the group, anddistributedmembership applications.

We wrote an article entitled, ''Why Become a Member?" and placed it in our first newsletter along with a membe.rship application for KPGT and one for TAGT. The applications were placed in all subsequent newsletters; we knewthatafllliatingwithTAGTwould give US the added strength and support we needed to create a viable and galvanized group of parents advocating for gifted children.

To obtain as much penetration as possible, we distributed newsletterS to all Gtr stndenls through their teachers with the cooperation of campus administrators. The newsletter became a valuable tool of communication, informing parsnts about staff development oppcrtunities in the field of gifted education and showcasing program highlights, _indent awards, specisl projects, and competi· tions. Our membership increased from 120 members at the start oftheyeartoover200byyear'send. Thisincreaseenabledourgroup to afIlliate with TAGT and gave us areal sense of accomplishment.

Increasingties with the administration was our next bigprqject. To do this, we first asked Bobbie Wedgeworth, Gtr Coordinetor for Katy ISD and Region VI Director for TAGT, to become a member ofour BoardofDirectors. Bobbie became theliaison betweenKPGT andKaty lSD's Gil' administration and Gtrteaching staff. We also strengthened the campus representative program this year and now have seventeen of our twenty-two campuses represented, including one new campus opening this full. Acampusrepresenta· tive coordinetor was chosen and added to the Board of Directors.

Therepresentativesmeetonaregularbasiswiththerepresentative coordinetor and will meet regularly with Bobbie next year as a component of our District Advisory Group. We now have a "voice and ears" at the campus level filtering through the parent support group and on to the upper administration in Katy ISD. W. also wanted to continue providing programs with speakers and mpics ofinteresi to parents that included breakout sessions appropriateforthechildren. Our programs ranged from "What it Means to Hav. a Gifted Child." presented by Myrtis Smith, TAGT Third Vice-President, to a presentation on "The Gifted Child and Fine Arts." Our award-wiuning Odyssey of the Mind team from Mayde

22

Creak HighSchool performed their 1993 skit atone ofour meetings.

Another program was an outing to Houston's Alley Theatre to ..e Chades Dickens"'A Cbristmea Carol." We tied this trip in with the elementary thematicunitofeconomics by sponsoring a food and toy drive. Everyone attending the play was asked to donate an item.

Our most popular program was presented by Bobbie Wedgeworth.

She explained the TAGT summer scholarship program, demonstrated how to complete the application, and shared tips for writing awiuningscholarshipapplicationasweUaspitfallstoavoid. Weare proud that Katy ISD had 19 TAGT scholarship winners in 1993, including the young.st elementary student to win the Ann Shaw Scholarship of$500.

Another accomplishment this year was starting a Gtr parsnt lending library with $600 worth ofbooks and videos donated by our group. The books are available for loan in the Katy ISD Gtr Coordinetor's office. We hope to add to this valuable resource for parsnts and teachers.

Because of the funding issues presented in this year's legislative ••ssion, especially relating to Gtr programs, we felt it was impera. tive to become more aware as well as involved. Therefore, we added a new appointed position to our Board ofDirect<>rs. This position is responsible for attending all Katy ISD School Board meetings, staying informed of state legislative issues, and reporting to the Board on any pending legislation that we should act on as a group.

As a finale to the 1992"93 school year, we provided over $700 in teacher scholarsbips for summer workshops at our last Board meeting, and we hope to make this an ongoing program. We will alsosendtwoparenls asdelegatesto the TAGTAnnual Conference in November.

Overall, this past year was busy, productive, and filled with funSO much so that over half of the officers are continuing their good work for yet another year. KPGT has agreed to assist Bobbie Wedgeworth in planning and implementing a Super Saturday enrichment opportunity for gifted sindents in Katy ISD inJanuary 1993, so -like the TAGT 1993 Annual Conference theme - we also have Promise. to Keepl Bobbie Wedgewo'fth, Katy LSD lnstru~tion Officer for Academj~ Proficiency, adds this note: I applaud KPGT Pref;ident Johmma Craig, KPGT officers, Board Of Directors, and campus representatives for their vision, dedication, orgal1i2tltiotl l and hard work. Their Stlppart has been invaluable to me and they 1tave accomplished great thil1gS in it very short time tltat have positively impacted programs for the gifted il1 Knty lSD. I remember at least two incidents when parents have called me/or help, and -when I told them about the pare11t support group - they actually cried tenl'S Of I'eliefand joy. This gr(Jtlp is meeting a criHcallteed for Grr parents, both il1dividtlaIIy and collectively, as they advocate for gifted sttld1mt5, their teachers, tl/1d parents in our colltllttmity, t

SUMMER 1993

RAISING EXPECTATIONS TO MEET REAL-WORLD NEEDS Reprinted from the TASAASRC Bulletin, May / June 1993

The Texas Education Agency, in cooperation with Governor Richards, the Department of Commerce , the Texas Higher Education Coordinating Board, and the Texas Business and Education Coalition, is undertaking a public-participation process to determine what students need to know and be able to do to succeed in the real world.

Like many states, Texas requires students to take particular courses and pass other requirements in order to graduate from high schools. However, in Texas as in many other states, there is insufficient understanding of or emphasis in school on the actual skills students will need in the workplace, in advanced education, and in other adult roles.

Examples of such skills might include the ability to work in a team or communicate in a second language.

To determine global, real.world requirements of Texas students, TEA will: • Assemble a state panel on Student Skills and Knowledge.

• Encourage public discussion of real-world needs at hundreds of Public Awareness

and Response sessions across the state.

• Conduct a discrepancy analysis between these identified needs and the current curriculum.

• Revise curriculum, student assessment, and other policies to focus on these needs.

School board members and administrators are encouraged to participate in the process of determining the skills and knowledge that the real world demands of students by sponsoring Public Awareness and Response sessions*, attending a Public Awareness and Response session, receiving training to lead a PublicAwareness and Response session, or encouraging your colleagues to participate in a session.

Please contact the Texas Education Agency, (512) 463-9533, or your regional Education Service Center for more information. The panel will convene in June 1993. The Public Awareness and Response sessions will take place in schools, community centers, and meeting halls across the state in October and November 1993.

*

Videos, informational material, guidance on conducting sessions, and methods for informing the state of your group's views will be provided at no charge by your ESC.

Inside Spreadsheet...

Creativity Potpourri

Proposal Form

24

Seay named Gifted Advocate

25

TAGT Members Honored

25

TAGT Annual Conference Preview

21)..27

GIl' Coortlinators Conference Recap

21)..29

Grante for Excellence Application

30

TAGT Elections Committee Slate

31

1993 TAGT Summer Scholarship Winners

32..33

Calendar

34

SUMMER 1993

TExAs F'uruR.E PRoBLEM SOLVING PREsENTs '93 'i'RAINING CONFERENCE The Texas Future Problem Solving(FPS) Program has announced the 1993 Coaches Training Conference, Augu.st 3 to 5, at the Red Lion Hotel in Austin. Six strands are offered to participants, including FPS Beginning Coaches' Training (grades 4· 12), EvaluatorTraining for experienced FPS coaches, Trainer Training for experienced FPS coaches, Topics Preparation Training for experienced FPS coaches, Primary Division Beginning Coaches' Training (grades K-3), and Non·competitive: Integration of Problem Solving into Curriculum (grades K·6).

For more information about the conference or the FPS Program, contact: Texas Future Problem Solving Program, Pleasant Hill Annex, 305 NorthBluffDrive,Austin, Texas 78745, (800) 333·5888, (IU2) 447·1301 Fax.

tempo CREATIVITY POTPOURRI SEARCH FOR PRESENTERS PROMISES TO KEEP, NOVEMBER

17路20

This year's Creativity Potpourri theme, tying with the TAGT Annual Conference theme of Promises to Keep, is Ensuring the Promise of the Future: Creativity. Volunteers interested in presenting four active, hands-on, fun-filled mini-sessions (15-20 minutes in length to groups of 10-12) are needed.

The purpose is to encourage participants to explore a variety of techniques/strategies that foster creative thought and action, including brainstorming, productive thinking, forecasting, SCAMPER, deductive/inductive reasoning, creative problem solving, and decision making.

Throughout the evening, you will have time to present the same mini-session four times to four different groups. Door prizes will be awarded and the atmosphere will be lighthearted and festive. The space is unlimited and we welcome you to join us.

Please submit the following information by September 1I'i, 1993, to: Susan Spates 1515 Cherrybrook Pasadena, Texas 771102-4099 Telephone (713) 920-6952; FAX (713) 475-7918 ~ _____ "

_ _ _ _ _ _ IIiIII . . . _ _ _ _ _ " ' . . . _ _ _ _ " " ' . . . _ _ _ _ _ "

___ _

PRoPOSAL FORM Title of Session: ______________________________________ Grade session pertains to (i.e., elementary, secondary, fourth grade, etc.), _______________ BriefDescription' ______________________________________________

Presenter Name' ___________________________________________ School District' ____________________________________ WorkAddress' _______________________________________________________________ City, ________________________ State, ____________ ZIP, ___________ Home Address,

------------------------------------------------

City, _________________ State' __________ ZIP, ___________ Work Telephone,

24

----------------- Home Telephone, ------------------SUMMER 1993

TAGT MEMBERs HONORED BY TEXAs COMMfl'IEE FOR '!HE HlJMANTI'IES The Texas Committee for the Humanities

Seay Named Region XV Advocate for the Gifted Mary Seay, Ph. D., tempo editor and TAGT First Vice-President, recently received the 1993 Advocate for the Gifted Award for Region XV. Mary, who is Coordinator of Gifted Programs for San Angelo lSD, was given the honor for her creativity and perseverance in the development and refinement of programs for children who have special gifts in the areas of humanities, math, science and leadership. Mary is known in the region- and TAGT- for her wisdom and genuine desire to create a stimulating environment for young people who need opportunities for divergent learning experiences and for her uncanny sensitivity to tune into differences in leaming styles from learning disabled to prodigiously skilled and identify appropriate educational measures, l

Congratulations to Mary for a well-deserved honor. and thanks for continuing to make gifted education more rewarding for students everywhere.

(TCH), a state program of the National Endowment for the Humanities, has designated two TAGT members from a field of 135 exceptionally qualified nominees in the 1993 OutstandingTeachingoftheHumanitiesAwards.

Ms. Martha Pickrell of El Paso ISD and Mrs. Joan J. Slddmore of Killeen ISD each received honorable mention award certificates from TCH. Ms. Pickrell teaches at Ross Middle School and has 22 years ofteaching experience in English and social studies. She had been at Ross Middle School for five years. Mrs. Skidmore teaches at Clifton Park Elementary and has 30 years of teaching experience in elementary education and music. She currently teaches fifth grade Whole Language at Clifton Park Elementary, where shehas taught for 29 years.

Awards are granted to Texas teachers of history, literature, foreign languages, government, social studies, and related fields in the state's elementary, middle, and high schools in order to recognize exemplary contributions in teaching, curriculum development, and extracurricular programming.

Texas Association for the Gifted and Talented Publications and Materials Ordering Information ITEM

PRICE EAcH

POOl'AGF/HANDLlNG

Raising Champions: A Parents' Guide for Nurluri,,â&#x201A;Ź Their Gifled Children. by Micheal Sayler, Ph. D.

$9.00

$2.00

Curriculum Guide for the Education of Gifled High School Students, by James Curry and Joho Samara

15.00

3.50

Monograph' Identification of Gifled I Talented StudentB in Texas, by Amanda Batson of Round Rock lSD, Susan Johosen of Baylor University, Thomas Oakland of The University of Texas at Austin, and the late Aon Shaw of Austin, Te"as

6.00

1.25

University Program. in Gifled EdUJ)ation in the State of Texas. compiled by The University Network for Gifted Education

1.50

.75

Association Pins with the TAGT seal

3.25

.75

To order, please send a check for all items ordered, including postage and handling for each item, to: TAGT Material8, 406 East 11th Street, Suite 310, Austin, Texas, 78701-2617. Please include a note with your check specifying the item(s) you are ordering, and include your return address and daytime phone number.

SUMMER 1993

PROMISES TO KEEP TExAs AssocIATION FOR THE GIFI'ED AND TALENTED 1993 ANNuAL PRoFESSIONAL DEVELOPMENT CONFERENCE

17·20 AUSTIN CONVENTION CENrnR NOVEMBER

HYAlT REGENCY, IlEAnQUARTERS HOTEL

AUSTIN, TExAs

CONFERENCEOVERvmW WEDNESDAY, NOVEMBER

17

Pre-Conference Registration 8:00 - 9:00 AM

Pre· Conference Institutes 9:00 AM - 4:00 PM • Bertie Kingore, "Meeting the Needs of Gifted Elementary Students in the Regular Classroom" • John Samara and Melody Johnson, "Effective Middle School Practices"

• Advanced Placement Conference for Secondary Teachers of Gifted

• Dr. Xavier Castellanos, "Attention Deficit Disorders: Causes, Consequences, Treatments, and Their Limitations"

• Felice Kaufmann, liThe Courage to Succeed: A New Look at

UnderachieV"ement" Exhibitor Registration 1:00 - 6:00 PM Conference Registration 1:00 - 9:00 PM

TAGT Executive Board Meeting 4:00 - 6:00 PM

Parent Coff••

Second General Ses8ion

10:15 - 11:30 AM

10:15 - 11:30 AM • Keynote by Dewitt Jones, "Clear Vision - Putting Your Creativity to

Concurrent Breakout Sessions 10:115 - 11:30 AM Membership Luncheon 11:45 AM - 1:15 PM • Keynote by Jean Watts, "Stalking the Rogue Gifted"

Concurrent Brea.kout Sessions 1:45 - 4:45 PM

Evening Breakout Sessions, including Creativity Potpourri 7:00 - 8:80 PM

Presenters' Reception 7:00 - 9:00 PM • Performance by Ann Saslav, concert pianist, at Hyatt Regency Ballroom

FRmAY, NOVEMBER 19 G / T Coordinators! Division Breakfast and Annual Meeting 7:30 - 9:30 AM • Hyatt Regency Hotel Conference Registration 8:00 AM - 5:00 PM

'I'HuRsDAY, NOVEMBER 18

Exhibits Open

Conference Regi8tration

8:00 AM - 5:00 PM

8:00 AM - 6:00 PM

Exhibits Open 8:00 AM - 6:00 PM First General Ses8ion

Concurrent Breakout Sessions 8:30 - 9:45 AM

Work'!

Concurrent Breakout Ses8ions 12:00 - 1:115 PM Administrators' Luncheon 12:00 -1:30 PM • Keynote by Ernesto Corte.,

U:Community Involvement and School Restructuring," at Hyatt Regency Hotel Concurrent Breakout Sessions 1:45 - 4:45 PM Special Entertainment 7:00 - 9:30 PM • Hyatt Regency Hotel

SATURDAY, NOVEMBER 20 Conference Registration 8:00 - 10:00 AM

Concurrent Breakout Sessions 8:30 - 11:30 AM

TAGT Annual Business Meeting 12:00 - 1:00 PM

Note: All sessions will be held at the Austin Convention Center, unless indicated at Hyatt Regency Hotel.

8:30 - 9:45 AM • Keynote by Felice Keufmann, "Once Upon a Pedestal" (based On her longitudinal studies of adults identified as gifted in their youth)

TAGT has been approved by the Texas Education Agency as a sponsor of AAT Credit, GMlLT, and School Board Member Training.

OFFIOAL HOUSING REQUEST FORM (,Au RESERVA]QNS MUST BE MADE THROUGH lHE ACVB HOUSiNG BUREAU ON lH5 FORM,)

TEXAS AssociATION FOR !HE GIRED AND TALENTED PRoMISES TO KEEP • 16TH ANNUAL CoNFERENCE NOVEMBER 17·20, 1993 AUSTIN CoNVEN1l0N CENIER • AUSTIN, TEXAS

6,

1, PiEASE PRINT 00 TYPE AU. IISM$ 10 ENSU~ ACCURACY, 2. U~ 00' fOOM ~R 3.

4.

5,

""*' ",,"ESlED,

CCMfllflE EACH PARr BEtOW IN O£TAII. FOr? ACCURATE AND POOMPT POClCES9t\\3, CON~lflMAl'Q\llNllL BE SENT TO THE 1rvlVD'Ji\l REQ.m~ ROCM ~WA110N, NUMBER 1'O1ll HOIR ""FERENC> C."C, (1-9) N _ WlIOOl, PI..EAse NUMIlEf( AIJ. NINE BOXES.

7, 8.

S,"eT""" ROOM D"RED, NOTE: RooM lYl'i ~QlJESlED , NOT GUARANTEED. RcoM$ wnH 1WO IlEDS AIlE UMTED, THEREfORE, PRlCOOY W1~ aE $lVEN TO I'lOOMS I'JIIH mE OR MORE OCClNIANlS. Fu ~ DEPARIURE DAle Ar-.(> AmifAl OAIE. F1l1 IN CReDIT CArm IffOOMAOClN, CRED[f CA/lD I'U.1BER, EXPAAllON OATS, AND

SIGNATURE UNE.

NAME: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

A=: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ CIIY, STAlE, ~P: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ M~~G

HOM' TmPHOOE: _ _ _ _ _ _ _

CHECK ( I

OfRC'

TELEFIlONE: _ _ _ _ _ __

ADDITIONAL OCCUPI>lNffi:

2, _ _ _ _ _ _ _ __ 3, _ _ _ _ _ _ __ 4, _ _ _ _ _ _ __

ArmAL DAff: _ _ _ _ _ _ _ _ _ _ _ __

) ONE:

o ~NGlE (1 ROOM - 1~RSON - I BED) o DoUBLE (I fWM - 2 PEOM - 1BED) o Dam/DoiBlI (1 Ri:XJM - 2PEOP~ - 26OOS) o TRru (I ROOM - 3 PEOP~ - 2 BEDS) o QjAD (I ROOM - 4 PEOM - 2 BEDS)

DEPAmlJ1£ DATE: _ _ _ _ _ _ _ _ _ _ _ __ ARRIVAL T,ME: _ _ _ _ _ _ _

o MASIEI1CMD CREIlil CAIlD

0 AM 0 PM 0 AMERK:AN E_

0 V&. # _ _ _ _ _ _ _ EX~RAJON

DAff: _ __

S,GNATURE: _ _ _ _ _ _ _ _ _ _ _ _ _ __

N01Ii: AlL fiCWNG IlESfliVAJONS MIJS1 BE GUAIlANlEED IWIH A CRfDIf CARD OP elm< FOP F~r NIGHr'S DfPWr 'MIIIN 14 DAYS Of MAKlMl iifSErNArt::/'I, GuNlANirrD fIOIJiII/G S AVAIlABlE I.WII OcrO/lER 15, 1993, DO NOT SEND CHECK 011 CAlli IWIH IHIS fORM; P!EASf wM FOP CONFIIiMAIKJII,

1·9

0 0 0 0 0 0 0 0 0

Hom HvAIT

SINGLE

REG,,,,, AiJSTI\i

Fcu SEA&lNS Ho~L

GuESr QUAmERS SUIIE

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HOUDAY INN - TO\\N LAKE Rf.reIoN - TOWN LAKE D~." HO~l SHEIlATON

AlIlIlN HO~l

E"""SSY SurE, OMNI

AlIlIlN

HO~l

HOI!L

$83.00 109,00 84,00 74,00 65,00 75,00 75.00 87,00 74,00

DoUBLE

583,00 109,00 84,00 84,00 75,00 75,00 82,00 95,00 84,00

TRIPLE

QuAD

$93.00

$103,00

145,00

145,00

85,00 85,00 89,00

85,00 95,00 99,00

94,00

104,00

SHUTTlE SERVICE TO AND FROM THE AUSTIN CoNVEN1ION CENIER AND ALL USIED HOTELS Will BE AVAIlABlE THROUGH TAGT FOR YOUR CONVENIENCE,

FAX OR MAl THIS FORM, POSflv\AmD BY OCTOBER

ACVB - HOUSING BUREAU

P. O. Box 1088 AUSllN, TEXAS 78767 FAX #: (512) 474-5183

15, 1993, TO:

tempo CAUGHT IN THE ACT:

G/T COORDINATORS ENJOY CONFERENCE

(Below) Bobby Wedgeworth (I), TAGT Region VI Director from Katy lSD, and Su~y Zimmerman ofAmarillo lSD, take down information in. a presentation on superintendents'

perspectives.

(Above)Anl1 Wink (7), TAGTSecretary路Treasurer. CDnnieMcLendon (center), TAGT Executive Director, and G.K Sprinkle, Legislative Liaison for TAGT.. discuss the high point8 of recent legislative action at the. G I T Coordinators

Conference,

(Left) JDYCi[!. Miller of East Texas State University takes COpiDU8 notes during the networking luncheon.

(Left) Kathy Hargrove,

TAGT President路Elect from Southern Methodist University) discusses G / T ooncernswithEvelynHiatt,

Director of the Division of GIT for TEA.

In the

background, Conference attendt!!e8 await tk el,Ji{Tl-ing

program.

28

SUMMER 1993

COORDINATORS CONFERENCE Hrrs TARGFl' Tracy Weinberg Randolph Field ISD

"Survival Skills for Coordinators of Gifted Programs" was the theme for the 1993 Gtr Coordinators Conference held in Austin on May 1314. Eighty-one people from across the state attended the conference, which was sponsored by the Gtr Coordinators Division ofTAGT. Many more expressed an interest in coming, but the school funding crisis prompted many districts to suspend all out-of-district travel. The Division officers were pleased with the attendance, especially given the unfriendly political climate at the time. The small size ofthe conference allowed for a great deal of interaction between the presenters and the audience, as well as the opportunity for networking between educators who share common problems and concerns.

Those in attendance were treated to some timely information and practical suggestions. The Thursday night dinner was highlighted by an informal and informational talkbyG. K. Sprinkle, TAG'!"s legislative liaison. She updated the audience on the machinations of the Texas Legislature as they attempted to create a constitutional plan to equitably fund public schools. The details of the House and Senate plans were clearly spelled out, and she will continue to monitor legislation for TAGT. The second day featured three breakout sessions with seven different workshops available throughout the day, covering a range of topics from statewide perspectives to concerns within the classroom.

gifted programs. Another, led by Ann Williams of McAllen lSD, dealt with the importance of understanding the needs ofminority populations in order to adequately provide services. The third was a "Crossfire Panel" of Gtr experts who responded to questions and concerns from how to best serve minority gifted to serving Gtr at the middle school level. Panelists included Gordon Dogget of Hurst-Euless-Bedford lSD, who acted as moderator, Kathy Hargrove of Southern Methodist University, Peggy Kress ofRound Rock lSD, Connie McLendon of TAGT, Ann Trull of Paris lSD, and Ann Wink of Killeen ISD. The final Crossfire Panel session ended with the panel's vision for gifted education in the future.

Accordingto Connie McLendon, TAGTExecutive Director, ''Texas Gtr advocacy is well ahead of advocacy in the rest of the nation. However, as Madeline Hunter said in her keynote address to TAGT's 1991 Annual Conference, we must work to merge gifted and talented children with others, not submerge them." Kathy Hargrove, TAGT President-Elect, added, "As we raise the floor, we must continue to raise the ceiling."

Finally, there were two workshops devoted to curriculum for gifted students. Carolyn Nixon of Hurst-Euless-Bedford ISD focused on innovation and creativity in elementary curriculum, while Tracy Weinberg of Randolph Field ISD spoke on interdisciplinary curriculum for secondary schools.

Evaluations on the conference were overwhelmThere were two sessions which had statewide inglypositive, with particularlybighmarks going implications. Evelyn Hiatt and Jeanette to the two Crossfire Panel sessions and to the Covington of the Texas Education Agency de- session on Results-Based Monitoring by TEA. scribed the Results-Based Monitoring Process Overall, the conference offered good information now being piloted in 17 districts across the state. and allowed opportunity for some necessary reDr. Bob Seney from Lamar University discussed charging among the troops. According to Ann the Texas Academy for Leadership in the Wink, Division Chair and TAGTTreasurer, "We Humanities, a two-year residential program for are very pleased with the content ofthe presentagifted high school students which will open there tions and the actual utility of the information given. We look forward to an equally rewarding this fall. conference next year."

There were three workshops related to the nuts and bolts ofrunuing a program. One session, led

by Dr. Dan McLendon and Dr. Amanda Batson of Round Rock lSD, focused on the perspective of the superintendent in successful coordination of

SUMMER 1993

And for those ofyou who really like to plan ahead, watch for that next conference to take place sometime in late April or early May of 1994, in Austin.

tempo GRANTS FOR EXCELLENCE APPLICATION

NAME OF PI\OJECT:

_ _. . . . , . . . - - - - - - - - - - - - A M O U N T REQUESTED:

l'RIMARy CONTACT PERSON: NLuLmGADDRE~:

$ __________

_ _ _ _ _ _ _ _ _ _ _ _ _ TELEPHONE: _ _ _ _ _ _ _ _ _ _ _ _ __

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _....,...-----

CITY,STATE,ZIP: _ _ _ _ _ _ _ _~_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____ SCHOOL DISTRJCT/CAMPUS OR ORGANIZATIONAL AFFILIATION: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

Please respond to the following (attach responses to application): 1. Provide an overview ofyour project, explaining its purpose, the audience it addresses, and how it will benefit either gifted students Or the membership ofTAGT. 2. Explain which of the TAGT goals (listed below) your project will address and how.

3. Explain specifically how the requested funds will be used (i.e., printing costs, postage for surveys, projects supplies! materials, speakers, etc.).

4. What percentage of the total cost of your project does this request represent?

5. How will TAGT's grant be acknowledged? (i.e., recognition of grant on printed materials, presentation at conference, acknowledgment of research support, etc.)

6. Give the timeline of your project, including beginning and ending dates, expected date of implementation, etc.

7. Grant recipients are requested to submit a brief evaluation to TAGT upon completion ofthe project. Describe how you will evaluate your project.

Please return your application by September 1 to:

TAGT Grants for Excellence Committee 406 East 11th Street, Suite 310 Austin, Texas 78701路2617 Telephone: (512) 499.8248; Fax: (512) 499路8264

Applicants will be notified by October 1. Awards will be distributed after November 1.

TAGTGoAlS 1.

2.

8.

4.

5.

8.

7.

8.

9.

To promote statewide public awareness of gifted education.

Tc monitor statewide legislation impacting educational programs for the gifted and talented and to support funding for those programs.

To increase membership in TAGT statewide.

To provide information about the needs ofgifted students to the legislature and other governmental bodies including the Stat.

Board of Education, the Texas Education Agency, and local school boards.

To conununicate the importance of parental leadership in the educational prooess of the gifted and talented.

To support research in all areas of giftedness and publish information that offers as.istance to Association members.

To seek additional funds for fmancialscho]arship. and staff development training programs for gifted and talented students and their teachers and parents.

To esteblish relationships and conununications with other educational associations, the busioess community, and parent groups.

To foster improved communication between TAGT and public and private schools and universities.

About the Grants for Excellence Program The TAGT Grants for Excellence Program was begun in 1987 to offer financial assistance to educators, parents, and non.profit groups interested in developing programs benefiting gifted and talented students.

The Parent/Community Involvement Committee of the TAGT Executive Boardi. soliciting nominations for this year's Grants for Excellence Awards. Tax.exempt organizations and individuals whose projects support the goals ofTAGT are invited to submit proposals at this time. These awards, ranging in amounts of$500-1,OOO each, are given to support specific innovative projects l

programs, Or activitie. that address the needs of gifted students.

30

SUMMER 1993

TAGT ELE010NS COMMI1TEE SLATE CANDIDATE INFORMATION Election ballots will be mailed on August 1, 1993 and must be retumed by August 20, 1993.

OFFICER CANDIDATES

Re;lonI:Josie Rodri""ez, Gfr Coordinator, Mercedes ISD

State officers elected each year to the TAGT Executive Board include the President-Elect First Vice President Second Vice President, Third Vice'President, and Seere: tary·Treasurer. The President·Elect is elected annually; aU other officers are elected for two.year tenns.

Region III: Armando Villareal, Prtocipal, Dudley GiftedlTalented Magnet School, Victoria ISD. RegionV:ChrlsShablUl,GITCoordinator,PortArihur lSD, and current TAGT Region V Director.

requirements for an officer position:

Reaion VII: Kathy Albers, K-12 Supervisor of Math, Science, &Technology and GiftedITalented, Henderson ISD.

President·Elect: Ann Wink, Coordinator of Gifted Education Programs, grades K-12, Killeen ISD. Ann has been in her current position with Killeen ISD since 1983 and most recently served TAGT as Secretaryfrreasurer.

Rellion lX: Linda Fontes, LEAD Facilitator (Gfr Teacher), grades 4·6, Wichita Falls ISD.

The following candidates have met the necessary

First Vice President: Bob Seney, Ed. D., Assistant Professor to the Conn Chair for Gifted Education Lamar University. Bob has a history of service on TAG'!"s Executive Board and is a past editor of tempo.

Second Vice President: Ann Williams, Coordinator of Challenge Gfr Program, McAllen ISD. Ann has served TAGT for the past four years as Region I Director and as a member of the Scholarship Committee, Strategic Planning Task Force, and Finance Committee.

Third Vice Pre.ldent: Myrtis Smith, Staff, East Texas Symphony, Tyler. MytHs founded Tyler Friends of the Gifted, a successful community support group, is the mother of two gifted ch!ldren, and is the current TAGT Third Vice President. She is a long.time advocate of gifted education.

Secretary.Treasurer: Tracy Weinberg, Coordinator of Secondary Gifted Education, Randolph Field ISD. Tracy served on the Finance Committee and Strategic PlanningTaskForceduringhistermasTAGT,RegionXX Director and continues to serve on the Editorial Board.

Position for Region XI is contested.

William C. Anderson, Ed. D., Assistant Superinten. dent of Curriculum, Evennan ISD. Dr. Anderson's doctoral dissertation was the first statewide study of programs for the gif'tedltalented in Texas public schools.

He has founded Gfr programs in three school districts and has been a TAGT member since its first year of organization.

Benny Hickerson, Ph. D., Coordinator of Gfr and LanguageArts, Hurst-Eniess-Bedford ISD. Dr. Hickerson has been involved in district-level coordination and administration ofa Gfr program, and has developed, imple. mented, and evaluated Gfr programs. She has worked with students and parents as a classroom GIT teacher and has taught Gfr coUege courses.

Pat Morelock, Gfr Teacher, grades K.2, Burleson ISD. Ms. Morelock taught various grade levels in regular, classroom education for 19 years prior to entering gifted education six years ago, She designed and implemented the K·2 orr program for Burleson ISD and conduct. workshops both in her district and throughout the state.

REGIONAL DIRECTOR CANDIDATES Other members of the Executive Board include 20 Regional Directors. Those from odd·numbered ESC regions are elected in odd-numbered years and from even-nUIIlbered ESC regions are elected in even-numbered yeers.

The following candidates have met the necessary requirements for the position of Regional Director for 1993·95:

Region Xlll: Gwendolyn Fort, English Teacher, Westwood High School, Round Rock ISD. Re;lonXV:NildaBena"ldes, LEAD GfrTeacher, San Felipe.Del Rio CISD. Region XVII: Katherine Ferguson, Gfr Director, Slaton ISD. Re;lon XIX: Madeleine Bullock, Assistant Principal, Pasodale MiddleJElementary School, Ysleta lSD, and current TAGT Region XIX Director.

tempo

**1993 TAGT SuMMER TheAnn Shaw Scholarship is the rrwst pre8tigiou8 stucknt award from TAGT, awarding one elementary and one secondary student $500 8cholarships. The Carole Vermillion Scholarship is the most pre8tigiou8 adult award from TAGT, awarding one teacher or parent $500 each year.

A total of 451 application8 were received for the 1993 TAGT Summer Scholarships. One hundred ninety·five award8 were given, reflecting a total of $45,425.

ANN SHAW ScHOLARS Maryanna Cannon Fourth Grade Memorial Parkway

Elementary KatylSD Wade Coriell Eleventh Grade Cypre88 Creek High School Cypre88-Fairbanhs ISD

CAROIE VERMILUON ScHOLAR Mary Blassingame Fifth Grade Teacher Buffalo Gap Elementary JimNedCISD

SuMMER ScHOLARS Region I Anayan.e Diana Garza La. Fresnos CISP

Region II Lisa Williamson Bi8hopCISD

Region III Jonathan Well.

Victoria ISD

Region IV Steve Bahnaman KatylSD Aaron Blackmor AldinelSD Llnd.ey Boisture Goose Creek CISD Matthew P. Brenckle KatylSD Sergio Campos Galve.ton ISD Helen Chiang KiltyISD

32

Sean Collin.

Cypress.Fairbanks ISD Megan Custer KatylSD Marlo Eloise Evans Spring Branch ISD Rebecca Fehring Go08e Creek CISD Ryan Gabbart KatylSD

SrnOlARSHlP Michelle Senatore Spring Branch ISD Anie1a Smith KleinlSD Rajat Soni KatylSD Andrew Starz Goose Creek CISD Eneri Stocco Pasadena ISD Lee Jayne Stone Goose Creek CISD Regina Sun KatyISD Caroline Tang KiltyISD Tim Welsh KatylSD Kristen Williams Goose Creek CISD AlexWinbow Spring Branch ISD Wlng.Kei (KK) Yu Spring Branch ISD

TaironGray

HoustonlSD Justin Green KatylSD Amanda Hall KatylSD Todd Kendall Spring Branch ISD Emily King KatylSD Jal.hri Kothandaraman KiltylSD Rei/na Lllwrence KatylSD Joyce Lee Spring Branch ISD Kelli Loftin Pasadena ISD Blair McKinney KatylSD Chri. Mitchell Spring Branch ISD Alex Navl••i KiltylSD Pooja Paranjpe Cypress-Fairbanks ISD Andrew Pirie HumbieISD Claire Poche HoustonlSD Amanda Pre..ner Spring Branch ISD Meena Ro:x:anne Rai~ada .

KatylSD Lisa Roadarmel KatylSD Ashley Roblnoon Goose Creek CISD Jenny Coryn Schiller Spring Branch ISD

Region V Aquilino Sean Griffin Woodville ISD Audrey Nicholson Bridge City ISD Mark Santos Woodville ISD

Region VI Erin Ioaacs Magnolia ISD

Region VII Amy Beeton TylerlSD Theron Brittain St. Gregory School, Tyler Ashley Brooke Cash MarshalllSD Heather McElligott TylerISD William (Bill) Phillips TylerlSD Sophie Point.

ArplSD Bradley S. Winston TylerlSD Travi. Wright TylerlSD

Region VIII MickiSmith Liberty-Eylau1SD

Region IX Sherita Coffelt Jacksboro ISD

WINNERS** Region X TuKlIChong CarrolltonM

Farmers Branch ISD Scott Connery PlanoISD Mike Ruder PlanolSD

Region XI Allan Andel"SOn Hurst-Euless-Bedford ISD Maggye Paige Farmer Hurst.Eule8s-Bedford ISD Jodi Forson

KellerlSD Brooke Foster Grapevine ISD KaraGlllum White Settlement ISD Zachary Griffith White Settlement ISD Nathan Harold Carrol/ISD Amanda Hawthoroe AzlelSD Stephanie Hiles Birduille ISD Tami Hillberry White Settlement ISD Melissa Horton MansfieldlSD Amber Hutchins Mansfield ISD Michael John.ton White Settlement ISD Justin Jordan White Settlement ISD Vicki Lynn Kintner Hurst-Euless-Bedford ISD Christina Krivanek White Settlement ISD John Krivanek White Settlement ISD Blake Lauderback Burleson ISD Gary Don Lindsey Burle80n ISD Jon Lindsey Burleson ISD Abby Malchi White Settlement ISD Amanda McCallum KellerlSD Jeft'rey McCoy Birduille ISD Dixie McCulloch Alvarado ISD Erin Middleton White Settlement ISD Justin Nevling Burieson ISD Rachel Oldaker DentonlSD

SUMMER 1993

tempo

**1993 TAGT SuMMER ScHOLARSHIP WINNERS** Kristen Parker Birdville ISD .

Mellan Parker Alvarado lSD Ellen Payne Birdville ISD Andrew Patrick Pierce Trinity Valley School, Ft. Worth Kati Polak Man8field ISD Timothy John Rawson Mansfield ISD Mark Resurreocion

White Settlement ISD Nicole Scassera KelierlSD Allison Shannon Burk80nlSD Michael Skaggs White Settlement ISD Brandon 80SB KellerlSD Scott Sparrow Mansfield ISD Lauren Stripling Fort Warth ISD Kelly Su.tai....

White Settlemellt ISD Anna Sweeney Mall8field lSD Ragan Updegraff Birdville ISD Daniel Watson

&llerlSD Joseph Watson &llerlSD Kristen Whitley Hur8t-Eules8-Bedford ISD Ryan Williams Castleberry ISD Crystal Woodard KellerlSD

Region XII Shawn Achor MidwaylSD Riley Fischer Gardner Hamilton ISD Brendan Guy TempklSD Leslie Hughe.

MexialSD Ricky Man""" Keren,ISD Joey Paradise KilleenlSD

Region XIII J. B. Ferguson HaysCISD Stacie Joi Johnson Pflugerville ISD

SUMMER 1993

Anita Lillie Round Rack ISD Jennif.... Lillie Round Rack lSD Lauren Matherne Georgetown ISD Edward Elliott Moran Marble Falls ISD Garret Onderdonk LeanderlSD Abran Peralta AustinlSD Gavin Rush Ba8troplSD Matt Summers EaneslSD Russen Edward Taylor HaysCISD JasonYeh Round Rack ISD

Region XIV Kele Carrington AbUenelSD Katey Earles AbUellelSD Jake Fullwood Highland ISD Colin Greenwood

AbilenelSD Cozy Jone.

AbilenelSD Philip Kearney AbUellelSD Hilary Marsh AbilenelSD Jeffrey Mauricio AbilenelSD Amber McFarland AbilenelSD Derek Nease AbilenelSD William Roberi.

AbUellelSD

Region XV Jade Richard.

Winter,ISD

Region XVI Michelle Ehrlich Perryton ISD Ma""n Hardy Perryton ISD JerrodKee Perryton ISD Justin Killebrew Amarillo ISD Whitney Peil Perryton ISD Jeremy Ray Amarillo ISD

Erik Smith Perryton lSD Jessica Sourile Perryton ISD Bryce Wiebe Perryton ISD

Regionxvn Christi Caballero LamesalSD Amanda Chavarria SlatonlSD Shad Holt SlatonlSD JerodNeff Plainview ISD Jes.ica Rushing SlatonlSD

Region XVIII E. Bennett Foster San Vicente lSD Ana Johnson

Fort Stackton lSD Astrid Suchy-Dicey MidlandlSD Geneva Vasquez San Vicente ISD

Region XIX Thoma.Azar YsletalSD Jessica Becker ElPa80lSD Melinda Becker E1PasolSD Carl Frietze Canutillo ISD Carole Grafe EIPasolSD Kate Johann.

Y8leta lSD Adriana Lechuga YsletalSD IaanLucero Canutillo ISD Mellan McNicol EIPa,oISD Michelle Nicole Muller Y8/eta lSD Fernanda Payan YsletalSD Mariana Prado SocorralSD

Region XX Andrea Monica Bueno North8ide lSD Jason Garcia-Trevino Harlandak lSD Jarrod Harmier South San Antonia ISD

Kristie Hofmockel North Ea8t lSD Nlrag Kadakia North Ea8t ISD Stormy Lopez San Antonio ISD Diana O'Sullivan North East ISD Rebecca Owens UvaldelSD Mary Triana Sabinal ISD

ADULT (TEACHER OR ScHOLARSHIP

PARENT)

WINNERS Region IV Leah McDonough Galena Park ISD Jennifer Vallery Pa8adella ISD

Region VI Donna Beto College Station ISD

RegionVll Donna Fox Morrison TylerlSD Katheryn Shannon TylerlSD

Region X Sandra Kay Morris CarrolltonFanners Branch ISn

Region XII Mary Dean路 China Spring ISD Judy Ann Johnson Roger,ISD

Region XIII MyrnaMund LlanolSD Faith Unller Round Rock ISD

Region XIV Peggy Maddox Sweetwater ISD

Region XX Diana Larson JudsonlSD

33

tempo

CAI,ENDAR OF Gtr EVENTS JULY

AUGUST

OCTOBER

Date: july 11·31 Event: Summer Leadership Institute for G IT high school sophomores

Date: August2-6 Event: Rimm Underachievement

Date: October 7-8 Event: State Board of Education Site: El Paso Cont.ct: TEA

Site: Lamar University, Beaumont

Sponsor: Texas Governor's Honors Program

Contact: Dr. Dorothy Sisk, Lamar University, 409/880·8046 Fee: Travel and activity fee only; tuition and room/bd paid by grants Application Deadline: Ap,ill5

Institute, "How to Help Bright Underachieving Children" Site: Milwaukee Marriott, Brookfield, WI Contact: 800/475·1118 D.te: August 3-5 Event: Texas Future Problem Solving Conference

Site: Red Lion Hotel, Austin Contact: Chris Funderburgh or Sa~dl'a

Date: july 16·18 Event: Texas Cong,ess of Parents & Teachers Arumal Summer Seminar Site: University of Texas, Austin Cont.d: Ed Fitzgerald, 512/476·6769

Alcock Texas Future Problem Solving Program 305 North Bluff Drive Austin, TX 78745 512/ 447-{)529

Dot.: july 17·18 Event: Texas Council of Women School

Date: August 8-12 Event: "A Gifted Globe," 10th World Congress on Gifted and Talented

Executives Summer Conference Site: Stouffer Hotel, Austin, TX Contact: Ann Halstead, 512/477·6361 Date: july 18·21 Event: The University of Texas at Austini Texas Association of School Administrators, & Texas Education Agency 45th AnnuaISupe,intendents' Workshop fo' Educational Leaders Site: Stouffer Hotel, Austin Sponsor: UT, TASA, TEA Cont.ct: Cheri Chase, 512/471.4080 Date: July 19-30 Event: Confratute '93

Site: University of Connecticut, Stoors, CT

Cont.ct: 203/486-4905 Date: july 22·24 Event: Texas State Teachers Association State Convention Site: Tarrant County Convention Center,

Fo,t Wo,th Sponsor: TSTA Cont.ct: Francine Lehr, 512/476·5355 Date: July 28-30 Event: SEDL Summer Institute for Principals Site: Austin

Sponsor: SEDL Contact: Betty Mace·Matluck or Maggie Rivas, 512/47&-6861 Date: July 29·31 Event: Supporting Emotional Needs of Gifted (SENG) Conference, "Parents and Professionals as Partnersll

Education

Site: Royal York Hotel, Toronto, Canada Contact: 416/978-2400 Date: August 8-12 Event: State Ma,keting Education Professional Improvement Conference

Site: Irving Contact: Berry Sullivan, 512/436-9443

Date: October 27-29 Event: National School Boards Association Annual Institute for Transfer

of Teclmology in Education Site: Dallas Contact: 703/838-6722 D.te: Octobe, 27-31 Event: University Council of Educational Administration Arrnual Conference

Site: Austin Contact: 814/863·7916

NOVEMBER Date: November 3-7 Event: NAGC 40th Annual Conference Site: Atlanta, GA Cont.ct: NAGC 1155 15th St, NW, #1002 Washington, DC 20005 202/785-4268 Date: November 10-13 Event: Learning Disabilities Association

of Texas 29th Annual State Confe,ence

Date: August 11-13

Site: Austin

Event: Conference for the Advancement

Cont.ct: 512/471-4014

of Mathematics Teaching Site: Loews Anatole Hotel, Dallas Cont.ct: Dinah Chancellor, 409/361·5217

SEPTEMBER Date: September 9·10 Event: State Board of Education Meeting Sit.: TEA, T'avis Building, Austin Cont.ct: TEA

Date: November 11·12 Event: State Board of Education Site: TEA, Travis Building, Austin Contact: TEA Date: November 17-20 Event: TAGT 16th Annual Confe,encePROMISES TO KEEP

Site: Austin Convention Center

Cont.ct: TAGT,512/499-8248

Date: September 12-14 Event: "Building a Continuum of

Excellence: Meeting the Diverse Needs of Students" by TEA, Division of GIT Site: Harvey Hotel at DFW Airport, Irving

Contact: Carol Wise, 512/463·9455 Date: September 24·27 Event: Texas Association of &hool Administrators/Texas Association of

School Boards 33,d Joint Annual Convention Site: Dallas Convention Center Contact: TASA, 512/477·6361

Oopsl

In the last issue of tempo, (Spring '93, Parenting the Gifted), Katy Parents of Gifted and Talented Students were accidentally omitted from thelistofparent affiliates.

Site: Knickerbocker Hotel, Chicago, IL Contact: 513/873-4300

34

SUMMER 1993

tempo

CALL FOR ARTICLES Fall '93

Winter '94

Conference Theme:

Small Schools

The application o£Special programs in smaller school district. frequently results in outstanding contributions botb to stu· Our conference issue is a great opportunity to write an article dents and to the literature in general. The development of on all the ways we can keep our promises to gifted children. programs for gifted learners often reflects that quality. The tempo is soliciting articles from students, We encourage you to respond to this open teachers, counselors, and administrators theme with articles addressing every level All articles will be juriedandshould of smaller districts having successful - from pre-school through university. bedoublespaceduSingAPAformat. gifted programs.

Your Editorial Board tha.nks youl Promi.e8 to Keep also brings to mind a very These articles may focus on models of special population of gifted children - the Mary Seay, Editor implementation, innovative approaches underserved gifted. "Underserved Beverly Lowry. Managing Editor to identification development of curricu· describes many groups within the gifted Ann Brown lum, cross level grouping or maximizing population, including children from low SES Jamea Coffey service while using limiting resources. backgrounds, gifted children with learning Karen Fitzgerald Forthe purpose ofthis i.sue, small schools disabilities or emotional troubles, minority Adelle McClendon may be defined as those having anADA of gifted children, gifted underachievers, and Micheal Sayler 1000 or less. Find those outstanding all gifted subpopuiations whose needs are Ttacy Weinberg programs and let's take this opportunity not always addressed as specifically as they to show how gifted education can work in should be. small schools.

The deadline for receipt of articles is July 1, 1993.

The deadline for receipt of articles is AU8'U"t 15, 1003.

PROMISES TO KEEP

jj

Guidelines for article submissions Your contribution to TAGT tempo is welcomed.

3. Include a cover sheet with your name, address, positiOn/rate;

school district s.nd region, and daytime telephone number.

Please uSE! the following guidelines when submitting articles: 1. Address the article to the theme of an upcoming ieeue or to a regular feature.

2. Submit a double~spaced typed or computer printed copy (50 characters per line, 25 linea per ps.ge). Please send a computer disk (save as "'text onlyl; (MaCintosh), DOS, RTF, or ASCII; indicate software used). Please consider our space and reproduclion limitations.

Send all submissions to: TAGT tempo, 406 Ea&t 11th Street, Suite

310, Austin, Texas 78701·2617.

FUTURE THEMES: Spring '94=

Summer'94t

Ti;:xAs AsSOCIA110N FOR TIlE

Assessment, Identification, and Evaluation Gifted and the Reform MovemeDt

GIF'I'EJ) AND TALENTED

MEMIIEHsmP APPLICATION M~mbeT

NaI'tJe(a) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

MllilingAddteas _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

School DiettietAmliation

(!f~ppli~lIbIQ)

T~I~phan~:

(H) _ _ _ _ _ _ _ __

City _ _ _ _ _ _ _ _ _ __

{W) _ _ _ _ _ _ __

St!ltlil _ _ _ __

ZIP _ _ _ __

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

CI!ITt'lpueName _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

ESC Reilon _ _ _ _ _ _ _ _ _ _ _ _ __

Membership C9.tee-ories

Individual Family Student Institutional Lifetime

$25 $25

() ()

115100 (()) 400 ()

In addition to your regul{u Mtmbetship, ;you are invited to join e. TAGT Division fur an additional fee.

Choose from: GIl' Coordinators Researth & Development

$10 ()

$10 ()

~eEnbershipServiee&

• tempo quarterly journal and newsletter .. Annual Directory of Scholarships & Awards • Capitol News-monthly update during Legislative Session • Professional d~velopment workshops with AAT and inservice credit • General Management/Leadership Training • School Board Member Training .. Parent services and information ,. Legislative representation & networking· Reduced regietration fees for conferences and regional workshops

Please remit check to;

TAGT Membership

406 East 11th Street, Suite 310 Austin, Texas 78701-2617

L ____________________________________ SUMMER 1993

~

35

TEXAS AsSOCIATION FOR THE GIFTED AND TALENTED

1993 EXECUTIVE BOARD EXECUTIVE COMMI1TEE

REGIONAL

DIRECTORS

EDITORIAL BOAIID

I'IIEsIDENT

ANN TRULL (903) 737-7473 P.ri, [SD PO Drawer 1159 Paris, TX 75461 PusmENl'-ELBCT RATIIY ILutGROVE

(214) 768·4275 Southern Methodist Univ. aox 382 Dallas, TX 75275-0382 FIw Vle..I'M.,""", MAfivSEA.Y (915) 942·6767 S.n Ang<I. [SD 1621 University San Ang<1., TX 76904

II

III

1'RxABlllIEI! """WINK (817) 526-4630 Killeen [SD 902 North 10th Street Killeen, TX 76541 IMMEDIATE PAST-PREsmI;:N'l'

_BAI'OON (512) 255-4431, Ext. 402 Round lWok [SD

IV

lWund lWok, TX 78681 CONNlJi MeLaNlloN (612) 499-TAGT (8248) TAGT 406 E. 11th St., Suite 310 Au.tin, TX 78701·2617

SUSAN SPATES

(713) 920-6962 Pasadena ISD 1515 Cherryb",ok Pa,ad.na, TX 77502 V

CHRlSSIWIAN

(409) 983-1838 Port Arthur ISD 4236 Sunken Court Port Arthur TX 77642 j

VI

VII

Vlll

BOBBIE WImGUWORTH (713) 391·2184, Ext. 383

Katy ISD PO Box 159 Katy, TX 77492-0169 MABs!IA IlMuu80N (214) 595-0277 Tyler Friends ofth, Gillod 2104 Parkwa.y Place Tyler, TX 75701 PATTI STAPLBS

(903)784·2854 Pane ISD 655 South Collegiate Dr. Pari" TX 75460

1311 Round Roek Ave, ExECUTIVE DmEcroR

n......1IARoo

(612) 275·6312 Cuero ISD 805 Hunt Lane Cuero, 'IX 77954

THorn VICE-Pu8IDBm'

Mml1. SMITH (903) 696-1875 East Texas Symphony 3011 Old Bull.,d lWad Tyler, TX 75701

XI

XII

IX

RBBECCA SIKES

(817) 872-3586 Bowie [SD 4 Creekwood Dr, Bowie, TX 76230 X

ANDI WD..LIAM9

(214) 380-6788 Richardson ISO 16406 Arbor Down, Dr. Dall.. , TX 76248

TAGTtempo MAlty SEAY, EDITOR 406 EAST 11TH STREET, SUITE 310 AUSTIN, TEXAS 78701-2617

ANN BROCK (817) 295-3314 Burleson ISD lWute 5, Box 911 Burl.son, TX 76028 Al>RIL MEAcllAM (817) 757-0106 Vanguard School

1\

MARYSEAY (915) 942·6767 San Ang,l. ISD 1621 University San Angelo, TX 76904

II

ANN BROWN (214) 824·1620 Dallas ISD 3700 Ross Avenue Box 151 Dallas, TX 76204

3804 Hu$.Co Lane

41525 South Alameda

Corpus Christi, TX 78412

SECOND VlCIil·PRBI1Ill)ENT

ANN WEISS (713) 420-4453 Goose Creek [SD 4026 Decker Drive a.ylown, TX 77620

ANN WIlJillI, (210) 618-6057 McAllen ISD 2000 North 23rd McAllen, TX 78601 ANaIE RAMos (612) 994-3664 Corpu, Chri,ti [SD

W.co, TX 76710 XIII

MARY~OOIl:

(512) 392·9415 Hay, CISD aox 603 Kyle, TX 76840 XIV KATHY ALmuoGE (915) 692-1836 Abilene [SD

II

48 Allgu~ta Drive

Abilene, TX 79606

XV

RoN 8.w.ADAY

II

j

JANET SU,UGHTElI.

(806) 435·3601 Perryton ISD 510 Et,n Perryton, TX 79070 XVII JEAN GILLE!!

(806) 592-2600 Denver City ISn

II

<I

j

XIX

MADELEINE BULLOCH:

(915) 859-6801 y,let. [SD

MiCHEAL SAYLER

(817) 565-4699 University of North Texas P. O. aox 13857 Denton, TX 76203

CLAUDINE NORTHCU'lT

(915) 366·6786 Ector County ISD 1316 Bonham Avenue OdessB TX 79761

ADELLE MCCLENDON

(713) 897-4075 Cypress-Fairbanks ISD P. O. au. 692003 Houston, TX 77269-2003

501 MU!ltang Avenue Denver City, TX. 79323

XVlU

KAImN FITroEIW.D

(713) 497·7813 Spring Branch ISD 14400 Fern Street Houston TX. 77079

(915) 949-8755 San Ang.lo ISD 3821 Hillcrest San Ang.lo, TX 78904

XVI

JAMES COFFEY

(915) 658-6571 Region x:v Education Service Center 3001 lWck Brook San Angel., TX 76904

II

TRi.Cl' WEINBERG (210) 668-6391 Randolph Field [SD P. O. Box 2217 Universal City, TX 78148

8253 McElroy Avenue

EI Paso, TX 79907 XX

RoSLYN VELESGIt BucHll:

(210) 533·8051 San Antonio ISD 635 Rigsby Avenue San Antonia) TX 78210

Non-Profit Org. U.S. Postage PAID

Austin, Texas 78767

Permit No. 94 t

~

'-+I

Printed on ~~y~led paper,