Category Archives: Diversity of giftedness

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Color Me Purple

“Color Me Purple,” my just-published 2016 children’s book, illustrated by Madison artist Donna Parker, is a fictionalized story of real kids from Wisconsin. Some of the characters are based on a single child. Many of them are composites of several children. All of these children were lucky because someone recognized that they had a talent. In addition, that someone did something about it. Whatever the child’s economic, ethnic, or social background, and whether he or she was thriving or starting to slip through the cracks in school, someone said, “It’s time to intervene, to encourage this child to become all that he or she can become!”

Children are smart in many different ways. Yet, too often, they are stereotyped based on their deficits and discouraged in their learning rather than encouraged. Color Me Purple is intended to help children and those who care for them understand that it is good to be smart. They can be proud of what they do well. They should work to use and improve their abilities rather than let them languish. They can dream big. But dreaming big alone is not enough. As their support systems help them to gain confidence and feel good about themselves they can hone their skills, define their goals, and help themselves and others to say “yes” to thriving in a multicolored, multicultural, multitalented world.

I have written this book as a way to help children, along with their teachers, parents, and caregivers, understand that there are many, many children who should be encouraged for different combinations of talents or kinds of smart. Based on the theory of multiple intelligences by Dr. Howard Gardner of Harvard University, the story presents 8 children between the ages of 7 and 18, from 8 different ethnic backgrounds, who are smart in 8 different ways. Text boxes, interspersed throughout the book, explain the educational and psychological theories behind the story for readers who wish to delve deeper into the concepts being introduced.

From the last chapter, a bit of what has occurred in the main character’s thinking is presented: “Before the whole Kennedy thing came up, I was just me. Remember? I’m browned-eyed, brown-skinned, and so on? I thought I was ordinary, and in some ways I am. So are Kennedy and Sameer, Bambi and the others. I’m glad to know that we can be ordinary and smart at the same time… There is so much more to me than what you see on the outside. What makes me smart is that I like thinking about hard questions in about the same way Gommgi likes playing the piano…

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I am happy in this rainbow world of smartness. I’m learning about my inside colors. I think they are what make me the me I want to be.”

To meet Angie, Kennedy, Sammy, Bambi, and the others, you can buy “Color Me Purple” by contacting me at ellieschatz1@gmail.com. Directions are on the “Contact Ellie Books” page.

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Abuelita dice

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Children in a 2012-13 kindergarten immersion Spanish-language classroom received personal copies of Abuelita dice que es bueno ser inteligente for Christmas. At the end of the school year they wrote their own stories and shared them with me .IMG_1977

The teacher told me how one little boy had gained in confidence between December and May. Another little boy affirmed his teacher’s comment that he carried his copy of the book to and from school every day by taking it out of his backpack and showing me the sticker that marked it as his and his only!

What delightful outcomes. What charmingly smart children!

Let Us Find and Motivate More Smart Kids

An article in the October 2 New York Times highlighted the success of an incentive program in which low income high schoolers are taking AP courses and earning college credit with high scores on the AP exams. The article emphasizes a rising concern that students and teachers are earning cash incentives as one part of a program that also provides teacher training, student tutoring, and lab equipment. I wonder how many people read it like I did — with a feeling of “YES, another story showing that ‘smart kids’ are not just a tiny predetermined group, but rather children from all economic, racial, and cultural backgrounds!”

One teacher from Massachusetts increased his AP class size by 8 times, and 70% of his new, enlarged student population received the necessary 3’s on the AP exam to receive college credit; 25% received a 5, the top score possible. One of the students who got a 5 reported that the after-school and Saturday classes and tutoring sessions helped a lot. When asked about the $100 incentive for getting at least a 3, he said,“There’s something cool about the money. It’s a great extra.”

The fact is, money or no money, the teachers in the program are believing in the kids and the kids, in turn, are believing in themselves. The statistics speak for themselves. A teacher in Arkansas had 9 kids in his AP math class 3 years ago, all the children of professionals. This year 65 kids from his math classes earned college credit with scores of 3 and higher. Organizers of the initiative say that over three years, the program has led to nearly 38,000 AP exams being taken in math, science and English, many of them by black and Hispanic students.

At the same time, an article recently published by the Association for Psychological Science rightly emphasizes that public schools must do a better job of identifying gifted students. It states, “the former president of CalTech observed that one truly excellent scientist is more valuable than 1,000 very good scientists.” Generalizing the statement to any field — writing, sports, investment — the author observes that the most gifted are not only very rare, but also existing within a large pool of high potential candidates, many of whom are not recognized for their potential. He points to opportunity and motivation as necessary to talent development, noting, “cases are legion in which the most unexpected individuals, confronted with a major challenge, rise brilliantly to the occasion.”

Money has not been a part of every equation where disadvantaged students have been given opportunity and motivation. In the new AP initiative, money may be a part of the motivation, but the results are clear. Whatever the motivation, it works. I heartily endorse any program that lets more students show they are smart. Who knows, one of those students may one day have the opportunity to show that he or she is the one who is so truly excellent as to be “more valuable” (we’ll worry about this definition later) than the 1,000 who are very good.

Pyramid Model

In the investment world, pyramid is a bad word. A pyramid scheme is structured with an initial recruiter who is on top. This person recruits a second person, who is required to invest money that is paid to the initial recruiter. Then the new recruit must recruit more people under him and so on and so forth.

In gifted education, pyramid is a good word. The Richardson Foundation of Texas originally coined the name and concept in the early 1980s based on sound research. When I was Consultant for Gifted Programs with the Wisconsin Department of Public Instruction in the late 80’s, we developed our own pyramid model for the state. Now the Madison School District, in an attempt to be in compliance with the state standard for gifted programs, is planning to adapt a pyramid plan. Interestingly, the Wisconsin State Journal article on the plan (August 10, 2011) doesn’t label it a pyramid.

With the gifted education pyramid, you start at the bottom rather than the top of the triangle denoting direct curricular options. Enrichment and differentiation options exist for all children in the regular classroom. Differentiation means that each child should be able to proceed through an appropriate curriculum at his or her own pace. For teachers to be able to successfully differentiate for a classroom of diverse learners, training, materials, and support are necessary. The concept of creativity explains the enrichment component perfectly. In the 70’s and 80’s, gifted programs typically followed what was called the pull-out model. Certain children were identified as gifted, usually using test data, and then pulled out of the regular classroom for 1-3 times a week for enrichment. Often this enrichment entailed learning how to be creative and participating in creativity activities. This was neither what the identified children needed nor what the children back in the classroom didn’t need. On top of that, the pulled-out kids were labeled “the gifted.” With the pyramid model, creativity is back where it should be.

The middle of the gifted pyramid is where “pull-out” now occurs. But, if administered correctly, it will be by interest and broad ability as opposed to labeling and narrow ability.   The best way to present it is as the ensemble model. This is where high schools do best and middle and elementary schools could use the upper grades as the model for expanding options. Many children leave the classroom for various ensembles, groups, or teams based on their interests and talent areas.

At the top of the model, an individual child’s learning needs are so great as to go beyond the capacity of the group and its leader. The familiar example is the musically talented child for whom private lessons become necessary. The difference here is that the top of the pyramid is not where individualized education starts. It’s where it leads because of demonstrated interest and ability in the classroom and in the ensemble. The teacher’s obligation – at the bottom or middle of the pyramid – is not to provide the individual lessons or even to necessarily set them up, but to recognize the need and see that the necessary resources are contacted so that the child, regardless of cultural and economic background, has the opportunity to pursue the area at an appropriate depth and pace.

I hope that a comment in the newspaper that “one goal of this [plan] is to sort kids” is not true. The pyramid model de-emphasizes labeling. Of course kids recognize the person with exceptional talent and achievement. But they are more apt to naturally admire and support this person if the pyramid works as it should.

Let the Children Learn, Dream, and Reach Out for More

I read an article in the New York Times this week that made me nostalgic and hopeful at the same time that I continue to be alarmed by statistics that show little progress in three areas that greatly concern me.

First, we’re no closer to realizing an education system that will challenge all children than we were when I started my career (many years ago). With gifted children, this means that if they come to the classroom knowing what is about to be taught, the school has an obligation to find a way to take them to new levels of knowledge/understanding. When we know that happens in scattered schools across the nation, why can’t we ever learn to get it right?

Second, we continue to under-identify disadvantaged children from all ethnic and cultural backgrounds. In NYC, “black children made up 11 percent of this year’s gifted kindergarten classes, down from 15 percent in 2009-10. Representation of Hispanic students was 12 percent in both years. The school system as a whole is roughly 70 percent black and Hispanic.”

Third, why do we under-identify? Because we continue to rely on testing, not authentic testing of what is important in a child’s real world, but rote testing of facts and skills that disadvantaged children have had little or no opportunity to learn.

So why am I nostalgic and hopeful? One article stood out from all the rest. Entitled, “A Sleepaway Camp Where Math Is the Main Sport,” it immediately caught my eye. Is this a Talent Search-based program? Is it even WCATY (the program I founded) today? No to both questions. It is a program for NYC public school students entering 8th grade, where at least 75% of the students are eligible for free or reduced lunches. They represent a diverse population and their past experiences with challenge and opportunity were sadly lacking, but they have three positive characteristics in common: they love learning; they love math, and they are good at learning! Add to that, they love this program and are “cruising” through mathematical concepts that ordinarily most students wouldn’t see before college.

One of the criticisms of the program is that these children cannot catch up with their more privileged peers in the short time they attend the program. As I told parents of underachievers when they were considering attendance at a WCATY summer “camp,” it is true that their school may not have changed and that there will be a hard road ahead, but the children will have changed. They will dream bigger dreams; they will be aware of possibilities; they will refuse to stand still; they will seek additional opportunities; and they have found advocates who can help them to made valuable connections. I can tell many heart-warming stories of WCATY students who have done just that.

Urban Prep: A Model for Excellence

I had the opportunity to hear several young men from Urban Prep Academies of Chicago speak this morning of their high school education. Their all-boys inner-city school expects the best from them; slacking off is not an option. The first graduating class experienced a 100% enrollment in college this past year, and it is expected that every graduating class to follow will achieve the same. One of the young men explained, “I wasn’t thinking of being college bound when I started at Urban Prep. But they kept saying, ‘college bound’ along with ‘we believe.’ Now I see why it is they repeat this over and over. They want us to become leaders. And, we’re going to college to graduate.”

Here are a few more words of wisdom shared in the presentation.

From the school leader, “We hear people refer to ‘those’ kids, but they’re really ‘our’ kids.” And, “You cannot demand exceptionality without showing them what it is. The key to our success [in addition to modeling] is passion. We discipline hard, educate harder, and love hardest.”

From the panel of three high school juniors: “Talent without character doesn’t cut it in the world. Urban Prep develops the character as well as the talent.”

“I was unguided and undecided when I arrived as a freshman. At Urban Prep, it all fell into place. I gained confidence in myself because of the resources I was given and the assets I see in the people around me. We all come in as raw materials, but we learn that we can become gemstones.”

“Knowledge is power; education is power; wisdom is power.”

A member of the audience commented, “It shouldn’t be necessary for these articulate young men to tell us this, it should be automatic to us. Excellence should be a way of life.” I agree that it should be a way of life, but unfortunately for the majority, it isn’t. Special services would not be necessary if all children were alike. Our age-grade paradigm might work if all children of the same age were alike. Mentors and corporate sponsors might not be necessary if all families could support their children academically, psychologically, socially, and of course financially. Gifted programs would not be necessary if every child could learn at his or her own pace. But these ‘ifs’ describe an ideal that does not exist in our society. It takes extraordinary commitment, compassion, discipline, and support for a whole school to turn every learner’s story into a success story.

As Kaleem Caire, CEO of the Urban League summed up, with 52% of our black and Latino boys not graduating from high school in Madison, and with only 7% of the very few boys-of-color who even take the ACT demonstrating that they are college ready, we are in crisis mode. Madison Prep, like Urban Prep, will turn these statistics around. We need to do in Madison what it seems to the clear-headed thinker to be common sense. We must put forth the passion that Kaleem models so well. We must rise to the challenge of turning a plan that is well into the making into reality. We must turn the ‘ifs’ of excellence into every day occurrences.  I can’t wait to hear that 100% of our boys from diverse backgrounds are graduating from Madison Prep as they are at Urban Prep, with graduation from college as the next goal for each and every one of them.

Young men from Urban Prep in Chicago

Can Your Child Read a Menu?

Recently the Madison Urban League shared the trailer for an upcoming film, “TEACHED: A Film about Education in America.” Howard Fuller begins the 3 1/2 minute trailer by pointing out that students of color can now “sit at a lunch counter where they are welcomed, but they can’t read the menu.” To add to the appalling statistics we already know about the achievement gap/the numbers of poor children who end up in prison rather than college, the trailer states: “Of the students [of color] who do graduate it is estimated that 1 in 5 is still functionally illiterate despite the diplomas in their hands.”

Grandma Says It’s Good to Be Smart is currently being reprinted. Having sold 800 copies in the first year, some of them to community centers that serve poor families and provide educational resources to the children, my goal for this third printing is to reach more poor children in Madison, Milwaukee, and other communities. Talking about the text and the whimsical illustrations will encourage not only reading, but also questioning, imagining, and dreaming as well as vocabulary building. Talking is a skill not discussed in the book but one that precedes reading in the developmental process. For poor children, a structured reading setting will introduce vocabulary that they otherwise might not hear at this critical stage of learning. Statistics demonstrate that by age 3, children talk as much, but only as much, as their parents. These same studies point out that while professionals talk an average of 3,000 words per hour with their children, welfare families talk an average of 500 words per hour, with most of those words being in the form of commands.

Michelle Rhee states in the film that 3 good teachers in a row can change the trajectory of development for a poor child. I agree that excellent teachers can have a profound impact. That is what WCATY was all about from day one – 20 years ago! But, starting in kindergarten or first grade is too late and too little. The earlier they talk, the earlier they read, and the earlier they come to realize that there are high expectations for their achievement, the better our children’s chances for success. Let’s join Howard Fuller in addressing the issue of not only welcoming the children to the lunch counter, but assuring they can read the menu.

Link to the trailer:  http://www.youtube.com/watch?v=w0k5TF7PJbo

Comments on Gifted Program in Madison

As the first state consultant for gifted in Wisconsin, here are a few of my comments based on the article in the Wisconsin State Journal, Nov. 7, 2010:

1.  Federal definition – If Howard Gardner had published Frames of Mind: The Theory of Multiple Intelligences before the federal government issued a definition, chances are we wouldn’t be saddled with categories that make little sense to most people. Leadership and creative abilities are not parallel to academic or artistic ability. For that matter, neither is intellectual ability. The reason children are most often identified in language arts and math is that it is easy – there are objective measures. Intellectual, creative and leadership potential cross these two domains, and the other six domains of smartness or intelligence, as defined by Gardner. A district can deal with the definition even though it’s not the ideal way to consider learning needs.

2.  The chart that lists characteristics of the bright child versus the gifted child – this chart has been used for at least three decades to great disadvantage in the field, in my opinion. Why? Because, as written, it perpetuates the problem of labeling. The purpose of identification is not to label, but rather to provide a curricular fit for a child who needs challenge. The characteristics listed on the chart are indeed indicators of different abilities or skills, but they don’t line up in two succinct columns, and I loudly protest the use of them to label a child as gifted versus smart or bright. Whatever the degree or kind of talent as well as skill strength, each child needs an appropriately paced and level of content.

3.  Superintendent Nerad stated, “Our responsibility is to take every child from where they are to their next level of learning, whether they’re kids in the middle, kids that are already meeting our proficiency standards, or kids that are experiencing achievement gaps.” The first phrase of this statement is perfect! Regarding the different types of kids listed, be aware that these are not discreet categories. For example, kids experiencing achievement gaps can be meeting proficiency standards and in the middle, when they should be soaring.

4.  Not implementing the MMSD TAG Plan now – I was the DPI consultant for Gifted Programs when MMSD did not meet the requirements of Standard (t) in 1990 (it was before I left DPI at the beginning of 1991). Twenty years to establish compliance, and now, as I read the timeline, March 2011 is not a firm date to require the plan to be put into action. I don’t understand the issues in Madison. As I read it, the parents are asking for more options that will allow students to go as far and fast as they require to “take them to their next level of learning.”   They are not advocating for either labeling or elimination of existing options. It sounds like Mr. Nerad sees it similarly to me. So, let’s get on with it!

 

Advanced Placement (AP) Classes

Yesterday, students at West High School in Madison staged a protest against the district’s response to a complaint filed with the department of education by parents of gifted students. I understand the students’ desire to have a voice in decisions regarding their own curriculum, but I don’t understand the negative reaction to the district’s plan. As some of the parents have stated, the plan doesn’t go far enough, but it seems like a viable first step. Students district-wide would have an opportunity to take advanced or regular classes, as well as to complete work for honors credit in regular classes. If the issue for the students is the opportunity to take elective classes, the district administrator declares that current electives are not on the chopping block. Why would they be? Isn’t the district proposing to simply add more electives, i.e., Advanced Placement (AP) classes?

As one of the parents who filed the complaint pointed out, this newly announced plan addresses the need for more Advanced Placement classes at West High School, but it does not address the question of access. This might be the students’ issue also. Will freshmen and sophomores be able to take Advanced Placement classes if they have completed the prerequisite learning? This is what the parents want. Will any student who can demonstrate motivation as well as completion of prerequisites for an Advanced Placement class be allowed to register without formal identification as gifted or talented? Readiness and interest should be the factors under consideration, not identification. Is there an Optimal Match philosophy in the school plan that will guarantee all students the right to advance as fast as they are able and wanting to complete the curriculum in all areas of learning? Optimal Match is an issue of instruction – how and when the courses are available. Beyond committing to a more rigorous curriculum, the district must assure that it is well taught and available when and to whom it is appropriate. The “to whom” aspect must be clearly defined as any student, regardless of racial, ethnic, cultural, age, or economic background, for whom a curricular match is possible. This should be viewed as an opportunity to further close the achievement gap, not broaden it.

Achievement Gap Versus Opportunity: A Success Story

According to the Achievement Gap Initiative at Harvard University: “The best available evidence indicates that children of different racial and socio-economic backgrounds come into the world equally equipped to excel… However, by age three, between-group skill differences are clearly in evidence. Later gaps in school readiness are firmly established by the first day of kindergarten.”

Talking and reading with small children are two parental musts that are often lacking in low-income homes. A third factor, as I noted in my post about “The Other Wes Moore,” is the establishment of high expectations.

Meet Angie, who was born poor and under the influence of the drugs in her mother’s system. Raised by her father, she proceeded to thrive because he was determined that she would be all she could be from day one. Talking, reading and high expectations are a large part of her story.

She relates, “My father read to me and I received speech therapy to help overcome stuttering and slower-than-normal language acquisition. I didn’t understand the reason for these early language experiences at the time but they probably explain my affinity for reading and writing. As a preschooler, I learned to read by memorizing the words of book after book, and by age 8 my speech problems had been conquered. By age 10, I had read Shakespeare. Although I had far from comprehended all that I read, spelling and reading became second nature to me.”

Although it was the early home environment that set the scene for her success, it was her kindergarten teacher who first accelerated her. “I never considered what this acceleration meant in terms of aptitude. All teachers after that advanced me. I first became aware that I was considered academically talented when I was in eighth grade. My guidance counselor approached me about Talent Search, and six months later, I was taking the ACT. I had never heard of such a test, and even after I received my scores, I didn’t expect to hear much about it again. I figured someone somewhere was testing my academic limits for a giggle and never expected it would amount to much. I was mistaken.”

Mistaken is an understatement. At age 13, Angie had received a perfect score on the ACT English test. Going from a fragile beginning in which her language-acquisition skills were delayed to a perfect English score on a college admissions test while still in middle school was an accomplishment in which her father rightly took great pride and joy. I met Angie at this point, and worked with her through her high school years. I’m happy to report that now, as a college graduate, she continues to seek opportunities that match her abilities and interests. She says, “When more opportunities came along, I jumped at every chance. My (early) experiences had given me the courage to open new doors. The catalysts in my life were important to where I am today. Cumulative advantage cannot occur without a beginning. Of the future, I know it will build upon early advantages. I know there’s a way to bring my passions to other people and that words are important. I am living in that spirit right now and will continue to live in that spirit.”