1. Seminal Studies 1

2.  You have 5 minutes  Work with your assigned group  Match the phrases and concepts with the Seminal Studies on the charts on the wall.  A seminal study is one that shaped the future. Match Them Up 2

3. Answer Key Largest study of gifted children ever conductedTerman Study Defined Gifted as including six specific areasMarland Report Stated that the United States was, "squandering one of its most precious resources- the gifted, talents and high interests of its students." National Excellence Report Stated that, "The educational foundations of our society are presently being eroded by a rising tide of mediocrity…"A Nation at Risk Found that schools were holding back their brightest studentsA Nation Deceived Emphasizes high standards and providing opportunities for at-risk studentsNCLB 3

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5. Blackout Bingo 5

6. Introduction There is no federal mandate for gifted programs and services in the United States. 6

7. During several periods of American history programs for educating gifted and talented learners were encouraged. Terman’s study during the 1920s began one such period. U.S. Government Involvement in Gifted Education 7

8.  Worked on a revision of Alfred Binet’s 1905 scale of intelligence  Developed first IQ test in 1916, Stanford-Binet  Launched a longitudinal study of 1538 gifted students with IQ scores of 140+ in 1928  Dispelled myths about gifted students  Published the Genetic Studies of Genius 8

9.  Worked with profoundly gifted students, with IQ over 155  Established Speyer School for gifted children in 1936  Published, Children Above 180 IQ, a study of high gifted children in 1942 Pioneer of Gifted Education Leta Hollingworth 9

10. The 1950s and early 1960s was another time when giftedness was valued.  Public launching of Sputnik 1957  Americans felt threatened by Russian space exploration.  Focus on producing excellence provided a BOOM to gifted education in the United States. Events that Impacted Gifted Education 10

11.  1965 Elementary and Secondary Education Act  Created support for the development of model programs and state personnel in gifted education.  1970 Elementary and Secondary Education Act  Established federal recognition of the need for the education of gifted and talented children. Congress Gets into the “Act” 11

12.  Established the first definition of gifted in this 1972 report Defined ‘gifted’ to include six areas: 1.General intellect 2.Specific academic aptitude 3.Creative or Productive thinking 4.Leadership Ability 5.Visual and performing arts 6.Psychomotor ability Provided a database rationale for educating gifted and talented students. Report Requested by Congress: The Marland Report 12

13. Original authorization provided $7.9 million to be used for:  Office of Gifted and Talented Education  National Research Center on the Gifted and Talented  Competitive grants Jacob K Javits Gifted and Talented Students Education Act of 1988 13

14. New definition of gifted:  Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment.  These children and youth exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields. They require services or activities not ordinarily provided by the schools.  Outstanding talents are present in children and youth from all cultural groups across all economic strata, and in all areas of human endeavor. 14

15. Brought favorable attention to the national discussion of excellence and equity Made the case for what was called “quiet crisis in educating talented students” Crisis evidenced by:  Low level of funding (less than.02 out of every $100 spent on general education students).  Inability of regular classroom teachers to challenge gifted students.  Lack of learning opportunities available to economically disadvantaged and minority children. National Excellence Report 15

16. Began with great promise as Congress debated the reauthorization of ESEA.  Amendments proposed that could have increased the amount of funding to $15 million. Interest was rising.  Increase in attendance at gifted conferences  Increase in number of publications about gifted and talented learners  New resources became available on the internet This trend did not continue with the reauthorized ESEA known as No Child Left Behind. The 21 st Century 16

17. Elementary and Secondary Education Act reauthorized as No Child Left Behind (NCLB) of 2002  Schools have 12 years to reach proficiency  Aim to reach non-proficient students and move to proficient  All teaching methods must be supported by research  Annual testing for students in grades 3-8 Interest Wanes 17

18.  Schools hold back America’s brightest students.  Describes 18 types of acceleration.  Accelerated students consistently outperform non-accelerated students.  Acceleration options have been shown to do no psychosocial damage to gifted students. A Nation Deceived 2004 18

19. Illinois adopts policy statement in April 1987  Districts required to work on Comprehensive Plan:  Identify students early  Use multiple criteria  Provide opportunities in all fundamental areas  Professional development for teachers and administrators  Required evaluation plan Provisions for Gifted and Talented State of Illinois 19

20. Shortage of funds in Illinois in 2003  Categorical gifted grant rolled in to block grant  Districts no longer must designate money specifically for gifted education  All gifted language removed from school code Provisions for Gifted and Talented State of Illinois 20

21. Gifted language reinstated in Illinois School Code in 2005 $2 million become available for professional development for classroom teachers for instruction of gifted students in 2008  Response to Intervention (RtI)  Enhance the services for special needs students  Create tiers of learning  Provide tiers for special education and ideally would include gifted students Provisions for Gifted and Talented State of Illinois 21

22. TIER 1 TIER 2 TIER 3 RtI and Differentiation Updated Model 2008 By Penny Choice 22

23.  1987- 88 8,700,000  1988-89 9,200,000+6%  1989-90 9,850,000+7%  1990-91 9,700,000-2%  1991-9210,300,000+6%  1992-9317,000,000+65%  1993-9417,500,000+3%  1994-9519,700,000+13%  1995-9619,695,800-  1996-9719,695,800-  1997-9819,695,800-  2002-200319,000,000-3.5%  2003-2008No Funding  20092,000,000  2010???????? 23

24. This website will help. http://www.vote-smart.org/ Another option- a letter to the governor Office of the Governor 207 State House Springfield, IL 62706 24