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English Language Learners and Gifted Education

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Becki West Keur

on 27 October 2014

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Transcript of English Language Learners and Gifted Education

A Program model to address this need.
The Nonverbal Honors Core program, provides a unique learning environment for gifted and talented students who are identified using the Naglieri Nonverbal Abilities Test.
English Language Learners and Gifted Education
Professional Development
Once a system has been implemented we need to help our students succeed by “developing a support system in every school, developing a curriculum that reflects their strengths, such as the program offered by Paradise Valley, fostering parent involvement, and community support and further accountability and professional development for teachers. (Castellano J. & Frazier, A. 2011. p. 265-266).
Demographic Data of Cartwright School System
Current Practice with English Language Learners
Currently students who have indicated that their home language is that, other than English are given the AZELLA test, if their records indicate they ave never been enrolled in Structure English Immersion classes. If they do not test proficient, they are placed in the SEI class until they do test proficient on the AZELLA test. In this program they are taught in a very explicit manner with little variation and no differentiation. This can be very detrimental to a gifted student's
The Next Step
Peters, S., Matthews, M., McBee, M., & McCoach, B. speak of Gifted education as needing to be culturally responsive. “Paradise Valley School District has a large Hispanic and ELL population. Because of this distinct cultural composition, Paradise Valley provides non-verbal core honors programs at the middle school level. The goal of the program is to prepare ELL’s for the advanced academic curriculum of high-school over the course of their seventh and eighth grade years. Thus the program leveraged student strengths to enhance academic achievement. (Beyond Gifted Education. 2014. p. 35-36)
English Language Learners in the Classroom
The concern with ELL education is very relevant in both the mainstream educational environment as well as he gifted classroom. This video depicts this plight in the mainstream classroom. If this is such a concern with this student body being so under-served, imagine the difficulties a gifted pupil may have when faced with the same scenario. The English Language Learner student population is often overlooked and very under-represented in the gifted classroom.
District Vision and Mission
The district vision and mission aligns well to encourage maximum success for all learners. “Cartwright School District is a community of learners with a focus on results collaborating to meet the unique learning needs of every child by closing the achievement gap and exceeding state and national standards. Our mission as the Cartwright School District is to ensure high levels of academic achievement for all with a focus on learning tailored to the individual needs of all students.” (Cartwright School District Vision and Mission Statement. CSD83.org). However the actuality of this vision and mission has been found lacking in some aspects of the student body, especially to this special population of Gifted English Language Learners.
Naglieri, J. & Ford, D. 2005. p34).
“There is considerable need in the field of gifted education to revisit how the conceptualization of giftedness as high academic achievement may be related to the disproportionate representation of minority children."
So what does this mean for a student who is both Gifted and considered and English Language Learner? Are their needs being met?
Not as well as they could be.
Once we have identified the students we must ensure the best educational environment that can foster the growth of the individual student.
What can be done?
“When nonverbal tests or alternative measures are used to identify gifted students who have poor academic skills or achievement, it is clear that educators will have to do something different for these students. In other words, these gifted underachievers or potentially gifted students will require additional support to reach their potential. Some of these intellectually gifted students may require assistance in gaining basic academic skills, such as tutoring, study skills, organizational skills, and time-management skills. Many of them, we believe, will also need substantive and ongoing assistance in increasing their language and literacy skills.”
Data Analysis
English Language Learners and Gifted Education
SPE 587 Special Populations in Gifted Education

Project 5: District Gifted Program Analysis
English Language Learners

Rebekah West Keur

Arizona State University

The Gifted Student and ELL Education
"Among all the subgroups of students whose performance in school is commonly studied, English language learners (ELLs) are the least represented in gifted education programs. A variety of related reasons may account for this state of affairs, but the nature of gifted identification procedures is probably one of the more important causes. Awareness of this issue can help point us in the right direction to make progress in identifying children who would benefit from receiving appropriate gifted education services while they are learning English. Appropriate identification and inclusion benefit not only ELL students, but also help prepare non-ELL gifted learners to thrive in our increasingly diverse society" (Matthews, M. PhD. 2011 English Language Learner Students and Gifted Identification).
The Cartwright School District is an urban district comprised of 20 schools. The demographics of the the student population of both the district and the gifted population in gifted education are discussed in great detail. Based on the existing programs and the needs of our students, as evident by the data provided, a plan has been developed to provide a comprehensive learning environment which should address the main area of concern, ELL students and Gifted Education. This plan has been developed based on a comparable district and supported by research. The determination of identification, program placement for these gifted students, available services and those that should be added, and requisite professional development are all discussed as they pertain to the best educational environment for these unique students.

Gifted Demographic Data
of Cartwright School System
Characteristics of Gifted English Language Learners
Brulles and Winebrenner (2008)
Strong desire to learn in their language and in English

Has a command of informal language

High standards for themselves

Persistent independence

Brulles and Winebrenner (2008)

High interest in certain topics

Keen power of observation

Quickly grasp new information

Ease in adapting to new situations
Brulles and Winebrenner (2008)
Takes on leadership role

Tendency to dominate peers or situations

Tendency to find and correct their own or others mistakes

Ability to carry responsibilities well
Brulles and Winebrenner (2008)
Originality and imagination

Demonstrate evidence of
creative ability
in thinking/problem solving

Exceptional ability in any of the fine arts

Exceptional talents in areas valued by their culture

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