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![Being [a] Young Scholar [gave] me a
boost of confidence. I feel
that I have been given
opportunities to improve my
knowledge and skills. From the
group projects, to the individual
activities, being a Young Scholar
has shaped me for the better.
Young Scholars has helped boost
my confidence, which has
encouraged me to try harder over the
years. I feel more resilient and
more likely to take on
challenges, such as AP classes,
thanks to Young Scholars.
What do Young Scholars who are now in
high school say about how it impacted
them?](https://image.slidesharecdn.com/carolhornv3-161021162139/75/Young-Scholars-Model-Finding-Nurturing-Advanced-Academic-Potential-from-Historically-Underserved-Populations-87-2048.jpg)
Young Scholars Model: Finding & Nurturing Advanced Academic Potential from Historically Underserved Populations
The document describes Fairfax County Public Schools' Young Scholars program, which aims to identify and nurture gifted potential in students who may otherwise go unrecognized, particularly those from underrepresented groups. The program uses various screening methods to identify students for enrichment opportunities from kindergarten through high school. It provides professional development to help teachers meet these students' needs. Students in the program report gains in confidence and preparation for advanced coursework as a result of the opportunities provided by Young Scholars.
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Young Scholars Model: Finding & Nurturing Advanced Academic Potential from Historically Underserved Populations
- 1. Young Scholars Finding andNurturing Gifted Potential Dr. Carol V. Horn Horn.carol71@gmail.com K-12 Coordinator Advanced Academic Programs Fairfax County Public Schools, Virginia
- 2. FCPS serves 186,785students 10th largest school district in the nation 139 elementary schools 26 middle schools 26 high schools African American 11% Asian 19% Hispanic 24% Multiracial 6% White 40% 28% FRM 17% receive ESOL services 13% Special Education services
- 3. What educators andpsychologists recognize as giftedness in children is really potential giftedness, which denotes promise rather than fulfillment and probabilities rather than certainties about future accomplishments. How high these probabilities are in any given case depends much upon the match between a child’s budding talents and the kinds of nurturance provided. ~Dr. Harry Passow
- 4. What educators andpsychologists recognize as giftedness in children is really potential giftedness, which denotes promise rather than fulfillment and probabilities rather than certainties about future accomplishments. How high these probabilities are in any given case depends much upon the match between a child’s budding talents and the kinds of nurturance provided. ~Dr. Harry Passow
- 6. What we teachour kids about responding to adversity says a lot about our vision of America. If we believe our nation and our kids are, like Hamilton’s self-assessment, “a diamond in the rough, a shiny piece of coal, trying to reach my goal,” we should proudly instill a sense of endless striving. John Laurens on Alexander Hamilton, Hamilton
- 7. Underrepresented Populations in GiftedEducation Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor. National excellence: A case for developing America’s talent U.S. Department of Education 1993
- 9. Issues Recommendations Underrepresentation ofEconomically Disadvantaged and Culturally Diverse Students
- 10. Young Scholars isa School Wide Commitment
- 11. 11 Four Principles ofSystemic Change Richard Allington
- 12. Who are theYoung Scholars? Students with gifted potential who may lack
- 13. Short Term Goal Toidentify students who may not be considered for advanced academic programs using traditional methods of identification, and who, without that opportunity, are less likely to pursue advanced levels of learning on their own.
- 14. Long Term Goal Tonurture high academic potential at an early age so that students who have historically been underserved in advanced academic programs will be prepared to engage in challenging subject matter and rigorous courses in upper elementary school, middle school, and high school.
- 15. 4 Key Componentsof the Model
- 16.
- 17. The Leadership Stepsto Success… Vision without action is merely a dream. Action without vision just passes the time. Vision with action can change the world. Joel Barker
- 19. What kind ofMINDSET do your students have? What kind of MINDSET do YOU have? What kind of MINDSET leads to more learning?
- 20. Discuss with apartner: What are the learning implications for each pairing? For example, what might be the outcome if a student with a growth mindset attends a school or has a teacher with a fixed mindset culture?
- 21.
- 23. What would yousay? 23
- 24. This student doesnot belong in this class.
- 25. Intelligence is emergent Whatwill it take to draw this student out?
- 26. This is nota gifted student.
- 27. Intelligence is Fluid Whatis this student’s strength?
- 28. This student doesnot have the background knowledge to be an advanced academic student.
- 29. Cultural influences How doesthis student think?
- 30. Advanced students shouldread and write faster, better, and more independently than their peers do.
- 31. Intelligence is complex In whatways does this student’s ideas show originality or novelty?
- 33. Intelligence is nothow much you know or how fast you learn but how you behave when you don’t know the answer.
- 34. It is notsomething more to do; just a different way to engage in the curriculum you already teach! Dr. Edward de Bono Dr. Richard Paul Level I Nine Strategies for Teaching Critical and Creative Thinking adapted from the work of . . .
- 35. 35 Level I NineThinking Strategies Point of View Analyzing how different people might look at the same idea, issue, and/or situation Fluency, Flexibility, Originality & Elaboration Production for many ideas, expression of new ideas, and the recombination of existing ideas Visualization Consciously forming mental images of something that is not actually present in the senses
- 36. Kindergarten Critical and CreativeThinking Lesson Circles in Your Imagination • State Standard: • The student will identify representations of plane geometric figures regardless of their position and orientation in space. • The student will compare the size and shape of plane geometric figures. • Materials: circular objects, circles, paper, crayons
- 37. LINK • What shapescan you find in our classroom? • Use your hands to make a circle. • Look through your circle lens. • What round things do you see? • What is the biggest circle you can find? Smallest? • Can you name circles that people use? (wheel, sun, pizza, globe, etc.) 37 Accommodations for ESOL students: Visual aids provided for the LINK portion of the lesson.
- 38.
- 39.
- 40.
- 41.
- 42. QuestioningQuestioning • Students whoask questions are more productive and engaged. • Questioning helps us solve problems by developing, implementing, and evaluating plans of action.
- 43. 43 Analogies: Gives studentsa structure for generating creative ideas, seeing complex relationships, and making unusual comparisons. Analogies may be used to deepen understanding of topics or concepts. Young Scholars are like __________ because _______________. Thinking Strategies (continued) Encapsulation: Stating ideas in precise and concise form In ten or fewer words write a sentence to encapsulate your understanding of the term “gifted”. Decisions and Outcomes: Understanding that choosing from alternatives affects events which follow By a show of hands, how many of you have made a decision that you wish you could change? Did you make your decision before you gathered all the facts or was your decision based on impulse/ reaction to the situation?
- 44.
- 45. Screening for YoungScholars and Advanced Academic Services
- 47. How are YoungScholars (YS) Identified?
- 49.
- 50.
- 51. Ratings Each category is assigneda rating based on how often behaviors are observed Highest score = 16 Lowest score = 4 • Math &/or reading accommodations are noted • Comments in bulleted form provide specific examples of student behaviors • Completed by teachers who work with the student
- 52. Gifted Behaviors RatingScale: 4 Categories 52
- 53.
- 55. Nurture, Guide andSupport
- 56. Pedagogy of Povertyvs. Plenty Educating Everybody’s Children: We Know What We Need to Do by Robert W. Cole
- 57. Interventions for YoungScholars in Elementary School 57
- 58.
- 59. 59 Professional Development forK- 12 Teachers
- 60.
- 61. “The fact iswe all have biases against what’s different, what’s different to our social norms. The thing is if we want to live in a world where the circumstances of your birth do not dictate your future and where equal opportunity is ubiquitous, then each and every one of us has a role to play in making sure unconscious bias does not determine our lives.” Yassmin Abdel-Magied TED talk What does my headscarf mean to you? https://www.ted.com/talks/yassmin_abdel_magied_what_does_my_headscarf_mean_to_yo
- 62. Cultural proficient educatorsmust always navigate between two frames: Treat all people as human beings rather than members of various cultural groups. Recognize people’s real experiences as members of various cultural groups in order to better understand them, assist them, and/or to treat them equitably.
- 63.
- 64.
- 65.
- 66.
- 67. 67 Summer school provides powerfullearning experiences Summer school provides powerful learning experiences
- 68.
- 69.
- 70. After School Partnershipwith Thomas Jefferson High School for Science and Technology (TJHSST)
- 71. The Model inSchools 71
- 72. SY 2016-17 6,581 YoungScholars in Grades K -8 Level IV Services 30% Level III Services 24% Level II Services 46% 56% on free and reduced price lunch 5% special education 13% LEP
- 73.
- 74. Summer school providedthe Young Scholars the opportunity to shine in a smaller group setting. They additionally participated in self-reflection which boosted their confidence in their abilities. Students are immersed in learning sessions that go deep rather than surface and they can develop inquiries that truly interest and engage them. What do elementary teachers say about the impact of Young Scholars? Since I’ve worked with Young Scholars, my expectations have been broader; I have higher expectations for children who are able to perform better. Everyone has an idea of what giftedness is, but Young Scholars has broadened my perspective about who is brought into that category.
- 75. Unlocking Emergent Talent:Supporting High Achievement of Low- Income, High-Ability Students Paula Olszewski-Kubilius and Jane Clarenbach
- 76.
- 77. Pathways in Advanced AcademicPrograms
- 78. Pathways in Advanced AcademicPrograms
- 79. Pathways in Advanced AcademicPrograms
- 80. Pathways in Advanced AcademicPrograms
- 81. White Black HispanicAsian Other Total 2001 3,288 240 189 651 185 4,553 change Up 56.1% Up 185.4% Up 571.9% Up 205.6% Up 235.1% Up 113.0% 2016 5,134 685 1,270 1,990 620 9,699 Change in part-time school-based Level III services Grades K-8
- 82. White Black HispanicAsian Other Total 2001 2,566 76 66 584 106 3,429 change Up 176.2% Up 800% Up 1630.3% Up 744.7% Up 903.7% Up 334.9% 2015 7,089 684 1,142 4,933 1,064 14,912 Change in full-time Level IV services Grades 3-8
- 83. Who is Responsiblefor Young Scholars? 83
- 84. Counselors can helpbuild growth mindsets and nurture academic potential so students will choose and succeed in advanced courses. The Young Scholars Model is a “pipeline” to advanced courses in middle and high school.
- 85. YS in LevelIV and Honors Classes SY16 In High School… 76% in high school AP/IB courses 98% reported planning to attend college in Student Learning Plan 7th Grade 8th Grade 9th Grade
- 86. Proven Strategies forSuccess 86
- 87. Being [a] YoungScholar [gave] me a boost of confidence. I feel that I have been given opportunities to improve my knowledge and skills. From the group projects, to the individual activities, being a Young Scholar has shaped me for the better. Young Scholars has helped boost my confidence, which has encouraged me to try harder over the years. I feel more resilient and more likely to take on challenges, such as AP classes, thanks to Young Scholars. What do Young Scholars who are now in high school say about how it impacted them?
- 88. Yosaph Boku “Seeing brilliantstudents that were like myself made me realize I had the same potential for success.” https://www.youtube.com/watch? v=Bw4TFJKNZH8&feature=youtu.be
- 89.
- 90.
- 91. What questions haveI created?
Editor's Notes
- #4 This quote embodies the philosophy of advanced academic services in FCPS
- #9 James Borland, In this paper, we report the results of an inquiry into the effects of the placement of five economical disadvantaged minority students from central Harlem, who were identified in kindergarten as potentially academically gifted through nontraditional means, in a school for gifted students. Achievement and aptitude test data and qualitative data collected during the students' first year at the school support the conclusion that the students were appropriately placed and adjusted well academically socially and emotionally. Follow-up data suggest that the students' academic careers have, in the six years since the original data were collected, for the most part progressed well. We present assertions that begin to explain why these students have succeeded academically despite being at-risk for educational disadvantage. These assertions concern the students themselves, their families, their school, and Project Synergy, through whose activities the students were identified as potentially gifted. Joyce Van Tassel-Baska: The study findings suggested that the performance-based protocols were consistent across time in locating a higher percentage of low-income and minority students, as well as female students for gifted programs; a higher percentage of students with uneven verbal-nonverbal strengths were performance task-identified students also. Performance task-identified students scored significantly lower than traditionally identified students on both the English and math portions of the state assessment test for multiple years; however, the performance differences on state assessments were small, rendering small effect sizes. Donna Ford: Gifted with emphasis on minority children and youth; recruitment and retention of diverse students in gifted education; underachievement among diverse students; equity issues in testing and assessment; multicultural education; issues in urban education. Dr. Paula Olszewski-Kubilius: is currently the director of the Center for Talent Development at Northwestern University and a professor in the School of Education and Social Policy. Over the past 30 years, she has created programs for all kinds of gifted learners and written extensively on issues of talent development, particularly on programming for under-represented gifted students.
- #10 Students from traditionally underserved backgrounds are not consistently identified using traditional methods- issues and recommendations from research and literature
- #18 Vision without action is merely a dream. Action without vision just passes the time. Vision with action can change the world. Joel A. Barker
- #20 When teaching it is important to think about your own mindset. What kind of mindset do YOU have? Ask yourself what is my mindset? How do my students see me learning new things? Most importantly, as an educator we must explore what kind of mindset ;leads to more learning. Based on the traits here which one promotes student learning?
- #23 We also now have sound scientific evidence through neuroimaging of the brain that shows us that intelligence – develops over time can be nurtured, it is not innate. manifests itself in different ways in different cultures is complex -- not only do genes and environment cooperate as we develop, but genes require input from the environment to work properly.
- #55 Committee reads all information in the file. Uses a holistic case study approach that includes all data focusing on student strengths. Considers each file on its own merit and does not compare files.
- #62 Participants talk at their tables about how this is relevant to us as educators. Share out a few.
- #77 Critical and Creative Thinking Strategies (Level I) are used with all students in grades K – 12. Young Scholars is designed to increase the proportion of historically underrepresented students in AAP School administrators, teachers, AART work together to find and nurture academic potential beginning in kindergarten. Differentiated Lessons in Areas of Academic Strength (Level II, coded DE) Beginning in Kindergarten, students who exhibit characteristics of advanced academic potential or who have specific academic strengths are provided more challenging content, assignments, resources and/or instructional groupings within the classroom. Part-Time Advanced Academic Program (Level III, coded SE)- consists of direct services in grades 3-6 to students who have been identified by a local school screening committee. Level III services are provided by the AART and include lessons that enrich and extend the program of studies in specific content areas. At the middle school level school-based services are offered through Honors classes in the four core subject areas. AAP (Level IV) Curriculum is designed to extend and enrich the Program of Studies in all subject areas - differentiated in depth, breadth, and pace of instruction - Emphasis on higher level thinking - Opportunities to develop independent research skills - Accelerate math by compacting - Advanced reading materials
- #78 1st grade started receiving YS and Level II services- strength in science and math. In fourth grade, he started receiving AM. In 5th grade, the child was found eligible for III. In middle school, started taking all honors classes including Algebra 1. Grades 9 & 10, he was in all honors classes, then joined the IB program in 11th grade.
- #79 In 2nd grade, started receiving advanced math and level II services; By 3rd grade, qualified for Level IV services and attended the center school until 8th grade. High school she went to TJ
- #80 In K-4, child received Level I services. In 5th grade, the child started Level III service. In middle school, he took honors English and social studies, which carried into HS. He took AP World History and AP English in high school.
- #81 Child moved into FCPS in 3rd grade, and was a YS and receiving advanced math. She was found eligible for Level III services, then placed in the LLIV classroom at her school. In MS, she took four honors classes, all honors in HS, and AP Spanish, English, and History.
- #88 Quotes from YS at West Potomac