ERIC ED377671: Toward a Common Agenda: Linking Gifted Education and School Reform.

42 Pages·1995·1.1 MB·English

by  ERIC

DOCUMENT` RESUME
EC 303 600
ED 377 671
Gifted Education and
Toward a Common Agenda: Linki
TITLE
School Reform.
Council for Exceptional Children, Reston, Va.
INSTITUTION
Office of Educational Research and Improvement (ED),
PONS AGENCY
Washington, DC.
ISBN-0-86586-260-5
REPORT NO
95
PUB DATE
R206A2O102 -93A
CONTRACT
42p.; A product of the National Training Program for
NOTE
Gifted Education. (Derived from a symposium held May
20-21, 1994).
Council for Exceptional Children, 1920 Association
AVAILABLE FROM
Dr., Reston, VA 22091-1589 ($18.50, $13 members;
package with video M5089, "Gifted Education and
School Reform: Making the Connection," $125, $87.50
members).
Viewpoints (Opinion/Position Papers, Essays, etc.)
PUB TYPE
(120)
MFOI/PCO2 Plus Postage.
EDRS PRICE
Change Agents; *Change Strategies; *Educational
DESCRIPTORS
Change; *Educational Objectives; Educational
Philosophy; Educational Trends; Elementary Secondary
Education; *Gifted; Inclusive Schools; *School
Restructuring; Staff Development; Student Centered
Curriculum; Trend Analysis
ABSTRACT
1994 symposium and intended to be used
Based on a
with a video, this monograph attempts to bring together the
perspectives of gifted education and school reform. Individual
(1) changes in gifted
chapters address the following lopics:
education, changes in general education, the need to find a balance,
(2) common elements
a history of tensions, and remaining tensions;
and shared contributions of gifted education and school reform,
sources of power for
uncertainties, and unresolved issues;
(3)
change, top-down versus bottom up change strategies, and shared
inclusive schools, and expanding perspectives
lessons on change;
(4)
the student-centered
in gifted education and school reform;
(5)
school, high-level learning experiences, and tailoring instruction to
(6) reconfiguring time and rethinking staff
fit the learner;
(7) barriers to cooperation and steps to building
development;
of symposium participants and a list of
bridges. Appended are a
list
related materials from the ERIC Clearinghouse on Disabilities and
Gifted Education. (Contains 16 references.)
(DR)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Ofbc
at
Educatenat Ptscomrcn mo .nprom.n.,
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
,24/n.s
document has Oman epnoctuctioi at
received from the Orson or nrgandahOft
ongmatong it
0 Minor changes have teen made to .np,Ov
reproduction aulhly
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mint do not oeCesianly oOIIIMInt 01,01
OE RI oosIon or policy
TOWARD A COMMON AGENDA
BEST COPY AVAILABLE
:2
The Council for Exceptional Children
CEC: Leading the Way
The Council for Exceptional Children (CEC) is the largest professional organization internationally
committed to improving educational outcomes for individuals with exceptionalities. CEC accomplishes its
worldwide mission on behalf of educators and others working with children with exceptionalities by
advocating for appropriate government policies; setting professional standards; providing continuing
professional development; and assisting professionals to obtain conditions and resources necessary for
effective professional practice.
CEC: The Unifyin; Force of a Diverse Field
The Council for Exceptional Children, a private nonprofit membership organization, was established in
1922. CEC is an active network of 59 State/ Pro'..incial Federations, 900 Chapters, 17 Specialized Divisions,
and 275 Subdiv isions with reach in over 40 countries.
The CEC Information Center:
International Resource for Topics in Special and Gifted Education
The Council for Exceptional Children is a major publisher of special education literature and produces a
comprehensive catalog semiannually. Journals such as TEACHING Exceptional Children (published
quarterly) and Exceptional Children (published ti times per year) reach over 100,000 readers and provide a
wealth of information on the latest teaching strategies, research, resources, and special education news.
CEC's National Training Program for Gifted Education project is proud to release Toward a Common Agenda:
Linking Gifted Education and
Reform.
The Council for Exceptional Children
1920 Association Drive Reston, Virginia 22091
703/620-3660 (Voice)
703/264-9446 (TDD)
703/264-9494 (Fax)
3
PUBLISHED BY
COUNCIL FOR EXCEPTION A,L CHILDREN
T H E
OF THE
A
:
NATHAAL TRAINING PROGRAM
FOR GIFTED EDUCATION
TOWARD A COMMON AGENDA
&Pr
Linking Gifted Education
and School Reform
Library of Congress Cataloging-in-Publication Data
Toward a common agenda : linking gifted education and school reform :
a product of the \ ational Training Program for Gifted Education.
r.
cm.
Dee ed from a symposium held %lay 20-21, P4,44, sponsored by the
Council for Exceptional Children.
Includes bibliographical references.
ISBN 0-S6;86-260-.;
I. Gifted ihildrenEducationLnited StatesCongressc,.
2. Pdocational changeUnited StatesCongresses.
National
I.
II. Council for Exceptional
Training Program for Gifted Education.
Children.
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Printed in the United States of America
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Contents
ACKNOWLEDGMENTS
vii
PREFACE
CHAPTER 1
EXAMINING THE PIECES AND FUNDAMENTAL TENSIONS
1
Chan.,zes 111 ,;nttc.il education; chanvs in general education; the neol ltl Inta a balance:
A liNtory o ten,:ions; the tenstens rennin?
CHAPTER 2
How Do WE WAN
TO HANG THIS TOGI IIIER?
r
7
Common demolt,, ,Ibil:',1contr11'ution..; um
01 hill,
10111',Ok'f'd
CHAPTER 3
SouRcEs 01 PowER FOR ClIANGE
11
The pull from the top cer .,:i N the pull from the l'ottant,
-,/,till'!!
CHAPTER 4
EXPANDING PERSPECTIVES: INCLUSIVE SCI)()I S
13
lint
Iwo! 1
pci-mectu.e.:
1'1p11)111111,: pt'INICL
111 Xlite'd
common per,pectiut.
1
CHAPTER
5
Si
THE POINT OF BALANCE: BECOMING
UM Ni ( EN I 11 ( 1
15
1 )
.cii,,tu.ity to quderrt trait.: and node
lo,vl Ii ,u
tin ,no,:h
01140
t'N
nib oi.:truct ion !o tit the harrier
CHAPTER 6
DYNAMICS OF DESIGN
17
tune: rellunkin\' stat?.,lezilopment
CHAPTER 7
FROM IMBALANCE 10 BALANCE: HANGING Tocurtnit
19
l51/trier,-; to coo/low/ion: .:tep, to builiIHN hrhl,:e-:: a ma: .
.1.
RrrI:Rl : \CES
23
A ppl.til)1\ A
Hsi 01 PAR 1 !CAVAN IS
25
A1,1,1
II
FRI(' 1)1(,1,0 AND NIIN1-131115
29
(ow
c;ifird 1 (Ili, oli n Ind tit Iwo! Iettoni
tell Rea,lnio
Ica I dm 'atonal 1,',e,huL lin
-'oh
6
--11,:-
(
Acknowledgments
To the writers of and contributors to Toward a Common Agenda: Linking Gifted Education
and tirIiool R(fom. we extend our sincere appreciation for bringing their knowledge,
experience, and e\ pertise to this effort.
It is with much gratitude that we acknowledge Patricia O'Connell-Ross for her assistance in
identitving states whose programs are striving to bring together the perspectives of gifted
education and school reform. We wish to thank Bruce Boston for creating a framework for
orgam/ing the presentations and discussions heard at the wmposium. And we especially want
( inilinson, the author of this book, who assembled the thoughts, reflections,
to thank Carol
I
inspirations, and recommendations into a document that is balanced and graceful.
I he Project also v ishes to acknowledge the assistance of The Council for Exceptional Children's
publications slot I for their support throughout the development and preparation of this book.
Felice A. Kaufinann
Project Director
led under the lavd. Act Program (l ;rant No. 12(41A201112-93A)
I he ,I(. Ho' meld
ruodui, 1
%.e.
1ln
,1
the tIlti,e ol
I tin, ,'ional Iesealt It and Improvement,
1)erartment of kit:Mimi. Grantees
adininitele,1
omit.' tat In);
.11,11 ',tor, 1, an. en, )(11,1ge.1 I opess !leek. their plotesstonal nidgment. this report, therefore, doe,.
not net e,.'. ii
leo 1",ent
Its ui 1)(,111 H.,. ill Ill(' I ti11:111111('Ill, and MI Of 11C1,11 endorsement shotdd be mterred.
PAGE v
AM Oct I IX .\11 NM/
AL
Preface
I leery NI. I cyin, Director, National Center for 1 he
h Nlay 20-21, loo1, The Council for Excep-
Accelerated Schools Project
tional Children hosted a symposium that
lIarb
I lalstead -Worrell, Director of 1 cachet.
brought together leaders in the helds ot
I \' National Center for Innovation, National
gifted ed tu. anon and school reform to explore per-
Education Association
spect i% us and derive, it possible, a working agenda
I rank It IVithrow, Director ot i.earning Technolo-
ior 11,1%,, the two groups could work together to
gies, Council of Chief State School Officers
I he symposium was supported
meet 'heir goals.
I raining Program for Oiled
Patricia Free Brett, Director, Community Outreach
's National
1,
(
(
I
and I eadership, Quality Education for Minori-
,Iii, alum piork t tinder a grant provided by the
I
tis
1.1, ob is la its ( atted and Talented Education Pro-
Reactors and discussants representing national
I he ,...\ mpostum took place at the 11. ye (.. on-
gi .1111
associations and teams of educators from seven
ly! on«. ( enter in Nlaryland and was facilitated by
states that are in the vanguard of education reform
the .111 of the Aspen Institute.
responded to the presentations and addressed re-
I he ,.mposi,:in began with presentations by 12
lated concerns and ideas. Participating states were
panels is, ,ill leaders in the field of gifted education
selet ted by I he Off ice of Educational Research and
in ediu ahon reform.
Improvement. (Participants are listed in Appendix
A.)
To capture the process, the symposium was
PANIIISTS REPRESFNTINC.;
ideotaped and notetakers recorded key concepts.
(..;IFTED EI)UCATIC)N
I he products of these 2 days of intense intraL lion
rof I y( (inna Ross, Director, Office of ( ;Med and
are a \ idea, Gifted /riff, atton and tic Idol Refrrin:
lakuN the Connection, and this book. While all the
alerted, OFR I
I
idea', in both the book and the video were derived
I he Associa-
CH,
Gail
I L1111.011(41,
I.
from the symposium, the selection of what to pre-
tion for the Gifted
sent and how to present it rested with the writers
Gallagher, President, National Association
!dines
I.
and editors and may not reflect what any individ-
for C.ilted Children
ual participant would have selected.
I hat!, President, Council of State Direc-
\ elyn I
I
.
These products are designed to serve as CALI-
tors of Programs for the Gifted
1\'.tS for discussions at local, state, and national
loseph S. Ren/u111, Director. National Research
.ilted and Talented
levels. Participants in the symposium discovered
( enter on the
liessi R. I )uncan, Program Supervisor, ( ;ifted and that they had much in common and much to share.
is our hope that experience can he repeated so
talented Education, Detroit Public Schools
It
that educators everywhere will be able to find the
common agenda that will best serve all children
and youth.
PANELISTS REPRESENTING
1 he metaphor of a mobile emerged as a way to
SCHOOL REFORM
link gifted education and school reform. It was
Charles F. Patterson, President-Flect, Association
clear that at this stage there was not a mixture or
for Supervision and Curriculum Development
blend of the ideologies of gifted and reform educa-
Paula NI. Evans, Dire( tor, National Re:I .earning
tors. What we did have was a collection of con-
Faculty Project, ( oalition of Essential S-hools
cepts, interests, and arprodclic,-, that could be
6
ho I , I
PAGI: vii
brought into balance for the good of the student.
Overview
kVe hope this metaphor will serve you as you create
The video provides the poirit-counterpoint of
the structure for deli% (Ting services to your most
leaders of gifted education and school reform as
able learners %vithin the school retorro conk' t.
they present diverse views about strategies and
programs. Approximately '--)f) minutes In length,
this fast-paced program addresses three issues-
SUGGESTIONS FOR USING
]. Dimensions of the problem.
2. Defining how we change.
THE VIDEOTAPE
3. The connection with gifted education
Audiences
1 he video can he stopped after each section for
discussion and comment. Presenters serve as mod-
Policvmakers, parent groups, ed ticators-in-
els for ways to address the issues and solutions in
train ing, all teachers, principals, super\ isorsmd
productive Ways.
school board members who are struggling with
ways to serve gifted and talented students in the
climate of school reform can benefit from this
videotape.
I'\(,I
iii
,4
',1, \
1, I Pt
ANI. Si. 10( .1
(
R11(.10.1
I
CHAPTER 1
Examining the Pieces
and Tensions
gifted and talented youngsters. The report sig-
CHANGES IN GIFTED
naled that problems still abound in educating
EDUCATION
gifted and talented learners. For example,
Most schools have not been committed to
I ike all other areas of education, the field Of
addressing seriously the learning needs of
gifted education has evolved over time as a result
gifted and talented students.
of experience, research, and societal forces. In the
Most gifted and talented programs are mod-
past 2 decades, significant changes have taken
est in scope.
place in gifted education. Understanding this evo-
lution is useful in und?rstanding the juncture at
()illy about $.02 of every $1011 -.pent on K-I 2
education in the United States support spe-
which educators of the gifted and school reformers
cial learning opportunities for gifted and tal-
now find themselves.
ented students.
In 1072, the Mar land Report to Congress on
Many highly able students trom tulturallt
gifted and talented education noted a serious
and linguistically diverse. and
dearth of appropriate educatioral programs for
IOW ,,OCR1CW-
mm( groups are not identified and served
learners of high ability. I he \Lifland Report pro-
in programs for gifted learners.
posed that approximaeely 3", to 7.;" of U.S. stu-
Most speciali/ed 'ingrains tot gilled anti tal-
dents should he idem it led as gifted. From 1072 to
1081, the federal government pro\ ided direct sup-
ented learners are a' 0110111C 01111 a few hours
a week.
port to education of gif led learners.
State mandates and tunding for programs for
Students who are talented in the arts are of-
fered few challenging opportunities.
gifted students have increased ewer the past 2 dec-
In most regular e lassrooms. little rs clone to
ades, with funding rising over .4ti ".. in the last half
modify curriculum and instruction for gifted
of the 1080s alone. Currently all hilt six states and
students.
territories have legislation that either mandates or
encourages !Tee-jail/eel services for gifted stu-
Most academically gifted students have mas-
tered up to ha h of the required curriculum in
dents. In more recent years, hosever, state funding
elementary school before it
is formally of-
for educatieto of gilled learners has been reduced.
In 1088, the lacob K. lay its Gifted and talented
fered to them.
Appropriate learning opportunities for
EdliCatIOI1 .Act reestablished a federal role in edu-
gifted learners in middle schools are scat-
cation of gifted learners by pros 'ding funding for
tered and uncoordinated. Nlanv have been
research and innovative practice in the education
el 'mooted altogether.
of gifted learners, with special focus on high ability
1 figh school curricula and schedules typi-
learners in culturally and linguistically diverse and
low socioeconomic groups.
cally tall short of challenging gifted secon-
dary students.
In 1093, \A tonal I it'ilcuces A Lit' for l
rt'ct'Ie1'llly
Compared to their ability, talented students
was released by the U.S 011ice of
AttitTini,
tare poorly on national and international
Education, indicating that policies alone have not
been adequate to address the learning needs of
tests, indicating that talented high school stu-
I, \I, II \`11\,/ PAGE I
'0.11\r...1111