Jennifer Ritchotte - Start Seeing and Serving Underserved Gifted Students: 50 Strategies for Equity and Excellence

Praise for START SEEING & SERVING UNDERSERVED GIFTED STUDENTS

Enormous kudos to the authors! Many have written on the need to see and serve underserved and underresourced gifted students, including English language learners, culturally and linguistically diverse students, economically disadvantaged students, and twice-exceptional students. But this book is unique; it is practical and strategic in that it extends to the how to see and serve these students by providing a plethora of classroom-friendly steps and activities any teacher can take to create an environment of equity and excellence for all students in their classes. The abundant strategies, vignettes, checklists, and surveys help teachers home in on all students diverse learning needs. This book essentially operationalizes NAGCs tenets of See Me , Know Me , Teach Me , and Challenge Me , which very successfully represent the framework of the book itself. Founded in research, teaching pedagogy, and practical experiences, this resource should be in every teachers classroom. Start Seeing and Serving Underserved Gifted Students poignantly guides us to reflect on our own personal biases and inherent views of others and move toward newfound respect and relationship-building.

Dina Brulles, Ph.D., director of gifted education, Paradise Valley Unified School District, and School District Representative, National Association for Gifted Children (NAGC) Board of Directors

Start Seeing and Serving Underserved Gifted Students is an easy-to-read, easy-to-use, practical, and much-needed resource for educators. The authors not only demonstrate research- and evidence-based best practices in the field of gifted education, but also give real-world examples from educators who have identified and met the needs of underserved and underrepresented gifted students in their classrooms and schools by using the toolkit strategies. This book is a valuable tool that is greatly needed to identify, understand, and meet the needs of underserved gifted students whose potential, creativity, curiosity, and gifts must be nurtured and developed.

Lois Baldwin, Ed.D., 2e educational consultant and president and cofounder of the Association for the Education of Gifted Underachieving Students (AEGUS)

From start to finish, this creatively formatted, multilayered book feels newunclichd, generative, and crackling with energy and optimism about caring adults responding to complex needs of diverse students. It is full of practical, personalized strategies, including for engaging families and community, flexibly grouping students according to interests and needs, and attending to social and emotional development. Concepts do not feel borrowed because they are explained through real-world experiences of creative educators, and strategies are often unique to the book. Particularly important is the continual emphasis on teacher and student self-reflection, on incorporating the arts, and on the importance of language development. Fundamentally, the perspective of this book is developmental, with a focus on growth for everyone involved.

Jean Sunde Peterson, Ph.D., professor emerita, Purdue University, and author of Counseling Gifted Students and Get Gifted Students Talking

Copyright 2020 by Jennifer A. Ritchotte, Ph.D., Chin-Wen Lee, Ph.D., and Amy K. Graefe, Ph.D.

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Library of Congress Cataloging-in-Publication Data

Names: Ritchotte, Jennifer A., author. | Lee, Chin-Wen, author. | Graefe, Amy K., author.

Title: Start seeing and serving underserved gifted students : 50 strategies for equity and excellence / Jennifer A. Ritchotte, , Chin-Wen Lee, Amy K. Graefe.

Description: Minneapolis, MN : Free Spirit Publishing, [2019] | Includes bibliographical references and index. | Summary: This guide promotes equity in education by providing teachers with flexible tools to see, understand, challenge, and advocate for underserved gifted students. It outlines ways to nurture the academic and affective growth of gifted students from traditionally underserved populations. Includes digital content to aid with professional development-- Provided by publisher.

Identifiers: LCCN 2019013441 (print) | LCCN 2019980431 (ebook) | ISBN 9781631983283 (paperback) | ISBN 1631983288 (paperback) | ISBN 9781631983290 (pdf) | ISBN 9781631983306 (epub)

Subjects: LCSH: Gifted children--Education. | Gifted children--Identification. | Children with social disabilities--Education. | Educational equalization.

Classification: LCC LC3993.25 .R57 2019 (print) | LCC LC3993.25 (ebook) | DDC 371.95--dc23

LC record available at https://lccn.loc.gov/2019013441

LC ebook record available at https://lccn.loc.gov/2019980431

Free Spirit Publishing does not have control over or assume responsibility for author or third-party websites and their content. At the time of this books publication, all facts and figures cited within are the most current available. All telephone numbers, addresses, and website URLs are accurate and active; all publications, organizations, websites, and other resources exist as described in this book; and all have been verified as of July 2019. If you find an error or believe that a resource listed here is not as described, please contact Free Spirit Publishing. Parents, teachers, and other adults: We strongly urge you to monitor childrens use of the internet.

Permission is granted to reproduce the pages included in the list of reproducible pages or in the digital content that goes with this book for individual, classroom, and small group use only. Other photocopying or reproduction of these materials is strictly forbidden. For licensing and permissions information, contact the publisher.

Edited by Christine Zuchora-Walske

Cover design by Shannon Pourciau; interior design and production by Emily Dyer

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Dedication

To all our former, current, and future students of all ages who inspired us to write this book. And to our friends, families, and loved ones who provided endless encouragement and support throughout this incredible journey. Also, to the educators working with and advocating for gifted learners, particularly underserved gifted learners, thank you for all you do.

Acknowledgments

We are forever grateful to our graduate students and colleagues who enriched the pages of this book with examples of their dedication to seeing and supporting underserved gifted learners: Lois Baldwin, Brent Braun, Steve Burch, Lisa Charles, Jodi Church, Dimitra Collier, Heidi James Craycroft, Jennifer Dickey, Thelma Bear Edgerton, Alicia Estis, Mandy Festi, Bertie Fiz, Therese Gilbert, Jessica Huggins, Karen Kendig, Margie Lacy, Jessica Likes, Paula McGuire, Christina Mudd, Rebecca McKinney, Jacquelin Medina, Amber Morman-Burke, Jaimarie Nelson, Daphne Pereles, Allison Rothwell, Jenna Rude, Erin Sciscione, Kelly Ann Stiles, Lisa Turk, Cassie Weber, and Lindsey Young.