2017 Javits Grant Awardees

The scaling-up of Project CRITICAL is implemented by Syracuse University with the aim of developing schools’ capacities to identify and meet the academic needs of gifted students. The project serves regular education and English Language students through curriculum restructuring informed by gifted theories, providing professional development opportunities as well as internet applications for teachers, and identifying gifted learners using Renzulli’s Scales. Award #S206A170008

Project BEAM is created by Hye Jin Park, Ed.D., and Kiriko Takahashi, Ph.D., at the University of Hawaii to scale up and evaluate the BEAM Model to expand the number of underrepresented students who achieve at academically high levels through participating in gifted programs. The BEAM Model is a culturally responsive algebra intervention designed to serve Native American, Hispanic, Native Hawaiian, and Pacific Island seventh and eight grade students. Award #S206A170014

The Scaling-up and Expanding Excellence for Underrepresented Students (SEE US!) Project is designed by Milwaukee Public Schools to increase the number and performance of high-ability economically disadvantaged students identified as and receiving gifted programing. The SEE US! project develops collaborations between school and district personnel, students, and student families in order to best support students through implementation of the principles of the federally-funded U-STARS~PLUS (USP) and Expanding Excellence projects. Award# S206A170011

Project Bridge, developed by St. John’s University, aims to increase English and mathematical proficiency in students in grades K-2. In order to meet these goals, the project will implement an after-school, evidence-based mathematics program based on the Mentoring Young Mathematicians Project (M2) for three years. In addition, the project will include increasing the number of gifted students identified by the New York City Department of Education, expanding teachers’ use of Language Scaffolding Strategies for gifted learners, and provide professional development for teachers on instructional strategies that enhance academic proficiency for gifted learners. Award#S206A170028

Florida Atlantic University Academies of Innovation and Research (FAU-AIR) Program, created by Florida Atlantic University and Florida Atlantic University College of Education, aims to create a pathway for gifted students from all backgrounds to earn a bachelor’s degree without financial burden or college transitions. This project will serve 1,700 students in grades 7-12 through intrusive advising, near peer mentoring, targeted middle school, and teacher education on social-emotional learning and culturally responsive teaching. Award # S206A170005

The purpose of the Maryland Gateway to Gifted and Talented (GT) Education Project is to develop an online platform for resources regarding gifted students including identification and service delivery models, professional development modules, and instructional strategies. These resources will be available to students, families, educators, community members, and researchers. Award#S206A170010

The Thinking Like Mathematicians project, developed by E. Jean Gubbins, Ph.D., at the University of Connecticut, focuses on presenting a high quality mathematics curriculum that includes principles of differentiation for grade 3 general education classrooms. The project will generate data on the effectiveness of enhancing student learning through using a challenging, pre-differentiated curriculum developed using the frameworks of 21st Century Skills and Common Core Standards. Award#S206A170023

The Gifted and Talented (GT) Visual Arts and Leadership Program, created by the San Antonio Independent School District, targets the identification and provision of service delivery for students who are potentially advanced in Visual Arts and Leadership. These aims include increasing academic performance and Visual Arts and Leadership skills for students from underserved populations as well as developing and implementing Visual Arts and Leadership Programs for Gifted learners.  Award #S206A170013

Project Lift, designed by Catherine Little, Ph.D., of the University of Connecticut, aims to improve teacher understanding and practice of facilitating academic achievement among high potential students from underserved populations. The University of Connecticut is partnering with the Connecticut Association for the Gifted in order to serve 3,200-4,000 students. Targeting teacher perceptions of students demonstration of high-potential behaviors and related instructional practices, Project LIFT assists teachers in evaluating instructional focus linked to certain standards. Award # S206A170030

The California Lutheran University (CLU) Project for the Advancement of Gifted and Exceptional Students, designed by Melissa Spence, Ed.D., aims to increase post-secondary preparedness for gifted students at the Los Angeles Unified School District’s (LAUSD) Academy of Integrated Arts and Technology (The Academy), encompassing twice-exceptional students with autism spectrum disorders, by enhancing the identification and development of skills for gifted students. Overall, the project will increase the number of students identified as gifted (including unrepresented students and students who are twice-exceptional), enhance the capacity of teachers at The Academy to use solid instructional strategies for these students, and promote college readiness for these students. Award # S206A170042

Project Reach EACH Through Literacy, led by Sandra Kaplan, Ed.D., of The University of Southern California, aims to implement a companion curriculum to the State adopted English Language Arts curriculum and chosen district texts in order to increase achievement scores in literacy for all students in a heterogeneous classroom. In partnering with the California Department of Education, the University of Southern California aims to promote awareness of and quick resolution to any issues that arise in meeting the project goal of enhancing literacy comprehension across the continuum of diverse learners. Award# S206A170031

The purpose of the Culturally Responsive Talent Identification and Career Exploration (TICE) Project, created by the University of Iowa Belin-Blank International Center for Gifted Education and Talent Development, is to expand the participation of underrepresented students in gifted programming. Through the project, 400 middle school students from 40 school districts in Iowa will be identified and served through a newly developed talent development model and a career intervention program.  Award# S206A170017

The Greenville County Schools (GCS) Placement Program, developed by the School District of Greenville County, is designed to implement, improve, and assess a plan to increase the number of students identified for and served by the district’s gifted program. The plan includes pre-identification of gifted students in grades K-1, expanding measurable academic achievement, and the inclusion of a summer program to involve more students and parents. Award # S206A170029