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The major emphasis of the program is on serving students traditionally underrepresented in gifted and talented programs (particularly economically disadvantaged, limited English proficient (LEP), and disabled students) to help reduce the serious gap in achievement among certain groups of students at the highest levels of achievement. The purpose of this program is to carry out a coordinated program of evidence-based research, demonstration projects, innovative strategies, and similar activities designed to build and enhance the ability of elementary schools and secondary schools nationwide to identify gifted and talented students and meet their special educational needs. Javits Program Staff Office Hours Program Description The Department has issued COVID-19 related guidance for grants administration and continuity of learning which is available under the Resources sectionįY 2022 Javits Competition – Call for Peer Reviewers Technical Assistance (TA) Pre-Application Meeting for Prospective Applicants Presentation The Extension of the Application Deadline Date of Apcan be found here in the Federal Register.ĭeadline for Notice of Intent to Apply: March 8, 2022
GIFTED EDUCATION HOW TO
The full NIA can be found in the Federal Register.įor more information about how to apply for a Javits discretionary grant, visit the Applicant Information page.įY 2022 Javits Competition – Deadline for submitting application: April 11, 2022 Javits Gifted and Talented Students (Javits) Education Program discretionary grant competition, CFDA # 84.206A. Department of Education published a Notice Inviting Applications (NIA) in the Federal Register on February 16, 2022, for fiscal year (FY) 2022 Jacob K. Read more about why teacher gifted training is important for all teachers.The U.S. Providing basic training for all teachers on recognizing and serving advanced students helps identify and more appropriately educate those students in the regular classroom. Teachers who know how gifted students learn and are well trained in gifted education strategies are critical to high-level gifted programs however, most gifted students spend their school days in the regular classroom. Read more about pull-out and specialized programs. Programming options for gifted and talented students occur in a variety of ways, and research demonstrates the effectiveness of pull-out programs, specialized classes, and other special programs and schools and the curriculum these services use in raising student achievement. Pull-Out and Other Specialized Programs.Read about including diverse populations in the identification process. Read more about best practices in identification. In addition to using assessments appropriate to the services provided, different strategies may be needed to ensure students with high potential are identified. Identification is a critical component of effective gifted education programming. Grouping gifted children together allows for more appropriate, rapid, and advanced instruction, which matches the rapidly developing skills and capabilities of gifted students. The practice of grouping, or placing students with similar abilities and/or performance together for instruction, has been shown to positively impact student learning gains. “Compacting” what students already know allows time for acceleration or enrichment beyond the basic curriculum for students who would otherwise be simply practicing what they already know. This important instructional strategy condenses, modifies, or streamlines the regular curriculum to reduce repetition of previously mastered material. The practice of educational acceleration has long been used to match high-level students’ general abilities and specific talents with optimal learning opportunities. Įducational acceleration is one of the cornerstones of exemplary gifted education practices, with more research supporting this intervention than any other in the literature on gifted individuals. Read more about why gifted education programs are needed. Gifted and talented students and those with high abilities need gifted education programs that will challenge them in regular classroom settings and enrichment and accelerated programs to enable them to make continuous progress in school. Gifted education works! Please click on a link below for more information on the research-based evidence supporting the distinctive method or methods listed below. Of special interest are the documented benefits that occur for all children when gifted education strategies and programs are extended to other students, as well. Separate studies conducted during the last few decades have demonstrated both the need for and the benefits of gifted education programs.