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Thoughts on access, differentiation, and implementation of a multicultural curriculum

Derek Cavilla Public Charter School, Florida, USA

Abstract Identification of gifted students from diverse and underserved communities is tradi- tionally low; however, there are ways to expand identification methods in order to make access to gifted education programs more equitable. Creation and implementation of multi-faceted and multi-dimensional assessments as well as tiered access into gifted edu- cation programs would allow students from underserved and diverse populations to apply their problem-solving abilities and propensity for creative thinking to their learning. This approach would allow these students the time needed to enhance and refine their academic vocabulary as well as gain greater exposure to environmental activities that they are lacking at home. However, improved identification and placement into gifted education programs represents only half of the issue. Once identified, gifted students from diverse backgrounds require differentiation of curriculum and infusion of their culture in order to fully meet their needs and enhance their path through education. This article provides insight and reflection into the approach used by a teacher of diverse gifted students in an underserved elementary school in Orlando, Florida.

Keywords Advocacy, empathy, equity, gifted education, multicultural curriculum, teaching strate- gies, underserved populations

Despite best practices and intentions to identify gifted students from culturally and

linguistically diverse backgrounds, these students continue to be underrepresented in

Corresponding author:

Derek Cavilla, Public Charter School, 614 E. Livingston St, Orlando, FL 32803, USA.

Email: cavilla101@mac.com

Gifted Education International 2014, Vol. 30(3) 281–287

ª The Author(s) 2013 Reprints and permission:

sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/0261429413486576

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gifted education programs. This is often a consequence of misperceptions regarding a

student’s race or ability, lack of parent awareness of gifted education programs, the need

for enhanced teacher training with regard to meeting the needs of minority gifted

students, and issues related to assessment and the tools used to identify potentially gifted

students (Michael-Chadwell, 2010). There are many possible approaches to help solve

this dilemma. First, it is my assertion that assessments for screening and inclusion into

gifted programs should be made multi-faceted and multi-dimensional. This would allow

students with limited vocabulary, experience with academic language, or lack of

exposure to the environment of the dominant culture to express their intelligence and

abilities in multiple ways, such as through problem-solving activities, oral communica-

tion, artistic expression, or mathematical interpretation. In addition, modified assess-

ments that are representative of a student’s cultural notion of what ‘‘giftedness’’

represents could be integrated, perhaps using a tiered assessment approach that allows

temporary access into the gifted program that is then re-evaluated once progress toward

proficiency in English or academic language is achieved.

This is not unreasonable. Studies have shown that academically and intellectually

gifted students from disadvantaged backgrounds are often able to synthesize and use

problem-solving skills learned from the navigation of difficult social and environmen-

tal situations to complete academic tasks set by the school system with high levels of

proficiency (Wallace and Eriksson, 2006). I have encountered many students in my

career who I feel are truly gifted because of their depth of intellectual thought across

the curriculum as well as their ability to show advanced levels of understanding. Yet,

despite their ability, they are unable to gain access to the official gifted program

because their lack of worldly experience and their limited environmental stimuli pre-

vent them from having the background knowledge needed to pass the screening test.

Therefore, in order to be truly equitable, my belief is that all students—not just ones

from linguistically or culturally diverse backgrounds—should be tested based on

their universal abilities to think critically, solve problems creatively, learn new mate-

rial quickly, display leadership qualities, and use reasoning skills to solve the problems

and unique situations that are presented to them within the context of their own

environment.

However, access and assessment are not the only issues. Identification and placement

of underrepresented minorities in gifted and talented programming does not automati-

cally create equitable access, participation, or achievement for diverse students (Lovett,

2011). Therefore, once students are identified, how can teachers of the underserved

gifted best meet their needs while preventing them from either resenting or regressing

because of their identification? I believe that the answer rests within the teacher. By

understanding the personal motivators as well as the struggles faced by the cultural and

socioeconomically diverse students in today’s classrooms, teachers can be both better

prepared and inspired to design projects and learning goals that are supportive of their

pupils’ different needs. Ultimately, in order to assist with closing the achievement gap

between the performance and future promise of advantaged versus disadvantaged gifted

students, efforts surrounding the cultivation and implementation of curricula in under-

served schools must focus on concern, compassion, courage, commitment, collaboration,

and the desire for change (Ford, 2011).

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In the United States, there are many laws and rules about the education of gifted

students; however, many of the stipulations are mandated yet underfunded. Therefore,

it is often up to the individual school to determine how it will best serve its gifted

population. Owing to this lack of funding, many schools opt for the ‘‘mainstreaming’’

method, which requires regular classroom teachers to educate gifted students and

provide them with the extra support they need within the regular education setting. This

can be a challenge for two reasons. First, the teacher may not be familiar with the specific

needs of the gifted population because many undergraduate teacher preparation

programs in the United States do not contain pertinent training in the needs of potentially

gifted students; furthermore, an official gifted endorsement is not a requirement to teach

students who are identified as gifted. Second, given the current nature of assessment-

driven curricula in the United States, teachers are often hyperfocused on the needs of

their struggling students because their jobs, as well as the reputation of the school itself,

are often dependent on how well these low-performing students perform and improve on

state-administered assessments. Thankfully, I have been able to overcome these common

obstacles in multiple ways. First and foremost, I am a product of the gifted education

system. Therefore, I am fully aware of the needs of the gifted students I serve and also

have deep empathy for them; consequently, I chose to participate in a Master’s degree

program that placed a heavy emphasis on the intellectual and affective needs of the gifted

student. Last, as a teacher in a small charter school, I am blessed with small class sizes

that allow me to focus equally on my struggling students as well as monitor the continued

growth and performance of my most adept students.

Most of my gifted students are economically poor but intellectually bright, but basic

necessities such as sleep and space to complete assignments are often completely beyond

their control. Therefore, without time allotment or access to resources within the context

of the school day, many of our gifted students’ academic and emotional growth would

stall or begin to revert into periods of underachievement. Of the 149 students served

by my school, 97% are African American, 2% are Hispanic, and 1% are Caucasian, with 94% of students receiving free and subsidized lunch due to poverty. Additionally, fewer than 10 are English language learners and the vast majority of students do not identify

with cultures or heritage outside of the dominant American culture, with a minority iden-

tifying as African, Caribbean, or Puerto Rican. Given this analysis, the needs of the

gifted students served by my school have less to do with culture than with socioeconomic

status—although African American heritage does play a key role in our school’s overall

mission. Therefore, when planning projects and assignments for my gifted students, this

focus is forefront in my mind.

The lack of a truly multi-cultural classroom is believed to affect the achievement of

gifted minority children, affecting students’ sense of belonging and validation as

scholars (Olszewski-Kubilius and Thomson, 2010). Therefore, how can teachers in

diverse and urban areas conquer this dilemma? From the onset of my teaching career,

I decided to teach in multicultural populations. Consequently, from the very beginning

stages of planning my classroom, this thought was paramount. Everything—from the

assembly of a multi-lingual, ethnically diverse classroom library to the display of dec-

orations on my walls that represents accomplishments and inspirations from various

world cultures—was carefully planned and executed to uplift and embolden my students.

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Many of these students are used to being shuffled through the system by schools or

teachers who are plagued with students who require intense intervention or behavioral

support to simply get from one grade to the next. However, the physical and tangible

aspects of the classroom are only half the battle, particularly when gifted students are

enrolled or begin to emerge. Construction and implementation of curricula that is both

motivating and relevant to diverse students from urban backgrounds is also crucial and

requires creativity on the part of the teacher, especially since the basic outline is often

prepared without strong emphasis on either the gifted or underserved student. Although

teachers of the gifted should still ensure that maximum achievement is made in basic

skill acquisition, it is also imperative that lessons and projects are developed that take

the content beyond the prescribed curriculum, expose students to multiple types of

creative thinking, are student selected, develop thinking skills, and promote both self-

awareness and self-understanding (Davis, 2004). Consequently, it is up to the teacher

of the gifted to modify the curriculum by designing activities for underserved gifted

students that recognize and affirm them. Teachers need to recognize students’ strengths

as well as identify, understand, and compensate for any weaknesses due to lack of rich

primary experiences or lack of access due to economic restraints (Olszewski-Kubilius

and Thomson, 2010). I have found that the best way to accomplish this goal is to simply

take the time to know and understand each student as an individual. It is amazing how

much you can learn about the interests, strengths, weaknesses, and desires of a student by

simply sitting and talking with him or her at lunch or conversing with them during recess.

By taking this approach to better understand each of my student’s goals and desires

individually, I have been able to tailor their learning experiences in ways that have been

significantly motivating for them and immensely satisfying for me.

As a school in an underserved environment, where identification of gifted students

is traditionally low, we are blessed to have over 10% of our population officially iden- tified, staffed, and actively supported with gifted education services. While this is a

wonderful statistic to be represented in a disadvantaged community, we have had to

consider a few factors. First, our students often do not have the financial means to

purchase supplies or technology in order to complete their assignments and indepen-

dent study projects at home. Therefore, we have had to find sponsors to help us provide

materials for students to use in class or at home, as well as provide suitable technology

for student research and investigations. Additionally, because our school is almost

entirely African American, we have infused many projects and curricula that support

and empower our students’ heritage, including support of a school-wide character edu-

cation across the curriculum through infusion of West African Adinkra symbols, which

are icons originally developed in Ghana to express social, cultural, and historical ideas

(Danzy, 2009); access to African Ubuntu drumming classes as an extracurricular

activity; development of projects centered on the cultural, scientific, and technological

contributions of historic African Americans; and integration of African literature in

order to convey universal beliefs and alternative points of view to the standard,

dominant culture curriculum. I approach this in two ways: individual projects based

on the specific needs and desires of my students and projects in which the entire class

can take part, thus allowing the gifted students to take both leadership and supporting

roles throughout the year.

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For example, over the last two years I had the pleasure of teaching an exceptionally

gifted student who had a strong desire to connect with her African heritage. In addition to

attending regular public school, Student A also attended an African culture school every

Saturday. The school was founded by her mother and teaches children of African descent

about their ancestors and heritage through the study of art, music, proverbs, and

literature. A main focus of the African culture school was the Order of Maat, which is

an African law of morality that focuses on the following principles: truth, order, balance,

justice, and reciprocity—heavy subject matter for a fifth grader! Although all of my students are African American, they do not all identify as African—in fact, most identify

more with being American. However, I was intrigued by the concept of Student A being

able to explore her cultural heritage and also felt that the main principles she could

research would be beneficial to her peers as well. In addition, the fact that her customs

and beliefs lent themselves beautifully to the tenets of character education, which is a

main focus of mine as well as the overall mission of my school, was a significant bonus.

Therefore, I decided to heavily infuse Student A’s curriculum with the creation of visual

art projects and consistent use of literature that validated her universal beliefs of inner

strength and sense of moral justice. Over the course of her two-year tenure, Student A

assisted the school and its teachers with the development of units and themes on charac-

ter traits and also assisted other students with developing their own projects and activities

that encouraged positive interaction among peers. Contests and art projects involving

themes of perseverance, respect, and responsibility became commonplace and all

students in the school were excited to take part in programs that aimed at

self-improvement both intellectually and affectively. This process not only empowered

Student A to further explore and validate her cultural heritage, but also allowed her to

serve in a leadership role for her peers who ultimately looked up to her with immense

respect and admiration.

By making the effort to infuse the everyday curricula with culturally rich materials

that are relevant to any given group of students, as well as guiding the instructional

process with feelings of empathy, support, and encouragement, teachers are able to fulfill

not only the role of educator, but also that of cultural translator (Morales, 2010). How-

ever, in underserved populations, ethnicity or cultural background is not the only factor

to consider, as most students are also economically disadvantaged: some identify more

with their low socioeconomic background than they do with their race or ethnicity.

Student B, who was with me for both her fourth and fifth grade years, had high intellec-

tual aptitude as well as emotional maturity and depth well beyond her physical age of 10

years. However, given her family’s financial situation, Student B was consistently living

in and out of homeless shelters and relying on the school food bank for basic nutrition,

and often had to rely on the kindness of others in order to attend school field trips and

acquire supplies to further her educational endeavors. Since Student B had such a high

level of ethical righteousness, she struggled with the fact that she was always on the

receiving end of support from the community and was frustrated that she could not give

back in a way that felt meaningful to her. Throughout our discussions, I explored ideas

with Student B that involved conscientious behavior through service-learning in the

hopes that our entire class could develop a project and execute it, so giving back to the

community in meaningful and sincere ways. Using a problem-solving approach, I tasked

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Student B with researching and presenting the class with local organizations that needed

support. She completed this task independently, ultimately identifying seven local

organizations that were in need of either financial or physical support. After her excellent

digital presentation, the class voted on which organization to support and Student B began

developing a plan for raising the money needed to support the charity, eventually deciding

to create a school store that would sell inexpensive snacks and supplies to raise money for

her cause. In the end, Student B accomplished a dual goal. Not only did she create, stock,

and manage a school store that ultimately raised nearly $200 for her charity, but she also

achieved intense inner satisfaction knowing that she was able to give back to the commu-

nity rather than always be on the receiving end of generosity from others.

While Student B’s project involved participation from the entire class in order to be

successful, the impetus of the project was for her benefit. However, I have found that it is

also possible to develop group projects that can be motivating and intrinsically beneficial

for all participants involved. Last year, the rationale behind the creation and implemen-

tation of a two-week summer gifted academy stemmed from the idea of allowing diverse

gifted students from our community to use their creativity and critical thinking skills to

explore ways to revitalize their historic and underserved Orlando neighborhood. To

many who live in Orlando, the neighborhood in question is an area of urban blight that

is in need of drastic economic overhaul and redevelopment. However, since this commu-

nity is home to these students, the project was intended to give them both a voice in its

redevelopment as well as inspiration to act on their goals to help revitalize their historic

neighborhood. Throughout the 10-day period, students studied the concepts of urban

planning, revitalization, and historic preservation through a combination of guest speak-

ers, field trips, and walking tours. Consequently, the students created their vision of what

they wanted their neighborhood to look like. They created a three-dimensional floor

model of the entire vicinity, deciding along the way what services and resources would

be needed to fulfill their vision. It was amazing to me, and the other teachers involved,

how engrossed the students became. To culminate the project, all students participated in

presenting their vision of a revitalized neighborhood to local elected officials, key

business personnel, and—perhaps most important—family and community members

who were truly absorbed and inspired to see the visions created by members of the next

generation. In fact, the project was so well received that it has been used by the mayor of

Orlando during official city events as a symbol of innovation and need for investment in

the underserved areas of our city—an impact that we never expected when the project

was developed! As shown through the deep cultural interests of Student A, the fervent desire of

Student B to reach beyond the academic curriculum, and the incredible success of the

collective summer gifted academy in creating a vision of the future, the satisfaction of

working with underserved gifted students cannot be understated. Working in an urban

environment is definitely a challenge, but the impact made on the students when all

of their needs and interests are taken into consideration is a powerful motivator. When

I chose to leave my first career and become a teacher, I wanted to make the maximum

difference to my students. However, I was truly unprepared for the amazing breadth of

diversity and varied interests that I would have the pleasure of experiencing with my

students along the way.

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Declaration of Conflicting Interests

The author declares that he has no conflict of interest.

Funding

This research received no specific grant from any funding agency in the public, commercial, or

not-for-profit sectors.

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Today 34(1): 31–34.

Lovett P (2011) Solutions for Jay and other underrepresented gifted minority students. Gifted

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programs from a transformational leadership vantage point. Journal for the Education of the

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mically resilient low-socioeconomic urban students of color. Roeper Review 32(1): 164–175.

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Author biography

Derek Cavilla teaches diverse and underserved students at a public charter school in

Orlando, Florida. Before entering education, he was a highly successful small business

owner for 14 years. He graduated with a Master of Education degree in teacher leader-

ship with a specialization in gifted education from the University of Central Florida in

2013. He is pursuing an EdD in Education, and is committed to studying how to make

the educational system more equitable for all of the students served through public edu-

cation, with a particular focus on gifted students from underserved communities.

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