TIGER is supporting two bills that have been introduced to the Tennessee Legislature:
SB 0620 / HB 0099
(introduced by Senator Woodson and Representatives Winningham and Brooks)
This bill would allow Tennessee high schools to enter into cooperative arrangements with colleges to develop programs targeted at two groups of students: 1) at-risk students who may drop out of school, and 2) students who would benefit from accelerated academic instruction.
Specifically, the bill states that “Cooperative innovative high school programs that offer accelerated learning programs shall:
(1) Provide a flexible, customized program of instruction for students who would benefit from accelerated, higher level coursework or early graduation from high school;
(2) Enable students to obtain a high school diploma in less than four years, to begin or complete an associate degree program, to master a certificate or vocational program, or to earn up to two years of college credit; and
(3) Offer a college preparatory academic core and in-depth studies in a career or technical field that will lead to advanced programs or employment opportunities in engineering, health sciences, or teaching.”
SB 2008 / HB 1872
(introduced by Senator Southerland and Representative Hawk)
This bill authorizes the creation of a "cyber schools," where most/all instruction would be completed online. This type of virtual school can be particularly useful for high achieving and gifted students in small school districts. Small districts frequently lack both the number of students and resources to offer a wide range of honors, AP, and other challenging courses. A well developed cyber or virtual school would allow these students to tap into challenging courses their districts are unable to offer.
Monday, March 5, 2007
Thursday, March 1, 2007
New State Gifted Rules
For the last two years or so, the Tennessee Department of Education has had a Task Force working on new eligibility and evaluation rules for gifted education. A draft set of rules was submitted to the State Board of Education for approval last August, but passage has been delayed by concerns raised by the Tennessee Association of Administrators of Special Education (TAASE).
On March 1, the Department of Education hosted a meeting attended by members of TAASE, the Tennessee Association for the Gifted (TAG), and TIGER, as well as a State Board member, State Board staff, and Department staff to try and resolve outstanding issues. Considerable progress was made, with TAASE, TAG, and TIGER coming to a shared agreement on language in two key areas:
-1- Modifying/amending the definition of “Adverse Affects” so that it makes sense for gifted students. For all areas of Special Education, services are only provided when there is evidence of an adverse affect, and the current rule has been used by some districts to deny services to gifted students who are making no progress in school so long as they are getting “A’s” and “B’s.” The proposed language would read: “For intellectually gifted students, “Adverse Affect” means the general curriculum alone is inadequate to appropriately meet the student’s educational needs.”
-2- Adding language to require that at least one school staff member attending an evaluation meeting (whether the regular classroom teacher, school psychologist, or special education teacher) have training in the characteristics of gifted children.
It is anticipated that these and the rest of the rules revisions will be back before the Tennessee State Board of Education at its next meeting, scheduled for April 20.
On March 1, the Department of Education hosted a meeting attended by members of TAASE, the Tennessee Association for the Gifted (TAG), and TIGER, as well as a State Board member, State Board staff, and Department staff to try and resolve outstanding issues. Considerable progress was made, with TAASE, TAG, and TIGER coming to a shared agreement on language in two key areas:
-1- Modifying/amending the definition of “Adverse Affects” so that it makes sense for gifted students. For all areas of Special Education, services are only provided when there is evidence of an adverse affect, and the current rule has been used by some districts to deny services to gifted students who are making no progress in school so long as they are getting “A’s” and “B’s.” The proposed language would read: “For intellectually gifted students, “Adverse Affect” means the general curriculum alone is inadequate to appropriately meet the student’s educational needs.”
-2- Adding language to require that at least one school staff member attending an evaluation meeting (whether the regular classroom teacher, school psychologist, or special education teacher) have training in the characteristics of gifted children.
It is anticipated that these and the rest of the rules revisions will be back before the Tennessee State Board of Education at its next meeting, scheduled for April 20.
Tuesday, November 21, 2006
Is Gifted Education Endangered Again?
Many people across the state have heard rumors that opponents of gifted education are once again mounting an effort to eliminate its legal status. At the moment, this appears to be talk rather than action. Thus, supporters of gifted education do not need to mobilize right now. TIGER and other advocates of gifted education, however, will be monitoring the situation very closely. If gifted education opponents move from talk to action, TIGER will respond aggressively to mobilize parents, teachers, and other supporters to defend the educational programs that gifted students depend on.
The reason for the rumors: In 2004, the federal government adopted new special education legislation, and the Tennessee Department of Education has put together a Task Force to revise state special education rules to conform to the new federal law. This Task Force has a number of members who supported the effort to eliminate gifted education several years ago. The Task Force recently held its first meeting, at which several members apparently raised the issue of eliminating current gifted education law. Hence, the discussion and rumors about what is going on.
We have had discussions with staff at the State Board of Education and private education attorneys, and have been told the same thing by all. The status of gifted education is currently in Tennessee law, and this cannot be amended or eliminated by Department of Education rules. The only way opponents of gifted education can change the status of gifted education is to go back to the General Assembly and seek a change in law (what they tried several years ago). The Task Force on special education rules does not have the authority to change the legal status of gifted education, and, moreover, we have been assured it would be unprecedented for such a group to even recommend changes in law.
Again, given the views expressed by several members of this Task Force, TIGER will be closely monitoring and reporting on their work throughout the tenure of the group. If gifted education is attacked, we will respond and respond aggressively. At this time, however, no action is needed.
The reason for the rumors: In 2004, the federal government adopted new special education legislation, and the Tennessee Department of Education has put together a Task Force to revise state special education rules to conform to the new federal law. This Task Force has a number of members who supported the effort to eliminate gifted education several years ago. The Task Force recently held its first meeting, at which several members apparently raised the issue of eliminating current gifted education law. Hence, the discussion and rumors about what is going on.
We have had discussions with staff at the State Board of Education and private education attorneys, and have been told the same thing by all. The status of gifted education is currently in Tennessee law, and this cannot be amended or eliminated by Department of Education rules. The only way opponents of gifted education can change the status of gifted education is to go back to the General Assembly and seek a change in law (what they tried several years ago). The Task Force on special education rules does not have the authority to change the legal status of gifted education, and, moreover, we have been assured it would be unprecedented for such a group to even recommend changes in law.
Again, given the views expressed by several members of this Task Force, TIGER will be closely monitoring and reporting on their work throughout the tenure of the group. If gifted education is attacked, we will respond and respond aggressively. At this time, however, no action is needed.
Sunday, November 19, 2006
Michael Swanson recipient of 2006 Senator Person Advocacy Award
Memphis, TN, September 20, 2006: At the TAG conference held in Memphis September 7 and 8, Tennessee Initiative for Gifted Education Reform (TIGER) presented its annual Senator Curtis Person Advocacy Award to Michael Swanson, founder of Swanson Consulting (http://www.swansonconsulting.net/). “Mr. Swanson has consistently demonstrated his commitment to help ensure that high-ability students in Tennessee receive an appropriate education,” said Sally Endler, current TIGER President. “Mr. Swanson, with David Carleton, began TIGER in 2001 to protect gifted education in Tennessee and works tirelessly on behalf of our children.”
The award was created in honor of Curtis S. Person, Jr., for his child advocacy and legislative leadership supporting the vision that all Tennessee children should receive an education appropriate to their needs. Person is the Judge of the Juvenile Court of Memphis and Shelby County and served in the Tennessee Senate for over 40 years. He was the Senate sponsor of the 1972 Weldon Act, which gave Tennessee gifted students their right to a free and appropriate education. The Weldon Act predated, and served as a model for, federal special education law. Senator Person is a devoted supporter of disability and gifted education, and recently sponsored legislation creating a state-level study committee on gifted education.
TIGER and TAG work together advancing and protecting public policy at the state or local level, help create and enhance advanced academic programs, create and work to expand teacher training as well as parent information programs and work to remove barriers and increase access to appropriate learning environments.
The award was created in honor of Curtis S. Person, Jr., for his child advocacy and legislative leadership supporting the vision that all Tennessee children should receive an education appropriate to their needs. Person is the Judge of the Juvenile Court of Memphis and Shelby County and served in the Tennessee Senate for over 40 years. He was the Senate sponsor of the 1972 Weldon Act, which gave Tennessee gifted students their right to a free and appropriate education. The Weldon Act predated, and served as a model for, federal special education law. Senator Person is a devoted supporter of disability and gifted education, and recently sponsored legislation creating a state-level study committee on gifted education.
TIGER and TAG work together advancing and protecting public policy at the state or local level, help create and enhance advanced academic programs, create and work to expand teacher training as well as parent information programs and work to remove barriers and increase access to appropriate learning environments.
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