This is the full text of a letter from the OATAG president and board concerning the proposal "A Call To Action" which is supported by several educational and community organizations. (Click here to read the proposal in PDF format. )


Dear Mr. Burk and Mr. Sager:

This letter concerns the proposal that was created by a coalition of Oregon Education Associations entitled "A Call to Action: Investing in Public Education for a More Vibrant Oregon Economy." This proposal includes a number of suggestions for improving education in Oregon including a provision for mentorship and staff development for new teachers. We represent the statewide advocacy board for gifted education, Oregon Association for Talented and Gifted (OATAG). OATAG has been actively working for improvement of public school programs for gifted children since 1974.

We believe it is urgent that Oregon teachers receive explicit training on providing services to our over 40,000 identified Talented and Gifted (TAG) Students. Oregon state law requires appropriate instruction for identified TAG students. In most school districts, this mandated instruction is included in the classroom responsibilities of nearly every teacher, yet there are no pre-certification programs in Oregon that provide explicit instruction on ways to do this effectively. The result has been that many teachers struggle with this portion of their duties and many TAG families have become frustrated with the lack of appropriate instruction for their children.

Why do talented and gifted students need specialized instruction?

-The National Research Center on the Gifted and Talented (NRC/GT) found that many gifted elementary school students already know between 40 and 50% of the material to be covered in class. Most teachers are not taught how to deal with this common situation.

Is instructional differentiation taking place in classrooms?

-The NRC/GT found that talented and gifted students experience no instructional or curricular differentiation in 84% of the activities in which they participate. Most teachers don't know how to differentiate, replace, supplement or modify curricula to match the needs of their TAG students.

Won't talented and gifted students do well in any academic situation?

-According to a 1991 study, between 18 and 25% of talented and gifted students drop out of high school. Many of these students came from lower socio-economic families that lack the support structures need to develop their talents.

These are just a few issues that illustrate the unique cognitive, social and emotional needs of gifted children. Access to challenging instruction for every child is vital if Oregon is to succeed in preparing students for higher education and prepare students for a workforce built on a knowledge-based economy.

We therefore request that any program that includes professional development and mentoring address the following issues in Talented and
Gifted education:
--the characteristics and learning needs of gifted students
--identification practices
-- gifted students in under-identified populations
-- twice-exceptional gifted students
--exceptionally gifted students
--curriculum selection for high-achieving and gifted students
--differentiating instruction
--assessing the performance of gifted students

OATAG would like to thank Oregon Senate members for taking the time and effort to examine this issue. Oregon's gifted and talented students are an untapped natural resource that holds great economic and social promise. Our OATAG members are ready to work with you to ensure that any training and mentoring provided is of high quality and is useful to teachers.

Sincerely,
Todd Jeffrey
Oregon Association for Talented and Gifted, President