Book Talk: Removing the Mask: Giftedness in Poverty

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Book TalkRemoving the MaskGiftedness in
Poverty

• Project PROMISE
• Virginia Department of Education

Designed by Tiffany M. Hall
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Welcome
Welcome to the Project PROMISE Removing the Mask
Giftedness in Poverty book talk CD. By now you
have received a copy of Removing the Mask
Giftedness in Poverty by Paul D. Slocumb and Ruby
K. Payne. This CD features questions to guide
your reading. The questions contained on this CD
will prepare you to participate in the next book
talk.
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Helpful Hints

• Here are some helpful hints to prepare for the
  book talk
• Start reading now if you havent already.
• Pace your reading.
• Jot down any questions or ideas you might have
  about each chapter.
• Use this icon to e-mail any questions you
  would like answered or ideas that you would like
  to share.
• Respond to all of the questions/statements on
  this CD.

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can print this page and keep it as a quick
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Tasks
Click on the task bar below for the chapter you
are working on or to explore resources included
on this CD.
Chapter One
Chapter Two
Chapter Three
Chapter Four
Chapter Five
Chapter Six
Chapter Seven
Chapter Eight
Chapter Nine
Chapter Ten
Chapter Eleven
Resources
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Chapter OneThe Paradigm
What would constitute equity in gifted
programs? Should student products be rated
equally or equitably? Why?
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Chapter TwoEnvironmental Opportunities
What are the consequences of the typical
performance and standardized tests dominant
identification systems? Why are these factors
blocks to the recognition of giftedness in
children of poverty? How might that be corrected?
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Chapter ThreeWeighing the Opportunities
Thinking about one of your students, use the
Environmental Opportunities Profile (EOP) and see
how much of it you can complete based on the
information you have gleaned during the course of
the year. If given the choice, would you use the
EOP when considering a student for gifted
education services? Why?
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Chapter FourStudent Production
When assigning tasks, how can you as a teacher
level the playing field for all students? How
could a school division incorporate portfolios in
its identification process?
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Chapter FiveInformant Data
How would you encourage a teacher to use the
Payne/Slocumb rating scale on the children of
poverty in his/her classes?
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Chapter SixCognitive/Language Skills
Do you agree with the following statement that
appears on page 152? Disregarding standardized
testing measures, the student from poverty and
the non-poverty student have the same number of
points. This brings equity to an identification
process that historically has treated students
equally but not equitably. Explain the reason
standardized tests are not reliable in the
assessment of economically disadvantaged
students. Should standardized test scores be a
part of the identification process at all? If
so, how should the scores be used?
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Chapter SevenDesigning for Equity
Chapter Seven offers many suggestions for
accommodations to the gifted program for children
of poverty. What are the implications of the use
of such accommodations? What are some ways that
you can act as a bridge for your students? Using
the lists on pages 174-175, rate how many of the
strategies are included in your curriculum and
instruction. What one new strategy could you add
to your repertoire between now and June?
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Chapter EightCurriculum for the Gifted from
Poverty
Using the list on pages 184-185, rate the
abstractness and complexity of your content. How
could you bump your curriculum and instruction up
one notch between now and June?
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Chapter NineNurturing and Keeping the Gifts
How should teachers of the gifted assess the gaps
that may be present in the learning of children
of poverty? How can schools address impoverished
students need for a sense of belonging? Discipli
ning children of poverty is a source of
consequences for both students and teachers.
Using the information on pages 228-229, which
techniques are you using? Which one or two do
you think you can incorporate into your classroom
management strategies between now and June? What
restructured discipline procedures might you
consider implementing this year?
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Chapter TenThe Systemic Change
What are three significant system problems you
recognize in your division that negatively affect
children of poverty? Are those three problems
related? Develop a strategy to remediate each of
those three problems and determine who the first
contact person is in recognizing and solving the
problem. Develop a strategy for bringing the
concern to the first contact person. Overall, if
you could suggest that your school change one
practice in the assessment of these children,
what change would you suggest? How would you
defend it?
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Chapter ElevenConclusionOpportunity Knocks
How has reading this book affected your view of
children of poverty? What are some things you
might do differently next school year? If you
could share one successful strategy that youve
already used with children of poverty, what would
it be?
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Resources
Click on the links below to access more
information about educating children of poverty.
To view these resources, Internet access is
required. Once online, click the back button to
return to this page.

• National Center for Children in Poverty
• Children and Poverty How Teachers Overcome
  Barriers
• The Effects of Poverty on Teaching and Learning
• U.S. Department of Education Academic Challenge
  for
• Children of Poverty Report
• Rigor Support Success
• QA with Ruby Payne

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