As Special Programs Coordinator for Boerne ISD, Marcy helped develop and implement their Two-Way Dual Language Program.
During her career, Marcy taught elementary and middle school students, as well as coordinated Gifted and Special Programs in several districts. Marcy Voss is an Educational Consultant who has recently retired after 36 years in public education.
Read 7 Steps to a Language Rich Classroom by John Seidlitz and Bill Perryman. Purchase Marcy’s Academic Language Cards and her TALK Cards (Thinking with Academic Language and Knowledge) which incorporate sheltered instruction (sentence stems) with Depth and Complexity. Try this tomorrow: In a lesson, provide a graphic organizer like a chart or graph (sheltered instruction) but ask students to look for patterns in the data (depth and complexity). Incorporating Depth and Complexity with sheltered education strategies can address the learning and language needs of our gifted multilingual students. But actually the model can be used in any classroom to give students an opportunity to develop and display their thinking abilities.” “Many gifted programs use this model of thinking as a way to address the advanced learning needs of their gifted students. Marcy recommends using the training model called Depth and Complexity, a framework of thinking to help students build a deeper understanding of the content. Once language supports are in place, it is crucial to encourage students to extend their thinking and engage more deeply and rigorously with the content. CHALLENGE: Give students the opportunity to think critically and in a complex way. But in and of itself, it doesn't exactly address thinking.” 3. “Sheltered instruction is a way that we support the language learning needs of our multilingual students. However, these strategies alone are not sufficient for providing the challenge our gifted and talented ELs need. Strategies like the use of graphic organizers or pre-teaching academic vocabulary should always be available for ELs and all students. Marcy notes that all students, but particularly ELs, benefit from the use of sheltered instruction, or integrating language instruction with content instruction. Regardless of students’ gifted and talented status, any student learning in a new language will need certain supports to be successful. SUPPORT: Use differentiation and scaffolds to accommodate language differences. Marcy shared a cohesive list of “what to look for” in the episode, which we’ve outlined in the graphic below:Ģ. These may look different from native English speakers, which is one reason educators may not recognize them. The first step in this process is making sure educators know what the key identifiers of gifted and talented multilingual learners are. IDENTIFY: Recognize the key characteristics of gifted and talented ELs. #BEST UTAH GIFTED AND TALENTED PROGRAMS HOW TO#
We had a conversation with Marcy Voss, Educational Consultant and ELL Coach with 36 years of experience in public education, to discuss what teachers need to know to better identify gifted and talented ELs and how to create learning environments that both support and challenge these and all students. We know many multilingual students qualify, so to a large extent, the issue is rooted in poor identification, deficit-based thinking, and other barriers that stand in their way. English learners (ELs) are largely underrepresented in gifted and talented programs.
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