WORKSHOPS/PRESENTATIONS SAMPLE Handouts Achievement Gap/Gulf, Multicultural Education, Black Students, Gifted Under-Representation, Gifted Underachievers, Family Engagement, and more. These sample materials include the Ford-Harris/Bloom-Banks Matrices created with teachers and teacher educators, along with handouts, publications, and other materials. Sample Ford-Harris/Bloom-Banks Matrices Forms (Click Here) Lessons (click here) PDFs (click here) Sample Workshops & Handouts Sample Publications (click here) Multicultural Book List (adults) Multicultural Books (humor Middle School) HOME Blog & videos Ford Bio & Books RESOURCES PROJECTS CONTACT Blog Search Results More

Original and Revised Ford-Harris/ Bloom-Banks Matrix ( trademarked) These unique matrices were created and trademarked by Ford. The original and revised Matrices Combine Bloom's Taxonomy with Banks' Multicultural Infusion Model, resulting in a curricular model that is RIGOROUS and RELEVANT!! Teachers and curriculum developers can now promote both critical thinking and high quality multicultural lesson plans! DOWNLOAD Orig. Matrix Definitions Ford's Colored Bloom-Banks Matrix ARTICLE DOWNLOAD Blank Orig. Matrix DOWNLOAD Revised Blank Matrix DOWNLOAD Revised Matrix Definitions HODGEPODGE Bloom-Banks Matrix Go to Sample Matrices HOME Blog & videos Ford Bio & Books RESOURCES PROJECTS CONTACT Blog Search Results More

RESOURCES & CONSULTING Sample Matrix Lessons, Handouts, & Publications TOPICS: Gifted Education, Multicultural Education, Urban Education, Black Students, Gifted Under-Representation, Gifted Underachievers, Achievement Gap, and more. EMAILS: ford.255@osu.edu or drdonnayford@gmail.com The sample materials include the Ford-Harris/Bloom-Banks Matrices created with teachers and teacher educators, along with workshops and handouts, publications, and other materials that are TRULY culturally responsive and rigorous. BILL OF RIGHTS FOR GIFTED STUDENTS OF COLOR (click here) Sample  Ford-Harris Bloom-Banks Matrices Forms (Click Here) Lessons (click here) Sample Workshops & Handouts PDFs (click here) PUBs (click here) Sample Publications Other Materials HOME Blog & videos Ford Bio & Books RESOURCES PROJECTS CONTACT Blog Search Results More

Donna Y Ford, PhD #EQUITY Join me in making a difference in the lives of Black and Hispanic students!! One pervasive educational issue is the national underrepresentation of Black and Hispanic/Latino students in gifted education. Virtually every school district is grappling with having too few students from these groups identified as gifted. "Recruiting and Retaining Culturally Different Students in Gifted Education" addresses this long-standing national problem through the dual lens of recruitment and retention. The focus is on how to equitably recruit (screen, refer, and/or assess) culturally different students and, just as importantly, to retain them. Recruitment and retention require providing academic, cultural, and social supports to culturally different students and ensuring that educators are willing and able to address issues and barriers. No time is better than now to address and correct the underachievement albatross, and the focus on recruitment and retention holds the greatest promis e! Strategies, Case Studies, & Resources to Eliminate the Under-Representation of Black and Hispanic/Latino Students Students in Gifted Education and Advanced Placement Classes!! 2014 NAACP Image Award Nominee for Literature -- Instruction!! HOME Blog & videos Ford Bio & Books RESOURCES PROJECTS CONTACT Blog Search Results More

Black Males : Promoting a Scholar Identity Dr. Gilman Whiting and I are co-directors and co-founders of the trademarked Scholar Identity Institute (SII) based on Whiting's Scholar Identity Model (SIM) which contains 9 characteristics of a school tailored to Black males. With the SIM and SII, we endeavor to un-brainwash Black males so they are not blinded and deceived by racism and stereotypes about their group. We work and consult with numerous communities, organizations, families, schools, and Black males on our mission to close the achievement gap! Whiting's Scholar Identity ARTICLE (click here) Scholar Identity VIDEO (13 min.) (click here) HOME Blog & videos Ford Bio & Books RESOURCES PROJECTS CONTACT Blog Search Results More

Books on Multicultural and Gifted Education Reversing Underachievement Among Gifted Black Students (2nd ed.) Two thorny issues that continue to exist in education are the underrepresentation of Black students in these classes and the persistent underachievement of Black students even when identified as gifted. In this edition, these two issues are addressed, with updated information on key social, familial, educational, and psychological factors that contribute to underachievement and underrepresentation. Underachievement and underrepresentation are placed squarely within the larger context of the achievement gap and deficit thinking. A central proposition is that we cannot close the achievement gap unless we eliminate deficit thinking and desegregate gifted education and AP classes. Reversing Underachievement is a must-have text that affords readers a comprehensive understanding of how schools, families, and the social, cultural, and psychological matrix all interact to affect both achievement and underachievement. Black Boys are Lit This book of matrices with Black boys as the main character is designed to help gifted and talented education teachers leverage Black boys’ identities to inform and shape how they plan and deliver curriculum and instruction and manage the multicultural, democratic, and culturally responsive classroom. Ford and colleagues (2005) spoke to the notion of and need for ‘self-reflective instruction.’ We argue that all teachers must want to and learn how to legitimize the “everyday” experiences that are learned and cultivated in the homes and communities of Black boys, and how these experiences shape their self-identities and contribute to agency (Wright, Counsell, & Tate 2015). We, therefore, advocate for the rethinking of literacies by repositioning White-centered texts that often reflect and represent power and privilege toward centering the brilliance of Black identities of Black children in general, Black boys in particular. Black boys (of all ages) want to and need to physically see positive images of themselves in books reflected at them. This representation, we argue, has the potential to become an example of a compelling counter-narrative to the history of the “all-White world” (Larrick, 1965) of children’s books that only presented Black characters as “objects of ridicule and generally inferior beings” (Sims Bishop 2012, p. 6). When Black boys see themselves portrayed visually, textually, and realistically in children’s books, vital messages of recognition, value, affirmation, and validation are conveyed. Recognition of the sociocultural contexts in which they live is celebrated. Books for and about Black boys must be rigorous, authentic, multicultural, and developmentally appropriate to allow them to synthesize what they have read, heard, and seen during literacy instruction in authentic and meaningful ways. Multicultural books must introduce children to information about the values of justice, fairness, and equity. Developmentally appropriate books should vary with and adapt to the age, experience, and interests of gifted and talented Black boys to allow them the opportunity to demonstrate critical thinking, textual analysis skills and convey conceptual knowledge. These stories must expose Black boys to culturally relevant counter stories -- stories that counteract the dominant discourse that has primarily depicted Black boys as “at risk” versus placed at risk; “without hope” versus hopeful; or “out of control and dangerous” (Tatum, 2005, p. 28) versus developing self-control like all other children (Wright et al., 2018) Multicultural Gifted Education (2nd ed.) Each year, the United States witnesses significant changes in the demographics of its citizens. Accordingly, schools—and the students we teach—are also changing. With such changes come the need, responsibility, and obligation for educators to provide students with an education that is both rigorous and culturally responsive. This book bridges the gap that exists between educating advanced learners and educating culturally different learners. Multicultural Gifted Education, 2nd ed. addresses various topics, including racially and culturally diverse students and families, historical and legal perspectives on educating gifted and minority students, culturally responsive curriculum and assessment, and counseling students from a multicultural perspective. Diverse Exceptional Learners with Exceptionalities Th is text focuses on the special needs of culturally and racially diverse learners with exceptionalities. The culturally and linguistically diverse learner is profiled in terms of disproportionate positions within our society and schools. A case is made for why intense attention is needed for this population, the points of greatest need for this population and why certain types of instruction are more appropriate for those students with the most significant educational needs. The text discusses the nature of culture and cultural/linguistic diversity in the United States, the exceptional learner-those with both disabilities and gifts, assessment/testing issues, family issues, ways to prevent academic and social problems through early intervention, and methods for teaching both social and academic behaviors. Additionally, the text provides community and study skill cont ent that are especially important for CLDE learners. Gifted and Advanced Black Students in School: An Anthology of Critical Works African-American students who are gifted or advanced learners are too often overlooked and misunderstood in education. Part of the problem associated with this neglect is that relatively little scholarship exists on those who are culturally different and in need of more challenge in school settings. This body of work was developed to help resolve this shortcoming and to inform and guide educators in their work. In the first work of its kind, the book's editors have compiled reprints of what they believe to be among the best or most promising work, past and present, in understanding, meeting the needs of, and working with Black gifted and/or advanced learners. Theory, research, models, and strategies shed light on what we all must do to ensure that both gifted and advanced Black learners excel in school and otherwise reach their potential. More Books by Ford HOME Blog & videos Ford Bio & Books RESOURCES PROJECTS CONTACT Blog Search Results More

Ford-Harris/Bloom-Banks Matrices (Samples) These multicultural gifted education lesson plans were created using the original Ford-Harris/Bloom-Banks Matrix. Click HERE to Contact Me for Training to Create Ford-Harris Matrices Ford's Bloom-Banks Matrix ARTICLE Big Orange Splot MATRIX (click here) The GreedyTriangle MATRIX (click here) Eggbert: The Slightly Cracked Egg MATRIX (click here) The Skin I'm In MATRIX (click here) Stay tuned for Book devoted to Ford-Harris Matrix HOME Blog & videos Ford Bio & Books RESOURCES PROJECTS CONTACT Blog Search Results More