Editor's Note: Josie Danini Supik's article discusses the Coca-Cola Valued Youth Program as an example of gifted and talented strategies used successfully with limited-English-proficient (LEP) students. Coca-Cola Valued Youth Program participants are secondary students who are considered to be in at-risk situations and are placed as tutors of primary students (tutees). They do not fit the traditional profile of gifted and talented students, but when their schools redefined how they value students, previously overlooked gifts and talents began to shine. Below are some of the tutors' comments.

High Expectations

“I don't want any kids to drop out of school. I don't want people to tell them they are stupid like they told me. I believe I could teach some of these kids a lot of things.”

“Since I became a tutor, the most important thing I learned about myself is that I can teach students. I thought I didn't have any skills.”

“This past month, the best thing about tutoring was that I feel good about using my knowledge to teach others.”

“Since I became a tutor, the most important thing I learned about myself is that I can be loved by other people very easily. I can be trusted also.”

“I remember the advice I give to my tutees and try to follow it myself.”

“Seeing the little kids trying hard to do good in school gives me motivation.”

“I have learned that life is important when you are a tutor.”

Role Models

“I am able to apply my good working habits and talents to teaching my tutees. These kids depend on me to go [to school], and it makes me feel great. I'm important, and I can help somebody else succeed.”

“One of my students came up to me. He was crying because he had never passed a spelling test before. He was telling me 'thank you,' and I was telling him that it was his hard work that did it. I just gave him that extra push. I came over [to the high school] and started crying with Mrs. W.”

“I know that I was a good role model and I made a difference in somebody's life.”

“The children count on us to help them function and succeed in their own academic skills. At the same time, we earn respect. I remember when I was a young kid their age, I struggled keeping up because I never had someone to help like these kids have us. I know how these kids feel because I was once in their position. I didn't learn how to read until the fifth grade and that's because tutors started coming. That's what inspired me to become a tutor to help them learn to spell, read, write because I teach them to learn before they go to the third grade so they don't go through the humiliation I passed through.”

“We are important to our kids. We are their examples, heroes.”

“I have learned to 'practice what I preach.' So if I expect my kids to have their homework done on time, I had better have it done also.”

“I feel better about myself, more confident knowing that the tutees look up to me.”

[©1998, IDRA. This article originally appeared in the IDRA Newsletter by the Intercultural Development Research Association. Every effort has been made to maintain the content in its original form. However, accompanying charts and graphs may not be provided here. To receive a copy of the original article by mail or fax, please fill out our information request and feedback form. Permission to reproduce this article is granted provided the article is reprinted in its entirety and proper credit is given to IDRA and the author.]