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NEWS FROM NAGC

From Where I Sit
Super Weekend: Better with Collaboration

Tracy L. Cross, NAGC President
What has been traditionally known by NAGC staff and volunteer leaders as "Super Weekend," grew to even greater proportions this past week. Each March in Washington, D.C., over the span of just five days, NAGC hosts overlapping meetings of the Board of Directors, Convention Program Committee, and state affiliate leaders. The state affiliate conference is unique in that leaders from state associations of gifted advocates (made up of educators, parents, administrators and others) learn the latest advocacy messages from NAGC and share ideas with one another before heading out to visit their Senators and Representatives on Capitol Hill. In fact as I write this, they are braving cold winds and snow showers to reinforce the drumbeat that all children (including gifted children) need appropriate educational opportunities to succeed. Each of these groups has a clear focus and purpose, but bring them together and they reenergize one another and recommit to ensuring that the best interests of students with gifts and talents are considered in education conversations at every level.

What made this incarnation of Super Weekend even more significant was the 12-month collaboration between the Belin-Blank Center at the University of Iowa and NAGC that brought the 11th bi-annual Wallace Symposium to the nation’s capital. Susan Assouline, the Director of the Belin-Blank Center, and her team oversaw the efforts from Iowa, while NAGC staff worked from the Washington, D.C. side. A committee was created and Joyce VanTassel-Baska chaired the group. After months of planning more than 200 researchers and educators converged on D.C. and engaged in high quality scholarly conversations about building bridges between research, policy, and practice.
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Findings Available from First-ever District Level Survey of Gifted Programs
The results of a national survey of local gifted education programs provide the first-ever detailed overview of the challenges districts face in delivering high quality programming to our high-ability and high-potential students. The survey of elementary, middle grade, and high school programs, conducted by the University of Virginia for the National Research Center on the Gifted and Talented, examined key areas including local programming, funding, identification processes, reporting and evaluation, and teacher training and professional development. View the survey results and executive summary on the NAGC website.
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Contact U.S. Senators by April 1 in Support of Javits Funding
Advocates for gifted education have until April 1 to help generate support for funding for the Javits Gifted Education program in fiscal year 2015.

Longtime supporters Senators Charles Grassley (Iowa) and Bob Casey (PA) are circulating a "Dear Colleague" letter in support of continued funding for the Javits program in fiscal year 2015. They are asking their colleagues to join them on the letter – more signatures mean stronger support. Please ask your Senators to "co-sign the Dear Colleague letter from Senators Grassley and Casey that supports continued funding for the Javits program in fiscal year 2015." It's easy to send an email message. Just visit the Senate website and navigate to your two Senators’ sites. You'll find a "contact" or "email" link on each.

Thank you for speaking out on behalf of gifted and talented students.

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PRODUCT SHOWCASE
  Robinson Center for Young Scholars
Challenging K-12 students in an intellectual community through early entrance and outreach programs:
  • Transition School
  • UW Academy
  • Saturday Enrichment
  • Summer Programs
  • Professional Development
206-543-4160 rcys@uw.edu
For more information, visit our website
 


Board and Network Nominations Close April 7
Have you been putting it off? Thinking about running for an NAGC Network or Board position? Don't delay one second longer, and check out these opportunities to stay engaged in your organization!

Board Position Vacancies Six positions are open on the NAGC Board: two at-large positions, two officer positions (that require prior board service), one Network Representative position, and one School/District Representative position. View the complete list of qualifications and position descriptions. The deadline for applications is April 7, 2014.

Looking for Network Leaders Nine NAGC Networks will elect Chairs-Elect in June and one has a vacancy for a Chair. Learn more about the Networks and what it takes to become a candidate. Nominations are due (emailed or postmarked) by April 7, 2014.

Elections open in mid-June and successful candidates will start in their positions on September 1.

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Explore NAGC's Career Center for New Job Possibilities
At the NAGC Career Center, you'll find this position:
  • Avery Coonley School (ACS) outside of Chicago is looking for a Head of School. ACS is a private/independent school that educates gifted children ages 3-8.
Consider posting positions at your school or university in the NAGC Career Center. If you (or a colleague) are looking for new opportunities, keep coming back, as they are frequently updated.

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Register for Next Free WOW on April 9
Our next Webinar on Wednesday is free to NAGC members and focuses on the twice-exceptional learner.

April 9, 12:00 -1:00 pm Eastern
A Twice-Exceptional Learner Discussion to Help Teachers and Parents Better Advocate for Services Free for NAGC members
Megan Foley Nicpon, University of Iowa, Iowa City, IA; Dan Peters, Summit Center, Walnut Creek, CA

Hear the latest research findings in twice-exceptionality, and how these findings can be applied to practice and advocacy efforts. The discussion that follows will include: common 2e learning profiles and how 2e kids are often missed in modern educational settings, and the importance of comprehensive assessment in determining specific learning disorders and developmental disorders that impact learning and performance.

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  FEATURED COMPANIES
Looking for adventure this summer?

The Acadia Institute of Oceanography in Seal Harbor, Maine introduces young people to the exciting world of marine science through a unique hands-on curriculum that combines biological, physical and chemical oceanography with field, classroom, offshore, and laboratory work. MORE
Center for Talent Development Summer Program

Challenging and engaging courses inspire students PreK-grade 12 to delve deep into a subject of intrigue and connect with peers. Residential or commuter, Northwestern University.
MORE


 From the Headlines


Disclaimer: The information contained herein, other than organizational news, is not intended to reflect the position or opinion of NAGC nor does NAGC endorse any vendor or product mentioned. These headlines are provided solely for informational purposes. While NAGC makes every effort to be sensitive to our readers, please note that articles might not reflect NAGC’s positions on giftedness or related topics. We encourage our readers to contact those media outlets directly in the spirit of educating and informing journalists.


The Poor Neglected Gifted Child
The Boston Globe
In 1971, researchers at Johns Hopkins University embarked on an ambitious effort to identify brilliant 12-year-olds and track their education and careers through the rest of their lives. The Study of Mathematically Precocious Youth, which now includes 5,000 people, would eventually become the world's longest-running longitudinal survey of what happens to intellectually talented children (in math and other areas) as they grow up. It has generated seven books, more than 300 papers, and a lot of what we know about early aptitude.
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Ten Reasons Your Child Procrastinates
Gifted Challenges
Procrastination: that vexing time thief so many gifted children face. You watch as your bright, curious child, passionately engaged in so many interests, comes to a screeching halt when a project is due. You coax, cajole, demand, bribe, threaten, and stand on your head, yet nothing will budge. What gives?
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PRODUCT SHOWCASE
  A Best Choice for Gifted Education

Ball State University’s online gifted and talented education license and certificate program prepares you to recognize high ability students and to design appropriate curricula. Our professors have a long history in the field, and Ball State is ranked No. 11 by U.S. News for its online graduate education programs.
 


Why Gifted Kids May Not Be Great Tutors
Byrdseed
A great quote addressing a common misconception from Dina Brulles and Sara Winebrenner (emphasis mine): "Surprising to some, gifted students do not make the best academic leaders because of their ability to learn more quickly and with less effort than others." Gifted kids don't just learn faster ... they learn differently. Brulles and Winebrenner continue: "Teachers recognize that many gifted students are abstract learners who make intuitive leaps in their thinking processes. They make connections between ideas and concepts that others do not make. They do not always follow the same linear-sequential steps as others when solving problems or reaching conclusions."
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18 Things Highly Creative People Do Differently
The Creativity Post
Creativity works in mysterious and often paradoxical ways. Creative thinking is a stable, defining characteristic in some personalities, but it may also change based on situation and context. Inspiration and ideas often arise seemingly out of nowhere and then fail to show up when we most need them, and creative thinking requires complex cognition yet is completely distinct from the thinking process.
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Motivation: Recapturing the Joy of Learning
Supporting Emotional Needs of the Gifted
Molly Isaacs-McLeod, a contributor for Supporting Emotional Needs of the Gifted, writes: "I frequently field concerns expressed by parents of gifted children and teens regarding motivation and underachievement. There are common threads in the many stories I have heard. At one time their child was fully engaged, joyous, and nearly insatiable about learning. Over time they notice that the child is less excited to learn. The child who at one time made weekly trips to the library to check out 'literally every book' about one topic and then another seemingly loses interest. Eventually the child, or teen, is doing the minimum to get by; sometimes the minimum is a good day!"
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No Gifted Child Left Behind
The Baltimore Sun
Life for high-ability and high-potential students in Maryland and the nation may be getting just a little bit brighter. After years of being silent on the issue, the state now requires that local school districts identify and serve gifted students, joining 27 states that require such actions. Unfortunately, Maryland does not provide any state funding to districts specifically to support this work, which means we may not have raised the floor for these students in some of the state's less well-off counties. It also still leaves most key decisions entirely up to local districts, producing an uneven service delivery system with tremendous variability from county to county.
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Compass Points
Karen L. Yoho, CAE, NAGC Senior Director, Marketing and Member Services, 202.785.4268

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