Talking With Administrators About Gifted: Check out Resources in AASA's Magazine
Do you need help educating principals and other school and district administrators on the need for gifted services and the possibility for success? September's issue of AASA's School Administrator magazine has several articles focusing on gifted and talented education and how school districts are identifying and serving students who have been underrepresented in gifted education programs. NAGC's article, "Expanding the View of Giftedness" and all the other pieces are available to anyone to download. We encourage you to read the special issue and download relevant material for your school meetings.
Be an Early Bird and Save!
You'll save $50 on your NAGC Convention registration when you register by Sept. 21, the early bird deadline. Sept. 21 also marks the deadline for groups to take advantage of group pricing which saves 10 percent per registration.
Close to 80 percent of 2014 NAGC Convention attendees rated the Convention "Very Good" or "Excellent." Hear what a few attendees from last year had to say about their experience:
"It was a great conference! I enjoyed meeting so many of the leaders in gifted education whose research I have relied on for so many years. I did not have a single disappointing session."
New NAGC Book for your Bookshelf
Modern Curriculum for Gifted and Advanced Academic Students, an NAGC co-publication with Prufrock Press, answers questions surrounding "how should we design learning experiences for our most advanced academic students in the foundational curriculum areas?" Edited by Todd Kettler and including chapters written by the experts in the field, this book provides the most contemporary thinking about how to design in-depth courses of study in the foundational curriculum areas with a high degree of complexity and advanced content.
Members save on each of these books available now in the NAGC Online Store.
Challenging K-12 students in an intellectual community through early entrance and outreach programs:
- Transition School
- UW Academy
- Saturday Enrichment
- Summer Programs
- Professional Development
For more information, visit our website
In the Latest Issue of Gifted Child Quarterly
In the October 2015 (Vol. 59, No. 4) issue of NAGC's Gifted Child Quarterly, you'll find these articles:
NAGC individual, lifetime and graduate students members can access GCQ online.
- Gifted Students' Implicit Beliefs About Intelligence and Giftedness
Matthew C. Makel, Kate E. Snyder, Chandler Thomas, Patrick S. Malone and Martha Putallaz
- Gifted Adults: A Systematic Review and Analysis of the Literature
Anne N. Rinn and James Bishop
- Subjective Well-Being of Gifted American College Students: An Examination of Psychometric Properties of the PWI-A
Michael F. Sayler, Janette Boazman, Prathiba Natesan, and Sita Periathiruvadi
- Conceptualizing Concurrent Enrollment: Why High-Achieving Students Go For It
Lynn Dare and Elizabeth Nowicki
- Gifted Students' Perceptions of an Accelerated Summer Program and Social Support
Seon-Young Lee, Paula Olszewski-Kubilius, Matthew C. Makel and Martha Putallaz
- Lived Experiences of Parents of Gifted Students With Autism Spectrum Disorder: The Struggle to Find Appropriate Educational Experiences
Lisa DaVia Rubenstein, Natalie Schelling, Susan M. Wilczynski and Elizabeth N. Hooks
- Retrospective Perceptions of Graduates of a Self-Contained Program in Taiwan for High School Students Talented in STEM
Enyi Jen and Sidney M. Moon
Checking Your Federal Advocacy To-Do List
By Jane Clarenbach, NAGC
Congress returned from the August break this week with several high-profile items on the September agenda, including the first-ever papal address to a joint session of Congress. There are two legislative items that need the immediate attention of gifted education advocates.
Funding for Fiscal Year 2016 — Javits
You will, undoubtedly, read and hear about a possible government shutdown as the end of the fiscal year nears (Sept. 30) without Congressional action on the spending bills that fund government agencies and programs. Although Congressional leaders have sworn off legislating-by-crisis, we can expect some theatrics and then a short-term bill to continue federal funding at current levels until further details can be worked out.
The Lesson Plan: What to Leave In? What to Leave Out?
By Jeff Danielian, NAGC Teacher Resource Specialist and editor, Teaching for High Potential
During a short conversation recently with a friend of mine who just began his teaching career, I reflected on my first days of teaching, some 17 years ago. I had everything planned out. Five to 10 minutes for the introduction, seven minutes for the first activity, nine minutes for this, 15 minutes for that and so on. The end of each lesson always contained a "wrap-up" questioning time and assigning of homework. Each lesson of my unit was neat and organized. I was ready!
In truth, the written plan looked more like a schedule of events than a class. More often than not, student questions, ideas and answers led the class in a different direction, and I rarely kept to my anticipated time blocks. My planned classes were certainly not going as planned. I was afraid to stray from the prescriptive nature of the lessons, thinking that my students should be taught the same way, receive the same information and work at the same pace. I was wrong.
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The Learning Curve
Back to School Webinars for All
You still have time to catch the remaining Webinars on Wednesday this fall. A total of six webinars are free to NAGC members (nonmembers: $29 each). You can find more information online now and registration is now open for NAGC members.
Each session will air live (NOTE: One "Webinar on Wednesday" is on Thursday!) with audience interaction encouraged. Following the event, those registered will also be available to view slides and listen to audio via the link in the "My Webinars" section of your member record.
Wednesday, Sept. 16
Acceleration: Making Informed Decisions
Ann Lupkowski Shoplik, Administrator, Acceleration Institute, Belin-Blank Center for Gifted Education and Talent Development, University of Iowa, Iowa City, Iowa
Thursday, Sept. 24
Creative Underachievers and the Fashion of Passion
Sylvia Rimm, Director, Family Achievement Clinic, Cleveland, Ohio
Wednesday, Sept. 30
Scientifically Speaking: Best Practices For Science Education with High-Ability Children
Steve Coxon, Associate Professor and Director of Programs in Gifted Education, Maryville University, St. Louis, Missouri
Wednesday, Oct. 7
Friendship, Character, Spirituality, and Integrity: Paths to Overall Well-being
Janette Boazman, Chair, Education Department, Assistant Professor of Education, University of Dallas, Irving, Texas
Wednesday, Oct. 14
How to Start Homeschooling Your Gifted Child
Suki Wessling, Writer, San Francisco, California
Research Grant Opportunity for Middle and High School Students
The application for the 2016 CTY Cogito Research Awards is now available through the Johns Hopkins Center for Talented Youth (CTY). Established in 2013, the award enables bright middle- and high-school students to conduct research in science, technology, engineering and math (STEM) fields. A committee composed of Johns Hopkins CTY faculty will select students who submit the most compelling, promising research proposals. Up to 10 award winners will be chosen to receive grants to help cover expenses associated with their research projects and will be paired with a mentor to support them through the research process.
Proposal submission deadline is Oct. 31, so please share with your students and families. Visit the website for more competition news.
Florida District Receives $2.4 Million Grant for Gifted Programs
Seminole County Public Schools has received a five-year, $2.4 million grant to increase the number of gifted and talented students from underrepresented groups, particularly English language learners. The district has been awarded a Jacob K. Javits Gifted and Talented Student Education grant from the U.S. Department of Education.
One of the Nation's Largest Districts Ditches High School Final Exams
The Washington Post
Maryland's largest school system will scrap high school final exams next school year, ending a longtime practice that lost support amid a growing national concern about too much student testing and the toll it takes on instructional time. Montgomery County's Board of Education voted unanimously to eliminate the two-hour semester-end exams and replace them with shorter assessments taken during the quarter that could take different forms: tests, essays, portfolios and projects.
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How My Alternative Education Freed Me
The Huffington Post
Tasha C. Ring writes: Imagine a high schooler. Bogged down by homework. Stressed. Sitting in a classroom surrounded by brick and mortar wondering how to balance her love of learning with life. That high schooler was me. Once leaving the traditional school system — first for self-guided studies aided by a tutor, then an early college program — my life over time became lighter, open to the possibility that I could take charge of my own destiny.
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Study: Classroom Assignments Fail to Meet Common Core's Higher Bar
There have been several notable efforts recently to determine whether textbooks are aligned to the Common Core State Standards — most of which have had fairly negative findings. A new report looks at whether individual classroom assignments meet the Common Core criteria for literacy. And it, too, finds that alignment, for the most part, is lacking.
Parents' Involvement at Home Key for Students, Educators
An unlikely catalyst inspired Milton Lopez to go back to school to earn a GED diploma. Lopez, now 40, dropped out of high school in the 11th grade and has worked full time ever since. His young son inspired him to finish his diploma more than a decade after leaving school. He wants his son, Milton Andrew Lopez II, 12, to not only graduate high school with honors but also go on to the college of his choice.
Supporting Your Emotionally Excitable Gifted Child
Have you heard these comments about your child? Have you even said them yourself at times, especially during moments of exasperation? Many gifted children exhibit heightened sensitivity and reactivity, or emotional overexcitability. One of Dabrowski's five overexcitabilities, emotional excitability can create particular challenges for parents, teachers and especially for the child who may feel she is held captive by powerful and overwhelming emotions.
NAGC Appreciates the Support of these 62nd Annual Convention Sponsors
Karen L. Yoho, CAE, NAGC Senior Director, Marketing and Member Services, 202.785.4268
Colby Horton, Vice President of Publishing, 469.420.2601
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Cait Harrison, Senior Content Editor, 469.420.2657
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