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Science & Arts Academy 1825 Miner Street Des Plaines, Illinois 60016 (847) 827-7880 http://www.scienceandartsacademy.org Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
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This document provides information and guidance for advocates of gifted education. It discusses the importance of advocacy and outlines strategies advocates can take, such as examining current gifted programs, establishing clear rationales, improving communication skills, building relationships with administrators, and networking. Key points emphasized include having a plan and communicating issues, goals, needs and progress clearly. The document also provides examples of arguments advocates can make and suggests supporting arguments with research evidence on the benefits of gifted education.
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A 1978 survey of 42 states found that 37 recognized certain attributes of gifted and talented students including intellectual giftedness, performing/visual arts, academics, creativity, leadership, and cultural diversity. The Jacob K. Javits Gifted and Talented Students Education Act supports gifted students but does not fund local programs. It provides grants to develop models to serve underrepresented students and support state and local efforts to improve services. Gifted students need support from teachers and families, with lessons tailored to their abilities. Texas requires 30 hours of professional development in gifted education for those teaching gifted students.
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The documents discuss funding, identification procedures, and programming for gifted students. Key points include:
1) Additional funds must be allocated to provide special education and related services for gifted students.
2) Gifted teachers require specialized coursework in areas like nature and needs of gifted learners.
3) School districts can apply for grants to fund exemplary gifted programs by submitting proposals outlining goals, costs, and evaluations.
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Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
847-827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
Chicago Gifted School
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
847-827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
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The document discusses the convergence of gifted education and response to intervention (RtI) models. It outlines key elements of RtI including universal screening, established protocols for tiered interventions, a problem-solving approach, collaborative structures, and fluidity and flexibility to meet student needs. The document argues that RtI provides an opportunity to identify and support the needs of gifted students through differentiation and allowing students to progress through tiers of enrichment and acceleration based on abilities rather than struggling in the general education setting. Successful implementation of RtI for gifted students requires professional development on evidence-based practices for differentiation.
Florida Statutes Relevant to Gifted
The documents discuss funding, identification procedures, and programming for gifted students. Key points include:
1) Additional funds must be allocated to provide special education and related services for gifted students.
2) Gifted teachers require specialized coursework in areas like nature and needs of gifted learners.
3) School districts can apply for grants to fund exemplary gifted programs by submitting proposals outlining goals, costs, and evaluations.
Gifted and Talented Education and the Law: Compliance and Advocacy
The document discusses federal and state laws and regulations regarding gifted and talented education. It provides an overview of the Jacob Javits Gifted and Talented Students Education Program, New Jersey's school funding formulas, requirements for identifying and providing appropriate educational services to gifted students, and legal cases related to gifted education programs and admissions. The presentation also reviews New Jersey curriculum frameworks, teacher certification requirements, and position papers from the National Association for Gifted Children on various topics regarding gifted education.
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Creating an Advocacy Plan
The document summarizes the results of a satisfaction survey on gifted programming in Volusia County, Florida. It finds moderate satisfaction levels for admission to gifted programs, meeting social-emotional needs, and services for gifted learners with disabilities. Participants agreed that the county identifies gifted students, offers equal opportunities, and provides free appropriate education, but only half agreed it offers appropriate funding or top quality programs. Open responses criticized student admission criteria and lack of funding/options. Strengths included curriculum differentiation and teacher quality, while weaknesses centered on identification, funding, and program quality issues.
Into the Light: Gifted & Talented and the Postsecondary Unknown
The document is a letter from Morgan Appel, Director of the Education Department at UC San Diego, addressing concerns about gifted students transitioning from high school to college. Appel acknowledges that college can be challenging for gifted students due to increased expectations, lack of structure, and having to work and study independently for the first time. However, Appel also expresses that with the right support systems in place, gifted students can thrive in college and beyond through developing resilience, self-awareness, and finding communities.
Week3 - GT presentation
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The document discusses several topics related to gifted education, including identification of gifted students, definitions of giftedness, curriculum and instruction for gifted learners, teacher knowledge, and general public knowledge. Some key points include: districts should use multi-criteria approaches to identification that consider diversity and needs; gifted students can come from all backgrounds and may not demonstrate giftedness in expected ways; differentiation, acceleration, and specialized programs/services are important strategies; teachers require training to understand and support gifted learners; and perceptions of the public around gifted education may not always be accurate.
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Gifted Education Advocacy Project
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This document discusses free online resources available to parents of gifted children, including discussion forums, blogs, and curriculum resources. It provides an overview of support communities, parenting resources, advocacy tools, and social-emotional support available on the internet. The document encourages parents to utilize these free online tools and internet-based professional development opportunities to connect with others and find information to support their gifted children.
Ethnicity and gifted education
The document discusses the underrepresentation of minorities in gifted education programs. It notes that while minority students make up an increasing portion of the general student population, their participation in gifted programs has remained low. This discrepancy may be due to biased definitions of giftedness, identification processes, assessment tools, and attitudes toward the giftedness of minority students. The document advocates expanding definitions of giftedness, using more culturally-sensitive identification methods and tests, and increasing cultural awareness among educators.
OCC GATE Workshop part 1 Lit Circle FRAMES 2010
The document discusses literature circles and their application in the classroom. It defines literature circles as structured book clubs that focus on literature, student responses through assigned roles, and discussion. The roles outlined include discussion director, illuminator, illustrator, connector, word watcher, and summarizer. Literature circles aim to be open, natural conversations about books and allow for student collaboration, leadership and flexible scheduling as they meet regularly to discuss assigned readings.
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Social / Emotional Needs
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Academic Acceleration
OverExcitabilities (OEs)
Underachievement
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Chicago Gifted School
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
847-827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
Chicago Gifted School
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
847-827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
Chicago Gifted Education
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
847-827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
Gifted School Chicago Suburbs
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
847-827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
Chicago Gifted Education
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
847-827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
Gifted School Chicago Suburbs
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
847-827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
Chicago Gifted School
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
847-827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
Gifted School in Chicago
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
847-827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
Gifted Learner Chicago
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
847-827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
Gifted Education Chicago
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
(847) 827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
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一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：A575476】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：A575476】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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