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.
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.
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.
Higher Education and the Public Good: An Analysis of the Economic and Social ...Roy Y. Chan
Chan, R. Y. (November 2016). Higher Education and the Public Good: An Analysis of the Economic and Social Benefits for Completing a College Degree. Scholarly paper presented at the Association for the Study of Higher Education (ASHE) 2016 Annual Conference, Columbus, OH.
Join the Food Health Education Pub and SUBSCRIBE! My videos includes creative artwork, educational, health videos and much more.
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Dr. Carol V. Horn, K-12 Program Coordinator, Fairfax County Public Schools, Virginia
The Young Scholars Initiative has increased the proportion of historically underrepresented students in Fairfax County’s K-8 advanced academic programs. Learn how flexible grouping, summer school, and after-school programs provide an educational setting that raises students’ personal expectations and prepares them for more challenging and rigorous course work and academic programs.
April Wells, Coordinator for Gifted Programs, Academies, World Language & Advanced Placement, Illinois School District U-46
High-ability culturally, linguistically, and diverse (CLD) learners require intercultural competence from administrators
and educators to achieve adequate representation. Equitable access requires innovative practices in identification, program delivery, instructional theory, and parent engagement. Discover systemic strategies for serving CLD and low-income gifted learners.
Exploring controversial issues in elementary social studiesDanielle Linowes
Controversial issue discussion in early grades can increase student engagement and provide an authentic and engaging springboard to relevant individual, community, and societal issues. Elementary students who engage in controversial discussion will have exposure to different and sometimes conflicting perspectives, and learn how to carefully evaluate legitimate alternatives, participate respectfully in group discussions, and ultimately decide the best course of action. This paper examines the utilization of controversial discussion surrounding concepts of distributive justice and procedural justice and how they can be explored in elementary classrooms. The authors outline two lesson plans containing discussion on controversial topics within the realm of procedural justice, which have been employed in one of the authors’ third grade classrooms. They find that providing opportunities for students to go through the process of moral negotiation allows them to question and shape their own beliefs in a constructive manner.
Higher Education and the Public Good: An Analysis of the Economic and Social ...Roy Y. Chan
Chan, R. Y. (November 2016). Higher Education and the Public Good: An Analysis of the Economic and Social Benefits for Completing a College Degree. Scholarly paper presented at the Association for the Study of Higher Education (ASHE) 2016 Annual Conference, Columbus, OH.
Join the Food Health Education Pub and SUBSCRIBE! My videos includes creative artwork, educational, health videos and much more.
SUBSCRIBE HERE:
https://www.youtube.com/channel/UCJGIUBHMmFmj9BqG7N0kUNg?view_as=public
JOIN US ON FACEBOOK: https://www.facebook.com/Food-Health-Edu-109744533798479/
Dr. Carol V. Horn, K-12 Program Coordinator, Fairfax County Public Schools, Virginia
The Young Scholars Initiative has increased the proportion of historically underrepresented students in Fairfax County’s K-8 advanced academic programs. Learn how flexible grouping, summer school, and after-school programs provide an educational setting that raises students’ personal expectations and prepares them for more challenging and rigorous course work and academic programs.
April Wells, Coordinator for Gifted Programs, Academies, World Language & Advanced Placement, Illinois School District U-46
High-ability culturally, linguistically, and diverse (CLD) learners require intercultural competence from administrators
and educators to achieve adequate representation. Equitable access requires innovative practices in identification, program delivery, instructional theory, and parent engagement. Discover systemic strategies for serving CLD and low-income gifted learners.
Exploring controversial issues in elementary social studiesDanielle Linowes
Controversial issue discussion in early grades can increase student engagement and provide an authentic and engaging springboard to relevant individual, community, and societal issues. Elementary students who engage in controversial discussion will have exposure to different and sometimes conflicting perspectives, and learn how to carefully evaluate legitimate alternatives, participate respectfully in group discussions, and ultimately decide the best course of action. This paper examines the utilization of controversial discussion surrounding concepts of distributive justice and procedural justice and how they can be explored in elementary classrooms. The authors outline two lesson plans containing discussion on controversial topics within the realm of procedural justice, which have been employed in one of the authors’ third grade classrooms. They find that providing opportunities for students to go through the process of moral negotiation allows them to question and shape their own beliefs in a constructive manner.
The gifted and talented program enhances student's individual capacity and allows them to enjoy learning in a meaningful way, ensuring education is relevant to their interest and talent.
Running head CURRICULUM INCEPTION 1CURRICULUM INCEPTION 8.docxtodd271
Running head: CURRICULUM INCEPTION 1
CURRICULUM INCEPTION 8
Curriculum Inception for School District of Philadelphia
Instructor: Calvin Moore
Cheanel Nolden
January 17, 2019
Curriculum Inception for School District of Philadelphia
Description of the School District
The School District of Philadelphia is a school district that covers the area of Pennsylvania. Since 2012, the district has been ranked the largest school district in the state of Pennsylvania since it serves a proximately 143,800 students. The district is often under the control of the School Reform Commission. The School District of Philadelphia is situated in the consolidated city county of Philadelphia, which is in the south eastern part of Philadelphia. In 2014, the city county hosted approximately 1,560000 residents, according to a survey undertaken by the United States Census Bureau. Philadelphia performed poorly in comparison to Pennsylvania with respect to higher education achievements for the last 10 years. The county city inhabitants had bachelor’s degree or higher at a rate of 23 percent compared to state residents at 34 percent. The average household income for the county city residents is approximately $37,190- compared to the state, which has an average of $52,359. The poverty rate was 26 percent in the city, and 20.3 percent in the state respectively.
Currently, there are approximately 1.45 million people residing w8ithin the confines of the school; district geographical boundaries. This figure is anticipated to reduce to about 1.4 million by 2020. The male to female ratio is 46.5 percent to 53.5 percent and is not projected to change any soon. With respect to racial composition, whites who are non-Hispanics, and to a lesser degree, African Americans are projected to decrease in population in the next five years. Individuals with Hispanic ethnicity and heritage are anticipated to have the highest increase in population by 1.6 percent points in 2020. The forecasted enrollment of students is expected to decline by a proximately 10000 students in the next decade in district operated public school enrollments. This decline is attributed to reduction in birth rates and expansions f school choice in the District. The overall enrollment for school age children is expected to undergo a slight reduction. Further, the parochial and private school enrollment will slightly reduce.
The School District of Philadelphia has the capacity to enroll more than 227000 students. Presently, the district serves approximately 154000 students in districts operated schools. This means that about 70000 in excess seats are still needed. The elementary utilization is about 80 percent, while middle and high school utilization is about 60 percent. Furthermore, the charter school enrollment is anticipated to increase by approximately 9000 from 2010 to 2015. The school district of Philadelphia is committed to offering the greatest educational experience for all students who are en.
An Investigation into the Relationship between Scientific Attitudes of VIII C...iosrjce
In this study the investigator tries to understand measure and identify the relationship between
scientific attitude and achievement level of science in VIII class Urdu medium minority students. It also
proposes to study the influence of some of the personal and demographic variables and identify the causes for
variations in scientific attitude and the level of attainment they reach in science education with different family
backgrounds. By studying these factors it may be possible to improve the standards in science education by
adopting innovations in Science Teaching and suggest remedial measures so as to bring uniformity in science
education at secondary level Urdu medium students on par with other media pupil.
Tran 1 Anh Tran Professor Munoz English 101.docxaryan532920
Tran 1
Anh Tran
Professor Munoz
English 101
3-17-17
The Education System in the US
The American public school system has long been seen to curtail creativity and promote
academic mediocrity due to the emphasis on passing standardized tests. Considering every student
is unique in terms of talents and learning ability, the grading system discourages students from
developing in their own capacity which leads to a negative perception about education. Most
students consider elementary school to be the most enjoyable aspect of their learning since learning
was supplemented by fun activities. As students progress within the system, they tend to
experience numerous pressures to perform which leads to knowledge drain and may promote
school drop outs. The essay will critique the system to identify the aspects of the school
environment that make it challenging for students.
The school environment is traditionally designed to categorize students based on their
academic achievement. A series of tests are used to gauge performance that directs the placement
of students. I appreciate the need for a system that identifies the learning needs of every student
and design teaching programs that address these needs, however, the current placement system
only serves to frustrate and isolate the so-called ‘weak' students. Rose's placement was a confusion
that was never identified leading to his stay in vocational track for two years. Rose points out that
the vocational track served as a dumping ground for students who were not quite making and most
teachers failed to implement effective teaching techniques that would engage the imagination of
I would ground
this assertion
with a quote
or citation
This is a good place
to introduce sources
comma
Avoid overt announcements and instead specifically explain which areas/aspects are challenging
Transition
semi-colon
Introduce author's name and title here
OK, good
OK
Tran 2
the students in his class. The focus of the classes was to increase the economic opportunities of the
students and impact job skills like troubleshooting, effective communication and problem-solving.
Due to the lack of inventiveness by teachers, the students in the Voc. Ed. classes did not develop
but instead succumbed to the pressures of the system by morphing into mediocre students in terms
of problem-solving and learning enthusiasm (Rose 168). The placement process should be well
planned to identify the specific qualification criteria and the systemic learning outcomes required
for each level. This will guide teachers in their teaching criteria to ensure children develop and
grow regardless of their placement.
Ken Robinson's talk on "Do schools kill creativity" questions the integrity of the school
system's ability to effectively educate children. He identifies that the system is fixated on
celebrating one type of intelligence that is evident in the hierarchy of ...
Curriculum Foundations
Taya Hervey-McNutt
Dr. Teresa Lao
EDU 555: K-12 Curriculum Design & Development
August 16, 2021
Curriculum Foundations
Introduction
Math is disliked by the majority of students both inside and outside of Farell County. This
experimental curriculum will target 4th-grade kids' weak math performance. A vast percentage
of the students understand math to be complex numbers that are tough to comprehend as well as
memorize. Some students may also find it frustrating to have to repeat the same tasks over and
over again in order to grasp the concept, as math necessitates making numerous mistakes. Math
can also be a subject that possibly inhibits their creativity when compared to other subjects like
Science or English; more hands on creative thinking.
According to a National Center for Education poll, most students have adopted math
stereotypes as a result of hearing their parents say math is difficult and boring. Notwithstanding
this, some people believe that math is a fantastic subject that pushes pupils to work hard. The
discipline is one of the least well-performing subjects in the United States.
The Farrell school district was listed among Pennsylvania's bottom 50 school districts.
Approximately, 16% of its kids are proficient in math, with grade 4 students performing the
worst. In 2018, the percentage of students who performed poorly in mathematics in grade 4 was
58 percent, compared to 50 percent in other grades (Farell, 1). Math is an important subject that
can help pupils in a variety of ways. It improves their problem-solving abilities, assists them in
better understanding the world, and provides them with skills that they can apply to real-life
situations (Sammons, 2). These abilities are critical for students in this field, as poor results are
linked to the country's poverty levels. The Farrell school district is located in a low-income
neighborhood with a high teacher turnover rate. The student-to-teacher ratio is 15:1, which is
lower than the recommended ratio (Stebbins & Sauter, 3). The schools do not have a
well-structured curriculum that can help students enhance their grades. Furthermore, the majority
of parents are uneducated and fail to help their children, while teachers contribute to the
achievement disparity.
The anticipated learning results from the start of the pilot program are known as
instructional goals. Problem-solving, critical thinking, enhanced mathematical confidence, and
understanding the mathematical language are the four teaching aims.
Behavioral Curriculum Approach
A curriculum approach depicts the various perspectives on curriculum design and
development, as well as the roles of teachers, students, and curriculum specialists in curriculum
planning. It also contains the curriculum's aims and objectives. A methodology to curriculum
represents a person's perspective of the world, including what he or she considers to be true, the
values that are import ...
Explore an issue of social justice that has some effect on K-8 education (upd...intel-writers.com
some examples of social justice issues that can impact K-8 education:
1. Achievement Gap: The achievement gap refers to persistent disparities in academic performance between different groups of students, often based on factors like race, socioeconomic status, or English language proficiency. Addressing this issue involves implementing strategies to provide equitable resources and support to close the gap and ensure all students have equal opportunities to succeed.
2. Inclusive Education: Inclusive education focuses on creating learning environments that embrace and support students with diverse abilities, backgrounds, and identities. This includes promoting inclusive practices, ensuring accessibility, and fostering a supportive and accepting school culture where every student feels valued and included.
3. Socioeconomic Inequality: Socioeconomic inequality can have a significant impact on K-8 education. Children from low-income families may face challenges such as limited access to resources, inadequate healthcare, and unstable living conditions, which can affect their academic performance and overall well-being. Social justice in education involves addressing these disparities by providing additional support, resources, and opportunities to disadvantaged students.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Personal Brand Statement:
As an Army veteran dedicated to lifelong learning, I bring a disciplined, strategic mindset to my pursuits. I am constantly expanding my knowledge to innovate and lead effectively. My journey is driven by a commitment to excellence, and to make a meaningful impact in the world.
Understanding User Needs and Satisfying ThemAggregage
https://www.productmanagementtoday.com/frs/26903918/understanding-user-needs-and-satisfying-them
We know we want to create products which our customers find to be valuable. Whether we label it as customer-centric or product-led depends on how long we've been doing product management. There are three challenges we face when doing this. The obvious challenge is figuring out what our users need; the non-obvious challenges are in creating a shared understanding of those needs and in sensing if what we're doing is meeting those needs.
In this webinar, we won't focus on the research methods for discovering user-needs. We will focus on synthesis of the needs we discover, communication and alignment tools, and how we operationalize addressing those needs.
Industry expert Scott Sehlhorst will:
• Introduce a taxonomy for user goals with real world examples
• Present the Onion Diagram, a tool for contextualizing task-level goals
• Illustrate how customer journey maps capture activity-level and task-level goals
• Demonstrate the best approach to selection and prioritization of user-goals to address
• Highlight the crucial benchmarks, observable changes, in ensuring fulfillment of customer needs
The 10 Most Influential Leaders Guiding Corporate Evolution, 2024.pdfthesiliconleaders
In the recent edition, The 10 Most Influential Leaders Guiding Corporate Evolution, 2024, The Silicon Leaders magazine gladly features Dejan Štancer, President of the Global Chamber of Business Leaders (GCBL), along with other leaders.
Premium MEAN Stack Development Solutions for Modern BusinessesSynapseIndia
Stay ahead of the curve with our premium MEAN Stack Development Solutions. Our expert developers utilize MongoDB, Express.js, AngularJS, and Node.js to create modern and responsive web applications. Trust us for cutting-edge solutions that drive your business growth and success.
Know more: https://www.synapseindia.com/technology/mean-stack-development-company.html
At Techbox Square, in Singapore, we're not just creative web designers and developers, we're the driving force behind your brand identity. Contact us today.
In the Adani-Hindenburg case, what is SEBI investigating.pptxAdani case
Adani SEBI investigation revealed that the latter had sought information from five foreign jurisdictions concerning the holdings of the firm’s foreign portfolio investors (FPIs) in relation to the alleged violations of the MPS Regulations. Nevertheless, the economic interest of the twelve FPIs based in tax haven jurisdictions still needs to be determined. The Adani Group firms classed these FPIs as public shareholders. According to Hindenburg, FPIs were used to get around regulatory standards.
Event Report - SAP Sapphire 2024 Orlando - lots of innovation and old challengesHolger Mueller
Holger Mueller of Constellation Research shares his key takeaways from SAP's Sapphire confernece, held in Orlando, June 3rd till 5th 2024, in the Orange Convention Center.
Recruiting in the Digital Age: A Social Media MasterclassLuanWise
In this masterclass, presented at the Global HR Summit on 5th June 2024, Luan Wise explored the essential features of social media platforms that support talent acquisition, including LinkedIn, Facebook, Instagram, X (formerly Twitter) and TikTok.
FIA officials brutally tortured innocent and snatched 200 Bitcoins of worth 4...jamalseoexpert1978
Farman Ayaz Khattak and Ehtesham Matloob are government officials in CTW Counter terrorism wing Islamabad, in Federal Investigation Agency FIA Headquarters. CTW and FIA kidnapped crypto currency owner from Islamabad and snatched 200 Bitcoins those worth of 4 billion rupees in Pakistan currency. There is not Cryptocurrency Regulations in Pakistan & CTW is official dacoit and stealing digital assets from the innocent crypto holders and making fake cases of terrorism to keep them silent.
Implicitly or explicitly all competing businesses employ a strategy to select a mix
of marketing resources. Formulating such competitive strategies fundamentally
involves recognizing relationships between elements of the marketing mix (e.g.,
price and product quality), as well as assessing competitive and market conditions
(i.e., industry structure in the language of economics).
At Techbox Square, in Singapore, we're not just creative web designers and developers, we're the driving force behind your brand identity. Contact us today.
1. The Theory of Multiple Intelligences
The methods used to measure intelligence in the traditional classroom have led some scholars
to refer to this as an overly narrow view of intelligence. Oftentimes it is tied too closely to those
skills valued the most in public education (linguistics, logic, and math). We can trace this
traditional school-based view back to the late 19th
, early 20th
century. However, administrators
of gifted school programs in Chicago today feel that the student’s intellectual capacity cannot be
determined by a single measurement of intelligence.
The theory of multiple intelligences was originally introduced in the “Handbook of Gifted
Education” which was published in 1991. The book was written by several authors, one of
which was Howard Gardner, the individual who developed the MI theory eight years prior to the
book’s release. He insisted that a gifted student’s eligibility for enrolling in a gifted school
program in Chicago (or anywhere else in the US) was based on a high IQ test score.
However, it was in his publication the “Frames of Mind” that Gardner first mentioned 7
intelligences ((recently updated to 9 in the “Handbook of Gifted Education”). These are broken
down and summarized as follows:
Bodily-Kinesthetic – balance, coordination and control, locating objects/self in space, and
stamina (Example: Tiger Woods)
Existential (unconfirmed 9th
intelligence) – ability to raise questions regarding your place in
the universe (Example: Soren Kierkegaard)
Interpersonal – ability to teach, lead, or inspire other people and respond to their situation,
opinions, motivations, emotions, and/or actions (Example: Dalai Lama)
Intrapersonal – knowledge and understanding of youremotions, motivations, self-
awareness, strengths and weaknesses, and style (Example: Oprah Winfrey)
.
Linguistic – comprehension and expression of oral and written language, pragmatics,
semantics, and syntax (Example: William Shakespeare)
Logical-mathematical – computation in conjunction with deductive and inductive reasoning
((Example: Isaac Newton)
Musical – harmony, melody, musical, pitch, rhythm, texture, themes, and timbre(Example:
Wolfgang Amadeus Mozart)
2. Naturalist (added 8th
intelligence) – learning the key differences of discrimination among
several categories, classifications, or species of objects found within our natural
environment (Example: Charles Darwin)
Spatial – balance, color, contrast, design, form, match, and perspective (Example: Frank
Lloyd Wright)
Gardner’s theory of multiple intelligences contends that “each intelligence is a relatively
autonomous intellectual potential capable of functioning independently of the other.” However,
it also proposes that these different intelligences work in conjunction with one another in a gifted
school curriculum in Chicago. While the theory of multiple intelligences universally defines the
terminology “intelligence”, it also suggests that some individuals are universally intelligent.
3. What causes some Gifted Students to be Underachievers?
For some time now, the public education system has witnessed epidemic proportions of
underachievers throughout the US. Some education officials even claim that this is becoming a
more prevalent problem in gifted school programs in Chicago suburbs as well as in other cities.
In fact, research studies from as far back as the 1980’s have revealed that anywhere from 10%
to 20% of students that were classified as “gifted” didn’t finish or graduate from high school.
Although it is unclear as to why this issue has become so problematic, there is some
speculation that this phenomenon has been caused by too much focus on results and test
scores rather than examining a child’s learning processes. The more common tools being used
to identify and measure learning difficulties as well as underachievement in gifted school
programs in Chicago suburbs are checklists and questionnaires.
However, research involving behavioral defensive patterns shows that there are certain
pressures that arise more frequently in gifted students than in the traditional classroom. These
pressures include:
the concerns about how their appearance and popularity could eventually help them to gain
the admiration of their peers
the desire to be very creative and unique
the student’s need to achieve perfection by being extremely intelligent (the smartest in their
group)
Research has also suggested that behavioral defensive patterns are associated with or
attributed to certain environmental factors that could contribute to underachievement. These
factors include the student’s:
educational environment
family dynamics
peer influences
Furthermore, there are certain school circumstances which have been identified as a hindrance
to achievement. The following circumstances can lead to underachievement and are usually
not found in gifted school programs in Chicago suburbs:
an anti-intellectual classroom or educational environment that prioritizes athletics and/or
social status rather than academics and intellectual programs
an attitude or mindset that views gifted education as being elitist in nature
4. an overly rigid classroom environment wherein students are forced to study the identical
course materials at all times
teachers who continually ignore or overlook the student’s quality of work because of cultural
or racial prejudices, different values, or their own personal power struggles
It’s obvious that the root cause of underachievement must be researched thoroughly if it is going
to be defined as discrepancies between achievement and IQ test scores. In addition to
behavioral defensive patterns that can adversely affect motivation, the root cause is oftentimes
found in a curriculum that fails to challenge the student enough.
5. For immediate release:
Science and Arts Academy – Gifted Education Programs that help
intellectually high performing Students achieve their Potential
Founded 25 years ago in Des Plaines, Illinois, the Science and Arts Academy serves the
greater Chicago area and its many suburbs. The school is primarily recognized for providing an
academically differentiated, enriched learning environment for “gifted and talented” or
intellectually high performing students. According to Timothy P. Costello, Head of School, the
school was designed and developed “to meet the unique needs of gifted students” from junior
kindergarten through eighth grade.
He [Costello] went on to say that the school’s supportive community encourages everystudent
to cultivate not only his or her academic abilities and creative talents,but their emotional
development as well. As a co-educational, independent, non-denominational, and not-for-profit
day school, the Science and Arts Academy is easily accessible by personal vehicle or public
transportation. School begins at 8:30am and ends at 3:30pm with extended day care available
from 7:30am until 6:00pm Monday through Friday.
The Numbers don’t lie
So what is it that separates this school from the public education system? It’s all about numbers.
With an average of only 13 students per class and a 7:1 student to teacher ratio, the school is
able to better facilitate, ignite, and promote student learning. Plus, the school offers the best,
expert-guided educational experience for gifted students by:
challenging students with robust academics
encouraging emotional and social development
offering extensive opportunities for artistic expression
Considering the fact that 82% of their faculty members hold advanced degrees, this easily
explains why Science and Arts Academy students typically score an average of 23 points or
more on standardized MAP (Measure of Academic Progress) tests.
6. Additionally, the school provides 32% of student’s families with tuition assistance and now
serves 65 zip codes in the greater Chicago area. The school offers 3 languages and 3 year-
round fine arts classes. Plus, students have access to 4 science labs. In addition to all this,
there are over 30 extracurricular activities and teams as well as 10 or more family events held
every year.
The Science and Arts Academy is committed to diversity and inclusion in order to build a
student community that is safe and welcoming for all. With 38% of the school’s population
being students of color, there is no room for exclusion and hate at our facility. The school
welcomes your inquiries and will be happy to provide whatever information may be needed
regarding its history and the curriculums offered. You are encouraged to contact the Science
and Arts Academy at 847-827-7880 for more details.
7. Helping the Gifted Learner to realize their Life’s Purpose
As students in gifted learner programs in Chicago, these individuals possess exceptional skills
and have the potential to be highly productive adults. Consequently, society may need their
skills for curing cancer, developing new methods for harnessing sustainable energy, or
educating our future generations. Ironically, recent studies show that these individuals tend to
identify future self-focused goals rather than improving society.
Parents and teachers have a tendency to praise the gifted student for cultivating their academic
skills and personal growth while neglecting to urge them to use their skills to contribute to
society. In other words, while we encourage the development of students in gifted learner
programs in Chicago, we often neglect to help them realize their life’s purpose while at the same
motivating them to make a difference in society.
Given the lower than expected levels of realizing one’s purpose, common sense tells us that we
need to encourage the gifted student to how they can better use their skills and contribute to
society. Here are 5 steps that parents and gifted learner teachers in Chicago can take to help
the student discover their life’s purpose:
Be the role model – it’s essential for gifted students to discover their life’s purpose. Yet their
parents rarely discuss what helps them to realize their own. By telling your child what gives
your life purpose it will help them start to reflect on their own lives.
Cultivate a mindset of gratitude – while it may seem counter-productive to fostering purpose,
cultivating a grateful mindset can be an effective strategy. You should ask everyone at the
dinner table to name three things they are grateful for each day.
Encourage your children to reach out to family members and friends – while your child
may not yet know what their life’s purpose is, the adults they come into contact with will. Have
them call someone or send them a letter and discuss this with the other person. It will help
them gain insight.
Focus on the child’s strengths and values – gifted children need to focus on those strengths
and values that are most important to them. If the child utilizes their strengths to effect
meaningful change, their purpose in life will become more apparent.
8. Look towards the future – instead of asking your gifted learner in Chicago about their day at
school, start up a conversation that focuses on the future. For instance, ask your child what
they see themselves doing by the time they are 30 or 40 years old.