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.
Understanding Millennials and Neo-MillennialsED MAP
The Imagine America Foundation is proud to announce it is collaborating with ED MAP to present a new webinar research series designed to help career colleges better understand Millennials, Neo-Millennials and virtual high school students. This series will be presented in four progressive sessions exploring this new generation of learner, their needs and expectations, how to get their attention and how to prepare your school for these students. Each session will last an hour with at least 15 minutes devoted to a question-answer period.
Understanding Millennials & Neo-Millennials – January 15th 2009
• Who are Millennials & Neo-Millennials?
• Are Millennials who attended virtual high school different from the rest?
• What are their expectations of post-secondary education?
• How do they learn?
• Why a new approach to learning technology, course materials, faculty preparation and recruiting is required.
Millennials and Neo-Millennials: Learning Environment 2.0ED MAP
In the 2nd session of our four part series will we will build on our knowledge of Millennials. From Web 2.0, social interaction and harnessing collective intelligence to assessment and creating structure and rules of engagement, attendees will gain a better understanding of how to get their school ready for Millennial students from a technology and learning environment perspective
Partnering with EducationUSA: Recruit & Enroll, Connect & EngageMarty Bennett
At the Study Mississippi Conference in Hattiesburg, MS, I highlighted EducationUSA services for US higher ed institutions and ways to connect with our network.
Understanding Millennials and Neo-Millennials: Making the Most of Course Mate...ED MAP
“Making the Most of Course Materials” will examine the notion and sources of content, and how transparency, economics, relevancy, collaboration, and technology impact content strategies. We will also discuss advantages and challenges to integrating multiple content channels, best practices and factors to consider in adopting new content strategies.
Understanding Millennials: Where to find them and how to reach themED MAP
The webinar discusses reaching and engaging millennials and neo-millennials. It provides background on the Imagine America Foundation, which provides scholarships and research support to career colleges. It also introduces ED MAP, a content management company. The webinar focuses on understanding millennials, where to find them, and how The American Academy develops strategies to engage them through tools like YouTube, Facebook apps, and interactive elements on their website.
This document summarizes a conference on technology in education to be held in Shanghai, China. It will bring together coordinators, leaders, teachers, and administrators from international schools in Asia to share best practices using technology. The conference will feature electronically delivered materials, breakout sessions on various topics, and a panel of speakers discussing theories and practices. It is co-sponsored by two educational organizations and is seeking volunteers, vendors, and presenters to make it a success in promoting technology use in education.
Your Campus Is More Diverse, But Is It More Inclusive?Maria Candelaria
College students are more diverse than ever and bring with them to campus an array of experiences, perspectives, backgrounds, and beliefs. To adapt to changing populations, diversity officers and student affairs professionals must take concrete steps toward inclusive excellence.
Learn about the changing demographics and attitudes of college students, an overview of EVERFI’s Diversity, Equity & Inclusion for Students course, and expert guidance for building a campus community which is both diverse and inclusive.
This presentation focuses less on the "nitty gritty" aspects of applying to college, and instead focuses on how to give advice regarding major decisions. It addresses various misconceptions about college to ensure students can make informed decisions.
Understanding Millennials and Neo-MillennialsED MAP
The Imagine America Foundation is proud to announce it is collaborating with ED MAP to present a new webinar research series designed to help career colleges better understand Millennials, Neo-Millennials and virtual high school students. This series will be presented in four progressive sessions exploring this new generation of learner, their needs and expectations, how to get their attention and how to prepare your school for these students. Each session will last an hour with at least 15 minutes devoted to a question-answer period.
Understanding Millennials & Neo-Millennials – January 15th 2009
• Who are Millennials & Neo-Millennials?
• Are Millennials who attended virtual high school different from the rest?
• What are their expectations of post-secondary education?
• How do they learn?
• Why a new approach to learning technology, course materials, faculty preparation and recruiting is required.
Millennials and Neo-Millennials: Learning Environment 2.0ED MAP
In the 2nd session of our four part series will we will build on our knowledge of Millennials. From Web 2.0, social interaction and harnessing collective intelligence to assessment and creating structure and rules of engagement, attendees will gain a better understanding of how to get their school ready for Millennial students from a technology and learning environment perspective
Partnering with EducationUSA: Recruit & Enroll, Connect & EngageMarty Bennett
At the Study Mississippi Conference in Hattiesburg, MS, I highlighted EducationUSA services for US higher ed institutions and ways to connect with our network.
Understanding Millennials and Neo-Millennials: Making the Most of Course Mate...ED MAP
“Making the Most of Course Materials” will examine the notion and sources of content, and how transparency, economics, relevancy, collaboration, and technology impact content strategies. We will also discuss advantages and challenges to integrating multiple content channels, best practices and factors to consider in adopting new content strategies.
Understanding Millennials: Where to find them and how to reach themED MAP
The webinar discusses reaching and engaging millennials and neo-millennials. It provides background on the Imagine America Foundation, which provides scholarships and research support to career colleges. It also introduces ED MAP, a content management company. The webinar focuses on understanding millennials, where to find them, and how The American Academy develops strategies to engage them through tools like YouTube, Facebook apps, and interactive elements on their website.
This document summarizes a conference on technology in education to be held in Shanghai, China. It will bring together coordinators, leaders, teachers, and administrators from international schools in Asia to share best practices using technology. The conference will feature electronically delivered materials, breakout sessions on various topics, and a panel of speakers discussing theories and practices. It is co-sponsored by two educational organizations and is seeking volunteers, vendors, and presenters to make it a success in promoting technology use in education.
Your Campus Is More Diverse, But Is It More Inclusive?Maria Candelaria
College students are more diverse than ever and bring with them to campus an array of experiences, perspectives, backgrounds, and beliefs. To adapt to changing populations, diversity officers and student affairs professionals must take concrete steps toward inclusive excellence.
Learn about the changing demographics and attitudes of college students, an overview of EVERFI’s Diversity, Equity & Inclusion for Students course, and expert guidance for building a campus community which is both diverse and inclusive.
This presentation focuses less on the "nitty gritty" aspects of applying to college, and instead focuses on how to give advice regarding major decisions. It addresses various misconceptions about college to ensure students can make informed decisions.
The document evaluates three literacy-based websites for different audiences: Starfall for early childhood, EducationWorld for teachers, and Duke University's EIS site for international students. It analyzes each site's audience, content, design, navigation, credibility, accuracy, objectivity and other features. The evaluation finds that while the sites provide useful educational resources, some could improve navigation, inclusion of author biographies, and opportunities for cultural exchange.
The document provides guidance on advocating for gifted learners and gifted education programs. It outlines 10 ways to make the case for gifted education, including telling personal stories, using data, collaborating with others, writing letters to editors, building partnerships, and staying informed. The document also provides examples of key advocacy messages and describes advocacy tools and resources available from the National Association for Gifted Children.
This document outlines the agenda and content for a session on digital literacy and living and working on the web. The session will cover evaluating online information, relevant articles and resources, satire, a student video, and building a professional digital profile. It discusses the scope of digital literacy including information management, creating materials, communication, and online identity and behavior. It provides tips on using social media for employment and setting up a blog.
This document discusses some of the obstacles faced by adult students returning to college, as well as the benefits of doing so. It notes that returning adults may be less familiar with technology and studying compared to recent high school graduates. They also typically have more family and financial obligations. However, returning to college can provide financial security, self-esteem, and set a good example for children. The document provides tips on time management, using resources like advising and scholarships, and the importance of socializing and networking with other students.
This document is a college admissions and financial aid guide produced by Fair Opportunity Project. It aims to increase access to college for all students by providing free resources and information. The guide covers the entire college application process, from sophomore year of high school through applying to scholarships as a senior. It includes timelines, checklists, chapters on standardized tests, essays, interviews and more. The organization also offers additional free services like mentoring, virtual office hours and essay reviews to help students succeed.
This document discusses how parents of young children are using social media and what nonprofits can do to reach them. It finds that parents use social media to learn about child development, connect with other parents and caregivers, and communicate about their parenting experiences. Nonprofits can set goals to reach out to parents on social media, build online communities, and normalize sharing parenting information. The key lessons are to start small, keep the audience in mind, demonstrate expertise, repurpose content, and consider privacy issues when engaging parents on social media.
Battelle for Kids recently concluded a study on five of the top-performing school systems in the world. In the results, they shared the top six factors that affect student achievement.
These slides are from a webinar with Brad Mitchell from Battelle for Kids to discuss this global education study, and learn how to improve practice in the most critical areas in education.
You can read the findings in their LumiBook. Learn more here: http://www.schoolimprovement.com/battelle-for-kids-lumibook/
The webinar was held on April 24, 2013. Watch the recording on our website at: http://www.schoolimprovement.com/resources/webinars/webinar-global-education-study-battelle-for-kids/
The document discusses how integrating information literacy practices into academic courses can be a disruptive innovation that helps engage and motivate diverse students. It proposes using tools like KWL charts and annotated bibliographies to teach students skills for finding, evaluating, and using information effectively. Mainstreaming information literacy in this way could help address issues like low remediation rates and improve student success, learning, and preparedness for college and career.
This document discusses using social networking to support online learners and reduce attrition rates. It describes setting up social networking sites on Ning for two of Staffordshire University's online programs - BA in Advice Studies and MSc in Applied Sport and Exercise Science. Emerging evidence suggests the Ning sites help students feel less isolated, communicate informally, develop a stronger sense of community and support each other. Student feedback indicates the sites have been useful for making friends, sharing challenges and successes, and gaining confidence.
This document discusses the importance and power of student voice in education. It argues that student voice should not be underestimated as hearing students reflect on their own learning and work in their own words conveys meaning that cannot be expressed in writing. Student self-reporting has also been identified as the most significant indicator linked to raised student achievement. The document suggests that effective reporting and learning systems will integrate student voice. It advocates for schools to be democratic communities where students can help design their learning and have a say in decision making. Areas for further development include enabling students to present their insights in spaces traditionally controlled by adults and developing adult capacities to learn from students.
BBCON 2010 - Creating A Successful Online Communication StrategyRachel Welsh
Creating A Successful Online Communication Strategy outlines best practices for developing an effective online communication strategy, including segmenting audiences, launching multi-channel marketing efforts, educating audiences on website use, utilizing targeted content, analyzing web traffic, soliciting feedback, encouraging participation, building connections, promoting stewardship, using multimedia, keeping content fresh, celebrating small successes, and working efficiently. The key is understanding each audience, engaging them through various online and offline channels, and continually improving based on data and feedback.
The document discusses financial aid options for foster youth, including the different types of financial aid (grants, scholarships, work study, loans). It explains how to complete the Free Application for Federal Student Aid (FAFSA) and important deadlines. The Expected Family Contribution and Cost of Attendance are defined. The document also provides tips for finding and applying for scholarships, including thinking locally, for specific criteria, and applying to easy scholarships first. Proofreading essays and beingware of scholarship scams are also addressed.
The document discusses arguments for teaching creativity in schools, with claims that allowing self-expression deepens learning and builds confidence, and most people believe creativity and collaboration should be classroom subjects to improve education. The conclusion is that children need stimulation beyond core subjects to better express themselves comfortably. It questions what else could support students' creative sides given that most schools already include art and music.
This document discusses media literacy and how its definition has evolved over time. It defines media literacy in 1992 as the ability to access, analyze, evaluate and create media, while today's definition adds "participate." This reflects newer media's emphasis on participation through things like social media. The document also discusses a growing generation gap, as today's youth rely more on technologies like Google for information versus older generations. It suggests this could hamper understanding between generations regarding media.
This document provides an overview of resources for new adult ESL teachers, including information about students, lesson planning, standards, instructional techniques, and assessment. It introduces the California Model Program Standards for ESL, which define levels of English proficiency and include instructional and assessment standards. It also summarizes an instructional techniques video series that demonstrates teaching methods like role play, dialogue drill, and total physical response.
This document summarizes resources available on the National Association for Gifted Children (NAGC) website. It describes sections for educators, parents, advocates, and administrators that contain information, publications, standards, and professional development opportunities. The website also has advocacy tools and legislative updates. The presentation outlines the website's historical exhibits, current resources, and future advocacy goals to provide a comprehensive overview of gifted education materials available through NAGC.
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.
Gifted Programming and Public Knowledge: Question Bank for Surveysfloridazandy
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.
The document evaluates three literacy-based websites for different audiences: Starfall for early childhood, EducationWorld for teachers, and Duke University's EIS site for international students. It analyzes each site's audience, content, design, navigation, credibility, accuracy, objectivity and other features. The evaluation finds that while the sites provide useful educational resources, some could improve navigation, inclusion of author biographies, and opportunities for cultural exchange.
The document provides guidance on advocating for gifted learners and gifted education programs. It outlines 10 ways to make the case for gifted education, including telling personal stories, using data, collaborating with others, writing letters to editors, building partnerships, and staying informed. The document also provides examples of key advocacy messages and describes advocacy tools and resources available from the National Association for Gifted Children.
This document outlines the agenda and content for a session on digital literacy and living and working on the web. The session will cover evaluating online information, relevant articles and resources, satire, a student video, and building a professional digital profile. It discusses the scope of digital literacy including information management, creating materials, communication, and online identity and behavior. It provides tips on using social media for employment and setting up a blog.
This document discusses some of the obstacles faced by adult students returning to college, as well as the benefits of doing so. It notes that returning adults may be less familiar with technology and studying compared to recent high school graduates. They also typically have more family and financial obligations. However, returning to college can provide financial security, self-esteem, and set a good example for children. The document provides tips on time management, using resources like advising and scholarships, and the importance of socializing and networking with other students.
This document is a college admissions and financial aid guide produced by Fair Opportunity Project. It aims to increase access to college for all students by providing free resources and information. The guide covers the entire college application process, from sophomore year of high school through applying to scholarships as a senior. It includes timelines, checklists, chapters on standardized tests, essays, interviews and more. The organization also offers additional free services like mentoring, virtual office hours and essay reviews to help students succeed.
This document discusses how parents of young children are using social media and what nonprofits can do to reach them. It finds that parents use social media to learn about child development, connect with other parents and caregivers, and communicate about their parenting experiences. Nonprofits can set goals to reach out to parents on social media, build online communities, and normalize sharing parenting information. The key lessons are to start small, keep the audience in mind, demonstrate expertise, repurpose content, and consider privacy issues when engaging parents on social media.
Battelle for Kids recently concluded a study on five of the top-performing school systems in the world. In the results, they shared the top six factors that affect student achievement.
These slides are from a webinar with Brad Mitchell from Battelle for Kids to discuss this global education study, and learn how to improve practice in the most critical areas in education.
You can read the findings in their LumiBook. Learn more here: http://www.schoolimprovement.com/battelle-for-kids-lumibook/
The webinar was held on April 24, 2013. Watch the recording on our website at: http://www.schoolimprovement.com/resources/webinars/webinar-global-education-study-battelle-for-kids/
The document discusses how integrating information literacy practices into academic courses can be a disruptive innovation that helps engage and motivate diverse students. It proposes using tools like KWL charts and annotated bibliographies to teach students skills for finding, evaluating, and using information effectively. Mainstreaming information literacy in this way could help address issues like low remediation rates and improve student success, learning, and preparedness for college and career.
This document discusses using social networking to support online learners and reduce attrition rates. It describes setting up social networking sites on Ning for two of Staffordshire University's online programs - BA in Advice Studies and MSc in Applied Sport and Exercise Science. Emerging evidence suggests the Ning sites help students feel less isolated, communicate informally, develop a stronger sense of community and support each other. Student feedback indicates the sites have been useful for making friends, sharing challenges and successes, and gaining confidence.
This document discusses the importance and power of student voice in education. It argues that student voice should not be underestimated as hearing students reflect on their own learning and work in their own words conveys meaning that cannot be expressed in writing. Student self-reporting has also been identified as the most significant indicator linked to raised student achievement. The document suggests that effective reporting and learning systems will integrate student voice. It advocates for schools to be democratic communities where students can help design their learning and have a say in decision making. Areas for further development include enabling students to present their insights in spaces traditionally controlled by adults and developing adult capacities to learn from students.
BBCON 2010 - Creating A Successful Online Communication StrategyRachel Welsh
Creating A Successful Online Communication Strategy outlines best practices for developing an effective online communication strategy, including segmenting audiences, launching multi-channel marketing efforts, educating audiences on website use, utilizing targeted content, analyzing web traffic, soliciting feedback, encouraging participation, building connections, promoting stewardship, using multimedia, keeping content fresh, celebrating small successes, and working efficiently. The key is understanding each audience, engaging them through various online and offline channels, and continually improving based on data and feedback.
The document discusses financial aid options for foster youth, including the different types of financial aid (grants, scholarships, work study, loans). It explains how to complete the Free Application for Federal Student Aid (FAFSA) and important deadlines. The Expected Family Contribution and Cost of Attendance are defined. The document also provides tips for finding and applying for scholarships, including thinking locally, for specific criteria, and applying to easy scholarships first. Proofreading essays and beingware of scholarship scams are also addressed.
The document discusses arguments for teaching creativity in schools, with claims that allowing self-expression deepens learning and builds confidence, and most people believe creativity and collaboration should be classroom subjects to improve education. The conclusion is that children need stimulation beyond core subjects to better express themselves comfortably. It questions what else could support students' creative sides given that most schools already include art and music.
This document discusses media literacy and how its definition has evolved over time. It defines media literacy in 1992 as the ability to access, analyze, evaluate and create media, while today's definition adds "participate." This reflects newer media's emphasis on participation through things like social media. The document also discusses a growing generation gap, as today's youth rely more on technologies like Google for information versus older generations. It suggests this could hamper understanding between generations regarding media.
This document provides an overview of resources for new adult ESL teachers, including information about students, lesson planning, standards, instructional techniques, and assessment. It introduces the California Model Program Standards for ESL, which define levels of English proficiency and include instructional and assessment standards. It also summarizes an instructional techniques video series that demonstrates teaching methods like role play, dialogue drill, and total physical response.
This document summarizes resources available on the National Association for Gifted Children (NAGC) website. It describes sections for educators, parents, advocates, and administrators that contain information, publications, standards, and professional development opportunities. The website also has advocacy tools and legislative updates. The presentation outlines the website's historical exhibits, current resources, and future advocacy goals to provide a comprehensive overview of gifted education materials available through NAGC.
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.
Gifted Programming and Public Knowledge: Question Bank for Surveysfloridazandy
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.
This document discusses gifted children and gifted education. It defines gifted children as those who can learn and understand concepts at advanced levels beyond their peers. The document advocates that gifted children deserve specialized instruction that challenges them based on their intellectual abilities rather than their age. It also discusses the importance of proper identification of gifted students and providing gifted education programs and teachers trained to meet their unique needs.
Gifted Education Advocacy, Networking, & PD... 21st Century Style acoleman
Presented by Dr. April Coleman, Assistant Professor of Education, at Mississippi University for Women's 20th Annual Teachers of the Gifted Instructional Forum (T.G.I.F.) 2014
The document discusses twice-exceptional students, who are both gifted and have disabilities. It defines twice-exceptional students as those who are identified as gifted in an academic or artistic discipline and also exhibit a disability as defined by federal or state criteria. The document then lists common characteristics of twice-exceptional students, such as marked intellectual ability but also difficulties with writing or social skills. It provides strategies for teaching twice-exceptional students, such as teaching to their preferred learning styles, allowing choice in activities, and focusing on strengths rather than weaknesses. Finally, it discusses the lack of legal requirements around services for gifted students and differences in services provided across states and districts.
WCGTC 2011- International Day of the Gifted - Celebrating Giftedness, Creativ...Leslie Graves
PP presentation of Photo qoute Project put together by members of the Global Gifted & Talented community for the first 'International Day of the Gifted'- Presented at the 19th World Conference of the World Council for Gifted and Talented Children- Prague.
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.
This is the program for the 20th Biennial World Conference of the World Council for Gifted and Talented Children. The conference is in Louisville, KY - USA, August 10-14, 2013.
The document discusses the benefits of joining a debate team at Princeton University. It notes that debate experience provides networking opportunities, leadership and communication skills, and looks impressive on a resume. Debate allows students to travel around the country to tournaments at other universities. While the time commitment may be a concern, the document provides references from studies and articles that have found debate improves critical thinking abilities. Famous alumni like Stephen Colbert and Oprah Winfrey participated in debate and forensics in college. Joining the debate team is encouraged for the skills gained and career advantages it can provide.
The document outlines the mission and objectives of Imaginary Schools, which aims to identify and serve gifted students through an equitable identification system, quality programming, advocacy, professional development, real-world experiences, and opportunities for students who show potential but do not qualify for gifted programs. It also provides a definition of giftedness as demonstrating extraordinary aptitude in one or more intellectual, creative, or skill-based domains.
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.
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.
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.
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.
The document defines gifted and talented students in Texas and outlines the state's gifted and talented program. The purpose of the program is to identify and provide additional services to students performing at the highest levels. Districts must have policies for identifying gifted students, assessing students in K-12, and program specifics. Students are nominated, screened using multiple assessments, and final selections are made by a trained committee. Implementing the program requires developing a plan, research, and presenting to the school board. The program is then evaluated and changes recommended. The document also outlines standards for gifted teachers and three levels--acceptable, recognized, and exemplary--that districts can achieve for their gifted programs.
Advocating for your Gifted Child at SchoolLiftingthelid
Strategies for advocating for your gifted child at school. Tips for effective communication to help build a positive relationship with your child's teacher, for a team approach to supporting your child's needs at school.
The document provides a history of gifted education from ancient times to the present. It outlines key developments including Plato's views on educating the gifted in ancient Greece, Sir Francis Galton establishing the study of intelligence in the late 19th century, Alfred Binet creating the first intelligence test, and Lewis Terman's work popularizing IQ tests and longitudinal studies of gifted children in the early 20th century. It also summarizes theories of intelligence by Spearman, Thurstone, Vernon, Guilford, Gardner, Sternberg and models of giftedness by Renzulli, Gagne, and contributions of figures like Leta Hollingworth and Paul Torrance to the field of gifted education.
The document discusses the future of adult education and the American Association for Adult and Continuing Education (AAACE). It identifies several themes for the future success of the field and organization, including being flexible in program delivery and responsive to learner needs, using technology wisely, partnering with other organizations, promoting the field to share successes, and focusing on professional sustainability through mentoring the next generation. The author is optimistic that these strategies position the field and AAACE well for future opportunities in adult education.
The document discusses the future of adult education and the American Association for Adult and Continuing Education (AAACE). It identifies several themes for the future success of the field and organization, including being flexible in program delivery and responsive to learner needs, using technology wisely, partnering with other organizations, promoting the field to share successes, and focusing on professional sustainability through mentoring the next generation. The author is optimistic that these strategies position the field and AAACE well for future opportunities in adult education.
Module 3 Discussion What Would You DoExperts in the field of .docxJinElias52
Module 3 Discussion:
What Would You Do?
Experts in the field of special education are knowledgeable about historical, philosophical, and legal foundations impacting the field as they relate to the protection of student and family rights. Special education leaders are savvy in their craft and able to effectively collaborate with colleagues to plan individualized educational programs and articulate the services, resources, materials, equipment, and needs of students with exceptionalities.
The role of collaboration and consultation is particularly critical in the field of special education, allowing both the special education and the general education expert the opportunity to formulate the most appropriate plans for students using their expertise. In addition, social and emotional competencies are essential, as neither collaboration nor consultation exist void of a relationship with other people.
For this Discussion, you will take on the role of a team leader, in which you will examine the facts and information presented in the case study and module Learning Resources to formulate recommendations for an action plan.
To prepare:
·
Enter the Grand City interactive community and locate West Ridge Middle School. View the case study video titled, “The New Student.”
·
Review all module Learning Resources.
·
Consider what you might do as the grade level team leader with respect to Jamal’s current situation. How might you formulate a plan of action recommending what you would do next for Jamal?
As you form your recommendations for a plan of action, consider the following:
·
What are the issues identified in the case study?
·
What are the facts the principal and teachers need to consider in planning for Jamal?
·
Were there any issues related to cultural diversity and cultural responsive practice? If so, what were they?
·
What would be the initial steps for the team to consider regarding response to intervention (RTP) to support Jamal in the regular education classroom?
·
What additional resources and/or personnel would be needed to assist in further identifying, understanding, and/or supporting Jamal?
·
Are there any ethical implications and issues of integrity related to special education, Jamal and his mother, and/or the school and program that need to be considered? If so, what are they?
·
What are the relevant cultural and linguistic diversity considerations you would need to keep in mind with regard to the students and families? What external factors (i.e., culture, language, social and emotional, etc…) need to be considered? How might these impact student learning?
·
What actions are needed related to preparing for Jamal to be successful in the regular education environment?
By Day 3 of Week 4
Post
, from the perspective of the team leader, a plan of action for what you would do next for Jamal. Clearly explain the next steps along with your rationale and research-based strategies to:
·
Address the concerns presented by Jamal’s mother.
The Diversity Initiative is a comprehensive campaign by Youth Discovery Inc meant to serve minority and low-income students in Cache Valley. It consists of four parallel campaigns targeting students, parents, the community, and educators. The goals are to close achievement gaps, increase graduation rates, and encourage greater enrollment in post-secondary education. The campaigns involve establishing new programs and expanding existing ones to provide academic support, guidance, and educational resources to students, parenting workshops and computer labs for parents, training and fundraising for educators, and identifying community organizations able to support these efforts.
Guided NotesAdvocacy ResearchAs you have been learning.docxshericehewat
This document provides an overview of research resources available on several advocacy organization websites. It describes the types of data and publications available on the Annie E. Casey Foundation, Children's Defense Fund, Child Welfare League of America, and National Center for Children in Poverty websites. These include data on topics like demographics, economic well-being, education, health, and policy issues for children at the state level. References are provided for further reading.
This document discusses supporting student success in a competency-based learning environment. It outlines the need for timely, differentiated support for students as they work to achieve competencies. A growth mindset that believes abilities can be developed through effort is important for providing effective support. Schools implementing competency-based learning must create structures, relationships and conditions that enable learning and the belief that high achievement is possible. The document provides examples of how some schools are implementing learning supports and outlines design principles for developing an effective "learning edge" system of support.
Education of th e gifted and talentedsylvia b. rimmronak56
The document provides an overview of gifted education and summarizes the 7th edition of the textbook "Education of the Gifted and Talented". Key points include:
- The 7th edition contains approximately 30% new content including new directions in gifted education, identification of underserved groups, Response to Intervention models, and new curriculum and teaching models.
- Gifted education has historically cycled between periods of increased interest and funding followed by cuts, though it has shown resilience through differentiated instruction and ability grouping.
- The authors thank the many contributors to the new edition and acknowledge the ongoing cycling of gifted education issues between progress and challenges to the field.
Building your case for support presentation to the niagara fundraisers netw...Jocelyn Titone
Your case for support should tell your story to inform and motivate potential donors, staff and volunteers. Lyn Russo, CFRE, explains the core building blocks and offers tips from her experience as the Director of Development & Alumni Relations at Niagara College.
This document outlines an agenda and materials for a workshop on developing statewide initiatives to support paraeducator career growth. The workshop will explore five strategic steps: defining the need, developing partnerships, preparing a plan, securing support, and maintaining collaboration. A panel will then discuss lessons from Washington state's paraeducator legislation process. The panel will take questions from attendees.
This document discusses competency-based education and its role in increasing student completion rates. It argues that competency-based models focus on what students learn rather than how long they spend in the classroom. Students can earn credits by demonstrating their mastery of skills. The document outlines how competency-based strategies can help more students complete their education through options like online learning, credit for prior experience, and accelerated learning. It also discusses the process institutions must follow to implement competency-based programs and earn federal financial aid eligibility. Overall, the document promotes competency-based education as an effective way to increase student completion and better serve nontraditional students like adult learners.
Everything is being reinvented around us every day--so why not education?
Our non-institutional and decentralized program empowers a youth anywhere in the world to design and develop their own learning and career plan
Senior Program Development Specialist With The Oklahoma...Kate Subramanian
The document discusses using the small holder direct loan scheme from the Nigeria Agricultural Cooperative and Rural Development Bank to increase agricultural production in rural Oyo State, Nigeria. It notes that the loan scheme is designed to provide credit to smallholder farmers. The authors argue that utilizing this loan scheme could help boost agricultural output in the region by providing farmers access to capital for inputs, equipment, and other resources. They believe this approach addresses the lack of access to financing that many smallholder farmers in the area currently face as a barrier to increasing production.
Families CAN Make A Difference
2014 Summer Institute – Equity in the Era of Common Core
Metropolitan Center for Research on Equity and the Transformation of Schools
This document summarizes the topics discussed at a back-to-school night meeting for parents of students at Jefferson Middle School. It introduces gifted education opportunities including Model UN, enrichment activities, and advocacy. It defines giftedness, discusses the social and emotional needs of gifted students, and strategies for supporting gifted children. Resources for parents on gifted topics are also provided.
Careers in natural resources initiative - Lisa Eadens, Colorado Alliance for ...rshimoda2014
There is great concern over who will protect, maintain and enhance our natural resources in the future. Currently, outdoor play time for kids is minimal, especially for children living in urban areas, while kids’ average “screen time” exceeds 40 hours a week. By some accounts, as many as 50% of state and federal land managers are retirement-eligible within the next five years. However, because a generation or more of children has not had a close and ongoing relationship with the outdoors, state and federal natural resource agencies are having difficulty recruiting employees who have the necessary skills, experience, education, and emotional connection to the outdoors to take over the management of public lands. Simultaneously, agencies not only need skilled candidates, they need candidates that represent the changing demographics of the state.
The Careers in Natural Resources Initiative aims to help youth make the leap from participation in an outdoor program to a sustainable career through three strategies that address different audiences along a spectrum from awareness to action.
Support Career Exploration – Most youth lack understanding of career opportunities in natural resources. To promote these opportunities and foster interest in natural resource careers, partners participated in 8th grade career fairs throughout the region and are planning a Careers in Natural Resource Experience this spring.
Develop Online Jobs Portal – Working with our partners, an online web portal that provides a single springboard to help organize and access needed information, job postings, and resources around natural resource careers was launched in the fall of 2013.
Create Career Guide – Publication of a Guide to Natural Resources Career Paths aimed at entry-level candidates is underway. The Guide will provide step-by-step assistance for youth interested in natural resource careers regarding how to apply and navigate state and federal job listings and application processes.
CAISL is a student-centered international school in Lisbon, Portugal that is committed to providing an enriching education. The Learning Support Program aims to help students with mild learning difficulties succeed academically through one-on-one instruction, accommodations, and setting individualized goals. Parents play an important role by collaborating with teachers and participating in the annual review process to update their child's Individual Education Plan.
Janet, a teacher, established a literacy development program at her elementary school to increase students' reading outside of school and improve their test scores. She formed a team consisting of a parent, teacher, and librarian. Their projects included a reading competition between classes and family literacy workshops. The team worked hard to gain support from local businesses to provide incentives. Their persistence paid off, as parent involvement greatly increased and test scores were expected to rise due to the program's success.
Janet, a teacher, established a literacy development program at her elementary school to increase students' reading outside of school and improve their test scores. She formed a team consisting of a parent, teacher, and librarian. Their projects included a reading competition between classes and family literacy workshops. Despite initial lack of support, the team persisted and gained support from local businesses. The program was successful, with increased parent participation and improved reading logs. The principal recognized the program's success.
Similar to Supporting and sustaining gifted education we are all advocates! (20)
Open science and 21st century naturalist skillsjdanielian
This document outlines a curriculum for developing 21st century naturalist skills in students. The curriculum aims to awaken students' interest in the natural world by focusing on field work methodologies like observation, documentation, classification and inquiry-based problem solving of local natural issues. It provides guiding questions for student inquiries on topics like natural history, observations, species classification and connections in nature. It also outlines basic principles, general skills, methodological skills and habits of mind needed for naturalist work. Finally, it discusses using content standards and providing tools to support students' naturalist studies. The overall goal is to allow students to pursue interests in nature through hands-on field investigations.
The document provides tips and strategies for nurturing creativity in the classroom. It discusses establishing a creative classroom environment by encouraging idea generation, questioning assumptions, allowing mistakes, utilizing creative problem-solving strategies like SCAMPER, and assessing student creativity through rubrics and observations. The goal is to support innovative thought and help students develop creative skills and habits of mind.
Supporting and sustaining gifted education we are all advocates! (2)jdanielian
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.
The document discusses effective parent-teacher relationships and managing expectations when working with gifted students. It notes that parents and teachers often have different perspectives and information about a student's interests, experiences, and needs. Maintaining open communication, seeking to understand other perspectives, and having flexibility are important. The document provides resources and suggestions for addressing common issues like boredom, lack of challenge, and stress that gifted students may face.
The document discusses 10 common myths about gifted education and provides evidence to counter each myth. Some of the key myths addressed include that gifted children do not need support or challenge, that giftedness is only about academics, and that gifted programs are elitist. The document provides research and evidence showing that gifted students have unique learning needs and benefit from specialized identification practices and programming tailored to challenge and support their advanced abilities.
The document discusses the importance of understanding students as whole individuals and addressing their diverse needs, interests, and learning styles. It notes that teachers, parents, and students often have differing perspectives on a child's educational experience. The summary emphasizes creating open communication between these groups to best support each student's growth and potential.
This document provides guidance and strategies for making homework meaningful and effective. It suggests developing a growth mindset in students by praising effort rather than innate ability. Homework should strengthen skills, allow independent learning, and extend classroom knowledge. Teachers should give relevant assignments and clarify expectations. Parents are encouraged to create a distraction-free study space and communicate with teachers about struggles. Alternatives to homework like logs and intervention programs provide support. The purpose of resources like homework club is to help students who need structure and assistance to complete assignments successfully.
Bono, the lead singer of U2, is recognized as both a musically talented artist and a socially creative activist. He uses his skills as a songwriter and performer to raise awareness of issues like poverty and health crises in developing countries. Bono was inspired to dedicate himself to social causes after witnessing extreme poverty in Africa in 1984. His creativity, optimism, courage, and passion for issues like debt relief have allowed him to successfully advocate for change by meeting with world leaders and helping to secure billions in aid. Bono's songwriting approach is unconventional, drawing inspiration from ideas and melodies rather than a structured process. He sees his musical and social advocacy work as interconnected parts of using his platform to
The document discusses using films in counseling gifted adolescents to address social and emotional issues. It outlines a 4-stage approach to cinematherapy involving identification, catharsis, insight, and universalization. Careful film selection and follow-up activities are emphasized to ensure participants gain understanding. Example films mentioned that deal with relevant themes are Stand By Me and Explorers. Common social and emotional issues faced by gifted male adolescents include peer relations, emotional expression, and identity formation.
7. The Ones Most Actively Involved in Some Area of Gifted Education
8. “Who are we?” We are Teachers We are Parents We are Students We are Researchers Keep in mind that these may change!
9. “A community is like a ship; everyone ought to be prepared to take the helm.” -Henrik Ibsen “A ship in port is safe, but that's not what ships are built for.” -Grace Hopper “It is not the ship so much as the skillful sailing that assures the prosperous voyage.”-George William Curtis “I am not afraid of storms for I am learning how to sail my ship.” -Louisa May Alcott
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11. The News on a National Level D-300 reviews its options for gifted programBeef up the gifted program or get rid of it – that’s the task facing Dave Alessio and the District 300 Education Committee that he recently took over.Northwest HeraldJuly 4, 2009 Shortchanging High AchieversSummer programs for gifted students are on the chopping block.Washington PostJuly 3, 2009 Parents concerned about cuts in Green's gifted programThe June Green Board of Education meeting was dominated by questions and concerns regarding recent cuts in the gifted program.The SuburbaniteJune 21, 2009District 80 to continue TAG programDistrict 80 will continue and expand its successful Talented and Gifted program next year despite unsure funding, said members of the District 80 Board of Education at a meeting last weekRegister-NewsJune 15, 2009
16. What Should We Do? Seek out Professional Development Become familiar with Characteristics of Gifted Students Explore Curricular Opportunities and the great variety which exists. Know what your state does/does not do Become a Member of State and National Associations. Advocate
17. Don't wait for an emergency to begin building support for gifted programs and services Five Points to Ponder
18. 1. Examine your program Become aware of what the district currently offers for gifted students and how learners access these programs and services. Focus on the benefits to students and ensure school leaders understand the value of gifted programming in your community. Familiarize yourself with the NAGC Pre-K-Grade 12 Gifted Program Standards.
19. Putting the Standards to Use They can serve as: Benchmarks for measuring the effectiveness of gifted programming. Criteria for program evaluation and assessment. Guidelines for program design and development. Recommendations of the minimal requirements necessary for high-quality educational programming designed to meet the needs of gifted students. Tools for advocates of gifted education who are working on increasing the public's awareness of the needs of gifted and talented students in today's schools.
20. 2. Establish a rationale Make your rationale for supporting programs and services as clear and informative as possible while also keeping the needs of gifted children front and center your resource collection for developing a rationale should be twofold: 1. resources about policies and practices (i.e., state and local mandates, district policies and practices, etc. as well as 2. the NAGC Program Standards and Position Statements)
38. 3. Brush up on your communication skills Your job is to get the message out!
39. Reasons for Public Relations in Gifted Education: to promote a better understanding of the nature and needs of gifted children and youth to gain positive support for appropriate programs to keep all constituent groups informed on key issues to build a knowledge base for advocacy
40. Importance of Media Coverage Local, state, and national magazines provide useful opportunities for public relations “If specialists in gifted education were to write just one article for the general press each year, the quantity of accurate information available to the general reading public would increase dramatically.”
41. State Level Strategies Networking with other state organizations provides many opportunities to break down barriers between special interest groups and to build the groundwork for mutual trust and support
42. 4. Build a Bridge for Administrators School administrators are deeply concerned about ensuring educational excellence for all of their students. Many are unaware of the unique needs of advanced learners. Recognize that at every level their entire day is packed with a wide range of educational and managerial crises.
43. 5. Network, Network, Network Become an active participant in local school groups like the PTO or booster club, Offer to provide a speaker for local service organizations about your gifted program and its ties to the community, Volunteer to serve on school committees involved with strategic planning, accountability, or program evaluation and planning, Form your own local support organization that works to inform your community and district about the needs of high-ability students, Get to know the education reporters for your local media outlets-they may be interested in covering gifted programs in local schools or highlighting student achievements, or Join a gifted organization (like NAGC) that advocates for a challenging and appropriate education for gifted learners.
44. NAGC’s Advocacy Toolkit This toolkit is designed for state and local advocates in gifted education. You can find tools on general advocacy, basic facts about gifted education in the U.S., working with the media, advocating with your elected representatives, starting your own local group, and other strategies to advance the needs of gifted and talented learners.
45. NAGC’S Advocacy Toolkit Know Your Information - Check this out for fast facts about gifted and talented and why we need to advocate for students and programs! Know Your Audience - Look here for information about who works on what issues and how to contact them. Effective Advocacy - Read expert advice on effective communication and maximizing your impact. Support Groups - Advocating as part of a group gives you strength. Here are some suggestions on forming and finding support groups. Local Advocacy - Some of the most important decisions happen in your own community or school district, click here to learn more. State Advocacy - Advocating in your state? Check here for suggestions on how your state group can assess the legislative landscape. Federal Advocacy - Find out how to best communicate your message to Congress. Legislative Update - Read about current issues in Congress.
49. What the Research Says: Gifted Education Works Gifted Education Strategies Work Acceleration Works Grouping Works Curriculum Compacting Works Advanced Placement Works Pull-Out Programs and Specialized Classes Work Teacher Training Makes a Difference
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51. A Few Reminders Anticipate issues, situations, and questions before they arise. Have resources available. Provide the best places to access resources. Organize and prepare newsletters, conferences, special events, etc. Take advantage of what NAGC has to offer. Explore what other state associations are doing/providing.
53. Information and Resources The Big Picture If you're looking for answers to questions like "What is gifted?" and "Why do we need gifted education?" -- this is the place to start. Glossary of Terms Every area of knowledge has its own unusual set of terms and phrases. Our glossary is designed to help you translate and build a stronger understanding of the frequently used vocabulary in gifted education. A History of Gifted Education Check out this timeline which traces the significant events and innovations in the field from the 19th century to today. NAGC Pre-K--Grade 12 Gifted Program Standards Written and endorsed by experts, these invaluable resources are designed to help you identify the characteristics of exemplary gifted programming and create educational environments that maximize a child's potential. NCATE Gifted Education Graduate Program Standards NAGC, in conjunction with the Council for Exceptional Children (CEC), has revised the standards used to accredit college and university teacher preparation programs in gifted education. NAGC Position Statements Are you looking for an authoritative recommendation on topics concerning gifted children? NAGC position statements provide a reasoned, researched, and endorsed viewpoint from a nationally recognized organization.
54. Resources for Teachers Resources for Advocacy Resources for Higher Education Resources for Parents
55. If it is in the News… Strongly consider writing a letter to the editor Respond to your local issues. Use the knowledge base and tools you have acquired. Access NAGC’s support page for ideas and suggestions.
57. Letters to the Editor Personalized letters have the best chance of being published have the greatest impact The Message more meaningful to the reader when he can see how you, your district, and/or your state is affected by the issue include state or local statistics to reinforce your point talk about your own experiences mention an ongoing discussion in your state that is relevant NAGC provides a template, or sample letter to the editor. We urge you to modify the sample to make it your own.
58. NAGC’s Messages Gifted and Talented Students Have Special Learning Needs Giftedness is Present in All Socio-economic Groups Global Competitiveness Depends on Our Most Advanced Students
59. 1. Gifted and Talented Students Have Special Learning Needs We must make a commitment to address the unique needs of our high-ability learners. Every student deserves the opportunity to make continuous progress in the classroom. Far too many schools continue to ignore the special learning needs of high-ability learners.
60. Challenges and Concerns for the Nation Left unchallenged, gifted students can find themselves unprepared for the rigor and academic independence of college. Many gifted elementary school students already know between 40 and 50 percent of the material to be covered in their current grade prior to the start of the school year.
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63. Training teachers to work with gifted learners benefits all students. The Classroom Dynamic Changes!
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65. Gifted programs allow our brightest students to achieve their true potential. Every child has the opportunity to achieve!
66. 2. Giftedness is Present in All Socio-economic Groups Our nation often fails to identify and serve the gifted students who are the most disadvantaged. As a result, the achievement gap between the highest-performing students from disadvantaged backgrounds and their more affluent peers grows at a faster rate than it does for students at the opposite end of the achievement spectrum.
67. Challenges and Concerns for the Nation When they enter school, gifted children are equally represented across all demographic and geographic groups. But as they advance in school, nearly half (44 percent) oflower-income gifted students drop further and further behind.
68. High-achieving, lower-income students drop out of school twice as often as high-achieving students from higher income families. Low-income students are more dependent on our schools to meet their educational needs than more affluent students. YET Many districts do not fund gifted programming and services.
69. NAGC’s Goals Create a national talent search and service mechanism for low-income children. Provide gifted services at preschool and primary levels. Provide personalized transition services at middle school and beyond. Disseminate materials relating to alternative forms of identification.
70. Investing in gifted education allows us to identify our nation's brightest minority students. Gifted Education has presented the most comprehensive plans for the identification of minority students.
71. The Outcome of Alternative Identification In the nine years after implementing a multiple criteria model for identifying gifted learners, Georgia saw a 206% increase in the number of African-American children and a 570% increase in the number of Hispanic children participating in gifted education programs statewide.
72. Javits Grants Finding Success Scientists-in-Schools (Texas) Project Breakthrough (South Carolina) Project M3 (Connecticut, Kentucky) CHAMPS (Mississippi) Project La Jornada (New Mexico) Project SAIL (Oklahoma)
73. 3. Global Competitiveness Depends on our Most Advanced Students. Our nation's ability to compete tomorrow is dependent upon the brightest students sitting in our classrooms today. The United States will only remain the world's economic leader if we equip our high-ability students with the tools necessary to innovate, compete, and lead in the 21st century.
74. Challenges and Concerns for the Nation The United States' highest performing students (those in the 95th percentile) ranked 23rd in mathematics on the 2003 Program for International Student Assessment (PISA), and 13th in science on the 2006 PISA. A majority (64%) of Americans and 84% of college faculty believe that our gifted students are not being sufficiently prepared to compete against the best-educated scientists and engineers in the world. Only 15 states have public, statewide math-science high schools for advanced learners.
75. NAGC’s Goals Increase numbers of statewide Math and Science high schools. Increased awareness of materials on how to increase mentorships, internships, and partnerships with higher ed communities. Support early admission to college / dual enrollment
76. Gifted programs encourage students to enter the STEM fields that are vital to our nation'scompetitiveness. The time is now to make a greater investment and in our nation's brightest children.Our nation's future depends on it.
77. The Outcome of Advanced Math and Science Programs 52 % of the 2005 participants in Project SIS, a Javits grant supported high school program, identified science as a career of focus; over 50 percent of the students went on to pursue advanced degrees in Science or Mathematics.
78. It is our responsibility To Advocate To Teach To Learn To share ideas with all colleagues To attend professional development To seek out each and every opportunity To be vigilant in our endeavors. To try
80. "Never doubt that a small group of thoughtful committed people can change the world; indeed it is the only thing that ever has.” -Margaret Mead
81. While we may sail different ships…….. ……..We are on the same sea.
82. Lets Look at some of my favorite resource websites and navigate around a little (Tricks of the Trade….Tricks of the Trade NAGC DavidsonHoagiesSENGCECGoogle Alerts