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Home   About   Membership   Networks   Parents   Resources   Publications September 24, 2015


 News from NAGC

Congratulations to the 2015 Javits-Frasier Scholars

NAGC is pleased to announce the recipients of the 2015 Javits Frasier Scholarship for Diverse Talent Development. The program is designed to increase culturally and linguistically diverse students' access to talent development opportunities through teacher and school counselor/psychologist training and support related to equity and excellence in gifted education. This scholarship program strives to identify and support passionate, innovative educators in communities across the country where students from culturally and linguistically diverse backgrounds are historically under-represented in gifted programs.

Please welcome these 2015-16 scholars who will attend the 62nd Annual NAGC Convention:
  • Jonathan Bolding, Madison, TN
  • Angela Bourrage, Mableton, GA
  • Wendi Briggs, Columbus, OH
  • Zachary Davis, Ellicott City, MD
  • Cherie Dennison, Pleasant View, CO
  • Shelsea Greenleaf, Phoenix, AZ
  • Katherine Helm, Tempe, AZ
  • Robert Lundstrom, Folsom, CA
  • Tiffani Menard, Suwanee, GA
  • Amber Morgan, Aurora, IL
  • Donna Schlarb, Casa Grande. AZ
NAGC appreciates the following gifted professionals who will mentor the 2015-16 scholars:
  • Karen Brown, Paradise Valley Unified School District, Phoenix, AZ
  • Dina Brulles, Paradise Valley Unified School District, Phoenix, AZ
  • Jaime A. Castellano, Lutheran Services of Florida, West Palm Beach, FL
  • Kristina Collins, Texas State University, San Marcos, TX
  • Laurie Croft, University of Iowa, Iowa City, IA
  • Tamara Fisher, Polson School District #23, Polson, MT
  • Zel Fowler, Roosevelt Elementary School District, Phoenix, AZ
  • Steven C. Haas, Indigenous Students Leap Ahead, Littleton,CO
  • Thomas P. Hébert, University of South Carolina, Columbia, SC
  • Jerry A. Lassos, University of Colorado Denver, Denver, CO
  • Connie Phelps, Emporia State University, Emporia, KS
  • Teresa Reddish, Cobb County Schools, Marietta, GA

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Association Editor Appointed
NAGC announces the appointment of Jennifer L. Jolly, Ph.D., as the NAGC Association Editor. Jennifer is a senior lecturer in gifted education at the University of New South Wales in Sydney, Australia. Her research interests include the history of gifted education, motivation and gifted children and parents of gifted children. Her work has been published in Gifted Child Quarterly, Journal for the Education for the Gifted, Roeper Review and Gifted Child Today. Jennifer also served as editor of NAGC's Parenting for High Potential from 2007–2012. "We look forward to working with Jennifer over the next three years on a robust publications program that meets the needs of our members," said NAGC president George Betts. "We also thank Carolyn Callahan, the outgoing Association Editor, who started several new, successful initiatives that we can build upon."
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The Exceptionality of Being Twice-Exceptional
Like other gifted learners, twice-exceptional (2e) students are highly knowledgeable and talented in at least one particular domain. However, their giftedness is often overshadowed by their disabilities, or these students may be able to mask or hide their learning deficits by using their talents to compensate. View the latest issue of Connecting for High Potential NAGC for insights and to support twice-exceptional children, both in school and at home.
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  Robinson Center for Young Scholars
Challenging K-12 students in an intellectual community through early entrance and outreach programs:
  • Transition School
  • UW Academy
  • Saturday Enrichment
  • Summer Programs
  • Professional Development
For more information, visit our website

Pre-Convention Learning Opportunities in Phoenix
Register for the NAGC Convention today and consider arriving in time to get your learning on! Gifted and talented education professionals have planned for these Offsite Educational Programs for NAGC Convention attendees (additional registration fee required) that head out Thursday morning, Nov. 12:
  • Herberger Young Scholars Academy at Arizona State University
    You will visit the Herberger Young Scholars Academy, Arizona's only early entry high school for highly gifted students. You will leave this program with effective models for meeting the needs of highly gifted and talented students while also engaging in best practices to prepare students for college and career readiness.
  • ASPIRE Academy
    The Aspire Academy, a school within a school, is located on the campus of Connolly Middle School. It is designed for academically gifted students in sixth through eighth grade. ASPIRE stands for Actualizing Student Potential Increases Resiliency and Excellence. Participants will learn how to design and build a gifted program that provides rigorous core classes and extensive enrichment activities. You will observe authentic PBL, highly focused STEM electives and dedicated teachers.
  • Arizona Opera
    Arizona Opera, now in its 44th Season, produces fully-staged operas, concerts and collaborative programs throughout the state of Arizona each season. Over the course of this building tour and workshop, you will receive training in how to teach and use opera to support classroom learning and help unlock the creative potential of gifted students.
  • Musical Instrument Museum
    The Musical Instrument Museum is the world’s only global musical instrument museum, displaying more than 6,000 instruments collected from around 200 of the world's countries and territories. You will explore the properties of sound, how different materials used in the construction of musical instruments contribute to their sound and how these themes can be incorporated into programs for students in grades third through eighth.
Register before Oct. 12 for one of these Offsite Educational Programs when you register for the 62nd Annual NAGC Convention.

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In the Latest Issue of Teaching for High Potential
In the Fall 2015 issue of NAGC's Teaching for High Potential, you'll find these articles:
  • Expectation Overload: Helping Multipotentialed Students Find Happiness by Sarah Marie Catalana, University of Georgia
  • Robots Get Schooled by Steve V. Coxon, Maryville University
  • Optimizing Services for Diverse Gifted Learners by Joy Lawson Davis, Virginia Union University
  • Teaching for Creative Technical Talent by Bronwyn MacFarlane, University of Arkansas at Little Rock
  • Principles and Practices of Socratic Circles in Middle Level Classrooms: A Socratic Conversation by Scott L. Hunsaker, Utah State University, Christen C. Rose and Elinda R. Nedreberg, Davis School District, Utah
  • Let Them Hear It In Your Voice by Susannah Richards, Eastern Connecticut State University
  • Surprise at the Thanksgiving Day Table: Lessons Learned from Caroline by Thomas P. Hébert, University of South Carolina
  • A Pathway for Classroom Creativity by James Fetterly, University of Central Arkansas and Betty Wood, University of Arkansas at Little Rock
  • An Early Start by Jennifer Selting Troester, O'Neill (NE) High School
NAGC individual, lifetime and graduate students members can access the current issue as well as past issues on the NAGC website.

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Explore NAGC's Career Center for New Job Possibilities
At the NAGC Career Center, you'll find the following positions:
  • Faculty Position, Assessment/Gifted Education, Curry School of Education, University of Virginia, Charlottesville, Virginia
  • Third Grade Teacher, Seattle Country Day School, Seattle, Washington

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Using the National Gifted Education Standards for Teacher Preparation
In order to ensure equity and systematic talent search and programming, it is essential that current and future teachers are educated in the relevant theory, research, pedagogy and management techniques important for developing and sustaining classroom-based opportunities specifically designed for gifted learners. By incorporating the 2013 NAGC/CEC Teacher Preparation Standards in Gifted and Talented Education, Using the National Gifted Education Standards for Teacher Preparation helps university faculty at the undergraduate and graduate levels design or revise gifted education programs and partner with other educators in developing gifted education teachers. This essential resource is now available in the NAGC Online Store.
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What We're Hearing about NAGC WOWs

Here's what we're hearing from those who viewed the first two Webinars on Wednesday this fall:
  • "I already sent an email to all my GT parents to let them know that a parent membership to NAGC gives them access to the WOW webinars."
  • "It was a great session! I loved the way he addressed questions throughout the session and at the end. Handouts will be helpful to refer to later."
  • "These are great professional development opportunities, and the price is right for members! I appreciate that they are held at noon, when there is often something of a lull in the day to eat lunch and watch the webinar."
  • "This was a wonderfully informative session and I actually referred my G&T counterparts to it before it aired!"
  • "Gifted professional development is EXTREMELY limited and these webinars are very helpful."
You still have time to catch the remaining Webinars on Wednesday this fall.

Wednesday, Sept. 30
Scientifically Speaking: Best Practices For Science Education with High-Ability Children
Steve Coxon, Associate Professor and Director of Programs in Gifted Education, Maryville University, St. Louis, Missouri

Wednesday, Oct. 7
Friendship, Character, Spirituality, and Integrity: Paths to Overall Well-being
Janette Boazman, Chair, Education Department, Assistant Professor of Education, University of Dallas, Irving, Texas

Wednesday, Oct. 14
How to Start Homeschooling Your Gifted Child
Suki Wessling, Writer, San Francisco, California

NAGC Webinars on Wednesday are free to NAGC members (nonmembers: $29 each). You can find more information online now and registration is now open.

Each session will air live with audience interaction encouraged. Following the event, those registered will also be available to view slides and listen to audio via the link in the "My Webinars" section of your member record.

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Tackling Inequality in Gifted and Talented Programs
The Atlantic
In many places around the U.S., low-income and minority children are significantly underrepresented in gifted and talented programs. This seems to be the case whether the process for identifying gifted children relies on teacher referrals for screening or on evaluations arranged and paid for independently by parents. So what happens when you give every student a chance?
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No Gifted Child Left Behind — How Course Access Can Help
Columbia Daily Tribune
A quiet crisis — that's how former Secretary of Education Richard Riley described America's lack of attention to gifted and talented students. All too often, he wrote in a 1993 report, "The message society sends to students is to aim for academic adequacy, not academic excellence." More than 20 years later, are public schools pushing students to aim for excellence? Or are gifted and talented students still being left behind?
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Measure Gifted Students' Growth Accurately
Northwestern University’s Midwest Academic Talent Search (NUMATS) Research-based assessment identifies academic ability, measures growth and connects students to resources and opportunities for advanced students. MORE
As the leading education services company, Pearson applies deep education experience and research, invests in innovative technologies, and promotes collaboration throughout the education ecosystem. MORE

Study Shows Why Kids Sink or Swim in Math Education
There's a lot to be said about parenting like crazy until your child is in first grade and then keeping the kid safe, active and well-fed while he/she sorts it out from there. Personality is pretty much formed by age 7. Similar is true of IQ. You can even make a case that trait creativity settles into its adult measurement around the time you're losing your first teeth (though the expression of creativity remains very malleable).
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What Would Accountability Without Standardized Tests Look LIke?
The amount of testing has steadily risen and the consequences for failing have become more dire for both schools and individual teachers, creating a perverse incentive to study for the test, and not necessarily to teach well. Now, parents and students are opting out of the tests, arguing the testing detracts from learning.
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Missed an issue of NAGC's Compass Points? Click here to visit the archive page.

Virtual Schools Are Booming. Who's Paying Attention?
Virtual classes have some real advantages for school systems and families: they're usually cheaper than running a brick-and-mortar classroom and can be especially helpful for a variety of special needs students. And they've become a way for politicians to claim the mantle of innovation.
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The Surprising Thing About Schools With Lots of Technology
Los Angeles Times
More time spent on technology in the classroom doesn't necessarily help kids do better in school, a new study has found. In fact, above a certain threshold, an over-reliance on technology might actually detract from learning.
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NAGC Appreciates the Support of these 62nd Annual Convention Sponsors


Compass Points
Karen L. Yoho, CAE, NAGC Senior Director, Marketing and Member Services, 202.785.4268

Colby Horton, Vice President of Publishing, 469.420.2601
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Cait Harrison, Senior Content Editor, 469.420.2657   
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