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 News from NAGC

From Where I Sit
Showcasing Big Thinkers, Today and Beyond!

NAGC    Share    Share on FacebookTwitterShare on LinkedinE-mail article
Once the fatigue and excitement of NAGC's annual convention have passed, it's always a whole new learning experience to go back and review the evaluations from this amazing event. This year's good news is that more than 80% of respondents described the Denver experience as excellent or very good. If we add in the "good" rankings, we're up to a nearly 95% positive rating!

As executive director, I have been through the convention experience several times, and never tire of reading ALL of the comments about our meeting — reasonable and unreasonable, specific and vague. This year, a common high note seemed to be the variety and richness of the general sessions. From the front row, where I often find myself sitting during these keynotes, it seemed that speakers hit the high notes — ranging from personal stories about the creative process, to framing policy recommendations related to gifted education, to professional opinions about theory and practice. As the New Year approaches, we will do our best to showcase some of the biggest ideas here in Compass Points.

I would like to start that practice now, by sharing the frank and engaging remarks made by this year's NAGC President's Award winner, Chester E. Finn, Jr., president of the Thomas B. Fordham Institute here in Washington, DC. As you think about your 2013 priorities as an advocate for services and programs for high potential and high-ability learners, I encourage you to reflect on Checker's advice and observations. In the meantime, I want to thank you for your support, and your membership in NAGC, and for all of the work you do on behalf of gifted learners. Warm regards and happy holidays!

The Learning Curve
NAGC 2013 Call for Proposals Now Open

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Have a great idea or classroom strategy you're ready to share, or a contribution to make to the research base of the field? Visit the 2013 online NAGC Call for Convention Proposal system today. Shift into "first gear" by creating a user name and password, after which you will be asked to complete a number of required tasks in order to complete your submission. The system will keep track of your progress, and you can return as many times as needed to edit, add, withdraw, or revise your submission until February 1, 2013. Each submitter can be a lead presenter on no more than two sessions and can appear as a co-presenter on up to two additional sessions. This rule does not apply to Signature Series sessions, which are invited sessions developed by the NAGC Program Chair. All sessions are reviewed based on similar criteria: theoretical soundness, relevance of ideas, innovativeness, timeliness, clarity and coherence of proposal, and ability to attract an audience.

At any point in the submission process you can email, phone, or engage in a GoToMeeting with CadmiumCD, our new vendor. In addition, if you have any questions, you are reminded that you can contact Robin Feldman in the NAGC office or submit immediate feedback via an online form.

New Report on Educator Preparation
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The Council of Chief State School Officers released recommendations aimed at improving educator preparation and entry into the profession. The report, Our Responsibility, Our Promise, identified key areas that state education officials can change to ensure that teachers and principals are best able to prepare students for college and careers. Although gifted learners are not mentioned specifically, the report emphasizes the need for teachers to be able to teach more demanding content and critical thinking skills to a diverse range of students. 25 state superintendents have already committed to advance the recommendations in the report.

 From the Headlines

So Your Gifted Child Gets All A's ... So What?
Psychology Today    Share    Share on FacebookTwitterShare on LinkedinE-mail article
From Sept. 27, 2012: Christopher Taibbi, a gifted resource teacher for elementary and middle schools in Roanoke, Va., writes: "I was reminded a few days ago that already, in my school district, we are just a few days shy of the first marking period's interim reports. Grades for each subject will be sent home so that parents can see how their child is faring thus far. Presumably, this gives the parents a heads-up about what the first quarter's final grades will look like, should everything else remain the same. For some parents and students this is helpful information. That B in math could easily become an A if Johnny just turned in his homework more consistently." More

New Options Emerge to Enrich Gifted Students' Education
Deseret News    Share    Share on FacebookTwitterShare on LinkedinE-mail article
From July 12, 2012: According to the National Association of Gifted Children, there are three million elementary and secondary students in the United States who have been identified as gifted. "It's a bad time to be a gifted child in America," said Sally Reis, professor of education at the University of Connecticut. Despite research suggesting that gifted children perform better academically when instructed together with similar ability peers, support for these programs is at an all-time low. More

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Who Is Currently Identified as Gifted in the United States?
The Huffington Post    Share    Share on FacebookTwitterShare on LinkedinE-mail article
From Jan. 12, 2012: Today, lots of different definitions of giftedness exist. This wasn't always the case. Prior to 1972, practically every school used one criterion and one criterion only to identify giftedness: an IQ cut-off of 130. This criterion was heavily influenced by the pioneering work of Lewis Terman, who equated high IQ with genius. More

Gifted Education Seminar-National Edition

45 hours of interactive training: flash drive, differentiation book, and CD. This innovative, economical professional development, developed/field-tested by Illinois State Board of Education, ensures a solid foundation in gifted education with resources from experts including Bertie Kingore, Carolyn Coil, Jim Delisle,
Frances Karnes, and Kristen Stephens.
Modules: Perspectives, Understanding Gifted, Differentiation, and Curriculum/ Programming.

The Theory and Practice of Identifying Students for Gifted Education Services
Education Week Teacher    Share    Share on FacebookTwitterShare on LinkedinE-mail article
From Aug. 9, 2012: Tamara Fisher, a K-12 gifted education specialist for a school district located on an Indian reservation in northwestern Montana and past president of the Montana Association of Gifted and Talented Education, writes: "Many times when I am giving a presentation on a gifted education topic, whether at a conference or to some other group, a person in the audience raises their hand to ask what they apparently think is a simple question with a simple answer, said Tamara Fisher, president of the Montana Association of Gifted and Talented Education. It usually goes something like this: "Just a quick question before you move on ... How are the gifted students in your district identified?" More

Ten Myths About Gifted students and Programs for Gifted
CNN    Share    Share on FacebookTwitterShare on LinkedinE-mail article
From Nov. 21, 2012: American educators have struggled for more than 40 years to define giftedness. Yet even now, there is no universally agreed upon definition of what it means to be gifted. U.S. federal law defines gifted students as those who perform or who show promise of performing at high levels in any one of five categories: general intellectual ability, specific academic aptitude, creative or productive thinking, leadership ability or visual/performing arts. More

The Highly Distracted Gifted Child: You Can Help
Psychology Today    Share    Share on FacebookTwitterShare on LinkedinE-mail article
From Nov. 8, 2012: Christopher Taibbi, writes: "Recently, I was asked to sit in on a child study meeting for one of the students I work with in the gifted program. For those of you who may not know, a child study meeting is one in which the parents of a child and a variety of professionals in the education field sit down together to discuss (and brainstorm solutions to) any troubles that the child may be having in school. Typically, these meetings grow out of behavior concerns: defiance issues, perhaps; attendance concerns, maybe; and, more typically, concerns about distraction or attention. In cases where there is a clear and previous diagnosis of ADHD, the suggestions for assisting the child are fairly routine." More

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Where Are the Best High Schools in the US?
TIME    Share    Share on FacebookTwitterShare on LinkedinE-mail article
From May 10, 2012: U.S. News & World Report has released their annual list of the best public high schools in America. This year's list — as in years past — is essentially a guide to the most highly specialized, prestigious magnet schools in the country. Much like Yale, Princeton and Harvard essentially trade amongst themselves for the top 3 spots in the online magazine's Best Colleges rankings each year, the same names keep coming up on the high school list. More

What Genius and Autism Have in Common
TIME    Share    Share on FacebookTwitterShare on LinkedinE-mail article
From July 12, 2012: Child prodigies evoke awe, wonder and sometimes jealousy: how can such young children display the kinds of musical or mathematical talents that most adults will never master, even with years of dedicated practice? Lucky for these despairing types, the prevailing wisdom suggests that such comparisons are unfair — prodigies are born, not made (mostly). Practice alone isn’t going to turn out the next 6-year-old Mozart. More

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Students Learn Differently. So Why Test Them All the Same?
The New York Times    Share    Share on FacebookTwitterShare on LinkedinE-mail article
From Feb. 23, 2012: Teachers have been hearing for years about "differentiated instruction." It makes sense to treat individuals differently, and to adapt communication toward what works for them. Some kids you can joke with, and some you cannot. Some need more explanation, while others need little or none. More

Scientists Find Learning Is Not 'Hard-Wired'
Education Week    Share    Share on FacebookTwitterShare on LinkedinE-mail article
From June 15, 2012: Neuroscience exploded into the education conversation more than 20 years ago, in step with the evolution of personal computers and the rise of the Internet, and policymakers hoped medical discoveries could likewise help doctors and teachers understand the "hard wiring" of the brain. That conception of how the brain works, exacerbated by the difficulty in translating research from lab to classroom, spawned a generation of neuro-myths and snake-oil pitches — from programs to improve cross-hemisphere brain communication to teaching practices aimed at "auditory" or "visual" learners. More

 NAGC appreciates the support of these Sponsors of the NAGC 59th Annual Convention

Center for Talent Development k12
Duke Tip Belin-Blank Center Vanderbilt Programs for Talented Youth
Johns Hopkins Center for Talented Youth MENSA for Kids

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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Hailey Sasser, Senior Education Editor, 469.420.2641   
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