Poster Session
Common Core State Standards: Implications for Programs, Services, and Instruction for Diverse, Special Populations of Gifted Learners
Peter C. Laing, Arizona Department of Education, Phoenix, AZ; Jaime A. Castellano, Ganado Unified School District, Ganado, AZ Schools across the country are transitioning to the new Common Core State Standards. What are the implications of this transition for programs, services, and instruction for diverse gifted and advanced learners-particularly in a time of limited budget and resources? Practical ideas and critical framework elements for implementing and supporting program and services models serving diverse, special populations of gifted and advanced learners during and after the transition to the new standards are shared. Suggestions for aligning the NAGC PreKGrade 12 Gifted Programming Standards and Knowledge and Skills Standards in Gifted and Talented Education to the CCSS are provided.
NAGC Base Camp
NCSSSMST
The Ups and Downs of Academically-Selective High Schools Jessica A. Hockett , Charlottesville, VA
This session will highlight findings from Chester E. Finn, Jr. and Jessica Hockett’s book Exam Schools: Inside America’s Most Selective Public High Schools. A unique investigation of a neglected corner of public education, this descriptive study identified 165 secondary schools that select students based on academic criteria. Through surveys, site visits, and interviews, the authors sought to uncover how these schools came to be, how they decide who gets in, and what goes on inside. Session participants will gain a bird’s eye view of the “exam school” universe, ponder issues they face and raise, and ultimately consider whether gifted education should advocate for more such schools, or fewer. Audience: Administrators, Classroom Teachers K-8, Consultants, Coordinators, Researchers
Audience: Administrators, Advocates/Association Leaders, Classroom Teachers K-12, Consultants, Coordinators, Researchers
Room: 101
Room: 607
STEM
Special Schools & Programs
Robotics for STEM Success: Evaluation of a Project to Start Robotics Teams in HighPoverty Schools
Going Up in Dreams and Esteem: Description of the Crimson G.U.I.D.E. Mentoring Program
Kevin D. Besnoy, University of Alabama, Tuscaloosa, AL The Crimson G.U.I.D.E. Mentoring Program provides high school gifted students and elementary behaviorally and academically at-risk students with an opportunity to develop the academic, social, and leadership skills necessary for lifelong success. The program utilizes a cross-age mentoring intervention called Developmental Mentoring, which has demonstrated effectiveness with improving attachment to school, self-esteem, and social skills. The curriculum focuses on relationship building between mentor and protégé and includes academic and socialemotional foci. Audience: Administrators, Advocates/Association Leaders, Classroom Teachers K-12, Counselors
Steve Coxon, Maryville University, St. Louis, MO
JuniorFIRST LEGO League teams were started at three highpoverty schools in a midwestern urban center. Results from the evaluation are shared. Students, their coaches, and their families participated in the evaluations that included a pre- and post-assessment of student spatial ability and a survey gauging changes in student interests in STEM fields. Along with the results of the evaluation, this session includes an overview of the JFLL, the benefits of participation for the gifted, and a demonstration of the LEGO WeDo robotics kit that may be used in the competition.
Saturday
Recorded Session
Audience: Administrators, Classroom Teachers K-5, Consultants, Coordinators, Parents, Researchers Room: 608
Room: 210/212
59th Annual Convention
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November 15-18, 2012 | Denver, Colorado
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