www.mnegt.org

Voice

Challenging Gifted Learners

Fall 2014

MINNESOTA EDUCATORS OF THE GIFTED AND TALENTED

Total School Cluster Grouping: Practical Application with a Research Base C. Matthew Fugate, Ph.D. Purdue University

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hile school administrators have continued to see funding shrink in recent years, there has been increased pressure on teachers to ensure academic gains in students performing at or below academic standards (Brighton, Hertberg, Moon, Tomilinson, & Callahan, 2005; Richardson, 2009). These factors that have led to the decision to cut specialized gifted programs in many schools in order to serve high-achieving students in cluster groups within general education classrooms (National Association for Gifted Children & Council of State Directors of Programs for the Gifted 2013). Historically, cluster grouping has been a cost-effective practice that placed groups of gifted, high achieving, and/or high-ability students in a heterogeneous classroom with a teacher who had received training in gifted education pedagogy. Frequently, these cluster grouping practices were only concerned with the identified gifted students and what occurred with those students in that classroom, with no regard for what may have been occurring with other students and in other classrooms. The Total School Cluster Grouping model provides a systematic framework for the student placement process that expands upon general cluster grouping by addressing the needs of all students and teachers (Gentry, Paul, McIntosh, Fugate, & Jen, 2014). Specifically, Total School Cluster Grouping provides full-time services for high-achieving students; helps improve achievement and self-efficacy in all students; helps teachers effectively and efficiently meet the needs of all students; and focuses on gifted education pedagogy as a foundation for instruction in all classrooms (Gentry & Fugate, 2012). Unlike general cluster continued on page 3

INSIDE THIS ISSUE . . . Gray Matters......................................................................................................................................... 2 Perfectionism: What’s A Teacher To Do?................................................................................. 4-5 5 Minute Professional Development: Help Yourself and a Student................................. 6 The Wonders of Math........................................................................................................................ 7 MCGT Annual Conference............................................................................................................... 8 Product Review: Ed Zacarro’s Intermediate Challenge Math............................................. 8 Workshop: Meeting the Needs of Mathematically Gifted Students................................ 9 MEGT Foundation............................................................................................................................10 Give to the Max Day........................................................................................................................10 MEGT Star of the North Award....................................................................................................10 MEGT Conference Survey..............................................................................................................10 News from the Minnesota Deptartment of Education................................................ 11-12 Gifted and Talented Youth Week Proclamation.....................................................................13 Program Spotlight: Monticello Public Schools......................................................................14 Friend of the Gifted Nominations Sought...............................................................................15 Legislative Update...........................................................................................................................15 Board Notes................................................................................................................................. 16-18 MEGT 23rd Annual Conference Information..........................................................................19 MEGT 23rd Annual Conference Keynote Speakers....................................................... 20-21 MEGT Conference Registration Form........................................................................................22 MEGT Call for Proposals.................................................................................................................23 Reflections on the 6th Annual Hormel Gifted and Talented Symposium............. 24-26 TedxUniversityofStThomas...........................................................................................................26 Board Members.................................................................................................................................27

MATTERS

GRAY

Mary Ann Rotondi



by

MEGT President

It is always exciting to start a new school year and begin anew with that “fresh start” feeling. With a new beginning, we have the opportunity each year to reflect on what has worked in the past with our gifted students and ponder what needs some fine tuning. I hope you will take the time to do that as it is a great way to keep things fresh and to acknowledge the need to plan for the challenging parts of the world of teaching. Many of you attended classes, conferences and workshops and are anxious to weave this new knowledge into your curriculum always considering the needs of your gifted learners. I spent some time reflecting on how important it is to support one another in our work. Some practical ideas include a monthly social time celebrating a creative topic such as left-handed writer’s day or 100th day of school. By changing the theme, you get a more diverse group and get to learn about your colleagues in a new way. Teacher planning time is another way to look at cross grade grouping and sharing ideas other have implemented for their high achieving students.

district with whom I am aware has this sort of feedback on scores ~ “low growth on high fliers.” Unfortunately this happens across the country all too often. We, as teachers, know the qualitative side of the question too. We are familiar with many of our gifted students who have achieved to the highest level and come back to tell us the difference we have made in their lives. Those are the celebrations we remember and the way we are to our students matters more than any concept we teach to them. Now, for our part as an organization, we want to offer every teacher in the state support for their gifted learners. Feel free to contact any of us as you are part of the team and we want to be of assistance. See our website at MNegt.org for our names and also please put the dates of February 8-10, 2015 on your calendars for our annual gifted conference at Cragun’s Resort and Conference Center in Brainerd. Best wishes as you begin a new school year.th in

The purpose of the Minnesota Educators of Gifted and Talented includes the following: A. To promote and support the professional preparation of teachers and other educational professionals who have responsibility for the education of gifted and talented students. B. To cooperate with other organizations and agencies in efforts to promote the education, funding and welfare of gifted and talented students. C. To encourage scholarly research and the dissemination of information pertaining to gifted and talented children in school and society.

Upon doing a search of what is new in gifted education, I came upon an Executive Summary of The National Survey of Gifted Programs 2014 done by the University of Virginia with Carolyn Callahan doing the primary research. The return rate on the survey was 30.8% and there were two key questions posed to ensure gifted programs remain in districts: 1) Can the district/school/program provide data on which students have mastered particular learning outcomes and provide evidence (e.g., assessed student work) for that determination? 2) Can students, parents, teachers, and administrators articulate the desired learning outcomes of the gifted program? Without being able to answer each of these questions with solid evidence, a gifted program is vulnerable to cuts in funding, staff, or resources; programs even may be eliminated.

MEGT Voice

Published Fall, Winter and Spring by Minnesota Educators of the Gifted and Talented, Inc. ...a nonprofit advocacy network Member of The National Association for Gifted Children

http://www.mnegt.org

Please send all articles and announcements for the next issue by December 1, 2014 to: David Wolff 401 3rd Ave. NW • Austin, MN 55912 Work: 507-460-1300 E-mail: [email protected] Note: E-mail submissions are preferred

In our day and age of assessment, we do look to answer these questions. However, it is difficult at times as our gifted students reach the ceiling only too quickly. One

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School Cluster Grouping, continued from cover grouping practices, Total School Cluster Grouping requires the annual identification of all students based upon their performance in one of five achievement levels (i.e., low, low-average, average, above-average, high). Those classrooms that contain the cluster of high-achieving students never include aboveaverage achievers. Rather, these students are clustered in other classrooms, giving them the freedom to engage in learning without the presence of the “smart kids” (Gentry & Fugate, 2012). Because all teachers receive training in gifted education strategies, they may flexibly group students within and among grade levels as well as within the classroom, as needed. Finally, some classrooms may contain clusters of special education students with support provided to the general education teacher. It is important to note that twice-exceptional students, those who are gifted with special needs, are always gifted first and therefore placed in the classroom with the high-achieving cluster. When identifying all students by categories of achievement, problems generated by traditional programs for the gifted may be avoided, including perceptions of elitism, inequity, and limited space (Gentry et al., 2014). In Total School Cluster Grouping, identification categories are based upon the achievement and performance of the population attending the school using teacher evaluation of classroom performance and achievement testing data. This use of local norms allows for this system of identification to work in any type of school. The five categories are: 1. High Achieving: Students who are great at math and reading; perform in the 90-95th percentile of local norms in each subject. 2. Above-Average Achieving: Students who are good at math and reading or great at either math or reading; perform in the 75th percentile or above of local norms in both math and reading or the 90-95th percentile of local norms in either math or reading. 3. Average Achieving: Students who achieve on grade- level; they neither struggle nor do they excel. 4. Low-Average Achieving: Students who struggle slightly with math and reading or struggle in one of these two areas; with extra support, these students are not at-risk of failure. 5. Low Achieving: Students who find school difficult; they struggle in all academic areas and are at-risk of failure. Because identification is conducted annually, these categories are to be used to assist with the placement of students into appropriate classrooms only. They are not meant to be permanent labels or indicators of performance as the expectation is for all students’ achievement levels to increase as they progress through school. Additionally, teachers know their students better than a one-day snapshot in time and can identify those students who perform well in class, but may not test well. This is important because in this model, test data is used for inclusion in an achievement group, never for exclusion. Therefore the examination of achievement test data should not occur until after the initial evaluation of achievement levels based upon teacher evaluations of classroom performance has occurred.

Through this system of identification, the goals of the Total School Cluster Grouping model are to (a) reduce the number of achievement groups in all classrooms; (b) cluster high-achieving students in one classroom; (c) cluster above-average students in all other classrooms; (d) if appropriate, place students with special needs in classrooms with support from special education personnel; (e) evenly distribute students with behavior problems; and (f ) involve teachers in the development of class lists (Gentry et al., 2014). Finally, all teachers in the school must receive professional development and training in grouping, differentiation, and meeting the needs of high-achieving students. This professional development should not be considered a one-time only event that occurs during the initial implementation of Total School Cluster Grouping, but rather ongoing and needs based (Gentry et al., 2014). This continuum of professional development will ensure that gifted pedagogy is used in all classrooms and decrease the perception of “high” and “low” classrooms as all classrooms are cluster classrooms and contain above-average or high-achieving groups of students. Thus an environment of talent development exists throughout the school. Implementation of the Total School Cluster Grouping model requires time and the commitment from all stakeholders to continually evaluate and change the program to fit the developing needs of the students. Through ongoing reflection, effective teaching practices, and ongoing professional development for all teachers and support staff, a positive school climate that values growth and talent development will evolve. References Brighton, C. M., Hertberg, H. L., Moon, T. R., Tomlinson, C. A., & Callahan, C. M. (2005). The feasibility of high-end learning in a diverse middle school. (Research Monograph 05210). Storrs, CT: The National Re search Center on the Gifted and Talented, University of Connecticut. Gentry, M., & Fugate, C. M. (2012). Cluster grouping options: Total school cluster grouping. In C.M. Callahan & H. L. Hertzberg-Davis (Eds.) Fundamentals of gifted education: Considering multiple perspectives. (pp. 212-225). New York, NY: Routledge Publishers. Gentry, M., Paul, K. A., McIntosh, J., Fugate, C. M., Jen, E. (2014). Total school cluster grouping: A comprehensive, research-based plan for raising student achievement and improving teacher practices, 2nd Ed. Waco, TX: Prufrock Press. National Association for Gifted Children & Council of State Directors of Programs for the Gifted. (2013) 2012-2013 State of the states in gifted education: National policy and practice data. Washington, D. C.: Authors

C. Matthew Fugate, Ph.D. Matthew received his doctorate in Gifted, Creative, and Talented Studies at Purdue University. Prior to this, he worked as an elementary teacher in the Houston Independent School District where he also served as a Gifted Coordinator and Magnet Coordinator. During this time, he Image courtesy of C. Matt Futage continued on page 5

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Perfectionism: What’s A Teacher To Do? Thomas S. Greenspon, Ph.D.

We live in a competitive, winner-take-all culture that seems to abet perfectionism while disregarding its significant emotional costs. On a personal level, we want our children to be competitive, yet we worry about the constant pressure. Perfectionism is an amalgam of a desire for perfection, a fear of imperfection, and an emotional conviction that perfection is the route to personal acceptability. Constant worries about mistakes constrict creativity, make intimate relationships difficult, and, ironically, hamper success. This is never healthy; such anxieties are an emotional burden. The positive personal characteristics of perfectionistic people, such as talent, energy, commitment, conscientiousness, and persistence, should not be confused with perfectionism itself; these qualities would still be there if the perfectionism were to disappear. Those who pursue excellence, in the absence of perfectionism, are able to stretch themselves and commit to a task while taking mistakes and failures in stride as a part of the process of growth. When perfectionistic people are successful, it is despite, not because of their perfectionism. Everyone is disappointed by mistakes; perfectionistic people can be devastated by them. Perfectionism is not a part of giftedness although gifted children may, like other children, be perfectionistic. The zeal, persistence, hard work, and devotion to mastery that many gifted kids exhibit represent a pursuit of excellence that perfectionism will actually interfere with. Because perfect performance seems within reach for gifted students in school, and because many gifted students come from families with high performance expectations, some gifted kids may have a special vulnerability to perfectionism. Can teachers help? My answer to this is always the same: It depends! Perfectionism is a self-esteem issue; perfectionistic people see mistakes as signs that they are personally flawed, making them less acceptable to others. Such emotional convictions are a long time in the making. If you have a student’s trust you can certainly help, although it’s easy to see that the problem may be too big to solve in just a few hours a week. Here are some basic principles; you can get more information in my writings, some of which are listed below. Movement past perfectionism is a recovery process, launched in what I call an environment of acceptance. • If you have the opportunity, ask some questions. It’s important to see the world through the student’s eyes. What does a mistake mean to him or her? (A flaw? A learning opportunity?) What is so frustrating about not getting something just right? What does it seem others will think — parents? teachers? — if something is

less than perfect? Anxiety, and even shame, underlie the mistaken belief in perfection. An empathic understanding of this is an important first step in helping out. • Be careful about contributing to the problem. If a bright, perfectionistic student misses a few points and you say, “What happened to you?!” or, “I thought for sure you would ace this one!” he or she will likely hear, “I messed up, and my teacher thinks there is something wrong with me.” • Make sure to be encouraging, by pointing out what you like and appreciate about the student, separate from what they have achieved. Perfectionistic students are typically conscientious, serious about their work, and willing to put in effort. These are all worth mentioning, frequently, and such comments help students to feel acceptable for who they are rather than for what they can do. • Launch a dialogue with the student about what you are seeing, and keep the conversation going by checking in routinely. This tells them you are taking their concerns seriously, and that they are important to you. Sadly, but realistically, your power to change things may be limited. It is typically helpful if parents can be involved in conversations and possibly do some reading as well. Of course, they will not always want to do this. Your inability to ultimately fix a student is not a personal failing; you are limited by the context of your relationship. When students get the message from you that they are acceptable and have something to offer, this may very well launch a recovery process even though you may not get to see the outcome. It’s worth the effort! Resources: For parents and teachers: Greenspon, T.S. (2012). Moving Past Perfect: How Perfectionism May Be Holding Back Your Kids (and You!) and What You Can Do About It. Minneapolis: Free Spirit Publishing For counselors and teachers: Greenspon, T.S. (2011). Perfectionism: A counselor’s role in a recovery process. IN: Tracy Cross, Ph.D. & Jennifer Riedl Cross, Ph.D. (Eds). The Handbook for Counselors Serving Students With Gifts and Talents: Development, Relationships, School Issues, and Counseling Needs/Interventions. Waco TX: Prufrock Press.

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For middle schoolers:

School Cluster Grouping,

Greenspon, T.S. (2007) What to do when “good enough” isn’t good enough: The real deal on perfectionism. Minneapolis: Free Spirit Publishing. Tom Greenspon is a psychologist, marriage and family therapist, and author of several professional articles and books. He is known locally and nationally for his work with G/T individuals, couples, and families. Tom and his wife Barbara are former CoPresidents of the Minnesota Council for the Gifted and Talented.

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received his Masters in Educational Psychology, Gifted Education from the University of Connecticut. Past research examined the relationship between working memory and levels of creativity in gifted students who also have characteristics related to ADHD. He has also examined the coping mechanisms of twice-exceptional girls in secondary school as they navigate both their academic studies and interpersonal relationships. Matthew currently holds a post doctorate position at Purdue University, working as an instructor in the gifted certification and graduate program. He is also part of a team focused on increasing research, identification, and servicing of gifted Native American populations as part of the HOPE+ research grant. He has presented to parents, teachers, and schools across the United States and in Kuwait on topics such as creativity, curriculum compacting, identification, twice exceptionality, underserved populations, and Total School Cluster Grouping. Matthew has also served on several NAGC committees and on the AERA Research on Gifted, Creative, and Talented SIG Board as the Graduate Student Representative. He currently serves on the Editorial Board for Gifted Children and is the incoming Associate Editor for Teaching for High Potential. Matthew has been recognized by Purdue University receiving the College of Education’s Dean’s Doctoral Scholarship, the Feldhusen Doctoral Fellowship and the Bilsland Dissertation Fellowship, as well as being a recipient of the 2013 NAGC Graduate Student Award.

Images courtesy of Amazon

Recognizing Your Contributions Recognizing Board Members leaving the MEGT Board

Visit MEGT, at: www.mnegt.org

The MEGT Board would like to recognize Marty Hartmann and Scott (John) Robinson for their numerous contributions to gifted education and advocacy for the state of Minnesota. Former board members will be recognized for their years of service at the Annual Mid-Winter MEGT Conference.

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Please join us as we share our gratitude.

Help Yourself…And a Student Take a Sheet and a Treat! Created by David Wolff, Austin Public Schools

Strategies to help Perfectionists

• • • • • • • • • • • • • • •

GIFTED 109: PERFECTIONISM Perfectionism Quiz 1. Do you feel like what you accomplish is never quite good enough? Perfectionism Quiz Doyou youoften feel like you accomplish is never 2. 1. Do putwhat off handing in papers or quite good enough? projects, waiting to get them just right? 2. Do you often put off handing in papers or

3. Do you feel you must give more than 100% on projects, waiting to get them just right? everything you do or else you will be mediocre 3. Do you feel you must give more than 100% on or even a failure? everything you do or else you will be mediocre

or even a failure?toward success or trying to be 4. Are you working 4. perfect Are you- working toward success or trying to be too perfect! perfect - too perfect!

Perfectionism means that you can never fail, you always need approval, and you if you come infail, second Perfectionism means that can never you place, you areapproval, a loser. and if you come in second always need place, you are a loser. Characteristics CharacteristicsofofPerfectionists Perfectionists Behaviors Thoughts Feelings • • • • • • • • •

•

Over commitment Difficulty making decisions Must be in control Competitive Procrastinator Never satisfied with own work Constantly busies oneself Refuses to hear criticism Micromanages Arrives late because one more thing had to be done

•

• • •

• • •

If I can’t do it perfectly, what’s the point? I should excel at everything. Every detail must be perfect. Things should be done right the first time. I’m stupid I’m not good enough If I goof up, something is wrong with me

• • • • •

• • •

Embarrassed to make mistakes Worried about details Angry if routine is disrupted Unable to relax Afraid of looking stupid or incompetent Afraid of be rejected Discouraged Guilty for letting others down

Set realistic and reachable goals Experiment with your standards for success. Try for 80% instead of 100% Focus on the process of doing an activity not just the end result. Evaluate success in terms of what you accomplished and whether you enjoyed the task. Celebrate your mistakes Teach courage: “I know you can try.” Reward “Trying” Expect progress, not perfection “Finished” is sometimes a better goal than perfect Applaud persistence “You kept on trying, even when you didn’t know how it would turn out” Break down the task - “Inch by inch, it’s a cinch. Yard by yard, it’s hard.” Honor the time invested Use the term ‘practice’ instead of ‘work’ Model making mistakes o Mistakes are Universal – everyone make them o Mistakes show you are Learning o Mistakes show you are trying something new or different o Mistakes help you learn from others o Mistake help you see your own improvements

Reference: Delisle, J. & Galbraith, J. (2011) The Gifted Teen. Minneapolis: Free Spirit Press. Delisle, J. & Galbraith, J. (2002) When Gifted Kids Don’t Have All the Answers. Minneapolis: Free Spirit Press. Schroeder-David, S. (2013) Social-Emotional Needs of Gifted Learners Presentation. Austin.

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The Wonders of Math Interview with Ed Zaccaro, author of the Challenge Math series, and David Wolff, MEGT Board Member As an organization, MEGT strives to promote and support the professional development of teachers and other educational professionals who have responsibility for the education of gifted and talented students. As teachers we are very fortunate to have numerous experts in the field of gifted education nearby, including Ed Zaccaro. His students will testify to his ability to make math fun and challenging for them and his unique sense of humor which comes through in his classes and workshops. Ed has said, “Math is often taught as all scales and no music.” In addition, “It is imperative that [we] help students take intellectual risks; learn to think deeply and with insight; see the magic and wonders of mathematics and help students understand and appreciate mathematics and its place in the world.” MEGT: What has been your inspiration(s) for writing the Challenge Math series and other books? EZ: Twenty years ago, my youngest son was in first grade and knew the entire year’s math curriculum. He was very bored so I went in to talk to his teacher and asked her if there was something that we could do so that he would not lose interest in math at such a young age. (I often refer to myself as an appropriately obnoxious parent.) I am eternally grateful to my son’s teacher for what she did next --- she asked me to come in a couple times a week and work with a few of the advanced students. Working with the students changed my life in many ways, but the most significant was that because I couldn’t find any good material, I was forced to develop problems that were challenging and interesting. I decided to publish the material in a book called Challenge Math and soon realized there was a real need for challenging, high interest material for mathematically gifted students. MEGT: What does your saying, “Math is taught with scales but no music,” mean? EZ: When I was in school, I was good at math so I was pushed a bit faster through the regular curriculum. By the time I finished high school, unfortunately, I lost all interest in the subject. Looking back, it is pretty clear why. I only did the regular curriculum, which was fairly rote-based so I rarely had the opportunity to experience high interest, real world uses of mathematics. It wasn’t until I was in my late 30’s that I discovered the fascinating parts of math and from those experiences, I developed a passion for math that was missing in my childhood. Just as children will lose interest in music lessons if their experience consists of mostly scales or music that does not interest them, a child will lose interest in math if not given the opportunity to see the high interest connections to the real world. As a child, I was taught mathematics and piano in a way that I refer to as all scales and no music (or very little music) and I lost interest in both very quickly. As an adult, I have returned to math and music (guitar/piano) and have developed a passion for both because I am “playing music” in both! MEGT: How do you approach math education as a teacher and as a parent? EZ: I think the balance in math between basics and high interest, appropriately challenging material is the key to excellence. I use the analogy of bricks and mortar. Each is important to the structure, but alone they are ineffective. If mathematics instruction

is too heavy on rote learning, children will not only lose interest, but will not have an understanding of math and its place in the world. On the other hand, if basics are not taught properly, we do a disservice to gifted children because we handicap them as they go to higher and higher levels of math. MEGT: What do you suggest is the best way to use your books with gifted learners? EZ: The books are meant to provide high interest material and several levels of difficulty so students can try problems just within their cognitive grasp and then try to work up to the “genius level” problems. I feel it is very important to keep some of the math that students engage in challenging so they do not get intellectually lazy and also to have an element of fun and humor in the process. MEGT: What advice do you have for teachers that find math difficult to teach? EZ: Many teachers do not believe me when I express to them how a weakness in math has the potential to make them better teachers. I think one of the things that makes me a good math teacher is that I am not brilliant. (We all have had math teachers who were so brilliant that that they did not know how a normal brain functioned.) It can be a gift to struggle with a math concept because the steps that a teacher takes to understand that particular concept can help enormously when he/she teaches students. MEGT: What advice do you have for teachers to engage and motivate students to learn math? EZ: Passion often leads to excellence whether the area is math, music, athletics or video games. Children are much more likely to excel in areas where they develop a passion. In athletics it may be the joy of competition, trophies or parents cheering on the sideline. It is a little more difficult to nurture a passion in children when it comes to math, so I try to motivate students by providing real life problems that are interesting and challenging. I also have used awards such as Einstein or Genius Awards to reward extraordinary problem solving. I even use these in sessions where I work with teachers. I award Einstein finger puppets to teachers who answer extremely difficult questions and even adults find them exciting to win! Image courtesy of Prufrock Press

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Ed Zaccaro Workshop 4/9/14 Rochester MN

Product Review

Teacher Statements

Ed Zacarro’s Intermediate Challenge Math

“I absolutely loved listening to Zaccaro speak! … He has motivated me to find more interesting ways to teach math and to challenge my students to go way beyond their comfort level. It has led to many interesting mathematical conversations, but a truly deeper understanding of math… ” - Pam Schwarz, Gifted and Talented Interventionist

By Vandi King, Elementary Gifted Specialist, Rochester Public School District

“It was extremely valuable to participate in a conference that accommodated the needs of students and teachers who have a passion for math. The “tools” that I appreciated the most from the conference dealt with the small insights. I am now teaching all of my students the “2 and 10” method, as well as the “ask the opposite”. These are great skills for all students of math.”

Edward Zaccaro’s new Upper Elementary Challenge Math empowers teachers to add intriguing connections between mathematics and the real world. This truly challenging material can nurture a child’s passion for math. The high achieving math students can move from concrete learning to deep and complex problem solving. It also allows these creative thinkers to have the opportunity to work with children with similar abilities.

- Kyle Bendson, 5th Grade Math Teacher “I appreciated his validation of the “frustration” level that GT students experience. At the middle level, the frustration level often sets in during the Algebra or Geometry year. Many of the Honors students have not had to work too hard for their math information to click. “Learning how to cope” with not understanding the information immediately is often something that my students and parents experience and struggle with for the first time.”

Each new chapter introduces a concept through an engaging story that includes an explanation of how to use this information and apply the knowledge gained by the story. Through scaffolding, the students solve problems with increased difficulty. Each problem set has a warm up problem, levels 1, 2, and 3, and a genius level. I have used these chapters as small group work to supplement the regular curriculum. I have seen higher engagement and interest in math and also an increased time on task.

- Jodi Eich, 8th grade Math Teacher “I felt the Ed Zaccaro workshop was very intriguing and offered problem solving techniques to use with students. The leveled questions allow students to be challenged and think outside the box while using concepts we are covering in class. I currently have been incorporating some of the Einstein questions into my daily bell work to promote critical thinking prior to starting a new lesson.”

Three strategies, Draw a Picture, 2-10 Method, and Think 1, are demonstrated to solve math problems. The students can analyze the problems, then choose and apply the appropriate strategy to solve these and other math problems. The twenty one chapters have high interest topics. A few examples are: Astronomy Analogies, Money, Probability, and Fun with Ratios. Each of these problems motivates students and re-energizes the learning experience! After spending time differentiating with this book, check out the other nine engaging books!

- Ashley McLaren, 6th grade Math Teacher

MINNESOTA COUNCIL FOR THE GIFTED AND TALENTED

ANNUAL CONFERENCE Theme: “On Behalf of Gifted Kids...”

SATURDAY, NOVEMBER 8, 2014 Keynote Speaker – Lori Comallie-Caplan $55 for members, $70 for non-members; $25 for second adult in the same family and $35 for each child in kindergarten through seventh grade whose parent(s) or guardian is attending the Conference. The fee includes lunch and snack. Registration forms will be available on the MCGT website, www.mcgt.net



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Image Courtesy of Vandi King

Image courtesy of Hickory Grove Press

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The Metro Chapter of MEGT presents

Meeting the Needs of Mathematically Gifted Students

A workshop for educators and educational leaders featuring Ed Zaccaro Participants will learn • Ideas on how to light a fire and nurture gifted students’ passion for mathematics • How to break problems into five levels of difficulty • Real-life math investigations to increase students’ interest in math

Ed has taught students of all ages and abilities since graduating from Oberlin College in 1974. He holds an Iowa teaching certificate with K-12 endorsement in Gifted Education and a Masters degree in Gifted Education from the University of Northern Iowa. Ed is a popular presenter at math and gifted education conferences around the country and has approached gifted education as a parent, teacher, and school board member. His students will testify to his ability to make math fun and challenging for them as well as his unique sense of humor which comes through in his classes and workshops. Ed is the author of: Primary Grade Challenge Math, Upper Elementary Challenge Math, Challenge Math for the Elementary and Middle School Student, Becoming a Problem Solving Genius and several other books currently used by teachers across the country.

This professional development day features Ed Zaccaro and breakout sessions with current practitioners. Breakout sessions specifically target math at the elementary or middle school levels.

PLEASE JOIN US!

Elementary and middle school teachers, curriculum specialists, gifted education teachers, staff development teams, and administrators $125 (covers lunch and an Ed Zaccaro book)

Tuesday, October 28, 2014 8:00 a.m. - 3:00 p.m. Hamline University - Anderson Center Register online by October 14 (Checks can be made payable to MetroMEGT) http://regonline.com/metroMEGTMathWorkshop A failure to find mathematics challenging, interesting, or relevant are significant factors when children lose interest in mathematics. Children who are talented in mathematics must not only progress through their curriculum at the proper pace, but they must be exposed to material that lights a fire and nurtures their gift. This session will give teachers information that will not only help them show students how math connects to the real world, but also how to nurture their students’ passion for mathematics. Page 9

MEGT Star of the North Award The MEGT Foundation funded 12 recipients in their efforts to serve gifted students. Five teachers received dollars to attend the MEGT Annual Conference and learn more strategies to support their gifted students. Five teachers received grants for initiatives started in their schools to serve their gifted students. Two teachers received grants to take on gifted coursework. The Foundation’s purpose was met by each of those applicants. The Foundation is meeting its goals with the support of members of the gifted community and members of the community at large. The MEGT Foundation fundraisers are typically held at the Annual conference (The Silent Auction) and throughout the year. Currently board members are soliciting support from corporate sponsors. If you have suggestions and contacts, please contact me, ([email protected]), with those names and contact information. Some corporations provide matching grants and the money would grow. We are also looking for fundraising ideas for our Silent Auction. If you have a time share week that may not be used, consider donating it to the Foundation and we can offer it in the Silent Auction. Thanks to all of you who have supported us in the past and thanks for all you do for gifted kids. Watch for the announcement on the MEGT website: www. mnegt.org , for the application and due dates for the Foundation grants.

Lori Habben 410 Avon Ave. North Avon, MN 56310 Further questions- please contact Lori at [email protected]

MEGT Conference Survey

Bill Keilty, MEGT Foundation President

Give to the Max Day Thursday, November 13, 2014

For the past sixteen years, MEGT along with NAGC has annually presented a *Nicholas Green Distinguished Student Award to children who have made a difference in their community and who have excelled academically or in the arts. Recently, national funding for this award has dwindled causing NAGC to eliminate their support of this award nationwide. The MEGT State Board wishes to continue this award in the state of Minnesota. The award will now be called, “Minnesota Star of the North.” Students in grades 5-8 will be eligible to receive this award. Students selected for the award have distinguished themselves in academic achievement, leadership, or the visual or performing arts. Eligible students may be nominated by parents, teachers, students, or community/civic groups. Nomination forms may be found online at mnegt.org and sent by November 1, 2014 to:

The MEGT Board has analyzed the results from the conference survey. The MEGT members’ voices and opinions are being considered as we look to future planning of the annual MEGT Mid-Winter Conference. More information and details will be shared as preparations continue. MEGT has a standing contract with Cragun’s, therefore the 2015 MEGT conference will continue to be held at the Cragun’s Conference Center in Brainerd. Survey Highlights that inform MEGT Board decisions:

• December and February was preferred time of year for the conference MINNESOTA EDUCATORS OF THE GIFTED AND TALENTED (MEGT) FOUNDATION The MEGT Foundation provides grants to teachers across the state working with gifted and talented students. Grants are used to support innovative ideas and professional development. To date over $10,000 has been distributed to teachers in Minnesota schools. Please consider support this important work. http://www.razoo.com/story/Minnesota-Educators-OfThe-Gifted-And-Talented-Megt-Foundation GiveMN links generous people like you with organizations working to make Minnesota a better place. And we do it by making giving simple, rewarding and fun. https://givemn.org/

• 79% of respondents said that the optimal length for the conference was 2-3 days • The most important conference features: information breakouts [97%] and keynote speakers [80%] • 100% of respondents said that they prefer email as the method of communication from MEGT Page 10

News from

... 2014 Legislative Session - Clarification

An article appeared in the Minnesota Council for Gifted and Talented (MCGT)July/August 2014 OUTLOOK newsletter titled “The State of Gifted Education in Minnesota.” The article listed legislative changes relating to gifted and talented students made in the 2014 Omnibus Education Policy Bill. The final change listed states that district are required to honor gifted and talented program placement for incoming transfer students who had been identified for gifted and talented programs in a prior district. The MCGT article does not clarify, however, that this change is only applicable to students who are children of active duty military personnel, children of veterans who were severely injured and medically discharged, or children of a veteran who died on active duty within one year. Article 10, Section 2 of the 2014 Omnibus Education Policy bill is the Interstate Compact on Educational Opportunity for Military Children. The language quoted in item “d.” in the article comes from Article V, Clause B of the Interstate Compact. Article III of the Interstate Compact states that the “compact shall apply only to the children of: 1) active duty members of the uniformed services as defined in this compact, including members of the National Guard and Reserve on active duty orders pursuant to United States Code, title 10, sections 1209 and 1211; 2) members or veterans of the uniformed services who are severely injured and medically discharged or retired for a period of one year after medical discharge or retirement; and 3) members of the uniformed services who die on active duty or as a result of injuries sustained on active duty for a period of one year after death.”

Gifted and Talented Youth Week

Governor Mark Dayton has proclaimed November 2-8, 2014 to be Gifted and Talented Youth Week in Minnesota. In addition to recognizing the unique potential of gifted and talented youth, it is also an excellent opportunity to laud the efforts of the parents, educators, counselors and psychologists with whom they work. These dedicated individuals provide support through persistent advocacy aimed at understanding the instructional and affective needs of gifted learners. Their sustained efforts, coupled with the organized advocacy of the Minnesota Council for Gifted and Talented (MCGT) and the Minnesota Educators of Gifted and Talented (MEGT), help make our state one in which gifted learners are honored and valued.

MDE Professional Development Opportunities

Total School Cluster Grouping Workshop: Features, Goals, and the Realities of Implementation October 20, 2014 MDE 9:00 a.m. – 3:00 p.m. Presenter: Dr. C. Matthew Fugate, Purdue University Registration Fee: $85 Book, morning refreshments, lunch and CEUs are included in the registration fee. Register at Metro ECSU Total School Cluster Grouping (TSCG) is an effective, research‐

based-programming model focused on differentiation and flexible grouping to provide full-time services for gifted students while benefiting all students and teachers in the school. In addition to providing a firm foundation in the tenants and practices of the TSCG framework, participants will have the opportunity to interact with others who are in various stages of implementation. Learn from the experiences of schools in Minnesota and discuss the unique solutions these districts came up with to address any implementation challenges and the benefits they have realized from TSCG. Attendees will receive the Total School Cluster Grouping and Differentiation: A Comprehensive, Research-based Plan for Raising Student Achievement and Improving Teacher Practice book by Marcia Gentry, Ph.D. Hormel Foundation Gifted and Talented Education Symposium 2015 Save the Dates! The Hormel Foundation Gifted and Talented Education Symposium will be held in Austin, MN June 8-11, 2015. There will be a pre-conference on June 7th and Administrator Day on June 8th. Registration will begin in January. Full-Time Gifted Programs Network Meetings The Full-Time Gifted Programs Network (formerly Special Schools for the Gifted Network) focuses on the unique needs of schools that have full-time programs for the gifted or are exploring the possibility of creating one. Full-time programs for the gifted include school within a school models and gifted magnet schools.  Each network meeting includes an invited guest speaker and the opportunity for leaders to discuss their roles and best practices on a variety of topics.  Feel free to share this information with anyone who may be interested in attending the network meetings.  All are welcome to attend. 10/24/2014 Gifted and ADHD: Uncovering their Hidden Potential Guest Speaker: Dr. C. Matthew Fugate 12/12/2014 Critical Curriculum and Instruction Questions for Schools for the Gifted Guest Speaker: Dr. Diane Heacox 01/23/2015 Stress, Frustration Tolerance, and Reactivity in the Gifted Classroom Guest Speaker: Dr. Teresa Boatman 03/13/2015 Beyond Ability: What it takes to be successful in the 21st century Guest Speaker: Dr. Richard Cash (nRich Consulting) There is no charge to the participant to attend but registration is required.  Register now at:  https://www.surveymonkey. com/s/full-timegiftedprogramsnetwork In the event of inclement weather please check local media outlets. Full-Time Gifted Programs Network meetings will be cancelled and rescheduled (when possible) if either the Minneapolis or St. Paul School district has cancelled school. Scholars of Distinction The Minnesota Scholars of Distinction program nurtures and

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recognizes distinguished achievement by highly motivated, selfdirected students. Each specialty area was developed through partnerships of educators, the business community and others. Students may now apply for Scholars of Distinction Awards in Leadership, Mathematics, Science, Social Studies, and Theater Arts. For information about the criteria, timelines and application process for a 2015 award, visit the Scholars of Distinction page. All applicants are required to complete the Intent to Apply Form, available October 15-December 15. Gifted and Talented Advisory Council The council will meet 8:30 – 11:30 a.m. at MDE in Conference Center A, Room 3 & 4. The meetings are open to the public. January 12, 2015 April 13, 2015 June 1, 2015 In the event of inclement weather please check local media outlets. Advisory council meetings will be cancelled and rescheduled (when possible) if either the Minneapolis or St. Paul School district has cancelled school. Advisory Council Opening: Teacher Representative MDE’s Gifted and Talented Advisory Council is seeking a new teacher representative. Minnesota public school teachers with a strong interest in gifted education are encouraged to apply for the position. Council members are expected to attend all scheduled meetings. Applicants must have a minimum of five years teaching experience and be currently employed as a fulltime classroom teacher in a Minnesota public school. Candidates are encouraged to discuss the opportunity with a building administrator and receive permission to attend meetings prior to completing the online application. MDE will reimburse the district for mileage and a substitute teacher. Visit the MDE Gifted and Talented web page November 1-15 to apply. Davidson Institute for Talent Development Josh Wolf, 18, of Elk River has been named a 2014 Davidson Fellow. Josh will receive a $10,000 scholarship award from the Davidson Institute for Talent Development for his project in Science: Shocking Lipid Production: Oil Extraction By Novel Electrical Stimulation of Botryococcus Braunii. Reach for the Stars Catalogue Reach for the Stars is your guide to academic enrichment programs and activities that will supplement classroom learning and broaden or increase student performance. The catalogue features information on five types of statewide programs to complement classroom teaching and learning: challenges and competitions, awards and recognitions, conferences and institutes, classroom enrichment, and leadership development. These programs cover a wide range of subject areas and grade levels from kindergarten through adult. Whether offered outside the school day or embedded within classroom curricula, these programs will help students discover and develop their interests, passions and talents. They will help schools and communities support and integrate programs for students to stretch their abilities, learn new skills and reach new heights in learning. The 2014-2015 catalogue includes opportunities for Minnesota K-12 students and available in print or in a PDF format.

A few Out of State Opportunities to Consider…

National Association for Gifted Children (NAGC) 2014 Conference Each November NAGC hosts the largest convention devoted to gifted and talented learners. Classroom teachers, gifted/ talented coordinators, school administrators, researchers, parents, college and university faculty, and more, will converge in Baltimore, Maryland, November 13-16, for the 61st Annual NAGC Convention. Throughout the pre-convention events, concurrent sessions, poster sessions, exhibit hall, general sessions, and networking events (both formal and informal!), you will explore the many divergent paths that bring us to the hub. It’s appropriate that NAGC meets in a city known for connections and commerce, industry and transportation. Baltimore, the colorful, diverse city that is Maryland’s largest city and economic hub, is known for its beautiful harbor; quirky, distinct neighborhoods; unique museums; and the world-renowned Johns Hopkins University; as well as numerous first-rate colleges and universities within a 100-mile radius. The city boasts a rich history and is a central destination in the mid-Atlantic region. Whether you come by rail, plane, boat, or auto, you’ll find the NAGC Convention is a hub for your learning. View the NAGC Convention website with the ability to browse session descriptions, locate speakers, plan your itinerary, view exhibitors, and more! – See more at: http://www.nagc.org/educationtraining/nagc-annual-convention-exhibition#sthash.Re5GoE5M. dpuf 21st World Conference on Gifted and Talented The World Council for Gifted and Talented Children, Inc. (WCGTC) is a worldwide non-profit organization that provides advocacy and support for gifted children. The WCGTC is a diverse organization networking the globe with an active membership of educators, scholars, researchers, parents and others interested in the development and education of gifted and talented children of all ages. The WCGTC consists of its Members, Executive Committee, Delegates from member countries, and a Headquarters that is located at Western Kentucky University in Bowling Green, Kentucky USA. The World Council was founded over 35 years ago and hosts a biennial World Conference at a major international city during late July or early August in odd-numbered years. This year’s conference is being held in Odense, Denmark, August 10-14. The conference seeks to build multicultural bridges and networks across many interests related to Giftedness, Creativity and Talent for those working in Research, Education, Advocacy as well as Social-Emotional areas and Parenting Gifted children. These multicultural viewpoints and networking opportunities will lend a richness to the venue and many new and refreshing perspectives. Exploring the birthplace of the gifted and celebrated children’s story teller Hans Christian Anderson with international colleagues will add unforgettable memories and strengthen ties within our gifted communities and beyond. Visit the World Council for Gifted and Talented Children to learn more about the conference or contact US delegates Wendy Behrens at [email protected], Joyce Miller at Joyce. [email protected] or Sylvia Rimm at [email protected]

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Program Spotlight:

Monticello Public Schools The Monticello School District believes that high potential ability and talent development have specific and unique educational needs, which is why the district developed a Gifted and Talented Program in 1993. The mission of the Gifted and Talented Program is to provide opportunities to: • develop challenging, rigorous, engaging and purposeful curriculum modifications • develop and apply social skills • foster critical thinking • interact with intellectual peers • understand positive character traits • experience creative expression • integrate humor and play • collaborate in decision making and problem solving experiences • understand the relevance of learning to real life • make choices when designing their own learning path The Gifted and Talented Program’s philosophy is to enrich at the elementary level providing in-depth study of concepts in math and language arts, followed by accelerated opportunities at the middle school level in both math and language arts. High school students chart their individual map of learning with choices of AP, CLC (College in the Schools-Central Lakes College), CIS(College in the Schools-U of M), S2S (Senior to Sophomore-SCSU) and PSEO classes. Monticello Schools identification process includes teacher observations, screening of students in the areas of learning, motivation, creativity, and leadership, parent input and perspectives, student interviews, and cognitive testing, as well as review of student school performance history. Student performance is observed and screened throughout the school year by classroom and resource teachers for possible high potential abilities. Classroom teachers provide differentiated instruction for these learners within the heterogeneous classroom. Students demonstrating a need for further curriculum modifications in the areas of math, language arts, and thinking skills are referred for enrichment opportunities in those areas. Formal identification for Gifted and Talented children begins in the elementary schools and is completed in the spring of 2nd and 4th grade. Students are recommended for testing by having classroom teachers fill out an observation screening scale (called a HOPE form). Preceding this process, all data (MAPS, HOPE Scale, & Teacher Recommendations) will be analyzed in order to determine who will take the Cognitive Abilities Test (Cog-AT Form 7). All students taking the test are considered part of the talent pool (20-25% of the grade level) and may be offered enrichment opportunities through send-out programs & academic challenges. A task force of teachers utilizes all of the measurement tools available in order to identify students for Clustering, which is the top 2-5% of the grade level. Formal clustering begins in 3rd grade. Monticello School District offers the following programs: Challenge Math (K-4th) • This program encourages: logical and critical thinking, genuine problem solving, estimation, and mental arithmetic. Challenge Math is offered in grades K-4, is led by a licensed

teacher, and is held during the school day as a send-out program. Fifth grade students are offered the opportunity to accelerate into sixth grade math. This class is led by a fifth grade teacher. Identification processes for both math classes are based off entrance criteria and teacher recommendations. Independent Readers Group-IRG (K-2nd) • IRG is a high level reading send-out program lead by a licensed teacher for students in grades K-2, and is held throughout the school day. Students are identified for this program by teacher recommendation and by meeting entrance criteria. This class broadens the students’ knowledge, skills, and interests, using a variety of literature. Students incorporate writing, improvisation, art, and listening skills into the multi-disciplinary activities. Kids Talk (3rd-6th) • Kids Talk consists of a collaborative effort between the gifted/talented teacher and classroom teachers in order to address the affective, and social and emotional needs of gifted/talented students. Students are recommended for this program by their teacher. Writers Group (3rd-5th) • Writers group is a six session program that consists of students meeting with the Gifted and Talented teacher to focus on traits of creative writing. This group meets for 6 forty-five minute sessions, in the month selected by the grade level. Students are identified for this program based off of teacher recommendation, and by meeting entrance criteria. Reading Writing Thinking-RWT (K-2nd) • RWT is a pull-out program that promotes enrichment in thinking, reading, and writing. Led by a trained volunteer, students will be engaged to write, read and discuss, and learn about the four types of Creativity, through handson discovery. RWT is held during the school day and is divided into three different sessions throughout the school year. Students are identified for this program by teacher recommendation. Literature Enrichment Group-LEG (3rd-5th) • LEG is a pull-out program that encourages students to interpret good literature through discussion, writings, research and poetry. Trained parent volunteers conduct sessions throughout the school day. Third Grade LEG involves students discovering Fairytales & Folktales, Poetry, and Historical Fiction. This Enrichment Group is divided into three 6 week sessions throughout the school year. Fourth and Fifth Grade LEG incorporates students discovering Short Stories, Poetry and Non-Fiction Compilations through the use of the Jacob’s Ladder Reading Program. This program is divided into two 8 week sessions throughout the school year. Students are identified for this program by teacher recommendation. In addition to the district developed programs they also offer: • Young Author/Young Artist Conference (3rd-5th) • Destination Imagination (K-12th) • First Lego League-FLL (Ages 9-16) • Chess Club (6th-12th) • Knowledge Bowl (6th-12th)

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Do you know someone who deserves to be recognized for many years of service in support of gifted education? Now is the time to nominate that person for the MEGT Friend of the Gifted Award. Criteria for nomination is:

• long-term support of the gifted • broad-ranging impact • currently a Minnesota resident

Any MEGT member may nominate a candidate for this award. Please contact a regional representative or board member Gwen Briesemeister to submit the name of your nominee and 1-3 paragraphs about why this person should be considered by November 1, 2014. The state board will review all nominations by November and make the final selection. Please take advantage of this opportunity to recognize someone from the state who is deserving of this award. Contact: Gwen Briesemeister at [email protected]

Past Recipients of the Friend of the Gifted Award 1997 June Hendrickson – Arrowhead; Palma Sirr – Metro; Betty Johnson – MCGT 1998 Senator Jane Krentz & Rep. Mindy Greiling 1999 Nancy Whiteside – Metro & Dr. Karen Rogers - Metro 2000 Joel Anderson – Metro; Robert Jernberg – Valley; Elaine Chirhart – MidMinnesota; Sen. Paul Wellstone 2001 Candi Bell – Riverbend; Judy Galbraith – Metro; Dorothy Haugee – Valley; Sarah Noonan - Metro 2002 Sheila Ehrich – Metro & Jane Keyes – Metro 2003 Jan Baker – Metro; Mary Harty - Metro 2004 Julia Espe - Metro 2005 Renie Willard - Metro 2006 Juliana Kottke - Metro 2007 Sandra Cordie – MidMinnesota & Dr. Steven ShroederDavis - MidMinnesota 2008 Stephen Bechtold – Headwaters; Kris Hasland – Metro; Jackie Royer - Riverbend 2009 Dr. Diane Heacox - Metro 2010 Dr. Karen Westberg - Metro 2011 Linda Roth - Riverbend 2012 Jessica Wiley - Metro

LEGISLATIVE

Friend of the Gifted Nominations Sought

UPDATE

Keilty, Ed. D. by Bill MEGT Legislative Liaison

On the national level, Congress passed into law last spring the Jacob Javits Gifted & Talented Students Education Act generating $5 million for fiscal year 2014. This is of small relief. It is a bit more than half of previous levels of funding. It is the first time since fiscal year 2011 that the Javits program has received any funding. The Javits Act funds the National Research Center on the Gifted and Talented at Storrs, CN, as well as applied research on identifying and serving underrepresented gifted students.  New articles are appearing in more publications addressing this underserved population of students in our schools. Across many measures, gifted students are losing ground and the federal government is unable to provide any meaningful support. In Minnesota, governed by local control, the problems persist. Gifted programs are disappearing across the state. District pinched for dollars, find the path of least resistance and cut or dilute their program stretching the gifted advocate’s time across multiple duties or eliminating the position all together and creating an Enrichment Program. For most it is no program at all. In the spring newsletter I wrote about the initiative that emerged out of my frustration with local control. The $13 PPU is an insufficient commitment by the governor and legislator. The Governor has called for students ready for the high tech jobs of the future. Those jobs require critical and creative thinking that nurture innovation. With 827,000 attending K-12 in Minnesota schools the rule generates about $10 Million. $10 Million spread out across the 332 public school districts and the 132 charter schools provides very little to nurture the critical thinking and creative thinking, as well as the innovation we need in the future. I announced at the MEGT Mid-Winter Conference, that we would begin a multi-year effort to challenge the local control belief and legislate a mandate for services. To date the on line petition (https://www.change.org/petitions/govmark-dayton-mandate-services-and-programming-for-minnesota-s-gifted-students ) demanding a mandate for gifted programming and services has generated nearly 500 signatures. The mandate would cover identification, programming and professional development. We would include compliance agreements with districts and follow up verification. We would need to include a level of funding that would support this effort. We will be asking for $25 Million. So please share this petition link with family and friends. We need over a thousand to be heard. Currently we are meeting legislators to seek support for the initiative. But you can help by sending your legislator the link asking them to sign on this petition. If he or she agrees to do so, let me know, ([email protected]), and I will follow up with them. Thanks for your advocacy. Be well.

2013 Sue Feigal-Hitch – Metro & Bill Keilty - Metro

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MINUTES OF BOARD MEETING June 16, 2014 10:00 a.m. Old Chicago, St. Cloud PRESENT: Sue Feigal-Hitch, Lori Habben, Sue Karp, Pam Pearson, Mary Ann Rotondi, Jeanne Simmonds, Jo Tate, David Wolff, Lisa Worden, and Wendy Behrens joined for a portion of the meeting AGENDA ITEMS Secretary’s Report

NOTES •

Correction to February minutes: Gwen Briesemeister will continue doing

Friend of the Gifted. We need someone to take on Star of the North (formerly Nicholas Green)

Motion to approve minutes: Sue Feigal-Hitch Second: Sue Karp Motion approved. Treasurer’s Report

•

State Conference Support

o Provided for board members who need support to attend the state conference

o 3 conference chairs, AV person, Wendy Behrens, keynote speakers are •

paid through conference expenditures, not Conference Support

Balance of $44,988.75 after state conference

Motion to approve treasurer’s report: Pam Pearson Second: Lisa Worden Motion approved. Budget

PROPOSED BUDGET – 2014-15 Awards Board Cragun’s EdMN Equipment Legislative Foundation Membership Nat’l. Conference Newsletter Position Papers State Conference Website Accounting and Finance TOTAL

$1200 $6000 $11,000 $1200 $0 $500 $750 $4000 $6500 $1200 $2500 $1500 $1500 $1000 $38,850

Motion to approve budget: Jeanne Simmonds Second: Pam Pearson Motion approved.

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Committee Reports Website

• •

•

Friend of the Gifted Position Paper

We are checking on an archive location to store minutes of past board meetings

Public Relations •

Website is completely updated at this point in time

• Gwen Briesemeister will continue to do this

Oldest is Responding to the Needs of Young Gifted, followed by Responding to the Needs of Rural Gifted, then Responding to the Needs of Middle Level Gifted It seems that a new focus overall is young gifted. We will try to add some of this focus to the conference as well as revamping that Position Paper.

• Star of the North Newsletter

Lori Habben is willing to take the lead on this.

Membership

•

Items for Spring Newsletter and who will do each was discussed. David Wolff coordinates this. Among the items to be included are: • Young Gifted • Perfectionism • President’s article • Foundation Scholarship Application/Blurb • Friend of the Gifted Nomination • Star of the North Nomination • Reflections from Hormel Conference • Program Spotlight • Book Review • 5 Minute PD • MEGT Mid-Winter Conference - Call for Proposals Numbers by region (does not include board members or lifetime members): Arrowhead – 7 Heartland – 7 Homestead – 10 Metro – 123 Mid-MN – 27 Prairie – 7 Riverbend – 5 Valley – 17 Headwaters – 1 •

Conference

• • • • •

Foundation

•

243 members in database, includes 28 life members

Cragun’s will hold lodging rate from last year, food will go up 2-3% Keynote speaker has been secured We have others who have indicated interest in being keynote speakers in the future We will look into having the presentations on a Google Doc We will be looking at the final conference survey results in relation to future conference plans Discussion was held regarding how to raise funds

continued on page 16

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Board Notes, continued from page 15 EdMN

• • • •

Prairie, Valley, and Headwaters are responsible for the breakout session and covering the booth

Topic for breakout is “Gifted Learners in the Regular Classroom.” Metro will do the set-up

Future EdMN Booth Coverage: o 2015 – Metro

o 2016 – Arrowhead, Riverbend o 2017 – Metro

o 2018 – Heartland, Homestead, Mid-MN o 2019 - Metro

Regional Updates Old Business •

The constitution was reviewed in regards to board member residency

requirements as well as members participating in regions other than where •

they teach

Additional board openings were discussed. People who had previously

indicated an interest in being on the board will be contacted to see if they are still interested

New Business

Wendy Behrens, MDE Gifted Specialist, joined for a portion of the meeting. Items discussed: • She is seeing an increase in positions and networks for gifted around the state as well as increased professional development opportunities • • • • Future Meeting Dates • • • • • Adjournment

Legislative – gifted inserted in several places where we don’t normally find it – for example: EL and gifted, in principal and teacher evaluation language Possibility of joint MDE and MEGT Professional Development offerings Foundation fund-raising

Hormel and MEGT are different learning experiences in MN; good to have two opportunities in MN for teachers to experience September 13, 2014 Old Chicago, St. Cloud November 8, 2014 Old Chicago, St. Cloud February 8-10, 2015 – Mid-Winter Conference April 18, 2015 Old Chicago, St. Cloud June 15, 2015 Twin Cities location TBD

Meeting adjourned at 2:42 p.m.

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Conference information at: www.mnegt.org

Personalized Learning for Gifted Students

MEGT 23rd Gifted Conference February 8-10, 2015 Cragun’s Conference Center in Brainerd

Keynote Speakers

Dr. Marcia Gentry: Growth for Gifted, Creative, and Talented Stu-

dents: Is It Possible and If so How Can We Show It? Student-focused Differentiation, Underserved Populations, Total School Cluster Grouping

Dr. Brian Housand: Utilizing Technology to Personalize Learning for Gifted Kids, Planet of the Apps!



*Praccal classroom focused breakout sessions! *Please contact MEGT if you have experse & experiences to share for a breakout session. *Complete conference informaon and registraon forms on the MEGT website: www.mnegt.org Page 19

Announcing Keynote Speaker MEGT 23rd Gifted Conference February 8-10, 2015

Marcia Gentry, Ph.D. Marcia Gentry joined the faculty at Purdue in 2004 after spending 8 years as a professor in Minnesota where she began her research into student perceptions of school experiences and directed graduate programs in gifted education. She accepted the role of GERI director (Gifted Education Resource Institute) in January of 2008. Her research has focused on the use of cluster grouping and differentiation; the application of gifted education pedagogy to improve teaching and learning; student perceptions of school; and on non-traditional services and underserved populations—areas in which she has more than 60 publications. Dr. Gentry developed and studied the Total School Cluster Grouping Model and is engaged in continued research on its effects concerning student achievement and identification and on teacher practices. She is currently directing several research projects aimed toward discovering and developing talents among students from underrepresented populations. Dr. Gentry is widely sought as a consultant and enjoys integrating her research with real-school applications that have positive effects on student learning and teacher practices. Page 20

Announcing Keynote Speaker MEGT 23rd Gifted Conference February 8-10, 2015

Brain Housand, Ph.D. Brian Housand is an assistant professor and co-coordinator of the Academically and Intellectually Gifted Program at East Carolina University. Dr. Housand earned a Ph.D. in Educational Psychology at the University of Connecticut’s National Research Center on the Gifted and Talented with an emphasis in both gifted education and instructional technology. His column, Technology Untangled, appears in the NAGC (National Association of Gifted Children) publication Teaching for High Potential. He currently serves on the NAGC Board of Directors as a Member-at-Large. Brian frequently presents and works as an educational consultant on the integration of technology and enrichment into the curriculum. He is a well-known presenter at gifted conferences with standing-room only presentations. He is currently researching ways in which technology can enhance the learning environment and is striving to define creative-productive giftedness in a digital age. His website is: http://brianhousand.com or follow him on Twitter at brianhousand. Page 21

Minnesota Educators of the Gifted and Talented Annual Convention, February 8-10, 2015

Personalized Learning for Gifted Students • Growth for Advanced Learners • Student Focused Differentiation • Use of Technology in Teaching Gifted Students • Critical Thinking & Creative Thinking • Inquiry – PBL – Genius Hour

Call For Proposals: The MEGT statewide organization is seeking presenters to share their expertise/insights in the challenge of gifted students. Successful presenters, teachers, coordinators, administrators, parents interested in providing engaging sessions for participants are encouraged to send in proposals. Proposals that focus on the topics bulleted above will take priority in acceptance. Important Note regarding AV: Each room will provide overhead and screen for each session. ***All other AV needs are the responsibility of the presenter.*** Please complete the form below and send it to the address at the bottom of this page. Proposals will be accepted until December 19th 2014. No proposals will be accepted after December 19th. Presenter(s) ______________________________________________________ ______________________________________________________ Address: ______________________________________________________ ______________________________________________________ E-mail Address: _______________________________________________________ Telephone (h) ______________________ (w)_____________________ (c) ____________________ Session Title: (To be included in conference materials) __________________________________________________________________________________________________________________________ Description including required information below (25 words or less for use in the conference brochure)  Intended Audience:  Complexity Level: 1- Novice---4 -Expert  Presenter(s)’ Background:  Bibliography of any materials that you would like made available through conference exhibitors: Plan on providing 40 copies of handouts for each session you conduct. Return proposal via email by December 19th, 2014 to: Bill Keilty **No handwritten or scanned copies allowed [email protected] 7313 260th St No proposals will be accepted after December 19th Wyoming, MN 55092 651-485-2108 (c)

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Reflections on the 6th Annual Hormel Gifted and Talented Symposium June 8-12, 2014 Molly Adhiambo Gawo Administrator at City Education Department - Nairobi Kenya Education Management INTRODUCTION As known from the ancient times, symposia bring people together. They are occasions which are conveniently used to serve a greater purpose than a social event. In this case, the focus was on important issues related to professional growth of educators and induction of parents charged with nurturing gifted and talented learners. In this reflection, a position is given out of experience during the symposium. Dwelt on is, the impact intentions for the future of Gifted and Talented Education in Kenya and Africa as a whole. 8-06-2014 This was the Pre- Conference phase. Still, presentations were made on What’s a Parent to Do, and, Using Case studies to Explore Critical Issues in Educating Gifted Learners. Christine Weber’s presentation at Holiday Inn was waking me up from the sleep that I had been engulfed in since I started teaching in 1987 - issues of educating gifted learners seemed to be everywhere with negativity being one of them, where some educational setups even reject the term ‘gifted’ for learners. I did not however go through the complete session as I was surprisingly visited all the way from The University of Iowa by Laurie Croft (Administrator, Belin-Blank Center for Gifted and Talented Education), who was my host in 2013 during the fellowship on Gifted Education. We kept comparing notes on the topic after Christine gave her presentation. 09-06-2014 The program for the day was to start at 7.15 am at River land Community College East “Main Street.” A character I would describe as engagingly wonderful happened to be my guide, volunteer - Kris Happe. (Overwhelmingly amazing was the number of volunteers who showed up to offer services in various ways, including driving visitors around. I must confess I had never experienced that before – just meticulous) with the pace set by Hormel Foundation‘s generosity for sponsorship. The mood was set with all staff and participants bonding cohesively with tantalizing breakfast served. I continued my encounter with warm participants who made me feel right at home. I learnt that most were teachers handling gifted and talented learners. There was visible shock at the thought of my travelling (all the way) from Kenya to The US - ‘just for the symposium’. The Monday morning Keynote presentation at Bridges Auditorium guided participants through The Conduit for Rigor and Relevance. It is true that learners and especially the gifted may be lost at an early stage of their education if they are not actively

engaged with impressive and captivating choice of material. Such learners need to be constantly challenged to arouse their thinking and to keep them alive in their condition. As put by Elissa Brown, ‘if you don’t identify and nurture African-American male by 3rd grade, you will definitely lose them’. Session One, I saw Eric Calvert’s presentation on Practical Approaches to Academic Acceleration. The presentation concurred with the thought that, ‘Meta-analytic reviews have consistently concluded that educational acceleration helps learners academically without shortchanging them socially and emotionally’ (Kulik, 2004). Discussions were based on examples, like early acceptance to kindergarten, elementary, high school or college, taking the learner beyond the standard curriculum and allowing them to apply existing tools to complex problems. Session Two, I participated in Social and Emotional Needs of Gifted, Talented and Creative Students. Resourceful readings to boost knowledge in the area were directed by Debra Mishak. Such learners are sensitive and need special and professional attention if possible. The last session for the day was on Effective Program Practices for Underserved Gifted Students, by Cecilia Boswell. I had thought that only Kenya – Africa had underserved learners bundled under the minority population. It came out clearly that unwavering effort needs to be injected in inclusive education, most appropriately to the gifted and talented learners. Some of the characteristics of gifted learners were enlivened, like different processing habits, possession of passion with high creativity ability, great sense of humor, easy language manipulation besides eloquence and high speed in reading and learning at earlier ages. It was however reiterated that a learner may be excellent in cognitive but poor in comprehension or evaluation. The day ended with some participants going for a tour of I.J. Holton Intermediate (STEAM ) School. 10-06-2014 A kick off with well-served breakfast for all participants at Riverland Community College led to the second Keynote speech by Catherine Thimmesh. Her engagement of all participants in creating varied designs using the square and circular shapes reminded me that creativity may be triggered and nurtured. No participant left all the given figures blank, meaning that creativity is a possible venture for all. Journeys into some of her publications (Scaly Spotted Feathered Frilled, Madam President, Lucy Long Ago, etc.) exposed a possibility for excitement through

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curiosity. My mind kept replaying-‘eggs and spam and spam and eggs.’ In the following session about underserved learners, I still recall the heated argument about the treatment of those learners perceived to be gifted and talented but happen to be a minority group. Some participants felt that most teachers are not sincere and open in according all learners equal treatment (which may lead to some ending up being wasted away as suggested by some myths about giftedness). It felt that teachers need to be neutral. The afternoon was active with activities including SPAM Museum Tours. ‘What a refreshing experience seeing the journey through which Hormel Foundation had undergone.’ I still remember the hologram besides the ancient vehicles. I shall always be reminded of this visit as I see the T-shirt that I was awarded as a gift during dinner that evening at The Hormel Historic Home, being the farthest travelled. 11-06-2014 With the usual wonderfully organized breakfast, this day saw mini-presentations by local practitioners who were wonderfully prepared as noticed in David Wolff’s session that I attended in Room 131. I realized the power of different temperaments, perseverance and resilience (grit). It unearthed wonderful insights through TED Talks on ‘You Tube’, as we engaged in healthy discussions. With great curiosity welling in me, I decided to attend Terry Neu’s presentation on Stress Management, since my local set-up seems to be bogged with personalities controlled by emotions arising from work conditions. He highlighted the need for creating humor and light moments in teaching using the Pathways Model. From challenging but interesting entry points and resources through scaffolding steps with energizing activities like songs and poems, both the learner and the teacher gain much satisfaction through a lesson. These reduce stress. Later at the Riverland Community West Wing introduced children who to me appeared self-driven and overly motivated as they presented wonderful scientific displays with eloquence and confidence. It reminded me of the annual science exhibitions by primary school children in my district. A wonderful way to have a closing evening – Banquet and social hour at Hormel Historic Home. Glaring honor by officials of Hormel Foundation with articulate service and dinner. Ian Warwick’s presentation couldn’t have come at a better time. Not to go unnoticed was the provision by the organizers to ensure utmost comfort for participants, the get together at Holiday Inn giving way to a ‘Karaoke’ was great entertainment as ribs wracked with laughter at performance of the popular songs. 12-06-2014 A good start as usual, starting after high breakfast with extended keynote presentation at Bridges Auditorium by Richard Cash. Essential Thinking and Learning Tools and Strategies for 21st Century Gifted Learners unearthed an example of Mohamed- an illiterate herdsman and a successful little girl, being

displayed. It came out clearly that teachers need to move with the times and try to b ahead of their learners who are technologically racing at a very high speed. Use of activities like spelling bee, story composition and mathematical puzzles can keep learners minds rolling. Guides of gifted and talented learners should help them make connections, think through issues and solve issues. IMPACT AND WAY FORWARD • Benefit not only to the learners in my country, but to Africa and the world. • Knowledge and skills imparted and enhanced necessary in handling gifted and talented learners. I gained great experience through sharing. • Provided ground for research as I prepare to delve deeper into the discipline. • Provided room for practical strategies, benchmarking and borrowing from fellow participants. • A realization for need for transformative education in Kenya, to strictly follow guidelines for Education For All and Millennium Development Goals. • Realization that teachers should trigger creativity in learners; can nurture creativity and can be role models for creative learners. • Need for more participation in gifted education initiatives. • Implementation of relevant programs at reasonable level. • Volunteer in any relevant activities in the discipline. • Making special effort in demonstrating work ethics by stressing the importance of nurturing gifted and talented learners to teachers and other educators locally. (This has been discussed in details with the other administrators, especially the head of the school and the senior teachers who are in charge of curriculum implementation and supervision. • Share basic knowledge on differentiation and enrichment and acceleration with the teachers for their implementation while bringing to attention participants at any conference of workshop that I attend, the void in this area of gifted education and the importance of filling the gap. • Using my leadership skills and my position as an administrator, to reach out to the curriculum implementers (at the district level, i.e Teachers Advisory Center Tutors) and the community at any slightest opportunity. • Continue seeking for avenues for developing my stand in gifted education, like surfing more through the internet, which made me identify the symposium (Through Wendy’s encouragement). As I witnessed Minnesota educators of gifted and talented through their objective of promoting and supporting the professional development of teachers and other educational professionals, I painted a bright future for such an organization in Kenya, ready and focused on promoting the welfare of gifted and talented learners. continued on page 26

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CONCLUSION As the curtains fell on the wonderfully organized symposium, I could not avoid reliving the sessions attended. The presentations were delivered by acclaimed experts not only nationally but internationally. From the turnout of participants, it is true that Austin Public Schools recognizes learners of all abilities and allows an opportunity to reach their fullest potential while they are also empowered. The district therefore has a strong and admirable philosophy. I laud the district for its focus on professional development, which ensures that employees are abreast or ahead of any global stride, clutching on Education For All (EFA) which advocates for inclusive education and Millennium Development Goals (MDGS) which emphasizes on globalization and use of 21st Century skills.

Talented Learners’. Given another opportunity I would still sacrifice to build myself so as to get more strength and confidence in knowledge and skills to advocate for these underserved learners in Africa. (May be consultancy would do!!!!!!!)

I experienced the warmest hospitality not only at Days Inn and Holiday Inn but everywhere with other participants. I am glad to have made a good number of friends, and I went on to demystify some of the negative stereotype views normally peddled around. A wonderful symposium. (I did not go to the U.S. A. ‘JUST’ for a symposium), but, for a wealth of knowledge that is going to help me do my Ph.D. research on ‘Equity in Education for Gifted and

“Ideas are worth spreading!” TEDxUniversityofStThomas: Taking Action to Reimagine Education! The University of St. Thomas College of Education, Leadership and Counseling is thrilled to be hosting its first TEDx event on October 15, 2014! TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. Featuring speakers like: • Bill Keilty, Ed.D., designer and director of the Lighthouse Program in Spring Lake Park Schools and MEGT Board Member • Tom Rademacher, Minnesota’s 2014 Teacher of the Year • Catherine Thimmesh, award-winning children’s book author currently focusing on creative nonfiction • And others including Adam Katz, J. Roxanne Prichard, Ph.D., Cordell Steiner, Dr. Artika Renee Tyner, and Charles Vickers

http://www.stthomas.edu/celc/newsevents/tedxuniversityofstthomas/

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Minnesota Educators of the Gifted and Talented Board ARROWHEAD Mary Ann Rotondi, President, Foundation Secretary 5807 W 8th St Duluth, MN 55807 Work: 218-724-9111 Home: 218-624-4111 E-mail: [email protected] Sue Karp, Treasurer, Foundation Treasurer 2241 Co Rd 5 Carlton, MN 55718-8139 E-mail: [email protected] HEARTLAND Jeanne Simmonds, Conference Box 355 Ironton, MN 56455 Home: 218-546-6742 E-mail: [email protected] Lisa Worden, Position Paper, President Elect, Foundation 7779 Travis Trail Brainerd, MN 56401 Work: 218-454-6566 E-mail: [email protected] HOMESTEAD David Wolff, Newsletter 401 3rd Ave NW Austin, MN 55912 Work: 507-460-1300 E-mail: [email protected] METRO Jo Tate, Secretary 11588 20th St N. Lake Elmo, MN 55042 Work: 651-407-7581 E-mail: [email protected] Sue Feigal-Hitch, Conference 17110 Judicial Rd Lakeville, MN 55044 Work: 952-975-8642 Home: 952-892-5032 Work E-mail: [email protected] Home E-mail: [email protected]

MID-MINNESOTA Lori Habben, Membership Assistant, Star of the North 410 Avon Ave Avon, MN 56310 Work: 320-356-7346 x7236 E-mail: [email protected]

MEMBER AT LARGE Bill Keilty, Legislative, Conference, Foundation President 7313 260th St. Wyoming, MN 55092 Home: 651-462-5358 Home E-mail: [email protected]

Gwen Briesemeister, Friends of the Gifted, 502 Elm Ave. Delano, MN 55328 Work: 763-972-3365 ext. 3031 Home: 763-972-6987 Work E-mail: [email protected] Home E-mail: [email protected] VALLEY Pam Pearson, Membership 7624 Terrace Dr NW Alexandria, MN 56308 Home: 320-846-0403 E-mail: [email protected]

www. mnegt.org

HEADWATERS

ARROWHEAD Mary Ann Rotondi Sue Karp VALLEY Pam Pearson

HEARTLAND Jeanne Simmonds Lisa Worden MID MINNESOTA Lori Habben Gwen Briesemeister METRO Sue Feigal-Hitch Jo Tate

PRAIRIE

RIVERBEND

HOMESTEAD David Wolff

Challenging Gifted Lear ners Challenging Gifted Lear ners Challenging Gifted Lear ners Challenging Gifted Lear ners

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