www.mnegt.org

Voice

Challenging Gifted Learners

Spring 2014

MINNESOTA EDUCATORS OF THE GIFTED AND TALENTED

STEM, Common Core, and Gifted Learners: Cultivating the Next Generation of Scientist Alicia Cotabish, University of Central Arkansas

I

n the era of the Common Core State Standards, educators are forced to rethink their approach to teaching, and must add to their repertoire of tools needed to meet the needs of all students…including gifted learners. Simultaneously, recent education reform has made significant commitments to improving K-20 Science, Technology, Engineering, and Mathematics (STEM) education. It is not the first time. In the era of Sputnik, the nation was inspired to innovation and gifted and advanced learners were charged with leading advancements in the STEM disciplines. Although far less was known about instructional behaviors, techniques, and pedagogy in education at that time, teachers rose to the occasion and inspired a generation of innovators. Fast forward to the 21st Century, leaders in STEM want long-term educational investment. In the past decade and more recently, national and state policy makers have placed high priority for advancing STEM education. The President’s Council of Science and Technology Policy (PCAST) recommended a series of new federal steps to advance education in the STEM initiatives, placing an increased priority on K-20 STEM education (PCAST, 2010). Since 2007, a series of reports have echoed a resonating call to increase America’s talent pool by vastly improving K-12 mathematics and science education, and increasing the number of teacher candidates entering the STEM fields. In Rising Above the Gathering Storm (2007), the Committee on Science, Engineering, and Public Policy drew attention to the need of increased outreach, support, and cohesive efforts placed on K-20 STEM education. Furthermore, the National Science Board (NSB) identified key recommendations to develop the next generation of STEM innovators which included providing support for research-based STEM preparation for general education teachers who have the most contact with children (NSB, 2010). With the release of the newly continued on page 3

INSIDE this issue . . . Gray Matters......................................................................................................................................... 2 Celebrating 30 Years of Success with Free Spirit Publishing........................................... 4-5 2013 Star of the North Award........................................................................................................ 6 Product Review: Coursera............................................................................................................... 7 Help Yourself and a Student........................................................................................................... 7 5 Minute Professional Development: Help Yourself and a Student................................. 8 Friends of the Gifted Recipients.................................................................................................... 9 Ed Zacarro Workshop......................................................................................................................10 News from the Minnesota Deptartment of Education................................................ 10-11 Position Paper: Common Core Standards........................................................................ 12-13 Board Notes................................................................................................................................. 14-15 MEGT Foundation............................................................................................................................16 Hormel GT Symposium..................................................................................................................17 Legislative Update...........................................................................................................................18 In Remembrance of James Gallagher.......................................................................................19 Reflections on the MEGT Conference.......................................................................................20 Celebrating 25 Years of MEGT Board Members.....................................................................21 Board Members.................................................................................................................................22

Matters

Gray

Mary Ann Rotondi



by

MEGT President

Frigid weather and piles of snow gave students around our state welcome snow days and sent teachers scurrying to make sure all lessons are covered. When we look at our gifted students, we have hopes their learning is extended and teachers are going beyond covering to truly meet the needs of their advanced learners. Despite the many interruptions of days this winter, over 200 teachers around the state had the opportunity to attend the MEGT Conference at Cragun’s in Brainerd celebrating its 25th year as a state organization. It truly was a celebration as teachers had the chance to attend many break-out sessions and also share their great ideas with colleagues during the breaks and in the evenings. Sue Feigal-Hitch, one of our 2013 Friend of the Gifted recipients stated in her break-out session: “Our students are the digital natives. Are we the 21st century teachers?” She explored the topic of technology looking at the use of applications, content creation and online tools to engage, extend and differentiate the learning for gifted students. Bill Keilty, our second 2013 Friend of the Gifted recipient also explored the most popular IPad applications across disciplines and genres. He had the attendees share their expertise with the others in the session as all deepened their knowledge together.

sponsored by the Hormel Foundation. This will be held from June 9-12, 2014 and another staff development opportunity for those interested in expanding their knowledge in gifted education. Check the website for more information. In conclusion and memory of James Gallagher: the field of gifted education lost a beloved leader, passionate supporter and inspirational advocate on January 17th, 2014. Below are his words… Failure to help the gifted child is a societal tragedy, the extent of which is difficult to measure but which is surely great. How can we measure the sonata unwritten, the curative drug undiscovered, the absence of political insight? They are the difference between what we are and what we could be as a society. 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.

Another break-out session by Wendy Behrens on “Minnesota Guidelines for Gifted and Talented Programming” found the participants needing more information on working with parents of gifted students. From the various sources available such as the National Network of Partnership Schools and Harvard Research, the one main element necessary for success is building relationships. We know when parents are involved in their children’s education, students achieve to a higher level. Deb Landvik from MDE was a guest at the Gifted and Talented Advisory Council Meeting on February 24th and reiterated this fact for all students. An appendix in the Minnesota Guidelines for Gifted and Talented Programming which is process of being developed could contain more information in this area.

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 October 1, 2014 to: David Wolff 401 3rd Ave. NW • Austin, MN 55912 Work: 507-460-1912 E-mail: [email protected] Note: E-mail submissions are preferred

Sunshine and warm weather will be the setting of the 6th Annual Gifted and Talented Symposium in Austin, MN

Address Changes and Corrections should be mailed to:

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Common Core & STEM, continued from cover adopted Common Core State Standards in English Language Arts and Mathematics and increased interest in the STEM disciplines, it is not surprising that a newly revised set of science standards were released in 2013, the Next Generation Science Standards (NGSS). Like the Common Core State Standards in English Language Arts and Mathematics, the NGSS were developed through a collaborative, state-led process, and are expected to be widely adopted by many states. They are considered to be the “common core” standards of science. The adoption of the (NGSS) is cause for gifted education as a field to reflect on its role in supporting gifted and highpotential learners appropriately in the content areas. The field of gifted education has not always differentiated systematically in the core domains of learning, but rather has focused on interdisciplinary concepts, higher level skills, and problem solving across domains. With the new NGSS and their national focus, it becomes critical to differentiate for gifted learners within a set of standards that are reasonably rigorous in each domain.

So, what are the Next Generation Science Standards?

The Next Generation Science Standards (NGSS) are rich in content and practice, and are arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The standards for grades K-5 address specific grade-level expectations and do not go farther. Unless teachers are already well-versed in how to differentiate curriculum for gifted learners, the grades K-5 science standards may limit opportunities for those who have mastered the grade-level content. Teachers of the gifted need to be aware of the limitations and provide deliberate, differentiated learning opportunities that extend beyond the standards. The NGSS middle and high school standards are arranged in grade bands, an arrangement that is more conducive to acceleration through science learning progressions. However, teachers would be responsible for articulating the accelerated learning progression for gifted science students.

So, what can teachers do to meet the needs of gifted science students?

The authors of the standards acknowledge that pathways must be created for students with special learning needs. To that end, little can be accomplished to meet the needs of the gifted without excellent teachers using gifted education pedagogy grounded in research-based models and methods. Several wellestablished models and methods lend themselves to quality teaching of the NGSS including higher order questioning, scientific habits of mind, and project- and problem-based learning. Nonetheless, differentiating instruction and the curriculum must occur to meet the specific needs of gifted and talented learners. In combination, existing gifted education models, methods, and differentiation can provide a pathway for teachers to implement the NGSS. There are a number of strategies that teachers can use

to implement and support the new Next Generation Science Standards for advanced learners at all stages of development in K–12 schools. One aspect of fulfilling that purpose is to identify what advanced opportunities look like for such learners from primary through secondary grade levels. Furthermore, educators will need to provide the appropriate level of rigor and relevance within the new standards as they translate them into experiences for gifted learners. The implementation of the new standards will create innovative opportunities to nurture the thinking, reasoning, problem solving, passion, and inventiveness of our best students in this subject area; however, successful implementation of the NGSS cannot occur effectively without the support of both district and building administrators. Providing teachers with administrative encouragement, resources, time-in-the-day, and professional development opportunities will permit teacher concerns to be focused on student needs rather than logistic needs. Last, but not least, it is imperative to elevate learning in science to higher levels of passion, proficiency, and creativity for ALL learners. Through talent development efforts focused on developing motivation and readiness to learn within the domain of science and deliberate efforts to increase rigor for talented science-prone students, teachers can cultivate the next generation of scientists. About the Author: Dr. Alicia Cotabish is an Assistant Professor of Teaching and Learning at the University of Central Arkansas, and the President of the Arkansas Association of Gifted Education Administrators (AAGEA). She is the coauthor of the NAGC book, Using the Next Generation Science Standards with Gifted and Advanced Learners. The publication provides teachers and administrators examples and strategies to implement the Next Generation Science Standards (NGSS) with gifted and advanced learners at all stages of development in K–12 schools. For more information about the book, check out Prufrock Press at http://www.prufrock.com References Committee on Science, Engineering, and Public Policy (2007). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington DC: National Academy Press. National Science Board (May 5, 2010). Preparing the next generation of STEM innovators: Identifying and developing our nation’s human capital. NSB-10-33.Retrieved from http://www.nsf.gov/nsb/ publications/pub_summ.jsp?ods_key=nsb1033 President’s Council of Advisors on Science and Technology (2010). Prepare and inspire: K-12 education in science, technology, engineering, and math (STEM) for America’s future. Retrieved from http://www.whitehouse.gov/sites/default/files/microsites/ostp/ pcast-stemed-report.pdf Image courtesy of www.prufrock.com

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Celebrating 30 Years of Success with Free Spirit Publishing! An Interview with Judy Galbraith, President of Free Spirit Publishing, and David Wolff, MEGT Board Member

Free Spirit Publishing recently celebrated their 30th Anniversary. Free Spirit has been a leader in publishing resources for parents, students, and educators to support social, emotional, and academic growth. I recently met with Judy Galbraith, President of Free Spirit Publishing, to learn about the business’ success.

MEGT: What was your motivation to start Free Spirit Publishing 30 years ago? JG: After having been a teacher and specializing in working with and counseling gifted kids, I knew I wanted to help young people navigate life. It didn’t make sense to me that you could go to a bookstore and find hundreds of self-help/psychology titles for adults but nothing was available for kids. Free Spirit’s mission is to “help children and teens think for themselves, succeed in life, and make a difference in the world.” MEGT: How has the focus/mission of Free Spirit Publishing changed or remained constant over the past 30 years?

that cover growing up gifted—When Gifted Kids Don’t Have All the Answers, The Gifted Teen Survival Guide, and The Survival Guide for Gifted Kids—have been available for 12 and 30-plus years (both Survival Guides), respectively . In fact, I have to keep revising them so they stay current. When I get letters from gifted kids, they consistently let me know how the books have helped them. That’s one of the most rewarding parts about the work that I do. Another signature Free Spirit book has been dubbed by teachers as “the orange bible.” Susan Winebrenner’s Teaching Gifted Kids in Today’s Classroom is a favorite resource in meeting the needs of gifted students. We released a revised edition last year, and Dina Brulles, Ph.D., joined Susan as a contributor for that revision. We also are known and respected for our practical and contemporary books on differentiation by Diane Heacox, Ed.D., and Richard Cash, Ed.D. All of these books advance the level of support and challenge in schools for gifted kids, and all kids. MEGT: How has Gifted Education changed over the past 30 years?

JG: In many ways, it hasn’t changed. This is profoundly frustrating and unconscionable. Funding for gifted ed. is still low, and misperceptions and biases about gifted JG: Our mission hasn’t changed much over the years, education and gifted kids are still prevalent. Substantive though we’ve expanded the age ranges we seek to research studies are few and far between, which suggests address. Originally we primarily focused on grades 3–12, higher education could be doing more. That said, my now our range includes babies through adolescence. And most recent survey of gifted kids showed progress that I didn’t start out publishing resources for educators and only could have come from the advent of more services counselors. Today, that’s a strong focus of what we do, in and more long-term opportunities for these students. For addition to our books for children and teens. example, fewer adolescents reported “dumbing down” in order to fit in. The overarching message from them was “If MEGT: How has Free Spirit Publishing impacted Gifted people don’t accept me for who I am, then I don’t want to Education? be friends.” Also, more gifted kids had a greater personal awareness of what it means to be gifted, and what it JG: When books stay in print for many years, you know doesn’t mean. That tells me that teachers of the gifted, as they’re highly regarded and widely used. My three books well as their parents, are having more conversations about this. And that’s progress. Page 4

MEGT: What are some milestones that have supported Free Spirit Publishing’s success?

MEGT: What do you look for when considering resources for publication?

JG: Obviously, I wouldn’t still be in business if we weren’t consistently producing titles that people want and find of value. So, sales milestones have helped our profitability over the past 30 years, which in turn supports our continued growth. Fifteen years ago I purchased the building where our offices are located today and named it the Free Spirit Building. This has enabled us to stay put and to have our warehouse and offices all under one roof. This stability has been important. Another milestone for us is international growth. We now have books translated in almost 30 languages, from Slovene and Icelandic to Korean, Chinese, and French.

JG: First and foremost, we want submissions from people who have read and followed our Author Submission Guidelines (freespirit.com/company/submissions.cfm). Apart from that, we look for manuscripts that fit within our areas of specialty by authors who have the credentials to support their work. We also look for good writing. That’s key. Additionally, we look for practicality and relevance to today’s challenges. We also look for authors who have a platform. That is, what is the author doing to engage potential readers? This might mean having an educationrelated blog, a Facebook page, a Twitter presence, and/or a website. Authors start a conversation with their book, but they need to continue to be part of that conversation and keep it going.

A very personal milestone for me is that my Gifted Kid’s Survival Guides are still being used. These originated from my work with Tom Greenspon when I was in graduate school, and I am forever grateful to him for his guidance and support, then and now. MEGT: How do you balance your roles as president of Free Spirit Publishing and as an author? JG: I don’t write as much now, except when I’m working on a revised edition. At least then I’m not starting from scratch, so it’s much easier than starting with a blank slate. I find writing to be very arduous and lonely work. I much prefer being a publisher and juggling all of the varying responsibilities it entails. But whatever work I’m doing, I make sure to take time to take care of myself by exercising, going up north, having a home life, reading, sailing . . . I learned the hard way that if you burn the candle at both ends, as they say, you burn out. I don’t let that happen anymore. Getting older has helped with that! MEGT: What are the most rewarding aspects of working at Free Spirit Publishing?

MEGT: What advice would you have for educators who are aspiring authors? JG: Know and study your competition—be able to articulate how what you have to offer is different and superior. Write a lot, and take writing classes if you can. Find a good editor to work with. Have people who don’t know you critique your work, and be open-minded about criticism. A good critic and an editor are an author’s best friends. For free downloads for teachers, go to: www.freespirit.com/educators/downloads.cfm For free professional development webinars, go to: /www.freespirit.com/Webinars/index.cfm

Congratulations Judy and all the staff at Free Spirit Publishing! MEGT wishes you all the best for another successful 30 years to come! Please support Free Spirit Publishing by visiting their website at: www.freespirit.com

JG: I feel very blessed to have an intelligent, dedicated, loyal, creative, hardworking staff. They alone are an inspiration. I also get to engage with amazingly talented authors and illustrators. No day is ever the same, and I thrive on that variety. Also, as noted previously, I love hearing from readers. Those letters and emails always make my day. Image courtesy of www.freespirit.com

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2013 Star of the North Allison Cottrell

Allison Cottrell has been named

Magazine. Allison participates in the

the MEGT Star of the North 2014

Loft Writing Program in Minneapolis.

award winner. Allison is currently

One of her stories was published on

a freshmen in the Eden Prairie

their blog called The Bullet.

school district. She is the daughter



of Nancy and Ray Cottrell of Eden

competes in Nordic skiing, she still

Prairie. Ally is an accomplished

finds time to maintain a 4.0 GPA

writer who has been part of the

taking mostly honors courses. She

gifted program since elementary

is a volunteer for “Feed My Starving

school. Allison won first place in the

Children” and has been a bell ringer

poetry division of the Young Voice

for the Salvation Army.



Foundation in 2011 as a 7 graders th

competing against 7 through 12 th

Image courtesy of MEGT

th



Ally runs cross country and

Ally is a modest and talented

student who works hard to master

graders. This event inspired her to send her work to a variety of

her craft while achieving a well-rounded education and opening

different young adult literary magazines. She currently has been

up a future of possibility for herself. Ally clearly represents the type

published in Creative Kids Magazine, Chixlit Magazine, White Ash

of ambassador and humanitarian that we hope and wish for in all

Literary Magazine, Anubis Magazine, and American Youth Literary

our gifted students.

For past issues of the MEGT newsletter and position papers, go to: www.mnegt.org/

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Product Review Coursera By David Wolff, District Coordinator of Gifted and Talented Education, Austin Public Schools I admit I am a TED Talk junkie. I am friends with TED Talk on Facebook, I watch a TED Talk almost every night. Recently, I came across a series of TED Talks that were about online education. As an educator of gifted students, I know some online education websites offer opportunities beyond what I can offer during my time with the students. One TED Talk caught my attention; not necessarily for my students’ benefit, but for my own growth as a learner: Coursera. Daphne Koller, founder of Cousera, shared her passion for higher education access for everyone in the world no matter what country, race, creed, religion, or income level. Cousera is an online education company that partners with the top universities and organizations in the world to offer courses online for anyone to take, for free. Classes offered on Coursera are designed to help you master the material, quickly and effectively. When you take one of the classes, you will watch lectures taught by world-class professors, learn at your own pace, test your knowledge, and reinforce concepts through interactive exercises. Classes span the Humanities, Medicine, Biology, Social Sciences, Mathematics, Business, Computer Science, and many others. Enrolling was easy; it took me less than 2 minutes to sign up. All I needed was three things: my full name, email account, and a password. I am currently taking my first class: Creative Problem Solving through the University of Minnesota with Brad Hokanson and Marit McCluske. Imagine yourself in a classroom of 2,400 other learners from all around the world – Brazil, Australia, China, Russia, Italy, Canada, Peru; and even some close to home in Northfield and Minnetonka. On the first day, tasks were laid out clearly of what was expected of us as learners and participants in the class. Watching video lectures, reading articles, and submitting an assignment is all that is required of us. For Creative Problem Solving, we are required to complete weekly, “Do Something Different” tasks challenging us to approach routines that we take for granted in a new a creative lens; the first two are to “Eat Differently” and “Dress Differently.” Reading requirements are light, but challenge us to think differently like Newsweek’s The Creative Crisis. There are a few quizzes to check for understanding, but nothing too time consuming. I encourage all of you who are life-long learners to visit: www.coursera.org to see what else you can learn this year!

Help Yourself and a Student…Take a Sheet and a Treat! By David Wolff, District Coordinator of Gifted and Talented Education, Austin Public Schools

Like most of you, sharing information with your staff members can be very difficult; there just isn’t enough time and money to educate teachers about gifted learners. One idea I came across was “Help Yourself and a Student… Take a Sheet and a Treat” in a publication from NAGC. This strategy combines two things teachers love, food and professional development, without taking much of their precious time. The idea is simple: create a handout featuring a GT related topic and place it in the teacher workroom or lounge along with a basket of candy, fruit, or other snacks. Then as teachers and staff help themselves to a handout they can enjoy a treat. Topics could include: gifted characteristics, early childhood provisions for gifted learners, acceleration, creativity, family engagement, underrepresented populations, underachievers, selfadvocacy, and barriers in developing talent. The Pull-Out page on page 8 is an example of one of my “Take a Sheet and a Treat” professional development opportunities. Staff Development: The Key to Effective Gifted Education Programs A Service Publication by the Professional Development Division of the Nation Association for Gifted Children, 1998.

Image courtesy of David Wolff

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

F.F.O.E. [F. Williams] Fluency – Think “MANY” ideas

Gifted 101: Stepping Outside the...Boxed Curriculum with Creative Thinking

List as many ___ you can think of.

•

What are all the things that are ___?

Flexibility – Think “DIFFERENT” kinds of ideas

It is suggested that creativity has declined in the United States due to schools overwhelmed with mandated standards and state assessments. In preparation for such assessments, students are tested on reaching the correct solution or asked for the one correct answer, thus inadvertently suppressing the creative process.

• •

Think of a different way to ___. What are some different reasons for ___?

Originality – Think “UNIQUE” or novel ideas • •

Can you invent a new ___? Devise a new way to ___.

Elaboration – Think “DIFFERENT” by adding or expanding ideas • •

Creativity is the act of producing something original and useful or the process of refining and improving ideas – essential skills for the 21st Century. Simply, creativity is ‘applied imagination.’ Creative thinkers are motivated by generating new ideas, finding how things work, and making things better - requiring a great deal of hard work, patience, persistence, and perseverance.

What else can you tell me about ___? What new ideas can you add?

S.C.A.M.P.E.R. [B. Eberle] I will change the story/the object to make a new, original creation by… • Substituting – Can I replace or change any parts or characters?

• Combining…What ideas can be combined to improve it?

Creativity doesn’t stand alone. Creativity requires collaboration. Sir Kenneth Robinson is quoted in stating that, “most original thinking comes through collaboration and being stimulated by other people’s ideas.”

• Adapting…Is there something similar, but in different



context?

• Modifying… What can be exaggerated or overstated?

What new twist could be made?



• Putting to Other Use… How would a child use it? An older adult use it? A story/object’s function could be reconsidered.

Reversing the Trend

• Eliminating… Can I simplify it?

Teachers have the opportunity to reverse this trend by incorporating creative thinking into the curriculum and instruction. By using FFOE and SCAMPER, teachers are able to generate higher-order thinking questions and more complex tasks.

• Rearranging… Can I use a different sequence to make it

References: Cash, R. (2011) Advancing Differentiation: Thinking and Learning for the 21st Century. Minneapolis: Free Spirit Publishing. Robinson, K. (2009) The Element. New York: Penguin Group. Shaunessy, E. (2005) Questioning Strategies for Teaching the Gifted. Waco: Prufrock Press.

•

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better?

Friends of the Gifted Recipients 2013 Friend of the Gifted Bill Keilty, Ed. D.

2013 Friend of the Gifted Sue Feigal-Hitch

Bill began his teaching in a private school in Dubuque, Iowa. During that time he helped organize and direct Dubuque’s first alternative high school, offering challenging learning experiences in the real world while earning credit towards high school graduation. He moved to a public school 6 months later and continued to teach in public schools in Iowa and Minnesota. While in the Forest Lakes Area Schools he served as the Math Coordinator and the High Potential Coordinator. During that time he initiated an early entrance to Kindergarten program, an accelerated math program and implemented and supported a Cluster program in the seven elementary schools. He also took on the role of Minnesota Liaison for the Center of Talent Development at Northwestern University. He was involved in Metro ECSU sponsored cluster training that introduced teachers from across Minnesota to strategies to support gifted students. It was during that time that Bill volunteered to serve on the MetroEGT board and was later elected President on the board. Later he was elected to serve o the Executive Board of MEGT. He has served as president, legislative liaison, and conference co-chair as a member of that board. Bill has been one of the co-authors of the MEGT position papers for over 12 years. He helped organize the MEGT Foundation and currently serves as the president. Bill has served o the professional standards committee of NAGC for the past 5 years. During that time he contributed a chapter to an NAGC publication on implementing the NAGC Standards and has worked on the editing of NAGC’s current books responding to the CCSS work. Bill has also served on the Minnesota state advisory board for the gifted for over 15 years. Since 1994, Bill has been teaching for Hamline University. He has taught in the gifted certificate program, continuing ed program, the MAED and Ed.D. programs. While working at the Spring Lake Park Schools for the past 15 years, Bill had served as coordinator of gifted services, coordinator of teaching and learning, new teacher induction and the Professional Learning Academy. During this time he also developed and implemented a unique program for the highly gifted learner.

Thirty-four years ago Sue Feigal-Hitch was hired by the Eden Prairie School District. She has been a part of the ongoing growth of the district’s gifted program since she was hired. She has taught gifted students in first through sixth grades prior to becoming the District Coordinator of Gifted Services. Most recently, Sue facilitated task force committee work that brought forward recommendations for enhancing the district’sK-8 gifted program and the implementation of Mosaic, a full day classroom program for highly gifted students at the elementary level. In addition to teaching gifted students, Sue has delivered professional development in the Eden Prairie School District on the topics of gifted learners, cluster grouping, thinking skills, differentiation strategies, authentic assessment and technology for gifted learners. She is a curriculum developer, teacher trainer, differentiation specialist and is one of the Thinking Maps trainers for the district She has been an adjunct professor at Hamline University for 256 years and is the Coordinator of Hamline’s Gifted Certificate Program. She has taught course on cluster grouping, differentiation, thinking skills, and authentic assessment. She is a member of the Minnesota State Advisory Board for Gifted & Talented, the Metro-MEGT Board and the Minnesota MEGT board. She has been president of both the Metro and State boards. Sue has been one of the MEGT Conference planners for the past thirteen years. She has been on the writing team for most of the MEGT position papers, which are a valuable resource for teachers. Sue has been a presenter at the Minnesota Educators of Gifted and Talented state conference, the National Association for Gifted Children’s annual national conference as well as at the Hormel Symposium for the Gifted. Image courtesy of Sue Feigal-Hitch

Image courtesy of Bill Keilty

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Gifted and Talented Education Symposium – June 9-12*

Registration is now open for the sixth annual Hormel Foundation Gifted and Talented Education Symposium—a collaboration between the Minnesota Department of Education (MDE), the Hormel Foundation and Austin School District. Daily sessions address best practices on the assessment of students for services, program models, social and emotional needs, instructional strategies, under-represented populations, under-achievement, integration of STEM and technology as well as specific content in the areas of science, mathematics, language arts and social studies. There will be a pre-conference on June 8 and an Administrator Day on June 9. Visit Austin Schools to Register A private foundation has provided limited funding for first time attendees who are Minnesota public school administrators, gifted and talented coordinators, school psychologists, counselors, librarians or school board members. For information about grants, contact Wendy Behrens. *Educators with school calendars that conflict with some of the symposium dates should contact Wendy Behrens to inquire about options for partial attendance.

We have a new website! Check it out at:

mnegt.org

You are invited… The MEGT Homestead Region welcomes Ed Zacarro! Ed Zacarro will present on

“Meeting the Needs of Mathematically Gifted Children” Wednesday, April 9, 2014

9:00am to 3:00pm at Wood Lake Event Center, Southeast Service Cooperative 210 Wood Lake Drive SE Rochester, Minnesota 55904 To register and for directions, click the link at the top right of SSC’s homepage - www.ssc.coop or FAX (507) 288-7663 Phone (507) 288-1282 Email [email protected] Fee ‐ $48 including Teacher and Admin CEUs, lunch and refreshments.

www.mnegt.org

The first 50 participants to register will receive  a free book authored by Ed Zacarro.

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Important Dates & Opportunities Mastering Language for the Common Core State Standards: Focus on Mathematics in Elementary Grades: Stanford Online MOOC Starting March 26, 2014 https://novoed.com/mastering-language-common-core-2 Minnesota STEM Network 5th Annual Conference April 15, 2014 University of Minnesota, St. Paul Campus Conference and registration information 2014 National Forum on Dropout Prevention for Native and Tribal Communities April 27-30, 2014 Mystic Lake Casino Hotel Keynoters: Dr. Marcia Gentry and others Conference and registration information Gifted and Talented Advisory Council Meeting May 12, 2014 8:30 – 11:30 a.m. Minnesota Department of Education Conference Center A, Room 3 & 4 1500 Hwy 36 W Roseville, MN 55113 Javits-Frasier Scholarship for Diverse Talent Development Application deadline May 15, 2014 The Javits Frasier Teacher Scholarship Fund for Diverse Talent Development seeks to increase culturally and linguistically diverse students’ access to talent development opportunities through teacher and school counselor/psychologist training and support related to equity and excellence in gifted education. This scholarship program strives to identify passionate, innovative educators in communities across the country where students from culturally and linguistically diverse backgrounds are historically under-represented in gifted programs. Learn about the Javits-Frasier Scholarship program and apply now.

Engage youth in climate change solutions through video Make a video for Youth Voices of Change! Youth in grades 4-12 are invited to submit a video (maximum 2 minutes long) that shares solution projects or helps raise awareness about climate change issues for a chance to win great prizes, including: money for their project, new video equipment, and gift certificates to local businesses. Ten lucky finalists and their videos will be featured on the big screen at the Youth Voices Film Festival in the evening of August 22, 2014 on the Sustainability Stage at the Eco Experience at the Minnesota State Fair. Read more about how to get involved online. Entry deadline is May 16. Scholars of Distinction Award Ceremony May 17, 2014 1:30 – 3:00 p.m., Perpich Center for Arts Education 6125 Olson Memorial Highway Golden Valley, MN 55422 Environmental Education Conference – Rooted in Diversity June 20-22, 2014 It’s time to announce the 2014 Minnesota Association for Environmental Education (MAEE) Conference! The annual conference is a great place to connect with environmental educators across the state, learn about helpful resources for your classroom, and share your own perspectives on environmental education. Please join us in 2014 at the Audubon Center of the North Woods in Sandstone. Information will be posted at the MAEE website. Minnesota STEM Teacher Network SciMathMN is a non-profit business, education partnership promoting quality science, technology, engineering and mathematics (STEM) in Minnesota’s K-16 educational systems. SciMathMN partnered with the Minnesota Department of Education to develop Frameworks for the delivery of Minnesota’s mathematics and science standards, as well as the MN STEM Resource Teacher Center. Visit the site to access a wealth of resources developed to help teachers translate Minnesota state standards into classroom practice and assist in student achievement of those standards.

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Responding to the Needs of Gifted Learners; Differentiating within the Common Core Standards A Position Statement of the Minnesota Educators of the Gifted and Talented (MEGT) www.mnegt.org

Purpose Across the country, there is a movement to adopt the national Common Core State Standards (CCSS) to provide a consistent, clear understanding of what students are expected to learn. The standards were designed to be robust and relevant to the real world, reflecting the knowledge and skills needed for success in college and careers. Minnesota has adopted the Common Core English Language Arts Standards. While the K-12 CCSS define end-of-year requirements and a progression designed to enable students to meet college and career readiness expectations, they do not specifically address those who have mastered the standards at their grade level or who could manage more depth and complexity than the standards describe. Additionally, there is inherent conflict between adherence to standards while differentiating to ensure access for the spectrum of learners in a class. This position paper provides educators with an awareness of the need to grapple with the CCSS to support the academic achievement of advanced learners. The goal is to present issues and make recommendations to help teachers and administrators develop strategies to address the needs of advanced learners within the context of the CCSS. Concerns The grade-level specific nature of the CCSS does not account for continuous progress and/or acceleration through the standards, implying that one size fits all. Many gifted students are well able to meet, and exceed, the core standards on a faster timetable than their age peers. According to the NAGC, “For some students – those at the top end of the performance spectrum – fidelity to grade-level standards can actually limit learning.” Pre-assessment/formative assessment, identified as best practice in successful classrooms, is not embedded in the CCSS. Quality assessment results drive instruction and those assessment results would provide evidence that some students are ready for learning beyond the grade level standard. Many schools across Minnesota and throughout the nation have adopted the use of professional learning communities (PLCs). One of the common expectations of Dufour’s PLC model identifies questions that guide instruction. The fourth question states, “How will we enrich and extend the learning for students who have demonstrated proficiency?” In best practice classrooms, answering that question may seem formidable. Lack of time and support may prevent teachers from addressing the needs of the advanced learners who have mastered the standard. This is more likely to happen under the belief that the CCSS grade-level standards adequately and sufficiently meet the needs of all students.

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Recommendations Students who demonstrate proficiency on a grade level standard should be afforded the opportunity for continuous progress into higher level standards. Students should participate in differentiated assessment; i.e. performance-based or portfolio techniques aligned with higher-level learning. Learning should be designed to include advanced content, using rubrics to ensure rigor, accelerated pace, depth, complexity, creative production, and differentiated instruction. Teachers must engage in ongoing professional development to ensure they know the standards in depth, including those preceding and following their grade level, in order to effectively differentiate. Teachers must engage in ongoing professional development to gain a deeper understanding of strategies that nurture complex and in depth learning, including problem solving and inquiry learning. Curriculum for gifted students should align to the CCSS, but not be limited to the concepts defined in the CCSS. Position papers available at www.mnegt.org should be accessed to support the advocacy for rigorous, differentiated instruction for advanced learners. Resources Common Core Standards website: http://www.corestandards.org DuFour, Rick. “Questions New Teams Should Consider Early On.” September 4, 2008. http://www.allthingsplc.info Johnsen, Susan; Sheffield, Linda. (2012) Using the Common Core State Standards for English Language Arts with Gifted and Advanced Learners. Prufrock Press, TX. Johnsen, Susan. “Gifted Education and the Common Core State Standards.” Gifted Child Today (2012) 35:81. http://gct.sagepub.com/content/35/2/81.refs NAGC website: http://www.nagc.org/CommonCoreStateStandards.aspx VanTassel-Baska, Joyce, Ed.D. (2012) Using the Common Core State Standards for English Language Arts with Gifted and Advanced Learners. Prufrock Press, TX.

MEGT December 2013

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MINUTES OF BOARD MEETING February 9, 2014 10:00 a.m. and February 11, 2014 1:30 p.m. Cragun’s - Brainerd PRESENT: Sue Feigal-Hitch, Lori Habben, Sue Karp, Bill Keilty, Pam Pearson, Scott Robinson, Mary Ann Rotondi, Jeanne Simmonds, Jo Tate, David Wolff, Lisa Worden AGENDA ITEMS Website

NOTES

• Various updates will be made to the website • Alicia Cotabish ppt. from the mid-winter conference will be posted • New Position Paper will be posted

Public Relations

• Friend of the Gifted

• We are in need of a board member to take this on

• Position Paper

• The plan is to “retool” old Position Papers and write a “MEGT Statement on Mandated Services”

Newsletter

Items for Spring Newsletter and who will do each was discussed. David Wolff coordinates this. Among the items to be included are:

• Feature and secondary articles • Remembrance of Jim Gallagher • 25th anniversary of MEGT • New position paper • Reflections on conference • Friend of the Gifted award recipients • Star of the North award recipients • Program Spotlight • Foundation scholarship recipients Legislative Membership

A document “MEGT Statement on Mandated Services” will be created. There were 116 people at the mid-winter conference who did not attend the conference either of the last two years

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Conference

Conference updates:

• Hamline helped sponsor social after keynote • Thinking Maps helped sponsor Monday social • 203 people were registered, 29 for preconference • Discussion topics for regional meetings – o We are in need of board members from some of our regions o How to connect with members (Facebook, Google +, etc.) o Possible topics for next year’s conference o What support is needed from MDE, MEGT We will make a contract with Cragun’s for 2015 and will do some cost comparisons at other locations for future possibilities Foundation About $1200 was raised at the mid-winter conference through donations and the silent auction General Membership An- Approval of slate of MEGT officers nual Meeting Report • Lisa Worden - president-elect

• Sue Karp – treasurer • Jo Tate – secretary

Legislative report – Bill Keilty – A report “MEGT Statement on Mandated Services” will be created Report by Wendy Behrens, Gifted Specialist for Minnesota Department of Education New Position Paper was highlighted Awards – Friends of the Gifted, Star of the North, outgoing board members, Foundation recipients Regional Updates A number of people indicated interest in becoming new board members. These people will be contacted by members of the board. Old Business New Business Discussion items for June board meeting

• Review of the by-laws for new board reps • Review of Regional Gatherings at MEGT conference Future Meeting Date June 16, 2014 – 10:00-3:00 - Old Chicago in St. Cloud, MN Adjournment Meeting adjourned at 2:45

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Greetings,

The Foundation continues to seek support to

grow its capacity to provide for teachers of the gifted.

2013 – 2014 MEGT Foundation Grant Recipients

announcements on the MEGT website in upcoming

MEGT proudly announces the recipients of the 2013-2014 MEGT Foundation Grants! Grants are awarded in two categories: the support of professional development needs of licensed staff and start-up funds for new initiatives. In all MEGT Foundation gave out $5,002.00 in grant requests! Congratulations to this year’s recipients! “The MEGT Conference was a great experience that made me look at how I teach my gifted students. I came away with excellent resources for my classroom that I will use with all of my students.” – Tara Swenson, Litchfield

deadlines for the grant application process.

Cindy Allen, Cloquet – funds to attend the MEGT Conference

We have raised funds in the past and continue to do so. During the MEGT Winter Conference, The Foundation raised over $1200 for its initiatives. A number of folks attended the conference because of the grants received from the Foundation. Watch for



Innovative teachers are in schools across the

state. Providing those teachers with grant dollars to design and implement an exciting and engaging

Valerie Anderson, Milaca – funds to purchase identification testing materials

learning experience for their gifted students pays

Jessica Balsley, Brainerd – funds to attend MEGT Conference

off for all of us. Please take time and make that tax-

Leigh Campbell, St. Charles – funds to support Future ProblemSolvers expenses

deductible donation that will be used to support Minnesota’s underserved gifted population. Your small gift will be added to others. And a teacher of a small group of gifted students will benefit. Go to www.megtfoundation.com . The process is fast, safe and simple.

Please contact Bill Keilty ([email protected]),

Board President, if you are interested or know someone you would like to recommend to join the board. Consider corporate matching of dollars when considering a donation to the Foundation.

Angie Huhner, Litchfield – funds to attend the MEGT Conference Jennifer Kapsner, Brainerd – funds to attend the MEGT Conference Stephanie Kristjanson, Bloomington – funds for classroom supplies/field trips to support a new initiative Shannon Lawson, West St. Paul – funds to attend the MEGT Conference Marcie Orville, Duluth – funds to start a Destination Imagination group Jenny Pantzke, Staples-Motley – funds to start literature groups Laura Steabner, Buffalo - funds to support completing Gifted & Talented Coursework Samantha Wede, Waconia – funds to support completing Gifted & Talented Coursework

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THE HORMEL FOUNDATION

e h t e v a S es! t a D

Symposium: june 9 - 12, 2014 pre-conference: June 8 AdministrAtor day: june 9 riverland community college

For complete information, visit: http://www.austin.k12.mn.us/ and select Gifted and Talented Education Symposium.

6th annual symposium Page 17

Legislative

UPDATE

Keilty, Ed. D. by Bill MEGT Legislative Liaison

On the national level, Congress passed into law 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.  Despite the evidence pointed out in national media, gifted students are losing ground in measures of achievement across multiple studies and have been doing so since the onset of NCLB and the president’s appeal to return the US to a nation of innovators, interest is not there to support any additional dollars for gifted students. 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. Newsweek, a few weeks ago, published an article entitled, America Hates Its Gifted Students. The authors of a study examining the long-term impact of the absence of gifted programming concluded, “Gifted children are a precious human-capital resource,” said David Lubinski, a professor of psychology and human development at Vanderbilt University. They are the “future creators of

modern culture and leaders in business, health care, law, the professoriate, and STEM [science, technology, engineering and mathematics]. These future creators and innovators are underserved in classrooms across Minnesota. The $12 PPU is an insufficient commitment by the governor and legislator. With 826,000 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. An example: In one metro school district the $12 PPU would generate $84000. That is the cost of one coordinator, salary and benefits. Identification and programming all are dependent on the district to cover with additional dollars. Just multiply the $12 X (the number of students enrolled in your district). The gifted students in Minnesota are underserved. 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. 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. Currently we are meeting legislators to seek support for the initiative. Later this spring email updates will provide you information and steps to follow to support this initiative. Watch for an opportunity to sign off on a petition. It will be coming soon. Be Well

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In Remembrance of

James J. Gallagher Dr. James J. Gallagher,  one of the world’s foremost experts in  both special education and  gifted  education,  died on Friday, January 17 at the age of 87 in Chapel Hill, NC.   Dr. Gallagher  made  numerous  vital contributions  to  educational policy on state, national, and international levels.  From 19671970, he served as the U.S. Associate Commissioner for Education and was the first Chief of the Bureau of Education for the Handicapped in the U.S. Office of Education. In that capacity he outlined the components of the first Handicapped Children’s Early Education Assistance Act, beginning a national program of model projects that essentially changed the nature of special education for young children with disabilities.  He subsequently served as the Deputy Assistant Secretary for Planning, Research, and Evaluation  for the Department of Health, Education, and Welfare  (HEW). He  introduced the concept  of the Individualized  Education Plan (IEP), used in public schools throughout the United States to ensure appropriate education of children with special needs. During his federal career, Dr. Gallagher approved the initial federal funding for Sesame Street, as well as the initial development of closed captioning technology. He contributed to groundbreaking efforts to establish federal policy for gifted and talented students, including The Marland Report and National Excellence:  A Case for Developing America’s Talent. He was and integral member of the National/State Leadership Training Institute which established programs for gifted students across the country. During his career,  Dr. Gallagher served as president of the Council for Exceptional Children, the National Association for Gifted Children, the World Council for Gifted and Talented Children, and the North Carolina Association for Gifted and Talented.  Dr. Gallagher worked closely with then North Carolina Governor James B. Hunt  on several  initiatives to  improve education in North Carolina.  He was on the steering committee for the North Carolina School  for  Science  and Mathematics,  the first public residential  high  school for  academically  gifted students,  a prototype for similar schools  across  the  nation.    He also was appointed  chair of  the  North Carolina State  Competency Test Commission.    He  co-founded  STAGE, the Statewide Technical Assistance in Gifted Education network, which redesigned gifted education programs in North Carolina.    From 1970  –  1987, Dr. Gallagher served as the Director of the Frank Porter Graham Child Development  Institute  at

the University of North Carolina  at Chapel Hill,  one of the leading institutes dedicated to research in early childhood education. He was a researcher on the Abecedarian Project, one of the first scientific studies to demonstrate important longlasting benefits in academic performance in a cohort of children from  lower socioeconomic circumstances. During his tenure, he served as Director of the Carolina Institute for Child and Family Policy, and was director of UNC’s Bush Institute for Child and Family Policy.  Until his death, he served as  Senior Scientist Emeritus  at the Frank Porter Graham Institute, and also served a term as president of UNC’s Retired Faculty Association. Dr. Gallagher published over 200 journal articles and 39  books, including two seminal books -- Teaching the Gifted Child and Educating Exceptional Children.  He has been the recipient of numerous national and international awards, including the  Gold Medal of the American Psychological Association for  Psychology  in the Public Interest, the  John Fogarty Award for Distinguished Government Service, and the Old North State Award (the premier award for public service bestowed by the state of North Carolina). Other awards include  the  A. Harr y  Passow  International Award for Leadership in Gifted Education  from  the World Council on Gifted  and Talented  Children,  the  Distinguished Scholar  and  Distinguished Service  Awards from the National  Association  for  Gifted Children, the J.E. Wallace Wallin Award for Contributions to Special Education from the Council on Exceptional Children, the North Carolina Department of Education Lifetime Award for Exceptional Service, and  the  Peabody Award from the University of North Carolina School of Education.  He was the son of Anna Mae Gallagher of Pittsburgh, PA and a WW II Navy veteran.  He was a loving and devoted husband to Rani (his wife of 64 years),  and  a loving father and  mentor to his children and grandchildren.    He loved  playing games with his family (which earned him the  nickname, “Swamp Fox”).  He was a fan of  the Pittsburgh Steelers, the Pittsburgh Pirates, and the UNC Tar Heels.      He also loved travel, good stories,  bad puns, and a lively intellectual debate.    Dr. Gallagher is survived by  his wife Rani;  his four children, Kevin (Peggy) from Atlanta, GA, Sean (Nancie) from Auburn, AL, Shelagh  from  Charlotte,  NC,  and Brian  (Lisa)  from Cincinnati, OH; and grandchildren James, Mary Grace, Andrew, Brendon and Colin (who lovingly called him “Grumps”).  Image courtesy of the family of James Gallagher

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Connecting at Cragun’s! “Pump It Up! Differentiate the Common Core” 2014 – 25th Annual MEGT Gifted Conference By Cynthia Allen, Cloquet Public Schools



I am always yearning for more strategies for diverse learners. My basic belief in my heart of teaching is that all students should have enrichment built into instruction. That said, some students realistically need and deserve other types of engaging, deeper instruction or challenges. I applied for and received a MEGT Foundation Grant to attend this year’s conferences, hoping my attendance would give me new insights to help bridge the needs for a variety of learners. What a welcoming, positive, and rewarding experience! The variety of session break-outs with current trends and researched based topics made it difficult from which to choose, but two of several that were helpful to me were Mindmapping and Prezi. The speakers were informative and timely, addressing creativity and practical applications for differentiation with Common Core. I found the position paper articles available, such as one on “2e” or twice exceptional, helpful for those students needing more than one type of specialization. Participants received a generous amount of CEU’s, and the offerings were across all areas needed for re-licensure. I was able to meet and network with so many deeply caring professionals and truly genuine “Minnesota nice” people during my experience. The conference planners outdid themselves providing opportunities for socialization with planned get-togethers, regional meetings, and the amazing meals! I had the opportunity to present two Language

Arts sessions using ELA standards. My presentations were “Creative Writing Skill: Reflective Tools For Writing Revision” and Creative Writing Skill: Interpreting and Developing Character Traits”. I learned so much preparing for and delivering these presentations, not only about the process, but also about myself and my own teaching. Those that attended my sessions were so supportive, participated well, and they asked thoughtful questions. Many thanked me even the next day with specific positive comments, and some attendees even took the time days later to send me some amazing follow-up emails (Thank you!). If I sound enamored, I was. This was a collegial, inspiring conference, as well as a respite at Cragun’s. If you did not get a chance to attend this year’s conference, I sincerely hope you make plans for next year (and bring a friend!) I will meet you there…! 

Image courtesy of Cynthia Allen

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MEGT Honors Past and Present

State Board of Directors

Celebrating 25 Years 1989-2014 Arrowhead

Sue Karp ♦* Mary Ann Rotondi *

Headwaters

Carlton Anderson Stephen Bechtold Sara Olson

Heartland

Jeanne Simmonds ♦* Carol Olson ♦ Bonnie Rubash Kay Miles Sue DeNio Lisa Worden *

Homestead

Julia Buchanan♦ Sherry Folkerds Alice Moersch Phyllis Frisch John Meisch Mary Smith Amanda Bremmer Sue Eggenberger Jennifer Lawhead David Wolff *

Metro

Maureen Flanagan ♦ Nancy Whiteside ♦ Bill Keilty Sue Feigal-Hitch * Lucy LeMay Lynn Montgomery Marianne Paulos Jo Tate *

Mid-MN

Elaine Chirhart ♦ Linda Partridge ♦ Stephen Schroeder-Davis Sandra Cordie Kelly Fahrni Kay Miles Gwen Briesemeister * Lori Habben *

Prairie

Robin Dahlenburg Mary Schweitzer Connie Spartz Ramona Berg-Perry Julie Schmidt Ruth Thom Julie Pennertz Angie Huhner Page 21

Riverbend

Connie Finnern ♦ Jackie Royer ♦ Dee Steele Linda Roth Toni Fischer Jane Voxland Roxanne Meyer Kate Martens Marty Hartmann Scott Robinson *

Valley

Linda Johnson ♦ Linda Larson ♦ Pam Pearson * Mary Zurn Lois Brown

At Large

Bill Keilty * Kris Haslund Sue DeNio ♦ Founding Board Member * Current Board Member

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 Cell: 218-391-1230 E-mail: [email protected]

E-mail: [email protected]

Sue Karp, Treasurer, Foundation Treasurer 2241 Co Rd 5 Carlton, MN 55718-8139 Cell: 218-340-9932 E-mail: [email protected]

Mid-Minnesota Lori Habben, Membership Assistant 410 Avon Ave Avon, MN 56310 Work: 320-356-7346 x7236 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] Valley Pam Pearson, Membership 7624 Terrace Dr NW Alexandria, MN 56308 Home: 320-846-0403 Cell: 320-760-5980 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]

Gwen Briesemeister, Friends of the Gifted, Foundation, Star of the North 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]

MetrO Jo Tate, Secretary 11588 20th St N. Lake Elmo, MN 55042 Work: 651-407-7581

Jeff Winter 611 5th Street SW Willmar, MN 56201 E-mail: [email protected] 320-231-6014 MEMBER AT LARGE Bill Keilty, Legislative, Conference, Foundation President 7313 260th St. Wyoming, MN 55092 Work: 763-795-6686 Home: 651-462-5358 Home E-mail: [email protected]

www. mnegt.org

HEADWATERS

HomesteaD David Wolff, Newsletter 401 3rd Ave NW Austin, MN 55912 Work: 507-460-1912 E-mail: [email protected] Riverbend Scott (John) Robinson 815 N 9th St. St. Peter, MN 56082 Work: 507-934-3260 x624 Fax: 507-934-1865 E-mail: [email protected]

PRAIRIE Seth Tieden 611 5th Street SW Willmar, MN 56201 E-mail: [email protected]

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 Seth Tieden Jeff Winter RIVERBEND Scott Robinson

HOMESTEAD David Wolff

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

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