MEGT CORE VALUES: Innovation | Advocacy and Outreach | Equity | Collaboration and Collegial support

www.mnegt.org

Voice

Challenging Gifted Learners

Fall 2016

MINNESOTA EDUCATORS OF THE GIFTED AND TALENTED

What Have We Learned from A Nation Empowered? By Ann Lupkowski-Shoplik Belin-Blank Center, University of Iowa

The University of Iowa’s Belin-Blank Center provided a great service to gifted education when it produced the 2004 publication, A Nation Deceived (www.nationdeceived.org). This important work summarized what was known about academic acceleration and started the conversation with educators, administrators, and the general public about academic acceleration. The goal was to expose the myths surrounding acceleration and to provide evidence indicating its effectiveness. Recently, the Center updated this work and produced a new two-volume book, A Nation Empowered: Evidence Trumps the Excuses Holding Back America’s Brightest Students (www.nationempowered.org). Volume 1 provides a quick overview and personal stories about acceleration, while Volume 2 provides the research about acceleration. Acceleration comes in at least 20 forms, including grade-skipping, moving ahead in only one subject, Advanced Placement courses, concurrent enrollment in high school and college, distance learning, and curriculum compacting. For very capable students, research shows us that no educational intervention is as effective as one of these 20 types of acceleration. Each type of acceleration moves students through an educational program at a faster pace or younger age than is typical, and each type can be used to match the level, complexity, and pace of the curriculum to the readiness and motivation of the student. The goal of A Nation Empowered is to provide parents, educators, and administrators with the evidence and tools needed to make informed decisions about allowing gifted continued on page 3

INSIDE THIS ISSUE . . . Gray Matters..................................................................................................................................................2 Renew Your MEGT Membership............................................................................................................3 Thrive rather than Survive........................................................................................................................4 MEGT Strategic Roadmap........................................................................................................................5 Go from Lurking to Engaging.................................................................................................................6 5 Minute Professional Development: Three Gifted Ed. Paradigms............................................7 Star of the North Student Award Criteria & Application Form................................................8-9 Star of the North Release Form...........................................................................................................10 Program Spotlight: New Prague District..........................................................................................11 Program Spotlight: Arete Academy...................................................................................................12 Gifted and Talented Youth Week Proclamation.............................................................................13 MEGT 25th Gifted Conference.............................................................................................................14 MEGT 25th Gifted Conference Keynote Speaker Ian Byrd.........................................................15 Nominations for Friend of the Gifted Sought................................................................................16 MEGT 25th Gifted Conference Call for Proposals..........................................................................17 Promoting Excellence in our Schools................................................................................................18 MEGT Conference Extras........................................................................................................................19 MEGT Foundation Update....................................................................................................................19 MEGT 25th Gifted Conference Reservation Form.........................................................................20 Reflections on the Hormel Gifted & Talented Symposium........................................................21 Legislative Update.............................................................................................................................22-23 News from the MN Department of Education.........................................................................24-27 Book Review: Get Your Grit On............................................................................................................28 NAGC 63rd Annual Convention..........................................................................................................29 How can I be an active member of MEGT?.....................................................................................30 MEGT Board Members............................................................................................................................31

MATTERS

GRAY

Lisa Worden



by

MEGT President

The first day of school is a special day, professionally and personally. I lose my breath for just a moment as my husband snaps a picture and we send our two off for another year. Then I arrive at school and welcome twenty-some new students into my classroom for nine months and into my heart forever. It’s an amazing feeling I try to hang onto while I work with my students to develop our classroom procedures and routines. At times this effort seems so very tedious, but experience reminds me that I am saving a load of future time and energy. In an effort to get books into my students’ hands, we explored my classroom library and covered the checkout procedure. I’m not sure I’ve ever seen a group of students so excited to learn procedure; they were literally squealing and hopping up and down at the prospect of reading certain books. There was an incredible buzz of conversations and book recommendations. Just recalling the moment gives me the chills. Kudos to the adults who came before me; they have obviously fostered a love of reading in this group of students. I was reminded of a recent literacy training session delivered by Elizabeth Fogarty. The entire session was helpful, but something she said really struck a cord and stayed with me. She posed the question (I am paraphrasing), As adults, why do we read? Furthermore, if we had to do what we make students do when they read, would we enjoy reading? Would we still make the choice to read? I feel like the word “read” could be replaced with just about anything: learn, write, collaborate, produce. As educators, we want to produce children who become adults who know how to learn on their own. Without an enjoyment or passion piece to learning, students (and our future adults) may lack incentive, resulting in a loss of potential. Knowing

how to read, learn, write, etc… is one thing; choosing to do so is another. I understand that the enjoyment and passion piece needs to be balanced with standards and other requirements. It is a struggle when I know what kind of learning will prepare students for life, then to balance that with trying to prepare them for many more years of school-type learning. Many gifted students seem to have a natural passion for learning, but underachievement of gifted learners is a valid concern. I recently read a post from Education Week, titled  Last Time I Checked, Compliance Isn’t a Teaching Standard. It has a “Compliance vs Learning” chart the serves as a reminder of the shift our schools need to make, as well as a partial explanation (in my opinion) of how education can extinguish a love of learning. To carry this concept a step further, I can’t help but mention a nagging connection: With a shortage of teachers, should school systems, communities, and elected officials be asking, Would I choose to teach?

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, 2016 to: David Wolff

401 3rd Ave. NW • Austin, MN 55912 Work: 218-983-4180 E-mail: [email protected] Newsletter design created by West Central Printing, Willmar, MN

Page 2

What Have We Learned, continued from cover students to move ahead in school, at a pace that matches their needs and readiness. Acceleration can be implemented individually, in small groups, and in large groups, but the focus is on the needs of each individual child, and the important question to ask is, “What is best for that student?” Acceleration helps level the playing field between students from schools that have extensive economic resources and those from schools that are economically disadvantaged, because it is a low-cost intervention that can be implemented in any school. A Nation Empowered aims to provide evidence and tools to educators, administrators, policymakers, and families, so they are ‘empowered’ to implement a variety of accelerative strategies in any school and at any level. These tools are readily available through the Acceleration Institute. Some of the most powerful evidence we have concerning the success of acceleration comes from research done in STEM (science, technology, engineering, and math) areas. For example, the Study of Mathematically Precocious Youth has conducted many research studies since the 1970’s on exceptionally math talented students who have moved ahead in school at a faster rate than is typical (see Chapter 6 of A Nation Empowered). Other

researchers, such as those working with early entrance to college programs and STEM schools, have documented the high level of achievement of students taking advantage of accelerative opportunities (see Chapters 11 and 12). Katie McClarty (Chapter 13) added to the longitudinal evidence on acceleration with her studies of the impact of acceleration on careers. She examined the careers of people who were in their 40’s. Those individuals who had been accelerated in school years earlier were more successful, had higher productivity rates, more prestigious occupations, and earned more and increased earnings faster when compared to older students who entered the workforce at the same time (http:// researchnetwork.pearson.com/college-career-success/giftedtalented). Lori Ihrig and Kate Degner further contributed to the discussion on acceleration and STEM education with their chapter (Chapter 10). They discuss four common excuses for not accelerating students in STEM subjects and provide parents and educators with evidence to refute those excuses. The bottom line? “Accelerative options are not rushing, they are a means of continued on page 4

Renewing Your MEGT Membership You can renew your MEGT membership two ways!

Visit MEGT on the web, at: www.mnegt.org

Attend the annual Mid-Winter MEGT Conference from January 29 – 31, 2017; your annual membership is included in the cost of the conference!

“Like” MEGT on Facebook by searching: Minnesota Educators of the Gifted and Talented

Or, complete the membership form at http://www.mnegt.org/about-me/megtmembership and pay the annual $40 membership fee. Send both the form and fee to Pam Pearson, MEGT Membership Chair, 7624 Terrance Dr. NW, Alexandria, MN 56308.

Follow MEGT on Twitter @MEGT_MNGifted #MNGifted #MEGT

Page 3

What Have We Learned, continued from page 3 matching the curriculum to the needs of the student, and they should be thoughtfully selected from the menu of available options…. If developing STEM leadership by mentally engaging and challenging top students in STEM is also an educational goal, then acceleration is critical” (Ihrig & Degner, 2015, p. 133). The picture is positive and clear; students who skip a grade, move ahead in a particular subject, take challenging courses including Advanced Placement and International Baccalaureate program courses, or take advantage of other accelerative opportunities do very well both short- and long-term. As a group, these students are more likely to continue studying advanced math and science throughout their schooling, to pursue careers in STEM, and to achieve at higher levels in college and beyond. Related to A Nation Empowered, the Belin-Blank Center also provides a comprehensive website about academic acceleration (www.accelerationinstitute.org). This website provides information to educators, parents, policymakers, and researchers in a user-friendly manner. It is organized so people from those four constituent groups can easily find resources pertinent to their needs. For example, the policymakers’ page points to information about developing acceleration policies and provides examples of policies written by various states and school districts. The researchers’ page supplies links to the research evidence and summarizes individual studies so those interested can decide where they want to dig deeper. Not only do parents want to read the research studies documenting academic acceleration, but they also want to see examples of acceleration applied to individual students. That information is conveniently found on the parents’ page. It includes many stories of acceleration from individual students and parents, as well as examples of how schools have implemented acceleration. These stories resonate with people, because they put a “face” on the research. Educators concerned about making good decisions for specific students can feel confident in their decisions if they take advantage of additional resources cited on the educators’ page. For example, the Iowa Acceleration Scale is designed to help guide the conversation about whole-grade acceleration, and IDEAL Solutions offers information for those thinking about subject matter acceleration in STEM subjects. Parents, educators, researchers, and policymakers play a major role in increasing the accelerative options available for our brightest students. By applying the evidence presented in A Nation Empowered, and tools available through the Acceleration Institute, we can ensure that even the most highly able students have opportunities to learn something new every day.

Page 4

Thrive rather than Survive By David Wolff, MEGT President-Elect Secondary School Principal at Circle of Life Academy

Minnesota Educators for the Gifted and Talented [MEGT] recently celebrated its 25th Anniversary. As an organization, we are aware times are changing and recognize we must respond as well. Our goal is to thrive as an organization rather than survive in our ever-changing world. To do this, we must continue to look ahead and understand the challenges and advantages that impact our field. Through the spring and summer of 2016, the MEGT State Board of Directors met to begin the strategic planning process. With the guidance of John Alberts, Executive Director of Educational Services in Austin, MN [also MEGT Friend of the Gifted and MEGT member], the State Board of Directors created the 2020 road map which includes MEGT’s mission statement, vision statements, core values, and strategic directions. Our mission statement states our fundamental purpose that clarifies our priorities. Our vision statement states our captivating future giving us direction and focus. Our core values are commitments shared by the organization to guide decision-making and behaviors. Our strategic directions establish priorities focused on by the organization. Please take time to review each section of the 2020 road map on the following page. Reference:

DuFour, R., DuFour, R., Robert, E., & Thomas, M. (2010) Learning by Doing. Bloomington: Solution Tree.

Minnesota Educator for the Gifted and Talented

Strategic Roadmap

2016-2020



Authored 7/27/16 Voted 9/17/16

Mission Statement Promoting and supporting excellence in gifted and talented education

Core Values Innovation – forward-thinking and creative approaches in education practices. Advocacy and Outreach – access to free and appropriate academic programming for all gifted and talented learners throughout Minnesota. Equity – participants in gifted and talented programming mirror the demographics of each district; such as cultural, linguistic, and economic diversity. Collaboration and Collegial support – opportunities for professional development, networking, and the sharing of resources.

Vision 2020 Statements •

Gifted and talented education is valued throughout Minnesota.

•

Gifted and talented education is fully funded across Minnesota.

•

All gifted and talented learners are engaged and challenged.

•

Gifted and talented learners from all cultural, linguistic, and economic backgrounds are included in services as reflective of local demographics.

•

All educational professionals are trained to meet the needs of gifted and talented learners.

•

The cognitive and affective needs of all gifted and talented learners are met.

•

MEGT collaborates with business, industry and related organizations to further gifted and talented education.

•

MEGT is a viable and vibrant organization providing diverse opportunities for educators throughout Minnesota.

•

Minnesota is seen as the leader in gifted and talented education.

Strategic Directions A. Advocacy B. Professional development C. Organizational excellence Page 5

Go from Lurking to Engaging As of September 1st, MEGT has 575 followers on Twitter and 273 likes on its Facebook page. The network that we have created through MEGT is strong, but not strong enough. Many of you who follow us on Facebook or Twitter are lurking online. This means that you may be seeing articles and resources that you like, but you are not showing it or sharing with others. Consuming is great. We want you to get the information and support that you need. However, engaging with others who are passionate about the education of gifted and talented learners can take your online experience to the next level. The school year has started. Gifted and talented children are waiting to be inspired and engaged. While you may be doing this in your own setting, we

know very well that in other settings, children may be less engaged and finding themselves treading water for yet another year while they wait for someone to “get them.” You can help us reach more educators by sharing our resources with others. For those of you who like us on Facebook, like and share the posts that you find interesting and valuable. For those of you following us on Twitter, like and retweet the Tweets that touch you the most. Share our Facebook page and Twitter handle with families of students, administrators, and educational professionals that you work with. They too can benefit from the information that we share. If you are not on social media, what are you waiting for? We want you to be a part of the conversation!

Print and share this in your teacher’s lounge or include it in your school newsletter or website.

Page 6

Help Yourself…And a Student – 5 min. PD @wolffdavid11

Gifted 301: Redefining “Gifted” What does the term, ‘gifted,’ mean to you? Compare your answer to a colleagues’ meaning. Chances are that your definitions of ‘gifted’ are different; chances are your definitions are polarizing.

What ‘gifted’ means

Eric Calvert explains, “Because ‘gifted’ and ‘gifted education’ are terms that ‘everybody knows,’ we often use them without explaining what we mean and checking for shared understanding.” A clear definition and philosophy of gifted education will drive your services, identification process, mission & vision, and assessments administered.

Who are the ‘gifted’

What could go wrong if we assume that all stakeholders know what we mean when we say ‘gifted’ or ‘gifted education’?

Review the table to the right and reflect on the following questions:



  

The Gifted Child Paradigm

The Talent The Development Differentiation Paradigm Paradigm

Giftedness is human quality measured on IQ tests; cognitive elite

Giftedness is malleable set of developing capabilities

Defines the educational needs specifically in the context of the school

Students with superior mental qualities

Selection based on aptitudes for specific domains

Diagnosis of strengths and needs for educational purposes

Supporting domain specific excellence; Model after authentic professions

Responding and servicing needs within the confines of school

Enrichments, authentic learning, mentorships

Appropriate pacing, school based instructional & curricular adaptations

Serving the gifted, Purpose thinking and for ‘gifted’ leadership services qualities as goal

In 2013, David Yun Dai and Fei Chen published, Three Paradigms of Gifted Education: In Search of Conceptual Clarity in Research and Practice in The Gifted Child Quarterly. Their research outlined three different paradigms of gifted education that are currently present in the gifted education community: Gifted Child, Talent Development, and Differentiation.



David Wolff davidwolff.weebly.com

How to provide ‘gifted’ services

What evidence supports the paradigm your district operates under for gifted services? Is there a mismatch between YOUR philosophy of gifted services and the evidence that supports your DISTRICT’s philosophy? What steps would you need to take to align your philosophy and the district’s philosophy? What are the ramifications if your philosophy of gifted services does not align with the district’s philosophy? Describe current gifted services you are aware of that align with each of the three paradigms.

Programs uniquely suited for the gifted

Reference: Calvert, E. (2016) Hormel Gifted and Talented Symposium. Chen, F. and Dai, D. (2013) Three Paradigms of Gifted Education: In Search of Conceptual Clarity in Research and Practice. Gifted Child Quarterly. Volume 57 Number 3 Summer 2013.

Page 7

!

MEGT

Application Criteria:

Challenging Gifted Learners

www.mnegt.org

Star of the North

1. Students must be enrolled in either grades 5, 6, 7 or 8 at the time of nomination. 2. Outstanding student accomplishment may be in one or more of the following areas: a. academics b. visual or performing arts, c. leadership 3. Student applicants must submit a composition describing: a. the activity or interest area for which the student is being nominated b.how the student got interested/involved in the activity c. what impact the activity has had on the student and on others d.how the student’s future plans and goals have been affected by this activity or interest area 4. Applicants must include at least one letter of recommendation from someone other than a nominee’s family member, explaining why the student nominee is deserving of the award, what sets him or her apart from other students, and how the nominee is impacting others.

Selection Criteria:

1. All application materials must be complete and received by the application deadline to be considered. 2. The student composition will be rated on a 12 point scale. The four required response areas are worth up to three (3) rating points each. The composition must respond to the following questions: a. What is the activity or interest area for which the student is being nominated b. How did the student become interested/involved in the activity c. What impact has the activity had on the student and on others d. How have the student’s future plans and goals been affected by this activity or interest area 3. Letter of Recommendation: The Letter of Recommendation will be used to assist in determining a winner when the scores from the composition section are tied. The letter is worth up to three (3) points. The point value builds on the requirements of the previous level. 1 point = Provides a description of the student’s achievements and confirms exceptional abilities 2 points = Cites unique examples which place the student clearly above other high-ability students 3 points = States the positive impact the student has had on others, or offers an appraisal of a positive future for this student.

Page 8

MEGT

Challenging Gifted Learners

www.mnegt.org

MEGT Star of the North Student Award Application Form Date of Nomination ___________________ School District (where nominee attends school) ________________________ Student Information: Name ____________________________________________________ Address ____________________________________________________ City/State/Zip ___________________________________________________ Telephone ____________________________________________________ Date of Birth ________________ Grade (at time of application) ___________ Name of parent or guardian ________________________________________ School Name ___________________________________________________ School Address __________________________________________________ City/State/Zip ____________________________________________________ Teacher’s Name _________________________________________________ Nominating Person Information: Name of person nominating student __________________________________ Address _______________________________________________________ City/State/Zip ____________________________________________________ Telephone (day) __________________________________________________ Email Address ___________________________________________________ Relationship to nominee ___________________________________________ Enclosures: ! Student composition (brief essay of accomplishments, goals, etc.) ! Letter of recommendation (from someone other than a family member) ! Signed Release Form Submit form and enclosures, postmarked before December 1st, 2016 to: Lori Habben Attn: MEGT Star of the North Award Avon Elementary School 410 Avon Ave. N. Avon, MN 56310 w (320) 356-7346 x7236

Page 9

MEGT

Challenging Gifted Learners

www.mnegt.org

MEGT Star of the North Student Award Release Form I hereby give the Minnesota Educators of Gifted and Talented (MEGT) permission to use my son/daughter’s photo and composition, submitted in connection with the MEGT Star of the North Distinguished Student Award, in any publicity or announcements MEGT may make about the Award or the Award winners. I further grant permission to MEGT to use my son/ daughter’s name, school name, and to make edits to the length of the composition as may be necessary. I understand that neither I, nor my son/ daughter will receive any remuneration in connection with this permission and understand that the photo and composition will not be returned to me.

Signature: ____________________________________________________________ Name: (please print) ____________________________________________________________ Address: ____________________________________________________________ City/State/Zip: ____________________________________________________________ Phone (day): ____________________________________________________________ Email: ____________________________________________________________ Relationship to Student Award Nominee: ____________________________________________________________ Name of Student Nominee: ____________________________________________________________ Date: ____________________________

Page 10

Program Spotlight: New Prague District By Maren Bahler, Director of Curriculum and Assessment, New Prague Area Schools, New Prague, MN

New Prague Area Schools is located just southwest of the metro area serving approximately 4,000 students in grades K-12. NPAS is in the second year of Total School Cluster Grouping in our three elementary schools. This model has allowed us to primarily allocate our funding dollars toward additional professional development for our teachers. For example, we were fortunate to have Dr. Diane Heacox, a national consultant on differentiated instruction and David Wolff, District Coordinator of Gifted and Talented Education for Austin Public Schools, recently work directly with our teachers on differentiation techniques. Prior to the implementation of the TSCG model, we used a once per week clustered pull-out program for identified students in grades 3-5 who met with a GT staff member. Steven Schroeder Davis provided training for our GT teachers several years ago! Since moving to the TSCG model, our students now receive differentiation on a daily continual basis. Our teachers have and will continue to receive professional development from Gifted and Talented specialists hired as consultants and through the work of the Purdue University Modules. Four staff members in our district provide leadership in addition to maintaining regular classroom duties. These leaders ensure the crucial link to our building principals and myself as we continue to build capacity within each building; they also serve as the communication liaisons in their buildings. Currently, we have representation from all elementary and middle schools.

Our placement process continues to evolve as we become more acquainted with TSCG. For placement purposes, students are identified as: Low, Low Average, Average, Above Average and High Achieving. We do not have cut scores for these groups; instead, teams at each school determine the local school norms for each cluster and group accordingly. Numerous conversations take place each year about these academic profiles which allows us to make accommodations for any possible changes in local school norms when necessary. Once class sections are determined by levels, we adapt our high achieving cluster teachers to accommodate the yearly fluctuation. Previous years’ labels are not factored into the placement process. Within our Professional Learning Communities, our teachers continually discuss what is and is not working instructionally for their students. We continue to recognize the importance of professional development for our NPAS staff. During the 2015-2106 school year, we provided some sub-out days for our high achieving teachers for collaboration. In August of 2016, our high achieving teachers met with David Wolff to continue work on extension activities for our high achieving students. As this year progresses, we will intentionally provide time for our teachers to explore additional appropriate resources that can be embedded into daily instruction.

We meet as a team to: 1) discuss the implementation process 2) strategize any issues stemming from our implementation 3) plan professional development 4) discuss class placement process 5) share staff accolades and concerns

Page 11

Program Spotlight: Arete Academy By Leah Brzezinski, Founder and Program Coordinator of Arete Academy, St. Louis Park, MN

Leah Brzezinski is the founder and program coordinator at Arete Academy in St. Louis Park, MN, a private school with 22 enrolled K-8 students considered 2e learners, or twice exceptional—meaning they are classified as both gifted and having a learning disability such as dyslexia, auditory processing disorder, or types of ADHD or dysgraphia. Using an innovative curriculum and specialized technology, and now entering its third year, the school is the only one of its kind in the Midwest and aims to meet the needs of students who have historically underperformed academically in conventional settings.

we’re on the forefront of a new field, a new terminology, all across the United States and not just in Minnesota. We’re in the very beginning stages of identifying these children and finding ways to educate them.”

“I was a special-education teacher for students with autism, then I got a master’s degree in speech and language pathology, then a doctorate in child and youth studies and leadership with a focus in special education. After time as a Special Ed administrator in south Florida, I worked in Edina Public Schools as an autism specialist, then was recruited to help develop and coordinate the U of M’s autism clinic.”

“They’re masters at avoidance— getting by, and compensating for their weaknesses. So they go unnoticed all the time. They often have high test scores in some areas that average out to make them average learners until, for example, you put the child into a middle-school writing class and they totally bomb it. Then they feel emotionally and socially defeated. They feel they aren’t smart, they aren’t competent—which can filter into all other aspects of their lives. … They have the perfectionism and anxiety of gifted children mixed with the needs of a person with a learning disability.”

“We’ve had five children from Korea join our family through adoption, and two are 2e learners. My son got through elementary school with some struggles but I knew his needs wouldn’t be met in middle school, with the academic, emotional, and social challenges to come.” “I felt that these students need a place to belong. They don’t quite fit in with the gifted students, and not quite with the special education or the regular education population. So this is a place for them to fit in, to go to school like every other student. They need a place to belong.” “There are only four or five in the nation like us, including the Lang School in New York and Bridges in L.A. … I think

“These kids’ learning disabilities are often unrecognized, because their intellectual abilities will often mask their learning disabilities in writing, reading, or math. If you see a student underperforming, it can seem they’re being lazy, or unmotivated, or checked-out, but it could be an unrecognized learning disability.”

“We would really like to be a lab school, where educators can come from across the country to see what we’ve learned—not how to “do it,” because almost every 2e is such a unique learner. I don’t see myself as an expert on this, but my background has prepared me, as well as my experience as a parent. There are a lot of bright and wise educators out there who can say, I see this in this child, but financially how could we make it fly? … In a lot of places, these [2e] kids are still flying under the radar.” *republished with permission from Minnesota Monthly

Page 12

Page 13

Conference information at: www.mnegt.org

Every Student Succeeds

~Challenging Gifted Learners~ MEGT 25th Gifted Conference January 29—31, 2017 Cragun’s Conference Center in Brainerd

Keynote Speakers Ian Byrd: More than Just Smart Kids!, 21st Century Careers, plus two breakout sessions! Ian Byrd is the creator of the Byrdseed website for gifted education: www.byrdseed.com

Second Keynote Speaker to be Announced Soon! *Prac'cal, classroom focused breakout sessions! *Please fill out a Call for Proposals to present a breakout session. *Complete conference informa'on and registra'on forms on the MEGT website: www.mnegt.org Page 14

Announcing Keynote Speaker

MEGT 25th Gifted Conference January 29th - 31st, 2017

Ian Byrd Ian Byrd Ian taught gifted students in Garden Grove, California where he grew up as a gifted kid himself. On his journey to become a teacher, he earned a degree in Computer Science, briefly played bass in an almost successful rock band, and married a fashion designer. Ian writes about gifted education at Byrdseed.com to an audience of over 25,000 monthly visitors. Ian has published 456 articles and provides resources for use with gifted learners in numerous areas such as Social Emotional, Math, Language Arts, and Creativity. He also publishes a free, weekly Puzzlement mailer which is a fantastic tool for getting your gifted learners to think deeply in fun ways at the start each week. Page 15

Build your Professional Learning Network by connecting with Ian Byrd before the Mid-Winter Conference! Website: http://www.byrdseed.com/ ByrdseedTV: http://www.byrdseed.tv/ Twitter: @BYRDseedGifted Facebook: www.facebook.com/Byrdseed

c Image courtesy of BING Images

Nominations for Friend of the Gifted Sought

Do you have a colleague who deserves to be recognized for their years of service and dedication to gifted learners? Have you worked with a business or organization that has consistently provided resources and/or expertise to promote gifted learners? Have you had an extensive working experience with a legislator or other government official that has had long term impacted on gifted learners? YES? Well consider nominating them for this year’s “Friend of the Gifted” award. Nominees should:

 Have long term support of gifted education  Have broad ranging impact  Currently live in Minnesota or lived in

The nomination process is easy. Any MEGT member may nominate a candidate for this award. Please contact Gwen Briesemeister, MEGT board at: gwen. [email protected] to submit the name of your candidate. Please include 2-3 paragraphs detailing why this nominee should be considered. Nominations are due by: November 1, 2016

The MEGT board will review all nominations and make a selection during the November board meeting. The recipient(s) will be notified by mail and be invited to receive their award at the state conference held in January, 2017.

Minnesota during their time of impact

Page 16

Minnesota Educators of the Gifted and Talented Annual Convention, January 29th – 31st, 2017

Every Student Succeeds

~Challenging Gifted Learners~ Student Focused Differentiation Critical & Creative Thinking Communication & Collaboration Skills

Personalized Learning Social/Emotional Needs Use of Technology

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. Please complete the form below and send it to the address at the bottom of this page. Proposals will be accepted until December 20th 2016. No proposals will be accepted after December 20th. Presenter(s)

______________________________________________________ ______________________________________________________ Address: ______________________________________________________ ______________________________________________________ E-mail Address:_______________________________________________________ Telephone (h) ______________________ (w)_____________________ (c) ____________________ Session Title: (To be included in conference materials) ____________________________________________________________________________________ Description including required information below (short paragraph for use in the conference brochure)  Intended Audience:  Complexity Level: 1= Novice to 4 = Expert  Presenter(s)’ Background:  Bibliography of any materials that you will use to support your session

Plan on providing 40 copies of handouts for each session you conduct. You will also be able to post your handouts in the MEGT conference Google Drive folders Important Note regarding AV: Each room will provide overhead and screen for each session. ***All other AV needs are the responsibility of the presenter.*** Return proposal via email by December 20th, 2016 to: **Please no handwritten or scanned copies No proposals will be accepted after December 20th Page 17

Bill Keilty [email protected] 7313 260th St Wyoming, MN 55092 651-485-2108 (c)

Promoting Excellence in our Schools MEGT encourages you to get the most out of your professional development by attending the Mid-winter conference. Twitter and Facebook at great places to start your journey of learning but there are so many benefits to attending a conference. Purpose

Vocabulary

Social

We encourage students to To explore topics attend school … in depth and participate in authentic application

To have exposure to academic vocabulary that will support future success

To interact with peers that may have similar interests

We encourage teachers to To explore topics attend conferences … in depth, participate in authentic application, and integrate with the academic community

To have exposure to current terms, phrases, and the vernacular in the field that will support future success

To network with peers that may have similar interests or circumstances

The MEGT Mid-Winter Conference is an excellent opportunity to: • • • •

Expand your professional skill set Target your learning needs Uncover teacher-proven secrets Cultivate relationships with colleagues and experts

Who should attend the MEGT Mid-Winter Conference? • • • • • • • • • •

School Administrators Classroom Teachers Gifted/Talented Coordinators & Specialists College and University Faculty Researchers State Department of Education Staff Guidance Counselors School Psychologists Graduate Students Parents

Scholarships [partial- & full-awards] to attend the MEGT Mid-Winter Conference are available through the MEGT Foundation to attend the MEGT Conference. See the MEGT Foundation Grant portion of the newsletter to apply!

Page 18

MEGT Conference Extras – all included with your registration! Sunday

Monday

Tuesday

Expert Keynote Speakers







1-Year Membership







Pre-Conference Workshops



Breakout Sessions





Breakfast/Brunch





Lunch



Supper





Social Hour





Silent Auction





Networking Opportunities







Free Wi-Fi





















Door Prizes Free on-site Parking On-site Hotel Accommodations Options for specific CEU Requirements





PLUS 12-month access to all conference handouts on Google Drive!

Bill Keilty, MEGT Foundation President Thanks to all of you who have supported the MEGT Foundation in the past. You will still have the opportunity to make that contribution before the end of the year and take that tax advantage. The Foundation was established to assist teachers in Minnesota in challenging their gifted students. We are a small organization. We are trying to grow the fund. By growing the fund we hope to attract larger donors who would consider larger and sustaining donations to support our efforts. We need

our membership to demonstrate that support. Small donations work. Sustaining donations work, as well. So take time today and go to www.megtfoundation.com and make your donation today. You will be helping gifted students. We will be announcing a new pathway for applying for our grants. Watch for updates in your email. We plan on going to an electronic process for the grant application which should make applicants tasks easier.

Page 19

Page 20

Registrant’s Email Address

School District Name or Business Name

Daytime Phone (with Area Code)

State

Zip

_____Administration

_____Elementary _____Secondary

_____Coordinator

Other: _______________________________________

______Middle

Mail to: Cragun’s Conference Ctr – 11000 Cragun’s Drive – Brainerd, MN 56401 or Fax: (218) 825-2727, Questions only – No phone reservations (218) 825-2700 ext. 8400 OR e-mail [email protected] Guaranteed Check-In 5pm - Check-Out by 12 noon After checking in you are responsible for the dates indicated on this form. 675711

Cancellation/Refund Policy: 1. Less than 30 days prior to arrival – No Refund 2. At 30 days or more prior to arrival, refund less $40 processing fee. 3. When using a voucher or purchase order, cancellation or refund policy will apply

you are selecting roommates, reservation forms must be mailed or faxed together. If not received together, Cragun’s will place you in a room at the single occupancy rate. For safety and security reasons, Cragun’s will not assign roommates. List names(s) below of roommates you are selecting:

Roommates: EACH PERSON MUST COMPLETE A SEPARATE RESERVATION FORM. If

Mark your focus:

Please mark your MEGT region: _____Arrowhead _____Headwaters _____Heartland _____Homestead _____Metro _____Mid Mn _____Riverbend _____Prairie _____Valley If unknown, locate county on map on website or write in your county name.

*Confirmations will be emailed to address listed on this form*

City

Mailing Address

______________________________________________________________ M __ F____ Name Please Circle Gender

-light snacks provided

TOTAL $_______________

$_______________

$_______________

$_______________

$_______________

Cardholder’s Name _____________________________________________________________

Please Check Payment Method: _____Check payable to Cragun’s _____Voucher/P.O. (Send with this form) _____Credit Card – VISA, MasterCard, American Express, Discover (Charged upon receipt of form) Card # _____________________________________________Exp _____________/_________

SPECIAL REQUESTS: (Room Accessibility, Dietary, etc.) Please explain: _______________ ____________________________________________________________________________ Cragun’s has a no pet policy. Prior notification of certified service animals required.

All lodge rooms/cabins are NON-SMOKING. $300 will be charged for smoking in a non-smoking room.

____________$385.00 per person

-Main Conference Registration; Sunday 2:00 pm – Tuesday 1:00pm -1 year MEGT membership -Meals: Sunday’s supper through Tuesday’s brunch -MN sales tax & service charge

MAIN CONFERENCE WITHOUT LODGING INCLUDES:

____________$285.00 per person

-Keynote speakers, Monday’s breakout sessions, 1 year MEGT membership, Monday’s lunch & breaks

MONDAY ONLY CONFERENCE 8:30 am – 4:30 pm INCLUDES:

____________$85.00 per person

-handout materials

PRE-CONFERENCE SESSION SUNDAY 1:00 – 3:30pm INCLUDES:

____________$485.00 Double Occupancy (per person)

Please mark preference: ____________$585.00 Single Occupancy (per person)

-1 year MEGT membership -Sunday and Monday’s nights lodging -Meals: Sunday’s supper through Tuesday’s brunch -MN sales tax & service charge

FULL CONFERENCE TWO-NIGHT PACKAGE INCLUDES: -Main Conference Registration; Sunday 2:00 pm – Tuesday 1:00 pm

$_______________

____________/________ to ____________/________

Occupancy and Conference Fees

Arrive/Depart Dates:

PREFERRED LODGING HELD UNTIL December 20, 2016 Room rates honored after December 20th, but room availability is not guaranteed. Full Payment Required With Reservation.

CONFERENCE & CRAGUN’S LODGING RESERVATION FORM Minnesota Educators of the Gifted and Talented (MEGT) – January 29-31, 2017

Reflections on the Hormel Gifted & Talented Symposium By Jenny Schiltz and Christie McConathy, Elementary Gifted Education Consultants, Des Moines Public Schools Why did we travel from Des Moines, Iowa to Austin, Minnesota for the Homel Gifted and Talented Education Symposium? Not just this year but for the last seven years? Why do we block out the dates well in advance every year to ensure we can attend before it fills up? What makes this symposium well worth the time from our summers? Three reasons: the format, the content and the people. As elementary consultants in the Gifted and Advanced Learner Program in the Des Moines Public Schools, the largest urban district in Iowa with an enrollment of approximately 33,000 students, we serve about ten percent of the population. We are a majority-minority school district and have students representing eighty-eight different nations. Seventy-five percent of the children qualify for free-reduced price lunch, and twenty-one percent are English Language Learners. Our district houses ten International Baccalaureate schools, five turn-around arts schools and one Montessori school. Central Academy is home to Iowa’s top secondary AP program and Iowa’s first IB program. The format of the symposium allows us to dive deeply into a topic and extend our learning and conversation over three days. The additional time in sessions allows for reflection and information processing so that we are better equipped to return to our schools and put into practice our new knowledge. The content offered at the symposium is always current, pracital, and relevant. The sessions are interactive with ample opportunity to connect with practicioners from all over Minnesota and the Midwest. We learn from the facilitators and each other. We have the opportunity to learn from researchers and fellow educators alike. We have learned from local Austin teachers and administrators as well as nationally known leaders such as Marcia Gentry, Richard Cash, Scott Peters, Karen Rogers, Jann Leppein, Susannah Richards, Liz Fogarty, and many others. As our district begins to place more emphasis on talent development, the Hormel Symposium has been extremely helpful in guiding us as we begin to build a stronger foundation for the Des Moines Public School Gifted and Advanced Learner Program. David Wolff’s session on gifted ELs provided beneficial information in which we hope to model in Des Moines in order to help us identify and better serve the needs of our underserved populations. We were able to bring back information about the Austin Public Schools talent development program that will help us as we begin to improve our program. Last year, Scott Peters sessions were so thought-provoking that our elementary Gifted and Advanced Learner consultants did a book study this past school year using his book, Beyond Gifted Education: Designing and Implementing Advanced Academic Programs. We looked at our beliefs about gifted students/education and redefined some of our understandings after reading and discussing his book.

Because reading is our passion, we attended many reading curriculum sessions over the years. We learned about Sally Reis’s SEM-R program, vocabulary development, close reading, examples of quality literature and great authors, the importance of non-fiction reading, as well as research in reading instruction. We share these ideas with teachers in the Des Moines schools in which we serve. We also presented mini-topics for two years. Our presentation both years was been titled, “Everything I Learned About Gifted Kids I Found In Children’s Literature”. In those two sessions, we discussed elementary and middle school books featuring characters who displayed gifted behaviors. Each year, we provided a one-hundred book bibliography. We look forward to attending the Hormel Gifted and Talented Education Symposium in June every year. We seek to continually improve our professional practice so that our program reflects the needs of our diverse learners. We find the Hormel experience to be valuable. Because of the extended time in small group sessions, the entertaining social events, and the collegial atmosphere, we have built long-lasting professional relationships that have helped us improve ourselves and more importantly, help improve services for our students. We come away feeling inspired and empowered knowing we are better educators because of this experience. We look forward to attending and contributing in the future.

Jenny Schiltz

Page 21

Christie McConathy

The calm before the storm

LEGISLATIVE

UPDATE

by Bill Keilty, Ed. D., MEGT Legislative Liaison

Legislative Update Bill Keilty, MEGT Legislative Liaison

Gifted students are an underserved population across the nation and around the world. Certainly there exists excellent model programs but for most of the gifted students in classrooms around the world and in Minnesota, there is a lot of repetition in the learning activities planned and delivered, as well as, lots of waiting for learning to engage them. In Minnesota we have legislative language that supports gifted students in classrooms across the state, but it allows for an easy out: The legislative language follows: 120B.15 GIFTED AND TALENTED STUDENTS PROGRAMS. (a) School districts may identify students, locally develop programs addressing instructional and affective needs, provide staff development, and evaluate programs to provide gifted and talented students with challenging and appropriate educational programs. (b) School districts must adopt guidelines for assessing and identifying students for participation in gifted and talented programs. The guidelines should include the use of: (1) multiple and objective criteria; and (2) assessments and procedures that are valid and reliable, fair, and based on current theory and research. Assessments and procedures should be sensitive to underrepresented groups, including, but not limited to, lowincome, minority, twice-exceptional, and English learners. (c) School districts must adopt procedures for the academic acceleration of gifted and talented students. These procedures must include how the district will: (1) assess a student’s readiness and motivation for acceleration; and

(2) match the level, complexity, and pace of the curriculum to a student to achieve the best type of academic acceleration for that student. (d) School districts must adopt procedures consistent with section 124D.02, subdivision 1, for early admission to kindergarten or first grade of gifted and talented learners. The procedures must be sensitive to underrepresented groups. You will note in the legislative language above the initial, may, neutralizes the, must (s), that follow. So local control trumps the legislation. Now in the funding language this appears: Gifted and talented revenue for each district equals the district’s adjusted marginal cost pupil units for that school year times $12 for fiscal year 2008 and later $13. A school district must reserve gifted and talented revenue and, consistent with section 120B.15, must spend the revenue only to: (1) identify gifted and talented students; (2) provide education programs for gifted and talented students; or (3) provide staff development to prepare teachers to best meet the unique needs of gifted and talented students. So if a district, “must”, reserve revenue, let’s take a look at the math. Using the $13 per adjusted pupil units, a fictional district with 2500 students K-12, the legislation would generate $32,500 to carry out the tasks listed above. Please remember the decision to spend those dollars must be consistent with the legislative language of 120B.15, list above. In that section, you’ll remember, the, “may”, trumps the, “must”. So no matter which way we turn, it is a local decision. Now, the decision is how to spend the money reserved if the district decides to serve gifted kids. But in that fictional district, the $32,500 does not stretch very far. Successful gifted programs most often hired a coordinator to develop,

Page 22

implement and guide the program. Typically, the cost of the coordinator is approximately $100,000 to cover salary and benefits. Or a half-time position is created and the cost is down to $50,000, but the coordinator works more than half time. Part of the work of the coordinator is to explore identification and programming. Some districts rely on the districtwide assessment protocol already in place to identify students for their gifted program. Some districts employ other testing to zero in on the readiness of kids for the programming. Costs begin to rise. But not all districts are funded the same. The disparity in funding exasperates the problem. But local levy and referendums try to offset much of this shortfall locally. Yet, that tends to benefit those districts with larger populations, industry and tax producing properties. In Minnesota the differences in funding from levy and referendums can be huge. If you are a district with lots of folks and industry you can generate lots more dollars to up the per student spending. One of the reasons there exists such a wide gap in funding is that in 2005, the legislature raised the maximum allowed referendum cap from 18% to 26% of the basic formula. The maximum allowed per pupil, with a few districts grandfathered in above the cap. That policy change set off rapid growth in the funding disparity between districts. (http://www. parentsunited.org/school-funding/ equity-adequacy/). Because it is difficult to compare district funding, let’s take a look at what the legislature has allotted. The basic per student funding over the last few years is reflected below, continued on page 23

Legislative Update

, continued from page 22

showing an increase each year, some greater than others:

2016-17 $6067

2015-16 $5948

2014-15 $5831

2013-14 $5302

So it becomes difficult to determine actual per student funding. But one aspect is clear. Greater Minnesota with an aging population, lower school age student population, and limited levy or referendum support will not have a gifted program. Districts closer to larger metropolitan areas, competing for students, through open enrollment options, will promote their gifted program. In a number of metro districts the competition for the gifted students has resulted in a surge of special programs or schools to draw those students from their neighboring districts. But even in those districts gifted advocates are reporting less dollars, less staffing, less professional development on the nature and needs of the gifted students and less programming for their gifted population. Because it is difficult to determine exact dollars, let’s go back the fictional district of 2500 students Strong programming would begin by employing research supported identification processes, followed by the type of appropriate programming that links with the identification process. Costs continue to rise. That original $32,500 is diminishing. Now to programming: One option to pursue is the clustering model or the total school cluster model. Either option would be costly in preparing teachers to be effective in the cluster classroom. I implemented clustering in 7 elementary schools over to a three-year process. Each teacher received 3 days of professional development, followed-up by advanced training in the years that followed. I was always aware of a mantra often referenced by critics of that model that stated, “Clustering can be camouflage for no program, at all.” So I offered to model lessons in classrooms. I budgeted additional dollars to underwrite release time for cluster teachers to prepare the “instead of’s” expected in the cluster classroom. The Cluster Model district wide was expensive, easily consuming the $13 per adjusted pupil units.

2012-13 $5224

Later, we opted for Lego League. To outfit a team of 4-10 students required a $450 purchase of the Lego packet including the controls. But we needed 4 sets because 21 kids were interested in participating. We decided to have playoffs with the district and send the 2 top performing teams to the competition. We paid for equipment, registration, transportation and coaching. Total costs for the 8 kids to participate: $5200 in the first year. This exercise could go on but it is clear the cost of serving gifted kids is considerably greater that what the legislature has determined is needed, even though, that is left to the discretion of the local districts, given the all powerful, “may”. We might be able to, “Macgyver”, the programs with volunteers and donations, or hold a bake sale. But these kids are still an underserved population. We have tried for your support, in the past, seeking your signature on a mandate. But there is little appetite for legislators to pursue such an agenda given the push back from lobbyists representing local school boards and principal organizations. Their response: “Let us decide how the money should be spent”. We are up against a couple of powerful pieces of language. That needs to change! We need to remove the, “may”, and replace it with, “MUST”. The $13 per adjusted pupil units needs to change to $39 per adjusted pupil units. With those additional dollars we might be able to develop effective programming for the 84,200 gifted students in classrooms across the state. We need to act locally. Put pressure on your legislators by asking for that change. Put pressure on the district leadership. Call the Governor and ask for that language change. Watch for more information regarding this effort soon.

Let’s say students have been identified and there is no money to develop a program but student competitions might offer a defensible option. While guiding another program I opted for competitions and chose Destination Imagination, the largest academic contest in the nation. To field one team for seven students would demand additional dollars, when we paid coaches (master contract), paid entry registration fees and because we won in the region and went on to state, more fees, and still had materials to buy and transportation to events to schedule. Total costs for seven students to compete: $2500. If we wanted to serve more an increase of expenses followed.

Page 23

e h t m o r f s New

MDE’s Gifted & Talented Education Update: September 2016 Legislation Update

Under Minnesota Statutes, section 120B.11, school districts are required develop a World’s Best Workforce (WBWF) Annual Report and report summary for each school year. This summary should document the WBWF student achievement goals that were established last year, the strategies and initiatives that the district engaged in to meet the goals, and the subsequent progress made on those goals by the end of the school year. Districts post their reports on the district website, and submit the summary report to MDE each year. Several changes to the WBWF Annual Report were made during the recent legislative session. One major change is the inclusion of gifted and talented education within the required reporting elements. This change moves gifted education into mainstream education helping to ensure that all Minnesota public schools have the infrastructure to recognize and respond to the needs of gifted learners. MDE’s new WBWF checklist makes it impossible for schools to ignore the existence of the mandates and reporting elements. Beginning July 1, 2016 public schools must address three gifted education mandates within their World’s Best Work Force (WBWF) Annual Reports. The report must include: 1)an identification protocol for participation in gifted and talented programs that includes multiple criteria, is fair and reliable and based on current theory; 2)procedures for the academic acceleration of gifted and talented students that include how the district will assess a student’s readiness and motivation for acceleration; and match the level, complexity, and pace of the curriculum to a student to achieve the best type of academic acceleration for that student; and 3) an academic acceleration procedure for assessing students and allowing early admission to kindergarten and first grade. Minnesota Statute 124E.10, subdivision 1, related to charter school contracts was also amended to include WBWF outcomes. A charter school must now design its program to at least meet the outcomes adopted by the commissioner for public school students, including the WBWF goals under section 120B.11, subdivision 1. This change requires charter schools to follow state statutes related to gifted education for the first time! Visit http://education.state.mn.us/MDE/about/rule/leg/ to read the summary of all education changes in House File 2749. A pullout page with gifted education specific information is located elsewhere in this newsletter.

Upcoming Professional Development Opportunities Sponsored by MDE Gifted Education Coordinator Workshops: October 26 & December 8, 2016 MDE is pleased to announce a two-day training workshop for all gifted education coordinators and specialists. The workshops are a collaboration between MEGT, MDE and the Minnesota Council for Gifted and Talented (MCGT). Representatives of each organization met to identify critical information for those with responsibilities for gifted education. The workshop provides an overview of legislation, reporting requirements, funding, the identification of students for services, and models of service.  Speakers will include presenters from all three organizations plus panels representing districts of all sizes and models of services.  Learn more about the workshop and register online at Metro ECSU.

Full-Time Gifted Programs Network Meetings 2016-2017

The Full-Time Gifted Programs Network focuses on the unique needs of schools that have full-time programs for the gifted or are exploring the possibility of creating one.  Each full-day session will be held at MDE in Conference Center B, Room 16 from 9:00 – 3:00 p.m. There is no charge to the participant to attend, but lunch is on your own. All are welcome to register via MDE’s Gifted Education web page. 10/28/2016 Early to Rise: Long-term Effects of Acceleration Guest Speaker: Katie McClarty, Ph.D. Chief Assessment Officer, Questar MDE in Conference Center B, Room 16 12/09/2016 On-Location: Full-Time Network Visits Three Suburban Districts* Guest speakers: Staff and students at three full-time gifted schools 01/27/2017 TBA MDE in Conference Center A, Room 13

Page 24

Finding Underserved Learners for Gifted and Talented Programs: December 14, 2016

In this workshop, attendees will explore various options for locating larger numbers of students from traditionally underrepresented populations for gifted and talented programs. These options will include how using different tests (such as nonverbal ability and performance assessments) and using common assessments differently (such as through local and group-specific norms) can result in greater numbers of low-income, ELL, and racial/ethnic minority students being identified for advanced academic interventions. Size, racial / ethnic / economic diversity, and diversity of educational need of the identified populations will also be considered as this session focuses on how to best locate all learners who have unmet needs.  Scott J. Peters, Ph.D is an Associate Professor of Educational Foundations at the University of Wisconsin – Whitewater. His research focuses on educational assessment, identification of student exceptionalities and gifted and talented programming outcomes. Registration includes materials, refreshments, lunch and a copy of Beyond gifted education: Designing and implementing advanced academic programs with Michael Matthews, Matthew McBee, and D. Betsy McCoach. Target audience:  gifted education coordinators and specialists, K-12 classroom teachers and administrators.  Questions:  contact Wendy Behrens [email protected].  Register online at Metro ECSU.

Gifted and Talented Youth Week: November 6-12, 2016

Governor Dayton’s proclamation will be available on the MDE website the week of 10/24/2016. How will you celebrate gifted and talented youth week? Please share your ideas with Wendy Behrens: [email protected]

Save these Dates! Hormel Symposium 2017: June 12-15, 2017 Registration information, sessions and presenters will be announced on the MDE Gifted Education page on or before January 23, 2017. The Pre-conference will be on June 11th, Leadership Day on June 12th and the General Symposium June 12-15th. Save the dates and plan now to attend!

MDE’s Gifted and Talented Advisory Council Council Meetings

The Gifted and Talented Advisory Council is made up of representatives of stakeholder groups with interest and expertise in gifted education. The council provides valuable guidance and feedback to the department on gifted education issues. Meetings are held at the Minnesota Department of Education, 1500 Highway 36 West, Roseville, Minnesota and are open to the public. The council meets 9:00 –11:30 a.m.: September 26, 2016 , Conference Center A, Room 13 January 23, 2017, Conference Center A, Room 3 & 4 May 15, 2017, Conference Center A, Room 3 & 4

GT Advisory Council: Open Positions!

Applications for the following two-year open positions on the Gifted and Talented Advisory Council will be accepted November 1st through December 2, 2016: After or Out of School Education Program Providers must be employed in a leadership role and have a minimum of five years of experience and a Teacher Representative. The teacher representative must be employed as a fulltime classroom teacher working directly and consistently with students and teachers in a Minnesota public school. Applicants must have permission to attend scheduled meetings during school hours and serve on sub committees as needed. MDE will reimburse the district for mileage and a substitute teacher. The Teacher Representative must have a current Minnesota teaching license and five of more years of teaching experience.Applicants must have permission from their employer to attend scheduled meetings during school hours and serve on sub-committees as needed. MDE’s Gifted and Talented Advisory Council is seeking a teacher representative to fill a two year term beginning January 2017. The Council meets quarterly during school hours at MDE. A link to the application will be available from MDE’s Gifted and Talented webpage November 1 – December 2. The online application must be completed in full and submitted electronically for consideration. Applicants will be notified on or before January 2, 2017. Questions? Contact Wendy Behrens: [email protected]

Page 25

Opportunities for Students Scholars of Distinction Award Program

The Minnesota Scholars of Distinction program nurtures and recognizes distinguished achievement by highly motivated selfdirected students. Each award area was developed through partnerships of educators, the business community and others. To earn this recognition, students must complete required work in the Minnesota Academic Standards, demonstrate mastery of complex subject matter and apply their knowledge to challenging projects. Students may pursue one or more area of focus in any or all years of their K-12 education. Scholars of Distinction awards may be earned in leadership, mathematics, science, social studies, STEM, and theater arts. All participants must complete the Intent to Apply Form available on the MDE website October 17-December 16th. Project submission deadline is March 13, 2017 and awards on announced May 9th. The award ceremony will be held on May 13th at the Perpich Center for Arts Education. Access the Scholars of Distinction page via MDE’s Gifted Education web page.

Project North Star

Project North Star (PNS) has received full funding for its second grant year enabling continued development of materials and work with schools. Group A schools receiving treatment during the 2016-18 school years are: Fond du Lac Ojibwe, Onamia, and Remer elementary schools. Group B schools King, Nett Lake, and Ogema elementary schools will receive treatment beginning fall of 2017. The PNS team looks forward to disseminating the research and sharing newly developed resources that elevate identification and support of disadvantaged, underrepresented rural populations at state and national conferences. When complete, all materials will be housed on the MDE website. Project North Star is a three year research federal grant funded by the Jacob K. Javits Education Office.

Reach for the Stars Catalogue

Programs that have received the Minnesota Academic League Council’s endorsement are included in the Reach for the Stars Catalogue, which is published as a public service by Synergy & Leadership Exchange, with generous support from Lifetouch Publishing. MDE is a strategic partner of the Academic League Council. Access the catalogue online or request a printed version. Online and print copies of this valuable resource are free!

Congratulations!

Best wishes to Tracy Olson, recently named principal at Red Lake High School and to David Wolff the new high school principal at Circle of Life Academy in White Earth. Tracy and David have served their former districts as classroom teachers, gifted education coordinators, and teacher leaders. They bring a wealth of expertise to their new schools!

www.mnegt.org/

Follow Us: @MEGT_MNGifted

Tag Us: #MNGifted

MN Educators for Gifted and Talented

Page 26

MDE 2016 Unofficial Revisions to 120B.11 and 120B.15 120B.15 GIFTED AND TALENTED STUDENTS PROGRAMS. (a) School districts may identify students, locally develop programs addressing instructional and affective needs, provide staff development, and evaluate programs to provide gifted and talented students with challenging and appropriate educational programs. (b) School districts must adopt guidelines for assessing and identifying students for participation in gifted and talented programs consistent with 120B.11 Sub 2. (2). The guidelines should include the use of: (1) multiple and objective criteria; and (2) assessments and procedures that are valid and reliable, fair, and based on current theory and research. Assessments and procedures should be sensitive to underrepresented groups, including, but not limited to low-income, minority, twice-exceptional, and English learners. (c) School districts must adopt procedures for the academic acceleration of gifted and talented students consistent with 120B.11 Sub 2. (2). These procedures must include how the district will: (1) assess a student’s readiness and motivation for acceleration; and (2) match the level, complexity, and pace of the curriculum to a student to achieve the best type of academic acceleration for that student. (d) School districts must adopt procedures consistent with section 124D.02, subdivision 1, for early admission to kindergarten or first grade of gifted and talented learners consistent with 120B.11 Sub 2. (2). The procedures must be sensitive to underrepresented groups.

EFFECTIVE DATE.

This section is effective for the fiscal year 2016 and later. Unofficial copy of the Gifted and Talented Students Programs legislation with 2016 revisions. Visit www.revisor.mn.gov for the official version of statute 120B.15 when released.

120B.11 SCHOOL DISTRICT PROCESS FOR REVIEWING CURRICULUM, INSTRUCTION, AND STUDENT ACHIEVEMENT; STRIVING FOR THE WORLD’S BEST WORKFORCE. Subd. 2. Adopting plans and budgets. A school board, at a public meeting, shall adopt a com-prehensive, long-term strategic plan to support and improve teaching and learning that is aligned with creating the world’s best workforce and includes: (1) clearly defined district and school site goals and benchmarks for instruction and student achievement for all student subgroups identified in section 120B.35, subdivision 3, paragraph (b), clause (2); (2) a process for assessing and evaluating each student’s progress toward meeting state and local academic standards, the process to assess and identify students to participate in gifted and talented programs and accelerate their instruction, and adopt early-admission procedures consistent with section 120B.15 and identifying the strengths and weaknesses of instruction in pursuit of student and school success and curriculum affecting students’ progress and growth toward career and college readiness and leading to the world’s best workforce; -------

EFFECTIVE DATE.

This section is effective for the fiscal year 2016 and later. Unofficial copy of the School District Process for Reviewing Curriculum, Instruction and Student Achievement; Striving for The World’s Best Workforce with 2016 Revisions. Visit www.revisor.mn.gov for the official version of statute 120B.11 when released.

Page 27

BOOK REVIEW:

     On    GetYour Grit By Gwen Briesemeister, Delano Talent Development Coordinator In a world where standardized tests are the gold standard for measuring future success, Angela’s Duckworth’s recent book, “Grit-The Power of Passion and Perseverance,” presents a different method to predicting our future path. While the concept of “if at first you don’t succeed, try, try again,” isn’t new, Duckworth’s research on the power of grit stretches beyond the scope of previous publications on the subject. After waiting months for the book to be release, I was initially underwhelmed. However, after giving the book a second look, there were several small points that left me intrigued. For example, Duckworth shared a concept called the Hard Thing Rule in which each family member has to do a “hard thing,” something that requires daily deliberate practice. Their rules states that you can’t quit your “hard thing” until you have given it an honest chance and the third part of the Hard Thing Rule is that you get to pick your own “hard thing.” With this simple strategy everyone in the family understood the basic tenants of Duckworth’s work: perseverance, deliberate practice and passion. The book, divided into three parts, takes an in depth look at grit and why it is essential to success. Part I is a follow up to her now infamous TED talk, and discusses the reasons why we should care about grit. Part II focuses on what we can do as individuals to foster our own grit and Part III concludes with an exploration of how teachers, parents and others can nurture grit from the outside in. Angela Duckworth is the leading expert on this topic. Sure, there are other similar books out there, but Page 28

she’s the one who did the research. She’s the one who understands it best. She’s the one you want to hear from. If you read only one publication about this concept, this would be my recommendation. Other resources to help you create grittier students and a grittier classroom: GRIT to Go: Classroom-Ready Resources to Motivate Growth Mindsets by Jim Grant, Caleb Grant and Joyce McGreevy Mindsets in the Classroom: Building a Culture of Success and Student Achievement in Schools by Mary Cay Ricci

More than 46 education research sessions

Join gifted education leaders at R&E Network and university events

Network with colleagues and other experts

Page 29

There are so many ways to be an active member of MEGT. You don’t have to be a member on the state or local board to be an active member. An African Proverb says, “If you want to go fast, go alone; if you want to go far, go together.” Please consider the following: • Participate researching and writing position papers • Write a book/product review for the newsletter

How can I be an active member of MEGT?

• Write an article or a ‘program spotlight’ for the newsletter • Submit a proposal to present at the MEGT Conference • Volunteer to assist in the planning or running the conference • Recruit other educators and parents to join MEGT If you are interested in anything mentioned above or you have another idea to be involved, please feel free to contact Lisa Worden, MEGT President, at lisa.worden@ isd181.org or any of the other board members.

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

www.mnegt.org

HEADWATERS

Visit MEGT on the web, at: www.mnegt.org “Like” MEGT on Facebook by searching: Minnesota Educators of the Gifted and Talented Follow MEGT on Twitter @MEGT_MNGifted #MNGifted #MEGT

ARROWHEAD Mary Ann Rotondi Sue Karp VALLEY Pam Pearson David Wolff

PRAIRIE

RIVERBEND Tania Lyon

Page 30

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

Minnesota Educators of the Gifted and Talented Board ARROWHEAD

RIVERBEND

Mary Ann Rotondi Foundation Secretary 5807 W 8th St Duluth, MN 55807 Work: 218-724-9111 Home: 218-624-4111 E-mail: [email protected]

Tania Lyon 1610 Commerce Dr. Mankato, MN 56003 Work: 507-387-7353 E-mail: [email protected]

MID-MINNESOTA

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

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

HEARTLAND

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]

Jeanne Simmonds, Conference Box 355 Ironton, MN 56455 Home: 218-546-6742 E-mail: [email protected]

VALLEY

Lisa Worden President, Position Paper, Foundation 7779 Travis Trail Brainerd, MN 56401 Work: 218-454-6566 E-mail: [email protected]

Pam Pearson, Membership 7624 Terrace Dr NW Alexandria, MN 56308 Home: 320-846-0403 E-mail: [email protected]

METRO

David Wolff, Newsletter, President Elect 35233 Mission Lake Rd. White Earth, MN 56591 Work: 218-983-4180 E-mail: [email protected] Twitter: @wolffdavid11

Jo Tate, Secretary 11588 20th St N. Lake Elmo, MN 55042 Work: 651-407-7581 E-mail: [email protected]

MEMBERS AT LARGE

Sue Feigal-Hitch, Conference 17110 Judicial Rd Lakeville, MN 55044 Work: 952-975-7060 Home: 952-892-5032 Work E-mail: [email protected] Home E-mail: [email protected]

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

HOMESTEAD

Melanie Olson, Outreach 207 3rd St. NE Buffalo, MN 55313 Phone: 763-682-8535 E-mail: [email protected] Twitter: @M_Olson_

Kelly Jensen, Foundation 510 Lincoln Ave Faribault, MN 55021 Work: 507-333-6614

Page 31