Kate Simkowiak

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Message from The Washington Coalition For Gifted Education – Feb. 2nd

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Unverified rumors floating around indicate that there is some thought being given to amending 2261 to eliminate some programs, including HCP, from the definition of basic education. We must hold on to our place in basic education. Without it, there is little hope for continuation of state funding for HCP and without state funding, there go the district programs.

So, the foremost necessity is to educate legislators about the need for appropriate educational opportunities for children of high potential.

We have been asked for a rational for appropriate services for children of high potential. The following is quoted from Preparing the Next Generation of STEM Innovators: Identifying and Developing our Nation’s Human Capital, Introduction, page 5-6, The National Science Board. The complete report can be downloaded at http://www.nsf.gov/nsb/stem/

“The U.S. education system too frequently fails to identify and develop our most talented and motivated students who will become the next generation of innovators. Whether this group of students has access to appropriate resources seems to be an accident of birth—whether they are a part of a supportive and knowledgeable family or are residing in a community that has programs and opportunities available to them. There are students in every demographic and in every school district in the United States with enormous potential to become our future leaders and to define the leading edge of scientific discovery and technological innovation. Some of our Nation’s most talented students—perhaps through sheer individual will, good fortune, and circumstance—rise through the educational system and become leading contributors to the scientific workforce. Regrettably, far too many of our most able students are neither discovered nor developed … The possibility of reaching one’s potential should not be met with ambivalence, left to chance, or limited to those with financial means. Rather, the opportunity for excellence is a fundamental American value and should be afforded to all.

“Although many past and current educational reforms have focused on the vital goal of raising the general performance of all students, far fewer have focused on raising the ceiling of achievement for our Nation’s most talented and motivated students. The Board asserts that educational opportunity is not a zero-sum game: true equity means we must address the needs of all students. Mutually reinforcing results can be realized when we improve general educational performance as well as identify and stimulate potential leaders whose creativity and ideas can benefit all. The critical goal of increasing general scientific literacy does not compete with, but rather complements, today’s renewed clarion call for excellence.”

What does a basic education look like for a Highly Capable student? Here are two different approaches to an answer to this question. Choose the one you are most comfortable with.

Message from The Washington Coalition For Gifted Education – Jan. 28th

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1. Our overriding goal this session is to maintain our place in basic education and to obtain full funding. Governor Gregoire was required by the Constitution to submit a budget proposal. Hearings are being held on it even though it is basically DOA. More budget proposals will be forthcoming from Governor Inslee and from the two houses.

Here is a direct quote from the testimony of Ramona Hattendorf of the state PTA regarding former Governor Gregoire’s budget proposal for the coming biennium.

“The legal obligation to Washington children, however, extends beyond early learning and the primary grades. The state laid out its intent to fully fund basic education with passage in 2009 of ESHB 2261. Yet four years later, this state still doesn’t pay for a basic six-period day, and our 24-credit career- and college-ready graduation requirements are on hold indefinitely. This affects every child in the state. Students aren’t reaching their academic potential because schools can’t consistently give them access to the education they need.

“Struggling readers continue to struggle in ineffective programs. Too many of our K-3 teachers and principals do not understand the science behind reading, do not recognize the indicators for dyslexia or other reading disabilities, do not understand the importance and relevance of phonological screening in the K-3 years. Middle-schoolers ready for algebra continue to be denied access, simply because there aren’t enough slots for them.

“Our schools are stressed.  State funding doesn’t cover the operational costs of what most community members assume is a standard six-period day that can offer a basic college prep program, career and technical classes, arts and physical education. All of our large, successful school districts have foundations, booster clubs and PTAs raising significant private funds to cover basics like curriculum and staffing. State funds to support school improvement plans are nonexistent.

“For this reason, Washington State PTA is concerned that the budget proposed by Gov. Gregoire doesn’t go far enough to address the McCleary court decision. The minimum components of basic education, as defined in law, are not being met and there is no schedule for full implementation.

“Minimum components of basic education, as described in RCW 28A.150.220, include:

▪   Instruction in the essential academic learning requirements and accompanying state assessment system (The new “Common Core” standards in math and English language arts fall under this category, along with other learning standards)

▪   Instruction that “provides students the opportunity to complete twenty-four credits for high school graduation, subject to a phased-in implementation of the twenty-four credits as established by the legislature.”

▪   Supplemental instruction and services for underachieving students through the learning assistance program

▪   Supplemental instruction and services for English Language Learner students through the transitional bilingual instruction program

▪   The opportunity for an appropriate education at public expense for all eligible students with disabilities

▪   Programs for highly capable students

“Education must be prioritized in the budget and legal commitments met. Fully implementing and funding 2009’s HB 2261 will get you there. This bill extends well beyond K-3 class size and full-day kindergarten and has significant components for grades 4 to 12 at all schools.”

We couldn’t have said it better ourselves! Our thanks to the PTA for their support.

Message from The Washington Coalition For Gifted Education – Jan. 27th

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At last, the most anticipated publishing event of the year is here – the GEDay handbook is finally ready!

It is attached in 3 parts: Basics, Spotlights, Myths & Facts. If you were looking for something and don’t find it included, please contact us for more information.

For those bringing student groups, and who wish to make a curriculum connection with the trip to Olympia, there is a lot of information on the state web sites. The legislature website has lots of materials on curriculum that might be used by you.  Try civic education, bill information; http://www.des.wa.gov/services/facilities/CapitolCampus/teacher/Pages/default.aspx; and http://www.leg.wa.gov/BackToSchool/Pages/default.aspx#lesson_plans

It may not be too late to schedule a guided tour of the capitol building.

Online Opportunities for your Gifted 6th through 8th Graders

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Center for Talent Development’s Gifted LearningLinks (GLL) online program provides gifted students around the world with courses that are rigorous, furnish individualized attention, and allow for an independent pace.
Academically talented students in grades 6 through 8 can be challenged, inspired and energized by taking a credit-bearing 18-week Honors Electives (HE) course or 9-month Honors (H) course.

Courses include:

  • Playwriting 101 (HE)
  • Medical Microbiology (HE)
  • 3D Graphic Modeling for Games, Illustrations & Animated Short Features (HE)
  • Psychology Honors (H)
  • Neuroscience Honors (H)
  • Latin I Honors Wheelock or Ecce Romani (H)

Honors and Honors Electives courses enroll on a monthly basis. Register by February 1 to start on February 15.

Don’t see a class among the 60+ we offer that interests your child? Our Independent Study pairs students with an online mentor for 9 weeks. Together they create a tailored course based on a student proposal. Extracurricular Clubs such as Robotics and Architecture are formed and organized by students under the direction of a faculty advisor and run 18 weeks, starting February 15.

Visit the website for all of the current Gifted LearningLinks courses.

Questions? Don’t hesitate to contact us at gll@northwestern.edu.

Challenging Online Classes for Gifted High School Students

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Center for Talent Development’s Gifted LearningLinks allows students to study online any time, any place, any pace.

Academically talented students in grades nine through twelve have the opportunity to enroll in credit-bearing Honors Electives courses, Honors courses and Advanced Placement® courses. Students work at their own pace, guided by a master teacher who provides personal and individualized feedback as they work through rigorous curriculum.

Our single-credit Honors Elective courses are 18 weeks long and are special interest courses that may not be available in students’ schools, such as Effective Essay Writing: Writing for Test Preparation, College Applications & Beyond, The Influence of Art & Architecture, Introduction to Epidemiology and more.

Our Honors courses are one and two semesters for credit and designed for motivated students seeking challenge and rigor. We offer courses in English & Writing, Humanities & Social Sciences, Science, Technology and World Languages.

AP® courses are one and two semesters and prepare students for the AP® exams.  We offer over twenty AP® courses, including AP® World History, AP® Economics Micro & Macro, AP® Calculus AB and more.

All of these courses can begin any month; register by February 1 and begin class on the 15th.

Looking for other options?  Independent Study pairs students with an online mentor for 9 weeks. Together they create a tailored course based on a student proposal. Extracurricular Clubs such as Robotics and Architecture are formed and organized by students under the direction of a faculty advisor and run 18 weeks, starting February 15.

Please visit our website for more information about our many opportunities for your talented high schooler.

Message from The Washington Coalition For Gifted Education – Jan. 19th

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1.    A lot has been going on in Olympia. The state Legislature appears to have organized itself and committee assignments have been made. Because there are so many newly elected Legislators and so many moving from the house to the senate, the committee make up is quite different this session. For the first weeks, committees are going into learning mode – getting up to speed on basic background, recent reports on various studies they have authorized, etc. and very little actual legislating.

If you are interested in which Legislators sit on which committees, go to http://apps.leg.wa.gov/rosters/CommitteeMembersByCommittee.aspx and search by committee or to http://apps.leg.wa.gov/rosters/CommitteeMembersByMember.aspx and search by name.

2.    You might find state web sites in a state of flux as all the changes are made over the coming days so be patient.  www.governor.wa.gov now shows Jay Inslee. The “Find my Legislator” page now shows the current (new) districts.

3.    A report of great interest to gifted advocates has been submitted to the Legislature and is wending its way through hearings. Further action (including filing of specific bills to implement the recommendations) is not yet known. The Quality Education Council presented its Report to the Legislature on January 15th. The QEC is the body designated by the Legislature to organize the implementation of educational reform based on bills passed in recent sessions. This report is available at http://www.k12.wa.us/LegisGov/2013documents/QEC2013Report.pdf

The three state-wide gifted organizations have written to all legislators strongly supporting the QEC recommendations on the Highly Capable Program – pasted into the next paragraph – on page 14. We urge you to make this support the basis of your contacts with your Legislators in the coming months. We want to retain our status as a part of basic education and, if possible in this session, obtain a new funding formula. Input from advocates such as you can take us a long way toward achieving these goals.

Priority Area 3: Close the Opportunity Gap for Disadvantaged Students and Students of Color
5.    The Legislature should support the strengthening of the Highly Capable Program to ensure that all students have equal access to it, consistent with the recommendations of the Highly Capable Program Technical Working Group**:
a.    The Legislature should adopt a new and uniform definition of Highly Capable Program students, as provided in the Technical Working Group report to the Legislature; and
b.    The Legislature should direct OSPI to create a common and consistent identification process for Highly Capable Program students.
c.    The Legislature should direct OSPI to create rules that allow flexibility for small school districts to implement highly capable programs until the full funding recommendations* of the QEC can be adopted by the Legislature.

*“Full funding recommendations of the QEC” can be found on page 15 of the August 13, 2012 meeting materials, Past QEC recommendations http://www.k12.wa.us/QEC/PastMeetings/default.aspx

**The Highly Capable Workgroup report can be found online at: http://www.k12.wa.us/HighlyCapable/Workgroup/default.aspx in the right sidebar.

4.    I hope that lots and lots of you are making plans to be in Olympia on Gifted Education Day, March 19, 2013. We’ll be in the Columbia Room of the Legislative Building beginning at about 8:30. Program is scheduled for 9:00 to 10:30 and then you are free to attend to the most important business of the day, talking with your legislators and educating them on the unique educational needs of highly capable students and why such programs benefit not only the individual student but society as a whole.

We’ll be providing you with a lot of material you can use in formulating your message – it is just a bit late in getting sent out due to some unexpected (aren’t they always unexpected) health problems of your correspondent and her husband taking up a lot of time just now and the big project contacting every individual legislator (147) with the statement of support of the QEC recommendations. 147 personalized emails takes a lot of time and effort!

5.    This week the Coalition formally became a member of the Network For Excellence in Washington Schools (NEWS) the lead appellant in the McCleary case. The decision in that case calls for ample (full) funding of basic education and since HCP is a part of basic education (and is not amply funded) it seemed a good match for us to be part of the appellant group.

P.S. We’re up to 645 supporters on Facebook. We need to reach 750 before GEDay so if you are a user of Facebook, please “like” us now!

Message from The Washington Coalition For Gifted Education – Jan. 3rd

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HAPPY NEW YEAR

The Coalition needs your input.

Have you talked with a legislator in the past year about Highly Capable Programs/gifted education? If yes, please send us an email at wagifted@earthlink.net and tell us:

– Who you talked with
– Their District
– Topic of the conversation
– How the Legislator views the issue of programs and funding for Highly Capable students – e.g. enthusiastic supporter prepared to speak up; lukewarm; not in favor of; needs more information; a believer that “all students are gifted;” etc.
– Your name and email address in case we need to contact you.

We need this information to target our planning to build legislative support for ample funding of HCP. Thank you for your participation.

Opportunities for advocates:
1. A reminder of the Connections Conference sponsored by our partner the Northwest Gifted Child Association on February 9, 2013.

2. We present the following as an informational piece only. This does not constitute either a recommendation or endorsement.
Seabury School, Tacoma, is presenting its 3rd Annual Gifted Education Seminar on February 20th. Click here if you are interested in this event.

3. Last, but certainly not least, Gifted Education Day, March 19, 2013, Columbia Room of the Legislative Building in Olympia. More information will be forthcoming soon. Please plan to join us – March 19th.

If you are planning to be in Olympia, you can find a lot of excellent information at Visiting the State Capitol.

Other reminders:
4. We are up to 637 followers on Facebook. We hope to reach 750 by the time the Legislature begins considering ample funding for HCP. If you use Facebook, please “like” us NOW.

5. As usual, all three gifted groups need funding. Attached are two membership/donation options: The Joint Memberships in the Coalition, NWGCA and WAETAG or membership in the Coalition only. Please consider joining/donating to one or more of these support organizations.

NWGCA – Connections Conference February 9th, 2013

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Keynote Speakers

Keynote 1 — 8:30 – 9:30 AM

Chris McCurry, PhD
On Resilience, Emotional Intelligence, and Marshmallows – This address will describe ideas about what makes for success in academics and in life. Dr. McCurry will present research findings as well as clinical and parent experience that explores what are being called “non-cognitive” skills (emotional intelligence, attention, curiosity, and self-regulation, among others) and the important role these skills play in our children’s success and in our own work as parents.
Jane Hesslein
What Your Kids Want You to Know – This presentation is for teachers and parents who have wondered what the gifted kids in their lives might wish they knew. These unique and valuable insights are the result of two requests made to fifth-grade gifted students at the end of their school year. The responses were articulate, often heartening, and sometimes surprising. What these students had to say is something that every parent and teacher can use.
Breakout Sessions:

The Anxious Gifted Student: From Procrastination to Perfectionism

-Chris McCurry, PhD

Gifted 101

-Austina De Bonte

Supporting the Social/Emotional Growth of Gifted Adolescents

-Sandi Wollum

The Absent Minded Professor: Raising Gifted Kids Who Can’t Find Their Jackets

-Sandi Wollum

Gifted 101 (repeat session)

-Austina De Bonte

Tips for Building Successful Parent/Teacher Relationships

-Jane Hesslein

Brown-Bag Lunch Discussions
12:45 – 2:00 PM

Bring your brown-bag lunch, select a table topic, and participate in a facilitated discussion with other attendees.

Location: Aylen Junior High

101 15th Street SW
Puyallup, WA 98371

Presented by

and
Academic Booster Club of Puyallup
Register Onlineor

Mail check to NWGCA:  PO Box 30134, Seattle, WA 98113
Register by January 31, 2013:  $60.00
Register at the door:  $65.00
Additional family members:  $5
Partial scholarships available.  For more information, contact Tawna at 360-739-7901

Complete presentation descriptions and speaker bios available at http://www.nwgca.org/connections-conference.html