HGfL: English & Literacy Ks 1& Ks2 Gifted & Talented Book Competition Don t miss the Hertfordshire gifted and talented section click here for more info After internal selection against the competition criteria, schools may http://www.thegrid.org.uk/learning/english/ks1_2/inclusion/gifted/book_competiti
Extractions: Text Only Version Add us to your Bookmarks Check Plugins Email Login Feedback Discussion Forums ... School Web Sites Search: You are in: Inclusion Drama Foundation Stage Team / Contacts Don't miss the Hertfordshire gifted and talented section click here for more info... Do not delete cell Background Conditions Closing A Challenge for Children Gifted in Literacy, KS1 and KS2 The Hertfordshire Literacy Team is pleased to announce the second year of our in-school challenge for pupils able in literacy. The competition, The Book Book, will run through the Summer Term. The competition is to provide extension activities for the literacy hour, and an exciting challenge, for the children most able in literacy within every Hertfordshire school. Entries must be in by 11 June 2003 Prizes There will be prizes for the six best entries across the County in each key stage: 1 x 1 st prize of £40 worth of books 2 x 2 nd prizes of £30 worth of books 3 x 3 rd prizes of £20 4 x 4 th prizes of £10 Prizes will be awarded at a presentation evening at Methvens Bookshop in St. Albans, during July, at which each prizewinner may select from Methvens stock. Each will be accompanied by a certificate of achievement presented by a well-known childrens author. Winning entries will be posted on the Hertfordshire Literacy Website.
Program Speakers Gail taught in public schools for 10 years and served as a gifted and talented teacher/ coordinator in a Connecticut school. For the last 10 years she has http://www.aegus1.org/speakers.html
Extractions: Lois Baldwin, Ed.D. Lois is a supervisor and Principal of Special Education for the Board of Cooperative Educational Services of Southern Westchester in White Plains, New York. She directs, supervises, and provides comprehensive educational and support services for students in grades 1-12 who have average or above average/gifted intelligence and are learning disabled and/or emotionally disturbed. In addition, she supervises a wide variety of special education services, coordinates staff development for the Special Services Center, and coordinates mainstream efforts with public school administrators and staff. Lois received her doctorate in gifted, special education, and educational administration from Teachers College at Columbia University. Lois is the current president and one of the founders of AEGUS. She is a member of NAGC, AGATE, CEC, and ASCD. Margie Boudreau, Ed.M.
Mathematics: Middle MAJOR CONCEPTS/CONTENT This high school credit course provides a study of MAJOR CONCEPTS/CONTENT gifted and mathematically talented students are http://apps.sdhc.k12.fl.us/public/dept/inst/schedguide/year0405/middle/m_math.ht
Extractions: + 8TH DIGIT CREDIT GRADE LEVEL M/J Mathematics 1 M/J MATH 1 M/J Mathematics 1, Advanced M/J MATH 1 ADV M/J Mathematics 1, Advanced (Gifted/Talented) M/J MATH 1 ADV M/J Mathematics 1, Advanced (Gifted) M/J MATH I ADV M/J Mathematics 2 M/J MATH 2 M/J Mathematics 2, Advanced M/J MATH 2 ADV M/J Mathematics 2, Advanced (Gifted/Talented) M/J MATH 2 ADV M/J Mathematics 2, Advanced (Gifted)
1996-98 UW-Madison Graduate School Catalog P Cons inst. 715 Practicum for Teachers of the gifted and talented. I, SS; 3 cr. 948 Seminar in School Psychology. I, II; 2 cr. P Cons inst. http://www.wisc.edu/pubs/home/archives/grad96/ed/edpsychC.html
Extractions: EDUCATIONAL PSYCHOLOGY Link to Course Abbreviations 301 Human Abilities and Learning. I, II, SS; 2-3 cr. Principles and techniques of learning, individual differences in abilities. P: So st. 320 Human Development in Infancy and Early Childhood. I, II, SS; 2-3 cr. Behavior and development up to adolescence. 321 Human Development in Adolescence. I, II, SS; 2-3 cr. Physiological, social, and cognitive changes which characterize the transition from childhood to adult life. 331 Human Development From Childhood Through Adolescence. 475 Race, Socio-Economic Status, and Intellectual Development. (Crosslisted with Psych, Afroamer 475.) 3 cr. Critical examination of the complex interrelationships among hereditary and environmental factors as they contribute to retarded mental development. Problems of criteria for mental retardation: socio-political factors in the scientific study of mental retardation; current status of the nature-nurture question; abuses and misuses of intelligence tests with black children; effects of poverty and white racism on the scholastic achievement of black children and youth; evaluation of current social action programs; implications for future social policy. P: Jr or Sr st only. 502 Cognitive Abilities and Instruction.
Educational Psychology: 600 - 900 Level Courses P Cons inst. 713 Educational Psychology of the gifted and talented. I; 3 cr. P Cons inst. 943 Internship in School Psychology. I, II, SS; 112 cr. http://www.wisc.edu/pubs/home/archives/gopher/education93/00000176.html
Boulder Community Network: Education Center Education in Boulder County, schools, Classrooms, and all the links that you need Boulder Valley School District s talented gifted Program home page http://bcn.boulder.co.us/univ_school/
Extractions: Preschools Regional K-12 Schools Boulder Valley School District's home page links to elementary, middle, and high schools in the Boulder Valley School District, BVSD general Information, Educational Resources for teachers, Research resource for students, and more! St. Vrain Valley School District Home page Longmont High School's Home Page Skyline High School's Home Page Longmont Education Directory ... Running River School is a private school for children ages 5 to 9 in Boulder that engages children and parents in academics and an active and healthy lifestyle. Rocky Mountain School for the Gifted and Creative challenges, supports, and inspires gifted children and provides individualized learning environments since 1990 that enable gifted children to reach their full potential. The Living School opening in September 2002, is a self-directed, democratic learning environment in which each child is free to pursue the creative and academic areas to which the individual child is naturally drawn.
ZenMachine.co.uk 14, National Academy for gifted and talented Youth, in St. Anne s School, Southampton. 16, Loughborough University. 17, Wigston schools event http://www.zenmachine.co.uk/eventsnow.html
Extractions: home events feedback contact photos downloads ... educational January 2005 St Paul's RC Primary School, Paulsgrove, Hants Salisbury Cathedral School Bletchley Park Family Learning Day February Gifted/Talented Co-ordinators, Southampton Kilve Court Culloden Primary School, Poplar, London Leaden Hall School, Salisbury Vita et Pax School, London March La Sainte Union Catholic Secondary School, Camden IBM UK Hursley: Blue Fusion t.b.a. event in Leicester t.b.a. event in Leicester April Broadway Cafe, Purbrook: Public Demo St Thomas More's, Woodgreen Martinique House, Bordon National Academy for Gifted and Talented Youth Wessex Business Link, Quayside Yacht Club, Portsmouth InBiz Business Club, Ringwood, Hants Brighton and Hove Japan Network Teachers' Cultural Day, Utrecht, Netherlands May National Academy for Gifted and Talented Youth, in Newcastle-upon-Tyne Stony Stratford Library, for the Festival of Games Enfield Gifted/Talented NRICH in Hackney National Academy for Gifted and Talented Youth, in St. Anne's School, Southampton Loughborough University Wigston Schools event Southampton University Widening Participation Saxon Shore Infants School Hants Loughborough University June Bedfordshire Frontiers Club (Gifted/Talented), Biddenham Upper School
Instruction Federal funding sources support school wide Title I projects, gifted and talented The ALPHA gifted and talented program currently serves academically http://www.chesterfield.k12.sc.us/inst.htm
Extractions: Instruction Accelerated Programs - Early Childhood Assistance and Academic Acceleration provide extra educational experiences to compensate for factors contributing to risk of low achievement. Federal funding sources support school wide Title I projects, and special state funding sources support projects targeting early intervention and academic acceleration. Success is evaluated by school performance on the state testing program. Exceptional Children - A broad range of services are offered to disabled students. The disabled program serves approximately 1,400 students in Special Education from ages 3 to 21. Programs are provided for students who are physically challenged, sensory impaired, speech, communication disorder, emotionally disabled and learning disabled. Preschool programs are provided for three and four year old children. The goal of the program is to serve students in the least restrictive setting possible. Gifted and Talented - The ALPHA gifted and talented program currently serves academically and artistically gifted students in grades 3-12. These programs include pull-out resource classes for students in grades 3-8, a non-credit summer enrichment class for ninth graders, a summer program for art and music, and a college credit program which serves students in grades 10-12. Students can transfer credits from this program to most public and private post-secondary schools in the state. Early Childhood - Comprehensive instructional programs for four and five-year old children who reside within the school district are available. The district provides developmentally appropriate foundation programs with emphasis given to the intellectual, physical, social and emotional development of the child. Over 600 children are involved in the district's Child Development and Kindergarten classes.
Maths And Stats At Otago, Gifted Children Otago Association for gifted talented Children Alison Tay, Secretary, Here students from several schools are invited to attend one school for a day http://www.maths.otago.ac.nz/home/schools/gifted_children/gifted_children.html
Extractions: The aim of this article is to provide assistance for parents, teachers and children who appear to have better than average ability in mathematics. It is not meant to be the total response or even the best response to the pleas above. However, it is meant to be a first stop where you can get some ideas and find out who might be out there and willing to listen to you. The following people are not necessarily experts in gifted mathematics students but they are people who are prepared to talk with you and make some suggestions. Professor Rob Goldblatt, Department of Mathematics, Victoria University of Wellington, phone: 04 472 1000, ext. 8320; email: Rob.Goldblatt@vuw.ac.nz
St. John Source If you believe that your child is gifted and talented we encourage you to Fifteen teachers from high schools and elementary schools in St. Thomas and http://www.onepaper.com/stjohnvi/?v=d&i=&s=Community:Schools&p=1105684653
Imagine Mars: Project Gallery The students in the gifted/talented program in Rodgers Public schools to Mars project with Barretts Elementary School students in St. Louis, Missouri. http://imaginemars.jpl.nasa.gov/gallery/examples.html
Extractions: Mars Project Examples from Around the Nation The Imagine Mars Project builds on the success of the Mars Millennium Project , which inspired the participation of hundreds of thousands of youth from nearly every state in the nation. Following are some typical project examples from elementary, middle and high schools as well as clubs. In some schools, a single classroom completed a project. In others, several grade levels were involved. Some examples focus on the scientific aspects of the project, while others address the arts and community elements more intensely. Be a part of the community building around Mars by sharing your class or organization's experience imaging a community for 100 people on Mars. Link to the Project Gallery to learn more about how you can share your project on-line. Choose State Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Vermont Virginia Washington Washington, DC
Extractions: *E-mail is a valuable tool for communication. However, please be considerate of the time involved for teachers to answer your e-mails. Teachers do not have the time to respond or even read each e-mail received during the day without significantly impacting instruction time with students. If you have an important issue to share with the teacher, please send a note with your child or call the school and leave a message. Parents who need a conference with a teacher regarding a student concern should e-mail or call to make an appointment with the teacher A B C D ... IJ KL M NO PQ R ... W-Z Last Name First Name Bldg. Position Email Prefix @hse.k12.in.us (no spaces) Kaade Judy FCE 2nd Grade Teacher jkaade Kahlo-Brady Glenda Trans. Bus Attendant Kaiser Mary Ann SCI 5th Grade Teacher mkaiser Kamps Carol SCI Special Ed. Instructional Assistant ckamps Kane Barbara NBE Special Education Teacher bkane Kane Beverly HSEHS Food Service Kappus Debbie GE 3rd Grade Teacher dkappus Karcasheff Rick HSEJH 7th Grade Language Arts Teacher rkarcasheff Kauzlick Katherine HSEHS Special Education Teacher kkauzlick Kay Kristen GE Kdg. Teacher/Special Education Inst. Asst.
CDIP Learning Environment Strategy-Activity 2005-2006 inst. Supervisor/gifted talented Coordinator. 7/04 On-going inst. Supervisor/ Community Prevention Center Director/ School Principals. 7/04 - 0/06 http://www.washington.k12.ky.us/Board/CompDistImprovPlan/05-06/cdiplearningenvir
Extractions: Washington County Schools CDIP Learning Environment To be completed at review date Mm/dd/yyyy Strategy/Activity Expected Impact Responsible Person(s) Start Date/ End Date Cost Fund Source I IP NI Outcomes/ Report of Progress A.1.a. The district-wide volunteer committee (Volunteer Coordinators, Community Education Director, FRYSC Coordinators, Central Office Administrator) will meet annually to review established volunteer policies and procedures. To ensure a viable and consistent volunteer program throughout the district. Community Education Coordinator/ School Volunteer Coordinators/ District-Wide Volunteer Committee 7/04/ On-going NA A.1.b Building level administration and all office staff shall receive training prior to opening day in creating a welcoming environment for those who enter the school building. Following this training, principals will provide faculty/staff training for their buildings in August addressing the importance of a welcoming environment by providing expectations of how parents/community shall be greeted when entering the school. To improve parent and community attitudes toward the schools Superintendent / Community Ed. Director
The Native American Studies Inst The Native American Studies Institute for gifted High School Students American Studies Institute provides talented and gifted high school students the http://newark.osu.edu/smangus/The Native American Studies Inst.htm
Extractions: The Native American Studies Institute for Gifted High School Students The Ohio State University Newark July 10-30, 2005 Institute Description: Offering three separate one-week programs between July 10 and July 30, 2005, the Native American Studies Institute provides talented and gifted high school students the opportunity to study prehistoric, historic, and contemporary Native American life and culture. Participants may elect to apply for any or all of the weeks. The Institute is a residential program hosted by The Ohio State University Newark that will run from Sunday afternoon to Saturday morning each week. The cost of room and board is $109.00 per week, but a number of need-based scholarships are available. Each week has a separate theme. The first week, July 10-16, focuses on prehistoric Native American culture. The second week, July 17-23, addresses Native Americans in the historical era and native-white interactions. The final week, July 24-30, explores the complexity of Native American society and culture today. Each week contains several workshops based on that week's themes, the use of short documentaries and discussions to explore topics further, and fieldtrips to experience learning firsthand. Participants will be exposed to a number of different perspectives about the weekly topics, as the instructors include historians, an archaeologist, an architect, a geologist, an astronomer, and several Native Americans. During each week, participants will have the opportunity to develop projects related to the week's themes. These projects may include video production, art, creative writing, graphic and web design, among others.
Extractions: Principal offices Code of Conduct THE AMERICAN INSTITUTE FOR FOREIGN STUDY, INC. (AIFS) and its family of companies organizes cultural exchange programs throughout the world for more than 50,000 students each year and arranges insurance coverage for our own participants as well as participants of other organizations. The group, a privately owned U.S. corporation with wholly owned overseas subsidiaries, has annual revenues in excess of $130 million. Since our founding in 1964, more than a million students and teachers have participated in AIFS programs worldwide. The opportunity and need for enhanced global understanding is greater now than ever. AIFS is proud to serve this end through the programs described. Our programs teach young people from all over the world to understand each other's qualities, their similarities and differences. AIFS program participants learn vital language skills as well as the ability to function in different cultures. We provide our program participants with the educational edge they need to succeed in a highly competitive, diverse and interdependent world.
Indiana University Course Browser EDUCJ 605 IND RSRCH EXPERIENCE-CURR/inst EDUC-W 552 CURRIC FOR gifted talented EDUC-X 153 RDG REASONING NEW COL STDNT http://registrar.indiana.edu/ScheduleOfClasses/prl/soc4055/EDUC/
A&M-Texarkana Course Descriptions Practicum with the gifted and talented. Provides a laboratory setting for handson experiences Individualized inst for Studs with Disabilities Age 3-8. http://www.tamut.edu/coursedesc/desc.php?pageid=16&SA=SPED
EGR Instruction Office The EGR gifted/talented Committee was established during the 200001 school Parents of identified students will be contacted by the school principal to http://www.egrps.org/district/dept/inst/gifted/
Extractions: Most staff (administrators and teachers) have been trained in differentiation, cluster classrooms have been established in all buildings for grades two through six, an expanded district-wide identification process has been implemented, and an increased number of challenge and honors classes have been offered at secondary level. Professional development for future years is currently being planned and the district will place a priority on training in differentiation and gifted education. To help the district meet the needs of our G/T students, Dr. Rachel Reed, local resident and nationally-known expert in gifted and talented education, has been contracted to review the current program and make suggestions for improvement in the area of identification, services, policy, and communication. Currently, Dr. Reed is scheduling special focus group meetings with parents, PTSAs, and staff. As we continue with the program review, we would like to provide parents with the following answers to frequently asked questions about current services and programs.
Endorsement Numbers 107 talented and gifted-K-12 108 - School Media Specialist-K-6 233 - Supv Sp Ed/ inst-K-12 234 - Work Exp Coordinator-7-12 235 - School Audiologist http://www.state.ia.us/boee/endnos.html
Extended Campus Programs SPED 415/515, Understanding the Needs of the gifted talented ED 487/587, Family/School/Community Relations READ 570, Classroom Asses/Rdg inst http://www.sou.edu/ECP/DISTLEARN/education_schedule.html
Extractions: FALL 2005 Credits Day Time Delivery Instructor Fees CCJ 331 Theories of Criminal Behavior n/a n/a WWW Rivera CCJ 351 Criminal Law n/a n/a WWW Harper ED 309 Advanced Practicum ECE n/a n/a WWW Murphy ED 346 Child, Family, Community ECE n/a n/a WWW Cochran ED 365 Children at Risk ECE n/a n/a WWW Cochran ED 507 Internet for Educators n/a n/a WWW Bentley ED 507 n/a n/a WWW Bentley ED 519 Action Research n/a na/ WWW McCain ED 520 Professional Portfolio n/a n/a WWW Heyerman ED 533 Adv Worksample n/a n/a WWW Heyerman ED 543 Foundations in 2nd Language Education** n/a n/a WWW McCain ED 484/584 Curriculum Designin Early Childhood R 4-6:50 p 2-way video Hamilton ED 493/593 Observations/Evaluations of Teaching R 7-9:50 p 2-way video Turner ED 581 From At-Risk to Resiliency
