TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED Member, National Association for Gifted Children (NAGC)

VOLUME XV IsSUE 8 SUMMER 1995

REGULAR FEATURES

From The President Ann Wink 2 Executive Director Updete Connie McLendon 3 Our Editorial Focus Guest Editor: Joyce Milkr 4 Profil .. of the Gifted 16 The Book Shelf 17 Call For Mid .. 43

'I'IIElIIE SECTION

Effecti"" Program. or Elfecti"" Programming for Gifted Learners? Susan Johnsen 1 SeIf.Concept of Gifted Students Susan AsBouline, Nicho/1lJl Colangelo 5

Student Mentors: Learning ~ Doing Debi Crawford, Jud Parker, th FOIlJl. 9 Do You Need Extra Money? lfuy Woid 10 What Mak .. HSPV A Tick? AnneUe Watson 15

SPREAD8IIEE.T FEATURES

TAGT Annual Canference Package Information 20

1996 Annual Conference Preview 22

Registration Application for 1996 Annual Conference 23

General Information about the 1996 Annual Conference 24

Conference Housing Request Form 26

1996 TAGT Summer Scholarship Winners 26

Laura Allard Grants for Excellence Application 29

Creativity Potpourri Call for Presenters 30

TAGT Memberehip Drive Information 31

1996 TAGT Executive Board ElectiollB Information & Official Ballot 33·38

Committee Reports 39

E .. eutive Board HighIighte 40

Calendar of Event, 42

EFFECTIVE PROGRAMS

EFFECTIVE PRooRAMS OR EF'F'ECTIVE PRooRAMMINGFORGIF'l'EDLEARNERs?

Suson Johnsen, Ph.D. Baylor University

T1u?re never was in the world two opinions alike, na mare than twa hairs ar twa grains; the mast unioersal quality is dioersity.

Michel De Montaigne Dftho> Re.emblance ofChild .... n to Their Fathers (1580)

During the summer of 1992, about 90 primary·aged gifted children who were attending Baylor's University for Young People (BUYP) became involved in a simulation. Their objective was to oreate a spaoe station. The children divided themselves among "expert" teams and began designing the overall plan and structure, establishing life support systems, developing space research projects, and creating communication networko. Over several days, I watched Trent invent a fax machine from an old vacuum cleaner. Using the plastic connec.tor and the suction created by the motor, he was able to send small messages successfully between the rooms of our simulated space station.

Joseph, On the other hand, was building his own planetarium in another room, USing a large piece of plastic and a floor fan, He had succeeded in .elling hi. idea to .everal other children who were now intently involved in placing various asteroids in a new galaxy. Jinni, one of the engineers, was busily oonstructing her rocket for the mid· morning launch, while La Tanya was writing B. news report for the daily school paper. All appeared to be involved in learning according to their diverse interests and talents.

When I hear about gifted programs, I often think about these different BUYP children. Do the programs allow these children to pursue their new inlerest.? Do they have opportunities to play with ideas and create new machines? Are they able te design new scientifio studies? Are they continuing te learn about learning? How effective are they?

I fear that some gifted programs are designed more to meet the minimum state compliance standards rather than address the wide range oflearner differences that are found in the gifted and talented population. For example, state standards can

(See JOHNSEN, p. 12)

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FROM THE PRESIDENT Ann Wink

AWESOME!

"The whole year was awesome" iiIf I was in charge I wouldn't change anything/' 411 want to stay here forever." "I love to come to this neat place (the gifted classroom)." Those are a few of the comments from first graders in a gifted program. This is their way of saying they think the pro­gram they are involved in is an effective one. "TAG students should have chal· lenging work, not just more work to keep us busy because we work at a faster.pace.

Some teachers expect us to understand everything after the first time it is explained and when we don't they get frustrated and give us a lecture which makes uS get behind. There sbould be classes for teachers' like theseF' That is a comment from a middle-school student saying she feels she is in an ineffective program, I like "awesome" better, don't you?

Effective Programs - that is really what it is all about, isn't it? It is what advocates for gifted learners all want; be they parents; students, teachers, or administrators. However, in spite of how far we have come, we still have a long way to go. Even with our state mandate we still have too many ineffective programs for gifted learners in Texas. Unfortunately those programs are the ones that our saboteurs hear about or experience. Concerned parents and gifted educators need to speak out if they see current effective programs eliminated Or changed into ineffective offerings due to new policies or ill·advised reforms.

What makes an effective program? In my opinion, the key ingredients are the teacher, the curriculum, and multiple options. First, the teacher. Ask any gifted student about the gifted program and whether the comments are positive ornegative, you can be sure the teacherwUl be mentioned. They always see the teacher as the key. The teacher is the key because a good one may be able to provide an effective program for a little while without the other two ingredients. She wUl develop the curriculum on her own time. Options and flexibility will be alive and well in the effective teachees classroom. He will devote planning time to make: sure the classroom is full of choices and flexibility. But this effective teacher may have a short life span in the gifted classroom if the pace and intensity burn him out in a short time. The Jean Wattsl cartoon that says, ~We had a great program last year but she moved/' becomes reality.

The second key ingredient is the curriculum. I loved my friend and colleague Jim Coffey's opening remarks at the Region XII GIT Sympo" siuml "Acknowledging the Difference." He saidl "It's the curriculum, sir." This one statement sums up the problems in gifted education. He went on to say, "We say 'teach all the children as if they are gifted' because we do not know what to do with the gifted.;; Amen!

(See PRESIDENT, p. 8)

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VOLUME XV ISSUE 8 SUMMER 1995

PUBLICATIONS 2DITOR Michael Sayler, Ph. D.

MANAGING EDITOR Bevet'ly Lowry

,.MIlIi •••

PRESIDENT Ann Wink

PREBIOI!INT~ELECT

Mary Seay, Ph. D.

Ji'IR.ST VICE-PRESIDENT Susan John$$n, Ph. D.

SECOND VICE-PRESIDENT Ann Williams

THIRD VICE-PRiSIOENT Myrtis Smith

SECRETARyfrREASURER Tracy Weinberg

IMM&DlATS JlAST-PRESIDENT Kathy Hargrove, Ph. D. , •....

EXECUTIV£ DIRECTOR

Connie McLendon

FINANCE AND BUSINESS INFORMAT10N SYSTEMS MANAGER HaUna Garbowska

EXECU'JWi ASSISTANT Alicia Denney

ADMINISTRATrvE ASSISTANT Beth Tracy

MEMBERSHIP COORDlN.A.TOR. Trey Watters

'l'hl;l Tl;lxlI.~ A~;:Iocill~ion for the Gifted llnd TlIlented (TACT) il!lll. rturt-ptufit orianization ofpare.nts II.nd proftl~~ionlll, promoting appropriate !!!du~l!I.tiurt for gifted and talented stude.nts in the Staw of TI;IXIIIJ.

T AGT tf!mpuls the officlalJournal of the. Te.xas Assodll.tion for thl;l GifWd Ilnd Talertttld. It ia pubH",hed four times ayear in January, April, July, and (fi:tobl;l1'. The OOlit of IIlIubll~ription ill induded irt the a8!1OCiation's annual membership dUll, of $25.

Cl;lntrii;lutiQn, IIIhould be lIent tWII monthl!l pre(ledirtg publication .. Send man\\script II.nd II. Comp\ltl;lr dilJk if IjI.vailable. Opinionll I!xprelll!led by irtdi· vidual authors do not nl;lce.sslI.'l'ily ~prlilJl!Rnt offi~illl pOllitionll or TACT. MaterlQI appearlne-In tempo mll.Y be repri1Jtl;ld ifnot protected by copyright or reprinted already from another source. Please use the entire Ilrticle, crljldit tf!mpa artd TAGT. artd ",ertd a copy of your publication oontalninithe reprin~ to the tf!mpa editor.

TAGT doe. not lIell itll membel1lhip liat tu advElttie~rs or other pal'tles; howljlvljlr, mltlJli;l~r,hip namell lind IIddxelillel!ll!l.re made iLviLilable for approved rl;lSElQrch req\ll;l~~. lfYQ\l do not wi,h your nllme to be mad!!! I!I.vaililble fot Gil'· related resear.;:h, please write TAOT.

Address all corresponde.nce. and Inq\lirelJ ~o TAGT T~mpa, Dr. Michael Sayler. P. O. Box 138157, University of North TljlxljI." Denton, TX 7620S·6S57. Telephorte: 81'1/1565--4699; Fax: 817/~6~·218~; TENi:T: IIlIyl~rftunt.~du.

ADDRESS CORRECTION tff)9I1ESTED' Please notifY TAOT If you 61I'IjI m(lving 01' ifYQur mailing I1ddrelill h.ll.lI chllnged. TAGT publications are IJl;lnt viII. third·C\IiI.IJ~ m~il ilnd are NOT forwllrded by the Po",t Offite. AIsu, pleQ8e now the dQte lit the top rigl;lt (If your mlliling lllbei. You will NOT receive TAOT mailings or Information after thjlJ d~t,q: UNLESS your memo bershlp is renewed. We value our members; pleQse kel;lp YO\lr mljlmbljlr,hip cuttetlt.

~ 199~ 'J'A.GT

SUMMER 1995

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EXECUTIVE DIRECTOR UPDATE Connie McLendon

74TH SESSION OF THE TExAs LEGISLATURE IS Sine Die

h ",ported in the end-of-session issue of the TAGT Capital New8letter mailed to all TAGT members on June 12, all things conside",d, gifted education fared well in the 74th Legislature's major ",write of the Texas Education Code, the legal framework for the operation of public schools in Texas. The G!l' mandate is still in place and funding for education programs for gifted and talented students is still provided for in law.

TAGT members should be informed of the sections of the new education code which pertain specifically to gifted and talented programs and funding. These sectioIl.8 were printed in the June 12 Capital New8letter exactly as they appear in SB 1, the law signed by Governor George W. Bush on May 30. In the recent issue of the Capital Newsletter! I also referenced several pieces of related legislation which impactdi",ctly, or have the potential for impacting, gifted and talented students.

Texas Education Agency staff began a trek around the state, visiting all 20 Regional Education Service Centers June 19-23 to conduct workshops on the new education code, as defined in SB 1. The TEA workshops included analysis of SB 1 and interpre­tation oflegislative intent. Further interp",tation of the new education laws will take place at school district and campus levels. TAGT members are urged to attend and participate in regional and local school district meetings where the new code will be discussed. Members should also hang on to their June i.sue of the Capital Newsletter which contains the G!T education laws. The schedule of TEA workshops at the regional ESCs was printed in the June Capital Newsletter.

In the months ahead it will be interesting to see how the new education laws play out in the field--to see the kinds of plans local districts and communities will develop to improve their educational programs and services as a result of the recent legislation! particularly as changes are made to reflect increased local control, strengthened parental rights and responsibilities, and reduction of state regulations.

Of some conCern to the gifted education community may be a law permitting local school districts for the first time to grant their own teacher certificates to anyone holding a bachelor's degree. The Commissioner of Education can veto any locally-awarded certificate. These certificates will be non-transferrable to other districts. While this new law may ease the teacher shortage and make it easier for some districts to meet the 22:1 teacher-pupil ratio! the downside could! in Some instances! result in a less qualified group of teachers. The importance of continuing staff development and quality inservice training for all teachers, especially those of gifted and talented students, will be even more important if the local granting of teacher certificates becomes widespread.

SUMMER 1995

Correction

We reported in the June Capita' New,letter that the State Board of Education approved at third reading for final adop­tion rules forthe Texa,Academyof Leadership in the Humani­ties, Since then we have learned that the establishment of rules for both the Texas Academy for Mathematics and Science and the Texa, Academy of Leadership in the Humanities will fall under the authority olthe Texas Higher Education Coordinat­ing Board.

New Name for Advanced High School Program

Measures for the Distinguished Achievement Program (for­merly called the Proposed Advanced High School Program) received final approval and a new name at the SBOE meeting in April. Students wishing to obtain an advanced high school transcript must successfully complete four out of the seven SBOE-approved advanced measures which districts may adopt. For additional information about this program contact the Division of Gifted and Talented at the Texas Education Agency at 5121463-9455.

Essential Elements Clarification Process Resumes

TAGT and other association members ofthe Curriculum Coa­lition have submitted to Commissioner Mike Moses a set of recommendations the Coalition is urging him to consider as he prepares to reSume work on clarifying the essential elements. One recommendation from the Coalition which pertains espe" cially to the gifted and talented and other special populations is - each writing team will include representation from special groups such as children with special learning needs (gifted and talented, special education, bilingna1lESL), students in early childhood programs, and children from diverse backgrounds. The Coalition has recommended to TEA staff working with the composition ofthe Essential Elements Clarification Teams that representation of these special groups should be in addition to content area specialists.

The Coalition has also communicated its support of a oomprer

hensive effort for the essential elements clarification process! including PK-12 and all content areas in the required curricu­lum! including all foundatign and enrichment subjects. (For laws pertaining to the required curriculum! including the foundation and enrichment curricula? see the new education code! Subchapter F. Curriculum! Programs, and Services, Chapter 28. Course. of Study; Advancement, Subchapter. A. Essential Knowledge and Skills.) lIfI1

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OU R EDITORIAL FOCUS Joyce Miller, Ph. D.

EFFECTIVE PRooRAMS AND PRACTICES FOR GIF'IED STUDENTS

Full·time classes for the gifted, pull-out programs, cluster grouping, mentor pro· grams, honors and advanced placement classes, acceleration, independent study, saturday enrichment classes, early admis­si(;m, li/emint;Lrs, foreign language., math contests, concurrent college enrallment, Bummer study programs, internships ...

~ we consider the K·12 continuum of services available to students in Texas schools j a plethora of options comes to mind j all ofwmch are unique and have elements which are quite effective especially when individual gifted stu· dents are concerned. A qualitative analysis of individual programs leads to the conclusion tha.t there are effective practices which are worthy of replica.tion.

Effective programs and practices for the gifted student are theoretically based on the Cogni~ tive Field Learning Theory. This theory places emphasis on the whole, the Gestalt, rather than small, more discrete pieces of lea.rning. Learning proceeds form the general- the big picture - to the specifics. Content in the gifted classrooUl is organized around big ideas, themes, issues, prOblems. Thinking pI'Ql;:esses involve drawing conclusions, arriving at gen­eralizations, looking for motives, causes, ana­lyzing, synthesizing, eva!uatingj makingcom~ pansonsj and contrast which are not readily apparent. Thinkingj insight, and intuition are emphasized. Students are intrinsically moti­vated when the Cognitive Field Theory is applied. Application of this theory in the selec­tion of curricular and instructional approaches leads to a learner who is a producer of ideas and prOducts rather than a consumer of that which has been created by someone else.

Effective programs for the gifted address the counselling and affective needs of all students. A strong counseling component is available and teachers purposefully address the affec­tive dimension of the curriculwn during daily classroom experiences. As students grow in the affective domain, they are able to function more adequately in an independent, self-di­rected, self-actua.lized way.

Effective services for the gifted provide flex­ible grouping arrangement for all students. There are all kinds of grouping opportunities which educators may use in providing the optimum learning environment for students, keeping in mind that groupings should not become permanent tracks for students. Groups can be fOITIled based on birthdays, eye color,

4

interestj ability ... The key is to remember to use vaned groupings. Effective services for the gifted include the use of adult mentors for all students. This approach can offer another option for pairing and grouping students. Mentorships can be used to facilitate moti'\I'a­tion a.nd personal growth for all students.

In providing services for the gifted student, wha.t other practices appear to be defensible and feasible? There is some concern that gifted students

j needs are provided for in some

classrooms and not in others. C. June Maker makes a strong case for the development and use of a Comprehensive Plan for Curriculum and Services to Gifted Students,;

" ... the existence Of a comprehensive plan has numerous advantages ... if the plan is fo1-lowedj the result is a connectedness in ser­Vices and curricula to meet the varied and changing needs of gifted students. The advantage for teachers is that they know what is expected of their teaching, as well as how the program in their classroom is ex­pected to fit,into the overall plan for a child's education .... For the administrator, a com­prehensive curricular framework is the tool needed to help facilitate the training; man­agement, and monitoring functions neces­sary to assure that the needs of gifted stu­dents are being met.n (Makerj 1993)

The use of Advocate Liaisons - teachers who volunteer their time to provide special assis­tance to regular classroom teachers in making provisions for the gifted students they serve­and the demonstration teaching model are ways for teachers to provide training for teach­erS and strengthen collaboration between teacheI'$. ThelSe sChoo1wide; collaborative pro­grams can be used to insure that teachers are provided regularj on~going training to accom­plish the goals outlined in the comprehensive plan. Itis also recommended that each school's instructional leader provide the necessary management at the classroom level to insure the implementation of the Comprehensive Plan (Maker, 1993).

Effective GtI' programs and practices address teacher selection and traini~g. All teachers are selected carefully and are provided on­going training in how to appropriately meet the needs of the gifted student. Modelingj observingj direct teachingj and opportunities to receive feedback help to insure that new information learned will be internalized and implemented in the classroom. Training for

those providing services for the gifted should be comprehensive. The competencies devel­oped by TAGT for the Awareness Certifi~ate serve as an example of those areas which should addreslSed in a comprehensive training program.

FinallYj effective programs for the gifted in­volve parents of,all students in an on-going, purposeful way. Parents can play an impor­ta.nt role in the planningj developmentj and implementation phases of programming for the gifted. Parents who are involved in the comprehensive training component of the pro­gram can provide invaluable assistance as claSlSrOOrti volunteers.

Effective programs, servicesj and practices for the gifted learner corne in all shapes and sixes. Seven effective practices which are basic to any effort to provide for the needs of the gifted have been addressed: 1. Develop programs and services for the

gifted student which are theoretically based on the Cognitive Field Learning Theory.

2. Begin with a frame of reference which addresses what the student can do and proceed by providing program and service options for that student. With this begin­ningj the results will be a dynamic set of programs services for all students.

3. Develop programs and services for the gifted which address the affective and coun­seling needs of students.

4. Address the principle of flexible grouping arrangementlS in progra.ms and services for students.

5. Strengthen collaborative efforts with all teachers by developing and implementing a Comprehensive Plan for Curriculum and Services to Gifted Students.

6. Select all teachers carefully and provide regu]arj on-going comprehensive training in gifted education principles and strate­gies.

7. Provide purposeful opportunities for all parentIS to become a.dvocates for gifted education.

Reference Maker. C. J\It;6. en/ital jiltU~8 il1.gi{led education: PI'Ogl'fJl"f1.8 for

the gift.3d tl) IY'gular C!a88I'OOm.I!. A\lQtin, TX; Pro·Ed, 1993.

Joyce Kyle Miller, Ph. D., is an associate professor at East Texas State University.

SUMMER 1995

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EFFECTIVE PROGRAMS

SELF-CONCEPT OF GIFTED STUDENTS

Susan Assoullne University of Iowa

SUMMER 1995

Nicholas Colangelo University of Iowa

Self-concept - everybody has one, and par­ents and teachers want to make sure that their children's self-concepts are positive.

Self-concept is associated with academic achieve­ment, school attitude, and general attitude about self and life. In fact, good self-conceptis so d.sirable a quality that a number of educational programs are either deemed successful or unsuccessful de­pending on how they affect a student's self-concept.

While there are differences in definitions, self-con­cept generally has to do with how individuals categorize and evaluate the vast information re­garding strengths and weaknesses they have about them.elve.. This information includes both one's own perceptions and the influence of the percep­tions of others.

Self.Concept and Giftedness

"Many researchers have concluded that self-con­cept plays an important role in developing and manifesting exceptional potential" (Friedman, 1992, p. 1). However, Friedman goes on to note that res.arch finding. among .chool-aged gifted chil­dren are contradictory. She attributes this in part to how self-concept is defined, design problems, and the types of curricular intervention •.

The relationship between self-concept and gifted­ness is complicated because of the fact that both giftedness and self-concept are complex concepts. Self-concept includes self-evaluations in specific domains, as well as in general. Giftedness is now regarded as being more comprehensive than previ­ous conceptions that focused on general intelli­gence.

Recent developments in self-concept research are reflecting these research issues, and are looking at how students at different grade levels evaluate themselves with respect to general self-concept as well as in specific domains.

How is self-concept measured?

There are many instruments available to measure a student's self-concept. At the Connie Belin and Jacqueline N. Blank International Center for Gifted Education and Talent Development, we use the Piers-Harris Children's Self Concept Scale (PHCSCS). This scale is appropriate for students in grades 3 through 12. Students answer either ye. or no to questions that are designed to measure how children and adolescents feel about themselves. High scores on the Piers-Harris suggest a positive self-evaluation, and low scores suggest a negative .elf-evaluation. The instrument has 80 items that measure general self-concept, as well as six specific domains: Behavior, Intellectual and School Status, Phy.ical Appearance and Attributes, Anxiety, Popu­larity, Happiness and Satisfaction. We chose this instrument because it is easily administered to groups of students, and it is useful in individual counseling settings.

How positive are the self­concepts of gifted students?

We completed a large study (Colangelo &As.ouline, 1994) of gifted student.' .elf-concepts using the Piers-Harris Children's Self-Concept Scale. The 558 gifted students in Our sample of elementary, junior-high, and high-school students were on cam­pus for summer precollege programs offered by the Belin-Blank Center. Analysis of the students' re­sponses indicated that they had positive self-con­cepts both generally and in the specific domains. The profile of the average for the boys and girls in our sample is found in Figure 1. We noticed inter­esting trends which are discussed below.

(See ASSOULlNE, p. 7)

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0>

i l"l :ll .... ~

Figure 1: Piers-Harris Children's Self-Concept Scale (PHCSCS) All Boys: 0 All Girls: 0

Behavior

100---

90---

80---

70---

60-

Intellectual & Physical Appearance School Status & Attributes Anxiety

Much Above Average

Above Average ~

50---' ------- ------------ -------------- ------------

40---

Popularity Happiness & Satisfaction Total Score

--------- r---//

-100

-90

--80

-70

---{iO

---------- -------. -50

---40

30---1 Below Average 1 -30

20---

10--- MuchBelaw Average

-20

-10

0---1 1-0

~ ~

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~Itt!dive I'rOJ..;r<lI11~

ASSOULlNE continued from page 5

1. From our sample, we see that the total scor. (s •• far right of the figure), which represents the gifted students' general self-concept, is much above average. The boys and girls in this .tudy had almost identical general s.lf­concept.

2. Looking at the specific domains of self-concept we ob­served that:

A. Behavior: High scores reflect a lack of behavior problems, and girls had higher scores than boys. When we looked at the scor.s of boys and girls by grade level, we observed that the elementary girls had the highest scores, and the high-school boys had the lowest .cores.

B. Intellectual and school status: All scores were high, suggesting that the gifted students have a positive and realistic assessm.nt of their intellec­tual abilities. Given the fact that the students in our sample were selected for special programs; this assessment appears to be realistic.

C. PhY8icaIAppearanceandAttribute.: The items in this domain focus on students! attitudes about their physical characteristics; leadershipl and the ability to express ideas. Low scores indicate a nega­tive assessment of body image and attractiveness to peers while high scores indicate a positive body imag.. Th.r. were no gender or grade level differ­ences in this domain. Although these scoree were on the high average side; they were considerably lower than .cor.s .arn.d on the B.havior and Int.ll.ctual and School Status scales.

D. Anxiety: This domain measures general emotional balance. Low scor.s indicat. high anxi.ty and feelings of isolation. Very low scores on Anxiety may indicate the need for therapy Or professional inter­vention. The score for the boys was much above av.rag., indicating that they are not troubled or anxious. The girls' score was average, but it was considerably lower than the boys. Additionally, when we looked at the girls' anxi.ty .cores by grade level, we discovered that the scores of elementary girls were no different than those of elementary boys (both much above average). However, injunior high, the girls' anxiety .cores dropped, and by high school the girls' anxiety SCOres were in the below average range. In other words; elementary girls are not anxiou., but high-school girls are quite anxious. Boys did not indicate high anxiety at any grade level.

SUMMER 1995

E. Popularity: This domain as ••••• s a child's p.rc.p­tion of his or her acceptance by classmates, being chosen for games, and the ability to make friends. High .cor •• indicat. social comp.t.nc. and acc.p­tance and low scores indicate shyness, inadequate interpersonal skills, and isolation. Of the six do­mains, this was r.lativ.ly the low.st on., although it was still within the average range. Boys and girls did not differ from each other in popularity. How­.v.r, wh.n looking at the scor •• of boy. and girls by grade, we saw differences. Junior-high boys evalu­ated themselves as much below average in this domain, and high-school girls .aw th.mselves as much below average in this domain.

F. Happin.ess and Satisfaction: The items in this domain tap a child's g.n.ral f •• ling ofb.ing happy and satisfaction of life. Responses to the items indicate, to some extent, how easy the child is to get along with. Th. gifted .tud.nts in our study ranked themselves towards the low end of the above aver­age range (according to Figure 1). A doser look by grade level indicated that elementary students had higher scores than high school students.

What are the practical implications of this information?

Overall, gifted students have positive general self-concepts, as well as positive self-concepts in the specific domains measured by the PHCSCS. How.v.r, it s •• ms as though the self-concept of gifted students changes throughout their school years. Elementary students start out with very high s.lf conc.pts, but in the high-.chool years, the self-concepts were lower. Perhaps the simplest and most accurate expla­nation for this finding is that with age and experience students become more differentiated. Also; students are more likely to have had n.gative .xp.ri.nc •• which would balance some of the positive perceptions of the elementary school years. Marsh (1990) reports similar findings on other m.asur •• ofs.lf-conc.pt, with g.n.ral populations of students.

The pattern of scores for the different domains ofthe PHCSCS varied. The unevenness,however, is probably an accurate perception of a gifted child's environment. Gifted students' highest assessment was in intellectual ability. Their lowe.t assessments were in selfwsatisfaction and interpersonal rela-

(See ASSOULINE. p. 8)

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AsSOULlNE continued from page 7

tiona with peers. There have been extensive discussions on gifted students having some difficulties with peers, and our work would support this as an area that should be addressed.

What about the lower .core. in .elf satisfaction and happi­ness? We believe these lower scores may reflect the tendency for gifted students to be more reflective about themselves and their lives, and thus be more aware of and prone to dissatisfactions.

Does the discrepancy between the gifted students' asse.s­ment of their intellectual self-concept and their social self­concept merit specific intervention? As a group, specific interventions are not called for because generally their intellectual and social self-concepts are high. However, educator. and parents may want to be aware that gifted high-school girls may be more vulnerable and feel more anxious and isolated than their male peers. The anxiety that may be felt by these girls could be masked by their "good" behavior,

PRESIDENT continued from page 2

Without an appropriate curriculuml even good teachers who work very hard may do the wrong things with these students. As Jim says, it cannot be just liregular curriculum on ste­roids/I it has to be morel Some programs that were effective five year. ago are losing effectiveness because they are still using llXlIll1l.x the same ·curriculum. There ha\'e been no ongOing projects to update and strengthen the curriculum. They haven't made .ure the gifted curriculum is changed as the regular curriculum changed. Those gifted programs are still just the program-down.the-hall.

The final ingredient in effective gifted programs is providing multiple options. If you ask gifted students at all levels what is important to them, they will tell you "choices." Contrary to popular belief! one size does not fit all gifted learners The difference. among gifted students require that we offer more than one option at all levels for programs to be effective Opportunities for choice need to be built into programs -

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Self-concept appears to be a powerful construct that is sensitive to time, experience, and other variables. Contin­ued study will inform uS on its role in the educational and personal lives of gifted students.

REFERENCES

ColBIi{(!!Ilo. N. & Assouline, s. A. (In press). Sslf-eoncsptofglftsd students: Patterns by self-concept domaIn, iI'ade level, lind ItInder, In M. W. Katzko & F, J, M(lnk, (Ed~). Nurturing tal~nt: Indi~idut;ll nlllld~ and 6!D{lial ability. Allen, Netherlllnds: Vlln Corcum.

tril!!dl'tll!!l'l, R. C. (1992). Zotbll'/I COnl.lIl.dtul'tI: EvaluatIve aspects of self-C()ncept In talented IndIvIduals. Quest, 3, 1-1\,

M\I,r~b> H. W. (1990). A TT\l,Iltidimljln~iQnljll, higt'llrchical model of self.concept: TheoreticlIll!I.nd empiriclIl jUlltificl!I.tiem. Educational P5ychoiOSY RttJl~w> i, 77-172.

Susan Assouline is the Associate Director and Nioholas Colangelo i8 the Director of The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development at the University of Iowa. iii

options such as independent study! acceleration, mentors hips! work/study programsl curriculum compactingl seminars! special schools, summer programs, Advanced Placement, International Baccalaureate! and duel enrollment. The key here is FLEXIBILITY as we addr ••• the specific needs of each student.

So remember TOO (teachers, curriculum, and options) when evaluating programs. Effective programming must be the responsibility of llil of us who are advocates of gifted educa­tion. Parents and administrators must be supportive and well informed for the big three to be in place and stay in place in our schools. Effective programs will diminish the number of gifted students who finish their thirteen years of schooling and say:

"All the time I ju.t .at there, Sat there

Waiting for something to happen." (Gifted Children Speak Out by James Delisle) ,;"

SUMMER 1995

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STUDENT MENTORS: LEARNING BY DOING

Debl Crawford Tyler ISO

Jud Parker Tyler ISO

8eth Fouse, Ph,D, University of Texas at Tyler

G'fted students often experience difficulties in finding heir "niche" in school and in life. Age-level peers and

mental peers are often not one and the same. Allowing students to teach younger students may help to alleviate some of these stumbling blocks. Students instructing younger chil­dren removes the self~consciousness that often occurs in presenting to age-level peers. Older students are expected to be smarter; how much smarter is really irrelevant. The lack. of tolerance with other students who do not understand as quickly or completely as the gifted can also be addressed in mixed-level interaction.

Gifted students should learn to look at the lessons learned from mentoring from the perspective of a younger learner. They must learn to share their knowledge by breaking it into smaller steps. Not only does this promote more empathetic interaction aod tolerance with others at a lower level, it also allows the gifted student to attain an even clearer grasp of the concept. (What better way to really learn something than to teach itl) Affective skills learned in these interactions can then be trans­ferred to relations with their age-level peers. Two such pro­grams currently operating in Tyler Independent School District have been successful in providing the above type. of experiences to gifted students. Brief summaries of the programs follow.

SCIENCE PLAYERS PROGRAM

Students have been used to teach younger students in the "Science Players" program. The Science Players is a group of 8-10 high school students who have worked together in develop­ing a science presentation for elementary students. The presen­tation includes a series of basic science experiments presented to the younger students in the format of a play or skit.

The main player or host is the puppet ~Sparky/t acting as the master-or-ceremonies. Sparky introduces some of his Johu Tyler High School friends and each friend individually "runs" a science experiment which demonstrates a scientific principle. The presenting student carries on a conversation with Sparky and the audience as the experiment is completed. Members of the audience are frequently called upon to participate in the demonstration. At the conclusion of each experiment t the player e"plains the principle behind the experiment.

The title ofthe play is "A Slab of Lab." The high school student. wrote the play, chose their experiments, and developed the explanation for the experiments. Safety precautions are stressed throughout the presentation. At the conclusion of the presen­tation, each classroom teacher present is given a student-

SUMMER 1995

developed booklet containing 25 easy-to-perform experiments with a materials list, procedure, and explanation for each.

ScmNCE BY FAX

"Science by Fax!! is a program that centers around the middle school student. This program allows them to interact by fax with both younger aod older students. The pilot program was so successful that it was funded as one of Toyota's Tapestry programs for the 1994-95 school year. Presented with an open­ended question to solve aod a box of equipment, gifted middle school students must figure out howto use the materials to solve the problem. After planning their approach to the problem, the middle-school students fax their plans to high-school students for review; the high-school students fax back evaluations. Once the middle-school students receive review comments by their high-school mentors, they complete the experiment, record and interpret their date, and fax back their conclusions. In this last transaction! the middle-school students can determine if they are able to clearly communicate to others what they are doing. After gifted middle-school students have had practice with this type of problem, they are ready to prepare to act as mentors to elementary-school students who begin to work on the problems presented in the ,jboxes."

Science talent! as any blossoming strength of the young person, must be nurtured in order to thrive. Fragile adolescents unsure of their abilities in new fields may be encouraged or discouraged through their early experiences. The Science Players Program and Science by Fax allows students to develop both divergent and convergent science processing. Students' thought pro­cesses diverge through the need to learn concepts both horizon­tally and vertically in order to teach them. They use convergent skills, particularly when faxing, as they broaden a single statement into an experiment. The "magic show" science which entice. young students often lacks, explanation of the funda­mentals and principals of the activity. This may leave students feeling that science is mystical aod unattainable. However, as students breok through the "magic" phase in order to teach concepts to younger students! they gain confidence in their abilities aod talents in the field of science. Such positive experiences in the early development of science talents may be the very thing which allows a student the confidence to further explore their own special talents.

REFERENCES

Schmjtz, C.C., l Ol1lhraith, J. (1985). Managing /h~ Social and Emo/ianal Nud~ of /h~ Gifl~. Minneapaliil. MN: FreE! Spirit Publlehlng Inc.

TAPESTRY-Toyota'e Appreciation ProiI'9.m for E7Ic~lJijnCIjI tQ SciljlncljI Teachcr. R~aching Ylluth; NSTAII'APESTRY, 1840 Wil~Qn Boulevard, Arlingtlltl. VA. 22201-3000.

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Do You NEED EXTRA MONEY?

Kay LaBald, San Angelo

Read on! Did you ever wish for money to support a pet project in your classroom? Did you ever wish someOne would ~paij you to attend an in-service

workshop? Wishful thinking? Maybe not, How does an extra $1,000 sound? Perhaps you could put $20,000 to good use! No, this is not a pipe dream, Others have received such grant awardS i why not gifted and talented teachers or coordinators?

In a time of budget cuts and cost reductions, finding funds for gifted and talented activities can be difficult. Many teacher. u.e their own money to fund extras in their classroom, This is a hardship most teachers can ill afford, Finding the funds not only becomes a challenge, but an economic necessity, Additional funds can make the dif· ference between quality programs that empower the teacher and programs that depend on the system, This is not to say that only money can determine the quality of a program, But seed money can determine if the program or an innovative option gets implemented.

According to Patsy Pye, "Educators of today are searching for innovative programs that enhance student learning and achievement." Ms. Pye is an elementary school principal of a nationally-recognized school and she wrote the forward of a handbook called Grant Writing for Teach­ers by Dr, Linda Karges-Bone. The workbook'. premi.e is Ilif you can write a lesson plan, you can write a grant. Ii This handbook is a reference guide because it is one of the few books targeting teachers as grant proposal writers.

Most grant applications are written in simple English and request specific information. Personally, I use The Grantsmanship Center's Proposal Checkli8t as my main resource when preparing grant proposals. It i. divided into nine headings.

Each ofthe.e headings i. broken down into specific action step •. For example, under Introduction! Background, the action steps include:

• Establishes who is applying for funds.

• Expresse. applicant agency'. purpose/goals.

• Describes applicant's programs and activities.

• Describes clients and constituents.

• Provides evidence of accomplishments.

• Provides evidence of reliability, credibility.

10

Finding the resources to fund special projects is not really difficult. The proposal writing itseif is time consuming, but isn't much different than preparing a detailed lesson plan. Before you can write the grant proposal, you need to do your homework. The writing it.elf is probably the easiest part; that is, next to cashing the check. The thoroughness in which the application is prepared deter­mines the success rate of funds awarded. If the awarding foundation asks for specific information, there is a reason for them asking. Taking shortcuts only limits your chances for the award offunds.

The worst thing that can happen when you seek funds is that you spent some time and you were told NO! That's not so bad because grant seekers know that every "no' get. them closer to a "yes." Besides, you usually can reapply at a later date. The main thing to remember is that if you have an idea, chance. are good that there are funding resources available to change that idea into reality,

The question most asked is, "How do you find a funding source?" Firstl you need an idea. Usually, if you can offer a solution to a problem, you can find the funding to implement it. Second, you start gathering information. Finding a funding source will take research time. The trick is knowing where to go to do the re.earch. Librarie. are a good place to start because they carry Foundation Directories. Some cities, San Antonio for example, have a Funding Information Center_ After awhile I you begin to develop your own network for information gathering.

Looking around your own community there may be hidden resources. Children's museums are a rich resource that are often overlooked. Many of these museums offer pro­grams, lessons, and hands-on interaction with their exhib­its. This could be an ideal collaborative resource for your school or classroom. Gifted and talented teachers could write grant proposals centered around the good old "field tripll to a museum. Just imagine a proposal that extends and builds on your .chool curriculum, Gifted and talented students might work as apprentices or guides or docents at your local museum. Or maybe you could develop curricu" lum materials or classroom kits centered around a particular exhibit.

Teacher in-service workshops make good proposal mate­riaL For example, teachers can become the students as they explore the many resources of the museum and learn

(See LaBOID, p, 11)

SUMMER 1995

LABOID continued from page 10

how to relate those resources to academic projects. Per­haps your museum has a lending library Or curriculum materials. IfYOil donlt have a children's museum, why not consider a proposal for making one classroom in your school a replica of a children's muSeum. A new elementary school in Grenada, Mississippi, placed a museum on cam­pus. This concept opens untapped possibilities.

The Association of American University Women (AAUW) Foundation's Research and Project Community Action Grants fund proposals from $500 to $5,000. Applications are available in August. This particular grant is available to individnal women who are U.S. citizens or permanent residents and hold a bachelor's degree. Another funding opportunity is their Eleanor Roosevelt Teacher Fellow­ship. Th. fellowships help enrich classroom teaching, encourage professional development, and broaden educa­tional opportunities for women and girls, particularly in the areas of math, science, and technology. The funding range for this one is from $1,000 to $10,000. There is also a Career Development Grant available for women who are in the early stages of academic studies in order to re-enter the work force, change careers, or advance their current careerS. The funding range for this one is $1,000 to $5,000.

If you want to apply for Federal and State funding, then start with your legislators' offices. In my district, I called Denise Bloomquist, District Manager for my State Repre­sentative, Robert JuneU. Bloomquist told me that anyone can write a grant proposal. She said there is no real need to hire a grant writer unless your school district has lots of money to spend. She was emphatic that there is plenty of free assistance available and not to hesitate to call on your district's senate or representative offices.

Here is another example of a government partnership, What do spiders, bats, andjavelinas have in common? Not too much unless they are part of a science program called Familiar Strangers, Creatures of the Concho Valley. The program benefib third-grade students by taking advan­tage of a hands-on approach to nature. This West Texas environmental educational curriculum was funded in part with a grant from the United Stat.s Fish and Wildlife Service, Department of the Interior. San Angelo ISD third graders take a field trip to the Nature Center after they start studying Familiar Strangers curriculum.

Your city may have a cultural affairs council. These councils often receive state and federal funding for local visual and performing arts programs. The San Angelo

SUMMER 1995

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Civic Ballet tapped into similar funds in order to provide second graders the opportunity to experience ballet through a lecture and demonstration seri.s. The students were introduced to ballet as an art form. They took field trips to the historic Cactus Hotel's beautiful crystal ballroom to watch dance demonstrations. An extension of this type of program for G/T children could center around intensive independent studies of the children in Russiais Bolshoi ballet, study of ballet history and the French language it inherited, and study of anatomy and the muscle structure and strength required of dancers.

Do any of the.e projects sound like something your school district would be interested in pursuing? Or do the.e projects trigger a spark of enthusiasm for a program or project that has been lingering in your mind? The rewards for a successful proposal are twofold. First, you get to see your idea for a project or program come to fruition. Sec­ond, the funding part it.elfis motivation for many educa­tors, especially in a time when many teachers spend their own money for necessities such as paper and resource materials.

REFERENCES Ameriun Associlltion otUnivenity Women (1992). WritillS' a grant propo,a[ that work~. AAUW

Leader I~ Action, Spring Ht92, 9-16.

American Association of University Women (MUS) Foundation Infonnationi cElli the Customer Sfilt'Vi~fiI Cfiln~r lit (al~) aa7.1716 fQr IIppliclltiQna for: Elellnor RaQ~evlllt TfillI~hfilr fellow~hipi Cllreer Development rellowihip; 1tellellrch & PrOje~t Community Action Grllnt Or write: Customer Service Center, AATJW Educational Foundation OffiCfl, 2201 N. Dodge St~et, Iowa City, IA 112248-4030.

Funding Infl;lrInl1tit;m Q2nt,r, P O. Box 15070, SlIn Antonio, TX 7821~MI270, (21) 227.4aa3.

Th~ Grartt~Ji'janahip CenUit. Ttll.iI'ling Depattiil.el'lt. P. O. Bolt. 17220, Loa Angi!\ell.. CA 90017, (BOO) 421-9!i12.

The Grlmt~mRn8hip Cfilllwr, P\lh\i~tion lnfl;lrmll.tion, (213) 462·~S60.

Kargel_Bone, Lindll (1994). Grant writing for teachen. Cllrthage.IL: Good Apple.

Kargee-Bone, Linda (199!i). Elitiem and your gifted child. ChaUen,ge, 68,12-14.

O'Neil, John (1994). St:hoo\J> tap into power of ml,l~l,lmJ>. ASO Updf;lt~, 36 (2), 1, 4-11.

U. S. Fi.hllnd WildlifeServicel, Depllrtmentotthe Interior, IB49C. Street, Wllihington, DC 20240, (202) 208-4416. FAX (202) 2OB-4473.

U. S. Fish lind Wildlife ServicJ>s, Department of the Interior, Reiiona\ Office, P. O. Box 1306, Albl,lqUljlrquII:, NM S710a, (50S) 766.2a21, FAX (50S) 766.22B9.

Kay LaBold is a free lance writer and a successful grant proposal writer. She often acts as a consultant to non­profit organizations pursuing grant funds. This is the first part of a two-part article. The second part will guide you through the proposal writing process for a fictitious mentoring project.

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JOHNSEN continued from page 1

easily be met by having one g .. oup of identified gifted students at each grade level who are together once a week for 50 minutes and complete a ~dn8'le set of teacher~ designed activities, A gifted learner wbo doesn't necessar­ily "fit" the structured program is either not identified or never becomes engaged and interested in the learning process, The established, school board-approved program is delivered to all of the identified gifted and talented children in a set way at a set time, Therefore some schools may be unintentionally creating programs more than p .. ogramming for gifted students,

What are the characteristics of effective programming? Effective programming adapts to the differences of each gifted and talented lea .. ner, It is therefore dy­namic and contains many components. For example, one gifted youngster interested in "black holes!! may pursue this topic in-depth with a mentor while another may be accelerating in math three or four grade levels beyond his or her current agemates. In the same district, another gifted learner may be interested in community action projects through Future Problem Solving while another may be interested in hands-on problem solving for the Odyssey of the Mind competition. The districes "'program!! includes independent study, acceleration, competitions) mentors, and many other components that adapt to the interests of individual students. Effective programming consequently focuses on the individual, not the group.

Effective programming is also continuous from kindergar­ten through high school and involves the gifted student in meaningful learning throughout the day. For example! a gifted learner interested in science might be planning an outdoor learning environment at the school with other gifted students! sharing this knowledge with a mentor via e-mail, and reading about and designing prototypes of biosphere habitats within the regular cla .... oom, Since most gifted students spend the majority of their school day in a regular classroom) effective programming only occurs when activities in al1 settings are complementary and match the gifted studenes talents and interests.

Effective programs for gifted and talented students there­fore share these common characteristics: 1. They are dynamiC! not static,

2. They adapt to individual differences! not just to the group,

3. They have many components! not just one "program.!!

4. They are continuous from kindergarten through high school, not intermittent,

5, They provide complementary, not disconnected, ac­tivities in both regular and gifted da~srooms.

12

Effective individual programming will require the col~ laboration of both regular and gifted educators, However, the kinds of col1aboration changes needed to ensure qual­ity programming for each individual gifted student are not easy tasks. If they were, then more activities in the regular classroom would be differentiated for gifted stu­dents. For example! the National Research Center for Gifted and Talented has found that 84 percent of activities in the regular classroom are essentially the same for all students (Westberg, Archambault, Dobyns, Salvin,1992), For this reason Baylor University! Texas A & M Univer­sity, and six Texas school districts are involved in a U.S. Department of Education Javits Grant that focuses on teaching regular classroom teachers how to adapt to gifted learners in their classrooms (Johnsen! Haensly! and Ryser! 1993),

Through research and observations of regular classrooms, we initially learned that adapting to differences requires flexibility in instructional practices, These practice. re­late to what is learned (content), how it is learned (pref­erence)) when it is learned (rate)! and where it is learned (envi .. onment), We also discovered that teachers need to learn how to organize their classrooms so that (1) the content adapts to each studenes interest and ability, (2) the activities adapt to each learner's preference, (3) the amount of time adapts to individual .. ates oflearning and provides for acceleration or in-depth study! and (4) the environment adapts to movement within and outside the immediate classroom and facilitates interactions among students - particularly those who are gifted,

Knowing that change was difficult! we designed an eight­day professional development sequence that modeled the instructional practices a teacher might vary to address learner differences among the gifted and talented popula­tion, We felt that if teachers could personally experience effective individual programming, they would more likely want to adapt to individual differences in their own class­rooms. Through a series offour different simulations! the teachers initially became familiar with the different feel­ings a learner might experience when all the activities are the same, when time is fixed! when forced into a group­paced setting, and when the activities match individual interests and abilities, As one teacher described the training! "I was frustrated and bored when I had to do something I already knew", I like to choose and organize my own learning", I thought I was doing the right thing by having everything so organized for them [the students in her classrooml."

(See JOHNSEN, p, 14)

SUMMER 1995

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FIGURE 1

Classroom Instructional Practices

CONTENT

RATE

Do I include activities that are more challenging?

Do I use learning contracts that allow for acceleration?

Do I organize the curriculum around topics? literature? themes? issues? problems?

Do I match the content to student interest?

Do I ask more complex questions?

Do I include creative and critical-thinking strategies?

Do I include the strategies of problem solving? independent study? research?

Are research strategies authentic to the methods of the discipline?

Do I include authentic products?

Do I interrelate activities across teachers and learning environments?

Do the learners choose the number oftasks they need to learn the content?

Do I allow early finishers to do other activities?

Do I use pre-tests to find out what students already know?

Do I use post-tests to determine if a student has learned the content?

Are the pre· or post. test. performance·based? authentic?

Based on the pre- or post-test, do I allow students to accelerate? to do enrichment activities? to do independent study?

Are the student. flexibly grouped according to what they need to learn? by interests?

F'REFER.ENCE Do I correlate activities to specific concepts, generalizations, strategies?

Do I u.e activities that vary response modes (oral, kinesthetic, written, verbal)?

Do I use activities that vary formats (tapes, videos, games, role play, simulation, books, computer software, discussion, films, etc.)

Do I let .tudents select different activities to learn the same content?

Do I let students select different activities to learn different content?

Do I make activities self.directing and self.checking?

ENVIRONMENT

Do I encourage students to interact with one another when learning?

Do I interact with the students with positive, encouraging statements the majority of the time?

Do I have interest areas in the classroom that students may use when they finish their work?

Do I have learning centers in the ciassroom that students may create or use when they are learning new content?

Do I have learning centers outside of the classroom that students may create or use when they are learning new content?

Do I use technology to connect my students to mentors and others students outside my classroom?

SUMMER 1995 13

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JOHNSEN con.tin.ued from page 12

To implement changes in their regular or gifted class­rooms! the teachers next selected goals for changing their classroom in one or more of the learner difference a.reas ~ content, rate, preference, and environment. Their per­sonal goals were based upon their current instructional practices and included the areas shown in Figure 1.

changes. Correlated to each of the units shown in Figure 2 were problem~solving activities, direct instruction, in­teractions! role playing, self instruction, a showcase of ideas from other teachers, games, videos, tapes, computer options, art activities, and special events.

After selecting one or more of these goals, the teachers next chose the units that would help thero make these

For example, one resource teacher for the gifted and talented decided to implement an interdisciplinary unit with her students while another teacher in her district

14

FIGURE 2

Mustard Seed Project Units

Unit 1:

Unit 2:

Unit 3:

Unit 4:

Unit 5:

Unit 6a:

Unit 6b:

Unit 7:

Unit 8:

Unit 9:

Adapting to Learner Differences

Organizing Curriculum for Learner Differences

Authentic Assessment

Managing the Learning Environment: Room Arrangement, Materials, Record Keeping, Scheduling

Instructional Strategies: Questioning, Creative Problem Solving, Independent Study

Teacher as Facilitator

Steps in Setting Up an Accelerated Program

Mentoring, Collaboration, Peer Coaching

Community, Technical, and Systems Support

Change

chose to develop an accelerated math pro­gram in the regular classroom. In both cases, gifted children were allowed to .elect content and activities within a time frame that matched their interests and abilities. The teachers were programming for indi­vidual gifted students in both the gifted and the regular classroom settings.

The changes necessary to build effective programs for gifted learners take time and support. The described professional devel­opment activities are only one part of the process necessary for transforming class­room instructional practices. The Mustard Seed Project also provides follow-through by training and establishing principal and community support groups, developing mentoring strategies among the project teachersl initiating computer networks among school sites, and weekly staff con­tacts. In all cases, at the center of effective programs are effective teachers. With their commitment and their willingness to adapt to individual differences, their classrooms will become dynamic, challenging, and multi-faceted. They will make a difference in the lives of their gifted students.

No bubble is so iridescent or floats longer than that blown by the successful teacher.

Sir William Osler Life of Sir William Osler (1905)

REFERENCES Westberi, K, L" Af'l:hQrnbQ\llt, Jr" F. x" Oobyn~, S.M., SlIivin, T. J. (1993).

The cil1l1room prllcticel ob~ervlltion Itudy. Journal /or Ihf! Educa/iim of/he Gi{tf!d.16 (2),120-146.

Johnsen, S" Haensly, p" & Ryser, 0, (1994), Mustard 8~ed P1'QjQct. Orllnt ellppor\:l:ld by thfil Offi~fiI (If Ed\l~lItiQnlli Ri!.cl1rch lind Improvement, U.S. Depllrtment of tdutl!ltiurt. Grant Nu. R206A3010!l-9.t,

SUMMER 1995

WHAT MAKEs HSPVA TICK?

Annette Watson, High School for the Performing and Visual Arts

The High School for the Performing and Visual Arts (HSPV A) in Hous­ton has a 24-year history of aca­

demic and artistic accomplishment. What makes such a successful school work year after year? Much research has been produced on effective schools, and the accomplishments of HSPV A frequently supports the reseanh. Having been asso­ciated with HSPV A in some capacity throughout its 24-year history and serv­ing as principal for the past seven years, I have observed those elements which make it work.

When on_ di •• ect. the structure of HSPVA, certain components that facili­tate our effective performance become

model for schools in the nineties. Ruth Denney, who became the first principal of HSPV A in 1971, was charged with de­signing a special school for the arts. She pulled together people from all over the city! state, and, in some cases, out-of­state. This collective group of artists, performers, educators, and citizens agreed on a motto which is still used, "Education is an adventure in trust." For this motto to work, the faculty, students, parents, and conununity must work in a coopera­tive spirit, each shouldering individual responsibility with mutual respect undergirding the whole endeavor.

The school is divided into department. which exercise control over their indi-

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Students are held to a high standard when it comes to behavior. Creativity cannot happen in chaos. Students' re­spect for themselves and others is con­stantly reinforced by teachers and staff. Before enrolling atHSPV A, student. must sign an entrance agreement specifying artistiel academic! and social expecta­tions. Consequences for failure to meet those expectations are clearly stated. The faculty doe. not buy into the myth that individuality and social structure. mu.t conflict. Students are helped to under­stand that structure provides the free­dom to use one's imaginations l intellect! and energy. Self discipline and motiva­tion must be developed for anyone hoping to succeed in the arts. evident. Those componentB are: a ~ ____________________ .....

diverse student population; a About HSPVA... ., Teachers clearly communicate knowledgeable and caring faculty their goals, expectations, and

_'" d d ak The High School for the Performing and Visual Arts, founded in d and shl..1l; share ecision m - 1971, is a co-educational college preparatory public school in the standards to the students an ing; common goals; special focus; Houston ISD. Having the achievement of artistic and academic parents through open house curriculum relevancy; clearly com- e;a;cellence as its primary gOdl, the school also fost@rsthedevelop- meetings, written materials, munica.ted, high expectationsj in- mentofindividual, intellectual, social, and physical growth. HSPVA progressreports

i individual con-

dividual responsibility for actions has an enrollment of 700 'tudents in grade, 9-12, sultations, student handbooks, (faculty, administration, and stu- One hundred percent of the students graduate with 97 percent and daily instruction. Most Un-dents); a feeling of community; going on to colleges, universities, or specialized schools In th@arts. portantly! no student is allowed

Some students go directly into dance companies and into the and an atmosphere of trust and performing arts. Houston ISD student$, are r'eql.lir'ed to earn 24 to become lost in the shadows safety. cr@dlts for graduatloni at HSPVA, students earn between .28 and because of shyness. Teachers

32 credits to graduate. Beginning in the 1995-96 ~chool year, all and stafi'notice when something There i. a commOn myth that all students will earn 32 credits. is not quite right with a .tudent. .tudent.attendingspecialschools "--------------------,, Communication between teach­such as HSPVA go to the school fully vidual curriculum areas. Curriculum ers, parents, and staffis the key to provid­prepared, academically able, socially pol- decisions are not made from the top down. ing tutorials, resource., and counseling ished, and artistically gifted. Aside from They are made by the teachers with input to those students demonstrating need. A being artistically gifted, nothing could be from parents, educators, and community. sense of community and family is devel­further from the truth. Our students The curriculum is organic and in a con- oped over the four years students attend represent every element of society and stant state of flux based on student and HSPVA. Warmth, openness, sharing, bring all ofth_problem. with them that societal needs, but the underlying themes and sensitivity characterize the interac­a large urban society spawns. The key to remain the same - artistic and academic tion between students, faculty, and com­the success of such diversity at HSPVA focus. This fluidity produces a problem munity. lies in the dedication and preparation of for people who call and want to purchase the faculty and staffin meeting the needs or be given a bound, detailed curriculum. of those studente and in the fact that It doesn't exist except in the hundreds of students make the choice to attend /iledrawerscontainingdepartmentaland HSPVA after a rigorous round of teacher materials and in the interaclions auditions.

The school used shared decision making long before shared decision making! or site-based management, became the

SUMMER 1995

between faculty, students, and adminis­tration. General course descriptions can be given, but the ouly way to get a full picture of what happens in the school is to spend time observing and tallting with teachers, students, guest artists, and staff.

While there is no such thing as a perfect school, HSPV A strives to be the best we can. Knowing there will always be a gap between what one wants to be and what one is, the faculty and staff consistently work to improve. Such efforts have been rewarded. HSPV A does indeed tick and ticks very well. ','t",', .' .,

15

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PROFILES OF THE GIFTED

A GIFTED GIRL: MICHELLE EHRLICH

Janet Slaughter, Perryton ISD

While the media floods us with stories of crime, domestic problems, natural disasters, costly health reform, and political unrest, we find ourselves wondering why we fail to adequately recognize all that is good with American society. Educational leaders in Texas have made strides in their attempts to equip our future generations with the means to resolve some of these complex situations. Specifically, the mandate which requires school districts in Texas to provide challenging curriculum has assisted us in meeting the needs of those talented individuals who need to go beyond the traditional classroom.

As we examine where we are in education~ we must constantly strive to project goals for the future. Often, however, we forget about the ones who will be respon­sible for positively influencing our country. Students like Michelle Ehrlich constantly search for solutions to real problems. She remains knowedgeable of the world around her in an effort to make not only her future, but that of others as well, more promising.

Michelle is a vivacious student at Perryton High School. At birth, her future seemed dimmed by a medical condition known as hydrocephalus, which has required nu­merous surgeries and long periods of recuperation. However, Michelle has not allowed this aspect of her life to hamper her efforts to excel.

Michelle's giftedness was obvious at an early age. She set high-level goals and ambitions for herself. Even when oth­ers told Michelle she "couldn't do it," she persevered and proved that she could. This determination still drives her today to become more than many thought possible.

After Michelle's promotion to third grade, she was identified for the local gifted and talented program, Creative Abilities Program (CAP). She loved mathematics and engaged in numer­ous contests including regional MathLeague, UIL competitions, and

16

state-level Mathcounts. As a seventh grader, Michelle qualified to participate in the Talent Identification Pro­gram through Duke University. For her achievement on the SAT, she was invited to participate in the "Grand Recognition" ceremony at Duke University.

Duringthe summer after her seventh-grade year, amidst two unexpected surgeries, Michelle attended the ACES program at Texas Woman's University, She was recog­nized as best overall student in microbiology and best overall student in probability and statistics, She then attended the SOAR program, now called the Intensive Math Institute (lMI), at The University of North Texas in Denton, She studied high-school geometry that sum­mer, Algebra II the next, and pre-calculus in 1995.

Michelle's staunch determination and her undying de­sire to always know more is indicative of her winning spirit, She is a happy young lady who goes out of her way to help others, young and old. Her sensitivity and her sense of humor belie the seriousness of her ambitions. Herintuitive leadership ability commands the respect of

others, Michelle's knowledge and its application to daily routines in­spires classmates to set high goals for themselves regardless of their talents. She has taught many fel­low students and adults the impor­tance of recognizing their abilities and sharing them with others.

It is no secret what Michelle re­gards as most important in her fu­ture, "I want to make adiff'erence in the world, I want to save people's lives in the field of science." Her long-range plan is to become a pedi­atric neurosurgeon. Her immedi­ate goal is to apply to the Texas Academy of Mathematics and Sci­ence at the University of North Texas during her junior year in high school. For those of us who know Michelle, we have no doubt she will do these things and much more,

SUMMER 1995

THE BOOK SHELF

Smart Girls Two

By Dr. Barbara Kerr Ohio P,y<hology P", .. , 1994

Review([!d by Tr;Lmmi~ Jame8, Allen ISD

As a tea.eher of the gifted and talented, I am always looking for literature about gifted children and gifted education. The topic of gifted women and their seemingly consistent underachievement in comparison to gifted men has intrigued me and caused me great concern. In 1985, Dr. Barbara Kerr wrote Smart Girls, Gifted Women, focusing on the livea of gifted women and the counseling of gifted girls. This landmark book exposed an issue that had been widely ignored before. The book introduced the barriers to achieve­ment bright wOmen often encounter and of" fered guidelines for pa.tents and educators of gifted girls. This initial book was inspired by Dr. Kerr's experiences attending her magnet high schoors lO-year reunion. She noticed many women there ha.d failed to achieve the vast potential that they had demonstrated in the Accelerated Learning Program.

Dr, Kerr has published a new book, Smart Girls Two, Smart Girls Two revisits these same issues while $haring some of her 20-year follow-up study. Thi$ review provides new insights on gifted girls, cultural influ­ences on minority-gifted girls, and guidelines for developing successful programs for gifted girls.

Smart Girls Two begins with Kerr's initial study, but moves forward to cover the next 10 yeaI'l;j of these women's lives, Dr, Kerr at­tempts to answer, '"Why had these gifted girls, having received such a high quality education and being born in an era when women were beginning to be given great opportunities through the women's move­ments, not become the leaders they were e:ll;pected to become?" The second decade of these women's lives brought many changes to our sOciety and to the women as well. The patterns of adjustment and vocational devel­opment changed dramatically The follow-up study suggests that for these women, choices made in adolescence created clear limits to reaching their full potential.

Smart Girls Two includes new research in­volving gifted girls and Howard Gardner's Theory of Multiple Intelligences. While 45 percent of the work force are women, only recently have we attempted to understand the unique patterns of women's careers. A girl's gifts a.nd talents impact the way she views her identity and ultimately her career. The new data also reveals that both external and internal barriers to achievement are still

SUMMER 1995

present. The recent women's movement has increased awareness and decreased the ef­fects of external barriers on women's success. It is the interna.l barriers that are keeping our new generation of women from reaching their potential.

In a society that is becoming increasingly diverse, it is also important to understand our special minority populations and the implications they have to our educational sY$tem. Kerr shares current research on minority students with an eInphasis on the minority gifted female and how we can better assess and serve them in gifted program$, Guidelines are given for establishing paths for the minority female to follow to achieve her goals, while still maintaining her cul­turalloyalty,

While Smart Girls, Gifted Women ga.ve groundbreaking guidelines to parents, tea.ch­ers, and counselors of bright girls to foster growth and encourage personal and profes~ $ional excellence, Smart Girl8 Two extends the guidelines to administrators, program coordinators, and teachers to U$e when devel­oping a.nd designing effective programs. Both books give guidelines that a.re specific and span development from preschool to post­graduate school.

As educators, we must continue to recognize, foster, and guide our gifted girls to under­stand and develop their potential, Successful programs mU$t contain procedures to iden­tify gifted girls, to nurture them, to love them, to guide them) and to make room for them. Overall, Smart Girls Two stands alone from the origina.l Smart Girls, Gifted Women and brings us up-to-date on this critically important societal issue,

SOlJUi of My Best Friends are Book.: Guiding Gifted Readers from Pre­School to High School

B;V Ju<iith Wynn Hal.ted Oh,o P.ych%!IY Pre •• , 1994

RetJiewed by Karen Fitzgerald, Spring Branch ISD

Books are important sources for promoting the intellectual and emotional development of gifted children. This book i$ a guide for par­ents) teachers, librarians, andcounselol"$ who wish to promote intellectual and emotional development with gifted children. It outlines the reasons books are so important to gifted and capable students. Halsted's original book was first published in 1988 under the title, Guidine Gifted Readers, This revised edition is enlarged into three parts with a bibliogra­phy listing more th.n 300 books for gif\od students to el'\joy.

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Halsted concedes than an adequate definition of giftedness is elusive, 80 she addresses baok$ for both gifted ,tudents and highly-capable readers. One goal for this book was to make the bookmore meaningful toparents. Halsted's other 'goal was to broaden the target group of young readers to include formally-identified gifted students and those not yet identified. Any adult that works with literature and bright studente will find Halsted's book ex~ tromely helpful.

Hal$ted'$ book has three parts and is divided into eight chapters. The annotated bibliogra­phy is divided according to school a.ges: pre­school, early elementary, upper elementary, middle, and senior high students. Complete indexes will assist readers because they list books by subjects, authors, titles, and catego­ries.

Part one, "TheChlldren,"presentsinformation on the emotional, intellectual, and develop­mental needs of high ability children, For example, pre$chooler$ need to develop a posi­tive self-concept and grow toward a strong sense of self. In the early grades of elementary school, such youngsters begin to under$tend that people have different levels of abilities, and they must learn to va.lue abilities that differ from their own.

Part two, liThe Process/' presents information about book discussions, typical reading pat­terns, and the need for reading guidance. 'The chapter on de'\l'elopmental bibliotherapy tells about facilitated discussion with individuals or with grou.ps. Bibliotherapy is "'a proceS$ of dynamic interaction between the personality of the reader and the literature - interaction which may be utilized for personality 8ssess­ment, a(ljustment, and growth." Parents will find the chapter on parent school volunteers uSing boOk diScussion for intellectual develop~ m.ent helpful and interesting.

Part three, jjThe Books, It discusses selecting challenging books. This section helps adults to identify books that not only are good litera~ ture, but also appeal to gifted readers. All types of literature are discussed from fiction and nonfiction to biography, poetry, and fan­t.sy. In ths listing of OVer 300 books. adults will fInd the author, illU1;ltrator, title, pub­lisher, and copyright date. A complete de­scription of the story line of each book fallows with the reasons for its recommendation.

Halsted's book isone all parents and educators should add to their reference book collection. It provide, background knowledge of gifted children, book discussion techniques, and the intelleetuel end emotional benefits of children's literature, plus a. complete, annotated bibliography.

17

TAGT SPREADSHEET

1994 TAGT GRANTS FOR EXCELLENCE REPORT

Donna Davis, recipient of the 1994 TAGT Laura Allard Grants for Excellence Award, teaches second grade gifted and talented students at Joshua Elementary School in Joshua Independent School District, Ms. Davis recently wrote to TAGT to share her success with "The Mini Fair/' her awarduwinning project.

I am very pleased with the results of~'The Mini Fair.'1 The project began January 23 and ended on January 3l. I selected experiments I felt were appropriate, and then the students chose the experiment they wanted to do. There were ten groups with two students each and one group with three students. My goals were to: 1. teach the scientific method, 2. have fun experimenting, and 3. show that science is not constant, but always changing as new information is acquired. I feel the students have a better understanding of how science works in nature. New vocabulary terms such as capillary action, gravity, molecules, fulcrum, barometer, density, and static electricity were used during their presen­tations. All work on their display boards was their own. "The Mini Fair!! was presented three times on January 31.

THE GIFTED "NET" Teachers and parents interested in discussing giftedness or talent with other parents! teachers! professors! and inter­ested parties can join on-line: discussion groups. There are several Internet groups whose focus is gifted education. These electronic bulletin boards enable people with common interests to post notices! ask questions! learn about new developments) carryon discussions with others! or just listen. At least two groups exist related to gifted education: "giftednet-l" and "tag-l." They are likely to have ideas and questions related to policy! specific needs or problems of students, curriculum discussions, philosophic debate, or sup­port for families with gifted children and youth. There is no cost to belong to these groups. You will receive postings when ever someone sends a message to the bulletin board. You can just read it or you can join the discussion by replying. To join these groups you will need access to e-mail (various on-line services are available as well as the Iltenef! system for teachers in Texas), You first send a message to an address where the bulletin board is located. The steps involved in Signing up for "giftednet-l" are: 1) Send an e-mail message to this address:

Iistserver@bi .. ds.wm.edu 2) Do not write anything in the subject/topic line. The

listserver will automatically read your name and e-mail address from the message you send.

3) In the message space write only the following followed by several returns: SUBSCRIBE GIFTEDNET·L firstname lastname For example, I would write: SUBSCRIBE GIFTEDNET·L Mike Sayle ..

In a short while, you will receive an e-mail reply with additional instructions. Follow these and you can begin this new venture on the information highway. Send subscription requests for "tag-1" to listserv@vml.nodak.edu

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The first presentation was viewed by regular second grade studentsl parents! administrators! and other school staff members. The second was viewed by first.grade GtT stu· dents that I will have next year and other regular first-grade students and their teachers. The night presentation was viewed by 76 parents! grandparents! and other school staff members. Cokes and home-made cookies were served at the night presentation. I purchased disposable lab coats for each student to wear to add to the scientific look.

TAGT received recognition for the grant at the school board meeting on October 18, 1994, in the elementary staff newsletter! and from an article in the Cleburne Times Re­view,

Thank you for allowing me to have the opportunity to do this project with my students.

Inside Spreadsheet ... TAGT Annual Conference Package Information 20

Invitation from the 1995 Conference Chair 21

1995 Annual Conference Preview 22

Registration Application for 1995 Annual Conference 23

General Information about the 1995 Annual Conference 24

Conference Housing Request Form 25

1995 TAGT Summer Scholarship Winners 26

Laura Allard Grants for Excellence Application 29

Creativity Potpourri Call for Presenters 30

TAGT Membership Drive Information 31

1995 TAGT Executive Board Elections Information and Official Ballot 33-38

Committee Reports

Executive Board Highlights

Calendar of Events

39

40

42

SUMMER 1995

ONE STUDENT'S MESSAGE Gifted children are no different from other kids. They need love, patience, and understanding. The only difference is that gifted kids are just better at some things than others.

Some people are gifted in comprehending. Some are gifted with a good memory, some with coordination, or quick wit, Or creativity, or good sense. The problem is, unfortunately, that many people and teachers think that being gifted means having all these gifts.

Now, some people do have all these gifts and more, but most don't. And so all the teachers think that what one student is capable of is what all the students are capable of. When you are teaching gifted, you have to work with each student at their own level.

The other problem is recognizing the gift. Take Calvin, from the popular comic strip, "Calvin and Hobbes." It's about a six-year-old boy named Calvin who has a stuffed tiger named Hobbes. To Calvin, Hobbes is a living, breathing tiger who is his best friend. But Calvin makes Hobbes so realistic that they get into fights which Calvin often loses. That is obviously a gift of creativity. Calvin also uses a wonderful vocabulary.

CROCKETT HIGH SCHOOL GIFTED STUDENTS Go CAVING

This spring, 32 students and two teachers from Crockett High School in Austin lSD, explored a cave at the Colorado Bend State Park in Bend, Texas. Partici­pants were students in the gifted and talented program and Crockett students who belonged to the Texas Association of Future Educators. Students hiked a mountain and explored a cave. Robin Matthews, a teacher of the gifted in Austin ISD and a long-time member of TAGT, was an adult participant in the expedition.

Besides learning that caves are easily destroyed and fragile, students learned to look out for each other and themselves. The students explored the possibilities of "adopting" the park. If adopted, the students would maintain trails, do cave cleaning, map design, and hiking and bike trail construction.

SUMMER 1995

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He is only six and many of my teachers don't use those words. Unfortunately, Calvin can only get attention by getting into trouble - no one recognizes his gift.

So what I am saying is, teaching the gifted isn't easier or harder than a regular classroom, just different.

Tom Payne, Grade 5, Goose Creek Consolidated ISD

KUDOS ... Dr. Susan Johnsen, TAGT's First Vice-President, re­centlyreceived the Outstanding Professor Award, which is a university-wide award from Baylor University. Dr. Johnsen alBa received the Young Investigator's 1994 Award from the Baylor graduate school.

Connie McLendon, TAGTExecutive Director, has been appointed to the Editorial Advisory Board of Under­standing Our Gifted.

MATH FOR GIFTED

The National Research Center for Gifted and Talented Education recently published a monograph entitled, "The Development of Gifted and Talented Mathemat­ics Students and the National Council of Teachers of Mathematics Standards," by Linda Sheffield, profes­sor at Northern Kentucky University and a member of the Kentucky Advisory Council for Gifted and Talented Education. This document looks at recommendations from three sets of standards from NCTM The Curricu­lum and Evaluation Standards for School Mathemat­ics (1989), The Professional Standards for Teaching Mathematics (1991), and The Assessment Standards for School Mathematics (1993, Draft) and their applica­tions for teaching gifted students. The report outlines characteristics and methods of identifying students displaying mathematical gifts and talents and includes recommendations for curriculum, teaching strategies, and assessment.

Copies may be obtained from the NRC. NRC/GT University of Connecticut 362 Fairfield Road, U-7 Storrs, CT 06269-2007

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RECENTERING THE SAT The scores of The College Board's SAT, now the "Scho­lastic Assessment Test," have been recentered. The new scoring system goes into effect with the April 1995 administration of the exam.

Beginning with the April testing, "average" will be set at 500 for both math and verbal scores, and a score on either subtest would theoretically need to be numeri­cally greater than the other to be considered "higher." The College Board has provided a program that trans­lates previous score levels into recentered scores. The chart below shows the ceremony criteria for Duke TIP recognition.

The basic scores of the SAT fall under the subtest headings of Verbal and Math. Despite the "apples and oranges" nature of these subtests, people make com­parisons between the scores all the time. The score on one subtest of the SAT exam is expected to correlate to the opposite subject.

Ceremony Old Levels Recentered Levels

State Verbal 430 Verbal 500 In 1994, a verbal score of 430 was very close to average. A math score of 480 was very close to average. There­fore, a verbal 450 could be said to be "higher" than a

Math 480 Math 500

math 480. Score comparisons could be very misleading Grand if the expectation of score consistency across subtests

Verbal 550

Math 600

Verbal 620

Math 620 were accepted as a given.

20

Reprinted from the Duke TIP Newsletter, Winter 1995.

TAGT OFFERS TWO CONFERENCE REGISTRATION PACKAGES FOR

THE 1995 18TH ANNUAL CONFERENCE:

Full Conference Package registers a participant for the entire conference which begins with the First General Session at 8:00 AM on Thursday, November 16, and concludes with the TAGT Annual Business Meeting scheduled to begin at 12:00 PM on Saturday, November 18. Participants may also pre-register for additional Pre-Conference Institutes, luncheons, and special activities offered through­out the three-day conference. The fee for this basic Conference package is $90 for members and $115 for non-members who register prior to November 6. After November 6, everyone must pay the non­member fee regardless of membership status.

FrjdaylSaturday Sessions Package registers a participant for sessions on Friday and Saturday only. The fee for this package is $60 for members; $75 for non-members if received by November 6. Special badges will identify these registrants for entrance into Friday/Saturday sessions only. After November 6, everyone must pay the non-member fee regardless of membership status.

Campus Prjncipals are eligible for Preferred Registration Status, entitling the campus principal to a FREE. Thursday through Saturday registration with the purchase offour teacher registrations and an institutional membership to TAGT. (Institutional members receive all the benefits of regular membership, plus may send four representatives to all TAGT conferences at the member rate, regardless of individual membership status.) Only campus principals or assistant principals may attend free; nO substitutions will be permitted. Please call the TAGT office at (512) 499-8248 for more details.

SUMMER 1995

You are cordially invited to attend the Eighteenth Annual Confer­ence of the Texas Association for the Gifted and Talented, which will take place November 15-18, 1995, at the George R. Brown Convention Center in Houston. Developing Talents is the theme for this year's conference.

Many ofthe sessions will focus on how we, as teachers, can identify and develop the talents of our students. In Creating Minds, Howard Gardner identifies five distinct activities for developing talents: solving a particular problem, developing a general conceptual scheme, creating a product, identifying one's own style of performance, and serving life with a sense of mission. Join us to discover how you can develop your student's talents by becoming a successful mentor.

TAGT also wants to ensure that conference participants are able to receive the state-mandated training that is required ofteachers by the State Board of Education and the Texas Education Agency. Specific sessions will deal with the five areas included in the TEA training and the TAGT Awareness Certificate.

Your participation is important to the growth of a strong group advocating for gifted and talented programs. Only through you sup­port of professional development, your encouragement of community involvement, and your attention to the current research in your field will we be able to continue developing the talents of gifted and talented children and youth.

Sincerely,

$.-.. !~, ph. :2\. eJ.aa, 1995 e~ eo",,,, itt.. 1IJq1 §l.iMi v"",-p~

SUMMER 1995

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TAGT 18th Annual Staff Development Conference GEORGE R. BROWN CONVENTION CENTER, HOUSTON • NOVEMBER 15 - 18, 1995

"Developing Talents"

CONFERENCE PREVIEW

WEDNESDAY, NOVEMBER 15

8 AM to 9 PM 9 AM to 4 PM

10 AM to 6 PM 7 to 9 PM

Registration Pre-Conference Institutes (Session Admission by Tloket Only) 'Karen B. Rogers, University of SI. Thomas, Minnesota, Cr8aIIve ~: WhQ/1s II? Can Hbg Taught? Can H bg Measured? • Sally Reis, Notional Research Center on Gifted and Talented, CUnlcutum Compacllng and the SEM Model • Linda Smith, Talent Development, Dallas lSD, T~1s VnHmIf9d • Dione Harris, GIT Coordinator, ESC Region XI, DesIgning Vn118 Q/ study Using the Kaplon ~wcrk (K-I2) (Classroom Action Labs). Ms. Harris will be assisted byfourtralned FI. Worth ISD teachers. 'Reva Jenkins-Friedman, University of Kansas, Mollvallng thfJ GIIIfJd Vnd8rachlevsr Exhibitor Registration and Move-In National Panel on Curriculum Standards

Invited panelists Include: Patricio O'Connell Ross, Director, Office of Education, Reseorch, & Improvement, U. S. Department of Education, Washington, D.C.; and the Eisenhower Project and core discipline representatives from the Notional Standards Committee.

THURSDAY, NOVEMBER 16

7:30 to 9 AM

8 AM t06 PM

8:30 to 9:45 AM 8:30 to 11 :30 AM 1O:15to 11:45AM

12:15to 1:45 PM

12:30 to 6:30 PM

Research and Development Division Annual Breakfast Meeting and Key­note, Koren B. Rogers, University of SI. Thomas, New DlrecHonsln GIfI8d Educaf/Qn /lfJsfJOl'Ch Registration Continues Parent Networking Suite and Presenters' Lounge Open will be open throughout the conference Concurrent Breakout Sessions Exhibits Open FIRST GENERAL SESSION: PETER VIDMAR, First U. S. GOld Medal Gymnast, Selected for Fortune 500's 10 Best List of Motivational Speakers, ExCfJl/fJIICfJ: An Exclflng J_y, Net a FInQ/ De8llnaHon Membership Luncheon and keynote, SALLY REIS, University of Connecticut, The Vnd8K1chleV8/T18nt of GIfI8d FemaifJs: Facl or Fantasy? Exhibits Open

2:15to 5:15 PM

5:30 to 7:15 PM

Concurrent Breakout Sessions Featured presentation by Jim Curry, Planning Cuntculum lor Secondary Sludenls. University of Southern Moine Creativity Potpourri (Admission by Tloket Only)

FRIDAY, NOVEMBER 17

7:30 to 9:30 AM

8 AM to 5 PM 8:30 to 9:45 AM 8:30 to 11 :30 AM 10:15 to 11 :45 AM

12:15to 1:45PM

12:15 to 5 PM

12:30 to 5 PM 7 PM to 9:30 PM

GIT Coordinators' Annual Breakfast Meeting and Keynote, Mlraca Gross, Unlverslfyof New South Wales, Sydney, Australia, Talentldenlfflcallon and DfJI/fJlcpn7fJnt Registration Continues Concurrent Breakout Sessions Exhibits Open SECOND GENERAL SESSION: CHARLES PATTERSON, President, Inter· notional Association of Supervisors and Curriculum Development (ASCD) and Superintendent of Killeen ISD; WhQ/ Makes RaInbows? Administrator's Luncheon and Keynote: Rep. Robert Junell, H~ BUll Educaflon FUnding Concurrent Breakout Sessions Featured presentation by Milton Goldberg, author of Prison_ of Ti~ Ii8pOIf an the RelatIonship 88fw88n T!mfJ and LfJOTlIing, U. S. Office of Education, Research, & Improvement (INVITED) Exhibits Open TAGT Annual Conference Feature Film and Program: QulzShow(Houston Film Critic Invited)

SATURDAY, NOVEMBER 18

8t010AM 8:30 to 11 :30 AM

12 PM

Registration Continues Concurrent Breakout Sessions Featured two-hour presentation by Nancy Johnson, Pieces of Learnlngl Creative Learning Consultants, Inc" ThePartmllngPuzz/e- Pl8c8byP18c8 Featured presentation b'i Mlraca .. Gross, Sydney, Australia, ~ to the Soc/aland EmoHonQ/ Needs of GIfI8d Children TAGT Annual Membership Business Meeting

TAGT is approved by the Texas Education Agency as a sponsor of inservice credit toward. the fulfillment of the state requirement of 30 hours of Gff training~ GMILT training, and School Board Member Trainin&,o

22 SUMMER 1995

Texas Association for the Gifted and Talented Eighteenth Annual Conference George R. Brown Convention Center· November 15 -18, 1995

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1995 CONFERENCE REGISTRATION FORM Developing Talents

Please copy and complete this form for each person registering. TAGT will confirm registrations received by November 6, 1995, Confirmations for registrations received after this date may be picked up at the registration count .. at the convention center,

PLEASE PRINT

Name Telephone __ I First Middle Initial Last Home ( ) or Work ( )

Address Registration confirmation .. will be mailed to this address.

City State ZIP

School District & Campus OR Business Name

ESC Region

PLEASE CHECK ALL THAT APPLY: o TEACHER o AOMINISTRATOR o PARENT o SCHOOL BOARD MEMBER o OTHER

IF TEACHER IS CHECKED ABOVE, PLEASE SPECIFY: o ELEMENTARY o MIDDLE SCHOOL o HIGH SCHOOL o UNIVERSITY o OTHER

ConferenCB fBglstf8.tlon deadline Is November 8. If pa.ld aftBf thiS d8.tel p8yment must Include a $15.00 late fee. CANCELLATIONS/REBINOS- Requests for refunds must be f8CBiVBd in writing by TAGT no later than NQYftmbfiC 20 1995 Those received after thIs data will not bB considered.

Please (v) Parts/-III b9low to regIster I/S 1/ TAGT Memb9r or Non-Member. Member

I. PRE-CONFERENCE INSTITUTES (Wedn •• dav, November 15)"""""""""., ........... ,.,,""""""""""""""""""' __ $ 45 Plea •• CHECK ONLY ONE. All Pre-Conf.rence In.lllul •• run concurrently from 9 AM 10 4 PM,

Non-Member _$60

Q !!Creatlve Giftedness: What is it? Can It be taught? Can It bEl measured?," Karen e. Rogers, University of St. Thomas, Minnesota o "Curriculum Compaollng and tho SEM Model," Sally Rels, National Research C~nt~r on Gifted and Talenled o "Talonls Unlimiled," Linda Smllh, Assistant Princip.l, D.llas ISD Middle Sohool o "Designing Units of Study Using Ihe Kaplan Framework (K.12) (CI.ssroom Acllon Labs)," Dian. H.rris, GfT CoordlnalOr, ESC Region XI I:J j'Motivatlng the Gifted Underachiever," Rave Jenkins-Friedman, University of Kansas

Member

II. FULL CONFERENCE PACKAGE (THURSDAY. SATURDAY, NOVEMBER 16-18)""""""""""""""""""" .. _$90 TWO-DAY CONFERENCE PACKAGE (FRIDAY, NOVEMBER 17/SATURDAY, NOVEMBER 18)""""""""""",, __ $60

Non-Member _$115 _$ 75

III. SPECIAL GROUP RATES Member 10 or more registrations trom one school district ., .............................................. " ... ,,_ ............................................. __ $80

• 10 or more registrations from a TAGT parent affiliate support group ...... " .... " ........... " ........... " ....................... __ $80 • 4 or more teacher registrations from a campus with a new or renewed institutional membership earns a free __ $80

registration for the principal or assistant principal. Pleas. Note: Group reglotratlon. MUST be submitted TOGETHI:R to recelv. the .peelal rate.

IV. SPECIAL EVENT FEES (INDICATI: YOUR CHOICES WITH A Jt.) Research & Development Division Breakfast, Karen B. Rogers, "New Directions in Gifted Education Research"

Non-Member _$105 _$105 _$105

(Thureday, November 16, 7:30 to 9:00 AM) """"""""""""""""".,.. . .... ,.,,""""""""""",,""""""""""'" .... ,,"",,"""""""""""" __ $ 12 MemberShip Luncheon & Program, Sally Reis, ''The Underachievement of Gifted Females: Fact or Fantasy?" (Thursday, November 16,12:15101 :45 PM) ............ ,,"""""""""",,"""""""""""""""", ............ ,,""""""""""""""""",,""", ... , ...... __ $ 12

• M Coordinators Division Breakfast, Mlraca Gross, University of New South Wales, Sydney, AUG., "Identifying and Developing Talents" (Friday, November 17, 7:30 to 9:30 AM) """"""""""""""""""""."... . .... ,,""""""""""",,""""""""""'" ..... ,.,,"""""""""""' __ $ 12 Administrators' Luncheon & Program, Representative Robert Juneli, Appropriations Committee Chair, ~House Bill 1 : Education Funding" (Friday, Novombor 17,12:15101:45 PM) """",." ............ ,,""""""",,""""""""""""""""""'" ............ """"""""""""""""""""""""",.,,, __ $15

V. TAGT MEMBERSHIP DUES (Indicale 10lal and enolose membership .pplic.lion)""""""""""""", .. , ............. """""""""""""""""",$, ___ _

TOTAL ENCLOSED: $

Send ch"ek or pureha •• order 10: TAGT, DEPT, R.B. *0471, P.O. Box 550, Austin, TX 78789-0471, Registration cann.ot be processed without full payment.

For proper credit, indicate the number of your check or purchase order: Personal Check# P.O.# Business Check# ___ _

SUMMER 1995 23

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REGISTRATION INSTRUCTIONS & GENERAL INFORMATION

REGISTRATION GUIDELINES The 1995 Conference Registration Form must be completed for each person registering and mailed to the TAGT office with the appropriate Conference fees. The Conference Registration Form CAN be duplicated. Seating will be available on a first-come, first served basis for all sessions, so we encourage you to observe the starting times of individual sessions. Featured speakers will present in large capacity rooms during each time period; ample seating in these large, general interest sessions will be available.

TAGT WILL CONFIRM ALL REGISTRATIONS RECEIVED BY NOVEMBER 6, 1995. Confirmation for registrations re­ceived after this date may be picked up at the registration counter at the convention center. TAGT cannot be re­sponsible for delays which occur within school districts. Limited on-site registration will be available, space permit­ting; a $15.00 on-site registration charge will be assessed.

CONFERENCE REGISTRATION FEES The Full Conference Package fee forTAGT's 1995 Eighteenth Annual Professional Development Conference is $90 for members and $11 5 for non-members for registration re­ceived by November 6; after November 6, registrants must pay the non-member fee regardless of membership status.

REGISTRATION LOCATION & HOURS Regular conference registration takes place at the George R. Brown Convention Center, located at 1001 Convention Center Boulevard in Houston. The Convention Center is accessible from Dallas Street and McKinney Street. RegiS­tration hours are as follows: Wednesday, November 15, 8:00 AM to 9:00 PM; Thursday, November 16, 8:00 AM to 6:00 PM; Friday, November 17, 8:00 AM to 5:00 PM; and Saturday, November 18, 8:00 to 10:00 AM. Registra­tion for the Pre-Conference Institutes will be at the Hyatt Regency Hotel, Imperial Ballroom foyer, 7:30 to 9:00 AM, Wednesday, Novem­ber 15.

toward fulfillment of the state requirement of the minimum 30 hours of staff development for teachers of the gifted who have not previously received training in the area of gifted education. Participants wishing to receive proper credit must complete the credit form included in their registration packets, including the verification number for all sessions for which they wish to receive credit. Participants must keep a copy of the completed form for their district person­nel records, and return one copy for TAGT records. Partici­pants wishing to receive a TAGT Awareness Certificate will need to attend those sessions designated "AC" across the five areas of endorsement. All training credit is subject to local district approval and Prior Approval Forms should be completed by your district if required.

CONFERENCE CANCELLATIONS AND REFUNDS All requests for refunds must be received In writing by TAGT no later than November 20, 1995. Requests for refunds after this date will not be conSidered.

TRANSPORTATION SHlJ'I'TLE TAGT will provide daily shuttle service to and from the George R. Brown Convention Center and all hotels desig­nated on the Official Housing Request Form.

SPECIAL AIR TRAVEL INFORIIIATION TAGT has contracted with Southwest and Continental Air­lines for special air travel discounts for participants at­tending the 18th Annual Conference of the Texas Asso­ciation for the Gifted and Talented for the dates of No­vember 15-18, 1995, HOUston, Texas.

Southwest Airlines is offering attendees to TAGT's 18th Annual Conference a discount on both Southwest's low everyday unrestricted fares and Southwest's even lower restricted fares. Reservations must be made by phoning Southwest's Airline Group Desk at 1/800/433-5368, Monday-Friday, 8:00 AM to 5:00 PM. Call no later than November 6, 1995, and refer to identifier code: N 8 3 9 5. Friends Fly Free is an available option.

Continental Airlines Is offering roundtrip discounted airfares for participants attending TAGT's 18th Annual Con-

STAFF DEVELOPMENT TRAINING CREDIT ference, November 15-18, 1995. For reservations call TAGT has been approved by the Texas Education Agency "MeetingWorks" at 1/B00/468-7022, Monday-Friday, as a sponsor of staff development r--------------., 7:30 AM to B:OO PM: Saturday and inservice credit required by the state Sunday, 8:00 AM to 6:00 PM. for teachers of gifted and talented and REMEMBER- Give the reservation clerk the fol-General Management/Leadership Train- T ual lowing information: .. Z" code: ing credit for administrators and super- The ThG Ann BusinessMeeting Z F Y X, ref ere n C e cod e: visors. Eighteen hours of inservice at 12;()() Noon, N E F Y J X , m e e tin g cit y : credit may be earned by attending all turda IAH, and meeting dates: threedaysofTAGT's 1995 Conference. Sa y; November 18, November 15-1 B, 1995. An additional six hours of credit may be is open to all TAGT membe1's. Conference participants may also earned by attending oneofthe Pre-Con- book through TAGT's travel ference Institutes. A maximum of 24 AIlmembel'Sareinvited agency, Travel-Ease, Inc., 5121 hours of inservice credit can be earned to attend and actively participate. 335-9694, or their own travel

agency.

24 SUMMER 1995

Tempo

OFFICIAL HOUSING REQUEST FORM Texas Association for the Gifted and Talented 18th Annual Conference

DEVELOPING TALENTS November 15-18, 1995 • George R. Brown Convention Center· Houston, Texas

IMPORTANT: Reservations are accepted via fax or mail. Phone-In reservations are NOT accepted. Mall or fax to: Housing Bureau, 801 Congress, Houston, TX 77002, FAX: (713) 227·6331, All forms not completed will be stomped Incomplete and returned to requester.

1. Please print Or type ali Items to ensure occurocy. 2. Should more than one (1) room be needed, form moy be

dupllcoted, Use only one form per room requested, 3. complete the Information below In detail for accurate and

prompt processing. 4. Contlrmatlon will be sent to the Individual requesting room

reservation.

Name: School District/Company: Mailing Address: City, State, ZIP: Home Telephone: Office:

ROOM TYPE: Check (,f) One: o Single (1 room/l person/l bed) o Double (1 room/2 people/l bed) o Double/Double (1 room/2-4 people/2 beds)

GUARANTEE BY CREDIT CARD

6. Select five hotels 01 your choice numbered '·5In order of your preference In the boxes provided below,

6. Select type ot room desired, NOTE: Room type requested Is not guoranteed.

7. Fill In departure dote and orrlval date, 8. Fill In credit card Informotlon, credit cord number, explrotlon

dote, and slgnoture line.

Additional Occuponts: 2, 3. 4,

FAX:

Arrival Date: Departure Date: Arrival Time: OAM 0 PM o Triple/Quad (1 room/3-4 people/2 beds)

TYPE OF CARD: CARD #: I I I I I I I I I I I I I I I I I I I I EXP DATE:

SIGNATURE: Signature required for credit card charge approval.

Please indicate If ony special arrangements are required: (I.e" handicapped-accessible, non-smOking, etc.):

HQIE: Deposits for housing reservations are accepted In the form of credit cards, checks, or money orders. Conference Portlclpants must make hotel requests by October 24 for guaranteed housing. Concellotlon Notice: If reservations are not cancelled within 48 hours of arrival. deposit is forfeited. RESERVATIONS ARE MADE ON A FIRST·COME, FIRST-SERVED AVAILABILITY BASIS.

I 1-5 Hotal SlnglelOoubla Triple/Quad I U Hyatt $89 $114

0 Four Seasons $115 $140 N/A

0 Doubletree ot Allen Ctr, $87 $ 97 $107 $117

0 Allen Pork Inn $69 $69

0 Wyndham Worwlck $85 $105 $125

** Rates do not Include 15% room tox.

SUMMER 1995 25

1995 TAGT SUMMER

SCHOLARSHIP WINNERS

Region I Rachel Pineda M,rcNft, HighSchool, M""tk,ISD

Region II }tonifer Brunning Otkmjunwr High. Otkm-MwyISD Camille Crockr.r i&.ufir HighSchool, Riviera/SD lIrenl Lindeburg Baker MiddkSchool, Cop", Chr#tiISD Allyssa Vda Na""yekmmtary. Riviera/SD Region IV JonathonAchenb.<h Taylor HighSchool, i&.ry15D JonathooAdkins Hunte" Cm., Spring B",nchiSD LaylaAlvandi Rummel Crttk Ekm~l1tary) Spring BranchlSD N.tash.Alvandi Memoria/Midt/kSchoo/, Spn'ngBra11chlSD TravisBeU PintShadowEkmentary, Spring Branch ISD Roh<rt lIooth Taylor HighSchool.i&.ryI5D Ryan Brill DeZavalaEkmentary, Goose Creek CISD J=dCannon [(kinHighS,hool, [(kin/SD Sam Castro BmdwoodEkmmtary, Spring Branch ISD Chri.topherChang Spring FonstMiddkSchool, Spring Branch ISD Evelyn Chang Stratford, Spring Branch ISD John Chang Nottingham CO"""YEkmmtary.i&.ry ISD Brian Chen Ckments HighSchool, Fori BtndISD EdaireCheng Ckm"'tJ HighSchool, ForlBmdISD CaitlinCima WestMemorialEkmentary, KatyISD Michael Coleman Hams HighSchool, i&.ryI5D M<s=o.,Wald Maytk Cmkjunior High.i&.ryISD SandraDominguo HarkmEkmentary, GOOieCmkCISD

26

TheAnn Shaw Scholarship is the most prestigious studenr award from T AGT, awatding one elementary and one secondary student $500 scholarship, per year. The Carole Vermillion Scholarship is the most prestigious adult award ftom TAGT, awarding one teacher or parent $500 each year. A total of496applicationswcre receivedforthe 1995 T AGT Summer Scholarships. Of these, 185 were aWatdedscholarships totaling $46,790.

Ann Shaw Scholars

ANDREWTRAN Fourth Grade

Housman Elementary

Spring Branch ISO. Region IV

KAREN CORMIER Eleventh Grade

Bridge City High School Bridge City ISO, Region V

Jennifer Durand Spring Wood;HighSchool, SpringBranch ISD KeithDutand Sp>ingOak,MiddleSchool Spring Branch ISD NawaalDurrani Taylor HighSchooli&.rylSD SalimDutrani Memoria/Parkway junior High.i&.ryISD Kinde1Elam Du/k,HighSchooI,Por!B<ndISD MicbadEtherton Space Center Intermediate, Clear Crt:~k ISD Nate Finch MaytkCmkJuniorHigh.i&.ryISD Jc=:ssicaFoley Le<HighSchoo( GoostCmkGSD CarrieFossUttl WardEkmen"'ry, CkarCr"kISD BrianGane Taylor HighSchooli&.ryISD DaWlHo M""oridlMiddkSchool, Spring Branch ISD ElliQIHoey CimarronEkm<ntary.i&.ryISD CbarJe.Hogan Glodyi Polk EI,mentary. Br_'por/ISD

Carole Vermillion Scholar

PAT MORELOCK Teacher

Frazier Elementary

Budeson ISO, Region XI

o.,bbieHwang MtmoriaiParktuay.i&.ryISD T<ttyHwang jamese. TaylorHighSchooli&.ryISD Kimberly lzaguirte Baytown]uniarHigh. Goos~CrukISD Aa<hj,h Kabra WardEkmentary. CkarCreekiSD RyanKahil BearCrttk Ekm~ntary~ Katy lSD Cameron I<ola;a De ZapaIoEI"",ntary. Goot< Creek ISD May-YlngLiou Fi"IColonyMidd/,Schoo4 FortBmdISD EricUu MemorialMiddkSchool Spring BranchISD KevinLiu Taylor HighSchooli&.ry ISD AlJanMak MaytkCmkEkmmtary.i&.tyISD HelmuthMayc=r,Jr. Gen"Yj,miorHigh. GooseC",kGSD Chris_McClure BeutelElemtntary, BrazosportlSD JasmioeMcCuUough Cimarron Ekmentary.i&.tyISD

SUMMER 1995

1995 TAGT SUMMER

SCHOLARSHIP WINNERS CONTINUED

Mary McReynolds Sp,i.gForestMiddIeSchoo' Sp,i'g B,anch ISD IGmbedyMilkt WardElementaryl C/earCreeklSD LwtenMillet Spae< Cm'" Intmn,dJate, CI,., C",k lSD CatherineMo~ Stabrooklntermediate, CkarCTukISD Ro,alynNll"yen Clemen"HighSchoolFortBmdISD ViegvilayOudonesom Northbrook HighSchool, Spring BranchISD Amay l'arilili Clemen" HighSchool FortBmdISD Neal Rkhards Froftu)(]odElttrtmtar, SpringBran(:h ISD Teddy Richardson Hunten Creek Eiemmt4ry, Spn"71g Branch ISD AlcxRo=y NottinghamEIem",,,,ry, KatyISD Alex Robinson Wolfo Elementary, Katy lSD Andrew Robinson Wolfo Elemm"'ry, KatyISD Shaumo Sadhukhan Tay"" HighSchoo. KatyISD Jessalin Schultz. BearCr«kElemmtary, KatyISD Adam. Sears &., G'"k Elemenlary, Katy ISD Nichol~ Sc=:ars &arCmkElem'ntary, KatyISD JenniferSheddy Tay"" HighSchoo. KatyISD HarrietSun SI. Thomas Ep#ropal (Priva"), Houston Nikki Thompson Ha,IemElemtntary, Goose C",k CISD StaceyT,ai First CO"'''Y MiddleSchool F""BmdISD AndteaVeiasquez Diane WinbornEltmentary, Kilty ISD EmilyVotaw Btar C",kElementary, KatylSD Nirooha W!cl<remasinghe StratfordH.ghSchool Spring Branch ISD WaiterWickrema.ingho Wikhmer Elementary, Spring BranchISD N .. _jaWill< Ferguson Ekmentd."Y' CltarCreekISD

SUMMER 1995

Andrea Wdlia Tay"'r HighSchool KatyISD InyorkWong Clem,nts HighSchoo. FortBmdISD Eric Za".,ky T ay"'r HighSchool, KatylSD Region V J eljl~.ica Canizales Washington Elementary, PortArthur ISD RichacdoCeja,Jr. Rob",E. Ltt Elemmtary, PortArth.,ISD MichaelS",gin Washi.gto.Elementary. PortArthur ISD Region VI KathacineCurra-Spurger Lansb",yElemmtary, Tri.ityISD Kadey Fw.om TrinityHighSchool, TrinityISD Supathai Harnsomboon TrinityHighSchool TrinityISD KathleenWhite LambtrryElementary, TrinitylSD

Region VII lI"'oklyn Chandler HutisonHighSchool,HudsonISD Heather Morgan Ha,leto.HighSchoo( Harleton /SD AW'<lio 0";' YoungElementary, MarshatlISD

Region VIII Blake Epperson Aik!"12 Eltmentary, Paris ISD ChuckM...h CrockcttMiddleSchool, ParisISD Region IX BrenronH_d Jiffo"on Elemmlary, WichitaFalb lSD Stacie Hiraki BenFranklinEtemmtttry, WithitaFalhISD Stephanie Hiraki liarwis'JuniorHigh, WichitaFalbISD Kristen Kem BarwisejuniorHigh, WkhitaFalhlSD TooyPcrez FainElemcntary, WichitaFalbISD RickySaiazar JiffortOnElementary, WichitaFalHSD

Region X AhbyDavis Fa.bio.MiddkSchoo( McKinnrylSD NicoleFoa Wi/sonEIem,.tary, Copp,IIISD Rosie Gell.ma:n AUitinElemcntary, Coppel/ISD AudtaMartin Palmer EIem,ntary, Palmer ISD RobyMartin Palmer MiddleSchool, Palmer ISD Daniel Oeffinger Lak"idt Elementary, Copp,l/lSD Region XI Kelly Ande""n BeIlMa.or Elementary, Hu",.Eulets-BedflrdISD RandyBall Northelemmtary, WhiteS,ttlemmtISD Rach.a.l Bewel:'~ Argyle Middle School,Argyle ISD Erin Box

Northelemcn",ry, Whi"S<ttlem,ntISD Drew lIry>Il' Blue H .. , Elementary, WhiuS,,,lemmtlSD JoohoaChapell BorenEIem,ntary, Mamfi,/dISD Brandon Clark NmltonRl1.ymr Elementary, DmwnlSD AmandaCouch Blu,HtlZI!Elementary, Whi"SmlemmtISD MarcCucro K,lIer Middle School, Keller ISD CaoeyDuncan Blue Haze Elementary, W71iuStttlnnmtISD KonnethFan Shady Grovt Elementary, K,lIer ISD WillFlanagan ArgyIeMiddl,Schoo/' Argyle ISD M""hall Guy B,I/Manor Elementary, Hurst-Eu/ess-B,dfordISD Lauren Gri«o ArgyleMiddJ,School Argyle ISD Greg H."",field Bedford H'ights Elemen'ary, Hurst-Eul,ss-B,dford ED Rob Heberle Tay"'r EIem,ntary, BurlesonISD NicholrneJ""IU< Lib,rty Elementary, Whi"S,ttlemm,ISD

27

1995 TAGT SUMMER

SCHOLARSHIP WINNERS CONTINUED

Elizabc=:thJohnson Hurs,HilbEkmmtary, HUrs,-Euk,,-BdfordfSD Jennifer Martin LibertyEkm~nttZry! WhiteSettkmentISD Amb<rMcMeans HarrisonLAn, Eit:m",,"ry, H"'''-Euim-BedjimlISD JulieNobl., Denton HighSchool DmtonISD Kolli< Roberts NorthEit:mmtary, WhiteS",kmm,ISD KarenRoge .. AtgyI.MiddkSchool,Argyi.ISD Chantelle Sagers K,II", HighSchtJOl KAler ISD JorrunSexton Harrison Lane Elementary, Hutst~Eukss-Bf!dford Julie Shelley Liberty Eit:mm'ary, White S",I,m,", ISD MichadSimc::.ooth St. PeteriCatholicSchool, Ft. WorthDiocesf!

l..<ahSmith Nash Eit:m<ntary, M."'fiddfSD AwtinTullQS Liberty Elemmtary, Whitt Settlement ISD Michae1Warren ArgyIeMYldI.School,ArgykISD JdfW<t<d North Elementary, WhittSettkmentlSD J,J. Wdkiruon Porttr Ekmentd.ry, Birdville ISD EmilyWlrth Httrst Hills Elementaryl Hurst-Eukss-Be4{ordISD Region XII KaroIHalt<t UniumityHighS,hool W.coISD

Region XIII Ki"", lIaugh West Ridge MiddleSchoDh Eanes ISD LauraBetHn Marble F.lbMiddl,Schoo!, Marble hlb ISD EHCa.rv.r Bowenlnttmndiate, Wimberley/SD Tyson Carver BO~l1J'I1termediate, wtmbtrkyISD Cho.ei Kiyuoa HaytHighSchaal,Hay,aSD Alex Stoll CaiisElemmtary, AustinlSD Russell T .ylOt Hay' HighSch""l Hay' CISD

28

Michelle Vigil GrMhamMiddieSchool R.oundRockISD

Region XIV lIill Decker, Jr. L", Eit:men'.ry, Abilen, ISD AlyssaMort~on

AUJtinEknuntt1.ry! Abikne ISD April Rancier LincolnMiddkSchtJOlAbiltn.ISD Erica Roland Wy/i.]u.iarHigh, WylieISD DQ.li:tin Sanderson FrankiinMiddieSchoolAbile",ISD

Region XV StefanieAllison B(jwi~ Elmml.'tary, SanAngeloISD Zacheri Leonard BonhamEit:m .. tary, SanAnlJ'lo fSD CarISmith B,lai,,' EI,mentary, SanAng,hISD

Region XVI RyanManey SwinburnEk-m~ntlt;ry, Tuiia.ISD SUzetteMatth~

Wrigh,EI,mmtary, P'rrytonISD Ashley Mill. Puckttt Eltm~ntd.}YI Amarillo ISD Heather Moor~ V.liepil'WjlmiorHigh, GmyonISD

Region XVII Ashleigh Decket Slaton]u.iar High, Sk,,"n fSD Heather Flores Slatonjl",ior High, SlatonISD Tara Henson Smytr Junior High, Smyer [SD Shannon Krajcovic Slatonjunior High, SlatonISD Allyson I...ew:is Slaton]u.ior High. SlatonISD IIradJey Martin SlatonjuniorHigh, Slato.ISD Lanr. Tramm<U Slato. junior High, Slaton ISD MarthewTuclrer Slaton High Schaal Slaton /SD M.",dithTucker SlatonjuniorHigh, SlatonISD

1Iry.:e Wdron Slaton]u.i.r High, Sla'onISD KimbedyWmchester Slatonjlmior High, Slato.ISD

Region XVIII Joseph Canon Cmtra.IE/(mentary, Alpine ISD Paige Kinucan Alpin,Eit:mmtary,Alpin< ISD Cas<yO'Bryaut Alpin, Ekmentary,Alpin, ISD

Region XIX Kenny Hamilton Glen cov" YsletalSD JordauKdch H()rizon HeightsEkmentary, SocorroISD Stephan Stevenson &tdfordSchaal, EIP",o/SD

Region XX MaggieBoQs La VerniaEiementary, La VernialSD Bonnie Cockerill Uvaid<]uniorHigh, U"akkCfSD }abb"'fahim Timberwilde Elementary, North,i<k ISD GinaMbmn Ptt",anMidt/leS,hool, K,rn,;II,ISD

ADULT SCHOLARSHIP

WINNERS

Region IV DottyCooley Bendw{)odEkmmta1]1 Spring Br4n~h ISD KareuWdmot MaydeCreekjunior HighandHighSthaol IWtylSD

Region XI AliciaMcGllrk Carrottlnttrmdid.tf!, Carrol/ISD

Region XIII LuccetiaFoust The DanceStutiio (hi"alt), AWhn

Region XIV KimherIyCheek Wyli.MiddIeS,hool, WylieISD

SUMMER 1995

Tempo

LAURA ALLARD GRANTS FOR EXCELLENCE APPLICATION

NAME OF PROJECT:, ________________ AMOU>ITREQUESTEn: $ _________ _

PRndARYCONTACTPERSON: ______________ TELEPHONE: _____________ _

NLuuNGADDRESS: ______________________________________________________________ __

CITY,STATE,ZIP: _________________________________________ _

SCHOOLDISTHICT/CAMPUSORORGANIZATIONALAF'FILIATION: _____________________ _

Please respond to the following (attach responses to application): 1. Provide an overview of your project, explaining its purpose, the audience it addresses, and how it will benefit either gifted atudent.$

or the membership ofTAGT . .2. Explain which of the TAGT goa.ls (listed below) your project will address and how. 3. Explain specifica.lly how the requested funds will be used (i.e., printing costs, postage for $UI''I/"eys, projects supplies/materials,

speakers, etc.). 4. What percentage of the total cost of your project does this request represent? 5. How will TAGT's grant be acknowledged? (i.e., recognition of grant On printed m.a.teriale, presentation at conference, a.cknowledgment

of research support, etc.) 6. 7.

Give the timeline of your project, including beginning a.nd ending de.U!s, expected date of implementation, etc. Grant recipients are requested to submit a brief eva.lua.tion to TAGT upon cornpletion of the project. Describe how you will evaluate your project.

Please return your application by September 1 to: The Laura Allard Grant. for Excellence Award. 406 East 11th Street, Suite 810 Austin, Texas 78701.2617 Telephone: (512) 499.8248

Faxed Applications will not be considered.

Applicants will be notified and awards distributed during the first week in October.

TAGTGo~ :, ': , , " ' ":,:' '.",,: ',', ,', :', , ",,, , " ' " ':, ' ., .

1.· T~~~te:,Bta~wide'PUbl~c·,B"'~B,B o{:gifted',edllOation.: ,.,', " "',, , ,','" '" ., "",' ,' .. ', ."", , ., ,. a;'l'9",onjw.IIta~w!d\oleg!.lation im~.dllC8.ti.n..i.programBfo~ thO gifted .nd.t81ented ""d to support ~.fottho •• pri>gI'...w. .

. 8. T. fuore!'B!;m.~berBbip in TA<JIl'Btat.,mde. . ... ...... .• .. .... . •. ... . •. .. ....... .. •..• . . 4. To prov!deinfurinationmboutth.",,;¥ .fgU.,.,d B~to.l<ltho: legi$tur..ondoth<irgoverrun\llltal. bo4i.'.incl\1~tJi.e Stl.~ljoa;r4

. ofEdllC8.tion,i:hotToxssEdllc8tion Agefu;y.ond \ooalKhool boarde; . .....•. . .. ' .•... . . ... . II. ToCOJl!li>uniCate~ inipo~·otp,;r;",.t81Ioa~hlpm tJi,,'Od1lC8.tion&J.pr0c:8ssofthO gift.,alindta1entod. II. To BIlIiPoit .~1IrCh in,aIl_BofsiftOdneBBand p1,bli.binformatlon~t oft'en ... lstan .. to ~ooou.:tioit mombers. .. •. . .. . 7.... 'I'.oMir.ad<UtIo!nal funda ~r ftnondai.i!cl!olarBlri.PB m,!oiBtaff dov.lop~rit tralriingprogr&m.ror iPftodond Weni:edotudOllto .ondtlleit

~acl\el-a.ond Panmto.. .. . .•. .. . . . . .'. ....... .. ..... ........ .... . .. . . .' .. .... ..•.. .... . 8._ 'l'geB~blim""l.ti""'biP. ~n<lCOi'<lmui'liel!tion.with otherOduoation~ aiJoOeimtioris, tho bUBino •• ';;"""'unity, arid ~tsroupo. II. 'I'oto.tor improvod.communication between TAG'hndpublio ~dprivate aclIooi. and "",;veroltioo,

About The Laura Allard Grants for Excellence Awards

The TAGT Grants for Excellence Program was begun in 1987 to offer financial a,.$$il!;ltance to educators, parents, and non-profit groups interested in developing programs benefiting gifted and talented studenb. In November 1994, the TAGT Executive Boa.rd voted to rename this awards program to honor Mrs. Laura Allard, TAGT's fiX'ljt paid executive director and a recognized force forthe improvement of gifted education in Texas.

The TAGT Executive Board is soliciting applications for this year's Laura Allard Grants for Excellence Awards. Tax~exempt organizations and individuals whose projects support the goal:!;! ofTAGT ate invited to submit proposals at this time. These awards, which range in amount from $500 to $1,000 eMh, ate given to $UPport i!lpeclfic and innovative projects, programs, or activities that ·address the needs of gifted students.

SUMMER 1995 29

Tempo

30

Creativity Potpourri CALL FOR PRESENTERS "DEVELOPING TALENTS," NOVEMBER 15-18

This year's Creativity Potpourri committee is looking for volunteers interested in presenting four active, hands-on, fun-filled mini-sessions (15-20 minutes in length to groups of 10-12).

The purpose is to encourage participants to explore a variety of techniques/strategies that foster creative thought and action, including brainstorming, productive thinking, forecasting, SCAMPER, deductivel inductive reasoning, creative problem solving, and decision making.

Throughout the evening, you will have time to present the same mini-session four times to four different groups. Door prizes will be awarded and the atmosphere will be lighthearted and festive. The space for presenters is unlimited and we welcome you to join us. However, tickets will be required on a first come/first served basis for Creativity Potpourri participants; the room allotted for Creativity Potpourri at the George R. Brown Convention Center can accommodate up to 1,500 participants for this session.

Please submit the following information no later than September 1. 1995 to:

Linda Fontes 4612 Lake Park Drive

Wichita Falls, Texas 76302 Telephone: 817/761-1580

CIfyou want your name included in a special list of Creativity Potpourri presenters in the fall issue of Tempo, you must return this form by August 10, 1995.)

PROPOSAL FORM

13tleofsession: ________________________________________________________ __

Grade session pertains to (i.e., elementary, secondary, fourth grade, etc.): ____________ _

Briefdescription: ___________________________ _

Presenternarne: _____________________ -----------------------------------

Schooldistrict: __________________________ ___

VVorkaddress: ____________________________________________ __

City: ___________ State: ______ ZIP: _______ ___

Flo~eaddress: ________________________________________________________ _

City: __________ State: _______ ZIP: _______ _

VVork telephone: ________ _ Flome telephone: _________ ___

SUMMER 1995

Tempo REWARD OFFERED FOR NEW TAGT MEMBERS

New Member All-Region Recruitment Drive by the Thxas Association for the Gifted and Talented

August 1, 1995

Dear TAGT Member:

The strength and effectiveness of TAGT is based on a strong, active, and growing membership committed to the com­mon purpose and mission of promoting appropriate educational opportunities for the gifted and talented.

In order to continue providing quality services and the latest information affecting gifted education. TAGT is seeking your help in increasing our current membership. During the New Member All-Region Recruitment Drive we are offering REWARDS to TAGT members who assist the association in meeting this goal.

We are offering a one year membership extension (individual or family) to all persons generating 10 111m: TAGT memberships (see Membership Point System below). In addition. all persons generating 10 new mem­berships will be placed in drawings for a round trip airline ticketfrom a major U. S. carrier to any­where in the continental U.S. the airline flies. a complimentary conference registration to TAGT's 1996 Annual Conference in Austin. Texas. including three nights hotel accommodations, and for com­plimentary registration and hotel accommodations to the 1996 TAGT Parent Conference.

Reasons to Join TAGT

•

•

•

Information and Support-the state has identified approxi­mately 250.000 public school students as gifted and talentsd in Texas. but, surprisingly. many parents and educators of these yonngsters are not aware of the information. assis­tance. and support available to them through TAGT. We frequentjyreceive calls from people seekinginfurmation and support who previously did not know about the association.

Tempo - members receive the association's quarterly jOUl'­nal containing original articles by nationally-recognized ex­perts in gifted education.

Insights -members receive this annual directory ofTAGT scholarships, grants. and other awards and information about summer enriclunent programs for the gifted and tal­

•

•

•

Reduced Rates - members receive significant registration discounts for the annual staff development conference held in November, the summer parent conference. and the gIt coordinators spring conference.

Capital Newsletter - members receive timely information on legislative, SBOE. and TEA issues and initiatives im­pacting gifted education.

Assistance and Support - in addition to regular membe,... ship benefits. ParentiCommunity Affiliates of TAGT may request complimentary presentations byTAGT board mem­bers and technical assistance from the headquarters office.

ented. How will it work?

• Enclosed with this letter you will find a membership ap­plication. At the top ofthis form PRINT CLEARLY "RE­CRUITING MEMBER": (your name). We will use this form to tally the NEW members you recruit.

• Distribute the membership application with your name on it to as many people as possible and encourage them to join. TAGT membership is open to parents, teachers.

New Membership Point SYStem

$ 25.00 Individual Memberships count as 2 $ 25.00 Family Memberships cOunt as 2 $100.00 Institutional Memberships count as 4 $ 15.00 Student Memberships count as 1 $100.00 Patron Memberships count as 4 $400.00 Lifetime Memberships count as 10

Guidelines: 1. TAGT's New Member All-Region Recruitment Drive will be­

gin August 1 and end November 30. 1995. To qualifY for re­wards. all membership applications must be received by TAGT by the ending date of November 30.

SUMMER 1995

administrators and others interested in learning about and/or supporting appropriate educational opportuni­ties for gifted and talented children and youth. All NEW memberships. regardless of the category. will count to­wards your total.

• Copy the membership application as often as you need. or you may request additional applications from TAGT (see attached order form).

2. Only membership applications with your name as R.­cruiting Member will be tallied toward your total.

8. IMPORTANT!! Only new memberships (not ren.wals) will be cr.dited to your total. Gift memberships (i .•.• memberships you pay for) will count toward your total.

4. You may coll.ct money and send in the memberships. to ensure your new memberships are tallied by the closing date. or you may ask the new member to send in the application to TAGT.

6. Mter the closing date. TAGT will tally the new member­ships that all recruiters have generated and will notify those who have qualified for a reward by January 15. 1996.

31

Tempo

TACT brochures are available free to persons wishing to display or distribute them:

• •

To school counselors j principals, and teachers • At school open houses, .specially in the GtT •

At regional Education Service Center meetings At public libraries

•

•

classrooms • At elementary school festivals, carnivals, field • days, etc. • At museums, zoos, dance and ballet schools1 after~ • school programs, etc. •

At parent meetings At day-care centers At schools of art, music, and dance At pediatricians' offices At churcbes

Brochure Order Form Name: ________________________________________________________________________ _

Address: ______________________________________________________________________ __

City, State, ZIP; _______________________________________________________________ _

School District: _________________________ Telephone: ____________________________ __

Quantity (please circle): 10 20 30

For our records, please specify intended usage of brochures ordered:

Mail completed form to: Texas Association for the Gifted and Talented Trey Watters, Membership Coordinator 406 East 11th Street, Suite 310 Austin, Texas 78701-2617

Other ____ __

TExAs AsSOCIATION FOR THE GIFTED AND TALENTED MEMBERSIDP APPLICATION

r:l NEW r:l RENEWAL MemberName(s) _______________________ T4il14ilphool9;(H) _________ 'WJ _________ _

M"iJiniAddress ________________ Clty ______________ State ______ Zlp· _____ __

Schaol Di.trict & Olllmpl.18 NameiBusiness Affiliation ESC Rell,on __ __

ElectronleAddtllllll(i.I!! .• Tenet,AppiIilLin}l;,CQmpuServe)ifapplleable _______________________________ _

PLEASE CHECK ONE: 1:1 T!!III.~her o A.dministrator Q Parent 1:1 S~hlXll BOllrd MamblilT' Q Other ______ __

Individual ......... $25 ( ) Family ............... $25 ( ) *Student ........... $Hi ( ) '" Must include I,Jlf!rifiable. campus, district, and grade.

Patron ............... $100 ( ) "In.titutional .. $100 ( ) Lifetime ........... $400 ( ) Parent Affiliate $45 ( )

"'* lnstitutir;m.al members receive all the benefits of ~~ular membership, plus may send four representatil,Je.fJ to all TAGT conferences at the mlf!mber rate, regardless of individu.al me.mbersh~p status .

•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• • With your regular Membership, you are invited to join a TAGT Division for an additional fee. The GIT Coordinators Divi$ion provides training in the management of gifted program administration, information on issues of concern

specific to thie management, and a. support system for persons in similar roles. The Research and Development Division identifies important issues and encourages research about gifted and talented learners,

facilitates the training of school personnel, parents, and students in the use and interpretation of resea.rch, and much more.

PLEAsE MARK EITHER OR BOTH: GtT Coordinators $10 ( ) Researcb & Development $10 ()

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Membership Services • tempo quarterly journal and newsletter • insights Annual Directory of ScholarSihips & Awards • TAGT Capital Newsletter - monthly update during Legi!:.lative Session • Professiona.l development workshops with inservice credit ,. General ManagementJLeadership Training • School Board Member Training • Parent services and information • Legislative representation & networking ,. Reduced registration fees for conferences and regional workshops .

Please remit dues to: TAGT, Dept. R. B. #0471, P. O. Box 550, Austin, TX 78789-0471

32 SUMMER 1995

Tempo

Texas Association for the Gifted and Talented 1995 EXECUTIVE BOARD ELECTIONS

The Elections Committee chaired by the Immedi­ate Past President presents the following slate of candidates for the 1995 Executive Board Elections. As there were no self-declared candidates for this elec­tion, all candidates are running unopposed. You are encouraged to cast a confirmation vote for un­opposed candidates_ For Regional Director posi­tions, vote ONLY for the region in which you reside.

Ballots must be received by the TAGToffice no later than August 20, 1995. Mail your ballot to: TAGT 1995 Elections Ballot, 406 East 11th Street, Suite 310, Austin, Texas 78701-2617.

The TAGT Elections Chair will notify all persons on the ballot of election results by first class mail no later than September 1, 1995.

EXECUTIVE BOARD OFFICERS

o PRESIDENT·ELECT

SUSAN JOHNSEN, PH.D.

Associate Professor Baylor University

• Coordinator of Steff Devel­opment for Austin ISD Office of Gifted Education

• Developed Graduate Pr0-grams for Gifted Educa­tion at University of Texas at Austin and at Baylor University; Coordi­nate Programs for Gifted Education at Baylor University

• Initiated interdisciplinary problem solving conference for gifted middle and hlgh school students and for children in primary grades at Baylor

• Recipient of J avits grant for training teachers to work with gifted children in the regular classroom

• Recipient of TEA grant to examine ways of identi­fying and serving gifted children from lower in come and minority populations

• Author ofnumerous articles and Screening-­Assessment for Gifted Elementary Students-­Primary Version, Test of Nonverbal Intelligence-

2, and Identifying Gifted Students in Texas (TAGT)

• Current TAGT First Vice-President

This time is crucial for maintaining, developing, and improving the overall quality of programs for gifted youngsters in Our state. As President, my major responsibility will be to provide leadership in the areas of education, advocacy, and policy development so that our gifted children will have opportunities to develop their talents for the 21st century.

o FIRST VICE PRESIDENT

BENNY mCKERSON, PH.D.

Coordinator of GIT and Language Arts Hurst-Euless-Bedford ISD

• G/r networking as program coordinator,college instructor, Board member

• Vice-President of Programs, TCTE (English conference)

• Local arrangements chair, TAGT Ft. Worth 1994 confer­ence

• Administration experience • Mom/working mother experiences--Sense of

humor and organization! • CurrentTAGTRegionXIDirector

One of the major undertakings of TAGT is the annual conference. My emphasis as First Vice­President will be to develop a conference program that addresses the full spectrum of interests concerning the gifted and talented; to promote the conference to members; and to attract others to our conference and organization who share our interests and concerns. One important attribute I will bring to this office is my experience in working with conference arrangements and conference programs.

SUMMER 1995 *' 33

Tempo

Texas Association for the Gifted and Talented 1995 EXECUTIVE BOARD ELECTIONS

EXECUTIVE BOARD OFFICERS

o THIRD VICE PRESIDENT

COLLEEN ELAM

Sugar Land

• Parent of gifted children aged 17 and 15

• Founding president of Parents for ACademic Excellence (PACE)

• Current PACE president in the organization's fifth year

• Presenter for TAGT Conferences • Member ofTAGT Advocacy Task Force, TAGT

Parent/Community Involvement Conunittee, and 1995 annual conference parent strand leader

As the TexasAssociation for the Gifted and Talented Third Vice"President, my goals would be to promote gifted education, to represent the parental viewpoint, to enhance parent communication, and to encourage parental involvement.

REGIONAL DIRECTORS REGION I REGION III

o JOSIE RODRIGUEZ o ANNE'ITE SCOTT, ED. D. GtI' Coordinator

Mercedes ISD

• District Gtr Coordinator • Saturday Gtr Challenge

Program. • Odyssey of the Mind Officer

for region

Principal, Stroman School Victoria ISD

• Gtr magnet principal • Developed district Gtr

curriculum • Awarded Outstanding

Regional Director for TAGT in 1994 • District staff development in differentiating

curriculum • Current TAGT Region I Director

A primary goal as TAGT Region I Director for the past two years has been to inform and involve more people from the Region I area in the activities / events made possible through TAGT. I will continue to achieve this goal and to be an active member and assist in whatever way possible.

• Regional Gtr committees • Served on TEA committee that developed

proposed Distinguished High School Diploma

We need to revitalize our efforts to provide learning experiences that will challenge our gifted students. We must have the courage to acknowledge their specialness and be strong advocates for programs that allow them to blossom.

34 '* SUMMER 1995

Tempo

Texas Association for the Gifted and Talented 1995 EXECUTIVE BOARD ELECTIONS

REGIONAL DIRECTORS

o REGION V TILLIE HICKMAN

Assistant Principal Odom Academy

• Helped establish gifted magnet school

• Developed Beaumont ISD high school GIT program

• Helped develop program! curriculum for district middle school GIT program

• Taught advanced placement, administered mentoring program for gifted seniors

• Parent of two gifted children

In our region and throughout the state, the needs of gifted children are often overlooked as schools work to improve test scores. My goal is to focus on those needs and encourage innovative programming that meets those needs and sets the tone for curriculum and strategies that provide excellence for all students.

REGION IX o LINDA FONTES LEAD Facilitator and GIT Teacher, grades 4-6 Wichita Falls ISD

• GIT teacher since 1989 • 1991-1993 Odyssey of the

Mind judge • Former Board member of

Wichita Falls Association for the Gifted • Former docent for Wichita Falls Museum and

Art Center • Current TAGT Region IX Director

As a member of the TAGT Executive Board from Region IX, I would like to see continued strengthening of communication between the state and regional levels. This will ensure improved effectiveness in the region and, hopefully, increased membership. I will continue to be an advocate for G I T programs in the region because better G I T programs mean better education for all students.

SUMMER 1995

o REGION VII

KATHY ALBERS K-12 Supervisor of Math, Science, & Technology, and GiftedlTalented Henderson ISD

• GIT teacher for seven years. • Developed current grades

1-5 GIT program in district. • K-12 GIT Coordinator for two years. • Interim middle school principal. • Current TAGT Region VII Director

On the TAGT Board, I will continue to seek to broaden public awareness of our responsibility to provide appropriate education for all BtudentB, encourage regular education teachers' participation in TAGT, seek a variety of programs available at the high-Bchoollevel, and continue to seek active parental involvement.

REGION XI o DEBRA MIDKIFF K-12 GIT Facilitator Grand Prairie ISD

• Developed program to train bilingual teachers in GJT

• Charter member oftwo GIT parent groups

• Current TAGT Assistant Region X Director

• TAGT conference presenter • 18 years' experience in education, 15 in GIT

My goal for TAGT is to continue the increase of membership, develop more parent involvement within the region, and continue to facilitate communications within the region. I would like to develop more G I T advocacy efforts in the region. The region must be in touch with all the latest issues in gifted education through staff development, conferences, and membership growth.

35

Texas Association for the Gifted and Talented 1995 EXECUTIVE BOARD ELECTIONS

REGIONAL DIRECTORS

REGION XIII [] GWENDOLYN FORT English Teacher, Westwood HighSchool Round Rock ISD

• Wrote curriculum for grades 9-12 in district

• Member of Alternative Assessment for Gtr Students' pilot team

• Former student of NationallState Leadership Training Institute for Gtr

• Member of Secondary English ExCET Committee • Current TAGT Region XIII Director

For more than twenty years, I have been studying and teaching G / Tstudents and believing, as H. Carter says, that "There are only two lasting gifts that we can give to our children. One is Roots, the other, Wings.» I will continue to be an advocate not only for placing the G / T together for appropriate and differentiated curricula but also for providing the G / T with challenging, flexible, determined, and trained teachers.

[] REGION XVII

KATHERINE FERGESON

Director of GfT SlatonISD

• State Evaluator, Texas Problem Solving

• President, Slaton Classroom Teacher Association

• Identification of district Gtr students • ESC Region XVII Advisory Board • Current TAGT Region XVII Director

As the largest association, the Texas Association for the Gifted and Talented must remain on the cutting edge for the gifted population. Not just in Texas, but for the nation as well. As a regional Board member, I am aware of the importance of setting standards that serVe as a model for the nation. My goals are to continue to increase membership and keep my members informed of opportunities and services that affect G I Tprograms.

36

REGION XV [] NILDA BENAVIDES LEAD GfT Teacher San Felipe-Del Rio CISD

• Gtr LEAD Teacher, K-12 • Educator for 11 years • Member of Del Rio Gtr

Association • Parent of elementary,

middle school, and high school Gtr students

• Current TAGT Region XV Director

Ina society that shows pnjudioe against the talented and competent yet pities and supports the disadvantaged, I hope to bring enlightenment. I will continue to work to break that barrier of prejudice and bring compassion to the other end of that disadvantaged scale - the gifted and talented.

REGIONm [] MICHAEL CANNON GfT Facilitator EIPaso ISD

• Father of four gifted children • 20 years of classroom

teaching experience • 1992 Outstanding Teacher

of the Humanities (Texas Committee for the Humanities)

• Conference presentations on national, state, regional, and local levels

• Several articles published in professional journals

I hope to raise the level of awareness of the need for gifted education. TAGTshould be an important agent for student advocacy and empowerment while pushing the limits of curriculum enhancement and school innovation.

SUMMER 1995

OFFICIAL 1995 TAGT ELECTION BALLOT EXECUTIVE BOARD ELECTION

This ballot may NOT be duplicated.

"* "* "* "* "* "* OFFICERS *: *: "* '* '* "* A simple plurality of votes shall constitute election to office.

Confirmation votes are encouraged for unopposed candidates .

./ President-Elect Susan Johnsen First Vice President Benny Hickerson Third Vice President Colleen Elam

"* "* "* *: "* "* REGIONAL DIRECTORS "* "* "* "* "* "* Regional directors are elected for a two-year term of office. This year members are electing Regional Directors from odd,numbered regions. Cast only ONE vote on this section ofthe ballot, voting ONLY for the director for your region. Your region number is indicated on the first line of your address label (see diagram at left).

Vote only In your region .. Your region number

Confirmation votes are encouraged for unopposed candidates.

1-8396 10 I. M. Gif 4301 Scenic Drive

SUMMER 1995

Dallas, TX 75000

Region I Josie RodrijUez Region III Annette Scott Region V Tillie Hickman Region VII Kathy Albers Region IX Linda Fontes Region Xl Debra Midkiff Region XlII Gwendolyn Fort ReJrionXV NUda Benavides RegionXVlI Katherine Fergeson RegionXlX Michael Cannon

THIS BALLOT MUST BE RECEIVED BY AUGUST 20, 1995 AT:

TAGT 1995 ELECTION BALLOT 406 EAST 11TH STREET, SUITE 310

AUSTIN, TEXAS 78701-2617

7 09/25/95

37

Tempo

-------- .... ----~-------------------------------. ~~ t.880C.r-i

Q;J..I -"",.?I"O

!',.~ Ii TEXAS AsSOCIATION FOR ~ TAGTI, THE GIFTED AND TALENTED ~ ;:J 406 EAST 11TH STREET, SUITE 310

""...... :;r .. ~ AUSTIN, TEXAS 78701-2617 ~T.eD j\.~'9

TAGT 1995 ELECTION BALLOT 406 EAST 11TH STREET, SUITE 310 AUSTIN, TEXAS 78701·2617

Place Stamp Here

Tempo

TAGT COMMITTEE REPORTS Advocacy Policy Task Force

Meeting May2,1995

This task force w .. formed in response to a charge by outgoing President Kathy Hargrove to incoroing PresidentAnn Wink. Members of the T .. k Force are Chair, Ann Wink; Benny Hickerson, Coordinator~ Hurst-Euless-B.dford ISD; Colleen Elam, parent,FortBendISD;EvelynHiatt,Direc­tor, TEA Division of GIl'; David Thomas, parent, Alief ISD; and Connie McLendon, TAGT Executive Director.

Dr. Hargrove w .. very insightful in seeing the need to protect our staff .. concerns from membership regarding compliance, due process, and progrsm quality incre .... Many concerns come through the TAGT office in the form of phone cell •. TAGT is vulnerable tf the .. sociation is misrepre­sented and/or misquoted by individus1s in­volved in advocacy issue.. The task force proposed a TAGT Advocacy Policy and Ad­vocacy ResponseForm tobecompletedwhen a concern is called in to the office. The proposed policy includes three stepe to b. followed by.taff. First, these calls go to the executivedirectorandiftheexecutivedirec­tor is not available, information and a brief me .. age will be recorded on the Response Form. The cell will be returned within the day or upon hislher return to the office. Secondly, when the party is reached the director will ask if they have spoken to the appropriate personnel in th.ir district. The response will be recorded. An offer to send a copy of the law and SEOE regulations concerning gffied and talented education will be made. In matters of compliance, the executive director will refer them to TEA's GIl' Division The concern will be recorded and then restated in writing for confirma­tion by the celler. The third step will be that the executive director will at hiB>1ler discre­tion cell the district's contact for gifted re­gardingthe concern. The offerto facilitate a positive outcomewill bemade. Insituations involving compliance, the celler may be referred to TEA and a follow-up call to TEA staffwill be made to report the referral.

This proposed policy and form will be pre­sented for approval at the September Ex­ecutive Board meeting.

SUMMER 1995

Elections Committee Meeting

May23,1995

The Elections Connnittee met in Austin to propose a slate of nominees for TAGT of­fices. All members of the committee were present: Dr. Kathy Hargrove, Immediate Past President, Chairmao;JoeHumphrey, Abilene ISD; Dr. Peggy Kress, Round Rock ISD; Mary Jan. Reeves, Region XVI ESC; and Dr. Rebecca Rendon, Brownsville ISD.

Additional nominees could have be.n pro­posed through June 15 using the self­declared petition process. The official slate and ballot is printed in this issue of Tempo.

''I appreciate the conscientious work of the Elections Committee and the willingness of all the candidates on the ballot to accept the responsibilities of their respective offices. Withoutthe serviceofdedicated volunteers, our organization could not function .ffec­tively," said Dr. Hargrove.

TAGT Coordinators' Spring Conference

April 20-21, 1995

The fifth annual TAGT GiT Coordinstors' Conference took place in Austin at the Wyndham Southpark Hotel. This y.ar's conference theme was, "Legal Eagles: Ac­tively PromotingaGovernmentaiRelations Vision." Onehundred thirtYcoordinators of gffiedprogram.acrossthestategatharedto meet their legislators and leaITI about cur­rent issues in gffied education.

The conf.rence began on Thursday night with a reception at Scholz Garten for legis­lators and coordinators. It wasn't long before coordinetors were discussing gffied funding with all legislators in the room. Maoy coordinators remarked what fun it w .. to communicate with legislators in a casual, relaxed atmosphere.

On Friday morning, breakout sessions sparked the interest of attende.s_ The speakers included Dr. Michael Sayler, Uni­versity of North Texas; Marts Moun1;ioy, Garland ISD; Dr. Kathy Hargrov., South­eno M.thodist University; and Wayne Craigen, Fort Bend lSD.

A panel discussion on secondary GiT pro­grsm options was chaired by Dr. Margaret Kress, RoundRocklSD. Penelists included Cynthia Smith, Austin ISD; Jeanette Covington, Texas Education Agency; Dr. Dorothy Sisk, Texas Academy for Leader­ship in the Humanities at Lamar Univer­sity;JoelMclntosh, PrufrockPress; and Dr. Richard Sinclair, Texas Academy ofMath­ematics and Science at the University of North Texas.

Libby Unebarger was the keynote speaker atthenetworkingluncheon. Ms. Linebarger w .. Chair of the House Public Education Committeeforthe73rdsessionoftheTexas Legislature. She talked with coordinators about the iroportance of persoual contacts with state legislators and presented ber owntoptenlistofthingstorememberwhen communinstingwithlegislators. Sheurged coordinators to be involved in their own districts by making visits to l.gislators, writingpersonalletters, and makingphone cells.

After lunch maoy attende.s boarded the bus to the Capitol. Legislative visits had been scheduled by many GIT ooordinators for discussions regarding gifuld funding withl.gislativeaides, Representatives, and Senators.

Coordinators who remained at the hotel attendad breakout sessions presented by Dr. Kress; Ms. Covington; Dr. Hargrove; amiDr. SusanJohnsenofBaylor University. Topics presented throughout the conference includedas .... ment,grouping, curriculum alternatives, primary identification, pro­gram evaluation, and current GIl'research

If you missed this year's conference, we hope that you can join us next year. The 1996 TAGT G!I' Coordinators' Conference is planned for April1S-19, 1996, in Austin. Don't forget the GIl' Coordinators' Division Annual Meeting and Breakfast is planned for Friday morning, November 17, 1995, at the TAGT Annual Professional Develop­ment Conference in Houston. When you registerforthe TAGTconference, be sure to check the box and include payment for attending the Ccordinators'Divisionbreak­fast. The guestapeakeris Dr_ Miraca Gross from Australia. We look forward to seeing you in Houston.

39

TAGT ExECUTIVE BOARD HIGHLIGIITS Meeting Date: April 21-22, 1995

Austin, 7exas The Executive Board of the Texas Association farths Gifted and Talented met on Friday, April 21, 1995, in the Wyndham &Juthpark Hotel, • Austin, Texas. .

• Ann Wink formally welcomed Dr, Michael Sayler of the University Of North Texas as the new TAGT Publicatione Editor and ex­officio member of theTAGT Executive Com­mittee and Executive Board.

• Mrs, Wink reported on tho NAGC Slata A:tTilia-ts meeting held in Washington, D.C. on February 25-28, 1995, and that she and Connie McLendon received many positive comments about the work being done in Texas. She ga'l/"e a brief report on the pro­grams presented at NAGC, as well as the visits she and Connie McLendon made to the offices of Phil Gramm, Kay Bailey Hutchison, and Chet Edwards regarding Javita funding. She reported that she pre-• entad the $500 TAGT contribution to the Nicholas Green Scholarship Fund at the • NAGC convention in a special ceremony especially for TAGT.

• Mrs. Wink detailed the establishment of the TAGT Adene MoClendon Young Lead· ers Scholarship Fund. It was noted that there was a memorial to Adelle in the most recent issue of the NAGC CQmmun.ique.

• Trey Watters, TAGT Membership Coordi­nator, noted that December 31 supplies the peak count of association members. He inactivated 555 members at the end of March, 1995, leaving 6,311 current active members. Members who are scheduled to renew reooive two notices prior to inactiva· lion, He re",rted that although individual memberships are declining somewhat, fam· ily and institutional memberships are in· creasing steadily. His research has indi­cated that twelve of the twenty regions have at least one affiliated parent group

Mr. Watters announced plans for- a TAGT All-Region Membership drive. Connie McLendon mentioned that it is for the Ex- • ecutive Board to determine the role and degree to which this proposal should be implemented. A small committee was cre· ated to brainstorm aItematives to the pro· posed plan and report its results to the Executive Board on Se.turday. The Execu· tive Board agreed that a membenhip drive was needed a.nd for staff to proceed with plans. It was noted that, if possible, all correspondence that goes through school districts (i.e., membership drive infotIn9.-

40

tion) needs to be done in English, Spanish, and, in some cases, Vietnamese.

HaHna Garbowl!ika, TAGT Business Man· ager, discussed the financie.l statement handouts distributed at the beginning of them •• ling, Shere~ortada$19,000d.licit for March, 1995, due to decreased revenues (typical for this period). She also reported that TAGT is making a transition from caijh basis accounting to accrual based ac· counting. This will enable the association to gauge mOre accurately its financial sta· tus at any given thne of the year and also to better account for expenses and revenues. She is moving the association into a much more detailed way of reporting expenses, revenues, a.ndjob costing. Ms. Gar-bowska, at the Executive Director's request, is re­searching cancellation liability insurance for the 1995 annual conference in Houston and will report her findings to the director .

Beth Tracy, TAOT Administrative Assis· tant, detailed the status of the sale of ex· hibit booth space for the 1995 annual con· ference. To date, there have been a total of 64 exhibits, 93 booths, and 6 exhibitor showcases confirmed.

She ro",rtad that TAGT hoo oonducted a survey of the exhibitors from the 1994 annual conference and has received 54 responses. The findings show that there is a split among the exhibitors as to whether Or not they would like to have the exhibit hall closed for a short time during lunch and also On On whether or not they would like to continue the "Freebie Frenzy" con· test during the conference. All exhibitors were very satisfied '\!Vith the Shipping in­structions, on-site services, and directions received for the conference. Connie McLendon noted that exhibitors come from all over the nation to exhibit with TAGT and they are a good source for aiding TAGT in ijpreading word about the conference.

Alicia Denney, TAGT Executive Assistant, re~ortad that TAGT'. exhibiting at two other association conferences has beenposi· tive and given teachers and administrators the opportunity to 9.$k questions about the association and the work it does.

She reviewed the 1995 annue.l conference task list that was developed after the 1994 conference to assist the staff and board in meeting deadlines leading up to the confer­ence date. She reported that the stafi'is on schedule with the checklist. She encour· aged the board members to follow the

checklist closely in order to stay abreast of conference preparations. She e.ll!io reported that approximately 275 proposals had been received for the 1995 annual conference and were scheduled to be read by the Ex­ecutive Board and strand leaders on Satur· day morning.

• Beverly Lowry, TAGT Director of Publica· tions and Communications, reported that the cha.nging of the editorship of tempo from ,Mary Seay through a period of guest editors and now to Mike Sayler was going very well. Ms. Lowry announced that an addendum would be published for the newly printed University Programs in. Gi/tsdEdu­cation In the State of Texas that would reflect the addition of programs at South· ern Methodist University and UT - Per· mian Basin to the book.

She spoke briefly about the ASAE 1995 AAA Awards Applications. TAGT is en· tered in i!lBveral categories in this competi· tion. These awards are good public rela­tions for the association e.nd help reflect the quality of its publications.

• Connie McLendon referred the Executive Board to the latest edition of the TAGT Capital Newsletter, noting that the House Education Committee is scheduled to file House Bill 2 on April 28, This will b. followed by full House debate and then confer~nce committee. She announced that she would continue to keep the board in­formed of any and e.ll developments regard­ing gifted education.

,. Mrs. Mclendon reported that she had been in contact with Barry Nickelsberg of The Funding Center, Inc., in Washington, D.C. regarding TAGT's interest in developing a fundraising campaign. Mr. Nickelsberg suggested his corning to Texas to present a one-day board development workshop; the Executive Committee had agreed to pro· ceed with the proposal. At the workshop, Mr. Nickelsbergwill walk the board through the steps involved in launching a fundraiser . Mrs. McLendon reported that he was very positive about TAGT's potential for a suc­cessful fundraisingca.mpaign, but also noted that the association must have an invest­ment policy and must have financial goals for the drive which parallel the association's misl3ion statement.

• Mrs. McLendon referred the Executive Board to the proposed TAGT 1995-96 bud­get, reporting the projected revenue for next year as $747,235. She broke down the

SUMMER 1995

TAGT Executive Board Highlights Continued different categories of income for the eam­ing-year. The ex:penS$ budget for 1995~96 is proj.eted to be $619,424. She explained that the 1995 conference in Houston prom­ises to be the :moat expensive conference in TAGT history j with convention center and la.bor costs, transporta.tion, and audio/vi· sual expenses much greater than expenses for these services for past conferences. She said that, even so, lithe conference revenue is as projected, TAGT should have an Wldesigna.ted fund balance next year.

Tho 1995·96 TAGT Budget was unani· mously accepted as proposed.

.. Tracy Weinberg announced that the re­gional directors had each received a liat of scholarship winners by region. This year TAGT received more scholarShip a.pplica.­tions than any previous year and awarded more money than ever before. He reported that the scholarship reading committee was comprised of 30 members from the DFW metroplex area and that the March 24 mMting was hosted by Kathy Hargrove at SMU.

• Karon F'it.gerald roporl<>d a rotal atten· dance of 129 at this year's Gtr Coordina~ tore' Conference. She reported on the suc­cess of the legislators' reception at Scholz's Garl<>n on April 20 and the keynote by Libby Linebarger on how to lobby YOUI' legislator. In reviewing eonferenee eva.lua­tions, the GIT Coordina.tor$' Division omc­ers continue to See a need to hold the confer~ enee in the spring. It was mentioned that one does not have to be a GIT coordinator to attend this conference.

• Susan Johnsen continued discussion re­gardingtheAwareness Certificate with the Executive Board. The Executive Board discussed cha.rging a flat fee to institutions wishing to have students receive a TAGT certificate. Dr. Johnsen stressed that the intent ofthe Awarenees Certifica.te was to ensure quality in the field of gifted educa­tion. Dr. Johnsen and Ann Wink thanked the Executive Board for working to inform the public about the Awareness Certificate.

• TracyWeinberg annoWlced that it had been recommended that the percentages in the Investment Plan should remain in place with a "plus or minus five percent" next to each. It was recommended by Rebecca Clifford, C.P.A., Region VIII Di",otor, that it il;l better to have the flexible percentages

investments shall be ~A' rated or higher with maturities not to exceed 15 years."

The Executive Board unanimously adopted theTAGTlnvestmentPolicywith the.bov. changes.

is a need for professionals to present to parents. Sessions will b@ 45 minutes in length. May I, 1995 is the deadline for receiving Parent of the Year nominations from the people in the regions. Myrtis Smith announced that the PICI Committee will be looking for new committee members in the coming months.

,. Dr. Hargrove announced that in order to allow the maximum amount of time for nominees to submit their forma, the Elec~ tions Committee can legally a.ccept them until 10:00 a.m .. Tue.d.y, May 23, 1996, which is the date of the next Elections Committee meeting. She and her commit­tee members have begun contacting people about running again and soliciting for the other offices. The May 23 meeting will eoneentrate on developing the slate of offic­ers and regional directors for the 1996 Executive Board.

Ann Wink reported that she and Connie McLendon had been working on testimony

• Dr. Sayler announced the theme for the summer issue of Tempo as !<;Effective Pro­grams." He mentioned that he is still looking for information on bilingual, mi­nority, and disadvantaged programs and asked the Executive Board to en!XIurage people to write 1000-1500 word articles for Tempo. He is looking for information on exemplary-programs in the area of develop­ing science talent in all ages. He also announced the proposed themes for the 16th volume and would update the board at the September meeting.

for the House for April 24. She announced that the Advanced High School Program • had been approved by the SBOE, and th.t she and Connie had spoken to their legisla­tors while in Washington D,C, eoncerning the funding of the Javito Program. She noted that Rider 44 (funding of the Texas AP Incentive Program) was still an issue, and that the membership had been notified • of the threat to local district Gtr funds in the last issue of the TAGTCapital Newslet­ter. Connie McLendon noted that anything can happen on the House floor in the corn­ing weeks, and that she will keep the board and membership informed. She thanked Mary Seay for the work she had done with Senator Junell and Rebecca Clifford and Ann Trull for the work they had done with Senator Ratliff.

Dr. Mary Seay reported tha.t she gave a presenta.tion to the Friendswood parent group, speaking on the differences between honors and gifted students. She noted that she had spent a great deal of time working to inform Senator Junell about the legisla­tive concerns ofTAGT.

Ann Williams announeed that there had been regional staff development confer~ ences in Regions I, II, XII, XVI, and XIX already this year. She reported that many regional directors had held parent meet­ings addressing scholarship programs and parent education, a.nd more regional direc­tors were becoming involved in their Edu~ cational Service Center meetings. Regional Directors haveuntn May 15 to submit their candidates for 1995 TAGT Teacher of the Year and regional winners of Advocate of theYeartoth.TAGTOffieo. MaySli,the deadline for the meeting of the ad hoc oommitteeto select theTAGT 1995Teacher of the Year.

in place as guidelines for the investment • a.dvisor. He recommended that the first sentence under the percentages read, liThe Board believes that diversification of investments combined with the weighted factors above .... ~ On page 21, under "In­vestment Management", the last sentence

Dr. Johnsen announeed that the Creativity Potpourri session will be a ticketed event in 1995. All sessions dealing with secondary topics will be in the Hyatt. The 1995 Con­ference Local Arrangements Conunitteewill meet on May 19, 1995. She announced • Peter Vidmar as the keynote speaker. The September Executive Board meeting will focus on board members' roles at the confer­ence, as well as on speeial events. Dr. Johnsen thanked the Executive Board for the work they did that morning in reading eonference proposals. Proposals for Cre­ativity Potpourri are still needed. TAGT will continue to accept regular breakout proposals until May 15, 1995 and no later.

Myrtis Smith referred the Executive Board to the parent conference flyer; the theme of this year's parent conference is "Mapping New Directions" and the eonference will be held Jun. 30 . July 1. 1996, .t the Capitol • Marriott in Austin. She requested that board members assist in recruiting pre­senters for the parent conference, as there

KarenFit.1geraldpresented the committee's $uggestions for incr@asing membership in additional ways to those proposed by the membership drive plan. Connie McLendon noted that board members would receive information regarding the membership drive as soon as it is developed. It was decided that the membership drive would be launched from the regions prior to the annual eonference and would be annoWlced to membership in the summer issue of Tempo. The Executive Board tha.nked the committee of Karen Fitzgerald, Josie Rodriguez, and Rebecca Clifford for their work.

Ann Wink announced that board membera would be receiving more information re­gardingthe September8-9, 1995 Executive Board meeting in the coming months. of the fifth bullet should r.ad, "Sueh

SUMMER 1995 41

CALENDAR OF EvENTs

JULY

Date: July 9·11 Event: 47th Annual Superinten· dents Workshop for Educational Leaders Contact: Texas Association of School Administrators, 512/477· 6361

Date: July 12·14 Event: 1995 Education Commission of the State. National Forum and Annual Meeting Site: Marriott City Center, Denver, Colorado Contact: Chrissy Hussey-Thomsen; 303/299·3621

Date: July 14·16 Event: Texas PTA Summer Leadership Seminar Site: Austin; Texas Contact: Texas Congress of Parents and Teachers, 512/476·6769 or 800/TALK·PTA

Date: July 17·20 Event: 1995 Joint Career and Technology Conference Site: Austin) Texas Contact: Sylvia Clark, TEA, 5121 475·3484

Date: July 20·22 Event: Supporting Emotional Needs of Gifted (SENG) Conference Site: Jefferson Hotel, Richmond, Virginia Contact: Leona Gray, Chair, 5131 873·4300; FAX: 513/873·4323

Date: July 30·August 2 Event: 15th International World Conference on Critical Thinking and Educational Reform Site: Northern California Contact: The Center and Foundation for Critical Thinking, 707/664·2940

42

Date: July 31·August 3 Event: Texas Future Problem Solving Coaches! Training Confer­ence Site: Red Lion Hotel, Austin, Texas Contact: 800/333·5888 Dr 512/447· 0529; FAX: 512/447·1301

AUGUST

Date: August 2·4 Event: Conference for the Advance­ment of Mathematics Teaching Site: San Antonio, Texas Contact: Dr. Penny McAdoo, 2141 539·1551

SEPTEMBER

Date: September 21·22 Event: Third Annual SCIMAST Fall Forum Site: St. Anthony Hotel, San Antonio Contact: Wes Hoover, SEDL, 5121 476·6861

Date: September 29·30 Event: Curriculum for Nurturing Giftedness in Young Childreni featuring Dr. Margaret King and Dr. June Maker Site: Washington, DC Contact: The Council for Excep· tional Children, 703/264·9463 or JAYM@CEC.SPED.ORG

Date: September 30·0ctober 4 Event: Association of School Business Officials International Annual Conference Site: Nashville, Tennessee Contact: 703/478·0405

OCTOBER

Date: October 4·8 Event: Opportunities for Excellence for Rural Students 87th Annual NREA Convention Site: Salt Lake City, utah Contact: Joseph Newlin, 303/491· 7022; FAX 303/491·1317

Date: October 13·14 Event: Curriculum for Nurturing Giftedness in Young Children, featuring Dr. Margaret King and Dr. June Maker Site: Seattie, Washington Contact: The Council for Excep· tional Children, 703/264·9463 or JAYM@CEC.SPED.ORG

NOVEMBER

Date: November 8·11 Event: Conference for the Advance· ment of Science Teaching Site: Corpus Christi, Texas Contact: Dr. Steve Rakow, Internet address: rakow@tenet.edu

Date: November 9·11 Event: NCTM Southern Regional Conference, RSVP: Reflecting on the Standards and Validating our Progress Site: Houston) Texas Contact: Eva Gates, Pasadena lSD, 713/920·6939

Date: November 10·12 Event: Texas PTA Annual Conven· tion Site: Austin! Texas Contact: Texas Congress of Parents and Teachers, 512/476·6769 or 800/TALK·PTA

Date: November 15·18 Event: TAGT 18th Annual Staff Development Conference, Develop. ing Talents Site: George R. Brown Convention Center, Houston! Texas Contact: Connie McLendon, 5121 499·TAGT, FAX: 512/499·8264

SUMMER 1995

Tempo

CALL FOR ARTICLES Fall 1995

Conference Issue: Developing Talents

Winter 1996 Math, Science, and the

Gifted Student

Once a child is identified as gifted. ajowney begins for teacher, parent, and student alike. Where are the keys to unlock a gifted student's special talents? Howdoyou uneover

The talents and gifts of high-ability students often InHIrifest them­selves in specific, measurable ways. Children gifted in mathematics

talents to complement or help develop exist­ing strengths? What is nacessary to help children reach their potential?

The fall issue should anSwer some of these questions. We want to hear from you re­garding what talent development means in your district or classroom and to your child. Once talent i. identified, what can be done to assist the child develop his or her gifts and incorporate them into the child!s interests? We welcome your submissions to explore talent development.

The deadline for receipt of articles isAugu.t 15, 1995.

All article8 will be refereed and 8hould be double-space.d usinG APA j'ormt;Lt. Your Editorial Board thank8 you!

Michr;u;!l Sayler, Editor

Beverly Lowry! Managing Editor

Erne8to Bernal James Coffey

Joyce Miller

John. Samara

Ann Weiss

The Editorial Board would like to thank our guest reviewers:

Karen Fit:<gerald, Spring Branch ISD; Mary Beay! San Angelo IBD; and Tracy

Weinberg, Randolph Field ISD.

andeciencehevedifferentenrichmeotneeds than those gifted in language and perfo,.. manoo, for example. Are different methods employed to identifY mathematically- and scientifically-gifted students? How do you develop these talents? Is it possible to overencouragethis development? Are these gifts easier or more difficult to identify'?

We want to share professional experi­ences involving this special group of gifted students with Tempo readership and wel­come your submissions to explore gifted­ness in math and science.

The deadline for receipt of articles is November 15, 1995.

Guidelines for article submissions Your oontribution to TAGT Tempo is welcomed.

Please use the following guidelines when submitting articles: 1. Address the article to the theme of an upcoming issue or to a

regular feature. 2. Submit a double-spaced typed or computer-printed copy (use

1-1/2-inch margins). Please send a computer disk (save as "text only" [Macintosh], DOS, RTF, or ASCII; indicate soft­ware Ulsed). Preferred article length is 2.500 - 5,000 words.

3. Include a cover sheet with your name! addreBs! position! school district and region! daytime telephone number, and BRIEF bio.

Send all submissions to: Dr. Micheal Sayler, TAGT Tempo, P. O. Box: 13857, University of North Texas, D@nton, TX 76203-6867.

FUTURE THEMES: Spring '96: Cultural Diversity

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• • TEXAS AsSOCIATION FOR THE GIFTED AND TALENTED MEMBERSHIP APPLICATION • • • • MemberName(a) _____________________ _ Tl!ll!phane: {H) (W) • • • • Ml1ilingAddl'q:u _______________ _ City S"to ZIP • • Sehool Di~trict & CllmpUIl NllmeIBullinelili Affililltian ____________________________ _ ESC Reil,on __

Eleetronic Address (i.e., Tenet, Internet) ifappJieable _________________________________ _

PLEASE OHECK ON~; 0 TIiIQchlilf Q Administrator o Parent Q Sehool Board Member QOther

Individual ......... $25 ( ) F.mHy .............. $25 ( ) *Student """"'" $15 ( ) :~ MU8t include verifiable campu8, di8trict, and grade,

Patron ............... $100 ( ) '*Institutional .. $100 ( ) Lifetime ............ $400 ( ) Parent Affiliate $45 ( )

'Ir'!: Institutional m.embers receive all the benefit~ of ~ular membership, plu8 may 8en.d four represen.tatives to all TAGT conferences at the member rate.! regardless of individual membersh~p status,

In addition to your regular Member~hlp, you are invited to join A TAGT Divieion for an additional fee.

•

Choose either or bothl Gtr Coordinators .......................................... $10 () Re$eareh & Development .. , ............. ",,,$10 () •

• Membership Services • • tempo quarterly journal and newsletter • In.~i,ghts Annual Directory ofSchQlarships & Awards· TAGT Capital Newsletter -monthly update • during Legislative Session· Professional development workshops with insernce credit. General ManagementJLeadership Training • School • Board M@mber Training • Parent servi~e$ and infotnlation • Legislative representation & networking • Reduced registration fees for • • conferences and regional workshops •

Please remit due. to: TAGT, Dept. R. B. #0471, P. O. Box 550, Anstin, TX 78789-0471 • • •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• SUMMER 1995 43

TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED

1995 EXECUTIVE BOARD EXECUTIVE COMMITTEE REGIONAL DIRECTORS EDiTOIUAI .. BOAl\D

PflESIDENT I JOSIE RoDRIGUEZ XIII GWBNDOLYN FORT 8 MICHAEL SAYLER

ANNW'NI< (210) 514-2096 (512) 250·1051 Editor (817) 520·1760 Mereedes ISD Round Rock ISD (817) 565-4699 Killeen ISO P.O. Box 419 12400 Mellow Meadow Drive University of North Texas 902 North 16th Street Mel'«des, 'l'X 78570 Austin, TX 78750 Dept, ofTeehnology & Cognition II STELlA GARRIm' XIV KATHYiIALL Killeen, 'l'X 76501 (512) 241-2302 (915) 236-2863 p, 0, Box 13857

PRESIDENT-ELECT Calallen ISD Abilene ISD Denton, 'l'X 76203 DR. MARy SEAY 4602 Cornett 700 Silas

. (915) 947·3826 Corpus Christi, TX 78410 Sweetwater, TX 79556 ~ EItNi:STO BiJlNAL San Angelo ISD III ARMANDo VII.LARREAL XV NILDA BENAVIDES (210) 381·3468 1621 University (512) 788-9617 (210) 774·9316 University ofTexa!i\-Pan Arneric.an San Angelo, 'l'X 76904 Victoria ISD San Felipe·Del Rio CISD School of Education 3307 Calli, P. O. Drawer 420128

FmST VICE-PRESIDENT Victoria, 'l'X 77901 Del aio, 'l'X 78842 1201 West University Drive SUSAN JOHNSEN IV KAREN FI1ZGERALD XVI Suzy ZlMMlill><AN Edinburg, 'l'X 78539 (BI7) 755·3111 (713) 560·7437 (806) 354-4295 Baylor University Spring Branch ISD 3704 Linda ~ JAMES COFFEY

P.O. Box 97314 14400 Fern Street Amalillo, 'l'X 79109 (915) 658-6571 Waco, 'l'X 76798·7314 Hou,ton, 'l'X 77079 XVII KATHERINE FERGEBON Region XV Education Service

SECOND VICE-PRESIDENT V ClIIU. ilIwuN (B06) B2B·65B3 Center ANN WILLIAM' (409) 989-6258 Sl.ton ISD p, 0. Box 5199 (210) 61B-6057 Port Arthur ISD 300 South 9th Street San Angelo, 'l'X 76902 p, 0, Boxl388 Slaton, 'l'X 79364 McAllen ISD Port Arthur, 'l'X 77641·1388 XVIII JOE BIJLLOCK 2000 North 23rd VI VELORES WILKINSON (915) 837·8154 ~ JOYCE Mn.LER McAllen, 'l'X 78501 (713) 364-1166 ext, 115 SuI ROBS State University (214) 613·7591

'I'HmD VICE-PRESIDENT New Caney ISD Dept. of Languages & Literature East Texas State University MYRTIS SMITH Route 4, Box 89 ~ne, TX 79832 Metroplex Center (903) 696-1876 New Caney, 'l'X 77367 XIX ELEINE BUllOCK 2600 Motley Drive 30l! Old Bullard Road VII KATHYAL .... (916) 693-8841 Mesquite, TX 75150

(903) 657·8511 y,letalSD Tylor, 'l'X 76701 Henderson ISO 10955 Sam Snead Drive

SECRETARYfIimAsURER P. 0, Box 728 EI Paso, 'l'X 79936 8 JOHN SAMARA 'I'RA.CY WEINBERG Henderson, TX 75653·0728 XX RoBLYN BLAcHt (512) 263·3089 (210) 658·6391 VIII REBECCA. CWFORD (210) 533·8051 The Curriculum Project Eandolph Field ISD (903) 784-8600 San Antonio ISD 3300 Bee Cave Rd., Suite 650-141 P. 0, Box 2217 p, 0, Box 206 636 Rig>by Stre.t Au~tin, TX 78746 Universal City, TX 78148 Pari" 'l'X 75461 San Antonio, TX 78210

IMMEDIATE PAST·PREsIDENT IX LINDA FONTES ASSISTANTaEGIONALDIaECTOaS !J. ANN WEISS

KATHY RuwIWVE (817) 761·1580 IV BO.BlE SMITH (713) 420·4453 Wichita Fall, ISD

(214) 768·5437 4612 Lake Park Drive (713) 368·2108 1M .. Cr .. k CISD Southern Methodist Wichita. Falls, 'IX 76302 Houston ISD 4026 Decker Drive moo Wood Lodge University X ANn,C.,. HOl1.!lton, TX 77077 B'ytown, 'l'X 77620 Box 750383 (210) 070-6315 X DEBRA MIDKIFF Dallas, 'l'X 75275-0383 Richardson ISD (214) 237-4012 ~ BiViJU.Y LoWRY

PuBLICATIONS EDITOR 1700 Gatew¥llvd, Orand Prairie ISD Managing Editor MICHAEL SAYLER Richardson, 75080 330 NE 27th Street, Annex A c/oTAGT (817) 565-4699 XI BENNY HICKERSON Grand Prairie, TX 75050 406 East llth Street, Suite 310 (817) 2B3-4461, ext. 3B2 University of North Texas Hurst-Euless-Bedford ISD XI PAMELA RUDNICKI Austin, 'l'X 78701 p, 0, Box 13857 1849 Central Drive (817) 473·5600

Mansfield ISD Denton, TX 76203 Bedford, 'l'X 76022 605 East Broad ExECUTIVE DIRECTOR XII RICHARD ~ROT Man,fi,ld, 'l'X 76063

CONNIE McLENooN (817) 772·4286 (512) 499·TAGT (8248) Hillcrest Professional TAGT D@velopm@ntSchool

406 East nth St" Suite 310 4225 Pine Avenue

Au,tin, 'l'X 7B701-2617 Waco, TX 76710

,,~~(),'~

Michael Sayler, Editor Non·Profit Org. +?-~ , .. ~ • 1"" c, TAGTTempo U,S, Postago

~l\JAiIT)lk PAID '>:-<' \ ... , 406 EABT 11TH STREET, SUITE 310 Austin, rexa. ~.~~<,- AUSTIN, TEXAS 78701-2617 78767

r.~""/"m~O:~ Permit No. 94 t