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Dramatized

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Great rendition of One - an anti-bullying message created by Flanders Pre-K students and their teacher Mrs. Whitney Goachee.

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Dramatized

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KHS Group Interpretation 2013 (Oct) - One

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13 members of the KHS Group Interpretation Team performed One, by Kathryn Otoshi, for over 800 students. In addition to performing this tale about the importance of standing up for yourself and your friends, the members of G.I.

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Dramatized

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Maywood Fine Arts Drama Class performs Bully B.E.A.N.S, a book by Julia Cook. Please subscribe to our youtube channel and visit our facebook page at www.facebook.com/maywoodfinearts

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Book

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Bully B.E.A.N.S. By Julia Cook Read by Ms. Shortt

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Bully B.E.A.N.S. By Julia Cook Illustrated by Anita Dufalla Read by Ms. Shortt ---- Made with Shadow Puppet. http://get-puppet.com/

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Radio Program Joni Eareckson Tada shares encouragement and Biblical insights.

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We have found some amazing apps and webtools over the last two years. Some might be of use, others might not. Here's a summary of some of the coolest ones around. If you'd like to see some in action don't hesitate to contact me, or even better... add your own. Follow me @iteacherau

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Baylor Conference- Oct. 1st Social and Emotional Development of Gifted Students 

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Baylor Conference- Oct. 1st Social and Emotional Development of Gifted Students 

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Email me if you are interested in going!

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Great Resource!

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The best padlets out there on educational topics

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Cover the basics!

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Basic or updates

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see pg. 25

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NAGC

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"Gifted students will do fine on their own." "Gifted programs are elitist."
These and other myths prevent our country from appropriately educating millions of advanced students.

NAGC compiled a list of the most prevalent myths in gifted education with evidence rebutting each of them. This list was developed from a longer list of myths explored in a special of Gifted Child Quarterly (GCQ) in the Fall of 2009. NAGC Members can read the full issue of GCQ via the SAGE website

How many of these myths have hindered you, your child, and/or your school in the pursuit of a challenging education for advanced students?

Truth:

Although teachers try to challenge all students they are frequently unfamiliar with the needs of gifted children and do not know how to best serve them in the classroom. A national study conducted by the Fordham Institute found that 58% of teachers have received no professional development focused on teaching academically advanced students in the past few years and 73% of teachers agreed that "Too often, the brightest students are bored and under-challenged in school - we're not giving them a sufficient chance to thrive. This report confirms what many families have known: not all teachers are able to recognize and support gifted learners. ¹

Truth:

Average or below-average students do not look to the gifted students in the class as role models. Watching or relying on someone who is expected to succeed does little to increase a struggling student's sense of self-confidence. ² Similarly, gifted students benefit from classroom interactions with peers at similar performance levels and become bored, frustrated, and unmotivated when placed in classrooms with low or average-ability students.

Truth:

Academically gifted students often feel bored or out of place with their age peers and naturally gravitate towards older students who are more similar as "intellectual peers." Studies have shown that many students are happier with older students who share their interest than they are with children the same age. ³ Therefore, acceleration placement options such as early entrance to Kindergarten, grade skipping, or early exit should be considered for these students.

Truth:

Some gifted students also have learning or other disabilities. These "twice-exceptional" students often go undetected in regular classrooms because their disability and gifts mask each other, making them appear "average." Other twice-exceptional students are identified as having a learning disability and as a result, are not considered for gifted services. In both cases, it is important to focus on the students' abilities and allow them to have challenging curricula in addition to receiving help for their learning disability. ⁴

Truth:

While AP classes offer rigorous, advanced coursework, they are not a gifted education program. The AP program is designed as college-level classes taught by high school teachers for students willing to work hard. The program is limited in its service to gifted and talented students in two major areas: First AP is limited by the subjects offered, which in most districts is only a small handful. Second it is limited in that, typically, it is offered only in high school and is generally available only for 11th and 12th grade students. The College Board acknowledges that AP courses are for any student who is academically prepared and motivated to take a college-level course.

View this video on Myths in Gifted Education produced by teens in the Baltimore County (MD) Public Schools for the Maryland State Department of Education
Read an overview of the Myths by Don Treffinger that appeared in the fall issue of Teaching for High Potential.
Read about Jacob K. Javits Grant to Purdue University to extend research showing when gifted students are clustered together, all children perform better.

¹ Farkas, S. & Duffet, A. (2008). Results from a national teacher survey. In Thomas B. Fordham Institute, Highachievement students in the era of NCLB (p. 78). Washington, DC: Author. http://www.edexcellence.net/publications/high-achieving-students-in.html

² Fiedler, E.D., Lange, R. E., Winebrenner, S. (1993). In search of reality: Unraveling the myths about tracking, ability grouping, and the gifted. Roper Review, (16), 4-7.

³ Colangelo, N., Assouline, S. G., & Gross, M.U.M. (2004). A nation deceived: How schools hold back America's brightest students. Iowa City: University of Iowa.

⁴ Olenchak. F. R., & Reis, S. M. (2002) Gifted students with learning disabilities. In M. Neihart, S. M. Reis, N. Robinson, and S. Moon (Eds.), The Social and Emotional Development of Gifted Children (pp. 177-192). Waco TX: Prufrock Press.

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"Gifted students will do fine on their own." "Gifted programs are elitist." These and other myths prevent our country from appropriately educating millions of advanced students. NAGC compiled a list of the most prevalent myths in gifted education with evidence rebutting each of them.

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Complete and send to me if you have a student need. Thanks!

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Please complete and return. Call parents to notify.

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Gifted Sweetness

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Welcome and enjoy the treats... ​ just don't leave any messes!

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Prevention Tool Kit

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Understanding the issues concerning suicide and mental health is an important way to take part in suicide prevention, help others in crisis, and change the conversation around suicide.

We Believe

Suicide is not inevitable for anyone. By starting the conversation, providing support, and directing help to those who need it, we can prevent suicides and save lives.

Evidence shows that providing support services, talking about suicide, reducing access to means of self-harm, and following up with loved ones are just some of the actions we can all take to help others.

By offering immediate counseling to everyone that may need it, local crisis centers provide invaluable support at critical times and connect individuals to local services.

Know the Risk Factors

Risk factors are characteristics that make it more likely that someone will consider, attempt, or die by suicide. They can't cause or predict a suicide attempt, but they're important to be aware of.

Mental disorders, particularly mood disorders, schizophrenia, anxiety disorders, and certain personality disorders

Alcohol and other substance use disorders

Hopelessness

Impulsive and/or aggressive tendencies

History of trauma or abuse

Major physical illnesses

Previous suicide attempt(s)

Family history of suicide

Job or financial loss

Loss of relationship(s)

Easy access to lethal means

Local clusters of suicide

Lack of social support and sense of isolation

Stigma associated with asking for help

Lack of healthcare, especially mental health and substance abuse treatment

Cultural and religious beliefs, such as the belief that suicide is a noble resolution of a personal dilemma

Exposure to others who have died by suicide (in real life or via the media and Internet)

Know the Warning Signs

Some warning signs may help you determine if a loved one is at risk for suicide, especially if the behavior is new, has increased, or seems related to a painful event, loss, or change. If you or someone you know exhibits any of these, seek help by calling the Lifeline.

Talking about wanting to die or to kill themselves

Looking for a way to kill themselves, like searching online or buying a gun

Talking about feeling hopeless or having no reason to live

Talking about feeling trapped or in unbearable pain

Talking about being a burden to others

Increasing the use of alcohol or drugs

Acting anxious or agitated; behaving recklessly

Sleeping too little or too much

Withdrawing or isolating themselves

Showing rage or talking about seeking revenge

Extreme mood swings

Get in touch

Call the Lifeline

Read Stories Of Hope & Recovery
Get stories from people who have been through a crisis and found hope.

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Understanding the issues concerning suicide and mental health is an important way to take part in suicide prevention, help others in crisis, and change the conversation around suicide. Suicide is not inevitable for anyone. By starting the conversation, providing support, and directing help to those who need it, we can prevent suicides and save lives.

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Texas Dept. Family & Protective Services

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Department of Family and Protective Services

Texas Abuse/Neglect Hotline

1-800-252-5400 www.txabusehotline.org

For reporting abuse, neglect, or exploitation of children, the elderly, or people with disabilities.