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<div style="margin-top: 5pt; margin-bottom: 5pt; ">A text-only version of this newsletter is included in this email for those subscribers unable to open attachments. <b>If you prefer, you can also view a more reader-friendly version of the newsletter with added
formatting at: </b><a href="http://www.ode.state.or.us/search/page/?id=2319"><font color="#0000FF"><u>http://www.ode.state.or.us/search/page/?id=2319</u></font></a><font size="3"> </font></div>
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<div><font face="Arial-BoldMT, sans-serif" size="3"><b>Oregon Talented and Gifted Teacher Update #6</b></font></div>
<div><font face="Arial-BoldMT, sans-serif" size="3"><b>March 3, 2009</b></font></div>
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<div style="text-align: center; "><font face="Arial-BoldMT, sans-serif" size="2"><b>Please forward this issue of the update to interested professionals!</b></font></div>
<div><font face="Arial-BoldMT, sans-serif" size="2"> <font face="ArialMT, sans-serif">Teachers may sign up for this or other newsletters at: </font><a href="http://www.ode.state.or.us/search/page/?id=1843"><font face="ArialMT, sans-serif" color="#0000FF"><u>http://www.ode.state.or.us/search/page/?id=1843</u></font></a></font></div>
<div style="text-align: center; "><font face="ArialMT, sans-serif" size="2">Past issues are also available at this website.</font></div>
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<div style="padding-left: 36pt; text-indent: -36pt; "><font face="Arial-BoldMT, sans-serif" size="2"><b>1. </b><font size="3"><b>Welcome to the TAG Teacher Update</b></font></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="3"><b>2. </b><span style="background-color:#C0C0C0"><b>Legal Reminder of the Month</b></span></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="3"><b>3. Challenging High End Learners Curriculum Revision Work</b></font></div>
<div style="padding-left: 36pt; text-indent: -36pt; "><font face="Arial, sans-serif" size="3"><b>4. </b><span style="background-color:#C0C0C0"><b>Some Considerations for Selecting Literature to Challenge High Ability Learners</b></span></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="3"><b>5. Maryland School District 100 Book Challenge</b></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="3"><b>6. </b><span style="background-color:#C0C0C0"><b>Gifted Education in Canada</b></span></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="3"><b>7. Differentiating Writing Instruction</b></font></div>
<div style="padding-left: 36pt; text-indent: -36pt; "><font face="Arial, sans-serif" size="3"><b>8. </b><span style="background-color:#C0C0C0"><b>Professional Development Webinars—Differentiation for Gifted and Designing a Gifted Program Using NAGC Program
Standards</b></span></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="3"><b>9. Credit for Proficiency and TAG</b></font></div>
<div><font face="Arial, sans-serif" size="3"><b>10. </b><span style="background-color:#C0C0C0"><b>Gifted Education in England</b></span></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="3"><b>11. Unique Curriculum Resource</b></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="3"><b>12. </b><span style="background-color:#C0C0C0"><b>Resource for Creating Rubrics</b></span></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="3"><b>13. Curriculum Resource—Webquests</b></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="3"><b>14. </b><span style="background-color:#C0C0C0"><b>Advanced Vocabulary Lesson Idea</b></span></font></div>
<div style="padding-left: 30pt; text-indent: -30pt; "><font face="Arial, sans-serif" size="3"><b>15. The Importance and Challenge of Academic Failure for TAG Students</b></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="3"><b>16. </b><span style="background-color:#C0C0C0"><b>State Report Card Identification Data </b></span></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="3"><b>17. Superintendent’s Weekly Updates and Monthly Pipeline</b></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="3"><b>18. </b><span style="background-color:#C0C0C0"><b>Software to Aid Individually Designed Instruction</b></span></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="3"><b>19. Eliminating Grade Levels</b></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="3"><b>20. </b><span style="background-color:#C0C0C0"><b>Online Resource for Gifted Kids and Parents</b></span></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="3"><b>21. Carol Ann Tomlinson, Differentiation Guru, is Coming to Oregon!</b></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="3"><b>22. </b><span style="background-color:#C0C0C0"><b>OATAG Student Essay Contest</b></span></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="3"><b>23. Student Website about Dual Exceptionality</b></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="3"><b>24. </b><span style="background-color:#C0C0C0"><b>Service Learning</b></span></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="3"><b>25. PSU Differentiated Instruction Online Course</b></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="3"><b>26. </b><span style="background-color:#C0C0C0"><b>Opportunity for Aspiring Film Makers</b></span></font></div>
<div style="padding-left: 36pt; text-indent: -36pt; "><font face="Arial, sans-serif" size="3"><b>27. Greenfield Peace Essay Scholarship Contest—$8,000 in scholarships to be granted by April 2009</b></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial-BoldMT, sans-serif" size="3"><b>28. </b><span style="background-color:#C0C0C0"><b>Check Out Teacher Updates in Other Content Areas</b></span></font></div>
<div style="padding-left: 18pt; text-indent: -18pt; "><font face="Arial-BoldMT, sans-serif" size="3"><b>29. How to Submit Articles</b></font></div>
<div><font face="Arial-BoldMT, sans-serif" size="3"><b>30. </b><span style="background-color:#C0C0C0"><b>In Every Issue—Internet Resources</b></span></font></div>
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<div><font face="Arial-BoldMT, sans-serif" size="3"><b>1. Welcome to the TAG Teacher Update</b></font></div>
<div style="text-indent: 36pt; "><font face="ArialMT, sans-serif" size="3">This newsletter is designed to provide current information concerning teachers of<font face="Arial, sans-serif"> </font>TAG students, guidance counselors, administrators, and coordinators
of TAG programs.<font face="Arial, sans-serif"> </font>Please let your colleagues know they can subscribe to this and other ODE content<font face="Arial, sans-serif"> </font>area newsletters by visiting: <a href="http://www.ode.state.or.us/search/page/?id=1843"><font color="#0000FF"><u>http://www.ode.state.or.us/search/page/?id=1843</u></font></a></font></div>
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<div><font face="Arial, sans-serif" size="3"><span style="background-color:#C0C0C0"><b>2. Legal Reminder of the Month</b></span></font></div>
<div><font face="Arial, sans-serif" size="3"> Identification of TAG students must be done by a team of professionals who consider multiple criteria. OAR 581-022-1310-2: A team shall make the final decisions on the identification of students using the
information collected under sections (3) and (4) of this rule. No single test, measure or score shall be the sole criteria. </font></div>
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<div><font face="Arial, sans-serif" size="3"><b>3. Challenging High End Learners Curriculum Revision Work</b></font></div>
<div><font face="Arial, sans-serif" size="3"> Some education professionals may not be familiar with the extensive curriculum document titled <i>Challenging High End Learners: Addressing Oregon Standards and Benchmarks</i>. The purpose of this statewide
project is to provide Oregon educators with samples of differentiated curriculum across content areas, K-12, that challenge high-end learners while addressing the Oregon Standards and Benchmarks. The Oregon Department of Education (ODE) is the sponsor of this
project and worked closely with TAG educators across the state to develop the differentiated curriculum samples. Extensive resources and support materials, such as graphic organizers for use with a broad range of students, are included. You can access this
curriculum <a href="http://www.ode.state.or.us/teachlearn/specialty/tag/chel.aspx"><font color="#0000FF"><u>by clicking here</u></font></a>.</font></div>
<div><font face="Arial, sans-serif" size="3"> This May I will be bringing together a small group of educational professionals for three days to update this curriculum with the current math and science standards. If you are interested in participating,
please email me at <a href="mailto:stacey.figgins@state.or.us"><font color="#0000FF"><u>stacey.figgins@state.or.us</u></font></a>.</font></div>
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<div><font face="Arial, sans-serif" size="3"><span style="background-color:#C0C0C0"><b>4. Some Considerations for Selecting Literature to Challenge High Ability Learners</b></span></font></div>
<div><font face="Arial, sans-serif" size="3"> <font size="2"><i>(Adapted from the World Class Reader Model)</i></font></font></div>
<div><font face="Arial, sans-serif" size="2"> <font size="3">• Does the book have strong characters with whom gifted children can relate and/or characters they can admire and emulate?</font></font></div>
<div><font face="Arial, sans-serif" size="3"> • Does the language used in the book enrich the text and challenge, stimulate, and stretch the reader?</font></div>
<div><font face="Arial, sans-serif" size="3"> • Is there complexity in the plot structure?</font></div>
<div><font face="Arial, sans-serif" size="3"> • Are students being exposed to a broad range of genres?</font></div>
<div><font face="Arial, sans-serif" size="3"> • Is the author skilled with his/her use of literary devices?</font></div>
<div><font face="Arial, sans-serif" size="3"> • Has the student had experiences with texts that have multicultural characters, settings, and themes to allow for different perspectives and view points?</font></div>
<div><font face="Arial, sans-serif" size="3"> • Has the student been exposed to books that explore deep issues of morality and philosophy?</font></div>
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<div><font face="Arial, sans-serif" size="3"><b>5. Maryland School District 100 Book Challenge</b></font></div>
<div><font face="Arial, sans-serif" size="3"> <a href="http://www.baltimoresun.com/news/education/bal-md.co.reading21jan21,0,3211499.story"><font color="#0000FF"><u>Click here</u></font></a> to read an article about a school district that has incorporated
a powerful reading program that individualizes reading instruction and adds the power of choice.</font></div>
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<div><font face="Arial, sans-serif" size="3"><span style="background-color:#C0C0C0"><b>6. Gifted Education in Canada</b></span></font></div>
<div><font face="Arial, sans-serif" size="3"> <a href="http://macleans.files.wordpress.com/2009/02/090220_gifted.jpg"><font color="#0000FF"><u>Click here</u></font></a> to read an article about current issues in Canada’s gifted education programs.</font></div>
<div><font face="Arial, sans-serif" size="3"> </font></div>
<div><font face="Arial, sans-serif" size="3"><b>7. Differentiating Writing Instruction</b></font></div>
<div><font face="Arial, sans-serif" size="3"> Writing assignments can be differentiated to meet a variety of needs. First, teachers can pre-assess students’ writing abilities by looking at past assessment scores and collecting sample writing completed
with no direct instruction. The teacher can assign the same mode of writing to all students, for example, persuasive writing. However, the teacher can differentiate the writing instruction by flexibly grouping students and completing separate mini-lessons
with each group on a skill that matches their needs. One group might need a mini-lesson directed at avoiding fragments and run-on sentences. Another group might need a mini-lesson in using a variety of verbs and adjectives. An advanced group of writers might
need a mini-lesson on using sophisticated transitions. Each student’s writing could then be assessed for the skills that she/he has been working on. Another mini-lesson idea for advanced writers would be a focus on parallel construction for thesis statements.
<a href="http://www.ode.state.or.us/teachlearn/real/tlr/TLR_LessonPlan.aspx?id=124"><font color="#0000FF"><u>Click here for an ODE lesson plan resource on this topic.</u></font></a></font></div>
<div><font face="Arial, sans-serif" size="3"> </font></div>
<div><font face="Arial, sans-serif" size="3"><span style="background-color:#C0C0C0"><b>8. Professional Development Webinars—Differentiation for Gifted and Designing a Gifted Program Using NAGC Program Standards</b></span></font></div>
<div><font face="Arial, sans-serif" size="3">On March 19<font size="1"><sup>th</sup></font> and 26<font size="1"><sup>th </sup></font>the Council for Exceptional Children will host the webinars listed above. Cost ranges from $90-194 depending on membership
status and number of webinars subscribed to. More than one person can participate for that low price. <a href="http://www.cec.sped.org/Source/Meetings/webinars.cfm?section=Professional_Development"><font color="#0000FF"><u>Click here for more information.
</u></font></a> </font></div>
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<div><font face="Arial, sans-serif" size="3"><b>9. Credit for Proficiency and TAG</b></font></div>
<div><font face="Arial, sans-serif" size="3"> The State Board of Education approved the policy "Districts may award credit based on proficiency" sometimes referred to as “Credit for Proficiency.” This provides students the opportunity to earn graduation
credits within Oregon’s standards-based system by demonstrating what they know and can do. Students may demonstrate proficiency through classroom work or documentation of learning experiences outside of school, or through a combination of these means. This
February the TAG Service Center at WOU partnered with the Business Education Compact to educate around fifty administrators, TAG coordinators, and teachers about the possibilities for TAG students with credit for proficiency. <a href="http://www.ode.state.or.us/search/results/?id=35"><font color="#0000FF"><u>Click
here</u></font></a> to access the ODE webpage about credit for proficiency. <a href="http://www.becpdx.org/ctdi/cbp_workshops.htm"><font color="#0000FF"><u>Click here</u></font></a> to access information on credit for proficiency from the Business Education
Compact.<br>
</font></div>
<div><font face="Arial, sans-serif" size="3"><span style="background-color:#C0C0C0"><b>10. Gifted Education in England</b></span></font></div>
<div><font face="Arial, sans-serif" size="3"> <a href="http://www.teachingexpertise.com/articles/how-assist-gt-4080"><font color="#0000FF"><u>Click here</u></font></a> to read an interesting article about gifted education from a British perspective.</font></div>
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<div><font face="Arial, sans-serif" size="3"><b>11. Unique Curriculum Resource</b></font></div>
<div><font face="Arial, sans-serif" size="3"> The Federal Emergency Management Agency has some interesting free curriculum resources like games and stories about disaster preparedness available at <a href="http://www.fema.gov/kids/"><font color="#0000FF"><u>http://www.fema.gov/kids/</u></font></a>.</font></div>
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<div><font face="Arial, sans-serif" size="3"><span style="background-color:#C0C0C0"><b>12. Resource for Creating Rubrics</b></span></font></div>
<div><font face="Arial, sans-serif" size="3">Diane Smith from the Albany School District shared this online resource with participants at the TAG Credit for Proficiency workshop. It is free and helps teachers easily create a variety of rubrics to use for assessment.
Go to: <a href="http://rubistar.4teachers.org/index.php"><font color="#0000FF"><u>http://rubistar.4teachers.org/index.php</u></font></a>.</font></div>
<div><font face="Arial, sans-serif" size="3"> </font></div>
<div><font face="Arial, sans-serif" size="3"><b>13. Curriculum Resource—Webquests</b></font></div>
<div><font face="Arial, sans-serif" size="3"> A webquest is a learning activity that is organized entirely online. For example, this webquest called “<a href="http://www.sitesbysheridan.com/webquest/index.html"><font color="#0000FF"><u>Glass Slippers
Just Won’t Do.” </u></font></a> This interdisciplinary webquest asks students to research and report on the roles of women from the 1800s to today. Students move through various content on the web in order to learn new material. There are many wonderful webquests
that have already been published and posted on the Internet. There are also online resources for making your own webquests. The following websites are a great starting point for finding and creating webquests: <a href="http://www.webquest.org/search/index.php"><font color="#0000FF"><u>http://www.webquest.org/</u></font></a>
<a href="http://www.zunal.com/"><font color="#0000FF"><u>http://www.zunal.com/</u></font></a> <a href="http://teacherweb.com/tweb/WQHome.aspx"><font color="#0000FF"><u>http://teacherweb.com/tweb/WQHome.aspx</u></font></a></font></div>
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<div><font face="Arial, sans-serif" size="3"><span style="background-color:#C0C0C0"><b>14. Advanced Vocabulary Lesson Idea</b></span></font></div>
<div><font face="Arial, sans-serif" size="3"> Here at the Oregon Department of Education we have a colleague named Jan McComb who sends us weekly mini-lessons about how to use plain language to communicate more effectively. One of her recent lessons
taught us about the dangers of circumlocution, which is the use of more words than necessary to express an idea. She included funny examples of common sayings translated to the point of confusion. For example, instead of saying, “A rolling stone gathers no
moss,” someone would say, “A mobile section of petrified matter agglomerates no bryophytes.”</font></div>
<div><font face="Arial, sans-serif" size="3"> In addition to teaching a powerful lesson about word specificity, I thought her list of example sentences would make a fun mini-lesson for students with advanced vocabulary skills. You could even make a
competition out of it. I got her blessing to share these sentences with you.</font></div>
<ol style="margin-top: 0pt; margin-bottom: 0pt; margin-left: 36pt; ">
<font face="Arial, sans-serif" size="2" color="#4D4E51">
<li>A mobile section of petrified matter agglomerates no bryophytes. (<i>A rolling stone gathers no moss.</i>) </li></font>
</ol>
<div><font face="Arial, sans-serif" size="2" color="#4D4E51"> </font></div>
<div style="padding-left: 36pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="2" color="#4D4E51">2. Desist from enumerating your fowl prior to their emergence from the shell. </font></div>
<div><font face="Arial, sans-serif" size="2" color="#4D4E51"> </font></div>
<div style="padding-left: 36pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="2" color="#4D4E51">3. Scintillation is not always identification for an auric substance. </font></div>
<div><font face="Arial, sans-serif" size="2" color="#4D4E51"> </font></div>
<div style="padding-left: 36pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="2" color="#4D4E51">4. Products of ingenuity are the offspring of exigency. </font></div>
<div><font face="Arial, sans-serif" size="2" color="#4D4E51"> </font></div>
<div style="padding-left: 36pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="2" color="#4D4E51">5. A plethora of culinary specialists has a deleterious effect upon the quality of purees, consommés, and other soluble pabula. </font></div>
<div><font face="Arial, sans-serif" size="2" color="#4D4E51"> </font></div>
<div style="padding-left: 36pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="2" color="#4D4E51">6. A chronic disposition to inquiry deprived the domestic feline carnivorous quadruped of its vital quality. </font></div>
<div><font face="Arial, sans-serif" size="2" color="#4D4E51"> </font></div>
<div style="padding-left: 36pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="2" color="#4D4E51">7. Immediately upon the absence of the domesticated carnivorous feline, the common house rodent proceeds to engage in sportive capers. </font></div>
<div><font face="Arial, sans-serif" size="2" color="#4D4E51"> </font></div>
<div style="padding-left: 36pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="2" color="#4D4E51">8. Persons deficient in the faculty of determining values move with impetuosity into places which purely spiritual beings view with trepidation.
</font></div>
<div><font face="Arial, sans-serif" size="2" color="#4D4E51"> </font></div>
<div style="padding-left: 36pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="2" color="#4D4E51">9. If John persists without respite in a constant prolonged exertion of physical or intellectual effort, he will develop into a youth slow and
blunted in perception and sensibility. </font></div>
<div><font face="Arial, sans-serif" size="2" color="#4D4E51"> </font></div>
<div style="padding-left: 36pt; text-indent: -18pt; "><font face="Arial, sans-serif" size="2" color="#4D4E51">10. It is the realm of possibility to entice an equine member of the animal kingdom to a source of oxidized hydrogen; however, it is not possible
to force it to imbibe. </font></div>
<div><font face="Arial, sans-serif" size="2" color="#4D4E51"> </font></div>
<div><font face="Arial, sans-serif" size="3"><b>15. The Importance and Challenge of Academic Failure for TAG Students</b></font></div>
<div><font face="Arial, sans-serif" size="3"> Much has been written about the importance of academic challenge for TAG students. It is not uncommon for gifted students to sail through early grades with learning coming quickly and easily. When these
students eventually confront an intellectual task that is not second nature and requires effort, a crisis can occur if there are not caring adults nearby to help navigate this challenge.</font></div>
<div><font face="Arial, sans-serif" size="3"> The article “Responding to Failure” by Ann MacDonald and Jim Riley from the Gifted Education Communicator includes resources for this issue I wanted to share with you. They suggest building a mini-unit plan
around the theme of failure and challenge. The authors suggested leading conversations and investigations with students where they consider the types of failures and the purpose of failures. One suggested resource is the website for the <a href="http://www.failuremag.com/"><font color="#0000FF"><u>Internet
magazine </u></font><font color="#0000FF"><u><i>Failure</i></u></font></a>. This resource even includes a section titled “This Day in Failure.” Another suggestion included completing an analysis of a literary character’s failure. </font></div>
<div><font face="Arial, sans-serif" size="3"> I think this type of mini-unit could be beneficial to all students, but might actually be critical for gifted students, particularly as they enter into adolescence where they are more likely to face their
first intellectual challenges. If it is not possible for a classroom teacher to devote time to something like this, and there are not pull-out gifted classrooms in your school, I wonder if this type of activity could be organized by a guidance counselor.
I see this work being organized in a once-a-week meeting for perhaps six weeks. If a middle school or high school could work this type of support group into its programming options for all TAG students I think the results could be very positive. I would love
to work with and support any schools that are interested in this work. Please contact me at <a href="mailto:stacey.figgins@state.or.us"><font color="#0000FF"><u>stacey.figgins@state.or.us</u></font></a> if this is something you are interested in pursuing.</font></div>
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<div><font face="Arial, sans-serif" size="3"><span style="background-color:#C0C0C0"><b>16. State Report Card Identification Data </b></span></font></div>
<div><font face="Arial, sans-serif" size="3"> When comparing TAG identification data on the state report card from 2006-2007 to 2007-2008 it seems that we have done a <i>very</i> slightly better job of identifying students who are TAG and Hispanic or
African American. A huge gap still exists, but every little gain is worth acknowledging. Students who come from economically disadvantaged backgrounds are still severely underrepresented. Last month I mentioned Dr. Paul Slocumb’s book <i>Removing the Mask:
Giftedness in Poverty</i> as one resource for this issue. In past newsletters I have also included other resources. I have two more to add to the list. The following websites contain comprehensive information about identifying students from underrepresented
populations.</font></div>
<div><font face="Arial, sans-serif" size="3"><a href="http://findarticles.com/p/articles/mi_m0NQM/is_2_44/ai_n13783926"><font color="#0000FF"><u>http://findarticles.com/p/articles/mi_m0NQM/is_2_44/ai_n13783926</u></font></a></font></div>
<div><font face="Arial, sans-serif" size="3"><a href="http://www.gifted.uconn.edu/nrcgt/newsletter/spring96/sprng965.html"><font color="#0000FF"><u>http://www.gifted.uconn.edu/nrcgt/newsletter/spring96/sprng965.html</u></font></a></font></div>
<div><font face="Arial, sans-serif" size="3"><a href="http://www.nwrel.org/nwedu/fall_97/article6.html"><font color="#0000FF"><u>http://www.nwrel.org/nwedu/fall_97/article6.html</u></font></a></font></div>
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<div><font face="Arial, sans-serif" size="3"><b>17. Superintendent’s Weekly Updates and Monthly Pipeline</b></font></div>
<div><font face="Arial, sans-serif" size="3"> <b> </b>Check out <a href="http://www.ode.state.or.us/search/results/?id=364"><font color="#0000FF"><u>Update</u></font></a> (<i>link to </i><a href="http://www.ode.state.or.us/search/results/?id=364) and"><font color="#0000FF"><u><i>http://www.ode.state.or.us/search/results/?id=364</i></u></font><font color="#0000FF"><u>) and</u></font></a>
<a href="http://www.ode.state.or.us/search/page/?id=684"><font color="#0000FF"><u>Pipeline</u></font></a> (<i>link to </i><a href="http://www.ode.state.or.us/search/page/?id=684) online"><font color="#0000FF"><u><i>http://www.ode.state.or.us/search/page/?id=684</i></u></font><font color="#0000FF"><u>) online</u></font></a>
or email <a href="mailto:crystal.greene@state.or.us"><font color="#0000FF"><u>crystal.greene@state.or.us</u></font></a> to be added to the distribution lists.</font></div>
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<div><font face="Arial, sans-serif" size="3"><span style="background-color:#C0C0C0"><b>18. Software to Aid Individually Designed Instruction</b></span></font></div>
<div><font face="Arial, sans-serif" size="3"> <a href="http://www.mcall.com/news/local/all-b1_5classroom.6761856feb09,0,6782473.story"><font color="#0000FF"><u>Here is an article</u></font></a> about a Pennsylvania school district that uses <a href="http://www.compasslearning.com/"><font color="#0000FF"><u>computer
software</u></font></a> to make individualized instruction more effective. </font></div>
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<div><font face="Arial, sans-serif" size="3"><b>19. Eliminating Grade Levels</b></font></div>
<div><font face="Arial, sans-serif" size="3"> One Colorado district is being as innovative as possible to increase student achievement. Instead of students advancing to new grade levels based on chronological age, they advance to the next level when
they master the content. <a href="http://www.csmonitor.com/2009/0210/p01s01-ussc.html"><font color="#0000FF"><u>Click here to read more.</u></font></a></font></div>
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<div><font face="Arial, sans-serif" size="3"><span style="background-color:#C0C0C0"><b>20. Online Resource for Gifted Kids and Parents</b></span></font></div>
<div><font face="Arial, sans-serif" size="3"> Robert A. Schultz, Ph.D. and Jim Delisle, Ph.D. are two researchers and writers in gifted education who have added a website to their list of resources. <a href="http://www.giftedkidspeak.com/LLatHome.html"><font color="#0000FF"><u>Gifted
Kids</u></font></a> <a href="http://www.giftedkidspeak.com/LLatHome.html"><font color="#0000FF"><u>Speak</u></font></a> is a “safe space to learn about giftedness, take part in some research projects, and probably learn a lot about yourself!” </font></div>
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<div><font face="Arial, sans-serif" size="3"><b>21. Carol Ann Tomlinson, Differentiation Guru, is Coming to Oregon!</b></font></div>
<div><font face="Arial, sans-serif" size="3"> COSA and OASCD are presenting a two-day differentiation workshop with Carol Ann Tomlinson on April 16<font size="1"><sup>th</sup></font> and 17<font size="1"><sup>th</sup></font> in Portland. For more information
visit the <a href="http://www.cosa.k12.or.us/profdev/cosaoascdcaroltomlinsonconference.html"><font color="#0000FF"><u>COSA website.</u></font></a></font></div>
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<div><font face="Arial, sans-serif" size="3"><span style="background-color:#C0C0C0"><b>22. OATAG Student Essay Contest</b></span></font></div>
<div><font face="Arial, sans-serif" size="3"> The Oregon Association for Talented and Gifted is sponsoring a student essay contest. The theme of the essay is, “What I Wish People Knew About Being Talented and Gifted.” <a href="http://www.oatag.org/Opportunities/page80/page80.html"><font color="#0000FF"><u>Click
here for more details.</u></font></a></font></div>
<div><font face="Arial, sans-serif" size="3"> </font></div>
<div><font face="Arial, sans-serif" size="3"><b>23. Student Website about Dual Exceptionality</b></font></div>
<div><font face="Arial, sans-serif" size="3"> 15-year-old Trevor Dennis has learning disabilities and is also gifted. <a href="http://www.bclocalnews.com/surrey_area/surreyleader/community/39670744.html"><font color="#0000FF"><u>Click here</u></font></a>
to read an article about him, and <a href="http://www.gldnetworkbc.org/"><font color="#0000FF"><u>follow this link to the website</u></font></a> he is going to create about his gifts and challenges.</font></div>
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<div><font face="Arial, sans-serif" size="3"><span style="background-color:#C0C0C0"><b>24. Service Learning</b></span></font></div>
<div><font face="Arial, sans-serif" size="3"> I have heard from many teachers and administrators that TAG students, especially, seem to benefit greatly from engaging in service learning. </font></div>
<div><font face="Arial, sans-serif" size="3">For an overview of service learning visit the ODE Service Learning website: <a href="http://www.ode.state.or.us/search/results/?id=143"><font color="#0000FF"><u>http://www.ode.state.or.us/search/results/?id=143</u></font></a>.</font></div>
<div><font face="Arial, sans-serif" size="3">Program Brief: <a href="http://www.ode.state.or.us/pubs/eii/servicelearningbrief.pdf"><font color="#0000FF"><u>http://www.ode.state.or.us/pubs/eii/servicelearningbrief.pdf</u></font></a>.</font></div>
<div><font face="Arial, sans-serif" size="3">There are federal grants available to implement these programs: <a href="http://www.learnandserve.org/for_organizations/funding/nofa.asp"><font color="#0000FF"><u>http://www.learnandserve.org/for_organizations/funding/nofa.asp</u></font></a>.</font></div>
<div><font face="Arial, sans-serif" size="3"> </font></div>
<div><font face="Arial, sans-serif" size="3"><b>25. PSU Differentiated Instruction Online Course</b></font></div>
<div><font face="Arial, sans-serif" size="3"> Beginning spring term PSU will offer “Instructional Strategies and Assessment of Student Learning.” Students will learn various assessment techniques and instructional strategies to assist in designing respectful
learning experiences for a range of students, including those in ELL, who are gifted, and with disabilities. For program information, go to <a href="http://www.ceed.pdx.edu/differentiate"><font color="#0000FF"><u>http://www.ceed.pdx.edu/differentiate</u></font></a>,
or contact Cailín O’Connor, 503-725-8234 or <a href="mailto:caoconnor@pdx.edu"><font color="#0000FF"><u>caoconno@pdx.edu</u></font></a></font></div>
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<div><font face="Arial, sans-serif" size="3"><span style="background-color:#C0C0C0"><b>26. Opportunity for Aspiring Film Makers<br>
</b></span> <font size="2"><i>(This comes from the </i></font><a href="http://www.ode.state.or.us/news/announcements/announcement.aspx?=4610"><font size="2" color="#0000FF"><u><i>Superintendent’s Update</i></u></font></a><font size="2"><i>.)</i></font></font></div>
<div><font face="Arial, sans-serif" size="3"> The Green Screen, Clackamas Film Festival is looking for student submissions as part of this year’s festival. The film festival will present a series of films and videos that focus on issues related to sustainability.
Focusing on the triple bottom line of sustainability (the environment, economics, and social justice), entries will look at how issues in sustainability, the environment, ecologies, and economic and human relationships affect one another.
<br>
<br>
The top youth film maker (must be a middle or high school student) will receive a year’s tuition waiver to Clackamas Community College and a laptop computer. Students can enter videos in any of the following categories: Short Digital Short, Short Films, Feature-Length
Narratives, and Feature-Length Documentaries. <a href="http://www2.clackamas.edu/greenscreen/greensplash1.html"><font color="#0000FF"><u>Click here</u></font></a> for more details about submission guidelines. All videos must be submitted by May 1, 2009.
<br>
<br>
<b>27.</b> <b>Greenfield Peace Essay Scholarship Contest—$8,000 in scholarships to be granted by April 2009</b> </font></div>
<div><font face="Arial, sans-serif" size="3"> <font size="2"><i>(This comes from the </i></font><a href="http://www.ode.state.or.us/news/announcements/announcement.aspx?=4610"><font size="2" color="#0000FF"><u><i>Superintendent’s Update</i></u></font></a><font size="2"><i>.)<br>
</i></font> Oregon Physicians for Social Responsibility (PSR) announces the Greenfield Peace Essay Scholarship Contest. Oregon PSR strives to encourage and challenge young adults to make our nation a more peaceful one. Contestants should submit an original
essay of a minimum of 500 words (not to exceed 600) describing their thoughts on the following statement by Wendell Berry, “If we are serious about peace, then we must work for it as ardently and bravely as we now prepare for war”. The purpose of this essay
is to stimulate students to think about their role in the causes and outcomes of war and necessary steps to build a more peaceful world.<font size="2">
<br>
</font>Deadline for essay submission is March 2, 2009. The first place winner will receive a $2,000 scholarship; second place a $1,500 scholarship; and third place a $1,000 scholarship. The other seven finalists will each receive $500. Scholarship
money may be applied toward any education-related expenses. </font></div>
<div><font face="Arial, sans-serif" size="3">Contestants must be high school juniors and seniors attending school in Oregon and in good academic standing. Essays must be sent to <a href="mailto:Rachel@oregonpsr.org"><font color="#0000FF"><u>Rachel Larson</u></font></a>
or by U.S. mail to Oregon PSR, 812 SW Washington Street, Suite 1050, Portland, OR 97205. Essays sent by email should be included either as an attachment in Microsoft Word format or in the text of the email. Essays sent by U.S. mail must be typewritten. Include
a word count with the essay. All essays must be accompanied by an entry form which is available on the <a href="http://www.oregonpsr.org/"><font color="#0000FF"><u>Oregon PSR website</u></font></a>, on the Peace/Security page. For more information visit <a href="http://www.oregonpsr.org"><font color="#0000FF"><u>www.oregonpsr.org</u></font></a></font></div>
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<div><font face="Arial-BoldMT, sans-serif" size="3"><span style="background-color:#C0C0C0"><b>28. Check Out Teacher Updates in Other Content Areas</b></span></font></div>
<div style="text-indent: 36pt; "><font face="ArialMT, sans-serif" size="3">There are fabulous Teacher Updates being published monthly in other content<font face="Arial, sans-serif"> </font>areas like foreign language, social studies, and mathematics. You can
subscribe to</font></div>
<div><font face="ArialMT, sans-serif" size="3">them by visiting: <a href="http://www.ode.state.or.us/search/page/?=1843"><font color="#0000FF"><u>http://www.ode.state.or.us/search/page/?id=1843</u></font></a></font></div>
<div><font face="ArialMT, sans-serif" size="3"> </font></div>
<div><font face="Arial-BoldMT, sans-serif" size="3"><b>29. How to Submit Articles</b></font></div>
<div style="text-indent: 36pt; "><font face="ArialMT, sans-serif" size="3">If you would like to submit information for this newsletter, please email<font face="Arial, sans-serif"> </font>publication-ready short articles by the end of the month to <a href="mailto:stacey.figgins@state.or.us"><font color="#0000FF"><u>stacey.figgins@state.or.us</u></font></a>.</font></div>
<div><font face="ArialMT, sans-serif" size="3">Please include links and contact information but no attachments.</font></div>
<div><font face="ArialMT, sans-serif" size="3"> </font></div>
<div><font face="Arial-BoldMT, sans-serif" size="3"><span style="background-color:#C0C0C0"><b>30. In Every Issue—Internet Resources</b></span></font></div>
<div><font face="Arial-ItalicMT, sans-serif" size="2"><i>Oregon Department of Education TAG</i></font></div>
<div><font face="ArialMT, sans-serif" size="2" color="#0000FF"><a href="http://www.ode.state.or.us/search/results/?=76"><u>http://www.ode.state.or.us/search/results/?id=76</u></a></font></div>
<div><font face="Arial-ItalicMT, sans-serif" size="2"><i>ERIC - Educational Resources Information Center</i></font></div>
<div><font face="ArialMT, sans-serif" size="2" color="#0000FF"><a href="http://www.eric.ed.gov"><u>http://www.eric.ed.gov/</u></a></font></div>
<div><font face="Arial-ItalicMT, sans-serif" size="2"><i>Supporting Emotional Needs of Gifted (SENG)</i></font></div>
<div><font face="ArialMT, sans-serif" size="2" color="#0000FF"><a href="http://www.sengifted.org"><u>http://www.sengifted.org/</u></a></font></div>
<div><font face="Arial-ItalicMT, sans-serif" size="2"><i>Council for Exceptional Children</i></font></div>
<div><font face="ArialMT, sans-serif" size="2"><a href="http://www.cec.sped.org/AM/Template.cfm?Section=Home"><font color="#0000FF"><u>http://www.cec.sped.org/AM/Template.cfm?Section=Home</u></font></a></font></div>
<div><font face="Arial-ItalicMT, sans-serif" size="2"><i>National Association for Gifted Children</i></font></div>
<div><font face="ArialMT, sans-serif" size="2" color="#0000FF"><a href="http://www.nagc.org"><u>www.nagc.org</u></a></font></div>
<div><font face="Arial-ItalicMT, sans-serif" size="2"><i>Oregon Association for Talented and Gifted</i></font></div>
<div><font face="ArialMT, sans-serif" size="2" color="#0000FF"><a href="http://www.oatag.org"><u>www.oatag.org</u></a></font></div>
<div><font face="Arial-ItalicMT, sans-serif" size="2"><i>REAL - Resources for Educational Achievement and Leadership</i></font></div>
<div><font face="ArialMT, sans-serif" size="2"><a href="http://www.ode.state.or.us/teachlearn/real/"><font color="#0000FF"><u>http://www.ode.state.or.us/teachlearn/real/</u></font></a></font></div>
<div><font face="Arial-ItalicMT, sans-serif" size="2"><i>Get Ready Oregon web page: New Oregon Diploma information for the general public</i></font></div>
<div><font face="ArialMT, sans-serif" size="2"><a href="http://www.getreadyoregon.org"><font color="#0000FF"><u>http://www.getreadyoregon.org</u></font></a></font></div>
<div><font face="Arial-ItalicMT, sans-serif" size="2"><i>Oregon Diploma web page: Resources and tools for educators</i></font></div>
<div><font face="ArialMT, sans-serif" size="2" color="#0000FF"><a href="http://www.ode.state.or.us/search/results/?=368"><u>http://www.ode.state.or.us/search/results/?id=368</u></a></font></div>
<div><font face="Arial-ItalicMT, sans-serif" size="2"><i>Contact the Education Specialist in TAG</i></font></div>
<div><font face="ArialMT, sans-serif" size="2">Stacey Figgins, <a href="mailto:stacey.figgins@state.or.us"><font color="#0000FF"><u>stacey.figgins@state.or.us</u></font></a><font color="#0000FF"> </font>(503) 947-5701</font></div>
<div><font face="Arial-ItalicMT, sans-serif" size="2"><i>****Disclaimer--The materials contained in the Oregon Talented and Gifted Teacher Update produced by</i></font></div>
<div><font face="Arial-ItalicMT, sans-serif" size="2"><i>Oregon Department of Education are drawn from both internal and external sources and inclusion of</i></font></div>
<div><font face="Arial-ItalicMT, sans-serif" size="2"><i>external materials does not necessarily indicate Oregon Department of Education endorsement.****</i></font></div>
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