Cherry Creek Association for Gifted and Talented

2011-02-14T08:43:00.000-08:00

Math Wars: A Quarter to Half Century Old Debate
By Jenna Lin (Mathematician and Math Educator)
February 9, 2010

Regularly, I meet parents, particularly parents of gifted math enthusiasts, who are disappointed with "reformed math programs" or what many call the "New New Math," such as the Everyday Math program. I constantly encounter feelings of helplessness and solitude as parents express their frustrations. They don’t know how best to enrich their children's math education and obtain assistance from their children's educators. Due to the overwhelming number of questions regarding the New New Math curriculum, I decided to shed a little insight into the "Math Wars," going on between parents, mathematicians and educators, specifically the National Council of Teachers of Mathematics (NCTM), the gate keepers of the K-12 math education curriculum standards.

"The Math Wars," debate between parents, mathematicians and educators about traditional math curriculum versus reformed curriculum, have been simmering since the 1960's. The phrase was coined in the 1990's when the war came to another head after new NCTM standards were created in 1989. By then, many students lacked problem solving skills and the NCTM addressed this by creating new standards to focus on problem solving skills. They felt that calculators were the electronic pencils of today's world and with new technology, there was no longer a need for knowledge of "shopkeepers’ arithmetic." Educators felt strongly that traditional math, what they called the "kill and drill" program, had failed American students by forcing them merely to memorize algorithms, while not understanding what purpose the mathematics served. They said this led to boredom and a hatred of mathematics. The principle was, "Understanding is the key, not computations."1 They also declared that the new standards would make math less elitist and would make math education accessible by all. On page 9 of the standards, it read, "If all students do not have an opportunity to learn this mathematics, we face the danger of creating an intellectual elite and a polarized society. The image of a society in which a few have the mathematical knowledge needed for the control of economic and scientific developments is not consistent either with the values of a just democratic system or with its economic needs."2 Therefore old methods were abandoned and new standards were created.

However, these new standards were quickly attacked since they essentially abandoned basic arithmetic skills, such as memorizing multiplication facts. They also abandoned what mathematicians considered time tested and the most efficient algorithms, such as long division. The reformed math was merely watered down mathematics – diluted to give access to all - but those new standards only aggravated the problem of low academic achievement. Critics called the reformed math the "New New Math" or "fuzzy math" and said it was just the old "New Math" of the 1960's clothed differently. They also equated the fuzzy math to a failed reading pedagogy, the "whole language learning" movement. In Harvard University's student publication, The Crimson, Dr. Schmid, the Dwight Parker Robinson Professor of Mathematics and advisor to the Massachusetts Department of Education, best stated why the reformed math curriculum failed to live up to NCTM expectations:

"What had gone wrong? Preoccupied with "understanding", the "New Math" reformers had neglected computational skills. Mathematical understanding, it turned out, did not develop well without sufficient computational practice. Understanding and skills grow best in tandem, each supporting the other. In most areas of human endeavor, mastery cannot be attained without technique. Why should mathematics be different?" 3

Others critics stated:

"The advocates of the new, fuzzy math have practiced their rhetoric well. They speak of higher-order thinking, conceptual understanding and solving problems, but they neglect the systematic mastery of the fundamental building blocks necessary for success in any of these areas. Their focus is on things like calculators, blocks, guesswork, and group activities and they shun things like algorithms and repeated practice. The new programs are shy on fundamentals and they also lack the mathematical depth and rigor that promotes greater achievement." 4

To counter the "reform in math education," groups comprised of parents, mathematicians, and/or scientists, such as Mathematically Correct and Save Our Children from Mediocre Math (SOCMM), were formed to fight "on behalf of sanity and quality in math education."5 (Note: more organizations have formed since the early 90's.) These groups conducted research, published many articles, and lobbied heavily for assistance from state legislatures and from the federal government.

Two major battles (hence "Math War terminology") occurred in California and in Texas. Mathematically Correct was formed to "war" in California, but soon became a focal point to help the whole country. By the late 1990's many NTCM standards critics, mainly critics in the heat of the battle in California, sent a letter to the Secretary of Education expressing great concern about "the introduction and widespread distribution of new math textbooks with radically diminished content, and a dearth of basic skills."6 The letter was signed by nearly 200 mathematicians and scientists, including four Nobel Laureates (who have since become Secretary of Energy and three Fields Medalists), a National Medal of Science winner from the University of Chicago, and the some chairs of math departments.

Due to the major protests in California including the letter, detested curriculum such as MathLand was removed from the California public school system and Everyday Math was also abandoned for several years. Around 2006, the NCTM announced that there could be room for improvement and asserted a willingness to consult more with the American Mathematics Society (AMS). This was a radical shift. There came a new and improved edition of Everyday Mathematics, featuring more basic skills. This curriculum was adopted by California in 2007, prompting a resurgence of California’s Math Wars. Texas rejected the new 3rd edition. Major battles then migrated to Massachusetts and New York, but many occurred elsewhere. Hopefully, our educators will be able to return to the basics soon while maintaining the idea that understanding is important. Understanding often comes with mastery!

Although the math curriculum is a top concern and must be addressed, it must be noted that beyond improving the math curriculum, it is just as essential to improve the training of our educators. Many problems that occurred with reformed math involved a lack of understanding by teachers using the curriculum. Those who have a strong grasp of mathematics concepts would 1) be able to observe the gaps and errors in the curriculum and therefore would 2) be able to address those holes. Math mastery is also necessary to help students move on to higher-level thinking. If teachers are not capable of higher-level reasoning, then it will be difficult for them to effectively teach children. Much anxiety found in using curricula such as Everyday Mathematics is spread to students from teachers uncomfortable with such material.

Dr. Schmid states

"The curriculum, of course, is not the only reason for Singapore's success, nor even the most important reason. The teachers' grasp and feeling for mathematics: that is the crucial issue, already for teachers in the early grades. Here, it turns out, many of the reformers agree with the critics. Teacher training in America has traditionally and grossly stressed pedagogy over content. The implicit message to the teachers: if you know how to teach, you can teach anything! It will take a heroic effort - by math educators and mathematicians - to change the entrenched culture of teacher training."7

Hopefully, in Colorado we can work toward improved curricula and better teacher training, while setting an example for the rest of the country. In the next upcoming article, I will address how Colorado can begin to do such in "Math Essentials: Changing the Way We Train Educators and the Way We Teach Youth."

1 http://www.math.harvard.edu/~schmid/articles/wars.html
2 A quarter century of US 'math wars' and political partisanship by David Klein
California State University, Northridge, USA
3 http://www.math.harvard.edu/~schmid/articles/wars.html
4 Mathematically Correct http://www.mathematicallycorrect.com/
5 Ibid
6 Ibid
7 http://www.math.harvard.edu/~schmid/articles/wars.html

About author:
Jenna Lin holds a B.A. in math and an M.S. in applied mathematics. She is an experienced teacher having taught in universities and in public and private K-12 schools, as well as an experienced private math tutor with two decades of professional tutoring experience. Jenna has also dabbled in math curriculum development, having developed math and/or science curriculum for Cherry Creek Schools, Colorado Mathematics Engineering Science Association (MESA), and University of Colorado -Denver's Area Health Education Center (AHEC), as well as served as university textbook reviewer for Cengage Learning Publishing. She currently teaches at University of Colorado-Denver and runs Math Pioneers Educational Services, which provides private math tutoring, educator workshops, and math and science camps. She is also serving on her eighth year as board member and final year as president of Cherry Creek Association for Gifted and Talented (ChCAGT), local affiliate of the Colorado Association for Gifted and Talented (CAGT). As a member of CAGT, Jenna has conducted several workshops about math instruction at the CAGT state conferences.

Math and Science Career Fair

2010-11-06T05:03:00.000-07:00

Math & Science Students:
Explore Career Opportunities in STEM Fields
(Science, Technology, Engineering, Mathematics)

Wednesday, November 17, 2010
6:30PM – 7:15PM ~ “Technological Achievements in the 21st Century & CCSD New STEM Center” in Auditorium
7:15 – 8:45 ~ Career Fair in the cafeteria
Smoky Hill High School
16100 E. Smoky Hill Rd., Aurora, CO 80015

Like math & science? Good at math & science? Curious as to what kind of job you can get using math & science? Not sure of the difference between a civil engineer and a chemical engineer? Fascinated with nanotechnology? Interested in the environment? Then this is the place for you!

Participants at the fair will be working professionals in various areas of the STEM fields. There will be civil, aerospace, architectural, electrical, environmental engineers; research & development experts; biologists; chemists; software system analysts, IT specialists; aviators; accountants; actuaries; teachers/professors; and many more. Companies such as Science Applications International Corporation (SAIC), who has previously offered student shadowing; Jeppesen; Lockheed Martin; Raytheon; Shades of Blue; Centura Health; FAA; and CDOT will be present.

Did you know that the percentage of United States students majoring in the STEM disciplines and thus choosing STEM careers is decreasing? Leaders in business and industry are looking towards you to help keep the United States competitive in the next century!

Don’t miss this opportunity to explore career options in the STEM professions!

Sponsored by
The CCSD Office of Gifted & Talented and the Cherry Creek Association for Gifted & Talented. For more information,
call Jenna Lin (303)224-0584 or email @
chcagt@gmail.com.

The Dynamics of Talent:Development: Balancing Multiple Perspectives

2010-09-13T17:14:00.000-07:00

The Cherry Creek Office of Gifted
Education and ChCAGT present a
community event featuring:

Dr. Robin Schader,
of the National Research Center for Gifted
Education, University of Connecticut

When Wednesday, September 22, 2010, 6:00 p.m.
Where Campus Middle School,
4785 Dayton St., Greenwood Village, CO 80111
Who For interested teachers and parents* of gifted and advanced learners
What 1)Dr. Schader will present a keynote address on The Dynamics of Talent
Development: Balancing Multiple Perspectives: What are 5 important things
parents and educators can do to support the kaleidoscopically complex and
changeable learning of high ability students? How can we balance the
sometimes-competing needs and expectations of learners, teachers, coaches, and
parents? For starters, it takes a healthy dose of flexibility and humor. Yes, it’s
possible to collaborate, even in these challenging times!
2) Breakout Sessions on topics such as: the brain and the gifted learner,
engaging your child with complex reading, underachievement, supporting the
emotional needs of gifted children, talent development and more.

Admission is free and no R.S.V.P. is required.

*Babysitting will not be provided.

No Child is Just BORN Gifted: Creating & Developing Unlimited Potential

2009-10-21T05:25:00.000-07:00

No
Child
Born
Gifted
Creating & Developing
Unlimited Potential
b y B a r b a r a C l a r k

I listened carefully as my graduate student described the activity he wanted to do for one of his term projects. He was very excited as he told about the research he planned using his baby son as the object of his study. “I have already put pictures of cats around his crib and he looks
at them a lot,” he said. “Yesterday I held the family cat where he could see it and he enjoyed that even more. Today I will print some large cards with ‘CAT’ on them and show them
to him before I hold up the cat, then I’ll show the cat, then the card again. Maybe I’ll try to
paste some of the printed cards next to the cat pictures in the crib. Oh, I got a very colorful
book with pictures and words about cats I can read to him too. What do you

The idea of observing what a little child is capable of is always exciting, as so many of the
limits we thought children had do not seem to be as absolute as we once believed.
The more we study children the more we discover that what is limited are our beliefs,
not the children.

I agreed that my student could work with his son and report on anything that he observed that was interesting in the process he was planning to follow. From his explanation
I assumed the boy was 12 to 18 months old. While some early learning data was becoming available (then in the early 1970s), there was a lot to learn, and it was obvious that the baby and his daddy were enjoying the interactions.

At the end of his project he presented it to the class. Some of the results included
tape recordings of his son saying some of the words he had introduced by cards, pictures, and books. It was not until the end of the report that the stunning conclusion caught everyone by surprise. The baby, who I had thought would be 15 to 21 months old by the end of the study and who was so successfully engaged in early learning, was actually only 6 months old. He was only 3 months old at the beginning. Had I known his age I would have been sure that what occurred
would have been impossible. My beliefs would have limited this student and, more importantly, his son.

What are the limits we should expect in regard to learning and our children? What do we believe they could or should learn and when should they learn it? Is their potential dictated by their genes? Is this advanced and accelerated development we refer to as giftedness the result of
rich experiences and good parenting, or are some children born that way? How can we know? What can we use for a guide?

A r e C h i l d r e n B o r n G i f t e d ?

The potential for giftedness or a high level of intellectual development begins very early in a
child’s life. Studies since the early 1970s consistently show that such development is the result of an interaction between the child’s genetic endowment and a rich and appropriate environment in
which the child grows. No child is born gifted — only with the potential for giftedness. Although all children have amazing potential, only those who are fortunate enough to have opportunities to develop their uniqueness in an environment that responds to their particular patterns and needs will be able to actualize their abilities to high levels. Research in psychology, neuroscience,
linguistics, and early learning can help parents create responsive environments that allow their children to develop their potential to the fullest — that is, to create giftedness.

Gi f t e d n e s s I s a C h a n g i n g C o n c e p t

Giftedness can now be seen as a biologically rooted label for a high level of intelligence, which indicates an advanced and accelerated development of functions within the brain that allow its more efficient and effective use. While old ideas of intelligence and giftedness were generally limited to analytical and rational thinking, giftedness really includes an interaction of all of the areas of brain function — physical sensing, emotions, cognition, and intuition. Broader concepts
of intelligence and giftedness may be expressed through problem solving, creative behavior, academic aptitude, leadership, performance in the visual and performing arts, invention, or a myriad of other human abilities. High intelligence, whether expressed in cognitive abilities such as the capacity to generalize, conceptualize, or reason abstractly, or in specific abilities such as creative behavior, results from the interaction between inherited and acquired characteristics. This interaction encompasses all of the physical, mental, and emotional characteristics of the person and all of the people, events, and objects entering the person’s awareness. Our reality is unique to each of us.

W h a t I s M o r e I m p o r t a n t , Na t u r e o r Nu r t u r e ?

An endless interaction between the environment and our genetic framework creates our intelligence, even our perception of reality. This process begins very early, as soon as the
fertilized egg attaches to the wall of the uterus. As the cells divide and the fetus begins to grow, the environment already begins to exert a determining influence. One could not say from this
interactive point of view which is more important — the inherited abilities or the
environmental opportunities to develop them. Restriction on either nature (genes) or nurture (environment) would inhibit the high levels of actualized intellectual ability we call
giftedness.

Our genes are not a limit, but provide a rough outline of the possibilities for our life. While genes provide us with our own unique menu, the environment makes the actual selection within that range of choice. Any reference to “High-IQ genes” must be seen as a misnomer because the
discernible characteristics of an organism always depend on its particular environmental history.

Environmental interaction with the genetic program of the individual occurs whether planned or left to chance. By conservative estimates, this interaction can result in a 20- to 40-point difference in measured intelligence. Teachers and parents must be aware that how we structure the environment for children changes them neurologically and biologically. Without opportunities for appropriatechallenge, talent and ability may be lost. From an overwhelming body of research, we must conclude that the development of intelligence includes both
nature AND nurture.

W h o A r e G i f t e d L e a r n e r s ?
At birth the human brain contains some 100 to 200 billion brain cells. Each neural cell is in place
and ready to be developed, ready to be used for actualizing the highest levels of human potential. With a very small number of exceptions, all human infants come equipped with this marvelous
complex heritage.

For example, two individuals with approximately the same genetic capacity for developing intelligence could be regarded as potentially gifted or as educably retarded as a result of the
environment with which they interact. While we never develop more neural cells, it is estimated that we actually use less than 5 percent of our brain capability. How we use this complex
system becomes critical to our development of intelligence and personality and to the very quality of life we experience as we grow. Those who work with gifted children must acquire an
understanding of the power of the interaction between the organism and its environment.

When the brain becomes more accelerated and advanced in its function through this interaction, the individual shows characteristics that can be identified with high intelligence. Some of those characteristics can be seen as the direct result of changes in brain structures. These changes continue to occur as long as appropriate stimulation is available. Over and over brain research
points to the dynamic nature of the brain’s growth and the need to challenge the individual at that individual’s level of development for growth to continue. Unchallenged, the individual will
lose brain power.

Although each child will express giftedness in his or her unique way, behaviors often observed among these children include intense curiosity, frequent and sophisticated questions, an accelerated pace of thought and learning, complex thinking, often connecting seemingly disparate ideas, persistence in pursuing interests, and early development of language and mathematical skills. Emotionally gifted children may show a heightened awareness of “being
different,” unusual sensitivity to the expressed feelings and problems of others, early concern for global and abstract issues, idealism and concern for fairness and justice, and high expectations for self and others. Gifted children often show an unusual asynchrony or gap between physical and intellectual development and a low tolerance for a lag between personal vision and physical abilities. Most interesting is the gifted child’s early awareness and expression of heightened perceptions, preference for creative solutions and actions over predictable ones, and early use of hunches and best guesses.

The best way to identify high levels of intellectual development, or what we call giftedness, is to observe the child at play in a rich, responsive environment. During the early years it is important to provide lots of opportunities for children to interact with interesting, novel, and unusual experiences that allow them to stretch just beyond their current ability level. All children must have experiences at their level of development because it is during early childhood
that intelligence is nurtured and giftedness is developed. The most important challenge for teachers at home and at school is to stay just ahead of the child in presenting materials and experiences — not too far ahead and yet not presenting too much repetition. Creating an environment and experiences that respond to the child with an appropriate balance of the
familiar and new is the best way to provide for optimal development.

Pr o v i d e f o r E a r l y L e a r n i n g
Parents are their children’s first teachers, and they need to provide a rich, responsive environment and guidance based on the unique needs and interests of their children. You will be
most effective when you create the appropriate emotional and social climate and are sensitive to your infant’s unique personality and development. Following are some activities to optimize development and learning based on observing your child’s rhythms, abilities, and interests.

Beginning ve r y e a r l y :
• Respond to your infant’s signals and encourage attention and active involvement.
• Play games using lots of sensory activities — tickle; squeeze; rock and move; use different textures against the baby’s skin; use lots of different sounds.
• Place mobiles and moving toys in and around the crib.
• Have a variety of patterned materials available for your baby to see.
• Talk to your baby during all caregiving activities.
• Show lots of affection; cuddle and pat.

Around 4 months of age or before :
• Place an unbreakable mirror in the crib.
• Provide stacking toys and objects for throwing, banging, and moving.
• Play games with fingers and toes; play peek-a-boo.
• Talk to your baby and encourage baby’s use of words.
• Take trips around the community.
• Read books to your baby.
• Provide social interactions for your baby with adults and older peers.

By 10 months of age or before :
• Provide a wide variety of toys and household objects for stringing, nesting, digging, pounding, screwing, and construction.
• Provide tape players, magnets, blocks, puzzles, books, and art materials.
• Play guessing games, matching and sorting games, finger games, circle games, and treasure hunts.
• Read to your child; make books of the child’s activities — scrapbooks, color, and number books.
• Take neighborhood learning excursions; develop collections.
• Organize a safe physical environment that allows for a variety of sensory experiences and explorations.

Allow your child to dictate when and how long an activity lasts. By adding ideas and
enthusiasm, parents introduce the world of learning to their child in exciting and pleasurable
ways. Love of learning and discovery is a deep motivation for every child; all the parents need
do is encourage and respond.

Families have long-term effects on their children in many ways. They create the attitudes and expectations that allow high levels of development. Some of the most important parenting factors are articulating your beliefs about success and failure and your aspirations and expectations for achievement, teaching and modeling strategies for self-control and responsibility, providing a variety of language opportunities, and developing a close family
environment.

As gifted children grow, they will require more complexity and more opportunities to nurture their rapidly expanding and curious minds. The following are a few activities parents can
provide from kindergarten throughout their child’s school life:

• Give your child access to new ideas and information by including him or her
in discussions at dinner and during family conversations.
• Research ideas together; show your child how you gather information for your work and personal interests.
• Share your enthusiasms with your child.
• Provide choices and alternatives as much as possible and include your child in decision making wherever appropriate.

As soon as children can understand the consequences of an action they should be
part of the decision.
• Model clear and open communication principles such as not blaming
others, making expectations known, identifying and speaking from one’s own
beliefs while accepting the beliefs of others. Help your child use these principles
in communicating.
• See and use problems as opportunities for learning, and help your child do
this in his or her life.
• Reduce tension for your child, as gifted children are known to put excessive
pressure on themselves to achieve or to be “perfect” in what they attempt. Share your
strategies for accepting less than perfection in yourself. Also, have flexible rules
that change appropriately and with discussion, share the establishment of guidelines and goals, and acknowledge and point out strengths as well as areas in need of development.
• Acknowledge your child’s accomplishments even though everyone may
expect him or her to do well.
• Help your child understand what giftedness is and the implications of this
level of brain growth, including the responsibilities your child has to help
nurture this dynamic process.
• Provide a safe place for your child to discuss problems. Listen without judgment
as your child explores his or her feelings and possible solutions. There are many people who will not understand gifted Prufrock press AD children’s intensity and the needs that relate to their advanced and accelerated brain process. Your home may at times be the only place your child feels protected.
• Mostly, just enjoy living with your gifted child. While it is a never-ending challenge, it is an unbelievable joy!

The newborn child is amazingly competent and able to learn. With love
and careful attention, parents and teachers can provide the opportunities to optimize
every child’s potential and realize each child’s giftedness. No child is just born
gifted.

Dr. Barbara Clark is a Professor in the Division
of Special Education and Coordinator for
graduate programs in the area of gifted education
at California State University, Los Angeles, .
Dr. Clark is the author of the widely used text,
Growing Up Gifted (5th Edition, 1997) and
Optimizing Learning (1986), both published
by Merrill/Prentice Hall. She has taught
preschool children on commercial television as
the teacher of Romper Room and in both regular
and gifted classes at the elementary level in
public schools.

"Mile Marker Series Copyright 2009 NAGC. Reprinted with permission of the National Association for Gifted Children. No further reprints or redistribution is permitted without the consent of NAGC."

The ABCs of Advocacy

2009-10-21T04:22:00.000-07:00

This is a continuing series of columns on effective advocacy.
We thank Dr. Julia Link Roberts, Past Chair of the NAGC
legislative committee, and Tracy Ford Inman, Chair of PHP
Editorial Advisory Board, both of Western Kentucky University,
for preparing this series.

Are you new to advocating on behalf of children who are gifted
and talented? Or, do you have experience but need a refresher?
If either is the case, mastering the ABCs of Advocacy will help
you! Preparation for advocating is essential, so take time to
know the ABCs of Advocacy before getting started. Then, stick
with your role as an advocate because children who are gifted
and talented need you!

A is for Be Aware!
An effective advocate is aware of issues in general education as
well as in gifted education. For example, consider the importance
of the STEM areas (science, technology, engineering,
and mathematics) in today’s global village. In Rising Above the
Gathering Storm: Energizing and Employing America for a Brighter
Economic Future (2007), the National Academies argue:

This nation must prepare with great urgency to preserve its
strategic and economic security. …the United States must
compete by optimizing its knowledge-based resources, particularly
in science and technology, and by sustaining the
most fertile environment for new and revitalized industries
and the well-paying jobs they bring.

In a world that has been flattened by technology, remaining
competitive in STEM areas is paramount. By linking gifted
education to the STEM areas, more ears will be open to what
you have to say. After all, preparing gifted mathematicians,
gifted scientists, gifted engineers, and gifted experts in technology
provides the starting point for a bright economic future.

Advocates also must be aware of people who are key to the
advocacy effort. Who are the decision-makers? Consider
principals, superintendents, and school board members at
the district level. Don’t neglect statewide educational leaders,
which include state board of education members and the
commissioner or superintendent of education. Think outside
the local education arena to state decisionmakers.

Target legislators, especially those
on the education and appropriations
committees. Leaders, such as Speaker of
the House, Senate President, and Governor
definitely make things happen.

Also consider national decision-makers
such as your senators and congressmen.
National issues in gifted education
demand their attention. They need to hear
that providing for optimal learning opportunities
for children who are gifted and talented is
important to you. Just look at the Legislative Update
on the NAGC Web site (http://www.nagc.org/index.
aspx?id=585&al) for issues facing gifted education. By being
aware of the decision-makers, you’re a better advocate.

Effective advocates also are aware of another group of people
— kindred spirits. Know that numbers speak loudly to
decision-makers, so be sure to flock together with others who
share your concerns. Seek out parents of your child’s friends
and classmates. Join your local, state, and national advocacy
groups for gifted education. For a listing of state organization
Web sites, see http://www.nagc.org/CMS400Min/index.
aspx?id=609.The more numerous the voices, the better the
message is heard. The way for an advocate’s message to be loud
is to have many people saying the same thing.

This leads to another critical area — be aware of the importance
of shaping your advocacy message. Once you’ve found
cohorts, you must share a unified message. Be positive and
make the message clear and easy to remember. Shaping the
message around a school or district’s mission statement can be
very effective when targeting the school or district. (See the
June 2006 of PHP for the column “Effective Advocates: Craft
Your Message” for more information and tips.) What you say is
just as important as to whom you say it.

Awareness in the ABCs of Advocacy is the first step as an effective
advocate.

B is for Know the Basics!
An effective advocate is well-informed, one who knows the
basics. That means that an advocate understands the needs
and characteristics of gifted children. He or she can debunk
the myths so often believed about gifted children. (See Barbara
Clark’s Growing Up Gifted for information on myths and
characteristics.) Advocates also fully understand the rights of a
gifted and talented child. NAGC President Del Siegle has written
a Bill of Rights, which you can download from the NAGC
Web site in English or Spanish. This list provides a strong
foundation to any advocacy message.

Effective advocates also know the basic laws, regulations, and
policies governing gifted education in their districts and states.
Not only does this include all legislation and policy with the
word gifted in them, but it also includes those that affect
young people who are gifted and talented. For example, the
http://www.nagc.org/ 29 March 2008 PARENTING FOR HIGH POTENTIAL
policy concerning the age to begin kindergarten has significant
impact on gifted young people who may be ready to begin
school at an earlier age than their age-mates. (See “Effective
Advocates: Always on the Alert” in the September 2007 PHP
for other issues facing gifted learners.) Because of their familiarity
with the laws, regulations, and policies, advocates are able
to discuss them with confidence and in terms that all decisionmakers
understand. Without this basic knowledge, advocates
cannot be effective.

Other important aspects of the basics are the services, programs,
and opportunities available to young people. Not only
does the advocate need to know what is available at the school
and district level, but the advocate also needs to know what is
possible. For example, acceleration is a viable option that many
districts shy away from. The 2004 landmark study, A Nation
Deceived: How Schools Hold Back America’s Brightest Students,
is a must-read for any advocate wanting to know more about
the research and reasoning behind acceleration. (Free copies are
available at http://www.nationdeceived.org.) The more knowledgeable
a person is about possibilities, the better advocate he
or she can be.

If you Know the Basics, then you’re on your way to becoming
an effective advocate.

C is for Communicate Effectively!
C embodies the all-important concept — communication. Effective
communication is what will make or break an advocacy
plan. Start with the message. It must be clear, concise, and
powerful. It also should fit your purpose. For example, if you’re
trying to persuade someone to establish a new policy, word the
message so that it includes data and information that substantiates
your point. Also remember to be positive in the wording.
Consider, too, the audience. The message for a school may differ
from the message for the Speaker of the House. Include language
fitting to the particular audience. Audience and purpose
are critical in crafting an effective message.

What you are communicating is only half the battle. How you
communicate is equally important. Face-to-face communication
is most effective because you can use active listening to
clarify your point. The give-and-take in face-to-face communication
lets you clarify misunderstandings and answer questions.
You also can read those nonverbals; a person’s gestures and
facial expressions may say more than his or her words! Your
nonverbal communication can emphasize sincerity, knowledge
about the subject, and even camaraderie. Simply maintaining
eye contact establishes rapport.

Communication cannot be just a one-time occurrence. An effective
communicator establishes a relationship with the individual
or individuals. Don’t wait for a crisis to begin the discussion! If
the decision-maker already knows you to be a knowledgeable
and dependable resource, then he or she will listen more intently
when problems arise. The more valid and reliable the communication,
the more the audience will heed the message. (See
the September 2006 PHP for the column “Effective Advocates:
Communicate Effectively” for more ideas.)

The ABCs of Advocacy are formed by being Aware, learning
the Basics, and knowing how to Communicate effectively.
Most of us begin as advocates for our own children by starting
with their classroom teachers and branching out within the
school. Then, when our children graduate, we’re done. But, we
shouldn’t be! Please don’t stop there. All children who are gifted
and talented need you. Expand your advocacy efforts to the
district, state, and then the nation. The goal is advocacy and
appropriate educational opportunities for all children, including
those who are gifted and talented. By knowing your ABCs
of Advocacy, you’re well on your way to making a difference in
the world!

“Never doubt that a small group of thoughtful, committed
citizens can change the world; indeed, it is the
only thing that has.” ~ Margaret Mead

Resources
Clark, B. (2008). Growing up gifted: Developing the potential of
children at home and at school (7th ed.). Upper Saddle River,
NJ: Pearson Prentice Hall.
Colangelo, N., Assouline, S. G., & Gross, M. U. M. (2004).
A nation decevied: How schools hold back America’s brightest students
(Vol. 1). Iowa City, IA: The Connie Belin & Jacqueline
N. Blank International Center for Gifted Education and Talent
Development.
Committee on Prospering in the Global Economy of the 21st
Century. (2007). Rising above the gathering storm: Energizing
and employing America for a brighter economic future. Washington,
DC: National Academies Press.
Roberts, J. L., & Inman, T. F. (2006, June). Effective advocates:
Crafting your message. Parenting for High Potential, p. 24-25.
Roberts, J. L., & Inman, T. F. (2006, September). Effective
advocates: Communicate effectively. Parenting for High Potential,
p. 8-9.
Roberts, J. L., & Inman, T. F. (2007, September). Effective
advocates: Always on the alert. Parenting for High Potential,
p. 14-15.
National Association for Gifted Education: Advocacy Toolkit
http://www.nagc.org/index.aspx?id=36
National Association for Gifted Education: Bill of Rights by
President Del Siegle
http://www.nagc.org/uploadedFiles/PHP/Bill%20of%20Rights.pdf
Your state department of education Web site: Search for gifted
and talented or high ability students. Know the laws, regulations,
and policies of your state.

"Mile Marker Series Copyright 2009 NAGC. Reprinted with permission of the National Association for Gifted Children. No further reprints or redistribution is permitted without the consent of NAGC."

Gifted and Talented Programming in Cherry Creek School District: A Historical Overview

2009-10-10T19:46:00.000-07:00

Revised 1-26-09

1979 - Task force was appointed to study issue of gifted/talented education
in Cherry Creek…five year plan was instituted…7 pilot schools opted to participate: Dry Creek, Holly Hills, Homestead, Willow Creek, Heritage, Village Heights (later merged with Cherry Hills to become Cherry Hills Village), and Cunningham
- Task Force Survey of March, 1979 “revealed that the professional staff of the
Cherry Creek School District recognized a need for the district to make additional provisions for gifted and talented students.”

1980 - Teacher on Special Assignment (TOSA): Judi Herm
- 1980 Report of the District Gifted and Talented Committee (Task Force)
included the Cherry Creek School District goals which stated that It shall be the responsibility of the Cherry Creek School District and community to create a flexible learning environment in which opportunities are provided for each student to get excited about learning and to develop his/her talent. The district is committed to individualized instruction and to developing and maintaining programs that are responsible to the needs of each pupil. “Implicit in these goals is an obligation to provide differentiated programs for all students, including the gifted and talented.”
In the “Identification” subsection of this report it was noted that “Research has shown that appropriate identification must occur before special needs can be met. Identification ideally includes all of the information which can be gathered about a given student. Talents may emerge at any point in time, provided students are given ample time and opportunity to demonstrate potential. In an effort to more adequately identify gifted and talented students, we should expose students to ideas and topics outside their normal experience to allow opportunities for traits of giftedness to emerge.”
- In November, 40 people attended a meeting to discuss the formation of a
chapter of Colorado Association for GT; at the January, 1981 meeting the
group adopted a charter. The organization began with 28 member families.

1981/’82 - Teachers on Special Assignment: Deena Brooks & Shirley Baker

1982 - Teachers on Special Assignment: Suzanne Peterson & Shirley Baker
- District established a “Plan to Identify Gifted & Talented Students”
- Each school expected to have gifted education planning committee
- Referral by parents or teachers, peers, self, others
- 3-5% of the population
- Student Profile would include teacher rating scales, test scores
(standardized, as well as group & individual IQ tests, creativity tests) along with
check sheets, interviews, products review, interest surveys, and observation
- Needs met/unmet

1982/’83
- “Teacher Representatives” in each building are available to answer
questions or talk with other faculties
- Discussion of gifted/talented was on agenda of several feeder groups
- Teachers who have exemplary classroom provisions for GT are
invited to lead district inservices, presentations, and workshops
- GT Brochure
- President of parent group & 2 other parents were members of
GT Advisory Committee
- Parents were invited to attend school or district inservices
- Focus on GT Office newsletter, feeder area meetings, video-taped
lessons with GT students, GT Fair, and high school GT programming
- Recommendations for Articulation about GT students

1983 - GT Project Fair

1987 - District Gifted and Talented Task Force formed to respond to State Board of
Education ruling that in order to be accredited with the State Department of Education “each district shall demonstrate the means by which it provides for the needs of gifted and talented students.”
1988 - GT Task Force, chaired by Dr. Kathy Smith, Director of Pupil Services,
presented Gifted and Talented Plan for Programming to the
Board of Education for approval on August 8th. The purpose of the plan was to provide parameters orguidelines for gifted/talented programming throughout the District, and to meet state accreditation requirements. The Task Force noted recommendations in five key areas:
(1) Individualization – Staff Training
(2) Staffing Allocation to Buildings
(3) Ability Grouping
(4) Identification of Gifted and Talented Students
(5) Parent Professional Partnerships

1989 - Dr.Deena Davis, Principal of Willow Creek Elementary was also assigned the
part-time position of District GT Coordinator

1990 - May announcement of new Adventures and Explorations Saturday Program for
GT students in grades 1-6 with focus on visual and performing arts
- Cherry Creek School District purchased rights to Omnibus Program
- In February the Executive Board of the Cherry Creek Chapter of CAGT met
with Dr. Louise Woelber to discuss the following GT issues:
1. District Budget for Gifted and Talented
2. Full-time GT Coordinator
3. District Plan for GT Programming
4. Building Accountability
5. Inservice for Administrators and Classroom Teachers
6. District Attitude and Needs Assessment
7. District GT Advisory Committee
(1990 continued)
- Dr. Shirley Weddel was hired by Cherry Creek School District as the half-time
Specialist for Gifted and Talented Programming
- In November the 1989 -’90 Cherry Creek Shareholders Report included the
following recommendations from the District Accountability Committee’s
Grouping Subcommittee:
§ Through the Area Executive Directors, provide leadership for an effort to move away from ability grouping;
§ Through the Area Executive Directors, provide ways to learn alternative methods to deliver instruction (e.g., heterogeneous grouping, cooperative learning, etc.);
§ Inform parents that students are not always best serviced when placed in ability groups; and
§ Provide guidelines to ensure the quality of educational opportunity for all students.
- State Board Vice-Chair Pat Hayes, former Cherry Creek Board Member,
presented a Resolution passed by the State Board of Education in support
of GT education: “…Be it resolved, that the Colorado State Board of Education reaffirms it s commitment to the full and appropriate education for gifted and talented students and urges Colorado’s school districts to review State Guidelines with special emphasis on programs for minority students.”

1991 - Dr. Susan Baum presented on the LD/GT child in January at West Middle
School
- A Secondary Study Team was formed chaired by Dr. Shirley Weddel along
with GT middle school teachers, high school counselors, and administrators. The group planned to examine scheduling issues and counseling options for gifted middle and high school students.
- District GT Advisory Committee having ongoing discussions on the future
review of the identification plan, middle school services, middle school/
high school articulation, district evaluation project, and ability grouping.
- The Cherry Creek Office of Assessment and Evaluation reported that
“Districtwide, it appears that schools are doing a better job of increasing
the achievement (as measured by the ITBS) of Low-Scoring students than
Average-Scoring students and High-Scoring students. 1990/91 High-
Scoring students in grades 3, 5, and 6 made less-than-expected gains in
grade equivalent scores. 1990/91 Grade 4 High-Scoring students made
expected or greater-than-expected gains.”

1992 - Cherry Creek Advisory Committee on Gifted and Talented Education presented
its subcommittee report: Ability Grouping for Gifted and Talented
Students: A Survey of Recent Research and Literature
- Parent Resource Center at PERC at Cunningham
- Subcommittees:
Staffing issues (to avoid “ungifting” due to inadequate staffing)
Transition Processes (elementary to middle to high school levels)
High School Programming/Underachievement Issues
Ability Grouping
K-12 Programming + Staff Development + Brochure Revision
1993 - District-wide inservice by Dr. Karen Rogers on instructional grouping
- District released “Instructional Grouping Position Statement”
- District Recommendations from the Education Summit: Funding Our Vision of
Excellence: Constructively Addressing the New Realities

1994 - District Report of the Summit Implementation Steering Committee
- The Challenge School opened with 190 students in grades 4 – 8
- Revised Gifted and Talented Plan for Programming: A Vision for
Continued Excellence
- Program expansion possible with additional state funds upon approval of
Cherry Creek District Gifted and Talented Plan
- The 1994/’95 student count reports 4,574 students receive Gifted and
Talented services.
- Forty-three staff members serve Gifted and Talented students K-12.

1994/’95
- Beginning of special projects funded by Colorado state GT grants: middle level,
primary project, and underachieving gifted at middle and high schools

1995/’96
- Signed on with the National Research Center for Gifted and Talented to
participate in national research project on classroom services for GT students

1995 - The Gifted and Talented Advisory Council outlined its goals for the school year:
§ To create a link between each school building and the Advisory Council by naming a representative from each school to facilitate communication.
§ To increase the number of Council members who attend regularly and to introduce new members to the Council.
§ To provide presentations by guest speakers on topics of relevance to the gifted population and to the work of the committee.
§ To provide a forum for Council members to openly discuss issues of concern to them to share activities and programming plans used at their building.
§ To prioritize the recommendations which resulted from the 1994-1995 Survey; to bring those recommendations to the attention of the administration, teaching staff, and parent community; and to develop feasible action plans for implementing those recommendations.

1996 - First printing of the parent handbook: Working Together for Excellence: Cherry
Creek Handbook for Parents of Gifted and Talented Children
- Evolution of Gifted and Talented Planning Team with staffing at 0.2 FTE:
Dr. Jean Strop (high school); Mary Patton (middle school); Jan Taylor (intermediate); Dr. Shirley Weddel (primary), and Julie Gonzales, 0.1 FTE, (Parent/Community).
- GT Planning Team initiated discussion with Dr. Dick Reed, Director of Pupil
Services, on the need for creating a Gifted and Talented Strategic Plan.
- Initiated scholarship program for teachers taking masters level courses in
gifted and talented education.

1997 - GT Advisory Council Response to Proposals from The In Search of Excellence
Task Force – a set of “non-negotiables” for gifted and talented
Programming
- In Search of Excellence Recommendations include the following:
§ Choice and magnet programs should be provided as responses to specialized student needs that cannot be met with the regular program.
§ Site-based decision making should be used in tandem with a clear district focus to enhance student achievement and organization efficiency. Three elements that must be preset for site-based decision making to remain vital: achievement of all students, accountability for results and articulation within each school.
§ Provide additional opportunities and support for gifted and accelerated students in grades K-12, which go above and beyond Advanced Placement courses and the International Baccalaureate program at the high school level; promote performance of students at advanced and distinguished levels in K-12.
§ Pursue a goal of all students successfully complete Algebra 1 by the end of 9th grade, and increase the number of 8th graders who successfully complete Algebra 1.
§ Benchmark with exemplary districts in the region, state and nation to identify strengths and areas of improvement. Also, develop a comprehensive assessment system to more accurately assess student achievement.
§ Provide more accelerated and honors classes at the middle and elementary school levels.
- Advisory Council created the following committees in order to align with
district goals, In Search of Excellence recommendations, and the Gifted
and Talented Strategic Plan:
§ Acceleration: Best Practices
§ Mentorships
§ Programming Guide – update parent portion
§ High School Services
§ Primary Programming
§ Evaluation
§ Communication

1998 - Additional leadership roles: Karen Ackerman (staff development); Joanne Marie
(ChallengeTime); Daphne Pereles (Twice Exceptional).
- Underachievement of Gifted and Talented Students at the High School Project
at Smoky Hill High School with Dr. Cathy Brondos and Christine Price

1999 - Dr. Monte Moses selected as new Cherry Creek Superintendent.
- Dr. Monte Moses invited to offer his vision and goals for gifted education to the
members of the GT Advisory Council
- District-wide GT Needs Assessment Survey conducted
- Strategic Plan for Gifted and Talented Education (1999-2002) presented to
public

1999 -2000
- Year of transition following retirement of Dr. Shirley Weddel
- Mary Patton and Barbara Weaver co-facilitated GT Office work
- Overview of Middle School Site Visits
- Elementary Program Review
- Standards of Practice for Gifted and Talented Programming (document adapted
from NAGC standards)

2000 - Revised publication of parent handbook: Excellence through Partnership:
Handbook for Parents of Gifted and Talented Children
- Selection of Dr. Robert Scott, Coordinator of GT and Accelerated Learning
- Appointed as primary resource teachers for elementary school staff development
support

2001 - Professional Development Proposal presented to Middle School Principals
- Workshops conducted by Dr. Judy Hilton using instructional model
Understanding by Design with core middle school teams for development
of advanced curriculum

2001 – 2003
Gifted and Talented Education Program Goals:
- Offer advanced curricula in core content areas, K – 8
· Language arts, humanities, math: Available 6 –8, 2001-2002
· Language arts, math: Available 3 - 5, 2001-2002
· Science: Available 6 –8, 2002-2003
· Social Studies: Available TBA
- Fairly and equitable identify gifted and talented students
· Show ongoing improvement in equity among diverse populations every year beginning in 2002
- Have trained site liaisons to trouble shoot issues of underachievement and
twice exceptionality
· Provide ongoing training and professional development opportunities for teachers, counselors, and parents
· 2001-2002: Maureen Neihart, Susan Baum, Richard Olenchak, Mary Fitzgibbons, 4 parent education programs, 2 counselor education programs, and the June, 2002 summer institute
· 2002-2003: George Betts, Lois Baldwin, Dennis Higgins, Elizabeth Neilson, Maureen Neihart, the AEGUS collaboration, NAGC in Denver, 4 parent education programs, 2 counselor training programs, and the June 2003 summer institute
- Provide every GT student with an electronic PLP stating programming
options and goals
· Tailored K-5, 2000
· Tailored K-8, 2001
· Tailored by high school: EHS, 1996; OHS, 2002
- Clearly delineate between GT and Students of Exceptional Ability for
CSAP performance and accreditation accountability
· Inherent in the identification process

July, 2002
- Dr. Robert Scott resigned from District GT Coordinator Position to take
school administration position in Virginia
- Leslie Chislett hired as Coordinator, Gifted Education and Accelerated
Learning Services

2002 – 2005
- Office of Gifted Education lead Gifted Education Task Force on Identification
beginning January, 2003. The task force included district administrators, building principals, GT specialists and staff, classroom teachers, and parents.
- The Gifted Education Task Force on Identification created a draft proposal
using multiple identification pathways via a body of evidence model. A pilot plan was adopted for the fall of 2003 involving Trails West, Sagebrush, High Plains, Highline, Polton, Belleview and Greenwood Elementary Schools.
- Followingevaluation of the pilot project, the district approved the revised
Body of Evidence Model for identification at all schools. The GT Office
continues to provide a staff development course for credit for GT staff,
resource specialists, and classroom teachers.
- The district-wide ChallengeTime weekend and break enrichment classes were
re-designed to include all interested students rather than only those
referred by the building GT Resource Teacher.
- Cherry Creek School District closed the early entrance process for highly
gifted 4 year olds based on denial of state funding for early entrance for
gifted children.
- Cherry Creek School District presented plan for “guaranteed and viable
curriculum” focusing on excellence and equity and clear goals for all
students in preparation for college and success in life after high school.

July, 2005
- Leslie Chislett retired from Cherry Creek School District to serve as a
principal in Douglas County School District.
- Shawn Colleary, former principal at the Challenge School, was assigned the
new position of Director of Gifted Education and Advanced Learning

2005/2006 School Year
- The Office of Gifted Education sponsored multiple high school information
nights providing the public with information on high school graduation
requirements, college entrance requirements, and an overview of premier
programs at each of the district’s high schools
- The Office of Gifted Education presented its new brochure “Gifted and
Talented Education in Cherry Creek School District” celebrating this
publication made available in six different languages: English, Spanish,
Russian, Korean, Chinese, Arabic and Vietnamese.
- The revised edition of the GT parent handbook “Excellence through
Partnership” was made available on the Cherry Creek School District
website.
- The members of the GT Advisory Council received a white paper report
entitled “STEMming the Tide: A Colorado Response to the National
Crisis in STEM (Science, Technology, Engineering and Mathematics)
Education” collaboratively produced by the Colorado Association for
(2005/’06 continued)
Gifted and Talented and the Center for the Education and Study of the
gifted, Talented, Creative at the University of Northern Colorado. The
paper generated much discussion and new interest in STEM-related
instruction and research-based teaching strategies used in gifted education.
- The U-STARS Javits Grant Project provided the opportunity for identifying
science talent in K-2 students with a focus on diverse populations.
- The Office of Gifted Education continued to provide in-house staff
development training for teachers in such areas as effective independent
studies, reversing underachievement, fostering creativity and using key
data tools to “inform” instructional practice.

2006/2007 School Year
- The Office of Gifted Education implemented the Differentiation Project.
All elementary and middle schools were invited to participate by
sending teachers to be trained as school site differentiation coaches.
To date there are 33 schools in the district that are participating in
Differentiation Project.
- A new enrichment program for gifted and high potential elementary and
middle school students was inaugurated INSIDE/OUT revamping what
was known as Challenge Time. The classes were billed as an extended
learning opportunity for students at the elementary and middle level
providing discoveries and connections between the classroom and the real
world with hands-on learning and field experts as guest speakers.
- The Cherry Creek Association for Gifted and Talented (ChCAGT) produced
an on-line newsletter and communication system for its members. Along
with the Office of Gifted Education, ChCAGT co-sponsored a newly
revived Career Fair: Exploring Opportunities in STEM Fields and a
springtime Math and Science Family Night Carnival.
- GT district staff collaborated with the district’s equity project, disaggregating
student assessments in diverse populations and tracking individual progress.
- Other district GT Office sponsored projects included a language arts
curriculum alignment project with Eaglecrest HS and three middle
schools(Sky Vista, Horizon and Thunder Ridge); focus on growth in data training for GT teachers; and the publication Excellence in High Quality Instruction: Focus on Rigor that clarifies the meaning and purpose of rigor and its application in the classroom.

2007/2008 School Year
- The Office of Gifted Education implemented a professional development
plan based on the information gathered from examining growth reports.
- Expanded Differentiation Project into 30 schools
- Developed a “Walk-Through Observation” protocol for administrators to
examine elements of rigor in the classroom
- Monitored effectiveness of GT identification system with particular attention to correlating percent of students of color by school to percent of students of
color identified for gifted programming.
- Second year of INSIDE/OUT classes continue to grow (250 attended summer
sessions)
(2007/’08 continued)

- Created new district brochures:
1. Real Questions from Real Parents Concerning Gifted Education:
Identification
2. Twice Exceptional: Gifted Students with Disabilities
3. Guidance: Access College Success (High School Guidance &
Counseling Services)

January, 2009
- Mary Chesley succeeds Dr. Monte Moses as CCSD Superintendent
- The Office of Gifted Education rolled out the evaluation process to
identify children under the age of six for entry into the early
entrance program as legislated by HB 1021.
Revised 1-26-09

3rd Annual ChCAGT Math & Science Carnival

2009-04-26T19:56:00.000-07:00

Bits Bytes & Bots brings robots for kids to play with.

"Oh, that is the lady with the lungs!"

RN Penne shows the kids the difference between a smoker's lungs and healthy lungs. She uses the pump to demonstrate how lungs inflate or rather not inflate (smoker's lungs).

In the Light and Sound Lab, students discovered refraction using a laser box and various smoked lenses.

Students put together human anatomy model puzzles.

Kids play with Wedgits and geometric solids.

Kids disect owl pellets and try to identify the animal eaten using the bone identification sheet. Kids then took their bones home. We occasionally heard parents exclaiming, "Someone dropped their bones!"

Kids, big and small, try to solve the Ultimate Puzzle.

More Math Fun

Having fun riding the Physics Car

CU Denver's Chemistry Club helps the kids make ice cream with liquid nitrogen.

Stomp Rocket Fun

Metro State Physics Department brings a lot of fun physics props for kids to enjoy!

2009-03-25T21:33:00.000-07:00

ChCAGT Mission & Goals

Given that all children have a right to develop their full potential, ChCAGT's Mission is to:

foster an understanding of gifted and advanced learners, and their exceptional needs;
advocate for appropriate education through partnership with educators, parents, administrators, legislators, and the general public;
work collaboratively with the Board of Education, district administration, educators at all levels, parents and their children to best meet the needs of gifted and advanced learners.

ChCAGT's Goals:

to nurture positive communication and partnerships between parents of gifted and advanced learners and the community;
to support the Cherry Creek School District's programming services, staff development and communication network in order to meet the unique needs of gifted and advanced children;
to educate parents and the community about these unique needs and the services available to the District's gifted and talented students and their parents and teachers, through our newsletter and informational meetings.

We are a local affiliate of the Colorado Association for Gifted and Talented (CAGT). CAGT sponsors an annual conference for educators every fall, attended by over 400 teachers and administrators, as well as an annual Parent Institute and Legislative Day at the Capitol. CAGT website: www.coloradogifted.org

CAGT is the local affiliate of the National Association for Gifted Children (NAGC), with a membership of over 7,000 nationwide. NAGC sponsors a national convention every fall. NAGC website: www.nagc.org

How can you get involved? If you are not already a member of ChCAGT, we invite you to join! We are always looking for volunteers to help with our events and we are currently looking for new board members with fresh ideas. The annual dues of $40 includes membership in both ChCAGT and CAGT, enewsletters from both organizations, notification of local and state programs and information on local, state, and national issues affecting gifted children. For more information or to request a membership form, please contact Jenna Lin at (303)224-0584 or at chcagt2003@yahoo.com.