Date sent: Sat, 28 Mar 1998 09:49:02 -0500 From: diez-arguelles To: "education-consumers@tricon.net" Subject: Look who's for STW Subject:
          linking gifted and STW
     Date:
          Fri, 27 Mar 1998 12:37:40 EST
     From:
          Pals222 <Pals222@aol.com>
 Reply-To:
          fla-gifted-discuss@scri.fsu.edu
       To:
          fla-gifted-discuss@scri.fsu.edu, fla-gifted-discuss@mailer.scri.fsu.edu
 
 
 

Forwarding this info FYI

Date:   98-03-27 12:17:43 EST
From:   sberger@INET.ED.GOV (Sandra Berger)
Sender: TAG-L@LISTSERV.NODAK.EDU (TAG-L Talented and Gifted Education)
Reply-to:       TAG-L@LISTSERV.NODAK.EDU (TAG-L Talented and Gifted Education)
To:     TAG-L@LISTSERV.NODAK.EDU

Hi, This is an announcement of a program I've been involved with for a while.
I'm very excited about it because of the potential benefit to gifted kids and
programs. Please assist us by reposting and, if you know of suitable
nominations, responding to Lorraine Kleinwaks@ed.gov. Thanks very much.

Sandra Berger
ERIC Clearinghouse on Disabilities and Gifted Education
The Council for Exceptional Children
http://www.cec.sped.org/ericec.htm

ANNOUNCEMENT AND REQUEST FOR PROGRAM NOMINATIONS

DEADLINE: May 1, 1998

(Please repost where appropriate.)

LINKING GIFTED AND TALENTED STUDENTS WITH SCHOOL-T0-WORK: A GIFTED
EDUCATION/STW
SYMPOSIUM PROJECT

A collaborative effort between the National School-to-Work (STW) Office,
National Association for Gifted Children, Council for Exceptional Children/The
Association for the Gifted, and the Council of State of Directors of Programs
for the Gifted.

BACKGROUND AND GOALS

The School-to-Work Opportunities Act of 1994 identifies "academically
talented"
students in its definition of "all students."  This project is intended to go
a
long way toward meeting the needs of high-ability learners, who have not been
served well by regular education yet possess skills, talents, and
characteristics that mesh beautifully with high-level STW.

By building on what's known to work in gifted education, the project addresses
three STW goals related to: (1) high academic achievement and promoting
linkages
with higher education; (2) increasing the number [and quality] of internships;
and (3) ensuring sustainability by raising the visibility of STW and reaching
parents. It is also linked to the Department of Education's middle school
initiative, and to strategies to improve math and science achievement as a
result of the 8th grade and 12th grade Third International Math and Science
(TIMMS) findings.

The Gifted Education/STW Symposium Project will provide a framework for
replicating high-quality STW learning experiences in middle and high school
gifted education classrooms, and a vision for a "gifted-quality education" for
all students that has at its heart real-world learning.

SYMPOSIUM

A proposed symposium will provide a forum to bring together representatives of
model gifted education programs that embody STW tenets-educators, parents,
students, business/industry/university partners, and intermediary groups-with
a
limited number of stw leaders. The symposium will highlight high academic
achievement as demonstrated in the classroom and workplace and the ways that
academic curriculum integrates with real world problem solving; ways to
encourage students to develop talent to a high level of expertise; the role of
parents, mentors, and community; the range and depth of real-world learning
and
leadership partnerships; and ways that time might be restructured to enable
students to participate in high level learning experiences.

REQUEST FOR PROGRAM NOMINATIONS

We are now asking for submissions of exemplary gifted education
programs that illustrate the essence of STW. The submissions must
reach the STW office by May 1. They can be sent to: Lorraine
Kleinwaks, National School-to-Work Office, 400 Virginia Ave., SW.,
Suite 210, Washington, DC 20024.

After May 1, these programs will be reviewed, and a very limited number
will be chosen as models to examine more closely at a very small
Symposium, tentatively scheduled for September. The goal of the
Symposium would be to examine the model programs, in order to identify
and synthesize the critical elements of STW. The outcome would be
recommendations for how to replicate these high-level STW experiences
in gifted education. The plan is to have a written product, and for it
to be widely disseminated.

We want the programs to be representative of the needs we're hearing about
from
across the country: a focus on the middle school, science achievement, math
achievement, mentoring in rural areas with a distance learning component,
leadership skills, the visual arts, and career and academic planning.

Key components of STW include: (1) school-based learning, or integrating the
academic curriculum with what is going on in the real-world; (2) work-based
learning, such as mentoring and internships; and (3) connecting activities,
which are needed to connect the student, the classroom, and the workplace.
Parent involvement with these programs is also a priority.

Potential programs should demonstrate high academic achievement and
high-performance in the classroom and the workplace. In preparing program
submissions, please use the following criteria as guidelines. It is not
expected
that any one program will incorporate all of the following elements, but to
the
extent possible describe the following:

(1) Type of Program, Vision, and Goals,

(2) Talent Development: how students are encouraged to develop talent
to the point of expertise, including the powerful role mentors play in
shaping outstanding performance, creativity, and leadership potential,

(3) Partnerships: a broad range and depth of real-world learning and
leadership partnerships in business, industry, university, and research
settings. High priority programs include a focus on: middle school
achievement, science achievement, math achievement, mentoring in rural
areas with a distance learning technology component, visual arts, and
leadership skills.

(4) Connecting Activities: how the students' school, the student,
and the workplace are connected, such as a school-site mentoring
program or intermediary organization,

(5) Integrated Curriculum: how the academic curriculum integrates
with real-world problem solving,

(6) Classroom Supports: how the classroom supports high-performance.
Information about what goes in the classroom could include: staff
development such as teacher externships, teacher planning time to
accomodate new responsibilities and course content, and the use of
technology for teaching and professional development; and innovations
to address diverse learning styles and needs,

(6) Parent Involvement: how parents are involved in the program,

(7) Innovative Approaches: innovative ways time is restructured to
enable students to participate in high-level STW learning experiences,
while still meeting State graduation requirements,; and innovative ways
graduation standards are being changed, to reflect work-based learning
and assessment,

(8) Career and Academic Planning: enriched, interdisciplinary career
and academic career planning, including approaches that include
middle-school students and parents,

(9) Supporting Materials: supporting documents such as anecdotal or
quantitative evidence about program effectiveness, and
mentoring/internship handbooks.

To nominate programs, or if you have questions about the process
for nominations or the above criteria, please contact Lorraine Kleinwaks
by e-mail (Lorraine_Kleinwaks@ed.gov) or phone (202) 708-4738.
The NSTW Office appreciates your interest and looks forward to
hearing from some of you!

Lorraine Kleinwaks
Lorraine_Kleinwaks@ed.gov
 
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