Recent graduates of the Carol Martin Gatton Academy of Mathematics and Science in Kentucky saw improvement in ACT scores from their junior to senior year of study in the program.
On Wednesday, the Kentucky Department of Education announced the results of the 2009 ACT for all public schools. Gatton Academy students outpaced their peers, receiving an average composite score of 29.0 out of 36 possible points on the exam — a score 9.6 points ahead of the statewide average.
The ACT, which assesses English, reading, mathematics and science and is scored on a scale of 1 to 36. This is the first year in which all graduating Kentucky seniors are estimated to have completed the exam.
In the individual subjects, Gatton Academy students scored an average of 29.1 in English, 29.1 in mathematics, 29.0 in reading and 28.4 in science.
Academy Administrators were most excited about the steady increase of scores by 2.5 points from students’ admission to the program in 2007 to their graduation in May. The Class of 2009 scored an average composite of 26.5 upon admission to the program in March 2007 and later increased their scores to 28.3 in March 2008.
Dr. Christopher “Pokey” Bowen, assistant director for counselor services, contributed part of the increase to student’s familiarity with the exam. “I believe it shows that our students really get exposed to relevant material through the Academy’s curriculum, which enables our students to apply this knowledge when taking the ACT,” Bowen noted. “Students also become more exposed to the ACT format through practice exams and review sessions.”
Bowen also expressed pride in the students’ work ethic and resolve that played in role in increased scores. “These elements really increase our student’s self confidence, which ultimately helps them have an increased positive experience with the ACT exams,” Bowen said. “This 2.5 point average increase in less than two years, really helps them increase their scholarship and college/university options. It’s not just about the score. It is really about the process and growth that a student is exposed to, teaching our students that if you work hard, if you put in the time, there will be a positive result.”
For more information, contact Corey Alderdice at 270-745-6565.
The number of public high school graduates taking the ACT increased by more than 14,000 from 2008 to 2009, the Kentucky Department of Education and the Council on Postsecondary Education announced today.
This is the first year in which ACT, Inc. has provided Kentucky with separate scores for public school students for the national data release. The number of Kentucky public school students whose scores are presented in this data was 41,099, a significant increase from 2008’s 26,610. This increase is due in part to the requirement that all public school 11th graders participate in the ACT. To compile information for the release of graduating class data, ACT, Inc. used students’ scores from the last time they took the test, and many public school 11th graders in Kentucky did not take the ACT again as 12th graders.
The 2009 composite for Kentucky public school students is 19.1, compared to 2008’s composite of 20.6. Nationally, the 2009 composite score was 21.1, the same as that for 2008. The national composite score includes both public and non-public school test-takers.
ACT indicates that a larger pool of test-takers tends to lead to lower overall scores.
2005
2006
2007
2008
2009
KY PUBLIC SCHOOL GRADUATES
38,124
38,524
39,666
41,262
N/A
(Final data is unavailable at this time.)
KY PUBLIC SCHOOL STUDENTS TESTED
25,087
24,930
25,988
26,610
41,099
PERCENT OF GRADUATES TESTED
65.8%
64.7%
65.5%
64.5%
100% (expected)
ENGLISH AVERAGE SCORE
19.7
20.0
20.0
20.2
18.3
MATHEMATICS AVERAGE SCORE
19.6
19.8
19.9
20.0
18.7
READING AVERAGE SCORE
20.7
20.9
21.0
21.3
19.4
SCIENCE AVERAGE SCORE
20.3
20.4
20.5
20.6
19.4
COMPOSITE
20.2
20.4
20.5
20.6
19.1
“The good news is that we now have identified hundreds of additional students who, in previous years, would not have been identified as having college aspirations,” said Education Commissioner Terry Holliday. “Our goal is to prepare ALL of our children for career and postsecondary work. While we have work to do, the alignment of Senate Bill 1, Race to the Top and numerous other Kentucky reform efforts are now focused on the right stuff – preparing children for their future, not our future.”
“These test results emphasize the importance of Senate Bill 1,” said Robert King, president of the Council on Postsecondary Education. “SB1 compels a critical partnership between P-12 and higher education for the purpose of increasing the number of young people who attend college, persist and earn a degree.”
Senate Bill 1, passed in the 2009 session of the Kentucky General Assembly, calls for a complete revision of the state’s assessment and accountability system for public schools. The bill’s provisions include a revision of academic standards to be based on national and international benchmarks with the goal of increasing the rigor and focus of subject-area content.
The overall ACT Assessment consists of tests in four areas: English, mathematics, reading and science reasoning. ACT, Inc. recommends that college-bound students take four or more years of English; three or more years of mathematics (including Algebra 1, Algebra 2 and geometry); three or more years of social studies; and three or more years of natural sciences. ACT, Inc. defines specific courses in these areas. Kentucky’s graduation requirements define four credits in English; three in mathematics; three in social studies; three in science; one in history and appreciation of visual and performing arts; and one-half each in health and physical education.
ACT, Inc. developed College Readiness Benchmarks in English, mathematics, science and reading, with research indicating that students who reach those have a 50 percent chance of obtaining a B or higher or about a 75 percent chance of obtaining a C or higher in the corresponding credit-bearing college course. The benchmark scores are:
§ 18 or higher on the ACT English Test
§ 22 or higher on the ACT Mathematics Test
§ 21 or higher on the ACT Reading Test
§ 24 or higher on the ACT Science Test
Percentages/Numbers of Kentucky Public School Students
Meeting ACT College Readiness Benchmarks
ENGLISH
MATHEMATICS
READING
SCIENCE
ALL FOUR
%
#
%
#
%
#
%
#
%
#
2005
63%
15,805
31%
7,777
47%
11,791
21%
5,268
15%
3,763
2006
65%
16,204
32%
7,978
49%
12,216
22%
5,485
17%
4,238
2007
66%
17,152
33%
8,576
49%
12,734
23%
5,977
17%
4,418
2008
66%
17,563
33%
8,781
51%
13,571
24%
6,386
18%
4,790
2009
52%
21,371
24%
9,864
39%
16,029
18%
7,398
13%
5,343
Some of the drops in percentages of Kentucky public school students meeting the benchmarks can be attributed to the larger population of students who took the ACT and to some students’ status as 11th graders who have not yet completed all of the credits necessary for graduation.
Many Kentucky colleges and universities use ACT scores to inform admissions decisions and to place students in appropriate college courses. ACT scores also are used, along with high school grade point averages, to determine the amount of money high school graduates are eligible to receive through the Kentucky Educational Excellence Scholarship program.
In comparing Kentucky with the nation, the widest gaps in performance among students were in overall English and mathematics scores (2.3 points), and the smallest was in science (1.5 points).
Kentucky’s African-American public school students’ average composite score was 0.6 points lower than the national average for African-American students. At both the national and state levels, the gap between the performance of African-American and white students persisted.
AVERAGE KENTUCKY PUBLIC SCHOOL ACT COMPOSITE SCORES BY ETHNICITY — 2005-2009
2005
2006
2007
2008
2009
#
Score
#
Score
#
Score
#
Score
#
Score
African American
1,969
16.9
2,043
17.1
2,127
17.0
2,278
17.4
3,622
16.3
American Indian
94
20.1
69
19.4
75
18.9
84
19.2
679
15.8
Asian
354
22.2
330
22.2
353
21.9
336
22.5
507
21.1
Hispanic
265
19.1
332
19.4
357
18.9
389
19.6
937
17.1
White
21,146
20.5
20,524
20.7
20,940
20.8
22,169
20.9
31,891
19.6
Other/No Response
1,259
20.1
1,632
20.5
2,136
20.8
1,354
21.1
3,463
17.8
The composite score gaps between public school males and females of all ethnic groups in Kentucky were minimal in most subjects, with males posting a composite score of 19.0 and females a score of 19.2. On ACT, which offers only multiple-choice questions, males tend to outscore females in mathematics and science, and females tend to outscore males in English and reading.
Kentucky is one of only a few states that has implemented the Educational Planning and Assessment System (EPAS) from ACT, Inc. and, through 2006’s Senate Bill 130, administers the ACT to all public school juniors. The state assesses public school 8th graders using the EXPLORE test and assesses public school 10th graders with the PLAN test through EPAS.
In 1999, the Bowling Green Daily News (8/6/99) reasoned, based on the success of other residential academies across the country, “it can logically be assumed that a similar program will succeed in Kentucky.” Learning from the experiences and successes of programs in Texas, North Carolina, Illinois, and Missouri, the proponents of the program were able to continue the work of other great academies while creating a school unique to the needs of Kentucky. Though the Academy did not open until August 2007, the years of planning and advocacy ahead served the program well.
Ten years ago, the iPod didn’t exist. Neither did Toyota’s hybrid Prius vehicle or YouTube. In the span of a decade, mobile phones, high speed internet, and other various advances in science and technology came into their own.
The op-ed piece about the Gatton Academy in Sunday’s Courier-Journal reminded us that ten years ago this month, three major newspapers from across the commonwealth came forward in endorsing the idea of the Academy. Looking back, these editorials marked the beginning of a period of interest within the state regarding the founding of the Academy. Facilitated by a backdrop of the growing national debate over the need to increase the number of available scientists, mathematicians, and engineers, it was the right time to consider this type of opportunity for advanced students in Kentucky.
Most notable of all, perhaps, was the sentiment expressed by the Louisville Courier-Journal (8/9/99): “The intensity of the program would be paired with a genuine dedication to provide the students with a normal teen-age experience.” We are quick to share that the Gatton Academy is not a typical high school and provides an experience unlike any other secondary program in the state. In addition to the rigor of advanced coursework and research comes our dedication for developing the whole students. The living and learning environment of the Gatton Academy means we have the opportunity to extend the education of our students beyond traditional knowledge as we aid our students in becoming adults.
It is particularly interesting that these pieces were able to predict some of the most impressive and exciting facets of the Gatton Academy. The Lexington Herald-Leader (8/7/99) suggested “Mature and academically accomplished students admitted to a program like this one could grow by leaps and bounds with more stimulating college classes and the camaraderie of their classmates and roommates at WKU.” Last year, Academy students received honors in the Siemens’ Competition and Intel Science Search. Students were recognized with Goldwater and DoD SMART scholarships. Students presented research findings at various conferences on campus, throughout the nation, and abroad.
This fall, students will enter cohorts of the Howard Hughes Medical Institute’s National Genomic Research Imitative and the National Security Education Program’s Chinese Language Flagship. Both programs are rooted in advanced study that takes place around like-minded peers. In the span of two years, students have proven they are ready to embrace the infinite possibilities ahead.
In 1996, Steve Chen graudated from the Illinois Math and Science Academy. Ten years later, a little website he co-founded called YouTube was named Time Magazine’s Best Invention of 2006. This May, the first class of students to finish the full two-year course of study at the Gatton Academy graduated. Only time will tell the story of the creations, innovations, and achievements the program will spark.
Ten years from now, who knows what we will be celebrating?
The 2009-10 school year isn’t even under way and yet we’re excited to announce several of the cities and sites Gatton Academy students will visit during our January 2010 Winter Term program in Greece. From January 2-13, 2010, Gatton Academy students will explore the cities, culture, and history of Greece. Further details will be announced in the coming days, so check back soon. The Greece Experience marks the third consecutive travel/study program facilitated by the Gatton Academy. Students traveled to Spain and Portugal in 2009 and Italy in 2008.
Meteora
Meteora is an area in Thessaly (Central Greece) and Kalampaka is the city under the rock towers of Meteora. The thing that makes Meteora so special is the monasteries on the top of the rock towers. The monasteries, the amount of peaks to climb and the paths for hiking brings in Meteora the whole year many tourists.
The monasteries are built on rock pinnacles of deltaic origin, called ‘Meteora’, rising over 400m above the Thessalian plain. The pinnacles were created some 60 million years ago in the Tertiary period, emerging from the cone of a river and further transformed by earthquakes. The pillars are of brown sandstone. The Meteora Group of Monasteries comprises the following monasteries: Ascension of Jesus Christ; Transfiguration of the Saviour; Varlaam, Saint Nikolas Anapafsas; Roussanou; Holy Trinity; and Saint Stephan. These are built directly on the rock’s surface without foundations as such. Religious life, starting in the form of hermits dwellings, can be traced to around 1,000 AD. The first monastic community emerged in the 14th century, and was most successful during the 15th and 16th centuries. By the 17th century, the monastic population had dwindled to one-third of its original size. The site was bombed during World War II and many art treasures stolen. Details of the history of individual monasteries are available in the World Heritage nomination. The monasteries represent a unique example of monastic life since the 14th century. Since 1972 the monasteries have been restored and conservation work is carried out annually by specialists, including archaeologists, restorers, craftsmen and laborers. A variety of methods are used in the conservation work. The monasteries lie in an area within which different types of building work is prohibited or limited.
Vergina
A highly important ancient city, certainly to be identified with Aegae, the first ancient capital of the kingdom of Macedonia, spreads over the low hills in the northern slopes of’ the Pierian range, between the modern villages of Palatitsia and Vergina. This city was the most important urban center in the region until the 4th c. BC. Here were to be found the ancestral sanctuaries of the Macedonians, and the palaces and the tombs (with their famous treasures) of the Argead dynasty, which traced its origins to the mythical hero Heracles and gave Greek history its most captivating figure, Alexander the Great.
Archaeologists were interested in the hills around Vergina as early as the 1850s, knowing that the site of Aigai was in the vicinity and suspecting that the hills were burial mounds. Excavations began in 1861 under the French archaeologist Leon Heuzey, sponsored by the Emperor Napoleon III. Parts of the Macedonian royal palace of Palatista were discovered. In 1937, the University of Thessaloniki resumed the excavations. More ruins of the ancient palace were found, but the excavations were abandoned on the outbreak of war with Italy in 1940. After the war the excavations were resumed and during the 1950s and 1960s the rest of the royal capital was uncovered. The Greek archaeologist Andronikos became convinced that a hill called the “Great Tumulus” concealed the tombs of the Macedonian King.
Veria (BEREA)
The capital city of the prefecture amphitheatrically built at the foot of Vermion Mountain. Forests and fruit-tree plantations thrive in the rainy climate of the area and the remains of historic and prehistoric agricultural settlements are evident. it is believed was named after Feronas, a general in the army
of Alexander the Great. The city’s golden age was during the 13th century and the subsequent economic and commercial activity resulted in the significant cultural and spiritual growth of the city. Christianity has a vulnerably long history here. Saint Paul preached in Veria (Acts 17: 1-13 of the New Testament) on two occasions, and a gaudy alcove shrine at the base of Mavromikhali marks the supposed spot of his sermons. But the town is more famous for fifty or so small medieval churches, mostly sixteen to eighteen century.
Thessaloniki
Thessaloniki is undoubtedly the center not only of northern Greece but of the entire Balkans -as it has been since the time of the birth of Christ. It is an administrative and commercial center with its own distinctive intellectual and artistic personality, and it serves as a major cosmopolitan crossroads whose cultural influence is far-reaching. Thessaloniki is one of the oldest cities in Europe and it is also the second- largest city in Greece, after Athens, which is why Greeks often refer it as the country’s “co-capital”. The wealth of its surviving monuments has made it a living Byzantine art museum.
Delphi
Delphi was considered by the ancients to be the physical and spiritual center of the earth. The shrine of Apollo, set nearly 2,000 feet up on the slopes of Mount Parnassus, exerts today a potent grip on the visitor. Here was the most respected oracle of antiquity. Even the most intelligent individuals who lived during the brilliant civilization of Athens believed implicitly in the responses of the god. These were given by the inspired priestess Pythia and were interpreted, usually with an ambiguous touch, by the priests. The site is breathtaking and the view from the top, down to the blue waters of the Gulf of Corinth, is spectacular. The drive will take guests by the sacred Castalian spring and close to the ancient site of Apollo’s sanctuary. Guests will then walk the sacred way, visiting the treasuries, the place of offerings, the Grand Temple of Apollo and the theater, with its splendid acoustics.
The Museum is housing many treasures. Omphalos, which marked the center of the world and the Charioteer, one of the finest pieces surviving from the fifth century B.C. are among the many wonders housed in the museum.
Ancient Olympia
Olympia Greece was the site of the ancient Olympic Games, which were celebrated every four years by the Greeks. Olympia was situated in a valley in Elis, in western Peloponnisos (Peloponnesus), through which runs the Alpheus River. It was not a town, but only a sanctuary with buildings associated with games and the worship of the gods. Olympia was a national shrine of the Greeks and contained many treasures of Greek art, such as temples, monuments, altars, theaters, statues, and votive offerings of brass and marble. The Altis, or sacred precinct, enclosed a level space about 200 m (about 660 ft) long by nearly 177 m (nearly 580 ft) broad. In this were the chief centers of religious worship, the votive buildings, and buildings associated with the administration of the games. The most celebrated temple was the Temple of Zeus, dedicated to the father of the gods. In this temple was a statue of Zeus made of ivory and gold, the masterpiece of the Athenian sculptor Phidias. Next to the Temple of Zeus ranked the Heraeum, dedicated to Hera, the wife of Zeus. In this temple, probably the oldest Doric building known, stood the table on which were placed the garlands prepared for the victors in the games. The votive buildings included a row of 12 treasure houses and the Philippeum, a circular Ionic building dedicated by Philip II, king of Macedonia, to himself. Outside the Altis, to the east, were the Stadium and the Hippodrome, where the contests took place; on the west were the Palaestra, or wrestling school, and the Gymnasium, where all competitors were obliged to train for at least one month.The Archaeological Museum of Olympia, one of the most important museums in Greece, presents the long history of the most celebrated sanctuary of antiquity, the sanctuary of Zeus, father of both gods and men, where the Olympic games were born. The museum’s permanent exhibition contains finds from the excavations in the sacred precinct of the Altis dating from prehistoric times to the Early Christian period.
Corinth Canal
In the connection of continental Greece and Peloponnese, the Isthmus of Corinth cut by the famous canal of the same name, separates the Gulf Saronique of the Gulf of Corinth. 6343 meters long, 24.60 meters wide, the canal possesses walls achieving 79.50 meters in height the highest point.
Epidavrus Theater
The theater was constructed in the late 4th century BC. Originally it had 34 rows and was used for dramatic performances. The Romans added another 21 rows. Even in ancient times, the theater was considered to have great acoustics. The actors can be perfectly heard by all 15,000 spectators without the sound having to be amplified. The limestone rows filter the low-frequency sounds –such as the murmur of the crowd – but amplify the sounds from the stage. It still is one of the most beautiful open-air theaters. The view behind the scene was and still is an integrated part of the theater. The theater was discovered in 1970 and the excavation began in 1972.
Mycenae
High above the modern town of Mycenae are the ruins of an ancient city. The ruins of Ancient Mycenae date back to the second millennium B.C. Though most of the original city state has been destroyed over time, parts of the Acropolis that overlooked a fertile plains still remain. The Acropolis sits atop an impressive mountain and is flanked on either side by taller mountains forming a very formidable fortification for the site, as well as a very scenic view . The Lions Gate is the main entrance into the city. The lions, with their front paws on an alter of some sort was suppose to represent the mycenaean’s power. The entrance to the Treasury of Atreus at Mycenae is actually a circular tomb or tholos.
Athens (City Tour & the Acropolis)
Tour starts with a sightseeing of the main points of interest in Athens, both ancient and modern, of Athens. Guests have the opportunity of viewing from inside the bus Constitution square, the former Royal Palace, where the Evzones, members of the National Guard, keep watch in their traditional costume over the Tomb of the Unknown Soldier. Guests will have a quick stop at the Panathenaeum Stadium holding 70,000 spectators was built of Pentelic marble in 1895 for the first modern Olympic Games. Will then pass by the National Gardens and then along University Street with its neoclassical buildings, the Academy, the University and the Library, to Omonia Square, the centre of the modern city.
Upon completion of the city tour, guests will continue with the site of the Acropolis. On the natural fortress of the Acropolis, reinforced by the hand of man, stand the Propylaea, the temple of the Winged Victory, Erechtheion with the Porch of the Caryatids and, towering over all, and the majestic Parthenon. A winding path leads to the treasure of antiquity. Visible are the relics of the civilization of which we are the proud inheritors. From the top guests can see to the North Plaka quarters and the ancient Agora; to the East, Mount Lycabettus; to the South, the theater of Dionysus. This is where the tragedies of Aeschylus, Sophocles and Euripides were performed. Here also stands the Odeon of Herodes Atticus, which is used today in the Summer Festival.
Athens (The National Archaeological Museum) –
The National Archaeological Museum is the largest museum in Greece and one of the world’s great museums. Although its original purpose was to secure all the finds from the nineteenth century excavations in and around Athens, it gradually became the central National Archaeological Museum and was enriched with finds from all over Greece. Its abundant collections, with more than 20,000 exhibits, provide a panorama of Greek civilization from the beginnings of Prehistory to Late Antiquity. The museum is housed in an imposing neoclassical building of the end of the nineteenth century, which was designed by L. Lange and remodeled by Ernst Ziller. The vast exhibition space – numerous galleries on each floor accounting for a total of 8,000 square metres – house five large permanent collections: The Prehistoric Collection, which includes works of the great civilizations that developed in the Aegean from the sixth millennium BC to 1050 BC (Neolithic, Cycladic, Mycenaean), and finds from the prehistoric settlement at Thera. The Sculptures Collection, which shows the development of ancient Greek sculpture from the seventh to the fifth centuries BC with unique masterpieces. The Vase and Minor Objects Collection, which contains representative works of ancient Greek pottery from the eleventh century BC to the Roman period and includes the Stathatos Collection, a corpus of minor objects of all periods. The Metallurgy Collection, with many fundamental statues, figurines and minor objects. And, finally, the only Egyptian and Near Eastern Antiquities Collection in Greece, with works dating from the pre-dynastic period (5000 BC) to the Roman conquest.
Athens (The New Acropolis Museum)
History – General Information
The New Acropolis Museum is a purpose built museum by architect Bernard Tschumi to house the archaeological findings related to the Acropolis Hill in Athens. It is located at the foot of the Acropolis. The construction of the Museum started in November 2004. As construction work neared completion, an operation to move the historic artifacts for a 400 meters distance from the Acropolis rock to the new museum started on October 14, 2007, involving three giant cranes. The movement of the artifacts to from the top of the Hill was called the Transfer of The Century. The Museum will exhibit approx. 4,000 artifacts. The overall budget of the Museum’s construction was 130 million of Euros.
The Concept
The design is about the clarity of an exhibition route expressed through three materials – marble, concrete, and glass. The museum, with its exceptional and significant collection of classical Greek sculpture, will be arguably one of the most advanced in the world.
Blue Sky: A Concept of Light
More than in any other museum, the New Acropolis Museum makes careful use of natural light.
People in Motion: A Concept of Circulation
The visitor’s route through the museum forms a clear three-dimensional loop. Movement in and through time, is an important aspect of this museum in particular. With more than 10,000 visitors daily, the path through the museum artifacts is designed to be of the utmost simplicity.
A Base, A Middle, and A Top
The base of the museum design ‘hovers’ over the existing archaeological excavations on pilotis. This level contains the entrance lobby as well as temporary exhibition spaces, retail space, and all support facilities. The middle is a large, double-height, trapezoidal hall that accommodates all galleries from the Archaic period to the Roman Empire. A mezzanine level includes a bar and restaurant with views toward the Acropolis, and a multimedia auditorium. The top comprises the rectangular Parthenon Gallery arranged around an indoor court.
The 2009 Berta Excellence in Education lecture will be held October 26 and 27. There will be an evening session for parents on the 26th and an all-day professional development workshop for teachers and administrators on the 27th. Both workshops will be given by Dr. Virginia H. Burney and Dr. Kristie Speirs Neumeister, faculty members at Ball State University and experts in educational psychology relating to gifted young people. Both events are FREE and open to the public.
Virginia H. Burney, Ph.D. is a Consultant for High Ability Education at Ball State University, where she also teaches graduate courses in Educational Psychology relating to gifted education. She also has two graduate degrees in guidance and counseling and has worked as a school counselor and a guidance director. Ginny is a past president of the Indiana Association for the Gifted and recently concluded 5 years of service on the National Association for Gifted Children’s Board of Directors. She and her husband are the parents of three gifted children, now young adults.
Kristie Speirs Neumeister, Ph.D. is an Associate Professor at Ball State University in Educational Psychology where she directs the Gifted Licensure series and teaches graduate courses in gifted education. She is Vice President of the Indiana Association for the Gifted and completed recent service on the Board of the Council for Exceptional Children: The Association for the Gifted (CEC: TAG). Her research interests center on the social and emotional needs of gifted students. She and her husband are the parents of a gifted first grader and infant twins.
Parent Night Social and Emotional Characteristics and Issues of High Ability Children
This presentation will describe the characteristics of gifted children and associated (possibly problematic) behavioral manifestations of those characteristics. Issues that gifted children face will also be discussed, including tips for parents and teachers in assisting positive development.
Professional Development Meeting the Social and Emotional Needs of the Gifted in School
The affective characteristics and needs of gifted children interact with school culture to influence motivation and school achievement. Students with high ability are likely to have greater sensitivity to their environment which may be manifested in different ways and cause them to have some social and emotional issues. Participants will learn about and discuss the characteristics, behavioral manifestations, and issues facing gifted individuals. Through participation and interaction, participants will practice strategies for meeting the needs of these students and for assisting others in understanding gifted children. Participants will be assisted in understanding a framework for developing their own affective curriculum for gifted learners in the school. Resources will be provided.
It is thanks to the generosity of Vince and Kathleen Berta, that this event is free and open to the public. In 2001, Vince and Kathleen Berta of Bowling Green, KY, donated $100, 000 to The Center for Gifted Studies to establish The Berta Fund for Excellence. The Bertas realized that gifted children had needs that came from their strengths and meeting those needs required both parents and teachers. The Berta Fund for Excellence brings in experts in the field of education to conduct seminars and presentations designed specifically for the parents of gifted children. And because educating gifted students requires teachers as well as parents, The Berta Fund for Excellence also sponsors a professional development seminar for educators to learn how to better meet the needs of gifted young people in the classroom.
KENTUCKY ASSOCIATION FOR GIFTED EDUCATION
FALL WORKSHOP 2009
Making Developmental Sense of Giftedness
with Jean Petereson, Ph.D.
Tuesday, September 22, 2009
8:30 a.m. – 3:30 p.m.
Hyatt Regency Lexington
Lexington, KY
To download a copy of the workshop flier in .pdf, click here.
Click here to register online.
ABOUT THE PROGRAM:
Giftedness is a complex overlay and can be both asset and burden, but performance or non-performance may narrowly preoccupy educators, peers, and even parents. Gifted students themselves may be reluctant to reveal their inner world, according to Dr. Peterson’s own extensive research. Yet social and emotional development, with implications for students’ well-being, is usually not addressed directly in programs. Counselors and psychologists, too, may lack specific information about pertinent characteristics, perhaps even inappropriately pathologizing some of them. The non-asset, “dark” side of giftedness, for both high and low achievers, is actually not discussed much in the field in general-or psychoeducationally with students themselves. Using family-system, school-system, and developmental lenses and avoiding simplistic cause-effect and stereotypical thinking, Dr. Peterson will look at relationships, cultural dimensions, mental-health issues, needs, and how adults can be of assistance in and outside of the classroom when life events, transitions, and high stress affect gifted individuals. With reference to affective curriculum, she will demonstrate proactive, developmental small-group work with gifted students, whose experience of “growing up” may be qualitatively different from that of others.
ABOUT THE PRESENTER
JEAN PETERSON, Ph.D., is a highly sought-after presenter on the social-emotional needs of the gifted. Dr. Peterson is Associate Professor, Counseling and Development in the Department of Education Studies at Purdue University. In her ten years as a counselor educator, she has developed and led school counseling programs in two institutions, has contributed 70 publications to the school counseling and gifted education literature, and won numerous awards in teaching, scholarship, and service. Click here for Dr. Peterson’s website.
EILA CREDIT AVAILABLE.
COST: Registration is $125 for current KAGE members, or $155 for registrants who are not a current KAGE member (complimentary membership included) or renewing membership.
ISSUES FOR LEADERS IN GIFTED EDUCATION will be held Monday, September 21 from 8:30 am – 3:30 pm at the Hyatt Regency Lexington. If you are attending the Fall 2009 Workshop on Tuesday September 22 there is no charge to attend the Issues workshop on Monday. If you are only attending the Issues for Leaders workshop, the cost is $40. Click here for a copy of the agenda for the Issues for Leaders in Gifted Education day.
PARENT NIGHT will be Monday, September 21 from 7 – 9 pm. Dr. Peterson will speak on A COUNSELOR’S PERSPECTIVE ON PARENTING GIFTED CHILDREN AND ADOLSCENTS. This event, which is co-sponsored by LexKAGE, is free and open to the public! For a .pdf of the Parent Night flier click here.
Hotel Information: Contact the Hyatt Regency Lexington at 859.253.1234, (401 West High Street, Lexington, KY). Cut-off date for the KAGE rate of $105 (plus tax) is August 31, 2009.
If you would like to receive a mailed or faxed copy of the Fall 2008 Workshop flier, please send your name, address, or fax number to kage@wku.edu or call the KAGE office at 270.745.4301.
In today’s competitive global economy, U.S. undergraduate and graduate students are under increasing pressure to gain skills that set them apart from the rest of the pack upon graduation.
The Language Flagship, an innovative and relatively new initiative established by the National Security Education Program, has scholarship and fellowship awards available to students with the motivation and determination to successfully complete an advanced language immersion and cultural studies program.
Western Kentucky University was selected earlier this year as of eight funded programs in the United States to receive the honor. Other universities participating in the program include: Indiana University, Ohio State, Brigham Young University, Arizona State University, University of Rhode Island, University of Oregon, and the University of Mississippi.
Additionally, six Gatton Academy students have been selected to participate in the program’s first cohort: Jared Mink, a second-year student from Laurel County; Megan Stulz, a second-year student from Kenton County; Amy Cordero, a second-year student from Pike County; Jason Ludden, a second-year student from Adair County; Sarah Schrader, a first-year student from Warren County; and Ben Venable, a first-year student from Oldham County.
By enrolling students from across all majors and disciplines—including the sciences, economics, business, and literature—Flagship programs mainstream language study into a student’s curriculum, ensuring that they will be capable of functioning in their profession in the target language. A U.S. workforce with language proficiency and more sophisticated cultural understanding will create goodwill leading to greater international cooperation and collaboration.
According to Michael Nugent, director of the initiative based in Arlington, VA, “Graduates of The Language Flagship already have started taking their place among the next generation of global professionals through superior proficiency in languages critical to U.S. competitiveness and national security.” In fact, alumni of the program now work in key leadership and diplomacy positions in the government, business, and civic sectors.
For many careers pursued by top college graduates today, it’s not enough to study political science coupled with two years of language instruction that may not have direct relevance to the student’s major. Today’s professionals need to be able to function at a high level in their chosen fields as well as in their language of study. To meet this need, Flagship programs include intensive language training with long-term overseas study in a non-language subject.
According to WKU’s Office of Scholar Development, these programs are rigorous but rewarding and come with highly personalized advising and lucrative scholarships. Moreover, participation in the program can increase students’ competitiveness for outstanding jobs in both government and industry.
All of the Flagship programs include two components: a domestic component at one of the U.S. Flagship institutions, and an intensive study abroad component at the Overseas Flagship Centers in China. Both components are mandatory and essential to student success.
You know the drill as our “Five Questions” series keeps rolling. In this visit, we chat with Whitney Antle, a Class of 2010 student from Hardin County. Like several Academy students this summer, Whitney spent some time abroad. Though the Gatton Academy’s programmatic emphasis is on math and science, we strongly support the development of students’ passions in language, the arts, and culture. There are few better ways to accomplish this development than study abroad.
1. Tell us a little about the project or program in which you participated.
From mid-June to mid-July, I studied abroad through CCIS in Buenos Aires, Argentina. I lived with a host family that did not speak any English. I attended La Universidad de Belgrano, where I studied in an intensive language program for five hours every day. During my spare time, I explored the city, made new friends, and practiced speaking with my host family. I was able to live the life of los porteños, the people of Buenos Aires, whose language and culture are very different from my own.
2. What is the part of the summer experience did you enjoy the most?
In all honesty, I loved every bit of it! But, I would say the best part was learning to speak Spanish with greater fluency. I was able to practice not only in my “No Inglés” Spanish class, but also just by talking to my friends and host family. I loved sitting down with Cheche, my host abuelo, and listen to him talk about his family’s history. The most rewarding thing was being able to walk down the street or ride on the Subte and understand the people around me. (Tango class was pretty great, too!)
3. How is this different from the way you think most high school students spend their summers?
During my time abroad, I lived with a family I didn’t know, in a country whose language I was still trying to learn. Unlike most high school students abroad, I was not on vacation or on a school trip; I went to school every day, and I didn’t know anyone. It was truly one of the most challenging things I have ever done because I was totally responsible for myself. The degree of independence was so much greater than any I have ever had before. It was difficult at times, but so worth it simply because of the confidence I have gained.
4. How does this research experience or internship fit into your educational and professional goals?
Even though my class was not directly involved with math and science, I can use what I have learned in almost any profession. We have to be able to communicate in anything we do. Language skills are becoming more important every day. Now I can learn from people that I otherwise would not be able to understand, and they can understand me, too.
5. What are you looking forward to the most about your second year at the Academy?
I am looking forward to spending time with my friends and getting to know the new juniors. I also can’t wait to start my new classes!
Next up in our “Five Questions” series is a chat with Holly Mitchell, a Class of 2010 member from Mercer County. Like several Gatton Academy students this summer, Mitchell participated in research with the WKU Department of Geography and Geography. The Academy is excited to have a strong partnership with this and several other departments on campus. If you have been keeping up with our 5Qs in recent weeks, you’ll quickly see how rewarding the summer experiences can be.
1. Tell us a little about the project or program in which you participated.
I worked with Dr. May of the WKU Geology Dept, characterizing Mississippian-Pennsylvanian stratigraphy of the Shanty Hollow area. More specifically, we examined an incontinuity – or hole – in the rock formation from two separate sites. We generated an image of the ancient rock structure, quantifying the physical traits of the surface, measuring radioactivity, and using Strat Gen software to connect our data from the two sites.
2. What part of the summer experience did you enjoy the most?
I liked hiking as a part of my work. Also, the word fossiliferous: I must use it again, someday.
3. How is this different from the way you think most high school students spend their summers?
For the duration of my research, at least, I was not dancing in the woods at Camp Piomingo, tanning, working at Dairy Queen, vacationing the shores of Naples, cow tipping, whatever the average Kentucky teen does in July. My research was like a combination of class and wilderness tour, but better in that digging was permitted.
4. How does this research experience or internship fit into your educational and professional goals?
I am leaning toward environmental studies as part of an interdisciplinary major. Learning about the planet in any fashion informs me so that I may take a more holistic approach to study and work.
5. What are you looking forward to the most about your second year at the Academy?
The release of Blake Butler’s Scorch Atlas, the possibility of trips to the farmers’ market this year, the Green Club’s second stretch, Where the Wild Things Are, taking Biological Anthropology at last, new kids, new languages (maybe): it will happen.
Luke Akridge, an Honors College student and Gatton Academy alumnus from Woodford County, attended and gave a presentation at the 2009 Bridges Conference in Banff, Alberta, Canada, July 26 – 30, 2009.
His presentation, “Using Works of Visual Art to Teach Matrix Transformations,” with Rachel Bowman, Peter Hamburger, and Bruce Kessler, centered on a project he and Bowman began in Dr. Hamburger’s Linear Algebra class in the Fall 2008 semester. The exploration uses Mathematica code written by Dr. Kessler to explore the effects of different types of matrix transformations on points in the plane by applying the transformations to commonly-recognizable works of art.
Luke was the only undergraduate student to present at the conference.
The refereed paper of this work was published in the conference proceedings. A preprint of the paper can be downloaded at works.bepress.com/bruce_kessler/9/.