Gifted is a 2017 American drama film directed by Marc Webb and written by Tom Flynn. It stars Chris Evans, Mckenna Grace, Lindsay Duncan, Jenny Slate and Octavia Spencer. The plot follows an intellectually gifted seven-year-old who becomes the subject of a custody battle between her maternal uncle and maternal grandmother. The film was released on April 7, 2017, by Fox Searchlight Pictures, and grossed $43 million worldwide. At the 23rd Critics' Choice Awards, Mckenna Grace was nominated for Best Young Actor/Actress. The film received mixed-to-positive reviews from critics, who praised the performances of Evans and Grace, but noted its predictability.
There, despite her initial disdain for average children her own age and her boredom with their classwork, Mary begins to bond with them when she brings her one-eyed cat, Fred, for show-and-tell. Later, she defends a classmate from a bully on the school bus by hitting the bully in the face. After the incident, the principal encourages Frank to send Mary to a private school for gifted children, offering the opportunity of a scholarship. However, Frank turns it down. Based on his family's experiences with similar schools, he fears she will not have a chance at a "normal" childhood.
NAGC is the nation's leading organization focused on the needs of gifted and talented children. Dedicated to uplifting and empowering those who support children with advanced abilities, NAGC provides energizing professional learning, impactful research, and inspiring advocacy to ensure all children have equitable opportunities and support to develop their gifts and talents.
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Professor Gentry was a giant in the field of gifted, creative, and talented education. Prior to her entry into higher education, she spent 12 years in K-12 settings as a teacher and administrator. These experiences informed all of her subsequent academic work. She received her PhD from the University of Connecticut in 1996 with a specialization in Gifted and Talented Development, Educational Psychology and Research, Measurement, and Evaluation.
Olentangy Schools' Gifted Services Program provides gifted and talented students with the opportunity to enhance cognitive, learning, research and communication skills by providing challenging opportunities through a differentiated learning program. Gifted specialists and classroom teachers encourage gifted and talented students to maximize their potential by accepting opportunities to stretch their thinking through rigorous curriculum, gaining the necessary skills to become self-directed, college and career ready students. Please visit all of our Gifted Services pages by navigating through the side bar sections on the left.
The purpose of this program is to carry out a coordinated program of evidence-based research, demonstration projects, innovative strategies, and similar activities designed to build and enhance the ability of elementary schools and secondary schools nationwide to identify gifted and talented students and meet their special educational needs. The major emphasis of the program is on serving students traditionally underrepresented in gifted and talented programs, particularly economically disadvantaged, limited English proficient (LEP), and disabled students, to help reduce the serious gap in achievement among certain groups of students at the highest levels of achievement.
The purpose of this program is to carry out a coordinated program of scientifically based research, demonstration projects, innovative strategies, and similar activities designed to build and enhance the ability of elementary and secondary schools to meet the special education needs of gifted and talented students. The major emphasis of the program is on serving students traditionally underrepresented in gifted and talented programs, particularly economically disadvantaged, limited English proficient (LEP), and disabled students, to help reduce the serious gap in achievement among certain groups of students at the highest levels of achievement.
Grants are awarded under two priorities. Priority One supports initiatives to develop and scale up models servingstudents who are underrepresented in gifted and talented programs. Priority Two supports state and local efforts toimprove services for gifted and talented students.
Conducting evidence-based research on methods and techniques for identifying and teaching gifted and talented students and for using gifted and talented programs and methods to identify and provide the opportunity for all students to be served, particularly low-income and at-risk students.
Establishing and operating programs and projects for identifying and serving gifted and talented students, including innovative methods and strategies (such as summer programs, mentoring programs, peer tutoring programs, service learning programs, and cooperative learning programs involving business, industry and education) for identifying and educating students who may not be served by traditional gifted and talented programs.
Providing technical assistance and disseminating information, which may include how gifted and talented programs and methods may be adapted for use by all students, particularly low-income and at-risk students.
Conducting scientifically based research on methods and techniques for identifying and teaching gifted and talented students—and for using these programs and methods to serve all students; and conducting program evaluations, surveys, and other analyses needed to accomplish the purpose of this program;
Establishing and operating model projects and exemplary programs for serving gifted and talented students, including innovative methods of serving students whose needs may not be met bymore traditional gifted and talented programs (including summer programs, mentoring, service learning, and programs involving business, industry, and education);
Gifted children often stand out. Whether you are a parent, an educator, or a student, you are likely here because you have noticed something different about a student or about yourself if you are that student in question. Those without a background in gifted education may feel that gifted children stand out because of their good grades or high achievements. However, many of us who work with gifted children know that they are different for other reasons like their quirky sense of humor, their intense questioning, or their refusal to sit still in the classroom and repeat math facts when they would much rather be discussing the nature of infinity. Looking for gifted traits in children can provide information for parents, educators, and students themselves to decide whether they want to pursue intelligence testing, acceleration, or simply have a better understanding of who these children are.
Like most people, highly capable students are unique individuals with varied and multifaceted talents and interests. Some demonstrate mastery in multiple areas while others excel in a single subject. Gifted identification often relies on a mix of gifted testing and more qualitative observations of gifted characteristics and behaviors.
The National Association for Gifted Children lists additional traits of giftedness that parents may find useful. Of course, each gifted student is unique, and they may present with a mix of these traits or only two very intensely or perhaps you find that none of them at all fit.
Bulloch County Schools conducts reviews of children who are nominated for gifted services. The school district receives nominations from teachers, parents, guardians, students, or peers for any students who meet the specifications for this window of consideration.
The kids chatted cheerfully (in several languages) until each was summoned upstairs to be tested for a spot in New York City's gifted program. Their parents sent them off with hugs and the promise of special treats for doing their best.
Nonblack teachers identify black students as gifted in reading 2.1 percent of the time. Black teachers are three times more likely to identify black students as gifted in reading: 6.2 percent of the time. That's the same rate as for white students, no matter the race of their teacher.
Grissom, a political economist by trade, tells NPR Ed that this disparity in the identification of gifted students may be an unintended consequence of efforts to overhaul gifted programs. Because of racial gaps in standardized test scores, many districts have moved away from using tests alone to identify gifted students. Instead they rely more on the opinions of teachers.
"It's generally been my role to see past the cultural differences in the ways that students demonstrate their knowledge." Vilson says that, in his experience, some teachers may associate giftedness with a certain type of vocabulary, a "docile" attitude, even a certain style of penmanship.
The bias is often there "on the part of the student," too, Vilson says. "They don't believe in themselves. They don't see themselves as capable because they have a set of behaviors that don't align with the gifted norm."
Other research suggests that black students are more likely to face disciplinary actions in school. Is it possible that, with two equally curious, verbal, energetic young children, a black student is more likely to be labelled a troublemaker by a white teacher, while a white student is more likely to be labelled gifted?
Perhaps, says Grissom. Or maybe there are other factors of cultural competence, as Vilson suggests, that make a black teacher better able to identify giftedness in black students. Perhaps black students gain more confidence and are better able to learn from black teachers. Or maybe black parents are more comfortable advocating for their children with black teachers. 041b061a72