2019 WCGTC World Conference

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4.8.8 The Implementation of the Young Scholars Model in a Small, Diverse School District

Many pre-identification programs have research demonstrating their effectiveness in identifying culturally, linguistically, and economically diverse students. However, implementing one of these models can seem daunting. In this session, we will share the implementation of the Young Scholars model over the past five years. In addition to sharing the steps during implementation, division data, adaptations, and lessons learned will be shared.

Author(s):

Stacy Hayden
stacy.hayden@uconn.edu
University of Connecticut
United States

   

Stacy M. Hayden is a third-year doctoral student in the Giftedness, Creativity, and Talent Development program at the University of Connecticut. Stacy received her B.S. in Elementary Education (2012) from Radford University. She is a graduate of the UConn Three Summers Program where she received her M.A. in Giftedness, Creativity, and Talent Development (2016). Prior to coming to UConn, Stacy taught gifted students and coordinated the Young Scholars Program in Alexandria City Public Schools. Virginia. Her research interests include equity, pre-identification programs, and college honors programs.

Kelly Miller
kelly.miller@acps.k12.va.us
Alexandria City Public Schools
United States

   

Kelly Miller is currently a 6th grade teacher in Alexandria City Public Schools, Virginia. Kelly holds a master's degree in Elementary Education from Marymount University, Virginia and a certificate in Gifted Education from the College of William and Mary. In addition to teaching, Kelly also serves as the Young Scholars lead teacher at her school.

 



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