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2017 WCGTC Biennial World Conference

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3.6.2 A holistic model for serving the needs of identified gifted students

Presenters will describe a holistic program model to frame conversation about the best and most comprehensive ways to ensure the needs of identified gifted students are being met. This visual model addresses the importance of four programming areas: 1) academic growth, 2) social/emotional support, 3) university and career planning, and 4) parent and teacher engagement. Participants will explore best practices for designing and delivering comprehensive gifted program services within each component. Participants will have the chance to engage with each other and will take away strategies and ideas that will empower them to create cutting-edge programming in their schools.

Author(s):

Kathryn Grubbs
kgrubbs@uw.edu
University of Washington
United States

Kathryn Grubbs, MA, LMHC is the Academy Adviser at the Robinson Center. Prior to her current position she worked as a middle school/high school counselor for 8 years, most recently at a residential high school for gifted students outside of Chicago, Illinois. Besides working in schools, she has experience in college counseling, inpatient and outpatient mental health centers, homeless shelters, and domestic violence programs. Kathryn has presented at NAGC, NCSSSMST, SENG, and WAETAG and provides professional development locally to parents, teachers, counselors and administrators.

Nancy Hertzog
nhertzog@uw.edu
University of Washington
United States

Dr. Nancy Hertzog is Professor in the area of Educational Psychology at the University of Washington, and the Director of the Halbert and Nancy Robinson Center for Young Scholars. She has an extensive background in gifted education and expertise on curriculum differentiation and development. From 1995-2010 she directed University Primary School at the University of Illinois at Urbana-Champaign. She is the author of two books, several chapters, and has published in the Journal of Curriculum Studies, Gifted Child Quarterly, Journal for the Education of the Gifted, Roeper Review, Teaching Exceptional Children, Early Childhood Research and Practice, and Young Exceptional Children.

 

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