A note from the president...
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A note from the president...
This is a historic year for Washington state. This school year was the very first time that highly capable programs were considered a part of basic education. This is a huge step forward and put our state among the top few in the nation with similar laws.
Unfortunately, funding levels from the State Legislature were not updated at all. Now every district is required to identify and provide hicap programs for all grades, K-12, but they only get a small fraction of the funding needed to make good on these commitments. Wealthier districts are using local levy dollars, but poorer districts may truly not be able to provide these critical services without adequate state funding.
Would you please take a moment and let your representative know how important this issue is to your family, and for social justice across the state, for highly capable programs to be fully funded? Now that hicap is part of basic education, the state has a duty to provide adequate funding. If all of us sent just a quick email, it really, truly would make a difference. Your representatives won't know if you don't tell them, and they really do listen to their constituents.
Find your representative here: Find Your Rep -- Austina De Bonte, President, NWGCA
This webinar will provide an overview of research and exemplary practices as related to family engagement with gifted learners. A special emphasis will be placed on the talent development and advocacy strategies of culturally diverse families who have raised successful gifted children. Focus on culturally relevant strategies as well as improving the connections between schools and families will be discussed. It will take place on April 30th, 2015 4:30pm - 6:00pm (PDT). To register, use this link.
SENGinar on Stealth Dyslexia: Flying Under the Radar In an educational era that promotes "meeting expected grade requirements," gifted children with learning disabilities are most often missed, and stealth dyslexia has become a primary culprit. Due to their advanced thinking and compensatory strategies, many gifted students with dyslexia exhibit "average" performance, while still struggling to sound out words, read fluently, spell, and write. Without early intervention and accommodations to counter increasing reading and writing demands, compensation grows less adequate and academic performance, self-esteem, and emotional functioning deteriorate. Learn how stealth dyslexia presents in gifted children, how to accurately diagnose it, and what to do about it. It will take place on May 12, 2015 4:30 PM - 6:00 pm (PDT). To register, use this link.
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