The Hollingworth Center gratefully acknowledges donations to the Silent Auction made by the following businesses and professionals:

ITEM	DONOR
Fermat=s Last Theorem teeshirts	PROMYS, Boston University
10 copies Educational Opportunities 2000	Duke University TIP (Joy Baldwin)
2 Kite Mosaiks, 1 Rombix Jr.,1 Mini‑Iamond Ring, felt pad for puzzles	Kadon Enterprises
1 book Calculus by and for young people 1 book Calculus by and for young people - worksheets 1 CD Rom "Calculus by and for young people"worksheets 1 Video "Infinite Series by & for young people ages 6&up 1 Video "Iteration to Infinite sequences with 6 ‑ 11y.o.s" 1 poster, "A Map to calculus" 1 book Changing Shapes with Matrices	Don the Mathman (Don Cohen)
2 Rogers' Connection (1 Glow‑in‑the‑Dark) 2 Tesengritoys (1 all put together for display)	Design Science Toys
Once upon a mind: the stories and scholars of gifted child education	Jim DeLisle
Gifted children at Home: A Practical guide for homeschooling families Experiences in chemistry (Chemistry 1, CHP Secondary Science Series) Aviation (one week off unit studies) Space Exploration (one week off unit studies)	Kathleen Julicher
Guiding the Gifted Child Smart Girls: a New Psychology of Girls, Women, and Giftedness Understanding those who create Gifted Children and the Law: Mediation, due process, and court cases Gifted children and legal issues: parents' stories of hope Gifted children and legal issues: an update	Gifted Psychology Press (Jim Webb)
How Rude Bullies are a pain in the brain The gifted child's survival guide from ages 10 & under Challenging projects for creative minds, grades 1‑5	Free Spirit Press (Judy Galbraith)
Smithsonian Crystal Radio Kit	The Learning Shop, Madison, WI
Scientific Explorer Electronic Room Alarm Kit	Mindsparks, Madison, WI
2 dozen pairs of actually comfortable socks!	Lynn Grunenwald Corporate Giving, Lands' End, Inc.
6 SET games and 6 Quiddler games 3 purple adult medium teeshirts, with SET Logo	The SET Game Company http://www.setgame.com/
Mathy Teeshirts ("Da proof is in da pi")	Mathias Mathy http://www.connecticutsbest.com/mathiasmathy/product.htm

Individual members and friends have been very generous;

here is a selection of items donated to the Silent Auction:

ITEM	ITEM
Cheetah silk scarf	Bracelet with cheetahs
Cheetah design blank journal	Bracelet with an ARK motif
7 AFar Side@ mugs	Encyclopedia of Astronomy
Woe is I & other assorted books	picture book Fly, Eagle, Fly
Chemistry & other textbooks	autographed Brian Jacque's The Legend of Luke
Leta Hollingworth=s Psychology of Adolescence	Doonesbury Screen Saver
Leta Hollingworth's Children Above180 IQ	Calculus cards
Leta Hollingworth Rare First Edition! Gifted Children: Their Nature and Nurture	One hour a week of MathGuy=s time (email contact) from May to mid-August, 2000. Resume available!
Five sweatshirts, ARK design in women's sizes S/M/L: blue/green, gold, purple, ivory, brick red--	Raising Your Spirited Child, Raising Your Spirited Child Workbook, [Mary S Kurcinka]
Cheetah print	The Homeschooling Book of Answers [Julicher]
Cheetah car mats	Cheetah jigsaws

Some of the individual donors include: Laura Dunbar, Mike Robinson, Kathi Kearney, Brenda Lessor, Josh Shaine, Hilary Cohen, Jill Howard, Laura Andersen, & Sherry Pence. There are other

Generous people who are donating items, but we didn’t have all the names at press time.

Thank you all!

EXHIBITORS - SALON D

Be sure to visit the Exhibitors in Salon D throughout the conference.

BOOK SIGNING

Stephanie Tolan has generously offered to do a book signing for us. We will have the following books have been made available from her publisher, Harper Collins: Face in the Mirror, Good Courage, Ordinary Miracles, Plague Years, Who’s There; Welcome to the Ark

A SPECIAL THANK YOU TO:

Tonya Andersen for coordinating the Children’s Program and

Anna Herbert for coordinating the Young Adult Sessions

ANNUAL MEETING

THE HOLLINGWORTH CENTER FOR HIGHLY GIFTED CHILDREN

Sunday, May 7, 2000, 4:00 P.M. - 5:15 p.m.

We invite you to join us at the annual meeting of the Hollingworth Center on Sunday, May 7, at 4:00 – 5:15 p.m. in Salon E. The meeting will include an update on Hollingworth Center activities, finances, a discussion regarding future directions, and an election of board members.

FRIDAY SESSIONS

REGISTRATION 8:00 a.m. – 8:30 a.m.

8:30 a.m. - 9:15 a.m.

INTRODUCTION

Wake Up America! Your Highly Gifted Students are Fleeing Public Schools

Christine Neville, Ed.D.

Who is fleeing? Why are they jumping ship? To what alternatives are they going? Can and should anything be done about it?

Dr. Christine Neville is Head of School, Schilling School for Gifted Children, Cincinnati, Ohio, and a Board Member of The Hollingworth Center for Highly Gifted Children, founder of the Program for the Exceptionally Gifted at Mary Baldwin College, an active advocate for the highly gifted students.

9:30 a.m. - 11:45 a.m.

Serving Profoundly Gifted Students In The Schools –

The Optimal Match Philosophy In Action

James Davis, M.A.

Highly and profoundly gifted children are greatly underserved in America’s schools. Evidence of this is the rising number of these students whose parents are choosing to home school them to better meet their exceptional and individual needs. Highly and profoundly gifted students need a different approach to education. Schools need to move away from a one-size-fits-all approach to one that is more specifically tailored to the specific intellectual, social and emotional needs of this group of young people. The Optimal Match is based on the principle that individuals differ from one another and that these differences should be recognized and respected. The Optimal Match philosophy provides a theoretical framework around which we can build model instructional programs for the highly and profoundly gifted.

James Davis, M.A. serves as Director of External Relations, Institute for Educational Advancement, a non-profit organization dedicated to supporting our nation’s most talented young people to identify and develop their fullest potential. Mr. Davis has 28 years experience as an educator and most recently as Superintendent of the La Canada Unified School District, Southern California.

College Integrated Science for Highly Gifted High School Students

and Teach Mathematics NOT Arithmetic

Douglas G. Frank, Ph.D.

Biology, Physics and Chemistry are taught in an integrated manner, each year building on the previous. Current research, weekly labs, and literature by eminent thinkers are all employed in a fast paced, exciting immersion in science.

The unfortunate teaching of arithmetic to highly and profoundly gifted children can repress or extinguish natural mathematical ability. When children reach middle and high school grades after a steady diet of arithmetic, there is a huge amount of unlearning and relearning to be accomplished. Brilliant math students sometimes even believe that they cannot do math because they have never experienced it.

Dr. Douglas G. Frank teaches science and mathematics at The Schilling School for Gifted Children in Cincinnati, Ohio and President of ADAM Instrument Company.

The Critical Peer Group: Critical Needs for Depth in Literature and Writing

Christine Neville, Ed.D. and Stephanie Tolan, Author

Is the intellectual peer group as important as, or even more important than, the academic challenge? This session presents the absolute need for highly gifted children to feel normal in their own skin, and to understand who they are while in the presence of other intellectual peers who have similar interests and abilities. These students need their social/emotional needs met as they are immersed in learning that is specifically designed to meet their intellectual needs. Attention must be given to both head and heart in order for them to develop their incredible strengths!

Dr. Christine Neville is Head of School, Schilling School for Gifted Children, Cincinnati, Ohio, and a Board Member of The Hollingworth Center for Highly Gifted Children, and founder of the Program for the Exceptionally Gifted at Mary Baldwin College. She continues to be an advocate for the highly gifted.

Stephanie Tolan is an award-winning author of novels and plays for children and young adults. She also writes and speaks about the needs of the gifted. Co-author of Guiding the Gifted Child, a contributing editor of Roeper Review, past columnist for Understanding Our Gifted, and a consultant to parents of highly gifted children.

Current Best Practices In Highly Gifted Pedagogy

Beverly Quilty-Dunn, M.A.

This workshop covers current best practices for helping gifted students maximize individual potential. Current research will be presented. including a wide variety of strategies and techniques to help teachers better understand and meet the needs of these asynchronous learners. Participants will have an opportunity to learn about methods, materials, and techniques successfully used in grades K-8 classrooms. Independent study techniques will be shared, as well as re-assessment techniques, curriculum compacting, and differentiation of instruction and curriculum. We’ll look at instructional strategies that invite teachers to create classrooms responsive to learner need. How to handle related classroom and student management issues will also be discussed, as well as developing differentiated curriculum via a tiered approach.

Beverly Quilty-Dunn, M.A., is current Department Head for the Plymouth, MA, public schools Gifted and Talented Program. She is also current Chairperson of G & T Advisory Council for the MA Dept. of Education, current Vice President of Directors of the MA Association for the Advancement of Individual Potential (MA/AIP), and an educational consultant for numerous Massachusetts towns.

LUNCH 11:45 a.m. - 1:00 p.m. – CHARLES RIVER EAST ROOM

AFTERNOON 1:00 p.m. - 3:45 p.m.

TWO SESSIONS: 1^ST: Open Doors to Education

Elizabeth and Justin Chapman

Find out how all students can gain access to an appropriate education. The answer is simple - eliminate age discrimination. With schools forced to look at a student’s abilities, rather than their birth dates, schools will start to see students as unique individuals whose gifts are to be cherished. Testing would have to be done early, to determine proper placement. Classrooms would have wide ranges of ages leading to a more complete social development. Standards would increase with higher expectations. The benefits would be tremendous and at a decreased cost. Find out more in this action packed lecture.

Elizabeth Chapman and Justin Chapman are a mother and son team. Justin was born in July 1993 and attends college full time. He attended Stanford University Education Program for Gifted Youth and Cambridge Academy. He completed high school in February 2000. He enjoys swim team, fencing, Tae Kwon Do, soccer, archery, acting, piano, violin, along with many other interests.

2^ND: Educational Needs of the Profoundly Gifted Child; Practical Ways the School Can Help

Jill Howard, J.D. and Michael

Typically, the profoundly gifted child is misunderstood through the early school years. He may be a behavior problem, or he may be quiet and withdrawn. He may not earn good grades. He may be disorganized and absent-minded to the point of driving his teachers and his parents to distraction. Whatever the exterior facade, he is likely extremely sensitive, self-critical, bored, and depressed. If a teacher or a school can be brought to recognize the child’s unusual abilities and intensities, the response may be frustrated by a perceived lack of finances or other resources. The good news is that there are fairly simple ways by which any school system can accommodate the needs of a profoundly gifted child without draining finite resources. This session will discuss the special needs of the profoundly gifted child and how the educational system can meet those needs.

Jill Howard, J.D. and Michael are mother and son. Jill graduated from Vanderbilt University School of Law and is presently a child advocate attorney and legal case management consultant for Chesapeake Interlink, Owings Mill, MD.

Highly Gifted: Multiple Insights From Multiple Perspectives

Ellen D. Fiedler, Ph.D. and Bethany Bell, M.A.

Highly gifted youngsters continue to create dilemmas for educators with even the best intentions of providing programs for gifted students. Meanwhile, parents continue to be baffled by questions of how appropriate educational opportunities might be provided for their children who know so much so soon. This session will describe an ongoing effort to capture and synthesize insights gained by those who have focused their life work on behalf of the highly gifted. Current thoughts from selected national leaders who have grappled extensively with these concerns will be shared, as captured in a series of recent videotapes, revealing a wide range of ideas about key issues and what might be done about them.

Dr. Ellen D. Fiedler is Professor, Master of Arts Program in Gifted Education, Department of Special Education, Northeastern Illinois University, Chicago, Illinois.

Bethany Bell, M.A. holds her Master of Arts in Gifted Education and is a gifted education teacher at the primary level in Northbrook, Illinois.

Black Sky Bright Star:

The Highly Gifted and Depression

P. Susan Jackson, M.A., R,C.C.

"And then the black comes rolling in again. . .the thoughts of death. . .and I alone in it. . ." The results of an extensive research study on the nature, extent and meaning of depressive states for the highly gifted adolescent will be presented. The study revealed a complex set of variables that underpin the development of depressive states differing in type and severity. Counselors, teachers and parents will be provided with perspectives on appropriate counseling and developmental scaffolding as well as strategies to support highly gifted young people.

P. Susan Jackson, M.A., R.C.C. is a poet, mother of two exceptional children, a counseling psychologist, teacher, consultant, administrator, and researcher specializing in the developmental, educational and therapeutic needs of gifted persons. Her particular interest and expertise is the highly gifted population in which she has been immersed in study and practice for ten years.

Twice Special: Gifted Children with Special Needs

Panel: Benjamin Cyr, Kiesa Kay, Annette Revel Sheely, M.A., and Meredith Warshaw

Creative, brilliant thinkers sometimes flounder in traditional school settings. Many highly gifted children have other special needs: learning disabilities, ADHD, Asperger’s syndrome, or other neurological problems. These children’s abilities to compensate often mean they don’t receive supports that would enable them to flourish in school and realize their dreams. Linda Kreger Silverman, director of the Gifted Development Center, has estimated that thirty percent of gifted children have some form of special need. A highly gifted child with age-level skills in one area is not likely to be identified as having special needs, leading to frustration and distress. Understanding these learners can challenge even the experienced individual. This panel discussion will address the important issues of identification, modifications, and support for twice exceptional learners. This panel includes a twice-special student, mothers, and professionals with experience in a variety of settings. With support, twice-special students can keep their self-esteem and flourish.

Benjamin Cyr is a gifted/special needs high school student.

Kiesa Kay is the mother of two gifted/special needs children and editor of the book Uniquely Gifted.

Annette Revel Sheely, M.A. does assessments and counseling at the Gifted Development Center in Denver, Colorado, and has a counseling practice in Boulder.

Meredith Warshaw is the mother of a gifted/special needs child and co-founder/co-listowner of the GT-Special email list for families with gifted/special needs children.

SATURDAY SESSIONS

REGISTRATION 8:30 a.m. – 9:00 a.m.

9:00 a.m. - 10:15 a.m.

Meeting The Needs Of Exceptionally Gifted Students In And Out Of The Classroom

Carol C. Blackburn, Ph.D.

Extremely gifted students differ greatly from same-age peers in cognitive abilities and educational needs. Even special schools and programs for gifted students are rarely targeted to students achieving several years above grade level. Extremely gifted students need individualized programs where the level and pace of instruction are appropriate for their specific aptitudes and achievement. They also need supplemental educational opportunities outside of school. This presentation will discuss options for meeting the needs of extremely gifted students. Case studies of highly gifted individuals who have utilized selected options will be presented.

Dr. Carol C. Blackburn is Senior Research Associate/Counselor with the Center for Talented Youth, John Hopkins University, career counseling specialist for CTY’S Diagnostic and Counseling Center, and author and editor of career and science related articles for Imagine. She is also editor of Imagine’s college review series.

Living With Dual Identities: A Model For Connected Systems And Supports Needed

By Accelerated Highly And Profoundly Gifted Students

Taking Classes At A Second School Site

Sandra Carlton, M.S. and David Currie, M.S.

Attending two schools at the same time, balancing separate workloads, and dealing with two systems of rules can be overwhelming for highly gifted young students, particularly if the two systems are not philosophically, programmatically, and organizationally connected. Educators at both sites need to connect and streamline operations and data flows, address philosophical differences, and jointly solve logistical problems. Working together, both schools need to mesh resources and schedules, appropriately place students, and support their unique needs at both sites. Students need to be involved in decisions and prepared for the experience. Teachers need information and supports. The presenters will discuss a year-old project for accelerated learners at Highland Park Junior and Senior Highs, Public School District 625, St. Paul, Minnesota, from parent and educator perspectives.

Sandra Carlton, M.S. is with the State of Minnesota, Department of Human Services, Health Care Administration Organization, and is their work force management planner.

David Currie, M.S. is a French teacher with Highland Park Junior High and their gifted and talented specialist.

Curriculum Development For The Exceptionally And Profoundly Gifted

Carole Ruth Harris, Ed.D.

The exceptionally and profoundly gifted are as different from other gifted children as the gifted are from the average child in the classroom. The exceptionally and profoundly gifted child who is expected to adjust to a program designed for the mildly to highly gifted experiences severe problems, including frustration, increased stress, low self-esteem, an active attempt to mask abilities, and behavioral and psychological problems. The presentation details curricular intervention for this population, as derived from broad spectrum profiling, design of individualized curriculum, and school liaison techniques. Case studies provide examples of outcomes. Dialogue following the presentation will be directed toward applications to similar cases and their implications for profoundly gifted children.

Dr. Carole Ruth Harris is Adjunct Professor of Education at Northeastern University, Boston, Massachusetts, and Director of G.A.T.E.S. Research & Evaluation, an independent consulting firm specializing in evaluation, educational counseling, and individualized curriculum design for gifted and talented children.

Understanding Highly And Profoundly Gifted Children:

A Primer For First-Time Conference Participants

Kathi Kearney

Highly gifted and profoundly gifted children include those with extremely high IQs, child prodigies, and children who are very advanced in one particular domain. It is often difficult for these children to find a good academic fit in contemporary schools, and their families face significant challenges in the home environment. This introductory session for first-time conference attendees will provide important background information about highly and profoundly gifted children, the major issues surrounding their development, and an introduction to typical educational and family concerns. Participants will also become familiar with the terminology unique to the study of this population. An overview of conference sessions will be provided, enabling participants to select the conference sessions most likely to meet their individual needs.

Kathi Kearney is Founder of the Hollingworth Center for Highly Gifted Children, a volunteer based national resource and support network for extremely gifted children and their families, schools, and communities. She is an independent educational consultant in gifted education and works with homeschooling families in many capacities. She is completing her doctorate in Education of the Gifted at Teachers College, Columbia University.

Many Internet Resources For Highly Gifted Children

Carolyn J. Kottmeyer

Highly gifted children are just like any other children – some are writers, others readers, some excel in creative pursuits including art or music, others in math or science, or any other area you can name. Highly gifted children are hardly “all alike.” But the big difference between highly gifted children and any other children is that highly gifted children are more: more intense, more inquisitive, more interested in the depth and breadth of a subject, going beyond the everyday and ordinary. Most importantly highly gifted children learn more quickly, and more deeply than other children. And this presents more challenge for their parents and educators.

Find out how the Internet can help you deal with these unique and wonderful children. Through the ever-growing resources of Hoagies’ Gifted Education Page, discover new and exciting information on the intricate life of the highly gifted child.

Carolyn J. Kottmeyer, B.S. is webmistress for The Hollingworth Center for Highly Gifted Children. A.k.a. Mrs. Hoagie (wife of Hoagie). She has been a Mainframe programmer for 14 years. She and her husband are parents of two profoundly gifted children. She is the Founder and webmistress of Hoagies’ Gifted Education Page www.hoagiesgifted.org and its spin-off, Hoagies’ Kids and Teens Page www.hoagieskids.org

How To Bring About State and National Change for the Most Gifted Students

(Grass Roots Mothers)

Leila J. Levi, M.F.A. and Wenda Sheard, Doctoral Student

Leila Levi and Wenda Sheard have been working together structuring a casual but consolidated national effort to bring change within the legal, advocacy, and grass roots movements for highly gifted students. They will walk you through the contact process and writing processes to file a class action suit with the United States Department of Education, Office of Civil Rights, as your first step. An explanation will be provided about how to contact your legislatures to write a bill to overturn age discrimination language within your State Department of Education. Many states have specific language in their education codes that denies access to higher level of curriculum based on age. This is a practical seminar for those thinking about working with others to bring about state and national change for the most gifted students.

Leila J. Levi, M.F.A. is the mother of the profoundly gifted child who catapulted her into action with our court systems because of his gifts. This has provided them with a crash course in real-life age discrimination, civil rights actions, media relations, and legal procedure in order for him to get an appropriate education. Her son says “she’s always reminded me of Rosa Parks.” She wrote California’s AB 2206 and AB 2207 and has filed the LMC and Similarly Situated Children age discrimination suit on behalf of gifted children. She worked on the final draft of HR 637.

Wenda Sheard is a mother of three gifted children, an Ohio-licensed attorney (inactive), and a doctoral student at the University of North Texas.

Beyond The Label

Elizabeth Lovance, B. A.

As extremely gifted children, being labeled (or unlabelled) as some “flavor” of gifted often becomes the focus around which we view ourselves and our relationships with others. This is understandable because our primary task as children and adolescents is to learn, the activity that is most associated with the gifted label. What happens when this is no longer seen to be our primary task, when we “grow up,” and many expect other identities (work, family, etc.), to become primary? How can we find balance between all these identities and draw strength from our experience of growing up gifted to deal with other situations? What are the differences between being an extremely gifted adult and being an extremely gifted child? How can that transition be made smoothly? This session will focus heavily on discussion. Young adults and adults are equally encouraged to attend.

Elizabeth Lovance, B. A. is a database consultant, computer teacher, and the co-founder and moderator of TAGTEENS listserve for gifted youth.

Multi-Age, Multi-Level Magnet Programming

For Extremely Highly Gifted Elementary/Middle School Students

Linda S. Rivers, Ph.D.

The seeds for this program were planted seven years ago by the Lincoln Public Schools psychologist for the gifted program and a group of parents of IQ 150+ students who were not flourishing in their elementary schools. The one-half day magnet program has been funded by the school system since the original state lottery grant expired. Now in its fifth year, the program has served twenty different students, some for as long as four years. The presentation outlines program development and changes over the five years; presents data on social-emotional growth; provides case study material on individual students; and suggests a theoretical framework for understanding the social-emotional development of these extremely highly gifted students.

Dr. Linda S. Rivers is a psychologist working full time in the gifted program of the Lincoln Public Schools, Lincoln, Nebraska. She conducts a long term group with adolescent gifted females and a coed group for highly gifted tenth graders.

KEYNOTE

10:30 a.m. - 11:45 a.m.

From ‘The Saddest Sound’ To The D Major Chord:

How Radical Acceleration Can Liberate Highly Gifted Students

Miraca U. M. Gross, Ph.D.

Although the academic acceleration of gifted and talented students is probably the most comprehensively studied and evaluated of all educational interventions, many teachers are reluctant to accelerate gifted students for fear they will suffer socially or emotionally. Radical acceleration, which can take several forms and be of enormous benefit to exceptionally and profoundly gifted students, is significantly under-utilized. Yet research suggests that “the bird that’s tethered to the ground” may be at greater risk of social isolation and emotional maladjustment through inappropriate grade placement with age-peers.

Highly, exceptionally, and profoundly gifted students differ from their moderately gifted age peers in many aspects of their social and emotional development. This session explains how well planned programs of acceleration can enhance these students’ self-esteem, love of learning, self-acceptance, and capacity to form warm and supportive friendships. For many highly gifted students, acceleration replaces discord with harmony.

The “music” metaphor of the title is from Simon and Garfunkel’s El Condor Pasa; “the bird that’s tethered to the ground – it gives the world its saddest sound.” The “D Major chord” part comes from a girl who is one of the subjects in my 15-year longitudinal study of children of IQ 160+. Tessa was desperately lonely and unhappy through her first few years of school until she was allowed to accelerate into a class where there were (not coincidentally) two other highly gifted girls with whom she has formed a deep and lasting friendship. One day she said to me, eagerly: “You know, Jacquie and Clare and me - well, it’s like music! Each of us is a different note - we’ve each got our own voice and our own qualities - but put us together and it’s like a D major chord! Something beautiful and better happens.”

D Major is recognized as the key in which many “joyous” works are written. Handel wrote many of his great “praising God” oratorio choruses in D Major and while Beethoven wrote his great 9th Symphony in D Minor, for the choral movement, the “song of joy”, he modulated to the tonic major - D Major. Tessa’s metaphor of her friendship as a chord of music has great power and beauty.

Dr. Miraca U. M. Gross has won over five international awards for her research in gifted education. She has over 20 years experience as a classroom teacher and school administrator in State education systems in Scotland and Australia. For 12 years she was a specialist teacher of gifted and talented children in several different classroom settings.

LUNCH 11:45 a.m. – 1:00 p.m. For those who pre-registered:

Pick up lunches in registration area.

SATURDAY 1:00 p.m. - 2:15 p.m.

Open Doors to Education

Elizabeth and Justin Chapman

Testing would have to be done early, to determine proper placement. Classrooms would have wide ranges of ages leading to a more complete social development. Standards would increase with higher expectations. The benefits would be tremendous and at a decreased cost. Find out more in this action packed lecture.

Elizabeth Chapman and Justin Chapman are a mother and son team. Justin was born in July 1993 and attends college full time. He attended Stanford University Education Program for Gifted Youth and Cambridge Academy. He completed high school in February 2000. He enjoys swim team, fencing, Tae Kwon Do, soccer, archery, acting, piano, violin, along with many other interests.

College Level Integrated Science For Highly Gifted High School Students

Douglas G. Frank, Ph.D.

Dr. Douglas G. Frank is the Science and Mathematics Teacher at The Schilling School for Gifted Children in Cincinnati, Ohio and President of ADAM Instrument Company.

Educational Needs of the Profoundly Gifted Child; Practical Ways the School Can Help

Jill Howard, J.D. and Michael

For Education and Support

WELCOME

CHILDREN’S SESSIONS

SALONS A, B, C, AND H

SALON A WILL HOLD SESSIONS FOR CHILDREN 6 - 9 YEARS OLD

SALON C WILL HOLD SESSIONS FOR CHILDREN 10 - 12 YEARS OLD.

SALON H WILL HOLD MULTI-AGE SESSIONS.

SALON B will be open, supervised, and unscheduled, but stocked with games, books and art supplies all day.

ALL YOUNG ADULT WORKSHOPS WILL BE HELD IN SUITE 639

SILENT AUCTION ITEMS DISPLAYED IN SALON D