WATG's 40 Year Fund!
This credit card transaction will appear on your bill as "PAYPAL *WISCONSINAS". WATG is a nonprofit, 501(c)3 - All donations are tax deductible to the extent the law allows.
Raise Your Voice for Gifted Kids
WATG is pleased to present our first-ever day of advocacy training on June 20th that will include an update on the state of gifted education in Wisconsin. Click for more information.
Good News Crew!
Good News! The TALENT Act was introduced to the Senate by Senators Chuck Grassley (Iowa), Bob Casey (Pennsylvania) and Barbara Mikulski (Maryland). Senator John Boozman (Arkansas) has joined as a co-sponsor! It is currently in committee.
There are four key provisions in the TALENT Act that are important for gifted education.
You can read more by clicking on the National Association for Gifted Children (NAGC) Press Release and NAGC’s Talent Act Page .
Read the bill text and track the bill! Monitor the TALENT Act’s progress.
WISGIFT is a statewide listserv run through the University of Wisconsin-Whitewater. It is an excellent resource for sharing information about gifted education throughout the state of Wisconsin.
2013 Logo Contest
Calling all artists! Enter your logo in the 2013 WATG Conference Logo Contest! Entries are due May 31st.
2013 Logo Contest
SAVE THE DATE!
Dr. Marcia Gentry
October 10-11, 2013
Join us as we celebrate 40 years of advocacy for gifted children in Wisconsin!
WATG 2013 Fall Conference
40 and Fabulous
(a celebration of effort, ability, and innovation)
Kalahari Resort and Conference Center, Wisconsin Dells
Keynote Speaker, Dr. Marcia Gentry.
Dr. Marcia Gentry serves as the director of the Gifted Education Resource Institute and Professor of Educational Studies at Purdue University. Her research has focused on the use of cluster grouping and differentiation; the application of gifted education pedagogy to improve teaching and learning; student perceptions of school; and on non-traditional services and underserved populations. Marcia developed and studied the Total School Cluster Grouping Model and is engaged in continued research on its effects concerning student achievement and identification and on teacher practices. Prior to her work in higher education she spent 12 years as a teacher and administrator in K-12 settings.