Components of an Effective Gifted Program

How did the Pandemic change how schools approach gifted programs? Although some schools used the Pandemic as an excuse to eliminate gifted programming citing lack of resources and staff, many others found ways to improve how they approach gifted students’ education. After analyzing test scores, student progress, and student interviews, it was found that many GT students thrived during the Pandemic. Flexible, student-centered online learning provided students more time for passion projects and in-depth study of personal interests. Schools have realized the valuable role technology can play in gifted education through virtual campus-wide grouping, field trips, expert speakers, and increased student communication via message boards, Zoom meetings, Google Classroom, and discussion forums.

Effective gifted programs begin with strategic planning using research-based, best practices to build an action plan with strategies to implement goals. Identification through universal testing, local norms, and/or portfolios should match students to services. Quality programs will provide outlets for academically, creatively, and socially gifted students which allow them to excel in areas of talent. Assessments should go beyond traditional grading and seek constructive, written student feedback. GT students should have an opportunity to participate in service learning to gain hand-on experience, to increase interpersonal skills, and to improve self-confidence. This can often be instituted via individualized educational plans.

Program objectives should include time for students to be with intellectual peers, allow them to experience group work, be provided with unique learning experiences, and have access to skills development commensurate with their personal needs. Effective programs include advanced classes; potential for acceleration when warranted; enrichment; and independent, research projects. NAGC programming standards can provide a good basis for effective programs including Assessments, Curriculum and Instruction, Professional Development, Classroom Environment, and Programs.

Most schools provide a modicum of services at the elementary level only to abandon gifted programming at the secondary level. Many consider offering only AP classes as sufficient for advanced students. All students deserve to be challenged in school on a daily basis K-12. GT students do not become ‘ungifted’ in middle and high school. A continuum of services is essential for these students to explore and reach their potential. Gifted programming at the secondary level can include project-based learning, book clubs, Socratic Seminars, mentorships, job shadowing, and independent study; to name just a few.

When should schools consider recalibrating their gifted program? Gifted programs, developed as a continuum of services in response to students’ needs, should be reviewed as part of an ongoing process to insure program goals are being met. The process should be transparent and involve all stakeholders. When deciding if recalibration is necessary, observable outcomes should be compared to outcome goals and expected student achievement levels. Gifted programs should maintain alignment with your district’s strategic plan and mission statement. Ongoing professional development for faculty and staff can greatly improve the quality of program reviews.

What should parents know about gifted programs? What parents should know, but often don’t, is that there is no national (US) gifted education policy. Decisions related to gifted education are relinquished to state and local authorities. Parents have a lot more influence than they may think at first. It’s important to know state law and local school policies. How schools identify gifted students is critical to understand how they educate them. Parents are vital stakeholders in gifted education.

A transcript of this chat can be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/1AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Meta Page provides information on the chat and news and information regarding the gifted community.

About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com.

Resources:

5 Components to Look for In a Quality Gifted Program

PA: Gifted Education Guidelines (pdf) | PA Department of Education

Best Practices in Gifted Programming (pdf) | Arlington Public Schools (VA)

High-Potential Students Thrive when School Districts Develop Sustainable Gifted Services

Gifted and Talented Best Practices Guidelines: Program Evaluation | SC Department of Education

Rules, Regulations and Policies for Gifted Education | OH Department of Education

Professional Development for Teachers of Gifted Education in Hong Kong: Instrument Validation and Training Effectiveness | International Journal of Environmental Research and Public Health

Gifted and Talented Programs: What Parents Should Know

Evaluating Your Gifted Program: Why? What? How? (pdf)

Gifted Education (pdf) | Most Policy Initiative

Gifted Education Program Options

Using the National Gifted Education Standards for Pre-K–Grade 12 Professional Development (pdf – Sample)

Enrichment and Acceleration: Best Practice for the Gifted and Talented

AUS: High Potential and Gifted Education

Let’s Pivot! Teaching Elementary Gifted and Talented Learners During Emergency Remote Instruction | TEMPO

UK: Gifted And Talented: A Teacher’s Guide

The Impact of COVID-19, School Closure, and Social Isolation on Gifted Students’ Wellbeing and Attitudes toward Remote (online) Learning

Gifted Program Evaluation: A Handbook for Administrators and Coordinators 2nd Edition

Building a Successful Gifted Program

Image courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad.

The Gifted Parenting Journey

This week, our guest was Dr. Gail Post, a long time friend of #gtchat and author of the upcoming book, “The Gifted Parenting Journey“. Gail has been a Clinical Psychologist for over 35 years, is a Clinical Associate Professor of Psychiatry at the University of Pennsylvania School of Medicine, and is in private practice is in Jenkintown, Pa. She also blogs at Gifted Challenges.

Parenting gifted children is a journey like no other. Myths and stereotypes place undue pressure on parents, and this is compounded by societal views which infer gifted children have unfair advantages over age-peers. With little support from educational institutions, parents often feel the need to be constantly advocating for their children from the earliest ages; an overwhelming and stressful existence. Parenting gifted children can be a lonely experience when parents lack support or empathy from other parents. This can be amplified for parents of twice-exceptional children.

Self-awareness for parents is pivotal in parenting gifted children. It can bring self-reflection, a powerful tool for parents bringing clarity and understanding when difficult situations arise. It can act as a roadmap to provide guidance when few resources address parenting gifted children and misinformation from well-meaning family members and friends can be overwhelming and distracting. Self-awareness – recognition of one’s own emotions – can make for better decision-making, reduced stress, and ultimately a greater awareness of the challenges faced by their children.

How can parents cope with ‘what-ifs’ and ‘if only’ questions? Every parent copes with these kinds of questions. Be a role model when using coping strategies and see setbacks as opportunities to improve. Disappointment is a part of life. Everyone makes mistakes; accept them, apologize for them, and move on. Try to approach decisions philosophically. Focus on the here and now and be mindful of self-care.

As parents learn what it means to be gifted for their children, many may realize their own previously unidentified gifted traits (Tolan’s ‘gifted ex-child’). (Post, 2022) Too often parents dismiss the role of their own giftedness having any connection to their child. A lack of achievement in adulthood may lead them to downplay or ignore this possibility. Realizing one’s own giftedness can be an ‘aha’ moment for many parents – one which can prepare them to be better parents and lead to greater understanding of the past while taking on new challenges in the future.

Managing expectations affects both the parent and the child. Done poorly, it can create confusion and lifelong regrets. Done well, it can result in emotional well-being and academic success for the child. Parents may suppress their pride and excitement of the gifted child’s accomplishments in an attempt to stave off negative reactions from family and friends. However, this can negatively affect their child. They should feel free to be excited about their child’s achievements, encourage the endeavor but offer support in times of failure, offer balanced praise, and appreciate progress.

Where can parents find avenues of connection, community, and support? At the local level, parent support groups are essential; whether for academic advocacy or emotional support. Many state organizations offer affiliate services or general support to parents. If one doesn’t exist, start one. State and national gifted organizations support parents through targeted sessions at conferences, online resources, webinars, and workshops. SENG offers the SENG Model Parent Groups and GHF Learners offers many online resources, too.

A transcript of this chat may be found at Wakelet.

Resources:

Living with Intensity (book)

Raising Your Spirited Child, Third Edition: A Guide for Parents Whose Child Is More Intense, Sensitive, Perceptive, Persistent, and Energetic (book)

Positive Discipline: The Classic Guide to Helping Children Develop Self-Discipline, Responsibility, Cooperation, and Problem-Solving Skills (book)

Journey Into Your Rainforest Mind: A Field Guide for Gifted Adults and Teens, Book Lovers, Overthinkers, Geeks, Sensitives, Brainiacs, Intuitives, Procrastinators, and Perfectionists

A Parent’s Guide to Gifted Children (book)

What’s so bad about intensity?

Tips for Parents of Gifted Children: What Most Parents Wish They had Known

Welcome to Gifted Parenting: A Checklist of Emotions

9 Tips for Stressed-Out Parents

Finding Your Community: Essential Support for Parents of Gifted Children

Guilty Thoughts: What Parents of Gifted Children Really Think | GHF Learners

The Interface of Overthinking, Anxiety, and Shame Among Gifted Children | SENG

Power in Numbers: How Gifted Advocacy Parent Groups can Help You and Your Kids

Parenting Gifted Children 101 (book)

Understanding Your Gifted Child From the Inside Out: A Guide to the Social and Emotional Lives of Gifted Kids (book)

Self‐perception of Gifts and Talents among Adults in a Longitudinal Study of Academically Talented High‐School Graduates

Exploring the Experiences of New Zealand Mothers Raising Intellectually Gifted (pdf – thesis)

The Parenting Attitudes and Effects on their Gifted Children: A Literature Review | Journal for the Education of Gifted Young Scientists

Parenting Gifted Children: Challenges & Tips | Davidson Institute

Resources for Parents | NAGC

Image courtesy of Pixabay Pixabay License

Picture courtesy of Dr. Gail Post.

Graphic courtesy of Lisa Conrad.

Parenting Asynchronous Gifted Children

The original application of the term ‘asynchronous’ to gifted children was by the Columbus Group – Stephanie Tolan, Dr. Christine Neville, Martha Morelock, Dr. Linda Silverman, Kathi Kearney – in 1991. The Columbus Group focused its definition around highly and profoundly gifted children. Our chat today regards gifted children in general who experience life out-of-sync from their age peers. Thus, asynchronous development of gifted children refers to those whose life experiences are qualitatively different from the norm requiring modification in parenting, teaching, and counseling (Tolan, 2013 in Off the Charts).

Asynchronous development can manifest in many different ways for gifted kids. Differences occur when there is a disconnect between cognitive abilities and social-emotional development (Johnson, Mun in PHP, March 2021). A recent study found gifted children had statistically meaningful social skill differences with non-gifted peers, but not significant problem behaviors (Citil, Ozkubat 2020). Examples of asynchronous behavior may include advanced art or music interests, but lack of motor coordination; deep understanding of social justice, but lack of life experience to handle the concept (Guilbault, Kane NAGC TIP Sheet, 2016).

Parenting an asynchronous gifted child can be a lonely and often confusing time for parents. First time parents may not be aware of how different their child’s development is from age-peers and for parents of #2ekids, the differences may be even greater. Parents of gifted children must deal with the seemingly never-ending intensities, excessive need for attention, and emotional overreactions leading them to question their parenting abilities. Parenting asynchronous gifted children can result in constant worry about their child’s ability to find friends, school performance, and how teachers perceive their child. They may feel misunderstood and alone (Guthrie, 2019).

There are strategies available for parents of asynchronous gifted children including taking time to get to know your child emotionally and psychologically to better understand their social-emotional needs (Li, 2022). Parents should focus on their child’s strengths; set realistic expectations; teach coping strategies such as mindfulness, self-care, and how to self-advocate; help find age-peers and mental-age peers. (Guilbault, Kane NAGC TIP Sheet, 2016). They need to be willing to reach out for support from other parents, professionals experienced in gifted issues, and gifted organizations. They should strive to remain positive and patient (Johnson, Mun in PHP, March 2021).

Academically, GT students need to be provided opportunities and resources to explore and experience interests and passions from the earliest ages. This may be as simple as frequent trips to the library or nearby museums. When financially feasible, some parents have found success in homeschooling when local schools are unable or unwilling to provide appropriate educational resources. This may be the best option for twice-exceptional students. Parents may also look for mentors for their asynchronous gifted child to help guide their academic aspirations. They may find support from organizations such as Davidson Young Scholars Program.

Both state and national gifted organizations provide extensive online resources for parents of asynchronous gifted children. SENG and GHF Learners have social-emotional resources for parents. An important resource can be local parent support and advocacy groups. State organizations usually link to such groups. If one doesn’t exist, consideration should be given to starting one.

A transcript of this chat can be found at Wakelet.

Resources:

TIP Sheet: Asynchronous Development (pdf) | NAGC

Life in the Asynchronous Family (Kearney)

The Social and Emotional Development of Gifted Children What Do We Know? 2^nd Edition (book)

The Social and Emotional Needs of Gifted Children: What do we know? (pdf Neihart) | NAGC

Off the Charts: Asynchrony and the Gifted Child (book)

Parenting Gifted Children 101 An Introduction to Gifted Kids and Their Needs (book) |

Handbook for Counselors Serving Students With Gifts and Talents: Development, Relationships, School Issues, and Counseling Needs/Interventions (book)

Highly Capable Program Handbook (pdf) | Robinson Center for Young Scholars

The Comparison of the Social Skills, Problem Behaviours and Academic Competence of Gifted Students and Their Non-gifted Peers (download) | International Journal of Process Education (2020)

Identifying Stressors and Reactions to Stressors in Gifted and Non-gifted Students (pdf) | International Education Journal

The Relationship between Placement and Social Skills in Gifted Students (download) | Arizona State University

Socioemotional Competencies, Cognitive Ability, and Achievement in Gifted Students (pdf) | Arizona State University

Effects of Social Support on the Social Self Concepts of Gifted Adolescents (pdf) | Western Kentucky University

“Nothing is ever easy”: Parent Perceptions of Intensity in Their Gifted Adolescent Children (pdf) | The Qualitative Report

Living With Intensity: Understanding the Sensitivity, Excitability, and the Emotional Development of Gifted Children, Adolescents, and Adults (book)

The Construct of Asynchronous Development (pdf Silverman, 1997) | Peabody Journal of Education

“Developing Capabilities”. Inclusive Extracurricular Enrichment Programs to Improve the Well-Being of Gifted Adolescents | Frontiers in Psychology

Asynchronous Development Of A Gifted Child And Their Unique Needs | Parenting for Brain

A Parent’s Perspective: Asynchronous Parenting | Davidson Gifted

Mrs. Riley’s Class

When Your Child Learns Differently: A Family Approach for Navigating Special Education Services With Love and High Expectations (book)

Image courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad

Parent Advocacy for GT Kids

How will advocacy look after COVID19; more options, fewer options? Options in gifted education may be different in the short term as opposed to long term depending on a school district’s financial health and whether virtual learning options continue. In schools which embraced virtual learning, many GT kids may opt to continue learning from home because of greater opportunities for enrichment, ability to learn at their own pace, and reduced anxiety from potential bullying. In schools which lack technical infrastructure or student access to the Internet, all students may be required to return to school full time. Further budget restraints could be used as an excuse to eliminate gifted programs.

Many parents recognize the signs for potential giftedness very early in their child’s life. Parents should begin educating themselves as soon as possible; learn about all available opportunities for their child’s education. Many schools begin testing/screening for GT students at about second grade (year two). However, parents may want to seek an independent assessment earlier; especially if their child’s school offers services before that time. It’s important to advocate for educational interventions early as the benefits of an individualized education can have many benefits for a GT kid both intellectually and for their mental health.

What assessments are necessary to be considered for entrance to a school gifted program? Virtually every school’s requirements are different due to a lack of a national policy. Some states mandate gifted education and do have basic guidelines, but this seems to be the exception rather than the rule. Universal testing in many places occurs in 2^nd or 3^rd grade. With appropriate advocacy, schools may accept outside testing provided by the parent; others will not.

There are numerous benefits to starting or belonging to a parent support group – strength in numbers, connecting with other parents of gifted kids, a way to provide enrichment opportunities to GT kids beyond the school doors. Parents can learn about local and state gifted education mandates, available gifted programs, and extracurricular academic opportunities within the local school district. Many local gifted parent support groups are part of state-wide groups supported by state gifted organizations. This allows them to bring in speakers, access quality webinars, and receive conference opportunities.

What strategies can parents use to nurture self-advocacy in their GT kids? Self-advocacy begins with self-understanding. Parents are the best resource for GT kids to learn about being gifted … ‘better at, not better than’. Parents are the ultimate role-model for their GT child. By being knowledgeable advocates who can work with all stakeholders in a professional manner goes a long way in nurturing a child’s ability to advocate for themselves. It’s important for parents to model respect for teachers, school administrators, and other educational professionals. This will greatly improve their children’s advocacy skills and chances for success.

How can teachers help parents advocate for their GT child? The best way for teachers to help parents advocate for their GT child is to learn about gifted education through PD opportunities. This helps dispel myths and offer strategies to best advocate for their students. Teachers can also be respectful toward parents; even when situations may be stressful. Emotional intensities may run high even in the best of times. Calm, patient interactions can benefit all stakeholders.

A transcript of this chat can be found on our Wakelet Page.

Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10AM AEST/1AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.