Sarah Kasprowicz Kelli Kwiatkowski WATG Board of Directors 2012 Fall Conference Gifted Lives: Engaged, Enlightened, Empowered #WATG12

W HAT ARE THE NEEDS OF GIFTED CHILDREN ? Healthy Relationship with themselves Healthy Relationship with others Healthy Relationship with their world ~Lisa Rivero, Supporting Emotional Needs of the Gifted (SENG)Supporting Emotional Needs of the Gifted (SENG)

Asynchronous Development Intensity Perfectionism Misunderstandings 6 Profiles

Gifted children develop in multiple layers. They can appear very mature in some areas and less mature in others. You could see all of the below items at the same time: Highly advanced intellect Advanced sense of humor Acutely aware of fairness and injustice in the world Unable to tie their own shoes Need to sleep with the light on Unable to express their advanced thoughts in writing

Frustration with themselves, others and their world in general.

Not much in common with age peers Children may feel more like “themselves” with intellectual peers, younger children, older children or with adults Friendship issue may occur

Gifted children have a more intense experience when making sense of themselves, others and their world.

I NTENSITY Dabrowski’s Overexcitabilities and Theory of Positive Disintegration Overexcitabilities and Theory of Positive Disintegration Psychomotor Sensual Intellectual Imaginational Emotional

“M ELLOW O UT ” Written by Michael Piechowski, Ph. D.Michael Piechowski, Ph. D. “Mellow out,” they say, to which I can only respond, “If only I could.” At birth I was crucified with this mind that has caused me considerable pain, and frustration with teachers, coaches, peers, my family, but most of all with myself. ~Carol, cover illustrator

A CCOMMODATIONS FOR I NTENSITY  Help children with stress management  Help with task analysis and time management  Assistance with transitions  Suggest involvement in Tae Kwon Do  Discussions with student about triggers  Counseling about intensity  Do not attempt to “fix” the intensity.  Children and parents need to accept intensity and develop strategies to accommodate for themselves.

Parents might see: Task avoidance Apathy Difficulty with task completion Anxiety Ideas for Coping Skills

B ETTS AND N EIHART, 1988 The Successful The Underground The Creative The At - Risk The Autonomous Learner Twice/Multi Exceptional Matrix of Feelings, Behaviors and Support Needed from Home and School

L ET ’ S H EAR FROM G IFTED C HILDREN Video

S HARE What are the advantages of addressing the social and emotional needs of gifted children in your school’s RtI process?

V ENT ? What are the challenges with addressing the social and emotional needs of gifted children in your school’s RtI process?

B RAINSTORM What has worked well for your district when addressing the social and emotional needs of gifted children in your RtI process?

Intervention Needs Attendance Underachievement Technology Violations Conflict Resolution Decision-making Goal Setting and Achievement Social Skills Others?

Intervention Ideas Wisconsin DPI: RtI and Gifted Education Mentorships (getting one or becoming one) Diet Change Bibliotherapy Schedule change Small group based on interest/passion Alone time Journaling or Blogging

Intervention Ideas Service learning project Project-based learningProject-based learning (Buck Institute for Education) School-Home communication system Time to exercise, run, move about Intellectual Peer Groups Outlet for creative expression Art, Dance, writing, music The New RtI: Response to IntelligenceThe New RtI: Response to Intelligence by Penny Choice and Dr. Sally Walker

S KYWARD S TUDENT I NFORMATION S YSTEM

S KYWARD C ATEGORIES CAN BE TWEAKED

S KYWARD The Gifted and Talented module seems to be there just for reporting purposes. The RtI module can be tweaked New drop down menus can’t be created. The interface is rigid. New options within the existing dropdowns can be added. There are 5 tiers available in Skyward’s RtI Module Tier 1: Universal Tier 2. Select Tier 3: Targeted Tier 4: GT2 Tier 5: GT3

D ROP D OWN M ENUS Add interventions that are connected to current classroom and district level GT programming Independent Contracts Accelerated Math WCATY coursework Leadership Camps Guidance Groups Add Underachievement and social / emotional needs as an area of intervention need

(S UPPORTING E MOTIONAL N EEDS OF THE G IFTED ) SENG Model Parent Group Website Background information Videos Power Points Articles Conferences SENGinars

Establish an environment in which facilitators provide support and guidance, so parents of talented children can interact and learn from each other. Increase parents’ awareness that talented children and their families have special emotional needs. Develop parenting skills for nurturing the emotional development of talented children. Provide parents with materials to enhance understanding of: Characteristics of high potential children. Programs and opportunities for talented children. Relevant books and professional organizations. Referrals for more in-depth professional assistance. Encourage parent involvement in and support of appropriate educational opportunities. (SENG website)

THANK YOU! #WATG12