Characteristics Needs of the Gifted Advocacy for the Gifted Characteristics Needs of the Gifted Advocacy for the Gifted

Non -Intellective Factors in Gifted Children  Gifted children---  Don’t follow the rules.  Tend to be domineering.  Are argumentative  Tend to tune out.  Are excessively competitive  Have a tendency toward tunnel vision  Have a sense of over excitability  Have a sharp sense of humor  Are often compulsive collectors. Abraham Tannenbaum  Gifted children---  Don’t follow the rules.  Tend to be domineering.  Are argumentative  Tend to tune out.  Are excessively competitive  Have a tendency toward tunnel vision  Have a sense of over excitability  Have a sharp sense of humor  Are often compulsive collectors. Abraham Tannenbaum

Early Observations  Alert, active  Sensitive to environment  Long attention span  Exceptional memory  Learns new things quickly  May walk, talk early  Extensive vocabulary  Observant  Curious  Asks more complex questions  Alert, active  Sensitive to environment  Long attention span  Exceptional memory  Learns new things quickly  May walk, talk early  Extensive vocabulary  Observant  Curious  Asks more complex questions

Early Observations  Imaginary playmates  Creative and imaginative  Interest in books  Ability to work puzzles  Interest in time and numbers  Sense of humor  Intense frustration  Perfectionistic  Chooses older playmates  Concern for morality and justice  Imaginary playmates  Creative and imaginative  Interest in books  Ability to work puzzles  Interest in time and numbers  Sense of humor  Intense frustration  Perfectionistic  Chooses older playmates  Concern for morality and justice

California Definition of Giftedness:  “A pupil …….who is identified as possessing demonstrated or potential abilities that give evidence of high performance and ability.”

Asynchrony Definition of Giftedness:  A markedly uneven development experienced internally due to different rates of cognitive, social, emotional, and physical growth and manifested externally due to a lack of fit with age mates and with societal expectations Columbus Group with Dr. Linda Silverman

For Optimal Development GATE Students Need:  Rigorous curriculum  Challenge  Higher order thinking  Appropriate expectations  Grouping with others of like ability  Development of organizational and study skills  Development of time management  Development of social skills  Rigorous curriculum  Challenge  Higher order thinking  Appropriate expectations  Grouping with others of like ability  Development of organizational and study skills  Development of time management  Development of social skills

Gifted students are smart in every subject. Gifted students will learn on their own. Gifted students need to be with only other gifted students. Gifted students need gifted teachers. Gifted students should do more work. Gifted students are well behaved. Gifted students are fluent in English.

Steps to Becoming an Advocate at the Local Level I. Get to know and communicate regularly with:  Teachers interested in Gifted and Talented Education  Your School Principal  Your GATE Coordinator  Parents of gifted students I. Get to know and communicate regularly with:  Teachers interested in Gifted and Talented Education  Your School Principal  Your GATE Coordinator  Parents of gifted students

Steps to Becoming an Advocate at the Local Level II. Familiarize yourself with program guidelines and laws affecting gifted students. RECOMMENDED STANDARDS FOR GIFTED AND TALENTED EDUCATION AB 2313 DISTRICT GATE PLAN

Steps to Becoming an Advocate at the Local Level III. Become an active participant at the school site by:  Attending meetings  Serving on the School Site Council, GATE Advisory Committee or PTA/PTO. III. Become an active participant at the school site by:  Attending meetings  Serving on the School Site Council, GATE Advisory Committee or PTA/PTO.

Steps to Becoming an Advocate at the Local Level IV. Form or join an advocacy group CAGE COMMUNITY ADVOCATES FOR GIFTED EDUCATION

Steps to Becoming an Advocate at the Local Level V. Become aware of the duties and responsibilities of your local Board of Education and how they are implemented VI. Become an advocate with the local Board of Education speak or attend meetings promote the GATE agenda V. Become aware of the duties and responsibilities of your local Board of Education and how they are implemented VI. Become an advocate with the local Board of Education speak or attend meetings promote the GATE agenda

ADVOCATING AT THE SCHOOL  Focus on your child’s needs  Be willing to compromise  Be assertive, not adversarial  Model behavior in solving problems that you would want your child to imitate  Be part of the solution, not the problem  Establish a timeline of short-term goals  Support the teacher and classroom  Volunteer  Donate materials  Focus on your child’s needs  Be willing to compromise  Be assertive, not adversarial  Model behavior in solving problems that you would want your child to imitate  Be part of the solution, not the problem  Establish a timeline of short-term goals  Support the teacher and classroom  Volunteer  Donate materials

Steps to Becoming an Advocate at the Local Level VII. Use appropriate websites to stay current with local legislative information and action VIII. Join the California Association of the Gifted VII. Use appropriate websites to stay current with local legislative information and action VIII. Join the California Association of the Gifted