1. Gifted Information Sessions & Advocacy: A Home-School (University?) Partnership - Pender County Schools - Edward J. Caropreso Watson College of Education University of North Carolina Wilmington caropresoe@uncw.edu Nov. 19, 2013

2. Major Focus Introduction to Giftedness – Definitions & Conceptualizations Social-Emotional Development & Guidance Identifying & Sharing Resources

3. Goals for the Session Inform & Empower Stakeholders – Families – Professionals Develop Foundational Understanding – Characteristics – Behaviors – Expectations Asking questions with more clarity-seek answers with more precision

4. Background & Context Our principal goal – Provide a context for information dissemination and resources for parents/caregivers of identified (middle school) gifted learners, as well as for any family members, school personnel or community members with an interest in gifted learners and their education.

5. Background & Context Recognized need – Provide support for gifted learners and their families, particularly at this point in students’ developmental and social experience, related to but not focused on academics and achievement; – Provide a framework for appreciating and understanding gifted adolescents’ social- emotional development and needs, to help provide guidance for both in- and out-of- school experiences.

6. Program Development Over the past 3 years, we have established a framework for our project – Communication strategies & procedures Principal stakeholders: families with identified gifted children enrolled in the middle school AIG program – Materials and resources for participants – Delivery procedures

7. Program Development Now we’ve built our program – Better meet the needs of students and their families – Better represent the role of gifted education in our schools – Develop a higher profile -> More effective advocacy for gifted learners

8. Program Development An example: Year 2 – GIS became GISA: “Gifted Information Sessions and Advocacy,” as we worked to become more active advocates for gifted learners and their families. – During this year, our intent was to provide opportunities for parents/caregivers and others to discuss and plan to advocate for gifted learners and their families, not only in school settings but in the community.

9. Program Development Another example: Year 3 – Implementing a program evaluation to better assess our impact and potential for growth – In an effort to assess the potential effectiveness of our collaboration and in anticipation of expanding our outreach beyond a single school, to include additional stakeholders

10. Definitions & Conceptualizations Federal – NAGC FAQ http://www.nagc.org/index2.aspx?id=548 State – North Carolina http://www.ncpublicschools.org/academicservices/gift ed/ http://www.ncpublicschools.org/academicservices/gift ed/ Local – LEAs interpret NC DPI AIG Expectations

11. Professional Resources NAGC – http://www.nagc.org/ http://www.nagc.org/ SENG – http://www.sengifted.org/ http://www.sengifted.org/ Davidson Institute – http://www.davidsongifted.org/ http://www.davidsongifted.org/ Publishing – Prufrock Press - http://www.prufrock.com/http://www.prufrock.com/ – Great Potential Press - http://www.greatpotentialpress.com/ http://www.greatpotentialpress.com/ Universities

12. Professional Resources Universities – Duke TIP http://tip.duke.edu/ – Johns-Hopkins University Center for Talented Youth http://cty.jhu.edu/ – University of Connecticut: NEAG Center http://www.gifted.uconn.edu/ – Northwestern University Center for Talent Development http://www.ctd.northwestern.edu/ – William & Mary University Center for Gifted Education http://education.wm.edu/centers/cfge/ – University of Iowa Belin-Blank Center http://www2.education.uiowa.edu/belinblank/ – Purdue University Gifted Education Resource Center http://www.geri.education.purdue.edu/ – University of Georgia Torrance Center http://www.coe.uga.edu/torrance/

13. Other Useful Resources Hoagies – http://www.hoagiesgifted.org/ http://www.hoagiesgifted.org/ Pinterest – http://www.pinterest.com/janabee/gifted-education- resources/ http://www.pinterest.com/janabee/gifted-education- resources/ Developing a Working Model – Characteristics lists – Silverman Rocamora Self Tests – Cognitive – Social-Emotional – Creative

14. Other Useful Resources Developing a Working Model – Using characteristics lists – Silverman http://www.gifteddevelopment.com/index.htm Rocamora School - http://www.rocamora.org/ http://www.rocamora.org/ – Self Tests http://www.rocamora.org/publications/self-tests http://www.rocamora.org/publications/self-tests Common Characteristics Artistic & Intellectual Characteristics Spiritual Characteristics

15. Social-Emotional Development & Guidance of Gifted Learners From Hoagie’s SEM Page – J. Webb: Nurturing SEM development: http://www.hoagiesgifted.org/eric/e527.html http://www.hoagiesgifted.org/eric/e527.html – T. Cross: Competing Myths about Gifted http://www.sengifted.org/archives/articles/competing-with- myths-about-the-social-and-emotional-development-of-gifted- students http://www.sengifted.org/archives/articles/competing-with- myths-about-the-social-and-emotional-development-of-gifted- students – L. Silverman Socialization or Social Development - PFD in files – S. Mendaglio: Emotional Sensitivity in Gifted Children http://www.slv.k12.ca.us/instruct_services/GATE/Emotional_Sensitivit ySM.pdf Emotional Sensitivity in Gifted Children http://www.slv.k12.ca.us/instruct_services/GATE/Emotional_Sensitivit ySM.pdf Guidelines for Handling the Dark Side of Emotional Sensitivity in Gifted Children- PFD in files Guidelines for Handling the Dark Side of Emotional Sensitivity in Gifted Children

16. Social-Emotional Development & Guidance of Gifted Learners From Hoagie’s Parenting page – Tips for parenting emotionally intense children (S. Lind): http://www.sengifted.org/articles_parenting/Lind _TipsForParentsOfIntenseChildren.shtml http://www.sengifted.org/articles_parenting/Lind _TipsForParentsOfIntenseChildren.shtml – Appropriate expectations (A. DeVries): http://www.sengifted.org/articles_social/DeVries _AppropriateExpectationsForTheGiftedChild.shtml http://www.sengifted.org/articles_social/DeVries _AppropriateExpectationsForTheGiftedChild.shtml

17. Social-Emotional Development & Guidance of Gifted Learners Advice for Parents – Practical advice for parents (A. Bristow on T. Cross article): http://www.springville.k12.ia.us/vnews/display.v/ ART/5176a134048d0 http://www.springville.k12.ia.us/vnews/display.v/ ART/5176a134048d0 – Prufrock Press Parent Blog: http://resources.prufrock.com/GiftedChildInforma tionBlog/tabid/57/Default.aspx http://resources.prufrock.com/GiftedChildInforma tionBlog/tabid/57/Default.aspx

18. Questions, Comments, Considerations Many resources exist to support you and your child – These few are just an introduction! May require effort and commitment – But Great rewards will likely result!

19. Thanks! Edward J. Caropreso, PhD AIG Program Coordinator Watson College of Education (EB 241) University of North Carolina Wilmington 910.962.7830 caropresoe@uncw.edu http://uncw.edu/ed/aig/