1. Advocating for Your Child Elizabeth Nagy

2. Areas of Advocacy National National State State San Diego City San Diego City School School –Site Plan Classroom Classroom –Individual Teacher Plan Family Family

3. Federal Definition: “Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.” “Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.”

4. Why Advocate on the Higher Levels at All? 3 million GAT in USA 3 million GAT in USA Classroom Classroom –Children’s academic and artistic gifts and talents must be systematically encouraged and thoughtfully supported to allow them to reach their full potential. –Many elementary students – 40-50% material (study) –Most students spend 80% in regular classroom –1991 study – 18-25% drop out (socio-economic status, access to extracurricular activities, hobbies, computers Teachers Teachers Gifted Education Programs Require Funding Gifted Education Programs Require Funding National Trends in Math and Science National Trends in Math and Science

5. National / Federal Level Sets standards for states to follow Sets standards for states to follow No federal mandate No federal mandate No funds to districts for gifted programs No funds to districts for gifted programs Jacob Javits Gifted and Talented Students Education Act Jacob Javits Gifted and Talented Students Education Act –Research-based initiative which must be approved yearly with each new budget –Administered by the Department of Education –Year 2005 - 11 million –Year 2006 9.6 million

6. Javits Money VERY Small Proportion of Funds VERY Small Proportion of Funds National Research Center on the Gifted and Talented National Research Center on the Gifted and Talented Competitive demonstration grants to institutions of higher education and state and local education agencies to develop and expand models to better serve underrepresented students Competitive demonstration grants to institutions of higher education and state and local education agencies to develop and expand models to better serve underrepresented students State grants to state agencies and school districts to implement programs which enhance programs statewide State grants to state agencies and school districts to implement programs which enhance programs statewide

7. Why is this important? Javits is for national research and demonstration projects only Javits is for national research and demonstration projects only Without a strong federal mandate states are free to provide gifted services as they see fit – decisions are made at the state and local levels Without a strong federal mandate states are free to provide gifted services as they see fit – decisions are made at the state and local levels –Wide variability in programs –Uncertainty for students and their families

8. State Level Huge variability among states Huge variability among states Funding and state support Funding and state support State mandates State mandates Teacher preparation Teacher preparation Program and service options Program and service options Accountability Accountability

9. State of California Why? Why? –Most monies for GATE come from state and local sources California Department of Education Standards for programs for gifted and talented students (go to CAG website to download) California Department of Education Standards for programs for gifted and talented students (go to CAG website to download) –Program Design –Identification –Curriculum and Instruction –Social and Emotional Development –Professional Development –Parent and Community Involvement –Program Assessment –Budgets

10. CAG - California Association for the Gifted Just moved to Sacramento Just moved to Sacramento –(916) 441-3999 –www.cagifted.org www.cagifted.org Regions Educational Offerings and Publications Educational Offerings and Publications –Gifted Education Communicator –Advocacy in Action Awards and Scholarships Awards and Scholarships Advocacy Advocacy –See Handout –Website for how to interact with legislators Links to other gifted sites Links to other gifted sites Yearly meeting in March (Palm Springs) Yearly meeting in March (Palm Springs)

11. Local - San Diego City Schools Why? Why? –Decisions made here! School Board School Board –Opportunities for Advocacy! –Who is your board representative! GATE Department GATE Department –Help identify resources but have minimal dollar impact

12. GATE Department Goals Goals Testing Testing Cluster and Seminar Cluster and Seminar Involvement Involvement –GATE DAC (District Advisory Council) –Feb 6 Meeting Dr. Cohn (Ballard) (Ballard) Personnel (understaffed!) Personnel (understaffed!)

13. GATE Advocacy at the District DAC Involvement DAC Involvement Committees Committees Responding to Cutbacks (see NAGC website) Responding to Cutbacks (see NAGC website) –Examine the program –Establish a rationale (why do gifted learners really need something different educationally speaking?) –Communication Skills –Build Bridge for Administrators –Network Speak/write to your board member (children can help) Speak/write to your board member (children can help) Speak/write to the Superintendent Speak/write to the Superintendent

14. Advocacy Methods Personal Letter Personal Letter Email Email Phone call Phone call Speaking to leader Speaking to leader Press Press What to include? What to include? Where to get more information Where to get more information

15. School Advocacy Why? Why? –Most decisions here –Teacher and principal are crucial –Classroom groupings How How –Get involved –Be a representative –Help the rep –GATE meeting(s) at school

16. School GATE Plan and Rubric Program Design State GATE Standard Program Design State GATE Standard –Model A (Traditional), B (Cluster), C (Collaborative), D (Individual), Seminar Identification State GATE Standard Identification State GATE Standard Professional Development State GATE Standard Professional Development State GATE Standard Social and Emotional Development State GATE Standard Social and Emotional Development State GATE Standard Parent and Community Involvement GATE Standard Parent and Community Involvement GATE Standard Program Assessment State GATE Standard Program Assessment State GATE Standard Budget State GATE Standard Budget State GATE Standard

17. Teacher GATE Plan If teaching GATE class If teaching GATE class –Each teacher outlines how he/she will teach GATE students –Strategies he/she will use –Familiarize self with some of these concepts – can use them at home

18. Classroom Become involved

19. Classroom Why go in the classroom? Why go in the classroom? –Biggest thing you can do to understand your child’s situation –Look at it from the teacher’s point of view – what are they up against? Number of students Number of students Ability range of students Ability range of students Emotional / Social abilities of students Emotional / Social abilities of students Standards and Curriculum Standards and Curriculum –Balance what you see with what you hear from child Collaborative Partnership Collaborative Partnership –How can you best help the teacher so you both can meet the needs of your child?

20. Before Meeting with the School HANDOUT HANDOUT Begin with your child. Begin with your child. –“I’m bored” doesn’t give you enough information. What would make school more interesting? What would make school more interesting? If they could change anything, what would they change? If they could change anything, what would they change? When do they feel excited about classes? When do they feel excited about classes? When do they tune out? When do they tune out? –Saying the “B” word is often counterproductive

21. Meeting with the Teacher #1 Always start here Always start here Plan in advance what you are going to say Plan in advance what you are going to say –Write down thoughts and observations about your child’s abilities –Avoid using the term “gifted education” and focus on stating the dilemma without that. –Bring examples of child’s work (at home or from school) as appropriate

22. Meeting with the teacher #2 Expect the teacher to be reasonable Expect the teacher to be reasonable –Approach from a positive note Thank the teacher for giving you this time Thank the teacher for giving you this time Get to the point about why you feel it is necessary to meet Get to the point about why you feel it is necessary to meet Listen carefully to what the teacher says Listen carefully to what the teacher says Make eye contact Make eye contact

23. Meeting with the teacher #3 Wait before you respond Wait before you respond Work for a consensus. Stress “we” not “you” Work for a consensus. Stress “we” not “you” Show courtesy Show courtesy Paraphrase Paraphrase Control your emotions Control your emotions Keep an open mind Keep an open mind Check to make sure your questions are answered before you leave Check to make sure your questions are answered before you leave Plan a timeline for follow up steps with the teacher Plan a timeline for follow up steps with the teacher Thank the teacher for their time again Thank the teacher for their time again

24. Do Follow Up Write a note of thanks Write a note of thanks Don’t assume everything is fine after the conference Don’t assume everything is fine after the conference –Write down the main points of the conference and plan –Communicate! Talk with child and teacher periodically to assess progress Talk with child and teacher periodically to assess progress –Be consistent in support

25. Follow Up #2 Follow up with next steps as you agreed to with the teacher Follow up with next steps as you agreed to with the teacher Understand you will probably need more conferences Understand you will probably need more conferences Involve others as necessary. Follow chain of command. Involve others as necessary. Follow chain of command.

26. Avoid Trigger Words Trigger Words –Examples: “You always,” “my child is bored in your class,” etc Attitude Attitude –“Shotgun approach” –Vinegar vs. honey Lack of preparation Lack of preparation If you were the teacher, how would you like to be approached by a parent? If you were the teacher, how would you like to be approached by a parent?

27. Family Discuss your thoughts about what is the best way to meet the needs of your child with your partner. Discuss your thoughts about what is the best way to meet the needs of your child with your partner. What was their experience with education? What was their experience with education? Are you both on the same page? Are you both on the same page? What mentor options exist? What mentor options exist? SENG website can help with social and emotional aspects SENG website can help with social and emotional aspects

28. Conclusion Remember the goal Remember the goal Be persistent Be persistent Stay focused Stay focused Be positive Be positive Keep your sense of humor Keep your sense of humor

29. Internet Resources #1 www.nagc.org www.nagc.org www.nagc.org –Advocacy toolkit www.cagifted.org www.cagifted.org www.cagifted.org –Advocacy tab –Resource list

30. Internet Resources #2 www.sandi.net www.sandi.net www.sandi.net –(search for gifted or GATE or look under departments) –San Diego program, contacts –Links to others www.sengifted.org www.sengifted.org www.sengifted.org –Help with social and emotional –Share with family and teachers www.hoagiesgifted.org www.hoagiesgifted.org www.hoagiesgifted.org

31. Bibliography Resources Winebrenner, Susan. (2001) Teaching Gifted Kids in the Regular Classroom. Winebrenner, Susan. (2001) Teaching Gifted Kids in the Regular Classroom. Strip, Carol. (2000) Helping Gifted Children Soar. Strip, Carol. (2000) Helping Gifted Children Soar.