April 11th Guest Lecture / NEW GPS self-contained class

Gilbert Supporters of the Gifted

Guest Lecture

Thursday, April 11, 2013 at 7:00 PM

Pioneer Elementary Library

(1535 N. Greenfield Rd, near the SE corner of Greenfield and Baseline)

Underachievement Issues and the Gifted Student

Why do some of our most capable students display apathy, sloppiness, little to no effort and poor grades? The Underachieving Gifted Student (UG) is a challenge at many levels. Explanations of why UG children perform far below their potential and how to deal with this challenge.

 Featuring DeeDee Abaroa

DeeDee Abaroa began her teaching career in 1981 as a Third Grade Teacher. She taught in Utah until joining the Gilbert School Family in 1987.  Her experience is mainly in Third through Sixth Grade.  But it was her passion for Gifted Education that drew her to the ALP focus in 2000.  Teaching Intermediate ALP as well as ALP Coaching has been a great learning journey for her.

Her greatest teaching AND learning came from within her own home. Wife and mother, DeeDee has four sons. Two of her sons are identified Gifted, one of whom is identified as twice-exceptional or 2e. She has one granddaughter with one more on the way and will welcome her first grandson in only a few more weeks.

DeeDee loves writing, music, and traveling. She and her husband have journeyed across Europe with each one of their sons. Her next quest is to take her grandchildren to the global classroom so they, too, can gain a perspective far-reaching and filled with understanding. DeeDee hopes one day to teach internationally with her husband by her side.

8:00PM Breakout session for New Members and Parent Mentors 

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Gilbert Public Schools:  New Self-Contained Classroom Option

We are excited about the variety of options that Gilbert Public Schools (GPS) is now offering for its gifted students. GPS will continue to offer pull-out part-time services at its elementary campuses and new for 2013-2014 is an option for full-time services in two self-contained classes, one for 4th graders and one for 5th graders.  Students who are not typical learners, whether needing support from special education or gifted education programs, need a variety of options to support both strengths and deficits.  

We are pleased that the GPS School Board voted in favor of supporting gifted learners by expanding the program to offer variety as a means to better meet the needs of gifted students. From the GPS website-

On March 5, 2013 the Governing Board approved the implementation of 4th and 5th grade Gifted Self-contained classrooms at Towne Meadows Elementary to begin in August 2013. The self-contained gifted program provides an all-day differentiated learning experience addressing the individual needs of the highly gifted students. Students will be with other highly gifted peers for all core content areas (math, reading, writing, social studies and science). They will participate in special area instruction and are included in all grade level activities, field trips and lunch.
 
Participant criteria and applications are available at this GPS link:  http://gilbertschools.net/Page/20254
 
PLEASE NOTE THAT APPLICATIONS ARE DUE APRIL 30TH.

-Stephanie Newitt

Myth #4: Gifted Education and Accelerated Programs

Contributed by Katherine Varga, M.S., CCC-SLP

MYTH:  Our district has a gifted educational program; we have advanced placement courses.

TRUTH: Gifted education tends to be a very misunderstood fraction of our academic system.  True gifted education does not require only advanced material or a simple increase in knowledge base.  A gifted brain does not grow connections in just one direction or on one plane. Ideas jet out in several dimensions, making true gifted education difficult to provide, but also necessary.  All directions of thought should be encouraged, corralled and pruned to produce the best outcomes for students.  In 2012, the University of Alberta published an excellent article titled, “Learning Characteristics of Gifted Students:  Implications for Instruction and Guidance.” As the title suggests, it provides a clear and concise list of characteristics likely to be found in a gifted learner.  Compared to their typical peers, gifted students tend to have the following advanced capabilities: 

• Recognize the problem to be solved
• Readily and spontaneously generate a series of steps to a solution
• Set priorities for the direction to take in solving a problem (working with a plan)
• Select representation of information more like an expert would
• Decide which resources to allocate to a problem solving task
• Monitor solutions systematically, rather than guessing
• Execute analogical thinking
• Execute problems dealing with memory and attention
• Organize and use prior knowledge
• Use regulatory (metacognitive) processes (Yewchuck, 2012)

These characteristics, among others, create several potential challenges for teachers in the regular classroom setting.  The article highlighted several areas of strength found in gifted students and the corresponding challenges likely to occur within a typical classroom model.  These highlights are taken directly from the article mentioned above. 

Verbal proficiency:

• Has advanced vocabulary for age or grade; uses words easily and accurately; language characterized by fluency and elaboration; reads independently a great deal; enjoys difficult reading material.
• The educational needs of verbally proficient students include sharing ideas verbally in depth, using and exploring increasingly difficult vocabulary and concepts, working with advanced reading materials and working with intellectual peers.
• Possible problems include difficulty restraining desire to talk and developing listening skills and habits, dominating classroom discussion, using verbalism to avoid difficult thinking tasks, and being perceived as a "show off” by classroom peers.

Reasoning skills:

• Ability to abstract, conceptualize and synthesize; can see similarities, patterns and differences; can generalize from one situation to another; finds pleasure in intellectual activity.
• In the classroom the gifted student needs exposure to a variety of materials and concepts, opportunities to pursue multi-disciplinary topics and themes ("big ideas") in depth, and access to a challenging and varied curriculum at many levels.
• Possible problems include boredom with classroom instruction, unresponsiveness to traditional teaching methods, being judged as "lazy" and "unmotivated" by the teacher, and considered too serious by peers.

Knowledge base:

·         Knows a great deal about a variety of topics; has quicker mastery and recall of factual information than other children of the same age; interested in "adult" topics such as religion, race relations, peace and disarmament, politics, the environment.

·         Instructional classroom needs include early instruction of basic skills with minimum of repetition and drill, and exposure to new and challenging information about cultural, economic, environmental, political and educational issues.

·         Possible problems include rebellion at having to work below one's level of competence, development of poor work habits because of lack of challenge, peer resentment of skills and achievement.

Learning efficiency:

• Can process a great deal of information quickly; has rapid insight into cause-effect relationships; is very observant.
• Quick learners need an accelerated pace of instruction.
• Possible problems include dislike for routine and drill, frustration with inactivity, lack of challenge and absence of progress, and impatience with "waiting for the group".

Intense curiosity:

• Questioning and inquisitive attitude; asks many unusual or provocative questions (not just informational or factual questions); interested in the "why" and "how" of things; concerned with what makes things right or wrong; has areas of "passionate" interest inside or outside of school.
• Educational needs include opportunities for active inquiry, and instruction in how to access information and conduct research.
• Possible problems include stifling of interests, lack of opportunity to pursue areas of interest, pressure towards conformity, perception by teacher as being "smart alecky".

Originality:

• Ability to generate original ideas and solutions; can reason out problems logically; finds new and unusual ways to approach and solve problems; can analyze complicated material into component parts; enjoys difficult problems and puzzles.
• Instructional needs include opportunities to solve problems in diverse ways, to build skills in problem solving and productive thinking, to explore alternative ways of conceptualizing problems (for example, metaphorically or visually), to attempt solutions to real-life problems; and to develop tolerance for ambiguity.
• Possible problems include tendency to have a critical attitude towards oneself and others, poor interpersonal relationships with children of the same age, rejection by peers as being "different" and nonconforming.

Power of concentration:

• Persistence in achievement of self-determined goals; has long attention span; when motivated works on tasks until completion; needs little encouragement from others when working on areas of interest (intrinsically motivated); sets high personal standards.
• Educational needs include opportunities for expression of personal preferences and choices, freedom to pursue "passion" areas beyond normally allotted time spans, and instruction in setting realistic expectations, setting and evaluating priorities.
• Possible problems include resistance to interruption and following a schedule, stubbornness, difficulty in accepting limitations of space, time or resources for activities, and pursuit of activities that are not "on task" from the perspective of the teacher.

Often students found in advanced placement classrooms are a combination of hard working, highly motivated students and gifted students (not to say these are always mutually exclusive). The gifted students are often those struggling as a result of challenges mentioned above. I believe it is important for every student to expand their capabilities to their highest potential regardless of their innate intellectual capacities. I believe we are doing our children a disservice when we assume that typical classrooms, even those with high achieving students, are likely to provide the flexibility needed for exceptional gifted education. 

If you would like to read the article in its entirety, it can be found here:

Yewchuk, C. (2012) Learning Characteristics of Gifted Students: Implications for Instruction and Guidance. The New Zealand Journal of Gifted Education, 11/12(1). Retrieved March 25, 2013, from http://www.giftedchildren.org.nz/apex/v12art06.php.

Mark your calendars for our next guest lecture!

Thursday, April 11, 2013 – 7pm at the Pioneer Elementary School library in Gilbert

DeeDee Aboroa, gifted educator, will speak about Underachievement, a common issue for gifted students.

That child can't be gifted; he has a disability - MYTH #3

Twice Exceptional Children

By Guest Contributor, Christine Hawkins, Gifted Educator

MYTH:  “That child can’t be gifted.  He has a disability.”  I hesitate to admit that as a young adult and new regular classroom teacher, I once held those words to be true.  Fortunately, with the passage of time, maturity, and continued education, I now recognize the fallacy in this quote.

TRUTH:  Giftedness and disability are not mutually exclusive.  According to Linda Kreger Silverman, Ph. D., founder of The Institute for the Study of Advanced Development, and its subsidiary, Gifted Development Center, “up to one sixth of the identified gifted population has a hidden learning disability.”  The strengths of gifted students can also be weaknesses because their high IQ may allow them to compensate for and/or mask disabilities.  According to authors Kennedy, Banks, and Grandin, in the book Bright Not Broken:  Gifted Kids, ADHD, and Autism, “the characteristics of Attention Deficit Disorder, Highly Functioning Autism, and Giftedness are strikingly similar.”  The three all may involve intensity, inattention, exceptional vocabulary, behavioral/communicative difficulties, and delays or weaknesses in social development.

               

Giftedness can coexist with learning disabilities.  Individuals with such an overlap are referred to as “twice exceptional” (or 2e) children.  Unfortunately, parents and teachers may focus on the problem behaviors of twice exceptional children, instead of taking into account the gifts or deficits that might be the motivating force behind a child’s behavior.  James Webb, a 2e expert, states “The belief exists that gifted kids will make it on their own.  But a gifted mind doesn’t always find its own way.”  In the case of 2e children, this is especially true.  These students require a strengths-based education which incorporates interventions to address individual deficits as well as activities to foster and develop abilities and talents.

In 2008, Congress passed Section 504 of the Americans With Disabilities Act, which states that students with a disability can obtain an evaluation and services if the disability restricts their ability to learn, think, concentrate or communicate.   Because 2e students can often compensate for their area of disability, and achieve in the average range, schools might not independently pursue diagnosis of a disability.  Due to Section 504, parents may file a written request for an evaluation if they believe their child’s disability restricts their youngster’s ability to learn.  After diagnosis, the twice exceptional child’s unique needs can be properly addressed through instructional strategies which may include grouping with other gifted children, accelerated curriculum in areas of strengths, and support from specially trained teachers in areas or disability. 

As a parent of a 19 year old twice exceptional student, we discovered the wealth of support services available at Arizona State University at their Disability Resource Center only after his freshman year.   My child was labeled as gifted in the second grade, and was able to compensate for his “hidden” Attention Deficit Disorder through high school.  Because of this, we did not pursue an official ADD diagnosis, fearing the ensuing label would carry with it more consequences than benefits.  In hindsight, this diagnosis would have enabled a much more positive transition to academic success in college.   After a rocky start, we privately obtained the diagnosis of disability which made our child eligible for support from a counselor at the Disability Resource Center, accommodations in classes, and even the use of a Smart Pen for taking notes.  He is once again experiencing academic success.  We discovered (a bit late in the game) that high school seniors on their way to college or seeking accommodations at the university level can request a re-assessment under the specifications found within Section 504. 

It is entirely possible for giftedness to co-exist with a learning or behavioral disability.  With planning and support, twice exceptional students can turn their difficulties into triumphs through building upon strengths while addressing areas of weakness.

Click here for more information on Twice Exceptional (2e) Students.

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Many thanks to Shari Murphy, our guest presenter last night.    She did a fantastic job with her presentation on the Twice Exceptional Student.  During her presentation Dabrowski’s Overexcitibilities were mentioned.  Click here to go to our website if you are interested in learning more about the “OEs.”   

Many thanks to Barb VeNard and her team – for their time and efforts last night as well as over the last few years as they have sought ways to provide increased services to our gifted students and involve the community in that process, especially during a time when the legislature has defunded gifted education.   Last night, questions arose about - 

• The Cluster Grouping model.  Click here to go to our website if you would like to learn more about the Cluster Grouping model.    
• The Common Core State Standards.  Click here to go to our website to learn more about the CCSS.    
• Gifted Education Funding.  Unlike Special Education, Gifted Education has been DEFUNDED at BOTH the federal and state levels.   Click here to visit our website to learn more about funding at the state and federal levels.   Look for the "State of Arizona" and "Federal" categories.

Want to get involved?  Email us at gilbertgifted@gmail.com and ask how you can help!

Astronaut Presentation in Gilbert!

Former NASA Astronaut and Space Station Commander, Dr. Leroy Chiao to present at Mesquite High School 

Date:  February 21, 2013

Time:  4:00pm

Location:  500 South McQueen Rd. - Mesquite HS, in Lecture Hall B

Register for this event at:  www.gefaz.org

Purpose:  To introduce the new Aerospace Engineering program that will begin at MHS fall 2013

Who:  Anyone age 12 and up
 

Dr. Chiao will be sharing real world stories with students interested in the program based on his extensive work as a NASA Astronaut, which included four space missions and over 229 days in space.  Dr. Chiao most recently served as Commander and NASA Science Officer of Expedition 10 aboard the International Space Station.

The Aerospace Engineering program will be offered to incoming freshman and upcoming sophomores for the fall of 2013 at Mesquite High School. The engaging curriculum provides students the opportunity to  apply engineering standards through hands-on projects, use industry standard 3D modeling software, and analyze, design, and build aerospace systems. 

For more information on the Aerospace Engineering Program coming to Mesquite High School go to the News section of the Mesquite HS homepage.

Event sponsors:  Diomics Corporation, BASC Expertise

Event host:  The Gilbert Education Foundation

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MORE STEM ACTIVITIES

 (Science-Technology-Engineering-Math) 

WHAT:  Science & Engineering Festival
DATE:  Friday, February 22, 2013
TIME: 5-8pm
WHERE:  ASU Polytechnic Campus
WHO:  Family Festival/All ages

Science and Engineering exhibits, local food trucks, entertainment, summer camp previews, hands-on STEM activities as well as outside vendors will be exhibiting their programs with hands-on displays.

For more info, visit this link - ASU cti