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Parenting for High Potential Benefiting Academically Talented Students

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Parenting for High Potential Benefiting Academically Talented Students 6 A Message From the President ........................................................ 3 By Dr. Paula Olszewski-Kubilius, NAGC President 6 Reflecting on My Journey ................................................................. 6 By Susan Dulong Langley, Parent Representative to the NAGC Board of Directors 6 Ten Tips for College Planning ......................................................... 12 Volume 1 Issue 6 Volume By Susan Goodkin, J.D. 6 Schools and Talent Search Centers: Meeting the Needs of Academically Talented Students .................................................... 16 By Dr. Michelle Muratori & Dr. Linda Brody % 6 ABCs of Being Smart . F Is for Fit and Flexibility ...................... 20 By Dr. Joanne Foster 0 6 Insights: Talent Searches From Parents’ Perspectives ................ 22 By Mariam Willis, NAGC Parent Outreach Specialist parenting for high potential a note from the editor ??? If a man empties his purse into his head, no ? man can take it away from him. An investment in knowledge always pays the best interest G F “— Benjamin Franklin his issue of PHP focuses on Talent Search pro- Tgrams across the United States. Talents” Search- es are one of many ways that gifted and high-ability children can have their advanced abilities supported and nurtured. Knowing about Talent Searches is just one way to be informed, and an informed parent armed with knowledge is in a bet- ter position to bring change or to perse- vere in the face of budget cuts or advo- cating on behalf of gifted children. NAGC is committed to being a source of knowl- edge for parents of gifted and high-ability children. I talk with parents on a regular basis who are search- ing for resources to help them understand their child’s unique learning or social emotional needs, find programming or services to supplement their child’s current educational situation, or network with other parents with children of similar abilities and interests. NAGC is a natural fit for these parents, as a trusted source for those in search of answers and 6 Finding Your Voice: outlets. Please feel free to share this issue with those Talent Development Centers and interested in learning more about Talent Searches and/or gifted education. 0 the Academic Talent Search By Dr. Amy Rushneck, Dr. Jennifer L. Jolly, Editor-in-Chief on behalf of the Talent Development Center Community [email protected] Page 8 April 2012 1 WESTERN KENTUCKY UNIVERSITY The Center for Gifted Studies Encouraging excellence for more than 30 years by providing educational opportunities and resources to students who are gifted and talented, their educators, and their parents. OPPORTUNITIES FOR STUDENTS Download applications online at www.wku.edu/gifted The Summer Camp for Academically The Summer Program for Verbally & Talented Middle School Students (SCATS) Mathematically Precocious Youth (VAMPY) June 10–22, 2012 June 24 – July 14, 2012 This two-week residential or nonresidential This three-week residential program camp provides a wide range of classes provides students the opportunity to study for academically talented students who one course in great depth. To be eligible, are completing the 6th, 7th, or 8th grades a student must be completing the 7th, this year. 8th, 9th, or 10th grade this year and have a qualifying SAT or ACT score. Gifted and talented students who learn at a faster pace and at a more complex level deserve the opportunity to do so. They also need time to be with other young people who think like they do and who share their interests. The Center for Gifted Studies has been meeting these needs with life- changing summer programing for 30 years. Put our experience to work for your child this summer. The Center for Gifted Studies PHONE: 270-745-5991 FACEBOOK: www.facebook.com/giftedstudieswku Western Kentucky University EMAIL: [email protected] TWITTER: www.twitter.com/giftedstudies 1906 College Heights Boulevard #71031 WEBSITE: www.wku.edu/gifted Bowling Green, KY 42101-1031 2 PHP | Parenting for High Potential a message from the President The Value of Talent Search By Dr. Paula Olszewski-Kubilius, NAGC President was introduced to Talent Search in 1983 middle school, I was shocked to see that at a critical point in her development. Her when I began my first job as a program she had a high score in mathematics. She Talent Search scores caused me to signifi- coordinator for the Center for Talent had always received good grades in math cantly change my expectations of her—and I Development at Northwestern Univer- and her scores on the typical, grade-level it changed my daughter’s expectations and sity, then called the Midwest Talent Search standardized tests she took every year in perceptions of herself. Armed with the Project. Twenty-eight years later, I have school showed strong performances in both knowledge I gained about her abilities, I no written numerous articles about the Tal- reading and math. Her teachers had not longer felt shy about advocating for her at ent Search program, conducted research on noticed her high ability in math. I would her high school and was comfortable with Talent Search participants, and designed have predicted that she would have scored an accelerated math placement in her fresh- and administered programs based on the higher on the reading section of the ACT man year. I found out that ACT and SAT Talent Search identification model, but I than on the math section based on her in- scores are readily appreciated by teachers never understood the real value of Talent terests and her love of reading. In fact, the and administrators and widely accepted as Search until my daughters participated in pattern of her scores was just the opposite credible evidence of a student’s academic the program. and indicated she needed above-grade-level strengths. It was much easier to make my My younger daughter had a vivid and placement in math. arguments about her educational needs expansive imagination. She loved to en- This totally threw me. I wondered how armed with the ACT data. My daughter gage in pretend play, make up stories, I, a trained professional in gifted education, also gained confidence, and fortified by the act in plays, make short films, and most had missed her exceptional mathemati- belief that she has ability in math, she per- of all, draw, paint, and create things. She cal reasoning ability. My daughter’s ACT sisted through difficult courses and chal- was a good student academically, but her scores opened up my eyes to her abilities, lenging concepts. strengths seemed to be her creativity and and I now had a much more complete and As a result of her Talent Search scores, I artistic ability. When she took the ACT in accurate picture of her academic strengths encouraged my daughter to take advanced alue April 2012 3 a message from the President math courses in high school programs is to teach gifted stu- and in summer gifted pro- According to her, one of the most valuable aspects dents that there are educational grams. According to her, one environments that are support- of the most valuable aspects ive of them intellectually, social- of the Talent Search testing of the Talent Search testing was the opportunity ly, and emotionally. They have was the opportunity to take a to seek out these environments “high-stakes test under low- in the future, including AP and risk conditions.” Taking the to take a “high-stakes test under low-risk condi- honors classes at their school, ACT in middle school gave her summer programs, honors pro- a preview of the test she would grams in colleges, study abroad take for college entrance and programs, early college entrance relieved her anxiety about it. tions.” Taking the ACT in middle school gave her programs, dual enrollment pro- Both of my children partici- grams, and mentorships and pated in Talent Search summer internships. programs. Although I hoped a preview of the test she would take for college As a result of my children’s that they would perceive that experiences with Talent Search, the challenging classes were I am better able to understand the main benefit of these expe- entrance and relieved her anxiety about it. and respond to parents’ con- riences, from their perspective, cerns about their child partici- the peer support was what they pating in a program that has appreciated and longed for most. The op- a middle or high school student gave them them taking a test typically designed for portunity to be with students from across some welcome extra preparation for the students who are 4 to 5 years older. I am the United States, and from all over the transition to becoming full-time college also a stronger advocate of these programs world, and share with them their love of students. because I have witnessed how they benefit- writing or math or science without feeling I tell other parents that based on my ex- ed my children and want to see that occur odd or unusual, was affirming and life- periences as a parent of Talent Search par- for many more academically advanced and changing to them. Living away from home ticipants and as an administrator of Talent gifted children. 0 for several weeks on a college campus while Search programs, the main effect of these 2011–2012 PHP Editorial Advisory Board Published by Editor-in-Chief Stephanie Ferguson, Chair Michelle Muratori Dr. Jennifer L. Jolly Staunton, VA Baltimore, MD Louisiana State University Baton Rouge, LA Marcia Delcourt Jennifer Ritchotte Stamford, CT Charlotte, NC Executive Director Layout & design Nancy Green nuendesign Denise Drain Joan F. Smutny Indianapolis, IN Wilmette, IL Stephanie Georgiades Mariam Willis Tampa, FL Gainesville, FL Parenting for High Potential is published eight times a year, 4 print issues and 4 online issues, and is distributed as a membership benefit by the National Nancy Hertzog Karen Yoho Association for Gifted Children (NAGC).
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