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 . 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). The views expressed in the magazine are Lake Forest Park, WA Washington, DC those of the authors and do not necesarily reflect the views of NAGC or its Board of Directors. Copyright © 2012. National Association for Gifted Children, 1331 H Robyn McKay Street NW, Suite 1001, Washington, DC 20005. 202-785-4268. www.nagc.org Glendale, AZ

4 PHP | Parenting for High Potential 20% OFF Word Walls Math Graffiti gives students visual representations of mathematical vocabulary and concepts in a clever format. Students are able to process and recall the vocabulary much quicker because it is in a visual format. The word's definition is contained within the image. Each word is an individual 11” x 17” cardstock poster. Spanish translations for all words are in the bottom right-hand corner of the poster.

Elementary Part 1 - 52 cards Algebra 1 Part 2 – 50 cards Based on 5th and 6th grade standards Integer rules, exponent rules, properties and graphing Elementary Part 2 - 50 cards High School Exit Exam - 53 cards Based on 2nd-5th grade standards Based on California 6th and 7th grade standards Pre-Algebra – 55 cards Geometry Part 1 – 48 cards Algebra 1 Part 1 – 54 cards Geometry Part 2 - 50 cards Quadratics, translating expressions,basic graphing and more Algebra 2 – 50 cards Trig/Pre-Calculus - 53 cards Created for Teachers by Teachers CREATIVE INSTRUCTION, LLC Discount applies to Math Graffiti Posters only. 5761 Stradella Rd. Yorba Linda, CA 92886 Reference GIFTED512 to receive discount. Phone: (714) 996-­‐7900 Fax: (714) 970-­‐7451 Discount valid through September 30th, 2012. Email: mathgraffi[email protected] Website: www.creaOveinstrucOon.net We accept credit card, Paypal, check, and purchase orders. 12% shipping and handling charges apply. powerful and informed support Reflecting on My Journey By Susan Dulong Langley, Parent Representative to the NAGC Board of Directors

n completing my second year as the Par- cifically, the board recently surveyed par- the NAGC Online Store (http://www.nagc. ent Representative to the NAGC Board ents’ changing interests and needs and org/NAGC2/NGCShopper/ProductDetails. of Directors, I can’t help but reflect on formed an action plan to meet them. As a aspx?productID=NGC42112). Imy journey to this point and how inte- result, we implemented several initiatives, • The magazine you’re reading, Parenting for gral NAGC has been for me as a parent, including a new Parent Resource Special- High Potential has been expanded to include professional, and an advocate. ist staff position, expansion into social an additional four digital editions, in addi- Like many others, my journey began on media, and an increase in frequency and tion to the four print issues. Featuring cur- behalf of my own daughter, Holly. She be- online access to Parenting for High Poten- rent topics and insights from NAGC lead- gan to refuse to go to school in the second tial. To learn more about these and other ers and major contributors in the field, it grade due to frustration with repetitive resources, visit NAGC’s website (http:// keeps you connected and up-to-date. PHP material and frequently being pressed into www.nagc.org) for definitions, position is a member benefit of NAGC. To join, visit service as a tutor for other students. Inter- statements, and white papers on a variety (http://www.nagc.org/joinnagc.aspx). vention came when our district piloted a of topics. Specifically, I have shared some • Connecting for High Potential is a bi-month- program that allowed her to work with of my favorite NAGC parent resources for ly article that I write with NAGC’s Teacher peer groups on critical and creative think- you below. Resource Specialist Jeff Danielian. Each is- ing in math and writing. The experience sue addresses a singular topic through our turned things around for her, and changed Publications points of view as a parent and as an educa- my path, as well. NAGC publishes a wealth of books, periodi- tor. You’ll find it in NAGC’s biweekly mem- Inspired by the change that program- cals, pamphlets, and other materials in house ber e-newsletter Compass Points and online ming made for Holly, I went on to earn and in conjunction with prominent publish- (http://www.nagc.org/index.aspx?id=944). my master’s degree and became a teacher ers. You can learn more about them in the • Are you interested in connecting with of the gifted and talented. Complement- NAGC Online Store (http://www.nagc.org/ other parents and effecting change? Ac- ing my formal education, involvement nagc2/ngcshopper). These include: cess the free eBook Starting and Sustaining with NAGC and its state affiliate, Mas- • The NAGC Mile Marker Series™ (http:// a Parent Group to Support Gifted Children sachusetts Association for Gifted Educa- www.nagc.org/index.aspx?id=3546) is now (http://nagc.org/parentgroupeguide.aspx), tion (MAGE), rounded out my skills as an in its second edition. This best-selling CD- a joint publica- advocate. Without a federal or ROM is formatted as a road tion of NAGC and state mandate for gifted educa- map to guide you on your Prufrock Press, this tion, what little programming journey in supporting the publication offers that exists in our state is at the needs of gifted children. It practical advice discretion of individual commu- features a wealth of search- and examples from nities. Without vigilant advo- able articles, web resources, those who have cacy, the programs that do exist newsletters, book excerpts, learned, firsthand, may be—and frequently have and bibliographies by au- how to advocate been—dismantled. thoritative experts from lead- for the gifted. It is important to have pow- ing publications over the past erful and informed support, and 30 years. It is my go-to source People NAGC provides that to families both di- to for questions about identification, pro- NAGC leaders, staff, and volunteers are com- rectly and through state affiliates through gramming, social-emotional considerations, mitted to supporting parents and guardians in access, opportunities, and resources. Spe- advocacy, and more. It is available through meeting the needs of gifted learners. Consider

6 PHP | Parenting for High Potential TM

Newsletter2 2e: Twice-Exceptionale Newsletter connecting in person or online with our more information, visit http://www. parenting liaisons and leaders. nagc.org/index.aspx?id=8590. • The Parent Representative to the The only publication aimed squarely at the Board of Directors is an elected posi- Finally, what is the best resource intersection of giftedness and tion. Although other board members NAGC has to offer? We are hoping it learning differences are often parents as well, this position will be you! There are many ways to join is specifically charged with represent- our dynamic community of thinkers ing the interests of parents and guard- and advocates. It is a unique chance to z Published bi-monthly in PDF format ians in board considerations. It is filled forge new friendships and professional z Approximately 24 information-packed by election of the general membership relationships with others from around pages per issue for up to two 3-year terms. For more the country who share your vision. z Articles, interviews, columns, confer- information, visit http://www.nagc. • If you are just getting started, NAGC ence coverage, book reviews, news org/index2.aspx?id=1122. offers your choice of membership level • Our Parent Resource Specialist provides that is right for you—either Parent from the 2e community a wealth of information regarding par- Associate or Individual Membership z Nine years of newsletter archives enting gifted children. The first person to (http://www.nagc.org/membershipcat hold this newly created position, Mariam egories.aspx). Find Out More Willis brings her perspective as a mother • If you are ready for more involve- and communications specialist via social ment, consider leadership! NAGC’s 1. Visit www.2eNewsletter.com. media including a blog (http://parent approach to leadership is inclusive. It 2. Check the topics covered in past issues. ingforhighpotential.com), Twitter (@ is not simply a question of how vol- nagcgifted), and Facebook (http://www. unteers might serve the organization; 3. See what our subscribers say. facebook.com/groups/45132644104) in it is an opportunity for volunteers to 4. Download sample issues to see if 2e addition to the in-person outreach she grow as individuals through pathways Newsletter meets your needs. conducts. to leadership opportunities. For more • The Parent & Community Network information, visit http://www.nagc. is open to any member who desig- org/uploadedFiles/NAGC%20Leader Subscribe for Just $30 for One Year nates it as one of three network choices ship%20Brochure.pdf. 0 through NAGC membership. An New subscribers receive their choice of elected chairperson works with a team Author’s Note any two PDF back issues, a $10 value. of volunteers to coordinate services In addition to her role on the NAGC Subscribers also receive discounts on the that include a newsletter and events for Board of Directors, Susan Dulong “Spotlight on 2e Series” of informational the national convention. For more in- Langley is a teacher of the gifted and tal- booklets from 2e Newsletter — booklets formation, visit http://www.nagc.org/ ented for the Sage Department of Fram- index.aspx?id=1445. ingham Public Schools and is an adjunct on parenting 2e kids, educating them, • The Parent Advisory Committee is professor at the University of Connecti- giftedness and AD/HD, giftedness and comprised of members and a chair- cut and Framingham State University. Asperger’s, and more. person appointed by the president of NAGC. This body advises the Board of Directors on parenting matters. For talent development centers Finding Your Voice: Talent Development Centers and the Academic Talent Search By Dr. Amy Rushneck, Executive Director of the Center for Bright Kids Regional Talent Center, on behalf of the Talent Development Center Community

The Stories We Share erhaps one of these stories sounds familiar: Your child is being referred for behavior issues because he is “acting up or horsing around” in class, she is P“constantly disrupting class by asking too many questions,” or he “refuses to participate when we know he has the answers.” Perhaps your student is suddenly failing mathematics when you know she loves the sub- ject and has always found it quite easy. Maybe your student is successful in everything he attempts—first ??? chair trumpet, honor roll every semester in every sub- ject, class president, starting quarterback, and lead in the musical—and he navigates all of these social circles ment Center offerings. Talent Development Centers with enthusiastic popularity, but you find him weep- are just one of many tools every family, teacher, and ing in bed at night or lashing out in anger at home. gifted advocate should have in their tool box. G Perhaps you have grown to understand that all of these scenarios mark an unidentified or underidentified gift- Frequently Asked Questions ed youth, an underachieving talented kid who is strug- To understand the importance of Talent Development gling to make the social worlds of school and commu- Centers, it is essential to also understand the Academic nity and being smart all work together, or a kid who Talent Search Program. Talent Search participants who is burning the wick at both ends and then lighting the obtain scores comparable to college-bound high school middle to see if the wax will melt, just out of curiosity. seniors generally continue a pattern of high achieve- These are the types of stories families bring to Talent ment in high school and college, take more advanced Development Centers nearly every day—e-mails from and accelerated courses, earn more awards and honors, parents desperate to just “get the school to believe that and have higher educational aspirations (Barnett & their child is bored,” calls from grandmothers worried Durden, 1993; Benbow & Arjmand, 1990; Benbow that their grandchildren cannot live in their neighbor- & Stanley, 1983; Burton, 1988; Olszewski-Kubilius & hood and be the smart kids without being in danger, or Grant, 1996). The following three questions are those letters from counselors just wanting “to do something” we encounter most frequently from those new to Tal- for the kids who are ahead instead of just the kids who ent Search, and we have included our answers. need to meet proficiency standards. If you’re nodding along as you read, then it is time to think about how I Just Found Out My Student to support your local or regional Talent Development Qualified for Talent Search, But What Center and participate in programming that is critical Is It? for both student support and family advocacy. Many The national Academic Talent Search is an opportunity of this issue’s readers received PHP as a unique Talent for younger students to take off-level testing typically Search benefit—we ask that you please share this issue not available until college entrance. These tests offer a with those who might benefit from Talent Develop- higher ceiling than standardized state or other national

8 PHP | Parenting for High Potential grade-level tests on which these talented kids are al- report to demonstrate a child’s readiness for these op- ready achieving in the top 5%. Although Talent Search portunities. This is especially critical for those students test scores offer only one snapshot of students’ abilities, who may be developing asynchronously—that is, their they are an excellent means for helping kids evaluate academic achievement is very high, while their social their academic strengths in order to advocate for their skills are lagging in development. As a nationally rec- educational needs, to access academic programming, ognized program with nationally understood testing or to design individualized educational plans. Talent rigor, Talent Search provides a means to advocacy in Search is a great tool for bright kids and families look- ing for a resource to learn more about their students’ abilities and options.

Why Would We Do This? Aren’t We Testing Kids Too Much Already? This is a very reasonable concern that many new families share and a very real worry about the current testing craze. However, Talent Search really is not, in the end, about the test itself and the score the student receives. It is about the benefits students receive from ? participating in this program, and even the most wary families come back after several years of participating grateful for the opportunity their student had to prac- F tice these tests without penalty. It opens doors for new programs and opportunities they would not have oth- erwise been aware of, and most common in feedback, families are happy that they have the necessary tools to be heard and have their students be visible in their schooling environments. Yes, we are testing a lot, but at least these scores can mean something real.

Many of our kids are asked to just “float.” The assumption is that if they are just given more assign- ments when they finish early, they are asked to tutor another student who is struggling with the material, or they are allowed to do something else while every- one catches up, they’ll be just fine. We are interested in more than fine. We are interested in what’s next. What new level could students achieve if they actually were allowed to move ahead? What new level of inqui- ry might be achieved if students were allowed to ask questions that shouldn’t be asked until the next year in school or the next level of curriculum? What new level of skill sets might be accomplished if students were challenged rather than coasting along? The Academic Talent Search is a passport of sorts to beginning these conversations at home. Plus, kids tell us they like it when they can go into a testing site and watch those graduating seniors get nervous! Unfortunately, in today’s educational world, we still often need documentation in the form of a score talent development centers

healthy, supported ways for families; a means ent Development Summer Programs (or uncomfortably challenging in an environ- for accessing courses, programs, schools, or other format models such as distance edu- ment of support and friendship—with an scholarship opportunities that require this cation), designed to provide an optimal emphasis on all three of these elements. For documentation; and a means for building match and allow students to develop a Talent Development Centers, this means, the self-confidence and comfort that ulti- socio-emotional network of peers in a liv- at a minimum, an invitation to participate mately are necessary for students to be suc- ing/learning community. Many students in accelerated summer programs, specifi- cessful on these tests when they, as our stu- age through these programs with lifelong cally designed for rigor in both academic dents often state, take it for real. Talent Center friends. pace and content, as well as socioemotional • Top-scoring participants are invited to a growth in a community of peers. Gifted What Are the Actual Benefits? State Recognition Ceremony, if one is of- students report that summer programs are Can’t I Just Do This Without a fered in your area. very important to them; Talent Center? • During the spring, participants receive The benefits include: Interpretive Materials, which provide in- the satisfaction of challenging course • Grade-level testing often does not reveal formation needed to interpret test scores work taught by caring, expert teach- the upper limits of student abilities. Par- in relationship to other grade-level Talent ers and the opportunity to live on a ticipants gain early experience taking an Search participants across each region. This university campus [are] significant, off-level or college entrance test, report- information can be the most critical advo- [while] making friends and gaining ing increased comfort with standardized cacy tool many families use to work with confidence in their own abilities and testing and significant score gains that can their schools. participating in a variety of activities make the difference when applying to col- • Young students are not otherwise able to were equally vital. (Enersen, 1993, lege. The more times students participate, take these tests, and contrary to concerns p. 169) the steadier the increases in success. expressed primarily by educators, when • During the spring, students receive access they participate through Talent Search, Significant research supports talent devel- to a summer opportunities guide, which young students do not “fail” in their scor- opment programs as supplemental summer lists special programs across the coun- ing. Percentages of students who score at opportunities, in-school accelerated models, try for high-ability students. In a survey the low end of these tests are about the university-based course or weekend offerings, conducted by Northwestern’s Center for same for the Talent Search and high school residential cohort schooling options, distance Talent Development, educators “over- populations (Wilder & Casserly, 1988). learning, or personalized student services whelmingly confirmed the value of Tal- • Scores are archived by Talent Develop- such as grade or subject-area acceleration. ent Search in helping their students find ment Centers but do not become a part Talent Search is more than just taking a test program options not available through of the student’s permanent academic re- and finding educational resources; it is really their schools” (Olszewski-Kubilius & Lee, cord unless families choose to release these a sense of family—of shared stories, shared 2005, p. 232). scores, meaning students cannot be penal- lives and experiences, and shared conversa- • With permission, schools receive informa- ized in college admissions processes for tion about possibilities, and for many of our tion about Talent Search results. Teachers scores intended for academic information students, of finally being given a voice—fi- and counselors are better able to accommo- purposes rather than acceptance. The goal nally being seen. 0 date students’ course choices or curriculum is a positive student experience, regardless modifications with this information. of the final test score. References • Scholarship opportunities become available • Barnett, L. B., & Durden, W. G. (1993). and many gates are opened and qualifica- Finding Your Voice—What This Education patterns of academically tion requirements met for higher level pro- Means for Our Kids talented youth. Gifted Child Quarterly, 37, gramming, advanced opportunities, schol- Most important among these benefits is 161–168. arships, grade-level adjustments, or schools the original designation of Talent Search- • Benbow, C. P., & Arjmand, O. (1990). for gifted. Talent Search is an outstanding es—what do we do with this information, Predictors of high academic achievement resume‐builder, especially when hundreds or “what’s next?” The most salient piece of in mathematics and science by mathemati- of thousands of other very bright students information to arm yourself with as a par- cally talented students: A longitudinal are participating annually. ent or educator is this: students need to study. Journal of Educational Psychology, • Students are invited to participate in Tal- do something they love and that will be 82, 430–441.

10 PHP | Parenting for High Potential • Benbow, C. P., & Stanley, J. C. (1983). Academic precocity: Aspects of its develop- ment. Baltimore, MD: Press. • Burton, N. W. (1988). Young SAT- takers: Two surveys. Survey II: Test-taking history for 1980-81 young SAT-takers. College Board Report No. 88-1. New York, NY: College Entrance Examina- tion Board. • Enersen, D. (1993). Summer residen- tial programs: Academics and beyond. Gifted Child Quarterly, 37, 169–176. • Olszewski-Kubilius, P., & Grant, B. (1996). Academically talented women and mathematics: The role of special programs and support from others in acceleration, achievement and aspira- tion. In K. D. Noble & R. F. Subotnik (Eds.), Remarkable women: Perspec- tives on female talent development (pp. 281–294). Cresskill, NJ: Hampton Press. • Olszewski-Kubilius, P., & Lee, S.Y. (2005). How schools use talent search scores for gifted adolescents. Roeper Review, 27, 233–241. • Wilder, G., & Casserly, P. L. (1988). Young SAT takers: Two surveys. Survey 1: Young SAT takers and their parents. • College Board Report No.88-1. New York, NY: College Entrance Examina- tion Board.

Author’s Note Amy S. Rushneck, Ph.D., is the execu- tive director of the Center for Bright Kids Regional Talent Center in Denver, CO. She has worked with talent development summer programs and the Academic Tal- ent Search for more than 20 years across regions and in multiple roles, with time in between as a professor and director of graduate programs in teacher educa- tion and presenter nationally on issues in gifted education. 10 things you should know

Ten Tips for College Planning By Susan Goodkin, J.D.

uccessfully navigating the road from elementary are important differences between the tests, and to high school only means that planning for your child might perform far better on one than college is the next route on the destination to the other. Spost-secondary education. With the most elite In general, the ACT tests what a student has colleges’ acceptance rates hovering around 5–8 per- learned in school, while the SAT tests critical cent, it’s never too early to start educating yourself thinking. ACT questions thus tend to be less com- and your child about college planning. If your child plex, and unlike the SAT, there are no penalties for is aiming for the most selective schools, here are 10 wrong answers. However, there are more questions things you should know. per timed sections on the ACT than on the SAT. The ACT also tests science, unlike the SAT, and 1. An 800 SAT is not what it the ACT writing section is optional (although most used to be. selective colleges require it; so if your child is apply- You might want to take a deep breath before you ing to a selective school, she will have to take the read this. Nowadays, SAT scores well into the 700s writing section regardless of whether she takes the will no longer make your child stand out in the ACT or SAT). admissions pool for highly selective colleges. (For How do you know which test is better suited for the uninitiated, 800 is the top score a student can your child? One strategy is to have your child take achieve on any one of the three sections of the SAT, both an SAT and an ACT practice test—both of so that a perfect total SAT score is 2400.) which can be found online—and see if he scores In 1995, the College Board changed the SAT significantly higher on one than the other. scoring to ensure that 500 would be the median What about students who do not perform well score on both the math and verbal (now called on either test? Do not despair. A growing number critical reading) sections of the test. (The writing of excellent colleges do not require SAT or ACT section wasn’t added until 2005.) As a result, the scores. A complete list of these schools can be found number of very high scores on the SAT, particularly at The National Center for Fair and Open Testing on the verbal section, radically increased. (http://www.fairtest.org). The numbers, in fact, are astounding. Over the past few years, about 25% of students admitted to 3. You do not have to worry about Harvard had a critical reading score of 800, and the the high school’s grade weighting same percentage had a math score above 780. On system. the flip side, last year Dartmouth rejected almost First, here is the good news about grades and course 80% of applicants with math SAT scores above 750. selection. Although many parents fret over how their The take-away here? High SAT scores alone are child’s school weights grades, most selective schools not the golden ticket to the top schools. will reweight your child’s grades based on their own system. If your child’s school counts an “A” in an 2. Do not despair if your child does Advanced Placement (AP) class as a 4.0, and other not test well. schools counts an AP “A” as a 5.0, both “A’s” will be First, a student who struggled on the SAT might given the same weight by the university’s admissions want to try taking the ACT, and vice-versa. There committee. As for the other news ...

12 PHP | Parenting for High Potential 4. Your child needs to keep up with local newspaper. Is your daughter passionate about the AP Jones’. math? Have her participate in math competitions, Selective colleges want to see that students took the participate in a math circle (or start one!), or pursue hardest course offerings available to them. If the top topics that go beyond the usual curriculum—such as students at your child’s school take eight AP classes, number theory—through online programs. to be competitive at the most selective schools, your child should take that many—and should excel in 6. For the essays, think small. (almost) all of them (one “B” in an AP class is not Comprehensive advice about essay writing is a whole going to keep your child out of Harvard). article (or two) in itself. Here’s one important tip. Al- though it is tempting to write about a “big” event, 5. Extracurriculars are what make sometimes the best approach is to write about some- college applicants stand out from thing less grand in scale. For example, rather than the pack. writing about “The Day I Won the Science Fair,” it As you’ve probably gathered by now, high SAT scores is better for a student to write instead about the mo- and outstanding grades are just the foundation for ment in biology class when he became fascinated by entrance to the most selective schools—extracurric- the human heart, which led to his winning science ulars are what distinguish students in the admissions project idea and his desire to become a cardiologist. process. Your job, however, is not to push your child This kind of essay helps the admissions commit- to pursue an activity because it will look good on his tee understand the student beyond the static, one- college resume. Rather, you should help your child dimensional numbers and activities listed in the rest figure out how to pursue the activities and interests of the application, plus it is much more interesting. he genuinely enjoys in ways that will set him apart from other applicants. 7. Make the most of resumes. Does your son love to write? He should consider At a glance, a carefully crafted resume helps students submitting his work to the increasing number of sell themselves to admissions committees. To do that, publications that accept teen writing, participating the resume should not just list activities and honors in National Novel Writing Month, finding an author in chronological fashion, but should highlight the who will mentor him, or getting an internship at a most impressive achievements first. Also, consider

April 2012 13 10 things you should know

grouping activities and honors by category lect and passion for learning. Ideally, teacher students admitted to these programs may if, for example, your child is both a talented recommendations will communicate the be offered perks including small honors athlete and an accomplished musician. spark your child brings to the classroom and classes taught by senior professors, finan- Writing a compelling resume can be will include anecdotes that bring your child cial aid awards, grants for research or study as challenging as writing a great essay, so alive for the admissions committee. abroad, and early registration for classes. make sure your child allows sufficient time for the task. (Not all colleges will accept 9. Think outside the Ivy 10. When it comes time for resumes, however, so your child should League box when picking your child to apply to college, read the application instructions carefully colleges. hit the books. before sending one.) No matter how outstanding your child, the The usual selective-college suspects are competition for the most highly selective not the right fit for every gifted student. 8. Teacher recommendations schools is intense, with admission rates as There are colleges to fit the needs of every should not say your child low as 6%. Fortunately, colleges through- student, but finding them may require a worked hard and got an A. out the country offer honors programs bit of sleuthing. For example, research can Recommendations can say that, but that that provide the benefits of highly selective help you find colleges that are particularly definitely should not be all they say. Selective schools—including the opportunity to welcoming of twice-exceptional students colleges want students who are more than live and study with some of the brightest or colleges where your budding thespian diligent workers; they’re looking for students young minds in the country. In addition can be trained both in theatre and busi- who stand out from their peers in their intel- to being housed together, the outstanding ness (for the unlikely possibility that she is

Four top reasons to explore the past at the Crow Canyon Archaeological Center 1 Powerful and memorable experiential education activities 2 Learning centers that are replicas of ancestral Pueblo settlements 3 Professional archaeologists and educators as instructors 4 Expansive, scenic learning environment in SW Colorado

Field Trips & Overnight “I loved watching our 10 and 11 year olds immerse themselves in learning School Group Programs a new culture in four busy days. . . . Our instructor knew so much about the history and had a great approach with kids to keep them learning, interested, and on track.”—Karen, school group teacher

Teen Archaeology Camps “The friends, the experience, the uniqueness of the program—there’s nothing else out there like this. High School Field School The active stuff, the digging in the field. “ —Allison, High School Field School student CROW CANYON ARCHAEOLOGICAL CENTER Discover the Past, Share the Adventure Cortez, CO • 800.422.8975, ext. 146, or 970.564.4346 • www.crowcanyon.org

14 PHP | Parenting for High Potential not able to support herself solely through • Greene, H., & Greene, M. (2009). • The Choice: Demystifying College acting). Research will also help you find Greene’s guide to education planning: The Admissions and Aid appropriate colleges for your underachiev- hidden Ivies: Thirty colleges of excellence. http://thechoice.blogs.nytimes. ing student—the one with the New York, NY: Collins Reference. com/2011/03/30/admit-stats-2011 mind and the not-so-Ivy League grades. • Pope, L. (2006). Colleges that change Included in the resources section of this lives: 40 schools that will change the way Author’s Note: article are college-planning tools to start you think about colleges. New York, NY: Susan Goodkin, J.D., is a graduate of Har- your college journey. Buckle your seatbelts Penguin Press. vard University, Harvard Law School, and and get ready for an interesting ride! 0 • U.S. News and World Report Oxford University, where she was a Rhodes Rankings Scholar. Goodkin advises gifted students Resources http://colleges.usnews. across the country about the college admis- • Asher, D. (2000). Cool colleges: For rankingsandreviews.com/best-colleges sions process, as well as speaking and writ- the hyper-intelligent, self-directed, late • College Planning Articles ing nationally on education issues including blooming, and just plain different. http://archive.constantcontact. college admissions. She is executive director Berkeley, CA: Ten Speed Press. com/fs009/1102224432054/ of the California Learning Strategies Center • Fiske, E. B. (2011). The Fiske guide archive/1102576176512.html (http://www.LearningStrategiesCenter.com) to colleges (28th ed.). Naperville, IL: • Virtual College Tours and can be contacted at Susan.Goodkin@ Sourcebooks. http://www.YOUniversityTV.com LearningStrategiesCenter.com.

TM GIFT OF LOGIC http://www.GiftOfLogic.com

► 12 Workbook Curriculum in Critical Thinking and Logical Reasoning ► 3 sections in each workbook: Verbal, Analytical, and Pictorial ► Boost your cognitive skills in three strands and develop raw intelligence ► A must-have resource for Gifted and Talented students ► Used by thousands of gifted and talented students in USA, and other countries ► Want to think and argue like a Lawyer? Try the exercises from the Blue workbooks ► Ideal enrichment material for summer camps, breaks ► 3 RED Workbooks for Grades K-2 [basic] LOGIC 3 GREEN Workbooks for Grades 3-5 [intermediate] IS ► MAGIC ► 6 BLUE Workbooks for Grades 6 to College [advanced]

*Critical Thinking *Logical Reasoning * 12 Workbooks 25% Off + free shipping TM Get the GIFT OF LOGIC today! 25% Off + free shipping! *http://www.GiftOfLogic.com *sales@giftofl ogic.com

April 2012 15 benefiting academically talented students Schools and Talent Search Centers: Meeting the Needs of Academically Talented Students By Dr. Michelle Muratori & Dr. Linda Brody

he rapid growth of the Talent Search movement Working Together at Last from its early roots with the work of Julian C. Over time, however, as the Talent Search model be- Stanley’s Study of Mathematically Precocious came more systematized and schools more eager to TYouth (SMPY) unquestionably resulted from serve their academically advanced students, a part- strong partnerships with schools. In this special issue nership between schools and the Talent Search cen- of PHP devoted to the theme of the Academic Tal- ters grew. In fact, the exponential increase in Talent ent Search, we share some of the early obstacles that Search participation after the four regional centers had to be overcome in order for partnerships to be were established (Johns Hopkins’ Center for Tal- established, how these partnerships vary from school ented Youth [CTY] in 1979, Duke’s Talent Identifi- to school, and most important of all, how they have cation Program in 1980, Northwestern’s Center for proven to benefit so many academically talented stu- Talent Development in 1982, and Denver’s Rocky dents to date. Several K–12 educators in various Tal- Mountain Talent Search in 1982) would not have ent Search regions were kind enough to share their been possible without the true partnership that insights about how they use above-grade test data. emerged between them and schools. As a number of other university-based Talent Searches were launched Getting Off to a Rocky Start in the United States, including those at Sacramento As is true of all meaningful relationships, a foun- State, University of Washington, Carnegie Mellon, dation built on mutual trust had to be established and The University of Iowa, for example, even more between the schools and Talent Searches, and those opportunities were created for partnerships between well acquainted with Stanley in the early 1970s can universities and K–12 schools. attest to the fact that this process was not always Reminiscing about his work shortly before his smooth sailing, especially in the beginning when death in 2005, Stanley clarified a “widespread, per- the concept of the Academic Talent Search was sistent misimpression about [his] innovations” (p. novel. School personnel perceived Stanley as a critic 10). He pointed out that he and his colleagues never of their methods on the basis that he helped some wished to “compete with school-based efforts to pro- math prodigies to skip high school and matriculate vide stimulation for the gifted. . . . Our intent is to into college in their early teens. At the same time, supplement and complement school-based instruc- the concepts of above-grade-level testing and expos- tion, not supplant, criticize or ‘invade’ it” (Stanley, ing able students to Advanced Placement course- 2005, p. 10). Stanley truly believed in collaboration; work early in high school, which Stanley endorsed, although his ideas challenged the status quo, they were deemed “a ridiculous proposal” (Stanley, were eventually embraced by an increasing number 2005, p. 8) by school principals and headmasters. of schools. Although much would change in the landscape of gifted education over the next few decades, in light Identifying Talent: A Two-Tiered of the palpable resistance to academic acceleration Strategy that was prevalent in the 1970s juxtaposed with Before the Internet made information about the Tal- Stanley’s revolutionary ideas, it should come as no ent Searches so widely accessible to families, having a surprise that a strained relationship ensued. strong relationship with schools was absolutely crucial

16 PHP | Parenting for High Potential to the process of identifying potential Talent Search sota, educator Deborah Zachman stated that parents participants. The Talent Search model is based on a are invited to an information session in which the value two-tiered identification strategy that requires screen- of participating in the Talent Search is explained. For ing followed by identification. Schools are asked to the families’ convenience, testing is held on site at one identify and nominate students who score above a cer- of the middle schools in Minnetonka. To reduce the tain percentile on a standardized in-grade test. If they financial burden for low-income students whose Talent are not comfortable nominating students, schools Search fees are not paid for by their school district, the may simply inform eligible students and their parents Talent Search Centers generally offer need-based aid. about the opportunity and encourage them to contact Unfortunately, there is a growing perception that their regional Talent Search Center directly. the purpose of participating in a Talent Search is One caveat regarding eligibility is that the actual merely to qualify for programs run by the centers. In percentile required has varied over the years and dif- fact, the original purpose was to identify academic fers by Talent Search. For instance, CTY sought stu- talent first and then to develop/identify programs to dents at or above the 97th percentile for many years, meet the individualized needs of the students. As the but has modified that to the 95th percentile. Duke following case highlights, there is inherent value in TIP and the Western Academic Talent Search (for- gaining a more accurate assessment of one’s abilities merly the Rocky Mountain Talent Search) base eligi- than is possible through in-grade testing. Two Tal- bility on a score at the 95th percentile as well. Other ent Search participants who score equally high on an Talent Searches, including ’s in-grade test may demonstrate dramatically different Midwest Academic Talent Search, require students to ability levels upon taking an above-level test such as have performed at the 90th percentile, and in some the SAT or ACT in middle school. By removing the instances, the 92nd percentile. ceiling effects and giving them a harder test than they are accustomed to, able students have the opportunity Getting the Word Out About the to learn about their relative strengths and weaknesses Value of Above-Grade-Level Testing and their need for a differentiated curriculum. For in- Today, many parents find Talent Search opportunities stance, a 12-year-old who achieves scores of 450 on through the Internet, and many schools do not use the SAT-CR (Critical Reading) and 500 on the SAT- standardized tests or may not report the results in per- M (Math) will certainly have different educational centiles. However, Talent Search Centers continue to needs than a 12-year-old who earns 600 on the SAT- contact schools directly about new Talent Search op- CR and 780 on the SAT-M. portunities each fall and encourage their involvement Each year, the Talent Search Centers honor high- in identifying and notifying students. Although one scoring students by hosting recognition ceremonies. educator we contacted seemed frustrated by schools’ This is the “cherry on top” or the added bonus of “lack of understanding of the value of above-level above-grade testing. In some instances (e.g., at the testing ... and a minimal awareness of the existence Belin-Blank Center at The University of Iowa), stu- of Talent Searches,” other educators seemed pleased dents are even invited to nominate the teacher who with the partnerships that had been established in has made the greatest difference to them, and the their districts. Dr. Kathy Stone, representing La teacher is also honored at the ceremony. Grange School District 105 in Illinois, for example, mentioned that each year when letters are sent to the Using Talent Search Scores to parents of Talent Search-eligible students, they are in- Inform Curricular Planning vited to a parent meeting that informs them about the Whether a child’s Talent Search scores are reported di- Talent Search and other provisions that are in place to rectly to the school (with parental permission, of course) serve their academically advanced learners. Attesting or the parents take their child’s scores to the school on to the school system’s support of the Talent Search, their own, the results of above-grade-level tests can pro- Stone noted that currently the district pays 100% of vide a compelling rationale for creating a differentiated the costs of the assessment. educational program for the student. Revisiting the ex- Although families are responsible for the Talent ample above, the student with the lower scores on the Search fees in Minnetonka Public Schools in Minne- SAT may be well -served with grade-level coursework

April 2012 17 benefiting academically talented students

taught in rigorous honors classes, while the ability students through a different set of eyes. through the Talent Searches. Sister Maria student who earned higher scores on the SAT These comments reflect what Stanley hoped Goretti, Principal of St. Thomas Aquinas Re- surely would benefit from more advanced/ educators would do with the results of above- gional School in Virginia, noted that accelerated coursework, particularly in math, grade-level tests. but also in other subject areas given his or her since 2010, we have partnered with outstanding verbal reasoning abilities. Making Use of Talent Search CTY to develop a STEM program Because students with such advanced Center Programs and for qualifying students in grades 5 abilities tend to thrive when they can cover Resources through 8 . . . . Students in the STEM content in greater depth and at a faster pace In some instances, schools lack the human program take online math courses than their less able counterparts, this infor- or financial resources to meet the needs of from CTY in place of our regular mation is vital for schools to have if they their academically able students, and find math program. They also take hybrid are invested in meeting students’ individual it cost-effective to make use of the Talent science courses through CTY’s online needs. As Karen Roessler, an educator in Search Centers’ programs, such as online learning program, which includes Marshalltown, IA, commented, courses. For example, if a middle school stu- both online courses with a weekly on- dent needs a course in precalculus but the site lab taught by a CTY instructor. In our district, the results have been school does not offer one, providing a way The engineering and technology com- used to help determine the appropri- for that student to take it online through a ponents of the program are taught by ate number of years to whole-grade Talent Search may be more feasible than for Aquinas faculty. or single-subject accelerate a student. the school to hire a teacher for a course that The results have also been used to de- is likely to have a small enrollment. Find- Although the partnership between Jef- termine specific areas of strength in ing an appropriate educational resource fco Public Schools, the largest school district individual students so an appropriate for one, two, or even a handful of students in Colorado, and the Center for Bright Kids Personalized Educational Plan can be (whether paid for by the school district or (CBK; which houses the Western Academic developed. the parents) can take pressure off teachers Talent Search) is still in its infancy, Dr. Blanche to provide content and instruction that they Kapushion, Director of the Gifted and Talent- Deborah Zachman, whose Minnesota do not feel equipped to provide. ed Program for Jeffco Public Schools, seems district established a highly gifted program, Some school partnerships have resulted very optimistic about utilizing the resources claimed that the Talent Search results enabled in developing programs for their advanced CBK offers academically talented students: her and her colleagues to look at their high- students that include coursework offered We have not yet begun to explore online

We’re here to help you find your way. Since 1982, Great Potential Press has published quality books, videos, and assessment materials to help parents and educators guide gifted youngsters. Visit us at www.GreatPotentialPress.com to find: Award-Winning Books for parents, educators, and teens • Program and Assessment Materials • Curriculum Guides • Program Design and Acceleration Tools • CDs and DVDs • Important gifted field news • Information on upcoming conferences and events • FREE articles and presentations by our authors

Please contact us to request free catalogs and other materials for parent meetings and teacher inservices, and find us on Facebook and Twitter for the latest news in gifted. We look forward to seeing you!

18 PHP | Parenting for High Potential courses, but the word is getting out about they need to be prepared to become soci- ing them get the supplemental educational the summer programs that CBK hosts at ety’s future innovators and problem solv- opportunities they need. High Ability Studies, the Colorado School of Mines, which is in ers. Successful collaborations between 16(1), 5–14. the heart of our district... Why would we K–12 schools and university-based Talent not take advantage of this partnership for Search Centers have proven to be a win- Authors’ Note our gifted students? win for all involved in extending assess- Michelle Muratori, Ph.D., is a senior coun- ment and academic opportunities to aca- selor and researcher at the Johns Hopkins Conclusion demically talented students, and we hope Center for Talented Youth. At CTY she works With many schools struggling to meet the more schools will take advantage of the with highly gifted students who participate needs of an increasingly diverse popula- opportunities we have described in this ar- in the Study of Exceptional Talent. Linda tion, advanced learners are often neglected ticle. We echo Dr. Kupushion’s sentiment: Brody, Ed.D., directs the Study of Excep- in favor of serving underachieving stu- Why would we not take advantage of these tional Talent at the Johns Hopkins Center for dents. Yet, at this critical time in history, partnerships for our gifted students?! 0 Talented Youth, an initiative that serves and with the U.S. losing ground in the STEM studies top-scoring talent search students. Her fields and major problems in the world Reference research has focused on special populations in- needing to be solved, we cannot afford to Stanley, J. C. (2005). A quiet revolution: Find- cluding the highly gifted, gifted females, and overlook helping academically advanced ing boys and girls who reason exceptionally twice-exceptional students. students access the educational resources well mathematically and/or verbally and help-

“IEA programs are the nursery of high potential as brains and as whole persons.”

connecting bright minds; nurturing intellectual and personal growth - Michael M. Piechowski, PhD Summer Opportunities IEA Senior Fellow Academy Caroline D. Bradley Scholarship Enrichment classes focusing on exploration and the Awards highly gifted applicants with a four-year application of knowledge, including Rocket to Calculus, scholarship to a high school that fits each Scholar’s Astronomy, Playwriting, and Chemistry individual intellectual and personal needs Summer Session I: June 18–July 6 Ages: Current 7th graders Summer Session II: July 16–August 2 Application Deadline: May 14 Ages: 2nd–8th graders Apprenticeship Program Yunasa Summer Camp for the Gifted A summer residential program for gifted high school All-inclusive summer camps featuring lake activities, students offering hands-on experience working with ropes courses, team building, and workshops led by mentors in fields such as science, medicine, law, and nationally recognized experts in the field of gifted industrial design education Dates: Los Angeles: June 24–July 21 Yunasa West (Colorado): June 10–June 17 Los Angeles Industrial Design: June 24–July 14 Yunasa (Michigan): July 22–July 29 San Diego: July 15–August 4 Ages: 10-14 year-olds Ages: Current 9th–11th graders Apply for these summer programs today! Visit our website for applications and more information about these opportunities. www.educationaladvancement.org 625 Fair Oaks avenue, suite 285, sOuth Pasadena, Ca 91030 s 626-403-8900 s [email protected]

April 2012 19 understanding gifted education letter by letter ABCs of Being Smart . . . F Is for Fit and Flexibility By Dr. Joanne Foster

ow can parents and teachers foster individual • Foresight —taking a thoughtful, discretionary ap- abilities and facilitate foundational supports so proach will likely lead to sensible decisions about children will flourish? There is no fast or flaw- educational choices or program options. Hless formula. However, readers can use these F • Fairness—gifted learners don’t need or want more words to flesh out, fill in, fine-tune, or formulate a work; they need and want relevant and appropri- particular framework of factors they might want to ately challenging activities. Encourage children to think about in relation to supporting and encourag- become involved in planning their learning expe- ing children’s gifted or high-level abilities. riences and in setting reasonable goals for which The focus of this feature is fit (between a stu- they can then be held accountable. dent and learning opportunities) and flexibility (on • Feedback —timely, appropriate, and honest feed- the part of all those involved in nurturing a child’s back stimulates further inquiry and motivates chil- development). dren to progress to the next level in their learning. • Fast-tracking —this term implies moving ahead at a pace that is quicker and presumably better suited F is for Fit to high-ability learners, which may take different • Fortitude—spunk, an adventuresome attitude, forms such as advanced programming, accelera- and the drive to forge ahead are the fuel that tion, or more sophisticated curriculum content. sparks the fire of high-level ability. • Findings—research continues to enlighten us to • Future—it’s unknown, like potential. how children learn and what parents and teachers • Friendships—relationship-building is not always can do to support learning. Let’s focus! easy, and children may need guidance when learn- • Followers—there are two types of people: those ing to navigate the social landscapes of classrooms, who lead and those who follow. Be a leader or fol- playgrounds, and activity groups in search of one low someone or something meaningful and good. or more friends with whom to share time, ideas, interests, activities, and fun. • Formal identification—a child’s learning F is also for Flexibility needs are better determined by multiple • Forces of nature—there are many things we can- measures, including ongoing assessment that not control in life. We have to learn to accept what is individually responsive, integrated into in- is feasible, fix what is flawed, and live flexibly— struction, and subject-specific. Standardized and teach children to do likewise. tests can be useful for providing additional • Failure—fizzle, flunk, fiasco, flop, faults, fum- information and objective confirmation bles, folly—any of which can frustrate—or lead of teacher judgment and other assessment to growth and further learning. It’s important to data. recognize that learning is about making mistakes. • Flow—a state of being wherein one is Whoever said success was foolproof? totally immersed in an engaging task • Family dynamics and values—a supportive fam- (like a perfect fit between person and ily is formative, advising, enriching, encouraging, project) such that realities like time, fa- and caring. tigue, or daily distractions seem to fade • Funding—educational systems require funding away and a sense of satisfaction prevails.

20 PHP | Parenting for High Potential to function; however you can find many exciting embrace it, have faith in children’s abilities, and learning options that don’t cost a fortune. let it be fulfilling! • Fixed mindset—the inflexible and unfortunate • Fate—chance, luck, fortune, destiny, and unfath- belief that giftedness is fixed or innate (no, it’s omable unknowns accompany hard work and fa- not) and that it cannot be furthered with learning vorable opportunities and that can lead to future provisions and effort (yes, it can). success and well-being. 0 • Feats—accomplishments come in different for- mats, fabrications, and fashions; achievements Author’s Note don’t have to be flashy or foremost to be first-rate. Joanne Foster, Ed.D., is coauthor (with Dona Mat- • Feelings —they frequently fluctuate, and parents thews) of the award-winning book Being Smart About have to stay attuned to the various factors and influ- Gifted Education (2009, Great Potential Press), now in its ences that affect children’s emotional functioning. second edition. She also is a parent, teacher, consultant, • Fun—learning can be fun, challenging, and in- researcher, and education specialist. Dr. Foster has more spiring. In fact, fun is just the beginning. than 30 years of experience working in the field of gifted • Fast workers—not all high-ability learners fly education. She has written extensively about high-level through tasks. A fastidious approach (slow, steady, development and has presented on a wide range of gift- thoughtful, and purposeful) can be better than ed-related topics at conferences and learning venues all flurrying. across North America. She teaches educational psychol- • Fact and fiction—understandings of giftedness ogy as well as gifted education at the Ontario Institute for run the gamut between what’s true and what’s Studies in Education at the University of Toronto. She false; what’s fine and what’s feared; what’s real and can be reached at [email protected]. what’s presumed. It’s important to be accurately and well-informed about gifted-related issues. • Fuss—don’t fret about children’s giftedness; just

April 2012 21 opportunities for gifted children Insights: Talent Searches From Parents’ Perspectives By Mariam Willis, NAGC Parent Outreach Specialist

alent Searches offer an opportunity for gifted chil- an entire semester with high school students,” Aaron’s dren to experience learning on prestigious college father, Dave, commented, “and, Aaron soaked it up.” campuses around the nation, and as importantly, As a result of the resources and support they acquired T an opportunity to form relationships with like- through C-MITES, the Coplan family has been able minded, similar-age peers. Few opportunities open to transition back into public school with the critical doors for intellectual, social, and emotional growth in support needed for each of their three gifted children. gifted children as efficiently as participation in a Tal- Aaron is now a 13-year-old accelerated high school ent Search. Many distinguished scientists and philan- freshman who is thriving academically and socially. thropists like Sergey Brin, cofounder of Google, Mark Peri Beckerman, a 14-year-old homeschooling Zuckerberg, founder of Facebook, and Bethany Rubin student in Tennessee, began participating in Talent Henderson, founder of City Fellows, were all Talent Searches at age 11, when she took the SCAT to at- Search participants. I spoke with several parents of re- tend the summer program for the gifted at Western cent participants to discover ways they felt their family Kentucky University. The following year Peri took and child benefited as result of participation. the SAT. As a result of her score, she was invited to the Duke TIP Grand Recognition Ceremony, which Good Situations Made Better honored the top 3% of applicants. The ceremony The Sheehan family of New Jersey learned of Talent had a significant impact on Peri and her parents. Her Searches through one of their son’s teachers who was father, Brad, remarked, “This has brought into focus once associated with Johns Hopkins Center for Tal- a bright future for her. We’re now thinking about ented Youth (CTY). Karen Sheehan commented, “We college, and she’s already focusing on goals for her have been fortunate that Mack’s school has a strong educational pursuits.” academic focus and makes effort to identify kids that The Lawrence family in New York, which in- are a good fit for testing for these kinds of programs.” cludes three gifted children, has participated in Talent Because of Mack’s experience at CTY, the Sheehan Searches since 2005. The oldest, David, now a college family is thinking ahead to high school placements sophomore at the Massachusetts Institute of Technol- and pursuing extracurricular experiences that enable ogy (MIT), participated in a summer program, was Mack to achieve a program that best fits his interests. awarded scholarship for a CTY course, and took on- The Coplan family of Pennsylvania began strug- line college courses while in high school as a result gling to meet their eldest son’s intellectual needs in of his test scores. Cindy, David’s mother, said, “The kindergarten. After seeking private testing, which in- most valuable aspect of participating in the Talent cluded the School and College Abilities Test (SCAT), Search is that the tests enabled an objective perspec- the Coplans enrolled Aaron in a private school willing tive of my child’s aptitude. I felt affirmed that I, in to accelerate his learning and sought supplementation fact, wasn’t just imagining his ability.” through Carnegie Mellon’s C-MITES program. “As a fifth grader, Aaron took a 2-week course on Amuse- A Floundering Child Revived ment Park Physics. The teacher said that he covered Jackson Morris, an eighth-grade student in Ohio, in 2 weeks with these kids what he would cover in began attending the C-MITES program as a floun-

22 PHP | Parenting for High Potential SENG1_Layout 1 4/11/12 8:50 PM Page 1 Shining Light on Giftedness: Empowering Families and Communities

dering third grader. He had been identi- here? The resources and speakers that were fied as gifted in second grade. However, provided during parent seminars were so his mother, Brenda, described that he was informative. I felt like our experience re- frustrated and depressed by his learning ally helped me understand gifted needs.” environment. “Jackson came home one day and said that if this was what learning Greater Self-Understanding is then he doesn’t want to live.” Toward the The social experiences these students have 2012 end of third grade, Brenda, a single par- because of programs associated with Talent ent, was so concerned for her son’s emo- Searches best reflect the immediate value SENG CONFERENCE tional and intellectual well-being that she for families. Brenda Morris expressed how left work for a year and withdrew Jack- critical it was for Jackson to be surrounded July 13-14, 2012 • Milwaukee, WI son from school to “revive” him through by other bright children: “it assisted him Sheraton Milwaukee Brookfield Hotel homeschooling. Through the Davidson in understanding himself better.” Further, Institute for Talent Development, she Karen Sheehan observed, “While the aca- Where parents, educators, and mental health learned about Talent Searches and con- demic aspects of the program were excel- professionals unite to shine light on the nected with Ann Lupkowski-Shoplik, lent, what I appreciate the most is that it Director of C-MITES. As a result, Bren- is a fun summer camp experience for kids emotional needs of the gifted. da says, “Jackson got the opportunity to like Mack.” Moreover, “Mack acquired so see that there is much more to learning, many life skills while being on his own, Features: which gave him hope.” Profoundly gifted like doing his own laundry.” • 40+ educational sessions in mathematics, Jackson was able to be Sometimes strategies for meeting the accelerated even within the C-MITES intellectual needs of gifted children limit • CE/CEU credits program. Today, Jackson has returned to opportunities to maintain relationships • Interactive children’s program including a traditional school, where he receives sig- with similar-age peers, an important de- Discovery World, Tinkering School, nificant acceleration and is having a posi- velopmental experience. As Brenda Morris tive intellectual and social experience. In succinctly expressed, “Acceleration solves Harley-Davidson Museum, addition, the parent seminars were a criti- some obstacles, but doesn’t enable relation- Wholemovement, Alpha+Excel cal experience for Brenda. “As a parent, I ships with similar-age peers. The camps • Model parent group facilitator training was blown away. What am I dealing with provided an ideal environment for im- REGISTER The most valuable aspect of participating TODAY! in the Talent Search is that the tests www.sengifted.org enabled an objective perspective of my child’s aptitude. I felt affirmed that I, in fact, wasn’t just imagining his ability. opportunities for gifted children

portant peer experiences.” Additionally, Cindy Law- testing is available on most program websites. Accord- rence said that participating in the Talent Searches has ing to Olszewski-Kubilius (2010), “Talent Searches plugged her family into the gifted community in her exist nationwide to serve children in every state and area, enabling her to meet other parents and for her the services have been amplified to include education- children stay connected with like-minded peers. al programs, newsletters, analogous talent searches for Many parents are concerned about the cost associ- younger students, and services for parents” (para. 2). ated with summer programs. Need-based scholarships As I learned from these parents, Talent Searches are are available for students who receive free or reduced an effective tool for evaluation, a guide for educational price lunches. Programs often offer achievement- placement, and a gateway to educationally advanta- based scholarships as well. Dave, father of three gifted geous opportunities for high-ability children. Few children, shared his perspective on the expense, opportunities open doors for intellectual, social, and emotional growth in gifted children as efficiently as We’re willing to invest money in what their pas- participation in a Talent Search. 0 sions are. For example, we spend countless dol- lars on Aaron’s interest in baseball and that is Reference expected. The same way I’m willing to invest in • Olszewski-Kubilius, P. (2010). Talent search: Purpos- their other interests, I’m willing to invest in their es, rationale, and role in gifted education. Retrieved brains. Quite frankly, this is far less expensive from: http://www.ctd.northwestern.edu/resources/ and offers far more for their futures. topics/displayArticle/?id=13

If your child is currently in a gifted program or Resources consistently scoring in the top 10% at his or her grade • See page 22 for a list of Talent Search Programs. level, performs exceptionally well in academically de- • NAGC’s Listing of Summer Opportunities for manding coursework, and seeks more academically Gifted Kids challenging experiences, you may register to partici- http://www.nagc.org/index2aspx?id=1103 pate in Talent Search testing by contacting any of the • NAGC’s Parenting for High Potential Blog programs listed in this issue of PHP. Registration for http://parentingforhighpotential.com

24 PHP | Parenting for High Potential Experience a gifted program this summer with Experience a gifted program this summer with Summer Institute for the Gifted

Let your gifted child explore, learn SIG Residential and Commuter Programs andLet yourhave gifted fun this child summer explore, – learn AgesSIG Residential9 - 17, ages andvary Commuterby location Programs and have fun this summer – For more than a quarter century, the Sum- StudentsAges 9 - 17,gain ages independence vary by location while taking a wide variety of merFor moreInstitute than for a thequarter Gifted century, (SIG) has the offered Sum- excitingStudents classes gain independence at prominent whileuniversities taking nationwide.a wide variety of 3-weekmer Institute residential, for the commuterGifted (SIG) and has day offered pro- exciting classes at prominent universities nationwide. grams3-week for residential, like-minded commuter gifted students and day ages pro 4- tograms 17. forSIG like-minded is designed gifted to challenge students students ages 4 DartmouthAmherst College College* EmoryBryn Mawr University College andto 17. provide SIG is adesigned diverse tocurriculum challenge studentsblended Dartmouth College* withand providecreative aand diverse fun summercurriculum camp blended recre- * UC Berkeley ation.with creative Students and can fun create summer a connection camp recre with- UCLAPrinceton University* UTUC AustinBerkeley peersation. fromStudents all over can the create world, a connection all while living with VassarUCLA College YaleUT Austin University* inpeers a safe from and all secure over the learning world, environment.all while living * in a safe and secure learning environment. *Ages 13 - 17 only *Ages 13 - 17 only SIG Day Programs “The SIG program is outstanding! It was well SIG Day Programs Ages 4-12, ages vary by location structured“The SIG program and provided is outstanding! a great balance It was forwell the YoungAges 4-12, academically ages vary gifted by location students can participate in cap- structured and provided a great balance for the students between learning in a University setting tivatingYoung academically courses created gifted to studentsenhance canexisting participate talents inwhile cap - andstudents having between fun! My learning daughter in madea University friends setting from remainingtivating courses close createdto the local to enhance community. existing talents while alland over having the fun!US and My otherdaughter countries made asfriends well, fromwho remaining close to the local community. sheall over still theremains US and in contactother countries with. This as enrichwell, who- Adelphi Academy Manhattanville College mentshe still program remains is phenomenalin contact with. and This certainly enrich one- AltaAdelphi Vista Academy Elementary Out-of-DoorManhattanville Academy College shement will program be attending is phenomenal again next and year!” certainly one BostonAlta Vista Academy Elementary University TheOut-of-Door Overlake Academy School she will be attending again next year!” BrynBoston Mawr Academy College University SandyThe Overlake Spring SchoolSchool Parent of Arianna Chatterjee EmoryBryn Mawr University College SarahSandy LawrenceSpring School College ParentSIG atof BrynArianna Mawr Chatterjee College FairfieldEmory University University SierraSarah LawrenceCanyon School College SIG at Bryn Mawr College TheFairfield Hudson University School StuartSierra CanyonCountry SchoolDay School IndependentThe Hudson SchoolDay School UTStuart Austin Country Day School Independent Day School UT Austin

SIG is a program of NSGT, a 501(c)(3) organization, separately administered and operated by SIG, and is independent of any SIGexisting is a educationprogram of program NSGT, aassociated 501(c)(3) withorganization, any of our separately host campuses. administered and operated by SIG, and is independent of any existing education program associated with any of our host campuses.

Contact us today! (866) 303-4744 • www.giftedstudy.org Contact us today! (866) 303-4744 • www.giftedstudy.org Talent Search Listings six Talent Search organizations below offers testing opportunities Talent Search is a term that refers to a model of identification and as well as a variety of programs and other opportunities to further educational programming for gifted learners. Students who have develop students’ talents and abilities. These include academi- demonstrated high performance on grade-level assessments cally challenging classes that enable students to learn and grow take above-grade-level tests in order to more accurately assess in supportive environments with intellectual peers. For information their verbal and mathematical abilities. Identifying and recogniz- regarding their testing and program sites and locations, visit the ing students’ abilities is the first step in Talent Search. Each of the following websites.

• The Connie Belin & Jacqueline • Center for Talent Development, •  Talent N. Blank International Center Northwestern University (CTD) Identification Program for Gifted Education and Talent http://www.ctd.northwestern.edu (Duke TIP) Development (B-BC) (847) 491-3782 http://www.tip.duke.edu http://www.education.uiowa. ctd@northwest (919) 668-9100 edu/html/belinblank ern.edu http://www.tip. (800) 336-6463 duke.edu/contact [email protected] • Carnegie Mellon University Institute for Talented Elementary • Johns Hopkins Center for • Center for Bright Kids Regional and Secondary Students Talented Youth (CTY) Talent Center (CBK) (C-MITES) http://www.cty.jhu.edu http://www.centerforbrightkids.org http://www.cmites.org (410) 735-6277 (303) 428-2634 (412) 268-1629 [email protected] [email protected] [email protected]

NAGC Takes the“if”Out of NAGC Takes the“if”Out of NAGC Takes theGifted!Out of . . . if only I knew how to talk to my child’s teacherGifted! . . . if only I couldknew howtalk withto talk other to my parents child’s teacherGifted! . . . if only I knewcould morehowtalk withto about talk other tokeeping my parents child’s my child teacher challenged . . . if only I hadknewcould the moretalk latest with about news other keeping and parents information my child challenged to feel connected! . . . if only I hadknew the more latest about news keeping and information my child challenged to feel connected! . . . if only I had theNAGC latest news and helps information youto feel connected! along the way! NAGC helps you along the way! NAGC helps you alongJoin the Today way! Join Today www.nagc.org Join Today www.nagc.orgVisit the NAGC website and register for www.nagc.orgVisit the enhancedNAGC website access and to register resources for Visit the enhancedNAGC website access and to register resources for enhanced access to resources from NAGC

Well-Informed Parents Make All the Difference rom my very first day as executive director, active and informed parents have reached out to provide feedback on how NAGC can be useful to them in their role as advocates. During my 8-year tenure, two themes persist. First, that your needs as a parent advocate are truly diverse, and change over time as your F child grows. Second, there is no group more effective than a well-informed, persistent, and proactive group of parent advocates. So often it is parents who hold teachers and schools accountable. Parents can make the case for services and programs, know best how to celebrate the achievements of children participat- ing in great programs, and bring those great programs to the attention of school administrators.

With these two themes as a backdrop, it is no wonder that NAGC, in partnership with our parent leaders, has devoted significant resources to achieve the following: (a) become your most trusted resource for in- formation about your gifted child, and what strong programs and services look like; (b) provide a strong community—through social media—where you can ask questions and share your insights in a safe space; (c) stay current about your needs and interests so we can provide the content you care most about; and (d) to share your collective voices and opinions with policy makers at the state and federal level to ensure that the needs of high-ability and high-potential learners are front and center with lawmakers.

Recently we added an option on our website that allows visitors to register, and to share a little more about themselves. In return, we are committed to keeping you informed. Ultimately, we believe you’ll see the value in joining NAGC. So many parents who have joined with us have become leaders in their school buildings, districts, and even at the state level. Together we can accomplish so much on behalf of our nation’s brightest learners. Join us—what could be a more worthy cause than the success of your own child and so many others just like him or her?

Nancy Green Executive Director, NAGC [email protected]