"Gifted" : Enriching Your Child's Education

In a previous post I discussed navigating IEP's and Karen Scott wrote:

Question sparked by this blog entry: what about kids at the other end of the "special needs" spectrum? ... Can you discuss the process by which kids are typically identified as gifted and what schools are required to provide for them? (I realize it might depend on what state or other factors, etc.) Thanks!!

I have been wrestling with this request because as mentioned in the comment, there is no one approved or mandated means of defining, evaluating or servicing "gifted" students.  Furthermore, while states currently determine and set gifted education legislation, it is up to local school boards and schools to define and administer policy.  This, of course makes it much more difficult for parents and students to navigate and can take a good deal of effort searching, advocating, and meeting your child's needs.

Determining programs and eligibility:
As there are no national guidelines you are going to have to do a good amount of footwork on your own.  My first suggestion is to begin with an online search:  Google "[your] state guidelines for gifted education" You should find some published guidelines and may find state gifted advocacy groups as well.  These advocacy groups often provide additional (sometimes clearer) guidelines and links with more detailed information. I would start there - read, think and ask a lot of questions.  I also recommend your speaking with public and private school and local government representatives in your area, check online, speak to professionals and friends- canvas your area.  There are good and not as good programs locally as well as nationally.  There are programs in school, after school and over the summer (commuter and residential) - look into all your options. 

Keep in mind:  All schools have their pros and cons. Sometimes small inclusive, progressive schools can offer more than larger state-run gifted programs.  Look around, visit schools, talk to other parents; evaluate what it is you want in a programs and make your selection accordingly. Know that regardless of where your child goes to school, you will need to advocate for your child and enrich out of school (at some level) what he or she is doing in school.

First, a note of parental support:  I am the proud parent of three kids who qualified for gifted programs, and my premature gray hairs can tell you that while it is a joy having bright kids, there are real intellectual, social and emotional challenges.  And, unfortunately, these kids are often overlooked and/or misunderstood. My son, for example, was so bored he turned off (my daughters navigated more effectively, but we moved after 5th grade and his middle school experience was an absolute nightmare).  His grades fell and he never really learned study and organization skills because he never needed them.  His saving grace was a handful of teachers who understood him, when he went to Johns Hopkins University Center for Talented Youth (CTY) summer programs (more on this below), and now in college which he finds stimulating and challenging. 

Providing Support in and out of School:

• Teachers vary in their receptiveness to parental intervention in the classroom, but you MUST have open channels for discussion with your child's teachers and school administrators.  IF homework is too easy, ask if there is some other more challenging assignment your child can do, or parallel books to read in conjunction with what is being covered in class. 
• A note on educational challenges:  they're good for your child (as long as they are 'manageable' challenges).  Challenges encourage thinking and problem solving.  They tweak study skills, writing skills, literacy math or science skills.  Don't always shelter your child from challenges.  The earlier your child learns to break down a problem into manageable parts, the more meaningful the solutions and learning will be, and the more willing your child will be to take risks and grow.  Finding intellectual / educational challenges for gifted students is in itself a challenge, but try to work with school personnel to make sure you child is not just 'getting by'.
• Many teachers and school administrators are aware of after-school and or summer programs.  Look into them.  Get references.  Talk to kids who attended the programs as well as their parents.
• When speaking to your child's teacher, ask for a copy of the syllabus or a list of topics they will be covering over the next few months. Use this to recommend outside reading, plan weekend 'field' trips, even vacations to support and enrich what is covered in school (see more below).

Talk with your kids about what they are learning in school and provide additional enrichment:

• I know that for many of you this is difficult, but having family meals together is really important.  This provides excellent opportunities to talk about your day, brainstorm about ideas, and take what was discussed in class further. 
• When asking your child what he or she is learning in school, try to relate it to current events, articles you recently read in the newspaper or online.  Make the topic more meaningful and more personal.  
• Go on 'treasure hunts' at your local library or book store for related books or through newspapers and magazines that take school curriculum further.  (You may want to get a syllabus from the teacher to help you structure and narrow your search and to make sure there are no duplications).
• Field Trips are GREAT!!!!  No matter where you live, there is history and culture all around you.  Take advantage of this.  Go to museums (science, art, natural history), landmark houses, cemeteries!  Even nature trails during the different seasons can be quite meaningful. 
• I personally love going to cemeteries - OLD ONES - looking at tombstones and trying to recreate life stories about the person buried in front of us- stories that incorporate where they are buried and the time period they lived.
• When hiking through the woods or local park, bring poems to read and discuss.  Look for migrating and/or local birds/fowl and other wildlife.  Take photos, keep albums, write your own poetry.
• If there are old churches, synagogues, monasteries, mosques - go visit them - talk about other cultures, customs and beliefs.
• Go to fairs - maybe various crafts / science projects /  foods will spark interest and discussions.
• Read aloud.  I don't care how old your kids are - reading aloud is soothing and enriching.  Try selecting high interest books with somewhat more challenging vocabulary and themes.  Discuss the books / themes/ language use /vocabulary as you read.  Also, read different kinds of books, different formats, different genres.  (Look at some of my earlier blog posts for more ideas.)
• Find different recipes (in books or online) to reflect the different cultures your child is learning about.   If your child is learning about colonial times, try cooking a meal the way you might have done during that time period.

The lists go on, but I don't want to inundate you.  Again, we can discuss this in greater detail if you're interested (just let me know).  Also, note that these suggestions really hold for all kids regardless of their strengths, weaknesses and needs - the point is to help your kids take what they are learning further - on whatever level they can.

Before closing, however,  I want to let you know about one special program that literally saved and shaped my kids educational, intellectual, and social lives:


One special program- Johns Hopkins University Center for Talented Youth (CTY link is www.jhu.edu/gifted):
I know there are many special  programs available for gifted and talented kids, but there is one that was an absolute god-send for my kids - and as it turns out - for me.  The story of how we found this program and its specifics are interesting may worth hearing.  But as this post is already long enough I will give you the bare basics, please comment if you would like me to write a post about this.

The bottom line is that CTY summer programs offered my kids not only courses that (10 years later) they STILL talk about, but it offered them an incredible social network.  Each of my kids had friends in school from K-grade 12, but in school, my kids stuck out as the smart kids, the nerds (which is FINE BY ME but they often felt left out and misunderstood).  At CTY, their friends were just like them.  CTY offered them an incredibly warm, cozy place to learn and explore in and out of the classroom. When my son started, he was younger than my daughters and only qualified for commuter sites (there are summer residential sites as well).  As we lived far from the site, I applied for a teaching position (to help pay for our housing).  I loved teaching the summer courses and now teach their online distance education courses.  They are wonderful courses - they make you think and are constantly encouraging students to depart the text and take the readings further.  At the risk of sounding like a solicited (or even unsolicited) advertisement, it would be my pleasure to tell you more.  Just ask!

In the meantime, let me know what you think about the recommendations above, let me know what you are doing, and let me know if you want to hear more.

Happy new year to you all and let's make 2011 all we want it to be and more!

Departing the Text 101: Beginners Manual

While I have received some really nice comments to my blog entries there was one response to my "GoodNight Sweet Gems" entry that I want to respond to formally:  "Hi-- I am very unsure of what the phrase actually means: putting the book away? best j.

While I am not sure if "j" was joking or not, I figured it may be prudent to respond.  So often we make assumptions that just aren't valid and I am always the one saying, "don't assume anything!"

 

So first, a definition:

departing the text (v): requires an action or actions in which the reader and/or audience take a mind trip, in this case when reading.  These mind trips are best used for savoring language, humor, and for battling angst and idleness. It requires taking a moment and relating what is read (or said or viewed) to past memories and experiences, in an effort to get just a little bit more out of it.


Please note the background to this blog.  It's intention is to simulate the above definition visually!

So, dear readers, with this definition in mind, below is a beginner's manual, if you will, on how to best depart the text when reading aloud.  Note, that you can and should substitute the word "reading" with "viewing" and "listening" when appropriate.  All are most highly recommended.  Also note that these directions have been written for reading aloud with your child, but feel free to improvise at will.

How to Depart the Text:

1.  Select a book.  Selecting books to read to your child can be a tough. My recommendation is select a book with rich illustrations/photographs or with compelling text that your child is already familiar with.  While you can also select a 'new' book, experience has shown me that often kids are anxious to hear what happens next in a story they aren't yet familiar, with and so are not as eager to depart the text.

 [Note:  Don't push departing the text.  If they don't want to, just wait for another opportunity OR depart the text  after reading the story.]


2.  Select a comfy spot to read.  Comfort is essential!  Maybe you want to cuddle, or just find a place that is cozy and induces mind wandering.  Fluffy pillows or a nice warm lap are both recommended.  Opus' bunny jammies were a nice touch in Goodnight Opus, but you may not want to depart the text at bedtime (see note).

[Note:  I would not depart the text at bedtime as it will stimulate attention, memory and problem solving all of which are not necessarily desirable when you want the kids to go to sleep so you can get on with your life.]


3.  Choosing when and how to depart: My mind naturally wanders and so departing the text is a knee-jerk reaction for me.  My advice here is to relax and as you come across an illustration with interesting detail, or text that reminds you of something your child can relate to and have fun talking about, depart!  You can depart with word definitions too, but they are not nearly as fun as departing with rich detail or something to think about.  Berkeley Breathed books are rife with detail in the illustrations and these were favorite 'departing' books in my family.

4.Departing doesn't just mean talking.  While "departing the text" often means talking about something interesting, it doesn't have to be.  It could involve singing, dancing, and banging out a beat.  It always involves brainstorming and creativity.

 Examples of singing and dancing: 

Abiyoyo by Pete Seeger  comes with music for the Abiyoyo song.
Tacky the Penguin by Helen Lester has great parts to sing and cheer.
Where the Wild Things Are by Maurice Sendak has two pages to rumpus.


4.  Frequency of Departures:   This is totally your call.  It will depend on how much time you have for reading and departing.  It also depends on how long your child can sit.  Know, however, that the more you do this and the longer you do it, the longer you are increasing your child's attention span and ability to sit.

5.  Have fun.  The main thing is to have fun enriching the reading experience and your time together.

So, please let me know how this works out for you, and let me know what your favorite read aloud books are for departing the text.  Happy travels to all!