As a part of 优蜜视频鈥檚 effort to advance the cause of gifted students nationwide, 优蜜视频 commissioned the first ever national survey assessing the American public鈥檚 views on gifted education. The summary covers the results of a national survey, completed in 2016, that sought to understand the public鈥檚 perception of gifted students in the United States. This poll was designed in collaboration with leaders in the field of gifted education, including the National Association for Gifted Children, and conducted by Benenson Strategy Group and The Winston Group.

鈥淲e are seeing overwhelming support for funding and resources to ensure that our brightest students鈥� minds are nurtured and supported, which hasn鈥檛 always been the case in the past,鈥� said Elizabeth D. Jones, President & Co-Founder of 优蜜视频. 鈥淎s a community, we are committed to advocating for what the public wants: helping our highest potential students succeed.鈥�

The poll report contains helpful information about the state of gifted education in the U.S. and details recommendations for how to communicate about gifted students and advocate for this cause. The goal of this document is to provide a tool for the gifted community, families, teachers and professionals alike to use when advocating for these unique learners.

The poll report was written by Jones and Dr. Shelagh A. Gallagher. The authors will be hosting a webinar presenting the results and answering viewer questions on March 26th at 11 a.m. PST/2 p.m. EST. The webinar is free and open to the public.

Additional contributors include: Alan Arkotov of , Dr. Jim Delisle, Ren茅 Islas formerly of , Michael Petrilli & Chester Finn of , Ann Smith of , Dr. Amy Shelton of and Adam Umhoefer of .

The release of the full results was preceded by a poll summary, , released in August 2018. This document contains highlights from the results of the poll.

Read the full report.

For more information about 优蜜视频鈥檚 policy initiatives or any of 优蜜视频鈥檚 other programs and services, visit our Advocacy page.听

Are you having trouble finding the ideal resources for your gifted child? Are you overwhelmed by the quantity of resources but desperate for a way to narrow down your search? Our (GRC), a free public tool created and curated by 优蜜视频, currently has over 650 carefully-vetted resources sorted into six categories: Advocacy, Articles and Media, Gifted Programs and Services, Scholarships and Competitions, Schools and Twice-Exceptional (2E). Viewers can search for a keyword and filter their results by location, grade range, resource type and more. Each GRC entry includes a description, contact information and a direct link to the website.

As the number of entries expands, the GRC continues to grow as an exemplary online database of resources for gifted preK-12 learners. The number of visitors for the first half of 2018 has almost surpassed that for all of 2017, which means the GRC audience is doubling in size!

Have you explored the GRC lately? Get started by perusing the 10 most-viewed resources so far in 2018:

1. (Grades K-12)

The Independent School Alliance (ISA) is a leading organization in private school admissions counseling and placement. Since 1985, ISA has provided access and opportunities at the elementary and secondary level to thousands of students across Southern California on behalf of parents of color who are seeking an independent school environment for their academically strong and motivated child.

2. (Grades 9-12)

The UCLA Henry Samueli School of Engineering and Applied Science in conjunction with the Engineering Science Corps Outreach Program offers an eight-week summer program that encourages each of its high school participants to consider a future in engineering.

3. (Grades 3-6)

The Nicholas Green Distinguished Student Award Program awards $500 scholarships to high-ability students in grades 3-6.听 Review their website to see if the program is available in your state.

4. (Grades 4-10)

Designed and led by experts in the field of gifted youth, 优蜜视频鈥檚 own Yunasa Summer Camps support the whole gifted child, encouraging growth and support of campers intellectually, socially, emotionally, spiritually and physically. Camps are offered every summer in Sedalia, Colorado and Flint, Michigan and are open to campers nationwide ages 10 to 15.

5. (All Ages)

This article by Barbara Swicord, Ed.D., discusses how problem-based learning, also known as project-based learning, can be a great start to help educators who are looking for a solution to many problems in the classrooms as well as a way to meet the needs of gifted students.

6. (Grades 5-8)

Formerly Reid Day School, the Learning Academy as part of Stepping Stones Therapy in Orange County believes that education is a personal journey for every family and offers a variety of specialized and individualized programs. Through small group instruction, with high teacher to student ratio, they will promote and execute success for your learner鈥檚 home school program. Stepping Stones also offers educational, occupational, speech, and physical therapy in addition to social skills training.

7. (Grades K-12)

The American Association for Development of the Gifted and Talented (AADGT) helps young, extraordinarily gifted classical musicians and artists. AADGT was established in 1993 and since then has helped hundreds of artists and aspiring young musicians from around the world.

8. (Grades 2-8)

The Noetic Learning Math Contest is a semiannual problem-solving contest for elementary and middle school students. The goal of the competition is to encourage students鈥� interest in math, to develop their problem-solving skills and to inspire them to excel in math.

9. (Grades 6-12)

Since 2003, the Art of Problem Solving (AoPS) online school has provided a unique learning experience carefully designed for outstanding students interested in studying online. AoPS offers a full math curriculum for middle and high school, introductory programming courses and specialty courses to prepare students for particular math and science competitions.

10. (Grades 1-8)

The Gifted Students Academy is an intensive summer program for gifted students in grades 1 through 8. Participants select courses in each of the major subject areas of math, science, language arts, social studies and the arts and may attend as a commuter student or reside on campus in the UCI residence halls.

Visit the to explore more resources for parents and educators.

What are some resources that have helped you as a parent or educator? Share them in the comments section below!

This month, the Institute for Educational Advancement (优蜜视频) kicks off our 20^th year of supporting the hearts and minds of gifted youth. Since 1998, we have been dedicated to meeting the unique needs of gifted children so that they can reach their full intellectual and personal potential.

As we reflect on our history, our milestones, our current impact and our vision for the future, we invite our community to join us in identifying what makes 优蜜视频 special. Can you add to the list below to help us get to 20 and celebrate our ?

1. Community.听Central to our initiatives here at 优蜜视频 is building a community of learners, teachers and mentors. This 鈥渃ommunity鈥� happens organically with the ongoing connections between of the families we serve, but also through the we organize to bring new perspectives and voices together.
2. Balance.听As expressed in our logo of the Golden Ratio, at 优蜜视频 we aim to help gifted youth achieve balance in their intellectual and personal lives. We understand that personal growth is multi-faceted, and involves not just the intellect but also emotional well-being, personal values and social connections.
   
3. Fueling Curiosity. Gifted children need deeper exploration and enrichment than what is generally offered in a traditional school setting. We listen to our community, responding to their needs by offering deeply robust and advanced learning opportunities for all ages of gifted learners. Most recently, we launched our in response to an identified need expressed by our families for rich, STEM-based opportunities for middle and high schoolers.
4. Partnerships.听优蜜视频 first officially partnered with Pasadena Unified School District in 2000 to offer our Pipeline to Success program, an effort which successfully supported underserved gifted students in the district. Today, we continue to partner with local schools, school districts and education organizations so that through our combined efforts, the unique learning needs of the gifted population are met.
5. Parent and Teacher Support. Finding the right resources and support for a gifted child can be overwhelming, frustrating and time-intensive. Since our inception, 优蜜视频 has helped to ease this process for parents and teachers by providing in-person and online (see our ) guidance, counseling and support to help these caring adults find the optimal educational environment for a child.
   
6. All听厂迟耻诲别苍迟蝉. 优蜜视频 is committed to helping all gifted children, regardless of background. This is why as a nonprofit we to be able to provide our heavily subsidized program offerings. And for those who are not able to pay tuition, we offer financial aid and scholarships. We are dedicated to not turning away any qualified student from participating in our programs. While it varies by individual program, approximately 1 in 4 students served by 优蜜视频 receives financial aid.
7. Advocacy.听While 优蜜视频 and our partners have made progress in advocating for the rights of gifted learners to receive needed support and resources, we still have a ways to go. In a national poll conducted through our we have uncovered that the general public believes in supporting our gifted learners financially. With our many education and advocacy partners, we are working to ensure that gifted youth have access to the resources they need to thrive.
   
8. People.听Each time we talk to a parent, teach a student, train a teacher or provide counseling, our 优蜜视频 staff, teachers, counselors and Fellows are deeply committed to providing the highest quality services possible. Our dedicated runs deep and it is felt by the students and parents in our community who overwhelmingly report positive experiences with 优蜜视频.

I invite you to learn more about how we plan to celebrate our and share with us what you believe makes 优蜜视频 special. And if you鈥檙e interested in participating in our 20^th Anniversary Celebration Committee, drop me a line at adaniels@educationaladvancement.org!

Share your memories with聽us on social media using the hashtag #优蜜视频20.

As a program coordinator at 优蜜视频, there are many parallels between running a successful program and leading an affective Parent Teacher Association (PTA) organization. Parents are stewards of , just like a program coordinator to his/her perspective program. I want to share a few tips and lessons learned from other established PTA groups. Hopefully this can be helpful to your advocacy journey.

1.Relationships with teachers and schools

Positive relationships with teachers and schools are keys to advancing needs of gifted students. A strong partnership is built when parents and teachers are on the same team fighting for the same cause. PTA groups who work alongside teachers often clearly communicate expectations and outcomes of their planned program, they solicit teachers鈥� input during any event/program planning process, get teacher participation during implementation, and invite teachers鈥� feedback for future improvement.

2. Continuity

To make a sustained impact in a school district and the community, continuity in the PTA鈥檚 leadership is very important. The core group that鈥檚 leading the PTA needs to have a working knowledge of the group鈥檚 past success and failures, know the ever-changing needs of students and classrooms and always plan ahead to mitigate any possible conflict that may arise. To do so requires awareness for the political landscape of the District and relationships with the administrators and teachers, as well as a deep familiarity with the logistical needs of any PTA-led programs and events.

3. Parent leadership within the group

It goes without saying that a PTA group needs to be led by parents. There are PTA groups that have parents as members, but the group is actually led by a classroom teacher or a school administrator. If the leaders are not parents, how can they fundamentally understand the needs of parents and advocate for them? There are other groups with parent leaders who also happen to be a teacher or administrator, and that is a great asset. PTA leaders should always authentically represent the makeup of their group.

4. Open forum time within meetings

Everyone鈥檚 voice counts. During PTA meetings, any members can share the successes and challenges of their parenting journey. That way, every member feels that they are a part of movement that is making a positive impact on everyone in the group. The more engaged parents are, the stronger the group is.

5. Lunch hour monthly meetings in the District office building

In Blue Valley, Kansas the Parent Advocates for Gifted Education (PAGE) group holds monthly lunch meetings in the District office building. Over the years, the meetings have become very popular and well-attended by District staff because they are during lunch hours and staff don鈥檛 have to travel far to attend these meetings. Some of the meetings are advocacy-based, while others are training based. These meetings have helped district staff to better understand the needs of their students and are more prepared to work with the gifted population.

6. Money raised through summer camps donated back to each gifted classroom in the District

Another lesson learned from Blue Valley PAGE is giving back to the gifted classroom. Blue Valley PAGE runs a summer robotics camp, each year, as their student participation number has grown, so goes the proceeds of the program. The PAGE group then equally divides the proceeds and awards every gifted classroom and their teacher a grant to run any special projects in the classroom. Teachers love the extra help to support their students, PAGE runs a successful summer camp, and the students now have more opportunities to learn. It鈥檚 a win-win situation for everyone!

Successful parent advocacy requires friendship, broad coalition, and steadfast persistence. Also, don鈥檛 forget to have fun! Working with people who believe in the same mission often produces the best results!

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When you recognize that your child may be gifted, and has not been identified as such, or has been identified as gifted but is not reaching his/her potential, then you will need to advocate for your child so they will receive the most appropriate services.听 Children have a right to a safe, academically challenging and positive experience in school. (Kim Pleticha, Publisher/Editor Parent: Wise Magazine)

Advocating for your child requires research, preparation, identifying your child鈥檚 interests, strengths and skills, knowledge of the school system, and tenacity. Once you are ready to advocate for your child, here are some suggestions:

• Your first ally is your child鈥檚 teacher. If you are able to, volunteer at least a few times in the classroom so that you may observe how your child is performing; understand how the teacher addresses the individual needs of each student; and most importantly, develop a working relationship and rapport with the teacher.
• Start collecting documentation about your child, such as reports or observations from the teacher, and/or the coordinator; student work, test scores, report cards.
• Don鈥檛 wait until the first Parent/Teacher Conference to talk to the teacher.
• Familiarize yourself with the curriculum, the contact information of the Gifted and Talented Education (GATE) coordinator at your school, the types of assessments that are administered.
• Find out the assessment and identification process at the school or the district, and when the process starts. Some schools or districts begin the process at 2^nd grade, others at 3^rd聽 Some schools will identify students during their second semester in kindergarten.听 Some districts will accept private assessments, some do not. At times, it is helpful to have a private assessment from a psychologist or consultation services from Institute for Educational Advancement (优蜜视频), to provide as supporting documentation. Access the school district website to find out about their Gifted and Talented Education (GATE) program.
• Grade or subject acceleration may be an option. Acceleration allows students to move up a class or grade that matches their academic and cognitive abilities. It includes matching the level, complexity, and pace of the curriculum to the readiness and motivation of the student[1]. Examples of acceleration include early entrance to school, grade-skipping, moving ahead in one subject area, or Advanced Placement (AP). Research what your school鈥檚 policy is on acceleration.
• It is important to know that any type of testing administered by the school requires parent permission. Therefore, you must be informed if and when your child is being tested, the type of test being administered to ensure that it is appropriate, and that your permission is required to administer the test.
• Develop a plan that includes compromises because you are working for the best interest of the child. Parents are encouraged to think in terms of effectiveness, rather than correctness. Quite simply, this means searching for the most effective educational arrangement for your child that addresses the greatest proportion of her or his needs rather than looking for the 鈥減erfect鈥� situation[2].
• Familiarize yourself with the terminology, i.e. differentiation, cluster grouping (for a complete list, go to nagc.org, Glossary of Terms).
• Research and join national and local advocacy groups such Institute for Educational Advancement (优蜜视频), National Association for Gifted Children (NAGC), The Davidson Institute, Acceleration Institute, Support the Emotional Needs of the Gifted (SENG), and Hoagies Gifted Education Page. Join local parent groups, such as the Gifted Support Group at 优蜜视频, and attend workshops and parent conferences that provide information on gifted students and programs.

Resources:

• Educational Advocacy for Gifted Students, Julia B. Osborn,聽 2001
• , The聽 Templeton National Report on Acceleration, 2004
• NAGC’s

To learn more about how 优蜜视频 advocates for gifted students, visit our page.

References

[1] 鈥淎 Nation Deceived: How Schools Hold Back America鈥檚 Brightest Students, Vol. 1鈥�, The聽 Templeton National Report on Acceleration, 2004

[2] http://www.davidsongifted.org/Search-Database/entry/A10558

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Min-Ling is 优蜜视频鈥檚 Coordinator. She joined 优蜜视频 after teaching high school mathematics in Los Angeles. Her dedication to supporting high-potential students is rooted in her own experiences as a student who struggled to find outlets that nurtured her intellectual and social dispositions.

Amelia is a 10th grader who attends a small private school in Northern California. She enjoys singing and dancing, as well as reading about the universe and diving into the intricacies of supernovae. Amelia is self-motivated but often finds that her school and the courses offered do not satisfy her curiosity in the arts, math, and sciences. The content to learn within her school is often shallow, and completing assignments of knowledge-gathering is baffling to her, as she can find the answer with taps on a keyboard and Wikipedia. She despises memorization. Amelia is respectful. With that said, she follows her enthusiastic and inspiring teachers as they 鈥渃over material鈥� which she masters quickly. Amelia is an example of a gifted child within 鈥淎merican schools [that] pledge to educate everyone and expose students to a wide variety of topics鈥� (Davidson, 2004). Amelia鈥檚 needs are oftentimes overlooked.

Providing safe and nurturing learning environments for gifted students is often difficult when the student seeks services within educational spaces that are not aware of the needs of gifted youngsters. As the coordinator for a gifted program and a teacher of general education students, I have gained knowledge and experience from my interactions with teenagers. Being an advocate is pivotal in my responsibility to offer the best learning environment for gifted students.

Understanding the needs of a gifted teenager

Advocating for a gifted teenager will require one to look at how we evaluate a valuable learning opportunity. 鈥淎 gifted, creative child needs [his or her] creativity honed and trained鈥� (Davidson, 2004). Gifted and creative students need options to dive deeply in content and insights from experts to develop passion. They often feel pressures to achieve or not achieve based on structures in place to support their development. As a supporter of a teenager, being open and flexible to his or her passions is vital. Asking questions that qualitatively investigate learning experiences rather than quantitatively evaluating success will motivate students to find their passion. It鈥檚 nice to feel you have room to learn and then decide if you would like to continue with the path.

Clear communication of needs

To communicate as an advocate, one must look to the student. Seeking inherently higher intellectual simulations and communicating the needs socially and emotionally of the teen will be a critical component of being an advocate. Listening and observing will be the greatest part to communicating what teenagers may need for their learning. 鈥淭he construct of meaningfulness, challenge, choice, interest, and enjoyment, have been shown to be central to learning鈥� (Gentry & Springer, 2002). While keeping this criterion in mind, asking observational questions of educators in the youngster鈥檚 life will help identify his or her needs. Oftentimes having a to help guide the teenager will enable the needed growth of a gifted student. Having a content expert develop a professional relationship with the student and give constructive criticism will give a youngster real-world working skills.

Be willing to compromise

As an advocate, one will need to work with various people. Finding the best fit for a gifted teenager will require discussion and planning with the youngster, mentor, educators, and family. When there are many vested interests and experts working to find or provide the best opportunities, it might not fit the vision of everyone, but keep the youngster and his or her need for enriching experiences in mind. Ellen Winner writes about gifted children and their 鈥渞age to master,鈥� in other words, their willingness to do what they are passionate about for hours each day until they find their level of mastery (Whalen, 2000). Sometimes the path of a gifted teenager is unconventional, but keeping the youngster鈥檚 needs in mind will help construct and execute the best fit.

Reflection

Continuous consideration and assessment of learning experiences will identify the strongest approaches to nurturing a youngster. Advocating for a teenager will require a subjective reflection of the teenager鈥檚 desires and needs as he or she nears adulthood, 鈥渓ooking at gifted children, first and foremost, as the unique beings that they are rather than the eminent adults the might someday become鈥� (Delisle, 2014).

References:

Davidson Institute for Talent Development. (2011). Web. 25 Sept. 2014.

Whalen, Sam. 鈥淪ustaining 鈥楾he Rage to Master鈥�: A Conversation with Ellen Winner.鈥� The Journal of Secondary Gifted Education, Spring 2000.

Gentry, Marcia, and Penny Mork Springer. 鈥淪econdary Student Perceptions of Their Class Activities Regarding Meaningfulness, Challenge, Choice, and Appeal: An Initial Validation Study.鈥� The Journal of Secondary Gifted Education, Summer 2002.

Davidson, Jan, Bob Davidson, and Laura Vanderkam. Genius Denied: How to Stop Wasting our Brightest Young Minds. New York: Simon & Schuster, 2004.

Delisle, James R. Dumbing Down America: The War On Our Nation鈥檚 Brightest Young Minds (And What We Can Do To Fight Back. Waco: Prufrock Press, 2014.

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This post is part of the Hoagies鈥� Gifted Education Page October Blog Hop on Gifted Advocacy.

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Here are some of those quotes:

鈥淭he biggest human temptation is to settle for too little.鈥� 鈥� Thomas Merton

鈥淒iscipline is the bridge between goals and accomplishment.鈥� 鈥� Jim Rohn

鈥淒o what you can, with what you have, where you are.鈥� 鈥� Theodore Roosevelt

鈥淗ow we spend our days is, of course, how we spend our lives.鈥� 鈥� Annie Dillard

鈥淕reat things are done by a series of small things brought together.鈥� 鈥� Vincent Van Gogh

鈥淭he only place success comes before work is in the dictionary.鈥� 鈥� Vince Lombardi

鈥淣ever doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.鈥� 鈥� Margaret Mead

As we looked at the quotes and listened to why each person chose that quote, we found a few themes: We are all here to make a difference. The issue we are addressing 鈥� the importance of meeting the needs of gifted children 鈥� is a big issue, and we encounter many barriers in working towards that goal. However, that goal is worthy of every ounce of our time and attention, and the small steps we take to get there are powerful and important. Every small step we take impacts a life, and every life we impact impacts the world. That is why we are all here.

Over the rest of the retreat, we talked specifically about the small 鈥� and sometimes large 鈥� steps 优蜜视频 will take over the coming year to support the needs of gifted children across the country, steps that included everything from school outreach to parent support to enhanced program offerings.

All of us in the gifted community can take small steps to work towards a world in which our gifted children are understood, celebrated, and supported. Please join us as we take necessary steps towards that worthwhile goal.