It鈥檚 that time of the year for Parent-Teacher Conferences.听 Usually many schools will schedule the conferences during the fall.

Here are some tips including additional resources on how to have a productive and successful Parent Teacher conference.

笔谤别辫补谤补迟颈辞苍:听 Before you attend the conference, make sure that you are prepared.听 Have a copy of the report card or progress report prior to the meeting.听 Many schools have online grading systems that parents can register and access.听 These systems may also include homework assignments and tests results.

Types of Meetings:听 Some schools refer to these meetings as Student Led Conferences, in which the student shares his/her work or portfolio with the parent, discusses what they have been learning in the classroom, including their progress and what they need to improve on.听 Some are the traditional Parent Teacher Conferences, in which the parent signs up and wait their turn to talk to the teacher.

At the Meeting:听 The Parent-Teacher Conference or Student Led Conference is an opportunity for parents to discuss and ask questions about the student鈥檚 work.听 It is also a chance for the parent to hear their student and/or the teacher talk about the class work, how the student is progressing, and some of the challenges s/he may encounter. Consequently, these types of conferences are held in group settings, usually in the classroom, and time with the teacher may be extremely limited.听 If the parent needs to have a more in-depth conversation with the teacher, a private meeting with the teacher should be scheduled.听 Do not discuss matters that may be confidential or inappropriate, when several people are present in the room.

After the Meeting:听 Schedule a follow up meeting with the teacher in order to assess whether or not the suggestions or action plans have been met. 听A follow up meeting also allows for the parent and teacher to discuss matters that may be confidential or more acceptable in a private setting.听 听In addition, in scheduling a follow up meeting, the parent and the student may receive a progress report in a timely manner, giving the student enough time to meet the target or expectations.听 Often times, I have been told by parents that they wished they knew that their student was not meeting expectations ahead of time; and by the time they were informed, it was almost always too late.

As a suggestion, do not wait for the Parent Teacher conferences in order to meet with your child鈥檚 teachers.听 If necessary, schedule a meeting as soon as you realize that an intervention may be needed, or if you need a progress report sooner than later.

Here are additional resources on Parent Teacher Conferences:

One of my favorite past times is reading.  I love to read, especially travel stories, stories about small-town America, funny stories, classics, fantasies, science fiction, to name a few genres.

I have compiled a list, based on my research from Good Reads, and the public library reading lists, and some of the books that I have read, and read to my children throughout their growing years.  I hope you enjoy and maybe discover a favorite book or author.  That鈥檚 always the fun part. 

Elementary School Level: 

Mixed: A Colorful Story by Arree Chung, author and illustrator, Pre-K – Grade 2:

When a Blue and a Yellow fall in love, they create a whole new color and they name her Green.  Green is bright like Yellow and calm like Blue, but really, she鈥檚 her own color. Soon other colors begin to mix and a colorful new world is created.

Grow up, David! By David Shannon, author and illustrator, Grade 1 鈥� 3:

A new adventure in Shannon’s picture book series about a very mischievous boy! This one focuses on David鈥檚 relationship with his older brother, who generally thinks David is a pain. But when David needs help, his brother comes through and allows for a tender moment.

Front Desk by Kelly Yang, Grade 4 鈥� 6:

Mia and her parents, immigrants from China, are excited to have jobs and a place to live when they start managing a motel. But their new boss won鈥檛 make repairs on his building or pay the family what they have earned. In her efforts to improve her English, Mia learns what a well-written letter can do to help her family.

The Girl Who Drew Butterflies: How Maria Merian’s Art Changed Science by Joyce Sidman, Grade 3 鈥� 8:

Sidman鈥檚 signature poetry and love of nature shine through in this exquisitely researched, highly attractive and entertaining biography of Maria Merian, a revolutionary and groundbreaking 鈥渃itizen-scientist鈥� in the 1600s.

Middle School:

The Lion, the Witch and the Wardrobe, (The Chronicles of Narnia (Publication Order) #1), by C.S. Lewis

There are a thousand stories in the land of Narnia. In the never-ending war between good and evil, The Chronicles of Narnia set the stage for battles of epic proportions. Some take place in vast fields, where the forces of light and darkness clash. But other battles occur within the small chambers of the heart and are equally decisive.

Journeys to the ends of the world, fantastic creatures, betrayals, heroic deeds and friendships won and lost — all come together in an unforgettable world of magic.  So join the battle to end all battles.

Number the Stars, by Lois Lowry

Ten-year-old Annemarie Johansen and her best friend Ellen Rosen often think of life before the war. It’s now 1943 and their life in Copenhagen is filled with school, food shortages, and the Nazi soldiers marching through town. When the Jews of Denmark are “relocated,” Ellen moves in with the Johansens and pretends to be one of the family. Soon Annemarie is asked to go on a dangerous mission to save Ellen’s life.

Speak: The Graphic Novel, Anderson, Laurie Halse

Melinda enters her freshman year of high school as an outcast after events that took place at a party during the summer. As she is grappling with what happened that night, she attempts to find solace in her art class. Released on the 20th anniversary of the original publication of Speak, Emily Carroll鈥檚 illustrations give a haunting and powerful new visual perspective to this classic novel.

High School

The Grapes of Wrath, by John Steinbeck

The Pulitzer Prize-winning epic of the Great Depression, a book that galvanized鈥攁nd sometimes outraged鈥攎illions of readers. First published in 1939, Steinbeck鈥檚 Pulitzer Prize-winning epic of the Great Depression chronicles the Dust Bowl migration of the 1930s and tells the story of one Oklahoma farm family, the Joads鈥攄riven from their homestead and forced to travel west to the promised land of California. Out of their trials and their repeated collisions against the hard realities of an America divided into Haves and Have-Nots evolves a drama that is intensely human yet majestic in its scale and moral vision, elemental yet plainspoken, tragic but ultimately stirring in its human dignity. A portrait of the conflict between the powerful and the powerless, of one man鈥檚 fierce reaction to injustice, and of one woman鈥檚 stoical strength, the novel captures the horrors of the Great Depression and probes into the very nature of equality and justice in America. At once a naturalistic epic, captivity narrative, road novel, and transcendental gospel, Steinbeck鈥檚 powerful landmark novel is perhaps the most American of American Classics. Brave New World.

Girl with a Pearl Earring, by Tracy Chevalier

With precisely 35 canvases to his credit, the Dutch painter Johannes Vermeer represents one of the great enigmas of 17th-century art. The meager facts of his biography have been gleaned from a handful of legal documents. Yet Vermeer’s extraordinary paintings of domestic life, with their subtle play of light and texture, have come to define the Dutch golden age. His portrait of the anonymous Girl with a Pearl Earring has exerted a particular fascination for centuries – and it is this magnetic painting that lies at the heart of Tracy Chevalier’s second novel of the same title.

The Sun Is Also a Star, by Nicola Yoon

Natasha: I鈥檓 a girl who believes in science and facts. Not fate. Not destiny. Or dreams that will never come true. I鈥檓 definitely not the kind of girl who meets a cute boy on a crowded New York City street and falls in love with him. Not when my family is twelve hours away from being deported to Jamaica. Falling in love with him won鈥檛 be my story.

Daniel: I鈥檝e always been the good son, the good student, living up to my parents鈥� high expectations. Never the poet. Or the dreamer. But when I see her, I forget about all that. Something about Natasha makes me think that fate has something much more extraordinary in store鈥攆or both of us.

The Universe: Every moment in our lives has brought us to this single moment. A million futures lie before us. Which one will come true?

A Really Short History of Nearly Everything by Bill Bryson

Bill Bryson鈥檚 own fascination with science began with a battered old school book he had when he was about ten or eleven years old. It had an illustration that captivated him鈥揳 diagram showing Earth鈥檚 interior as it would look if you cut into it with a large knife and removed about a quarter of its bulk. The idea of lots of startled cars and people falling off the edge of that sudden cliff (and 4,000 miles is a pretty long way to fall) was what grabbed him in the beginning, but gradually his attention turned to what the picture was trying to teach him: namely that Earth鈥檚 interior is made up of several different layers of materials, and at the very centre is a glowing sphere of iron and nickel, as hot as the Sun鈥檚 surface, according to the caption. And he very clearly remembers thinking: 鈥淗ow do they know that?鈥�

Bill鈥檚 storytelling skill makes the 鈥淗ow?鈥� and, just as importantly, the 鈥淲ho?鈥� of scientific discovery entertaining and accessible for all ages. He covers the wonder and mystery of time and space, the frequently bizarre and often obsessive scientists and the methods they used, and the mind-boggling fact that, somehow, the universe exists and against all odds, life came to be on this wondrous planet we call home.

Adults:

The Bookshop of Yesterdays by Amy Meyereson

When Miranda鈥檚 once beloved, then estranged uncle Billy unexpectedly passes away, he leaves her two things: his struggling Los Angeles bookstore and one last scavenger hunt like the ones he would organize for her in her youth. But this time the stakes are high; each clue uncovers family secrets buried far too long.

Convenience Store Woman by Sayaka Murata

Keiko Furukura marches to the beat of her own drummer. Or rather, to the music of her own convenience store. She may not have any idea how to function in the outside world, but she is completely in her element at the conbini where she has worked for 18 years. Her friends and family, however, all think there鈥檚 something wrong with her, so she resolves to find her own cure.

The Dinner List by Rebecca Serle

When Sabrina Nielsen arrives at the restaurant to celebrate her 30th birthday, she is astonished to find the people from her 鈥渄inner list鈥� (any five people, living or dead, you would invite to dinner) seated at the table for an evening none of them will forget. This is a charming, heart-warming and heart-breaking book about how it feels to be young and what we lose, and gain, as we become adults.

You can make a difference while you shop for books on Amazon. Simply shop at and AmazonSmile donates to Institute For Educational Advancement!

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Summer is here and you may be wondering what programs or activities are available for your child to attend. We have done some research for you and compiled a list of fantastic Summer programs that serve gifted youth. All these programs come from the , Institute for Educational Advancement鈥檚 database. The GRC is a free public tool which serves as an online database of resources appropriate for the gifted learner from Preschool through High School. The GRC contains an abundance of resources and information regarding advocacy, gifted programs and organizations, schools, scholarships, supplemental learning opportunities, testing and counseling professionals, and the twice-exceptional (2e) learner.

Below is a sample of some of the resources that offer and provide activities during the summer. More information about these programs, as well as many more that are not listed here, is available on the .

9-12

Girls Who Code offers a free 7-week summer program for current 10th-11th-grade girls to learn to code and get exposure to tech jobs. Each week the program covers projects related to computer science, such as art, storytelling, robotics, video games, web sites, and apps. Participants will also hear from guest speakers, participate in workshops, connect with female engineers and entrepreneurs, and go on field trips. The program culminates in a final project where students build their own product and share it with the class.

6-8 路 9-12

Digital Media Academy is a nationally recognized organization that provides hands-on summer resi颅dential and day computer camps for teens as well as youth (ages 9-13).

6-8 路 9-12

Summer Discovery is a pre-college academic enrichment program offering middle school and high school students a meaningful summer experience with lifelong value. Choose from over 300 interactive courses at 14 different university locations in the United States and abroad. Their summer programs combine academics with social activities, travel, recreation, and sports.

K-5 路 6-8 路 9-12

CodeREV Kids provides classes and curriculum for students ages 6 to 18, focused on explor颅ing STEM by learning coding, technology, and robotics. Classes are project-based, allowing stu颅dents to engage in deep learning through unique creations and hands-on projects. CodeREV offers classes and summer tech camps in a variety of locations throughout Southern California: Santa Monica, Solana Beach, Encino, Irvine, Beverly Hills, Fountain Valley/Huntington Beach, and Mali颅bu/Palisades.

K-5 路 6-8 路 9-12

Girls Garage is a one-of-a-kind design and building program and a dedicated workspace for girls ages 9 to 17. Located in Berkeley, California, it offers after-school programs, summer camps, and workshops.

优蜜视频 ACADEMY K-5 路 6-8

优蜜视频 Academy is a program of the Institute for Educational Advancement which provides students in Kin颅dergarten through 8th grade with advanced learning opportunities that promote exploration and ap颅plication of knowledge. Classes are taught by content-area specialists and taught at a flexible pace to accommodate the learning needs of gifted and 2e students. Classes are small and grouped by ability rather than chronological age. 优蜜视频 Academy sessions take place in Pasadena, California and are held seasonally: fall, spring and summer (three sessions hosted each summer).

9-12

Stanford High School Summer College offers academically outstanding high school students the oppor颅tunity to take Stanford College courses and earn university credit. Program participants enroll as visiting undergraduates in Stanford鈥檚 Summer Quarter and take the same courses, taught by the same Stanford faculty, as matriculated Stanford students.

6-8 路 9-12

Summer@HPA offers students entering grades 6 through 12 a unique four-week day and boarding expe颅rience structured for academic enrichment and designed to make the most of summer and take advan颅tage of our wondrous island-home to 80 percent of the world鈥檚 ecosystems. The diverse class offerings integrate environmental stewardship and awareness, and sustainability education and practices.

K-5 路 6-8 路 9-12

From early childhood through elementary, middle and high school, Center for Talent Development (CTD) gifted summer programs encourage gifted kids to explore academic areas of interest and con颅nect with a community of peers. CTD offers life-changing residential and commuter programs provid颅ing challenging enrichment, honors and Advanced Placement courses taught in a highly supportive environment.

9-12

Summer Academy is a two-week academic program designed to provide US and international rising 9th, 10th, 11th, and 12th graders the opportunity to have a glimpse of college life for two weeks during the summer. During their stay on campus, students take one of the different classes offered such as Exam Preparation, Debate, Engineering, Arts, or Literature and earn a 陆 Carnegie high school credit for this classwork.

PRE-K 路 K-5 路 6-8
The Quad Manhattan is an inclusive meeting place for Twice-Exceptional kids 鈥� a place where social and executive functioning 鈥渓ife鈥� skills are developed through FUN! Twice Exceptional or 2e children have intellectual or creative gifts, and also have lagging social or executive functioning skills. Developed by experts in medicine, child psychology and gifted special education, the Quad uses kids鈥� strengths and passions to hide skill development in creative and engaging afterschool classes and activities during our summer camp.

9-12

Carnegie Mellon鈥檚 Pre-College programs will show you what college life is all about鈥攆rom the class颅room to what鈥檚 happening on weekends. Carnegie Mellon offers Pre-College summer programs in a variety of subject areas, such as math, science, architecture, drama, music, art, and gaming. There are no tuition, housing or dining fees for students selected to attend the Summer Programs for Diversity.

PRE-K 路 K-5 路 6-8 路 9-12

Summer Wonders is a nonresidential, full or half-day program that allows students to explore diverse subjects in a challenging, creative environment through an integrative, hands-on, non-traditional ap颅proach. Summer Wonders is a specialty program for gifted children entering Pre-K through 6th grade and is held during three different two-week sessions at ACE Academy in Austin, Texas.

K-5

Gifted student Cassidy Kao published her first book at 8 years old and founded iPoetTree at 12 years old. The nonprofit organization seeks to inspire a passion for writing in kids kindergarten to 6th grade. Cassidy provides a fun and free curriculum, supportive environment for sharing poems, and assis颅tance with becoming a published author like her.

听In addition to searching the hundreds of resources in the GRC, you can also download our and with opportunities for K-12 students. and check out our curated Guides.

听Like this post?听听to receive more stories, information, and resources about gifted youth straight to your inbox.

I started my volunteer work as a teenager, when my local group needed participants to join their choir to perform at nursing facilities.听 In addition, our high school highly encouraged students to volunteer their time, either at school or within the community, way before schools required students do a minimum of volunteer time during the school year.

Subsequently, my first important job was as an assistant at a Head Start program in the San Fernando Valley.听 Project Head Start was a great proponent of parents volunteering and becoming engaged within the educational and neighborhood community, whether the volunteer work took place in one鈥檚 home cutting crafting paper; or being a part of a committee that made important decisions for the program or the community.

Ever since, I have been a volunteer at my children鈥檚 schools and my community for several years, whether it was getting our neighbors together to start a Neighborhood Watch, or organizing and running the school Book Fair.听 I wanted to instill on my children that part of being a productive community member is giving your time, and sharing your knowledge, expertise or special skill; that volunteering is one way of giving back to the community, whether it鈥檚 the school community, your neighborhood community, a community struck by disaster or a community that may be distressed or hurting.

It is not surprising that the findings on research about volunteering result in a .

Social Impact:听 Volunteering encourages you to make friends and connect with others.听 It can help increase your social network and strengthen your ties within your community. You may meet others that share the same interests, hobbies and have the same neighborhood resources.

Physical and Mental Health:听 Volunteering has many physical and mental health benefits, including becoming more physically active, feeling less isolated and raising your self-confidence and self-reliance.听 It helps counteract the effects of stress, anger and anxiety. This is especially true for volunteers that work with animals.

Job Skills:听 You can increase your job skills or advance your career by volunteering at places that will help you acquire those skills or enhance skills you already have. For example, volunteering your time to help fundraise may help improve your skills in communication, marketing and outreach. In addition, some organizations provide workshops or pay for their volunteers to attend seminars or workshops to help improve their knowledge base or particular skills.

There are so many ways to volunteer, some more time-consuming than others, but no matter how much time you volunteer, the benefits are valuable, both to you and the organization. Here are some suggested places that need volunteers:听 your local community organization such as your neighborhood council or community art center, hospitals, non-profit organizations, libraries, parent/teacher organizations, schools, churches, animal shelters, crisis centers, to name a few. in various roles, from office help to attending outreach events.

Also, there are organizations that specifically focus on matching volunteers with organizations.听 Two of them are Giving Tuesday and Big Sunday:

(today!) is a global day of giving fueled by the power of social collaboration. Giving Tuesday has to help you find organizations, charities, events and more in your own community.

is an organization that connects people through helping by offering 2,000 ways for people to help out every year.

For more information on how you can help change the life of a gifted child through the gift of volunteer time or a financial contribution, visit our and pages.

As a parent, you always want what is best for your child and strive to provide it for them.听 Developmental specialists, health providers and other experts are always researching and recommending ways to raise a child in order to reach their full potential. One of the focuses for parents should be the mental health of a child and understanding and learning .听 (1)

But how do you know whether or not the emotions that your child is feeling are normal? Or if your child may need additional mental health intervention? Certain life stressors, changes or transitions may cause behavioral changes in a child, and these changes may be normal.听 For example, it is normal for a child to start acting out after the arrival of a new baby.

However, if they seem extreme or go on long after the event, you may want to consult a professional such as a mental health counselor, school nurse, school counselor or another health care specialist if a child you know (2):

• Feels very sad, hopeless or irritable
• Feels overly anxious or worried
• Is scared and fearful; has frequent nightmares
• Is excessively angry
• Uses alcohol or drugs
• Avoids people; wants to be alone all of the time
• Hears voices or sees things that aren鈥檛 there
• Can鈥檛 concentrate, sit still, or focus attention
• Needs to wash, clean things, or perform certain rituals many times a day
• Talks about suicide or death
• Hurts other people or animals; or damages property
• Has major changes in eating or sleeping habits
• Loses interest in friends or things usually enjoyed
• Falls behind in school or earns lower grades.

Because children often can’t understand difficult situations on their own, you should pay particular attention if they experience (3):

• Loss of a loved one
• Divorce or separation of their parents
• Any major transition鈥攏ew home, new school, etc.
• Traumatic life experiences, like living through a natural disaster
• Teasing or bullying
• Difficulties in school or with classmates

What Parents Can Do (2):

• Care for your children鈥檚 mental health just as you do for their physical health.

• Pay attention to warning signs, and if you鈥檙e concerned there might be a problem seek professional help.
• Let your children know that everyone experiences pain, fear, sadness, worry and anger and that these emotions are a normal part of life; encourage them to talk about their concerns and to express their emotions.
• Be a role model 鈥� talk about your own feelings, apologize, don鈥檛 express anger with violence, and use active problem-solving skills.
• Encourage your children鈥檚 talents and skills, while also accepting their limitations. Celebrate your children鈥檚 accomplishments.
• Give your children opportunities to learn and grow, including being involved in their school and community and with other caring adults and friends.
• Think of 鈥渄iscipline鈥� as a form of teaching, rather than as physical punishment; set clear expectations and be consistent and fair with consequences for misbehavior; make sure to acknowledge both positive and negative behaviors.

• Lastly, just be a parent to your child, and let the professionals do their job, as that is what they are trained for.

Mental disorders in children are treatable. Early identification, diagnosis and treatment help children reach their full potential and improve the family dynamic. Children鈥檚 mental health matters! To learn more, talk to a doctor or a mental health professional.

Additional Resources:听 Some of these organizations have local affiliates, provide support groups both within the community and online, and provide resources such as workshops and classes.听 In addition, your local school district has mental health resources, or may partner with community organizations that provide mental health services.

References:

(1)听

(2) 听听

(3)听 听

is a very inspirational TEDx Talk by Scott Barry Kaufman, a researcher at the University of Pennsylvania, author and speaker.

The premise of his talk is:

鈥淒o standard tests (like I.Q.) lie about how smart you really are? Do they show what you can really achieve? In this paradigm-shifting talk, Kaufman presents a new theory of human intelligence. Scott Barry Kaufman is deeply interested in using psychological science to help everyone鈥� all kinds of minds鈥� live a creative, fulfilling, and meaningful life. A main takeaway from his work is that everyone is capable of creativity, the key is finding the thing that will let them shine the most.鈥�

Kaufman can easily be called an expert on this topic. He has written, edited and co-authored several books pertaining to intelligence, the creative mind, gifted and twice-exceptional learners. He has also done research on different ways of identifying giftedness, high-ability and creativeness. In this presentation, he discusses a new theory of human intelligence that uses a holistic approach to learning, one that recognizes the capacity within each child.听 Too often, institutions rely almost exclusively on IQ and standardized tests, which result in teaching practices that are rigid, unyielding and undifferentiated.听 According to Kaufman, such practices lead to the type of teaching that does not encourage motivation, engagement or finding one鈥檚 passion.

Watch and listen carefully to how he describes his own educational experience as a young student. You will be amazed, perplexed and even saddened to hear about his journey, but eventually be impressed by his resilience, determination and perseverance. Kaufman is able to approach the topic from the perspective of both a researcher and a former disillusioned student, making the talk resonate from multiple angles.

What do you think of Kaufman鈥檚 theory of human intelligence? Share your thoughts in the comments!

Like this post?听听to receive more stories, information, and resources about gifted youth straight to your inbox.

As an involved parent and professional working within the education system, I have attended numerous parent teacher conferences throughout the years. First, as a parent of three gifted children; second, as a professional support staff working with teachers and parents; third, as a volunteer that trains parents to be leaders within the school system; and fourth, as the wife of a teacher who has been teaching for over 35 years.

Here are some suggestions on how to have a successful and productive meeting with your teacher:

1. Focus on the Positive: One of the main things that I always emphasize when meeting with your child鈥檚 teacher is to start with something positive about the teacher鈥檚 work and the classroom.听 Give specific details such as 鈥渕y child started reading about women scientists after you included a lesson about the first woman who worked at JPL,鈥� or 鈥淚 really enjoy the wonderful student artwork displayed in the classroom.鈥� Acknowledge what is working and how that is helping your child. Never start the meeting with complaints or criticisms because this will only lead to the teacher becoming more defensive and, hence, less open to your concerns.
2. Make the First Contact: As I mentioned in my previous post, don鈥檛 wait until the Parent-Teacher Conference to have a discussion. Start the communication early so that any issues, problems or concerns may be addressed in a timely manner.
3. Be Prepared: You should focus on one or two issues or concerns, not several, as you don鈥檛 have enough time to address everything. Therefore, do your homework ahead of time. Gather pertinent paperwork such as test papers, homework assignments, class work, etc. to discuss with the teacher. Other information you may need pertains to guidelines or laws about the school district鈥檚 gifted program, curriculum or other special programs. (You may need to access the school district鈥檚 website to obtain this information.) In addition, be aware that most teachers are trained to address deficits and, depending on the school district鈥檚 budget, training on how to work with gifted students is not always a top priority. This may give you a better understanding of what the teacher鈥檚 priorities are, how s/he feels about working with gifted students or how much training s/he has received. By having enough information, you are able to be more effective in communicating your child鈥檚 needs.
4. Share Additional Information about your Child: The teacher spends six hours a day, five days a week with your child, but do not assume that the teacher knows everything about your child. In addition, your child may behave differently when in school, so the behavior you see at home may not be displayed in the classroom. By sharing additional information, it provides a new perspective on how your child is seen by the teacher. This may lead to a better understanding on how the teacher may work more effectively in providing what your child needs. For example, if your child tends to draw constantly when the teacher is presenting a lesson, you may want to explain to the teacher that your child has the ability to grasp information quickly, even while s/he seems to be distracted. Thereby reassuring the teacher that your child is able to comprehend the lesson. Oftentimes, many people mistakenly equate gifted with perfect behavior, so children that engage in atypical behavior may not be recognized as gifted, but rather mistakenly diagnosed as having ADD or a behavior problem.
5. Be Specific: Share specific information or concerns so that you and the teacher can come up with the right solution or compromise. For example, instead of saying, 鈥淢y child is not challenged enough,鈥� report instead that your child takes five minutes to complete the assigned math homework. Then ask the teacher if s/he has additional suggestions on other math activities that your child may engage in.
6. Send a Follow up Letter: By sending a follow up letter, you are documenting the plan of action that you and the teacher have agreed upon and decided to implement, plus including a summary of your meeting. This should also include a thank you note to the teacher to show your appreciation that they are placing extra effort to meet your child鈥檚 needs.

What other tips do you have for talking with teachers?

Resources:

Bainbridge, Carol. 鈥溾�澨� April 2017
Post, Gail. 听 February 2014
Smutny, J.F. 听 August 2015

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听 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,听 2001
• , The听 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听 Templeton National Report on Acceleration, 2004

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

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