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.聽 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.聽 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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Finding the right high school can set the stage for the rest of a child鈥檚 academic and professional future.聽 The key to choosing the best high school for your child lies first in understanding your child鈥檚 specific needs, but it also requires both child and parents to learn about the various options available.聽 While at the outset, this can seem like a daunting task, here are some tips we use to assist the and parents as they聽choose the best high school for their family:

DEFINE YOUR CHILD鈥橲 NEEDS: Some children learn and work better in a structured learning environment, while others thrive in classrooms that allow students to guide the process.聽 Look at a school鈥檚 curriculum and disciplinary policies.聽 Does the school stress group projects over individual assignments? What are the homework policies and discipline practices? What services are available to help students learn or provide additional tutoring support?

DETERMINE YOUR CHILD鈥橲 LEARNING STYLE:聽 Is your child a visual or auditory learner, and does he work better in groups or individually? Does your child have any learning disabilities that the school will need to address, and if so does the school offer specific programs for those types of learning issues? If possible, talk to parents of children with similar learning styles to find out how they think the school is performing.

WEIGH YOUR OPTIONS: 聽Today, most parents needn鈥檛 limit their high school choices to the neighborhood high school. Research your options across charter, magnet and signatory public schools, independent day and boarding options, homeschooling networks and online educational opportunities, as well as early college and community college programs for accelerated learners.

CONSIDER DIVERSITY: While diversity may be a significant factor for minority students in particular, a diverse student community benefits all high school students, providing a range of life experiences, points of view and the opportunity to hear, learn from, and work with people different from oneself.

EXAMINE TEST SCORES AND ALUMNI SUCCESS: 聽Test scores are a factor to consider when choosing a high school, although it should never be the only factor. Look at the trend of test scores in recent years: have scores moved up or down? This may indicate whether a school is actively pursuing improvement or declining in terms of academic rigor and quality.聽 Is there an indication of how students with disabilities are performing, as well as the rest of the student body.聽 This may indicate how well the school addresses a diverse range of available test-taking options within its student body.

Beyond test scores, look at college enrollment/matriculation data: Are alumni attending聽the caliber of university that聽you hope for your child?聽 Are their students immersed in rewarding occupations or career options? Do alumni have an ongoing relationship with the school after graduation?

LOOK AT ACADEMIC PROGRAMS: Look for a school where your child鈥檚 brain will be exposed to a wide variety of subjects, cultures and pursuits, both in and out of class. Are you looking for Advanced Placement or International Baccalaureate programs that challenge academic achievers with more rigorous curricula? Are there dual-enrollment programs that allow students to earn college credits while still in high school? Are there strong programs in STEM and/or arts/Humanities programs that offer depth in course offerings as well as the potential for acceleration and placement tests?

FACILITIES: 聽An excellent private school should offer many kinds of enrichment from study abroad programs to a diversity of foreign languages and in-depth subject area curricula.聽 Libraries, computer labs and facilities for art, music and drama should be well-equipped and staffed with specialist teachers.

ITS ABOUT THE TEACHERS: Many aspects of a school are fundamental, others are luxuries, but teachers can make or break a child鈥檚 natural curiosity. Their passion for the subject they teach can鈥攁nd should鈥攊gnite a young mind. If your child attends a shadow visit to a school, find out from him what he experienced during his class time:聽 how did the students engage with the teacher? What was the class size? Ask your child if she would want to be in this class with this teacher? Look for teaching staff who can be inspiring mentors.

IN EDUCATION, SMALLER TENDS TO BE BETTER: 聽Educational research has shown that working in small groups fosters closer relationships between students and teachers, and also that a smaller student-to-teacher ratio leads to greater success in college. But numbers can be misleading. In their published student-to-teacher ratios, some schools count every adult and coach as a teacher. If you want to forecast the amount of attention your child will potentially get from classroom teachers, multiply the number of sections a teacher has in a day by the average class size. This will give you a sense of how much individualized contact a teacher is likely to have with each child. Also inquire about extra 鈥渟upport鈥� hours a teacher makes available and if the teacher maintains an online presence via an e-mail where students can reach him/her off hours if necessary.

WORK WITH THE TEENAGE BRAIN, NOT AGAINST IT: 聽The teenage brain is wired for risk taking, and when it comes to harmful or unhealthy behaviors, this can be a negative. High schools that understand this inherent issue try to channel this drive by challenging students to travel, try out for a play or team or something they鈥檝e never done before, take initiative on a school project, perform in front of the student body, participate in a class retreat, or tutor other students. Risk taking is a necessary part of identity formation, so investigate the opportunities your child will have to test himself and grow in positive ways.

LIST EXTRACURRICULAR OPPORTUNITIES: These run the gamut from sports and specific subject teams to drama and technology clubs, music offerings such as band or orchestra, robotics, debate, Model UN, and regional/national competitive options such as science fairs, Olympiads, etc. Larger schools tend to have a wider selection of extracurricular options, but if the smaller private school offers specific programs your child is looking for, this could end up as a better fit. Find out what programs the school offers, which programs get the most attention and funding, and whether participation in extracurricular activities is required at the high school.

THE BEST WAY TO LEARN LEADERSHIP IS TO PRACTICE IT: 聽Rather than only looking at a list of clubs and government positions at school, find out if a particular school provides opportunities to practice leadership by creating a club, teaching a noncredit course, initiating a fundraising effort, starting a new chapter of a national organization or assembling a team for competitive participation in an area of interest鈥攔obotics, science fair, Math Olympiad for example.

CONSIDER PRACTICAL FACTORS: In addition to the various options offered to students, practical factors must come into play for parents as well.聽 What is the commute like?聽 Does the school provide transportation? Are there buses or metro services the student will have to rely upon on a twice-daily basis?聽 If the school is far from home, how will this impact the time for the student鈥檚 commute and wake-up time?聽 How feasible will it be for the student to attend afterschool and weekend activities at the school? Do most of the student community live far from your child鈥檚 home, and if so, how will this affect get-together opportunities like group projects and socializing?

OBSERVE THE SCHOOL IN ACTION:聽Plan visits to see the school environment in action鈥攏ot just at specified Open House dates which are usually held during non-school hours.聽 If possible, schedule a shadow day or half day for your child where she can actually attend classes, meet other enrolled students and be an active participant in a typical school day to see firsthand how classes are taught and the makeup of the student body and faculty. If your child wants to participate in sports, attend a sporting event at the school, or a play or musical performance.聽 How do the participants perform individually and as a team or group? What is the audience behavior like? Are there parents and other students in attendance to support the program?

TALK TO YOUR CHILD:聽Maintain an ongoing dialogue with your child concerning pros and cons of each school he is considering. While parents have significant say and sway in the final decision, by the time a child is considering high school, she should be able to define and identify that school best suited for her optimal high school experience academically, extracurricularly and socially.

AFTER SELECTION AND ENROLLMENT: The following are signs that I use with the CDB Scholar community to review and assess fit:

• Your child is eager to go to school.
• Your child acts energized and engaged at the end of the school day.
• The pace of learning in core subjects is, overall, about right for your child: challenging but achievable.
• You see progress in your child鈥檚 overall development- academic, physical, social and聽emotional–聽 throughout each school year.
• Your child feels that her abilities and interests are appreciated and addressed at school.
• Your child is achieving and performing academically at the level of which he is capable.
• Your child has friends and acquaintances who like and accept him at school.
• School work and friends are important but not all-consuming aspects of your child鈥檚 life.

When your child鈥檚 and family鈥檚 needs fit well with what a school offers, I call that a GREAT FIT.

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滨贰础鈥檚 鈥� Academy, Apprenticeship, the Caroline D. Bradley Scholarship, Yunasa, and Yunasa West 鈥� are geared toward gifted children ages 5-18, who think and learn differently from the norm. Every year we receive numerous applications for each program, and every applicant is truly amazing and unique. Identifying students who will most benefit from our programs and services is critical to our success. In order to do this, we need to find out who they are, what they know, and what interests them.

Because each gifted child has so many interests and dimensions, 优蜜视频 feels that it is important to gather a variety of information to assist our selection committees in matching applicants with the most appropriate programs and services. These decisions are very difficult. We have to determine the students for whom the program will best fit their intellectual, social, emotional, spiritual, and physical needs. Even when applicants are not chosen or placed, they are still some of the best! We have to look at all aspects of the applicant, as grades and test scores do not tell the whole story. This is why each application that comes to us is evaluated by several members of our staff, why we conduct interviews, and why we use a portfolio-based application.

Our portfolio-based applications are designed to provide each student with the opportunity to highlight their individual talents, skills, creativity, and problem solving abilities. These are not things we could determine from a test score alone.

As part of our applications, we ask for several things:

• Application form (we need everyone鈥檚 general information)
• Short-answer questions
• Essay questions
• Test scores
• Transcripts
• Letters of recommendation
• Parent statements
• Samples of student work

Short-answer questions show us what the students are passionate about, what their interests are, and what their daily life is like outside of all of the academics in which they are involved.

Essay questions highlight problem solving skills and help us to understand how students think about things, what their perspective is on the world, and how they see themselves as part of their families, communities, and society as a whole.

Test scores give us a measure of the students鈥� strengths, so that we can place them in a situation that is the best fit for their educational needs. We like to set our participants up for success!

Transcripts tell us the applicants鈥� academic stories, what their experiences have been, and what they are currently doing to meet their goals.

Letters of recommendation give us a sense of the applicants鈥� attitude, values, and unique characteristics that other aspects of the application are unable to provide. These letters are usually from people who have worked with the student and know them well.

Parent statements provide us with even more information about a student鈥檚 personal strengths and weaknesses, give insight into the applicant鈥檚 character, and highlight the reasons why he or she would be a good fit for our program. A parent鈥檚 voice is often an invaluable resource for assessing who an applicant is and what he or she has to offer.

Samples of student work demonstrate what the students have already told us through the other pieces of the application. For the in particular, we use the work samples to gauge their past work experiences. For all programs, the work samples often bring an applicant鈥檚 passions to life.

We know that students are more than just a list of their academic accomplishments, that there is a person behind the application. This is why it is necessary to have several determining factors when making our decisions, so that we know as much about an individual as possible. We also do our best to create an application that is of interest to the applicant, providing an important opportunity for self-reflection, critical thinking, and discovery. Our hope is that the application and evaluation process helps us to have a positive impact on the lives our programs touch!