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GT Resource Links

WI Department of Public Instruction - Gifted Education

  • This site provides information on statues, rules, and standards related to gifted education in Wisconsin.

Parent Advocates for Gifted Education (PAGE) 

  • PAGE is an active committee of parent volunteers and educators of gifted students in Southeast Wisconsin. By combining resources from our individual school districts, we collaborate to provide educational and enrichment opportunities for gifted students and their families in the greater Milwaukee area.

Wisconsin Association for Talented and Gifted (WATG)

  • WATG is a non-profit organization of parents, students, educators, business and industry personnel, and other interested persons who are dedicated to fostering a climate in the home, school, and community that allows each individual to reach his or her unique potential.

National Association for Gifted Children (NAGC)

  • This nonprofit organization is for parents, teachers, educators, other professionals and community leaders addressing the unique needs of children with demonstrated gifts and talents.

Supporting Emotional Needs of the Gifted

  • SENG’s mission is to empower families and communities to guide gifted and talented individuals to reach their goals: intellectually, physically, emotionally, socially, and spiritually.

Mensa Foundation

  • Mensa is the oldest and largest high-IQ society in the world.  There are specific qualifications for membership that can be found on the website.

Mensa for Kids

  • Young Mensans are entitled to all of the benefits of the Mensa membership but there are special links and activities just for children such as magazines, contests, and book review programs.

Davidson Institute for Talent Development

  •  Provides support for the profoundly gifted (scored in the 99.9 percentile on IQ and achievement tests).

Hoagies Gifted Education Page

  • The all-things-gifted site which is full of resources, articles, books and links to help and support parents, teachers, and gifted children alike.

World Council for Gifted and Talented Children

  • WCGTC is a worldwide non-profit that provides advocacy and support for gifted children through a global network.

The Global Center for Gifted and Talented Children

  • Offers virtual events and global conferences.

The Association for the Gifted

  • The Association for the Gifted (TAG) was organized as a division of The Council for Exceptional Children in 1958. TAG plays a major part in helping both professionals and parents work more effectively with one of our most precious resources: the gifted child.

Johns Hopkins Center for Talented Youth

  • This Johns Hopkins University program identifies America's top academic students in grades two through eight and provides challenging educational programs through their tenth grade year.

Northwestern Center for Talent Development

  • Northwestern University’s Midwest Academic Talent Search (NUMATS) is a way to identify kids who need more. Not only does NUMATS provide access to above-grade-level testing, but it also gives parents a roadmap of which classes, extracurricular activities and enrichment programs will benefit their gifted child the most.

Duke Talent Identification Program

  • Duke TIP offers a wide array of services to students at critical points in their education. Duke TIP enjoys a long history of supporting and extending local efforts to better understand, motivate, enrich, and academically challenge the brightest students in our nation.

 

Books for Students

  • Fonseca, Christine.  101 Success Secrets for Gifted Kids:  The Ultimate Handbook, 2011.     A must-read for gifted kids ages 8 to 12 who want to find success in school and life. If you know gifted kids, they will love the 101 awesome secrets, tips, and tricks included in this book!  Chock full of fun suggestions and practical strategies, 101 Success Secrets for Gifted Kids covers topics including bullying, school performance, perfectionism, friendships, and sibling rivalries. Fun quizzes, tip sheets, and practical Q & A sections from other gifted kids and preteens make this book fun to read and give gifted kids insight into everything they've ever wanted to know about being gifted. Proven strategies for dealing with stress management, parents' and teachers' expectations, anxiety, cyber-bullying, friendship troubles, and more make this the must-have guide for every gifted kid!  Available through https://www.prufrock.com.
  • Galbraith, Judy.  The Gifted Kids' Survival Guide, 1999.
  • Galbraith, Judy and Delisle, James.  The Gifted Teen Survival Guide:  Smart, Sharp, and Ready for (Almost) Anything,  2011

 

Books for Parents

  • Davidson, Bob and Jan.  Genius Denied:  How To Stop Wasting Our Brightest Young Minds,  2004

  • Delisle, James.  Parenting Gifted Kids:Tips for Raising Happy and Successful Gifted Children, 2006

  • Delisle, James and Schultz, Robert.  If I'm So Smart, Why Aren't the Answers Easy?  2012 

  • Fertig, Carol. Raising a Gifted Chidl:  A ParentingSuccess Handbook, 2008.

  • Fonseca, Christine.  Emotional Intensity in Gifted Children:  Helping Kids Cope with Explosive Feelings, 2010

  • Gilman, Barbara Jackson.  Academic Advocacy for Gifted Children: A Parent's Complete Guide.  2008.

  • Neihart, Maureen et al.  The Social and Emotional Development of Gifted Children: What Do We Know?, 2002

  • Rimm, Sylvia. How To Parent So Children Will Learn, 1990.

  • Rodger, Karen. Re-Forming Gifted Education, 2002.

  • Ruf, Deborah L.  Losing Our Minds:  Gifted Children Left Behind, 2005

  • Smuty, Joan Franklin. Stand Up for Your Gifted Child, 2001

  • Walker, Sally. The Survival Guide for Parents of Gifted Kids, 1992.

  • Webb, James T. et al. A Parent's Guide to Gifted Children, 2007.

  • Webb, James T. et al.  Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, Bipolar, Ocd, Asperger's, Depression, and Other Disorders, 2005          

  • Whitney, Carol Strip with Hirsch, Gretchen.  A Love for Learning:  Motivation and the Gifted Child.  2007

 

Articles for Parents

SENG: Articles & Resources - Parenting the Gifted

  •  Supporting the emotional needs of gifted children.

 

Glossary

Ability grouping: Ability grouping refers to the “system of grouping in which students are assigned to classes based on their measured ability or their achievements” (Hollifield, 1987).

Acceleration: This method either shortens the number of years a child spends learning the K-12 curriculum or allows a child to work ahead in curriculum that is above her current grade level (Rogers, 2002).

Access: An opportunity to study through school district course offerings, independent study, cooperative educational service agencies, or cooperative arrangements between school district boards under s. 66.30, Stats., and postsecondary education institutions (from PI 8.001, Wis. Admin. Code).

Advanced Placement (AP): A program developed by the College Board where high schools offer courses that meet criteria established by institutions of higher education.  In many instances, college credit may be earned with the successful completion of an AP exam in specific content areas.

Appropriate program: A systematic and continuous set of instructional activities or learning experiences which expand the development of the pupils identified as gifted and talented (from PI 8.01(2)(t), Wis. Admin. Code).

Asynchrony:  A term used to describe disparate rates of intellectual, emotional, and physical rates of growth or development often displayed by gifted children. 

Bloom’s taxonomy:  Developed in 1956 by Benjamin Bloom, the taxonomy is often used to develop curriculum for gifted children. There are six levels within the taxonomy that move from basic to high levels of thinking. These include knowledge, comprehension, application, analysis, synthesis, and evaluation.

Ceiling effect: The compression of top scores on a test. For example, if a group IQ test can only measure reliably to 130, then a student with an IQ of 160 (if measured by some other test) may only score 130 due to the ceiling effect of the group test.

Cluster grouping: Gifted students are grouped together in their areas of strengths, along with a heterogeneous mix of other students (Winebrenner, 1992); An administrative procedure in which identified gifted students at a grade level are assigned to one classroom with a teacher who has special training in how to teach gifted students. The other students in their assigned class are of mixed ability (Rogers, K. 2002); A group of five to eight identified students who are ready for a program of unusual rigor or pace, are placed in the classroom of one teacher who has training in how to teach exceptionally capable students. The other students in that class are of mixed ability (Gentry, 1999).

Compacting:  Instruction entails reduced amounts of introductory activities, drill, and practice. Instructional experiences may also be based on relatively fewer instructional objectives compared to the general curriculum. The time gained may be used for more advanced content instruction or to participate in enrichment activities. Instructional goals should be selected on the basis of careful analyses for their roles in the content and hierarchies of curricula. The parsing of activities and goals should be based on pre-instructional assessment.  (Definition from A Nation Deceived, volume 2, page 14.)

Dabrowski’s Overexcitibilities:  Research by Dabrowski showing how gifted individuals were extremely sensitive in five areas (a stimulus-response difference from the norms) such that a gifted person reacts more strongly than normal, for a longer period than normal, to a stimulus that may be very small. It involves not just psychological factors but central nervous system sensitivity.  The five areas are:

  • Psychomotor (the person needs lots of movement and athletic activity, or has trouble smoothing out the mind's activities for sleeping, and has lots of physical energy and movement, fast talking, lots of gestures, sometimes nervous tics);

  • Sensual (the "cut the label out of the shirt" demand, a love for sensory things -- textures, smells, tastes etc. or a powerful reaction to negative sensory input such as bad smells, loud sounds, etc., aesthetic awareness -- awed to breathlessness at the sight of a beautiful sunset or cries hearing Mozart, etc.);

  • Imaginational (person is a day dreamer, strong visual thinker, reacts strongly to dreams);

  • Intellectual (person with strong academics, logical thinking, complex reasoning, good at cognitive games);

  • Emotional (intensity of emotion, broad range of emotions, need for deep connections with other people or animals, inventing imaginary friends, deep empathy and compassion, susceptibility to depression). Highly gifted people tend to have all 5, but different people lead with different OE's (e.g. engineer leads with Intellectual, poets with Emotional and Imaginational, etc.). Variations in the levels of the individual OE's explain a great deal about temperamental differences.  These five OE’s describe the unusual intensity of the gifted as well as the many ways in which they look and behave "oddly" when compared to norms. (From Stephanie Tolan’s definition of OE’s found on www.hoagiesgifted.org.)

Differentiation:  Modifying curriculum and instruction according to content, pacing, and/or product to meet unique student needs in the classroom.

Distance learning:  High-tech alternative to correspondence courses, these classes are offered via satellite or internet.   For a list of programs, see www.hoagiesgifted.org/distance_learning.htm .

Dual enrollment:  Enrollment in two levels of schooling simultaneously; application of credits varies.  Commonly used for high school students who concurrently take college courses, for at least high school credit.

Early entrance:  Entrance to any program before the regularly scheduled time.  This may be entrance to Kindergarten at age 4 or 4.5, 1st grade at regular kindergarten age 5, or entrance to any other school level or college early. See A Nation Deceived for a discussion of the benefits.

Enrichment: Any educational procedure beyond the usual ones for the subject or age or grade that does accelerate the student’s placement in the subject or grade (George, Cohn, Stanley, 1979).

Flexible grouping:  An instructional strategy where students are grouped together to receive appropriately challenging instruction.  True flexible grouping permits students to move in and out of various grouping patterns, depending on the course content. Grouping can be determined by ability, size, and/or interest.

Gifted and talented: Pupils enrolled in public schools who give evidence of high performance capability in intellectual, creative, artistic, leadership, or specific academic areas and who need services or activities not ordinarily provided in a regular school program in order to fully develop such capabilities (from s. 118.35(1), Wis. Stats.).

Heterogeneous grouping: Mixed ability grouping of students (Rogers, 2002).

Homogenous grouping: Grouping students of similar abilities (Rogers, 2002).

International Baccalaureate (IB) Program:  A demanding pre-university program that students can complete to earn college credit. IB emphasizes critical thinking and understanding of other cultures or points of view. A diploma is awarded at the completion of the IB program which allows graduates access to universities worldwide. See www.ibo.org .

Intelligence Quotient (IQ):  A numerical representation of intelligence. IQ is derived from dividing mental age (result from an intelligence test) by the chronological age times 100. Traditionally, an average IQ is considered to be 100.

Percentile Ran: Percentiles are not the same as percent correct! Percentile is an age-based or grade-based rank indicating the percent of the norm group of students tested who scored less than the student. 85th percentile means only that 85 percent of students tested scored lower than the subject, not that the subject got 85% of the questions correct. Percentile scores are easily correlated to standard or IQ scores: 97th percentile is the same as standard or IQ score of 130 or above. For large populations, percentiles are an easy way to compare one child to age / grade peers.

**Note: a side effect of percentile scoring is that as more and more of the population that are being tested answer all the questions correctly on the test or any sub-test, the lower their percentile scores will become. This is particularly obvious in a small population sample such as the local percentiles, which may compare your child only to others in the same school and grade.  (For complete information on testing terminology and assessment, see www.hoagiesgifted.org/tests_tell_us.htm and read “What Do the Tests Tell Us?”

Perfectionism:  The desire to execute tasks flawlessly. Gifted children may develop perfectionism after entering school, as they perform better than their classmates. Later, such perfectionism may lead to avoiding challenges so as not to appear imperfect.  See “A Parent’s Guide to Gifted Children”, by Dr. James Webb et al, for a full discussion of social/emotional issues of the gifted.

Pull-out Program:  A program which takes a student out of the regular classroom during the school day for special programming.

School within a school: A completely separate entity within the building in which it is housed. In this model, gifted students pursue a differentiated course of study under the tutelage of special teachers (Borland, 1989).

Self-Contained: A plan for the education of the gifted in which students are grouped into homogenous class units in which they receive all or most of their instruction (Borland, 1989).

Social-Emotional Needs:  Gifted and talented students may have affective needs that include heightened or unusual sensitivity to self-awareness, emotions, and expectations of themselves or others, and a sense of justice, moral judgment, or altruism. Counselors working in this area may address issues such as perfectionism, depression, underachievement or career planning.

Stanine:  Another representation of the percentile score. Stanine divides the percentiles into 9 divisions, with the 4, 5 and 6th stanine considered average, 7th and 8th stanine considered above average, and 9th stanine considered very much above average. The percentage of test scores in each stanine is as follows:

Stanine

Percent of Scores

Percentiles

1

4

0th - 3rd

2

7

4th - 10th

3

12

11th - 22nd

4

17

23rd - 39th

5

20

40th - 59th

6

17

60th - 76th

7

12

77th - 88th

8

7

89th - 95th

9

4

96th +


Telescoping:  Instruction that entails less time than is normal (e. g., completing a one year course in one semester, or three years of middle school in two). Telescoping differs from curriculum compacting in that time saved from telescoping always results in advanced grade placement. (From A Nation Deceived, volume 2, page 14.)

Twice Exceptional:  A term used to describe a student that is both gifted and learning disabled.  These students may also be referred to as having dual exceptionalities or as being GT/LD.

Underachieving or Underachievement:  A term used to describe the discrepancy between a student’s performance and their potential, or ability to perform at a much higher level.

  • Germantown School District Office
  • N104W13840 Donges Bay Rd, Germantown, 53022
  • Phone: 262-253-3900