GAGC Parent Newsletter

Georgia Association for Gifted Children

Issue 1:1 December 6, 2018

The Georgia Association for Gifted Children welcomes you to our first GAGC Parent Newsletter! We hope to provide Georgia's parents with important information about Georgia gifted and talented education news.

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In this issue:

  • NAGC Gifted Resources for Parents
  • GAGC Convention: March 4 - 5, 2019!
  • Recommended book for parents: On the Social and Emotional Lives of Gifted Children
  • What does it mean to be gifted?
  • What are approved delivery models for gifted students in Georgia?
  • Parent Advocacy Groups

2019 GAGC Convention

At the Georgia Hotel & Convention Center in Athens, GA

Parents are invited to join teachers and administrators from around the state to attend workshop sessions about gifted and talented education at this year's GAGC Convention.

This year's Keynote Speaker is Rick Wormeli, an award-winning author, speaker, and teacher. GAGC members may also nominate an individual or organization who has had a positive impact on gifted education. Winners will be presented their awards at the 2019 Convention in March.

Find out more information and register at https://gagc.org/page-1820998.


NAGC: Giftedness Knows No Boundaries Campaign

The National Association for Gifted Children provides many resources for parents. Visit their parent resources webpage for more information.

Social and Emotional needs

The Social and Emotional Development of Gifted Children: What Do We Know?

More than 15 years ago, Sally Reis, then President of NAGC, first convened a task force to review the empirical literature on the social and emotional needs and characteristics of gifted children. The purpose of that task force was to clarify what we did and did not know about the social and emotional development of gifted children and to lay some myths to rest. The book conceived in those efforts went on to become a popular graduate text book in many gifted education programs around the world, as well as a valued reference for teachers, parents, and academics.

Today, The Social and Emotional Development of Gifted Children (Second Edition) remains the only book that provides a comprehensive summary of the empirical research on the social and emotional development of gifted children by leading authorities in the field…

The Social and Emotional Development of Gifted Children includes noteworthy variations that have been observed across cultural groups or global contexts. Each chapter also provides a short description of the practical applications that can be made from the research. The second edition includes an entirely new section on the psychosocial aspects of talent development, as well as addresses the burgeoning interest and research base regarding gifted performance.

This NAGC blog post contains excerpts from The Social and Emotional Development of Gifted Children: What Do We Know?, edited by Maureen Neihart, Psy.D., Steven I. Pfeiffer, Ph.D., and Tracy L. Cross, Ph.D.

(From an NAGC Book Review - June 17, 2016)

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What does it mean to be gifted?

In Georgia, a gifted education student is defined as one who demonstrates a high degree of intellectual and/or creative ability(ies), exhibits an exceptionally high degree of motivation, and/or excels in specific academic fields, and who needs special instruction and/or special ancillary services to achieve at levels commensurate with his or her ability(ies). More information about Georgia's gifted program is on the Georgia Gifted Education website.

All children have many gifts and talents, but NAGC explains that children are considered gifted when their ability is significantly above the norm for their age. Giftedness may manifest in one or more domains such as; intellectual, creative, artistic, leadership, or in a specific academic field such as language arts, mathematics or science.t is difficult to estimate the absolute number of gifted children in the U.S. and the world because the calculation is dependent on the number of areas, or domains, being measured and the method used to identify gifted children. However, many consider children who are in the top 10 percent in relation to a national and/or local norm to be a good guide for identification and services.

It is important to note that not all gifted children look or act alike. Giftedness exists in every demographic group and personality type. It is important that adults look hard to discover potential and support gifted children as they reach for their personal best.

From: http://www.nagc.org/resources-publications/resources/what-giftedness

Parent Groups and GAGC Local Chapters

Gifted Education Parent Groups can help parents navigate their gifted child's educational program of study, while also providing support for parents. There are several GAGC Local Chapters where teachers, parents, and community members work together to support each other and to ensure the quality of gifted education.

Parent Resources:

What are the approved delivery models for gifted students in Georgia?

Students identified as gifted should receive least five segments per week (or the yearly equivalent) of gifted education services, using one of the following Georgia Department of Education (GaDOE) approved models. A differentiated curriculum is defined as courses of study in which the content, teaching strategies, and expectations of student mastery have been adjusted to be appropriate for gifted students. Districts and schools choose from the models below based upon their students' learning needs.

Direct Services – where a gifted endorsed teacher provides instruction

I. Resource Class: The curriculum has an academic content foundation based on the Georgia standards, but it focuses on interdisciplinary enrichment activities and not one content area.

II. Advanced Content: The curriculum consists of advanced course content, teaching strategies, pacing, process skills, and assessments differ from more typical grade level courses. These can be advanced or honors classes, as well as Advanced Placement (AP) and International Baccalaureate Courses (IB).

III. Cluster Grouping: Gifted students in a regular classroom are grouped together for an advanced curriculum in content areas.

Indirect Services – where a gifted endorsed teacher provides support for the model

I. Collaborative Teaching: The gifted teacher, the regular classroom teacher, and the gifted student(s) (when appropriate) collaborate and document the development of differentiated instructional strategies appropriate for gifted learners.

II. Internship/Mentorship (high school only): A gifted endorsed internship teacher facilitates a mentorship experience for a gifted student to work with a mentor to explore a profession of interest.

III. Approved Innovative Model: With approval from the GaDOE, a school district may implement an innovative model to meet the needs of gifted students.

Information based on Regulations Related to Gifted Program Delivery Models Rule 160-4-2-.38

We encourage parents to join GAGC!

Benefits of Membership:

  • Discounted registration fee to attend events hosted by GAGC - Annual Convention with nationally recognized speakers, Regional Workshops for teachers, etc.
  • Free access to WOW webinars produced by the National Association for Gifted Children (NAGC)
  • Eligibility to receive Annual Distinguished Service Awards
  • Legislative Initiatives/Advocacy
  • Local Chapter Services
  • Networking Opportunities
  • Voting Privileges
  • Right to Hold Office (GAGC Executive Board)
  • Eligibility for Margaret Bynum Scholarship Funds (teachers only)
  • Eligibility to apply for GAGC Mini Grants (teachers only)

THE MISSION OF THE GEORGIA ASSOCIATION FOR GIFTED CHILDREN IS TO ADVOCATE FOR GIFTED CHILDREN BY WORKING WITH EDUCATORS, PARENTS, POLICY-MAKERS, AND THE COMMUNITY TO MEET THE NEEDS OF THE GIFTED.

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