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Pegasus essentials 2011 2012

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Overview of the Gifted and Talented Program in the Plymouth School District with the answers to some frequently asked questions about advocating for your child.

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Pegasus essentials 2011 2012

  1. 1. PEGASUS Essentials2011-2012<br />Program to <br />Enhance the <br />Gifts, <br />Aptitudes, and <br />Skills of <br />Unique <br />Students<br />
  2. 2. Jennifer Marten (grades K-5)<br />Math Olympiad (grades 5-6)<br />Word Masters (grades 3-5)<br />Grouping<br />Jessica Barrington (grades 6-8)<br />Testing out<br />Challenge opportunities<br />Grading <br />Frequently Asked Questions<br />
  3. 3. Available Resources(wikis we have created for parents and students)<br />http://plymouthpegasus.pbworks.com (K-5)<br />http://riverviewpegasus.pbworks.com (6-8)<br />http://phspegasus.pbworks.com (9-12)<br />
  4. 4. Gifted Students Are Not Created Equal<br />Gifted children are children first, and their needs and abilities are varied. <br />
  5. 5. Bright vs. Gifted<br />Is interested.<br />Works hard.<br />6-8 repetitions.<br />Enjoys peers<br />Enjoys school.<br />Top group<br />Learns with ease<br />Is highly curious<br />Plays around<br />1-2 repetitions<br />Enjoys adults<br />Enjoys learning<br />Group?<br />Already knows<br />
  6. 6. Curious Endless Questions<br />Sense of Humor<br />Sense of Beauty<br />Intellectually playful<br />Comfortable with disorder<br />Comfortable with neatness<br />Observant<br />Intuitive<br />High energy<br />Speedy talkers<br />Motor skills gap<br />Concentration<br />Fearful<br />Loves junk<br />Collections/museums<br />Feels alone<br />Perfectionism<br />Non-conforming<br />Anger<br />Frustration<br />High energy/fidgeting<br />Intensity<br />Impulsivity<br />Stubborn<br />Sloppy<br />Poor handwriting<br />Forgetful<br />Absent-minded<br />Daydreamer<br />Emotional/moody<br />Questioning of rules<br />Needs less sleep<br />Poor attention<br />Judgment vs. intellect<br />Hyperactive<br />Endearing vs. Annoying Behaviors<br />
  7. 7. 120’s – bright<br />130’s – mild<br />140’s – moderate<br />150’s – highly<br />160’s + - exceptionally<br />180’s+ - profoundly<br />Levels of Giftedness<br />
  8. 8. Being gifted (especially at the high ends) can become a disability.<br />Mildly 1:40<br />Moderately 1:1,000<br />Highly 1:10,000<br />Exceptionally 1:1,000,000<br />Profoundly fewer than 1:1,000,000<br />*Will need lifelong counseling.<br />Parents of these children have more in common with special ed parents<br />
  9. 9. Six Ways to Promote and Support Student Motivation<br />What can we do to motivate students? <br />
  10. 10. 1. Be a model of Achievement<br />That’s right! If you want your child to do his or her best, model this behavior. <br />
  11. 11. 2. Introduce the student to other adults who are achievers <br />This can be especially powerful if you find someone who shares common interests with the child.<br />
  12. 12. 3. Communicate your expectations<br />Be specific!<br />For example, it is not enough for you to tell your child to practice playing the piano. Tell your child that you want him or her to practice for 20 minutes a day.<br />
  13. 13. 4. Give the student some “how-to” help to become motivated<br />Help your child become more interested in what he or she is learning by presenting the material in a way that he or she may find more appealing. <br />
  14. 14. 5. Make sure the student has the time to develop and practice the skills necessary for success<br />As the saying goes, practice makes perfect!<br />
  15. 15. 6. Encourage and praise learning efforts<br />Make sure that you take notice to any kind of achievements, whether they be large or small. <br />Reward your child with a congratulations, a hug, or something simple. This can make a big difference. <br />
  16. 16. What Gifted Students Want from Their Parents<br />Be supportive and encouraging<br />Don’t expect perfection or too much from us<br />Don’t pressure us or be too demanding<br />Help us with our schoolwork/homework<br />Help us to develop our talents<br />Be understanding<br />Don’t expect straight A’s<br />Allow us some independence<br />Talk/Listen to us<br />Let us try other programs <br />
  17. 17. Eleven Positive Coaching Tips for Parents<br />What can you do at home? <br />
  18. 18. Eleven Positive Coaching Tips for Parents<br />Use moderation<br />Be positive<br />Agree on and communicate expectations<br />Let the learner struggle<br />Connect effort with results<br />Enforce academic time<br />Share decision making<br />Use incentives<br />Communicate clearly<br />
  19. 19. Eleven Positive Coaching Tips for Parents (cont’d)<br />10. Minimize anxiety<br />11. Build self esteem <br />
  20. 20. Advocating for Your Child<br />
  21. 21. Get the whole story<br />Be careful not to ask leading questions<br />Listen to what they are saying <br />Help your child become a self-advocate<br />Ask him/her to verbalize the issue<br />Help him/her brainstorm a solution<br />Help him/her verbalize how to appropriately approach the teacher<br />Begin with your child<br />
  22. 22. Differentiated assignments<br />Subject area acceleration<br />Compacted curriculum<br />Pretesting<br />Know There Are Options<br />
  23. 23. Accept that everything cannot be perfect for everyone at all times.<br />Teach your children to turn lemons into lemonade. Model that behavior.<br />Recognize issues that should be addressed by the school and act in a timely manner.<br />Contact the appropriate person when you have a concern.<br />Choose Your Battles<br />
  24. 24. Formulate your concern before meeting<br />Be prepared<br />No personal vendettas<br />Write short, effective speeches<br />Encourage fathers to attend meetings<br />Make sure to compliment the things the teacher is doing that you appreciate<br />Begin With the Teacher<br />
  25. 25. Identify the problem.<br />Investigate the situation and research the facts.<br />Universalize the problem.<br />Relate it to the mission and goals of the school.<br />Strive for a reasonable/rational case. <br />Emotions tend to detract from your credibility.<br />Prepare Your Case<br />
  26. 26. Write a synopsis of the problem.<br />State the problem as you interpret it.<br />Present the evidence of the problem.<br />List alternatives that might alleviate the problem.<br />Be succinct. <br />Use ‘we’ not ‘I’ and ‘you’.<br />View the problem from others’ perspective.<br />Teacher<br />Student<br />Principal<br />Never call when you are angry or very emotional.<br />
  27. 27. Allow the person most directly involved the opportunity to hear your concern first.<br />Call for an appointment but be prepared in case the person is available to talk then.<br />Greet the person warmly.<br />State your facts calmly and in order.<br />Build bridges; do not burn them.<br />If you’re happy with the results of the meeting, say so and say thank you.<br />If not, move up the chain of command.<br />Present Your Case<br />
  28. 28. Talk to the GT Coordinator<br />Talk to the Principal<br />Talk to the Director of Instruction<br />When Talking to the Teacher Doesn’t Help<br />
  29. 29. Remember, your child is watching how you handle the situation.<br />You are demonstrating that you love them and consider education a priority.<br />You are modeling that every human counts so respect others as well as yourself.<br />You are teaching that problem solving involves creativity, logic, protocol, challenge, time, and commitment.<br />Teaching Your Children<br />
  30. 30. Texas Association for the Gifted and Talented<br />Raising Champions by M.F. Sayler<br />www.davidsongifted.org<br />Judy Galbraith, M. A. and Jim Delisle, P.H.D. (1996). The Gifted Kids&apos; Survival Guide: A Teen Handbook. Minneapolis: Free Spirit Publishing<br />Diane Heacox (1991). Up From Underachievement. Minneapolis: Free Spirit Publishing<br />Carolyn Coil (1999). Encouraging Achievement. Pieces of Learning<br />References<br />

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