Yea -haw! The new school year started for my 9 year old 5th grader and our whole family was so excited. I knew it was going to be a little rough the first week and boy was I right. There were lots of new things for him, such as getting up an hour earlier, riding on a bus with lots of noisy kids, a new school with two new teachers and classmates, lockers, and a totally new routine which can be hard for anyone to cope with.
For my emotionally intense gifted son, a little thing like not having eaten in 5 hours can put him into a meltdown situation and couple that with the noise of a school bus complete with driver shouting and doing a write up, I had a mass of emotions flying which caused stress for the majority of the family.
I'm happy to say that today was much improved. I pumped him up on carbs and protein as soon as he walked in the door and he was in a jolly mood. It also helped that it is a Friday and he can unwind a bit more.
It's also back in the saddle for this blog. As you may have seen by the date of my last post, it has been awhile. I guess I got a little discouraged with not many people commenting, but I got a little pep talk at an oline seminar with Deborah Mersino from www.ingeniosus.net to keep at it. Thanks Deborah for your help and advice. Sorry I haven't figured out how to shorten the url. :)
I'm also going to start the face to face meetings next month for our parents group. If you are interested in attending the meeting (date, time, and location TBD), comment or send me an e-mail with a day and time that works for you.
Thanks for reading and if you would like to share your back to school stories that would be great!
Friday, August 27, 2010
Friday, October 16, 2009
Webinar with Dr. Deborah L. Ruf
My notes from the Oct. 8th webinar with Dr. Deborah L. Ruf (courtesy of Our Gifted Online Conferences) are pretty slim, but I'll attempt to put up something of value regardless. The webinar was very enjoyable and since I'd already read through her book (5 Levels of Gifted: School Issues and Educational Options) when it was previously called Losing our Minds: Gifted Children Left Behind, I found it a nice review with her own voice and got extra explanations which made things more clear. I also found it nice of her to share her own experiences with her three children who are all gifted at various levels (she said level 3,4, and 5).
Here are some of my notes from the webinar with some book references:
Dr. Ruf said that the gifted programs offered shouldn't be about cutoffs (as in testing numbers), but being able to meet the needs of each child.
The levels she gives in her book are based on 78 children who she evaluated. There are 5 levels and each child may not meet all the criteria for that level, but Dr. Ruff said it is about the overall feel. So if your child is approximately in the 90-98th percentiles on standardized tests, has a measured IQ score in the 115-120's and when they start Kindergarten it is a repeat of what they already know, you have a child who is Level 1. This is described as moderately gifted in Dr. Ruf's book. (chart 1 on pg. 51) Most level 1 children can be accomodated in the public school systems or more challenging academic programs in public, private, or parochial schools.
Level 2 is a child who is approximately in the 98-99th percentiles on stand. tests, has an IQ score in the 130-135 range, and has the kindergarten skills by age 3 1/2-4. This level is described as highly gifted. What I found interesting is that Dr. Ruf said that with a Level 2 or higher child who isn't reading by the start of kindergarten, may have issues with dyslexia or vision tracking problems.
Level 3 Gifted children are approximately in the 98-99th percentiles on stand. tests, have an IQ score in the 130-140 range, and kindergarten skills down by age 2 3/4-3. This level is described as exceptionally gifted.
Level 4 gifted children are primarily in the 99th percentile on stand. tests, have an IQ score greater than 140, and are described as exceptionally to profoundly gifted.
Level 5 gifted children are in the same percentile on stand tests as level 4, have an IQ score over 145, and have the kindergarten skills mastered by age 2-2 1/2. They are also described as exceptionally or profoundly gifted.
Of course these are all brief descriptions and the book is full of the families' stories of what their children did at different ages to help in describing the levels. The book is also helpful in presenting educational options to parents when schools don't work for their children.
What I find important in Dr. Ruf's work is that all gifted kids aren't the same and shouldn't be educated as such. Just like every child in a normal public school classroom isn't the same and needs their own educational plan (ah, if only in an ideal world).
Dr. Ruf's website http://www.educationaloptions.com/ will be also testing an online questionaire (for lack of a better word) for parents and other people interested in checking levels of giftedness for their children. This will be low cost and a release date has not been set.
I hope this information has been helpful and feel free to leave a comment for discussion.
Thanks,
Monica
Here are some of my notes from the webinar with some book references:
Dr. Ruf said that the gifted programs offered shouldn't be about cutoffs (as in testing numbers), but being able to meet the needs of each child.
The levels she gives in her book are based on 78 children who she evaluated. There are 5 levels and each child may not meet all the criteria for that level, but Dr. Ruff said it is about the overall feel. So if your child is approximately in the 90-98th percentiles on standardized tests, has a measured IQ score in the 115-120's and when they start Kindergarten it is a repeat of what they already know, you have a child who is Level 1. This is described as moderately gifted in Dr. Ruf's book. (chart 1 on pg. 51) Most level 1 children can be accomodated in the public school systems or more challenging academic programs in public, private, or parochial schools.
Level 2 is a child who is approximately in the 98-99th percentiles on stand. tests, has an IQ score in the 130-135 range, and has the kindergarten skills by age 3 1/2-4. This level is described as highly gifted. What I found interesting is that Dr. Ruf said that with a Level 2 or higher child who isn't reading by the start of kindergarten, may have issues with dyslexia or vision tracking problems.
Level 3 Gifted children are approximately in the 98-99th percentiles on stand. tests, have an IQ score in the 130-140 range, and kindergarten skills down by age 2 3/4-3. This level is described as exceptionally gifted.
Level 4 gifted children are primarily in the 99th percentile on stand. tests, have an IQ score greater than 140, and are described as exceptionally to profoundly gifted.
Level 5 gifted children are in the same percentile on stand tests as level 4, have an IQ score over 145, and have the kindergarten skills mastered by age 2-2 1/2. They are also described as exceptionally or profoundly gifted.
Of course these are all brief descriptions and the book is full of the families' stories of what their children did at different ages to help in describing the levels. The book is also helpful in presenting educational options to parents when schools don't work for their children.
What I find important in Dr. Ruf's work is that all gifted kids aren't the same and shouldn't be educated as such. Just like every child in a normal public school classroom isn't the same and needs their own educational plan (ah, if only in an ideal world).
Dr. Ruf's website http://www.educationaloptions.com/ will be also testing an online questionaire (for lack of a better word) for parents and other people interested in checking levels of giftedness for their children. This will be low cost and a release date has not been set.
I hope this information has been helpful and feel free to leave a comment for discussion.
Thanks,
Monica
Saturday, October 10, 2009
Wild for Webinars!
I'm starting to think I'm becoming a webinar fanatic. So far this school year I've attended two webinars and I just registered for another later this month. What is really nice about these webinars is that they are done in the comfort of your own home and have been free! I will try to give a review of each webinar like I did last month so I can share information with families who may find it helpful.
This past Thursday I was fortunate to attend a webinar put on by a group called Our Gifted Online Conferences (see giftedonlineconferences.com for more details on the resource). The speaker for the webinar was Dr. Deborah L. Ruf and she generously gave her time for two hours to talk about the 5 levels of Gifted: School Issues and Educational Options (which is the new title for her book which used to be called Loosing our Minds: Gifted Children Left behind). Even though I already read her book, I still found the webinar full of great information and it helped to hear clarifications of points in the book.
The next NAGC free webinar I'll be attending is on Wed., Oct. 21st from 6-7pm called Stimulating Curiosity and Creativity in Young Children. It will be conducted by Deborah Hazelton from the California Association of the Gifted. Just go to http://www.nagc.org/ for more details and to register. Once again it is FREE! :)
If you are also interested in attending the NAGC convention in St. Louis, MO, but like me don't have the money to attend, you might want to check out their virtual convention option which is affordable and full of great sessions you can join in on via the web. The date will be Sat., Nov., 7th from 8:30am-5:45pm CT and is $79 for members or $99 for nonmembers. They also have a best value package where you get access to all sessions that will be recorded throughout the convention (from Nov. 5th-8th) for just $179/$199. Again see their website for more information (http://www.nagc.org/).
I hope you join me for the free webinars so we can discuss them as a group!
Thanks for reading,
Monica
This past Thursday I was fortunate to attend a webinar put on by a group called Our Gifted Online Conferences (see giftedonlineconferences.com for more details on the resource). The speaker for the webinar was Dr. Deborah L. Ruf and she generously gave her time for two hours to talk about the 5 levels of Gifted: School Issues and Educational Options (which is the new title for her book which used to be called Loosing our Minds: Gifted Children Left behind). Even though I already read her book, I still found the webinar full of great information and it helped to hear clarifications of points in the book.
The next NAGC free webinar I'll be attending is on Wed., Oct. 21st from 6-7pm called Stimulating Curiosity and Creativity in Young Children. It will be conducted by Deborah Hazelton from the California Association of the Gifted. Just go to http://www.nagc.org/ for more details and to register. Once again it is FREE! :)
If you are also interested in attending the NAGC convention in St. Louis, MO, but like me don't have the money to attend, you might want to check out their virtual convention option which is affordable and full of great sessions you can join in on via the web. The date will be Sat., Nov., 7th from 8:30am-5:45pm CT and is $79 for members or $99 for nonmembers. They also have a best value package where you get access to all sessions that will be recorded throughout the convention (from Nov. 5th-8th) for just $179/$199. Again see their website for more information (http://www.nagc.org/).
I hope you join me for the free webinars so we can discuss them as a group!
Thanks for reading,
Monica
Thursday, September 17, 2009
NAGC Wed. Parent Webinar review
I thought I better write my review of last night's NAGC Parent webinar while it is still fresh in my mind. I was very impressed by the online presentation even if there was a little plug for selling their Mile Marker Series CD-ROM, which I can purchase at a discounted price since I attended the webinar. :) Aside from that, it does sound like a great resource to have and share with parent groups, teachers, and administrators. See www.nagc.org for more information on that series.
Robin Schader had many outstanding points to make and I'll try to outline them here: (these come from my notes and I haven't used too many quotes....I am giving credit to Robin.)
1. Be informed- find out how to use research along with experiences of others to inform one's own "Action research".
2. Think strategically- don't just go in to a teacher to say that your child is bored or needs to be challenged. Go in with a plan and suggestions.
3. Find others -one parent is considered a "nut", two parents are a nut with a friend, whereas 3 or more are on their way to making a difference and being heard. They just need to have good ideas and information.
4. When you use the word gifted, ask others what they think it is. People's perceptions and conceptions on it vary widely. An article by Razel Solow "Parents' Conceptions on Giftedness" was a recommended read.
5. Here is a fun question to ask parents or anyone : Name a person who is intelligent across time and space. Then ask them to write down someone who is gifted.
6. The State of the States in Gifted Ed. 2006-2007 was brought up to show the lack of teacher training in gifted education.
7. Starting parent groups were discussed and Robin brought up the Gifted Child Society in NJ, which was started in 1957 by one mother with an ad in the paper (perhaps I'll try that.). This group has been able to pay for gifted training for over 110 teachers in the state.
8. A handbook for starting parent groups by Arlene DeVries (from SENG) was mentioned as a good resource as well as Robin's article in NAGC's Parenting for High Potential magazine (2005) on developing advocacy groups. (looks like I have lots of homework to do) :)
The next NAGC parent webinar will be Oct. 21st from 6-7pm. The topic listed on their website is different than the one they said last night, so I'll wait to post it till closer to the date. The registration opens Oct. 8th and is FREE!
Thanks for reading and I hope this generates some discussion.
Monica
Robin Schader had many outstanding points to make and I'll try to outline them here: (these come from my notes and I haven't used too many quotes....I am giving credit to Robin.)
1. Be informed- find out how to use research along with experiences of others to inform one's own "Action research".
2. Think strategically- don't just go in to a teacher to say that your child is bored or needs to be challenged. Go in with a plan and suggestions.
3. Find others -one parent is considered a "nut", two parents are a nut with a friend, whereas 3 or more are on their way to making a difference and being heard. They just need to have good ideas and information.
4. When you use the word gifted, ask others what they think it is. People's perceptions and conceptions on it vary widely. An article by Razel Solow "Parents' Conceptions on Giftedness" was a recommended read.
5. Here is a fun question to ask parents or anyone : Name a person who is intelligent across time and space. Then ask them to write down someone who is gifted.
6. The State of the States in Gifted Ed. 2006-2007 was brought up to show the lack of teacher training in gifted education.
7. Starting parent groups were discussed and Robin brought up the Gifted Child Society in NJ, which was started in 1957 by one mother with an ad in the paper (perhaps I'll try that.). This group has been able to pay for gifted training for over 110 teachers in the state.
8. A handbook for starting parent groups by Arlene DeVries (from SENG) was mentioned as a good resource as well as Robin's article in NAGC's Parenting for High Potential magazine (2005) on developing advocacy groups. (looks like I have lots of homework to do) :)
The next NAGC parent webinar will be Oct. 21st from 6-7pm. The topic listed on their website is different than the one they said last night, so I'll wait to post it till closer to the date. The registration opens Oct. 8th and is FREE!
Thanks for reading and I hope this generates some discussion.
Monica
Thursday, September 10, 2009
Back to School and NAGC Webinar Wednesdays!
With most schools back in session I thought I'd give the blog entry a go again. Hope everyone is having a great school year so far...I know it is early days so perhaps you are cautiously optimistic. When I heard that phrase from a fellow parent of gifted children, I felt, yes that explains what I was feeling last year when my son skipped 2nd grade and went into a regular third grade class. This year I'm feeling a bit more optimistic for my son's placement (he is in a self contained gifted glass for 3rd/4th graders). He has a teacher who "gets" gifted kids and there are kids in there who are like him. I'm hoping for the best.
Ok, now on to the NAGC Wednesday Webinar information. The National Association of Gifted Children is having FREE, that's right!, free webinars on various topics until December of this year. They are open for members and nonmembers and you just register on their website (www.nagc.org) two weeks or so before the event. The parent centered webinars are once a month, but you can also register for ones that are for teachers and administrators.
The first parent night is Wed., Sept. 15th at 7:00-8:00. The expert who will be running it is Robin Schader, who is the NAGC's Parent Resource Advisor. The topic is Back to School, Back to Gifted Ups and Downs.
I've registered for that one and I'll be happy to share any pearls of wisdom (yes that is my Dad's phrase) after the event.
Thanks for reading and please feel free to leave a comment!
Monica
Ok, now on to the NAGC Wednesday Webinar information. The National Association of Gifted Children is having FREE, that's right!, free webinars on various topics until December of this year. They are open for members and nonmembers and you just register on their website (www.nagc.org) two weeks or so before the event. The parent centered webinars are once a month, but you can also register for ones that are for teachers and administrators.
The first parent night is Wed., Sept. 15th at 7:00-8:00. The expert who will be running it is Robin Schader, who is the NAGC's Parent Resource Advisor. The topic is Back to School, Back to Gifted Ups and Downs.
I've registered for that one and I'll be happy to share any pearls of wisdom (yes that is my Dad's phrase) after the event.
Thanks for reading and please feel free to leave a comment!
Monica
Thursday, May 7, 2009
That time of year...2nd grade screening for gifted and talented programs
As the screening process for 2nd graders was completed last month, I thought I'd write a little bit about what approach our district uses in order to place a student in one of the G & T programs. Most of what I'm writing about came in a handbook given out at open house this past fall which I'd be happy to share more of by request.
Our district uses a "matrix approach", like many others I'm sure, to screen children who were nominated by teachers or parents for placement in the programs. What this means is they use many ways to gather data to make an informed decision. Listed on a table in the handbook are the following: nomination form; academic progress as measured by standardized/normed tests like the DSTP (our state standardized test), Gates-MacGinitie reading test; a school ability test which is the OLSAT (Otis Lennon School Ability Test)- group IQ test; a grade level writing prompt; a grade level math problem set; a parent inventory of observed characteristics; and other additional data tools such as the PETS/HOTS activities used with 2nd graders in the ACT program, as well as some kind of creativity index.
Committees (staff trained to recognize and understand gifted characteristics) convene to then analyze scores and make placement recommendations. According to the handbook, "No one score or measure will exclude a student from placement in the appropriate program". As far as minimum scores on various screening instruments, there is no information listed in the handbook.
Personally I don't have experience with the matrix approach, since my son needed early intervention and we didn't go the traditional route. I'd love to hear any one's stories of how their children were screened by their district for entrance into a gifted program. I do know that I would have appreciated having the screening before my son went into kindergarten, but there are so many folks in education who believe that kids even out by 3rd grade, hence the wait until the end of 2nd grade. For those people who believe that kids even out by 3rd grade, tell me this- do you really think that a kindergartner who was found to read on a middle school level will stop progressing in his reading?
I won't even try to write more on the subject, since I believe that Laura Vanderkam's blog (www.giftedexchange.blogspot.com) does a spectacular job on discussing the waiting until 3rd grade identification in her January 9, 2008 article. It is well worth a look!
Thanks for reading,
Monica
Our district uses a "matrix approach", like many others I'm sure, to screen children who were nominated by teachers or parents for placement in the programs. What this means is they use many ways to gather data to make an informed decision. Listed on a table in the handbook are the following: nomination form; academic progress as measured by standardized/normed tests like the DSTP (our state standardized test), Gates-MacGinitie reading test; a school ability test which is the OLSAT (Otis Lennon School Ability Test)- group IQ test; a grade level writing prompt; a grade level math problem set; a parent inventory of observed characteristics; and other additional data tools such as the PETS/HOTS activities used with 2nd graders in the ACT program, as well as some kind of creativity index.
Committees (staff trained to recognize and understand gifted characteristics) convene to then analyze scores and make placement recommendations. According to the handbook, "No one score or measure will exclude a student from placement in the appropriate program". As far as minimum scores on various screening instruments, there is no information listed in the handbook.
Personally I don't have experience with the matrix approach, since my son needed early intervention and we didn't go the traditional route. I'd love to hear any one's stories of how their children were screened by their district for entrance into a gifted program. I do know that I would have appreciated having the screening before my son went into kindergarten, but there are so many folks in education who believe that kids even out by 3rd grade, hence the wait until the end of 2nd grade. For those people who believe that kids even out by 3rd grade, tell me this- do you really think that a kindergartner who was found to read on a middle school level will stop progressing in his reading?
I won't even try to write more on the subject, since I believe that Laura Vanderkam's blog (www.giftedexchange.blogspot.com) does a spectacular job on discussing the waiting until 3rd grade identification in her January 9, 2008 article. It is well worth a look!
Thanks for reading,
Monica
Wednesday, April 8, 2009
Letter to the Editor
If you don't normally read the Dover Post letter to the editor section, I'd urge you to take a look at today's section. One of the letters titled "Gifted Students Left Wanting in Caesar Rodney District" speaks strongly to me. The letter by Lori Armstrong, a mom who has daughters in the Caesar Rodney school district, shared her concern about the lack of gifted services provided by the district. According to Lori her daughters get an after school gifted program once a week which involves creative skits which they practice for a festival. Her middle school daughter could easily skip a grade and her teachers even told Lori this, but the district won't allow it.
So here we are in the month of April when most Delaware school districts conduct their 2nd grade screening process for gifted and talented education programs and families in the Caesar Rodney district might be saying after reading Lori's letter to the editor ....why should I even bother if my child is just going to get a one day a week after school program?
We should expect more from our public schools to provide for gifted children and like Lori I urge you to contact your state representatives to express your concerns.
Thanks for reading,
Monica
So here we are in the month of April when most Delaware school districts conduct their 2nd grade screening process for gifted and talented education programs and families in the Caesar Rodney district might be saying after reading Lori's letter to the editor ....why should I even bother if my child is just going to get a one day a week after school program?
We should expect more from our public schools to provide for gifted children and like Lori I urge you to contact your state representatives to express your concerns.
Thanks for reading,
Monica
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