Images - Issue 4, 2008...Michigan Alliance for Gifted Education • Images • Volume 18, Issue 4,...

Volume 18, Issue 4, 2008

VOLUME 18, ISSUE 4, 2008 Should Gifted Students Be Grade-Advanced? 1 Sharon J. Lynch, Ph.D.

From the President 2

2009 Alliance Scholarships Available 2

Be a Part of Images 2

Editor’s Notes 3

The Gifted Contacts Network and Gifted Contacts Forum 3

2008 Scholarship Winners 3

Richard Lederer Live! 4

2009 Spring Conference in the Works 4

An Opportunity for Our U.P. Members 5

Carolyn Coil on Differentiation and Assessment 5

Ohio Creates Model Student Acceleration Policy 6

When "I'm Bored!" Doesn't Call for More Challenge Jean Strop 7

Parent Roadmap: My Child is Gifted, Now What Do I Do? 8

Save 60% on NAGC Parent Membership 8

Gift Ideas for Children—At the Holidays or Any Time Of the Year 9

Notes from the Webminder 9

Links, Links, Links … 9

Iowa Acceleration Scale: A Guide for Whole-Grade Acceleration K-8 10 NAGC Deems “A Nation Deceived” A Call to Action 11

Parent-to-Parent: Battling for Gifted Needs in the Classroom Felice Kaufman, Ph.D. 13

Alliance Affiliates 14 2008-2009 Board of Directors 15

Should Gifted Students Be Grade-Advanced? Sharon J. Lynch, Ph.D. The George Washington University, School of Education and Human Development Intellectually gifted and academically talented students are stu-dents who can learn and understand deeply and rapidly. Keeping them challenged and learning to capacity can require changes in their regular school programs. Across the United States, educa-tion programs for children identified as gifted and talented take many forms — pull-out programs offering educational enrich-ment, honors classes, after-school and summer programs featur-ing special course work, and mentor programs in which children are matched with professionals in the community for special learning experiences.

Sometimes, gifted youngsters may be so advanced in knowledge and so clearly operating at an intellectual level beyond that of their age-peers that educational acceleration is a realistic and desirable alternative to normal grade-level work. Educational acceleration, or providing students with academic work they would not ordinarily encounter until reaching a later grade in school, is usually considered when no amount of enrichment, individual attention, or special grouping within a class seems to keep the gifted student engaged in school.

Educational acceleration is often thought of as simply grade-skipping, or placing a child one or more grades ahead with chil-dren who are one or more years older. For instance, a child who has completed the fourth grade may be double-promoted to the sixth, skipping fifth grade entirely. Sometimes, if children are especially talented in one subject area, (most often mathematics, science, or English), they may be allowed to take advanced courses with older students in that subject while staying "in-grade" for the other subjects. An example is the seventh-grader who travels to a high school each day for advanced science. An-other alternative is to have gifted children tutored and advanced in given subjects, either individually or in small groups of chil-dren with similar talents. For instance, a group of five or ten high school students might meet for classes in advanced mathe-matics twice a week with a professor from a local university.

These arrangements are all appropriate responses to children who are intellectually and academically capable of learning at a faster pace and in greater depth than their same-age peers, and who are motivated to do so. Insisting that gifted and talented students remain with their age-mates at all costs may exact too high a cost from the children. It may result in boredom and day-

dreaming, poor study habits, behavior problems, an unrealis-tic self-image, or the avoidance of school altogether. But the decision to allow a child to accelerate educationally is one that must be made for each child, taking into account the in-tellectual and emotional needs of the child and the services the school can provide. (Continued on page 12)

Michigan Alliance for Gifted Education • Images • Volume 18, Issue 4, 2008

FROM THE PRESIDENT Dr. Ellen Fiedler

As fall slides into winter, all of us in Michi-gan hunker down and get serious about cop-ing with the weather…and continue and/or renew our serious efforts on behalf of gifted children here in our state. The Michigan Al-liance for Gifted Education is THE only statewide organization fully dedicated to

helping support and nurture gifted children and those who are concerned with them, and the efforts of each and every one of you are important.

Fall activities have included the Richard Lederer sessions and the Carolyn Coil conferences. All of our programs have been skillfully organized and managed by Jean Becker, and everyone who has participated has truly benefited from the opportunities that she has spearheaded.

Thanks to Paula Brennan for helping to complete and dis-seminate the “Roadmap for Parents of Newly-Identified Gifted Children.” Marie Brucker and all who worked on the “Affiliate Handbook” have put together a wonderfully-useful document, and GT 101 (a PowerPoint type presenta-tion that is designed to provide basic awareness and under-standing of gifted students and their needs), is nearly fin-ished with the outstanding efforts of Gary Vosburg, with whom it’s been my pleasure to work on this project.

Thanks to Rebecca Dull and all who participate, the Gifted Contacts Network is up and running online. Thanks to Kelly Schultz, our “webminder,” along with others who send useful info for her to post, our website is continually being upgraded and improved. With Nan Janecke’s edito-rial leadership, Images continues to develop as an ever-more outstanding publication. I am truly grateful to each of these people and all of the others who contribute so much to the organization and our efforts on behalf of gifted chil-dren in Michigan!

The truth is, however, that I’d love to see more of you get involved. The old saying of “many hands make light work” still rings true. More hands are definitely needed in fund-raising and advocacy, and particularly in public relations. If you are interested in helping to publicize our programs and getting the word out about what the Michigan Alliance has to offer (or in volunteering in any way) please email me ([email protected]).

Have a happy holiday season, and thanks again for all you do!

One Size Does Not Fit All ~

Meet the Needs of the Gifted Child

2009 Alliance Scholarships Available Several scholarships are available through the Michigan Alliance for Gifted Education for members or for kids sponsored by members. Applications for these scholarships are included as pull-outs in this edition of Images, and are also available on the Alliance website, www.migiftedchild. org.

There are three different scholarship programs: the Student Summer Scholarship Program, the Student Mini-Grant Pro-gram, and the Adult Grant Program. The Student Summer Program offers scholarships of up to $500 for students who wish to attend summer enrichment programs, while the Stu-dent Mini-Grant Program is for students who wish to con-duct their own experiment, construct something unique, or experiment in any form of the arts. These scholarships can be for up to $100. The Adult Grants Program offers grants for up to $300 for adult members who wish to engage in: research in the field of gifted education; implementation of a special project that will directly benefit gifted, creative, and/or talented students; or attendance at a class, extended workshop, or conference which will enhance your ability to work with or for the gifted, talented, or creative.

Also available through the National Association for Gifted Children is the Nicholas Green Distinguished Student Award, for students in grades 3 through 6 during the 2008-2009 school year. The Nicholas Green Award rewards one student per state in the areas of visual or performing arts, academic achievement, or leadership and consists of a $500 U.S. Savings Bond and a Certificate of Excellence.

The deadline for applying is March 31, 2009, and more information can be found on the individual scholarship ap-plications.

Be a Part of Images Help is needed with several upcoming Images’ articles. The editorial staff is planning articles on Middle School pro-gramming, the effects of the new Michigan graduation re-quirements on gifted students, and gifted education on a shoestring. If you are with a school district that would like to work on these articles, or if you know someone in your school district who could be of assistance, please contact Nan Janecke at [email protected]. Additionally, if you are with a local affiliate and would like to promote an upcoming event or program, please feel free to forward that information to the same address. We will be happy to help you publicize your activity.


EDITOR’S NOTES Nan Janecke

We all watch the news and read the papers…we all see what is happening to the economy both here in Michigan and around the country. Budgets are tight, not just in my home and yours, but in school districts throughout Michigan.

One of the most cost effective, and yet controver-sial, avenues for additional challenge is accelera-tion. Despite mountains of positive research, many

educators remain reluctant to see acceleration as a possible al-ternative for gifted students. As the parent of one child who has been whole-grade accelerated and another who is subject-accelerated, I understand fully the concerns that people have regarding this option. Will the challenge be too much? Will my child make new friends? Will teachers understand that physically and emotionally she is younger than her classmates? Will she be bullied or picked on? The list of potential downsides seems end-less.

The decision to accelerate or not is a deeply personal and indi-vidual one, with each family searching for what is best for them and their child. But in terms of challenge, let’s be clear: yes, it will most likely be more difficult. Maybe they won’t be at the top of their class, and maybe they’ll struggle more than they’d like (or is easy for you to watch). But isn’t that the point — that eve-rything in school should not be easy? Learning to tackle tough work when you’re in elementary or middle school when you have a support system to help you is much better than facing that same learning curve as a college student. Take all the issues into con-sideration, and use caution when making your decision — but don’t let a fear of hard work make the decision for you.

The Gifted Contacts Network and Gifted Contacts Forum The Gifted Contacts Network is a peer network for Michi-gan educators who play a role in championing educational opportunities for Michigan’s gifted, talented, and creative students. It’s sponsored by the Michigan Alliance for Gifted Education as a service to educators so that you can better connect with others.

Do you: • Have a keen interest in learning about effective meth-

ods for teaching gifted, talented, and creative students? • Yearn for opportunities to talk with your peers about

challenges faced and solutions sought — to share your struggles and discuss successes?

• Need to know about low-cost ideas for functioning well in today’s financial climate?

The Gifted Contacts Network has been created to address these and other significant topics in meetings, focus groups, and our new FREE on-line forum, the Gifted Contacts Forum.

To join the Gifted Contacts Network, send your name and contact information to Rebecca Dull ([email protected]).

To become a member of the Gifted Contacts Forum, go to the Alliance’s website, www.migiftedchild.org, and click on “Michigan Gifted Contacts Forum.”

2008 Scholarship Winners Each year the Alliance funds several Student Sum-mer Scholarships and Mini-Grants.

Last summer Madeline (3rd grade) and Allison (6th grade) Clough from Fowlerville shared a $100 mini-grant.

Summer scholarships were awarded to:

Lauryn Chamberlain (10th grade) from Okemos who attended Northwestern University’s CTD Equinox summer session on creative writing.

Sarah Peterson (10th grade) from Saline who at-tended the Duke Young Writers’ Camp at Duke Uni-versity.

Mario Goetz (9th grade) from Okemos who attended the Civic Leadership Institute sponsored by North-western University’s CTD in Chicago.

Madeline (6th grade), Claire (8th grade), and Abigail (7th grade) Wilson from Norton Shores who shared a scholarship to Blue Lake Fine Arts Camp.

Heidi Johnson (4th grade) from Plainwell who at-tended the Third Coast Writing Project on the West-ern Michigan University campus.


Richard Lederer Live! Jean Becker

Mirth and merriment were the overall themes of the day when the Michigan Alliance for Gifted Education and Mensa groups from Lower Michi-gan brought to the stage Richard Lederer, a world renowned linguist. The auditorium of Baker Col-lege in Flint on Sunday, October 5, was the invit-ing location of “An Afternoon of Language, Laughter and Learning.” Lederer, often referred to

as “Conan the Grammarian,” has been named International Punster of the Year, which no doubt comes naturally judging by his pro-lific number of books of puns.

He quickly took us laughingly through many absurdities of the English language and had us going through mental exercises to see how we could stretch ourselves. “Engaging in mental games is as beneficial to the mind as physical exercise is to the body.” The audience was captivated by his word play. The gathering of word lovers (wordaholics) quickly responded to his calls for examples of metaphors and homonyms. Young and old were eagerly in-volved in “calisthenics for the mind.”

The second half of the afternoon began with Geoffrey Kocks, an 11-year-old Mensan from Grand Blanc, who offered a well-delivered resume of Lederer’s ac-complishments. He also threw in his own humor. When Lederer got up the audience discovered they were not very well versed on Presi-dential Trivia, the title of another Lederer book. We were reminded that eight of the first nine presidents were not born citizens of the United States — they were born in the American Colonies (British subjects), having all been born before 1776. Lederer’s discourse on the presidents was lively and fast paced as we learned about the “youngest,” the “oldest,” their birth order, their education, and their occupations. Lederer, so as not to offend any of his audience, did not claim which candidate in the current election he preferred. Instead he quoted Clarence Dar-row saying, “When I was a boy I was told that anybody could be-come President; I’m beginning to believe it.”

As a former English teacher who went on to get a Masters Degree in English and Education and then a Ph.D. in Linguistics, Lederer loves to bring his fun way of discovering English to both young and older learners —and their teachers. He is one of very few au-thors who specifically targets books toward students of middle school and high school ages, making English fun. Playing with the English language while expanding students’ vocabulary and love of words could not be easier. Teachers very much appreciate Lederer’s willingness to allow photocopying for classroom use — and he provides the answers too! With the holidays upon us, we highly recommend Lederer’s reasonably priced books — great for kids, teens, teachers, and the word lovers in your life and of course Presidential Trivia for those history buffs. You can view Richard Lederer’s extensive list of books and “Anguished English” cube calendar at www.verbivore.com.

Richard Lederer and Geoffrey Kocks

2009 Spring Conference in the Works! The Alliance’s Education Committee is working with the National Association for Gifted Children to bring a na-tional speaker to Michigan this spring, probably in mid to late April. With the help of the NAGC, we predict this will be a wonderfully informative presentation, so please watch our website, www.migiftedchild.org, where more details will be posted as they become available. We’ll also email members additional information once plans are fi-nalized.


An Opportunity for Our U.P. Members Jean Becker Mark your calendars now for Saturday, May 9, 2009, when the joint Michigan-Wisconsin Gifted Information Forum and Talkback Session workshop will be held in Marinette, Wisconsin. Best of all, this exciting event will be free for all current Michigan Alliance members — whether you live in the U.P. or not!

The Forum will be held at the University of Wisconsin-Marinette campus (just over the little bridge from Menomi-nee, Michigan), 750 W. Bay Shore, Marinette, WI 54143. Michigan SB-CEUS will be available and parking is free. Participants choose one of two sessions, based on their inter-ests and needs.

Gifted 101 will feature identification of gifted students, in-cluding those from diverse backgrounds, twice exceptional, levels of intervention and basic programming options such as acceleration, clustering, and differentiation. These work-shops support the Response To Intervention (RTI) model

and will include an emphasis on basic, practical differentia-tion strategies.

Gifted 201 will feature an in-depth exploration of program-ming options, including acceleration, clustering, mentoring, differentiation, etc. Participants will learn and practice basic differentiation strategies such as compacting, flexible group-ing, interest and learning centers, independent contracts, tiered assignments, and questioning. Assessment practices will be examined and discussed. Bring along one of your favorite lessons to "play with"! Come to learn, laugh, and share.

Watch for further information at www.migiftedchild.org, and in Images, and encourage your friends and colleagues to join the Michigan Alliance so they can attend this special educational event, a collaboration between the Wisconsin Association for Talented & Gifted and the Michigan Alli-ance for Gifted Education.

Carolyn Coil on Differentiation and Assessment Jean Becker “One size does not fill all,” the Michigan Alliance’s motto, is never truer than in a classroom full of children across the spectrum of academic achievement. What can you do when some kids struggle to keep up, and other kids already know most of the lesson before you start, all in the same room?

Carolyn Coil is an internationally-known speaker and writer on how to differentiate so every student stays interested and

challenged. In her November programs for the Michigan Alli-ance, Carolyn’s primary empha-sis was on instruction in a regu-lar classroom, but parents who home school or work in tandem with their local school also found her an engaging presenter with practical ideas and tools. Dr. Coil has a gift for explain-ing in terms that are easy to

grasp and giving ideas that can be implemented immedi-ately.

In the morning, Carolyn focused on Differentiation, demon-strating how a teacher can use research-based differentiation techniques to first assess and then motivate students and raise achievement, with a special emphasis on gifted and talented learners. Dr. Coil reviewed strategies and tech-niques best suited to a number of specific needs and con-cerns common to academically-able learners. She shared

five types of flexible grouping patterns, and recommended using each of them on a rotating basis. Carolyn also went over techniques for individual differentiation such as “compacting,” and showed how to build a tiered lesson plan in several subjects.

The afternoon was about Assess-ment. How do we identify an ap-propriate level for each child to plan successful differentiation? How do you identify gifted learn-ers? How do you assess progress when students are working on different levels and at different paces? Dr. Coil discussed a vari-ety of assessments, while going more in depth on Formative Assessment, which she finds essential. Participants also practiced developing Criteria Cards and writing Rubrics.

Thanks to Carolyn and the number of volunteers who helped to plan and staff these conferences, they were a great suc-cess! Watch your email and future editions of Images for information on upcoming events!

Ellen Fiedler and Carolyn Coil at the Midland site.

Carolyn works closely with conference attendees.

Participants listen atten-tively during Carolyn’s presenta-tion.


Ohio Creates Model Student Acceleration Policy In 2006, the State of Ohio created a “Model Student Accel-eration Policy for Advanced Learners.” The Ohio Depart-ment of Education and its Office for Exceptional Children have done a fantastic job in creating a policy that is compre-hensive and well-researched, and can act as a blue-print for states and school districts across the country.

This model policy was prompted by Ohio’s own Academic Content Standards, which state:

No individual or group should be excluded from the op-portunity to learn, and all students are presumed capable of learning. Every Ohio student, regardless of race, gen-der, ethnicity, socioeconomic status, limited English pro-ficiency, disability or giftedness shall have access to a challenging, standards-based curriculum.

The knowledge and skills defined in Ohio’s academic content standards are within the reach of all students. Students, however, develop at different rates. All chil-dren learn and experience success given time and oppor-tunity, but the degree to which the standards are met and the time it takes to reach the standards will vary from student to student.

Students who can exceed the grade-level indicators and benchmarks set forth in the standards must be afforded the opportunity and be encouraged to do so. Students who are gifted may require special services or activities in order to fully develop their intellectual, creative, artis-tic and academic capabilities or to excel in a specific content area. Again, the point of departure is the standards-based curriculum.

All children should be provided adjustments when neces-sary in order to address their individual needs. Identify-ing and nurturing the talents of all students will enable all students to reach the standards.

This model policy also includes definitions of different ac-celeration policies as follows:

Whole-Grade Acceleration: The practice of assigning a student to a higher grade level than is typical given the student’s age on a full-time basis for the purpose of pro-viding access to appropriately challenging learning op-portunities.

Individual Subject Acceleration: The practice of as-signing a student to a higher grade level than is typical given the student’s age for the purpose of providing ac-cess to appropriately challenging learning opportunities in one or more subject areas.

Early Admission to Kindergarten: The practice of ad-mitting a student to kindergarten who has not yet reached the typical age at which students are admitted to kinder-garten for the purpose of providing access to appropri-ately challenging learning opportunities.

Early High School Graduation: The practice of facili-tating completion of the high school program in fewer than four years for the purpose of providing earlier than typical access to post-secondary educational opportuni-ties.

Also cited is research that identifies a number of barriers to “the appropriate and frequent use of acceleration.” These include:

• A pervasive lack of awareness of the research on ac-celeration and the pervasive myth among educators that, despite overwhelming evidence to the contrary (e.g. Robinson, 2004; Gross, 1992), placing students with older peers is socially and emotionally harmful to bright children.

• District policies that included unreasonable criteria for acceleration or that explicitly discouraged the use of acceleration, sometimes using inaccurate informa-tion that is misleading to parents and educators.

• Structural barriers, particularly related to “single-subject” acceleration when acceleration would re-quire a student to move back and forth between two school buildings.

• Confusion amongst educators regarding state and local policies.

To read the entire policy, please go to www.education.ohio. gov, then search for Academic Acceleration for Advanced Learners, and click on the Model Policy Text and Introduc-tory Information.


When "I'm Bored!" Doesn't Call for More Challenge Jean Strop Joshua is a 10th grader, always accelerated in mathematics. However, when he was placed in honors geometry in 8th grade and in honors trigonometry as a 9th grader, he faltered and received low average grades. Because he said that he was bored, his parents advocated for his continued placement in honors mathematics classes. When pre-calculus concepts eluded him, Joshua met with his math teacher and admitted that math had been difficult throughout high school After assess-ment, it was apparent that Joshua needed to be placed in a regular Algebra II class, as he had significant gaps in his math knowledge. In his case, "I'm bored" really meant that math had become too difficult and abstract.

Often the words I'm bored are a call to action for parents of gifted students. They acquaint themselves with the latest re-search on "the need for challenge" and approach educators with fervor and knowledge. Their advocacy focuses on acceleration for their gifted student in the subject area that is the source of boredom. What many parents and educators fail to realize is that I'm bored has a myriad of underlying meanings. By understand-ing the possible meanings, we are better able to determine the best programming options for each student. Acceleration is not always the appropriate option.

Definitions of Bored Educators and parents must observe carefully, have frank discus-sions with students, and listen to what is not said as well as what is spoken.

I'm truly bored. For some gifted students, the curriculum is too easy and I'm bored means just that. When this is the case, there is a definite need for more stimulating and challenging work. At this point educators need to decide whether to provide enrichment ma-terials, to advance the student in a given subject area, or to acceler-ate the youngster in multiple subject areas. For a few students, the need to accelerate by an entire grade level or more is in order.

It's too hard. Many gifted students, even those with extremely high intellectual abilities, reach a point where academic work is extremely challenging. These students often define themselves by how easy learning comes to them, by how quickly concepts are mastered, and/or by how little work they must do. Often they find it difficult, if not impossible, to admit that the subject matter has become hard, and then they use the words I'm bored to save face when they really mean "This is too hard for me, and I don't know how to struggle to attain mastery."

Educators and parents of students in this position need to talk openly about personal limitations, explaining that all people have limits and that it is sometimes necessary for all of us to struggle in order to succeed. Such students must be encouraged to seek extra help from teachers and/or tutors. They also are helped from direct teaching of study skills for that particular subject. These young people may benefit from study groups with other bright students who are also struggling to understand the concepts. Short-term counseling/ therapy should be considered to overcome perfection-ism, to increase frustration tolerance, and to rebuild fragile self-esteem.

I don't like this. Some gifted students, especially those who have a history of underachievement, use the words I'm bored to really mean they don't like doing what is required of them: homework, outside reading, attending class, studying for tests, and/or complet-ing long-range assignments. For them, doing something they don't like feels very toxic and is often labeled as boring.

These students may suffer emotionally and underachieve when accelerated in a subject they don't like. They may feel like outsid-ers when surrounded by other high achieving students who love the subject and challenge of the class. It is important to allow these gifted youngsters to accelerate in areas of passion and to take age-appropriate classes in areas of less interest to them.

I'm afraid I'll fail if I try. For the students who have a deep fear of failure, the words I'm bored really means "I'm afraid to try be-cause I might fail, and that would be embarrassing."

These student need encouragement to try challenging classes while working with the teacher or counselor on strategies for overcom-ing the deep fear of failure. Pretests and placement tests help as-sure appropriate class placement. Sometimes taking an easier class to rebuild confidence in a subject area is necessary.

I have other things I prefer. Many gifted students are passionate about their interests to the point of obsession. In a matter of time, all other activities pale by comparison. These young people resent required school assignments because they divert from their pas-sions. For such a student, I'm bored really means "There are things I want to do instead of the things you want me to do."

These students need help finding time in the day to pursue their areas of interest. They can learn to reward themselves for doing a non-preferred activity by finding time to pursue a preferred pro-ject. By taking non-accelerated classes in areas of minimal inter-est, extra time is created to spend on topics of deep passion.

If I do well on this, I'll be expected to do more and harder work. Many underachieving gifted students fear success as much or more than failure. Success in non-preferred activities such as homework, tests, and some core classes can lead educators and parents to encourage and sometimes expect placement in advanced classes. In response, these students often deflect that response with I'm bored when they really mean "If I do well on this, I'll be ex-pected to exert even more effort. I'm not all willing to do that."

We have all, at times, said one thing when we meant another. So, it is paramount for both educators and parents to investigate fur-ther before responding to the literal meaning of the words I'm bored. We must hear and interpret the real meaning of those words and plan appropriate programming for bored gifted students.

Originally printed in Understanding Our Gifted, Winter, 2008 (20-2), pp 28-9. Reprinted with permission, Open Space Communica-tions LLC, www.openspacecomm.com / 800-494-6178. Reprinted in Outlook, a Minnesota Council for the Gifted & Talented publi-cation, Vol 31, No 3, July/August 2008.

Jean Strop, from Colorado, is a long-time psychologist, gifted resource teacher, and counselor, as well as a consultant and writer in affective education and college planning for gifted stu-dents.


Parent Roadmap: My Child is Gifted, Now What Do I Do? Marie Brucker

Parents often say that children ought to come with a manual — but even that one would not be “one size fits all.” As part of the efforts of the Support Committee of the Michigan Alli-ance for Gifted Education, we have worked to put together the beginnings of a “roadmap for parents.” It can be found at our website,

www.migiftedchild.org, by linking to the word “Resources” along the top.

The “Roadmap for Parents of Newly-Identified Gifted Chil-dren” provides one with steps to take in bringing about an appropriate and comfortable match between children and their educational setting. Our committee has elaborated on many of the things one must take into consideration when matching children to a appropriate learning environment. When it is first discovered that a child is gifted, this should be a very loud wake-up call — a call to be an “advocate extraordinaire.” Where does one even begin?

It all starts with educating oneself. The handbook will pro-vide you with the federal definition for “gifted” and slight changes to that over the years. Because there has never been a mandate to meet the needs of the gifted population from the Congressional level, mandates can only be at the state level. This, however, has not happened in Michigan. The decisions regarding the education of gifted are divided be-tween the state and local districts and spelled out in the article.

None of the offered definitions for gifted refer to an IQ level in relation to “gifted,” but the roadmap does generally speak to this. Understanding the level of a child’s IQ will influence the actions parents will need to take. This is exemplified by the words of Dr. Jerry Miller of the University of Michigan, who in his lecture of Tuesday, October 21, 2008, “The Truth about Gifted Children,” stated that “A parent of a child with an IQ of 140 or higher almost always needs to find a school setting specifically for gifted. A public school curriculum will rarely be sufficient for these students.”

The typical educational settings are briefly described in the parents’ roadmap: public school system, private school set-ting, and homeschooling. In selecting the school, a parent needs to compare the school’s philosophy, vision and action. “[I]t is very important to look for a strong positive relation-ship between their definitions of a gifted child, the identifi-cation process used during admission to the school, and the curricular programming provided. If all three elements are similar the program is most likely well planned.”

Self-education about gifted and gifted education as well as understanding your child and their learning needs becomes

top priority. To provide the parent with the informational tools to be a strong advocate, the Michigan Alliance pro-vides this roadmap and the Affiliate Handbook (click on word “Affiliates” along the top at our website). In addition to the information mentioned above, the roadmap also speaks to the following concerns:

• Understanding how acceleration operates in an educa-tional system or as part of meeting a child’s academic needs.

• Finding ways to be sure the child connects with other intellectual peers, which enables one’s social and emo-tional development.

• Analyzing the attitude among the school staff: is there an underlying acceptance among the staff that “all kids are gifted” or do they know the difference? As stated in the roadmap: “Are staff members willing to recognize the need for curriculum modifications for gifted learners or is there a mismatch of staff’s behavior with school philosophy shouting the ‘all children are special’ mes-sage?”

• Knowing the chain of command in the district for get-ting/asking for changes starting with the teacher — and offering to work in concert with the staff.

• Speaking up and working together to make change and make a difference in a systemic way.

Because systemic changes will take many of us working together, suggestions are interspersed in the roadmap on ways to link legislators and to the Michigan Alliance and its affiliate groups.

As with all the projects of the Support Committee, this par-ent roadmap is a “work in progress.” We hope that readers will offer questions and suggestions to clarify and expand the roadmap. Please share this link with those who are new to this educational search or who are continuing on the long journey to finding the appropriate educational match for their children. We encourage you to read this link as well as the information found in the Affiliate Handbook, and to let us know how we can further support you.

Save 60% on NAGC Parent Membership The National Association for Gifted Children is pleased to offer all parent members of the Michigan Alliance for Gifted Educa-tion a Parent Associate Membership for $10.Your NAGC mem-bership affords you four issues of Parenting for High Potential and access to all resources on NAGC’s website, www.nagc.org. If you wish to take advantage of this offer, please email Sue at [email protected] and she will send you an application along with a membership verification letter required by NAGC. If you aren’t already a member of the Michigan Alliance but you would like to take advantage of this offer, let Sue know, and she’ll for-ward you both an Alliance membership application and an NAGC membership application to return to her with two checks, one payable to NAGC for $10 and one payable to the Alliance for $30 (individual membership) or $20 (affiliate membership).


Contribute to Images! Parents, students, teachers, administrators, counselors, researchers: Share your experience educating, parenting, advocating for or studying gifted children — or even being a gifted student yourself. Write an article for a future issue of Images!

Volume 19, Issue 1, 2009 Articles due: January 15, 2009 Publication date: March 1, 2009

Volume 19, Issue 2, 2009 Articles due: April 15, 2009 Publication date: June 1, 2009

Volume 19, Issue 3, 2009 Articles due: July 15, 2009 Publication date: September 1, 2009

Would you like your events and activities publicized in this news-letter or would you like to submit an article? Contact Nan Janecke, editor of Images:

Nan Janecke, Editor [email protected] 5355 Northland Drive, NE, Ste. C-188 Grand Rapids, MI 49525 616-365-8230 Website: www.migiftedchild.org

Gift Ideas for Children – At the Holidays or Any Time of the Year Have trouble finding gifts for the bright young minds in your home? Consider these award-winning games, toys and puz-zles:

• Equate – A Math Version of Scrabble – Ages 8 and Up - $30 • Blokus – Strategy Game – Ages 5 and Up - $30 • Zoob – Building Toy – Ages 6 and Up - $30 • Bananagrams – Crossword Tiles – Ages 6 and Up - $15 • Rush Hour – Puzzle – Ages 8 and Up - $18 • Postcards from America – Travel Game – Ages 8 – 12 - $30 • Soda Pop Kit – Invent Your Own – Ages 8 and Up - $20 • Illuminated Gel Ant Farm – Just What It Sound Like – Ages 6 and Up - $30 • Qwirkle – Tactical Strategy Game – Ages 6 and Up - $25 • Tekton Tower Girder & Panel – Construction At Its Best – Ages 6 and Up - $60

These are available at www.mindware.com, www.amazon.com, and other retailers.

Notes From The Webminder Kelly Schultz The website at www.migiftedchild.org is changing weekly! We have some dedicated people who are trying to update the content so it gives you the information you need in a timely fashion. If you have questions that are not an-swered by the website, please feel free to contact me and I will get the question to the correct person and try to get an answer on the website. If you have an article about some area of gifted education, feel free to forward the article or link to me and I will have my committee evaluate where it fits on our website. If you want to help out with answering questions for the website, providing content, or editing the current content, please contact me.

We have added a section where you can access old copies of Images. Simply click on the Membership link on the menu and the link to Images is on the left. You can also download registration fliers for our conferences from our website. There have been some new resources added as well. Check it out!

Links, Links, Links… For research-based information on acceleration, please go to www.gt-cybersource.org/Record.aspx? NavID=2_0 &rid=11413 to read “Acceleration: What we do vs. what we know” by Karen B. Rogers and Richard D. Kimpston. Although this article was first published in October of 1992, most of the information is still remarkably on point, and provides great data for advocating for acceleration.

If you are drawn to advocate for your child or for other gifted children on a state- or nation-wide level, you may want to check out “An Insider's ‘Top Ten’ Guide to Legislative Advocacy” at www.connectforkids.org/node/2694. Jack Levine, President of Advocacy Resources, provides great tips for knowing how to communicate with legislators and be successful when working with them.

If Ohio’s Acceleration Policy makes you curious about other states’ gifted policies, you may want to return to www.gt-cybersource.org, this time clicking on “State Policies,” for a map showing pertinent information about policies, mandates, and more. See what is happening around the country!


Iowa Acceleration Scale: A Guide for Whole-Grade Acceleration K-8 By Susan G. Assouline, Ph.D., Nicholas Colangelo, Ph.D., Ann Lupowski-Shoplik, Ph.D., Jonathan Lipscomb, B.A., & Leslie Forstadt, B.A.

Considering acceleration for your child? Read the following re-view by the Davidson Institute for Talent Development of the Iowa Acceleration Scale and how it can help you and your school make the right decision.

At some point every school encounters a student who needs accel-eration. The Iowa Acceleration Scale (IAS) is a tool designed to guide educators in mak-ing important decisions regarding whether a particular student is a candidate for whole-grade acceleration (grade-skip).

The decision to accelerate a student is one of the more difficult and controversial questions that educators and parents may encounter.

However, many gifted and talented children need a curriculum that matches their abilities, potential, and current performance levels. The IAS provides a structured format to guide a child study team in the discussion and decision about the type of acceleration that might be most appropriate for a given child.

The IAS is an exceptional tool for facilitating communication be-tween parents and educators. The IAS manual provides case stud-ies, examples, and documented research showing that acceleration is a sound educational option for some bright children. It focuses on the child being considered with questions and subsequent rating scale regarding the child's intellectual and emotional development, family and school issues, and areas which could be potential prob-lems. The manual also includes a list of the top ten issues regard-ing acceleration accompanied by vignettes and recommendations based on examples provided in the text. Questions designed to identify these and related issues and concerns include the follow-ing:

1. How important are academic ability and achievement in con-sidering whether or not to accelerate?

2. When is the best time to accelerate a student? 3. How important is the age and school grade of siblings consid-

ering acceleration? 4. How important are non-academic, developmental characteris-

tics such as age and physical size? 5. What about acceleration for the student who is advanced aca-

demically but not socially-emotionally? 6. What constitutes appropriate school support for an accelera-

tion to proceed? 7. What is the role of the parents? 8. What if the student is involved in competitive school athlet-

ics? 9. Why is acceleration an educationally sound option in the cur-

rent education environment? 10. What might happen if we keep students who appear ready for

acceleration at their current grade level?

The scale is designed as an informative tool for parents and educa-tors rather than as a test. Use of this tool can assist in dispelling myths about exceptionally bright students in general, as well as

inform academic placement decisions for individual students. The IAS form includes several sections designed to gather information that will help determine whether whole grade acceleration, or other accommodations, are most appropriate for a particular stu-dent. The sections include general information, critical items, school history, prior ability and achievement test results, prior professional evaluations, academic ability and achievement, school and academic factors, developmental factors, interpersonal skills, attitude and support, and a summary and planning sheet.

Items on the IAS are given numeric value and are grouped in cate-gories which guide the discussion, decision-making and planning. In instances where the IAS score does not show the child to be a good candidate for acceleration, other possible interventions are listed. The IAS will help educators and parents consider all of the necessary, even critical, aspects regarding possible acceleration of academically precocious students. The manual includes a substan-tial section summarizing educational and psychological research that can be used to support the investigation of appropriate aca-demic arrangements for exceptionally bright students. In addition to addressing the strengths of well-informed placement decisions, the IAS manual contains a reference section for further reading, as well as suggestions for planning based on the collection and dis-cussion of relevant information for the IAS form.

The IAS has been used in every state and in several countries. The second edition is designed to be easier to use and understand, as well as serving to clarify the utilization of aptitude testing and provide additional information on the use of the scale with pre-school and primary school children. The IAS is available for pur-chase as a kit which includes a manual with a set of 10 forms. Par-ents or educators may purchase the kit.

In the event that the kit is purchased by a parent, the parent may wish to donate the additional forms and the manual to the school to further encourage the use of this valuable tool. Those individu-als who have purchased the IAS kit and completed the scale may contact the Belin & Blank International Center for Gifted Educa-tion and Talent Development for a consultation regarding the in-formation collected. (The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development is dedicated to the education of gifted and talented students through research, service, and training.)

For more information on the Iowa Acceleration Scale and/or to purchase this tool, please visit Great Potential Press at www.greatpotentialpress.com.

Reprinted with the permission of the Davidson Institute for Talent Development, which does not imply or constitute endorsement. The Davidson Institute for Talent Development is a 501(c)3 non-profit operating foundation founded in 1999 to support profoundly intelligent young people. For more information on the Davidson Institute, please visit www.davidsongifted.org.


NAGC Deems “A Nation Deceived” A Call to Action In a 2004 press release, the National Association for Gifted Children had this to say about A Nation Deceived: How Schools Hold Back America’s Brightest Students, the ground breaking Templeton Na-tional Report on Acceleration edited by Nicholas Colangelo, Susan G. Assouline and Miraca U. M. Gross:

Student readiness to learn is a better barometer than age when determining how quickly students should move through their studies. Released today, "A Nation De-ceived," funded by the Templeton Foundation of Rad-nor, Pennsylvania, confirms that in order to meet the needs of advanced learners, educators must abandon the

notion that a student's grade and curricula be based solely on chrono-logical age instead of readiness.

Fifty years of longitudinal data suggests that acceleration is one of the most effective curriculum interventions for many high-ability learn-ers. The report, endorsed by the National Association for Gifted Chil-dren (NAGC), was compiled and analyzed by two veteran researchers at the Belin-Blank International Center for Gifted Education and Tal-ent Development at the University of Iowa and one from the Univer-sity of New South Wales in Sydney, Australia. It presents irrefutable evidence that acceleration has a positive impact on many high-ability students both socially and academically. Past assumptions by school administrators, principals, and policy makers about the perceived negative affects of acceleration are handily struck down in this study.

"This report confirms that acceleration strategies are appropriate for advanced students in virtually every learning setting. Concerns about an accelerated student's social or emotional well being are unfounded. The time has come to release the bonds that hold gifted learners back." said NAGC's President, F. Richard Olenchak, Ph.D., PC.

Indeed, the research shows that when gifted and talented students re-main in lock step with their age peers rather than moving ahead at an appropriate pace, the results are • Boredom • Poor study habits • Underachievement • Behavior problems

To avoid these pitfalls, NAGC urges every school district and every state to adopt a comprehensive acceleration policy—one that matches appropriate learning opportunities to student readiness at each stage of the student's development. These strategies would include multiple curricular options such as: • Grade-skipping—the most well-known acceleration strategy • Early entrance to kindergarten • Early exit from school based on proficiency • Acceleration of a specific subject (eg; 5th grader taking algebra) • Dual enrollment in high school and college • Curriculum "compacting" (compressing the curriculum to elimi-

nate the repetition of work that has already been mastered)

"We face administrative and policy obstacles in many states and dis-tricts that impede implementation of acceleration strategies. The price we are paying is a slow, but steady, erosion of American excellence," added Dr. Olenchak.

The full report can be obtained at www.nationdeceived.org.


Is Education Acceleration Harmful To the Child Academically? The majority of studies have shown that children who have been educationally accelerated do not suffer academically. Their grades are higher than those of their peers who chose not to accelerate; they compare favorably with those of older students in their classes. Accelerated students also report heightened interest in and enthusiasm for school. But Won't There Be Gaps in the Child's Knowledge? If children skip one or more grades, they may occasionally encounter unfamiliar material from the skipped grade. Therefore, arrangements should be made in advance with teachers to allow the children to cover any such material without penalty as it is encountered. Because there is repeti-tion in normal curricula, such gaps occur less often than one might think and seldom present a significant problem to the gifted and talented student, who learns quickly and well. Is Educational Acceleration Harmful to the Child Emotionally or Socially? This is the aspect of educational acceleration that seems to worry parents and educators most. Generally speaking, chil-dren who are well-adjusted and socially at ease who acceler-ate report having two groups of friends — they belong to a circle of older students, but they also retain friendships with children who are the same age. Note that children naturally choose to play with children of all ages in their neighbor-hoods.

Children who are socially withdrawn or who have difficulty making friends may experience similar problems when placed with older children. On the other hand, there are cases in which a gifted child is more at ease socially with older children than with age-mates. This may be true more often for girls than boys. The receiving classroom teacher in an accelerated setting can be a valuable ally to the younger student, helping him or her find a niche among the older students. What Do Educators Think of the Educational Acceleration Option? Research about acceleration consistently documents positive effects, both academically and socially, for children who have accelerated, but educators have been slow to embrace this option. Fears about social and emotional development problems for these children are common. However, people who specialize in working with gifted and talented children and teachers and parents who have had personal experience with educational acceleration tend to be more positive. How Do Parents Know If Their Child Should Accelerate? If children's standardized test scores, particularly achieve-ment test scores, are many grades above level or off the charts entirely, they are good candidates for acceleration. If a child who was previously an avid student begins to com-plain of boredom or starts misbehaving in school, it may be

an indication that he or she needs additional challenges (but remember that any child may be bored or have behavior problems). The decision to accelerate ideally should be mu-tual; the child, parents, and school officials all agreeing it would serve the child well. The school psychologist or Indi-vidualized Educational Plan (IEP) committee should be con-sulted early in the process. When Should One Be Cautious About Acceleration? If the child under consideration for acceleration is physically or emotionally immature, is pushed into the process by adults, or receives constant negative feedback at school from peers or educators, problems could occur. It helps if teachers and administrators are supportive, and fellow students are at least tolerant and preferably friendly. If the school acceler-ates students routinely so that an accelerated youngster does not stand out as peculiar, and moreover, has a small support group of similar youngsters, then chances for an easy adjust-ment increase.

A child who has been accelerated may find that he or she is no longer the best in the class because the peer group is older and more experienced. Both parents and the child should be ready for this. Parents should be supportive, but never put undue pressure on the gifted and talented child to perform — certainly not when he or she is adjusting both socially and academically to a new environment. The deci-sion to academically accelerate a child may be reversed at any time if it appears not to be working out academically, socially, or emotionally for the child. Adults should help children in this situation understand that the change is not a failure. What About Acceleration in a Single Subject? This option tends to meet with less resistance from educa-tors than grade-skipping because children still take most classes with their age-mates, alleviating concerns about so-cial problems. Here, continuity is crucial. Accelerating stu-dents one year, only to have them repeat the material the next is no solution. Teachers or curriculum specialists can be helpful in determining what aspects of a subject are covered in each grade. Accelerated students may need to make spe-cial arrangements to travel to a junior high or high school, or even take a college course before high school graduation. It is important to obtain the cooperation of the school district's central authority throughout the child's educational career. Transportation problems may prove more difficult to solve than academic or social problems. What Are the Steps in Making the Decision To Accelerate a Child? Assuming the parents and student first agree to explore this option, parents might begin by discussing it with the school's coordinator for the gifted and talented, guidance counselor, or principal — whichever person knows the child best. The classroom teacher’s opinions also should be sought. Next, the child's academic potential and social and

(Continued on next page)

(Continued from Grade Advanced, page 1)


emotional adjustment should be evaluated by a school psy-chologist. The final decision will probably be made by the school's IEP Committee or the principal. It is important to have the enthusiastic support and understanding of the teachers who will be working with the accelerated child, as well as commitments for continuity and coordination from school authorities. Sources Most of the following references — those identified with an ED or EJ number — have been abstracted and are in the ERIC database. The journal articles should be available at most research libraries. For a list of ERIC collections in your area, contact ACCESS ERIC at 1-800-LET-ERIC. Brody, L. E. and C. P. Benbow (Summer 1987). "Accelerative Strategies: How Effective Are They For the Gifted?" Gifted Child Quarterly, 31 (3), 105- 109. EJ 363 446. Cornell, D. G., C. M. Callahan, L. E. Bassin, and S. G. Ramsey (1991). Chapter 3: "Affective Development in Accelerated Students." In W. T. Southern and E. D. Jones (Eds.), Academic Acceleration of Gifted Chil-dren. New York: Teachers College Press. Davis, G. A. and S. B. Rimm (1989). Education of the Gifted and Tal-ented. Chapter 5: "Acceleration." Englewood Cliffs, NJ: Prentice Hall. Feldhusen, J. F., T. B. Proctor, and K. N. Black (September 1986). "Guidelines for Grade Advancement of Precocious Children." Roeper Review, 9 (1), 25-27. EJ 343 937. Kulik, J. A. and C. C. Kulik (October 1984). "Synthesis of Research on Effects of Accelerated Instruction." Educational Leadership, 42 (2), 84-89. EJ 308 281. Lynch, S. (Winter 1990). "Credit and Placement Issues for the Academi-cally Talented Following Summer Studies in Science and Mathematics." Gifted Child Quarterly, 34 (1), 27-30. EJ 408 556. Southern, W. T., E. D. Jones, and E. D. Fiscus (Winter 1989). "Practitioner Objections to the Academic Acceleration of Gifted Chil-dren." Gifted Child Quarterly, 33 (1), 29-35. EJ 392 219.

For more information on this subject, contact: ERIC Clearinghouse on Handicapped and Gifted Children Council for Exceptional Children 1920 Association Drive Reston, VA 22091-1589 (800) 328-0272 http://www.cec.sped.org/er-menu.htm This publication was prepared by ACCESS ERIC with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under Contract No. RI890120. The opinions expressed in this brochure do not necessarily reflect the positions or policies of the Department of Education. The brochure is in the public domain. Authorization to reproduce it in whole or in part is granted. Additional permission granted by the Minnesota Council for the Gifted and Talented. Sharon Lynch is a professor of curriculum and instruction at the Graduate School of Education and Human Development of The George Washington University, and is a former Associate Director of The John Hopkins University Center for Talented Youth.

(Continued from Grade Advanced, page 12) PARENT-TO-PARENT Battling for Gifted Needs in the Classroom Felice Kaufman, Ph.D. Question: What is the best way to get my gifted son's educational needs met in a public school? I have done a lot of research on how to parent my gifted son and also on the best methods of edu-cating him. However, my school district does not seem to under-stand that a gifted child learns differently and requires curricu-lum and instructional modifications just like any other special-needs child. They think all they need to do is provide him with extra work in the form of enrichment worksheets to keep him busy. I have been advocating for clustering, compacting, and differentiation with little success. Do you have any suggestions? Answer: It is clear that you have really done your homework on the educational issues. Too often, parents approach schools with the demand of "do something!" but they really don't have any concrete knowledge or suggestions. Your being informed about such matters is a great first step.

Unfortunately, educational concerns are not always the real basis for objections to special programs. In fact, sometimes the obsta-cles have nothing to do with education at all. The best advice I can offer you is to find out more about the underlying concerns of the individuals or groups who are disputing the idea of ser-vices for gifted students and to try to address those issues. If, for example, the real issue is financial, you need to be prepared with information about the cost-effectiveness of programs. If the prob-lem is limited time and staff to organize a program, see if you can form a committee of volunteers to do the background work. If the district once had a program that did not succeed, perhaps you can find out the history of that effort and try to locate successful models in other nearby districts. In other words, try to be as sup-portive as possible of the real problems that concern the oppo-nents.

If these strategies are not productive, there are other options. You might want to contact your state consultant for the gifted at your state department of education. There may be policies or regula-tions that could lend support to your argument. Joining together with other families who have similar concerns would also strengthen your effort. Perhaps your local or state advocacy group for the gifted already has such a group in your area. [Please see page 14 of this issue for a list of Michigan Alliance parent affiliates.] There will be people who already have battled the very fight you are waging and they may be able to help you think through your approach. If you are unable to locate these individu-als or groups, contact the National Association for Gifted Chil-dren (www.nagc.org) or the Council for Exceptional Children (http://www.eric.ed.gov/). In addition to helping you find poten-tial resources close to home, both organizations have a great deal of information that will help your advocacy efforts. Good luck! Felice Kaufmann is an independent consultant in gifted child education. Kaufman has been a classroom teacher and counselor of gifted children, grades K-12, and a professor at Auburn University and the Universities of New Orleans and Kentucky, where she created teacher training pro-grams in gifted child education. She has served on the Board of Direc-tors of the National Association for Gifted Children and the Executive Board of the Association of the Gifted.

Reprinted by Permission of the Family Education Networks.


REGION 1 - Upper Peninsula Carla Strome, Regional Rep., Houghton Email: [email protected] Phone: 906-482-8895 REGION 2 - Upper Lower Peninsula Karin Cooney, Regional Rep., Traverse City Email: [email protected] Phone: 231-935-4224

*Alpena Area Group Contact: Megin Mitchell, 989-356-2112 Email: [email protected]

*Big Rapids Area Contact: Suzanne Hosking, 231-796-6627 Email: [email protected]

REGION 3 - Central West Carri Wilson, Regional Rep., Norton Shores Email: [email protected] Phone: 231-798-6116

*ATLAS (Advocates for Talented Learners and Advanced-accelerated Students) - Mus-kegon area Contact: Jamie Page, 231-759-2316 Email: [email protected] Website: www.muskegon-isd.k12.mi.us/ Departments/instr-services/adv-accelerated/ Parent-info/

**GT Resource Network - Kent County Contact: Shawn Juarez Email: [email protected] Website: www.GTResourceNetwork.org

**IMAGE (Image Advocates) - Grandville Contact: Kelley Senkowski, 616-249-1574 Email: [email protected]

*Newaygo County Group Contact: Nancy Melcher, 231-652-7735 Email: [email protected]

*Saugatuck Group Contact: Kathleen Piggins, 269-857-3038 Email: [email protected]

REGION 4 - Southwest Cindy Sprowl, Regional Rep., Sturgis Email: csprowl@[email protected] Phone: 269-303-6471

**PLUS (Partners in Learning for Unlimited Success) - covering counties from Kalamazoo to Indiana, Lake Michigan to Coldwater Contact: Nan Janecke, 269-353-3757 Email: [email protected] Website: www.PLUSofSWMI.org

REGION 5 - Central Lower Vacant

**FACTO (Fowlerville Academic Creative Talented Organization) Contact: Barb and Joe Parker, 517-223-7871 Email: [email protected]

**HP4K (Hartland Parents for Kids) Contact: [email protected]

**SOAR (Supporting Okemos Academic Resources) Contact: Kimberly Burzych, 517-347-8961 Email: [email protected] Website: www.soarokemos.com

**WCAGE (Washtenaw County Alliance for Gifted Education) - Ann Arbor area Contact: Elaine Fisher, 734-663-1706 Email: [email protected]

*Jackson-Lenawee County Group Contact: Lynn Pomerleau, 248-922-3169 Email: [email protected]

*Pinckney Group Contact: Justine Hein, 734-878-4997 Email: [email protected]

REGION 6 - Metro Detroit Paula Brennan, Regional Rep., W. Bloomfield Email: [email protected] Phone: 248-738-3918

**ABC’s (Academic Boosters of Clarkston) Contact: Andrea Schroeder, 248-760-4929 Email: [email protected]

**MAPPEE (Macomb and Area Parents and Partners for Educational Excellence) Contact: Paula Brennan Email: [email protected] Website: www.MAPPEE.org

**PLANS (Pursuing Learning Advancement for Novi Students) Contact: Lee Linton, 248-305-9043 Email: [email protected]

Downriver group starting.

Plymouth-Canton group starting. REGION 7 - Midland to Thumb Greg Hayes, Regional Rep., Saginaw Email: [email protected] Phone: 989-399-8013

**ACE (Advocates for Challenging Educa-tion) - East China Area Contact: Pamela Stone, 810-326-4193 Website: www.east-china.k12.mi.us/ace/

** BCAAT (Bay City Association for the Academically Talented) Contact: Karen McKinley, 989-239-5454 Email: [email protected]

*Grand Blanc Group Contact: Andrea Roat, 810-603-0121 Email: [email protected]

*Lapeer Group Contact: Lisa Stickler Email: [email protected]

*Saginaw Township Group (STAATS-Saginaw Township Advocates for Academically Tal-ented Students) Contact: Mary Jo Wagner, [email protected] Contact: Lina Boudiab, 989-793-8990

Michigan Alliance for Gifted Education Affiliates Each of these local affiliates provide parents opportunities to share information, to work with the schools, to hear speakers on various gifted and talented issues, and to generate and promote enrichment activities for gifted children. Note that some affiliates also have their own websites. If you have further questions or would like to start a new affiliate in your area, please contact Marie Brucker at 810-227-5379 or [email protected]. This list is regularly updated; we apologize for any errors or any exclusions. If you have any changes, please contact Marie Brucker.

*Groups forming; not affiliated at this time. **Affiliates


President Ellen Fiedler, PhD, New Buffalo, MI [email protected]

Past-President Kelley Senkowski, Byron Center, MI [email protected]

VP Advocacy Vacant

VP Affiliates Vacant

VP Programs Jean Becker, Brighton, MI [email protected]

VP Membership Vikki Wandmacher, Flint, MI [email protected]

Secretary Kiyo Morse, Farmington Hills, MI [email protected]

Treasurer Carolyn Vander Wall, Midland, MI [email protected]

Region 1 Representative Carla Strome, Houghton, MI [email protected]

Region 2 Representative Karin Cooney, Traverse City, MI [email protected]

Region 3 Representative Carri Wilson, Norton Shores, MI [email protected]

Region 4 Representative Cindy Sprowl, Sturgis, MI [email protected]

Region 5 Representative Vacant

Region 6 Representative Paula Brennan, West Bloomfield, MI [email protected]

Regional 7 Representative Gregg Hayes, Saginaw, MI [email protected]

Parent Representative A Cindi Lardner, Troy, MI [email protected]

Parent Representative B Leena Mammen, E. Grand Rapids, MI [email protected]

Parent Representative C Lynn Hawkins, Novi, MI [email protected]

Public School Representative Rebecca Dull, Ada, MI [email protected]

Private School Representative Gregg Goldberg, Bloomfield Hills, MI gregg.goldberg@roeper

ISD Representative Sylvia Buie, Mason, MI [email protected]

College and University Representative Jacque Melin, Rockford, MI [email protected]

Arts Representative Open Newsletter Editor Nan Janecke, Kalamazoo, MI [email protected]

Webminder Kelly Schultz, Portage, MI [email protected]

Trustee Jean Ellis, Eagle Harbor, MI [email protected]

Trustee Mary Bailey-Hengesh, Petoskey, MI [email protected]

Trustee Dorothy Lawshe, East Lansing, MI [email protected]

Trustee Gloria Downing, Brighton, MI [email protected]

Trustee Mary Nell Baldwin, Grand Rapids, MI [email protected]

Trustee Sue Goering, Flint, MI [email protected]

Trustee Sharon Milberger, Farmington Hills, MI [email protected]

Trustee Marie Brucker, Brighton, MI [email protected]

Michigan Department of Education Sam Sinicropi, Lansing, MI Talent Development Consultant [email protected]

2008-2009 Board of Directors Images Volume 18, Issue 4, 2008

Nan Janecke, Editor

Sue Belaski, Production Editor

Mission The Michigan Alliance for Gifted Educa-tion is dedicated to providing leadership, advocacy, and support of differentiated education and services for meeting the unique needs of gifted, talented, and crea-tive students in Michigan. Images is published quarterly by the Michigan Alli-ance for Gifted Education, Grand Rapids, MI as a benefit of membership in the organization. Opinions expressed in Images are not necessarily those of the organization. Publication of information in Images about any particular school, program, product, or service does not constitute endorsement by the Michi-gan Alliance for Gifted Education. The organization retains the right to refuse to accept submissions for any reason. Except for reprints from other newsletters or periodicals, material in Images may be reprinted if credit is given to the Michigan Alliance for Gifted Education. ADDRESS CORRECTION REQUESTED: Please notify the Alliance if you are moving or if your mail-ing address has changed. Images is sent via third class mail and is not forwarded by the post office. Be sure to renew your membership. You will not receive Images after your membership expires.

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Alliance Membership Form I would like to join the Michigan Alliance for Gifted Education as an:

Individual member - open to any individual interested in furthering the goals of the Alliance. Yearly Dues: $30.00

Institutional member - open to any organization or institution interested in furthering the goals of the Alliance. Institutional membership entitles the organization or institution to designate four individuals as members of the Alliance. Yearly Dues: $100.00 4 Individuals: _________________________________________________________________________

Affiliate member - Name of my Affiliate:____________________________________________________ Yearly Dues: $20.00

Donation to the Michigan Alliance $__________________ (The Michigan Alliance for Gifted Education is a 501(c)(3) nonprofit, tax-exempt organization.)

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