Jan 26, 2010, 7:30 PM at the Administration Bldg, Rm 102
Click here for a printable flier.

This presentation will describe some of the basic traits and characteristics of gifted children, and what parents and schools need to know and do to develop their unique potential.

Learn the myths and truths about gifted children. What are realistic expectations about their behavior and learning?

Our presenter, James LoGuidice, is a past president of the Pennsylvania Association for Gifted Education. He has taught, interviewed, and counseled thousands of gifted students at all grade levels, and he has worked with countless teachers and school leaders to develop programs to challenge gifted students.

Mr. LoGuidice will share his insight and experience, and will cover some of the legal rights that affect the education of gifted students.

Please join us for this special presentation!
CAGE Flier Jan 26CAGE Flier Jan 26

The National Association for Gifted Children (NAGC) published a position paper listing facts that we know to be true about gifted education, prepared by Dr. Sally M. Reis of the University of Connecticut in 2008. Only statements supported by years of research in gifted education, and so conclusively established that they can be taken as fact, are included in the list.

Is the education your child is receiving consistent with the facts about gifted children and education? The mission of CAGE is to work to bring education in Cheltenham in line with what we know about gifted children and how they learn, while always ensuring that the needs of all children continue to be met to the same standards in all of our schools.

For example, acceleration is highly effective and constructive tool for educating gifted children. Have you felt that option was supported by teachers and administrators in your child’s school? Has this option ever been discussed at an GIEP meeting? It is not the answer for every gifted child in every situation, but if we’re not discussing it at GIEP meetings, we’re potentially missing one of the simplest and most cost effective tools available to our children.

Is your child clustered with other gifted children in his or her classes (at least 3-5 in a class)? This is another example of a nearly cost free option available in all of our schools. Is it being utilized effectively and consistently? CAGE wants to know!

Please read through the list and consider your child’s education in Cheltenham. If your child is receiving the education you know he or she needs, we want to know! If you think it can be better, we want to know! Here is the list from Dr. Reis’ report:

1. The needs of gifted students are generally not met in American classrooms where the focus is most often on struggling learners and where most classroom teachers have not had the training necessary to meet the needs of gifted students.
2. Grouping gifted students together for instruction increases achievement for gifted students, and in some cases, also increases achievement for students who are achieving at average and below average levels.
3. The use of acceleration results in higher achievement for gifted and talented learners.
4. The use of enrichment and curriculum enhancement results in higher achievement for gifted and talented learners, as well as other students.
5. Classroom teachers can learn to differentiate curriculum and instruction in their regular classroom situations and to extend gifted education strategies and pedagogy to all content areas.
6. Gifted education programs and strategies are effective at serving gifted and high-ability students in a variety of educational settings and from diverse ethnic and socioeconomic populations. Gifted education pedagogy can also reverse underachievement in these students.
7. The curriculum and pedagogy of gifted programs can be extended to a variety of content areas resulting in higher achievement for both gifted and average students. Some enrichment pedagogy can benefit struggling and special needs students when implemented in a wide variety of settings.
8. Some gifted students with learning disabilities who are not identified experience emotional difficulties and seek counseling. High percentages of gifted students do underachieve, but this underachievement can be reversed. Some gifted students do drop out of high school.
9. Gifted education programs and strategies benefit gifted and talented students longitudinally, helping students increase aspirations for college and careers, determine postsecondary and career plans, develop creativity and motivation that they can apply to later work, and obtain more advanced degrees.

If you are reading this and have a student in the School District of Cheltenham Township, please consider consider taking a leadership role in CAGE. CAGE is run by a parent steering committee. If you are interested in joining the steering committee, please contact Elizabethe or Gail.

Stephen L. Gessner explains how the abandonment of ability grouping has been particularly harmful to highly able students. Read his piece online at www.madisonunited.org, originally published in Education Week.