HCA’s ASPIRE Program HANDBOOK HILLSBORO CHARTER ACADEMY GIFTED ENRICHMENT PROGRAM

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The ASPIRE Handbook For HCA Grades K – 5* Mrs. Trisha Ybarra-Peters, Principal, Hillsboro Charter Academy Mrs. Megan Tucker, ASPIRE/SOAR Gifted Specialist, Hillsboro Charter Academy

Dr. Eric Williams Superintendent, LCPS Cynthia B. Ambrose Assistant Superintendent for Instruction, LCPS

Dr. Ashley Ellis Director of Instructional Programs, LCPS

Wendy S. King Supervisor, Gifted Ed, LCPS November 2016 Hillsboro Charter Academy (Loudoun County Public Schools) Hillsboro, Virginia *Adapted for HCA from the LCPS version: “The Classroom Teachers SEARCH Handbook 16-17”

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Table of Contents Introduction .......................................................................... 6 HCA vs. LCPS Gifted Services ............................................ 8 HCA vs. LCPS Continuum of Gifted Services……………...12 ASPIRE Program Purpose and Goals ............................... 16 Responsibilities of ASPIRE Resource Teacher…………….19 Responsibilities of Classroom Teacher ............................... 21 Identification ........................................................................ 22 Learning Needs of Gifted and Talented Scholars ............... 24 ASPIRE Curriculum Components ....................................... 28 Perceiving ............................................................... 30 Reasoning ............................................................... 32 Connecting .............................................................. 34 Creating................................................................... 36 Evaluating ............................................................... 38 Gifted Resources ................................................................ 40

INTRODUCTION

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INTRODUCTION

What exactly is Gifted? It really depends on who you ask

Loudoun County defines gifted scholars as scholars whose abilities and potential for accomplishment are so outstanding that they require additional services to meet their educational needs. The Federal Government uses a similar definition but is a little more specific: A gifted scholar….”possesses demonstrated or potential abilities that give evidence of high performance capability in areas such as intellectual, creative, specific academic, or leadership ability; or in the performing and visual arts.” Webster’s defines gifted as having a special natural ability. Some experts believe that gifted people make up 1-3% of the population; others believe it is more 3-5%. In LCPS we have identified approximately 10% of our school population.

Levels of Giftedness Level Prevalence Mildly (115-129) 1:6 to 1:40 Moderately (130-144) 1:40 to 1:1,000 Highly (145-159) 1:1,000 to 1:10,000 Exceptionally (160-179) 1:10,000 to 1: million Profoundly (180+) Fewer than 1: million Felhusen (1993)

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How does HCA provide services for identified gifted scholars? • • For ALL scholars in Kindergarten through fifth grade, we have ASPIRE (Active Scholars Performing Intellectual Reasoning Endeavors). • For LCPS and HCA identified scholars in grades four and five, we have a school-based program SOAR (Scholars with Outstanding Ability Resource).

How does LCPS provide services for identified gifted scholars? • • For scholars in Kindergarten through fourth grade, we have SEARCH and EDGE. • For identified scholars in Kindergarten through second grade, we have Differentiated Classroom Services (DCI). • For identified scholars in grades four and five, we have a center-based program FUTURA. • For identified scholars in middle school, we have SPECTRUM. • For high school scholars, we provide honors and Advanced Placement classes. • Some high school scholars attend Thomas Jefferson High School for Science and Technology or Academy of Science.

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Differentiation and Scaffolding ALL scholars in grades K-5 are provided with differentiated classroom instruction. The ASPIRE teacher collaborates and plans with classroom teachers to differentiate instruction for scholars to meet the needs of gifted learner(s) related to classroom instruction of the Standards of Learning (SOLs). Instruction includes adding complexity, rigor, and depth to the content; adding advanced resources; and providing instructional grouping within the classroom.

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Active Scholars Performing Intellectual Reasoning Endeavors  Hillsboro Charter Academy has identified a need to provide additional academic challenges to ALL elementary scholars related to classroom instruction.  The program does not provide an alternative path for identifying gifted.  The program will provide additional academic challenges designed to develop their individual potential.  Provides an opportunity to an engage in intellectually challenging activities directly related to classroom instruction.  Provides access to a learning environment that recognizes and supports gifted behaviors in all scholars.  Builds self-efficacy.  Improves achievement

Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world. Albert Einstein

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HCA Continuum of Gifted Education Programs & Services Program s

Services

Elementary ASPIRE: ALL scholars K-5 Level Critical & Creative Thinking Skills Nurturing Potential, Supporting Growth within Classroom Instruction Related to the Standards of Learning (SOLs)

SOAR: Identified HCA and LCPS Gifted Scholars 4-5 • •

Critical & Creative Thinking Skills Social & Emotional Growth

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LCPS Gifted Program Portfolio Lessons K-5 (once a month) Classroom Differentiation K-5 • Math/Science (1 hour weekly) • Language Arts/Social Science (1 hour weekly)

Individualized Gifted Curriculum 4-5 Related to Scholar Learning Plan, Individual Interests, and STEAM

LCPS Continuum of Gifted Education Programs & Services Programs Elementary Search: K-4 Critical & Level Creative Thinking Skills Futura: 4-5 • Critical & Creative Thinking Skills • Social & Emotional Growth

Secondary Level: Middle School

Services

EDGE: (Empowering Diversity in Gifted Education) K-5 • Nurturing Potential • Supporting Growth

DCI: (Differentiated Classroom Services) K-2 • Math/Science • Language Arts/Social Science

Spectrum: 6-8 •

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Critical & Creative Thinking Skills Social & Emotional Growth •

Secondary Level: High School

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Advanced Placement Classes Thomas Jefferson High School for Science and Technology Academy of Science

ASPIRE

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THINKING IS like the ability to move or perform as a ballerina or athlete… left to our own devices, the body does not move with style or grace … so too, left to our own devices, the human intellect does not function very well… We must educate for intelligent performance… with rehearsal, practice and coaching. From Robin Fogarty and James Bellanca: Teach Them Thinking

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PROGRAM PURPOSE ASPIRE is an enrichment program provided by Hillsboro Charter Academy in partnership with LCPS for all children in grades K through 5. Through a focus on the thinking process, ASPIRE encourages an environment that develops an excitement for learning and discovery. ASPIRE functions "in accordance with the Standards of Quality for Public Schools in Virginia." The primary focus is to "develop criteria for the early identification of gifted scholars", to "assist" in preparing teachers to teach gifted scholars, and to "establish and evaluate differentiated programs." According to The Virginia Plan for the Gifted, "when identified and nurtured at an early age, gifted or potentially gifted scholars will acquire the attitudes and motivation necessary to develop fully their capabilities." Research gives substantial evidence that gifted scholars can be identified and educated with success during their earliest years.

PROGRAM GOALS o Encourage a classroom environment which stimulates each child's curiosity and encourages the child to question, to think and to be creative. o Reinforce and encourage the development of "higher level thinking skills" through metacognitive activities. o Help classroom teachers locate and utilize meaningful learning materials which help enhance thinking processes. o Encourage all scholars to recognize and use their special "gifts," talents and interests. o Work with the classroom teacher to differentiate instruction. o Provide in-service that helps teachers meet the needs of gifted scholars. o Offer information to parents about gifted children that encourage them to provide for the special needs of their children. o Support and identify scholars in grades K - 5 who have exceptional ability. 15

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RESPONSIBILITIES OF ASPIRE RESOURCE TEACHERS The ASPIRE resource teacher is responsible for ensuring success of scholars in Hillsboro Charter Academy. The following is an overview of the many ways the ASPIRE teacher provides resources to scholars, parents, teachers and administrators: 1. Oversee the continuous identification of scholars grades K-5 for gifted education services through referrals, observations, teacher conferencing, testing, and scholar work samples. 2. Work with principal, teachers and parent volunteers to: a. Provide in-service programs and education on gifted scholars b. Attend faculty and grade level meetings as appropriate c. Assist in the development of programs for twice exceptional scholars d. Develop materials and teach model lessons with a focus on critical thinking skills e. Help implement school plan for potentially gifted learners 3. Help coordinate gifted education services within the school 4. Communicate with parents to explain purposes and intent of the ASPIRE program. Provide SOAR information to parents of participating scholars. 5. Attend meetings and conferences related to the LCPS Gifted Education Program: Monthly Gifted Education staff meetings, Superintendent’s Advisory Committee for Gifted Education, Informational Nights, and Profile reading days/week.

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ASPIRE YEAR AT A GLANCE SEPTEMBER Distribute ASPIRE handbooks to teachers Establish school schedule Review scholar files new to Loudoun County Public Schools Start database and update website page Attend "Back to School" nights Attend Gifted Education Information Night Begin ASPIRE lessons Begin classroom differentiation for 2 hours weekly (reading/math) OCTOBER-DECEMBER Continue whole group lessons Continue classroom differentiation for two hours weekly (reading/math) Recheck new scholar files as needed Provide classroom and resource support for classroom teachers Initiate portfolio collection Assess LCPS portfolios in regional or Division meetings Administer tests for data collection as appropriate Provide information to parents concerning outside programs JANUARY - APRIL Continue ASPIRE lessons Continue classroom differentiation for two hours weekly (reading/math) Review standardized test scores grades 3-5 Collect HCA/LCPS identification materials Continue classroom and resource support for classroom teachers Continue portfolio collection Division Profile reading Conduct Parent Information Nights (as needed) MAY Continue lessons Assess portfolios Complete LCPS Gifted Education Program eligibility forms and related paperwork Meet with school committee for signing of triplicates JUNE Schedule parent conferences to review profiles Update cumulative files Close files Compile LCPS GEP identified and monitor lists Close schools 18

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ROLES of the Classroom Teacher

1. Review with Classroom teacher ASPIRE lessons. 2. Collect data by identifying specific scholar behaviors during ASPIRE lessons for later use in the identification process. ASPIRE resource teacher will provide forms. 3. Consult with the ASPIRE resource teacher when planning for identified gifted scholars. (SOAR) 4. Work with the ASPIRE resource teacher to assess scholar’s classroom performance using SIGS (teacher report). 5. Collect writing samples and any other work that will help validate a scholar’s referral for LCPS gifted education services. 6. Plan appropriately challenging and differentiated material for all scholars. 7. Initiate and provide enrichment and/or recommend acceleration for the profoundly gifted through personal interest studies, increased depth, or change of pace.

It is the supreme art of the teacher to awaken joy in creative expression and knowledge.

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IDENTIFICATION The identification of gifted scholars is designed to find gifted scholars from various backgrounds including scholars with disabilities, scholars from culturally and linguistically diverse backgrounds, and scholars from economically disadvantaged households in grades K-12. Scholars may be considered for gifted services through the screening process or by referral. Scholars in grades K-5 are screened by local school Identification/Placement committees which determine the need for differentiated classroom instruction and/or school-based gifted education services. For program level gifted education services, SOAR, scholars in grades 3-5 are screened and selected by a division level Identification/Placement committee to ensure equity. Please be aware that the identification of gifted scholars is continually changing as new information, changing legal requirements and better techniques are recognized. We are required to use 3 or more criteria in the identification process. LCPS uses three: Scholar Profile Folder (includes the Portfolio); the Teacher View; and Aptitude testing. At HCA, we use 4 criteria: Scholar Profile Folder (includes the Portfolio); the Teacher View; Aptitude Testing; and Creativity Evaluation. If you have any questions about the identification process, please contact the ASPIRE teacher. We are looking for a balance between potential and performance. The scholar needs to show evidence of the need for gifted education services in both areas for program placement and services.

Creativity Evaluation (PCA: HCA added)

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Scholar Profile Folder: Parent View Same SIGS checklist as the teacher and can be done by the scholar’s advocate (parent/guardian/other). Scholar Portfolio Specific task exercises in creativity, problem solving, writing and product samples from ASPIRE Classes. The contents of the scholar profile folder will be evaluated by committee using a holistic scoring rubric.

Aptitude Tests Naglieri Nonverbal Ability Test (NNAT) 97%ile Cognitive Aptitude Test (CogAT) 97%ile on two of the following three sub-tests: Verbal Score Quantitative Score Non-Verbal Score

Creativity Evaluation Profile of Creative Abilities (PCA) Combination of substantial evidence indicating 4 of the 6 tested creative abilities (elements, originality, orientation, perspective, fluency and flexibility) on two subtests (Drawing and Categories)

Teacher Report We use the Scales for Identifying Gifted Scholars (SIGS) which is a norm referenced rating scale designed to assist school districts in the identification of scholars as gifted. The SIGS assesses seven areas: general intellectual ability, language arts, mathematics, science, social studies, creativity, and leadership, and each area is assessed at home (Parent View) and at school. The classroom teacher, in collaboration with the SEARCH resource teacher, completes this report.

Eligibility Decision Each scholar profile is read by a committee which must reach a consensus on whether or not the profile provides evidence that supports the need for gifted services.

More questions on LCPS Eligibility?? See website: http://lcps.org/Page/617 More questions on HCA Eligibility?? See ASPIRE teacher…….. 22

Learning Needs of Gifted and Talented Scholars Gifted scholars have specific learning differences that call for specific differentiation techniques. Simply increasing challenge and variety may not be enough. Here are some typical characteristics that gifted learners exhibit: 1. High levels of retention with an extraordinary amount of information. Some gifted scholars become specialists in a topic or subject area at a young age. Intellectual curiosity motivates them to absorb everything they can about the topics they are passionate about. These learners also retain information more readily and longer than do their classmates. 2. An accelerated pace of learning. Gifted scholars don’t require the same amount of time and practice as their classmates do to learn something new. In many cases, they already know what you’re teaching. 3. Advanced comprehension, deep understanding. Gifted and talented learners not only know facts, but can readily use them. Their intricate understanding and ability to make connections across content areas may far exceed classmates and even some teachers. They tend not to go through the same steps as their peers in understanding things-some simply “leap” to understanding. For this reason, it can be difficult for them to be peer tutors. They may be puzzled when others don’t understand what is obvious to them. 4. Unusually varied interests and curiosity. Many gifted scholars know a lot about a lot. Since they tend to know more than their classmates about particular topics, they may seek out adults as sources of information and conversation. Their curiosity drives them to ask “why” questions and to demand indepth, specific information. 5. An advanced vocabulary. Because of their curiosity and ability to pursue and retain information, gifted learners often develop a specialized vocabulary particular to their passion. 6. Flexibility in thinking. Will approach a task in different ways. Gifted scholars typically are the ones who will ask if they can do an assignment in another way. They love to be given choices. They will also approach an assignment in ways you may not expect. They may have a tendency to make projects bigger and more time-consuming. 7. An ability to generate original ideas and solutions. Not all gifted learners are especially creative; however, their 23

knowledge base enables many of them to out-think classmates. Creatively gifted scholars are the ones who push the envelope, taking projects and discussions in new and unexpected directions. 8. An ability to think in abstract terms and sense consequences. Gifted scholars are able to think abstractly at a younger age than average learners and are comfortable with ambiguities. They are particularly skilled a thinking about cause and effect and potential consequences. 9. Evaluative, judgmental thinking. Gifted learners generally are good critical thinkers and so are quick to identify misinformation, lack of logic, and unclear thinking. They may be quick to note such flaws in others. However, they are also hard on themselves. Shortfalls in performance, even minor ones, may send their self-esteem plummeting. 10. Persistent goal-directed behavior. Although there certainly are gifted learners who under-achieve academically, many are able to set personal and academic goals and work efficiently and persistently towards them.

High Achievers versus Gifted Learners: Not all high-achieving scholars are gifted. Not all gifted scholars are high achievers. To appropriately differentiate instruction for gifted learners, it’s important to understand this distinction. Giftedness reflects innate, advanced aptitudes that may or may not emerge as exceptional academic talent over time. In other words, you can be gifted but not talented. High-achieving scholars know what it takes to be successful in school and are willing to put in the time and effort. Those scholars who are gifted under-achievers may be unable to achieve academic goals because of learning differences or difficulties. They may also be unwilling to commit the time and effort necessary for school success. The following figure will help you make some distinctions between the learning patterns of high achievers and gifted scholars. Keep in mind that each scholar is an individual and that few scholars are likely to be gifted in all the ways listed.

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A High Achiever versus A Gifted Learner A High Achiever

A Gifted Learner

Know the answer

Asks the questions

Is interested

Is highly curious

Is attentive

Is intellectually engaged

Has good ideas

Has original ideas

Works hard

Performs with ease

Commits time and effort to learning

May need less time to excel

Answers questions

Responds with detail and unique perspectives

Absorbs information

Manipulates information

Copies and responds accurately

Creates new and original products

Is a top scholar

Is beyond her or his age peers

Needs 6 to 8 repetitions for mastery

Needs 1 to 2 repetitions for mastery

Understands ideas

Constructs abstractions

Grasps meaning

Draws inferences

Completes assignments

Initiates projects

Is a technician

Is an innovator

Is a good memorizer

Is insightful; makes connections with ease

Is receptive

Is intense

Listens with interest

Show strong feelings, opinions, Perspectives

Prefers sequential presentation of information

Thrives on complexity

Is pleased with his or her own learning

Is highly self-critical

Based on a concept from “The Gifted and Talented Child” by Janice Szabos, Maryland Council for Gifted & Talented, Inc.

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ASPIRE Curriculum Components The ASPIRE curriculum is problem-solving based and founded in gifted education research. The curriculum spirals developmentally through five components: reasoning, perceiving, connecting, evaluating, and creating. Each grade level learns about each component at increasingly more complex and abstract levels. Perceiving is understanding and learning with one’s senses. Concrete spatial and visual activities that are the foundation of perception activities become increasingly more complex and difficult as scholars advance. Scholars are encouraged to view concrete objects in more than one way and to use trial and error to discover solutions. Pattern recognition and prediction skills develop and are used along with the reasoning skills. Reasoning is using information to find answers that can be proven, are logical, and make sense. Reasoning activities begin at the simple level of recognizing, labeling, classifying, and comparing attributes of concrete objects. As scholars mature, reasoning activities become more abstract and may incorporate SOL concepts such as relationships between animals and the environment and differentiating among the ancient cultures. Connecting means linking information and ideas to see how they fit together. As scholars form abstract concepts, they begin to compare concepts to form generalizations. At the concrete levels scholars identify and extend patterns with concrete objects. More abstract problem solving involves interpreting and extending numeric patterns, determining relationships between concepts, and making generalizations. Scholars also make connections between cause and effect. Creating is putting ideas, information, or objects together in a new or different way. Scholars learn to be flexible and fluent in their thinking with familiar objects as well as with unusual and/or real life problems. Original ideas are elaborated with humor and/or beauty to provide clarity and completeness. Scholars evaluate their creations and make revisions to achieve desired results. Scholar products may be visual, verbal, spatial, or kinesthetic. Evaluating is using information to make a decision. Scholars begin evaluating by determining what the facts are and what considerations must be made when making a decision. Through problem-solving activities scholars test the validity of their generalizations. Recognizing cause and effect develops further into realizing the consequences of the actions of oneself and others. Scholars 27

learn to develop criteria and rank solutions according to the criteria when making decisions.

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PERCEIVING

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PERCEIVING Definition: Understanding and learning with one’s senses. Thinking Skills: Observing Comparing Categorizing Predicting Patterning Observable Behaviors: Sorts into groups – categorizes. Manipulates mentally. Intuitively sees answers. Able to read body language. Is flexible. Estimates. Predicts outcomes. Expresses unusual points of view. Sees many solutions to the same problem. Is spatially aware. Tolerates other points of view and is open to new ideas. Uses a variety of approaches and/or ideas to solve problems. Activities: Venn Diagrams Puzzles Tangrams Pentominoes Attribute puzzles Tessellations Sample SOLs: K: Dinosaur Sort, senses, location in time and space 1: Movement, cultures 2: Economic choice, fairness 3: Creature Features, adaptations

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REASONING

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REASONING Definition: Using information to find answers that can be proven, are logical, and make sense. Thinking Skills: Observing Questioning Analyzing Organizing Drawing Conclusions Observable Behaviors: Uses graphs and charts to organize information. Has unusually good memory – quick recall. Grasps ideas and concepts quickly. Displays and uses outside knowledge. Intuitively sees answers. Sees relationships between clues. Defers judgment to make a logical conclusion. Communicates precisely. Likes to bring structure to situations. Is keenly observant. Sustains involvement. Uses symbolic language. Activities: Attributes Classification Logic Analogies Matrices Sample SOLs: K: Ordered sets, sorting, classification, geometry, reasoning 1: Data collection, extending patterns, geometry, logic 2: Interpret graphs, create and extend patterns, attributes 3: Probability, analyze patterns, geometry, predictions

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CONNECTING

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CONNECTING Definition: Linking information and ideas to see how they fit together. Thinking Skills: Observing Comparing Reasoning Predicting Patterning Problem Solving Recognizing cause and effect Observable Behaviors: Understands relationships. Constructs abstractions. Restructures parts. Make generalizations. Uses prior knowledge. Asks probing questions. Displays keen sense of fairness and justice – socially aware. Elaborates with detail. Creates and extends advanced patterns. Sets own goals. Identifies cause and effect. Is flexible – willing to change direction or course and start over. Sustains involvement. Activities: Patterns Relationships Functions Generalizations Algebraic Thinking Authenticity – authentic “real life” problem solving Sample SOLs: K: Patterns, cycles, commemorative holidays, monuments, shadows 1: Patterns, traditions, basic needs, scarcity 2: Patterns, producers and consumers, habitats 3: Interdependence, food chains, cycles, democracy 34

CREATING

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CREATING Definition: Putting ideas, information, or objects together in a new or different way. Thinking Skills: Planning Organizing Fluency Flexibility Originality Elaboration Observable Behaviors: Invents and elaborates with detail. Is sensitive to beauty. Uses nontraditional patterns of thinking. Synthesizes ideas in a humorous way. Expresses a variety of ideas in different ways. Is highly expressive in use of symbols. Takes risks. Is a self-starter; sets own goals. Constructs abstractions. Is alert, keenly observant. Changes course or direction to achieve desired results. Is curious about his/her surroundings. Uses descriptive words to add color, beauty, or emotion. Activities: Writing Drawing/painting Creative drama; oratory Interpretive dance/movement Design Sample SOLs: K: Build communication skills 1: Adapt or change oral language to fit situation, write ideas 2: Use oral communication skills and write stories 3: Use effective communication skills, write in all content areas 36

EVALUATING

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EVALUATING Definition: Using information to make a decision Thinking Skills: Comparing Organizing Distinguishing between fact and opinion Recognizing cause and effect Making decisions Observable Behaviors: Brings structure to people and situations. Identifies and evaluates criteria. Sees and values more than one point of view. Sustains involvement. Supports ideas and opinions with logic. Grasps ideas quickly. Communicates point of view clearly. Draws logical conclusion based on criteria. Separates ideas out to understand and draw conclusion. Demonstrates keen sense of justice and fairness. Withholds judgment until all information is processed. Criticizes constructively. Is flexible in thinking. Asks probing questions. Activities: Decision-making Goal setting Self evaluation Ethics Negotiation Conflict resolution Sample SOLs: K: Rules, differences 1: Rules, change over time, economic decisions 2: Heroes, economic decisions/consequences 3: Individual’s role in society, where would you settle? 38

Gifted Resources for Teachers, Parents and Guardians Johns Hopkins University- Center for Talented Youth (CTY): www.cty.jhu.edu  Johns Hopkins University CTY seeks scholars “of the highest academic ability through its talent search and offers them challenging educational opportunities that develop the intellect, encourage achievement, and nurture social development.” CTY offers opportunities for scholars in grades 2 through12 including courses, online opportunities, summer programs, diagnostic resources, and family academic activities and seminars. National Association for Gifted Children (NAGC): www.nagc.org  “NAGC invests all of its resources to train teachers, encourage parents and educate administrators and policymakers on how to develop and support gifted children and what's at stake if high-potential learners are not challenged and encouraged.” Additional resources for parents/guardians and teachers available on this website include publications, information about gifted, memberships, and other resources. Hoagie’s Gifted Education Page: http://www.hoagiesgifted.org/  Hoagies Gifted Education page is “the all-things-gifted resource that you've been searching for. Hoagies' Gifted Education Page offers resources, articles, books and links for parents, teachers, and scholars.” Council for Exceptional Children (CEC): www.cec.sped.org  “The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of individuals with disabilities and/or gifts and talents.” CEC provides information, research, and outreach on their website. Supporting the Emotional Needs of the Gifted (SENG): www.sengifted.org  “SENG is dedicated to fostering environments in which gifted adults and children, in all their diversity, understand and accept themselves and are understood, valued, nurtured, and supported by their families, schools, workplaces and communities.” This website provides information for teachers and parents on the latest research and information on the social and emotional needs of gifted scholars. National Research Center on the Gifted and Talented- University of Virginia: http://curry.virginia.edu/research/centers/nrcgt  The National Research Center on the Gifted and talented at the University of Virginia “conducts research on methods and techniques for identifying and teaching gifted and talented scholars and for using gifted and talented programs and methods to serve all scholars.” This website provides information on studies conducted at the Center as well as additional information on the Curry School of Education. 39

Center for Gifted Education at The College of William and Mary (CFGE): http://cfge.wm.edu  “The Center provides services to educators, policy makers, graduate scholars, researchers, parents, and scholars in support of the needs of gifted and talented individuals. Located in Williamsburg, Virginia, the Center has established a national reputation for excellence in research, curriculum development, and service.” NEAG Center for Gifted Education and Talent Development at the University of Connecticut: www.gifted.uconn.edu  “The University of Connecticut is home to the Neag Center for Gifted Education and Talent Development Studies focusing on meeting the needs of gifted and talented youth have received national and international attention for over 40 years.” This website focuses on research, information for parents and teachers, and includes summer opportunities in the Connecticut area. Virginia Association for the Gifted (VAG): www.vagifted.org  “VAG publishes a quarterly newsletter, organizes statewide conferences and seminars, supports research in gifted education and professional preparation for educators, and recognizes outstanding educators for their contributions to gifted learners. Membership is open to individuals who are interested in education of the gifted.” The Davidson Institute for Talent Development: www.ditd.org  The mission of the Davidson Institute is to “recognize, nurture and support profoundly intelligent young people and to provide opportunities for them to develop their talents to make a positive difference.” This website includes information on giftedness, school year, and summer opportunities. The Institute for Educational Advancement: www.educationaladvancement.org  “The Institute for Educational Advancement (IEA) is a non-profit organization dedicated to supporting our nation's most talented young people in pursuing their full academic and personal potential.” This website includes resources on programs, working with local schools, and summer opportunities for families of gifted children. The Hollingworth Center for Highly Gifted Children: www.hollingworth.org  “The Hollingworth Center is a national support and resource network focused on the needs of highly gifted children. The Center was named in honor of Dr. Leta Hollingworth, who conducted one of the first pioneering studies of exceptionally gifted children, their social/emotional needs and how best to educate them.” Information on this website includes articles and research on highly gifted children. GT World: www.gtworld.org  “At GT World, we strive to provide a warm, comfortable, yet challenging environment in which to explore intellectual giftedness and the issues 40

which surround it. These include parenting and advocating for our children, teaching them how to advocate for themselves, the experience of growing up gifted, obtaining an appropriate education, helping gifted kids with learning disabilities, and the wide range of other issues which tend to be flavored strongly by the our own and our children's "difference".” National Foundation for Gifted and Creative Children (NFGCC): www.nfgcc.org  A resource site for parents/guardians of gifted children offering information on awareness, characteristics, and testing among others. Duke Gifted Letter: www.dukegiftedletter.com  “The Duke Gifted Letter is a free online quarterly newsletter for the parents of gifted children published by the Duke University Talent Identification Program.” Access to past newsletters and articles are available on this website. Brainy Child: www.brainy-child.com  This website provides information for parents/guardians of gifted scholars including diet, brain research, intelligence, schooling, and many more. Gifts for Learning: www.giftsforlearning.com  This website provides information on books, toys, games, and other interesting/challenging resources for gifted scholars.

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Challenge and Activity Resources for Scholars:

www.designsforstrongminds.com www.funbrain.com www.quizhub.com/quiz/quizhub.cfm http://dsc.discovery.com www.setgame.com www.sudokukingdom.com www.lumosity.com www.washingtonpost.com www.wsu.edu/DrUniverse

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