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Please note that these are examples only. They have not been evaluated or reviewed for best practices.

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Input forms for Teachers, Students, Parents

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Input forms for Teachers, Students, Parents

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Family Tip Sheets - National Association for Gifted Children

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The Timely Information for Parents (TIP) Sheets are for parents and caregivers of gifted children to download, read, and share as their children’s needs change

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Find academic competitions and events for your students in Pennsylvania.

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A place to share resources in ELA, Math, and Science across grade levels.

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Strategies to Support Gifted Learners Padlet

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Strategies to Support Gifted Learners Padlet

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Gifted Guru – Empowering Educators & Parents of the Gifted

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Add examples of SDI that you use or check to see some examples that others have shared.

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I want to make navigation easy, so you can use the to explore the site! Some great places to start are the , where I map out a drop down menus or the search function at the top right of the webpage ready-to-use resources. comprehensive curriculum for grades 1-8.

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You can search State Resources for Gifted Education and Individual State Gifted Organizations on the NAGC website under the heading " Gifted By State." NAGC membership includes a subscription to Parenting for High Potential, a magazine with articles geared to the development of talent.

Supporting Emotional Needs of the Gifted (SENG) focuses primarily on the adults (parents, educators, etc) in the lives of gifted children. SENG provides information on identification, guidance, and effective ways to live and work with gifted individuals.
www.sengifted.org

Great Resources for Discovering and Encouraging Interests:
EduHound: Everything for Education K12: www.eduhound.com
The Academy of Achievement: www.achievement.org

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You can search State Resources for Gifted Education and Individual State Gifted Organizations on the NAGC website under the heading " Gifted By State." NAGC membership includes a subscription to Parenting for High Potential, a magazine with articles geared to the development of talent.

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Gail Post, PhD: A Psychologist's Perspective

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Welcome to Gifted Parenting: A Checklist of Emotions

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Parents of gifted or twice-exceptional children often discount their own emotions. It’s time for that to stop.

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The Changing Role of Parents in Gifted Education

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The Changing Role of Parents in Gifted Education

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The Changing Role of Parents in Gifted Education Programs - Davidson Institute

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This article highlights the vital role parents play in advocating for their gifted children’s academic and emotional needs. As children transition into

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Hello! I'm Ian Byrd. I've been writing about education since 2009. I grew up as a gifted student, taught gifted students, spoke at dozens of conferences, and led professional development around the US. Now, I take work off of teachers' plates by developing video lessons that they can just use. Check it out at Byrdseed.TV.

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Differentiated lessons from Ian Byrd that'll get your students' brains sweating.

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NAGC - National Association for Gifted Children

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NAGC - National Association for Gifted Children

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PA Chapter 16: Special Education for Gifted Students

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PA Chapter 16: Special Education for Gifted Students

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22 Pa. Code Chapter 16. Special Education For Gifted Students

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Information included at this site has been derived directly from the Pennsylvania Code, the Commonwealth’s official publication of rules and regulations and from the Pennsylvania Bulletin, the Commonwealth’s official gazette for information and rulemaking

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Gifted Education | Department of Education | Commonwealth of Pennsylvania

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Gifted education is the shared responsibility of the Bureau of Special Education and the Bureau of Teaching and Learning Support. The integrated approach commits both Bureaus to providing support for Chapter 16.

Title 22 Education, Chapter 16: Special Education for Gifted Students regulations, the Parent Guide to Gifted Education, the Basic Education Circular Special Education for Gifted Students and the Gifted Guidelines reflect Pennsylvania’s commitment to gifted students as "children with exceptionalities" and therefore in need of specially designed instruction.

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PAGE - Pennsylvania Association for Gifted Education

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PAGE - Pennsylvania Association for Gifted Education

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SENG - Supporting Emotional Needs of the Gifted

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SENG - Supporting Emotional Needs of the Gifted

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Musically talented children often face the same dilemmas as the intellectually gifted. Just as gifted children struggle in classrooms where their academic needs are ignored, there is sometimes a mismatch between musically talented kids and their teachers, leaving their needs unmet.

Parents of musically gifted children may have little direction, and typically seek out music instruction locally, through word-of-mouth referral, and where it is affordable and convenient. Some teachers may be accomplished musicians, some may be retired music educators, some may have been teaching privately for years. However, what works for one child may not work another. Just as some classroom teachers follow a structured curriculum and have difficulty accommodating the needs of gifted children, many music teachers adhere to rigid views of what is acceptable pedagogy. They insist on following a strict format of study, don't know when to hold back, and may not recognize when a talented child needs a push.

Photo courtesy of Clark Young

Sara's parents responded to their five-year-old's sense of rhythm and interest in piano by requesting a lesson at a large, well-known music school in the area. The school had fairly rigid expectations - requesting payment up front for an entire nine months of lessons, without regard for whether the child established rapport with the teacher or sustained interest in practice. Sara's mom asked for a trial lesson and Sara was assigned to a young woman, who initially told her to wait in the hallway, along with a group of other parents. Since she had a musical background, though, she insisted on attending the session, so she could assess the teacher's approach and see how Sara responded to the lesson.

The teacher asked Sara to play something, since Sara already had some rudimentary understanding of musical notation that she learned from her parents. When Sara did not follow some additional instructions on the page, the teacher asked her what a particular word meant. Sara became quiet and said nothing. Sara's mom had to remind the teacher that Sara was five, was still in pre-school, and could not read words like that yet. When asked how future lessons might proceed, Sara's mom was informed that she would not be permitted to stay in the room, despite her own past musical training. The entire experience was a disappointment and they did not return. Sara's mom kept searching, and eventually found a lovely, experienced private teacher, who was highly attuned to the developmental needs of young children.

What happened to Sara and her family occurs much too often. Many parents without a musical background may be afraid to assert their feelings and concerns, and go along with a stale, uninspired, and often developmentally inappropriate approach to learning. What should you do when searching for a music teacher for your child?

Supporting, encouraging, and nurturing a musically talented child can be a challenge. There are few resources, and no clear roadmaps for parents. Finding the right teacher takes time and effort. Don't necessarily settle for the first teacher your meet, or the one your neighbor's child likes. Keep searching until you find the right fit. Your child's needs also may change over time, and a new teacher might provide the right motivational boost as your child matures. You also may benefit by finding (or starting) a group for parents of young musicians, who can offer ideas, resources, and support. Most of all, enjoy this wonderful journey with your child!
(With a grateful shout-out to Myanna Harvey and Wendell Hobbs - great music teachers who started my kids off in the right direction!) A similar version of this article was previously published in Parent.co.

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Musically talented children often face the same dilemmas as the intellectually gifted. Just as gifted children struggle in classrooms where their academic needs are ignored, there is sometimes a mismatch between musically talented kids and their teachers, leaving their needs unmet.