North Penn Association

for Gifted Education

(NPAGE)

Welcomes You!

www.npenn.org/NPAGE

NPAGE.information@gmail.com

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NPAGE BOARD 2022-2023

Acting Co-Presidents: Diane Kortz & Lauren Shive

Vice President: Open

Treasurer: Amanda Laubach

Secretary: Open

Membership: Rebecca Fahrmeier

Super Saturday: Anli Wu

Teacher Reps: Kurt Hinz - Elementary

Donna Mower - Secondary

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NPAGE OBJECTIVES

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1.    Increase awareness, understanding, and recognition of gifted students and their right to appropriate individualized programs of education in the least restrictive environments.

�2.    Serve the needs of advanced learners by advocating for the broadening of gifted education practices to include all students needing enrichment or acceleration.��3.    Develop parent awareness, education, and effectiveness in understanding and supporting gifted education.

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4.    Develop school system awareness, understanding, and support

for gifted education.��5.    Develop community awareness, understanding, and support for

gifted education

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6.    Serve as a resource for information about developments in educational

methods, standards, practices, and programs of interest and benefit to

gifted and advanced students.��7.    Help provide additional recognition, funds, and incentives for the

motivation and development of present and future gifted and advanced students.�

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www.npenn.org/NPAGE

NPAGE 2022-2023 Events and Activities

Game Night & Parent Share

Monday, November 21, 2022

7:00-9:00 PM Gwyn Nor Elementary School

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Middle School Transition Night

Tuesday, January 24, 2023�7:00-8:30 PM Pennbrook Middle School

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High School Transition Night

Thursday, February 9, 2023

7:00-8:30 PM Online

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NPAGE 2022-2023 Events and Activities

Super Saturday

Saturday April 1, 2023

9:00AM-12:15PM Pennfield Middle School

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4th Grade Environmental Education Day

May 2023

Fischer's Park

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NPAGE SCHOLARSHIPS

An NPAGE Scholar is a student who displays a genuine quest for knowledge, thrives in the discovery process, and exhibits other qualities of a gifted learner.

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• Budget for senior scholarships is $1600

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• Ten $100 scholarships are selected by teachers.

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• One to three scholarships ranging from $200 to $600 are by application.

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New 3D Printer

Recently, NPAGE acquired a good quality 3D printer to be loaned out to NPAGE families, much like checking out a book from a library. From printing out a chess set created by someone else, to creating holiday ornaments by yourself, the ideas are limitless. Contact anliwunash@gmail.com to schedule some time to explore this newest gadget!

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PAGE Parent 2 Parent

Moving Forward Together

Online Discussion Group for parents

Wednesday, October 26, 2022

7:00 PM EDT

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Register Online at https://www.eventbrite.com/e/433831911927

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Chapter 16 Roundtables

Committee on Special and Gifted Education (State Board of Ed)

• Roundtable discussions set up to receive input on Chapter 16 (Gifted � Education) Regulations
• Also accepting comments in writing on Chapter 16
• Remarks can be emailed
• Scheduled for eastern PA on 10/27 from 1:00-3:00

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Check out our �newsletter

Sign up online!

www.npenn.org/npage

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Find us on Facebook

-Public page www.facebook.com/NPAGEinc

-Closed parent group www.facebook.com/groups/NPAGE/

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Gifted 101

Common Questions

• What exactly is giftedness?
• How is gifted education handled in Pennsylvania?
• What are some common characteristics and challenging characteristics/behaviors seen in gifted children?
• Are there special social considerations for gifted children?
• What resources are available
• How does North Penn handle gifted education?

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Giftedness is…

• Giftedness is more than a label assigned by schools or psychologists.
• Gifted, GT (Gifted & Talented) and other terms are defined differently by various theorists, professionals, schools and governments.
• Definitions may be conservative, liberal, general, domain-specific, developmental or operational, and can vary widely.
• Gifted children are a diverse group, with varying characteristics, strengths and weaknesses.
• There is no one-size-fits-all approach to parenting or teaching a gifted child!

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The Expression of Giftedness

latent

manifest

emergent

The expression of giftedness can be:

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Keys to Gifted Behavior

Above Average Ability

Creativity

Task Commitment

Gifted

Behavior

• In Certain People
• At Certain Times
• Under Certain Circumstances

(Renzulli & Reis, 1997)

PA Definition (Chapter 16)�An operational approach for identification

• A school age child who has an IQ of 130 or higher

OR

• Meets multiple criteria including:
• A year or more above grade achievement level for the normal age group in one or more subjects as measured by Nationally normed and validated achievement tests able to accurately reflect gifted performance.
• An observed or measured rate of acquisition/retention of new academic content or skills that reflect gifted ability.
• Demonstrated achievement, performance or expertise evidenced by excellence of products, portfolio, etc.
• Early and measured use of high level thinking skills, academic creativity, leadership skills, etc.
• Documented, observed, validated or assessed evidence that intervening factors are masking gifted abilities.

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Gifted Education in PA

• Determination of gifted ability cannot be based on IQ score alone.
• Gifted students only qualify for Chapter 16 (GIEP) if it is determined they need specially designed instruction beyond that required in Chapter 4 (relating to academic standards and assessment).
• There is an optional Gifted Endorsement available to teachers of the gifted in PA who complete the required coursework.

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Some Common Characteristics of Giftedness

• Highly motivated
• Advanced communication skills
• Excellent memory
• Insightful
• Imaginative and creative
• Advanced ability to work with symbol systems

(Frasier & Passow, 1994)

• Advanced interests
• Advanced problem-solving ability
• Inquiring
• Reasoning
• Well developed sense of humor

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Challenging Characteristics

• Prior to Lewis Terman’s studies in the 1920’s it was widely accepted that genius was accompanied by physical and mental deterioration. It’s now known this isn’t true, but there still are some challenging characteristics often associated with giftedness, such as:
• Asynchronous Development
• Perfectionism
• Underachievement
• Idealism

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(Davis, Rimm & Siegle, 2011)

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Asynchronous�Development

• Gifted children often have uneven development and may therefore be out-of-sync with their peers. They may be advanced in some areas, on level in others, and perhaps behind in others.
• The mental, physical, social and emotional “ages” of a child may vary greatly, particularly as IQ increases.
• We must remember that judgment and emotional maturity often lag behind intellect.
• Asynchrony can be frustrating and stressful, particularly for younger children.
• Twice exceptional children often experience the most asynchrony.

(Silverman, 2002; Webb, Gore, Amend & DeVries, 2007)

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Twice Exceptional (2e)

• Gifted individuals who are also physically disabled, learning disabled or otherwise impaired are considered twice exceptional, such as:
• Gifted/LD
• Gifted/ADHD
• Gifted/ASD (Asperger’s)
• Many in the field of gifted education believe there may be masking effects in 2e children. Gifts can mask disabilities and vice versa, complicating identification, diagnosis and intervention.
• 2e students are covered under PA Chapter 14 (Special Education) or Chapter 15 (Handicapped).

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Perfectionism

• Some children may have an inborn predisposition towards perfectionism or may be influenced by their environment.
• Gifted children are more prone to perfectionism, with girls perhaps more susceptible than boys.
• Perfectionism is multidimensional and can take different forms:
• Healthy perfectionism - Helps to drive achievement and success, can foster perseverance and productivity
• Unhealthy or “neurotic” perfectionism – Can result in compulsive behavior or be paralyzing and lead to failure-avoidance and underachievement

(Schuler, 2002; Webb, Gore, Amend & DeVries, 2007)

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Perfectionism

• Parents can help foster healthy perfectionism by:
• Modeling healthy perfectionism themselves
• Helping children set high, but realistic goals
• Understanding gifted children do not excel at everything
• Praising effort over ability or achievements
• Framing setbacks as necessary learning experiences
• Encouraging children to follow their passions
• Reminding children to take time out to relax, reflect and just be a kid

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(Schuler, 2002; Webb, Gore, Amend & DeVries, 2007)

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Underachievement

• Like giftedness, there is no consistent definition for underachievement.
• Underachievement is often viewed as a discrepancy between ability and achievement.
• Underachievement in a gifted child may still result in grade-level work and thus be missed by schools.
• Underachievement may have a number of causes:
• Internal - Perfectionism, rebelliousness, poor study habits, undiagnosed learning disabilities, ADHD, etc.
• Environmental – Inappropriate or uninteresting curriculum, peer pressure, family dynamics, etc.

(Reis & McCoach, 2002; Webb, Gore, Amend & DeVries, 2007)

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Mindset

• Psychologist Carol Dweck introduced the concept of mindset, which affects achievement.
• Children with a fixed mindset believe that their abilities are unchangeable and unaffected by effort. They may avoid challenge and hard work.
• Children with a growth mindset believe that their abilities can improve with time and effort. They are more resilient and focused on learning.

(Dweck, 2007; Rimm, 2009)

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Social Considerations

• Gifted children often prefer older peers, but a balance should be found between intellectual peers and age peers.
• Inappropriate school environments can exacerbate social issues, forcing gifted children to conform or stand out.
• All children need to learn “business friendly” skills such as being friendly, polite and respectful.
• Parents can model social skills and role-play with children who have more difficulty with social interactions.

(Webb, Gore, Amend & DeVries, 2007)

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Friends & Peers

• Introverted, highly gifted, extremely intense or sensitive children may have difficulty finding friends their age.
• Due to their asynchronous nature and diverse interests, gifted children may need multiple peer groups.
• Gifted children often develop intense relationships with one or two special friends who share their interests.
• Many gifted children appreciate “alone time”.

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(Webb, Gore, Amend & DeVries, 2007)

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Online Resources

• Pennsylvania Association for Gifted Education�www.giftedpage.org
• National Association for Gifted Children�www.nagc.org
• Supporting the Emotional Needs of the Gifted�www.sengifted.org
• Hoagies’ Gifted Education Page�www.hoagiesgifted.org
• Gifted Guru�www.giftedguru.com

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Gifted Services are Individualized

Differentiation - tailoring content, process, products� to students’ needs.

Enrichment - providing additional instruction, �above or beyond the typical curriculum standards.

Acceleration - advancing a student to a higher� level, such as:

• Grade skipping
• Subject acceleration
• Curriculum compaction

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Gifted Education in North Penn

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Elementary Gifted Staff Members

Megan McGee-Heim- Special Education Supervisor in charge of gifted K-12

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Kurt Hinz- Inglewood Elem. and Elementary Differentiation Facilitator

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Sun Jeon- Bridle Path Elem. and Kulp Elem.

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Margaret Ridge- Gwynedd Square Elem. and Oak Park Elem.

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Kathleen Wiegand- General Nash Elem. and Hatfield Elem.

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Kimberly Detwiler- North Wales Elem. and Gwyn Nor Elem.

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Sharon Wetzel- York Avenue Elem. and Montgomery Elem.

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Melissa Walsh- Knapp Elem. and Walton Farm Elem.

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Elementary Gifted

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• Gifted Classes K-6
• Gifted Support: Push-In and Pull-Out Models
• GIEP Meetings: In-Person or Virtual
• Goals/Accomodations/SDIs
• STAR 360 and I-Ready Assessments
• Naglieri Ability Index (NNAT3)- grade 2 students

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Secondary Gifted Staff Members

Special Education Supervisor in charge of gifted K-12 - Megan McGee-Heim

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Pennfield - Donna Mower - Gifted Seminar 8&9, GIEPs,

Nicole Quiring, Jaime Standen, Laura Anthony - GIEPs

Gina Meyer - Gifted Seminar 7

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Penndale - Donna Mower - GIEPs

Rob Pecharo - Gifted Seminar 8&9, GIEPs

Amanda Loux, Dee Bratina - GIEPs

Christi Buddy - Gifted Seminar 7

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Pennbrook - Rob Pecharo - Gifted Seminar 8&9, GIEPs

Carol Ward - Gifted Seminar 7, GIEPs

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NPHS - Steve Henry & Carrie Jankowski - Oversee gifted at HS, GIEPs, Mentorship

Colleen Felder - 10th Grade Gifted English, GIEPs

Joel Evans, Brian Haley, Eric Weathers, Chrissy Childs, Jami Behm,

John Collier, Alex Hauesser - GIEPs

Secondary Gifted

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• Gifted Classes 7-12
• Science & Math Course Advancement
• Math classes beyond high school
• Gifted Mentorships
• GPS (Grow, Practice, Succeed) - new class in MS - includes SEL , Executive Functioning, practice and enrichment in major subjects
• Thanks for Girls in Tech Night
• PAGE Conference notes - one take-away from each session

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