Big History Project for High School Credit

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Big History Project is a type of world history course available online with a year-long plan to cover a big picture look at the world from the origin of the universe to now and thinking about the future.  It is available online for access to lesson plans and video clips.  It has a curriculum guide for making it a one-year history course.   And, it could be used as a multi-year course for middle or high school depending on which curriculum guide you follow and if you choose to only do portions.  Supplemental material and an additional online program were also used. We will be doing another more traditional world history course via the Great Courses in the future.

Online Programs Used:

  • Big History Project (official program)
  • Big Picture History (12 classes from History at Our House)

Books Used:

  • Big History: From the Big Bang to the Present by Cynthia Stokes Brown
  • Horrible Histories boxed set (20 books)
  • National Geographic Explorer Collection Series (20 books)
  • National Geographic’s The Global Issues Series (12 books)

Videos Used:

  • How We Got To Now: The History and Power of Great Ideas by PBS (2 disc series)
  • Big History by the History Channel (3 disc series)
  • History of the World in Two Hours by the History Channel
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Theater & Performing Arts Appreciation for High School Credit

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We are privileged to live in Houston, TX which is the 4th largest city in the US.  Its theatre district is 2nd to New York City within the US and is known internationally.  And, I have written about its theaters and how to get student matinee tickets or group discounts a few years ago in my blog “Houston Has More to Offer Than You Know.”   Thus, attending performances is a huge part of our homeschooling adventures.  We have attended plays, musicals, Broadway, opera, ballet, pantomimes, and symphonies.  Houston has a very active theatre district and there are even smaller community theaters in the suburbs making it easy for our son to learn about performing arts and appreciating it.

Here is how our son got his 1 year of high school credit:

Theaters visited for performances:

  • Alley Theatre (plays and musicals)
  • Theatre Under the Stars (plays and musicals)
  • Wortham Center (Houston Ballet and Houston Grand Opera performances)
  • Jones Hall (Houston Symphony)
  • Miller Outdoor Theatre (plays, musicals, and dance troupes)
  • Stages Repertory Theatre (pantomimes, musicals, and plays)
  • Company on Stage (plays)
  • Hobby Center (Broadway performances)
  • Houston Ballet Academy (studio dance performances)
  • AD Players (plays and musicals)
  • Main Street Theater (plays and musicals)
  • Fort Bend Theater (plays)
  • Interactive Theater Company (audience interactive plays)
  • Iao Historic Theater (a play)

Books Used:

  • Backstage Handbook: An Illustrated Almanac of Technical Information by Paul Carter
  • Student Performance Study Guides for all Houston Ballet, Houston Grand Opera, and Alley Theatre performances
  • Playbills for all Theatre Under the Stars, Hobby Center, and Alley Theatre performances

Classes & Tours Taken:

  • Stage Lighting, a class at Techland
  • Talk-back sessions with the staff and crew at Alley Theatre after performances
  • Talk-back sessions with the crew at Main Street Theatre after performances
  • Houston Theater District Open House
  • Backstage tour at Company on Stage
  • Tour of Houston PBS studio and stage

World Schooling Round 9

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Homeschooling allows us to be more flexible with travel.  We use the terms “world schooling” and “road schooling” frequently with the description of our homeschooling adventures. In my previous blogs, I have explained world schooling and road schooling and I have links to all previous adventures.  Traveling is a huge part of our learning path. This time our adventures were to the areas around Miami, Florida.  Although the adventure was a domestic trip, going to Miami was important for seeing the national parks in South Florida before they are damaged further (sea levels rising, repeated hurricanes and tropical storms, increased high tide floodings, coral bleaching, etc.). Thus, when our friend saw Miami on her list of timeshares available, we jumped at the opportunity.  We were so excited to see these national parks, visit the Keys, and see Little Havana with our boys. Thus the trip was an adventure of national parks, Cuban-American history, and a time to play with friends.

Here is a list of where my friend and I took our boys:

  • Fort Lauderdale
  • Miami
  • Doral
  • Everglades National Park Sharkey Visitor Center (2 junior ranger badges earned)
  • Everglades Safari Park
  • Big Cypress National Preserve (1 junior ranger badge earned)
  • Bay of Pigs Museum (talked with a veteran of the Bay of Pigs Invasion)
  • Little Havana
  • Calle Ocho
  • The Futurama Building
  • Domino Park
  • Tower Theater
  • Azucar Ice Cream Company
  • Key Largo
  • John Pennekamp Coral Reef State Park
  • Islamorada
  • Feed the Tarpon at Robbie’s
  • Tavernier
  • Key Lime Pie Factory
  • Anne Kolb Nature Center
  • Hollywood North Beach
  • Bill Baggs Cape Florida State Park
  • Crandon Beach Park
  • Biscayne National Park Dante Fascell Visitor Center (4 junior ranger badges earned)
  • Frost Art Museum
  • Phillip and Patricia Frost Museum of Science

On this trip we learned several common themes from all of the national and state parks that we went to: invasive species wreak havoc on the environment, don’t dump your pets in the wild (not your pet fish or snakes or mammals), eat lionfish (must remove poisonous spines first) and use reef safe sunblock.  South Florida is filled with invasive species such as iguanas, lionfish, boa constrictors, and pythons that are all from people releasing their pets in the wild. Other than the iguanas, all of them eat native species and have no natural predators in the area. Although we never got to try lionfish, apparently that is what the parks are encouraging.  Seriously, they have lessons on how to catch them and instructions on how to cook them! They even have special competitions periodically for catching the most lionfish. It was stressed that in the national and state protected waters you can only take away trash and lionfish from the reefs.

If you want to learn more about the junior ranger program, this mother compiled a complete list of junior ranger programs you can do via mail or in person. In addition, the National Park Service has educator resources available for free.  The National Park Service also has links and lists out specific junior ranger programs you can do from home.  And if you want to read about other families roadschooling through the National Parks and using the junior ranger program, check out this article from the NPCA.  The National Parks are a great educational tool and travel destination.  Please, be inspired, and go explore!

Poetry & Fairytales for High School Home School Style

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Our first High School English Credit is from the year-long study of poetry and fairy tales. We did work on grammar, reading, and writing too but for this English credit, we worked on poetry.  We used Michael Clay Thompson’s curriculum program along with lots of books.  This is the first high school credit earned exclusively from books.  We did not use any online programs or videos.  We did use some audio recordings and music CDs to accompany various lessons.

Here is the list of books used (some we purchased and some came from our public library):

  • A World of Poetry by Michael Clay Thompson
  • The Poetry of Literature by Michael Clay Thompson
  • The Music of Hemispheres by Michael Clay Thompson
  • Leave Your Sleep: A Collection of Classic Children’s Poetry by Natalie Merchant and Barbara McClintock (This was a book and musical CD combination)
  • Language A to Z by Professor John McWhorter & the Great Courses (This was a book and audio recording Great Courses series and not a video series)
  • Best Practices of Spell Design: A computational Fairy Tale by Jeremy Kubica
  • Palindromania by Jon Agee
  • Bookworm: Discovering idioms, sayings, and expressions by Karen Emigh
  • Fables & Folktales: A Writing Workshop for Young Storytellers by Darcy O. Blauvelt & Richard G. Cote
  • Elvis Lives and other Anagrams by Jon Agee
  • Orangutan Tongs: Poems to Tangle Your Tongue by Jon Agee
  • Emily Dickinson’s Letters to the World by Jeanette Winter
  • The Block: Poems by Langston Hughes by Romare Bearden & Langston Hughes
  • Computational Fairy Tales by Jeremy Kubica
  • The Carnival of the Animals by Camille Saint-Saens
  • The Best Poems Ever: A collection of poetry’s greatest voices by Edric S. Mesmer
  • Treasury of Indian Love Poems & Proverbs from the Indian Sub-Continent by Christopher Shackle & Nicholas Awde
  • Irish Fairy Tales by Padraic O’Farrell
  • Honeybee Poems by Naomi Shihab Nye
  • There’s a Frog in My Throat: 440 Animal Sayings a Little Bird Told Me by Loreen Leedy & Pat Street
  • Poetry for Young People: Robert Frost by Gary D. Schmidt
  • Poetry for Young People: Emily Dickinson by Frances Schoonmaker Bolin
  • Tales from Shakespeare by Charles Lamb and Mary Lamb

If you need more support for creating a poetry program or want to do just a smaller scale poetry lesson/unit the following websites are great resources:

High School Art History & Appreciation Homeschool Style

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We are privileged to live in Houston, TX which is the 4th largest city in the US and holds one of the largest variety of art collections in the country.  Thus, our son has been able to experience significantly more hands-on and in-person art than many traditional school students. In addition to Houston, our son has been to art museums in other Texas cities, other states, and other countries.  Where ever we travel to, we visit museums and art galleries. In addition to these experiences, we did use some online programs and books. For those who do not have a good art history program or for those who do not live near lots of museums, consider looking at Khan Academy.  It has over 1,000 lessons on art history and AP Art History. Our son has enjoyed their classes and appreciates the art we see in museums more because of them.

Here is how our son got his 1 credit of high school art:

Online Programs:

  • Khan Academy (375+ lessons)
  • History Through Art (5 classes from History at Our House)

Art Classes & Experiences:

  • Paint Until You Faint (painting classes)
  • Fire It Up Pottery & Art Studio (ceramics and glass fusing classes)
  • Visited the following museums within the greater Houston area: Museum of Fine Arts Houston, Contemporary Arts Museum, The Menil Collection, Rothko Chapel, Art Car Museum, Houston Center for Contemporary Craft, Lawndale Art Center, Station Museum, Houston Museum of African Culture, The Printing Museum, Houston Center for Photography, Moody Center, Czech Cultural Center, Asia Society Texas Center, Bayou Bend Collections & Garden, Beer Can House, the Orange Show, Chapel of St. Basil, Fort Bend County Museum, The Heritage Society, and Rienzi.
  • Visited art museums or exhibits in other cities within Texas, other states, and other countries (Hawaii, Wisconsin, Nevada, Massachusetts, Connecticut, Canada, Ireland, Germany, England, and New Zealand ).
  • Street Art Tour of Houston

Books Used:

  • My Crazy Inventions Sketchbook: 50 Awesome Drawing Activities for Young Inventors
  • Research as Art
  • The Ultimate Book of Optical Illusions
  • The Art of Steampunk: Extraordinary Devices and Ingenious Contraptions from the Leading Artists of the Steampunk Movement

TIA at 42: Make Sure Your Kids Know How to Call 911

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On Friday, June 1st, while finishing up an early dinner to get ready for the pool I had the freakiest experience. I was unable to talk, walk, or do anything with my right arm. I could see everything around me but could not control my right arm. I moved it with my left hand to where my brain was telling it to go but it would just drop and dangle.  This went on a couple times as I was trying to assess my situation. I was thinking seizure, heart attack, or about to pass out. I tried to get my son’s attention to call 911 but it didn’t come out as words. I sounded like the teacher from the Peanuts. He gave me a very odd look.

I was finally able to walk after a few minutes but I had absolutely no control or feeling in my right arm.  As I was shuffling to the floor by the couch to escape any fall hazards, he claimed I looked different. I got to the couch and floor in case I was going to fall from having a seizure, heart attack, or pass out.  I was still trying to talk but it was mumbled. He immediately knew something was wrong and called 911. He held the phone by me and eventually got it on the speaker setting to place on me. My son answered most of the questions from the dispatcher and helped translate my mumbled speech.  I could hear everything but I could not get my thoughts out and my speech was slow and slurred at this point. My son was the main communicator with the 911 operator. He took care of putting up the cat like the dispatcher said and getting the front door open (not the easiest thing to do with its tricky and high lock) for the paramedics.

When the paramedics arrived he directed them to me. I was finally able to speak more clearly but it was not normal.  I was still struggling to get my thoughts out. I could move my leg better but I had absolutely no feeling in my right arm and only minimal control.  I couldn’t pull or squeeze well at all. I could barely lift it. Instead, it was twitching and jerking on its own. While 4 paramedics were manning me, 1 was with my son. They helped him get what he needed for the ER and even shut the house. He then got to ride in the back of the ambulance with me. They harnessed him in similar to like what is inside glider planes. The paramedics told my son what to text message his dad the whole time during the ambulance ride as he was in a meeting and we didn’t get him via phone calls prior to their arrival.

At the ER I was whisked for a CT scan while my son was with the charge nurse and one paramedic until I came out and was put in a room.  My husband finally was able to join us in the ER room to learn I was being treated for a stroke protocol and we had to decide about tPA or not. Thanks to my son’s fast response in calling 911 and the EMT’s quick arrival we got to the ER in the window for tPA to be administered. By the time my husband arrived at the ER I had regained partial feeling in my right arm but still had lots of tingling, twitching, and couldn’t fully push, pull, or squeeze but I had regained full speech and definitely looked normal in the face. We chose to do the tPA.

45 minutes after the tPA was started I had full feeling back in my right arm and at 2 hours after administration, I had full ability to control my arm, push, pull, and squeeze! The tPA is intended to work like Drano in pipes but to my blood to remove clots and prevent further strokes. Thus, I was then moved to ICU for 24 monitoring and waiting for an MRI. Late Saturday morning I got the MRI and learned in the afternoon that my brain was fine, no damage, no sign of stroke so my incident on Friday was classified as a TIA (Transient Ischemic Attack) and the tPA did its job at keeping me from having a severe stroke! The neurologist did order a ton of bloodwork to look for any rare blood clotting disorder or genetic conditions that could have been a contributing factor since I did not have high cholesterol, not high blood pressure, and was not obese.  All of the doctors indicated that my history of aura migraines and my current birth control factors may have caused my TIA as they drastically increase the risk of clots. And like the doctor said, I was discharged Sunday afternoon.

We are so glad I had no brain damage and I am fine. We are thankful for my son’s ability to handle calling 911, working with the dispatcher, and the paramedics fast response so I could get to the ER quickly. Who knows what would have happened if my son would have waited to hear back from my husband or waited for him to get home as we would have missed the tPA window and it is possible what had started in the house could have continued to a full-on stroke. I am glad to be home and feeling so much better.  It will take some time to return to normal or pre-TIA.

I am writing my story so that others will understand the importance of ensuring that their children know how to call 911 for medical emergencies and to warn people about the signs of stroke.  Please, talk with your children of all ages about how to call 911 for help, the importance of staying calm, and answering their questions. Make sure your children know your address so they can clearly tell it to the dispatcher.  Make sure your children know how to unlock front doors for paramedics. Make sure your children know how to reach their other parent or another family member at their work or cell phone in case of an emergency.

At the hospital, we all learned about Act FAST, which my son did without even knowing it.  Thus, it is important that everyone knows what Act FAST is; in order to best address a stroke (or TIA) one needs to act as quickly as possible.  Time really does matter as there is only a 2 to 4-hour window from the time the stroke starts with being able to give tPA. FAST is the acronym for Face (Look at the person’s face. Ask the person to smile. Does one side of the face droop?), Arms (Ask the person to raise both arms. Does one arm drift downward? Do they have difficulty moving one arm), Speech (Ask the person to repeat a simple phrase. Is their speech slurred or strange?), and Time (If you observe any of these signs, call 9-1-1 immediately).  Thus, teach your whole family to Act FAST and make sure your children know how to call 911.  Seriously, my son’s ability to call 911 quickly made the difference for me!

World Schooling Round 8

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Homeschooling has allowed us to be more flexible with travel, thus the term world schooling and road schooling appear frequently with my description of our homeschooling. In my previous blog, I have explained world schooling and road schooling and have links to all previous adventures.  Traveling is a huge part of our learning plan. This time our adventures were to Maui, Hawaii. Although the adventure was a domestic trip, going to Maui from Houston, TX definitely feels like going into a different world because there is no direct flight, takes about 13 hours of travel time (with good flights), is a 5 hour time change, and is a tropical island with a unique culture and history.   

I wrote about our previous Hawaii adventures in World Schooling Round 4.  We are blessed to have an Aunt who lives on Maui, which is why we are able to experience this special place so frequently.  Thus. in addition to being a cultural and language experience, it is also a treasured family time. Our son has grown up with Hawaiian children’s books from his great aunt and he enjoys the Hawaiian music.  This is our son’s third time there, and we continue to find new adventures and cultural experiences.

Here is the list of our experiences on this Maui trip:

  • Kula
  • Kihei
  • Ko’ie’ie Fishpond Cultural Outrigger Canoe Tour
  • Ulua Beach
  • Kealia Pond National Wildlife Refuge
  • Ahihi-Kinau Natural Area Reserve
  • Maluaka Beach
  • Keawala’i Community Church
  • Wailea-Makena
  • Haleakala National Park Summit
  • Twilight ‘Ua’u Discover with Friends of Haleakala National Park & Maui Nui Seabird Recovery Project (lessons on the Hawaiian Petrel also known as the ‘Ua’u and special nighttime observations with their night vision goggles)
  • Kahului
  • Emanuel Lutheran Church
  • Koho’s
  • Maui Art & Cultural Center
  • Kepaniwai Park & Gardens
  • Iao Valley
  • Iao Historic Theater for “Of Mice and Men”
  • Wailuku
  • Ocean Vodka Organic Farm & Distillery
  • Kula Bistro
  • Dragon’s Tooth
  • Makaluapuna Point & Burial Site
  • Kapalua Labyrinth
  • Oneloa Bay
  • Kaopala Gulch
  • Pohaku Park
  • Honokowai Beach Park
  • Airport Beach Park
  • Beaches between Kaanapali and Kapalua
  • Po’olenalena Beach
  • Historic Hawaiian Fishing Heiau
  • Makai Glass
  • Sacred Garden of Maliko
  • Makawao
  • Haliimaile
  • Quiksilver Lanai Snorkel and dolphin watch (Hawaiian Spinner dolphin pod found off the coast of Lanai)
  • Lahaina
  • Baldwin Home
  • Lahaina Galleries
  • Wo Hing Museum
  • Snorkeling

Travel to Maui is like international trips in terms of similar frustrations: long travel times, red-eye flights, flight delays, time change adjustments, lack of free wifi everywhere, and additional inspections (agriculture inspections instead of customs).  Travel to Maui is also a great way to physically learn about: climate, geography, geology volcanoes (especially with current eruptions on the big island of Hawaii), Hawaiian language and culture, immigration history, WWII history, physics of waves, sea life, coral reef life, healthy oceans, trade winds, solar power, wind power, and more.

Traveling is a great educational tool.  It does not have to be foreign countries or out of state but could be local or even “armchair” traveling with books, videos, and computers.  Traveling via postcard exchanges is another great way to reinforce geography. In addition to the educational opportunities, traveling and exposing the world to our children is extremely important for them to be better global citizens.  Be inspired, go explore!

What Does “Profoundly Gifted” Mean? FAQ for Parents and Educators from TPPG

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What Does “Profoundly Gifted” Mean?  FAQ for Parents and Educators

What does the “profoundly gifted” label mean, and why is it significant?  Please see below for frequently asked questions and answers from TPPG leaders, drawn from the work of psychologists and educators who study and work with profoundly gifted students.  

How do you define “Profoundly Gifted?”

Experts define PG using evidence of an extreme level of ability and/or achievement.  The Davidson Institute defines profoundly gifted students as “those who score in the 99.9th percentile on IQ and achievement tests” (Davidson Institute).  In the past, using IQ tests yielding scores above 160, including the WISC-IV extended norms, experts described scores above 130 as “moderately gifted,” above 145 as “Highly Gifted” (HG), above 160 as “Exceptionally Gifted” (EG), and above 180 as “Profoundly Gifted” (PG) (Gross, 2000).  Using the most recent versions of intelligence tests, scores ≥ 145 qualify for services through the Davidson Institute and for membership in TPPG (Davidson Institute; current January 2018). TPPG accepts either ability or achievement scores ≥ 99th percentile.

As a child’s ability and achievement scores increase, according to experts who work with the profoundly gifted, the level of academic work the child can perform (and will need in order to stay challenged and motivated) is likely to increase.  Disabilities, low socioeconomic status, and other factors at school and at home can contribute to gaps between ability and achievement. Professionals who work with profoundly gifted children find that they differ from other gifted children in additional ways, such as greater sensitivity, more extreme concerns about adult worries, and greater challenges in finding like-minded peers (“Serving highly & profoundly gifted learners,” 2009).

Why are different categories needed when describing gifted abilities?

While all gifted children share certain common challenges, some face added challenges which require different educational services and interventions. In the field of gifted education, groups facing extra challenges are called “special populations.”  Special populations include culturally, linguistically, or economically diverse students (CLED), twice-exceptional (2e) students, highly to profoundly gifted students, students impacted by gender and sexuality, urban gifted students, and rural gifted students.  

Just as medical diagnoses help doctors prescribe the right course of treatment, parents and educators find that gifted categories can help educators “prescribe” services and interventions which have been shown through research to result in student success and positive outcomes.  

Why are there services for just PG families?

Profoundly gifted children need inclusion and advocacy from organizations dedicated to all gifted children, but because of the extreme nature of their needs and characteristics, these students and families often need additional, dedicated support.  Many PG students need radical acceleration (3+ years beyond age-grade), and parenting these children comes with unique challenges. The goals of PG parents are the same as the goals of all parents: to support the social and emotional wellness of their children, and to allow their children to reach their potential.  The parenting journey often looks different for PG families, and parents need information, support, and guidance from other parents and professionals who understand these differences. It is important for PG children to have access to other children who share their characteristics and needs.

Some researchers express concerns about the limitations of IQ and achievement data, particularly when assessing children from diverse populations.  When seeking an evaluation for suspected PG level needs, parents concerned about these limitations may wish to inquire about options to submit alternative evidence of ability, such as portfolios, student interviews, or information from adults familiar with the child’s development.  Just like other gifted students, PG children exist in all cultures, racial and ethnic groups, and income levels. Advocates for the profoundly gifted hope that identification practices will continue to improve.

What is acceleration?

As defined by the Texas State Plan for the Education of Gifted/Talented Students, acceleration is the “strategy of mastering knowledge and skills at rates faster or ages younger than the norm” (Texas Education Agency, 2009).   Publications by the Belin-Blank Center at the University of Iowa summarize research on several forms of acceleration, including full grade acceleration (grade skipping), subject acceleration, curriculum compacting, early kindergarten entry, early college entry, and concurrent enrollment (Assouline et al., 2015).  According to researchers, when a gifted student is a good candidate for acceleration, “evidence on the effectiveness of acceleration is very positive. For example, contrary to many people’s expectation, the evidence shows that acceleration does not damage students socially or emotionally. In fact, grade skipping has been found to aid social relations (as well as academic achievement), while concurrent enrolment has been found to enhance psychological adjustment” (Bailey et al., 2004).  A careful evaluation of a student’s ability needs, achievement levels, and other characteristics can help parents and educators work together to make appropriate educational placements. The Iowa Acceleration Scale can offer assistance in making full-grade acceleration decisions (Assouline et al., 2009). Parents who choose to homeschool profoundly gifted children often use a combination of online courses and traditional curriculum materials.

Can students with disabilities have PG level abilities?  

Yes!  Children with both disability needs and gifted needs are called “twice-exceptional,” or 2e.  Disabilities can impact academic achievement and ability testing, however, which can make PG abilities more difficult to identify.  When parents of a child with a disability seek testing to identify gifted needs, they may wish to ask how the disability could impact the child’s assessment.  Subject acceleration may be recommended to provide challenge in areas of strength for 2e profoundly gifted children with extremely asynchronous development.

In students with identified gifted needs, the child’s abilities can also mask symptoms of a disability and delay diagnosis (Webb et al., 2016).  A number of psychologists, diagnosticians, and other professionals are familiar with the diagnosis of disabilities in the gifted population.

Should the PG label be used in Gifted Education?  

In education, any use of labels may involve pros and cons.  TPPG leaders are aware that many students with extreme ability needs remain unidentified, and we are concerned about the needs of all gifted children.  However, just as the “gifted” label allows educators to study and identify certain educational interventions for above-level ability differences, the “profoundly gifted” label is needed for the same reasons.  Without a way to research, discuss, and teach to the extreme differences of the profoundly gifted – academic, behavioral, and emotional – parents and educators cannot advocate for research-based interventions shown to prevent misdiagnosis and underachievement.  Different levels of ability and achievement require different interventions, and in our current educational system, labels can successfully connect student needs with educationally appropriate solutions. From the perspective of families living with PG children, declining to identify and name these abilities and differences would be the equivalent of refusing to identify other significant learning differences.  

I am an educator or professional who works with gifted children, and I would like to learn more about the needs of profoundly gifted children.  Where can I learn more?

Educators can join the Educators’ Guild of the Davidson Institute (https://www.davidsongifted.org/Educators-Guild), may wish to consider some of the resources below, and can contact their district’s GT department or state GT organization to request professional development on special populations in gifted education, including the highly to profoundly gifted.  Your interest and support is critical in helping these children to reach their potential. We thank you for seeking to learn more – these students and their parents will be grateful!

Sources and Further Reading

Assouline, S., Colangelo, N., Lupkowski-Shoplik, A., Lipscomb, J., & Forstadt, L. (2009).  Iowa Acceleration Scale Manual, 3rd Edition.  Scottsdale, AZ: Great Potential Press.  

Assouline, S. G., Colangelo, N., VanTassel-Baska, J., and Lupkowski-Shoplik, A. (Eds.) (2015).  A nation empowered: evidence trumps the excuses holding back America’s brightest students.  University of Iowa.  

Bailey, S., Chaffey, G., Gross, M., MacLeod, B., Merrick, C. and Targett, R. (2004).  Types of acceleration and their effectiveness. Canberra, Australia: Department of Education, Science and Training.  Retrieved from the Davidson Institute for Talent Development, Web. https://www.davidsongifted.org/Search-Database/entry/A10487

Davidson Institute.  IQ and educational needs.  Retrieved from the Davidson Institute for Talent Development, Web.  http://www.davidsongifted.org/Search-Database/entry/A10877

Foley Nicpon, M. (2009).  Tips for parents: advocating for the 2E child and the profoundly gifted in a traditional school setting.  Davidson Institute for Talent Development. Web. http://www.davidsongifted.org/Search-Database/entry/A10571

Gifted Development Center.  Educational planning for highly to profoundly gifted children.  Web.  http://www.gifteddevelopment.com/about-our-center/our-services/k-12-educational-planning/highly%E2%80%94proufoundly-gifted

Gross, M. U. M. (2000).  Exceptionally and profoundly gifted students:  an underserved population. Understanding Our Gifted, Winter 2000.  http://www.hoagiesgifted.org/underserved.htm

Gross, M. U. M. (2010).  Exceptionally Gifted Children.  Second Edition.  New York: Routledge.  

Gross, M. U. M. (2006).  Exceptionally gifted children: long-term outcomes of academic acceleration and nonacceleration.  Journal for the Education of the Gifted, 29(4), 404-429.  Abstract available on web.  http://journals.sagepub.com/doi/pdf/10.4219/jeg-2006-247

Gross, M. & Van Vliet, H. (2005).  Radical acceleration and early entry to college: A review of the research.  Gifted Child Quarterly, 49 (2).  Retrieved from web.  https://www.davidsongifted.org/Search-Database/entry/A10349  

Henshon, S. E. (2009).  Serving the needs of highly and profoundly gifted children: an interview with Linda Silverman.  Systems, 19(1), 1-5.  Center for Gifted Education, The College of William and Mary.  Retrieved from web. http://education.wm.edu/centers/cfge/_documents/resources/newsletter/fall09systems.pdf

Hoagies’ Gifted Education Page.  Highly, exceptionally, and profoundly gifted (resource list).  Web. http://www.hoagiesgifted.org/highly_gifted.htm  

Jackson, P. (2011).  Highly gifted learners.  In J. A. Castellano and A. D. Frazier (Eds.), Special populations in gifted education: understanding our most able students from diverse backgrounds.  Waco: Prufrock Press.  

Jackson, P. (2006).  Tips for parents: an integral approach to the social and emotional development of the profoundly gifted.  Davidson Institute for Talent Development.  Web. http://www.davidsongifted.org/Search-Database/entry/A10392

K., Carolyn (2012).  What is highly gifted?  Exceptionally gifted? Profoundly gifted?  And what does it mean? Web. http://www.hoagiesgifted.org/highly_profoundly.htm

Manning, S. and Besnoy, K. D. (2008). Special Populations. In F. A. Karnes and K. R. Stephens (Eds.), Achieving excellence: Educating the gifted and talented. Upper Saddle River, NJ: Pearson Prentice Hall.  

National Association for Gifted Children.  Acceleration. Web. https://www.nagc.org/resources-publications/gifted-education-practices/acceleration

National Association for Gifted Children (2010).  Use of the WISC-IV for gifted identification: position statement.  

Ruf, D. L. (2009).  Five levels of gifted.  Scottsdale: Great Potential Press.  

Schultz, R. (2006).  Tips for parents: the social/emotional needs of the highly/profoundly gifted individual.  Davidson Institute for Talent Development.  Web.  http://www.davidsongifted.org/Search-Database/entry/A10407

Serving highly & profoundly gifted learners (2009).  Gifted Education Communicator, 40 (4), 1-48.  Web. http://www.giftededucationcommunicator.com/wp-content/uploads/2013/05/200904GECWinter-1.pdf

 

Texas Education Agency (2009).  Texas State Plan for the Education of Gifted/Talented Students.  https://tea.texas.gov/Academics/Special_Student_Populations/Gifted_and_Talented_Education/Gifted_Talented_Education/

Wasserman, J. (2006).  Tips for parents: intellectual assessment of exceptionally and profoundly gifted children.  Davidson Institute for Talent Development.  Web.

http://www.davidsongifted.org/Search-Database/entry/A10405

Webb, J. T., Amend, E. R., Beljan, P., Webb, N. E., Kuzujanakis, M., Olenchak, F. R., Goerss, J. (2016).  Misdiagnosis and dual diagnosis of gifted children and adults. Tucson: Great Potential Press.

 

Organizations for Profoundly Gifted Children

Davidson Institute for Talent Development: https://www.davidsongifted.org/About-Us

Daimon Institute for the Highly Gifted:  http://www.daimoninstitute.com/

PG Retreat:  https://pgretreat.org/

Texas Parents of the Profoundly Gifted: http://www.tppg.org/

 

Support for Gifted Families in Texas

Texas Association for the Gifted and Talented (join as a parent member!) – http://www.txgifted.org/

List of TAGT-affiliated Parent Support Groups (PSGs) in Texas: http://www.txgifted.org/psg-members

 

© 2018 Texas Parents of the Profoundly Gifted (TPPG) Board and TPPG Advocacy Liaison (Emily VR).  Although reasonable effort has been made to present accurate information, TPPG makes no guarantees of any kind about the information above, including accuracy or completeness. Use of such information is at the sole risk of the reader.  This article may not be reproduced or transmitted without permission. For questions or comments, please contact tppgliaison@gmail.com.

Last updated April, 2018.

World Schooling Round 7

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Homeschooling has allowed us to be more flexible with travel, thus the term world schooling and road schooling to describe how we homeschool. In previous blogs, I have explained world schooling and road schooling: Ireland, Canada, Hawaii, England, Germany, and New Zealand. Traveling is a huge part of learning. This time our adventures were to Nevada.  Although the adventure was a domestic trip, going to rural Nevada from urban Houston, TX definitely feels like going into a different world and time period.

Our trip to Nevada was twofold: DH was taking a wave camp with Soaring NV in Minden and while he was in camp DS and I wanted to explore the natural wonders and historical sites surrounding Lake Tahoe.  The part of Nevada we were going to is known as a high desert on the edge of the great basin before the mountains that surround Lake Tahoe. It is part of the California Trail, Mormon Emigrant Trail, and Pony Express.  We knew there would be mountains and lakes to explore as well as lots of historic sites. However, we failed to realize that it was still winter in April. Although many places ended up being closed and roads either closed or requiring snow chains we were able to explore a lot of the area.  Although I say the trip is to Nevada, we crossed into California many times but Minden and Gardnerville, Nevada was our home base.

Here is what we experienced during our week in Nevada:

  • Minden, NV
  • Minden-Tahoe Airport
  • Soaring NV
  • Zephyr Cove, NV
  • South Lake Tahoe, CA
  • Gardnerville, NV
  • Carson Valley Swim Center
  • Dangberg Home Ranch Historic Park
  • Carson Valley Museum & Cultural Center
  • Heavenly Ski area
  • Stateline, NV
  • Emerald Bay, CA
  • Inspiration Point
  • Eagle Falls
  • Truckee Dam
  • Tahoe City, CA
  • Humboldt-Toiyabe National Forest
  • Lake Tahoe Nevada State Park
  • Sand Harbor
  • Spooner Lake
  • Virginia City, NV
  • Slammer Museum in the Courthouse
  • Pipers Opera House
  • The Way it Was Museum
  • St. Mary’s Catholic Church (first Catholic church in NV)
  • Silver City, NV
  • Gold Hill, NV
  • Carson City, NV
  • Nevada State Capitol
  • Nevada Supreme Court
  • Nevada Governor’s Mansion
  • Woodfords, CA
  • Pickett’s Junction, CA
  • Carson River (in CA & NV)
  • Genoa (oldest settlement in NV)
  • Mormon Station State Park & National Historic Site
  • Lahontan National Fish Hatchery
  • Perlan Glider
  • Grover Hot Springs State Park
  • Markleeville, CA
  • Nevada State Railroad Museum
  • Children’s Museum of Northern Nevada
  • Carson City Hot Springs
  • Topaz Lake
  • CA Agricultural Inspection
  • Slinkard Valley, CA
  • Mud Lake
  • Washoe Tribal Lands
  • Lampre Park
  • Gardnerville Ranchos, NV

This trip did have a unique challenge due to my cell phone dying right before we left.  We came up with a way to communicate that involved DS and I have my husband’s cell phone while he had a very old iPhone that would only work with wifi to send or receive messages (broken speaker & microphone, old locked phone handed down to my son).  And, I had old-fashioned printed maps in case navigation wouldn’t work as DH’s phone was dying (died on our last day there) and I knew we would be without the reception in some parts of the mountains. However, our plan sometimes had issues due to the lack of internet and cell reception in areas more than just the mountains and national forest as well as lack of free wifi outside of our rental and the soaring camp.  We were okay with it as it was like old times without phones. DH was at a glider camp with others who had working phones and he was always given our itinerary for the day. It was also a good experience for our son to learn that there are times when you have to know your directions by landmarks and reading traditional maps. We were also traveling in rural areas which were extremely easy to navigate and not get lost.  Our travels to Nevada also allowed our son to physically experience and learn about: time changes, climate differences, geography, Washoe culture, earthquakes (Nevada is ranked 3rd for earthquakes after CA & AK), weather forecasting for gliding (watching for lenticulars and learning about wave lift), wild mustangs, cattle and sheep farming, biological sensitivities, species-saving, water rights, evaporative rate, droughts, wildfires, living history, mining, and much more.

Travel should be a part of everyone’s educational learning.  Travel does not have to be to faraway lands but as simple as exploring the areas around you or visiting friends and family in other states or countries.  And, travel can be via “armchair trips” by using books, videos, and computers or via postcard exchanges and studying of maps. All forms of travel are great ways to expose our children and ourselves to the greater world community.  Get inspired and go explore!

GT funding in TX on chopping blocks again.

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The Texas Commission on Public School Finance has been meeting in Austin to study school finance and draft a recommendation for the Texas Legislature’s consideration in the 2019 legislative session.

Once again, the subject of eliminating the G/T allotment has come up. We need your voice to tell the Commission how important the G/T allotment is for gifted education in Texas.
Learn how to make your voice heard: http://bit.ly/2vedcu2

Here is the Texas Association for the Gifted & Talented’s Legislative Alert:

LEGISLATIVE ALERT – APRIL 2018

Gifted Education in Texas needs your voice! 

The Texas Commission on Public School Finance has been meeting in Austin to study school finance and draft a recommendation for the Texas Legislature’s consideration in the 2019 legislative session.

Once again, the subject of eliminating the G/T allotment has come up.  We need your voice to tell the Commission how important the G/T allotment is for gifted education in Texas.

Please email the Texas Commission on Public School Finance and tell them the importance of the G/T weight and allotment. Explain that it was created to support gifted students for a reason and voice your concerns about how detrimental it would be to eliminate the allotment.

You may use this sample letter to send to the Commission.
PDF version

If you know any of the members personally, please contact them soon.

Texas Commission on Public School Finance members: 
Justice Scott Brister (Commission Chair) – Georgetown
Rep. Diego Bernal – San Antonio
Sen. Paul Bettencourt – Houston
Dr. Keven Ellis – Lufkin
Rep. Dan Huberty – Houston
Nicole Conley Johnson – Austin
Dr. Doug Killian – Pflugerville
Rep. Ken King – Canadian
Melissa Martin – Deer Park
Elvira Reyna – Denton County
Sen. Larry Taylor – Friendswood
Sen. Royce West – Dallas
Todd Williams – Dallas

If you have any questions, please email Sheri Hicks, TAGT Executive Director.