Gifted Resource Newsletter

As the heart of the gifted community, the mission of the SAGE Center is to ensure all students, as members of a global society, foster their uniqueness, develop their potential, and embrace their true belonging through learning experiences distinguished by:

• Courageous exploration and discovery of passions in a flexible and innovative environment
• Support systems for students, staff, and community
• Ownership and self-regulation in a student-driven culture

Welcome back to the SAGE Newsletter! The goal for this newsletter is to empower teachers with knowledge, information and resources to be champions for all students especially for the identification and understanding of gifted learners. In addition, we will be focusing on resources to support the social-emotional and academic needs of gifted students through re-entry.

According to National Association of Gifted Children, "In schools with large minority and / or low-income populations, classrooms teachers trained to recognize high-ability and in how to respond are especially important. Regular classroom teachers the are the school's first line in the identification process and are crucial."

According to NAGC, "Gifted children need informed counselors, teachers, and parents who can help them overcome social, emotional, psychological challenges involved in growing up."

• Facilitated Restorative Circles: an opportunity to express their emotions and connect with others focusing on empathy and validation
• Focus on Social Emotional: skill building and self regulation
• Teach and reteach expectations: consistency is key
• Anticipate regression social, emotional, academic: offer differentiated materials

According to National Association Gifted Children, "As COVID-19 forces us to face new norms like social distancing, remote learning, and shelter-in-place orders, gifted children may exhibit increased anxiety, sadness, intense feelings, and out-of-the-ordinary behavior."

• Set a calm, reassuring tone: gifted students can be very perceptive of our reactions, tone and body language
• Stress patience
• Provide more affirmations
• Create a "chill space" or signal for when emotions become overwhelming
• Avoid minimizing concerns with gifted children. Instead use Cognitive Thinking Strategies (Identify the thought, Challenge the thought, Modify the thought, Replace the thought)
• Focus on what the gifted child can control
• Practice mindful and breathing exercises
• Find ways to make a difference and contribute to others
• Explain: gifted children need to know the "why" we are doing and practice the new procedures we are

"All students have the right to learn something new everyday, whether they are in the regular classroom or in special education, language acquisition, or gifted programs. And every student will benefit from being pulled up to go beyond the curriculum at times." Amy Azzam

Feel free to contact your school's SAGE teacher(s) if you have questions about identifying, referring, or supporting gifted learners in your classroom.

Email: kari.lund@nkcschools.org
Website: https://www.nkcschools.org/Domain/43
Location: 6889 North Oak Trafficway, Gladstone, MO, USA
Phone: 816-321-5350
Facebook: https://www.facebook.com/NKC-SAGE-465861517133588/
Twitter: @NKC_SAGE

• Giftedness and education from the perspective of sociological social psychology by Steven M. Nordby.
• Overlooked Gems, 2007; Ford, 2014: Slocumb and Payne, 1998
• Culturally and Linguistically Diverse Gifted Students, Edwards L. Flynt P. Knight S. Lay R. & Stockman D.
• byrdseed.com