Social & Emotional Development

How do you provide for the unique affective needs of your gifted students K-6?

  • Grade level seminars to train teachers
  • Coordination of affective activities
  • Experiential learning approach
  • Provide common learning seminars for gifted students by grade level using pull out, cluster or self contained configurations
  • Use peer tutoring, cooperative leaning strategies
  • Establish a parent support group

Students meet with each other cross grade level and through simulation activities, games, and direct discussion, address those needs. Regular classroom teachers are offered sessions in recognizing gifted needs and taught strategies and activities for working with those needs.

How do you provide for the unique affective needs of your gifted students 7-8?

  • Incorporate specific activities into an honors program
  • Experiential learning approach
  • Provide common learning seminars for gifted students by grade level such as a humanities class
  • Establish a parent support group

Students are taught the skill of argumentation within the language arts honors classes. This tool provides a mean to self-efficacy. These classes meet with the gifted coordinator for activities that foster social and emotional growth.At least one counselor is trained in the social/emotional needs of the gifted.

How do you provide for the unique affective needs of your gifted students 9-12?

  • Develop gifted student learning groups to share experiences
  • Assign a counselor to work with gifted students
  • Seminars to train teachers, counselors and administrators
  • Concurrent/dual enrollment possibilities tied to AP and IB
  • Establish a parent support group

Counselors follow the same group of students for the four years of high school to know their clients well. They are provided with information about the unique needs of gifted students. The opportunity for seminars is available to teachers.Counselors are active in finding low cost residential summer scholarship opportunities all over the country such as Philips Exeter, Dartmouth, and the College of William and Mary. Students may concurrently enroll at Dine College and Stanford University.

What specific orientation activities do you provide for parents and teachers regarding gifted students affective needs?

  • Grade level seminars to train teachers
  • Provide literature about the unique needs of gifted students to teachers/parents
  • Conduct locally developed gifted parent nights

At the initial placement meeting, parents have a dialog with the gifted coordinator about the school program and also the special needs of the child. Books in the gifted information library are available for check out to all staff and parents. Parents are invited to special evening seminars where these needs are discussed and ideas are shared. Teachers are invited to participate in a weekly class with the coordinator.

How do you monitor, identify and provide assistance to “at risk” gifted students?

  • Create an open ended referral process for parents, students and teachers
  • Provide counseling services on an as needed basis
  • Develop alternate approaches for students in high school to earn credit
  •  Competency testing in core subjects to allow students to “move-on”

All efforts are made to understand the unique needs of every student. Home visits are made, a team of school professionals look at varying needs from attendance monitoring and homework return to family crisis and counseling services available locally but off campus. Flexible enrollment in distance learning and possible release time helps some high school students, as does dual enrollment.