Pasadena, CA – 11/1/2022 – Pasadena Unified School District (PUSD) has partnered with local nonprofit, the Institute for Educational Advancement (IEA), to deliver high-quality gifted and talented services for eligible students. IEA is dedicated to the intellectual, creative, and personal growth of the nation’s gifted and high-potential youth and offers classes, resources and support for those with exceptional intellectual skills. PUSD students identified or demonstrating potential towards identification for gifted and talented education (GATE) are invited to attend after-school Innovation Clubs, a student-centered learning experience where scholars work in teams to complete a variety of design challenges, and explore independent topics of study in the STEM fields. This year, over 130 students in grades 3-8 benefited from the IEA-lead curriculum. 

“It is such an asset to be able to tap into the expertise of an organization that dedicates itself to meeting the unique needs of gifted learners,“ said Karen Anderson, Pasadena Unified School Arts & Enrichment Coordinator and GATE Specialist. “The Institute for Educational Advancement understands how to connect with our students and their unique needs, challenging them while developing their critical and creative thinking skills, and nurturing their love of learning.”

IEA’s program for PUSD includes STEM challenges like catapults, science fiction writing, Innovation Exposition mentoring, online 3D printing workshops, and environmental design projects. In order to reengage students into the school environment coming out of the pandemic, the partnership was started in spring 2022 and continues through this fall at six schools who needed additional support to run this valuable educational program. 

“For almost 25 years, IEA has helped gifted students to work toward their potential through curated learning designed with a whole child approach,” said Elizabeth D. Jones, IEA President. “Partnering with the Pasadena Unified School District’s GATE team allowed us to work within our own community to provide gifted students with academic, social, and emotional support that will benefit the children beyond the classroom walls.”

For more information about the Institute for Educational Advancement, please visit https://educationaladvancement.org/. 

About the Pasadena Unified School District

The Pasadena Unified School District (PUSD) serves pre-K to 12th-grade students in a 76-square mile area that includes the communities of Altadena, Pasadena, Sierra Madre, and unincorporated parts of Los Angeles County. The Pasadena Unified School District prepares students for the future by inspiring the joy of learning in every child, every day. With an innovative curriculum and a commitment to excellence, the schools of Pasadena Unified develop each student’s potential so that they’re ready to succeed in an ever-changing world. For more information about the Pasadena Unified School District, please visit www.pusd.us/enroll.

About the Institute for Educational Advancement

The Institute for Educational Advancement (IEA) is dedicated to the intellectual, creative, and personal growth of our nation’s gifted and high-potential youth. Central to the mission of IEA is a commitment to the development of the whole child through engaging educational experiences that promote optimal challenge, mentorship, exploration of ideas, and recognition of personal potential. IEA seeks to connect gifted individuals through dynamic and engaging year-round programming. Additionally, IEA supports a diverse community that creates a sense of belonging and affirmation. For more information, visit www.educationaladavancement.org.

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IEA’s online Gifted Resource Center (GRC) contains an ever-growing and robust listing of over 800 resources appropriate for gifted learners from preschool through high school. We carefully research and vet resources that span six categories, including Advocacy, Gifted Programs and Services, Schools, Scholarships and Competitions, Articles and Media, Twice-Exceptional.  Based on these listings, we’ve also put together downloadable guides that organize these resources by category. So far, we’ve published two guides on Scholarships & Competitions Guide and Youth Programs and Services and aim to release a guide highlighting schools for gifted and advanced students throughout the United States.

Below is a list featuring 10 gifted schools in California that will be shared in our upcoming guide:

Eagle Rock Jr./Sr. High School (Grades 6-12)

Eagle Rock Junior/Senior High School is an International Baccalaureate (IB) World School, located in Eagle Rock, California. ERHS serves students in grades 7 – 12 through a comprehensive junior and senior high school, as well as a Magnet program serving gifted, high ability, and highly gifted students in grades 7 – 12.

Gaspar De Portola Middle (Grades 6-8)

Portola Highly Gifted Magnet, established in 1979, shares the campus of Portola Middle School. It is the only middle school program in LAUSD designed specifically to meet the needs of highly gifted students.

GATE Academy (Grades K-8)

GATE Academy is a year-round day school dedicated to educating academically-gifted students in grades K–8 with an inquiry-based curriculum. They cluster motivated and cognitively gifted students in small groups with their intellectual peers and provide them with an inquiry-based, accelerated, self-paced curriculum in a school environment that celebrates them for who they are.

Helios School (Grades K-8)

Learning at Helios School takes place through meaningful authentic projects which may include field work, inquiry, discovery, direct instruction, and interaction with the environment. This project-based learning environment offers the rigor, depth, and complexity gifted learners need. Equally important, Helios students thrive socially.

Knox School (Grades 6-8)

The Knox School of Santa Barbara is private school serving K through 8th grade and specifically designed for the gifted learner. They seek to provide a stimulating and nurturing environment where, alongside an engaging and challenging curriculum, the social and emotional needs of gifted and talented students are respected and compassionately supported.

Mirman School (Grades K-8)

Mirman School is an independent, co-educational day school for highly gifted children in grades K-8 located in Los Angeles. They cultivate the boundless potential of highly gifted children, nurture their passions and talents, and develop a diverse community of creative and constructive lifelong learners.

North Hollywood Highly Gifted Magnet (Grades 9-12)

The Highly Gifted Magnet (HGM) was established in 1989 as part of the voluntary integration program of the Los Angeles Unified School District. Its goals are twofold: integration and a college preparatory curriculum that serves students who have an LAUSD intellectual assessment exam scoring in the 99.5%-99.9%.  HGM students receive the benefits of a small academic program – a core of teachers and a small student body who know each other well, mixed with the advantages of attending a public, urban high school.

The Nueva School (Grades PreK-12)

Since 1967, Nueva has offered an innovative and award-winning learning experience specifically designed to meet the needs of gifted learners. By creating an inspiration community-based environment, Nueva seeks to unlock the passions, purpose, and potential in each student while inspiring a lifelong love of learning.

Walter Reed Middle School (Grades 6-8)

Walter Reed Middle School is a traditional school in North Hollywood, CA that implements a gifted curriculum model designed to offer a full program for many needs, including an IHP (Individual Honors Program) and a comprehensive program for students with challenging needs.

Whitney High School (Grades 9-12)

Whitney High School is a public magnet school in Cerritos, California serving students 7th through 12th grade, offering alternative education for high achieving students selected throughout the district. WHS strives to develop intrinsically motivated, collaborative learners who approach their education purposefully and creatively, preparing academically proficient students for entrance to and success at their best-match university.

Interested in exploring more schools and resources? Head over to our Gifted Resource Center today!

If you’d like to help support IEA’s mission and increase your brand’s visibility nationwide, consider advertising with us in our upcoming resource guide!

The schools listed above are not sponsored or endorsed by the Institute for Educational Advancement.

In celebration of National Volunteer Week, we wanted to highlight a particular volunteer who has been a great help to us. Janet has been coming into the office twice a week since January. She supports IEA with everything from organization to developing teacher resource materials for our Academy program. We are incredibly grateful for the work that she does.

Here is a little about Janet:

1. Where are you from?

I am originally from California, but lived in Minnesota for seven years, and recently moved back to this warm sunny state (happily escaping the long cold winters!).

2. Describe your experience with education?

My journey in Education began when I was bitten by the travel bug after participating in Youth for Understanding for a summer during high school. That experience influenced my decision to pursue a degree in TESOL and I was lucky to have briefly taught abroad many years ago. I have always had a passion for the education field and how the brain develops, learns, and achieves creative feats. While in Minnesota, I worked with ESL and Early Education teachers as a trainer, and coach/consultant. These experiences changed my career direction towards Instructional Design.

3. Why do choose to volunteer with gifted kids?

My interest in gifted education began when I did my student teaching in a  5th/6th grade G.A.T.E. classroom. I enjoyed the depth, complexity, and exchange of knowledge that can be shared with the students.  I choose to volunteer because I believe in making a difference in this world. I feel that one way I can contribute positively is by sharing my knowledge and experiences, and by helping children reach their full potential so they too can make a positive impact on society.

4. What do you like to do for fun?

On my spare time I like to read, write poetry, Zumba, and explore other cultures.

In the words of Program Coordinator, Alexis Hopper: “Thank you for contributing your time, experience, skill and passion to IEA Academy, Janet! Your work to support our students, teachers, and staff has made an impact that is truly appreciated. Thank you for being a part of our team!”

When you recognize that your child may be gifted, and has not been identified as such, or has been identified as gifted but is not reaching his/her potential, then you will need to advocate for your child so they will receive the most appropriate services.  Children have a right to a safe, academically challenging and positive experience in school. (Kim Pleticha, Publisher/Editor Parent: Wise Magazine)

Advocating for your child requires research, preparation, identifying your child’s interests, strengths and skills, knowledge of the school system, and tenacity. Once you are ready to advocate for your child, here are some suggestions:

• Your first ally is your child’s teacher. If you are able to, volunteer at least a few times in the classroom so that you may observe how your child is performing; understand how the teacher addresses the individual needs of each student; and most importantly, develop a working relationship and rapport with the teacher.
• Start collecting documentation about your child, such as reports or observations from the teacher, and/or the coordinator; student work, test scores, report cards.
• Don’t wait until the first Parent/Teacher Conference to talk to the teacher.
• Familiarize yourself with the curriculum, the contact information of the Gifted and Talented Education (GATE) coordinator at your school, the types of assessments that are administered.
• Find out the assessment and identification process at the school or the district, and when the process starts. Some schools or districts begin the process at 2^nd grade, others at 3^rd  Some schools will identify students during their second semester in kindergarten.  Some districts will accept private assessments, some do not. At times, it is helpful to have a private assessment from a psychologist or consultation services from Institute for Educational Advancement (IEA), to provide as supporting documentation. Access the school district website to find out about their Gifted and Talented Education (GATE) program.
• Grade or subject acceleration may be an option. Acceleration allows students to move up a class or grade that matches their academic and cognitive abilities. It includes matching the level, complexity, and pace of the curriculum to the readiness and motivation of the student[1]. Examples of acceleration include early entrance to school, grade-skipping, moving ahead in one subject area, or Advanced Placement (AP). Research what your school’s policy is on acceleration.
• It is important to know that any type of testing administered by the school requires parent permission. Therefore, you must be informed if and when your child is being tested, the type of test being administered to ensure that it is appropriate, and that your permission is required to administer the test.
• Develop a plan that includes compromises because you are working for the best interest of the child. Parents are encouraged to think in terms of effectiveness, rather than correctness. Quite simply, this means searching for the most effective educational arrangement for your child that addresses the greatest proportion of her or his needs rather than looking for the “perfect” situation[2].
• Familiarize yourself with the terminology, i.e. differentiation, cluster grouping (for a complete list, go to nagc.org, Glossary of Terms).
• Research and join national and local advocacy groups such Institute for Educational Advancement (IEA), National Association for Gifted Children (NAGC), The Davidson Institute, Acceleration Institute, Support the Emotional Needs of the Gifted (SENG), and Hoagies Gifted Education Page. Join local parent groups, such as the Gifted Support Group at IEA, and attend workshops and parent conferences that provide information on gifted students and programs.

Resources:

• Institute for Educational Advancement
• National Association for Gifted Children 
• Davidson Institute 
• Educational Advocacy for Gifted Students, Julia B. Osborn,  2001
• A Nation Deceived: How Schools Hold Back America’s Brightest Students, Vol. 1, The  Templeton National Report on Acceleration, 2004
• NAGC’s Glossary of Terms
• Gifted and Talented Programs, Los Angeles Unified School District
• GATE, South Pasadena Unified School District
• Gifted and Talented, La Canada Unified School District
• Gifted and Talented Education, Alhambra Unified School District
• Gifted and Talented Education, Pasadena Unified School District

To learn more about how IEA advocates for gifted students, visit our Advocacy page.

References

[1] “A Nation Deceived: How Schools Hold Back America’s Brightest Students, Vol. 1”, The  Templeton National Report on Acceleration, 2004

[2] http://www.davidsongifted.org/Search-Database/entry/A10558

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Before joining IEA, Jennifer was a kid who understood little of her own giftedness. Now she works as IEA’s Marketing & Communications Coordinator to help other highly able kids and their families understand what it means to be gifted while providing the information they need to find the programs and people to support them.

My mom has been there for me from the moment I came into this world, and I have always appreciated everything she has done for me. Lately, though, I’ve begun to see how different my life might have been had my upbringing lacked certain values my mom implemented – things that made her a good mother to a gifted child.

My mom nurtured my gifts and my passions. She knew I was smart, so she challenged me intellectually. She knew I was driven, so she supported me without heaping more pressure on top of the pressure I placed on myself. Before either of us had encountered the term “whole child,” my mom encouraged me to grow in all aspects of self.

She challenged me intellectually. Knowing I loved reading and was a strong reader, she encouraged me to read above-grade-level books. When I was learning about something in school, she would take me to museums to see the subject first-hand, demonstrating that there is knowledge to be gained beyond the textbook. When it came time to choose my own classes in school, she encouraged me to take the advanced classes, and she accepted my less-than-perfect grades when I challenged myself and faced the demands of a difficult course. She taught me that, no matter how smart I was or how well I did in school, there was always so much more to learn.

She challenged me physically, encouraging me to try a variety of sports and physical activities outside of school until I found my niche. And, when I found what I really liked—dance—she encouraged me to work hard and challenge myself, both physically and creatively.

She supported me socially and emotionally, as well. I always knew I was different, and although I participated in a GATE pull-out program once a week, no one in my life understood that the intrinsic intelligence of a gifted child is usually coupled with other characteristics such as overexcitabilities. It took a lot of patience, understanding, love, and acceptance to deal with my emotional outbursts over ostensibly benign incidents. It also took an insightful mother to realize that dance had become vital to my social life as it allowed me to build relationships with older kids who understood me intellectually and younger kids whom I could take under my wing.

After years of guidance, when the time came for me to lead, my mother followed. She embraced my decision to dance—despite not liking dance herself—even when it meant giving up other things she thought were important. She let me lead my college search, which took me much farther from home than she would have liked. She watched me trek through Europe for a semester without her. She supported my decision to choose a more creative field—communications—over a more practical one (both my parents are accountants).

Without all of this support from my mother, I don’t know what would have happened. Every day, I hear stories of gifted kids who fall through the cracks because they are bored, unchallenged, and misunderstood, and it breaks my heart. If my mother hadn’t instinctually understood that my “whole self” needed support, I might have become one of those unfortunate children.

Thank you to all of the moms who do everything they can to support their gifted children while protecting them from slipping through the cracks. You make a huge difference in your child’s life each and every day. Happy Mother’s Day.

Growing up alongside my older sister and younger brother, I knew I was different from other kids. They played and studied with a little bit of a carefree nature, whereas I was almost always overly inquisitive, constantly asking “why?” and “how?” When I started elementary school in America as an English language learner, it was difficult for me to communicate this same curiosity. I asked the same questions, and teachers would often speak to me slower, ask me to re-read or, if available, send me to a volunteer translator with no content knowledge to find the answer. Finally, in the third grade, I was tested in the Los Angeles public school system and identified as gifted. I remember going to school on a Saturday morning and meeting a nice lady who insisted I be “natural.” I vividly remember the pattern on the circular carpet I walked around and around as she asked me questions in Cantonese and English.

The path through sixth grade was blissful. I became more and more acclimated to my classmates, and I had an extra special GATE teacher, Ms. Shannon Garrison, who satiated my curiosity once a week. We explored Shakespearian literature and geological sciences and organized the school’s annual Math Games Day. Through middle school, I procedurally mastered Algebra and skimmed books for the main ideas and overarching themes. In high school, the constant competition amongst my classmates became the purpose of life: who scored better on standardized tests, who had the highest GPA, how many AP courses you took. I went through the motions and graduated high school feeling I learned the art of test taking.

When I started college, I discovered I had retained little of the motivation to learn just because I loved to learn. In those first few semesters, I struggled to settle into a major of interest. Then, at the end of my sophomore year, I met a mentor, Dr. Dylan Rodriguez, who taught with immense passion. He guided me through academic journals in politics, race relations, and statistical analysis. Working with individuals like Ms. Garrison and Dr. Rodriguez enabled me to rekindle my passion for learning because I was interested to know more instead of just learning to take a test. Through these individuals, I learned to create systems to find in-depth knowledge and decipher meaning through academic jargon.

After college, I decided I would teach students to have a passion for learning mathematics within urban areas of Los Angeles. All throughout high school, it took extra effort for me to find “the easy way” to learn math, and most of my mathematical studies resulted in fifty or more math problems of learning a derivative and/or integral procedure. Math has so many applications and exists because it is literally a needed component of sustaining and discovering life. I had found my purpose in life: to teach, lead, guide, and help students to learn math as a necessity for conceptual application.

Now, as I have the privilege to connect with great minds in Los Angeles’ world-renowned research institutions when coordinating IEA’s Apprenticeship Program along with teaching bright young minds through IEA’s Self-Paced Math Academy course, I humbly and excitedly continue to learn from and teach our future generations. I hope to not only be an educator but someone who can open the eyes of youth to find their passion and innovate for our future.

Did a teacher or educational experience encourage your child’s natural love of learning? Please share your experience in the comment section below.

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One of the greatest frustrations for parents is the assumption that giftedness means performing well in traditional school environments. Gifted children are not intrinsically motivated by good grades; they are more passionate about the acquisition of knowledge than performing rote tasks. This causes a problem when the school structure and grades rely on repetition and memorization.

With budget cuts, growing class sizes, and an emphasis on standardized test scores, it is difficult for educators to differentiate instruction and meet the needs of every student in the classroom. Often, it is the gifted students who are short-changed because they already know much of the material they need to demonstrate on high stakes tests.

Bored, unchallenged students are often a result. Many check out of the learning process, which can lead to underachievement and even academic failure.

Although there are many reasons gifted kids underachieve, the most common are

• A mismatch between students and their classroom environment
• Disinterest in content
• Poor self-concept and fear of failure
• Learning disabilities
• Lack of self-regulation and study skills

It is important for underachievement to be spotted early, when possible, and addressed quickly. If your children think that learning and school require little to no effort, they may continue to slack off and may not ever learn to challenge themselves and work to their full potential in higher level thinking (Winner, 1996). If this is a problem your children encounter, it is important that you work with their school and challenge them whenever possible.

Start this process by finding out more. Why exactly is your child bored? A teacher will not be able to make the necessary accommodations without this knowledge. Is it because the class is struggling to understand division, to which several days of class have been devoted, but your child has perfectly understood division for six months and has nothing to do while the teacher continues to explain it? Approach the teacher with this specific challenge and ask for an accommodation to solve the problem.

When speaking with your child’s teacher, you may have to combat misunderstandings about giftedness and underachievement in gifted children. Be prepared. Bring support to show your child’s gifts (test scores, GATE qualification, assessments, etc.). Many parents also find it helpful to bring research and journal articles to meetings like this to support your concerns and give the teacher the opportunity to learn more. You can also provide the teacher with several potential solutions, including some form of acceleration.

Remember that a good relationship with your child’s teacher or a school administrator is crucial to receiving special accommodations, so do your best to show how this can be a mutually beneficial relationship. Approach the teacher in a positive manner. Acknowledge that the teacher is the expert in education, and you trust his or her expertise there. However, you are the expert on your child, and you can offer the teacher some suggestions on what will be positive or negative situations for your child. Once you’ve discussed the problems, you can try to reach agreements with the teacher on how to mitigate these challenges. Also explain to the teacher that you are available to discuss your child at any time. The better your communication is with the school, the more your child will benefit.

Outside of school, give your child an environment that encourages inquiry and critical thinking. Provide access to supplemental programs geared towards your child’s intellectual ability and pace of learning. The more opportunities you provide for your child to be challenged outside of school, the more you will emphasize that hard work does pay off, even if that isn’t being demonstrated in school. You should also help your child develop communication skills so that he or she can effectively communicate with you and teachers if school is not challenging or engaging enough.

Understanding, spotting, and addressing factors that lead to underachievement early can help your children learn to challenge themselves and work towards their full potential.

This post is a part of SENG’s National Parenting Gifted Children Week Blog Tour. We encourage you to browse the list of participating blogs to find more posts about parenting gifted children.

What has your experience been in addressing your child’s underachievement or unchallenging work at school? Please share your experiences with us in the comment section below!

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