Sydney tentatively packed up for camp; she really wanted to feel included but didn’t want to get her hopes too high. She had been to summer camp previously but came home feeling less than fulfilled. 

As we entered the Howell Nature Center, all our hesitation and worry about potential disappointment disappeared. We were greeted with warm smiles and handshakes. Unsurprisingly, parents of gifted children are likely to have some, if not many, of the same traits that make our own kids so special and unique. As such, both of us almost instantly felt a sense of peace and belonging when we walked into the lodge. The opening meeting with the fellows felt like a gathering of like-minded people. We both wanted to stay for camp ourselves and learn more! We left Sydney with trust that she would grow as a person and find her people.  

When we returned that final day of her first camp, the energy in the closing ceremony was electric. Sydney’s smile and energy glowed through the room. The beautiful echoes of her laughter coupled with an obvious bond with the campers and fellows was heartwarming to witness. It felt collectively, all the staff, fellows, campers, and parents were a family on that day. A few tears were even shed. As we left, the first words Sydney said were “Mom and Dad, I have to come back next year!”  

Over the course of the following year, she continued to grow her spirit and mind along with her intelligence. She became more at peace with herself. The second summer at Yunasa continued this development. She reconnected with old friends and gained new ones. Again, she glowed when we picked her up. By virtue of the transformative impact and breath of fresh air the camp has provided us, we regularly reference positive things along the line of “this has a Yunasa type of feel.”  

Yunasa, and by extension IEA, have become a byword for good people doing good things.  

To close, a quote from Sydney: “To me, Yunasa is a place that is rather difficult to describe. It’s a place which fosters curiosity, companionship, and spirituality in young minds. I feel quite honored to be among that community – at camp, and at heart.” 

Joel and Molly Parker
Yunasa Parents of Sydney 

Parents play an irreplaceable role in the lives of their children. This relationship has a profound impact on a child’s mental, physical, social and emotional development as well as their overall well-being and happiness. Parents help us in every step of our life. “Even when young children spend most of their waking hours in child-care, parents remain the most influential adults in their lives,” writes Jack Shonkoff, a board-certified pediatrician who sits on the faculty of the Harvard Graduate School of Education. “The hallmark of the parental relationship is the readily observable fact that this special adult is not interchangeable with others,“ he notes. “A child may not care about who cuts his hair or takes money at the store, but he cares a great deal about who is holding him when he is unsure, comforts him when he is hurt, and shares special moments in his life.”  The relationship between parents and their children impacts children not just in childhood but throughout their entire lifetime. It affects all areas of a child’s life, including health and development, educational progress and professional opportunities as well as life choices.

One of the main roles of parents is providing encouragement, support and access to activities that enable a child to master key developmental tasks.  A child’s learning and socialization are most influenced by their family since the family is the child’s primary social group. Providing and supporting a child with education is one of the landmarks in a child’s development.  A good education will help provide a rewarding career to the person and thereby they will positively contribute to society.  Parents are also their children’s biggest cheerleaders and give them unconditional love.  

Some of the facts about the importance of parent involvement are:

• Children who have parental support are likely to have better health as adults
• Students with involved parents tend to earn higher grades, have better social skills, and are more likely to graduate and go on to post-secondary education
• Children are more likely to be socially competent and have better communication skills when they have parents who are sensitive to their needs and emotions
• Teens who are monitored by their parents are less likely than teens with “hands-off” parents to smoke, drink and use drugs.

Maintaining a good parent-child relationship is crucial to wise parenting.  Starting right from the birth of a child, parents should always be aware of the enormous impact they have on their children’s lives.  Their impact sets the stage for raising a confident, educated and secure young adult who is ready to face the challenges of life.

My son is a 2014 Caroline D. Bradley Scholar (who graduated high school in 2019), and as such I am frequently asked to give advice to families who are considering applying for the CDB Scholarship. I have realized that I’m repeating myself, and so I wanted to note down the advice I always give. I hope to offer a better sense of the landscape, as of course it can feel shrouded in mystery if you are on the applicant’s side of the fence. 

First things first. To decide to apply means that you and your child are willing to take a risk that your child will put a lot of effort in, and, they might not be awarded the scholarship. Or, maybe they will be awarded. Taking on the application means some amount of living in this unknown for a while, and frankly, learning to breathe through the what-ifs, and importantly, helping your child do the same. Perhaps I’m stating the obvious, but I think it’s a kindness to say to people: yes, there can be some anxiety in it all as you wait around after submission. It is important to be kind to yourself — and to your child — as you wait. And to give your child the message that who they are, and their value, remain the same regardless of outcome.

One thing I always try to communicate up front to applicants is that the people who run the scholarship, and all of the folks at the IEA (Institute for Educational Advancement, Pasadena), are real people. They are kind people. This is not some lofty group of Judgers. It can bring a lot of ease to the process if this is made clear to your child from the start.

Expanding on that, it is important to understand the perspective of your child’s audience as they approach the application. The IEA was founded to support gifted kids as whole people, including their social and emotional selves. As such, the people at the IEA are all very interested in the whole picture. (Your family would be wise to explore the IEA’s website to get a sense of who they are, what they support, and their philosophy about supporting gifted kids.) Yes, it is a scholarship to support exceptional and gifted kids, and as such, the kids are accomplished and interesting in a variety of ways. But I think many take this to mean that all of the CDB Scholars have perfect SAT/ACT scores, or have all won amazing awards, or are all…perfectly something. Some one thing.

But the truth is, the people who run the scholarship are looking to build a class, much as a college does. So, the final group that is selected will reflect a variety of abilities and interests. Know that there are kids with perfect SAT/ ACT scores who do not receive the scholarship; perfection is not the defining qualification they seek. While they do look at numbers, and those numbers tell part of the story of your child, know that they are certainly not looking only at numbers. There will be some very STEM-y kids. There will be musicians. There will be historians. There will be artists. And any number of descriptors. Often the Scholars have a number of interests and abilities. But there is not just one defining profile of a CDB Scholar. Since these are gifted kids, the applicants do have good grades and probably impressive scores; but they do not all look alike.

That said, there are some basic underlying truths. It’s my observation that all of the Scholars are genuinely, enthusiastically engaged in whatever it is they’re engaged in. They have a spark. The thing or things that interest them make them come alive. They may have the high scores, or good grades, or be accomplished in areas, but they are doing whatever they do because it is an authentic interest or joy. This is key. There are many personality types. There are a fair amount of introverts (and so that spark may be a quiet one). There are extraverts. But they are all engaged in their lives.

(And a side note on that point. The Scholars are engaged in their lives because they are drawn to do so themselves; they are internally driven. This has not been a parent-driven development; they are not doing what they do because their parent wrote the script of their lives and handed it to them. Surely parents have helped and scaffolded — but this is in response to their kids. That scaffolding is in response to observing, asking questions, and following the child’s lead.)

The IEA knows that these kids are 12, 13. They do not expect these kids to be polished. They know that even if some of the kids do have some impressive accomplishments by the time they are that age, they still are looking a lot at potential. (Know that the IEA does understand asynchrony.) Does this kid follow a spark? Does this kid have a genuine enthusiasm for whatever they are interested in? Will this kid be able to take this enormous opportunity and keep expanding, keep growing, keep engaging? How does this kid move in the world? Does this kid move forward with agency? How does this kid approach learning, or any activity?

When it comes time to work on the application, then, what I always say is this: Be authentic.

This is where you reference what I said above. Your child does not need to try to be somebody else to be a CDB Scholar. In fact, if a child is trying to be someone else in the application, then it seems pretty certain to me they are unlikely to get it. It will be evident to the committee. Your child needs to be exactly him, her, themselves. They are presenting their genuine selves, not an idealized notion. It needs to be clear that the application is their work, in their voice. That is the only voice the IEA wants to hear — not a parent’s, not a consultant’s. And the child needs to know this. This will give them freedom that allows them to address the application well.

As the parent, you will have the chance to speak to the committee in your own statement. That is the place for your experience, your observation; that is the place for your parental voice as you tell about the child you know, as you tell the story of your child. As the parent, you have to walk a fine line with your involvement in the application process. You, as the adult, will have a larger perspective than your child could have — both regarding a view of who they are, but also regarding what it is to submit an application like this. You will be a necessary part of the equation, but as an ally, as a support. You are there to help them talk out what they want to say, maybe help with edits for clarity; to be the adult who has done applications before. But your main job as a parent in this process is to help your child express their own voice.

Many I have spoken with said that the application process was valuable. This has also been true for those whose children were not awarded the scholarship. Certainly, that outcome was disappointing for them, but they experienced value even with that. Here is what I experienced as an observing parent, and what I think has been true for others: arriving at the age of 12 or 13, this is often the first time the child has been asked to self-reflect. What a powerful process that can be. Use that. This is not just about “Do a great job on the application so you can win an award.” This is “Let’s take time so you can find your voice, show who you are, and what you enthusiastically run toward on your own. Let this be an opportunity for you to sit back and reflect on who you’ve become already, and who you want to become. And then express that.” Those who deeply engage in the process find they are changed by it.

I repeat: the folks at CDB are real people (friendly, kind, funny, compassionate people) who are looking to award real kids with the scholarship. They are people who really want to support gifted kids.

The most important thing is for the application to be an authentic representation of the kid. For the kid to be authentic in the process. They want the real thing, not what an anxious parent might think they want to see. Yes, the people who apply are very accomplished and bright, and so that all comes out, and does need to be presented (things done, awards won, recognitions, talents, passions, etc.). But really, they are looking for kids who are kind, have integrity, are creative: who are essentially good people. Good people who are enthusiastic about learning and their own passions and will take advantage of the scholarship. (The people at the IEA take the organization’s main tenets seriously. Passion, Creativity, Integrity, Perseverance. The kids who are awarded live those tenets as a natural part of who they are.) It’s not all about bells and whistles, though the Scholars have those. It’s who they are, along with the bells and whistles, that counts the most. The task is to show the committee who the child really is. Your child’s heart needs to come through. That is essential.

People ask my advice, and often it seems that they think I’m going to be able to give some nudge about how their particular kid should approach it. But I always come back to the same thing — everything I’ve written here. And often, after I repeat all of this, I see that parents have an awakened notion, and seem to feel relieved that the task at hand is not as mystery-laden or out of their range as they’d feared it was going to be. Because in the end, it’s about showing what is already true. You already know this. You just need to sit and ponder, ask your child to ponder, ponder out loud together, and let it come into clarity. Let who they are come into clarity. Jot notes. Have discussions. ‘Who am I? What do I love? What do I like to do in my free time? What excites me? What do I want for myself? For the world? How do I approach things?’ You have the opportunity to guide this awakening, and then sit back and let them go at it. Make sure your child knows that this is about communicating what they have already been doing: being themselves.

2020 Caroline D. Bradley Scholarship Applications are due Wednesday, April 15, 2020. Click here to learn more. 

1. Write a poem or story about science.

Get writing! Tell a story about your favorite scientist as dramatically as you can, write poetry about a cool science fact, or describe a feat of engineering using your most vivid vocabulary.

2. Teach your family about something you love.

The best way to learn something deeply is to teach it. Turn your family members into your students and tell them all about something you’ve learned recently whether it’s how to build the best paper airplane or how a chemical reaction works.

3. Create nature art.

Make a leaf rubbing, stick sculpture, or tower of balanced pebbles to integrate both sides of your brain.

4. Invent something to solve a problem.

What’s something you wish were easier? Design something to meet a need, starting with a blueprint and working toward a prototype.

5. Test your brain with riddles.

Find challenging riddles on Ted-Ed or elsewhere, then attempt to solve them with your family.

6. Head to the library.

Ask a librarian to help you find books about STEAM at your reading level. Reading is a wonderful way to find a new interest!

7. Ask questions.

STEAM is all about asking creative questions and trying to find answers. Observe the world around you and keep a list of questions you come up with throughout the day: How do stoplights work? Why do some trees lose their leaves and not others? Then work with an adult to find the answers.

8. Build something using recycled materials.

Gather items you normally would have thrown away – packaging, receipts, dried-out pen, etc. – and see what you can build out of the items!

9. Interview a scientist.

If you were a scientist, what kind of scientist would you be? Research to find someone who has your dream job, then write them a letter or email asking them about their work and how they got to be where they are.

10. See what IEA offerings are coming up!

If you’re local to the Pasadena area, check out our upcoming LABS workshops (7^th-10^th grade), check back for the Spring schedule of Academy classes (K-8^th grade) in a couple of weeks or mark your calendars for when the EXPLORE (10^th-12^th grade) externship program application goes live!

Celebrating a different way? Comment below!

It’s that time of the year for Parent-Teacher Conferences.  Usually many schools will schedule the conferences during the fall.

Here are some tips including additional resources on how to have a productive and successful Parent Teacher conference.

Preparation:  Before you attend the conference, make sure that you are prepared.  Have a copy of the report card or progress report prior to the meeting.  Many schools have online grading systems that parents can register and access.  These systems may also include homework assignments and tests results.

Types of Meetings:  Some schools refer to these meetings as Student Led Conferences, in which the student shares his/her work or portfolio with the parent, discusses what they have been learning in the classroom, including their progress and what they need to improve on.  Some are the traditional Parent Teacher Conferences, in which the parent signs up and wait their turn to talk to the teacher.

At the Meeting:  The Parent-Teacher Conference or Student Led Conference is an opportunity for parents to discuss and ask questions about the student’s work.  It is also a chance for the parent to hear their student and/or the teacher talk about the class work, how the student is progressing, and some of the challenges s/he may encounter. Consequently, these types of conferences are held in group settings, usually in the classroom, and time with the teacher may be extremely limited.  If the parent needs to have a more in-depth conversation with the teacher, a private meeting with the teacher should be scheduled.  Do not discuss matters that may be confidential or inappropriate, when several people are present in the room.

After the Meeting:  Schedule a follow up meeting with the teacher in order to assess whether or not the suggestions or action plans have been met.  A follow up meeting also allows for the parent and teacher to discuss matters that may be confidential or more acceptable in a private setting.   In addition, in scheduling a follow up meeting, the parent and the student may receive a progress report in a timely manner, giving the student enough time to meet the target or expectations.  Often times, I have been told by parents that they wished they knew that their student was not meeting expectations ahead of time; and by the time they were informed, it was almost always too late.

As a suggestion, do not wait for the Parent Teacher conferences in order to meet with your child’s teachers.  If necessary, schedule a meeting as soon as you realize that an intervention may be needed, or if you need a progress report sooner than later.

Here are additional resources on Parent Teacher Conferences:

• The Parent’s Role in Student Led Conferences

• This article provides a guide for parents on how they can support their students during Student Led Conferences.

• This tip sheet outlines what principals, teachers, and parents can do to better prepare for and make the most of parent-teacher conferences.

• This guide provides suggestions on what questions to ask to in order to have a productive and positive meeting. 

• This guide includes tips on what to do before the conference, during the conference and after.

As parents of gifted children, we’ve all had our share of “those moments.” Like when our child has a enormous melt-down in the store aisle, or when we are late for school or work, because our child can’t leave the house until the tags on their clothes are all cut off, or when we’ve reached our limit and yell, because, well we’re human too.

After experiencing one of those moments, what do you tell yourself? Do you quickly blame yourself or others, do you berate yourself for messing up, or replay the situation over and over reminding yourself of what a failure you are as a parent? Have you ever responded by telling yourself, ‘This is really hard. You’re really suffering now. You’re going to be ok, you’re doing the best you can.” Take a moment to reflect on a recent one of those moments. Now imagine if you were to hear the same narrative from one of your dearest friends. What would you say to them? Would you have a critical response, blaming or shaming them for a mistake, or would you offer them compassion and empathy? I’m assuming that if you’re like most people, you wouldn’t imagine telling them some of the same things that you so easily tell yourself.

Parenting is a slippery slope. It’s one of the most challenging endeavors we encounter as human beings, and yet, there are no absolute instructions. However, when we look around us, someone else always seems to be doing it better. It’s really easy to fall into the shame trap as parents: never feeling good enough, being keenly aware of our shortcomings and mistakes, or replaying the highlight reel of our latest blunders. However, learning to practice self-compassion is the antidote to all those shame poisons we commonly ingest after a challenging day. Self-compassion quells the voices of doubt, shame, criticism, and judgement.

So what exactly is self-compassion? It’s offering ourselves empathy and compassion, just as we would to a dear friend or to our child in a time of suffering or pain. When we learn to recognize our own voices of criticism, perfectionism, comparison, judgment, or shame, and turn them around into kindness and empathy, we are practicing self-compassion.

Researcher and author, Kristin Neff, Ph.D., (https://self-compassion.org) talks about self- compassion as 3 essential components.

• Self-Kindness vs.Self-Judgement: “First, it requires self-kindness, that we be gentle and understanding with ourselves rather than harshly critical and judgmental.”
• Common Humanity vs. Isolation: “Second, it requires recognition of our common humanity, feeling connected with others in the experience of life rather than feeling isolated and alienated by our ”
• Mindfulness vs. Overidentification: “Third, it requires mindfulness—that we hold our experience in balanced awareness, rather than ignoring our pain or exaggerating ”

I’ve noticed in my own life, along with other parents that I know, it’s easy to begin with good intentions to make positive changes, or develop a new practice, but then life seems to always get in the way. For me, I’ve become conscious of what I need to be stay aware and grounded, and in turn able to be compassionate to myself and others. There are four things that will always work against us, and sabotage our efforts of self-compassion.

• “The Shoulds”: Whenever I detect disappointment or resentment creeping up inside me, I know that I need to check my expectations. When we can be honest about the expectations we have for ourselves as a parent, or for our’s child’s behavior or achievements, then we can explore where they’ve come from and if they’re realistic or not.
• Shame: When we see ourselves as flawed, not good enough, or as a failure, our core worthiness is in jeopardy, and we will inevitably struggle with showing ourselves kindness and
• Shrinking Space: A packed life and schedule leaves no room or margin for error, reflection, or intentional practices. Practicing simplicity of schedule builds in space for the unexpected moments of life that will inevitable
• Swift Speed: When we are able to slow down, we are able to cultivate patience for ourselves and towards our children. Patience is an important piece of showing kindness and

Take a moment today, to play back something that happened recently between you and your child that didn’t go well. This time, adjust your lens to see yourself and the situation with empathy and self-compassion. Then offer yourself words and actions of comfort and compassion, just as you would to a good friend. Nurturing yourself is not selfish or indulgent, it’s essential for our own emotional well being, and goes a long way in modeling self-compassion to our children as well.

Michele is leading our September Gifted Support Group Meeting. 

Topic: Parenting, the Self-Compassion Way

As parents of gifted and exceptional children, we are often focused on the pursuit of finding the individuals, services, experiences, etc. that will adequately meet our children’s ever-changing needs. But what about us? What about our experiences and inner worlds? In this presentation, therapist and parent of gifted and 2e children, Michelle Bodwell, will discuss the importance of tuning into ourselves, recognizing our inner dialogue, and cultivating a practice of empathy and self- compassion for the parenting journey.

Click Here to RSVP!

Biography:

Michelle Bodwell is a Licensed Marriage and Family Therapist and Board-Certified Art Therapist with a private practice in South Pasadena. In her practice, she specializes working with women, of all ages, guiding them in finding creative solutions for life’s problems. Through the journey of parenting her own gifted and 2e children, she understands the struggles and challenges of raising exceptional individuals and lends her experiences in leading A Mother’s Retreat, a parenting support group for mothers of children with high emotional needs. For more information go to www.michellebodwellmft.com

The nation’s children are headed back into the classroom as the 2019-2020 school year gets underway! New beginnings can be a grab bag of emotions. Excitement, fear, anticipation – going back to school is not for the faint of heart. Here are some ideas to help ease the way into new beginnings.

Setting the Scene

An early visit to a new classroom can help relieve anxiety.  If your child’s school is hosting an Open House or back to school event, attending can create a sense of comfort and familiarity.  If this is not possible, discuss with your child what they can expect. Compare the new experience to something familiar: “Your classroom might be like the one we went to last year at your brother’s report card night.”

Building Confidence

Even if your child is excited about the beginning of school, they may also have concerns.  Speaking positively about the transition can go a long way to reducing fear.  Remind your child of a successful time they were in a new environment: “I remember how you made friends with Amy at the picnic when you did not know her.”

Establishing Routine

In the morning rush of everyone getting ready for school or work, small things may get overlooked. An established morning routine is helpful: backpack, lunch (don’t forget utensils), review of afternoon plans and most importantly, goodbyes. Goodbyes can serve as a punctuation to the morning routine and help transitions.

Transitions Take Time

New activities are stressful. At the beginning of the year, teachers work hard to establish a routine and provide students with guidelines and expectations.  The structure of predictable routines both at home and school reduce anxiety. Just a few minutes with your child at the end of the day to let them tell you how things went will go a long way in back-to-school adjustment. If your child reports “problems,” try to refrain from giving solutions, but let your child tell you what they think and what they would like to see happen before discussing actions. Sometimes, like adults, a child just wants to be heard.

Back to School shopping season is here! When you do your back to school shopping at smile.amazon.com/ch/95-4695698, Amazon donates to Institute For Educational Advancement. Thank you for your support!

NOTE: As of February 20, 2023, Amazon has permanently shut down the AmazonSmile customer donation program.

That is how Elizabeth described her eldest son, Joseph who, at 4 years old, was a highly energetic child with an urgent fascination for numbers. His attraction was so advanced, Elizabeth had to relearn middle school math concepts just to satisfy his curiosity. As Joseph progressed through school, not only did his love for numbers grow, it became apparent that Joseph needed more than what Elizabeth or his teachers could offer.

“He was rejected in school and really struggled. He had so much difficulty,” Elizabeth recounted. She could see the light in Joseph dimming as he struggled to make friends and perform well in elementary and middle school. At the urging of her friends, she got Joseph tested at the district level. The results confirmed that Joseph was 129% more advanced than his peers. Though she was affirmed by these results, receiving them did little to provide Elizabeth relief. “All [his teachers] would say is ‘he’s smart, he’s smart;’ that’s it!” While they acknowledged his gifts, Joseph’s school did not provide him with the support he needed to tap into his potential.

Elizabeth noticed similarities in her younger son, Jacob, her niece, Lucy, and her nephew, Randy. Afraid that, like Joseph, their needs would be ignored, Elizabeth began to spend her free time looking for help. She struggled to find a place that could address the academic and emotional needs of the children. Moreover, the programs she found cost more than her family could afford. “I feel bad because if I had the money, I would do more right away,” Elizabeth insisted. “No matter what, you have an obligation to nourish that hunger of knowledge.”

Luckily, Elizabeth stumbled upon the phone number of Ann Smith, Executive Director of the Gifted Support Center in northern California and longtime supporter of IEA. “I left a long voicemail, crying. I was so desperate! I tired of fighting.” Ann called Elizabeth back the next day and directed her to IEA, assuring the mother that, at IEA, she would find the help and guidance her family needed all along.

For Elizabeth and her family, finding IEA was a life changer. Elizabeth’s family could receive the help they needed without financial burden, as, to date, no qualified child has been turned away from IEA due to lack of funds. Though they travel over a 4-hour round trip to attend programming, for Elizabeth, it is well worth it. “They are all so interested in all the programs,” Elizabeth tearfully shared. “They smile now, and they share everything they learn with me. They never wanted to talk before!” Joseph and his cousin, Lucille, both attend the LABS program while Joseph’s younger brother, Jacob, and his cousin, Randy, attend the Academy program. Elizabeth also receives consulting from Betsy Jones, President and Executive Director of IEA. Though the needs of the children are still overwhelming, she no longer feels alone. For Elizabeth, IEA has made all the difference. “It has changed my life and their lives. It’s something beautiful.”

Our goal is to never turn children away due to a lack of resources. Your support helps IEA serve highly able and creative youth of all backgrounds so no matter where they’ve been, they will have the tools to travel anywhere they want to go. To contribute to IEA please click here. We appreciate your support. 

To learn more about IEA programs please click here. 

One of my favorite past times is reading.  I love to read, especially travel stories, stories about small-town America, funny stories, classics, fantasies, science fiction, to name a few genres.

I have compiled a list, based on my research from Good Reads, and the public library reading lists, and some of the books that I have read, and read to my children throughout their growing years.  I hope you enjoy and maybe discover a favorite book or author.  That’s always the fun part. 

Elementary School Level: 

Mixed: A Colorful Story by Arree Chung, author and illustrator, Pre-K – Grade 2:

When a Blue and a Yellow fall in love, they create a whole new color and they name her Green.  Green is bright like Yellow and calm like Blue, but really, she’s her own color. Soon other colors begin to mix and a colorful new world is created.

Grow up, David! By David Shannon, author and illustrator, Grade 1 – 3:

A new adventure in Shannon’s picture book series about a very mischievous boy! This one focuses on David’s relationship with his older brother, who generally thinks David is a pain. But when David needs help, his brother comes through and allows for a tender moment.

Front Desk by Kelly Yang, Grade 4 – 6:

Mia and her parents, immigrants from China, are excited to have jobs and a place to live when they start managing a motel. But their new boss won’t make repairs on his building or pay the family what they have earned. In her efforts to improve her English, Mia learns what a well-written letter can do to help her family.

The Girl Who Drew Butterflies: How Maria Merian’s Art Changed Science by Joyce Sidman, Grade 3 – 8:

Sidman’s signature poetry and love of nature shine through in this exquisitely researched, highly attractive and entertaining biography of Maria Merian, a revolutionary and groundbreaking “citizen-scientist” in the 1600s.

Middle School:

The Lion, the Witch and the Wardrobe, (The Chronicles of Narnia (Publication Order) #1), by C.S. Lewis

There are a thousand stories in the land of Narnia. In the never-ending war between good and evil, The Chronicles of Narnia set the stage for battles of epic proportions. Some take place in vast fields, where the forces of light and darkness clash. But other battles occur within the small chambers of the heart and are equally decisive.

Journeys to the ends of the world, fantastic creatures, betrayals, heroic deeds and friendships won and lost — all come together in an unforgettable world of magic.  So join the battle to end all battles.

Number the Stars, by Lois Lowry

Ten-year-old Annemarie Johansen and her best friend Ellen Rosen often think of life before the war. It’s now 1943 and their life in Copenhagen is filled with school, food shortages, and the Nazi soldiers marching through town. When the Jews of Denmark are “relocated,” Ellen moves in with the Johansens and pretends to be one of the family. Soon Annemarie is asked to go on a dangerous mission to save Ellen’s life.

Speak: The Graphic Novel, Anderson, Laurie Halse

Melinda enters her freshman year of high school as an outcast after events that took place at a party during the summer. As she is grappling with what happened that night, she attempts to find solace in her art class. Released on the 20th anniversary of the original publication of Speak, Emily Carroll’s illustrations give a haunting and powerful new visual perspective to this classic novel.

High School

The Grapes of Wrath, by John Steinbeck

The Pulitzer Prize-winning epic of the Great Depression, a book that galvanized—and sometimes outraged—millions of readers. First published in 1939, Steinbeck’s Pulitzer Prize-winning epic of the Great Depression chronicles the Dust Bowl migration of the 1930s and tells the story of one Oklahoma farm family, the Joads—driven from their homestead and forced to travel west to the promised land of California. Out of their trials and their repeated collisions against the hard realities of an America divided into Haves and Have-Nots evolves a drama that is intensely human yet majestic in its scale and moral vision, elemental yet plainspoken, tragic but ultimately stirring in its human dignity. A portrait of the conflict between the powerful and the powerless, of one man’s fierce reaction to injustice, and of one woman’s stoical strength, the novel captures the horrors of the Great Depression and probes into the very nature of equality and justice in America. At once a naturalistic epic, captivity narrative, road novel, and transcendental gospel, Steinbeck’s powerful landmark novel is perhaps the most American of American Classics. Brave New World.

Girl with a Pearl Earring, by Tracy Chevalier

With precisely 35 canvases to his credit, the Dutch painter Johannes Vermeer represents one of the great enigmas of 17th-century art. The meager facts of his biography have been gleaned from a handful of legal documents. Yet Vermeer’s extraordinary paintings of domestic life, with their subtle play of light and texture, have come to define the Dutch golden age. His portrait of the anonymous Girl with a Pearl Earring has exerted a particular fascination for centuries – and it is this magnetic painting that lies at the heart of Tracy Chevalier’s second novel of the same title.

The Sun Is Also a Star, by Nicola Yoon

Natasha: I’m a girl who believes in science and facts. Not fate. Not destiny. Or dreams that will never come true. I’m definitely not the kind of girl who meets a cute boy on a crowded New York City street and falls in love with him. Not when my family is twelve hours away from being deported to Jamaica. Falling in love with him won’t be my story.

Daniel: I’ve always been the good son, the good student, living up to my parents’ high expectations. Never the poet. Or the dreamer. But when I see her, I forget about all that. Something about Natasha makes me think that fate has something much more extraordinary in store—for both of us.

The Universe: Every moment in our lives has brought us to this single moment. A million futures lie before us. Which one will come true?

A Really Short History of Nearly Everything by Bill Bryson

Bill Bryson’s own fascination with science began with a battered old school book he had when he was about ten or eleven years old. It had an illustration that captivated him–a diagram showing Earth’s interior as it would look if you cut into it with a large knife and removed about a quarter of its bulk. The idea of lots of startled cars and people falling off the edge of that sudden cliff (and 4,000 miles is a pretty long way to fall) was what grabbed him in the beginning, but gradually his attention turned to what the picture was trying to teach him: namely that Earth’s interior is made up of several different layers of materials, and at the very centre is a glowing sphere of iron and nickel, as hot as the Sun’s surface, according to the caption. And he very clearly remembers thinking: “How do they know that?”

Bill’s storytelling skill makes the “How?” and, just as importantly, the “Who?” of scientific discovery entertaining and accessible for all ages. He covers the wonder and mystery of time and space, the frequently bizarre and often obsessive scientists and the methods they used, and the mind-boggling fact that, somehow, the universe exists and against all odds, life came to be on this wondrous planet we call home.

Adults:

The Bookshop of Yesterdays by Amy Meyereson

When Miranda’s once beloved, then estranged uncle Billy unexpectedly passes away, he leaves her two things: his struggling Los Angeles bookstore and one last scavenger hunt like the ones he would organize for her in her youth. But this time the stakes are high; each clue uncovers family secrets buried far too long.

Convenience Store Woman by Sayaka Murata

Keiko Furukura marches to the beat of her own drummer. Or rather, to the music of her own convenience store. She may not have any idea how to function in the outside world, but she is completely in her element at the conbini where she has worked for 18 years. Her friends and family, however, all think there’s something wrong with her, so she resolves to find her own cure.

The Dinner List by Rebecca Serle

When Sabrina Nielsen arrives at the restaurant to celebrate her 30th birthday, she is astonished to find the people from her “dinner list” (any five people, living or dead, you would invite to dinner) seated at the table for an evening none of them will forget. This is a charming, heart-warming and heart-breaking book about how it feels to be young and what we lose, and gain, as we become adults.

You can make a difference while you shop for books on Amazon. Simply shop at smile.amazon.com/ch/95-4695698 and AmazonSmile donates to Institute For Educational Advancement!

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Are you having trouble finding the ideal resources for your gifted child? Are you overwhelmed by the quantity of resources but desperate for a way to narrow down your search? Our Gifted Resource Center (GRC), a free public tool created and curated by IEA, currently has over 650 carefully-vetted resources sorted into six categories: Advocacy, Articles and Media, Gifted Programs and Services, Scholarships and Competitions, Schools and Twice-Exceptional (2E). Viewers can search for a keyword and filter their results by location, grade range, resource type and more. Each GRC entry includes a description, contact information and a direct link to the website.

As the number of entries expands, the GRC continues to grow as an exemplary online database of resources for gifted preK-12 learners. The number of visitors for the first half of 2018 has almost surpassed that for all of 2017, which means the GRC audience is doubling in size!

Have you explored the GRC lately? Get started by perusing the 10 most-viewed resources so far in 2018:

1. Independent School Alliance (Grades K-12)

The Independent School Alliance (ISA) is a leading organization in private school admissions counseling and placement. Since 1985, ISA has provided access and opportunities at the elementary and secondary level to thousands of students across Southern California on behalf of parents of color who are seeking an independent school environment for their academically strong and motivated child.

2. UCLA High School Summer Research Program (Grades 9-12)

The UCLA Henry Samueli School of Engineering and Applied Science in conjunction with the Engineering Science Corps Outreach Program offers an eight-week summer program that encourages each of its high school participants to consider a future in engineering.

3. >Nicholas Green Distinguished Student Award (Grades 3-6)

The Nicholas Green Distinguished Student Award Program awards $500 scholarships to high-ability students in grades 3-6.  Review their website to see if the program is available in your state.

4. Yunasa Summer Camps (Grades 4-10)

Designed and led by experts in the field of gifted youth, IEA’s own Yunasa Summer Camps support the whole gifted child, encouraging growth and support of campers intellectually, socially, emotionally, spiritually and physically. Camps are offered every summer in Sedalia, Colorado and Flint, Michigan and are open to campers nationwide ages 10 to 15.

5. Problem-Based Learning: A Promising Strategy for Gifted Students (All Ages)

This article by Barbara Swicord, Ed.D., discusses how problem-based learning, also known as project-based learning, can be a great start to help educators who are looking for a solution to many problems in the classrooms as well as a way to meet the needs of gifted students.

6. Stepping Stones Therapy & Learning Academy (Grades 5-8)

Formerly Reid Day School, the Learning Academy as part of Stepping Stones Therapy in Orange County believes that education is a personal journey for every family and offers a variety of specialized and individualized programs. Through small group instruction, with high teacher to student ratio, they will promote and execute success for your learner’s home school program. Stepping Stones also offers educational, occupational, speech, and physical therapy in addition to social skills training.

7. AADGT Young Gifted Musician (Grades K-12)

The American Association for Development of the Gifted and Talented (AADGT) helps young, extraordinarily gifted classical musicians and artists. AADGT was established in 1993 and since then has helped hundreds of artists and aspiring young musicians from around the world.

8. Noetic Learning Math Contest (Grades 2-8)

The Noetic Learning Math Contest is a semiannual problem-solving contest for elementary and middle school students. The goal of the competition is to encourage students’ interest in math, to develop their problem-solving skills and to inspire them to excel in math.

9. Art of Problem Solving (Grades 6-12)

Since 2003, the Art of Problem Solving (AoPS) online school has provided a unique learning experience carefully designed for outstanding students interested in studying online. AoPS offers a full math curriculum for middle and high school, introductory programming courses and specialty courses to prepare students for particular math and science competitions.

10. UCI Gifted Students Academy (Grades 1-8)

The Gifted Students Academy is an intensive summer program for gifted students in grades 1 through 8. Participants select courses in each of the major subject areas of math, science, language arts, social studies and the arts and may attend as a commuter student or reside on campus in the UCI residence halls.

Visit the Gifted Resource Center to explore more resources for parents and educators.

What are some resources that have helped you as a parent or educator? Share them in the comments section below!