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Michigan Association for Gifted Children • Images • Volume 24, Issue 2, 2012 Page 1
Volume 24, Issue 2, 2012
It has long been recognized that gifted and talented students
have unique personal, social, and academic characteristics
that distinguish them from their nongifted peers. Specialized
guidance and counseling services are recognized by many
experts in the field as essential to the maximum educational
achievement of gifted and talented students (Colangelo,
1997, 2002; Gentry, 2006; Kerr, 1991; Moon, 2002, 2004;
Milgram, 1991; Peterson, 2006; Reis & Renzulli, 2004;
Silverman, 1993; VanTasselBaska, 1990). Unfortunately,
much of the literature that exists regarding the social and
emotional development and, more specifically, the
counseling needs of gifted and talented children are targeted
for parents, educators, or clinical practitioners (Moon,
2004).
However, in response to the expanding knowledge base
concerning the social and emotional needs of gifted students,
more current publications do include some practical
considerations and suggested guidelines for the guidance and
counseling of gifted and talented students in schools (Cross,
2004; Gentry, 2006; Mendaglio & Peterson, 2007; Moon,
2004; Peterson, 2003, 2006; Reis & Moon, 2002). In
addition, specific programs, counseling models (e.g.
Mendaglio & Peterson, 2007, Moon, 2002) and group
counseling curricula (Peterson, 2006, 2008) have been
published. And most recently, special conferences, seminars,
and workshops designed to help guidance counselors and
other support services personnel to better meet the needs of
high ability students have been offered by colleges and
universities, state boards of education, professional
organizations such as the National Association for Gifted
Children (NAGC) 4 and Supporting the Needs of the Gifted
(SENG), and independent professional development
providers.
Sadly, the vast majority of both elementary and secondary
school counselors today are unaware of the unique guidance
and counseling needs of the gifted and talented students they
serve and are unable to provide the types of specialized
services these students require. The primary cause of this
deficit appears to be the reported lack of attention that school
counselor training programs give to the gifted and talented as
a special population. According to a 2005 study of nationally
Images Michigan Association for Gifted Children Newsletter
accredited graduate programs in school guidance counseling
(Peterson & Wachter, 2008), the preparatory curricula for
most programs provided little, if any, information concerning
the characteristics, social and emotional development, or
differentiated counseling needs of high ability students.
Clearly, without any educational background or training, few
practicing school counselors may have sufficient knowledge
about the special guidance and counseling needs of gifted
and talented learners to be effective with this population and
may be unaware of the complexity of related concerns and
unequipped to respond appropriately to them (Peterson,
2007).
Besides a lack of preparation in how to best provide
guidance and counseling services for gifted and talented
students, Peterson (2006) noted that school counselors may
also “have attitudes and biases that preclude trusting
relationships, and therefore, effective work, with them” (p.
44). As an example, when asked how he worked with high
ability students, one veteran school counselor responded that
bright kids don’t really need counselors for much of anything
because they are smart enough to figure things out for
themselves. Unfortunately, this attitude seems to be quite
pervasive. According to Lovecky (1993) and Peterson
(2003), the common myth among educators, counselors,
school psychologists, and even mental health professionals,
is that gifted and talented students do not require any
additional guidance or special assistance because of their
high abilities. The inability to and the possible resistance of
school counselors to provide appropriate guidance and
counseling services for high ability learners is an issue which
has long been overlooked and which presents a frustrating
educational and developmental dilemma: If school
counselors cannot or will not provide the kind of specialized
support and guidance in academic, career/vocational, social,
and emotional domains that gifted and talented students truly
need, then who will?
Why School Counselors?
According to Colengelo (2002), no counseling professional
is likely to have as much contact with gifted and talented
(Continued on page 3)
Meeting the Guidance and Counseling Needs of Gifted Students in School Settings
Karen Elijah
Michigan Association for Gifted Children • Images • Volume 24, Issue 2, 2012 Page 2
VOLUME 24, ISSUE 2, 2012
Meeting the Guidance and Counseling Needs of Gifted Students in School Settings, Karen Elijah 1
From the President, Sharon White . 2
Links, Links, Links 2
Editor’s Notes, Nan Janecke 3
Thank You from a Scholarship Recipient 4
NAGC National Conference 4
Well-Deserved Honor – Kiyo Morse 4
On the Bookshelf: Counseling Gifted Students 6
Two Important MDE Actions That Benefit the Gifted, Sherry Sparks and LaToya Tung 7
Annemarie Roeper Memorial 8
Getting It Right: St. Clair County RESA Works to Offer Opportunities to All Students, Dan DeGrow 10
Dual Enrollment, Dr. Kelly Schultz 12
MAGC Chapters 14
The Race Car, Marie Brucker 14
2012-2013 Board of Directors 15 Contribute an Article to Images!
Parents, students, teachers, administrators, counselors, re-
searchers: Share your experience educating, parenting, ad-
vocating for, or studying gifted children ̶ or even being a
gifted student yourself. Write an article for a future issue of
Images!
Volume 25, Issue 1, 2013
Articles due: February 1, 2013
Publication date: March 15, 2013
Volume 26, Issue 2, 2013
Articles due: August 1, 2013
Publication date: September 15, 2013
Would you like your events and activities publicized in this
newsletter or would you like to submit an article? Contact
Nan Janecke, editor of Images: [email protected]
Nan Janecke, Editor
P.O. Box 70702
Rochester Hills, MI 48307
616-365-8230
Website: www.migiftedchild.org
Email: [email protected]
FROM THE PRESIDENT Not the ABC’s Again!
Thoughts on the new school year,
reflections on the past
Sharon White
Welcome back friends of gifted children! As I begin the
school year with two gifted kids (Kindergarten and 3rd
grade), I remember all too clearly the start of Kindergarten
for my eldest. It was also my introduction to MAGC. I am
grateful to those who helped us through that tough Kinder-
garten year – when my son’s whining tone of “Not the
ABC’s again!” told me that we needed to do more. This
year, as my second child begins Kindergarten, I find myself
saying those words, “Not the ABC’s again” – but this time
as a promise.
Three years ago my son blazed a trail for our family into
the world of gifted education. We learned what to look for,
which questions to ask, which resources to line up, what
behaviors to expect, and when to test. But I know there are
other families throughout Michigan struggling with how to
make the necessary adjustments and teachers trying to serve
the many abilities within a single classroom.
In this edition of Images, Marie Brucker contributes an arti-
cle about the speed of gifted children’s learning, a topic that
is familiar in our family. It has become one of the first
things we consider before enrolling in activities. Also in
this issue, the article “Two Important MDE Actions That
Benefit the Gifted” highlights important legislation that
aims to track academic growth and provide waivers for
already-mastered content.
For those new to gifted education, the learning curve can be
steep and immediate. The resources available through
MAGC can get you up to speed with what to do and what
to look for in gifted education. We are here to help kids,
families and teachers get the tools needed so you don’t have
to hear “Not the ABC’s, again!”
Links, Links, Links http://www.gifted.uconn.edu/nrcgt/newsletter/fall02/
fall022.html: Counseling Gifted & Talented Students by
Nicholas Colangelo, from the National Research Center on
the Gifted and Talented, 2002.
http://gcq.sagepub.com/content/54/1/42.abstract: Best
Practices in Counseling the Gifted in Schools: What’s
Really Happening? by Susannah Wood, from Gifted Child
Quarterly, January 2010.
http://www.bertiekingore.com/Kingore-CAG.pdf: 20 Tips
for Nurturing Gifted Children, by Bertie Kingore, from the
Bertie Kingore website.
Michigan Association for Gifted Children • Images • Volume 24, Issue 2, 2012 Page 3
EDITOR’S NOTES Nan Janecke
When we talk about school counseling for gifted
students, it’s important that we deal in reality,
and the reality is most school counselors are
overwhelmed with responsibilities and lack the
time to deal with students who, on the surface, don’t seem to
have a lot of problems. Counselors typically are assigned
500, 800, even 1,000+ students, and will handle scheduling,
college applications, and personal issues for all of them.
This means if your student does not have a behavior issue,
he’ll be lucky to see the counselor once or twice per year.
The issues of tight budgets and understaffing aside, counsel-
ing of gifted students in most schools simply is not a priori-
ty. Faced with students with family issues, learning disabili-
ties, peer pressure, substance abuse, and psychological
disorders, the concerns of students who are not being chal-
lenged, have too many college and career choices, and feel
out of step with their age peers probably don’t seem press-
ing. But these are real issues for advanced and accelerated
students who need someone to listen to them and give ad-
vice and counsel just like everyone else.
My own high school guidance counselor, Mr. Dick Morris
of Cedar Springs High School, would frequently stay after
school and listen to me talk about my day in school, my col-
lege choices, and my career plans. On his own time he pro-
vided an adult sounding board for much of my teen angst.
While he frequently questioned my decisions –“Are you
sure that’s what you want to do? Are you sure that’s where
you want to go?” – Mr. Morris always made the time. And
on the day my college acceptance letter came in the mail, he
walked it down to my class himself. More than 25 years lat-
er we remain friends, which is the most glowing recommen-
dation I can think of to give a guidance counselor.
Most students will not develop this kind of relationship with
their counselor, and that’s okay. But does the counselor
know who your student is? Is your son or daughter comfort-
able enough to visit the counselor if they have a problem?
Do the counselors have any training or experience with gift-
ed students and, if not, are they willing to participate in
professional development to gain that knowledge? Most im-
portantly, do the counselors understand that, to the gifted
student, the issues they are facing are valid and deserving of
attention?
School guidance counselors play an important role in a
child’s education, so make sure they have a full understand-
ing of all students’ needs. Suggest they join the NAGC
Guidance & Counseling Network at nagc.org, or recommend
they read any of the materials listed in “On the Bookshelf”
or in “Links, Links, Links.” With proper encouragement,
your counselor can become a key partner in your gifted
child’s journey through school.
students as the school counselor. Due to the nature of their
roles, school counselors are uniquely qualified to provide the
types of services and resources that can benefit these
students. School counselors are specially trained to
implement comprehensive developmental programs that
promote and enhance student achievement and to provide
assistance in academic, career, and personal/social domains.
Because school counselors are in a position to form open,
trusting relationships with students, they can provide
individual nurturing and support or offer group counseling
assistance covering a variety of topics. They can also
monitor student academic progress and provide guidance
with appropriate course selection, career planning, post-
secondary educational options, and special programs and
enrichment opportunities. In addition to their direct contact
with students, school counselors can provide resources,
share information, and work collaboratively with teachers
and parents to help meet the specific needs of exceptional
students.
Peterson (1998) observed that having exceptional ability
does not exempt even the brightest children “from
formidable challenges as they navigate through the school
years” (p. 195). Because parents or other family members
may not have the necessary background and because
teachers of the gifted usually do not have the training
required to assist students with affective, career, or
psychosocial concerns, school counselors can be key figures
in responding to and serving those needs. Both Cross (2004)
and Silverman (1993) asserted that proactive counseling
programs for gifted and talented students are invaluable
because of the positive effects on their psychological and
social development and because support and guidance can
help these students find their way through a public education
system that is not necessarily designed to maximize or
promote their success.
Why Specialized Services?
Although definitions of “giftedness” vary to some extent,
most tend to convey that the development and experience of
gifted children is unique and significantly different from that
of non-gifted children. One popular definition by the
Columbus Group (1991) even suggests the need for
specialized counseling:
Gifted is asynchronous development in which
advanced cognitive abilities and heightened
intensity combine to create inner experiences and
awareness that are qualitatively different from the
norm. The uniqueness of the gifted renders them
particularly vulnerable and requires modifications
in parenting, teaching, and counseling in order for
them to develop optimally.
(Continued from page 1)
(Continued on page 6)
Michigan Association for Gifted Children • Images • Volume 24, Issue 2, 2012 Page 4
A Well-Deserved Honor
The Michigan Association for Gifted
Children would like to congratulate Kiyo
Morse, Director of Steppingstone School
for the Gifted, MAGC Board Secretary
and long-time member, and active
advocate, who has been nominated as a “Quiet Hero” by
the NAGC Guidance and Counseling Network. According
to their website,
Many of the people working with the social and
emotional needs of gifted students have limited
exposure because much of what they do is
confidential. Many of us know people whose
commitment to meeting the affective needs of children
shows remarkable dedication, enormous energy,
impressive competence, and persistent compassion.
Kiyo’s nomination reads in part:
For over 30 years, Kiyo Morse, Director of
Steppingstone School for the Gifted in Farmington
Hills, Michigan, has been quietly assembling an army
of gifted children, helping them to identify who they
are and what they can become. The stories that are
regularly told by parents and students are all as
different as the people who tell them, yet, in total, these
tales demonstrate her dedication to this underserved
and misunderstood community. Her innate sense of
justice, compassion, and patience serve children as
young as two until the time they leave the school to
attend local high schools.
Throughout each life that Kiyo has touched, the
nurturing and transformation is evident. In many
cases, her pupils come with a lifetime of baggage that
impedes their academic progress as well as their
development into healthy, happy adults. She gives
human beings the time necessary to consider what is
holding them back, and encourages them to find the
answers on their own with only modest guidance.
With this kind of support and innate understanding,
each child develops an inner confidence which propels
the student to go forth and conquer. For a parent,
being a part of this transformation is satisfying,
inspiring and humbling. Kiyo’s synergistic qualities
raise both parent and child to the highest levels in
school and in life.
To read the testimonials behind this nomination, please
visit NAGC’s Counseling and Guidance Newsletter at:
http://www.nagc.org/uploadedFiles/Networks/
Network_Newsletters_2011-2012/CG_Newsletter_June%
20FINAL_Upload.pdf
Congratulations, Kiyo, on this well-deserved honor!
NAGC brings to the Mile-High City the largest
annual convention devoted to gifted and talent-
ed learners!
Classroom teachers, gifted/talented coordinators, school ad-
ministrators, researchers, parents, college and university fac-
ulty, and more, will head to Denver, Colorado, November 15
-18, 2012, for the 59th Annual NAGC Convention. Centered
around the theme “Educating with Altitude: Reaching Be-
yond the Summit,” the pre-convention events, concurrent
sessions, poster sessions, exhibit hall, general sessions, and
networking events (both formal and informal!) will harness
the power of diverse viewpoints – from the field and from
the classroom. You’ll come together to elevate learning and
ensure that our nation’s brightest learners are challenged as
they reach their personal best in the classroom and beyond.
Visit www.nagc.org for more information.
Michigan Association for Gifted Children • Images • Volume 24, Issue 2, 2012 Page 5
Michigan Association for Gifted Children • Images • Volume 24, Issue 2, 2012 Page 6
Social and emotional difficulties may arise because of
gifted children’s asynchronous or uneven development,
exceptional abilities, and notable talents and can be
especially problematic during the teenage years (Colangelo,
2002; Moon, 2002; Robinson & Noble, 1991). Moon
(2002) reported the following:
Counselors who work with gifted children and
adolescents agree that these young people have
unique social and emotional issues related to their
giftedness. The most common counseling need of
this population is assistance in coping in a society
that does not always recognize, understand, or
welcome giftedness. (p. 213)
While gifted children are generally reported to be as
socially and emotionally adjusted as their non-gifted peers
(Colangelo, 1997; Neihart, Reis, Robinson, & Moon, 2002;
Silverman, 1993) and share many of the guidance and
counseling needs common to all students, current literature
points out a variety of areas and conditions for which they
may require special assistance. These include: depression
(Neihart, et al.,2002, Silverman, 1993), emotional intensity
and heightened sensitivity (Lovecky, 1992; Mendaglio,
2003), feeling different from others (Coleman & Cross,
2001; Cross, 2001), perfectionism (Schuler, 2002), social
isolation (Silverman, 1993), social skills deficits and peer
relationship issues (Moon, Kelly, & Feldhusen, 1997;
Webb, Meckstroth & Tolan, 1989), and stress management
problems (Moon, 2002; Webb, et al., 1994).
Cross (2004) adds that the social and emotional needs of
gifted children are not static, but are greatly influenced by
the environment in which the child exists and the culture in
which he or she is immersed. An additional concern, then,
is that these issues alone or in combination, can complicate
other types of problems and situations that school
counselors frequently encounter on the job, such as parent
separation or divorce, an unstable home life, personality
conflicts, grief, behavioral issues, or motivational deficits.
Some difficulties may be further compounded in students
with dual or multiple exceptionalities who may not have
effective coping skills or who may already be cognitively or
affectively overwhelmed in school (Silverman, 1993).
Academically, the intellectual abilities of gifted students
differ both quantitatively and qualitatively from average
children (Cottrel & Shaughnessy, 2005). They learn at a
faster pace, think or process more deeply, and require less
repetition or practice to master assigned material, thus,
warranting greater educational challenge in their
coursework (Coleman & Cross, 2001; Silverman, 2002;
VanTassel-Baska, 1998). However, if left academically
unchallenged, these students can become bored and exhibit
disruptive behaviors. Lack of goals, motivation, or
direction, and failure to develop self-regulatory strategies
(Continued from page 3)
(Continued on page 7)
On the Bookshelf Check out the following books on counseling gifted
children:
Counseling the Gifted and Talented by Linda
Silverman, Love Publishing Company, June
1993
Models of Counseling Gifted
Children, Adolescents, and
Young Adults by Salvatore Mendaglio,
Ph.D. and Jean Sunde Peterson,
Ph.D., Prufrock Press, 2006
Social and Emotional Development of Gifted
Children: What Do We Know? by Maureen
Neihart, Sally Reis, Nancy Robinson, and
Sidney Moon, Prufrock Press, 2001
Guiding the Gifted Child, by James T.
Webb, Elizabeth A. Meckstroth, and
Stephanie S. Tolan, Gifted Psychology Press, 1994
Michigan Association for Gifted Children • Images • Volume 24, Issue 2, 2012 Page 7
can impact the academic performance of high ability
students, for a variety of reasons (Siegle & McCoach, 2002).
Gifted and talented learners may also feel pressure to live up
to the expectations of parents, teachers, and other significant
adults in their lives and many have a fear of failure,
experience frustration, and underachieve in school (Schuler,
2002; Silverman, 1993).
Because exceptional talent or high ability does not
necessarily translate into insightful college and career
planning, gifted students may also require special assistance
in these areas (Colangelo, 2002; Silverman, 2002). Many
gifted students have difficulty with multipotentiality, finding
it difficult to narrow their career choices simply because they
are capable of doing so many things extremely well (Greene,
2002; Silverman, 1993). Such indecision in career selection
may be manifested in avoidance or delay in career decision-
making or frequent change of college major and may result in
extended post-secondary education or completely dropping
out of college (Frederickson, 1986; Green, 2002). Gifted
students who have made early, perhaps premature, career
choices may actually limit further exploration of other career
possibilities and may not consider the important elements of
thoughtful planning, persistence, financial dependence, or
self-sacrifice that may be involved (Silverman, 1993). Career
exploration for gifted students can also be affected by
uncontrollable factors such as race, ethnicity, religion, socio-
economic status, value conflicts, or chance events (Greene,
2002).
An Underserved Population
Although not usually recognized as students with special
needs, the gifted and talented present as many challenges and
require as much in the way of access to educational
resources, services, and modifications as do those in Special
Education programs. Yet, these students are definitely more
(Continued from page 6)
(Continued on page 9)
Two Important MDE Actions That Benefit the Gifted Sherry Sparks and LaToya Tung Advocacy Committee Co-Chairs
The Michigan Department of Education has
taken two actions that demonstrate support for
the unique learning needs of ALL children and youth, includ-
ing the gifted. While the State of Michigan has no mandate
for gifted education, these two policies move the education of
our gifted forward. Families can inquire about the status of
implementation in their own school districts.
Seat Time Waivers
How many times have families sighed that their children al-
ready have an in-depth knowledge of the content being pre-
sented in classrooms? Why, families wonder, should students
be granted credit for classes based upon the amount of time
they sit in a classroom rather than on what they know and can
do?
The Michigan Department of Education agrees and made an
accommodation. The seat time waiver is an MDE-approved,
innovative, and alternative education program that allows a
district to provide a number of courses to pupils through vir-
tual learning and that exceed the maximum number of cours-
es allowed under Administrative Rule 340.11, Section 101
(9), of the State School Aid Act (MCL 388.1701(0)).
The Superintendent of Public Instruction is permitted to
waive the required days and required hours of pupil instruc-
tion for innovative and alternative education programs ap-
proved by the Department, including a four-day school week.
The Revised School Code allows the Superintendent of Pub-
lic Instruction the right to waive, for a limited time, adminis-
trative rules if the district can demonstrate that the district can
address the intent of the Rule in a more effective, efficient,
and economical manner or that the waiver is
necessary to stimulate improved pupil perfor-
mance. For the first time, students can work on
grade progression and a high school diploma
in accordance with their advanced abilities.
Read all about it: http://mi.gov/documents/
mde/5-O-B_SeatTimeWaivers_329678_7.pdf
Student Assessment
The State of Michigan is moving away from assessing mini-
mum student proficiency and toward assessing student aca-
demic growth for each child each school year. The MEAP
test assesses only minimum levels of performance and does
not report the actual level of performance of high ability or
gifted students. This is problematic for teachers who want to
move their brightest students forward yet have no access to
data that informs them about their students’ current academic
levels.Michigan is adopting the Common Core Career and
College Ready Assessments developed by the Smarter Bal-
anced Assessment Consortium, ensuring that this essential
data will be available.
The Michigan Department of Education is currently working
toward ensuring student growth for every child every year by
finding ways to support what they are calling “any time, any
place, any way, and any pace” initiatives to help schools per-
sonalize learning for every student.
In addition, the MDE is developing policies that will provide
incentives and reward school performance on outcomes, in-
cluding student achievement proficiency and growth. MDE
will continue to encourage the legislature to adopt a new
school accreditation system that provides an honest assess-
ment of where schools stand.
Read all about it: http://www.michigan.gov/documents/mde/
FINAL_SBE_Priorities_Approved_355944_7.pdf
Michigan Association for Gifted Children • Images • Volume 24, Issue 2, 2012 Page 8
Michigan Association for Gifted Children • Images • Volume 24, Issue 2, 2012 Page 9
underserved unless they happen to fall under the Special
Education umbrella as they do in the states of Florida and
Pennsylvania (Florida Department of Education, 2011;
Pennsylvania Department of Education, 2010) or unless
schools provide high ability programming that includes a
school counseling component.
Most school counselors, whether through education or
experience, have acquired at least some minimal knowledge
of the issues associated with special services students and
the programs and accommodations designed to help these
students more fully develop educationally. Unfortunately,
the same cannot be said about school counselor knowledge
of the educational and support needs of gifted and talented
learners, even though, according to Lovecky (1993), such
students “are as different from average students as are the
developmentally disabled” (p. 29). The somber reality is
that unless graduate education programs or state
departments of education require school counselors to have
training in or familiarity with the needs of high ability
students, specialized guidance and counseling services for
these students is unlikely to be readily available.
A Mission for the Profession
According to the American School Counselor Association
(ASCA) Ethical Standards (2010) and most state standards for school counseling professionals, one of the primary
roles of school counselors is to promote the educational
development of all students. Specific responsibilities to
students mentioned in the ASCA Standards include concern
for the educational, academic, career, personal, and social
needs of every student. Clearly, providing for all students
includes gifted and talented learners. Yet, how are school
counselors to provide the specialized guidance and support
services that these students require if they have little or
knowledge of their characteristics or their unique academic,
social, emotional, or career needs?
Another interesting feature of the ASCA Ethical Standards
(2010) and many state support services program standards
is the recommendation that school counselors have
knowledge of current and relevant literature, research, and
resources and that they acquire educational or training
experiences to increase their awareness or skills in working
with diverse populations, including those with special
needs. The ASCA also issued a revised position statement
in 2007 concerning gifted and talented programs which
included recognition that gifted and talented students have
unique and diverse needs and the ability of professional
school counselors to meet those needs is imperative.
Further, the school counselor’s role should include assisting
in identifying these students, promoting the understanding
and awareness of special issues that may affect them,
collaborating with other school personnel to maximize their
educational opportunities, and advocating for the inclusion
of activities that address their social, emotional, academic,
(Continued from page 7) and career needs.
In addition to the ASCA Ethical Standards (2004), the Gifted
Program Standards of The National Association for Gifted
Children (NAGC) advocated that as part of gifted education
programming, a plan be designed “to recognize and nurture
the unique socioemotional development of gifted
learners” (p. 27) and further advised that awareness of these
needs and of best counseling practices are essential
(Landrum, Callahan, & Shaklee, 2001). Beyond just gifted
education programming, Colangelo (2002) offered the
following:
Gifted students need the assistance and nurturing
counselors can provide. It will be a sign of effective
schooling when counselors regularly use their skills
and expertise with gifted and talented students in
their schools. (p. 5)
Where to Begin
Practicing school counseling professionals can readily access
essential information about and increase their awareness of
the characteristics, social and emotional development, and
special guidance and counseling needs of gifted students
through a variety of means. The first is through reading and
becoming familiar with the extant literature concerning gifted
and talented children. Books and journal articles written by
prominent scholars in the field of gifted education, such as
Colangelo, Moon, Peterson, Reis, and Silverman would
provide an excellent start. Taking a graduate course or
attending a conference, seminar, or workshop that provides
information related to the social and affective needs of gifted
learners and recommended practices for working effectively
with them, would be beneficial as well. The local school
district’s broad-based planning committee for high ability
education and the state gifted education association can also
provide helpful information. Lastly, becoming familiar with
state high ability or gifted education legislation and standards
can assist school counselors in better meeting the needs of all
students.
References
American School Counselor Association (2010). Ethical standards for
school counselors. Retrieved from http://www.schoolcounselor.org/files/
Ethical Standards2010.pdf
American School Counselor Association (2007). Position statement: The
professional school counselor and gifted and talented programs. Retrieved
from http://asca2.timberlakepublishing.com//files/PS_Gifted.pdf
Colanagelo, N. (1997). Counseling gifted students: Issues and practices. In
N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed.,
pp. 353-365). Boston: Allyn & Bacon.
Colangelo, N. (2002, Fall). Counseling gifted and talented students. The
National Research Center on the Gifted and Talented Newsletter. Retrieved
from http://www.gifted.uconn.edu/nrcgt/newsletter/fall02/fall022.html
Coleman, L. J. & Cross, T. L. (2001). Being gifted in school: An
introduction to development, guidance, and teaching. Waco, TX: Prufrock
Press, Inc.
Columbus Group (1991, July). Unpublished transcript of the meeting of the
(Continued on page 10)
Michigan Association for Gifted Children • Images • Volume 24, Issue 2, 2012 Page 10
Columbus Group, Columbus, OH.
Cottrell, S., & Shaughnessy, M. F. (2005). An interview with Dr. Edmund
R. Amend: About the emotional needs of gifted kids. Supporting the
Emotional Needs of the Gifted website. Retrieved from http://
www.senggifted.org/articles_index.shtml
Cross, T. L. (2004). On the social and emotional lives of gifted children:
Issues and factors in their psychological development (2nd ed.). Waco, TX:
Prufrock Press, Inc. 15
Davidson, J., & Davidson, B. (2004). Genius denied: How to stop wasting
our brightest young minds. New York: Simon & Schuster.
Florida Department of Education (2011). Gifted Student Education.
Retrieved from http://www.fldoe.org
Frederickson, R. H. (1986). Preparing gifted and talented students for the
world of work. Journal of Counseling and Development, 64, 556-565.
Gentry, M. (2006). No child left behind: Gifted children and school
counselors. Gifted Child Quarterly, 10(1), 73-81.
Greene, M. (2002). Career counseling for gifted and talented students. In
M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social
and emotional development of gifted children: What do we know? (3rd
ed., pp. 223-235). Waco, TX: Prufrock Press, Inc.
Kerr, B. A. (1991). A handbook for counseling the gifted and talented.
Alexandria, VA: American Association for Counseling and Development.
Landrum, M. S., Callahan, C. M., & Shaklee, B. D. (Eds.). (2001). Aiming
for excellence: Gifted programming standards. Waco, TX: Prufrock Press,
Inc.
Lovecky, D. V. (1993). The quest for meaning: Counseling issues with
gifted children and adolescents. In L. K. Silverman (Ed.), Counseling the
gifted and talented (pp. 29-50). Denver, CO: Love Publishing Company.
Mendaglio, S. (2003). Heightened multifaceted sensitivity o gifted
students: Implications for counseling. The Journal of Secondary Gifted
Education, 14(2), 72-82.
Mendaglio, S., & Peterson, J. S. (Eds.). (2007). Models of counseling
gifted children, adolescents, and parents. Waco, TX: Prufrock Press, Inc.
16
Milgram, R. M. (1991). Counseling gifted and talented children: A guide
for teachers, counselors, and parents. Norwood, NJ: Ablex.
Moon, S. M. (2002). Counseling needs and strategies. In M. Neihart, S. M.
Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional
development of gifted children: What do we know? (3rd ed., pp. 213-222).
Waco, TX: Prufrock Press, Inc.
Moon, S. M. (Ed.) (2004). Social/emotional issues, underachievement, and
counseling of gifted and talented students. Thousand Oaks, CA: Corwin
Press.
Moon, S. M., Kelly, K. R., & Feldhusen, J. F. (1997). Specialized
(Continued from page 9)
(Continued on page 13)
Getting It Right: St. Clair
County RESA Works to Offer
Opportunities to All Students Dan DeGrow Superintendent, St. Clair County RESA
Setting a budget is less about money than it is priorities. In
the end, what you spend money on is what is most important
to you. That’s true at home, at work and at school. Unfortu-
nately for our state’s gifted students, our schools’ priorities
too often are elsewhere.
The St. Clair County Regional Educational Service Agency
believes in a system that educates all students to their highest
potential. That potential differs across the spectrum, and we
should provide programs for students who fall at any point
on that spectrum. Two opportunities the RESA provides are
distinctly different, but both are earning high marks.
Middle School Academic Academy
This program serves 48 7th-graders each semester. The first
semester, students do research in math and science. The next
semester, a different group of 48 students practices forms of
writing. Students come from each of the county’s seven pub-
lic school districts. Slots are allocated proportional to the
district’s enrollment.
Students attend one day a week: half attending in the morn-
ing, half in the afternoon. Four RESA staff consultants –
each a highly qualified teacher – take a more exploratory
approach to what the students are learning in their regular
classrooms. “We give them more independence and more
choice in what they do,” said Victoria Les, RESA Assistant
Director for Language Arts.
Classes are conducted on the RESA campus, at the agency’s
Technical Education Center, which is dedicated to career
and technical classes in a variety of disciplines. Students
have access to laptops, iPads, and specialized technology.
The lessons learned extend beyond the classroom. Les tells
about three ELA students from the same school who decided
that their school’s student handbook was boring. Entirely on
their own, they turned it into a Prezi presentation. Prezi is a
cloud-based presentation software which they had studied in
their time at RESA. The “new” handbook included high-
lights of key points and embedded videos, including video
interviews with teachers. “Our goal is to create an atmos-
phere where the kids can be successful. We allow lots of
opportunities for success,” Les said.
Blue Water Middle College Academy
This public school academy was chartered by RESA. In its
first year, 2011, it enrolled 85 students. In its second year,
enrollment has more than tripled to over 270.
The middle college blends the classic middle college model
with the traditional high. It allows students to have all of the
traditional high school experiences along with the challenges
and opportunities posed by taking a slate of college classes.
As a charter school, the middle college collects the annual
foundation allowance from the state. It pays St. Clair County
Community College for tuition, and reimburses the partici-
pating high schools for the high school classes students take
there. Money not spent on teaching goes to an extensive
series of supports to better ensure student success.
By reimbursing the high schools for a portion of tuition
costs, the middle college minimizes the financial burden on
the high schools. The result: a growing program that offers
tremendous opportunities to gifted students who want more
challenging classes, as well as to all students who want to
earn a free, two-year college degree, before graduation.
Michigan Association for Gifted Children • Images • Volume 24, Issue 2, 2012 Page 11
Michigan Association for Gifted Children • Images • Volume 24, Issue 2, 2012 Page 12
Dual Enrollment in Michigan Kelly Schultz
In 1996, the Michigan State Legislature passed a
law requiring school districts to pay a portion of a
student’s foundation allowance towards classes at
a postsecondary institution for high school juniors and
seniors. That law became known as the Dual Enrollment
Law. Students who passed the merit exam (at that time
called the MME) and wanted to take a class that met certain
requirements were eligible for the placement. The classes
that students could take had to be classes that they couldn’t
get at the high school, couldn’t be recreational or hobby-
related, and couldn’t be religion-based. Students have been
using that law for over a decade to take classes like
Calculus, British Literature, Advanced Physics, Russian, or
Psychology.
With the coming of the new state requirements and new
state tests, the Dual Enrollment Law was a little outdated.
This year, the Senate introduced Senate Bill 0622 to update
the law. The state has been encouraging high schools to
offer all students opportunities to earn college credit or
trade accreditation while students are still in high school.
Most schools now offer several Advanced Placement or
Education for Employment classes. This bill takes dual
enrollment a step further. It allows all high school students
(9th -12th grade) to take dual enrollment classes. The
students do not have to have passed the current merit exam
to take the courses, but they must have passed some
readiness exams. The exact wording is:
To be an eligible student, a student who has not taken the
Michigan merit examination must have achieved a
qualifying score in all subject areas on a readiness
assessment and a student who has taken the Michigan
merit examination must have achieved a qualifying score
in all subject areas on the examination. However, if the
student has not achieved a qualifying score in all subject
areas on a readiness assessment or the Michigan merit
examination, as applicable for the student, the student is
an eligible student only for the limited purpose of
enrolling in one or more eligible courses under this act in
a subject area for which he or she has achieved a
qualifying score, in computer science or foreign language
not offered by the school district, or in fine arts as
permitted by the school district.
The new law does enact some limits. Students in 9th or
10th grade can only take two courses for their first year of
enrollment. Students cannot take more than four courses
during subsequent years. Students who starts dual
enrollment in 11th or 12th grade cannot take more than six
courses per year. Overall a student is limited to ten courses
during high school. A student must be enrolled in at least
one class at the high school to be considered a student of
that school.
There are a few interesting caveats contained in the
accompanying bills. If the student does not complete the
course at the postsecondary institution, the student is
responsible for repaying the school district any money that
the district does not get refunded from the postsecondary
institution. For students in nonpublic schools, schools can
get reimbursed from the state for classes that their students
take at a postsecondary institution. However, the student
can’t get high school credit for the class unless it is counted
as a nonessential elective (not as a core class). For
example, a student could get high school credit (and
college credit) for a psychology course but not get
highschool English credit for an English course (the student
could still get college credit).
To determine the amount of money a school district will
pay towards a college course, take the foundation
allowance for the student, divide it by two, and multiply it
by the fraction of college courses taken with respect to the
total number of courses that a student takes. For example, if
the foundation allowance for the student is $7209, the
allowance per semester is $3605. If a student takes one
college course and has six classes per day total, then the
high school would be required to pay $3605 x (1/6) =
$600.83 towards a college course. For seven classes per
day the total would be $515, for five classes per day it
would be $721. This amount should cover a community
college course but does not usually cover a college or
university course. The school district could choose to pay
more than this amount, but in hard economic times school
districts have been cutting back on the amount that they
pay. Schools are not required to pay any fees or pay for
books.
Overall, the new law seems to be favorable to students. If
you have high school students to counsel, advise them that
taking classes at a community college, college, or
university may be exactly what they need.
References
Michigan Legislative Website for Senate Bill 0622/0623 (http://
www.legislature.mi.gov/%28S%28bpbn5z45oetujgz2qdtbhwzu%
29%29/mileg.aspx?page=BillStatus&objectname=2011-SB-
0622)
Michigan Legislative Website for Senate Bill 0709/0710 (http://
www.legislature.mi.gov/documents/2011-2012/publicact/
pdf/2012-PA-0134.pdf)
Postsecondary Enrollment Legislation for Tuition/fee Assistance
for Public Acts 159, 160 and 161, Guidelines for calculation
worksheet (http://michigan.gov/documents/
Guidelines_for_Calculating_the_foundation_allowance_137979_
7.pdf)
Dual Enrollment Frequently Asked Questions (http://
www.michigan.gov/documents/mde/9-
12_Dual_Enrollment_FAQs_397781_7.pdf)
One Size Does Not Fit All
Meet the Needs of the Gifted Child
Michigan Association for Gifted Children • Images • Volume 24, Issue 2, 2012 Page 13
counseling services for gifted youth and their families: A needs
assessment. Gifted Child Quarterly, 41(1), 16-25.
Neihart, M., Reis, S. M., Robinson, N. M., Moon, S. M. (Eds.). (2002).
The social and emotional development of gifted children: What do we
know?. Waco, TX: Prufrock Press, Inc.
Pennsylvania Department of Education (2010). Gifted guidelines.
Retrieved from http://www.portal.state.pa.us/portal/server.pt
Peterson, J. S. (2003). An argument for proactive attention to affective
concerns of gifted adolescents. The Journal of Secondary Gifted
Education, 14(2), 62-71.
Peterson, J. S. (2008). The essential guide for talking with gifted teens:
Ready to use discussions about identity, stress, relationships, and more.
Minneapolis, MN: Free Spirit Publishing. 17
Peterson, J. S., & Wachter, C. (2008). Preparing counselors to address
concerns related to giftedness: A study of accredited programs.
Manuscript submitted for publication.
Reis, S. M., & Moon, S. M. (2002). Models and strategies for counseling,
guidance, and social and emotional support of gifted and talented
students. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon
(Eds.), The social and emotional development of gifted children: What do
we know? (3rd ed., pp. 251-265). Waco, TX: Prufrock Press, Inc.
Reis, S. M., & Renzulli, J. S. (2004). Current research on the social and
emotional development of gifted and talented students: Good news and
future possibilities. Psychology in the Schools, 41(1), 119-130.
Robinson, N. M., & Noble, K. D. (1991). Social-emotional development
and adjustment of gifted children. In M. C. Wang, M. C. Reynolds, & H.
J. Walberg (Eds.), Handbook of special education: Research and practice
(Vol. 2, pp. 57-76). New York: Pergamon Press.
Schuler, P. (2002). Perfectionism in gifted children and adolescents. In N.
M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The
social and emotional development of gifted children: What do we know?
(3rd ed., pp. 71-79). Waco, TX: Prufrock Press.
Seigle, D., & McCoach, D. B. (2002). Promoting a positive achievement
attitude with gifted and talented students. In M. Neihart, S. M. Reis, N.
M. Robinson, & S. M. Moon (Eds.), The social and emotional
development of gifted children: What do we know? (3rd ed., pp. 237-
249). Waco, TX: Prufrock Press.
Silverman, L.K. (Ed.) (1993). Counseling the gifted and talented. Denver,
CO: Love Publishing Company.
VanTassel-Baska, J. (1998). Counseling gifted learners. In J. VanTassel-
Baska (Ed.), Excellence in educating gifted and talented learners (3rd ed.,
pp. 489-509). Denver, CO: Love Publishing Company.
VanTassel-Baska, J. (Ed.) (1990). A practical guide to counseling the
gifted in a school setting (2nd ed.). Reston, A: The Council for
Exceptional Children.
Webb, J. T. (1995). Nurturing the social-emotional development of gifted
children. Teaching Exceptional Children, 7(2), 76-78.
Webb, J. T., Meckstroth, E. A., & Tolan, S. S. (1989). Guiding the gifted
child: A practical source for parents and teachers. Scottsdale, AZ: Great
Potential Press, Inc.
Reprinted by permission of the author. Originally published in Journal of
School Counseling, v9 n14 2011, Montana State University, College of
Education, Health and Human Development
Karen Elijah teaches psychology at IVY Tech Community College in
Lafayette, IN, and has a B.S. in Psychology from St. Joseph's College
(Rensselaer, IN), a Master's degree in Guidance and Counseling
from Purdue University - Calumet (Hammond, IN), and a Master's
degree in Gifted Education from Purdue University (West Lafayette).
(Continued from page 10)
Michigan Association for Gifted Children • Images • Volume 24, Issue 2, 2012 Page 14
Michigan Association for Gifted Children Chapters
Each of these local chapters provide parents opportunities to share information, to work with the schools, to hear speakers
on various gifted and talented issues, and to generate and promote enrichment activities for gifted children. If you have
further questions or would like to start a new chapter in your area, please contact Marie Brucker at 810-227-5379 or
REGION 1 - Upper Peninsula
Current Contact: Carla Strome, Houghton
Email: [email protected]
Phone: 906-482-8895
REGION 2 - Upper Lower Peninsula
Current Contact: Karin Cooney, Traverse City
Email: [email protected]
Phone: 231-935-4224
REGION 3 - Central West
Current Contact: Carri Wilson, Norton Shores
Email: [email protected]
Phone: 231-798-6116
**GT Resource Network - Kent County
Contact: Kelley Senkowski
Email: [email protected]
Website: www.GTResourceNetwork.org
REGION 4 - Southwest Current Contact: Peggy Stewart, Marshall
Email: [email protected]
Phone: 269-789-2405
**PLUS (Partners in Learning for Unlimited Success) - covering coun-
ties from Allegan to Indiana, Lake Michigan to Coldwater
Contact: Nan Janecke, 269-353-3757
Email: [email protected] Website: www.PLUSofSWMI.org
REGION 5 - Central Lower
Karen Channell, Regional Rep., Pleasant Lake
Email: [email protected]
Phone: 517-769-2910
**FACTO (Fowlerville Academic Creative Talented Organization)
Contact: Barb & Joe Parker, 517-223-7871
Email: [email protected]
**HP4K (Hartland Parents for Kids)
Facebook: Hartland Parents 4 Kids Website: www.hartlandschools.us
Contact: Jeannine & Glenn Gogoleski
Email: [email protected]
**WCAGE (Washtenaw Co Alliance for Gifted Education)
Contact: Elain Fisher, (734) 663-1706
Contact: L. Elenbogen, Email: [email protected]
**SOAR (Supporting Okemos Academic Resources)
Contact: Kimberly Burzych, 517-347-8961
Email: [email protected]
Website: www.soarokemos.com
REGION 6 - Metro Detroit
Contact Person: Diana Hart , Macomb
Email: [email protected]
586-677-0441
REGION 7 - Midland to Thumb
Current Contact: Cristy Walker-Hackett, Flint, MI
**BCAAT (Bay City Association for the Academically Talented)
Contact: Mark Szejbach
Email: [email protected]
The Race Car Marie Brucker, M.Ed.
What do we know about race cars? They are built
to go fast – that is what they do best.
Envision a turbo-charged race car driving up a steep hill on a
two-lane highway behind a large, overloaded semi-truck. As
much as it may want to "behave" by going at the same pace
as the truck, it isn't at all easy. The race car is MADE to go
fast. Its engine is not made to go slow.
What is happening to the engine as it goes at the truck’s
pace? How long can this go on before permanent damage is
done? Is it overheating? Perhaps parts are deteriorating under
the stress. Will it ever be the same?
Gifted students are like a race car – they
are MADE to go fast. They are five to
eight times faster at taking in information.
Hearing something once or twice is
normally enough, with no need to repeat.
An average day’s classroom pace moves
as slowly as that truck going up the
mountain.
Said one gifted student: “I go to school every day excited to
learn – to see green lights – and I keep on getting RED lights.
STOP, you can’t go ahead. You have to wait and wait and
wait and wait! If I continue to get red lights, what is the sense
of coming to school?”
Race cars require higher octane gas to fuel them and higher
grade lubricants to keep them running in tip top condition.
Gifted, high ability students need to learn at a faster pace with
more complicated, intricate, and in depth experiences – a
higher grade fuel that is a better match for the child’s engine.
Gifted students remember concepts after hearing them once
or twice. They do not need to answer 40 questions to verify
this (and see no sense in that at all); 5-10 questions are more
than enough to prove they understand the concept. The
slower the pace we use with these students, the less likely
they will continue to be life-long learners. They need the
‘high-octane fuel’ of learning new things every day, and to
utilize what they learn in meaningful, useful ways.
If not given the proper fuels and lubricants, the race car will
not run as fast or as smoothly and efficiently – it would be
“underachieving.” The same is true for the gifted child.
May this analogy fuel your ability to relate the gifted child’s
world to others. Please get involved and help make a
difference!
Michigan Association for Gifted Children • Images • Volume 24, Issue 2, 2012 Page 15
President
Sharon White, Rochester Hills, MI
Past-President
Jean K. Becker, Ph.D., Brighton, MI
President Elect Sherry Sparks, Franklin, MI
Secretary
Kiyo Morse, Farmington Hills, MI
Treasurer
Lynn Pomerleau, Clarkston, MI
Advocacy Officer LaToya Tung, Rochester Hills, MI
Chapter Officer Marie Brucker, Brighton, MI
Communications Officer/Newsletter Editor
Nan Janecke, Kalamazoo, MI
Marketing Officer
Mike Long, Grand Rapids, MI
Membership Officer Christie McWilliams, West Bloomfield, MI
Programs Officer
Open
Region 1 Representative Carla Strome, Houghton, MI
Region 2 Representative Karin Cooney, Traverse City, MI
Region 3 Representative/Family Events
Carri Wilson, Norton Shores, MI
Region 4 Representative/Education
Peggy Stewart, Hillsdale, MI
Region 5 Representative Karen Channell, Pleasant Lake, MI
Regional 7 Representative/Facebook
Amy Basket, Bay City, MI
Region 7 Representative
Cristy Walker-Hackett, Flint, MI
Board Member
Katherine Ellis, Brighton, MI
Board Member / Scholarship Liason
Jeannine Gogoleski, Fenton, MI
Board Member / Education Co-chair
Linda Hannon, West Bloomfield, MI
Board Member / Family Programs
Melissa Jenkins, Berkley, MI
Board Member / Booklets Anne Kostus, Rockford, MI
Board Member/Webminder/Facebook Kelly Schultz, Portage, MI
Board Member / Outreach Coordinator
Lori Zinser, Berkley, MI
Board Member
Gretchen Hertz, Brighton, MI
Board Member
Kelly Hom, Brighton, MI
Board Member
Marcia Williams, Novi, MI
Board Member
Maurice Pope, Detroit, MI
Board Member
Robin Williams-McDaniel, Detroit, MI
Trustee Jean Ellis, Eagle Harbor, MI
Trustee
Mary Bailey-Hengesh, Petoskey, MI
Trustee Dorothy Lawshe, East Lansing, MI
Trustee
Gloria Downing, Brighton, MI
Trustee
Mary Nell Baldwin, Grand Rapids, MI
2012-2013 Board of Directors Images Volume 24, Issue 2, 2012
Nan Janecke, Editor
Mission
The Michigan Association for Gifted Children pro-
vides leadership, advocacy, support, and services to
assist families and educators in meeting the unique
needs of gifted and talented children and youth.
Images is published quarterly by the Michigan Asso-
ciation for Gifted Children, MI, as a benefit of mem-
bership in the organization. Opinions expressed in
Images are not necessarily those of the organization.
Publication of information in Images about any par-
ticular school, program, product, or service does not
constitute endorsement by the Michigan Association
for Gifted Children. The organization retains the
right to refuse to accept submissions for any reason.
Except for reprints from other newsletters or periodi-
cals, material in Images may be reprinted if credit is
given to the Michigan Association for Gifted Chil-
dren.
ADDRESS CORRECTION REQUESTED: Please
notify the Association if you are moving or if your
mailing address has changed. Images is sent via third
class mail and is not forwarded by the post office. Be
sure to renew your membership. You will not receive
Images after your membership expires.
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Ads should be submitted to the Michigan Association
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Hills, MI 48307; [email protected]
Trustee
Sue Goering, Flint, MI
Trustee
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Trustee / Process Consultant
Kelley Senkowski, Byron Center, MI
Michigan Department of Education
Sam Sinicropi, Lansing, MI
Talent Development Consultant
What are your thoughts on counseling gifted students? Post your
ideas on our Facebook page!
Michigan Association for Gifted Children • Images • Volume 24, Issue 2, 2012 Page 16
Michigan Association for Gifted Children
P.O. Box 70702
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One Size Does Not Fit All
Meet the Needs of the Gifted Child