wisconsin-association-for-talented-and-gifte

Sleepless in Gifted Land

Fri, 20 Mar 2026 15:38:12 GMT

In my work with parents/caregivers of gifted children and adolescents, I often hear that gifted children have great difficulty falling asleep, staying asleep, or relaxing in general. Parents and caregivers often report that their children slept very little as babies, a contradiction to much of the wisdom found in parenting books and articles.Their children prefer “nappetizers” over lengthy naps. They may fight bedtime, lie awake tossing and turning, complain that they “never sleep”, and generally seem to need much less sleep than other children. Over time, many adults begin to worry and wonder about their children and their sleeping habits. Is this normal? Is it detrimental to their child’s health?

Fortunately, much of the research surrounding gifted children and adolescents confirms the fact that many (though not all) require less sleep than their peers. This may be attributed to many factors.

First, gifted children are often like the Star Wars’ character R2-D2. They require input, input, input…and being awake provides them with opportunities for this. While other children are dozing peacefully, they are pondering quarks, zebra mussels, musical compositions, relationships, etc. You get the idea…and perhaps you have a child like this at your house.

In this blog from Australia entitled Gifted Children and Sleep , the author asserts that intelligence, curiosity, and intensity often fuel the wakefulness in gifted children. Their minds are filled with thoughts, questions, and ideas; all of this makes it hard for them to relax and peacefully drift off to sleep, even when their bodies are physically tired. This can be frustrating for the child and the adult.

Additionally, the sensitivity of some gifted children and adolescents prevent easy relaxation. Perhaps their pjs are scratchy, or the neighbor’s dog is barking, or the television is on. Perhaps adults are having a private conversation, prompting their curiosity. Maybe they need another drink (or three or four). Perhaps they are carrying the worries from the day, ruminating on perceived problems. Often they think of “just one more thing” to share with their favorite adult (and they are masters at procrastinating bedtime). And…in the case of adolescents…perhaps social media usage is robbing them of needed sleep.

Here are some suggestions that I have curated from parent discussions, discussions with children and adolescents, and from reliable sleep sources:

Activity: Make sure that your child is getting enough physical activity during the day. A tired physical body supports sleep.
Routines: Maintain, with as much consistency as possible, a predictable and calming bedtime routine. For many families, this includes hygiene activities (bath, teeth, lotion, etc.), followed by some quiet time in a darkened room, including some quiet calming talk. One of our favorite phrases with our middle daughter was “let the world turn without you tonight.” (from Jesus Christ Superstar ). For some families, prayers and meditation before sleep help immensely.
Ambience: Some experts suggest lowering the temperature of bedrooms (when possible) for optimal sleep. They also recommend encouraging a favorite snuggly toy or blanket (yes, even for adolescents) for comfort. Sometimes calming scents (e.g., lavender) help. Blackout curtains and/or noise machines help some fall asleep and stay asleep. Some children need their bedroom doors shut; others need them open to feel secure. You may need to try both to see what works best for your family.
Screens: Discontinue all screens at least one hour before bedtime. For some children and adolescents, reading (physical books) is a great way to wind down and focus wandering attention before drifting off. Many families also require all cellphones to be kept out of bedrooms and computers to be shut down.
Techniques: Many of the following techniques have been shared in groups by children and adolescents, and reportedly work well:
Teach children to focus on relaxed breathing techniques, which often foster sleepiness. Many suggest the 4 x 4 technique – breathing in through the nose for four slow counts, holding the breath for a moment, and releasing the breath through the mouth for four counts. Focusing on breathing often calms the mind and body.
Additionally, practice tensing and relaxing muscle groups, beginning with the toes and working up through the body’s muscle groups, helps release physical tension, promoting relaxation.
Celebrate the comfort of one’s bed – the pillows, the warmth, the quietude.
Use one’s imagination to create a protective bubble around oneself; during the night this bubble deflects worry and stress.
Practice focusing on visualized colors becoming darker and darker as the body and mind drifts into sleep.
Consider a mantra.

If anxiety surrounding sleep continues to be a huge problem, you may want to consider professional help. Sleep is very important to overall health.

Finally, remember that sleep quality is most important. Sometimes gifted kids need to be reassured that they are sleeping even when they think they aren’t. One of our son’s AHA! moments came when we presented him with a photograph proving that he actually DID sleep, though he argued that he never did. Magically, that solved the problem. I hope you can find some strategies that work for you.

As always, I welcome your thoughts. Together we grow.

- Jackie Drummer, Past President and Current WATG Board Advisor

Thank you to Esther Vazquez of the Appleton School District for the translation of this article for our Spanish-speaking educators and families.

Honoring the Rights of Gifted Learners Then and Now

Fri, 20 Mar 2026 15:03:10 GMT

Early in my educational career, I stumbled upon a simple but powerful document, The Gifted Children’s Bill of Rights . At the time, I did not realize just how foundational it would become in shaping my work as an educator, parent, and advocate for gifted students. Over the years, I have returned to it again and again as both a compass and a reminder of why gifted education matters.

The Gifted Children’s Bill of Rights outlines what gifted learners deserve, not as privileges, but as fundamental rights. The right to know about their giftedness. They deserve these rights, among others:

The right to learn something new every day.
The right to be passionate without apologies.
The right to make mistakes.
The right to not be gifted at everything.

Authored by Del Siegle and shared by the National Association for Gifted Children, this document captures the academic, social, and emotional complexity of gifted learners in a way few resources do.

What struck me then, and continues to resonate now, is how deeply human these rights are. They challenge the persistent myths that gifted students will be fine on their own, that learning should always come easily, or that strength in one area means support is unnecessary in others. Instead, The Gifted Children’s Bill of Rights reminds us that gifted learners need guidance, challenge, belonging, and understanding, just like every other child.

This document has quietly informed many of my professional decisions over the years. It shapes how I design learning experiences, how I engage with families, how I prepare educators, and how I advocate at the classroom, district, and policy levels. When I pause to ask whether our practices are truly serving gifted students, I often return to these rights. Are we honoring students’ identities beyond their talents? Are we allowing space for risk taking and growth? Are we providing opportunities to learn something new every day?

As we continue our collective work in gifted education, I encourage you to revisit the Gifted Children’s Bill of Rights, or read it for the first time with fresh eyes. It is more than a poster or handout. It is a call to action. For me, it remains a steady foundation for advocating that gifted learners are seen, supported, and challenged in ways that honor who they are and who they are becoming.

Thank you for being part of this important work and for continuing to champion the needs of gifted students in your own local contexts. I encourage you to share The Gifted Children’s Bill of Rights with a colleague or administrator who would appreciate these ideas. Use this as a springboard to invite them to the National Association for Gifted Children’s 2026 Annual Convention which we are hosting in Milwaukee, Wisconsin on November 5 through 8, 2026. This national conference is a tremendous opportunity to connect, learn, and grow with others who are passionate about serving gifted learners.

- Dr. Jenna Cramer, WATG Board of Directors

References: Siegle, D. (2009). Gifted children’s bill of rights . National Association for Gifted Children.

The Case for Going Deeper

Tue, 10 Mar 2026 15:15:38 GMT

When students demonstrate mastery quickly, the typical response is to move them ahead or provide additional work. In many cases, this response is appropriate. Research consistently supports acceleration as an effective intervention for advanced learners. However, when speed becomes the primary definition of challenge, we risk overlooking an equally important dimension of advanced learning–depth.

When academic challenge is framed around speed, the focus shifts toward how rapidly students advance and how much material they complete. Depth, however, operates differently. It asks students to wrestle with complexity, to make connections across ideas, and to remain engaged with concepts long enough to examine nuance and implication. The distinction is subtle but significant, as it shapes the kind of thinking we ultimately cultivate.

The NAGC Programming Standards emphasize that advanced learners require curriculum and instruction that increase depth and complexity, not simply volume or pace (National Association for Gifted Children, 2019). Effective programming provides qualitatively different learning experiences that promote higher-order thinking and creativity.

In practice, building depth into instruction does not require rewriting your curriculum or abandoning pacing guides. Most of the time, it starts with small shifts in the questions we ask and the expectations we set. In math, for instance, when a student finishes quickly and accurately, the next step does not have to be more of the same problems. Instead, you might ask that student to compare two solution strategies and explain which is more efficient and why. You might invite them to identify a common mistake and explain how to avoid it, or even design a problem that would challenge a classmate’s understanding. These moves keep the lesson aligned to the standard, but they elevate the thinking far beyond repetition.

The same principle applies in literacy. When a strong reader moves quickly through a text, it can be tempting to simply hand them the next book. Depth, however, asks us to pause and go further into the text they are already reading. You might ask students how the author builds tension through structure, how the point of view shapes what the reader understands, or how a theme evolves from beginning to end. Instead of summarizing what happened, students can analyze why it happened and what it reveals. These adjustments do not require new novels or elaborate projects. They ask for a shift from recall to interpretation.

What makes this approach powerful is that it feels manageable. You are not creating an entirely new pathway for one student. You are adjusting the level of thinking within the task already in front of you. A single well-placed question can transform an assignment from practice into analysis. When depth becomes part of everyday instruction in this way, advanced learners are challenged more meaningfully, and all students benefit from a classroom culture that values reasoning, explanation, and thoughtful engagement over speed alone.

Reference: National Association for Gifted Children. (2019). Pre-K–Grade 12 gifted programming standards . Author. https://assets.noviams.com/novi-file-uploads/nagc/pdfs-and-documents/nagc_2019_prek-grade_12_gift.pdf

- Laura Mukerji, WATG Board Secretary

Understanding Gifted Learner Profiles: A Guide for Teachers and Parents

Tue, 10 Mar 2026 15:08:11 GMT

Gifted learners do not all look or act the same. While many people picture a gifted student as a high-achieving, compliant, straight-A student, research shows that giftedness presents in a variety of ways, some of which may be subtle or easily overlooked in a traditional classroom setting. Recognizing the diverse profiles of gifted learners helps teachers and parents better support each child’s academic and social-emotional development.

One influential framework, developed by George Betts and Maureen Neihart and frequently referenced in gifted education literature, describes six profiles of gifted learners based on patterns of behavior, feelings, and needs. These profiles are not rigid categories but lenses that help educators interpret student behaviors more accurately and respond effectively.

1. The Successful Gifted Learner

Often the most easily identified, these students perform well academically, follow rules, and seek approval. They tend to earn high grades and score well on assessments. However, they may avoid risks, depend on structure, and hide boredom.

How the student may present: high achievement, task completion, compliance

Classroom Strategies: provide depth, complexity, and opportunities for independent thinking

2. The Creative or Challenging Gifted Learner

Highly curious and divergent thinkers, these students may question authority, resist routine tasks, or appear argumentative. Their creativity can be misinterpreted as defiance rather than advanced thinking.

How the student may present: intense questioning, originality, frustration with repetition

Classroom Strategies: offer open-ended tasks, flexible pacing, and outlets for innovation.

3. The Underground Gifted Learner

These students may hide their abilities to fit in socially. Often seen in middle school, especially among students concerned about peer acceptance, they may deliberately underachieve or avoid standing out.

How the student may present: reluctance to participate at advanced levels, minimizing ability

Classroom Strategies: build trust, provide subtle enrichment options, encourage authentic peer connections.

4. The At-Risk or Disengaged Gifted Learner

When gifted students’ needs go unmet, they may withdraw, act out, or disengage from school altogether. Their performance often does not reflect their potential.

How the student may present: inconsistent work, behavioral issues, declining motivation

Classroom Strategies: meaningful challenge, mentoring relationships, and social-emotional support.

5. The Twice-Exceptional (2e) Learner

Twice-exceptional students are gifted and have a coexisting disability (such as ADHD, dyslexia, or autism). Their strengths may mask their challenges, or their challenges may obscure their gifts.

How the student may present: uneven achievement, strong verbal reasoning but weak written output (or vice versa)

Classroom Strategies: dual identification, strength-based instruction, individualized accommodations.

6. The Autonomous Learner

These students are self-directed, intrinsically motivated, and capable of pursuing independent goals. They thrive when given freedom, mentorship, and opportunities for deep exploration.

How the student may present: self-initiated projects, strong self-advocacy, deep focus

Classroom Strategies: project-based learning, acceleration, mentorship.

When We Broaden the Lens, We Broaden Access

Research from the National Association for Gifted Children emphasizes that giftedness is dynamic and multifaceted. Identification should be ongoing and use multiple measures, including classroom observations, performance tasks, portfolios, creativity assessments, and both family and teacher input. When schools depend on narrow criteria, they often identify primarily students who fit the “Successful” gifted profile, while overlooking those who are creative but noncompliant, twice-exceptional, multilingual, disengaged, or from culturally and economically diverse backgrounds. Expanding our understanding of gifted profiles helps reduce disproportionality in gifted programs by ensuring that advanced potential is recognized across all student populations.

Gifted learners are not a singular profile; they may be high achievers, inventive questioners, quiet observers, struggling underachievers, or autonomous explorers. Many also experience challenges with executive functioning such as organization, time management, task initiation, and emotional regulation, particularly when their learning needs are unmet or when they are twice-exceptional. Advanced reasoning ability does not automatically translate into strong study skills or self-management. By recognizing the varied ways giftedness presents, and by understanding that strengths and struggles often coexist, teachers and parents can better respond with appropriate challenge, structure, and social-emotional support. When we broaden our definition of what giftedness looks like, we broaden access to opportunity creating inclusive, responsive environments where all advanced learners can be seen, supported, and challenged to thrive.

- Nikki Radcliffe, WATG Board Member

We've Identified Them…Now What Comes Next?

Mon, 23 Feb 2026 16:14:10 GMT

If you were to ask a gifted person to ask about their giftedness, how do you think they would respond? Would they be able to verbalize the areas of giftedness that they have been identified for? Why is that when we identify children as gifted, we don’t take the time to educate them, their families, and their teachers about these areas of giftedness?

Schools in the state of Wisconsin are legally required to not only identify students but provide programming that matches the area or areas of identification. There are five areas in which a student may be identified as gifted in Wisconsin: General Intellect, Specific Academic, Creativity, Leadership, and Visual and Performing Arts. Each school district may have their own identification process, but these areas of giftedness all need to be supported in some way. Students and parents/caregivers need to be informed of the areas that they have been identified in to be able to advocate for themselves and their children.

The acceleration or enrichment that is provided does have some essential components. In order for the curriculum to be successful, it MUST be engaging, standards based, data driven, research based, and be grounded in culturally responsive practices of relevance, identity, belonging, and community. There are several ways in which the core curriculum can be enriched to provide appropriate challenges to gifted students. Differentiation, acceleration, and modifications are necessary to meet the needs of these students. Modifications that are easy to begin with include pacing, depth and complexity, and grouping. These modifications can be done within the classroom setting and don’t necessarily require the presence of the gifted coordinator or support specialist to be provided; a general understanding of these modifications can be easily shared.

Now let’s examine pace. It is common knowledge that gifted students often learn at a more rapid pace than most other learners. Understanding that a gifted student will need fewer repetitions to learn material is essential in beginning to differentiate within the classroom setting. This can begin with pre-assessing students to determine what skills have already been mastered, which are in progress, and which are completely new to the student. Once teachers know what their students ALREADY know, they can begin to plan their lessons so that they align with the needs of the students. This leads into depth and complexity, grouping, and appropriate pacing. Students who already possess knowledge about a topic deserve to learn something new about the topic. Creating opportunities for students to make connections with the ideas of others within both homogeneous or heterogeneous group settings is crucial within the school setting.

Last, but certainly not least, it is imperative that students be made aware of their areas of giftedness. This can be done through a variety of means. They can simply be told the areas based on their evaluations. I personally prefer to make this a learning opportunity. Through the use of surveys and a series of mini-lessons, students can weigh in on what characteristics they possess, and more often than not, come to the correct conclusion as to their area or areas of giftedness. As the late Sir Francis Bacon would say, “Knowledge is power.” Let’s aim to give our gifted students the power to advocate for themselves and their own needs.

- Jessica Barrington, WATG Board Director

Of Talent Development and Trajectories

Mon, 23 Feb 2026 16:00:50 GMT

Talent development is absolutely necessary in the lives of gifted and talented children and adolescents, and talent development often continues into adulthood and throughout the lifespan. Because early experiences and the honing of skills can affect the trajectory of talent, many families and educators focus on these initial experiences. Children take lessons, play on sports teams and in clubs, join academic clubs or endeavors, find mentors and mentorships, and find their “niche” early in life. Their talents are hothoused and grow exponentially.

Other individuals find their passion much later in life. As children, they may sample a wide variety of activities, but not commit totally to one until much later. Additionally, they may come from families who do not have the time or resources to support high level talent development. Yet, as they age, they may hone in on a passion and pursue it with fierce dedication, yielding amazing results.

If you are like me and wonder about which group, the early budders or the late bloomers eventually reach eminence, you may find this article, Fanfare for the Common Man: Why Child Prodigies Rarely Become Elite Performers in the January 17, 2026 Economist magazine very interesting.

The study, led by Arne Güllich, a sports scientist at the German University Kaiserslautern-Landau, crunched data surrounding over 34,000 elite performers in many fields – including sports, chess, classical music, and academia. The conventional wisdom has been that we should find talent early in all of these fields, and drill that talent into excellence. However, more recent studies have questioned this. Güllich’s team found, instead, that early performance was not a reliable predictor of adult outcomes, and this finding propelled them to study other fields of endeavor. Using specific methods of data collection in each field, a reliable pattern emerged… “in every field, elite youth performers and elite adults were almost entirely separate groups. Around 90% of superstar adults had not been superstars as children, while only 10% of top-level kids had gone on to become exceptional adults. It is not just that exceptional performance in childhood did not predict exceptional performance as an adult. The two were actually negatively correlated.”

In further examining the data and communicating with the subjects, the researchers found that adult superstars approached their field much differently than child superstars. Adult superstars were much more likely to maintain interests besides the one they excelled in. However, once they found their “forte” and began to specialize, they had much better “training efficiency” (a sports term, though it applied to other areas). This finding applied to all areas – sports, music, and academia. Initially the researchers were confounded by this finding, but postulated three different reasons for it:

The first was “search and match” – the idea that having a broad range of interests, but waiting to specialize gives a person the best chance to find the field best suited to their talent/s.
The second was “enhanced learning” – the idea that learning how to learn is a valuable skill – and that a good way to hone this skill is to pursue many different things, and different types of learning. This can pave the way for eventual eminence in the field of choice.
The final reason was the “limited risk hypothesis” – a fancy way of saying that avoiding hothousing young talent may reduce eventual burnout.

Güllich and his team realize that much more research is needed, especially to extend it to other fields of endeavor. They are not discounting the importance of finding talent young and encouraging its development, but they are interested in conditions that support eminence in adulthood. Their research, they believe, may help us rethink some of our preconceived notions about talent development and eminence.

I found this article highly interesting, especially as I think about parenting and educating gifted children and adolescents. I am still pondering the research and what it could mean for our field. How about you?

As always, I welcome your thoughts. Together we grow.

- Jackie Drummer, Past President and Current Board Advisor to WATG

Thank you to Esther Vazquez of the Appleton School District for her translation of this article for our Spanish-speaking educators and families.

The IB Advantage: A Natural Fit for Gifted Learners

Mon, 09 Feb 2026 19:49:56 GMT

For parents of gifted children, the search for the right educational fit often centers on finding a program that matches their child's intellectual ability and curiosity. The International Baccalaureate (IB) program is a great option because it emphasizes inquiry-based learning over memorization. While traditional classrooms may sometimes rely on "more of the same" for high-achievers, the IB Primary Years (PYP) and Middle Years (MYP) Programs emphasize depth and complexity from the start. By organizing learning around global themes—such as How the World Works or Where We Are in Place and Time —IB allows gifted students to make the cross-curricular connections their brains tend to be wired to seek.

Beyond the academic rigor, IB addresses the educational uniqueness often seen in gifted learners. The IB Learner Profile encourages students to be "Risk-Takers," "Reflective," and "Balanced," providing a vocabulary for children to navigate the ever common traps of perfectionism and the fear of failure. In the high school Diploma Programme (DP), components like the Theory of Knowledge (TOK) course and the Extended Essay offer all students a rare commodity in secondary education—the autonomy to pursue a deep-dive research project on a topic of their choosing. These projects are vital for keeping highly capable students engaged and preventing the underachievement that can occur when they feel tethered to a standardized pace.

Ultimately, the IB program functions less like a rigid track and more like a scaffolding for a child's natural curiosity. In Wisconsin, where districts like Madison, Racine, and Oconomowoc have robust IB offerings, parents are finding that the program's global perspective helps gifted children see themselves as part of a larger purpose. By challenging them to apply their talents to real-world problems through the high school "Creativity, Activity, Service" (CAS) requirement, IB ensures that a student's giftedness is not just an academic label, but a tool they can use to engage meaningfully with the world around them.

Unfortunately, IB programs are not available everywhere. However, if you believe your child's curiosity is outgrowing their current curriculum, now is the time to explore the potential IB landscape in your area. Start by visiting the International Baccalaureate (IB) Find a School map to see which programs are available within your district or through open enrollment. Reach out to your school's Gifted and Talented Coordinator to discuss how the IB Learner Profile might align with your goals. By advocating for a framework that prioritizes "how to think" over "what to think," you are giving your gifted child the tools to turn their potential into a lifelong passion for discovery.

- Lance Thompson, WATG Board Member

Summer Scholarships Available

Mon, 09 Feb 2026 19:41:30 GMT

What if this summer wasn’t just about sleeping in and looking at your phone? What if this summer was about doing something you love at a whole new level?

Every summer, WATG offers scholarships for students of all ages to help turn curiosity into action through exciting learning experiences all over the country. These scholarships provide financial support for students who want to attend engaging summer programs, camps, and classes designed to stretch their thinking and deepen their interests. From STEM to the arts to leadership and advanced academic studies, WATG helps open doors to opportunities that go far beyond the traditional classroom.

Imagine a summer filled with hands-on learning, creative exploration, and real challenges with other students with the same interests and talents. If you have a passion you want to explore or a talent you are ready to grow, a WATG scholarship can help make that dream a reality.

Applying is your chance to tell your story. In order to apply, students will submit an essay, video, or multimedia presentation that shares:

Their background, how they best learn, and what kind of enhanced enrichment they are looking for.
The summer program they hope to attend and why it excites them, and fits their interests. Include a statement on how this scholarship will help them pursue their dream.
A reflection of why they are a strong candidate for the scholarship.

In addition, students will submit one reference letter from a teacher or other non-related adult who can recommend the student for the scholarship. Applications are due April 1, 2026.

WATG is committed to making sure gifted students across Wisconsin have access to meaningful, high-quality learning experiences. If you are looking for a summer that will challenge you, inspire you, and help you grow, apply today .

- Amy Stenzel, WATG Scholarship Committee Chair

Let the Light Shine: Why We Must Protect and Strengthen Gifted Education in Wisconsin

Mon, 09 Feb 2026 19:27:30 GMT

As we begin a new year, we are reminded that education is not only about maintaining what works, but about safeguarding what matters. In Wisconsin, gifted education is once again at risk of being minimized and caught in the tension of shifting priorities, limited resources, and systemic pressures at multiple levels. When this happens, students who have exceptional talents, abilities, and potential are often placed in learning environments that are not engaging, rigorous, or meaningful for them.

This is not a minor concern. It is a loss of opportunity, both for students and for our communities.

Students identified as gifted are not “already taken care of” simply because they perform well on grade-level work. In fact, when students who have already mastered content are asked to repeat the same tasks day after day, the impact can be profound. Some comply quietly. Some stay engaged only socially. Others disengage entirely, unsure how to advocate for themselves or fearful of standing out. Over time, this lack of challenge dims curiosity, creativity, and motivation.

If we believe that all students deserve to make academic growth each year, then we must ask an important question: Why would we push some learners to grow, but not those who are capable of and need continued challenge?

Here are three reasons why we must not let the light dim on gifted education.

1. Growth Is a Right, Not a Reward

We rightly emphasize that students who struggle deserve support and interventions to help them grow. That same principle applies to gifted learners. Growth should not stop simply because a student has reached grade-level expectations early.

When gifted students are provided with rigorous, engaging instruction, they expand their thinking, deepen their understanding, and learn how to grapple with complexity. This kind of growth builds habits of mind, persistence, intellectual risk-taking, and reflective thinking which students carry with them long after they leave our classrooms. When growth is denied, stagnation takes its place, and no student benefits from that.

2. Limiting Challenge Limits Potential

When we limit learning opportunities for gifted students, the effects go beyond boredom. Over time, students may lose interest in school altogether. They may stop seeing learning as something joyful or meaningful. Creativity and innovation, qualities we claim to value as a society, begin to fade when students are not invited to think deeply, ask big questions, or explore their passions.

Conversely, when students are challenged appropriately, their creativity expands. They learn to generate ideas, solve novel problems, and approach the world with curiosity and confidence. These are the very skills that lead to innovation, leadership, and productive citizenship. If we want a future workforce and community that can think boldly and act wisely, we must nurture those capacities now.

3. Equity Includes Those Who Are Ready to Go Further

Equity in education is about meeting students where they are and that includes students who are ready to move beyond the standard curriculum. Gifted students exist in every community, across all backgrounds, cultures, and identities. When gifted education is minimized, it is often the students least likely to self-advocate who are most affected.

Providing quality gifted programming is not about privilege; it is about responsibility. It is about ensuring that no child’s potential is quietly capped because it is inconvenient or misunderstood. When we fail to provide appropriate opportunities, we send an unintended message, that excellence beyond the norm is optional or expendable.

Moving Forward: Keep the Light On

As we move into 2026, let us recommit to letting the light shine for our gifted students. Let us advocate for instruction that is rigorous, engaging, and meaningful. Let us ensure that students who are ready to grow are given the opportunity to do so academically, creatively, and intellectually.

When we nurture growth, minds expand. When minds expand, innovation follows. And when we invest in gifted education, we are investing not just in individual students, but in the future of Wisconsin itself.

Let’s not dim that light. Let’s help it shine brighter than ever.

- Michelle Burch, WATG Board Member

Thank you to Kristen Eiswerth for her translation of this article for our Spanish- speaking educators and families.

When Giftedness Goes Unseen

Mon, 26 Jan 2026 06:00:27 GMT

“I’m not sure why you think I’m gifted,” she said to me during our first meeting two years ago. Annie sat confidently in her chair, making full eye contact with me, very standoffish about the fact that she was being considered for the gifted program. She refused to fill out any paperwork at first and then agreed to do it in private, so that no one else would see. She was embarrassed and didn’t want her friends, or anyone for that matter, to know that she was in the gifted program.

“Read this to me,” I said as I handed her a writing piece she had written a few days before. She started reading her piece very quickly, using a monotone and almost undistinguishable voice.

“To the little girl I may one day have. You are beautiful. You are a flower growing from a pile of rocks, your petals coming through unscathed...tender. You are a beam of light shining through a black cloud, you are a breath of fresh air…”

However, as she continued on, she slowed her pace, began to fluctuate her voice and space her words so that I could understand.

“You are the last verse of a poem; you have meaning. To the little girl I may one day have, I am sorry. I’m sorry I yell at you. I’m sorry you don’t feel loved at times, and I’m sorry I can’t be in two places at once...”

When she finished her piece, she kept her head down. I assumed that she didn’t want me to see her face turning a bit red, but after a few seconds, she glanced up at me.

“That is why, Annie. That is why I think you are gifted,” I said to her with a smile.

Annie grew up in a small apartment located within walking distance to her elementary school. Her mom worked several part-time jobs while she was growing up, which was enough to provide food on the table most nights. She was either too proud or unaware of the option to ask for financial assistance, which would have provided Annie with free breakfast, lunch, and dinner. Either way, Annie has had a happy childhood and surrounds herself with many friends at school. However, she proudly states that her mom is her best friend. “She is the only person who has never let me down,” she says about her mother.

Annie was an only child until recently. Her mom remarried just last year and had a baby with her new husband. Annie loves her baby brother and says she likes her stepfather. “He’s the only father I’ve ever known,” she says with a pang of hurt in her voice. She’s never met her father; he left when her mom found out she was pregnant. He has never tried to contact her – which her mom is very happy about. Her mom says he is a bad man, someone that she wouldn’t want Annie to have contact with. However, Annie can’t help but wonder about him. She also can’t help but wonder if she has any half-siblings out there in the world – a sister who could help her understand the social implications of being multiracial, or a brother who could stick up for her when she has felt threatened because of it.

Annie remembers reading picture books at a young age and making up stories while lying in bed with her mom. Her mom loved hearing her wild imagination go on and on about different characters she had created in her mind. Annie’s vast vocabulary added to the imagery and exciting plots. Her stories as a young girl were more of the fantasy genre; however, now she prefers to write narratives or poetry about life events.

So, when I walked into Annie’s 4th period English Language Arts class, I was surprised to see her slumped down in her seat, typing vigorously on her phone. She didn’t see me enter the room, which I preferred because now I could see her interact with her peers in an academic setting without it being affected by my presence. Mrs. Brown began telling the class about the goals for their time together and how they were going to accomplish them. Annie continued to type on her phone. I could tell that Mrs. Brown noticed, but was waiting to see if she would stop. She continued her lesson and Annie continued her typing. Mrs. Brown walked over to Annie's desk and stood there as she taught. Annie didn’t seem to notice or she didn’t care; I wasn’t sure which at this point. After teaching for a few minutes, with Annie showing complete disregard, Mrs. Brown finally told her to put her phone away. Annie rolled her eyes, but complied.

Throughout the lesson, Annie showed mostly disinterest, chiming in a few times out of turn to comment on what was being said in the lesson. Her comments were actually applicable, and helpful for the most part, but were silenced by Mrs. Brown because of the manner in which she spoke. When the tone signaled the end of the period, she flew up out of her seat and transformed into a totally different girl. She was laughing, happy to see her friends, and just so full of life. I couldn’t believe this was the same person.

Giftedness does not look the same in all children. Strengths and challenges vary widely in gifted learners. Not one instructional strategy, intervention or research-based practice will work for everyone. Therefore, developing strong relationships and understanding the unique needs of each gifted learner is essential to their success and realization of potential. As I got to know Annie throughout the year, I learned that she is a vibrant, impressionable, and at times, defeated middle school girl, yearning for acceptance even if it means masking a gift that she has. I learned that she is an exemplary writer, one that I am convinced will achieve many accomplishments, IF we as her educators, her peers, her parents, nurture her talent and exemplify the importance of her success.

Shortly after my first classroom observation with Annie, I met with her. She was tense walking into my office, but as soon as we were in and the door was closed, she relaxed. Without any prompting, she started telling me about this piece she was working on – a slam poetry piece titled, “I Will Ruin You.” She brought the writing piece up on her phone. A light bulb went off in my head. I asked her, “where do you do most of your writing?” She said she mostly writes at home, but when she has an idea, she needs to get it out, most often on her phone. She showed me all of the files she had saved within the “notes” app of her iPhone. I saw at least 10 titles, so I asked her about the other day in ELA when she was on her phone. She blushed and said she didn’t realize I was there – and as her eyes filled with tears, explained that she had been writing a piece about love and how she was struggling with whether she loved someone or just loved the idea of love. I could tell this was a topic that was weighing heavily on her heart.

She regained her composure and began to excitedly tell me about her writing process and how she feels when she writes. She brought up ELA class and how she is completely bored during class, that it doesn’t challenge her thinking, that she hates being told what to write and how to write. She just wants to write. I asked her if she shares her writing with others and she adamantly said, “no way…” She explained to me that her writing is very personal and she hasn’t found anyone that she wants to share her writing with. We had a further discussion about writing, life, family and school; our relationship deepened that day. And…at the end of our meeting, she asked, “would you like to read my piece?” I smiled and said, “absolutely!”

- Amanda Ironside, WATG Board Member

In Pursuit of Creativity and Contentment

Tue, 20 Jan 2026 15:23:16 GMT

Though the typical time for reflecting on the past year and making New Year's resolutions is in January, many of us are probably still thinking about how to have a healthier and happier life during 2026. This is especially true, I think, for gifted children and adults, who often ponder life's bigger questions. Advice on these topics is ubiquitous these days – in articles, podcasts, and social media; some of it is worth considering, and here is an example.

I recently read an article in The Atlantic by Arthur C. Brooks entitled James Patterson's Maxims for a Happy Life , which considers how to find and cultivate creativity and contentment in our lives. As I often do, I read this through my gifted education lens, wondering what takeaways we could use for our children, our students, and ourselves.

In his article, Brooks notes that creative pursuits are one of the best ways to boost well-being, and there is much evidence for this. In researching his article, he interviewed highly creative author James Patterson, who has published more than 200 books, selling over 425 million copies; additionally, he holds the Guinness World Record for the most No. 1 New York Times best sellers, (67). Brooks was curious about how Patterson sustains his creativity and creative drive, and what other life lessons Patterson has learned over his career. Patterson was quite humble and introspective and offered some interesting suggestions.

First, he reminded us to be both confident and humble. Life is full of ups and downs, confirmations and rejections. He suggested that we cultivate a "quiet ego." In his words, "The research is clear that the quiet ego's combination of traits predicts resilience and well-being, because confidence allows a person to act without too much fear, while humility keeps them from becoming unbearable when things go well." This, I believe, is a lesson that we can patiently teach to gifted children and adolescents; additionally, we can practice it ourselves.

Next, Patterson recommends paying attention to the process as well as the product or outcome. He reminds us that most of our lives are spent in the present, in the moment, in the process. If we want good outcomes, moments count. In our busy lives, this reminder is imperative.

Patterson then reminds us about the work of Angela Duckworth , American academic and psychologist, on grit , the hard work that is necessary for strong outcomes and contentment. In his words, "excellence is less about talent and inspiration, and more about hard work and persistence…hope, effort, precision, passion, ritual, and prioritization." Gifted children (and sometimes gifted adults) may attribute success to luck or innate talent, and often need to be taught the value of perseverance when things are difficult. Grit can be taught, and mult be practiced.

Patterson then suggests looking for an ordinary life rather than relentlessly chasing elusive and exhilarating experiences; he recommends savoring life's everyday moments. For many of us, this will mean rekindling awe, gratitude, and satisfaction with the small but beautiful and simple moments in our lives. For some of us, this advice may be counterintuitive, but much research supports his advice, and sharing this knowledge with others, especially children, can enhance their contentment. Consider taking a wonder walk, journaling, modeling gratitude, and sharing your joys in daily life with those you love.

Finally, Patterson suggests that we focus on what is improving in our lives, not what is getting worse. We need to find our strengths, follow our passions, and grow our talents. By modeling this quest, and resilience and hope in our lives, we are helping our children to grow resilience and hope in their lives.

Though January has passed, we still have eleven months remaining in 2026. I hope that this article gives you food for thought and growth during the remainder of the year. Happy (continued) New Year!

As always, I welcome your thoughts. Together we grow!

- Jackie Drummer, Past President and Current Advisor to the WATG Board

Thank you to Esther Vazquez of the Appleton School District for translation of this article for our Spanish speaking educators and families.

“Auld Lang Syne”~ (For the Sake of Old Times)

Sun, 11 Jan 2026 20:52:47 GMT

The English interpretation of this song title is ‘Old long since’, or ‘For the sake of old times’. It also takes on the same meaning as “Once upon a time…”

This reflective song is about two friends catching up over drinks, while reminiscing about their long-time (and occasionally distant) friendship.

“Auld Lang Syne” is traditionally sung at midnight on New Year’s Eve. This tradition began in Scotland, where Hogmanay (the Scottish New Year Celebration), would be marked by the singing of this song while joining hands to form a circle. I imagine that it must be deeply moving to be part of a giant circle of friends and strangers holding hands while singing these words.

The famous words were written by a favorite Scottish poet, Robert Burns, in 1788. Most of us know the first verse of “Auld Lang Syne” from our New Year’s Eve festivities, but how many of us can say they know the rest of the verses written by Burns? Either for the first time or a refresher for those that know the verses, here are the wise and meaningful words.

First verse:
Should auld acquaintance be forgot,
and never brought to mind?
Should auld acquaintance be forgot,
and auld lang syne?

Chorus:
For auld lang syne, my jo,
for auld lang syne,
we’ll tak’ a cup o’ kindness yet,
for auld lang syne.

Second verse:
And surely ye’ll be your pint-stoup!
and surely I’ll be mine!
And we’ll tak’ a cup o’ kindness yet,
for auld lang syne.

Third verse:
We twa hae run about the braes,
and pou’d the gowans fine;
But we’ve wander’d mony a weary fit,
sin’ auld lang syne.

Fourth verse:
We twa hae paidl’d in the burn,
frae morning sun till dine;
But seas between us braid hae roar’d
sin’ auld lang syne.

Fifth verse:
And there’s a hand,
my trusty fiere!
and gie’s a hand o’ thine!
And we’ll tak’ a right gude-willie waught,
for auld lang syne.

My reason for writing about Auld Lang Syne is simple. First, to wish you all a happy New Year. Second, to “sing” you into a nostalgic and peaceful place. And third, to wish you a new year filled with memories of “once upon a time”. This year, “for the sake of old times”, share stories with our children about kindness and model it for them. Teachers speak kindly with (and about) your administration, school board members and parents. Administrators, speak compassionately to (and about) your staff and families. Parents and caregivers, speak kindheartedly to your teachers, administration, and board members. We don’t know what our children are picking up and absorbing into their views of the world. Let the things they pick up from us be constructed and gilded in kindness and benevolence.

“And there’s a hand, my trusty fiere! and gie’s a hand o’ thine!”

Translation: "And here's a hand, my trusted friend! And give me a hand of yours!" Let this be an offer of friendship, a call for union (or reunion) between teachers, parents, administration, and all with whom we come in contact for the sake of our gifted children. They are served and supported best by kind, healthy, scaffolded relationships around them. Be a part of the giant circle of friends and strangers that support our children. And, if and when it’s tough (or distant), perhaps hum this tune as needed.

Happy New Year dear Friends!

- Cathy Schmit, Past President/Advisor

Guided by Purpose, Shaped by Community

Sun, 11 Jan 2026 20:47:06 GMT

About a year ago, I sat down to write an article titled A Fresh Start for the New Year in Gifted Education . At the time, I was thinking about renewal in practical ways – how we rethink rigor, how we support independence, and how we allow time for deeper thinking, risk-taking, and reflection. As I sit down now and look back at that article, I cannot help but think about how far we have come and how many of those ideas are still shaping our work today.

Over the past year, I have seen WATG continue to evolve as a place where thoughtful conversations and meaningful work are happening. We have expanded conversations, strengthened resources for both educators and families, and leaned into the belief that gifted education should be thoughtful, engaging, and grounded in student need. None of this work happens in isolation. It happens through collaboration, shared vision, and a willingness to keep learning and working together.

Looking ahead to 2026, there is a real sense of momentum. NAGC coming to Milwaukee places Wisconsin in the middle of important national conversations around gifted education and advocacy. At the same time, WATG continues to offer meaningful opportunities for connection, learning, and support across the state.

What feels most encouraging to me is knowing this momentum comes from relationships. It shows up in planning together, sharing ideas, and the steady work of passionate advocates for gifted learners. Progress in gifted education rarely comes from one big moment; it comes from many small, intentional efforts that add up over time.

As we move into the new year, my hope is that we continue to hold space for curiosity, reflection, and possibility while building what the future of gifted education in Wisconsin can be. The work ahead invites us to think creatively, listen closely, and remain open as new opportunities and challenges emerge. All of this leaves me feeling genuinely hopeful. The work matters, and people from around the state are bringing experience, perspective, and a shared commitment to gifted learners. Together, it feels like 2026 is a year where meaningful progress is not just possible, but within reach.

- Laura Mukerji, WATG Secretary

Thank you to Kristen Eiswerth for her translation of this article for our Spanish speaking educators and families.

Celebrating Excellence and Opportunity: MPS Students Honored with the NAGC La Excelencia Latina Award

Sun, 28 Dec 2025 20:23:15 GMT

Nurturing the potential of gifted and talented students requires more than recognizing ability; it demands intentional opportunities, equitable access to resources, and a community committed to helping students thrive. When schools and organizations invest in advanced learning experiences, mentorship, and culturally affirming support, gifted students are empowered not only to excel academically but also to develop confidence, leadership, and a strong sense of purpose. These investments are especially vital for students from historically underrepresented backgrounds, whose talents flourish when barriers are removed and possibilities are expanded.

That commitment to opportunity and excellence was celebrated on a national stage at the 2025 National Association for Gifted Children (NAGC) Convention, where two exceptional Milwaukee Public Schools students from Ronald Reagan IB College Preparatory High School were honored with the prestigious La Excelencia Latina (Latin Excellence) Award. Presented by the NAGC Rompiendo Barreras/Breaking Down Barriers for Gifted Hispanic/Latino Populations Special Interest Group—co-chaired by WATG Board of Directors members Dr. Germán Díaz and Dr. Martha López—this national award recognizes gifted Latino/a students who exemplify academic excellence, leadership, perseverance, and pride in cultural identity.

Isabel Franco , a 12th-grade student, was recognized for her outstanding academic achievement, leadership, and unwavering dedication to service. With aspirations of becoming a pediatric ICU physician, Isabel is guided by compassion and resilience. “I don’t give up on my dreams or my goals; I only ever expand them,” she shares. With a remarkable 4.30 GPA, Isabel’s drive and purpose reflect the transformative impact of high expectations paired with meaningful support.

José Luis Rodríguez-González , an 11th-grade student, was also honored for his excellence and leadership. Deeply rooted in his cultural identity, José Luis describes his Latino heritage as “the foundation of who I am.” This understanding has shaped his commitment to perseverance and excellence in all that he does. With a 4.0 GPA, José Luis exemplifies how cultural pride and academic rigor together foster strong, thoughtful leaders.

WATG proudly congratulates Isabel Franco and José Luis Rodríguez-González on this national recognition. Their achievements are a testament not only to their talent and determination, but also to the collective support of their parents, families, teachers, mentors, and school leaders who have nurtured their gifts and believed in their potential. Their success reminds us that when schools and communities work together to invest in gifted learners, we create pathways to brighter futures—and ensure that excellence knows no boundaries.

- Dr. Martha Aracely López, WATG Board Member

Reflections and Resolutions

Sun, 28 Dec 2025 20:13:36 GMT

As we enter into another calendar year, many of us make resolutions to improve our lives and the lives of others. There is always room for improvement in all that we do, and for those of us immersed in gifted education, a new year is a time to reflect on past practices and resolve to imagine promising new practices.

This November 2025 Thomas Fordham Institute study, The Leaky Pipeline: Assessing the college outcomes of Ohio’s high-achieving low-income students , provided an opportunity for me to reflect on a topic dear to my heart – the inclusion of underrepresented students, especially those from low income families, in gifted programming.

In the foreword to this study, Aaron Churchill and Michael J. Petrelli open with this statement, “America is wasting much of its human capital. That’s because many high-achieving, low-income students—we call them HALO (high achieving-low income) students—fall off the education track and never reach the gates of our top colleges and universities…This represents a tragic loss of potential, while also leaving our best colleges and—later—our most promising occupations bereft of socioeconomic diversity and looking less like the nation writ large.” This phenomenon is known as the leaky pipeline.

The key findings of this study in Ohio were that 26% of HALO students were less likely to take advanced math (primarily algebra) during their middle school years. Additionally, they were 34% less likely to take Advanced Placement (AP) classes, International Baccalaureate (IB) classes, or dual enrollment courses during their high school years. Finally, they were 44% less likely to receive gifted services during their middle or high school years, in the form of acceleration or enrichment of curriculum.

Though this study concentrated on students in Ohio, I believe that the findings can be interpreted and extrapolated for other states, including Wisconsin.

Several findings stood out to me as very important, especially as I reflect on my years in gifted education.

The academic achievement of HALO students’ peers most strongly predicts the college-going value-added for a district or high school. This outweighs the more common measures of poverty rates or per-pupil spending in a district or school. In Ohio, these schools were predominantly but not exclusively found in high-achieving suburbs.
The more high-level courses that HALO students are encouraged to take, the greater their chances at entering top colleges and universities. Again, this also outweighs the more common measures of poverty rates or per-pupil spending in a district or school.
AP courses are highly predictive of future college admissions but so are other dual-credit options.
Taking advanced math classes in middle school is more predictive of future college enrollment than gifted services, though both benefit HALO students.

What I found most interesting about this study was its focus on the middle and high school years, and what needs to be done to support HALO students. My years in gifted education nationally have taught me that though many districts have some programming options at the elementary level, these often are meager (or non-existent beyond math) at the middle school level. And for some students, this gap means that we lose students. Our pipelines are “leaky”.

Additionally, my former students have given me great insight into what they need to continue their hopeful trajectories. Here are some of their thoughts:

Find us early and support our talents. Continue gifted services beyond elementary school. Please don’t make us wait until high school for higher level classes.
Provide school counselor support for our social and emotional needs.
Make sure that there are other students who “look like us” in high-level classes.
Provide scaffolding when we need it – early and without blame or shame.
Continue to encourage us, even when we’re in middle and high school.
Help our parents/caregivers to understand how to support us (e.g., filling out the FAFSA forms - the Free Application for Free Student Aid). Provide help for them, too.
Help us apply to colleges and universities; often we are first generation college students, and our parents/caregivers do not have the knowledge or skill to help us, though they want to.
Help our families understand that a chance at higher education will not alienate us from them. It is our chance to use our gifts and talents to better our world.

As you enter 2026, I hope you will find time to read the entire Leaky Pipeline study and to reflect on what it means for gifted children in your community and family. Then resolve to make a difference for all gifted students. Happy New Year!

- Jackie Drummer, Past President and Current Board Advisor, WATG

Thank you to Esther Vazquez for her translation of this article for our Spanish speaking educators and families.

More than One Number

Thu, 11 Dec 2025 19:35:53 GMT

“I just want to get a 30, so my mom gets off my case.”

Whoa. Here we go. I have been coaching high school students on their ACT preparation for about a year. I know the complexity of giftedness means we are all more than just one number. Certainly I have thought about how the ACT and the whole college prep process can put a hyperfocus on academic achievement and be too data driven. However, I also know that my experience in gifted education at least gives me tools and talking points to help teenagers balance the goal of a certain ACT Composite Score with their overall well being. I also know pressure doesn’t necessarily come from moms or dads or other guardians. Many times it is connected to the intensities that wire our gifted children.

Can the student in front of me put one test score in perspective with a positive outlook on his future? Maybe I can help.

“Tell me more about that. Why a 30?” (I know better than to question that number or tell him that it’s too high or unhealthy to put all his eggs in a 30+ basket.)

“If I get a 30 I can get into Madison.”

“Do you want to go to Madison?”

“Yeah.”

“What is it about Madison that you like?”

“I go there with my dad sometimes. He went there, and he’s been showing me around…his old dorm…telling me stories about basketball and football games. It’s cool.”

“So you want to go there because your dad went there? That’s cool. Do they have a major you are interested in?”

“Yeah, well, their engineering program is awesome. I’m thinking biomedical.”

“Do you enjoy engineering? Are you taking any engineering classes now?”

“I mean, yeah, I’ve been in Project Lead the Way since middle school.”

“Do you like robotics or anything like that?”

“I hope so. I’m on the team.”

“Wow. So do you have any other schools you are interested in?”

“Sure. My safe schools all have engineering.”

“Sounds like you have great goals, and a career in engineering gives you lots of options and opportunities.”

“Exactly. That’s why I want to get it done and get in the first time.”

“So this 30 is actually your goal and not just your mom’s?”

Pause…Wait time… (I was a teacher for 29 years. I know about wait time.)

“Right.”

“Great. So let’s go after it.”

”Helping gifted students clarify their aspirations and motivation is very important. Taking the time to do this is imperative; they are, after all, more than one number.

P.S.: He got a 32 on his ACT.

More information about meeting the needs of The Whole Child can be found in NAGC’s Family Tip Sheet section of their website.

- Sarah Kasprowicz, Past President and current Board Advisor

12 Coping Strategies to Try During Winter Break

Thu, 11 Dec 2025 19:30:22 GMT

As winter break approaches and school structure starts to change, it is not uncommon for some of our gifted, 2E, and 3E individuals to become overwhelmed and more challenged with self-regulation. As a licensed marriage and family therapist who specializes in working with gifted children and their families, discussing helpful tools and suggestions for families and parents to use during winter break is common in my practice. As an homage to the classic “12 days of Christmas,” below are 12 coping strategies you can try during winter break.

1) Talk about feelings – Providing your child/ren with a safe space to talk about their feelings and emotions can be exceptionally helpful. For some, just asking what they are feeling can give way to great conversations and insight into what they are experiencing. However, if you notice they may be experiencing more challenging emotions or they are not able to identify them, help them. There are great feelings charts all over the internet (From Pokémon and Harry Potter to ones that mimic the periodic table).

2) Sitting with and validating the emotions – Once your child has been able to identify what they are feeling or experiencing, validate them! I frequently hear from parents and caregivers that it can be hard knowing what to do once their child starts to be more open about their emotions. Feelings and emotions do not have to be solved or fixed, sometimes we just need people in our lives to acknowledge what we are feeling. Feelings are normal!

3) Mindful reassurance – As caregivers we often want to take away or stop certain emotions our child may experience. We might jump in and try to fix or solve what they are experiencing, but rather than solving, try mirroring the emotion back and then let them know they have the ability or skills they need (e.g., I see this is __________ for you and I know you have worked hard on __________ in the past. You have the skills to do this. I am right here with you.”)

4) Setting goals and expectations – Often in the weeks leading up to winter break, the schedules and structure in school settings shift. For our children who like structure and consistency, this can be harder for them to navigate. Chatting with them about what some of the changes at school could be and how winter break will be structured can help with some of the discomfort that may come with the changes. Creating a schedule for the days of winter break and discussing the schedule with your child can help with some of the discomfort that can come with change.

5) Be consistent – Once you have created a schedule and have talked about it with the family, as much as possible, stay consistent. Winter break is already a time of inconsistency and unpredictability (winter weather anyone?). Their bodies and brains are working hard to navigate and be flexible with the changes.

6) Self-expression and exploration – Encourage your child to find something over break that will engage their brain. Whether it is a new experiment or activity, encourage them to keep their brain engaged. Gifted children often need consistent stimulation and opportunities for learning.

7) Be curious – When you notice what engages your child, be curious with them. Ask them questions and participate if they want company to pursue their passion. Gifted children can feel isolated and alone when exploring their interests. When these children can teach and engage with others around their strengths and interests, it helps them form connections with others.

8) Get moving in the fresh air with physical activity – Getting your body moving is not only great for physical health, it is also great for mental and emotional health. Moving your body physically changes the chemistry in your body and helps to burn off potential hormonal surges that happen when experiencing increased emotions and dysregulation. It doesn’t have to be running a marathon or spending an entire day out on the ice, but going for a walk in the snow, sledding, breathing cold winter air…all help support balancing our body’s needs.

9) Find time for friends – Social interaction with friends during winter break is another great coping strategy and way for gifted children to interact and engage. For some children, although they may be surrounded by family, it can feel isolating and challenging for them. Inviting peers or encouraging activities with peers can be a great way to help balance some of their social and emotional needs.

10) Get involved – Finding volunteer opportunities is an additional way to engage the social and emotional needs of gifted children. For many of our gifted children, feelings of helplessness and hopelessness can creep in during academic downtime. Inviting them to volunteer in their communities and encouraging them to be active participants can help challenge some of the more intrusive feelings that may arise.

11) Learning opportunities – Encourage your gifted child to try something new. It does not need to be anything big, but challenge their minds with something they have never done before. Maybe it is volunteering or trying a new winter sport. Maybe they take a class at their local recreation center or try to learn crocheting via YouTube. Whether they are successful or not, whether they continue it or not, learning new things continues to engage their learning needs.

12) Scheduled down time – Lastly, and maybe most importantly, make sure to schedule down time both for yourself and your gifted child. Winter break can be busy and filled with many activities which are helpful for meeting the needs of your child. However, downtime to let those neural pathways relax is critical. As much as a gifted brain needs stimulation, the brain also needs time for those pathways to form and calm.

 *Please note: The 12 coping strategies listed above have proven beneficial with many of the gifted children with whom I have worked. NOT all gifted children are the same so their needs may be different. These coping strategies are meant as a template and may need modifications based on your child. It’s important to remember that these tools are not meant to replace mental health support. If your child struggles during breaks or has challenges with their mental health, please seek professional mental health support.

- Caitlyn M. Schmit, Licensed Marriage and Family Therapist, and Guest Blogger

OBDRAC – An Unwieldy Abbreviation for an Important Concept

Thu, 11 Dec 2025 19:25:22 GMT

My new mantra is “OBDRAC.” It does not flow off the tongue smoothly nor is it creative, but it stands for an important idea that comes from neuroscience research: “Optimal Brain Development Requires Appropriate Challenge.” This idea is understood among neuroscientists: neurogenesis, the creation of new neurons, takes place in the brain only when the environment is novel or challenging. The application to gifted education is probably obvious, but it seems that OBDRAC could be used more effectively to advocate for appropriately challenging curriculum and programming for advanced learners. Sitting in classrooms working with material that has already been mastered is not supportive of brain development in any child.

In an attempt to challenge my own brain, I decided to use AI to help me write this article (I am a novice with AI). I took a set of slides from a research-based talk that I presented recently* at an international gifted conference that had an AI theme, and I asked ChatGPT to turn my slides into a newsletter article that was oriented to teachers and parents. I am happy to share the details for this process with anyone who is interested, but the short version is that it was pretty good but too long, and it contained a number of mostly minor interpretation errors that required my human editing. The rest of this article (after this second paragraph) is a result of that process.

Why Neuroscience Matters in Gifted and Talented Education

Neuroscience research by and large supports “best practice” in gifted education. It can justifiably be used as an important rationale for advocacy work.

Neuroplasticity research strongly supports talent-development models. Brains are malleable, especially during childhood, and the right learning environments (along with a talent-spotter attitude in adults) can elevate performance in underrepresented students.
Neuroscience is increasingly influencing education policy and practice. Understanding what is valid versus what is “neuromyth” allows us to apply research responsibly. “Brain research,” when accurate, can be appropriately persuasive.
The science aligns with key needs in an AI-driven world. Teachers must help students develop critical thinking, executive- function skills, and the confidence to tackle appropriately challenging tasks – all areas supported by neuroscience.

What We Know—and What We Don’t

Despite public fascination, neuroscience rarely gives simple answers. Much of the research uses small samples or lab-based imaging studies, which makes direct translation to classrooms tricky. Still, several findings consistently emerge.

General cognitive ability relates to factors like processing speed, working memory, and neural efficiency.
Giftedness cannot be “seen” or identified directly in the brain, but neuroscience helps explain why advanced learners need depth, complexity, and cognitive stretch.
One of the most powerful and proven neuroscience “interventions” is exercise, particularly aerobic forms – literally getting more oxygen to the brain.

Three Takeaways and Related AI Issues

Focus on Talent Development – Shift the question from “Does this child qualify for gifted programming?” to “What opportunities will help this child grow?” Early and sustained challenge can lift more students to high levels of performance. AI issue: Unequal access to enrichment via technology can become a digital-divide issue.
Teach Thinking and Executive Functions – Executive functions (EFs) can be improved through explicit instruction, practice, and appropriately challenging tasks. Strengthening these skills benefits all learners, including those with gifts and talents from underrepresented groups. AI issue: Students must be able to evaluate information, detect bias, and justify reasoning – all important skills in the age of AI.
Provide True Cognitive Challenge – Advanced learners need meaningful stretch. “Productive struggle” supports brain growth, motivation, and long-term learning. Research on “desirable difficulties” shows that students thrive when learning stretches them just beyond their comfort zone. AI issue: There are many new AI tools that can help educators “differentiate up,” designing tasks that provide appropriate challenge to advanced learners.

In Short

Neuroscience reinforces what many teachers and parents observe: talent grows through opportunity, an intentional focus on thinking skills, and an appropriate level of challenge ( OBDRAC ). As AI reshapes education, these principles become even more essential for helping all students – including high-ability learners – reach their potential.

*Adapted (by the author and by ChatGPT) from Clinkenbeard, P. R. (October 23, 2025). Neuroscience and gifted education: Practical implications in the age of AI. Presented virtually at the 3rd World Giftedness Center International Conference, Dubai, UAE.

- Dr. Pam Clinkenbeard, Professor Emeritus, UW-Whitewater and Past President, WATG

Gifted Grows Up: A Coda

Tue, 25 Nov 2025 17:28:11 GMT

At the Fall 2025 WATG Conference, my dear friend Cathy Schmit and I closed the conference with a workshop entitled “Gifted Grows Up”. Being the last scheduled workshop, we had no idea what to expect. Our conference generally deals with gifted youth, not gifted adults, and yet, gifted youth grow up to be gifted adults. We were curious about our participants’ interests, concerns, joys, and challenges of being a gifted adult, and they did not disappoint. Using this video, What Do Gifted Adults Need to Thrive? Ten Things We MUST Have or We Get Extremely Cranky , as a springboard, the discussion was deep, honest, reflective, and searching. You may want to check out the video.

Since the conference, I have done more extensive reading on this topic and recommend a book by Dr. Ellen Fiedler entitled Bright Adults: Uniqueness and Belonging Across the Lifespan . D r. Fiedler and I worked together decades ago as presidents of Midwest Gifted Associations, she in Michigan and I in Wisconsin. She has gone on to research giftedness in adults, and I have become increasingly interested in this topic as I age and experience my children and gifted students grow up.

Drawing on the work of other researchers, Dr. Fiedler believes that all human beings, gifted included, travel through six developmental stages as they age, and each age has its own challenges and necessary growth. Gifted individuals, like gifted children, often experience these stages with greater intensity, questioning, and challenge. Fiedler’s sums it up like this – “what bright or gifted adults at all these six stages have in common is a tendency to search for answers about how to live their lives and directions they should go…they are usually intense, idealistic, complex, multifaceted, strong-willed, and impatient…and seek to discover if they are ‘there’ yet – that indefinable place where they can find meaning in their lives.” She believes that “in the same way that gifted children often hit their life stages earlier and more intensely than other children, so do gifted adults.”

Dr. Fiedler defined the six stages in this way:

Seekers: Usually 18-25, on a quest to find their place in the world
Voyagers: Usually ages 25-35, purposely journeying through life to establish themselves
Explorers: Usually ages 35-50, matching their lives to their identity and priorities
Navigators: Usually ages 50-65, using prior knowledge, including self-knowledge, to fulfill their goals
Actualizers: Usually ages 65-80, on a path of self-actualization as well as helping others actualize their goals and dreams
Cruisers: Usually age 80 and beyond, using minds that remain intensely active regardless of physical changes

In Chapters 4-9 of her book, Fiedler describes each of the stages in greater detail, offering “waypoints and strategies” to help gifted adults navigate through typical challenges and needs. These waypoints and strategies are concrete and useful.

Reading this book and other articles, along with our WATG conference workshop, has ignited my interest in this topic. Maybe it has ignited your interest too.

As WATG seeks to offer more book discussions, I am wondering if this book would be of interest to any of you? If so, perhaps we could explore the possibility of this in the months to come. Please let us know at watg@watg.org if this idea intrigues you. Our mission, “to educate about and advocate for the needs of the gifted in Wisconsin” applies, I think, to adults as well as to children. A book discussion on this topic would lend itself well to our mission. (Additionally, this book might also be a great item to put on your holiday list…just a suggestion!)

As always, I am interested in your ideas and your comments. Together we grow.

- Jackie Drummer, Past President and Current WATG Board Advisor

Science and the Arts

Mon, 10 Nov 2025 15:02:37 GMT

Almost every week we see headlines in the news lamenting the current state of students and education. Titles such as these – “Chronic Absenteeism Continues to Plague School Systems,” “Why Do Students Spend So Much Time on Their Phones?,” “Should Phones Be Banned From the Classroom and Will That Improve Test Scores?" – are prolific and often worrisome.

This often leads to proposed solutions, some which undoubtedly have been tried (both successfully and unsuccessfully) in the past. Why do educational leaders (and politicians) continue to “reinvent the wheel” by proposing and utilizing the same (but re-branded) solutions to student learning problems over the years, dropping one after another in favor of a latest “trend” that will supposedly fix everything? Why aren’t we getting results?

I feel the above questions are related and may have an easy solution, one that has produced many studied and practical results. It is a solution that I have experienced in my decades of teaching as well.

Recently I read an article in K-12DIVE entitled Drawing connections between art and science can improve academic outcomes by Briana Mendez-Padilla. K-12DIVE is a news outlet that provides business journalism and in-depth reporting on trends in the pre-kindergarten through 12th-grade education sector.

In this article, students in Mississippi had persistent low test scores until the school decided to make changes and incorporate the arts (and even artists) to work with and alongside the sciences. As a result, test scores rose significantly, as did social interactions between students.

In this article, the author points out that today’s teachers are often competing with technology for kids’ attention. Just taking away technology doesn’t insure greater learning, nor does ignoring it. Teachers need to utilize what attracts kids to technology if they want better attendance and better learning.

The author points out that students learn best in different ways (as we know); some students have auditory learning preferences, some kinesthetic, and some visual. Some learn best by reading, others not. Many of today’s students are also heavily into music, movement, and video. This is evidenced by their “plugged in” behaviors and their preference for online creation and viewing. It then stands to reason that the more ways a teacher can present material or allow students to learn using their technology, the more the students will be involved in their learning.

Learning or showing evidence of learning can be much more than drawing a picture of the plant cycle (straight out of the science book) or making a shoebox diorama, practices of the past.

As educators, we need to move our practices into spaces that our students inhabit. Some simple examples about different ways of learning/demonstrating wave action using science and the arts together could be students acting out wave action through dance using their different music choices (singly or in groups). Teachers could also, using light, prisms, and paints, show how colors can mix and affect how we see our world, and then critically analyze the use of light and color in water portrayed in historic and contemporary works of art (found online, of course). Or students could create music that they feel mimics wave action, mixing and remixing existing music or creating their own. Many of them have technological expertise and a great desire to use it. By teaching our curriculum in their world, using the arts as a vehicle, will, many believe, generate renewed excitement in learning.

Finally, in order to develop curricular connections between science and the arts, administrators have to deliberately set aside time for curricular collaboration. Collaboration isn’t something that just magically happens; it takes time, interest, and creativity to connect them, a marriage of will and skill! Professional development time should be used to develop curricular connections, therefore enhancing teachers’ skillsets. Better teaching makes for better student outcomes.

Coordination between the arts and sciences shouldn’t take much of a monetary investment; it can often be free, and the results can be priceless. Many free connections exist within community arts organizations, and they can enhance a school or school system. I know this because of my decades of experience as a visual arts specialist and arts coordinator in Milwaukee’s Lincoln Center of the Arts.

The arts and sciences have much in common. In fact, through the Renaissance period, the arts and sciences weren’t two separate fields. They were one! They have many connections. Let’s put them back together using today’s technology!

See a need for this in your child’s school? Share this article (and others) with them.

For more information I direct you to the following articles.

- Dal Drummer, WATG Board Advisor

The Importance of Intellectual Peers for Gifted Students

Mon, 10 Nov 2025 14:58:09 GMT

Intentionally grouping students together to ensure they have opportunities to work with their intellectual peers is a critical practice for both academic and social development for students who are gifted. Intellectual peers are other students who demonstrate similar high levels of ability and potential for advanced learning, intellectual aptitude, and complex thinking. When students are placed in environments that challenge them intellectually and allow for meaningful collaboration, they are more likely to engage deeply, think critically, and develop overall. Academically, this can lead to increased learning and higher motivation. Socially, these groupings foster a sense of belonging and mutual respect among students who share similar learning needs, which is especially important for gifted learners who may otherwise feel isolated. To make this effective and equitable, schools must have systems in place (such as cluster grouping, flexible grouping, differentiated instruction, etc.) that identify and support gifted students’ unique needs. These structures ensure that all students have access to peers who challenge and inspire them, helping to cultivate both academic excellence and emotional well-being.

Gifted students possess unique cognitive, emotional, and social characteristics that necessitate differentiated educational experiences. Among the most impactful interventions for supporting gifted learners is the opportunity to learn alongside intellectual peers. Gifted students often require more complex and abstract content than what is typically offered in traditional general education classrooms (Reis & Renzulli, 2010). When surrounded by peers of similar intellectual ability, they are more likely to engage in challenging discourse, explore advanced ideas, and remain intellectually stimulated. This environment promotes deeper learning and prevents the boredom that can lead to underachievement (Gross, 2004). Peer interactions among gifted learners often support higher-order thinking. Intellectual peers tend to pose thought-provoking questions, challenge assumptions, and engage in meaningful debates, which fosters the development of analytical and evaluative skills (VanTassel-Baska, 2013). Such environments encourage intellectual risk-taking and cultivate the critical thinking necessary for lifelong learning.

Gifted children may feel alienated in typical classroom settings, where their interests and cognitive styles differ from those of their same age peers. Placing them with intellectual peers can reduce feelings of isolation and promote a sense of belonging, which is critical for social-emotional development. Belongingness enhances self-esteem and contributes to positive identity formation (Cross, 2011). Contrary to misconceptions, gifted children are not inherently socially maladjusted. However, they may struggle to relate to peers who do not share their interests or abilities (Winner, 1996). In classrooms where students are given the chance to collaborate with intellectual peers, they are more likely to form friendships based on shared values and passions.

Interactions with intellectual peers often help gifted students validate their abilities and reinforce a positive self-concept. In these environments, students feel intellectually safe and are more willing to express their ideas without fear of judgment (Neihart et al., 2016). This affirmation supports the development of healthy self-esteem and encourages personal growth. Gifted learners without opportunities to work with intellectual peers may become complacent or disengaged if not adequately challenged. Being among intellectual peers can foster healthy academic competition and provide models of excellence, both of which can increase intrinsic motivation and perseverance (Reis & Renzulli, 2010). Peer dynamics often serve as powerful motivators to strive for higher academic achievement.

On a personal level, my son craves the kind of stimulation that comes from being around intellectual peers – classmates who share his curiosity, creativity, and love of learning. We notice that when he's placed in classroom communities where he can engage in deep conversations, explore ideas beyond the surface, and be challenged by those around him, there's a noticeable difference in his overall happiness. He's excited to go to school, energized by the thought of what he might learn and who he'll get to learn it with. In these environments, he doesn't feel the need to hold back or mask who he is to fit in. He can be his true self – quirky, enthusiastic, passionate. These intellectual connections don't just support his academic growth; they feed his confidence, his sense of belonging, and his love for learning.

The benefits of grouping gifted students with intellectual peers are both profound and wide-ranging. Such environments not only meet the cognitive needs of gifted learners, but also support their social-emotional development. Educators should consider these advantages when designing instruction and educational leaders should consider the importance of scheduling when creating class rosters and placing students in courses. For parents, if this is not a concept you were aware of, this may be an area to explore. In our experience, having intellectual peers has improved our son’s sense of belonging and given him an opportunity to shine while being himself. It may benefit your child and others too.

References:

Cross, T. L. (2011). On the social and emotional lives of gifted children (4th ed.). Prufrock Press.

Gross, M. U. M. (2004). Exceptionally gifted children (2nd ed.). Routledge.

Neihart, M., Pfeiffer, S. I., & Cross, T. L. (Eds.). (2016). The social and emotional development of gifted children: What do we know? (2nd ed.). Prufrock Press.

Reis, S. M., & Renzulli, J. S. (2010). Is there still a need for gifted education? An examination of current research. Learning and Individual Differences, 20(4), 308–317. https://doi.org/10.1016/j.lindif.2009.10.012

VanTassel-Baska, J. (2013). Curriculum planning and instruction for gifted learners (3rd ed.). Prufrock Press.

- Dr. Jenna Cramer

My Session Takeaways from "I Can't Hear You Because My T-Shirt is Too Itchy" – A Guide to Working with the Sensory Needs of Neurodivergent Learners by Dr. Matthew J. Zakreski, Psychologist

Mon, 10 Nov 2025 14:37:34 GMT

I was fortunate enough to attend Dr. Matt’s breakout session on sensory needs of gifted learners at the WATG 2025 Fall Conference. Dr. Matt shared the importance of understanding those needs and the vital process of asking the right questions when working with children and adolescents.

Teachers who learn to ask the right questions can gain a better understanding of what their gifted students need. Instead of asking, “Why are you acting this way?”, they should ask, “What sensory input do you need? Are you thirsty? Are you hungry? Do you need to move?” We can be proactive by learning about a gifted student’s needs and planning for them. If we know what can trigger sensory distress in a particular student, we can prevent shutdowns and help our students maintain better balance in the ideal zone of sensory processing.

It was also interesting to learn about the “extra” senses that we possess that go beyond simple smell or sight. They include:

Proprioception – body location
Vestibular – smooth movement
Thermoception – temperature regulation
Equilibrioception – balance
Nociception – pain receptors

Asking questions related to these can help prevent sensory overload/crisis. For example, if we look for signs of distress such as a repetitive opening and closing of a water bottle, we can quickly understand that an imbalance is pending. If a student’s behavior changes, ask what is different in their life. It may be as simple as asking, “Are your shoes too tight?”

What may seem insignificant to us might make all the difference in the world to a gifted student who is striving to regulate their sensory selves. We can make a huge difference by paying attention to cues.

Thank you, Dr. Matt, for your excellent insight and advice!

- Sarah Kasprowicz, WATG Board Member and Conference Co-Chair

Thank You to Dr. Dante Dixson!

Mon, 27 Oct 2025 17:42:38 GMT

On Monday, October 6, 2025 at the Annual Fall Conference, "Take a Chance on Gifted Education," our keynote speaker, Dr. Dante Dixson, shared his vision about unlocking potential in students through the power of hope. As Dr. Dixson shared, inequity for academic success often stems from external factors, such as poverty, stereotypes, and racism. Through his work, Dr. Dixson attempts to better understand and work on the thoughts, attitudes, and beliefs held by students, which leads to greater success.

Dr. Dixson explained that "Hope is one's ability to believe in a better tomorrow, irrespective of one's current circumstances, as well as his belief, and corresponding motivation, that he can get there" ( https://www.thehopelab.org/ ).

Through actionable strategies, Dr. Dixson helps students recognize that hope without action is wishful thinking, or optimism. Students need to develop the strategies/goals to move from optimistic wishful thinking to fruition.

Thank you to Dr. Dante Dixson for inspiring us to generate hope and action in ourselves and our students!

For more resources, please visit: Hope Lab .

- Dr. Maria Katsaros-Molzahn, WATG Secretary and Conference Co-Chair

The Gift of Cross-Domain Thinking

Mon, 27 Oct 2025 15:10:45 GMT

As I attended workshops and presented them at the annual Wisconsin Association for Talented and Gifted fall conference this past October, I often found myself wondering – what are the best “gifts” we can give to our students? While Dr. Matt Zakreski and Dr. Dante Dixon, our keynote speakers, spoke of hope, I wondered about additional important gifts, and especially about curiosity, creative and critical thinking, and the genius of cross-domain thinking.

In our increasingly standardized world of teaching, there is often little room for students (and educators) to engage in curiosity and creative and critical thinking, and its resultant cross-domain thinking, invention, and contributions to humankind.

In a July 2025 article in Psychology Today entitled How to Teach a Kid to Think Like a Genius , author Timothy Cook shared a story about an eight year old student who reminded him of Leonardo da Vinci. The student was creating and perfecting a catapult, drawing on his knowledge of physics, art, his environment, and the scientific method of experimentation. The work was highly engaging and the child was in “flow,” a phrase coined by Hungarian-American psychologist Mihaly Csikzentmihalyi . When we are in a state of “flow,” time becomes irrelevant and unnoticed. Curiosity, creativity, and critical thinking rule. In short, the child in Cook’s story was “thinking like a genius”. He was able to see connections across different domains of his knowledge, a skill that is becoming increasingly valuable for today’s kids. With information so readily available at our fingertips thanks to AI and the internet, the ability to discern connections across ideas and disciplines becomes even more important. And this is uniquely human skill.

So how can we facilitate this type of renaissance genius-type thinking in children and ourselves?

First, Cook explains the neuroscience of this genius-type of thinking. “Modern brain imaging reveals that creativity arises from dynamic interaction between different neural networks, particularly the default mode network (associated with spontaneous thought) and the executive control network (linked to focused attention and evaluation) (Benedek and colleagues, 2018).” Genius thinking requires both working in synchrony, and like any other skill, requires repeated and refined practice.

Cook postulates that schools, sometimes accidentally or unintentionally, destroy this process by requiring much testing and time-on-task requirements, often requiring students to process at lower levels of thinking such as recall and recognition. What if, instead, we deliberately created opportunities for curiosity to emerge, and opportunities for creativity and critical thinking to be utilized? What if we asked them to think cross-domain more frequently? For example, could interpreting graphs and creating written “what if” questions be combined? Could students study great artworks and look for evidence of scientific concepts like shadows, invention, or new techniques? What if the connections between math and music were more explicitly explored? The possibilities are endless, but we need to create them. And this work can be done in schools and in homes. Here are some ways:

Design challenges that require students to investigate various time periods. For example, what did transportation look like over the ages? Why did things change? How could one design an improved mode of transportation for the future? What things do you wish were incorporated into modern transportation? How can art and science help you?
Help students look for patterns across domains. What are some of the big unifying concepts…systems, collaboration, classifications, elaboration on existing ideas, etc.? How does knowledge in one domain influence another?
Encourage students to read, watch various programming, and check out websites and information across genres and domains. Kids who are curious about a myriad of topics will become kids who can think more connectively. Cultivate and model curiosity yourself, and make time for it in your life, and the life of children.
Ask students to elaborate on their thinking often. Ask probing questions. Ask them to try on different perspectives or points of view. Questions such as “what would _____ look like, sound like, feel like, or smell like to _____?” generate creative and critical thinking.
Create time and spaces where students can tinker. Curiosity and creativity often generate messes, delightful and quirky messes. These are the cradles of cross-domain thinking, spaces where curiosity drives investigation, and meaningful learning occurs.
Support problem-based learning as a method to force cross-domain thinking. Encourage research across domains before students propose solution/s.

In a world where AI can generate knowledge, only human beings can bridge artificial boundaries to create new things and new ways to do things. Cook sums it all up with this statement, “Every child has the neurological capacity for creative synthesis. It's not an innate talent but a learnable pattern. When we teach children to think like Leonardo da Vinci, to ask questions others overlook, and to synthesize knowledge from seemingly unrelated fields, we're preparing them to create meaning for themselves and to make a positive impact on the world.”

What have you tried? How are you growing students in cross-domain thinking at home and in school? As always, I appreciate hearing your thoughts. Together we grow.

- Jackie Drummer, Past President and Current Board Advisor

Thank You For Taking a Chance on Gifted Education!

Mon, 13 Oct 2025 15:14:38 GMT

On behalf of the Wisconsin Association for Talented and Gifted Students, we want to thank everyone who took a chance by attending and/or supporting our 2025 Conference. What an incredible experience; your presence made the event truly special!

During the two-day conference, educators, parents, preservice teachers, and advocates from across Wisconsin and beyond had opportunities to learn from experts and practitioners about topics such as flexible learning and homeschooling, twice exceptionality (2e), AI, anxiety and gifted overexcitabilities, equity, gifted adults, and fostering student self-efficacy. Our many strands of learning provided opportunities to explore the many facets of giftedness. These were two highly inspiring days of learning, connection, and celebration.

Highlights included powerful keynote presentations from Dr. Dante Dixon and Dr. Matt Zakreski; these were thought-provoking sessions exploring the importance of hope, resilience, and action in the lives of learners.

Our keynote and workshop sessions were enhanced by our exhibit/sponsor Expopalooza sessions, where we learned more from Kiel eSchool/Between the Lakes Virtual Academy, Beast Academy, National Math Stars, Wisconsin Future Problem Solving, MITY, MHS, Toshiba/NSTA ExploraVision, Club SciKidz, Math Masters, National Inventors Hall of Fame, Math Kangaroo, Pearson, PBS Wisconsin Education, Cambridge Educational Services, and Destination Imagination. Learning about these amazing organizations allowed all parents and educators in Wisconsin to grow!

Lastly, throughout our two days, we had opportunities to participate in many fun activities and one of the best happy hours – with a chance to experience a hilarious trivia night or a relaxing watercolor painting session! Everyone had a great time!!

A heartfelt thank you to our presenters, exhibitors, volunteers, and attendees for making this year’s conference such a success. �� Your passion and dedication continue to strengthen gifted education across Wisconsin.

Next year, WATG will be taking a break from our fall annual conference as Wisconsin is hosting the National Association for Gifted Children (NAGC) conference November 5-8, 2026 at the Baird Center in Milwaukee, Wisconsin. This will be a great opportunity to learn from national experts and network with others interested in gifted education nationally and internationally! We can’t wait to see all of you at NAGC next year!

- Dr. Maria Katsaros-Molzahn, WATG Secretary and Conference Co-Chair

CESA 1 PAGE: What's Going On in Southeastern Wisconsin?

Fri, 10 Oct 2025 15:31:58 GMT

I’m going to start with a bit of a history lesson on the CESA 1 Coordinators’ Group and CESA 1 PAGE because, if I’m being honest, I wasn’t quite sure of the differences or nuances of the acronyms. A CESA is a Cooperative Educational Service Agency, which was created by the Wisconsin legislature 50 years ago to divide the state into 12 different areas. These agencies essentially allow geographically close school districts to work together and to share resources.

CESA 1 is the first of those geographical areas; it includes schools and districts in southeastern Wisconsin. There are 11 additional CESAs in Wisconsin.

PAGE, or Partners for the Advancement of Gifted Education, is “an active committee of parent volunteers and educators working together to provide educational and enrichment opportunities for gifted students …" It is affiliated with CESA 1, but the Coordinators’ Group and PAGE meet at different times, and with different missions.

Additionally, the Wisconsin Association for Talented and Gifted serves as the fiduciary agent for PAGE, though PAGE operates independently when choosing and implementing activities. All districts in CESA 1 are encouraged to join the PAGE initiative, and currently over 15 school districts are a part of this group. Each participating district is allowed parent and educator representatives. Together, and as a group, they provide opportunities for students and families, often activities that a single district alone could not afford, and they have been doing this for many decades.

CESA 1 PAGE is an outstanding, innovative group; they provide events to challenge, enrich, and bring gifted students and their families together for evenings of exploration. As a parent, these events have made a big impact on our family and other families.

Some of the events CESA 1 PAGE has hosted over the years include orienteering at the Urban Ecology Center, Milwaukee Art Museum tours, Unplugged Trivia Night, Board Game Night, UW-Milwaukee Planetarium presentations, improv classes, Mad Science presentations, and many more.

By combining their resources, school districts are able, through CESA 1 PAGE, to offer all of these amazing opportunities. The planning for each event is shared; each district is required to host at least one event during the academic year, and each event, big or small, is open to all the gifted and talented children of the CESA 1 area. Each event is typically free of charge as well, as districts pay dues to be part of CESA 1 PAGE.

My son and I have experienced some wonderful events, explored parts of the area we didn’t know existed, and met all sorts of interesting people. We are fortunate to have CESA 1 PAGE for our area and appreciate their efforts.

From what I have heard, the offerings from CESA 1 PAGE are unique. Not every
CESA area has a group that unites districts to organize student and family events like these. I would recommend that those of you in other CESAs give it a shot. It is worth it!

Sources:

- Lance Thompson, WATG Board Member

Where There is Hope, There is Possibility

Fri, 10 Oct 2025 15:24:08 GMT

Lately, I’ve been hearing and reading more and more people say, “I’ve lost hope,” “It’s hopeless,” or “There’s no more hope.” I want to acknowledge and validate those feelings. It feels easy to lose hope in the face of life’s challenges. However, in this article, I want to instill hope in you and explain what hope means as a psychological construct.

Hope is more than wishful thinking. Within psychology, hope is considered a powerful cognitive and emotional construct that shapes how we view challenges, persist, and imagine future possibilities. Dr. Dante Dixon’s research demonstrates that hope is directly tied to students’ academic and psychosocial outcomes. His studies show that hope predicts stronger academic self-concept, school belonging, motivation, and executive functioning. It is important to note that hope is especially impactful for students from disadvantaged backgrounds, where agency (the belief that “I can do this”) and pathways (the sense of “I know how to do this”) work together to build

resilience and achievement. Dixon’s work also highlights that hope is measurable across diverse groups and can be intentionally strengthened in schools.

Talking to Students About Hope

For educators, counselors, and parents/caregivers, conversations about hope should be intentional and affirming. Children and adolescents need to hear that hope is a skill they can strengthen. Talking about hope can begin with asking students about their dreams and goals, then guiding them to break those goals into manageable steps. Encouraging them to think of multiple pathways reinforces problem-solving and flexibility. It is also valuable to normalize setbacks. When students face disappointment, adults can frame those experiences as opportunities to learn new strategies rather than signs of failure. Sharing stories of resilience, whether personal, historical, or literary, provides powerful models of hope in action.

Language matters, too. Adults can foster hope by affirming students’ strengths, highlighting their progress, and reminding them that their actions can shape their futures. Questions such as “What’s one step you can take today toward your goal?” or “What’s another way you might try?” place the emphasis on agency and problem-solving.

Practical Strategies to Feel and Find More Hope

While some people may naturally exhibit a hopeful outlook, everyone can strengthen hopeful thinking through practice. These practices remind us that hope is not simply optimism, but active and intentional, and can be practiced through several key strategies:

Goal Setting: Defining clear, attainable goals gives people a sense of direction. Even small goals can build momentum and reinforce the belief that progress is possible.
Flexible Thinking: Hope grows when individuals recognize multiple ways to achieve a goal.
Brainstorming alternative strategies: This fosters flexibility and reduces the discouragement that comes when one plan fails.
Agency Building: People feel more hopeful when they recognize their own ability to influence outcomes. Celebrating small successes, practicing self-efficacy, and using affirmations can strengthen a sense of agency.
Gratitude and Reflection. Practicing gratitude shifts attention toward what is already working, which broadens perspective and helps individuals envision a brighter future.
Connecting with Others. Hope thrives in community with others. Supportive relationships provide encouragement, perspective, and shared problem-solving—all of which reinforce a sense of possibility.
Visualizing the Future. Guided imagery or journaling about positive future scenarios helps anchor hope in concrete images and strengthens motivation to work toward them.

Remember, hope is not just optimism; it is a skill set that empowers people to face challenges and pursue meaningful futures. Dr. Dante Dixson will share more about the power of hope as one of our keynote speakers at the upcoming Wisconsin Association for Talented and Gifted Conference, October 6–7, 2025 at the Wilderness Conference Center in Wisconsin Dells.

Hope, as a psychological construct, is both a mindset and a skill set. I encourage you to practice cultivating hope in yourselves and others. It is vital for resilience, academic and professional success, and emotional well-being. It is important to empower students to see challenges as opportunities and the future as a place of possibility. In a world often filled with uncertainty, instilling the power of hope is one of the most meaningful gifts we can offer the next generation.

Why Gifted Education Matters

Thu, 25 Sep 2025 17:32:20 GMT

Access to high-quality education is one of the pillars of a democratic society. Equal access to educational opportunities is important to prepare future generations for the fast-changing workforce and also to create a better future for society. Currently, the field of education is multi-faceted. This means that there are multiple pedagogical models that have evolved to meet the needs of a very neurodiverse group of students. Gifted education and the provision of gifted services for advanced/gifted learners are part of the diversity that exists within the field of education to meet the unique needs of learners whose abilities, gifts, and talents differ from the average person.

Gifted education is a specialized approach to teaching students who demonstrate exceptional abilities in intellectual, academic, creative, visual and performing arts, or leadership domains. While the broader education system aims to meet the needs of the average learner, gifted students often require differentiated instruction, accelerated learning opportunities, and enrichment to fully realize their potential. Yet, despite their capabilities, the needs of gifted students are frequently overlooked in educational policy and practice. Gifted education matters – not only for the individual student, but also for the society at large – because it ensures equity in learning, fosters innovation, and helps develop future leaders and problem solvers.

One common misconception about gifted education is that it is a form of elitism. In reality, equity in education means meeting students where they are and providing appropriate support to help them grow. Just as students with learning disabilities receive accommodations to help them succeed, gifted students require specialized instruction to remain challenged and engaged. Without access to gifted programs, these students may become bored, disengaged, or even underachieve. Ensuring that gifted learners receive the education they need is a matter of educational fairness, not privilege.

Furthermore, giftedness is found across all socioeconomic, racial, and cultural backgrounds. Gifted education, when implemented equitably, becomes a powerful tool for identifying and nurturing untapped potential in diverse populations. Gifted students from ethnically and linguistically diverse backgrounds make an essential part of American society.

This month, I would like to highlight 6 students from Milwaukee Public Schools, whose exceptional abilities placed them among the top 5 percent go achievers in the country. They have earned a spot at rigorous programs, and this serves to prove that gifted education matters. Please help me to congratulate these students, their families, and their communities for this incredible achievement!

La Excelencia Latina Award

I am pleased to share that Isabel Franco and José Rodríguez-González, two students of Ronald Reagan High School, will be honored by the National Association for Gifted Children (NAGC) with the La Excelencia Latina Award. Isabel and José will be recognized alongside three other gifted students from across the nation at this year's NAGC Convention, taking place November 13-15, 2025, in Pittsburgh, Pennsylvania.

The La Excelencia Latina Award celebrates the outstanding achievements of highly gifted students from around the country. Congratulations to Isabel and José, their families, and all MPS teachers who continue to serve as mentors and role models. See Full Press Release here . ¡Sí se puede!

Young Mathematicians are Selected as Part of This Year's National Math Stars

After an incredibly competitive 2025 recruitment season, 4 students from Milwaukee Public Schools have been selected as National Math Stars! This year, a total of 1700 students applied for this program, and only 57 were selected. These students came from six states: Illinois, Indiana, Iowa, Michigan, Ohio, and Wisconsin. Milwaukee Public Schools is proud to serve these students and their families.

Your 2025 National Math Stars:

Jeremiah Jones: 4th grader at Academy of Accelerated Learning
Alexander Gaskell: 3rd Grader at Riley Dual Language Montessori
Zain Gollnick: 4th grader at Academy of Accelerated Learning
Soren Gollnick, 2nd grader at Academy of Accelerated Learning

As a National Math Star, these students will receive more than $100,000 in educational support over ten years, including personalized math mentoring, advanced coursework opportunities, STEM summer camps, and more. This huge accomplishment celebrates excellence. See press release . Congratulations!

The Algebra Conundrum

Tue, 23 Sep 2025 19:15:11 GMT

It is no secret that many gifted students are ready for algebra much sooner than it is generally offered in our standard sequence of instruction in our schools. Most of these students have mastered prerequisite knowledge and skills, and are clearly ready for a challenge. Taking algebra earlier than the typical freshman year of high school will allow them to pursue their mathematical passion and start them on a trajectory to prepare them for college and careers.

It is also no secret that schools, including those in Wisconsin, have considered algebra advancement to be a conundrum. These questions are often asked: Is this type of acceleration important? For whom? Are we finding the right students? Are we over-identifying students, only to find that some students are not prepared? Are we under-identifying students, especially historically underserved students, depriving them of content and challenge that they need and deserve? What if we place students in Algebra I in eighth-grade and they struggle; what do we do then?

In this recent article, Untangling Who Should Take Algebra – and When in The 74, author Lauren Camera outlines the emergence of thinking on this conundrum. She begins by stating, “When it comes to access, readiness, and placement in Algebra I, states and districts across the country have ping-ponged between extremes for decades, often without clear evidence to back up drastic and frequent policy shifts.”

Citing an Ed Research for Action study entitled Evidence-Based Practices for Algebra I – Access, Placement, and Success by Elizabeth Huffaker of Stanford University, Camera shares that selection for early Algebra I placement should be based on academic readiness (measured by carefully crafted entrance requirements), and not on grade level or subjective judgments. This, the study asserts, will lead to both stronger student achievement and greater access, especially for historically underserved students.

The study also examined the research surrounding the tradeoffs between “tracked” and “mixeed-proficiency” grouping practices.Though the research bears out that grouping students by readiness is an efficient and effective way of targeted teaching, grouping them together, (“tracking”) them, is often viewed as inequitable because it can lead to a fixed mindset, discouragement, and disengagement in some students.

For gifted math students, however, a “mixed-proficiency” classroom will probably not provide the pace, depth, and challenge that they require and deserve.

So what is a school district to do? If the entrance bar is set too high, we exclude students; if the entrance bar is set too low, we will undoubtedly encounter students who require additional support to be successful.

San Francisco schools struggled with this conundrum in the late 1990s. They attempted to enroll all eighth-graders in Algebra I under California’s “Algebra for All” initiative; this effort was met with lackluster results. In 2015, the district attempted to correct, withholding Algebra I for all eighth-grade students, making them wait until ninth-grade for this course. The district faced a wave of criticism from parents and caregivers who believed that their students were not being sufficiently challenged or prepared for high level math courses, and so the district re-corrected again this year with a much more nuanced plan, providing clearer identification criteria and support for educators and students. They applied lessons learned from evidence-based research. Here are some of the findings:

The research demonstrated the best way to identify students for early enrollment into Algebra I is “with a combination of test scores, rather than relying solely on subjective referrals or a single test score.” You can download a helpful tool and discussion questions for districts and educators here .
The research showed that students are much more successful in Algebra I when enrollment is based on academic readiness, not grade level.
Academic support, including tutoring, summer school, and “double-dosing” (two periods of math each day) will help students who need additional help to be successful. Districts and ducators must be prepared to supply these resources.

Huffaker of Stanford sums up the algebra conundrum with these words of encouragement for educators, “There should be an emphasis on raising the floor, not lowering the ceiling when we’re thinking about balancing access and achievement. We always say that supported acceleration is a great way to get all or most of your students on an advanced pathway. And it sounds really great to have everyone kind of on that early Algebra I one trajectory. But districts face significant resource constraints and staffing. So I think our real goal here was to provide a framework where districts could come in with their local priorities and resources mapped and see what’s realistic for them.”

What are your district’s priorities? Are they realistic? What support resources do you have available? How can you assure that all students are given sufficient challenge and support in your district? If your district is struggling with the algebra conundrum, I hope this article has been helpful.

As always, I welcome your thoughts. Together we grow.

- Jackie Drummer, Past President and Current Advisor, WATG

Beyond the Class List

Sun, 14 Sep 2025 19:25:01 GMT

Ah, September! It is a time when teachers are still memorizing student names and have a cheerful spring in their step when firing up their SmartBoard! They are still bringing interesting and innovative lunches from home, instead of a bag of Fritos, six carrots, and a half empty bottle of lemonade like they start to do after Spring Break! During this fresh, exhilarating, (and exhausting) month of September, we spend most of our efforts getting to know our students so that their goals, needs, and strengths come into focus. With this knowledge, we nurture them towards growth.

But what happens when we realize that our shiny new class list contains several advanced students who may already know much of the year’s content? Where can teachers go to consult and collaborate with experts in gifted education? How can we assure that gifted kids, like all others, make significant learning progress during the school year?

In my experience, virtually all data analysis, content area meetings, and vertical team discussions focus on struggling learners, not on gifted students. When it comes to meeting the needs of gifted students, we are often on our own. But, there’s hope!

The WATG Fall Conference, October 6-7, 2025 at the Wilderness Conference Center in Wisconsin Dells, is an excellent place to meet other educators in our position, learn from experts, and network with colleagues. Meeting the needs of gifted students is not covered in our everyday professional development sessions, so when we are seeking ideas for advanced learners, we are many times on our own.

We guarantee that you will find answers and tools for challenging your advanced learners at the 2025 WATG Conference! Our jam-packed schedule has breakout sessions with experts who can give relevant and helpful advice. Our keynote speakers will share messages of hope and inspire us to double down and take the chance that our efforts to connect with and meet the needs of gifted students will pay off.

Here are just some of the topics that will be covered, and our speakers are always available and happy to answer your questions during and after their sessions.

Overcoming Perfectionism
AI in Education
Twice Exceptional Learners (Gifted students with IEPs)
Tools for Identifying Gifted Learners
Mental Health and Wellness for Gifted Learners
Recognizing Giftedness in Bilingual Contexts
The Power of Making Mistakes

With such excellent and timely professional development awaiting you, please take a chance on our Fall 2026 Gifted Education Conference! We promise that it will provide you with tools and strategies to enhance your teaching all year long!

Can AI Truly Be Creative?

Sun, 14 Sep 2025 19:21:46 GMT

Artificial intelligence has been sparking heated debates in the educational world and beyond. Will AI eventually surpass humans in creativity? At first glance, it may seem like it already has. After all, AI can generate endless ideas in seconds, unconstrained by fear, shame, or mental fatigue.

But here’s the critical distinction – AI alone is not very creative. Creativity isn’t just about generating novel ideas. True creativity combines novelty with usefulness – two sides of the same coin. An idea must not only be new, but also meaningful and valuable in a given context. And that’s where humans still have the upper hand.

Since AI lacks human limitations (e.g., embarrassment or cultural norms), it explores ideas we might never consider, and this makes AI a powerful brainstorming tool that can help spark inspiration at the earliest stages of the creative process.

However, paradoxically, having too many options can paralyze the human mind. When everything is possible, nothing feels right. Creativity thrives not in a vacuum of infinite choices, but within a framework of constraints, time limits, budget restrictions, social expectations, or personal values, even biases. These boundaries help us focus, prioritize, and make decisions that lead to innovative solutions.

It may seem counterintuitive, but studies in creativity science have shown that constraints fuel innovation. Like a puzzle, the challenge of working within limits pushes us to find original ways forward. This is where human intelligence shines – by navigating complexity, integrating personal and cultural meaning, and selecting ideas that resonate deeply with real-world needs.

AI can suggest what could work, but it can’t reliably judge what should work. That final judgment, the transformation of raw ideas into valuable innovations, is still uniquely human.

Empirical research shows that AI can often exceed human creativity in standard idea generation tasks, but this performance typically clusters around the mean of a bell curve, between -1 and +1 standard deviations. In contrast, the most groundbreaking human ideas often lie at the far ends of that curve, beyond the average, driven by insight, emotion, and lived experience. Thus, the same empirical research shows that the highest creativity is generated mostly by humans.

So while AI can help us reach good ideas quickly, great ideas still require a human touch. AI can help us think bigger and faster, but only we can choose the best path forward.

As you and your children or students wrestle with the joys and challenges of AI, you may want to share the research that is emerging. Like any other tool, we need to consider its possibilities as well as its limitations in order to use it most effectively.

- By Dr. Uzeyir Ogurlu, Guest Blogger

Thank you to Kristen Eiswerth for her translation of this article for our Spanish-speaking educators and families.

Building Trust and Collaboration: Partnering with Classroom Teachers to Support Gifted Learners

Mon, 25 Aug 2025 18:25:03 GMT

In the world of gifted and advanced education, success depends not only on identifying exceptional learners, but also on how we support and nurture them within the general education setting. One of the most important, yet sometimes overlooked partnerships in this effort, is the relationship between gifted education coordinators and classroom teachers.

For our programming to thrive, we must intentionally cultivate trust, transparency, and ongoing communication with the teachers who work with gifted students every day. Below are some strategies and insights that help build strong, collaborative relationships with classroom teachers and may serve as useful practices for others in the field.

1. Keep Communication Open and Intentional

Open, regular communication sets the tone for trust. This begins with making sure classroom teachers are aware of which students in their classrooms are identified as gifted or advanced, and in which specific areas (e.g., math, ELA, creativity, etc.). A personal classroom, email, or brief check-in early in the year can lay a strong foundation.

Providing a quick reference student profile or summary can also be helpful, so teachers understand each student's strengths, learning needs, and any relevant testing data or programming they're receiving.

2. Ask, Listen, and Learn

Every teacher brings a unique perspective and set of experiences to the classroom. Take time to ask teachers about their prior experience with gifted students, what strategies worked, what challenges they faced, and how they prefer to collaborate. This communicates respect for their professional knowledge and invites them to be an active partner, not just a passive recipient of support.

When teachers feel heard and valued, they are more open to collaboration and more invested in the success of gifted programming.

3. Provide Meaningful, Accessible Resources

We often talk about differentiation, enrichment, and acceleration, but these concepts need to be backed with clear, concrete support. Share resources that are practical and tailored to their grade level or subject area, whether it's extension activities, tiered assignments, or quick strategies for compacting curriculum.

Consider developing a short, curated digital library or toolkit that teachers can easily access, or host informal "lunch and learn" sessions to introduce new ideas in a low-pressure setting.

4. Stay Current and Share What's Relevant

As a gifted and advanced coordinator, one of your most important roles is staying abreast of new research, instructional strategies, and policy changes and sharing that knowledge in a teacher-friendly way.

A regular newsletter is a simple but powerful tool. Use it to highlight effective practices, share classroom spotlights, recommend upcoming professional learning opportunities, and celebrate teacher successes. Keeping the content concise, engaging, and aligned to teachers' needs ensures it becomes a resource, not just another email in their inbox.

5. Extend Invitations, Not Expectations

When planning professional development or conferences related to gifted education, invite classroom teachers to attend, but frame it as an opportunity, not an obligation. Consider offering stipends, CEUs, or planning coverage when possible to make attendance more feasible.

Better yet, co-present with a clasMichesroom teacher who has implemented a gifted strategy or project. Peer-to-peer sharing increases credibility and makes the experience more relatable.

6. Nurture Relationships: It's an Ongoing Process

Trust doesn't happen overnight; it's built through consistent, positive interactions over time. Make a point to drop into classrooms, leave encouraging notes, or follow up after a shared student success. Recognize and affirm the work teachers are already doing to support advanced learners.

When we focus on relationships first, collaboration becomes more natural, and the ultimate beneficiaries are the students we all serve.

Working with gifted and advanced learners is a shared responsibility, one that requires partnership, patience, and mutual respect. As gifted coordinators, we are at our best when we support and empower the teachers who are on the front lines each day.

By investing in those relationships, sharing expertise, and keeping lines of communication open, we ensure that our programs don't exist in silos, but as part of a broader, more responsive educational ecosystem.

- Michelle Burch, WATG Board Member

Of Curiosity and Creativity

Mon, 25 Aug 2025 18:16:54 GMT

In last month’s Gifted in Perspective article entitled Critical Thinking and Academic Learning , I explored the importance of critical thinking in the classroom. Research indicates that critical thinking strengthens academic achievement, and conversely, academic achievement promotes critical thinking.This symbiotic relationship is critical to effective learning.

Creative thinking also plays a very important role in learning and academic achievement. Creativity is often the on-ramp to motivation and engagement in a classroom, and these definitely enhance learning. When a student’s curiosity is piqued, creativity is sparked. Promoting curiosity, therefore, is an essential precursor to creativity.

So how do educators craft classrooms that celebrate curiosity and creativity? And what can parents and caregivers do to enhance learning through curiosity and creativity?

In a July, 2025 article in Edutopia entitled 4 Strategies to Promote a Curious Classroom , author Thomas TH McKenna has some excellent strategies. His first suggestion is to create a space in which it is safe to be curious and creative. He suggests adults and children craft rules about discussions, and revisit them often. Here are some rules suggested by McKenna, and rules that I have found useful:

Allow time for thinking and processing information. Not everyone processes quickly; some of us “think with our mouths” and others need time to process internally before responding aloud. Both are valid ways to process information and should be honored.
Teach children ways to engage thoughtfully in discussions, especially when opinions and ideas are diverse or creative. At SOAR Camp (elementary and middle school summer camps for gifted children) this past summer, we emphasized phrases such as:
“In light of that new information, I changed my mind.”
“You make a strong argument; I’ll consider what you said.”
“I can’t support my opinion; I don’t know why I think that.”
“I never thought of it that way. Thank you. Now I will.”
“From the evidence provided, it appears that I need to rethink things.”
“Oh, I didn’t know that before. I guess I was wrong.”

When we give children respectful ways to process their thinking and the thinking of others, we build safe spaces to communicate creatively.

McKenna also suggests using natural phenomena to spark curiosity and grow creativity. Drawing attention to the world around us, being curious, and asking questions of curiosity will often generate creative answers. When doing this, adults also need to model genuine curiosity. We need to model the joy in asking questions, posing possibilities, and pursuing creative solutions. Acting as the “guide on the side” rather than the “sage on the stage” levels the creative thinking playing field for adults and children. Learning should be FUN!

A suggestion from McKenna that I found intriguing was his reference to the usage of “adult poker face”. When adults do not signal that an answer is correct through verbal or facial confirmation, this opens possibilities for more creative answers and discussions. Non-committal or non-judgmental affirmations such as, “Oh?” or “Hmmm? ” or specific invitations to continue thinking enhance creativity. So does the concept of grand pause (as difficult as this is to do…). A grand pause signifies that more thinking is possible, and when children have had a chance to process others’ thinking and piggyback their own thinking, creativity soars. Creativity takes time.

Finally, McKenna suggests moving away from expecting single correct answers. When a student answers a question, dig deeper. Consider using the 5 Whys Technique (ask “why” after each answer five times). Harness the power of “wrong answers” to make meaning more powerful. Engage students in questioning each other respectfully, and in posing questions such as “What if?” or “What else?” or “What next?” or “How come?”

As we enter another school year, consider making creativity a priority in your classrooms and homes. Begin by harnessing the power of curiosity, and then transforming it into creativity. The rewards will be significant – improved motivation and engagement, and enhanced learning.

As always, I welcome your thoughts. Together we grow.

- Jackie Drummer, Past President and Current Board Advisor

Thank you to Esther Vazquez for her translation of this article for our Spanish-speaking educators and families.

WATG Annual Conference: Supporting Parents of Gifted Learners

Mon, 25 Aug 2025 18:07:51 GMT

The Wisconsin Association for Talented and Gifted (WATG) Annual Conference is coming up on October 7 & 8 at the Wilderness Conference Center in the Dells. Parents and caregivers are always encouraged to attend! This in-person event brings together families, educators, and experts to explore how we can best support the needs of gifted students across Wisconsin.

A highlight of the event is our Parent Strand, a two-day collection of sessions designed specifically for parents and guardians. Topics include mental health, neurodiversity, flexibility in learning, and practical parenting strategies.

Parent Strand Sessions Include:

Monday, October 7

Take a Chance on Flexibility: Lessons from Homeschooling to Support Gifted Students – Laura Mukerji
“I Can’t Hear You Because My T-Shirt is Too Itchy”: A Guide to Working with the Sensory Needs of Neurodivergent Learners – Dr. Matt Zakreski
Parent to Parent: Sharing Your Wisdom – Jackie & Dal Drummer
What If I Make a Mistake?: Helping Kids Learn the Power of Making Mistakes – Lauri Budzynski

Tuesday, October 8

The ABZ’s of Auditory Processing Disorder: Maximizing Student Learning and Emotional Well-Being – Jenny Nilsen & Christy Washkowiak
Conscious Leadership & Conscious Love: Guiding Gifted Students with Purpose and Heart – Elijah Nicholas
Prioritizing Wellness: Mental Health Strategies for Gifted Students – Amanda Eake & Nicole Mashock

The conference also features two outstanding keynote speakers: Dr. Dante Dixson , who will speak on motivation, equity, and hope in gifted learners; and Dr. Matt Zakreski , who brings humor and expertise to understanding and supporting neurodivergent children.

Parents who’ve attended in past years have found the conference to be a valuable and inspiring experience. Here are some of their comments:

“WATG has helped our family find clarity and resources to best support our gifted child.” – Sarah (Lisbon)
“My daughter applied for and used a WATG scholarship. Great ideas from the WATG conference each year!” – Mary (Poynette)

Whether you’re looking for resources, support, or simply a better understanding of your child’s needs, the WATG Conference is a powerful opportunity to connect with others who understand the journey of raising a gifted learner.

To learn more or register, visit https://www.watg.org/events .

We hope to see you there!

Growing Your Skillset as a Gifted Educator

Mon, 11 Aug 2025 14:21:51 GMT

Entering teaching can feel daunting. And entering a field such as gifted education with little to no additional training can be downright challenging. That's how I felt as a newly hired teacher almost twenty years ago when I was hired to teach Middle School Gifted and Talented students in addition to a fine arts class. It seems to me that the title of Gifted and Talented Teacher can be viewed as an add-on when, in fact, it should be a primary title. Teachers new to the field need to find some powerful support systems. The support I received as a new teacher in my district was essential in bringing me into the world of our GT students and high-ability learners.

The first and most transformative support I found was to take part in Professional Development opportunities, such as the annual conference put on by the Wisconsin Association for Talented and Gifted, also referred to as WATG. The WATG Conference offers access to the latest research, experienced individuals, resources, technology, and teaching strategies. Keynote speakers are nationally recognized for their knowledge and competency in working with our students. Breakout sessions are led by veteran teachers who share practical strategies that can be implemented in the classroom setting. These strategies not only help with student engagement and differentiated instruction, but also with the efficacy and evaluation of data.

Oftentimes, GT students deal with imposter syndrome. Ian Byrd defines this as "a situation in which high-performing people are vaguely praised for being perfect and then start avoiding situations where they might be 'exposed for being imperfect.'" Those who are new to the field of education may be intimidated by others more versed in working with these GT and high-ability learners. The WATG Conference allows attendees to be surrounded by passionate professionals, some of whom may be at the same stage in their careers and others who are further along in their educational journey. The feeling that I get when I partake in these sessions is electrifying.

Attending the WATG conference with others creates in me a sense of excitement and strong motivation to improve my teaching practices. At the conference, I am surrounded by those who not only understand the challenges that GT students and facilitators face; they understand that this is a unique population. As a lifelong learner, attending the conference also reinforces my desire to learn new strategies or to revisit those that have historically been utilized. The conference has significantly extended my network of people that I can reach out to when seeking counsel in providing support for my students.

No two people are exactly alike. This can also be said for teaching positions. Each unique position, and set of individuals we provide support for, carries their own challenges. Through networking with other conference attendees, I have been able to explore the philosophies, practices, evaluation procedures, and guidelines from a multitude of districts both within and outside of Wisconsin. Conference presenters are "experts in their field" and share their insights with attendees. Bonus points go out to the conference exhibitors who also offer sound advice and plenty of freebies for you to take back to your schools.

The WATG Conference equips those who work with GT and high-ability learners with practical recommendations, instills confidence, and expands their network of support. As changes happen continuously, attending the WATG Conference gives attendees the chance to pause, discuss, reflect, and grow in the world of GT. The investment of time in attending a conference is not just beneficial to the attendee, but also to the entire district–administrators, colleagues, parents, guardians, and students themselves.

I urge you to grow your skillset. Take a chance on gifted education at the WATG Fall Conference, October 6-7 at the Wilderness Conference Center in Wisconsin Dells!

By Jessica Barington, Programming Committee Member and Guest Blogger

Continuum of Service(s)

Mon, 11 Aug 2025 14:21:49 GMT

Continuum. Spectrum. Gamut. Range. Progression.
These words represent a range of possibilities, much like the diverse needs of gifted learners present a range of possibilities, and pose the question, “What is the best way to serve gifted learners?”

The truth is, there isn’t a single right way. In fact, the National Association for Gifted Children (NAGC) “recognizes that there is no ‘one perfect program’ for teaching gifted students.” Every child is unique and their profiles vary widely. There is no one-size-fits-all programming for gifted learners. According to the NAGC Pre-K-Grade 12 Gifted Programming Standards , a “continuum of services must exist for gifted learners.” (See NAGC FAQ ).

The word continuum may sound simple, but it’s a complex concept, much like the varied needs of gifted learners; gifted learners have diverse needs and deserve a continuum of services. As a program coordinator who leans on the continuum approach, I often explain what this means to school staff, families, and learners.

Core Curriculum and Continuum
All students deserve a high quality, engaging core curriculum that is standards-based, research-driven, and culturally responsive. Even when the core curriculum meets those criteria, it may need to be differentiated, modified, enriched, or accelerated, to serve students’ diverse learning needs. Not all students are satiated with what is provided at the universal level. For gifted learners and high-achieving students, teachers are encouraged to provide a continuum of services to better meet the needs of these learners.

“A “continuum of services” provides administrators, teachers, parents, and students with a menu of educational options that are respectful of individual student differences and mindful of classroom and community resources.” (See NAGC FAQ ). However, the continuum is not simple. It involves nuances, degrees, and contexts, all of which must be tailored to each individual profile.

The Wisconsin Department of Public Instruction (DPI) offers an interactive visual on their website to help educators and stakeholders better understand the Continuum of Services for gifted learners (see DPI’s toolkit ). This visual organizes gifted services into two broad categories: classroom-based and school/district-based .

Classroom-Based Strategies
In the classroom, gifted services begin with foundational strategies that can be woven into daily lessons or unit planning. These strategies can be adapted for different levels of intensity depending on individual student needs.

Lower-intensity strategies include:

Pre-Assessment: Identifying prior knowledge and readiness, and deliberately planning curriculum “on-ramps” to honor student differences
Questioning Techniques: Using open-ended questions to encourage deeper thinking; gifted students are able to handle more analysis, synthesis, and evaluation
Reflective Goal Setting: Helping students set personal learning goals
Creative Thinking: Encouraging innovation and out-of-the-box thinking
Critical Thinking: Fostering analytical and evaluative skills
Flexible Grouping: Adapting groups to match learning needs and dynamics, and keeping the groups flexible to allow for grouping and re-grouping

Higher-intensity strategies include:

Problem-Based Learning (PBL): Tackling real-world problems with teacher guidance
Inquiry Models: Fostering self-directed learning
Curriculum Compacting: Eliminating redundant material
Independent Contracts: Allowing self-paced exploration with structure

School or District-Based Strategies
At the school or district level, the continuum takes on a broader, more collaborative approach. These services often require coordination across grade levels, departments, and even schools within the district. Some examples include:

Cluster Grouping: Grouping gifted students together to foster peer collaboration
Push-In Services: Bringing specialized support into the general classroom
Purchased Services: Bringing in external expertise for programming
Subject Acceleration (sometimes called partial acceleration): Allowing students to progress more quickly through specific subjects
Grade Acceleration (sometimes called radical acceleration): Moving a student to a higher grade level if their needs require it
Mentorships: Connecting students with mentors who can provide guidance and insight
Dual Enrollment: Enabling college-level courses while in K-12

Collaborative Effort
The strength of these services lies in the collaboration between teachers, administrators, families, and students. Whether at the classroom or district level, each decision regarding service implementation is guided by the unique needs of the student, ensuring that they are appropriately challenged and supported.

Decisions are made locally and in response to the individual student. Many gifted students have a comprehensive pupil profile accessible to school staff. This profile shares information about the interests, strengths, cognitive abilities, previous achievement, and more, which allows for a more precise match between the student and the services they need. Teachers, administrators, parents, and students must work in tandem, continuously adapting programming based on student profiles and evolving needs.

For example, a student strong in problem-solving may benefit from flexible grouping and curriculum compacting, but if those aren’t enough, subject acceleration might be considered. The more detailed the student’s profile, the better the match with appropriate services. The intensity of need drives the programming option.

Volunteerism as an Analogy for the Continuum
To further illustrate the flexibility of a continuum, think about volunteerism. Just as gifted services offer a spectrum of engagement, volunteerism within an organization like WATG provides varying levels of involvement based on individual capacity, skills, and interests.

WATG, a non-profit with a part-time employee, thrives on the diverse skills and time commitments of its volunteers. Most of your WATG experience is the result of volunteers sharing time and talent. The collective talents of the volunteers seem endlessly versatile. The time commitments are finite, but vary greatly.

WATG includes general members, committee members, committee chairs, non-voting advisors, directors, contributing writers, gifted advocates, mentors, and more. The range of ways to be involved with WATG is wide. Each member can choose the commitment that best serves them and their needs.

More than a decade ago, I became a member whose needs were met by attending the annual conference. Now, I serve as President and volunteer hours each week supporting the mission and vision of WATG. My place on the continuum of service is going to change as my capacity, abilities, and interests develop. There are some in the organization who devote hours each day responding to member inquiries, planning events, and monitoring the landscape of advocacy. The continuum of volunteerism has infinite notches along the route and many entry points.

Conclusion
Just as with volunteerism, the continuum of services for gifted learners isn’t one-size-fits-all. It is an ever-evolving approach, shaped by individual needs, talents, and goals, with one common thread: to ensure that every gifted student has the opportunity to thrive.

By Terese Weiler, President, Wisconsin Association for Talented and Gifted

Cell Redesign with SCAMPER: A Structured Spin on Creativity in the Science Classroom

jneuman@watg.org (Jennifer Neuman) — Mon, 11 Aug 2025 14:21:47 GMT

(In a recent survey, respondents asked for more specific curriculum ideas for gifted learners. We heard you, and are pleased to offer more articles on this topic.)

As a teacher—and admittedly a fairly rigid and logical thinker—I often find it challenging to design lessons that feel both academically rigorous and creatively engaging. While I thrive on structure and clear outcomes, I recognize that gifted students learn best when they can explore, imagine, and think beyond the textbook. That’s where the SCAMPER model comes in. It has become one of my favorite tools for igniting creativity across all subject areas—and science is no exception.

One way I have used SCAMPER in the classroom is through a Cell Redesign Project. In this activity, students use the SCAMPER framework (Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, and Reverse) to reimagine cell structures. Instead of simply memorizing each part’s function, they apply higher-level thinking to transform the cell into something new, yet still biologically functional. For example, a student might substitute the cell membrane with a drawbridge system or combine the functions of the lysosome and Golgi apparatus into one streamlined processing center.

What makes this lesson especially powerful is the balance between structure and innovation. SCAMPER gives students a lens through which to view the content differently, but it also gives me , as the teacher, a structured process to support and assess their creative thinking and content knowledge. I am often inspired by their designs and create my version alongside them. Modeling the process makes a huge impact. Students love critiquing my “cell redesign” using the same rubric they are graded with, and it invites a playful sense of accountability and mutual growth into the classroom.

SCAMPER isn’t just for art class or writing prompts—it’s a flexible, powerful framework that can bring creative thinking into even the most traditionally logical subjects. Whether it's science, math, or language arts, students (and teachers!) benefit from being given permission—and a process—to think differently.

If you are looking to spark imagination while still keeping things academically grounded, consider trying Cell Redesign with SCAMPER. You might just be surprised by what your students—and you—create.

SCAMPER Cell Redesign Lesson Plan

Grade Level: 7th – 9th Grade

Subject: Life Science

Topic: Cell Structures and Functions

Duration: 60 minutes

Objective: Students will:

Understand the structure and function of plant and animal cells.
Use the SCAMPER model to explore and creatively reimagine cell structures.
Present ideas that reflect comprehension and creativity.

Materials

Diagrams of plant and animal cells
Chart paper or whiteboards
Markers
SCAMPER worksheet (can be provided digitally or printed)
Projector/slides for visuals

Introduction (10 min)

Brief review of cell structures (nucleus, mitochondria, cell membrane, etc.).
Show visuals comparing plant and animal cells.
Introduce the SCAMPER method ( SCAMPER anchor chart ):

S ubstitute
C ombine
A dapt
M odify/Magnify/Minify
P ut to another use
E liminate
R everse/Rearrange

Activity – SCAMPER Cell Redesign (35 minutes)

Step 1: Group Work (5 min)
Divide students into small groups (3-4 per group). Assign each group either a plant cell or an animal cell to work with.

Step 2: SCAMPER Brainstorm (20 min)
Each group completes the SCAMPER worksheet using their assigned cell type.

Sample SCAMPER Prompts:

S: What if we substitute the nucleus with something else—what could control the cell?
C: Can we combine two organelles to be more efficient?
A: How could we adapt the cell to survive in a new environment (e.g., outer space)?
M: What if we modify the size of the mitochondria—what would happen?
P: Can any organelle be put to another use (e.g., the vacuole as a defense system)?
E: What happens if we eliminate the cell membrane—what problems would arise?
R: What if we reverse the cell’s energy process—what might that look like?

Step 3: Creative Design (10 min)
Groups sketch and label their newly imagined cell design on chart paper or digital tools.

Presentations and Discussion (10 minutes)

Each group presents its "Redesigned Cell" and explains its SCAMPER-based changes.
Encourage class discussion on the feasibility and scientific implications of their ideas.

Closure (5 minutes)

Recap how SCAMPER helped think critically about cell structures.
Ask: “Which SCAMPER prompt was the most challenging? The most fun?”
Homework (optional): Write a short story from the perspective of your redesigned cell.

Assessment

Rubric

Extensions
Use SCAMPER to explore ecosystem design, human body systems, or adaptations of organisms in different biomes.
Integrate with art class for 3D models of redesigned cells.

By Jen Neuman, Board Member, Wisconsin Association for Talented and Gifted

Taking a Chance on Gifted Ed – Great Odds for All

mkatsarosmolzahn@watg.org (Maria Katsaros-Molzahn) — Fri, 25 Jul 2025 18:00:32 GMT

Day by day, our educational system is evolving, and despite changes, the promise of education shines on. Educators and advocates must serve all students, including those who are neurologically diverse and those with advanced abilities. It is imperative that the educators of these students have a plethora of tools to provide appropriate learning environments for their population. Current realities imply that educational institutions must also expand and embrace alternative delivery models to attain this goal. Simply stated, school systems succeed when their home communities believe that all students, with adequate and appropriate support, thrive. Where, then, is the best place to hone your skillset and fill your toolkit?

The 2025 WATG conference, Take A Chance on Gifted Education , October 6-7 at the Wilderness Conference Center in Wisconsin Dells, will provide an opportunity for participation in invigorating learning dedicated to the belief that excellent education matters for all students. With two phenomenal keynote speakers – Dr. Dante Dixson and Dr. Matt Zakreski – and a plethora of informative breakout sessions, the conference will offer opportunities for all members of the educational community – parents, teachers, administrators, school leaders, and community members – to grow their skillsets and thrive.

Beyond a niche service, gifted education, at its core, lays the foundation for a creative blending of key principles and new ideas. Gifted education has often been on the cutting edge of ways to reimagine education. For example, many neurodiverse individuals thrive when directions about changing behaviors are framed as opportunities for intellectual exploration. Intellectual exploration then becomes the “on ramp” for behavioral change. Similarly, academic subjects always require the teaching of facts and skills while sharing knowledge. Curious students benefit most when current best practice unites with intriguing educational theory. Students learn best when their curiosity is piqued.

Our WATG Fall Conference, Take a Chance on Gifted Education, will offer many ways to stimulate your thinking and ignite your teaching. Take a chance, learn new things, and join our community. Then take this learning back to your community, because education plays a critical role in the foundation of strong communities!

We look forward to seeing you at our conference to share ideas and support our mission to educate and advocate for the needs of all gifted and talented individuals in Wisconsin.

By Dr. Maria Katsaros-Molzahn, Ed.D, WATG Secretary

Critical Thinking and Academic Learning

jdrummer@watg.org (Jackie Drummer) — Fri, 25 Jul 2025 17:53:48 GMT

As an educator, parent, and grandparent, I have often wondered about the connections between academic learning and critical and creative thinking skills. It seems to me that these thinking skills need to be directly taught, and that they enhance academic performance. However, I am also convinced that creative and critical thinking skills cannot be taught in a vacuum; they must be embedded into our curriculum and our daily lives. Children need to have something real to think about. As their knowledge base grows, they will use the tools of creative and critical thinking to enhance and hone their learning and academic performance.

Serendipitously while pondering this, I came upon this article by Eric W. Dolan in the June 24, 2025 edition of PsyPost: Cognitive Science, Critical thinking and academic achievement reinforce each other over time, study finds . The study, albeit small, conducted at Huazhong University of Science and Technology with160 Chinese students in grades four through six, explored the link between critical thinking and academic learning. Their findings suggest that “critical thinking skills and academic achievement influence each other in a bidirectional way during the upper elementary school years. This connection remained stable even after accounting for students’ general cognitive ability. The findings support the idea that teaching students to think critically and building their knowledge base can work hand in hand to support long-term academic development. The results showed that students who had higher academic achievement than expected for their own average performance also tended to show higher-than-expected growth in critical thinking skills at the next measurement point. The reverse was also true; students who scored higher than expected in critical thinking also tended to improve in their academic achievement over time. These patterns held even after controlling for general cognitive ability, suggesting that the two factors genuinely support each other in a meaningful way”.

Another finding of the study was that although students grew continually in critical thinking and academic achievement over the three years of study – fourth, fifth, and sixth grade – the biggest gains were seen between fourth and fifth grades. This correlates with some research that suggests that great cognitive leaps (especially into the realm of abstract thinking ) occur as children approach the ages of 11 or 12. (Gifted children may reach this stage somewhat earlier.) The researchers hope to continue to examine the bidirectional effects inherent in this study in older students in the future. They expect that the results will continue to strengthen their findings.

Above all, the critical thinking study confirms that direct teaching of critical thinking skills, in conjunction with curriculum and life activities, is imperative; these skills are not necessarily inherent in students. So how can educators and parents/caregivers do this? Here are some concrete examples:

Teach children to observe . Expect them to slow down and look, listen, smell, taste, and feel. Encourage mindfulness, and celebrate journaling, and active listening. Help them keep track of their observations and reflect on what they are noticing.
Teach children to analyze . Help children find problems and evaluate situations. Help them discover the facts, data, or information about the problem that are important (or not important). They will need to learn to question, to gather unbiased research and data, and to objectively examine their findings.
Teach children to communicate effectively. This means engaging them in respectful discussions and debates about important topics. They need to learn to listen actively and thoughtfully and to share their opinions with grace in a rational and calm way.
Teach children about “educated guesses” or inference . As children grow in abstract thinking, help them to watch, listen, and read “between the lines”. Help them to interpret body language, vocal inflection, graphs, tables, images, etc. Teach them that things may not be exactly as they present.
Teach problem-solving skills . These include:
Finding a problem
Examining the facts, data, information
Looking for the positives and possibilities of an idea
Looking for the negatives and challenges of an idea
Trusting their “gut” or emotional response
Crafting a solution and determining a reasonable solution and path of action

For more information on decision-making/problem solving, and teaching these to children (or adults), check out the work of Edward de Bono and his Six Thinking Skills Hats technique.

Though I was not able to find any studies linking creative thinking and improved academic learning, my experience has taught me that infusing creativity and creative thinking into learning improves motivation and engagement, leading to increased academic performance. Though some children may prefer creative thinking and others critical thinking, all need to learn how to do both. And the good news is that these can be taught.

How about you? How do you infuse creative and critical thinking into your classroom, or in your daily life with children? How can you encourage educators to use these tools to increase learning? Please share your ideas. As always, I welcome your thoughts. Together we grow.

By Jackie Drummer, Past President and Current Board Advisor, WATG

Thank you to Esther Vazquez for her translation of this article for our Spanish-speaking educators and families.

Why Gifted Programming is Important

Sat, 12 Jul 2025 05:00:00 GMT

My name is Vincent Balzrina. I’m an 8th grader at Glen Hills Middle School. In the future, I want to become a writer or a concert pianist, but I'm not completely sure about the path I want to take yet. Glen Hills Middle School has offered several excellent learning opportunities to help me expand my horizons and explore my passion.

One of the projects that Glen Hills provided me with was the Silent Heroes program. It was a project attached to the National History Day (NHD) project. In this project, we had to research and learn about two heroes who served the U.S. but didn't get the recognition they deserved. I worked on this project with 3 other friends and we built our research skills tremendously throughout this project. It was difficult to find reliable primary sources, but with the time provided by our school, we managed to complete the project. We brought attention to the feats of our selected heroes and learned just how important it was to find and recognize those in our communities who were heroes like them but never got the acknowledgement they deserved.

As a part of this project for NHD, I had the honor of participating in a "No Next to Kin" ceremony, a tribute to veterans who do not have family members to honor them at their funerals. Standing alongside two of my friends and peers, I felt a huge sense of gratitude and respect for the veterans who had given so much for our country. It was a reminder of the importance of remembering and honoring those who have served, especially those who might otherwise be forgotten. It was a humbling experience that reinforced my understanding of the significance of service and sacrifice in our nation's history. Before this ceremony, I couldn't even fathom the true number of sacrifices that were made for our country. The ceremony was eye-opening, and I finally understood that every single person who served and died had a life filled with memories and moments of both euphoria and sorrow. Without our school's Gifted and Talented program offering us the original NHD project, we wouldn't have grown our research skills, we wouldn't have learned the importance of recognizing others, and we wouldn't have been able to participate in such an honorable ceremony.

On another note, winning Daughters of the American Revolution (DAR) Essay Contest for three consecutive years has been a significant achievement that has deepened my passion for history and social studies. Each year, I have had the opportunity to explore different aspects of American history, from the founding of the nation to the sacrifices made by those who fought for our freedoms. Participating in these contests has not only improved my research and writing skills but also strengthened my understanding of the role that history plays in shaping the world we live in today. I'm very glad I was able to grow so much through these contests, and I'm extremely thankful for these opportunities.

Thanks to Mrs. Murali for providing several opp ortunities. First, we were given the chance to compete in the Future City competition where we had to create a fictional city based on a theme and then make a model of it. It was an amazing and fun learning experience where we got to exercise our creative minds and problem-solving skills. Then, there were the multiple Battle of the Books programs that our Gifted and Talented class offered. It incentivized us to read more books and build our reading comprehension and memory recall skills. Next, there was a Wisconsin Society of Science Teachers (WSST) essay contest about water and its importance. Additionally, we had an amazing opportunity to design two microgravity experiments for a NASA project. I learned a lot about STEM careers around water, pollution, and global warming, why we should take care of our rivers/lakes, and much more. Finally, our school's Gifted and Talented program provided us access to the National Junior Honor Society. This was a gateway for us to volunteer for our community and we learned many different skills across various volunteer work. It was a great opportunity to help our community and become more involved in our local area.

These experiences, from w inning the DAR Essay Contest to competing in the Future City competition, have solidified my passion for learning. They have allowed me to grow as a student and as a person. As I continue my studies, I am excited to explore these interests knowing that the lessons I have learned through these experiences will guide me in both my academic and personal growth. Being in this Gifted and Talented program has truly helped me to become the best I can be. It's granted me amazing opportunities, memorable moments, and even life lessons that I can take away from all of this. I wouldn't have been able to grow my writing abilities to the level they are now if I hadn't been in this program.

I believe that other schools can really boost their support for students just like my school did for me. One wonderful way to achieve this is by offering Gifted and Talented programming or engaging extracurricular activities. These opportunities can inspire students in the same way I was inspired, allowing them to learn and grow in more effective and enriching ways than they might without such programs. Not only will this prepare them for their future, but it will also help them build accomplishments that shine on college applications. They will become the next generation of leaders, and it will be thanks to the nurturing environment of Gifted and Talented programming.

In summary, providing students with opportunities outside of the everyday classroom is crucial to their growth and development. Gifted and Talented programming does this extremely well and every school should provide this. Thanks to Glen Hills Middle School for supporting me with it.

By Guest Student Writer Vincent Balzrina

Building Trust and Transparency in Gifted Education From Day One

mburch@watg.org (Michelle Burch) — Sat, 12 Jul 2025 05:00:00 GMT

As gifted and talented coordinators, one of the most impactful things we can do to support classroom teachers and students at the beginning of the year is to start strong with transparency, clarity, and collaboration. In my work across an urban district, I’ve found that opening lines of communication early not only builds trust, but also enhances the learning experience for gifted and advanced students.

“We are each other’s harvest; we are each other’s business; we are each other’s magnitude and bond.” ~ Gwendolyn Brooks

This powerful quote by Gwendolyn Brooks is a reminder of our shared responsibility. It reflects the heart of our work in gifted education, a shared responsibility rooted in mutual respect and purpose. Our success depends on the strength of our relationships with teachers, families, students, and each other. When we commit to collective growth and shared understanding, we create learning environments where gifted students can flourish and every educator feels supported in helping them reach their full potential.

A first step with teachers is to begin with clarity; who are the gifted students in their classrooms?

Too often, classroom teachers aren’t made aware of who is identified as gifted, or in what area, until several weeks into the school year. To address this, we now begin each school year by providing teachers with a student identification summary. This document includes the student’s name, area of identification (math, reading, both), assessment data, and recommended strategies. It offers a snapshot that immediately helps teachers plan differentiated instruction.

We also include a clear summary of the services and supports available through our Gifted & Advanced program. These are designed to extend learning opportunities and provide the right level of challenge for identified students. Services may include:

Instructional support tailored to student needs.
Coding opportunities that encourage inquiry and creativity.
Book clubs and enrichment experiences that go beyond the core curriculum. \
Summer learning programs that promote continued growth and exploration.

This upfront transparency helps teachers feel empowered, not surprised. It also enables students to be appropriately challenged from day one.

During the year, we offer multiple touchpoints; these may be live or on-demand overviews.

To further support teachers, we launch the year with access to our Gifted & Advanced Presentation, offered both synchronously (via Google Meet or in-person) and asynchronously (via recording). These sessions walk through:

Key characteristics of gifted learners.
Strategies for differentiation.
Myths and facts about giftedness.
Family communication ideas.

Teachers appreciate flexibility and this approach allows coordinators to give educators tools early on to help them proactively meet student needs instead of playing catch-up.

Another key component of our programming is to bring parents into the process. We ensure that families are informed at the start of the school year. They receive a newsletter outlining services, contact information for Gifted & Advanced staff, and an invitation to an optional parent orientation.This approach demystifies gifted education for families and creates space for shared advocacy. “When families and educators work together, students succeed” . ~ U.S. Department of Education.

Finally, we build relationships with intention. Throughout the year, we prioritize relationship-building with teachers. We will visit classrooms and join Professional Learning Communities. We also hold regular check-ins. When teachers know who we are and see that we’re there to help, the walls come down, and collaboration rises. We also believe in being part of a statewide consortium and engaging with local organizations like WATG (Wisconsin Association for Talented & Gifted); this keeps us “in the know”. These partnerships allow us to stay current in our field.

The beginning of the school year is a precious window of time. It’s when routines, expectations, and beliefs about students are formed. By being proactive, visible, and consistent in our support for classroom teachers, gifted specialists can ensure that every child with advanced potential has the opportunity to grow. The best way to serve students is to first serve the educators closest to them. And that begins with a knock on the door, a shared plan, and a commitment to lifting one another higher.

Michelle Burch is the Gifted & Advanced Coordinator for Racine Unified School District and a member of the Wisconsin Association for Talented and Gifted. She believes in equity-centered education and giving every student the opportunity to be seen and stretched.

Reimagining Stories with SCAMPER

jneuman@watg.org (Jennifer Neuman) — Sat, 12 Jul 2025 05:00:00 GMT

SCAMPER is a creative thinking framework that generates new ideas by exploring existing items.This framework can be used with students in various subject areas to help them develop creative thinking skills.The framework has students look at existing items through different lenses.The acronym SCAMPER stands for: S ubstitute, C ombine, A dapt, M odify, P ut to another use, E liminate, R everse.

For this Middle School ELA lesson focused on creative writing, I used SCAMPER for gifted students because it encourages flexible thinking and creative problem-solving in a fun way. This will be the students’ first exposure to SCAMPER, and doing it in a fun way may make it easier to apply. It can also help those students who struggle with creative writing be more flexible and creative. Flexible thinking and problem-solving skills are essential for writing and for advanced learners.

I used SCAMPER to encourage brainstorming for story development by taking a well-known fairy tale and applying the seven SCAMPER strategies to alter the story— S ubstituting the setting, C ombining characters, A dapting the situation, M odifying the order of events, P utting an object in the story to a different use, E liminating a key story element, Reversing the role of a character. These modifications are used to develop new ideas for the old story. First, I modeled with an example story, allowing the whole class to learn the SCAMPER framework and test out using it. Students then used it to modify a different story of their choice.

I chose to use SCAMPER because gifted students often like open-ended challenges and benefit from a framework that stretches their thinking. SCAMPER has flexible, structured prompts that allow students to be pushed beyond their typical story patterns.

SCAMPER can also help students break through their creative blocks when they are out of ideas and cannot write.

SCAMPER framework aligns with gifted students’ cognitive abilities through encouraging them to think divergently. SCAMPER also allows students to think through and reflect on how changes to story elements affect the tone and theme of a story.

I have provided a sample lesson plan using SCAMPER below:

Grade Level: Middle School

Subject: ELA

Duration: 1 class period (60 minutes)

Objective: Students will apply the SCAMPER technique to reimagine a familiar story and develop original creative writing pieces.

Learning Objectives

By the end of this lesson, students will be able to:

Understand and apply the SCAMPER technique.
Use SCAMPER prompts to rework familiar story elements.
Write a short creative piece using at least three SCAMPER prompts.

Materials

Whiteboard or projector
Copies of a short, familiar story (e.g., "The Three Little Pigs", "Cinderella", "Little Red Riding Hood", "Hansel and Gretel")
SCAMPER worksheet (one per student)
Writing materials or devices

Lesson Procedur e

Warm-up (10 minutes)
Ask students: “What makes a story original or creative?”
Brief discussion on remix culture—how stories/movies are reimagined (e.g., "Into the Spider-Verse", "Wicked", "West Side Story").
Introduction to SCAMPER (10 minutes) ( SCAMPER Anchor Chart )
Briefly explain each SCAMPER prompt with examples:
Substitute: What if the main character were a robot?
Combine: What if two fairy tales merged?
Adapt: What if the story were set in space?
Modify: Change size, mood, or perspective.
Put to another use: What if the villain became a hero?
Eliminate: What if there were no villain?
Reverse: What if the ending came first?
Distribute SCAMPER worksheet listing all prompts with space for student notes.
Guided Practice (15 minutes)
Read or summarize a short, familiar story aloud.
As a class, go through SCAMPER prompts applied to that story.
Example: "Cinderella"
Substitute: Make Cinderella a boy
Adapt: Set in modern-day Tokyo
Reverse: What if Cinderella were the villain?
Students jot down ideas on their SCAMPER worksheet.
Independent Writing (20 minutes)
Students choose 3 SCAMPER prompts and rewrite the story in a new, creative way.
Goal: Write a 1-2 paragraph scene or opening to the reimagined version.
Encourage creative risks and originality.
Sharing & Wrap-Up (5 minutes)
Invite volunteers to share their reimagined scenes.
Quick group reflection:
Which SCAMPER prompts were easiest or hardest?
How did SCAMPER help spark new ideas?

Asse ssment

Participation in SCAMPER brainstorming
Completed worksheet with thoughtful ideas
Creative writing demonstrates application of SCAMPER strategies
Optional: Rubric assessing creativity, clarity, and effort

Extensions/Homework

Revise and expand their SCAMPER-inspired scene into a short story.
Use SCAMPER on a story of their choice (novel, movie, myth, etc.) and write a full alternate version.

SCAMPER is a fun and effective way to encourage flexibility and creative thinking during the writing process. Give it a try!

The 2022-2023 State of the States in Gifted Education Report

gdiaz@watg.org (German Diaz) — Fri, 27 Jun 2025 15:29:40 GMT

Dear WATG members,

The most recent report on gifted education nationwide is now available, and I invite you to take a look at this report. Click here to see the full report .

Here is a summary of some of the key points in this report. The 2022-2023 “State of the States in Gifted Education Report,” published by the National Association for Gifted Children (NAGC) in collaboration with the Council of State Directors of Programs for the Gifted, offers an indispensable snapshot of the current landscape of gifted education across the United States. In the absence of a federal mandate for gifted student identification and services, this report underscores the profound variability in policies, funding, and programming support provided to high-ability learners from state to state. This report also serves as a crucial resource for educators, policymakers, and advocates striving to ensure that gifted students receive the tailored educational experiences necessary to reach their full potential.

A central theme of the report is the decentralized nature of gifted education in the U.S. Each state, and often individual districts, defines giftedness, establishes identification criteria, and determines the scope and nature of services offered. This autonomy leads to a patchwork system where opportunities for gifted students can vary dramatically depending on their geographic location. The report meticulously details these variations across several key dimensions, including the allocation of state education agency personnel, the presence and enforcement of state-level gifted education laws, universal screening practices, and the range of service delivery models employed, from pull-out programs and differentiation to advanced placement and dual enrollment options.

The 2022-2023 iteration of the report also implicitly reflects the lingering impacts of recent global events, such as the COVID-19 pandemic. While not explicitly detailed in all accessible summaries, the overarching context of educational recovery and continuity of services likely informed the data collection. States have continued to navigate how to effectively identify and serve gifted learners amidst evolving educational priorities and resource constraints, often striving to maintain support despite reductions in certain areas, like professional learning opportunities in some instances.

Despite dedicated efforts by many states and districts, the report illuminates persistent challenges. One significant hurdle highlighted is the common lack of mandated funding for gifted programs, even in states where services are required by law. This disconnect often places the burden on local education agencies to fund critical initiatives, leading to disparities in the quality and availability of programs. Furthermore, the report, when considered alongside district-level data, occasionally points to difficulties in meeting specific academic growth targets for gifted students, particularly in subjects like mathematics, underscoring the ongoing need for effective instructional strategies and robust support systems. Equity in identification and access to services, particularly for underrepresented populations, remains a critical area of focus, as disparities continue to exist.

Ultimately, the “2022-2023 State of the States in Gifted Education Report” is more than just a data compilation; it is a vital call to action. By systematically documenting the current state of affairs, it provides the evidence base necessary for advocacy groups like NAGC and state-level organizations to champion policies that promote consistency, equity, and excellence in gifted education nationwide. It empowers stakeholders to identify areas of strength to emulate and pinpoint critical gaps that require urgent attention and increased investment, ensuring that all gifted learners have the equitable opportunities and support needed to thrive and contribute their unique talents to society.

As a stakeholder in gifted education, I urge you to read the document and share it with decision makers in your community.

What Type of Parenting Describes You?

jdrummer@watg.org (Jackie Drummer) — Thu, 26 Jun 2025 19:03:21 GMT

In the 1960’s, psychologist Diana Baumrind at the University of California – Berkeley became famous for her research on parenting styles. Her research described three parenting styles – authoritarian, permissive, and authoritative.

Authoritarian parenting is characterized by high demands of children accompanied by low responsiveness. This parenting style is often viewed as harsh, demanding, and rigid (and sometimes abusive). Parents enforce rules without discussion and expect total obedience. Children in these families may struggle with aggression or inability to make their own decisions.

Permissive parenting is characterized by low demands of children accompanied by high responsiveness. This parenting style is often viewed as over-catering to a child’s needs, while rarely enforcing consistent rules. Children in these families are often left to act without parental guidance, which often produces children who appear to be spoiled and undisciplined.

Authoritative parenting is characterized by high but realistic demands of children accompanied by firm, consistent, and loving responsiveness. Parents who use this style are warm and supportive and show interest in their kids’ activities, but are not overbearing and allow children to make constructive and instructive mistakes. Parents explain their reasoning, but listen to their children’s reasoning too. They often serve as guides in their children’s lives. This approach is deemed the most optimal parenting style to use in western cultures, producing children who are generally happy, capable, and successful.

Later, Maccoby and Martin added a fourth parenting style – uninvolved or neglectful. According to Maccoby and Martin, “This parenting style is characterized by low support and few demands of children. Parents are often indifferent or neglectful, and children reared by these parents tend to rank lowest across all life domains, lack self-control, have low self-esteem, and are less competent than their peers.”

Dr. Sylvia Rimm , another American psychologist, family therapist, and expert on gifted children has also written extensively on parenting styles. Dr. Rimm, a University of Wisconsin – Madison Ph.D. graduate and clinical professor of psychiatry and pediatrics at Case Western Reserve University School of Medicine , operated Family Achievement Clinics in Wisconsin and Ohio for many years. Some of you, like I, may have had the great fortune of hearing her speak or have read her many books. Dr. Rimm often spoke in Wisconsin (several times at WATG conferences), and my husband and I shared meals and conversations with her on many occasions. Her many years of experience with various parenting styles and their outcomes, and her no-nonsense, down-to-earth observations made for highly interesting conversations. You may want to read some of her books for more information on parenting topics.

Lately, there has been additional research on parenting styles, and some parenting techniques have even been given names. These may or may not be familiar to you. A recent article in The Atlantic by Russell Shaw entitled Lighthouse Parents Have More Confident Kids refers initially to “Helicopter Parents” and “Snowplow Parents”, disparaging these styles of parenting.

“Helicopter parents” hover over their children, rescuing them preemptively from any impending difficulties. They do not allow their children to fail, even in small things. For example, they may bring forgotten lunches to school, constantly check (or do) their child’s homework, and (some colleges report) continue to hover long past their child’s legal age. Many college officials report that children of “helicopter parents” often lack self-confidence, direction, and motivation. They are often plagued by anxiety and self-doubt.

“Snowplow parents” often act out of love. They, like snowplows, strive to remove all barriers or difficulties from their children’s lives. They don’t want their children to experience delay of gratification, to do without, or to learn how to solve their own problems. They mistakably believe that if they remove obstacles for their children, their children will be happier and more successful. However, the research does not bear this out; these children often lack persistence, grit, and self-efficacy. They doubt their own abilities to problem solve and manage their lives.

Nowadays, many psychologists recommend that parents act as “Lighthouses”. Though lighthouses are built onshore, they are always near difficult waters. They beam encouragement and assurance to navigators. They are ever-present; navigators count on them, and respond to their guidance and security. So it is with “lighthouse parents”. We cannot protect our children, no matter how gifted or talented, from the stormy waters of life. But we can be “lighthouses”. We can beam our support and our faith to our children. We can provide the security of our caring presence and our wisdom. Our reassuring illumination says to them, “You are loved. You are capable. You will figure this out. I have confidence in your navigation skills. I am here”.

So, how do we become “Lighthouse Parents”? Some excellent suggestions from The Atlantic article are:

Hone your listening skills. Seek first to understand, then be understood.
Gradually move from a boss role to a consultant role.
Allow your child to make mistakes; this is part of life. Teach your child that mistakes are golden opportunities to learn valuable things about self and others.
Teach your child to own their mistakes, make amends, and move on. This will serve them well in life.
Remember that your job as a parent is to put yourself out of a job. We give them roots and wings. As they are able, let them fly!

Being a child is a journey; so is being a parent. We learn as we go. We grow as we go. Good luck on this rewarding and difficult venture.

As always, I welcome your thoughts. Together we grow.

By Jackie Drummer, Past President and Current Advisor to WATG

WATG and You! A Collaboration that Reaps Benefits!

mkatsarosmolzahn@watg.org (Maria Katsaros-Molzahn) — Wed, 18 Jun 2025 18:56:30 GMT

During the 2024-2025 school year, WATG, in collaboration with the Department of Public Instruction, offered four face-to-face and two virtual sessions as part of our Four Corners Grant. These sessions enabled students and their families to participate in targeted talent development opportunities.

Educators played a critical role in the success of these sessions. The majority of evaluations stated that area teachers shared the flyer and this led families signing up! Thank you, educators! During the virtual sessions, Dr. Cramer and Mrs. Pape collaborated with a local educator and WATG advisor, Lalitha Murali, including her students in the virtual session. They used materials from the Jane Goodall Foundation entitled “Roots and Shoots.”

As Mrs. Murali shared, “Over 60 students from Glen Hills participated in Jane Goodall’s leadership program, organized by the Wisconsin Association of Talented and Gifted. After the leadership program, our scholars participated in the Glen Hills cleanup’. Learning about leadership, and then putting their learning into immediate action was a winning combination.

Collaborations such as the Four Corners Grant allowed for students and families from around the state to participate in high-level learning opportunities. All events were rated a high success!

The Wisconsin Association for Talented and Gifted will be presenting more opportunities in the future. Our annual fall conference , October 6-7 at the Wilderness Conference Center in Wisconsin Dells, offers all our constituents the opportunity to learn from our experts and each other and continue to develop authentic collaboration opportunities for all of our constituents. Attending the conference is a great way to meet with like-minded people from our state! We can’t wait to see you there.

Dr. Maria Katsaros-Molzahn, Ed.D

The Paradox of Copying

Wed, 18 Jun 2025 18:45:22 GMT

Have you noticed that most of the videos or content we watch on social media are just copies or very similar versions of each other? Original ones are rare. People are moving away from creating unique content because constantly focusing on what others are doing can cause us to diminish our own creative thinking skills. Instead of developing our unique perspectives, we fall into a cycle of copying. This risk is not just limited to social media creators; it also applies to artificial intelligence programs like ChatGPT that people use often nowadays.

AI models like ChatGPT are called “generative” because they can create new responses based on patterns learned from large datasets. However, these responses are still generated from existing data patterns and examples. In other words, the more similar questions you ask, the less unique and creative the responses become over time. Although we might be impressed by ChatGPT responses, these responses actually belong to other human minds. They are an amalgamation of much data – a “hive mind” of it. You may think that those responses are very creative, but this may be because you’re not as creative as other people. And over time, with excessive reliance on these tools, you may lose your creative edge. Many of us could fall into this trap, and gifted people are not immune.

The greatest power of the human mind is the ability to bring together new and different perspectives in unpredictable ways. But if we only focus on similar perspectives and ideas, it can dull our creativity. As a result, while social media and AI can be sources of inspiration for creativity, simply trying to over rely on them can gradually weaken our creative abilities. This message must be shared widely… "this is your mind on AI…"

Global content sources like social media and AI can gather different views and ideas, which is great for creativity, but they can also lead to monotony. When copying replaces originality, the depth of creativity decreases, and the richness of global thought becomes monotonous. True creative thinking requires developing unique ideas and preserving diversity. In short, modern technology can bring great benefits, but may also pose some risks. It’s important that we weigh both.

Uzeyir Ogurlu, WATG Board Member .

Differentiation Through Choice: A Classroom Strategy

Sun, 15 Jun 2025 13:00:01 GMT

While challenge matters, what truly empowers gifted students is the chance to shape their own learning path. When students have a say in what they explore, how they learn, and how they share their thinking, they tend to lean in with more curiosity, confidence, and creativity.

That doesn’t mean giving up structure. Choice is most effective when it’s thoughtfully designed and connected to clear learning goals. With just a few intentional options, you can create space for student voice while still maintaining focus, direction, and balance in your classroom.

When it’s aligned with student interest and readiness, choice can be one of the most effective ways to differentiate instruction—something Heacox and Cash (2013) highlight in their work. It’s not just about giving students more to do; it’s about offering meaningful options that help them connect with the learning. Olszewski-Kubilius and colleagues (2021) add that real talent development isn’t just about what we teach—it’s about helping students grow into thoughtful, motivated learners who know how to take the lead in their own learning. Even small opportunities for autonomy can make a meaningful difference. When students feel like their ideas matter, they’re more willing to take risks, ask better questions, and push beyond the minimum.

The Student Choice Board

A simple, flexible strategy I’ve seen work across many classrooms is the Student Choice Board. It helps students take ownership without overwhelming your planning time. The board is organized around four kinds of choice:

Content – What students will explore
Process – How students will learn
Product – How students will show what they know
Pacing – How students will manage their time and effort

The choice board is designed to meet students where they are, offering a gradual path toward deeper ownership. Each row includes three levels of engagement. “Try It” options are foundational—these are familiar formats or structured tasks that help students build confidence as they engage with the core learning goals. “Stretch It” encourages students to take things a step further by applying their thinking in more complex or creative ways, often requiring analysis, synthesis, or perspective-taking. Finally, “Make It Yours” gives space for students to design their own learning paths—whether by choosing their own topic, proposing a unique product, or working independently with check-ins. Not only do these tiers offer variety, they also give students the opportunity to make meaningful decisions about their learning—and take ownership of how they demonstrate their understanding.

You can introduce the choice board at the start of a unit to encourage student-driven learning from day one, or bring it in mid-unit to deepen exploration of a concept you've already introduced. It works well for independent projects, early finishers, or as a consistent structure during centers or workshop time. Some teachers use it as a springboard for Genius Hour, while others fold it into enrichment blocks or flexible grouping rotations. You might present the full board up front or introduce it one row at a time—whatever feels manageable for your classroom. The beauty of this tool is its flexibility. Once students understand how it works, it becomes a natural way to differentiate and build ownership, across content areas and grade levels.

How to Use It in Class

Start by identifying your core learning target. Then, adapt the board so the content, process, and product options align with that goal. You might give students one row at a time or let them build a complete learning path by choosing one item from each row. You can support students along the way with quick check-ins, reflection prompts, or rubrics that prioritize depth and thoughtfulness over simply finishing the task.

What It Looks Like in Practice

In ELA, during a novel study, one student might choose to analyze a character through a digital poster, while another compares the novel’s theme to current events and creates a podcast episode. Both are meeting the learning target—but in ways that play to their interests and strengths.
In science, students studying ecosystems could choose a biome to investigate, watch related field footage, and build a model, infographic, or presentation based on their findings. Some might stick with a suggested format, while others create their own path.
In social studies, a unit on civic engagement might include reading articles, examining speeches, or interviewing a community member. Products could range from a persuasive essay to a student-created advocacy campaign or digital timeline.
In math, the board could help students apply concepts to real-life problems. One might use data to create graphs based on sports stats, another builds a budget for a dream vacation, and someone else develops a tutorial video explaining how they solved a geometry problem.

No matter the subject, choice opens the door for student voice—and that’s often where the most meaningful learning begins.

Here’s a link to an editable Canva template that includes both the sample ELA choice board and a blank version you can customize for your own students.

Click here to view and copy the template in Canva.

You can easily modify the text, layout, or color scheme to match your content area or classroom needs. Just open the link, click “Use this template,” and personalize it.

References
Heacox, D., & Cash, R. M. (2013). Differentiation for Gifted Learners: Going Beyond the Basics . Free Spirit Publishing.
Olszewski-Kubilius, P., Subotnik, R. F., Worrell, F. C., & Duggan, M. A. (2021). Talent Development as a Framework for Gifted Education . Routledge.

By Laura Mukerji, WATG Board Member

Memories from the Roots and Shoots Workshop

Sat, 31 May 2025 15:15:00 GMT

Jane Goodall's Roots & Shoots Program is a leadership initiative to empower young people to become active leaders in their communities and the world. Launched by Dr. Jane Goodall in 1991, the Roots & Shoots program focuses on inspiring youth to take action in the environment, with animals and humanity. Over 60 students from Glen Hills Middle School participated in Jane Goodall's leadership program, organized by the Wisconsin Association of Talented and Gifted on May 3, 2025.

Here are some testimonials from our students:

"The compassionate traits of self-assessment helped me recenter myself. Sometimes I get too caught up in school and life and it was nice to slow down and learn about myself." - Eli, 8th grader

"I loved writing about my passions and my inspirations through the tree activity." - Everett, 8th grader

"I liked the tree of hope activity." - DJ

"After I did the tree activity, I just saw my interests from a different point of view." - Dylan

"I learned from the workshop the importance of leadership." - 8th grader

"I liked drawing my tree of hope in the sketch book and being able to talk about our personal stuff like what we would like to do and who we like to hang out with." - 4th grader

"I liked the interactive part where we drew a picture of a tree and wrote about our interests." - 4th grader

"I liked how we compared trees to humans in the activity." - 4th grader

After the leadership program, our students participated in the Glen Hills Cleanup activity. What a great way to teach students about the importance of leadership and giving them an opportunity to take action!

We appreciate WATG and the Department of Public Instruction for providing this great leadership opportunity for our students

Lalitha Murali, WATG Board Advisor
Gifted and Talented Coordinator
Glendale River Hills School District

The Hidden Struggles of Gifted Learners: How Pressure Can Impact Their Social-Emotional Well-Being

Thu, 15 May 2025 16:05:08 GMT

Gifted students often excel in intelligence and talent, but the pressure to perform can take a toll on their social-emotional wellbeing. When pushed too early or too much, their emotional needs may be overlooked, leading to stress, anxiety, or depression. However, there are strategies to help these learners thrive emotionally while continuing to excel academically.

Understanding the Social-Emotional Needs of Gifted Learners

Gifted learners are intellectually advanced, but their emotional development often doesn’t always keep pace with their cognitive abilities. This asynchronous development , a gap between their intellectual, physical, and emotional maturity, can make navigating the challenges of growing up particularly difficult. Gifted students often experience heightened sensitivity, social isolation, and intense perfectionism, which can lead to stress, anxiety, or depression if left unaddressed. Research published in Gifted Child Quarterly reveals that gifted students are particularly vulnerable to unhealthy perfectionism. They often set unrealistically high standards for themselves, leading to frustration when they fall short of their own expectations.

To address these challenges, educators must foster social-emotional learning (SEL) and self-regulation. A crucial aspect of SEL is metacognition, which helps students reflect on their thinking and learning processes. By teaching students to evaluate their progress and identify emotional triggers, they can develop greater self-awareness, better emotional control, and motivation.

Metacognition: Empowering Gifted Learners to Manage Their Emotions and Learning

Metacognitive strategies, such as reflecting on their thoughts and feelings, help students gain control over both their learning and emotional responses. By teaching gifted learners to track their understanding and manage frustration, educators can empower them to handle challenges with resilience and make thoughtful, deliberate decisions.

For example, students might be encouraged to reflect on questions like:

How do I think about my own thoughts and feelings?
What strategies help me stay calm when things don't go as planned?

By cultivating these reflective habits, gifted students can better understand the root causes of their stress or identify triggers, and develop strategies for managing their emotions in productive ways. Additionally, metacognitive practices also support decision-making. When gifted students are able to analyze their thought processes, they become better equipped to make thoughtful, deliberate choices, whether it's in their academic work, friendships, or personal life.

Practical Strategies for Educators

So what can we do as educators to help nurture and grow our gifted students' social-emotional wellbeing? Here are some strategies that teachers should consider to give students the support they need:

Provide challenging and differentiated learning opportunities : Gifted students thrive when they are intellectually challenged. Providing rigorous coursework or opportunities for independent study can help them stay engaged and avoid feelings of boredom or frustration.
Encourage a growth mindset : Instead of focusing on results, emphasize the importance of effort and perseverance. Model positive self-talk and resilience to help students navigate setbacks and develop a healthy relationship with failure.
Foster a supportive social environment : Create opportunities for gifted students to interact with peers who share similar intellectual interests. Encourage mentorships and peer group projects that allow students to connect meaningfully with others.
Teach emotional regulation and self-reflection : Help students develop metacognitive skills to become more aware of their emotional responses and thought patterns. Encourage mindfulness, social role-playing, and reflective journaling to enhance their self-regulation skills.
Offer emotional support and resources : For students experiencing significant stress, anxiety, or perfectionism, consider offering access to counseling services or mindfulness programs. These resources can provide additional support and help students develop coping strategies.
Setting positive personal best goals : Teachers can help students set realistic, achievable goals that emphasize personal growth rather than perfection. This reduces pressure and encourages perseverance.

While gifted learners are often celebrated for their academic potential, their social-emotional needs are just as crucial to their long-term success. By recognizing the unique challenges they face such as perfectionism, social isolation, and emotional intensity, educators can offer targeted support that promotes both intellectual and emotional growth. By emphasizing metacognition, self-regulation, and peer connection, we can help gifted students navigate the complexities of their abilities and thrive in all aspects of life.

By Nikki Radcliffe, WATG Board Member

Interest Matters: The Importance of Promoting Interest in Education

Thu, 15 May 2025 15:57:51 GMT

My name is Benjamin Byers and I’m an 8th-grader at Glen Hills Middle School. There are a lot of things I am interested in that allow me to boost my intellectual skills. A few of them are reading, 3-D printing, doing science fair projects, doing STEM activities, volunteering, and playing music. Each of these has allowed me to further my goal of becoming an engineer, although they make me an outlier to others and how they spend their time. This has caused me to have to join different clubs and other activities just so I could have good friends.

One of the other activities I enjoy is Future Cities, which is a competition that lets us represent our school by building a futuristic city based on a theme. Future Cities has been very useful to me because it lets me practice and experience talking/presenting our city/model to a panel of judges. Students in 6th, 7th, and 8th grade imagine, research, design, and build cities of the future that showcase their solution to a citywide sustainability issue. This year, the theme was floating cities, and we had a wonderful opportunity to work with engineers and architects to build a floating city in Busan, South Korea.

I have had a lot of fun experiences while being an 8th grader. For example, I was able to join the NASA STEM club, which allowed me to meet my two best friends. We do a lot of different activities in the STEM club; for example, we run a program that lets us simulate different parts of NASA mission requirements. This includes creating/coding a rover to do a specific function, like picking up and delivering packages. Effective teamwork and collaboration are important for our learning. By working as a team, I have developed problem-solving, communication, and critical thinking skills. Last year, we worked on Artemis II Missions, and this year we are working on Artemis III Missions. We will be traveling to Florida to represent our school and our NASA Missions at the International Space Development Conference. How many 8th graders get opportunities like this to participate in an international conference?

Another activity that I enjoy is the science fair project. I built a roller coaster with Legos and 3D parts, and I collaborated with two of my friends on a science fair project called “Use of Acceleration, Music, and Visual Effects to Influence the Heart Rate of a Rider on Theme Park Rides”. Science is collaborative. Our experiment turned out to be a success as I collaborated with my friends and their interests to combine our knowledge to make it interesting. Our hypotheses were: 1) Heart rate will increase with acceleration, even without music or dramatic visual effects; 2) Visual effects and music tempo can increase heart rate, even if acceleration is constant; and 3) Heart rate will increase on a thrill ride with high acceleration combined with high-tempo music and dramatic visual effects. We found out that the last two hypotheses were true, but not the first one. On the Barometer, there was an increase in acceleration but no increase in heart rate. This lack of apparent thrill could be due to the lack of dramatic music combined with the ability for riders to see the entire track, which eliminates the surprises of a dark ride. As a result of our work, I am very excited to travel with my friends to Florida this summer to test our experiment for three days at Disney World.

The reason I have been doing the science fair project is because I want to be an engineer. I’ve always liked Disney, and I love the fact that they offer an engineering program, so that makes me want to create something that proves what engineers at Disney do. I’m hoping to be an Imagineer (Disney engineer) in the future, and I hope my science fair project will help me achieve that goal.

Additionally, 3-D printing is really fun and interesting because it gives me instant gratification. I dream it, design it, and print it. Watching a physical object come to life layer by layer is insanely satisfying. It also teaches design thinking, engineering basics, problem-solving, and even coding. I have been 3-D printing for about 1 year now, and it is fun to watch the printer work. I’ve created many things; for example, I’ve created a smaller version of the Statue of Liberty and helped create a currency (not official) for our school.

Finally, I love music. I participate in Solo and Ensemble Contests every year and also perform at various events at my school. I am glad my school provides Band, Orchestra, Choir, and General Music. Similarly, I love participating in service projects. I have volunteered through our school’s National Junior Honor Society for more than 20 hours per year. Volunteering offers many benefits, including developing valuable skills, gaining real-world experience, and making a positive impact on our community. It certainly helped me understand different perspectives and build social connections.

I believe that interest is a powerful motivational process that supplies energy to learning, guides academic and career paths, and is crucial to academic success. If students are not given opportunities to participate in activities or projects that interest them, they will lose their motivation in learning. I am glad that I get to participate in various activities that interest me through my school’s gifted program and after-school clubs. I can control and decide what I want to do with my life, and my school is providing the tools and power needed to achieve my goal. I like challenges. For example, I read a lot, and I can finish a 400-500 page book in two days. If I quickly finish reading my book in class, I feel bored. Being in a gifted and talented class allows me to challenge myself in almost every subject.

Over the years, I’ve discovered that I’m an ambivert, which means that I’m both introverted and extroverted. This means I can make friends easily, but I never start a conversation/confrontation with another person.This has stopped me from making lots of friends. Luckily, I was able to find like-minded peers through after-school clubs like the Chess Club and STEM Club. My advice to middle school students is to try to join various clubs to find like-minded peers. By trying new things, you might find yourself.

Thanks to my school and my teachers for catering to my needs. This has made a huge difference.

By Benjamin Byers, Glen Hills Middle School

Doodlers Unite!

Thu, 15 May 2025 15:45:23 GMT

Are you a doodler, a scribbler on a notepad, or a border designer on pre-printed papers when sitting in meetings. Or are you just bored? Does your child/student “enhance” the edges of their school papers and notes with stars, fancy letters, faces, or other adornment? Are his/her notebooks covered with designs and names and symbols and are no longer pristine? I did and still do all of these things. I color in the circular parts of “e”s, “a”s, “o”s, and other letters to make type print look better. I draw lines (curved or straight) between letters making my printed page into a spiderweb of designs. In my earlier school years, I would often draw little pictures of what was being discussed, in full color, because it was more interesting than just jotting down some written notes. My teachers also often called me on it, since I appeared to not be paying attention to whatever they were presenting. Not true! So, I learned to warn teachers who didn’t know me about what I was doing and why. Art became my passion, and then I became an art teacher.

Years ago, I teamed with other teachers and administrators to create a new-concept school, the Lincoln Center of the Arts in Milwaukee. Our mission was to use the arts to help students learn more fully in their academic classes. The idea was to use some kind of art to help teach an academic concept, and then to use that academic concept in some way in the arts classes. At that time, there was little scientific research (mostly educational narratives) to support the idea that students need the arts to maximize their academic learning. Arts were considered (and still are in many school districts) to be an extra pursuit; English/language arts, math, science, and social studies dominated the curriculum. More and more research is now emerging to support and encourage the use of arts in academic learning.

One article I just read, Boosting Students’ Memory Through Drawing shows how memory is enhanced by the use of drawing; it engages multiple senses, rather than just the visual or auditory; this is important especially in a lecture environment. The research shows that memory is enhanced not just by a little, but by a lot, when students add illustrations or diagrams or pictures of what they are learning, even if no notes are attached. Pictorial representation solidifies learning!

Another article validated our early work as an arts school; it demonstrated how there are more engaging ways to get students to learn if the arts are used as a cross-curricular pathway. It supported our quest to create new ways of learning using the arts. The article, How Arts Education Engages Students More Deeply in Other Subjects , is well worth your read. This is why we have to keep encouraging teachers, administrators, schools, and legislators to honor the arts in our schools.

Kids doodle and draw when they are small, without thought as to why they are doing it. We now know that it is a necessary part of learning and need to encourage it. Also, as teachers and parents/caregivers, we have to realize that when our students or children are doodling, they are probably thinking and learning more deeply; their “art work” should be encouraged as another way to demonstrate what they have learned, even if it is just within their notes. Perhaps the arts could even be used more often beyond the “process” of learning. They could be used in the creation of “products” of learning – think a “Venn drawing” to compare/contrast two books, a musical composition and a poem to describe a concept, or an interpretive dance to evoke emotion.

As teachers/parents/caregivers, you have to lead the way. Give your children a chance to see you learn creatively. Doodle, draw and decorate away! Make it acceptable and celebrate the inevitable!

Ars longa, vita brevis (long live the arts, life is short).

By Dal Drummer, WATG Treasurer

Can Perfectionism Be Healthy?

Thu, 01 May 2025 20:16:51 GMT

In my decades of running Parent to Parent: Sharing Your Wisdom workshops with parents and caregivers of gifted children and adolescents, and working with their educators, one theme always comes up. Perfectionism and its accompanying stress is always a topic of great concern.

It is no surprise that many gifted children, adolescents, and adults (yes, us too!) seek to be perfect. Our minds and hearts are capable of imagining great things, and sometimes our skills simply do not measure up. With this conundrum often comes frustration, anger, self-criticism, and despair.

Our youngest children may cry, tear things up, melt down, or call themselves “stupid.” Our adolescents may choose more spicy language, refuse to try, or construct complex avoidance mechanisms. Additionally, they may be at risk for obsessive-compulsive disorders, eating disorders, anxiety and depression, and suicidal thoughts. These behaviors, left unchecked, can eventually produce adults who are unwilling to budge out of their comfort zone for fear of failure or revelation of imperfection. Additionally, some adults may see themselves as imposters, and fear that others will discover their ineptitude. In this sense, perfectionism can be debilitating.

However, what if we viewed perfectionism more like cholesterol – it can be both good and bad for us? While it is easy to spot the negative consequences of perfectionism, parents/caregivers and educators can do many things to encourage healthy perfectionism.

What if we began to treat healthy perfectionism as desirable? First of all, we will need to define healthy perfectionism. Healthy perfectionism, (sometimes known as adaptive perfectionism), celebrates striving for excellence and setting high standards. However, this is accomplished while maintaining a positive outlook, focusing on the learning and personal growth, and viewing mistakes as opportunities for improvement, rather than as failures or catastrophes. We need to reframe FAIL as First Attempts at Learning, and employ the usage of the words “not yet” and with gentle affirmation and encouragement to keep trying.

Dr. Carol Dweck , Stanford University Professor, is often recognized for her pioneering work surrounding growth mindset and its relationship to perfectionism. A growth mindset is the belief that intelligence and abilities are not innate; instead they can be cultivated through learning, effort, and persistence. When children or adults begin a new and often difficult task (for example, playing a musical instrument), they must concede that they will only become better with time, continued effort, and perseverance. Along with this comes a greater focus on the process of learning, not the final product. As educators and caregivers, we need to celebrate steps along the way. Instead of focusing on grades, we need to ask children, “What did you learn along the way?” or “What could you do differently next time to get the results you desired?”

We also owe it to our children and ourselves to investigate the benefits and costs of perfectionism. At times, we adults unwittingly model perfectionism. In admitting our mistakes and sharing our imperfections, we model how to gracefully accept failure and move forward. Our high expectations should focus more on human qualities such as effort, integrity, generosity, and empathy.

In his article, Perfectionism: How to Avoid the Pitfalls , Dr. Kenneth R. Ginsburg, MD, MS, Ed., FAAP, suggests that adults have thoughtful conversations with children and other adults about what success (and perfectionism, its cousin) look like, feel like, and sound like. I believe these are worthy topics for all of us to consider. I have reimagined these as questions to help in conversation.

What are the similarities and differences between happiness and contentment? How good is “good enough”?
How important is commitment to hard work, determination, and perseverance to perfection? Are there any shortcuts?
What role does/should resilience play in our lives?
What role does/should generosity play in our lives?
How and why are compassion and empathy important (for ourselves and others)?
What fuels our desire to contribute? Is it healthy?
How does perfectionism affect our capacity to build and maintain meaningful relationships?
How important is being able to collaborate and work well with others? Why?
Why do we need a respect for diversity of gifts and talents?
How important is creativity and innovative potential?
How do we hone our capacity to accept and learn from constructive criticism?
How can we learn to gracefully be accountable for our actions, and make amends when needed?
Other ideas, your choice?

Above all, we can help ourselves and others appreciate mistakes as ways to learn and grow. We need to reframe mistakes as opportunities in disguise!

And so, in closing, to “perfect this article ��,” I have “lagniappe” for you. (Lagniappe comes from the Louisiana French, ultimately derived from Quechua , meaning “something added,” a small, unexpected, or gratuitous gift or benefit). Here are some ideas to help you talk about perfection. When talking about it to children, I often share the book by Charlotte Folz Jones, Mistakes That Worked: The World's Familiar Inventions and How They Came to Be . This delightful book helps to normalize mistakes and celebrate imperfection. It gives us hope. Additionally, when talking about imperfection to adolescents and adults, I often reference the Japanese art of kintsugi. Kintsugi is the art of repairing broken pottery with lacquer and gold, silver, or platinum. The word kintsugi translates to “golden joinery”. When we pursue perfection, we will make mistakes, but these mistakes, fortunately, can be repaired, and often the process, the “golden joinery” makes us a stronger, better person. Good luck on your journey to harness perfection!

As always, I welcome your ideas. Together we grow.

By Jackie Drummer, WATG Past President and Current Board Advisor

How Dismantling the Department of Education Would Harm Students

Tue, 15 Apr 2025 20:08:35 GMT

As an educator and father of two young children who attend public schools, one issue that concerns me is the dismantling of the United States Department of Education. The consequences of this are very critical for millions of students and families. This is also adding to the stress of teachers and administrators like me who rely on federal grants to provide gifted services to thousands of minority students.

The Department of Education was established by President Jimmy Carter and Congress in 1980, and since then it has focused its efforts on helping students to reach their full potential. The mission of the Department of Education is to “promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access for students of all ages.”

Over the past two months, reckless, destructive, and possibly illegal directives have been issued to destabilize public schools and target some of our most vulnerable students. They include stripping schools of critical funding, launching national school voucher programs, and providing more funding and less oversight for private charter operators. Despite the administration’s use of divisive and inaccurate rhetoric about public schools, the true agenda is clear: take a wrecking ball to public schools, inflicting damage on millions of low-income students across the country.

The damage inflicted upon vulnerable populations is even more severe for students with disabilities, twice exceptional, and gifted students. For example, ninety percent of U.S. students and 95% of students with disabilities learn in our public schools across the country; they benefit from programs run by the Department of Education. Gutting the department would mean fewer resources for our most vulnerable students, larger class sizes, fewer special education services for students with disabilities, and less civil rights protection. The Department of Education is a critical champion in enforcing federal statutes prohibiting discrimination and ensuring every student has access to an education that will help them reach their full potential. Dismantling it means defunding programs that feed, educate, and protect our most vulnerable and underserved students, and leaving many families fearful and anxious and communities reeling.

Educators won’t be silent as anti-public education ideologies try to steal opportunities from our students, our families, and our communities across America. As we face difficult challenges like this, it is time to continue raising our voices, advocating with our state legislators. Together with parents and allies, we will continue to organize, advocate, and mobilize so that all students have well-resourced schools that allow all students to grow into their full brilliance. Together we can! Si se Puede!

A concerned parent and educator

"Questioning is the Door of Knowledge"

Tue, 15 Apr 2025 20:02:14 GMT

I have been studying intelligence for many years. To me, asking questions is the most obvious indication of intelligence in modern times. Consider artificial intelligence tools; nobody can compete against them. They can answer any question right away, but they cannot ask questions.

Asking questions is the highest level of thinking. If you recall Bloom’s Taxonomy, the highest level of the taxonomy (in its most current revision) is creating. Formulating questions is a form of creating, as you must generate questions based on your knowledge, understanding, application, and evaluation. To ask a question, you need to know something about the topic, and then you must understand enough to realize the missing part/s of your understanding. The next step is to delve into the analysis of what you just learned and what you already know. The last step is to create a question to complete your understanding.

Asking good questions is not easy. It proves how well you know the topic. Even simple questions are powerful because they beg for reflection. I do not believe there are any “dumb” questions. If people have the courage to ask “dumb” questions, that must be evidence of their eagerness to learn more.

In this era of technology, I believe we need to encourage our students to ask questions, not just to know the answers. Although there are technology tools like Google or ChatGPT that can answer any questions, using them for your benefit requires knowing how to ask proper questions. Some would argue that ChatGPT might also generate questions. That’s true, but you still need to formulate and ask proper and incisive questions to get some helpful questions from ChatGPT.

As an Irish proverb says, “Questioning is the door of knowledge.” Once we question, the learning begins anew.

As you may know, children ask more questions than adults. Do you know why? Children need to learn more and they are not afraid to look foolish or uninformed. Adults need to take some lessons from children; for example when you are asked, you do not need to know the answers. The desire that comes with asking questions pushes humans to learn more, to expand their knowledge base, and this is true for both the questioner and the answerer. Therefore, do not worry if you do not know the answers to questions. Just say, “That’s a good question. I don’t know the answer. Let’s look it up together.” This celebration of questioning is what our students and children need from us as adults. When we model the beauty and the importance of questioning, and the desire to search for answers, we magnify the chances that it will continue. And with more questioning comes more knowledge, a win-win situation for all!

By Dr. Uzeyir Ogurlu, WATG Board Member

Navigating Changing Times

Tue, 15 Apr 2025 19:51:37 GMT

The Wisconsin Association for Talented and Gifted (WATG) continues with its commitment to provide first class opportunities for parents and caregivers, educators, and advocates to learn about the unique needs of all students, including those with gifts and talents. The theme for this year’s conference is Take A Chance on Gifted Education ; it serves as a rallying point for this mind shift. Gifted education ensures that all students receive the access points needed to thrive in an ever changing world.

As pointed out by the Fordham Institute in this article, The case for gifted education ),

“ We have ample evidence that a number of education programs targeted at advanced students significantly improve their learning outcomes. Because of that, high-quality gifted education – or what would be better labeled ‘advanced education’ – has two primary benefits. One, it helps maximize the potential of participating students, which is something every child deserves. And two, in better developing the talent of these advanced students, it supports America’s economic, scientific, and technological prowess in an increasingly competitive global market. It’s therefore important that more school leaders adopt these policies and implement them well.”

Like all education, gifted education requires well educated and dedicated teachers. According to this article, The Importance of Teachers – National Association for Gifted Children , from the National Association for Gifted Children,

“Because gifted and talented students often end up in the regular classroom – or depend on regular classroom teachers for referrals for gifted education programs and services – it is crucial that all teachers have a basic understanding of how to identify and work with gifted students. Unfortunately, most teachers do not receive any training in the needs of high-ability students or gifted education practices.

In schools with large minority and/or low-income populations, classroom teachers trained to recognize and respond to high-ability students are especially important. Regular classroom teachers are the school's first line in the identification process for these high-potential, but not yet, high-achieving students.”

School leaders play a critical role in setting the tone and often the trajectory for the culture of their institutions. When school leaders promote educational opportunities for all students, differentiation becomes the norm.

WATG’s ( 2025 Annual Conference ), allows educational leaders to share their expertise on classroom strategies, human development, and talent identification. The resources, strategies, and pedagogical theories presented allow educators, administrators, parents/caregivers, and advocates to gain practical skills benefiting all students. Ultimately, gifted educational practices, such as differentiation and curriculum compacting, offer school districts an opportunity to be beacons of hope and growth. Gifted education is a chance worth taking!

By Dr. Maria Katsaros-Molzahn, Ed.D, WATG Board Secretary

Unleashing Potential: The Vital Importance of Gifted Education in Public Schools - A Gifted Student’s Journey to Become a STEM Professional

Tue, 01 Apr 2025 19:40:07 GMT

My name is Henry Berenz, and I am an eighth grader at Glen Hills Middle School. I hope to become a meteorologist in the future. Thanks to my school, Glen Hills Middle School for providing various opportunities to achieve my goal.

Ever since I started middle school, I was challenged more than I ever was in elementary school, where everyone was taught the same curriculum no matter their potential. In middle school, I got involved in the Gifted and Talented program and all kinds of other activities and projects to quench my thirst for learning and growth.

Schools need to provide amazing opportunities like these through Gifted and Talented programs, extracurriculars, and even in the normal curriculum so students can expand their minds and learn more about the world. Kids who strive to learn need special opportunities so they can apply their skills and gain new ones. When kids get involved and learn, they unlock important opportunities for amazing careers to contribute to society. Gifted and Talented programs in schools are necessary to build the minds of the people who will be running the world in the future. Just imagine a future in which nobody is skilled enough to become a physicist or aeronautical engineer, agricultural engineer, or one of the hundreds of other careers that drive our society forward.

Colleges look for “well-rounded” individuals who are good at academics, arts, sports, and community service. Schools need to provide those opportunities during middle and high school years. To develop leadership skills, I am involved with Boy Scouts and the National Junior Honor Society at my school. I participate in various activities like our school’s spring garden clean-up, Hunger Task Force, and Scouting for Food. School and Boy Scout activities have become a huge part of my life over the past few years. I’ve been on our school’s cross country team every autumn for four years, and I hope to continue in high school. I worked on science fair projects on my own and with friends, and in 6th and 7th grade, even when I didn’t place, I still had fun and learned a lot! This year’s science fair, I worked with my friends on how riding theme park rides affects heart rate to see why people with heart diseases shouldn’t ride intense rides. We got second place at the regionals and ASQ Award and CSUP-Two Engineer Award for our project. We have been working on various NASA Projects for the past three years, and our teacher takes us to various space conferences to share our work. This Summer, three of us are going to Florida to attend an international space conference to present our project and then to Walt Disney World to collect more heart rate data. How cool!

In June 2024, I went to Virginia with a couple of my friends and sent experiments into space through the Cubes in Space program. We got up early in the morning and drove over to watch the rocket launch, and it was amazing! One of our experiments was to test if an asthma drug (MIDD0301) is safe for astronauts to use in space. When it came back, we tested it in UW Milwaukee’s lab, and we were surprised to see that the chemical composition didn’t change, and the drug is safe for astronauts to use in space.

One of the biggest projects I’ve done in school is the Future City STEM competition. You imagine, write an essay, and build a model of a futuristic city based on a theme. This year’s theme was Above the Current, and we had to build a city that could float on water. I’ve been doing the Future City competition since sixth grade, so that makes three cities I’ve helped create, and it was truly an amazing experience to build city models and present them to judges. I am also in our school’s NASA STEM Club, where we watch scientist presentations and do fun brain-building activities and projects.

I love music and I play the flute in our school’s band. I participated in last year’s WSMA solo event, and I'm doing it this year, too. I’ve also been taking piano lessons since I was eight years old.

I am currently working on a special National History Day Silent Hero Project along with three of my friends. We researched two silent heroes who fought in the Korean War and wrote Eulogies about those two heroes. We will visit the national cemetery to pay our tributes to them on April 7, 2025. We are one of the 48 schools chosen nationally to participate in this program. I am so proud to be a part of that program!

The city of Glendale is celebrating 75 years this year, and we are researching our local park and Milwaukee River and presenting our findings to the Mayor in City Hall in May. I am never bored at school because of these interesting projects that are being offered through our gifted and talented program.

In conclusion, Gifted and Talented programs, mind-building activities, and extracurriculars are very important in schools to provide opportunities for students to gain skills and be successful.

Thanks so much to Mrs. Murali, Glen Hills Middle School, Boy Scout Troop 393, my supportive parents, my friends, all my teachers, and anyone who has helped me along the way to get me to where I am today.

By Henry Berenz, student at Glen Hills Middle School

Creating Optimal Conditions for Advanced Learners

Tue, 01 Apr 2025 19:31:14 GMT

In April of 2022, the Thomas B. Fordham Institute launched the National Working Group on Advanced Education. The mission of this group was “to promote research, policies, and practices that will develop the full capacities of students with high academic potential, especially Black and Hispanic students and those coming from economically disadvantaged backgrounds.” In their research report, Building a Wider, More Diverse Pipeline of Advanced Learners , they outlined 36 policies and practices, supported by research, to effectively build a wider and more diverse pipeline of advanced learners.

These policies stress early identification and support of talent, extra-curricular and summer enrichment activities, universal screening offered yearly with culturally relevant screeners, use of local norms, acceleration, differentiation, and enrichment opportunities, intentional recruitment of traditionally underrepresented and underserved students, and social/emotional and mental health supports. Additionally the policies support ongoing teacher training in strategies that support advanced learners, and state and local mandates that support all of the above strategies. The members of the working group are all well recognized and revered names in gifted education.

While reading about this project, another article from the Fordham Institute caught my attention. Entitled The Impact of Advanced Education on Underprivileged Boys , this article spoke specifically about the importance of advanced education for this particular subgroup. If you have been following educational news and statistics, it should come as no surprise that our boys currently are lagging behind girls in educational performance. And yet, in their words, “the gender gap in education is less talked about than many other achievement gaps, but it persists. Girls and women are more likely to finish high school, more likely to go to college, more likely to complete college, and consistently score higher on verbal standardized tests than their male counterparts. Even on math assessments, females have mostly closed the gender gap: NAEP scores show similar fourth, eighth, and twelfth grade math scores going back to 1990, although boys had a slim edge in some years. Since boys and girls have similar average IQ scores, girls' superior academic performance may be due to stronger non-cognitive skills , such as conscientiousness and discipline.”

This made me wonder about what can be done to enhance boys’ academic performance?

In a new study (December 2024) from NBER, the National Bureau of Economic Research entitled Can Gifted Education Help Higher-Ability Boys from Disadvantaged Backgrounds? , economists David Card, Eric Chyn, and Laura Guiliano show how advanced programming for students can have outsized effects for boys, especially those from low-income families and English language learners. “The study’s main finding was that gifted programming has a large effect on boys’ college-going but no such effect on girls. Seventy-four percent of boys who met the IQ cutoff (for gifted programming) attended college, compared to just 46 percent of those who narrowly missed it. This is a powerful effect that eliminates the gender gap in college enrollment.” Furthermore, the researchers chose to investigate shorter-term outcomes such as test scores, advanced course enrollment, disciplinary actions, and grades.

What did they find? Though gifted programming had a strong positive effect on enrollment by boys in advanced courses and a small, but positive effect on grade point average, it showed no effect on student test scores (regardless of gender), disciplinary actions, and grades. The researchers interpreted their findings to mean that unchanged test scores meant that improved college-going was not due to improvement of cognitive skills, but instead must indicate that gifted programming was influencing boys’ non-cognitive skills.

While discrediting some non-cognitive skills, such as conscientiousness, grit, and self-discipline, the researchers questioned whether these students were being socialized differently. In their words, “Many of the boys who participate in the gifted program may be adopting a college-going mentality as they are exposed to college prep coursework, different teachers, and higher-performing – and likely more affluent – peers…it may just result in them feeling like college is the obvious next step after high school, leading to their higher enrollment rates irrespective of their skills, cognitive or non-cognitive.”

At this point I began wondering just what we as educators and parents/caregivers can do to encourage more boys (especially from underrepresented populations) to tackle more advanced programming? How do we make this desirable, achievable, and laudable?

My biggest takeaway from the two Fordham articles is that first we must create as many positive conditions as possible in order for our students, male and female, to succeed and fulfill their promising potential. As the research evolves, we must examine the findings and compare them to our practices and policies. How can we create optimal learning and success conditions for advanced learners? Do we have the will and the skill?

As always, I welcome your thoughts. Together we grow.

By Jackie Drummer, Past President and Current WATG Board Advisor

Beyond the IQ Score: A Challenge to Rethink Gifted Identification and Support

Sat, 15 Mar 2025 19:23:16 GMT

Traditional methods of gifted identification, which rely heavily on standardized IQ tests and academic achievement, can be limiting to many students. While these tools can be effective, especially for academically gifted students, they often overlook students who are gifted in one or more of the other four areas (intellectual, creative, visual and performing arts, and leadership), those who are twice-exceptional and may have barriers to performing well on standardized tests, those who are culturally or linguistically diverse, or those from underrepresented backgrounds. Additionally, these assessments may not capture the full range of a student’s ability, especially for individuals who might not test well in a traditional testing environment. Barriers such as anxiety, language, and cultural differences can impact test performance and lead to under-identification. A holistic approach should be considered by school districts and gifted programming coordinators to allow for diversity and equity in gifted identification.

There are a variety of alternative assessment strategies available in addition to a traditional IQ test, including:

Nonverbal Tests: Assessments like the Naglieri Nonverbal Ability Test (NNAT) can evaluate a student's cognitive ability without relying on language skills, making it more equitable for students from diverse linguistic backgrounds.
Performance-Based Assessments: These tests evaluate students’ problem solving processes and creative outputs, which provide a more comprehensive view of their capabilities beyond traditional test measurements.
Dynamic Assessment: This approach focuses on a student's potential for learning by assessing their ability to learn new information with appropriate support, rather than relying solely on their current knowledge base.
Portfolios and Observations: Collecting and reviewing a student’s body of work across grades and subjects, combined with observations, can offer insights into their unique strengths that a traditional IQ test might not reveal.

For example, a creative fourth grader who struggles with standardized tests, but demonstrates exceptional artistic ability, would benefit from a portfolio assessment, which can include artwork, a self-reflection journal, and a self-created video explaining the artistic process. This would allow educators to assess the student’s problem-solving, originality, and depth of thought, which could lead to proper identification for a gifted arts program or gifted arts accommodations.

Another example could be a sixth grade student who recently immigrated to the U.S. and speaks very little English. He may be hesitant to participate in class discussions and would likely have low standardized test scores due to language barriers. However, his teacher sees that he is quick to solve complex puzzles and excels at recognizing patterns in visual games. For this student, the Naglieri Nonverbal Ability Test (NNAT) would be a great alternative assessment because the student can be evaluated on his problem-solving and reasoning skills without verbal or written responses. This could lead to placement in an advanced math program, allowing him to thrive.

When identifying gifted students, the best approach is a holistic one, which combines traditional assessments with alternative methods to create a complete picture of a student’s abilities. This can include universal screening for all students, reducing reliance on teacher or parent referrals, which can introduce bias, and increasing equitable placement opportunities for all students. An approach that uses multiple criteria, both qualitative and quantitative, helps cover the full range of gifted domains. Finally, it’s important to ensure that the identification processes are sensitive to cultural differences.

Once students are identified through one of these comprehensive methods that address the whole child, it is crucial to provide support that nurtures their talents. This could include differentiated instruction, which tailors educational experiences to meet the varying needs of all students, including gifted students, and offers opportunities for acceleration when necessary and enrichment when possible. Social-emotional support is also very important for gifted learners to help them address and understand their unique needs, such as overcoming perfectionism, asynchronous development in relation to their peers, and the pressure they often put upon themselves to meet high expectations. Additionally, and perhaps most important, there is an ongoing need for professional development among educators, staff, and administration. Equipping educators with skills and knowledge to recognize and support giftedness in all of its forms will allow teachers to foster an inclusive environment that celebrates the diverse talents of all students, including gifted students.

Educators, I challenge you to embrace a broader perspective when discussing the identification and support of gifted learners. Educational systems can move toward more equitable practices that recognize and cultivate potential in every student when educators are on board and actively advocating for the unique needs of these learners.

Sources:

National Association for Gifted Children (NAGC). (n.d.). Key considerations in identifying and supporting gifted and twice-exceptional students .
National Association for Gifted Children (NAGC). (n.d.). Identifying and serving culturally and linguistically diverse students .
National Association for Gifted Children (NAGC). (n.d.). Identification . Retrieved February 22, 2025, from https://nagc.org/page/identification .
National Association for Gifted Children (NAGC). (n.d.). Use of the WISC-V for gifted and twice-exceptional identification .

By Laura Mukerji, WATG Board Member

The Power of Extracurricular Activities

Sat, 15 Mar 2025 19:18:15 GMT

Gifted students possess exceptional intellectual and creative abilities, but these talents often require nurturing beyond the traditional classroom setting. Extracurricular activities play a vital role in a student’s development by offering opportunities to develop critical life skills and explore their identity while learning essential skills for future career success. For gifted students, participation in activities such as Forensics, Robotics, Coding, Model United Nations (Model UN), Future Business Leaders of America (FBLA), and Destination Imagination not only enhances academic growth, but also provides a foundation for lifelong achievement.

Engagement in extracurricular activities fosters critical thinking, leadership, communication, and teamwork – skills highly sought after in professional environments. For gifted students, these activities offer an outlet to apply their advanced cognitive abilities in real-world contexts, making learning both meaningful and dynamic. It also provides opportunities for students to experience new skills that they may have to work on to master. Here is a look at some typical extracurricular activities offered in schools today:

Forensics (Speech and Debate): Gifted students with strong verbal and analytical skills thrive in Forensics, where they refine public speaking, persuasive argumentation, and quick thinking. These skills are invaluable in careers such as law, journalism, and politics, where articulation and critical reasoning are paramount. Many current adults, whose jobs require frequent speeches in public, credit their middle and high school Forensics experience as the foundation for their success.

STEM Clubs: STEM-oriented gifted students benefit immensely from robotics, coding, and drone clubs, which foster innovation and problem-solving. Participation in competitions like FIRST Robotics or drone racing prepares students for careers in engineering, artificial intelligence, and software development. Additionally, many careers in the STEM field haven’t even been created yet.

Model United Nations (Model UN): Model UN sharpens students’ understanding of global affairs, diplomacy, and negotiation. Many future diplomats, policymakers, and international business leaders trace their interest in global engagement back to Model UN experiences.

Future Business Leaders of America (FBLA): FBLA provides gifted students with practical exposure to finance, marketing, and entrepreneurship. Through case competitions and leadership conferences, students gain hands-on experience that directly translates to success in business, management, and economics.

Destination Imagination: This program fosters creativity, problem-solving, and teamwork through project-based challenges in science, technology, engineering, arts, and mathematics (STEAM). Many students who participate in Destination Imagination go on to pursue careers in creative fields, engineering, and innovation-driven industries.

For some gifted students, extracurricular activities do not just enhance career prospects – they become the career itself. Competitive coding can lead to early recruitment by top tech firms, and debate champions often transition into high-profile legal careers. Similarly, young entrepreneurs emerging from FBLA competitions may launch startups before completing college. Robotics and engineering contests have also led many students to internships and full-time careers in tech giants such as Google, Tesla, and NASA. And in Wisconsin alone,100,000 new jobs as drone pilots will be needed this year.

Extracurricular activities provide gifted students with exceptional advantages, equipping them with the skills, experiences, and networks essential for professional success. Whether as a stepping stone to a traditional career or as a foundation for an entrepreneurial venture, participation in these activities can shape the course of a student’s future. Encouraging gifted students to engage in extracurricular pursuits is not just an investment in their education – it is an investment in the future of innovation, leadership, and progress .

By Amy Stenzel, WATG Board Member

Intersection Between Gifted Students and Emotional Intensities: Turning Sensitivities into Strengths

Sat, 15 Mar 2025 19:12:22 GMT

Plane crashes. Deportations. Mass firings. Wildfires. Floodings. Wars. These are all topics students are seeing and hearing on social media, television, and at the dinner table. Whether you agree or disagree with these topics, one thing is undeniable – gifted students are internalizing these conversations at a deep emotional level. Gifted students are often characterized by their heightened emotional sensitivities and intensities. Just as these traits can enrich their learning experiences, they can also make students more vulnerable to externally negative stressors. This is particularly true for students from marginalized communities, who may also be experiencing discrimination and racism firsthand. For example, in my urban district, we have a large immigrant student population; family separation and deportation have become real threats. One can only imagine how these challenges can exacerbate a child’s emotional and psychological well-being, significantly impacting their academic performance.

Gifted students often experience emotions more deeply than their average-ability peers, which can make difficult experiences, such as discrimination and hardships particularly distressing. Their acute sense of justice and heightened empathy may cause them to internalize negative experiences more profoundly, leading to anxiety, depression, and self-doubt. These emotions can create barriers to learning, making it difficult for students to focus, engage, or feel a sense of belonging in academic spaces.

Experiencing racism and discrimination can lead to trauma, which can have both immediate and long-term consequences for gifted students. Because trauma can manifest in various ways, we must be aware of these manifestations, including heightened stress responses, withdrawal from academic challenges, sense of isolation, or perfectionism driven by a need to prove their worth. These responses can affect cognitive functioning, creativity, and overall academic motivation, often leading to underperformance, despite the student’s high achieving capabilities. Gifted students from underrepresented backgrounds may face a sense of isolation in academic settings, particularly if they are one of the few students of color in gifted programs. They may struggle to find peers who are having similar experiences, further intensifying feelings of alienation.

What can educators do to help? Educators play a crucial role in mitigating the negative impacts of trauma on gifted students. Schools must provide culturally responsive education, establish inclusive environments, and implement social-emotional learning strategies tailored to the needs of gifted students. Offering mentorship programs, empathy groups, and mental health support can help students navigate these challenges and feel validated in their experiences. If these strategies are difficult to establish at your school, I encourage YOU to be the support system for the gifted student struggling with their emotional intensities. Simply put, listening and caring can go a long way.

There is hope. Despite these struggles, many gifted students develop remarkable resilience and grit when provided with adequate support. Encouraging self-advocacy, promoting positive racial and cultural identity, and creating safe spaces for expression can empower students to harness their emotional intensities as strengths rather than obstacles. When gifted students feel seen and supported, they are more likely to thrive academically and use their talents to enact meaningful change. By creating inclusive, supportive learning spaces, educators and communities can ensure that emotional intensities serve as a source of strength rather than a barrier to success.

If you have any questions or would like to contact me to discuss this further, please do not hesitate to email me at mlopez@watg.org .

Navigating Screen Time with 'Tweens and Teens

Sat, 01 Mar 2025 19:07:12 GMT

My husband and I have run SENG (Supporting the Emotional Needs of Gifted) groups for many decades. SENG groups are safe places for parents and caregivers to share the joys and challenges of parenting gifted children and to look for safe and non-judgmental support and advice. The topics most frequently discussed in these groups include:

defining the characteristics of gifted children and adolescents,
exploring communication and relationships,
understanding motivation and achievement/ underachievement,
sharing successful parenting strategies,
dealing with intensity, perfectionism, stress, and executive functioning,
working with twice-exceptional kids,
understanding the importance of acquaintances, friends, peers, and family relationships,
exploring schooling options,
understanding values, traditions, and the importance of uniqueness as it relates to giftedness,
discovering giftedness in oneself as an adult.

However, lately many parents/caregivers have been quite concerned about screen time for their children, especially for their ‘tweens and teens. They are aware of the lure of smart phones, the internet, and the virtual world. They understand that screen time is ubiquitous and are looking for guidance and reassurance as they navigate this world with and for their children. Because so many groups have been interested in this topic, I have chosen to research screen time more thoroughly. What do the experts say? What are families doing? How are parents/caregivers teaching their children that privilege and responsibility go hand in hand?

In a recent article (in English and Spanish) from healthychildren.org entitled Kids & Screen Time: How to Use the 5 C’s of Media Guidance , the authors from the American Academy of Pediatrics advise using the 5Cs to guide media usage for children and adolescents. I have added some commentary that could be especially pertinent to parents/caregivers of gifted children.

The 5Cs of Media Guidance are:

The Child – Who is your child? What is s/he interested in? How responsible is your child? What kind of media is your child attracted to? How healthy (in your opinion and with your family's standards) is this media? Is your child spending screen time to avoid face-to-face interaction; if so, why and what can be done about it?
The Content – What is your child doing online? Does their online presence support a talent or hobby? Is their online presence wholesome? Is your child aware of the dangers of cyberbullying, dangerous content, or predators? Have you established guidance and rules about online presence (e.g., amount of time, when, where, etc.)? Are you willing/able to monitor your child's online presence? What will you do if you find objectionable content or behavior? Have you had conversations about violence, sexual content, or unreal standards of beauty or popularity? Are you willing to spend time online with your child and have critical conversations about content?
Calm – It is no secret that many children, and often gifted children and adolescents, have difficulty falling asleep at night. Many use screen time ostensibly to help them relax. However, much literature suggests that screen time, especially right before bedtime, is detrimental to sleep quality. Additionally, many people use screen time to avoid dealing with troubling emotions, or to relax. If this is the case, speaking with professionals about this issue may help. There are many ways to calm our bodies and highly active brains without the use of screens.
Crowding Out – In some families, excessive screen time “crowds out” other family activities. One family shared that they use a basket for cell phones during family time. Family time for them includes family meetings, meals, family games, and outings. There is an abundance of literature that suggests that our society is becoming increasingly more lonely. We are spending more time virtually, and “crowding out” rewarding face-to-face interactions with friends and family. This topic would make a great discussion with 'tweens and teens; families who have had this conversation have found it very interesting.
Communication – Gifted children and adolescents often have strong opinions about, well, everything. Communicating with them about screen time is essential, and it must start early. Many families use the phrase “privilege and responsibility go hand in hand”. As children develop responsibility, adults can trust them with increasing privilege. Dr. Sylvia Rimm, of the Family Achievement Clinic , often refers to this as the “V of Responsibility”. Our youngest children (at the bottom of the V) generally show less responsibility and therefore have less privileges. As they grow in responsibility, the V widens – and these children and adolescents should naturally receive more privileges. Of course, if the privilege is abused, there are consequences.

Each family must navigate this territory in their own way, but keeping the 5Cs in mind, I hope, will help families navigate this more successfully. The work done when children are young will pay off as they mature.

If you are interested in learning more about SENG groups or becoming a SENG facilitator, please check out information on WATG’s website .

As always, I welcome your thoughts; together we grow!

By Jackie Drummer, WATG Past President and Advisor

Addendum: I often receive feedback from thoughtful listeners. This post was especially helpful for Isabelle, a mom who was navigating online activity with her daughter. Isabelle generously provided me with this link, How Screen Time Affects Child Development, https://www.safetydetectives.com/blog/screen-time-and-child-development/ . Thank you to Isabelle for her comments; I hope you will find this additional article very informative.

Challenging the Myth that "All Students are Gifted"

Sat, 15 Feb 2025 19:29:52 GMT

One common misconception I have encountered several times as an educator and parent is the idea that “all students are gifted”. While this notion is undoubtedly well-intentioned, and it is true that every child possesses unique talents and strengths, equating these traits with giftedness in an educational context undermines the needs of students who require specialized support in the field of gifted and talented education. This misbelief dilutes the resources and services essential for these students to thrive and perpetuates inequalities both in the classroom and beyond.

To understand why this is problematic, it’s important to clarify what giftedness truly means. Giftedness is more than simply being a bright or high-achieving student. According to Rimm, Davis, and Siegle in Education of the Gifted and Talented , “There is no one definition of gifted, talented, or giftedness that is universally accepted. Common usage of the terms even by experts is ambiguous and inconsistent” (2017). In Wisconsin, “Gifted and talented pupils” means pupils enrolled in public schools who give evidence of high performance capability in intellectual, creative, artistic, leadership, or specific academic areas and who need services or activities not ordinarily provided in a regular school program in order to fully develop such capabilities (Wis. Stat. § 118.35, 2025). Gifted individuals may also exhibit traits such as heightened observation, curiosity, and alertness. These areas set gifted students apart from their peers and highlight a need for targeted support from educators.

In addition to these areas, gifted students often face unique challenges and have special social and emotional needs. They may struggle with feelings of isolation when their abilities set them apart from peers, making it difficult to form meaningful friendships. Others might experience intense perfectionism, fearing failure so deeply that they avoid challenges altogether. Some gifted students have heightened sensitivity to criticism or injustice, which can make daily interactions with peers and teachers emotionally overwhelming and exhausting. Additionally, some students are twice-exceptional, meaning they are gifted while also having a learning difference. These students may require both enrichment opportunities and accommodations to address their areas of struggle, creating a unique set of needs that requires careful, individualized support. Addressing these challenges requires a collaborative effort from educators, parents, and mental health professionals to create a supportive environment that encourages resilience, a growth mindset, self-acceptance, and healthy coping strategies.

Stating that “all children are gifted” not only diminishes the unique strengths of gifted students but also downplays their social and emotional struggles. This misconception can lead to significant consequences for gifted learners. Gifted students who are not adequately challenged often experience boredom, frustration, and underachievement. (National Association for Gifted Children, n.d.) Research has shown that when the needs of gifted teens are ignored, they are at a higher risk for issues such as depression, disengagement, a higher dropout rate, and receive poorer grades, which in turn perpetuates the problem. Proper identification and recognition of the unique needs of these students are the first step to helping these students thrive instead of merely enduring

It is worth acknowledging that the phrase “all students are gifted” usually comes from a few well-meaning place; the person using the phrase is promoting inclusivity and celebrating the strengths of all learners. While the desire for inclusivity is wonderful, it is important to use the language of giftedness as defined in an educational context. It is important to recognize that some students require special programs or services to reach their full potential. This need does not detract from the value of other students, rather, it ensures equity by providing all students with the resources they need to succeed.

So what can be done? Educators can address this issue by implementing differentiated instruction, multiple tiers of instruction, and project-based learning where students are allowed the opportunity for challenge and enrichment. Schools can prioritize professional development for teachers to help them identify and support gifted students academically and emotionally. As a family of educators, we can recognize the potential in every student and work to support all students across their educational career – helping to meet their developmental needs. Finally, we can recognize the social, emotional, and academic needs of gifted learners as needs requiring support in the education system.

While every child is indeed special, not every child is gifted in the educational sense. For educators and other school professionals, it is crucial to recognize this distinction in order to provide meaningful challenges, resources, and appropriate support to foster the potential of all students. As educators and advocates, we must move beyond the idea that “all students are gifted” as a narrative and instead focus on creating inclusive environments that respect and nurture the unique needs of all learners, including gifted learners.

References:

National Association for Gifted Children. (n.d.). Myths about gifted students . Retrieved January 27, 2025, from https://nagc.org/page/myths-about-gifted-students

Rimm, S. B., Siegle, D., & Davis, G. A. (2018). Education of the gifted and talented (7th ed.). Pearson.

Wisconsin Statutes § 118.35. (2025). Gifted and talented pupils. https://docs.legis.wisconsin.gov/statutes/statutes/118/35

By Laura Mukerji, WATG Board Member

Don't Shame Me

Sat, 15 Feb 2025 18:59:24 GMT

I retired from teaching in July, 2024. I don’t miss it. I loved the students and loved the teachers I worked with, but I’m happy to be done. I taught for 29 years and felt that I made an impact every year, especially with my gifted students. I wake up when I want to and stay up late every single night. I can travel during the school year. It’s an excellent existence.

This is also my last year on the WATG Board. In October I will have been on the board for 25 years.

So now what do I have to contribute?

One of my part time jobs is data entry for a law firm. No chance there. The other job, however, allows me to work with high school students. I coach them to increase their scores on the ACT. it’s nice, and the students are driven to get their score and get into the school of their choice. They don't necessarily have gifted education needs, but they do need my help.

In this capacity I met Austin.

Me: So, what are your goals for our sessions?
Austin: I want to increase my English score on the ACT. It brought my overall score down in December.
Me: Okay. What is your goal for English?
Austin: I got a 30 on English, and I'd like it to be a 34.

Austin’s eyes challenge me to shame him, to tell him that a 30 is a great score and he should be happy with it. Most kids would kill for a 30. I resist and do not shame. I know that would be so offensive to him and completely uncalled for.

Me: Okay. Sounds good. What did you get on the other subjects?
Austin: I got a 36 in reading, 35 in math and 35 in science.
Me: So a 34 in English is doable. Do you know what your target schools need for a score?
Austin: Northwestern is a 34, I think. My second choice is Michigan and they’re around the same, maybe a bit lower.
Me: Do you know what you want to study?
Austin: Psychiatry or Music. I’m not sure.
Me: Well that is very normal for gifted individuals. It’s called multipotentiality. You could do really well in either. It probably feels like if you choose psychiatry, you have to mourn the loss of music and vice versa. If you choose music, you might regret letting go of psychiatry.

Austin squints. Then his eyes widen when he realizes that I am not telling him to choose.

Austin: Yeah.
Me: Well, the good news is that you can do both. Eventually. Lots of people find a way. This is so normal for gifted people. You can work both of those things into your life.

Austin’s eyes soften and a smile curls across his face.

Me: Let’s get to work and get your 34.

And this is one way to help gifted kids reach their dreams.

By Sarah Kasprowicz , WATG Past President and Board Member

Of LEGOS and Creativity

Sat, 01 Feb 2025 19:15:26 GMT

Have you ever looked at LEGOS and wondered about how they best stimulate creativity? Which LEGO activities – pre-made kits, complete with step-by-step directions – or free play with LEGOS in a “create your own adventure” scenario – contribute most to creativity in children and adults? And how does this translate into everyday activities? And what are the implications for businesses/the workforce?

Apparently, the people at LEGO have wondered about these questions, and have done some very interesting research. In this article, The Downstream Consequences of Problem-Solving Mindsets: How Playing with LEGO Influences Creativity , researchers pondered the effect of open-ended vs. closed-ended tasks using LEGOS. Their study has theoretical implications for creativity and mindset research as well as insights for managers and public policy makers.

According to the researchers, “Recent trends in technology and education suggest that the opportunities to engage in exploratory thinking may be declining for a number of people. Google provides immediate answers, teachers ‘teach to the test,’ and overscheduled lives leave fewer opportunities to discover or pursue new interests. Essentially, many of the problems we face on a daily basis are becoming increasingly more structured and well defined.”

A perfect example of this highly structured and well-defined outcome is the plethora of LEGO “kits”, with precise directions and precise outcomes. Apparently, consumers are increasingly preferring this…“the double-digit growth in LEGO’s revenues indicates that consumers have a strong desire to solve these types of well-structured problems”. (Hansegard and Burkitt 2013).

But at what price?

To research this, LEGO created several experiments. They were interested in understanding how adult consumers reacted to their products. Each randomly assigned participant was given a 40-piece LEGO set and fifteen minutes of work time. Half of the participants were given precise directions and a desired outcome; the other half were asked to “build something”. Then both groups proceeded to a second task, either the Torrance Test of Creative Thinking or the Miller Analogy Task. (Note that a control group proceeded to one of the second tasks without doing the LEGO task. Note also that all participants took two pretests to examine whether factors – such as perceiving that one innately “excels at creativity” could influence performance on the subsequent task).

So, what did the researchers find out?

Essentially, those who were given the open-ended task of “building something” out of LEGOS outperformed those who were given specific directions when they engaged in future creative tests. Apparently, being creative encouraged/strengthened further creativity. The study also confirmed that the effects were not driven by a person's motivation to be creative; instead the effects were driven by a reduction in the extent of divergent thinking in which the person engages. Creativity, then, like any other “muscle”, needs to be flexed in order to strengthen. The more we explore on our own – without explicit direction – the greater the chances that creativity will flourish.

So, what are the implications for education and the workforce?

The researchers used Disney as a concrete example: “Disney distinguishes between employees who do ‘routine work’ (e.g., cast members at their theme parks) and those who engage in imaginative work (e.g., ‘imagineers’ who ‘dream up wild ideas about new things a guest might experience’; Sutton 2001). Routine work entails well-defined-problem solving, whereas imaginative work requires engagement in ill-defined-problem solving. Employees rarely switch from one type of work to the other, and our findings suggest that this separation is a good one…employees consistently engaged in routine work would produce less-creative ideas than those who were not so engaged.”

My question then is this: which is more important – more engagement with creative experiences to strengthen the creative disposition and provide a workout for the creativity “muscle” – or allow our ever-increasing reliance on gadgets, directions, and AI to govern our future? What do you think?

As always, I welcome your ideas. Together we grow.

Jackie Drummer, Past President and WATG Board Advisor

Thank you to Esther Vasquez for her translation of this article for our Spanish speaking families and educators.

Words Matter: Rethinking Gifted Terminology

Wed, 15 Jan 2025 19:52:12 GMT

Terms such as gifted, advanced learners, superior intellect, and students with exceptional abilities are part of the terminology used in the literature to describe students who possess abilities above the norm in academic and non-academic domains. Some of these terms are preferred over others and at times they have been problematic because of the intentional or unintentional message they communicate about these students with the gifted label. I believe words and labels do matter, and here are three reasons.

First, simply labeling students with the broad term “gifted” does not effectively inform the kind of services they need to meet their needs.

Second, some students labeled “gifted” are held to a higher standard than others, and are expected to act, think, and behave in ways that meet the criteria of what others believe giftedness should be.

Third, we are not helping “gifted” students be who they want to be. As a result, the number of people advocating to remove the word gifted continues to increase across US school districts.

Furthermore, when these terms are translated into other languages, such as Spanish, they convey a meaning that I argue is inaccurate, and this contributes to perpetuating myths about students with gifted abilities. For quite some time I have been working on translating documents about giftedness for Spanish-speaking communities as well as consulting with gifted coordinators working with Latino/Hispanic gifted students. The term “gifted students” is often translated into Spanish, as “ estudiantes superdotados ” which in English translates as super gifted students. This, in my opinion, is erroneous and harmful to students who possess exceptional abilities or unique gifts and talents. The terminology I prefer and advise to be used in Spanish to refer to gifted students is Estudiantes con Habilidades y Talentos Avanzados (literally translated in English as students with advanced abilities and talents).

The term “superdotados” in Spanish, on the other hand, conveys the message that individuals with advanced/gifted abilities are uniquely distinct from the rest of the population, something rare, abnormal, or supernatural, thus, giving gifted students a status of being perfect and almost superhumans. This is problematic for three main reasons. First, it takes their humanity away by placing them in a higher human category such as fictional characters with powers like Superman. As a result, these students are often thought to be invincible, gifted in all areas, and immune to facing challenges in life because of their advanced abilities. Secondly, from the student’s perspective, gifted students may experience unnecessary stress, peer pressure, and unrealistic expectations from members of the community. Consequently, gifted learners often feel isolated, experience issues of low self-esteem, and are viewed as being essentially different from the rest of the population. Third, labels such as “superdotados” (super gifted students) place gifted learners at risk because they are perceived to be immune to failure, or being bodily and mentally shielded from dealing with socio-emotional issues and challenges because they are perceived as having superpowers. Part of advocating for gifted students is making sure that the terms we use to identify gifted learners do not result in adding more stress or false expectations, which could lead to misunderstandings, students being underserved, and the undervaluing of gifted learners.

I want to close with a piece of advice. As parents of gifted students or professionals who work with gifted children, it is important to understand the different definitions and the intentional or unintentional negative meanings they convey. Regardless of which term you prefer, we must remember, first and foremost, that gifted students are children who have unique needs and need support in multiple areas. Thus, the terms we use to refer to them could result in doing more harm than good.

A Recovering Perfectionist Writing About Perfectionism in Gifted Students

Wed, 15 Jan 2025 19:41:29 GMT

Perfectionism is a behavioral characteristic often associated with gifted students. Conversely, it is important to recognize not all gifted students have perfectionistic tendencies. Perfectionism can look differently depending on the development level of your child/student. Over time, perfectionism gets harder to spot as students seek adult input less. Susan Winnebrenner (2018) in her practical guide T eaching Gifted Kids in Today’s Classroom provides a comprehensive list regarding how perfectionism can present itself within students who are gifted.

Perfectionists often:

Believe that what they can do is more important and valuable than who they are.
Believe that their worth as human beings depends on being perfect.
Set impossible goals for themselves.
Have been praised consistently for their “greatness” and exceptional ability; they fear they will lose the regard of others if they can’t continue to demonstrate that exceptionality.
May suffer from the “imposter syndrome” – the belief that they aren’t really capable and don’t deserve their success.
Resist challenging work for fear that their struggle will be seen by others.
Work very slowly in the hope that their products will be perfect.
Discover a mistake in their work; erase until there is a hole in the paper, or crumple up the paper and throw it away – sometimes accompanied by tears (or, in older children, choice words).
Limit their options and avoid taking risks.
Procrastinate to the point at which work never gets done or even started. In this way, they ensure that no one can ever really judge their work, and they don't have to face the possibility that their best may not be good enough.
May cry easily in frustration when their work at school doesn’t seem to reach a state of being perfect. (This is often misjudged as immaturity or the result of too much pressure from home.)
Ask for lots of extra time to complete their work.
Ask for lots of help and reassurance from the teacher. (“Is this all right? Please repeat the directions.”)
Can’t take criticism or suggestions for improvement without being defensive, angry, or cheerful. Criticism proves that they aren’t perfect, and suggestions imply that they aren’t perfect. Imperfection is intolerable.
Expect other people to be perfect – especially classmates, teammates, and teachers, and often parents.
Are never satisfied with their successes.

Knowing this, we as supporters (teachers, parents, counselors, etc.) can assist with helping the perfectionists in our lives move past this. In part, what we say and what we place value in shapes how students approach tasks and ultimately what their expectations are. Dweck’s research with mindset theory confirms the idea that effort-based praise that values hard work on challenging tasks will ultimately lead to better outcomes for students. Supporters need to help perfectionists develop an appreciation for the learning process and not place value on the end result. Students need to be in situations where they are appropriately challenged and encouraged in productive struggle. Simply stated, students need practice being frustrated, making mistakes, and realizing perfection is not the goal – learning is the goal.

Zay Lenaburg, a Gifted & Talented SEL teacher, reflected on recent SEL lessons she developed to meet the needs of her second graders. Zay recognized that:

After six to eight weeks of school, many highly gifted students experience emotional challenges related to not being the best, not achieving perfection, and encountering academic struggles for the first time. For many of these intellectually gifted students, struggling academically is a new experience. Therefore, it is important to discuss perfectionism, the value of making mistakes, and the concept of failing and moving forward. The lesson plan I created is part of a unit on perfectionism, focusing on understanding what it is, how to strive for excellence, and ways to improve. After discussing these concepts, we then put them into practice.

Social emotional learning is embedded in everything we do at school, home, playgrounds, competitions, etc. It is also important to recognize that explicitly teaching social emotional skills is helpful and provides children with a starting point to recognizing their emotions and what they do in response.

So, what have I learned as a recovering perfectionist? It’s acceptable to make mistakes and take risks – these are ideas I want to promote because it’s how we grow and learn. I welcome a challenge; over time I’ve recognized that those challenging situations lead me to places I never expected. I acknowledge my negative self-talk related to perfectionism and actively combat that by continuing to take risks and undoubtedly make mistakes that can and should be celebrated.

Winebrenner, S. (2018). Teaching gifted kids in today's classroom: strategies and techniques every teacher can use . Free Spirit Publishing Inc.

New Year Resolution: Find Your Voice

Wed, 15 Jan 2025 19:09:37 GMT

Over fifty years ago, a revolutionary writer armed himself with pen and paper and took to the market, ready to voice his displeasure with the status quo. This writer saw a great need for voicing the woes he observed with pollution and greed, and wrote a tempestuous review of the world's ability to ignore the troubles for their own ease. In a rhythmic romp he shows the struggle of the protagonist as he attempts to communicate with the disassociated general public. His trials and tribulations with finding his voice are met with deep resistance and ignorance from the masses; what he said wasn't comfortable. The protagonist's request pleaded for introspection in order to create change. He began his call with:

“Mister,” he said with a sawdusty sneeze, “I am the Lorax. I speak for the trees. I speak for the trees for the trees have no tongues and I'm asking you sir at the top of my lungs—.”

The writer referenced above is none other than Dr. Seuss, who had a vision before his time of what the world could be. In my conversations with people from all walks of life, the need for being a visionary in the world of giftedness has become increasingly clear as there is a deep need for changing the status quo in our communities. Conversations with educational professionals, new and veteran alike, show an apparent lack of experience with giftedness in children. In conversations with mental health graduate students, I discovered that GT has never been part of their curriculum, either. Conversations with medical professionals have shed light on the lack of education about giftedness in the medical curriculum. A systemic lack of awareness and understanding of not only gifted education, but of gifted children and their needs permeates every level of our communities – from education, to lawmaking, healthcare, and more.

The Lorax was born to speak for the trees, but who will champion gifted children? Who will step up to help create a better world and brighter future for gifted education? Cultivating a system where the educational needs of all children are met will require effort and commitment from all of us. Those who see and understand the need must be the voice to “speak for the trees.”

Only when we work together as a team to speak up can we begin to drastically change the status quo. It is through this effort and commitment, that pre-established patterns can be changed one-by-one, classroom-by-classroom, and school-by-school. As a team we can meet our children where their learning begins. We can educate school personnel and lawmakers, correct misunderstandings in medicine, bring emotional and social well-being to light, and more. Gifted education and those involved, compose a network of voices from which change can start to become a reality.

So what can you dare to dream on behalf of gifted children? Where can you plug into this community? Could you raise your voice to contact your political representatives - local (School Board) and state representatives? Is there a platform such as the WATG board or a committee that you feel inspired by and would join? Can you reach out to people in your network or community to spread the word about gifted education and aid in raising funds and awareness?

Teamwork requires effort from all players, and all players bring a multitude of valuable skills. It is through this work of leading, conversing, fundraising, lobbying, and being involved, that we are seeing change. Your voice matters, so where can you resolve to “speak for the trees” in this new year?

By Cathy Schmit, WATG Board Advisor (with daughters Caitlyn and Hannah)

What is the Key to Raising Support for Gifted Education?

Wed, 01 Jan 2025 19:16:46 GMT

Happy New Year!

In November, I was fortunate to represent WATG at the NAGC (National Association for Gifted Children) annual conference in Seattle. Four days of a conference with people who are passionate about advanced learners buoyed my spirits. The halls of the Seattle Convention Center were bustling with others who shared desires to better understand how to support the social and emotional well-being of gifted and talented students, sought resources for equitable identification practices, yearned to unpack the complexities of how AI can be leveraged for our highly capable learners, and cautiously approached acceleration and early identification of gifted students. In that space, there were nuanced conversations about checklists, identification criteria, programming plans, and the language of all things gifted. There were fantasies and nonfiction accounts of universal educator preparation (see Universal Educator Preparation for more information). There were also celebrity sightings – Jack Naglieri, Dr. Matt, Emily Kircher-Morris, Kelly Yang, and so many more!

In December, I returned to the daily work of a singleton gifted education coordinator in my district. I was still riding high with energy and learning from NAGC. However, erudite conversations applying what Melinda Temple-Milner, PhD, and Dr. Liza Burrell-Aldana learned in the Alexandria City Public Schools about the “strategies and actions [that] can be taken to address the underrepresentation of culturally and linguistically diverse (CLD) students in gifted education programs,” did not pop up at happy hour. A panel about supporting the social and emotional needs of advanced learners was not on the inservice agenda. Misconceptions around giftedness and gifted education were still popping up at collaborative meetings dealing with student achievement. I keenly felt the need for NAGC’s unifying agenda around equity, universal educator preparation, early childhood and gifted education, and social emotional well-being highlighted in my daily experiences. It was clear that NAGC grows the skill and will of attendees and provides an opportunity to leverage learning back to the day-to-day life of advocates for gifted learners.

WATG, like NAGC, envisions an environment in which the educational and social-emotional needs of gifted students are understood and addressed throughout the state. (See WATG’s mission and vision statement at https://watg.org/ ).

WATG Board Members will be supporting this vision and mission when they present at the Wisconsin State Education Convention at the Baird Center in Milwaukee on January 23, 2025. We are also hosting a booth at the Wisconsin State Education Convention at the Baird Center for this convention. By exhibiting at this event, our goal is to connect with school board members, school business officials, and school district administrators. Attendees at this state convention will not necessarily be people who are passionate about gifted education, have a shared understanding of local norms, or want to debate the nuances of the word gifted. The state convention is not the national or state gathering for all things gifted. Instead, it is a place where people who have local influence over the day-to-day education of our advanced learners come together. Their singular focus is not on our learners; they represent all learners. Our presence at this convention is meant to bring awareness to the needs of our learners and increase the advocates for gifted learners in our local districts. Our responsibility will be to enter into conversations with people who do not share the same understanding or beliefs around gifted education. Representatives from WATG will engage in conversations with convention goers in an effort to raise awareness, dispel myths of giftedness, and plant seeds that could bear fruit in the future.

As we enter the new year, WATG will continue to uphold the mission to educate about and advocate for the needs of gifted in Wisconsin. Our action steps include:

Presenting to stakeholders at the State Education Convention,
Hosting the Four Corners Workshops ,
Coordinating webinars with partners, such as the Institute for Education Advancement,
Providing support for school districts and organizations through our "Book-A-Boardie" initiative,
Co-hosting SOAR Summer Camp ,
Reaching out to legislators on behalf of giftedness and talent development,
Answering inquiries about giftedness and nurturing high potential, and
Planning an annual conference for October 2025.

We have many activities planned, and we look forward to your help. What action steps might you take to advocate on behalf of gifted education?

By Terese Weiler

Gifted Kids and the Dreaded "B Word"

Wed, 01 Jan 2025 19:16:44 GMT

Parents/caregivers and educators are often the recipients of comments from children and adolescents that begin like this… (insert whining...) “I’m bored”. As a parent and a teacher, I have heard this phrase countless times over the years and have often wondered about the best way to handle it. For sure, I can tell you some great ways not to handle it. My mom, like many other moms, (me included), usually responded with this retort, “Boring is as boring does. If you’re bored, I can find something for you to do. There’s a closet to clean…” I’m sure you get the idea.

In a school situation, the “B” word is rarely met with joy by teachers. Many teachers take personal offense to the word; often they assume that students mean they (the teachers) are boring, the work is boring, or school in general is boring. And, in my experience, gifted students often offer this as a criticism, sometimes with merit, sometimes without.

But what is behind the “B” word? Why are children bored easily? The reasons for this may vary. At home, children may be accustomed to constant stimulation. Screens, an overabundance of toys and gadgets, and constant enrichment scheduling give children and adolescents little time to learn to manage downtime, and their default setting is to claim boredom when they have unoccupied moments. What would happen if we let them sit with their boredom?

In school, students may not be sufficiently challenged, and this is often true for gifted children. In often quoted research from the University of Connecticut entitled “Why Not Let High Ability Students Start School in January?” Dr. Sally Reis and her colleagues suggested that “approximately 40-50% of traditional classroom material could be eliminated for targeted students in one or more of the following content areas: mathematics, language arts, science, and social studies.” And “when teachers eliminated as much as 50% of the regular curriculum for gifted students, no differences in the out-of-level post achievement test results between treatment and control groups were found in reading, math computation, social studies, and spelling.” What a novel concept – allowing gifted students to begin the school year in January, thus eliminating boredom!

Of course, there may be other reasons that students employ the “B” word. Some may have a mental health condition such as depression, anxiety, divorce in the home, or post-traumatic stress; others may have a learning difference. Perhaps the teaching methods and learning preferences don’t match. Maybe students are simply disconnected from the subject matter and unmotivated by their learning environment. In some cases, “boring” may even mean “I do not know enough about this material to be remotely interested.” And, of course, some students use the “B” word as a substitute for “difficult” or “frustrating”.

Whatever the root causes, parents and teachers need strategies. The first thing parents/caregivers and educators must do is to evaluate the physical and mental health of the child. Eyesight, hearing, sleep, and nutrition play an invaluable part in learning; often children are not aware of their deficiencies and cite boredom to avoid engagement or absolve their behavior. Likewise, children who do not feel that they are loved and belong may use the word “bored” as a coping mechanism (at home or in school).

Sometimes children and adolescents cite boredom as the reason they are not doing well in school. While this may be true, perhaps they lack adequate executive function skills such as planning, focus, test-taking skills, impulse control, etc. These can and must be taught!

And of course, sometimes school IS boring. If this is the case, parents/caregivers and educators need to involve the child in pinpointing the problem/s and devising solutions. Some detailed questions to pose at conferences include:

When are you bored?
Why do you think this happens?
What could (reasonably) be done about this?
What if the boredom cannot be resolved? Here children/adolescents might say, “I don’t know.” A great follow up question might be – “If you did know, what would you suggest?” (You’d be surprised at how many great ideas kids have, and this question gives them the power to be a solution-finder. They often amaze us and themselves).

Finally, one of the greatest antidotes to boredom is curiosity. Alice Parker once said, “the cure for boredom is curiosity. Fortunately, there is no cure for curiosity.”

Much research has shown that unresolved periods of boredom often spark curiosity. The human brain is wired for novelty and exploration, and boredom might just be the missing catalyst for new discoveries. If that is true, it serves a useful purpose. Maybe sometimes we need to let our children sit with their boredom. Who knows what might happen?

As always, I welcome your thoughts. Together we grow.

By Jackie Drummer, Past President, Wisconsin Association for Talented and Gifted