Perfectionism "It's not uncommon for high-ability children to also be perfectionists. Whether they worry about getting a drawing exactly right, earning all A's in school, or feeling helpless in fixing society's downfalls, approximately 20% of gifted children suffer from perfectionism to the degree it causes problems. " Read on to find more information on this topic.

Friendships & Fitting In Under construction A great article on Giftedness in Relationships by Dr. Colleen Boyle, Director of Curriculum and Gifted at Bexley City School District. Giftedness in Relationships by Dr. Colleen Boyle Giftedness can be a blessing in many ways. It can open doors of opportunity and facilitate success. But, it also can come with social-emotional challenges that impact day-to-day life, including relationships with others. Things like asynchronous development, overexcitabilities, and introversion can result in the gifted individual participating in relationships in a manner that may differ from others’ expectations. ​ Asynchrony ​ Asynchronous development is the uneven developmental patterns experienced by gifted children. Their cognitive or academic skills may be more advanced than their chronological age. This also can affect language development, which is the means by which people build relationships (you have to communicate to relate). Similarly, emotional development that either is more advanced or lags can create a mismatch when interacting with others. As a result, an age-based world at school and in extracurriculars may make it diffic ult for a gifted child to find peers with similar interests or 1 communication skills. In Bexley, our high rate of gifted identification makes this less of a challenge, as anywhere from 25-40% of students in a grade level are gifted. While the developmental differences may be more evident at younger ages, by upper elementary and middle school, students are very self-aware and may try to hide their differences to fit in with others. Sometimes, this asynchronous development may also prompt a gifted student to interact more productively with younger children than they do with agemates. This may be because they expect a younger child to act or communicate differently and do not get as frustrated by those differences as they might with age peers. ​ Overexcitabilities ​ In a previous newsletter, we reviewed Dabrowski’s five types of overexcitabilities. Gifted individuals may experience one or more of these in their day-to-day lives. They can be superpowers that heighten their interactions with the world around them, but they can also create challenges that require flexibility, including in relationships. Intellectual overexcitability or that need to know and think deeply, can make a gifted individual a great conversationalist; it can also prompt a hyper-focus on specific topics or ideas a child might bring into a discussion that may not appeal to others. Emotional overexcitability can produce great joy and empathy as the gifted child engages in friendship, but it can also lead to intense responses when the gifted individual perceives something as hurtful or unfair. Imaginational overexcitability can create space for fun and whimsy during playtime but might also lead others to perceive the imaginational child as odd. Sensory overexcitabilities may prompt the gifted child to take notice of and appreciate the small things about those with whom they interact. However, heightened sensory responses might limit the child’s tolerance to noise or chaos or lead to pointed responses to observed individual differences. Finally, psychomotor overexcitability may urge the gifted learner to willingly engage in active play, but it may also result in a more physical response to frustration. Being aware of any overexcitabilities your gifted learner experiences and being prepared to help them make the most of those can help them navigate relationships. ​ Introversion ​ It is believed that a higher percentage of the gifted population is introverted than what is found among the general population. Introverted individuals still like and need human connection. But, they may only have one or two really close friends rather than a large social circle. They may also need time away from people to recharge, which may lead them to decline invitations from friends or withdraw from family events. Consider the introvert/extrovert tendencies you possess; if you are an introvert, be careful not to set those extroverted expectations on your introverted child. Your student may also need help navigating time and situational management to balance necessary alone time with the time needed for engaging with others, such as with family or special occasions, in order to nurture valued relationships. ​ Strategies ​ Think about how we, as adults, form and sustain new relationships. We typically connect with people who have common interests or passions, are in a si milar stage in life (although not identical in age), 2 have had similar experiences, or are within our community. We may be able to foster many acquaintances and a few close relationships, plus we navigate family in some manner. We have relationships that have been with us forever, some for a while, and some that are for a momentary purpose. When supporting gifted children as they develop relationships, try to create those same opportunities. ​ Allow your student to interact with others within a broader age range. Of course, get to know those potential new friends and supervise as needed, especially as pre-teens and teens interact with older youth. But, allow space for the gifted child to find connections outside of their specific grade level. Enroll your child in an extracurricular activity that involves an age range and is connected to an area of interest. This will put your child in a community of individuals who will share interests that will lead to conversations and connections. Roleplay conversion scenarios, including starting a conversation, engaging in dialogue (and not just a monologue), responding to a disagreement, and reconciling after a hurt. When possible, host playdates or hang time in your space to observe your gifted learner’s relationship skills. Make note of what they do well and where they might need support. Consider things like sharing talk time or belongings, navigating conflict, or encouraging others’ values and goals. Use those observations to discuss and, as needed, coach your child later after the friend has left. Recognize if your child is an introvert. If so, make space for downtime where it is acceptable for them to withdraw and recharge. This may need to occur right after school after spending the day with people or at the end of a particularly active weekend. Talk with your student about the traits they value in friendship. Help them identify one or two people who seem to embody those traits and cultivate relationships with them. Similarly, encourage them to demonstrate the very traits they value. Deliberately talk about the role of individuals within your family unit. Discuss the role each person plays in supporting others via household responsibilities, emotional support, personal care, and presence for important events. Help your child see the role they play in supporting other family members, including friends who are like family, as well as the ways they can be supported by others. Model, role play, and debrief conflict resolution. Practice phrases that help communicate the presence of a disagreement, a willingness to hear and consider other perspectives, and steps for finding common ground or at least mutual respect within the disagreement. Relationships are complicated, and giftedness adds another layer of complexity. With some acceptance of self and others and practice in relationship-building skills, gifted individuals can contribute to and benefit from meaningful connections with others.

Executive Functioning Under construction Click Here Every website has a story, and your visitors want to hear yours. This space is a great opportunity to give a full background on who you are, what your team does and what your site has to offer. Double click on the text box to start editing your content and make sure to add all the relevant details you want site visitors to know. If you’re a business, talk about how you started and share your professional journey. Explain your core values, your commitment to customers and how you stand out from the crowd. Add a photo, gallery or video for even more engagement.

Imposter Syndrome Under construction Click Here Every website has a story, and your visitors want to hear yours. This space is a great opportunity to give a full background on who you are, what your team does and what your site has to offer. Double click on the text box to start editing your content and make sure to add all the relevant details you want site visitors to know. If you’re a business, talk about how you started and share your professional journey. Explain your core values, your commitment to customers and how you stand out from the crowd. Add a photo, gallery or video for even more engagement.

Giftedness 101 What does it mean to be gifted? Choose from some articles below to read more. Click Here A Parent and Guardian’s Guide to Gifted Education in Pennsylvania

Summer Enrichment Optional Resources Summer brings freedom and flexibility for some families, and there is great value to downtime and boredom that helps promote creativity and free play. However, some gifted brains go a little bonkers without the stimulation that may come from learning, If your child is in need of some summer structure or learning, find a variety of resources that can help support summer enrichment on this page. Weekly Thematic Enrichment Links Summer Enrichment Calendars & Choice Boards Click on the image for a version with working links and 3 additional weeks! Summer Creativity Calendars June Calendar Daily Creativity Challenges July Calendar Daily Creativity Challenges August Calendar Daily Creativity Challenges Click on the choice board for resources to accompany this image. ​ Summer Math Calendars for Primary Grades Note: These are not aligned with Manheim Township's math curriculum. 1st Grade Summer Math Menus 2nd Grade Summer Math Menus (click and scroll to pages 3-4) 3rd Grade Summer Math Menus (Click and scroll to pages 5-6)

Do I tell my child? At many GIEP meetings for newly identified gifted students, this topic tends to arise. At Manheim Township we do use the word "gifted" and we teach our gifted students what it means to be gifted. Here are some articles that can support you as you discuss the idea of giftedness with your child and your family. Want to hear what the experts say? Need some talking points? Click Here

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Excel at Each Level Excel, K-4 Elementary EXCEL provides a pull out enrichment program for identified students. Students typically meet with the EXCEL teacher for approximately an hour and a half each week. Activities are designed to explore themes in depth, work on independent projects, practice higher-order thinking skills, and discuss affective issues. EXCEL also provides support services for use in the regular education program, acceleration in appropriate areas, and extra-curricular extension activities. Excel, 5-6 L andis Run EXCEL provides a pull-out enrichment program for identified students. Students typically meet with each EXCEL teacher for approximately two 45-minute sessions per cycle. ELA Excel (Reading/Writing goals) is taught during small group time of students' ELA class. Math Excel is taught during small group time of students' math class. Activities are designed to explore themes in depth, work on independent projects, practice higher-order thinking skills, and discuss affective issues. EXCEL also provides support services for use in the regular education program, acceleration in appropriate areas, and content extension activities. Excel 7-8 In Middle School, each Gifted Student will be enrolled in the required College & Career Readiness Course, which will also incorporate Gifted Instruction taught by Mr. Stump (7th Grade) and Ms. Reifsnyder (8th Grade). Students in the Gifted Program will also have opportunities to work with Mr. Stump and Ms. Reifsnyder in various environments, such as in-class support during English, Science, REM, and Advisory. Gifted resources will be developed to enhance the Regular Education instruction based on each student's unique Gifted Education Plan. Excel, 9-12 High school facilitators serve as advocates and offer haven” from busy high school academic life. The schedules. The high school gifted room is a “safe includes gifted services within their academic Students at the high school have the opportunity to students’ strengths and needs including goals, college seminars, competitions, and opportunities to discuss independent studies. planning, career exploration Gifted students at the high school may also take advantage of numerous Honors and AP courses. Meet the Teachers Under construction Mrs. Cooper Excel Nitrauer, Bucher, Neff Mrs. Green Reidenbaugh, Brecht Mr. Jordan Landis Run Mrs. Branstetter Landis Run, Schaeffer

Unperformance Under construction Click Here Every website has a story, and your visitors want to hear yours. This space is a great opportunity to give a full background on who you are, what your team does and what your site has to offer. Double click on the text box to start editing your content and make sure to add all the relevant details you want site visitors to know. If you’re a business, talk about how you started and share your professional journey. Explain your core values, your commitment to customers and how you stand out from the crowd. Add a photo, gallery or video for even more engagement.

Reading Lists for Gifted Kids Commonsensemedia.com is a great resource to help preview and curate your child's reading library. Their slogan: "Reviews for what your kids are into (before they get into it.) Trusted ratings created with families in mind." MENSA Reading Lists To encourage the joy of reading, the Foundation has developed the Mensa for Kids Excellence in Reading Program. Earn a commemorative certificate in recognition of your outstanding achievement and get an Excellence in Reading T-shirt, too! Whether you fully participate or not, the lists have fantastic books from which to choose. K-3 Fiction Reading List 4-6 NonFiction Reading List Nonfiction Reading List Other Book Lists IU13's 6th Grade Reading Olympics List for 24-25 IU13's Elementary Grade Reading Olympics List for 24-25 ​ The Davidson Institute List of Books for Gifted Readers Book List for Pre-teen Gifted Readers Reading Lists for the Young Gifted Reader Books for Gifted Kids Finding Books for Your Gifted Reader Books for Children, Featuring Gifted Children *Some of these books are not part of MTSD's board-approved curriculum or library system. Please preread or check Common Sense Media to decide if these books are appropriate for your child.*

Intensities & Overexcitabilities We know gifted students are far more complex than their test scores suggest. And while we expect certain quirks, others blindside us: a strange reaction to sound, a sudden outburst of tears, or a need to stand up at inopportune times. Kazimierz Dabrowski identified five types of “overexcitability” that he believed connected strongly to giftedness: intellectual, psychomotor, imaginative, sensual, and emotional. Click Here