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Michigan Association for Gifted Children • Images • Volume 24, Issue 2, 2012

Volume 24, Issue 2, 2012

It has long been recognized that gifted and talented students

have unique personal, social, and academic characteristics

that distinguish them from their nongifted peers. Specialized

guidance and counseling services are recognized by many

experts in the field as essential to the maximum educational

achievement of gifted and talented students (Colangelo,

1997, 2002; Gentry, 2006; Kerr, 1991; Moon, 2002, 2004;

Milgram, 1991; Peterson, 2006; Reis & Renzulli, 2004;

Silverman, 1993; VanTasselBaska, 1990). Unfortunately,

much of the literature that exists regarding the social and

emotional development and, more specifically, the

counseling needs of gifted and talented children are targeted

for parents, educators, or clinical practitioners (Moon,

2004).

However, in response to the expanding knowledge base

concerning the social and emotional needs of gifted students,

more current publications do include some practical

considerations and suggested guidelines for the guidance and

counseling of gifted and talented students in schools (Cross,

2004; Gentry, 2006; Mendaglio & Peterson, 2007; Moon,

2004; Peterson, 2003, 2006; Reis & Moon, 2002). In

addition, specific programs, counseling models (e.g.

Mendaglio & Peterson, 2007, Moon, 2002) and group

counseling curricula (Peterson, 2006, 2008) have been

published. And most recently, special conferences, seminars,

and workshops designed to help guidance counselors and

other support services personnel to better meet the needs of

high ability students have been offered by colleges and

universities, state boards of education, professional

organizations such as the National Association for Gifted

Children (NAGC) 4 and Supporting the Needs of the Gifted

(SENG), and independent professional development

providers.

Sadly, the vast majority of both elementary and secondary

school counselors today are unaware of the unique guidance

and counseling needs of the gifted and talented students they

serve and are unable to provide the types of specialized

services these students require. The primary cause of this

deficit appears to be the reported lack of attention that school

counselor training programs give to the gifted and talented as

a special population. According to a 2005 study of nationally

Images Michigan Association for Gifted Children Newsletter

accredited graduate programs in school guidance counseling

(Peterson & Wachter, 2008), the preparatory curricula for

most programs provided little, if any, information concerning

the characteristics, social and emotional development, or

differentiated counseling needs of high ability students.

Clearly, without any educational background or training, few

practicing school counselors may have sufficient knowledge

about the special guidance and counseling needs of gifted

and talented learners to be effective with this population and

may be unaware of the complexity of related concerns and

unequipped to respond appropriately to them (Peterson,

2007).

Besides a lack of preparation in how to best provide

guidance and counseling services for gifted and talented

students, Peterson (2006) noted that school counselors may

also “have attitudes and biases that preclude trusting

relationships, and therefore, effective work, with them” (p.

44). As an example, when asked how he worked with high

ability students, one veteran school counselor responded that

bright kids don’t really need counselors for much of anything

because they are smart enough to figure things out for

themselves. Unfortunately, this attitude seems to be quite

pervasive. According to Lovecky (1993) and Peterson

(2003), the common myth among educators, counselors,

school psychologists, and even mental health professionals,

is that gifted and talented students do not require any

additional guidance or special assistance because of their

high abilities. The inability to and the possible resistance of

school counselors to provide appropriate guidance and

counseling services for high ability learners is an issue which

has long been overlooked and which presents a frustrating

educational and developmental dilemma: If school

counselors cannot or will not provide the kind of specialized

support and guidance in academic, career/vocational, social,

and emotional domains that gifted and talented students truly

need, then who will?

Why School Counselors?

According to Colengelo (2002), no counseling professional

is likely to have as much contact with gifted and talented

(Continued on page 3)

Meeting the Guidance and Counseling Needs of Gifted Students in School Settings

Karen Elijah


VOLUME 24, ISSUE 2, 2012

Meeting the Guidance and Counseling Needs of Gifted Students in School Settings, Karen Elijah 1

From the President, Sharon White . 2

Links, Links, Links 2

Editor’s Notes, Nan Janecke 3

Thank You from a Scholarship Recipient 4

NAGC National Conference 4

Well-Deserved Honor – Kiyo Morse 4

On the Bookshelf: Counseling Gifted Students 6

Two Important MDE Actions That Benefit the Gifted, Sherry Sparks and LaToya Tung 7

Annemarie Roeper Memorial 8

Getting It Right: St. Clair County RESA Works to Offer Opportunities to All Students, Dan DeGrow 10

Dual Enrollment, Dr. Kelly Schultz 12

MAGC Chapters 14

The Race Car, Marie Brucker 14

2012-2013 Board of Directors 15 Contribute an Article to Images!

Parents, students, teachers, administrators, counselors, re-

searchers: Share your experience educating, parenting, ad-

vocating for, or studying gifted children ̶ or even being a

gifted student yourself. Write an article for a future issue of

Images!


Articles due: February 1, 2013

Publication date: March 15, 2013


Articles due: August 1, 2013

Publication date: September 15, 2013

Would you like your events and activities publicized in this

newsletter or would you like to submit an article? Contact

Nan Janecke, editor of Images: [email protected]

Nan Janecke, Editor

P.O. Box 70702

Rochester Hills, MI 48307

616-365-8230

Website: www.migiftedchild.org

Email: [email protected]

FROM THE PRESIDENT Not the ABC’s Again!

Thoughts on the new school year,

reflections on the past

Sharon White

Welcome back friends of gifted children! As I begin the

school year with two gifted kids (Kindergarten and 3rd

grade), I remember all too clearly the start of Kindergarten

for my eldest. It was also my introduction to MAGC. I am

grateful to those who helped us through that tough Kinder-

garten year – when my son’s whining tone of “Not the

ABC’s again!” told me that we needed to do more. This

year, as my second child begins Kindergarten, I find myself

saying those words, “Not the ABC’s again” – but this time

as a promise.

Three years ago my son blazed a trail for our family into

the world of gifted education. We learned what to look for,

which questions to ask, which resources to line up, what

behaviors to expect, and when to test. But I know there are

other families throughout Michigan struggling with how to

make the necessary adjustments and teachers trying to serve

the many abilities within a single classroom.

In this edition of Images, Marie Brucker contributes an arti-

cle about the speed of gifted children’s learning, a topic that

is familiar in our family. It has become one of the first

things we consider before enrolling in activities. Also in

this issue, the article “Two Important MDE Actions That

Benefit the Gifted” highlights important legislation that

aims to track academic growth and provide waivers for

already-mastered content.

For those new to gifted education, the learning curve can be

steep and immediate. The resources available through

MAGC can get you up to speed with what to do and what

to look for in gifted education. We are here to help kids,

families and teachers get the tools needed so you don’t have

to hear “Not the ABC’s, again!”

Links, Links, Links http://www.gifted.uconn.edu/nrcgt/newsletter/fall02/

fall022.html: Counseling Gifted & Talented Students by

Nicholas Colangelo, from the National Research Center on

the Gifted and Talented, 2002.

http://gcq.sagepub.com/content/54/1/42.abstract: Best

Practices in Counseling the Gifted in Schools: What’s

Really Happening? by Susannah Wood, from Gifted Child

Quarterly, January 2010.

http://www.bertiekingore.com/Kingore-CAG.pdf: 20 Tips

for Nurturing Gifted Children, by Bertie Kingore, from the

Bertie Kingore website.


EDITOR’S NOTES Nan Janecke

When we talk about school counseling for gifted

students, it’s important that we deal in reality,

and the reality is most school counselors are

overwhelmed with responsibilities and lack the

time to deal with students who, on the surface, don’t seem to

have a lot of problems. Counselors typically are assigned

500, 800, even 1,000+ students, and will handle scheduling,

college applications, and personal issues for all of them.

This means if your student does not have a behavior issue,

he’ll be lucky to see the counselor once or twice per year.

The issues of tight budgets and understaffing aside, counsel-

ing of gifted students in most schools simply is not a priori-

ty. Faced with students with family issues, learning disabili-

ties, peer pressure, substance abuse, and psychological

disorders, the concerns of students who are not being chal-

lenged, have too many college and career choices, and feel

out of step with their age peers probably don’t seem press-

ing. But these are real issues for advanced and accelerated

students who need someone to listen to them and give ad-

vice and counsel just like everyone else.

My own high school guidance counselor, Mr. Dick Morris

of Cedar Springs High School, would frequently stay after

school and listen to me talk about my day in school, my col-

lege choices, and my career plans. On his own time he pro-

vided an adult sounding board for much of my teen angst.

While he frequently questioned my decisions –“Are you

sure that’s what you want to do? Are you sure that’s where

you want to go?” – Mr. Morris always made the time. And

on the day my college acceptance letter came in the mail, he

walked it down to my class himself. More than 25 years lat-

er we remain friends, which is the most glowing recommen-

dation I can think of to give a guidance counselor.

Most students will not develop this kind of relationship with

their counselor, and that’s okay. But does the counselor

know who your student is? Is your son or daughter comfort-

able enough to visit the counselor if they have a problem?

Do the counselors have any training or experience with gift-

ed students and, if not, are they willing to participate in

professional development to gain that knowledge? Most im-

portantly, do the counselors understand that, to the gifted

student, the issues they are facing are valid and deserving of

attention?

School guidance counselors play an important role in a

child’s education, so make sure they have a full understand-

ing of all students’ needs. Suggest they join the NAGC

Guidance & Counseling Network at nagc.org, or recommend

they read any of the materials listed in “On the Bookshelf”

or in “Links, Links, Links.” With proper encouragement,

your counselor can become a key partner in your gifted

child’s journey through school.

students as the school counselor. Due to the nature of their

roles, school counselors are uniquely qualified to provide the

types of services and resources that can benefit these

students. School counselors are specially trained to

implement comprehensive developmental programs that

promote and enhance student achievement and to provide

assistance in academic, career, and personal/social domains.

Because school counselors are in a position to form open,

trusting relationships with students, they can provide

individual nurturing and support or offer group counseling

assistance covering a variety of topics. They can also

monitor student academic progress and provide guidance

with appropriate course selection, career planning, post-

secondary educational options, and special programs and

enrichment opportunities. In addition to their direct contact

with students, school counselors can provide resources,

share information, and work collaboratively with teachers

and parents to help meet the specific needs of exceptional

students.

Peterson (1998) observed that having exceptional ability

does not exempt even the brightest children “from

formidable challenges as they navigate through the school

years” (p. 195). Because parents or other family members

may not have the necessary background and because

teachers of the gifted usually do not have the training

required to assist students with affective, career, or

psychosocial concerns, school counselors can be key figures

in responding to and serving those needs. Both Cross (2004)

and Silverman (1993) asserted that proactive counseling

programs for gifted and talented students are invaluable

because of the positive effects on their psychological and

social development and because support and guidance can

help these students find their way through a public education

system that is not necessarily designed to maximize or

promote their success.

Why Specialized Services?

Although definitions of “giftedness” vary to some extent,

most tend to convey that the development and experience of

gifted children is unique and significantly different from that

of non-gifted children. One popular definition by the

Columbus Group (1991) even suggests the need for

specialized counseling:

Gifted is asynchronous development in which

advanced cognitive abilities and heightened

intensity combine to create inner experiences and

awareness that are qualitatively different from the

norm. The uniqueness of the gifted renders them

particularly vulnerable and requires modifications

in parenting, teaching, and counseling in order for

them to develop optimally.

(Continued from page 1)



A Well-Deserved Honor

The Michigan Association for Gifted

Children would like to congratulate Kiyo

Morse, Director of Steppingstone School

for the Gifted, MAGC Board Secretary

and long-time member, and active

advocate, who has been nominated as a “Quiet Hero” by

the NAGC Guidance and Counseling Network. According

to their website,

Many of the people working with the social and

emotional needs of gifted students have limited

exposure because much of what they do is

confidential. Many of us know people whose

commitment to meeting the affective needs of children

shows remarkable dedication, enormous energy,

impressive competence, and persistent compassion.

Kiyo’s nomination reads in part:

For over 30 years, Kiyo Morse, Director of

Steppingstone School for the Gifted in Farmington

Hills, Michigan, has been quietly assembling an army

of gifted children, helping them to identify who they

are and what they can become. The stories that are

regularly told by parents and students are all as

different as the people who tell them, yet, in total, these

tales demonstrate her dedication to this underserved

and misunderstood community. Her innate sense of

justice, compassion, and patience serve children as

young as two until the time they leave the school to

attend local high schools.

Throughout each life that Kiyo has touched, the

nurturing and transformation is evident. In many

cases, her pupils come with a lifetime of baggage that

impedes their academic progress as well as their

development into healthy, happy adults. She gives

human beings the time necessary to consider what is

holding them back, and encourages them to find the

answers on their own with only modest guidance.

With this kind of support and innate understanding,

each child develops an inner confidence which propels

the student to go forth and conquer. For a parent,

being a part of this transformation is satisfying,

inspiring and humbling. Kiyo’s synergistic qualities

raise both parent and child to the highest levels in

school and in life.

To read the testimonials behind this nomination, please

visit NAGC’s Counseling and Guidance Newsletter at:

http://www.nagc.org/uploadedFiles/Networks/

Network_Newsletters_2011-2012/CG_Newsletter_June%

20FINAL_Upload.pdf

Congratulations, Kiyo, on this well-deserved honor!

NAGC brings to the Mile-High City the largest

annual convention devoted to gifted and talent-

ed learners!

Classroom teachers, gifted/talented coordinators, school ad-

ministrators, researchers, parents, college and university fac-

ulty, and more, will head to Denver, Colorado, November 15

-18, 2012, for the 59th Annual NAGC Convention. Centered

around the theme “Educating with Altitude: Reaching Be-

yond the Summit,” the pre-convention events, concurrent

sessions, poster sessions, exhibit hall, general sessions, and

networking events (both formal and informal!) will harness

the power of diverse viewpoints – from the field and from

the classroom. You’ll come together to elevate learning and

ensure that our nation’s brightest learners are challenged as

they reach their personal best in the classroom and beyond.

Visit www.nagc.org for more information.


Social and emotional difficulties may arise because of

gifted children’s asynchronous or uneven development,

exceptional abilities, and notable talents and can be

especially problematic during the teenage years (Colangelo,

2002; Moon, 2002; Robinson & Noble, 1991). Moon

(2002) reported the following:

Counselors who work with gifted children and

adolescents agree that these young people have

unique social and emotional issues related to their

giftedness. The most common counseling need of

this population is assistance in coping in a society

that does not always recognize, understand, or

welcome giftedness. (p. 213)

While gifted children are generally reported to be as

socially and emotionally adjusted as their non-gifted peers

(Colangelo, 1997; Neihart, Reis, Robinson, & Moon, 2002;

Silverman, 1993) and share many of the guidance and

counseling needs common to all students, current literature

points out a variety of areas and conditions for which they

may require special assistance. These include: depression

(Neihart, et al.,2002, Silverman, 1993), emotional intensity

and heightened sensitivity (Lovecky, 1992; Mendaglio,

2003), feeling different from others (Coleman & Cross,

2001; Cross, 2001), perfectionism (Schuler, 2002), social

isolation (Silverman, 1993), social skills deficits and peer

relationship issues (Moon, Kelly, & Feldhusen, 1997;

Webb, Meckstroth & Tolan, 1989), and stress management

problems (Moon, 2002; Webb, et al., 1994).

Cross (2004) adds that the social and emotional needs of

gifted children are not static, but are greatly influenced by

the environment in which the child exists and the culture in

which he or she is immersed. An additional concern, then,

is that these issues alone or in combination, can complicate

other types of problems and situations that school

counselors frequently encounter on the job, such as parent

separation or divorce, an unstable home life, personality

conflicts, grief, behavioral issues, or motivational deficits.

Some difficulties may be further compounded in students

with dual or multiple exceptionalities who may not have

effective coping skills or who may already be cognitively or

affectively overwhelmed in school (Silverman, 1993).

Academically, the intellectual abilities of gifted students

differ both quantitatively and qualitatively from average

children (Cottrel & Shaughnessy, 2005). They learn at a

faster pace, think or process more deeply, and require less

repetition or practice to master assigned material, thus,

warranting greater educational challenge in their

coursework (Coleman & Cross, 2001; Silverman, 2002;

VanTassel-Baska, 1998). However, if left academically

unchallenged, these students can become bored and exhibit

disruptive behaviors. Lack of goals, motivation, or

direction, and failure to develop self-regulatory strategies



On the Bookshelf Check out the following books on counseling gifted

children:

Counseling the Gifted and Talented by Linda

Silverman, Love Publishing Company, June

1993

Models of Counseling Gifted

Children, Adolescents, and

Young Adults by Salvatore Mendaglio,

Ph.D. and Jean Sunde Peterson,

Ph.D., Prufrock Press, 2006

Social and Emotional Development of Gifted

Children: What Do We Know? by Maureen

Neihart, Sally Reis, Nancy Robinson, and

Sidney Moon, Prufrock Press, 2001

Guiding the Gifted Child, by James T.

Webb, Elizabeth A. Meckstroth, and

Stephanie S. Tolan, Gifted Psychology Press, 1994


can impact the academic performance of high ability

students, for a variety of reasons (Siegle & McCoach, 2002).

Gifted and talented learners may also feel pressure to live up

to the expectations of parents, teachers, and other significant

adults in their lives and many have a fear of failure,

experience frustration, and underachieve in school (Schuler,

2002; Silverman, 1993).

Because exceptional talent or high ability does not

necessarily translate into insightful college and career

planning, gifted students may also require special assistance

in these areas (Colangelo, 2002; Silverman, 2002). Many

gifted students have difficulty with multipotentiality, finding

it difficult to narrow their career choices simply because they

are capable of doing so many things extremely well (Greene,

2002; Silverman, 1993). Such indecision in career selection

may be manifested in avoidance or delay in career decision-

making or frequent change of college major and may result in

extended post-secondary education or completely dropping

out of college (Frederickson, 1986; Green, 2002). Gifted

students who have made early, perhaps premature, career

choices may actually limit further exploration of other career

possibilities and may not consider the important elements of

thoughtful planning, persistence, financial dependence, or

self-sacrifice that may be involved (Silverman, 1993). Career

exploration for gifted students can also be affected by

uncontrollable factors such as race, ethnicity, religion, socio-

economic status, value conflicts, or chance events (Greene,

2002).

An Underserved Population

Although not usually recognized as students with special

needs, the gifted and talented present as many challenges and

require as much in the way of access to educational

resources, services, and modifications as do those in Special

Education programs. Yet, these students are definitely more



Two Important MDE Actions That Benefit the Gifted Sherry Sparks and LaToya Tung Advocacy Committee Co-Chairs

The Michigan Department of Education has

taken two actions that demonstrate support for

the unique learning needs of ALL children and youth, includ-

ing the gifted. While the State of Michigan has no mandate

for gifted education, these two policies move the education of

our gifted forward. Families can inquire about the status of

implementation in their own school districts.

Seat Time Waivers

How many times have families sighed that their children al-

ready have an in-depth knowledge of the content being pre-

sented in classrooms? Why, families wonder, should students

be granted credit for classes based upon the amount of time

they sit in a classroom rather than on what they know and can

do?

The Michigan Department of Education agrees and made an

accommodation. The seat time waiver is an MDE-approved,

innovative, and alternative education program that allows a

district to provide a number of courses to pupils through vir-

tual learning and that exceed the maximum number of cours-

es allowed under Administrative Rule 340.11, Section 101

(9), of the State School Aid Act (MCL 388.1701(0)).

The Superintendent of Public Instruction is permitted to

waive the required days and required hours of pupil instruc-

tion for innovative and alternative education programs ap-

proved by the Department, including a four-day school week.

The Revised School Code allows the Superintendent of Pub-

lic Instruction the right to waive, for a limited time, adminis-

trative rules if the district can demonstrate that the district can

address the intent of the Rule in a more effective, efficient,

and economical manner or that the waiver is

necessary to stimulate improved pupil perfor-

mance. For the first time, students can work on

grade progression and a high school diploma

in accordance with their advanced abilities.

Read all about it: http://mi.gov/documents/

mde/5-O-B_SeatTimeWaivers_329678_7.pdf

Student Assessment

The State of Michigan is moving away from assessing mini-

mum student proficiency and toward assessing student aca-

demic growth for each child each school year. The MEAP

test assesses only minimum levels of performance and does

not report the actual level of performance of high ability or

gifted students. This is problematic for teachers who want to

move their brightest students forward yet have no access to

data that informs them about their students’ current academic

levels.Michigan is adopting the Common Core Career and

College Ready Assessments developed by the Smarter Bal-

anced Assessment Consortium, ensuring that this essential

data will be available.

The Michigan Department of Education is currently working

toward ensuring student growth for every child every year by

finding ways to support what they are calling “any time, any

place, any way, and any pace” initiatives to help schools per-

sonalize learning for every student.

In addition, the MDE is developing policies that will provide

incentives and reward school performance on outcomes, in-

cluding student achievement proficiency and growth. MDE

will continue to encourage the legislature to adopt a new

school accreditation system that provides an honest assess-

ment of where schools stand.

Read all about it: http://www.michigan.gov/documents/mde/

FINAL_SBE_Priorities_Approved_355944_7.pdf


underserved unless they happen to fall under the Special

Education umbrella as they do in the states of Florida and

Pennsylvania (Florida Department of Education, 2011;

Pennsylvania Department of Education, 2010) or unless

schools provide high ability programming that includes a

school counseling component.

Most school counselors, whether through education or

experience, have acquired at least some minimal knowledge

of the issues associated with special services students and

the programs and accommodations designed to help these

students more fully develop educationally. Unfortunately,

the same cannot be said about school counselor knowledge

of the educational and support needs of gifted and talented

learners, even though, according to Lovecky (1993), such

students “are as different from average students as are the

developmentally disabled” (p. 29). The somber reality is

that unless graduate education programs or state

departments of education require school counselors to have

training in or familiarity with the needs of high ability

students, specialized guidance and counseling services for

these students is unlikely to be readily available.

A Mission for the Profession

According to the American School Counselor Association

(ASCA) Ethical Standards (2010) and most state standards for school counseling professionals, one of the primary

roles of school counselors is to promote the educational

development of all students. Specific responsibilities to

students mentioned in the ASCA Standards include concern

for the educational, academic, career, personal, and social

needs of every student. Clearly, providing for all students

includes gifted and talented learners. Yet, how are school

counselors to provide the specialized guidance and support

services that these students require if they have little or

knowledge of their characteristics or their unique academic,

social, emotional, or career needs?

Another interesting feature of the ASCA Ethical Standards

(2010) and many state support services program standards

is the recommendation that school counselors have

knowledge of current and relevant literature, research, and

resources and that they acquire educational or training

experiences to increase their awareness or skills in working

with diverse populations, including those with special

needs. The ASCA also issued a revised position statement

in 2007 concerning gifted and talented programs which

included recognition that gifted and talented students have

unique and diverse needs and the ability of professional

school counselors to meet those needs is imperative.

Further, the school counselor’s role should include assisting

in identifying these students, promoting the understanding

and awareness of special issues that may affect them,

collaborating with other school personnel to maximize their

educational opportunities, and advocating for the inclusion

of activities that address their social, emotional, academic,

(Continued from page 7) and career needs.

In addition to the ASCA Ethical Standards (2004), the Gifted

Program Standards of The National Association for Gifted

Children (NAGC) advocated that as part of gifted education

programming, a plan be designed “to recognize and nurture

the unique socioemotional development of gifted

learners” (p. 27) and further advised that awareness of these

needs and of best counseling practices are essential

(Landrum, Callahan, & Shaklee, 2001). Beyond just gifted

education programming, Colangelo (2002) offered the

following:

Gifted students need the assistance and nurturing

counselors can provide. It will be a sign of effective

schooling when counselors regularly use their skills

and expertise with gifted and talented students in

their schools. (p. 5)

Where to Begin

Practicing school counseling professionals can readily access

essential information about and increase their awareness of

the characteristics, social and emotional development, and

special guidance and counseling needs of gifted students

through a variety of means. The first is through reading and

becoming familiar with the extant literature concerning gifted

and talented children. Books and journal articles written by

prominent scholars in the field of gifted education, such as

Colangelo, Moon, Peterson, Reis, and Silverman would

provide an excellent start. Taking a graduate course or

attending a conference, seminar, or workshop that provides

information related to the social and affective needs of gifted

learners and recommended practices for working effectively

with them, would be beneficial as well. The local school

district’s broad-based planning committee for high ability

education and the state gifted education association can also

provide helpful information. Lastly, becoming familiar with

state high ability or gifted education legislation and standards

can assist school counselors in better meeting the needs of all

students.

References

American School Counselor Association (2010). Ethical standards for

school counselors. Retrieved from http://www.schoolcounselor.org/files/

Ethical Standards2010.pdf

American School Counselor Association (2007). Position statement: The

professional school counselor and gifted and talented programs. Retrieved

from http://asca2.timberlakepublishing.com//files/PS_Gifted.pdf

Colanagelo, N. (1997). Counseling gifted students: Issues and practices. In

N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed.,

pp. 353-365). Boston: Allyn & Bacon.

Colangelo, N. (2002, Fall). Counseling gifted and talented students. The

National Research Center on the Gifted and Talented Newsletter. Retrieved

from http://www.gifted.uconn.edu/nrcgt/newsletter/fall02/fall022.html

Coleman, L. J. & Cross, T. L. (2001). Being gifted in school: An

introduction to development, guidance, and teaching. Waco, TX: Prufrock

Press, Inc.

Columbus Group (1991, July). Unpublished transcript of the meeting of the



Columbus Group, Columbus, OH.

Cottrell, S., & Shaughnessy, M. F. (2005). An interview with Dr. Edmund

R. Amend: About the emotional needs of gifted kids. Supporting the

Emotional Needs of the Gifted website. Retrieved from http://

www.senggifted.org/articles_index.shtml

Cross, T. L. (2004). On the social and emotional lives of gifted children:

Issues and factors in their psychological development (2nd ed.). Waco, TX:

Prufrock Press, Inc. 15

Davidson, J., & Davidson, B. (2004). Genius denied: How to stop wasting

our brightest young minds. New York: Simon & Schuster.

Florida Department of Education (2011). Gifted Student Education.

Retrieved from http://www.fldoe.org

Frederickson, R. H. (1986). Preparing gifted and talented students for the

world of work. Journal of Counseling and Development, 64, 556-565.

Gentry, M. (2006). No child left behind: Gifted children and school

counselors. Gifted Child Quarterly, 10(1), 73-81.

Greene, M. (2002). Career counseling for gifted and talented students. In

M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social

and emotional development of gifted children: What do we know? (3rd

ed., pp. 223-235). Waco, TX: Prufrock Press, Inc.

Kerr, B. A. (1991). A handbook for counseling the gifted and talented.

Alexandria, VA: American Association for Counseling and Development.

Landrum, M. S., Callahan, C. M., & Shaklee, B. D. (Eds.). (2001). Aiming

for excellence: Gifted programming standards. Waco, TX: Prufrock Press,

Inc.

Lovecky, D. V. (1993). The quest for meaning: Counseling issues with

gifted children and adolescents. In L. K. Silverman (Ed.), Counseling the

gifted and talented (pp. 29-50). Denver, CO: Love Publishing Company.

Mendaglio, S. (2003). Heightened multifaceted sensitivity o gifted

students: Implications for counseling. The Journal of Secondary Gifted

Education, 14(2), 72-82.

Mendaglio, S., & Peterson, J. S. (Eds.). (2007). Models of counseling

gifted children, adolescents, and parents. Waco, TX: Prufrock Press, Inc.

16

Milgram, R. M. (1991). Counseling gifted and talented children: A guide

for teachers, counselors, and parents. Norwood, NJ: Ablex.

Moon, S. M. (2002). Counseling needs and strategies. In M. Neihart, S. M.

Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional

development of gifted children: What do we know? (3rd ed., pp. 213-222).

Waco, TX: Prufrock Press, Inc.

Moon, S. M. (Ed.) (2004). Social/emotional issues, underachievement, and

counseling of gifted and talented students. Thousand Oaks, CA: Corwin

Press.

Moon, S. M., Kelly, K. R., & Feldhusen, J. F. (1997). Specialized



Getting It Right: St. Clair

County RESA Works to Offer

Opportunities to All Students Dan DeGrow Superintendent, St. Clair County RESA

Setting a budget is less about money than it is priorities. In

the end, what you spend money on is what is most important

to you. That’s true at home, at work and at school. Unfortu-

nately for our state’s gifted students, our schools’ priorities

too often are elsewhere.

The St. Clair County Regional Educational Service Agency

believes in a system that educates all students to their highest

potential. That potential differs across the spectrum, and we

should provide programs for students who fall at any point

on that spectrum. Two opportunities the RESA provides are

distinctly different, but both are earning high marks.

Middle School Academic Academy

This program serves 48 7th-graders each semester. The first

semester, students do research in math and science. The next

semester, a different group of 48 students practices forms of

writing. Students come from each of the county’s seven pub-

lic school districts. Slots are allocated proportional to the

district’s enrollment.

Students attend one day a week: half attending in the morn-

ing, half in the afternoon. Four RESA staff consultants –

each a highly qualified teacher – take a more exploratory

approach to what the students are learning in their regular

classrooms. “We give them more independence and more

choice in what they do,” said Victoria Les, RESA Assistant

Director for Language Arts.

Classes are conducted on the RESA campus, at the agency’s

Technical Education Center, which is dedicated to career

and technical classes in a variety of disciplines. Students

have access to laptops, iPads, and specialized technology.

The lessons learned extend beyond the classroom. Les tells

about three ELA students from the same school who decided

that their school’s student handbook was boring. Entirely on

their own, they turned it into a Prezi presentation. Prezi is a

cloud-based presentation software which they had studied in

their time at RESA. The “new” handbook included high-

lights of key points and embedded videos, including video

interviews with teachers. “Our goal is to create an atmos-

phere where the kids can be successful. We allow lots of

opportunities for success,” Les said.

Blue Water Middle College Academy

This public school academy was chartered by RESA. In its

first year, 2011, it enrolled 85 students. In its second year,

enrollment has more than tripled to over 270.

The middle college blends the classic middle college model

with the traditional high. It allows students to have all of the

traditional high school experiences along with the challenges

and opportunities posed by taking a slate of college classes.

As a charter school, the middle college collects the annual

foundation allowance from the state. It pays St. Clair County

Community College for tuition, and reimburses the partici-

pating high schools for the high school classes students take

there. Money not spent on teaching goes to an extensive

series of supports to better ensure student success.

By reimbursing the high schools for a portion of tuition

costs, the middle college minimizes the financial burden on

the high schools. The result: a growing program that offers

tremendous opportunities to gifted students who want more

challenging classes, as well as to all students who want to

earn a free, two-year college degree, before graduation.


Dual Enrollment in Michigan Kelly Schultz

In 1996, the Michigan State Legislature passed a

law requiring school districts to pay a portion of a

student’s foundation allowance towards classes at

a postsecondary institution for high school juniors and

seniors. That law became known as the Dual Enrollment

Law. Students who passed the merit exam (at that time

called the MME) and wanted to take a class that met certain

requirements were eligible for the placement. The classes

that students could take had to be classes that they couldn’t

get at the high school, couldn’t be recreational or hobby-

related, and couldn’t be religion-based. Students have been

using that law for over a decade to take classes like

Calculus, British Literature, Advanced Physics, Russian, or

Psychology.

With the coming of the new state requirements and new

state tests, the Dual Enrollment Law was a little outdated.

This year, the Senate introduced Senate Bill 0622 to update

the law. The state has been encouraging high schools to

offer all students opportunities to earn college credit or

trade accreditation while students are still in high school.

Most schools now offer several Advanced Placement or

Education for Employment classes. This bill takes dual

enrollment a step further. It allows all high school students

(9th -12th grade) to take dual enrollment classes. The

students do not have to have passed the current merit exam

to take the courses, but they must have passed some

readiness exams. The exact wording is:

To be an eligible student, a student who has not taken the

Michigan merit examination must have achieved a

qualifying score in all subject areas on a readiness

assessment and a student who has taken the Michigan

merit examination must have achieved a qualifying score

in all subject areas on the examination. However, if the

student has not achieved a qualifying score in all subject

areas on a readiness assessment or the Michigan merit

examination, as applicable for the student, the student is

an eligible student only for the limited purpose of

enrolling in one or more eligible courses under this act in

a subject area for which he or she has achieved a

qualifying score, in computer science or foreign language

not offered by the school district, or in fine arts as

permitted by the school district.

The new law does enact some limits. Students in 9th or

10th grade can only take two courses for their first year of

enrollment. Students cannot take more than four courses

during subsequent years. Students who starts dual

enrollment in 11th or 12th grade cannot take more than six

courses per year. Overall a student is limited to ten courses

during high school. A student must be enrolled in at least

one class at the high school to be considered a student of

that school.

There are a few interesting caveats contained in the

accompanying bills. If the student does not complete the

course at the postsecondary institution, the student is

responsible for repaying the school district any money that

the district does not get refunded from the postsecondary

institution. For students in nonpublic schools, schools can

get reimbursed from the state for classes that their students

take at a postsecondary institution. However, the student

can’t get high school credit for the class unless it is counted

as a nonessential elective (not as a core class). For

example, a student could get high school credit (and

college credit) for a psychology course but not get

highschool English credit for an English course (the student

could still get college credit).

To determine the amount of money a school district will

pay towards a college course, take the foundation

allowance for the student, divide it by two, and multiply it

by the fraction of college courses taken with respect to the

total number of courses that a student takes. For example, if

the foundation allowance for the student is $7209, the

allowance per semester is $3605. If a student takes one

college course and has six classes per day total, then the

high school would be required to pay $3605 x (1/6) =

$600.83 towards a college course. For seven classes per

day the total would be $515, for five classes per day it

would be $721. This amount should cover a community

college course but does not usually cover a college or

university course. The school district could choose to pay

more than this amount, but in hard economic times school

districts have been cutting back on the amount that they

pay. Schools are not required to pay any fees or pay for

books.

Overall, the new law seems to be favorable to students. If

you have high school students to counsel, advise them that

taking classes at a community college, college, or

university may be exactly what they need.

References

Michigan Legislative Website for Senate Bill 0622/0623 (http://

www.legislature.mi.gov/%28S%28bpbn5z45oetujgz2qdtbhwzu%

29%29/mileg.aspx?page=BillStatus&objectname=2011-SB-

0622)

Michigan Legislative Website for Senate Bill 0709/0710 (http://

www.legislature.mi.gov/documents/2011-2012/publicact/

pdf/2012-PA-0134.pdf)

Postsecondary Enrollment Legislation for Tuition/fee Assistance

for Public Acts 159, 160 and 161, Guidelines for calculation

worksheet (http://michigan.gov/documents/

Guidelines_for_Calculating_the_foundation_allowance_137979_

7.pdf)

Dual Enrollment Frequently Asked Questions (http://

www.michigan.gov/documents/mde/9-

12_Dual_Enrollment_FAQs_397781_7.pdf)

One Size Does Not Fit All

Meet the Needs of the Gifted Child


counseling services for gifted youth and their families: A needs

assessment. Gifted Child Quarterly, 41(1), 16-25.

Neihart, M., Reis, S. M., Robinson, N. M., Moon, S. M. (Eds.). (2002).

The social and emotional development of gifted children: What do we

know?. Waco, TX: Prufrock Press, Inc.

Pennsylvania Department of Education (2010). Gifted guidelines.

Retrieved from http://www.portal.state.pa.us/portal/server.pt

Peterson, J. S. (2003). An argument for proactive attention to affective

concerns of gifted adolescents. The Journal of Secondary Gifted

Education, 14(2), 62-71.

Peterson, J. S. (2008). The essential guide for talking with gifted teens:

Ready to use discussions about identity, stress, relationships, and more.

Minneapolis, MN: Free Spirit Publishing. 17

Peterson, J. S., & Wachter, C. (2008). Preparing counselors to address

concerns related to giftedness: A study of accredited programs.

Manuscript submitted for publication.

Reis, S. M., & Moon, S. M. (2002). Models and strategies for counseling,

guidance, and social and emotional support of gifted and talented

students. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon

(Eds.), The social and emotional development of gifted children: What do

we know? (3rd ed., pp. 251-265). Waco, TX: Prufrock Press, Inc.

Reis, S. M., & Renzulli, J. S. (2004). Current research on the social and

emotional development of gifted and talented students: Good news and

future possibilities. Psychology in the Schools, 41(1), 119-130.

Robinson, N. M., & Noble, K. D. (1991). Social-emotional development

and adjustment of gifted children. In M. C. Wang, M. C. Reynolds, & H.

J. Walberg (Eds.), Handbook of special education: Research and practice

(Vol. 2, pp. 57-76). New York: Pergamon Press.

Schuler, P. (2002). Perfectionism in gifted children and adolescents. In N.

M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The

social and emotional development of gifted children: What do we know?

(3rd ed., pp. 71-79). Waco, TX: Prufrock Press.

Seigle, D., & McCoach, D. B. (2002). Promoting a positive achievement

attitude with gifted and talented students. In M. Neihart, S. M. Reis, N.

M. Robinson, & S. M. Moon (Eds.), The social and emotional

development of gifted children: What do we know? (3rd ed., pp. 237-

249). Waco, TX: Prufrock Press.

Silverman, L.K. (Ed.) (1993). Counseling the gifted and talented. Denver,

CO: Love Publishing Company.

VanTassel-Baska, J. (1998). Counseling gifted learners. In J. VanTassel-

Baska (Ed.), Excellence in educating gifted and talented learners (3rd ed.,

pp. 489-509). Denver, CO: Love Publishing Company.

VanTassel-Baska, J. (Ed.) (1990). A practical guide to counseling the

gifted in a school setting (2nd ed.). Reston, A: The Council for

Exceptional Children.

Webb, J. T. (1995). Nurturing the social-emotional development of gifted

children. Teaching Exceptional Children, 7(2), 76-78.

Webb, J. T., Meckstroth, E. A., & Tolan, S. S. (1989). Guiding the gifted

child: A practical source for parents and teachers. Scottsdale, AZ: Great

Potential Press, Inc.

Reprinted by permission of the author. Originally published in Journal of

School Counseling, v9 n14 2011, Montana State University, College of

Education, Health and Human Development

Karen Elijah teaches psychology at IVY Tech Community College in

Lafayette, IN, and has a B.S. in Psychology from St. Joseph's College

(Rensselaer, IN), a Master's degree in Guidance and Counseling

from Purdue University - Calumet (Hammond, IN), and a Master's

degree in Gifted Education from Purdue University (West Lafayette).



Michigan Association for Gifted Children Chapters

Each of these local chapters provide parents opportunities to share information, to work with the schools, to hear speakers

on various gifted and talented issues, and to generate and promote enrichment activities for gifted children. If you have

further questions or would like to start a new chapter in your area, please contact Marie Brucker at 810-227-5379 or

[email protected].

REGION 1 - Upper Peninsula

Current Contact: Carla Strome, Houghton


Phone: 906-482-8895

REGION 2 - Upper Lower Peninsula

Current Contact: Karin Cooney, Traverse City


Phone: 231-935-4224

REGION 3 - Central West

Current Contact: Carri Wilson, Norton Shores


Phone: 231-798-6116

**GT Resource Network - Kent County

Contact: Kelley Senkowski


Website: www.GTResourceNetwork.org

REGION 4 - Southwest Current Contact: Peggy Stewart, Marshall


Phone: 269-789-2405

**PLUS (Partners in Learning for Unlimited Success) - covering coun-

ties from Allegan to Indiana, Lake Michigan to Coldwater

Contact: Nan Janecke, 269-353-3757

Email: [email protected] Website: www.PLUSofSWMI.org

REGION 5 - Central Lower

Karen Channell, Regional Rep., Pleasant Lake


Phone: 517-769-2910

**FACTO (Fowlerville Academic Creative Talented Organization)

Contact: Barb & Joe Parker, 517-223-7871


**HP4K (Hartland Parents for Kids)

Facebook: Hartland Parents 4 Kids Website: www.hartlandschools.us

Contact: Jeannine & Glenn Gogoleski


**WCAGE (Washtenaw Co Alliance for Gifted Education)

Contact: Elain Fisher, (734) 663-1706

Contact: L. Elenbogen, Email: [email protected]

**SOAR (Supporting Okemos Academic Resources)

Contact: Kimberly Burzych, 517-347-8961


Website: www.soarokemos.com

REGION 6 - Metro Detroit

Contact Person: Diana Hart , Macomb


586-677-0441

REGION 7 - Midland to Thumb

Current Contact: Cristy Walker-Hackett, Flint, MI

[email protected]

**BCAAT (Bay City Association for the Academically Talented)

Contact: Mark Szejbach


The Race Car Marie Brucker, M.Ed.

What do we know about race cars? They are built

to go fast – that is what they do best.

Envision a turbo-charged race car driving up a steep hill on a

two-lane highway behind a large, overloaded semi-truck. As

much as it may want to "behave" by going at the same pace

as the truck, it isn't at all easy. The race car is MADE to go

fast. Its engine is not made to go slow.

What is happening to the engine as it goes at the truck’s

pace? How long can this go on before permanent damage is

done? Is it overheating? Perhaps parts are deteriorating under

the stress. Will it ever be the same?

Gifted students are like a race car – they

are MADE to go fast. They are five to

eight times faster at taking in information.

Hearing something once or twice is

normally enough, with no need to repeat.

An average day’s classroom pace moves

as slowly as that truck going up the

mountain.

Said one gifted student: “I go to school every day excited to

learn – to see green lights – and I keep on getting RED lights.

STOP, you can’t go ahead. You have to wait and wait and

wait and wait! If I continue to get red lights, what is the sense

of coming to school?”

Race cars require higher octane gas to fuel them and higher

grade lubricants to keep them running in tip top condition.

Gifted, high ability students need to learn at a faster pace with

more complicated, intricate, and in depth experiences – a

higher grade fuel that is a better match for the child’s engine.

Gifted students remember concepts after hearing them once

or twice. They do not need to answer 40 questions to verify

this (and see no sense in that at all); 5-10 questions are more

than enough to prove they understand the concept. The

slower the pace we use with these students, the less likely

they will continue to be life-long learners. They need the

‘high-octane fuel’ of learning new things every day, and to

utilize what they learn in meaningful, useful ways.

If not given the proper fuels and lubricants, the race car will

not run as fast or as smoothly and efficiently – it would be

“underachieving.” The same is true for the gifted child.

May this analogy fuel your ability to relate the gifted child’s

world to others. Please get involved and help make a

difference!

http://www.hartlandschools.us

mailto:[email protected]


President

Sharon White, Rochester Hills, MI

[email protected]

Past-President

Jean K. Becker, Ph.D., Brighton, MI

[email protected]

President Elect Sherry Sparks, Franklin, MI

[email protected]

Secretary

Kiyo Morse, Farmington Hills, MI

[email protected]

Treasurer

Lynn Pomerleau, Clarkston, MI

[email protected]

Advocacy Officer LaToya Tung, Rochester Hills, MI

[email protected]

Chapter Officer Marie Brucker, Brighton, MI

[email protected]

Communications Officer/Newsletter Editor

Nan Janecke, Kalamazoo, MI

[email protected]

Marketing Officer

Mike Long, Grand Rapids, MI

[email protected]

Membership Officer Christie McWilliams, West Bloomfield, MI

[email protected]

Programs Officer

Open

Region 1 Representative Carla Strome, Houghton, MI

[email protected]

Region 2 Representative Karin Cooney, Traverse City, MI

[email protected]

Region 3 Representative/Family Events

Carri Wilson, Norton Shores, MI

[email protected]

Region 4 Representative/Education

Peggy Stewart, Hillsdale, MI

[email protected]

Region 5 Representative Karen Channell, Pleasant Lake, MI

[email protected]

Regional 7 Representative/Facebook

Amy Basket, Bay City, MI

[email protected]

Region 7 Representative

Cristy Walker-Hackett, Flint, MI

[email protected]

Board Member

Katherine Ellis, Brighton, MI

[email protected]

Board Member / Scholarship Liason

Jeannine Gogoleski, Fenton, MI

[email protected]

Board Member / Education Co-chair

Linda Hannon, West Bloomfield, MI

[email protected]

Board Member / Family Programs

Melissa Jenkins, Berkley, MI

[email protected]

Board Member / Booklets Anne Kostus, Rockford, MI

[email protected]

Board Member/Webminder/Facebook Kelly Schultz, Portage, MI

[email protected]

Board Member / Outreach Coordinator

Lori Zinser, Berkley, MI

[email protected]

Board Member

Gretchen Hertz, Brighton, MI

[email protected]

Board Member

Kelly Hom, Brighton, MI

[email protected]

Board Member

Marcia Williams, Novi, MI

[email protected]

Board Member

Maurice Pope, Detroit, MI

[email protected]

Board Member

Robin Williams-McDaniel, Detroit, MI

[email protected]

Trustee Jean Ellis, Eagle Harbor, MI

[email protected]

Trustee

Mary Bailey-Hengesh, Petoskey, MI

[email protected]

Trustee Dorothy Lawshe, East Lansing, MI

[email protected]

Trustee

Gloria Downing, Brighton, MI

[email protected]

Trustee

Mary Nell Baldwin, Grand Rapids, MI

[email protected]

2012-2013 Board of Directors Images Volume 24, Issue 2, 2012

Nan Janecke, Editor

Mission

The Michigan Association for Gifted Children pro-

vides leadership, advocacy, support, and services to

assist families and educators in meeting the unique

needs of gifted and talented children and youth.

Images is published quarterly by the Michigan Asso-

ciation for Gifted Children, MI, as a benefit of mem-

bership in the organization. Opinions expressed in

Images are not necessarily those of the organization.

Publication of information in Images about any par-

ticular school, program, product, or service does not

constitute endorsement by the Michigan Association

for Gifted Children. The organization retains the

right to refuse to accept submissions for any reason.

Except for reprints from other newsletters or periodi-

cals, material in Images may be reprinted if credit is

given to the Michigan Association for Gifted Chil-

dren.

ADDRESS CORRECTION REQUESTED: Please

notify the Association if you are moving or if your

mailing address has changed. Images is sent via third

class mail and is not forwarded by the post office. Be

sure to renew your membership. You will not receive

Images after your membership expires.

Advertising Rates

Size Rate

Full page . . . . . . . . . . . . . . . . . . . . . $ 230

1/2 page . . . . . . . . . . . . . . . . . . . . . $ 125

1/4 page . . . . . . . . . . . . . . . . . . . . . $ 75

1/8 page . . . . . . . . . . . . . . . . . . . . . $ 45

Business Card . . . . . . . . . . . . . . . . . $ 40

These rates apply to members of the Association.

Non-members must include an additional $25, which

will provide one year’s membership in the organiza-

tion. Advertising is a feature that is meant to serve

the members of the Association. Endorsement by this

organization of services or items advertised is neither

implied nor intended. Any ad may be refused at the

discretion of the Michigan Association for Gifted

Children.

Ads should be submitted to the Michigan Association

for Gifted Children, P.O. Box 70702, Rochester

Hills, MI 48307; [email protected]

Trustee

Sue Goering, Flint, MI

[email protected]

Trustee

Sharon Milberger, Farmington Hills, MI

[email protected]

Trustee / Process Consultant

Kelley Senkowski, Byron Center, MI

[email protected]

Michigan Department of Education

Sam Sinicropi, Lansing, MI

Talent Development Consultant

[email protected]

What are your thoughts on counseling gifted students? Post your

ideas on our Facebook page!


Michigan Association for Gifted Children

P.O. Box 70702

Rochester Hills, MI 48307

Non-Profit Org

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PAID

MISSION STATEMENT:

The Michigan Association for Gifted Children is dedicated to providing leadership, advocacy, and support of differentiated education

and services for meeting the unique needs of gifted, talented, and creative students in Michigan.

www.migiftedchild.org

Membership form

Where did you hear about us? _____________________________________

NAME: _________________________________ CHAPTER (if known): ________________________

STREET ADDRESS: _______________________ CITY/STATE: _______________________________

COUNTY: __________PHONE: ______________ Personal email(not school):______________________

Membership, Individual $25.00 = ___________

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Membership, Institutional, name five recipients $100.00 = ___________

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Donation to the MI Association [a 501(c)(3) organization]: = ___________

Date: _______ Check #_________; Cash ________ TOTAL: = ___________

Make checks payable to: Michigan Association for Gifted Children (MAGC)

Please check all that apply: Parent: ______ Educator: _______

New Member: ______ Renewing Member: _______

Mail to: Michigan Association for Gifted Children, P. O. Box 70702, Rochester Hills, MI 48307;

Phone: (616) 365-8230; Fax (616) 364-1114; Email: [email protected]

One Size Does Not Fit All

Meet the Needs of the Gifted Child

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