uagc.org · web view2021. 6. 21. · as a uagc sponsored affiliate, you will not be your own...

P a g e | 1

Affiliate Handbook

Affiliate Handbook

Revised 2015

Utah Association for Gifted ChildrenP.O. Box 9332

Salt Lake City, Utah 84109http://www.uagc.org

UAGC: | Affiate Handbook 2015


P a g e | 2

Table of ContentsWelcome…………………………………………………………………....Page 3

Introduction to UAGC……………………………………………………...Page 4

UAGC Affiliate Chapter Overview……………………………………..…Page 5

Getting Started…………………………………………………………..…Page 8

Steps for Starting an Affiliate…………………………………….Page 9

Research…...............................................................................Page 10

Plan………………..…………………………………………………Page 11

Organize…………….……………………………………………….Page 11

Paperwork…………………………………………………………...Page 17

Money………………….…………………………………………….Page 17

Meet……………………...…………………………………………..Page 19

Activities…….…………………………………………………….….0

Reports…………………………………………………………….....Page 23

UAGC Resources and Gifted Information……………….……Page 26

Utah Gifted Policy……………………………………………………Page 26

Glossary of Terms……………………………………………..…….Page 27

Gifted Characteristics………………………………..………………Page 32

Traits of the Gifted……………………………………………………Page 33

Why have Gifted Programs………………………………………….Page 34

Myths about Gifted Students………………………………………..Page 33

UAGC Form Section………………………………………………........Page 40

New Affiliate Application……………………………………………..Page 41

New Affiliate Grant……………………………………………………Page 44

Ongoing Grant………………………………………………………...Page 45

Affiliate Renewal……………………………………………………...Page 46

Financial Report………………………………………………………Page 49

Donation Form………………………………………………………...Page 52


P a g e | 3

Welcome!

Thanks for your interest in becoming a UAGC affiliate! We are excited for you to join the UAGC family. This information handbook has been developed to:

Give guidance to parents and educators wanting to organize a local chapter in support of gifted education

Provide guidelines and sample forms you will need to be an active affiliate

Offer instructions on how to maintain a chapter

Provide a list of resources that may be helpful to local chapters as well as individual parents who seek guidance for their own child

It is the hope of the UTAH ASSOCIATION FOR GIFTED CHILDREN (UAGC) Board that you will find this handbook to be of worth to your local chapter and that you in turn will be able to share your experiences with others as they begin their efforts to develop an affiliate. We strongly support the notion of affiliates assisting each other and would like to do all we can to facilitate this process.

Should you have any questions, don’t hesitate to contact our current Affiliate Vice President, Michelle Murphey. She can be reached at 385-646-4190 or at [email protected]. Once again, welcome!


mailto:[email protected]

P a g e | 4

Introduction to UAGCThe Utah Association for Gifted Children is a nonprofit organization organized in 1985 to improve the opportunities for gifted and talented students in the state of Utah. Local groups of parents, teachers, and administrators serve as public advocates for gifted children and also disseminate information concerning the gifted and talented to educators, parents, and other interested persons.

UAGC Mission StatementUtah Association for Gifted Children advocates for the diverse population of gifted children in the State of Utah. We advance the understanding of the academic and social/emotional needs of gifted children among community leaders, policy makers, educators and parents. We promote the development of quality services to provide educational opportunities for gifted students. We increase the capacity of educators and parents to be agents of change in their schools and communities and in the lives of gifted children.

Goals of UAGCIt is only with your help and support that we can continue to:

Raise public awareness of the needs of gifted children. Disseminate information to school personnel and public officials

related to the nature and education of the gifted.


P a g e | 5

Serve as a public advocate concerning the needs of the gifted. Promote research and development on the nature and education

of the gifted at all ages and educational levels. Encourage and assist the development of state and local

organizations that support gifted education. Organize an annual education convention and other conferences

on current trends, research, and new programs in the field of gifted education.

Find more about UAGC by visiting www.UAGC.org

Find us on Facebook at: https://www.facebook.com/groups/UAGCFamilies/

UAGC Affiliate Chapters OverviewThe Utah Association for Gifted Children is most effective when it works through and with a local subchapter or affiliate of the state organization. This affiliate organization addresses the issues/concerns pertinent to the local district. UAGC supports local affiliates by offering grants that local affiliate can use to help advance UAGC’s mission.

As a UAGC sponsored affiliate, you will not be your own non-profit, but rather you will be operating under the umbrella of UAGC’s nonprofit status. UAGC will distribute grant as needed to each active affiliate. The grants can be used to support the work of the affiliate as long as it promotes the UAGC mission. UAGC will handle legal issues such as taxes and state permits, but local affiliates will be responsible to account yearly for the money spent. There are no fees to be a UAGC sponsored affiliate, however there are basic guidelines that must be followed. Below you will find some of the benefits of being a UAGC affiliate as well as some of the benefits of UAGC membership.


https://www.facebook.com/groups/UAGCFamilies/

http://www.UAGC.org/

P a g e | 6

Benefits your affiliate receives from UAGC

Up to a 500.00 startup grant from UAGC (Must complete Application) Continued grants for your affiliate up to 500.00 from UAGC to help

you reach parents and advance UAGC mission. (see ongoing grant form)

Because you are part of UAGC, we will file all tax information, and apply for all necessary permits and non-profit status.

You do not need to create your own by-laws. You may use the ones from UAGC.

UAGC has a board position to support affiliates by providing support and training to local affiliates.

UAGC will offer 2 yearly scholarships for your board to utilize covering the cost of UAGC’s annual conference.

UAGC brochures and membership forms will be available from UAGC upon request.

Benefits UAGC parent members receive Annual conference and seminar discounts Member rates to UAGC family events Network of information on gifted and talented children and youth Opportunity to participate on the UAGC board Access to member newsletters Opportunity to apply for UAGC grants and scholarships Being part of an organized group which advocates for gifted kids on a

state and national level. Parent members can then join NAGC for a discounted rate of $15.00

Yearly Access to NAGC Webinars on Wednesday series


P a g e | 7

The future of our organization depends on parents just like you becoming members of UAGC! We highly encourage all affiliate board members to obtain a UAGC membership. Your membership helps pay for local affiliates just like yours to get started and stay active and funds our startup and ongoing affiliate grants. Always encourage Parents who attend affiliate events to join UAGC as well. Our goal is to continue to build our parent membership base.

Membership is just $25.00 for 1 year or 45.00 for 2 years and covers your whole family. If your affiliate is interested in having paper copies of the UAGC membership form, please let us know and we will be happy to send you some. You can also register online at:

http://www.uagc.org/uagcmembershiponline.html


http://www.uagc.org/uagcmembershiponline.html

P a g e | 8

Getting Started as a UAGC AffiliateRequirements to be an affiliate sponsored by UAGC?

Getting started as an UAGC affiliate is exciting, however there are some minimum requirements you need to be aware of. Please read the following 8 requirements and be sure you are comfortable with them before proceeding.

1. Maintain a minimum Board of at least 3 members.

2. Agree to have at least one membership meeting or parent activity per year.

3. Agree to return all assets to UAGC if the affiliate ever dissolves.


P a g e | 9

4. Apply for grants to operate your affiliate as needed.

5. Deposit all grant money into an affiliate-sponsored bank account.

6. Use all grant money to advance the mission of UAGC.

7. Send in yearly reports to UAGC on current affiliate status, as well as a yearly financial report. (see forms section)

8. Please call or E-mail the current UAGC Affiliate VP with any questions or concerns.

Steps to Starting and Running a Local Affiliate Chapter


P a g e | 10

Research

Research

Plan

Organize

Paperwork

Money

Meet

Activities

Reports


P a g e | 11

R

Before started a local affiliate it is always helpful to do some research. Start by finding out who else cares about gifted education in your area. Find out what programs are already available in your area and who is in charge of gifted/talented education in your district. This can be done by contacting your local school district gifted/talented coordinator. If your district or school has gifted program try to make contact with other parents like yourself that may be interested in gifted education.

It is important to establish a working relationship with the district coordinator and local principals. Often, an informal meeting made by appointment to share the group’s goals and needs is beneficial. A willingness to work with the local PTA to network and share information might also be helpful. It is most beneficial to the affiliate group and to the gifted students, which it serves to maintain a positive relationship with local school officials.

It is also helpful to do research on what is going on in your area regarding gifted education. What sort of supports does your district have? What are the needs of gifted children and parents in your area? Network with others to see if you identify any trends or needs. Remember, you don’t have to have all the answers to get started, but getting as much background information as you can will always be helpful.


P a g e | 12

Now that you have done some research and know more about the needs and your potential partners, it’s time to make a plan of how to generate interest in your affiliate. A good first step is to plan a first meeting to begin the organization process for your chapter. Remember, there is strength in numbers so you want to advertise heavily to find all the interested people in your area. This includes parents, teachers and administrators.

Try to find something that will draw parents in to your organization meeting. Consider having a guest speaker to come to this first meeting and talk about a gifted issue. Choose a topic that is general enough to include age levels of all children. Call your district G/T coordinator to see if he/she will be the guest speaker. You might also call UAGC to get other suggestions. Schools, libraries or community centers are often willing to provide space which could be used to host your meeting.

Once your topic, date and location is set, you will want to create a flyer to out to parents which invites them to your activity or meeting. Work with your district to see if they are willing to help you get the flyers out to parents in that school district. You can also advertise using social media, and through community places like your local library.

Now that you have your first meeting set up, it’s time to formally set up your affiliate board. At the meeting begin with welcomes, introductions and briefly explain the need for an affiliate group. After the speaker’s


P a g e | 13

presentation and questions, encourage all who attend to express their concerns and needs. You might break into small groups by grade level, school, or special concerns or interests. A recorder in each group should take notes. After 20-30 minutes, bring the group back together and have each group report their concerns and needs.

Ask for 3-5 volunteers to form an affiliate Board. Although it may seem like a lot at first, typical board members will only spend around 3-4 hours per month. Explain to everyone that board members will be working together as a team. Explain that by forming an affiliate you can continue activities such as this one geared towards children and parents of gifted children. You can also explain that having a positive group of parents and educators to advocate on a local level will be beneficial to gifted students in your area.

Most affiliate chapters begin by setting up an Executive Board. The Board makes decisions and recommendations to the membership, sets long and short-term goals, and approves the budget – which may include speakers’ fees, postage, newsletter costs or any large expenditure to support UAGC goals. We suggest that you initially look for a President, Vice President, Secretary and a Treasurer.

Below are some suggested roles these key positions may entail:

President: Oversees board meetings Plans board agendas with vice president Appoints others to board positions Recruits new board members Acts as a spokesperson for your group May be involved on higher level advocacy Oversees other board members Reviews financial statements with the treasurer. Oversees events planned by board Co-signs on bank account with treasurer


P a g e | 14

Vice-President: Next in line to be the president when the current president completes

their term Attends all board meetings Helps president to make board agendas and plan out activities Carry out special assignments as requested by president Helps with recruitment of board members Understand the duties of President and be able to fill in if the

president is absent Help with publicity for events

Secretary: Keep notes Maintains list of current affiliate members. Maintain a current list serve of members and help with publicity for

events Creates member newsletters and flyers

Treasurer: Opens a bank account and is a co-signer on the account with the

president Monitors bank activity Receives bank statement Creates financial reports for board members Writes out checks Completes yearly financial report for UAGC Keeps track or receipts for expenses

As your organization grows, you might want to establish a structure similar to the state UAGC organization. See www.uagc.org

It may also be helpful to develop subcommittees such as:

Membership: Makes phone calls Recruits new members


http://www.uagc.org/

P a g e | 15

Keeps mailing list in order Sends out letter of acknowledgment and welcomes new members

Advocacy: Works with the state organization to plan local legislative events Provides information to local members regarding election issues

Publications: Organizes and disseminates a local newsletter that discusses local

issues/projects/events etc. Helps maintain a webpage or social media presence

Programs: Plans and directs the regularly scheduled association meetings,

especially guest speakers or special events.

Each affiliate should determine other standing committees it believes are necessary to achieve its goals. Ad hoc committees can also be formed as needed.

By-Laws

In addition to organizing your board, you will also need to use by-laws. As an affiliate Sponsored by UAGC, you will follow the UAGC by-laws outlined below. It will not be necessary for you to create separate bylaws. You may however make changes to these by-laws for your own local affiliate if your board deems it necessary. Changes would require a 2/3 majority vote.

Article 1 -- Name1.1 The name of this organization shall be the Utah Association for

Gifted Children. 1.2 It shall be a duly recognized affiliate of the National Association for

Gifted Children.

Article II -- Purpose


P a g e | 16

2.1 The purposes of the Association are to serve as a public advocate for the diverse population of gifted and talented students in Utah.

Article III -- Membership3.1 Membership shall be open to any individual, institution, or group

desiring to foster the purpose of this Association. 3.2 Local groups may affiliate with this state association.3.3 Each full member shall be entitled to one vote when dues are current.3.4 Membership dues are set annually by the Executive Board.

Article IV -- Officers4.1 The Executive Board shall be the governing board of the Association,

and shall be composed of the elected officers. The elected officers shall be a President, Immediate Past President or President-elect on alternate years, Advocacy Vice-President, Publication Vice President, Membership Vice-President, Affiliate Vice-President, and Programs Vice-President, Public Relations Vice-President Secretary, Treasurer, Historian.

4.2 The President shall be a member in good standing who is elected by the membership at a fall meeting to serve a term of two years. Each year the board will have either an Immediate Past President or a President Elect who serves for a term of one year. Other officers shall be members in good standing who are elected by the membership at a fall meeting to serve terms of one year. Elected officers shall attend Executive Board meetings in the fall and shall assume the duties of their office at the Annual Conference in January.

4.3 In the event of a vacancy in any elected position during a term of office, the Executive Board shall appoint an interim successor.

4.4 The Executive Board must include at least two (2) educators and at least two (2) parents who are not employed as licensed educators.

Article V - Duties of Officers5.1 President: Presides over the business of the Association. 5.2 Immediate past President: Coordinates the association’s annual

awards and assists the President in conducting the business of the association.


P a g e | 17

5.3 President-Elect: Co-chairs the Annual Conference, coordinates the association’s annual awards and assists the President in conducting the business of the association.

5.4 Advocacy Vice-President: Plans and directs activities of the Association related to advocacy and legislative affairs.

5.5 Publication Vice-President: Organizes and disseminates a periodical and other publications designed to promote the purposes of this organization.

5.6 Membership Vice-President: Generates and maintains memberships in the association.

5.7 Affiliate Vice-President: Assists the development of local affiliates.5.8 Programs Vice-President: Plans and directs the regular meetings of

the Association, oversees the activities of ad hoc annual meeting committees.

5.9 Public Relations Vice-President: Promotes the purposes of the association with the public.

5.10 Secretary: Records attendance at all meetings, takes minutes of all meetings, and conducts correspondence of the Association as needed.

5.11 Treasurer: Maintains the financial records of the Association.5.12 Historian: Documents events and maintains the history of the

Association.

Article VI -- Meetings6.1 Annual meeting: Shall be held each year at the call of the President or

a majority vote of the Executive Board.6.2 Regular meetings: Shall be held a minimum of two times during the

year at the call of the President or a majority vote of the Executive Board.

6.3 Executive Board Retreat: Shall be held at the call of the President or a majority vote of the Executive Board. The President shall invite the Executive Board, all past Presidents, university liaisons, a Utah State Office of Education liaison, District Coordinators representatives, and Presidents of local affiliates to further the purpose of the association.

Article VII -- Committees7.1 The President and Vice-Presidents may establish ad hoc committees.


P a g e | 18

7.2 The Nominations committee shall be composed of the President, Immediate Past President or President Elect, and one other member of the Executive Board appointed by the President. This committee shall nominate a slate of officers to be voted on during a fall meeting.

Article VIII -- Amendments8.1 Amendments to these by-laws may be made at an annual meeting by

a two-thirds vote of those present. Notification in writing of the proposed amendments shall go to each member at least two weeks prior to the meeting at which the voting is to take place.

After you have your Board in place you will need to fill out the following forms to UAGC to become a local affiliate. (See forms section for application).

New UAGC Affiliate ApplicationThis form gets filled out when you first start your affiliate. It lets UAGC know of your intentions to become an affiliate. It asks for important information such as board members, and conformation that you understand the requirements and a commitment to uphold the values of UAGC. You must have a MINIMUM of at least three active board members for your affiliate to be considered active. After filling out the application, you will send it in to UAGC and you will be contacted as to your status.

. New Affiliate Grant FormAfter your affiliate status is accepted by UAGC, you will need to fill out the new affiliate grant form. This allows your affiliate to receive up to $500.00 of startup funds. Be sure to answer all the questions and submit the form to UAGC. You will need to have an affiliate bank account to


P a g e | 19

receive your funds. Please work with the UAGC treasurer in order to set this account

Please submit both form to UAGC at: Utah Association for Gifted ChildrenP.O. Box 9332Salt Lake City, Utah 84109http://www.uagc.org

Start Up Grant

Now that your status as a new affiliate is official, it’s time to request some money from UAGC so that your new affiliate has money to operate with. New affiliates may apply for a startup grant of $500. This money is to help support new affiliates get started in building up local membership, and helping to meet the mission of UAGC on a local level. Once this request form is received and authorized by the UAGC board, we will send you a check with your $500 start-up funds. (See forms section for startup grant form)

Bank Account

In order to deposit your start-up funds your local affiliate will need to open a non-profit bank account. You will need to contact the UAGC treasurer to get our non-profit number and address in order to open your account. Your bank may also require a letter from UAGC. Future grants received from UAGC will need to be deposited into this account. Please be sure there are at least 2 board members that are co-signers on this account. Always save your bank statements. These are important in case you lose a receipt and to track your expenses.

Record Keeping


http://www.uagc.org/

P a g e | 20

The UAGC board cannot stress enough the importance of careful, accurate and consistent monitoring of money. As your officers change, it is important to leave a history of what has happened in the past so that your organization keeps a forward movement. Please be prepared to keep all receipts, bank statements or any other data that shows how your affiliate is spending its money. Any issues with miss-management of money should be immediately reported to UAGC. Each year, you will be asked to provide a short summary of how you used your money to UAGC. (See form at the end of this manual) Yearly Financial reports will be due by January 20th for the previous calendar year.

Taxes

Your yearly financial report will be used by UAGC to file our taxes. Because you are receiving a grant from UAGC, your information will be included in these reports. You are not considered a separate non-profit, but rather you will be working under the umbrella of UAGC so you do not need to complete your own separate taxes!

Ongoing Affiliate Grant FormAfter you run out of your 500.00 startup funds, you may apply for another 500.00 of continuation money from UAGC. This money is to be used for the continuation of your affiliate and the activities it sponsors. There is not a limit on the amount of times you can receive continuation funds, however you most have used your previous money and be able to provide receipts to UAGC on how the money was spent. You also need to be current on your annual forms before your request is made. The grant form will be submitted to UAGC for board approval and if accepted, you will receive a check for your requested amount up to $500.00. You must deposit this money in your affiliate sponsored bank account once received.

Donations

All donations made must be given to UAGC, however the donation will be given back directly to your affiliate. If you receive a donation that is not a


P a g e | 21

monetary donation, please fill out a UAGC donation form (form found in the back of this manual). Please give 1 copy to the person making the donation, and submit 1 copy to UAGC. You may keep the items for your affiliates use. If cash is donated please once again fill out two donation forms. Give one to the person donating, and then send the second copy and the check or money to UAGC. Please be sure that any checks written are made to UAGC and not your individual affiliate. UAGC will then deposit the money, and credit back the donation amount back to your affiliate. You will receive the money back from UAGC within 30 days.

Dissolving

If your affiliate is no longer able to be an active affiliate, all assets would need to be returned to UAGC. This would include any items acquired as an affiliate along with any money left in your affiliate account. We hope, however, that affiliates will not dissolve, so please contact UAGC with any concerns so we can work with you and explore all options.

• tNow that you have gotten through all the paper work, set up your board and opened a bank account, it’s time to start setting up your board meetings. You will need to set up regular Board meeting to discuss and plan for the needs of your affiliate. Board meetings should be structured so that members see goals accomplished and action plans made. Some boards meet every month, while other meet less often. You must meet a minimum, however, of at least three times per year. From there you must plan at least one parent membership meeting or activity sponsored from your affiliate per year.


P a g e | 22

In the world of technology it is now easier than ever to meet and communicate using technology! Not ever board meeting has to take place in person. Consider using technology to make meeting easier and more convenient for everyone. Below are a few suggestions of specific technology to check out:

Google Docs- Allows you to save documents on the cloud where each person who has access can see and edit the same document from any location. This service is free through google, but you do need to have a Google account. Find more information at: https://www.google.com/docs/about/Google Hang Out- Allows you to have a group conversation using video, voice and chat features. It is free with a Google account. Find more at: https://hangouts.google.com/Dropbox-Another cloud based program which allows you to collectively share, edit and see documents form any location. The basic service is free. Find more at: https://www.dropbox.com/SKYPE: Allows for free video calling using a video enabled device. Find out more at: https://www.skype.com/en/

You can take on a few activities or as many as you have energy and membership to support. Use your scholarship money to fund activities in your areas. Remember that you can also always ask for donations from your local community. You can also consider co-sponsoring an activity with another local affiliate and split the cost. Remember that as an affiliate you must host at least 1 activity per year. Save your receipts so that you can report back to UAGC about your activities and the cost for the event.

When hosting an activity, you will want to think about how you will advertise for your event.


https://www.skype.com/en/

https://www.dropbox.com/

https://hangouts.google.com/

https://www.google.com/docs/about/

P a g e | 23

Activities could include, but are not limited to: Create a newsletter to let others know your concerns, issues, and

accomplishments. Network with local principals to develop a positive relationship and

advocate for gifted/talented programs. Plan and schedule guest speakers on some aspect of gifted

education. Run a SENG-Model Parent Support Group www.SENGifted.org Write letters to the editor about gifted/talented issues. Attend school board meetings (wear some kind of identification so

that they know who you are). Investigate the possibility of sponsoring some type of competition in

your school community (Odyssey of the Mind, History Fair, Future Problem Solving, etc.).

Plan and conduct an informational “Creativity Night” for parents. Send members to the annual UAGC Conference held in January. Send members to the annual NAGC (National Association for Gifted

Children) Conference in November. Read and report on current literature related to gifted education. Purchase books on gifted education for your local library. Volunteer to help teachers develop projects/activities for

Gifted/Talented students in a local school. Work with the local PTA, Community Council and school Principal to

advocate for Gifted/Talented students on the school level. Encourage and help establish small school-level committees

consisting of parents, teachers and the Principal to review, assess, and assist gifted education at the local schools.

Meet and discuss issues in gifted and talented education with elected officials. Let them know who you are and what your goals are. Encourage them to vote for legislation to meet the needs of gifted children. Show up at the legislature.

Attend local Chamber of Commerce meetings to let business owners know of student needs.

Schedule an awards night to honor exceptional gifted educators in your district.


http://www.SENGifted.org/

P a g e | 24

Host a family activity such as a BBQ at a park or a trip to a local museum.

Bring in a guest speaker from the community to present on various topics applicable to gifted children.

Invite a UAGC board member to present to parents on a gifted education topic.

Plan an event for gifted children such as a chess night, summer camp, science night, art classes or other applicable activities.

AND ABOVE ALL ELSE, be visible as an advocate. Serve on district committees and get to know as many of the people working for your school district as possible. Develop a network of people who do not see you as the enemy, but rather, see you as someone “outside the system” who can help them attain their goals of better education for ALL children, including gifted/talented children.

When hosting an activity, you will want to think about how you will advertise for your event. There are many ways to advertise and your affiliate needs to think through which methods will work best for your event. To begin, it is helpful to create an event flyer which contains the pertinent event details. Be sure to save your flyer as a PDF document ensuring that everyone can open the flyer. From there you can use some of the following ideas to help get the word out about your event.

Publish a news release in local paper Send fliers home with students (you will often need to obtain an

access card through the district to do this so give yourself extra time to get that accomplished.)

Display posters in local shopping centers, stores, libraries and schools

Print a notice in local school newsletters and/or community fliers Make announcements at various school/district functions Approach TV/radio stations about running a public service

announcement Post on your affiliate website if you have one Send event information to UAGC so we can advertise in our

newsletters and website.


P a g e | 25

Send out through e-mail to members in your area. You can work with the membership VP at UAGC to get a current membership list from your area.

Ask your local school district to advertise on the district website. Start a Facebook Group and advertise there. Advertise on the UAGC Families Facebook page. Use other social media platforms such as Twitter, Pinterest or other

sites to generate interest.

As a UAGC Affiliate, it is your responsibility to complete the required paperwork and forms. Each year after your initial startup, there are some additions forms and reports you most complete and submit to UAGC by the end of each January. All of the form can be found in the back of this manual. If you have questions or problems with any of the forms, please let a UAGC board member know so we can address your questions. Below is a list of the yearly required forms and a brief description of each form:

1. UAGC Affiliate Renewal Form2. UAGC Financial Report3. UAGC Donation Form

UAGC Affiliate Renewal FormThis form must be submitted yearly to UAGC by the end of January. This lets us know if you would like to continue to be an affiliate and lets us know who the current leadership is. This is also a good time to let UAGC know if any of your affiliate contact information we have is outdated.

UAGC Financial ReportThis form must also be submitted yearly to UAGC by Jan 20th. Please fill out the form as accurately as possible. You will also need to submit


P a g e | 26

receipts for events and a description of expenses incurred throughout the year. Please save your bank statements so that if you lose a receipt, you will have a back-up record! Please contact the UAGC treasurer with any questions regarding financial reports.

UAGC Donation FormAnytime you receive a donation, you will need to fill pout a donation form. Please fill out one form and give it to your donor for their records. You will also need to fill out a separate form for your own records. All donation forms need to be sent to UAGC. We will use these forms when doing taxes so don’t forget to submit them If you have any!

If you have made it this far, than you have completed all the steps of becoming, running and maintaining your affiliate! We know it’s not easy and we want to extend to you a huge congratulations on your accomplishment. This next section will provide you with some additional resources and information for your new affiliate to consider.


P a g e | 27

UAGC Affiliate Resources and Information

State Of Utah Gifted Policy Information

Utah educators are committed to the belief that education is a means by which each individual has the opportunity to reach his or her fullest potential. We believe that all students have a right to educational experiences that challenge their individual development whether it is below, at, or beyond the level of their age peers. In accordance with this philosophy, Utah schools provide educational programs that recognize and make provisions for the needs of gifted and talented learners.

The Utah State Office of Education has a state Gifted and Talented Handbook which details definitions, practices and policies in Utah. To View the PDF visit:

http://schools.utah.gov/CURR/gifttalent/Home/GiftedTalentedHandbook.aspx


http://schools.utah.gov/CURR/gifttalent/Home/GiftedTalentedHandbook.aspx

P a g e | 28

General Gifted Education InformationThe following information from NAGC is meant to help give you a general understanding of Gifted and Talented. More information can be found at https://www.nagc.org/resources-publications/resources-parents

Glossary of Frequently Used Terms in Gifted EducationAbility Grouping When students of a similar ability or achievement level are placed

in a class or group based on observed behavior or performance. Ability grouping is not the same as tracking.

Acceleration A strategy of progressing through education at rates faster or ages younger than the norm. This can occur through grade skipping or subject acceleration (e.g., a fifth-grade student taking sixth-grade math

Accountability Holding students, teachers, administrators, and other school personnel responsible for instructional outcomes.

Achievement Tests Tests designed to measure what students have already learned, mostly in specific content areas. An example of an achievement test is the Iowa Tests of Basic Skills (

Advanced Placement (AP)

A program developed by the College Board where high schools offer courses that meet criteria established by institutions of higher education. In many instances, college credit may be earned with the successful completion of an AP exam in specific content areas (as this credit varies between colleges and universities, it is suggested that questions about this process be forwarded to the college or university of the student’s choice). The Pre-AP program is offered to younger students as preparation for the upper-level courses. Offering AP courses is not equivalent to offering a gifted program.

Affective Curriculum

Curriculum that focuses on person/social awareness and adjustment, and includes the study of values, attitudes, and self. Sometimes referred to as social-emotional curriculum.

Aptitude An inclination to excel in the performance of a certain skill. Aptitude Test A test predicting a student’s future performance in a particular


https://www.nagc.org/resources-publications/resources-parents

P a g e | 29

domain. One such test is the SAT Test. Asynchrony A term used to describe disparate rates of intellectual, emotional,

and physical rates of growth or development often displayed by gifted children.

At-Risk A term used to describe students whose economic, physical, emotional, or academic needs go unmet or serve as barriers to talent recognition or development, thus putting them in danger of underachieving or dropping out.

Authentic Assessment

Evaluating student learning through the use of student portfolios, performance, or observations in place of or in conjunction with more traditional measures of performance such as tests and written assignments. The process allows students to be evaluated using assessments that more closely resemble real-world tasks.

Bloom’s Taxonomy

Developed in 1956 by Benjamin Bloom, the taxonomy is often used to develop curriculum for gifted children. There are six levels within the taxonomy that move from basic to high levels of thinking. The original levels included knowledge, comprehension, application, analysis, synthesis, and evaluation. The taxonomy was later updated to reflect 21st-century skills, with the levels changing to remembering, understanding, applying, analyzing, evaluating, and creating

Brainstorming Brainstorming is an activity used to generate many creative ideas that have no right or wrong answers and are accepted without criticism. Effective brainstorming is characterized by fluency and flexibility of thought.

Cluster Grouping A grouping assignment for gifted students in the regular heterogeneous classroom. Typically, five or six gifted students with similar needs, abilities, or interests are “clustered” in the same classroom, which allows the teacher to more efficiently differentiate assignments for a group of advanced learners rather than just one or two students

Common Core State Standards (CCSS)

A set of academic standards in mathematics and English language arts/literacy (ELA) proposed in 2013 that outline what a student should know and be able to do at the end of each grade. The standards place emphasis on helping students obtain skills and knowledge necessary to succeed in college and careers.

Concurrent or Dual Enrollment

Most often refers to high school students taking college courses, often for college credit. Dual enrollment is viewed as providing high school students benefits such as greater access to a wider range of rigorous academic and technical courses, savings in time and money on a college degree, promoting efficiency of learning, and enhancing admission to and retention in college.


P a g e | 30

The terms may also be used to refer to middle grade students taking high school courses and earning credit toward graduation

Creativity The process of developing new, uncommon, or unique ideas. The federal definition of giftedness identifies creativity as a specific component of giftedness

Criterion- Referenced Testing

An assessment that compares a student’s test performance to his or her mastery of a body of knowledge or specific skill rather than relating scores to the performance of other students.

Culturally and Linguistically DiverseStudents (CLD)

Students from diverse backgrounds, including those of black, Hispanic, and Asian descent, those learning English as a second language, and those from low socioeconomic backgrounds. Often, these students are considered as being underrepresented in gifted programming. Can sometimes be referred to as culturally, linguistically, and economically diverse (CLED) students.

Curriculum Compacting

An instructional technique that allows teachers to adjust curriculum for students by determining which students already have mastered most or all of the learning outcomes and providing replacement instruction or activities that enable a more challenging and productive use of the student’s time.

Differentiation Modifying curriculum and instruction according to content, pacing, and/or product to meet unique student needs in the classroom.

Distance Learning When a student takes a course remotely (most commonly over the Internet) from a school or teacher different from his or her local/home district. These can come in the form of online high schools, Massive Open Online Courses (MOOCs), courses for dual credit through universities, or courses offered by Talent Search programs.

English Language Learners

Students who are learning English as an additional language. Special consideration should be taken to identify these students properly for gifted programming. View a manual on identifying and serving this population from the Belin Blank Center.

Enrichment Activities that add or go beyond the existing curriculum. They may occur in the classroom or in a separate setting such as a pull-out program.

Flexible Grouping An instructional strategy where students are grouped together to receive appropriately challenging instruction. True flexible grouping permits students to move in and out of various grouping patterns, depending on the course content. Grouping can be determined by ability, size, and/or interest.

Gifted and Talented Students

The federal Elementary and Secondary Education Act defines gifted and talented students as “Students, children, or youth who give evidence of high achievement capability in areas such as


P a g e | 31

intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.” [Title IX, Part A, Definition 22. (2002)] Many states and districts follow the federal definition. Find out more about how giftedness has been defined in the research

Heterogeneous Grouping

Grouping students by mixed ability or readiness levels. A heterogeneous classroom is one in which a teacher is expected to meet a broad range of student needs or readiness levels. Also referred to as inclusion or inclusive classrooms.

Homogeneous Grouping

Grouping students by need, ability, or interest. Although variations between students exist in a homogeneous classroom, the intent of this grouping pattern is to restrict the range of student readiness or needs that a teacher must address

Identification The process of determining students qualified for gifted or advanced programming, identification most commonly occurs through the use of intelligence or other testing. Many researchers place emphasis on using multiple pathways for identification, adding teacher, parent, or peer nominations or authentic assessments such as portfolios of student work to the process.

Inclusion/Inclusive Classroom

An inclusive classroom contains students of varying ability levels. See heterogeneous grouping

Independent Study A self-directed learning strategy where the teacher acts as guide or facilitator and the student plays a more active role in designing and managing his or her own learning, often on a topic of special interest to the student

Individual Education Plan (IEP)

An IEP is a document that delineates special education services for special-needs students. The IEP includes any modifications that are required in the regular classroom and any additional special programs or services. Federal law and the majority of states do not require IEPs for gifted learners

Intelligence The ability to learn, reason, and problem solve. Debate revolves around the nature of intelligence as to whether it is an innate quality or something that is developed as a result of interacting with the environment. Many researchers believe that it is a combination of the two

Intelligence Quotient (IQ)

A numerical representation of intelligence. IQ is derived from dividing mental age (result from an intelligence test) by the chronological age times 100. Traditionally, an average IQ is considered to be 100

International Baccalaureate (IB) Program

A demanding pre-university program that students can complete to earn college credit. IB emphasizes critical thinking and understanding of other cultures or points of view. A diploma is


P a g e | 32

awarded at the completion of the IB program, which allows graduates access to universities worldwide. The IB program now includes Middle Years and Primary Years programs. View article here from the Neag Center for Gifted Education and Talent Development.

Learning Styles/Learning Preferences

Preferred way(s) in which individuals interact or process new information across the three domains of learning identified in the taxonomy of education objectives: cognitive (knowledge), psychomotor (skills), and affective (attitude). An individual’s learning preference/learning style is how he or she learns best

Magnet Schools Public school program that focuses on a specific learning area such as math, science, technology, or the performing arts. Magnet schools have been established to meet the specific learning needs of the gifted.

Mentor A community member who shares his or her expertise with a student of similar career or field of study aspirations.

Norm-Referenced Testing

An assessment that compares an individual’s results with a large group of individuals who have taken the same assessment (who are referred to as the “norming group”). Examples include the SAT and Iowa Tests of Basic Skills.

Overexcitability A theory proposed by Kazimierz Dąbrowski, a Polish psychologist, psychiatrist, and physician, that suggests that some individuals have heightened sensitivities, awareness, and intensity in one or more of five areas: psychomotor, sensual, intellectual, imaginational, and emotional.

Portfolios An alternative or supplement to traditional measures of giftedness, portfolios offer a collection of student work over time that can help to determine achievement and progress. Many of the elements found in portfolios cannot be captured by a standardized test.

Problem-Based Learning (PBL)

A curriculum and instruction model that asks students to solve real-world, complex, or open-ended problems by using research, decision-making, creative and critical thinking, and other 21st-century skills.

Pull-Out Program A program that takes a student out of the regular classroom during the school day for special programming

Response to Intervention (RtI)

RtI is a general education method to identifying and serving students with diverse educational needs, particularly those children with disabilities.

Rubric A rubric is a chart composed of criteria for evaluation and levels of fulfillment of those criteria. A rubric allows for standardized evaluation according to specified criteria, making grading simpler and more transparent


P a g e | 33

Social-Emotional Needs

Gifted and talented students may have affective needs that include heightened or unusual sensitivity to self-awareness, emotions, and expectations of themselves or others, and a sense of justice, moral judgment, or altruism. Counselors working in this area may address issues such as perfectionism, depression, low self-concept, bullying, or underachievement.

STEM An acronym for the fields of science, technology, engineering, and mathematics, providing STEM curriculum is encouraged as a way to grow students’ interests and potentials in these areas. Some researchers lump the arts (STEAM) into this category of instruction

Talent Development

Programs, curricula, and services for gifted and talented students that can best meet their needs, promote their achievements in life, and contribute to the enhancement of our society when schools identify students' specific talent strengths and focus educational services on these talents.

Talent Search A special program that uses out-of-level testing (commonly the SAT or ACT) to identify high-potential students and allow them to participate in a variety of out-of-school activities. These may occur in the form of Saturday or summer courses or distance learning programs. There are four major talent searches in the U.S.: Duke University’s Talent Identification Program (TIP), Northwestern University’s Center for Talent Development (CTD), Johns Hopkins University’s Center for Talented Youth (CTY), and the Center for Bright Kids (formerly Rocky Mountain Talent Search) in Denver, CO.

Telescope To cover the same amount of materials or activities in less time, thereby allowing more time for enrichment activities and projects that better suit the interests, needs, and readiness levels of gifted students.

Twice-Exceptional A term used to describe a student who is both gifted and disabled. These students may also be referred to as having dual exceptionalities or as being gifted with learning disabilities (GT/LD). This also applies to students who are gifted with ADHD or gifted with autism.

Underachieving/ Underachievement

A term used to describe the discrepancy between a student’s performance and his or her potential or ability to perform at a much higher level.


P a g e | 34

Common Characteristics of Gifted IndividualsBecause gifted children are so diverse, not all exhibit all characteristics all of the time. However, there are common characteristics that many gifted individuals share:

Unusual alertness, even in infancy Rapid learner; puts thoughts together quickly Excellent memory Unusually large vocabulary and complex sentence structure for age Advanced comprehension of word nuances, metaphors and abstract ideas Enjoys solving problems, especially with numbers and puzzles Often self-taught reading and writing skills as preschooler Deep, intense feelings and reactions Highly sensitive Thinking is abstract, complex, logical, and insightful Idealism and sense of justice at early age Concern with social and political issues and injustices Longer attention span and intense concentration Preoccupied with own thoughts—daydreamer Learn basic skills quickly and with little practice Asks probing questions Wide range of interests (or extreme focus in one area) Highly developed curiosity Interest in experimenting and doing things differently Puts idea or things together that are not typical Keen and/or unusual sense of humor Desire to organize people/things through games or complex schemas Vivid imaginations (and imaginary playmates when in preschool)

Reproduced by permission from: Webb, J., Gore, J., Amend, E., DeVries, A. (2007). A parent's guide to gifted children. Tuscon, AZ: Great Potential Press, www.greatpotentialpress.com.

- See more at: https://www.nagc.org/resources-publications/resources/my-child-gifted/common-characteristics-gifted-individuals#sthash.h7LtJ9eE.dpuf


F:\\: https:\\www.nagc.org\\resources-publications\\resources\\my-child-gifted\\common-characteristics-gifted-individuals#sthash.h7LtJ9eE.dpuf

F:\\: https:\\www.nagc.org\\resources-publications\\resources\\my-child-gifted\\common-characteristics-gifted-individuals#sthash.h7LtJ9eE.dpuf

P a g e | 35

Traits of GiftednessNo gifted individual is exactly the same, each with his own unique patterns and traits. There are many traits that gifted individuals have in common, but no gifted learner exhibits traits in every area. This list of traits may help you better understand whether or not your child is gifted.

Cognitive Creative Affective Behavioral

Keen power of abstraction

Interest in problem-solving and applying concepts

Voracious and early reader

Large vocabulary

Intellectual curiosity

Power of critical thinking, skepticism, self-criticism

Persistent, goal-directed behavior

Independence in work and study

Diversity of interests and abilities

Creativeness and inventiveness

Keen sense of humor

Ability for fantasy

Openness to stimuli, wide interests

Intuitiveness

Flexibility

Independence in attitude and social behavior

Self-acceptance and unconcern for social norms

Radicalism

Aesthetic and moral commitment to self-selected work

Unusual emotional depth and intensity

Sensitivity or empathy to the feelings of others

High expectations of self and others, often leading to feelings of frustration

Heightened self-awareness, accompanied by feelings of being different

Easily wounded, need for emotional support

Need for consistency between abstract values and personal actions

Advanced levels of moral judgment

Idealism and sense of justice

Spontaneity

Boundless enthusiasm

Intensely focused on passions—resists changing activities when engrossed in own interests

Highly energetic—needs little sleep or down time

Constantly questions

Insatiable curiosity

Impulsive, eager and spirited

Perseverance—strong determination in areas of importance

High levels of frustration—particularly when having difficulty meeting standards of performance (either imposed by self or others)

Volatile temper, especially related to perceptions of failure

Non-stop talking/chattering


P a g e | 36

Source: Clark, B. (2008). Growing up gifted (7th ed.) Upper Saddle River, NJ: Pearson Prentice Hall.

- See more at: https://www.nagc.org/traits-giftedness#sthash.G8PQ3fdi.dpuf

Why Are Gifted Programs Needed?Gifted and talented students and those with high abilities need gifted education programs that will challenge them in regular classroom settings and enrichment and accelerated programs to enable them to make continuous progress in school.

According to a recent report on high-achieving students, more than 7 in 10 teachers of these students surveyed noted that their brightest students were not challenged or given a chance to “thrive” in their classrooms. [1] Additionally, gifted students need gifted programming in many cases because the “general education program is not yet ready to meet the needs of gifted students” (p. 9) due to lack of general educators’ training in gifted education and the pressure classroom teachers face to raise the performance of their struggling students. [2]

It’s more than just giving students a challenge in classrooms: Gifted programming positively influences students’ futures. Several longitudinal studies have shown that gifted programs have a positive effect on students’ post-secondary plans. For example, studies found that 320 gifted students identified during adolescence who received services through the secondary level pursued doctoral degrees at more than 50X the base rate expectations. [3] In a follow-up report on the same study participants at age 38, 203 participants, or 63%, reported holding advanced terminal degrees (master’s and above). Of these, 142 (44%) held doctoral degrees and 8 of these 142 had more than one doctoral degree. As a benchmark for this accomplishment, the authors of this study compared these rates to the general U.S. population, noting that only approximately 2% of the general population held a doctoral degree according to the 2010 U.S. Census. [4]

Additionally, in a study looking at gifted students who participated in talent development through competitions, the researchers reported a long-term impact on these students’ postsecondary achievements, with 52% of the 345 students who participated having earned doctoral degrees. [5]


https://www.nagc.org/traits-giftedness%23sthash.G8PQ3fdi.dpuf

P a g e | 37

Further benefits of gifted programs have been shown to include that students who had participated in gifted programs maintained their interests over time and stayed involved in creative productive work after they finished college and graduate school. [6]

A sample of 2,409 intellectually talented adolescents (top 1%) who were assessed on the SAT by age 13, and provided services through a talent search program, was tracked longitudinally for more than 25 years. Their creative accomplishments, with particular emphasis on literary achievement and scientific-technical innovation, were examined and results showed that distinct ability patterns identified by age 13 foreshadowed creative accomplishments in middle age. Among the sample, participants had earned 817 patents and published 93 books, one had been awarded the Fields Medal in mathematics, and another had won the John Bates Clark Medal for the most outstanding economist under 40. [7]

1 Loveless, T., Farkas, S., & Duffett, A. (2008). High-achieving students in the era of NCLB. Washington, DC: Thomas B. Fordham Institute.2 Hertberg-Davis, H. L., & Callahan, C. M. (2013). Introduction. In H. L. Hertberg-Davis & C. M. Callahan (Eds.), Fundamentals of gifted education (pp. 1–10). New York, NY: Routledge.3 Lubinski, D., Webb, R. M., Morelock, M. J., & Benbow, C. P. (2001). Top 1 in 10,000: A 10 year follow-up of the profoundly gifted. Journal of Applied Psychology, 4, 718–729.4 Kell, H. J., Lubinski, D., & Benbow, C. P. (2013). Who rises to the top? Early indicators. Psychological Science, 24, 648–659.5 Campbell, J. R., & Walberg, H. J. (2011). Olympiad studies: Competitions provide alternatives to developing talents that serve national interests. Roeper Review, 33, 8–17.6 Westberg, K. L. (1999, Summer). What happens to young, creative producers? NAGC: Creativity and Curriculum Division Newsletter, 3, 13–16.7 Park, G., Lubinski, D., & Benbow, C. P. (2007) Contrasting intellectual patterns predict creativity in the arts and sciences: Tracking intellectually precocious youth over 25 years. Psychological Science, 18, 948–995.

See more at: https://www.nagc.org/resources-publications/gifted-education-practices/why-are-gifted-programs-needed#sthash.wM7mvVnD.dpuf


https://www.nagc.org/resources-publications/gifted-education-practices/why-are-gifted-programs-needed#sthash.wM7mvVnD.dpuf

https://www.nagc.org/resources-publications/gifted-education-practices/why-are-gifted-programs-needed#sthash.wM7mvVnD.dpuf

P a g e | 38

Myths about Gifted Students“Gifted students will do fine on their own.” “Gifted programs are elitist.”

These and other myths prevent our country from appropriately educating millions of advanced students.

NAGC compiled a list of the most prevalent myths in gifted education with evidence rebutting each of them. This list was developed from a longer list of myths explored in a special of Gifted Child Quarterly (GCQ) in the Fall of 2009. NAGC Members can read the full issue of GCQ via the SAGE website

How many of these myths have hindered you, your child, and/or your school in the pursuit of a challenging education for advanced students?

Myth:

Gifted Students Don’t Need Help; They’ll Do Fine On Their Own

Truth:

Would you send a star athlete to train for the Olympics without a coach? Gifted students need guidance from well-trained teachers who challenge and support them in order to fully develop their abilities. Many gifted students may be so far ahead of their same-age peers that they know more than half of the grade-level curriculum before the school year begins. Their resulting boredom and frustration can lead to low achievement, despondency, or unhealthy work habits. The role of the teacher is crucial for spotting and nurturing talents in school.

Myth:

Teachers Challenge All The Students, So Gifted Kids Will Be Fine In The Regular Classroom

Truth:

Although teachers try to challenge all students they are frequently unfamiliar with the needs of gifted children and do not know how to best serve them in the classroom. A national study conducted by the Fordham Institute found that 58% of teachers have received no professional development focused on teaching academically advanced students in the past few years and 73% of teachers agreed that “Too often, the brightest students are bored and under-challenged in school – we’re not giving them a sufficient chance to thrive. This report confirms what many families have known: not all teachers are able to recognize and support gifted learners.1


P a g e | 39

Myth:

Gifted Students Make Everyone Else In The Class Smarter By Providing A Role Model Or A Challenge

Truth:

Average or below-average students do not look to the gifted students in the class as role models. Watching or relying on someone who is expected to succeed does little to increase a struggling student’s sense of self-confidence.2 Similarly, gifted students benefit from classroom interactions with peers at similar performance levels and become bored, frustrated, and unmotivated when placed in classrooms with low or average-ability students.

Myth:

All Children Are Gifted

Truth:

All children have strengths and positive attributes, but not all children are gifted in the educational sense of the word. The label “gifted” in a school setting means that when compared to others his or her age or grade, a child has an advanced capacity to learn and apply what is learned in one or more subject areas, or in the performing or fine arts. This advanced capacity requires modifications to the regular curriculum to ensure these children are challenged and learn new material. Gifted does not connote good or better; it is a term that allows students to be identified for services that meet their unique learning needs.

Myth:

Acceleration Placement Options Are Socially Harmful For Gifted Students

Truth:

Academically gifted students often feel bored or out of place with their age peers and naturally gravitate towards older students who are more similar as “intellectual peers.” Studies have shown that many students are happier with older students who share their interest than they are with children the same age.3 Therefore, acceleration placement options such as early entrance to Kindergarten, grade skipping, or early exit should be considered for these students.

Myth:

Gifted Education Programs Are Elitist

Truth:

Gifted education programs are meant to help all high-ability students. Gifted learners are found in all cultures, ethnic backgrounds, and socioeconomic groups. However, many of these students are denied the opportunity to maximize their potential because of the way in which programs and services are funded, and/or flawed identification practices. For example, reliance on a single test score for gifted education services may exclude selection of students with different cultural experiences and opportunities. Additionally, with no federal money and few states providing an adequate funding stream, most gifted education programs and services are dependent solely on local funds and parent demand. This means that in spite of the need, often only higher-income school districts are able to provide services, giving the appearance of elitism.


P a g e | 40

Myth:

That Student Can't Be Gifted, He Is Receiving Poor Grades

Truth:

Underachievement describes a discrepancy between a student’s performance and his actual ability. The roots of this problem differ, based on each child’s experiences. Gifted students may become bored or frustrated in an unchallenging classroom situation causing them to lose interest, learn bad study habits, or distrust the school environment. Other students may mask their abilities to try to fit in socially with their same-age peers and still others may have a learning disability that masks their giftedness. No matter the cause, it is imperative that a caring and perceptive adult help gifted learners break the cycle of underachievement in order to achieve their full potential.

Myth:

Gifted Students Are Happy, Popular, And Well Adjusted In School

Truth:

Many gifted students flourish in their community and school environment. However, some gifted children differ in terms of their emotional and moral intensity, sensitivity to expectations and feelings, perfectionism, and deep concerns about societal problems. Others do not share interests with their classmates, resulting in isolation or being labeled unfavorably as a “nerd.” Because of these difficulties, the school experience is one to be endured rather than celebrated.

Myth:

This Child Can't Be Gifted, He Has A Disability

Truth:

Some gifted students also have learning or other disabilities. These “twice-exceptional” students often go undetected in regular classrooms because their disability and gifts mask each other, making them appear “average.” Other twice-exceptional students are identified as having a learning disability and as a result, are not considered for gifted services. In both cases, it is important to focus on the students’ abilities and allow them to have challenging curricula in addition to receiving help for their learning disability.4

Myth: Our District Has A Gifted And Talented Program: We Have AP Courses

Truth:

While AP classes offer rigorous, advanced coursework, they are not a gifted education program. The AP program is designed as college-level classes taught by high school teachers for students willing to work hard. The program is limited in its service to gifted and talented students in two major areas: First AP is limited by the subjects offered, which in most districts is only a small handful. Second it is limited in that, typically, it is offered only in high school and is generally available only for 11th and 12th grade students. The College Board acknowledges that AP courses are for any student who is academically prepared and motivated to take a college-level course.

Myth:

Gifted Education Requires An Abundance Of Resources


P a g e | 41

Truth:

Offering gifted education services does not need to break the bank. A fully developed gifted education program can look overwhelming in its scope and complexity. However, beginning a program requires little more than an acknowledgement by district and community personnel that gifted students need something different, a commitment to provide appropriate curriculum and instruction, and teacher training in identification and gifted education strategies.

1Farkas, S. & Duffet, A. (2008). Results from a national teacher survey. In Thomas B. Fordham Institute, Highachievement students in the era of NCLB (p. 78). Washington, DC: Author. http://www.edexcellence.net/publications/high-achieving-students-in.html

2Fiedler, E.D., Lange, R. E., Winebrenner, S. (1993). In search of reality: Unraveling the myths about tracking, ability grouping, and the gifted. Roper Review, (16), 4-7.

3Colangelo, N., Assouline, S. G., & Gross, M.U.M. (2004). A nation deceived: How schools hold back America's brightest students. Iowa City: University of Iowa.

4Olenchak. F. R., & Reis, S. M. (2002) Gifted students with learning disabilities. In M. Neihart, S. M. Reis, N. Robinson, and S. Moon (Eds.), The Social and Emotional Development of Gifted Children (pp. 177-192). Waco TX: Prufrock Press.

- See more at: https://www.nagc.org/resources-publications/resources/myths-about-gifted-students#sthash.mc3h6tVl.dpuf


https://www.nagc.org/resources-publications/resources/myths-about-gifted-students#sthash.mc3h6tVl.dpuf

https://www.nagc.org/resources-publications/resources/myths-about-gifted-students#sthash.mc3h6tVl.dpuf

P a g e | 42

Forms SectionThe following contains forms needed to apply for and then maintain the status of your affiliate.

1. New UAGC Affiliate Application2. New Affiliate Grant Form3. Ongoing Affiliate Grant form4. UAGC Affiliate renewal form5. UAGC Financial Report6. UAGC Donation form


P a g e | 43

New UAGC AFFILIATE APPLICATION

Submit application, to the UAGC Affiliate Vice President at:

Utah Association for Gifted ChildrenP.O. Box 9332Salt Lake City, Utah 84109http://www.uagc.org

Date: ___________________________

Name of Local Affiliate:_________________________________________Website: _________________________________________501c3 Number: _________________________________________Mailing Address: _________________________________________


P a g e | 44

__________________________________________________________________________________

Phone: _________________________________________Fax: _________________________________________Email: _________________________________________

President: _________________________________________Address: _________________________________________

__________________________________________________________________________________

Telephone: _________________________________________Fax: _________________________________________Email: _________________________________________

President Elect: _________________________________________Address: _________________________________________

__________________________________________________________________________________


Treasurer: _________________________________________Address: _________________________________________

__________________________________________________________________________________


Secretary: _________________________________________Address: _________________________________________

__________________________________________________________________________________



P a g e | 45

Other Officers: Please attach additional pages if needed________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


P a g e | 46

Please read and sign below that your affiliates understands the following requirements to become UAGC affiliate.

1. I agree to maintain a minimum board of at least 3 members.

2. I agree to have at least 1 membership meeting or parent activity per year.

3. I agree to return all assets to UAGC if you are to ever dissolve your affiliate.

4. I agree to send all membership dues to UAGC and UAGC will grant my affiliates portion to my affiliate during the grant periods.

5. I agree to deposit all grant money to an affiliate sponsored bank account.

6. I agree to use all grant money to advance the mission of UAGC mission.

7. I agree to send in yearly reports to UAGC on your current affiliate status and a yearly financial report. (see forms section)

Signature___________________________________ DATE__________

Thank you so much for your interest in being a UAGC affiliate. We hope you are excited to begin to contribute to the world of gifted in your area. Please feel free to contact UAGC affiliate board member with any questions or concerns you may have. A representative from UAGC will confirm that this form has been received.


P a g e | 47

New Affiliate Grant ApplicationSubmit application, to the UAGC Affiliate Vice President at:


Date: __________________________________________

Name of Local Affiliate:_________________________________________Website: _________________________________________Mailing Address: _________________________________________

__________________________________________________________________________________

Phone: _________________________________________Fax: _________________________________________Email: _________________________________________

Requested amount of money (Up to $500.00) $______________________

Please write a paragraph detailing how you plan to use your UAGC start up grant. What will this grant allow your affiliate to do? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


P a g e | 48

You will be notified by UAGC of the status of this request. Ongoing Affiliate Grant Application

Submit application, to the UAGC Affiliate Vice President at:


Date: ________________

Name of Local Affiliate:_________________________________________Website: _________________________________________Mailing Address: _________________________________________

__________________________________________________________________________________

Phone: _________________________________________Email: _________________________________________

Requested amount of money (Up to $500.00) $______________________

Please write a paragraph detailing how you plan to use your UAGC grant. What will this grant allow your affiliate to do? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


P a g e | 49

You will be notified by UAGC of the status of this request. UAGC AFFILIATE RENEWAL FORMSubmit annually to UAGC Affiliate VP at time of local affiliate officer election

Date: _________________________________________Name of Local Affiliate:_________________________________________Website: _________________________________________Mailing Address: _________________________________________

__________________________________________________________________________________

Phone: _________________________________________Fax: _________________________________________Email: _________________________________________

In order to be considered an active affiliate, you must have a minimum of 3 current board members. Please provide the information requested below for at least 3 board members.

President: _________________________________________Address: _________________________________________

__________________________________________________________________________________


President Elect: _________________________________________Address: _________________________________________

__________________________________________________________________________________


Treasurer: _________________________________________Address: _________________________________________


P a g e | 50

__________________________________________________________________________________


Secretary: _________________________________________Address: _________________________________________

__________________________________________________________________________________


Other Officers: Please attach additional pages if needed________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

In order to be considered an active affiliate, you most also have at least 3 board meetings annually. Please list the dates of at least 3 board meeting your board held this last year

1.__________________________________________________________2.__________________________________________________________3.__________________________________________________________

In addition to the above requirements, you most also hold at least 1 annual membership meeting, parent activity or other activity open to all affiliate members. Please write the date and a short description of your activity below.

Date________

Activity Description:


P a g e | 51

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Please read and sign below that your affiliates understands the following requirements to continue your status as a UAGC affiliate.

1. I agree to maintain a minimum board of at least 3 members.

1. I agree to have at least 1 membership meeting or parent activity per year.

2. I agree to return all assets to UAGC if you are to ever dissolve your affiliate.

3. I agree to send all membership dues to UAGC and UAGC will grant my affiliates portion to my affiliate during the grant periods.

4. I agree to deposit all grant money to an affiliate sponsored bank account.

5. I agree to use all grant money to advance the mission of UAGC mission.

8. I agree to send in yearly reports to UAGC on your current affiliate status and a yearly financial report. (See forms section)

Signature___________________________________ DATE__________

Thank you so much for your continued interest in being a UAGC affiliate. We are happy to once again have you on board! Please feel free to contact UAGC affiliate board member with any questions or concerns you may have. A representative from UAGC will confirm that this form has been received.


P a g e | 52

Yearly Financial ReportThis report is due yearly to show how the use of your UAGC grant money is being used to support the UAGC mission statement.

The mission statement is as follows: Utah Association for Gifted Children advocates for the diverse population of gifted children in the State of Utah. We advance the understanding of the academic and social/emotional needs of gifted children among community leaders, policy makers, educators and parents. We promote the development of quality services to provide educational opportunities for gifted students. We increase the capacity of educators and parents to be agents of change in their schools and communities and in the lives of gifted children. Please keep in mind that activities and affiliate sponsored activities should support this mission statement. Please also send in any receipts you have from the year which support the following expenses.Date: ___________________________

Name of Local Affiliate:___________________________Website: ___________________________Mailing Address: ___________________________

______________________________________________________

Phone: ___________________________Fax: ___________________________Email: ___________________________

In the spaces below please enter the total amount used during the year in the appropriate column.


P a g e | 53

1) General Operating Expenses (This includes things that are necessary to run your board. Items such as paper, copies, ink and board meeting expenses are examples of operating costs.)

Total general operating expenses$___________________________

2) Membership Meeting Expenses (This includes any money used towards hosting a membership meeting or activity. This may including things like food, handouts, speaker cost, building cost, prizes or other expenses related to the meeting) Remember you must have a minimum of membership meeting per year. If you have done more than 1, please enter them separately

Total cost for membership meeting #1_________________________ Total cost for membership meeting #2________________________ Total cost for membership meeting #3________________________

3) Advertising Expenses (This includes things like posters, mass mailings, brochures, website upkeep, agency fairs or other advertising materials used to promote you overall affiliate)

Total advertising expenses $_______________________________

4) Training Expenses (This includes any money used to send board or membership to training or conferences not sponsored by your affiliate).

Total training expenses $___________________________________

5) Other Activities Expenses (This section is for activities other than membership meeting your affiliates hosts or sponsors. Examples include things like family activities, special events, recognition programs, support groups, other parent groups that your affiliate has sponsored.) Please provide a short description for the activity and the total amount used to support that activity.

Activity #1 description:____________________________________________________________________________________________________________________________________________________________________________________________________________________________Total cost for activity$ _____________________________________


P a g e | 54




6) Grand Total: Please list your grand total for the year that your affiliate spent

$______________________________________________________

Please sign below that to the best of your knowledge the information provided is correct and accurate

Signature___________________________________ DATE_______


P a g e | 55

Thank You for your efforts. If you have any questions or concerns please contact the UAGC treasurer for further assistance.
