Austin Independent School District : Gifted & Talented

State and Local Organizations and Resources

American Association for Gifted Children (AAGC)
Nation's oldest advocacy organization for gifted children that produces materials for the educational research community, for people in the medical profession, and for parents and teachers of gifted children.

The Council for Exceptional Children (CEC)
Largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. CEC advocates for appropriate governmental policies, sets professional standards, provides continual professional development, advocates for newly and historically underserved individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice.

Hollingworth Center for Highly Gifted Children
National support and resource network focused on the needs of highly gifted children primarily serves as a clearinghouse of information and events.

National Association for Gifted Children (NAGC)
National organization of parents, teachers, administrators, and community members which exists to support gifted and talented students through publications, professional development conferences, and scholarships among other things.

The National Research Center on the Gifted and Talented (NRCGT)
A collaborative effort of university staff, teachers, parents, and community members to plan, conduct, and disseminate research as it relates to gifted and talented students. An emphasis is placed on traditionally underserved populations.

Supporting the Emotional Needs of the Gifted, Inc. (SENG)
Focuses on the unique social and emotional needs of gifted individuals, which are often misunderstood or ignored. SENG underwrites and provides education, research, theory building, and staff development.

Educational Resources Information Center (ERIC)
A national information system designed to provide access to an extensive body of education-related literature. Products and services include research summaries, bibliographies, computer searches, and document reproduction.

Texas Education Agency (TEA)Advanced Academics
State agency providing direction and leadership to K-12 advanced academic programs. Unit staff assists districts statewide with implementation of the Texas State Plan for the Education of Gifted/Talented Students, oversees the Texas AP/IB Incentive Programs and collaborates with the Texas Association for the Gifted and Talented, The College Board, and other groups to meet the needs of gifted and academically advanced students. The Advanced Academics Unit provides on-going communication with the field about current issues pertaining to the gifted/talented and advanced programs and policy interpretations related to the Texas Administrative Code Chapter 89 and graduation requirements in Chapter 74.

Texas Association for the Gifted & Talented (TAGT)
State organization of parents, teachers, administrators, and community members which exists to support gifted and talented students through publications, professional development conferences, and scholarships among other things.

Education Service Center XIII (ESC XIII)
Regional service center gifted and talented department with new information from the Texas Education Agency, events in and around the region, workshops, and links to resources, publications, etc.

All of the following titles are available for campus check-out in groups of ten. To request the books or for additional information on book studies please call 414-0279.

Castellano, Jaime A. (2002). Special populations in gifted education: Working with diverse gifted learners. Allyn and Bacon.

Castellano, Jaime A., & Eva I. Diaz. (2001). Reaching new horizons: Gifted and talented education for culturally and linguistically diverse students. Allyn and Bacon.
This user-friendly text offers a comprehensive overview at the interface between bilingual/multicultural/ESL education and gifted education. Reaching New Horizons is the first book of its kind. Written by nationally recognized and award-winning leaders in both gifted and bilingual education, the authors have collaborated to create a book that bridges research and practice and has far-reaching implications for educators at all levels as culturally and linguistically diverse students continue to impact public education. The book includes chapters on program delivery models (Ch. 6), bilingualism (Ch. 3), and identification and assessment (Ch. 5)-all topics that have come into the forefront of issues faced by bilingual and gifted education teachers of grades K-12. For educators in bilingual and ESL studies, as well as special educators. (back cover)

Covey, Sean. (1998). The 7 habits of highly effective teens. Fireside.
Being a teenager is both wonderful and challenging. In The 7 Habits of Highly Effective Teens, author Sean Covey applies the timeless principles of the 7 Habits to teens and the tough issues and life-changing decisions they face. In an entertaining style, Covey provides a step-by-step guide to help teens improve self-image, build friendships, resist peer pressure, achieve their goals, get along with their parents, and much more. In addition, this book is stuffed with cartoons, clever ideas, great quotes, and incredible stories about real teens from all over the world. The 7 Habits of Highly Effective Teens will engage teenagers unlike any other book. An indispensable book for teens, as well as parents, grandparents, and any adult who influences young people, The 7 Habits of Highly Effective Teens is destined to become the last word on surviving and thriving as a teen and beyond. (back cover)

Rimm, Sylvia. (2003). See Jane win for girls: A smart girl’s guide to success. Free Spirit.
In the 1990’s, child psychologist Sylvia Rimm and her daughters surveyed more than 1,000 satisfied, successful women. Their goal was to "identify the essential childhood elements that encouraged these women to achieve fulfilling careers" so other parents could give their daughters the same advantages. Their findings were published in See Jane Win, a New York Times best-seller. See Jane Win teaches parents how to help their daughters. See Jane Win For Girls teaches daughters how to help themselves. The comments and experiences of successful women inspire young readers; practical advice helps them make positive changes and choices. Girls learn to win in all areas of their lives, from family and friends to school and learning, motivation, character development, and more. Includes quizzes and resources.

Rimm, Sylvia. (1996). Why bright kids get poor grades: And what you can do about it. Three Rivers Press.
Millions of capable children with average, above average, or even gifted abilities – including those from homes where education is valued – simply do not perform up to their capabilities. This is what Dr. Sylvia Rimm terms underachievement syndrome. Now Dr. Rimm offers desperately needed help for parents of underachieving children. Drawing on both clinical research and years of experience counseling families, she has developed a “Trifocal Model” to help parents and teachers work together to get students back on track. It is effective for both average and gifted students, from preschool through college. Dr. Rimm spells out a practical, six-step program that really works. If you are the parent or teacher of an underachiever, don’t give up – get this book. (back cover)

Slocumb, Paul, & Ruby Payne. (2000). Removing the mask: Giftedness in poverty. RFT Pub.
This work is a first step in looking at students’ gifts and talents in a context of opportunities afforded within the home environment. Their giftedness is shaped differently and, therefore, must be examined differently. The gifted from poverty do not come to school with middle-class experiences and values; programs thus must be adjusted to accommodate the experiences and values that are fostered in the culture of poverty. This work addresses two major questions: 1) How do I identify gifted students from low socioeconomic environments? 2) Once the district has identified them, how do school officials design and implement programs that will meet these students’ needs and keep them in the program? Removing the Mask: Giftedness in Poverty is for the practicing professional who is committed to finding and serving the best and the brightest from the culture of poverty. (excerpted from Introduction)

Erikson, H. Lynn. (2002). Concept-based curriculum and instruction: Teaching beyond the facts. Corwin Press.
The author explores concept-based learning on a more in-depth level across disciplines and grade levels. Teachers can use the specific strategies to create a seamless learning program that teaches students the skills they really need to think conceptually and to solve problems in today’s complex, changing world. (back cover)

Gunter, Mary Alice, et. al. (2002). Instruction: A models approach (4^th edition). Allyn and Bacon.
What is the "models approach" to teaching? It is a method which enables readers to understand instruction as a field of study, not simply a collection of practices. Written in a style that is both concise and user-friendly, this book provides busy educators with the tools they need to enhance and improve the learning process. This book provides a research-based, yet easily accessible discussion of the models of teaching using a user-friendly, step-by-step format. Practical examples and end-of-book case studies illustrate key points and are drawn from a variety of grade levels and classroom experiences. Each chapter covers one model, broken down into "Steps," followed by a summary, variations of the model, exercises, the research base, activities, and scenarios, offering a consistent, user-friendly chapter format. "Activities," and "Scenarios" provide hands-on application of each model. (back cover)

Strong, Richard, et. al. (2001). Teaching what matters most: Standards and strategies for raising achievement. ASCD.
With 10 years of research and work in 300 schools to guide them, Silver, Strong, and Perini offer four standards that can be used to help students meet the various standards dictated by districts, states, and regions: Rigor: helping students make sense of challenging texts and ideas; Thought: helping students become adept users of powerful learning disciplines; Diversity: helping students understand themselves and others; Authenticity: helping students apply what they learn to the real world. In this book, the authors go beyond simply showing what what each standard looks like in various school settings. They provide research-based teaching strategies that can help all students meet each standard along with assessment practices that allow schools and teachers to respond thoughtfully to the diversity of students’ needs. (excerpted from back cover)

Tomlinson, Carol Ann. (1999). The differentiated classroom: Responding to the needs of all learners. ASCD.
It's an age-old challenge: How can teachers divide their time, resources, and efforts to effectively instruct students of diverse backgrounds and interests, as well as skill and readiness levels? The Differentiated Classroom: Responding to the Needs of All Learners offers a powerful, practical solution. Tomlinson looks at elementary and secondary classrooms in nearly all subject areas to show how real teachers turn the challenge of differentiation into a reality. Her insightful analysis of how, what, and why teachers differentiate lays the groundwork for you to bring differentiation to your own classroom. Tomlinson's commonsense, classroom-tested advice speaks to experienced and novice teachers as well as educational leaders who want to foster differentiation in their schools. Using a "think versus sink approach," Tomlinson guides all readers through small changes, then even larger ones, until differentiation becomes a way of life that enriches both teachers and students. (excerpted from back cover)

Tomlinson, Carol Ann, & Susan Demirsky Allan. (2000). Leadership for differentiating schools & classrooms. ASCD.
Try going a week without hearing a call for a massive overhaul of our educational system. Parents, students, educators, bureaucrats, pundits . . . everyone says something must be done. But what? And who should do it? In this environment, school leaders must build bridges for change. As the system now stands, many students spend great portions of their lives feeling inferior if they struggle, invisible if they already know the material, problematic if they're not a child of the dominant culture, and perverse if they question the school agenda. This book explores how school leaders can develop responsive, personalized, and differentiated classrooms. Differentiation is simply a teacher attending to the learning needs of a particular student or small group of students, rather than teaching a class as though all individuals in it were basically alike. Expert educators teach individuals the most important things in the most effective ways. No single approach works with all students. Classrooms function best when teachers and students join to develop multiple avenues to learning. Until every student is growing and successful, our own growth is unfinished. The authors show how school leaders can encourage and support growth in our classrooms. (back cover)

Tomlinson, Carol Ann, & Caroline Cunningham Eidson. (2003). Differentiation in practice: A resource guide for differentiating curriculum, grades K-5. ASCD.
Focusing on the elementary grades, but applicable at all levels, Differentiation in Practice, Grades K-5 will teach anyone interested in designing and implementing differentiated curriculum how to do so or how to do so more effectively. Inside, you'll find: annotated lesson plans for differentiated units in language arts, social studies, science, and mathematics; samples of differentiated product assignments, learning contracts, rubrics, and homework handouts; an overview of the non-negotiables in differentiated classrooms and guidelines for using the book as a learning tool; An extended glossary and recommended readings for further exploration of key ideas and strategies. Each unit highlights underlying standards, delineates learning goals, and takes you step by step through the instructional process. Unit developers provide running commentary on their use of flexible grouping and pacing, tiered assignments and assessments, learning contracts, and numerous other strategies. The models and insight presented will inform your own differentiation efforts and help you meet the challenge of mixed-ability classrooms with academically responsive curriculum appropriate for all learners. (back cover)

Tomlinson, Carol Ann, & Caroline Cunningham Eidson. (2003). Differentiation in practice: A resource guide for differentiating curriculum, grades 5-9. ASCD.
Differentiation in Practice, Grades 5-9 will teach anyone interested in designing and implementing differentiated curriculum how to do so or how to do so more effectively. Included are: annotated lesson plans for differentiated units in social studies, language arts, science, mathematics, and world/foreign language; samples of differentiated worksheets, product assignments, rubrics, and homework handouts; an overview of the essential elements of differentiated instruction and guidelines for using the book as a learning tool; an extended glossary and recommended readings for further exploration of key ideas and strategies. Each unit highlights underlying standards, delineates learning goals, and takes you step by step through the instructional process. Unit developers provide running commentary on their use of flexible grouping and pacing, tiered assignments and assessments, negotiated criteria, and numerous other strategies. The models and insight presented will inform your own differentiation efforts and help you meet the challenge of mixed-ability classrooms with academically responsive curriculum appropriate for all learners. (back cover)

Torrance, E. Paul, & Dorothy Sisk. (1997). Gifted and talented children in the regular classroom. Creative Education Foundation Press.
It is time to devise concepts and procedures which will engage the gifted and non-gifted in such a way that all children may attain their highest potential. [The authors] have described methods of instruction that are capable of involving all children in putting forth their best efforts. [They] have also described devices which can take children beyond learning and doing the things they love and do best and giving those who need mentors these kinds of experiences. (excerpted from Preface)

Wiggins, Grant, & Jay McTighe. (2000). Understanding by design. Prentice Hall.
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today’s high-stakes, standards-based environment? The book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning.

Creative Kids, a magazine for students. Prufrock Press, 800.998.2208; www.prufrock.com

Gifted and Talented International. The journal of the World Council for Gifted and Talented children is a peer-reviewed journal published twice a year. The journal publishes manuscripts that are based on research in the field of gifted education, including intervention studies of classroom practice, methods employed in the education of gifted students, and cross-cultural studies on topics of interest to the field. For information, contact Center for Gifted Education, College of William and Mary, PO Box 8705, Williamsburg, VA 23185-8705

Gifted Child Quarterly is the official publication of the National Association for Gifted Children (NAGC). It contains articles of interest to professionals and those with some reading experience in the field of gifted education. The journal also publishes quantitative or qualitative research studies as well as manuscripts which explore policy and policy implications. Prufrock Press, 800.998.2208; www.prufrock.com

Gifted Child Today (G/C/T) offers educators practical and timely information about motivating and educating talented learners. It avoids jargon and provides useful classroom projects written by educators who work with gifted, creative, and talented children. Prufrock Press, 800.998.2208; www.prufrock.com

Gifted Education Communicator, published quarterly by the California Association for the Gifted (CAG), geared for all parents and educators of the gifted; available with or without CAG membership. CAG, 15141 E. Whittier Blvd., Suite 510, Whittier, CA 90603, 562.789.9933; e-mail: CAGOffice1@aol.com; www.CAGifted.org

Gifted Education International, published three times a year for the international community. For information, contact A B Academic Publishers, PO Box 42, Bicester, Oxon, OX6 7NW, England

Gifted Education Press Quarterly uses a newsletter format to provide articles on unusual topics in gifted education. For subscription information, contact Maurice Fisher, www.cais.com/gep/

Imagine. A periodical for middle and high school students who want to take control of their learning and get the most out of their precollege years. Published five times a year by Johns Hopkins University's Center for Talented Youth. www.jhu.edu/gifted/imagine/

Journal for the Education of the Gifted (JEG) is the official publication of The Association for the Gifted (TAG), and is committed to the analysis and communication of knowledge and research in the field of gifted education. It is aimed at the experienced reader of the literature. Prufrock Press, 800.998.2208; www.prufrock.com

The Journal of Secondary Gifted Education (JSGE) offers education professionals a mixture of innovative theory and research focused on adolescents. It is designed especially for professionals interested in secondary and post-secondary programs for gifted and talented children. Prufrock Press, 800.998.2208; www.prufrock.com

Parenting for High Potential is NAGC’s quarterly magazine designed for parents. Each issue includes special features, expert advice columns, software and book reviews, ideas from parents, and a pull-out children’s section. Prufrock Press, 800.998.2208; www.prufrock.com

Roeper Review, published quarterly, focuses on current research and issues that relate to the lives and experiences of gifted children. For educators, counselors, and parents who have had some experience in reading in the field. www.roeperreview.org/

Understanding Our Gifted, published quarterly, addresses the intellectual, social, and emotional needs of gifted youth through regular columns and feature articles. Provides practical information on current issues in a clear, interesting writing style. Open Space Communications, Inc., 800.494.6178; www.openspacecomm.com