April/May 2024
Transitions

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Presidents' Letter

Cori Paulet & Jinju Truong, Co-Presidents

As I write this, tax day is looming (it always catches me off guard!), and I am reminded of the famous quote that “nothing can be said to be certain, except death and taxes.” No disrespect for Mr. Benjamin Franklin, but I would add to his timeless adage, another inevitability: transitions.  

For me personally, transitions loom large as I navigate the shifting landscape of my family life. My oldest son, once challenged by small transitions like putting down a toy and moving to a new room, will be embarking on a major transition into college this fall as my youngest prepares to enter high school. Meanwhile, I find myself knee-deep in the chaos of readying our kitchen for an imminent remodel that took 10 years to reach fruition.
From the mundane transitions of everyday tasks to once in a lifetime events, our lives are defined by transitions. 
This current whirlwind of change will undoubtedly bring both rewards and challenges.  
In this edition of Outlook, we explore the theme of transitions, delving into the many ways in which they impact our lives, shape our experiences and impact our children's experience of going through the day with confidence.
Co-President

So, whether you're on the brink of a major life change or navigating the ebb and flow of daily life, the articles and resources here provide insights, unique perspectives, and strategies for navigating the inevitable ups and downs of transitions. 

-Cori Paulet
Co-President

In this Outlook:

• Upcoming MCGT Events
  
• Monthly Discussion Groups
• Chapter/Community Group Events
• Monthly Theme: Transitions
• Voices From Our Community

• Advocacy
• Resources
• Book Nook
• Educator Resources
• Gifted Conferences
• and more!

TRANSITIONS

Editor's Note: Articles are embedded.

Please click on the linked text to read referenced information. Thank you! 

Foundations

Foundations are the frame or solid historical context that help us understand a topic before we look for an idea to help our situation. But when it comes to transitions, the best foundation is to be validated that we are not the only ones - in fact, there are many who also struggle with understanding why transitions can be so difficult for our children.

In her Bridging the Gap blog post, Heather from wonderschooling.net does a wonderful job of both validating our experience and putting words to some of the contextual reasons we find ourselves trying again and again to facilitate smooth transitions in family life.

Davidson Institute introduces us to how the combination of asynchronous development, executive skill development plus overexcitabilities (OEs) play a vital role in effectively improving transition experiences for all. 

Understanding the Why

“The transition was difficult. It’s hard to stop something

that you’ve enjoyed and that has been very rewarding.”

– Kareem Abdul-Jabbar

Before Jumping to Solutions...

Ginny Kochis from Not So Formulaic Gifted Parenting Blog shares a list of contributing factors that may lead us to jump to the conclusion that a child's lack of motivation is the cause for transition struggle or apparent apathy. 

A Starting Point

Dr. Danika Maddocks from The Gifted Learning Lab's visual "Signs your bright kid may be 2e" validates transitions as a common struggle and provides a helpful list to consider where to begin to effectively turn around a difficult transition on any given day. 

Many why's but the magic is in the connection

What We See:

They won’t 

They just don’t want to 

"Preferred to not preferred activities"

They are scared 

They aren’t listening 

Slow moving

Not caring

"We REALLY DO need to get in the car NOW!"

What Is Actually True:

They are literally somewhere different than we are

~Tina Van Erp

Knowing where to begin while the feelings of concern, frustration and powerlessness increase in the midst of transitions is challenging. In How Can We Help Kids with Transitions, Katherine Martinelli from The Child Mind Institute provides useful suggestions to start with connection with your child. 

Apply

Using Design Thinking to Ease Transitions

Erica Brewinski, Ed.S.

If you are a parent of a gifted child or work with advanced learners in some capacity, you have undoubtedly heard, in some variation or another, that gifted students don't transition well. It is stated as a fact, as a character flaw perhaps, one that can be exacerbated by a child’s intensities. It goes something like this: “Sam often refuses to line up with the rest of the class when it is time to go to specialists because they do not want to stop what they are doing.” Or, “My daughter lashes out at me when I tell her it’s time to go to her piano lesson, yet she is always so happy afterward.” What is less commonly shared is that these students can–and will–learn to successfully navigate transitions on their own with the help and support of the adults who care about them. Unfortunately, there is no one-size-fits-all approach; instead, we need to repeatedly engage in design thinking (empathize, define, ideate, prototype, and test) to figure out how to empower each child.

Let me start with an example. I vividly remember sitting on the floor of my dorm room at Brown University toward the end of my first semester, sobbing on the phone to my mom that it was too hard, that I was stupid and couldn’t do it. I had been valedictorian of my high school class, and while I had worked hard to achieve that (I am not gifted), I had no real concept of what college would be like. I didn’t know how to advocate for myself–I felt stupid asking for help, I didn’t know who to go to even if I mustered the courage to do so, and I struggled to understand and articulate what I needed. I also wasn’t prepared to “fail.” (Not literally, but as a perfectionist, anything less than an A was gut-wrenching.) Now, as a parent of three, I know how incredibly difficult it is to watch your children fall down. My instinct is to rush in and help, or better yet, make sure my kids never have to feel a sense of failure or disappointment in the first place. Yet I know that in my rush to protect them, I am not preparing them for success or happiness in the long run; I have to teach them that life is not always easy or fair, that it’s okay to flounder sometimes, and that the important thing is to learn and grow from each setback.

Another challenge in my transition to college was finding “my people”. Unlike in high school, I was not on sports teams, in the band or choir, on the debate team, etc. so I didn’t have an established group to join. I also had a startling amount of activities from which to choose and a distressing amount of unstructured time. It was intimidating and scary, but also freeing. I tried all sorts of new things, eventually building up enough fortitude and confidence to start a new community service organization that lives on to this day. I believe that a large part of why I was able to do this–and to make many close friends along the way–was a result of my exposure to so many different kinds of people growing up. We need to get our kids involved in diverse activities not only to expose them to new things, but also to give them practice meeting and interacting with people from different backgrounds.  

Think about how many times a day you transition from one task to another, from one conversation to another, from one place to another. Now consider how many of those transitions are unanticipated–a call from the school nurse saying that you need to pick up your child, an emergency with an important client, your spouse unexpectedly having to work late. We are able to successfully navigate transitions as a result of practice. This is where it can get particularly sticky with gifted kids who are accustomed to not having to work too hard to achieve success. The requisite executive functioning (EF) skills are not explicitly taught and reinforced in the same manner as math facts and grammar, yet the prefrontal cortex–where EF lives–makes up one-third of our brains and continues developing well into our twenties. In other words, finding it hard to navigate transitions is not a child’s fault.

The asynchronous development of gifted children often means that they simply can’t do what we are asking of them, not that they won’t do it. Case in point: It takes at least five reminders for my 10-year-old son to empty the dishwasher each day. Why? His “ability to get things done”, Seth Perler’s definition of Executive Function, is still early in its development. This means he lacks the ability to do things like stay on task, have a realistic perception of how long the job will take, and persist when he’d rather be doing something else. Similarly, if your child has trouble with homework completion (remembering they have an assignment, getting started on it, staying focused, turning it in, and so on), it is likely the result of their brain not having learned how to plan effectively, be a self-starter, and make good decisions. The fact that gifted children are prone to hyper-focus and perfectionism makes transitions and multitasking even more difficult and underscores the importance of practicing creative and practical skills.

How do we help these amazing children? Listen. Observe. Try different strategies. Practice. Praise. Reflect. Breathe. Persist. Try a different approach.

Consider the following:

1. Enroll your child in a theater class. It will build all sorts of skills (creativity, risk-taking, public speaking, collaboration, and so on) and it’s fun!

2. Practice failure again and again. Kids will not learn persistence, resilience and practical problem solving skills if we don’t teach them how to work through challenges.

3. Co-advocate with your child. If students aren’t challenged and don’t gain key life skills such as time management, organization and teamwork, they are likely to be overwhelmed and frustrated in college and beyond.

4. Expose them to as many things as possible so they can discover their passions, get out of their comfort zone, and develop non-cognitive skills that are essential during transitions and in life. 

Also, remember your toolkit:

1. Prioritize physiological Needs: Healthy food, good sleep, physical activity, fresh air

2. Clarify Expectations: Don’t assume your child thinks like you do

3. Anticipate Challenges: Preview and remind

4. Establish Routines: Structure and predictability helps (as does practice when they break down)

5. Preview: Countdown to transitions (20 min, 10 min…) 

6. Prioritize Socialization: Being with others who share a child’s interests is HUGE–it empowers them to let down their walls, be themselves, and find a place where they fit in

7. Give Sincere and Specific Praise

8. Plan Extra Time

9. Make Sure You Have Their Attention: Use eye contact, a hand on their shoulder, or have them repeat what you said

A final thought: Our society has become infatuated with labeling kids–2e, PG, ADHD, ASD, etc–and while such identifications are often useful in understanding a child’s needs, there is no cookie cutter solution for helping them since they are still individuals with different life stories. So is it better to avoid such classifications? Consider two of my own siblings. One brother is crazy smart and earned his MBA at Wharton, yet he is socially awkward, always hyper focused on one thing, and super competitive. No testing, no label, no interventions. Another brother cannot read or do basic arithmetic, yet he effortlessly connects with a variety of people, is a self-starter, and consistently completes tasks, including undesirable ones, without reminders. He was born with an intellectual and developmental disability (IDD) and receives services. Which brother is better off? Would the first one have benefitted from being tagged as 2e, or would that have created additional stress or a drop in self-confidence? I bring this up as a reminder that regardless of a child’s label or lack thereof, the help that they need requires an individualized, flexible approach that includes careful observation, understanding, creativity, trial and error, and grit. Parenting and teaching will always be hard, yet hopefully these suggestions will help make it a bit easier.

Erica Brewinski is the Executive Director of Minnesota Institute for Talented Youth (MITY), a 501c3 nonprofit organization whose mission is to inspire and challenge intellectually curious students to pursue their passions within a diverse, inclusive community and empower them by building skills and relationships for lifelong success. She holds an MA in Educational Policy and Administration and an EdS in Educational Leadership. Erica was a school administrator for ten years and has taught students in grades 6 - 12, undergraduates and graduate students. She can be reached at erica@mity.org or at 651-243-2221. Visit mity.org to learn more.

Learn, Grow & Develop

Transitioning is not something we do naturally; we learned, practiced and then over time created our own patterns and preferences. The resources below address specific developmental times that feel new but are each the stepping stones in the marathon of our children finding their own styles of moving through transitions.

School to Summer - Missy Hand Bedell on SENG

When to start Kindergarten? - Dr. Gail Post on Gifted Challenges

Elementary to Middle - Davidson Institute citing C. Pierson Yecke

High School - Adulthood - College or Not - Aurora on Embracing Intensity 

Going Visual!

(Tools & Strategies)

The power of "Going Visual" opens doors in our mind that are personal, based on experience and open to new ideas that are uniquely relevant to our circumstances. This edition's visual introduces you to the incredible 

Kristin Wiens

@kwiens62, https://northstarpaths.com

In "Reframe the Behavior", Kristin represents the role of acknowledging how point of view influences how we interpret the behavior we see and the learning we are supporting.

Take a moment. Soak it in.

Choose one thing that feels like the right next step for you. 

Voices From Our Community

Oliver Yehlik is in the biggest and most complex transition of his life so far. At 20 years old, he is wrapping up his last few weeks of college when he'll be graduating with a degree he created. He sat down and wrote this reflective prose shortly after sending off his senior thesis paper. 

He remembers that he was the kid who "really would have preferred to have 24 hours notice" before a transition. 

By Oliver Yehlik

I look up the name of the blinking line in the Google document after finding that it has captured my attention. I’m reminded of what I knew, it is the cursor. Mostly, I’m looking for an excuse to start typing and this seems to have done the trick. I’ve just spent what must have been dozens of hours with this blinking line. 

I am a learner currently plying my trade at the University of Minnesota Duluth. As part of a program at my institution, known as Undergraduate Research Study Abroad or as I call URSA, I spent the summer of 2023 in Morocco and the last two semesters finishing an extensive research project. This morning, I read aloud the final draft of a paper I’ve written on the experience.

Everything in some way or another seems to be in motion. One paper edited and submitted. Another document opened. I don’t mean to imply that this movement is just busy, but more like water. Sometimes I exert energy and make waves, sometimes I float on the water with joy and amazement. I’m smiling, the sun beaming down as I drift in a kayak under the trees on the riverbank.

I’m going to cut away to another scene. I want to keep the words coming. I’ve found myself engaged recently with the word moments. For now, I’m taking this as inspiration to write vignettes.

I must have been about 12. I remember my Dad asking if I’d like to go kayaking on the river which runs through the backyard of my family's home. I knew that this surely wouldn’t work for me. I found myself anxious, knowing that there wasn’t anything abnormal about this kind of excursion but feeling not-very-in-control of my own life. Maybe next time I might feel ready with 24 hours notice.

The other night, I call my Mom and we talk about this memory. She has even more memories, from her many years with this younger Oliver who I don’t always remember. She reminds me of a 10 year old me, who decried late at night, “I’d rather be grounded than not have my homework done.” Here is quite a transition, getting ready for bed amidst the worry of work left undone.

As we talk about this younger me, I can’t help but reflect on how many steps I’ve taken on this journey of my life. Here is an Oliver who is curious and frightened and passionate and unsure. A decade later, having just celebrated my 20th, is an Oliver who has ditched his to-do list in the midst of his last semester as an undergraduate. He turns nearly all his attention to the conclusion of a project, a work of a size he never could have known until submitting it today. And he loves it!

I joke to my Mom about finding myself these days as an Oliver who sometimes forgets important things. A perfectly human thing to do that has often been a source of stress in my life.

10, 12, and 20 year old Oliver are all me. This is a story about Oliver in all his curiosities, worries, passions, and uncertainties. I love the story in every twist and turn.

I’ve lived many changes, painful and joyous and in plenty of other varieties. In this research paper of mine, I quote poet Rosemerry Wahtola Trommer in her work For When People Ask. I will offer another few lines here, “The heart is not like a songbird / singing only one note at a time, / more like a Tuvan throat singer / able to sing both a drone / and simultaneously / two or three harmonics high above it.” I’ll leave you, the reader, with this layered and complex soundscape.

I think this piece calls for an acknowledgement, to my parents who loved me as every Oliver. Thank you for being with me in all the transitions as I needed you. I’m called in this to imagine what the story might be in another decade. See you then.

Reference:
Trommer, R. For When People Ask. (2022, March 13). A Hundred Falling Veils.

Advocacy

Advocacy as Negotiation

By Kathy Geary

The goal of principled negotiations is to focus on basic interests, mutually satisfying options, and fair standards, which allow for a wise agreement.  There are three stages : analysis, planning, and discussion.

During the analysis phase, gather information, organize it, and think about it in order to diagnose the situation.  Identify your interests and those of the other side.  Also, be aware of the “people component”: what are their perceptions, constraints, and responsibilities.

In the planning phase, participants generate ideas and develop a plan of what do to.  Identify which of your interests are the most important.  What are some realistic objectives?  What options have been generated, and are there other possibilities?

The discussion phase allows the participants to communicate back and forth, looking toward agreement.  Both sides can generate options that mutually advantageous and seek agreement on objective standards for creating a viable outcome. 

Highlight: Upcoming MCGT Events

My Child is Gifted—Now What?

SAVE THE DATE!
Saturday, August 3, 2024

Burnes Park, 301 2nd St N, Hopkins, MN 

From the MCGT Speaker Library, FREE to MCGT members: 

Neurodivergent & Strong: Developing our Superpowers

Presenter:  Sam Young, M. Ed.

As legendary psychologist, Dr. Joseph Renzulli, once said, “No one cares about Einstein’s ability to paint, or Picasso’s ability to complex math.” Why, then, are we obsessed with focusing on what we can’t do well and doing it better?

Superheroes don’t spend their whole lives focusing on their struggles. If they did they probably wouldn’t be super! They’re super because of the way they use their powers to make the world a better place!

The sad reality is that much of society prescribes to the medical model: a deficit-based way of thinking that focuses on isolating our weaknesses and developing them. There is a better way… The strength-based, talent development model is the answer and it’s changing everything in the field of neurodiversity, psychology, and beyond!

Don’t miss this talk where we will explore how we can empower our kiddos to identify their superpowers and wield them in leading strength-based lives!

This recording is available to all MCGT members. You must be logged in to watch. Not a MCGT member? Join online now!

Did you know that MCGT Members can register for speaker events after the event and get access to the video recordings?

Access is available for four months after each event. Email the MCGT office at info@mcgt.net to register after an event.

Find all of the current speaker recordings
(including ones that are FREE to members at all times!)

Financial assistance is available from the Betty Johnson Scholarship Fund: Families with gifted & talented children should not be restricted in their participation in MCGT activities because of limited funds. Therefore, the MCGT Board will accept requests for financial assistance which would enable families to attend events sponsored by MCGT, such as the annual conference or speaker events. MCGT also accepts requests for financial assistance for MCGT membership fees. 

MCGT welcomes donations designated to the Betty Johnson Scholarship Fund.

ADHD and Gifted MCGT Professional Series – Winter 2024

February 23, March 28, April 26
12:00pm - 2:00pm Central Time via Zoom

Co-Sponsored by the Minnesota Dept of Education and Cottonwood Center

It's not too late to register - sessions are recorded, so you can watch previous sessions!

This 3-part series is designed for high-level exploration of diagnosis and supportive interventions (biological, psychological, social, educational) for the twice-exceptional child who has ADHD and is gifted and talented. Dr. Liz Adams, owner of MN Neuropsychology, will explore the diagnostic process for distinguishing ADHD and giftedness or the 2e experience of being gifted and ADHD. Dr. Ana Bartz DNP APRN FNP-C, Family Nurse Practitioner at Psychological Consultation Specialists, will outline her process for medication interventions and other treatment considerations for 2e individuals. Dr. Matt Fugate, Provost of Bridges School of Cognitive Diversity, will present best practices in educational interventions and accommodations for “ADHG  - Attention Divergent Hyperactive Gifted” learners.

This series has been specifically designed for mental health professionals working with gifted and twice exceptional people. We welcome participation from GT Coordinators and are co-sponsored by the Minnesota Department of Education to provide CEUs for education professionals. 

All sessions will be via Zoom and recorded for access outside of the scheduled presentation time. 

Continuing Education hours (CEUs) have been approved by the MN Board of Psychology (log #202401.230) and are available from Minnesota Board of Education (MDE). CEU documentation will be sent directly to participants. 

Learning Objectives:

• Understand the differential diagnosis of ADHD and giftedness

• Recognize how intensities present similarly and differentially between ADHD and Gifted 

• Know the tools of assessment that are core to diagnosis and differentiation between gifted only, ADHD, and ADHD/2e

• Understand the current developments in the neuropsychology of ADHD

• Consider the treatment and Interventions from a biological, educational, family, and psychological perspective

• Improve knowledge of medication interventions for 2e children with ADHD

• Understand the differences in development of executive functioning and how gifted might develop skills differently

• Learn about the concept of “ADHG” and how educators and practitioners can use this concept in their work with 2e students

• Develop a set of tools that educators and community mental health providers can both use to work together for best support of gifted and ADHD students 

Fee:   

$150 For all 3 Sessions

$100 for MCGT Professional Members
Not a MCGT Professional member? Join online now!

$50 for Undergraduate or Graduate Students

Questions? Email info@mcgt.net

Resources

Resources from Erica Brewinski, EdS:

What is Executive Functioning? How Does it Affect My Child? by Seth Perler
Important, easy read that reminds us why certain things are so hard for even the most gifted kids as well as practical tips to add to your toolbox.

Parents: We Need to Let Our Kids Fail if We Truly Want Them to Succeed by Whitney Ballard
Blog post from the lens of an educator.

How the Performing Arts Benefit Kids by Julia Savacool
Highlights some of the many ways that theater classes help build students’ creativity, empathy, confidence, and flexibility.

We are excited to share that the Jack Kent Cooke Foundation Young Scholars Program application is open until May 9, 2024. We hope you will help us spread the word via your networks as well as encourage any students you know who are currently in 7^th grade to consider applying for this amazing opportunity. 

The Young Scholars Program is a selective, five-year pre-college scholarship program for exceptionally promising 7^th graders who have financial need. It provides comprehensive academic and college advising, as well as financial support for school, Cooke-sponsored summer programs, internships, and other learning enrichment opportunities during high school.  

To be eligible to apply, applicants must:

Click here to learn more about the program, sign up for upcoming webinars, and access the application. Email scholarships@jkcf.org if you have any questions!

Book Nook

Educator Resources

Celebrate Your Students!
Nominate your Academic All-Stars!

It is time to nominate your students as Academic-All Stars! All Minnesota K-12 teachers, administrators and academic challenge coordinators are invited to designate students as "Academic All-Stars," to be eligible to attend the 2024 Gathering of Champions. This free annual celebration and recognition of student excellence is sponsored by Synergy & Leadership Exchange and its educational partners. The 2024 Gathering of Champions will be held at the Mall of America on Friday, August 2.  

Visit www.synergyexchange.org - click on Gathering of Champions under the Celebrate tab or click here to nominate your students!

Who Should You Designate as an Academic All-Star?

We recommend you consider students from the following three categories:

• Students who are consistent top academic performers
• Students who have shown significant improvement in achievement or have overcome barriers to academic achievement
• Students who are local, regional or state champions in a Minnesota Academic League Council approved event. The names of approved programs are found in the Reach for the Stars catalogue.

How Do You Nominate Students?

• Nominate your students online today - www.synergyexchange.org - click on Gathering of Champions under the Celebrate tab or click here. The nomination deadline is June 30.
  

Academic All-Stars attending the event will receive*:

• A certificate of achievement and congratulations on stage from dignitaries
• Commemorative items honoring their selection as an "Academic All-Star"
• Discount coupons for rides in Nickelodeon Universe® and purchases at participating Mall of America merchants
• The opportunity to purchase a commemorative Academic All-Star T-shirt

*Details subject to change

For More Information: 

Please contact Synergy & Leadership Exchange at goc@synergyexchange.org or 507-389-5115.

Social Justice Books

Critically reviewed selection of multicultural and social justice books for children, young adults, and educators. Check out their Guide for Selecting Anti-Bias Children’s Books!

This site provides a comprehensive, searchable collection of children's books featuring Black and Indigenous people and People of Color (BIPOC). Anyone with a library card can check out books from their circulating collection of you through Interlibrary Loan. 

Free Outlook Subscription for Educators

Please pass on this invitation to the educators in your circle of support for your children and your district.  

MCGT invites all educators and MN Gifted stakeholders to subscribe FREE to the MCGT Outlook. The Outlook is an MCGT member benefit, but we are currently extending this offer to educators who are not members to provide additional resources and support for the families of gifted students and the gifted educators of MN.

Some content from The Outlook is “members only” material and will only be available if you are a MCGT Member.

MCGT Sponsors

ARETE ACADEMY

Josh Chambers, Licensed Therapist, LPC

GIFTED ROADS, LLC

Check out MCGT's Website!

MCGT Monthly Discussion Groups

Anyone is welcome, Monthly Discussion Groups are via Zoom and are open to members and non-members. We look forward to meeting you!

Drop in and join us - no registration required.

Photo by IIONA VIRGIN on Unsplash

Talented Tots

Do you have a bright or talented kid between the ages of 1 and 5?  (Check out this description if you’re not sure.)  Come discuss all the hilarity, exasperation, and joy of raising bright young kids with other parents who get it! This supportive parent community is a place to ask questions, share stories, meet new friends, and exchange tips and ideas. 

Facilitated by Danika Maddocks, PhD, fellow parent of a talented tot. Sponsored by the Minnesota Council for the Gifted and Talented CHOICES chapter.

Time: 12pm – 1 pm

First Tuesday of the Month -
May 7, June 4, July 2, Aug 6

Building Bridges

Are things just not working at school even though your child is really smart? Does your child have wide differences in skills? You may be parenting a twice exceptional child. Join the MCGT 2E discussion group to connect with other parents who are also on this journey, discussing concerns, successes, educational options and much more. 

Time: 7:00-8:30pm

Second Wednesday of the Month -

Building Bridges is taking a break for the summer, see you next school year!

Lean On Me

You are not alone in this journey of parenting bright children. Find your people in this monthly discussion group where we talk about  raising gifted, creative and talented children. The group focuses on listening, generating ideas, resource sharing, and is for anyone who is a caregiver of elementary and teenage gifted, creative and talented kids.

The group is facilitated by Dr. Teresa Argo Boatman, a local psychologist who specializes in working with gifted people.

Time: 7:30-8:30pm

Fourth Tuesday of the Month -
April 23, May 28, June 25, Aug 27

Chapter and Community Group

Announcements

Most events are open to all MCGT members, but some may require chapter membership and/or a fee as noted.  

We are grateful to the volunteers that keep MCGT's chapters and community groups running. MCGT events, including chapter/community group events, may be virtual or in-person.

Check out the MCGT website and Events Calendar for the most up-to-date information.

MCGT 2e Parent Group Listserv

The MCGT 2e Parents Group listserv is the perfect place to ask questions, offer advice, and find out what resources are available. No matter what you’re dealing with, chances are someone else has already been through it and is willing to help. To join the list, please contact the MCGT office. You must be an MCGT member and be working with 2e issues to be eligible.  We hope to hear from you soon. 

“Driftless Gifted”

(or “DG2e” for short)

Families in the largely rural “Driftless” Region of Southeast Minnesota – essentially, the greater Mississippi Valley blufflands – now have a new way to network with other local gifted and twice-exceptional families: A new parent group, loosely based in La Crosse, Wisconsin covers the entire Wisconsin/Minnesota/Iowa tri-state border region and is reaching out to the underserved surrounding counties within about a 1.5-hours’ drive radius from the city of La Crosse.

New families can join by either requesting membership in the Facebook Group, or by sending an email.

The G Word

MCGT is pleased to be a part of the Partnership Network for the G Word. This partnership will provide MCGT access to a broader network and additional resources and will bolster our mission of making connections, providing support, offering resources and growing advocacy for gifted learners and their families. 

CHOICES Groups.io Forum

The CHOICES Chapter would like to extend an invitation to follow our happenings by requesting to join our group forum on groups.io.

Curated Education

Homeschooling

Online Learning

Independent Study

Charter and Private School

Enrichment and Experiential Learning

Shared Time

CHOICES Gifted Homeschooling Videos

The CHOICES Chapter has put together a series of video discussions with veteran families that answer common questions about homeschooling and learning choices for gifted kids. Most discussions range from 10-20 minutes, and each panel features four parents with experiences on the topic. If you are looking for information and/or reassurance about the academic options for your child, come check out the videos!

These videos are available to all MCGT members, you do not need to be a CHOICES chapter member to view them. 

MCGT Scholarships

Scholarships for MCGT events and for MCGT memberships are available through the Betty Johnson Scholarship Fund.

Gifted Conferences

Wallace Research Symposium on Talent Development
University of Connecticut Storrs Campus

May 19-21, 2024

Registration Fee (includes meals from Sunday dinner through Tuesday lunch):

Early Bird Registration: $450

Regular Registration: $500

Full-time Graduate Student Early Bird Registration: $175

Full-time Graduate Student Regular Registration: $225

Registration closes May 10, 2024

Edufest 2024
Boise, Idaho

July 22-24, 2024

Edufest is taking place in person and live simulcast July 22^nd-July 25^th in Boise, ID. 10 nationally recognized presenters will offer 20 weekly strands, evening events, an opening keynote by Dr. Susan Baum, and closing keynote by author Alan Heathcock.

Attendees, both in-person and virtual, will have complete access to all recorded sessions in the archive for 3 months. That’s over 120 hours of PD. Attendees will also be invited to take part in 2 webinars hosted throughout the year following the conference.

We’d love to see you this summer, either in-person or online, for an inspiring 3 and ½ days of learning. To learn more, view the informational webinar, access the program and register, please visit www.edufest.org.

Housing/Meal Plans available for in person attendees.

Twice-Exceptional Teacher Education
International Hybrid Conference

Sept 19-21, 2024 Virtual and In-Person

Cleveland State University, OH

WHY SHOULD YOU ATTEND THE 2eTE INTERNATIONAL CONFERENCE?

You are interested in gifted children with disabilities, and you are:

• A teacher who is looking for strategies, practices, and classroom ideas.
• An administrator, hoping to do more for your twice-exceptional students.
• A parent of a twice-exceptional child, looking for community and information to share with your child’s school and professionals.
• A counselor, hoping to help twice-exceptional children and families find support.
• A researcher, interested in what we know, and what we don’t know, about twice-exceptional students.
• A twice-exceptional person and you want to understand yourself and gather information to help other professionals understand people like you.
• Needing a professional reason to go to Cleveland, Ohio to experience fun things to do in the Fall! (only if you attend in person!)

CONFERENCE OBJECTIVES:

Along with international experts on twice-exceptional students, participants will:

• Identify and value the unique learning needs when there is a talent and a disability present.
• Describe teaching strategies for 2e students.
• Understand how twice-exceptional education connects the concepts of gifted education and special education.
• Learn about the range of supports and organizations that support twice-exceptional children.
• Utilize collaboration strategies to work with other grownups from other fields.
• Determine the implications of recent and cutting-edge research findings.
• Connect with others who are passionate about twice-exceptional learners.

NAGC 2024 Annual Conference
Save the Date!

November 21-24, 2024
Seattle, Washington

Stay Connected

MCGT Membership

We value our MCGT members and need active and engaged members to stay healthy as an organization. One way you could help us is sharing information about MCGT with others. As a reminder, the benefits of membership include getting to FIND YOUR PEOPLE and:

• Reduced Fees to MCGT Sponsored Events
• Access to recordings of MCGT events for four months with event registration
• Membership in the State and One Local Chapter
• A United Voice in Advocating for GT Legislative Issues
• Access to MCGT’s Members-Only Facebook Group
• Subscription to Outlook Newsletter
• Knowledge you are Promoting a Better Understanding of GT Learners in MN

Regular/Family is $40.00 for one year and $75.00 for two years and if you want more than one chapter affiliation, it is an additional $18 (which goes back directly to the chapter identified).

Chapter and Community Groups

Connect with other families by joining an MCGT chapter and/or community group. You can join one chapter for free with your MCGT membership. You do not have to live in that chapter's region to join. 

Website Resources

Gifted Resources

Twice Exceptional - 2e

 MN Gifted Professionals

Advocating in Your Community

MCGT Sponsors

MCGT Member Speaker Video Library

Support Gifted Families

MCGT sponsors many events throughout the year and partners with other organizations that serve families of gifted learners. Please consider supporting MCGT with a donation. Your support helps us keep MCGT events and membership affordable to families. Donations also allow us to provide scholarships to MCGT events for families with gifted & talented children.

MCGT is grateful to our sponsors for supporting our website and the Outlook newsletter. 

The Minnesota Council for the Gifted & Talented (MCGT) does not endorse or recommend any programs, sponsors, or activities, unless specifically noted. Readers are encouraged to obtain additional information and make their own evaluations. If you wish to be a MCGT sponsor please contact the MCGT office at info@mcgt.net for guidelines and fees. Sponsors are accepted only if they are compatible with the mission of MCGT.

PLATINUM SPONSORS

Minnesota Neuropsychology

GOLD SPONSORS

Arete Academy

Brightmont Academy

Online G3

SILVER SPONSORS

Cottonwood Center

Developmental Discoveries Neuropsychology

Gifted Roads, LLC

Josh Chambers, Licensed Therapist, LPC

Even if you are receiving this now, many spam blockers may later block this email. To ensure that you will receive this newsletter in the future, you will want to put us on your email allow list. 

This is your newsletter: MCGT accepts event and meeting announcements, article submissions, book reviews, chapter announcements, etc. MCGT and the Outlook editor reserve the right to edit material for its appropriateness.

MCGT is a non-profit 501(c)3 organization of parents and professionals dedicated to promoting better understanding of, and educational services for, gifted & talented children and their families.

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