I am one of two program support staff members in my district of 5300 students. I too am frustrated by the lack of understanding, support and financing of gifted education. You've already heard about the sad state of affairs in Wisconsin. Like most of you, I suspect, I have been so busy trying to address the daily needs of the kids I serve that there has been little time and energy left for advocacy beyond my district.

However, over the past several years our district has figured out a way to spread ownership for gifted programming to every member of our staff. It's possible our experience will help you locally, especially if, as in Wisconsin, you have few mandated/ audited requirements.

So, briefly: Together with a supportive administrator, I got our school board to approve a plan requiring each school in our district to develop its own programming plan for addressing the needs of its gifted students--within certain parameters we had established. (Identification remained at the district level for consistency.) The school was required to form a building steering committee including principal, guidance counselor, G/T staff, classroom teachers, art or music teacher, parent (and--at the secondary schools—students), which would create its programming plan. The committee could choose classroom differentiation, cluster grouping, flexible ability grouping or an approved hybrid of the three .... but they had to commit to something. And because there is little G/T staff, the plan could not be contingent on "someone else" doing pull-out.

The first plans were pretty disappointing from my viewpoint, but my administrator rejoiced that each school HAD a plan which included programming, communication with parents, and staff development. Over the last few years the plans have been annually implemented, evaluated, and revised by the school committees with our continual support.

We now use the NAGC standards and set annual goals for improvement with action plans. And, our role as G/T coordinators has morphed. We no longer fight for time with "our kids"; rather principals, counselors, and teachers ask us to help them learn to work with "their kids". Parents have greater understanding of their students' specifics needs and what can be done to address them. Options have multiplied. The only negative from my perspective is that now I spend more time with adults than with gifted kids, and am always looking for ways to be with students! I often wonder if our board fully knew what they were approving, but they too are proud of the results!
Given the current conditions in public education, I never know if and when my position will be eliminated. But if I go, I know that much of what needs to be done for gifted kids is embedded in the classrooms and offices of each school ... in the minds and hearts of the administrators, teachers, counselors, parents, and students who have worked hard to put it there. And not surprisingly, with the support I'm now getting, I'm finding renewed energy for advocating at the state and national levels. When things are going well locally, it's easier to think globally.

With hopes that this may help someone else in their local quest,
Deb Douglas
Manitowoc, Wisconsin

Deborah Douglas has been active in gifted education for 17 years, first as a teacher and then as coordinator of the EXCEL Program in Manitowoc, Wisconsin. Her professional interests include differentiation of instruction and gifted students' self-advocacy. She was named 2001 G/T Coordinator of the Year by the Wisconsin Association for Talented and Gifted. Ms. Douglas' essay was originally posted to the Davidson Institute Educators Guild listserv on October 16, 2003. The Davidson Institute Educators Guild is a free national service for active preschool, elementary, middle and high school teachers; school counselors; administrators; GT coordinators; and other professionals within the field of education who are committed to meeting the unique academic needs of gifted students. More information can be accessed at www.davidson-institute.org.