Advocacy and Effort

I think that our school teachers and administrators at CHSS are working very hard to implement programs and educational strategies for our gifted kids. Change isn't easy; I realize that, too. I am really struggling right now to find a balance between being a pest and being patient about standing on the sidelines.

I have been re-reading all the articles that I printed off the web, trying to gleam some advice from them on how to find and maintain that balance. One of those articles (an exerpt is copied below) gives the following "guidelines":
1) Focus on a specific mission with definite goals
2) Create a group of parents, business leaders and school professionals
3) Establish a steering committe
4) Contact your state advocacy group (ours is PAGE)
5) Adopt by-laws, etc
6) Identify the people who actually have the authority to make decisions
7) Allow educational professionals to developt the program
8) Conduct short and long term evaluation of the advocacy process
9) Provide reinforcement for group members who volunteer their time and energy
10) Be informed
11) Enjoy the people you will meet and get to know, and satisfaction when your efforts are successful

I think we've really reached the point where the teachers and administration at CHSS know that parents are concerned, and are willing to work with the school to create a successful AIG program. Now we really need to get our advocacy group organized.

According to Sandra L Berger, in ERIC EC Digest #E494 (the ERIC Clearinghouse on Disabilities and Gifted Education), published in 1990:

"Effective nurturing of giftedness in children and adolescents requires a cooperative partnership between home and school, one that is characterized by mutual respect and an ongoing sharing of ideas and observations about the children involved. To accomplish this partnership, parents and educators must know something about giftedness, understand the children's needs, and understand some basic principles of advocacy.

Parents and educators should understand how to be effective advocates because recognition that all gifted children require programs specifically tailored to their unique learning requirements requires responsible action. Your Gifted Child (1989) provides practical suggestions on individual advocacy. If the problem involves many children, such as might be the case when there is a need for program development or expansion, a unified group voicing shared concerns is far more effective than the complaints of one or two people. Advocacy groups also provide mutual support and share problem-solving strategies.

Effective group advocacy requires individuals to be knowledgeable, organize, define goals and objectives, understand the organization and structure of the local school system, use existing local and state systems, be committed, and be persistent and patient. Joining or establishing a parent group is a good place to start. Investigate groups such as your local Parent Teacher Association to find out whether or not there are others who share your concerns. Contact your State Department of Education Coordinator for Gifted Programs and ask how to get in touch with your state advocacy group."

(source: http//www.hoagiesgifted.org/eric/archived/e494.html)