NAGC 2015 Convention Program Book

NAGC 62nd Annual Convention and Exhibition

November 12–15, 2015 Phoenix, AZ

Everything Gifted Under the Sun

62nd Annual Convention | November 12–15, 2015 | Phoenix, AZ | www.nagc.org i


WelcomeWelcome to the magnificent state of Arizona. As natives of the southwest, we are pleased to have the mountains, desert, and sun serve as the background of the National Association for Gifted Children’s 62nd Annual Convention. These three elements of our setting are apt symbols for gifted and talented education and the convention this year.

Surrounding you are the majestic mountains of Phoenix. These impressive solid rock structures represent the parents and families of children with gifts and talents. Parents and families are a child’s first and primary educator. Like the mountains, they help define and give lasting structure in our children’s lives preparing them for the future. At the convention, parents will participate in sessions that provide the research, tools, and community support they need to aid their child’s formation in and out of school, 365 days of the year.

We also invite you to open your eyes to see the spirit of the desert. At first glance, it may seem like a dry, arid land, but on closer look you will find the desert bursting with life. The desert is like our children. They are familiar to us, but as we take the time to get to see beyond their surface and understand them, we will discover their amazing gifts and talents. As parents, educators, and researchers, we must dedicate ourselves to identify and provide children what they need to flourish and achieve their highest potential. Leaders in the field will present high-impact sessions on topics ranging from identification to developing creativity and STEM skills to leveraging the unique social and emotional characteristics of gifted students.

Finally, during your time in Phoenix you will feel the warmth of the sun’s bright rays. The sun provides direction, light, and nourishment for growth. The sun represents educators who work unceasingly to illuminate the minds of students. They nourish them with a healthy energy and excitement for learning. Educators feed students’ minds and gently challenge them on their journey towards truth. During the convention educators at all levels have the opportunity to recharge themselves with powerful professional development from challenging speakers, leading researchers in gifted and talented education, and peers sharing experiences of success with students.

Thank you for allowing us to learn and grow with you!

Warm regards,

George Betts M. René IslasNAGC President NAGC Executive Director

A Commitment to Excellence

Stop by the NAGC Networking Niche, outside of the entrance of the Exhibit Hall, on Friday at 3 p.m. for a Meet and Greet with the Javits-Frasier Scholars

Recognizing the passionate, innovative educators from across the nation who work with students from diverse backgrounds and are historically

under-represented in gifted and talented programs

A special thanks to these mentors whose passion and commitment will empower the Javits-Frasier Scholars to reach more gifted and talented students:

• Karen Brown, Paradise Valley Unified School District, Phoenix, AZ

• Dina Brulles, Paradise Valley Unified School District, Phoenix, AZ

• Jaime A. Castellano, Lutheran Services of Florida, West Palm Beach, FL

• Kristina Collins, Texas State University, San Marcos, TX

• Laurie Croft, University of Iowa, Iowa City, IA

• Tamara Fisher, Polson School District #23, Polson, MT

• Zel Fowler, Roosevelt Elementary School District, Phoenix, AZ

• Steven C. Haas, Indigenous Students Leap Ahead, Littleton,CO

• Thomas P. Hébert, University of South Carolina, Columbia, SC

• Jerry A. Lassos, University of Colorado Denver, Denver, CO

• Connie Phelps, Emporia State University, Emporia, KS

• Teresa Reddish, Cobb County Schools, Marietta, GA

NAGC congratulates the 2015-16 Javits-Frasier Scholars:

Jonathan Bolding, Madison, TNAngela Bourrage, Mableton, GA

Wendi Briggs, Columbus, OHZachary Davis, Ellicott City, MD

Cherie Dennison, Pleasant View, COShelsea Greenleaf, Phoenix, AZ

Katherine Helm, Tempe, AZRobert Lundstrom, Folsom, CATiffani Menard, Suwanee, GA

Amber Morgan, Aurora, ILDonna Schlarb, Casa Grande, AZ

62nd Annual Convention | November 12–15, 2015 | Phoenix, AZ | www.nagc.org

Make a DifferenceUnleash Potential

Learn how you can make a difference & much more at the NAGC Networking Niche

located outside of the entrance to the Exhibit Hall

Hosted by the NAGC Development Committee

Share your thoughts, network with colleagues & help NAGC launch the 2016 Annual Fund Campaign!

Thumbs up to the 2015 Annual Fund Donors who helped NAGC meet the $50,000 goal!

62nd Annual Convention | November 12–15, 2015 | Phoenix, AZ | www.nagc.org v


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ntsWelcome .............................................................................................................................................................i

Schedule of Events ................................................................................................................................. ix – xi

NAGC Network Events ........................................................................................................................ xii – xv

Special Thanks .....................................................................................................................................xvi – xxi

Awards and Recognition ........................................................................................................................... xxii

NAGC Board of Directors and Staff ....................................................................................................... xxiii

Wednesday Highlights ....................................................................................................................................1

Thursday Highlights ................................................................................................................................. 6 – 7

Friday Highlights .................................................................................................................................. 14 – 15

Saturday Highlights .......................................................................................................................................59

Sunday Highlights .......................................................................................................................................117

Speaker Index ....................................................................................................................................123 – 127

Exhibitor Listing ...............................................................................................................................128 – 138

Certificate of Attendance ...........................................................................................................................157

For the most up-to-date

information on sessions

and to search for

sessions by strand or

speaker, download the

NAGC2015 app.

NAGC2015


National Association for Gifted Children | Everything Gifted Under the Sun 62nd Annual Convention | November 12–15, 2015 | Phoenix, AZ | www.nagc.org vi

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We want you to get the most out of your Convention experience!Here are some tips and information to assist you in planning your learning under the sun at the NAGC 62nd Annual Convention.

THIS PROGRAM BOOK

• Are you interested in a particular presenter? The Speaker Index lists presenters by last name, with corresponding page numbers for each of their presentations. The most up-to-date list is on the Convention app.

• Are you interested in a particular topic? Turn to the Convention app to search by strand or speaker.

• How to find a room? Consult the NAGC2015 app.• Session Descriptions make up the bulk of this

Convention Guide. In addition to room location, each session listing contains the title, name of presenter(s), session description, and target audience. See sample below.

Strand

Session Title

Presenters

Audience

Room Location

Session Description

ARTS

The Brilliant Solution: Talented Art Students Explore Environmental IssuesGeeta Dave, Glasgow Middle School, East Baton Rouge Parish School System, Baton Rouge, LA; Jackie Palka, Merrydale Elementary School/Glen Oaks Park Elementary School, East Baton Rouge Parish School System, Baton Rouge, LA

East Baton Rouge School System has a unique Talented Program that includes specialized services for students identified in Talented Visual Art, Talented Music, Talented Theatre. This program currently services approximately 1200 students. Presenters include one of the Talented Visual Art teachers and a Gifted and Talented Site Coordinator at a middle school. The Site Coordinator will describe the Talented Art program and the Talented Art teacher will share details about her most recent project that applies environmental principles. Students created an installation called Brilliant Solutions using recycled materials from the school cafeteria and many other sources. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ParentsRoom: CC North 121 A

Using the Session Description

National Association for Gifted Children | Everything Gifted Under the Sun 62nd Annual Convention | November 12–15, 2015 | Phoenix, AZ | www.nagc.org vii

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In addition to individual concurrent sessions, some of which are combined, you will find:

Signature SeriesThese timely and salient topics are invited by the NAGC Program Chair and focus on recent developments in the field of gifted education, success stories from peers who received awards this year, or expand the discussion of recently released NAGC books.

General Sessions The 2015 NAGC Convention offers general sessions on Thursday, Friday, Saturday, and Sunday. Check out the “Highlights” for each day for details. General Sessions will take place in the Phoenix Convention Center North Ballroom (street level).

Poster SessionsYou can find the poster sessions in the Phoenix Convention Center North Room 130. Presenters will be available on Saturday from 12:45 PM – 1:45 PM or 2:00 PM – 3:00 PM to discuss their poster presentation.

Roundtable SessionsRoundtable discussions take place in the Phoenix Convention Center North Room 225. Discussion facilitators will be available on Saturday from 12:45 PM – 1:45 PM or 2:00 PM – 3:00 PM. Check the schedule or Convention App for exact times.

Exhibitor WorkshopsThese popular, content-oriented sessions are conducted by our business partners during concurrent session time slots. Descriptions are found in the corresponding date/time in this book and on the app.

LOCATIONS

NAGC Convention sessions and events take place at the Phoenix Convention Center and the Sheraton Phoenix Downtown. When looking for sessions/events, CC North (room number) indicates it takes place at Phoenix Convention Center and Sheraton (room name) means you will find the room at the Sheraton Phoenix Downtown.

Maps of the Hotel and Convention Center can be found on the NAGC Convention App.

MEALS

We listened to feedback we received from Convention attendees and have provided a one hour break on Friday and Saturday. Use this time to visit the Exhibit Hall relax and grab some lunch. You may visit the concession areas in the Exhibit Hall for food and beverage items to purchase on Friday and Saturday, from 10:30 AM – 2:30 PM. The metroMarché food court will be open, as well.

NAGC CONVENTION HOTELS

Sheraton Phoenix Downtown Hotel (headquarters hotel)340 North Third Street(602) 262-2500

Renaissance Phoenix Downtown Hotel50 East Adams Street(602) 333-0000

Holiday Inn Express and Suites620 North 6th Street(602) 452-2020

Hotel Palomar Phoenix2 East Jefferson(602) 253-6633

Hyatt Regency Phoenix122 North Second Street(602) 252-1234

WE ARE “APP-Y”



and to search for



NAGC2015 app.

http://www.eventscribe.com/2015/nagc/aaConferenceApp.asp

NAGC2015


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EXHIBIT HALL

The NAGC Exhibit Hall is located in the Phoenix Convention Center North Hall 6 directly below the North Ballroom (take escalator, stairs or elevator). The exhibitors list begins on page 130. You can also find exhibitor information on the NAGC2015 Convention App. Please take time to meet with our exhibiting partners and tell them you appreciate them joining us in Phoenix. Several events take place around the exhibits including the Thursday evening opening reception

PROGRAM CHANGES

This information in this guide is current as of October 1, 2015. A list of any program changes, such as room locations or session cancellations that occurred after printing can be found on the NAGC 2015 Convention App.

Food in Phoenix Convention Center North BuildingFRIDAY AND SATURDAY

10:30 AM – 2:30 PM

Exhibit Hall Bistro

metroMarché (100 Level) City Central Coffee | Tortillas | Urban Wok

National Association for Gifted Children | Everything Gifted Under the Sun 62nd Annual Convention | November 12–15, 2015 | Phoenix, AZ | www.nagc.org ix

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WEDNESDAY, NOVEMBER 11, 2015

7:30 AM – 5:00 PMCouncil of State Directors Meeting (by invitation only)Alhambra, Sheraton Phoenix Downtown

8:00 AM – 5:00 PMNAGC Board of Directors MeetingNorth Mountain, Sheraton Phoenix Downtown

9:30 AM - 3:15 PMPre-Convention: Gifted Education Workshops for Teachers: Practical and Effective Strategies, Solutions, and Resources for the Classroom (see page 2, separate registration required)Sheraton Phoenix Downtown

7:00 PM – 9:00 PMUniversity Network MeetingEstrella, Sheraton Phoenix Downtown

THURSDAY, NOVEMBER 12, 2015

7:00 AM - 2:30 PMOffsite Educational Programs (separate registration required)Groups depart from the Phoenix Convention Center, Monroe Street entrance, departure times vary

7:30 AM – 2:00 PMNetwork Leadership Retreat (by invitation only)Laveen A/B, Sheraton Phoenix Downtown

8:00 AM – 3:00 PMExhibit Hall Set Up Phoenix Convention Center, North Hall 6, Lower Level

8:00 AM – 2:30 PM (see page xx, separate registration required)Identifying and Serving Gifted and Talented Native American Students: Future Directions for Research, Partnerships, and PracticesSheraton Phoenix Downtown

For those attendees registered for pre-convention sessions, NAGC staff and volunteers will be available to assist on the 2nd floor lobby in the Sheraton Phoenix Downtown Hotel:Tuesday, November 10 Wednesday, November 11 4:00 PM – 7:00 PM 7:00 AM – 12:00 PM

The full-service NAGC Convention Registration opens in the Phoenix Convention Center North Ballroom Lobby (off Monroe Street) Wednesday at 12:00 Noon.Wednesday, November 11 Saturday, November 14 12:00 PM – 6:00 PM 7:00 AM – 4:30 PMThursday, November 12 Sunday, November 15 7:00 AM – 6:30 PM 7:30 AM – 12:00 PM (information only)Friday, November 13 7:00 AM – 5:00 PM

NAGC Convention Registration


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8:00 AM – 12:00 PM(see page xx, separate registration required)Using the Teacher Preparation Standards in Gifted Education: Demonstrating Candidate MasteryNorth Mountain, Sheraton Phoenix Downtown

9:00 AM – 2:00 PMArizona Administrators Leadership Forum (by invitation only)Estrella, Sheraton Phoenix DowntownSponsored by:

3:00 PM - 4:30 PMOpening General Session North Ballroom, Phoenix Convention Center

4:30 PM - 6:30 PMExhibit Hall Opening ReceptionNorth Hall 6, Lower Level, Phoenix Convention Center

6:30 PM - 7:00 PMNAGC Business MeetingRoom 221, Phoenix Convention Center

FRIDAY, NOVEMBER 13, 2015

5:30 AM – 6:15 AMSunrise Yoga Valley of the Sun C, Sheraton Phoenix Downtown

7:00 AM – 9:00 AMNAGC State Affiliate Breakfast (by invitation only)Valley of the Sun A/B, Sheraton Phoenix Downtown

8:00 AM - 9:00 AMConcurrent Sessions (includes Signature Sessions), Exhibitor Workshops

9:00 AM - 5:00 PMExhibit Hall (cash and carry food 10:30 am - 2:30 pm) with Exhibitors, NAGC Central (bookstore)North Hall 6, Lower Level, Phoenix Convention Center


10:30 AM - 2:30 PMBreakfast and Lunch Items Available for PurchaseNorth Hall 6, Lower Level, Phoenix Convention CentermetroMarché, 100 Level

10:30 AM – 11:45 AMGeneral Session with Thomas Schumacher North Ballroom, Phoenix Convention CenterThanks to:

11:45 AM – 12:45 PMBreak

12:45 PM - 1:45 PMConcurrent Sessions (includes Signature Sessions), Exhibitor Workshops


2:45 PM – 3:45 PMRefreshment Break in the Exhibit Hall North Hall 6, Lower Level, Phoenix Convention Center


5:00 PM - 6:15 PMCelebration of Excellence Awards Ceremony Phoenix Ballroom C, Sheraton Phoenix Downtown

6:15 PM – 7:00 PM ReceptionValley Overlook, Sheraton Phoenix Downtown

7:00 PM - 9:00 PMNetwork Evening Events (see pages xx)Sheraton Phoenix Downtown

National Association for Gifted Children | Everything Gifted Under the Sun 62nd Annual Convention | November 12–15, 2015 | Phoenix, AZ | www.nagc.org xi

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7:30 AM - 8:00 PMArizona Parent Day


9:00 AM – 4:30 PMExhibit Hall (cash and carry food 10:30 am - 2:30 pm) with Exhibitors, NAGC Central (bookstore)North Hall 6, Lower Level, Phoenix Convention Center

9:15 AM - 10:30 AME. Paul Torrance Creativity Session with Joe Hudy and Jason BablerNorth Ballroom, Phoenix Convention CenterSponsored by: Scholastic Testing Service (logo)

10:30 AM - 2:30 PMBreakfast and Lunch Items Available for PurchaseNorth Hall 6, Lower Level, Phoenix Convention CentermetroMarché, 100 Level 10:45 AM - 11:45 AMConcurrent Sessions (includes Signature Sessions), Exhibitor Workshops

11:45 AM – 12:45 PMBreak

12:45 PM - 1:45 AMConcurrent Sessions (includes Signature Sessions), Exhibitor Workshops, Poster Sessions, Roundtables

2:00 PM - 3:00 PMConcurrent Sessions (includes Signature Sessions), Exhibitor Workshops, Poster Sessions, Roundtables


4:30 PMExhibit Hall Closes

4:30 PM - 5:30 PMGeneral Session with Joshua DavisNorth Ballroom, Phoenix Convention Center

5:30 PM – 6:15 PMBook Signing and ReceptionNorth Ballroom, Phoenix Convention Center

6:30 PM – 8:00 PMArizona State Party – Screening of Underwater DreamsNorth Ballroom, Phoenix Convention Center

SUNDAY, NOVEMBER 15, 2015

8:00 AM - 9:00 AMSunday Super Sessions


10:30 AM - 12:00 PMClosing General Session with Jaime CasapNorth Ballroom, Phoenix Convention Center


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THURSDAY, NOVEMBER 12

7:00 PM – 9:00 PM

(Buses depart at 6:30 PM)

Special Schools Network/Early Childhood Network/Middle Grades Network

Special Schools and Programs, Early Childhood, and Middle Grades Networks visit Fireside Elementary School in Paradise Valley Unified School DistrictFireside Elementary School, 3725 E. Lone Cactus Drive, Phoenix, AZ 85050 (RSVP was required. Check at Registration for more information.)

The Paradise Valley Unified School District provides a continuum of gifted services designed for the specific learning needs of our gifted identified students, preschool through high school. Several of the programs and services included in this continuum will be highlighted as this event.

Instruction in all of the gifted programs involves acceleration, enrichment, and various extended learning opportunities. Instruction emphasizes developing 21st Century skills within the content areas. These skills include critical thinking, creativity, problem solving, student-directed learning experiences and collaboration, and are taught through inquiry-based process and involve technology integration. Attendees will observe examples of teacher and student interaction using these methods.

Schedule 6:30 pm - Convention attendees board buses on Monroe

Street entrance to Convention Center.7:00 pm - Attendees visit classrooms to observe teachers

collaborating with students.8:00 pm - The gifted teachers discuss their program and

curriculum and share students’ projects with attendees.

9:00 pm - Convention attendees board buses back to Convention Center.

FRIDAY, NOVEMBER 13

7:00 PM – 9:00 PM

Creativity and Arts Network

Creativity Night: Creativity Takes FlightThe Creativity and Arts Networks will host Creativity Night, an event celebrating creativity in all academic areas and in the world at large. Learn new ways to radiate creative activities into your own instruction and to spark your students’ creative imaginations. Select from a list of 15-20 stations and join one group for the first of three or four rounds. We will have spontaneous celebrations between rounds! Come join the fun and you may win a prize from one of our vendors!Room: Sheraton Valley of the Sun C

Global Awareness

Global Awareness Gala & Annemarie Roeper Award PresentationsNAGC members are invited to the Global Awareness Gala to celebrate with others their work in nurturing the lives of gifted children. Spend time getting to know others; share stories and “aha” moments about your work. In addition, the 2015 NAGC Global Awareness Annemarie Roeper Award recipients will share briefly about their work in helping gifted children develop a strong sense of self, promoting positive social action and strategies for gifted individuals to understand the perspectives of others, providing opportunities for global interdependence and diversity, facilitating peacemaking, and fostering the care of the Earth. Annemarie Roeper held profound insights into the multifaceted inner world of gifted children and deeply understood the need to foster global awareness to reflect the unique perspectives of gifted children and to respond to their inherent concerns about the future world they will live in. Room: Sheraton Valley of the Sun E

Conceptual Foundations Network

The Legacy Series: Reflections on the Work and Contributions of Frances A. KarnesThe Legacy Series is a project of the Conceptual Foundations Network. This year the Legacy Honoree is Dr. Frances A. Karnes, Professor Emeritus, University of Southern Mississippi, Hattiesburg, Mississippi and Founder of the Frances A. Karnes Center for Gifted Studies. Dr. Karnes has made a significant impact on gifted education in her teaching, in her publishing, and in her mentoring of doctoral students, who themselves are now making

* Event descriptions provided by NAGC Networks as of October 1, 2015.

National Association for Gifted Children | Everything Gifted Under the Sun 62nd Annual Convention | November 12–15, 2015 | Phoenix, AZ | www.nagc.org xiii

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preparation and research for this interview, we found that an unusual comradery and culture developed around and among her doctoral students. Her work will be featured and discussed through the eyes of her former doctoral students. Dr. Karnes is not able to join us in person. Her honors will be accepted by her former doctoral students.

Host and Convener: Bob Seney, Professor Emeritus, Mississippi University for WomenParticipants: Kevin Besnoy, Tracy Riley, Kristen Stephens, Debra Troxclair Room: Sheraton Paradise Valley

Research & Evaluation Network

Research Crackerbarrel and Research GalaThe Research and Evaluation Network is pleased to announce our Research Crackerbarrel and Research Gala event! The evening kicks off with the Research Crackerbarrel event from 7:00 PM to 8:00 PM. This is an opportunity for graduate students and early-career professionals to rub elbows with some of the gifted greats (Jane Piirto, Jean Peterson) and learn what makes them tick. Take that opportunity to seek advice about different aspects of the research process from two respected researchers (Scott Peters and Kyung-Hee Kim) in our field. Don’t miss out!

The Graduate Student Research Gala is an annual event sponsored by R&E and will be held from 8:15 PM –9:00 PM (following the Crackerbarrel). Four categories of papers (doctoral-level completed research, doctoral-level in-progress research, non-doctoral-level completed research, and non-doctoral-level in-progress research) are submitted each summer, judged by experts in the field, and the awards are presented at the gala event. Graduate students will be available to answer questions about their research. This is a great opportunity to network and to see the work of up-and-coming researchers in the field. Room: Sheraton Deer Valley

Special Populations Network

A Celebration of Culturally Diverse GeniusesGeniuses from African American, Hispanic, and Native American backgrounds will be profiled and celebrated for their contributions across multiple disciplines. Leadership from the Special Populations Network and GRACE SIG will serve as narrators and hosts. The recipient of the “Gifted and _____” Award will be recognized. Room: Sheraton Valley of the Sun D

GLBTQ Network

Your First Time at the Rodeo: A “Dolly-Palooza” of GLBTQ Pageantry, Bingo, and Real Western HeroesThe GLBTQ Network transcends last year’s initial, glittering evening Convention event with this extravagant homage to both sexual-minorities and Western life. Play bingo as you have never done so before—and may never do again. Feel the excitement as we crown the very first “Miss NAGC.” We will raise funds for some authentic western heroes—members of a Phoenix-area Gay-Straight High School Alliance who wish to educate themselves and their school about sexual minority issues.Room: Sheraton Encanto A

STEM Network

STEM Innovation Series: Educational Programming for High Ability Learners in Science, Technology, Engineering & MathematicsThe STEM Network will host the STEM Innovation Series, a special Friday night event showcasing teaching and learning in science, technology, engineering, and mathematics. Learn new ideas to incorporate engaging and creative STEM learning activities into your own instruction to spark your students’ understanding and imagination for innovating in STEM areas. NAGC is proud to present the new book, STEM Education for High-Ability Learners: Designing and Implementing Programming. Learn about exemplary STEM curriculum at specific developmental levels and ask the contributing authors questions about delivering excellent STEM programming. Whether you are thinking about starting a STEM education program or would like ideas about what works for your classroom, come out and learn from these writers and teachers about how to develop STEM talent in our gifted learning community. Select from a list of 10-15 stations and join specific interest groups for five-six rounds. Come join the fun during this special event! Contributing authors will not only share their insights about their chapters, but also be ready to autograph your personal copy of the newest book about STEM education programming available from NAGC. Room: Sheraton Valley of the Sun A


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7:30 PM-8:30 PM

Curriculum Studies Network

Curriculum Studies Network Awards Please come to help us honor the Curriculum Studies Award Winners! The winners will receive their awards and then there will be time to browse the curriculum units and learn more about excellent curriculum for gifted learners. Peruse exemplary curriculum and ask the writers questions and see examples of excellent student work. Whether you are thinking about entering a unit for an award next year or just want some fresh ideas for your classroom, come out and support these writers and teachers who have worked very hard for our gifted learning community!Room: Sheraton Valley of the Sun B

Computers & Technology Network

Speed Geeking: Absolute Favorites Come get your geek on with the Computers and Technology Network! Speed Geeking, a perennial favorite among techie-minded NAGC conference goers, is a lively evening in which members of the network pitch their favorite technology tools in rapid succession. This year the geeks have been given the challenge of presenting just one tool or resource--their absolute favorite at this point in time--and they will have just three minutes to tell you about it before being buzzed off the stage. Oohs and aahs from the crowd are encouraged, and walk-on geeks are welcome! Whether you are a novice or experienced user of educational technology, you can be sure that you will walk away with at least one new idea, courtesy of your geeky colleagues from the Computers and Technology Network.Room: Sheraton Encanto B

Meet your fellow attendees while decoding clues throughout the

NAGC Exhibit Hall, with a chance to WIN 1 of 7 GREAT PRIZES

(One Full Registration to NAGC 2016, $100 Disney Dollars, two $50

gift cards, two $25 NAGC Bookstore gift cards, or a selfie stick)

• All attendees will receive decoder glasses as they arrive at exhibit hall welcome reception on

Thursday, November 12th.

• The seven signs with hidden words will be placed at the front of the exhibit hall as well as in

participating exhibitor booths. Each sign will contain a word/ words hidden that is only visible with the

decoder glasses.

• You must collect all words to form a sentence.

Once you decode all the words and spell out the phrase, submit your ballot by 4:00pm

Saturday, November 14th to qualify to win prizes. The ballot box is located at the front of the

exhibit hall.

Winners will be announced on Saturday, November 14th at the start of

the ARIZONA STATE CELEBRATION!

Spy For a Prize

Thanks to our sponsors for making this possible. Be sure to stop by their booths for clues!

National Association for Gifted Children | Everything Gifted Under the Sun 62nd Annual Convention | November 12–15, 2015 | Phoenix, AZ | www.nagc.org xv

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ngsTHURSDAY, NOVEMBER 12

7:00 PM – 9:00 PM

GLBTQNorth 221 A

Assessments of Giftedness North 221 B

FRIDAY, NOVEMBER 13

8:00 AM – 9:00 AM

2e SIGNorth 221 A

GRACE SIGNorth 221 B

9:15 AM – 10:15 AM

Curriculum StudiesNorth 221 A

Parent & Community North 221 B

Research & Evaluation North 221 C

12:45PM -1:45 PM

Conceptual FoundationsNorth 221 A

Middle GradesNorth 221 B

CreativityNorth 221 C

2:00 PM – 3:00 PM

Counseling & GuidanceNorth 221 A

Early ChildhoodNorth 221 B

3:45 PM – 4:45 PM

ArtsNorth 221 A

Special PopulationsNorth 221 B

SATURDAY, NOVEMBER 14

8:00 AM – 9:00 AM

Computers & TechnologyNorth 221 A

10:45 AM – 11:45 AM

Professional DevelopmentNorth 221 B

10:45 AM – 12:00 PM

Global AwarenessNorth 221 A

2:00 PM – 3:00 PM

Special Schools & ProgramsNorth 221 A

STEMNorth 221 B

All Network Business Meetings are in the Phoenix Convention Center


National Association for Gifted Children | Everything Gifted Under the Sun 62nd Annual Convention | November 12–15, 2015 | Phoenix, AZ | www.nagc.org xvi

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NAGC 2015 Program Committee

George Betts, Chair

Dina BrullesKathleen Casper

Jeff DanielianShelagh Gallagher

Ellen Honeck Angela HousandJason McIntosh

62nd Annual Convention Local Arrangements Committee

Donna Campbell, Chair

Dina BrullesZel FowlerPeter Laing

Kimberly LansdowneJason McIntosh

Patty MesserLynn Tuttle

Vanessa Wood

Need to charge your phone or tablet?Stop by the Charging Station,

sponsored by the Belin-Blank Center, in the

Registration Area of the Phoenix Convention Center.

You can review the onsite program and totebag

flyers or catch up with old friends and new

colleagues while charging your mobile devices.

National Association for Gifted Children | Everything Gifted Under the Sun 62nd Annual Convention | November 12–15, 2015 | Phoenix, AZ | www.nagc.org xvii

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s2015-2016 Network Chairs and Chairs Elect

ArtsHope (Bess) Wilson, chair

Clar Baldus, chair elect

Computers & TechnologyKristina Ayers Paul, chair

Janine Firmender, chair elect

Conceptual FoundationsJennifer Riedl Cross, chair

Stephen Schroth, chair elect

Counseling & GuidanceAngela Housand, chairLori Flint, chair elect

CreativityKyung-Hee Kim, chair

Billie Woodel, chair elect

Curriculum StudiesLeighann Pennington, chair

Denise Drain, chair elect

Early ChildhoodLaura M. Beltchenko, chair

Megan Parker Peters, chair elect

GLBTQ Terence Friedrichs, chair

Global AwarenessSharon K. Slodounik, chair

April Keck DeGennaro, chair elect

Middle GradesJamie MacDougall, chair

Parent & CommunityTracy Inman, chair

Professional DevelopmentAngela Novak, chair

Lauri Kirsch, chair elect

Research & EvaluationMegan Foley Nicpon, chairMatthew Makel, chair elect

Special PopulationsTarek Grantham, chair

Special Schools & ProgramsEllen Honeck, chair

Anne Johnson, chair elect

STEMEric Mann, chair

Bronwyn MacFarlane, chair elect

Special Interest Groups

Assessments of GiftednessBarbara J. Gilman

GRACE (Gifted Racial Accountability & Commitment to Equity)

Donna Y. Ford

Twice-ExceptionalLois J. Baldwin


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SALUTATORIAN ($1,200 - $4,999)

Lisa T. Painter Pearson, Inc.

Katie AugustynDina M. Brulles

Paula M. Olszewski-KubiliusAnn Robinson

Andrew J. BassettGeorge BettsSally Baynard Joanne BucskoRobert Canter, Jr.Laurie J. CroftChester E. Finn, Jr.Laila Hadi

Dale HairFaye E. Hanson Cathleen HealyTimothy J. HealyTracy F. InmanM. René IslasHenry JohnsonKathy Jones

Catherine LittleKathy MarksJudith RoseberryMaryGrace StewartMichelle SwainJessica Walker

Douglas and Rapeepun AdkinsBenevity Community Fund Trish Boersma Elizabeth Bonafede Rebecca Burns Lenore Chen Tracy L. CrossYvonne de St. Croix Michael DiMauroTamara FisherNili Gafni

Lena GanErin GribbenMichael GruberKeri M. GuilbaultWes E. GuthrieMerla F. HammackHawaii Gifted AssociationIngrid Kullberg-Bendz Susan Dulong LangleyMargaret LeeDeirdre Lovecky

Michael MatthewsSally McClure DobynsDianne McDowellRachel Miller Amber PriceEmily Villamar-RobbinsDeborah Martel RogersLinda P. RobinsonDana M. ReupertElisabeth Seitz ShewmonIlia Zavialov

Ginny BurneyChristine DeitzBeverly FinkAngela and Brian Housand

Sally C. KriselSal MendaglioNAGC PD Network

Connie L. PhelpsSally Reis and Joseph RenzulliJulia Links Roberts

DEAN’S LIST ($500 - $1,199)

ASAE (Nancy Green)ASAE (Pamela Kaul)Moe AungWendy A. Behrens Kimberley Chandler

Nicholas ColangeloSusan CorwithJoy Lawson DavisJann LeppienLauri Kirsch

James L. Moore, IIIAndrew Nannini Jonathan PluckerMarcia Wall

HONOR SOCIETY ($200 - $499)

HIGH HONORS ($100 - $199)

HONOR ROLL ($25 - $99)

NAGC gratefully acknowledges the following donors who are making a difference throughtheir generous contribution to the 2015 Annual Fund (as of October 1, 2015)

Each one of us can make a difference. Together we make change. U.S. Senator Barbara Milkulski

VALEDICTORIAN ($5,000+)

National Association for Gifted Children | Everything Gifted Under the Sun

NAGC Appreciates the Support of these 62nd Annual Convention Sponsors

Platinum Plus Level

Platinum Level

Gold Level

Silver Level

Bronze Level

Diamond Level


National Association for Gifted Children | Everything Gifted Under the Sun 62nd Annual Convention | November 12–15, 2015 | Phoenix, AZ | www.nagc.org xx

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ArtsClara BaldusJames BishopPat HollingsworthLaura LowderSandy RoeStephen SchrothLindsay SiegleJuliana TayGina TerryMerzili VillanuevaBecky Whittenburg

Computers & TechnologyChristina AmspaughLynette BreedloveChristy DiehlShirley FarrellJanine FirmenderBrian HousandMichelle HumphreyLaura LowderKathy RayCindy SheetsKarli ThompsonAlena TreatJennifer Troester

Conceptual FoundationsElise AntoineSherry BoveyAnnalissa BrodersenAbbey CashFelicia DixonThomas GreensponSue HarveyTeresa JohnsonMichele KaneAngie MillerScott PetersJeb PuryearStephen SchrothMonica SimondsSande TannerSusan Waite

Counseling & GuidanceJames BishopAnne BriggsRachel ChungLori Comallie-CaplanJennifer CrossAndrea EsperatLori FlintAmy GaesserKathy GreenThomas GreensponAngela HousandJoan JacobsEnyi JenMichele KaneMihyeon KimEmily Kircher-MorrisClark KopelmanMegan Foley NicponKristen SewardJennifer SulDebbie TroxclairDoreen UnderwoodMerzili VillanuevaSusannah Wood

CreativityLori BedsoleJames BishopSteve CoxonIsabelle CrowderPatti DrapeauBridget DuRuzElizabeth FairweatherCheryl Franklin-RohrMatthew FugateStephanie GeorgiadesMehdi GhahremaniJudi GreathouseKathy GreenJiajun GuoBeth HahnDiane HeacoxJaret HodgesPat HollingsworthChi HuangMichelle HumphreyJoan JacobsSareh Karami

Marcella MandracchiaEric MannSuzanne McPhersonGeoffrey MoonHyeri ParkLinda PfeifferMeihua QianLindsay SiegleVeronica SmithSarah SumnersBurak TurkmanRoz WaldronBillie Woodel

Curriculum StudiesElise AntoineLori BedsoleMicah Bruce-DavisMarla Read CapperAbbey CashFelicia DixonDenise DrainNicole FontenotGwen FrankKim FreitagMehdi GhahremaniJudi GreathouseBeth HahnPaige HendricksLuke HurstJoan JacobsTeresa JohnsonSareh KaramiEric MannShauna MayoSuzanne McPhersonTheresa NewsomAngela NovakRebecca O’BrienKathryn PicancoJeb PuryearMatthew ReamesDeborah SimonMaggie SmithMarisel SordoBurak TurkmanHeidi WeberPatricia WoodberryDanielle Zeedick

Early ChildhoodLaura BeltchenkoValerie BevelhymerJaime CastellanoCheryl Franklin-RohrFrancine GoodmanNancy HertzogNicole LinnJennifer SulKarli ThompsonRoz WaldronHope Wilson

Global AwarenessAbbey CashLaurie CroftBridget DuRuzAmy GaesserPatricia Gatto-WaldenJune HurtBarbara HuttonKristy KowalskeLinda PfeifferMatthew ReamesStephen SchrothAlena Treat

Middle GradesValerie BevelhymerAndrea BornheimAmy D’AmicoJudi GreathouseLinda HankeyCynthia HansenHeather HoustonMichelle HumphreyJune HurtTracy InmanTeresa JohnsonDominic KehoeBrett MonnardKatie MortonKelly ParksLeighann PenningtonAllison SprengerDoreen Underwood

STRAND REVIEWERS

Thousands of Convention proposals are submitted each year for consideration by the NAGC Network Strand Reviewers. The following individuals gave generously of their time to make certain that the Convention content is balanced and relevant, presenting diverse viewpoints in the field of gifted education.

National Association for Gifted Children | Everything Gifted Under the Sun 62nd Annual Convention | November 12–15, 2015 | Phoenix, AZ | www.nagc.org xxi

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s Parent & CommunityKatie AugustynJanette BoazmanKathy BoltzKate BoonstraAndrea BornheimAnne BriggsLori Comallie-CaplanLisa ConradAmy D’AmicoDebbie DillardStephanie GeorgiadesKeri GuilbaultCynthia HansenJC HerzBrian HiteTracy InmanKathy JonesMichele KaneCorina KaulEmily Kircher-MorrisSusan LangleyNicole LinnLaura LowderRebecca O’BrienCarol RaymondBrian ReidPatricia SchockDeborah SimonJulie SkolnickJennifer SulMichelle Trotman ScottValerie TuckDoreen UnderwoodRoz Waldron

Professional DevelopmentElise AntoineKaren BendelmanLynette BreedloveDina BrullesLaurie CroftDebbie DaileyAmy D’AmicoAshley DarrShirley FarrellNicole FontenotGwen FrankCindy GilsonKathy GreenE. Jean GubbinsBeth HahnSue HarveyDiane HeacoxPaige Hendricks

Barbara KennedyAngela KernSusan LangleyChin-Wen LeeCatherine LittleKathy MarksShauna MayoSuzanne McPhersonTonya MoonAngela NovakConnie PhelpsDiana ReevesBrian ReidKristen SewardDeborah SimonMonica SimondsMaggie SmithSande TannerWanda TompkinsDebbie TroxclairValerie TuckBurak TurkmanPatricia Woodberry

Research & EvaluationChristina AmspaughJanette BoazmanKathy BoltzCarla BrigandiAnnalissa BrodersenMicah Bruce-DavisCarolyn CallahanRachel ChungJennifer CrossIsabelle CrowderDebbie DaileyAlissa DoobayLori FlintKim FreitagMatthew FugateCindy GilsonMaria Gomez-ArizagaFrancine GoodmanNancy HertzogHeather HoustonScott HunsakerJune HurtEnyi JenJae Yup JungCorina KaulKristy KowalskeChin-Wen LeeCatherine LittleMatthew MakelMarcella MandracchiaKatie McClarty

D. Betsy McCoachAngie MillerTonya MoonMegan Foley NicponHyeri ParkScott PetersJeb PuryearMeihua QianKaren RamboAnne RinnKay ShurtleffKate SnyderSandra StreetRena SubotnikSarah SumnersJuliana TayBurak TurkmanJonathan WaiRoz WaldronHope WilsonSusannah WoodJiaxi WuSoohyun Yi

Special PopulationsLuisa Abellan-PagnaniKate BoonstraDina BrullesJaime CastellanoRachel ChungPatty CostisSteve CoxonKen DicksonDebbie DillardBridget DuRuzShirley FarrellLori FlintDonna FordSonja FoxGwen FrankCheryl Franklin-RohrMatthew FugateStephanie GeorgiadesAnne GrayJaret HodgesKathi KearneyMihyeon KimChin-Wen LeeKathy MarksKatie MortonHyeri ParkRemy RummelPatricia SchockPaul SedilloKristen SewardGloria Taradash

Alena TreatMichelle Trotman ScottDebbie TroxclairSusan WaiteJiaxi Wu

Special Schools & ProgramsLori BedsoleLynette BreedloveDina BrullesCarol CarterSusan CorwithLaurie CroftCynthia HansenPat HollingsworthHeather HoustonBarbara HuttonAnne JohnsonPriscilla LurzKatie MortonShauna MayoAngela NovakRebecca O’BrienKarli ThompsonMerzili Villanueva

STEMLori AndersenValerie BevelhymerHeather CarmodyRon CarrScott ChamberlinAlicia CotabishSteve CoxonDebbie DaileyDebbie DillardKatherine GavinMehdi GhahremaniFrancine GoodmanSareh KaramiDominic KehoeRachel McAnallenKaren RamboMatthew ReamesChris SchultzLinda SheffieldKenneth SmithRena SubotnikSande TannerValerie TuckBurak TurkmanJonathan WaiPatricia Woodberry


National Association for Gifted Children | Everything Gifted Under the Sun 62nd Annual Convention | November 12–15, 2015 | Phoenix, AZ | www.nagc.org xxii

Aw

ards and R

ecognition

Honorees

President’s AwardMaureen Neihart

Ann F. Isaacs Founder’s Memorial AwardSally Reiss

A. Harry Passow Classroom Teacher ScholarshipAriel Baska

NAGC/Ball State Administrator AwardKeith Davis

Community Service AwardLisa Conrad Linda Crain

David W. Belin Advocacy AwardLynette Baldwin

Distinguished Scholar AwardKaren B. Rogers

Distinguished Service AwardLinda E. Brody

Doctoral Student AwardsCarla Brigandi Enyi Jen Sakhavat Mammadov

Early Leader AwardTamra Stambaugh

Early Scholar AwardAlicia Cotabish

Gifted Child Quarterly Paper of the YearRussel T. Warne (2014). Using Above-Level Testing to Track Growth in Academic Achievement in Gifted Students.

Gifted Child Quarterly, 58, 3-23.

Gifted Coordinator AwardCarol V. Horn Michelle Swain Denise E. Zacherl

Hollingworth AwardDanika Maddocks

Master’s & Specialist AwardApril Blackburn Maureen S. Mensing

AWARDS AND RECOGNITION

The NAGC Board of Directors invites you to join them in celebrating commitment and honoring excellence in service to NAGC and to gifted and talented children.

NAGC Celebration of Excellence

Friday, November 135:00 PM – 6:15 PM

Sheraton Phoenix DowntownPhoenix Ballroom C

National Association for Gifted Children | Everything Gifted Under the Sun 62nd Annual Convention | November 12–15, 2015 | Phoenix, AZ | www.nagc.org xxiii

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• M. René Islas Executive Director

• Andrew Bassett Director of Finance and Administration

• Jane Clarenbach Director of Public Education

• Robin Feldman Director of Professional Development and Meetings

• Cathleen Healy Senior Director, Strategic Initiatives & Development

• Carolyn Kaye Manager, Stakeholder Outreach

• Adriane Wiles Membership Manager

• Karen Yoho Senior Director, Marketing & Member Services

• Jeff Danielian Teacher Resource Specialist Editor, Teaching for High Potential

• Dale Greenberg Global Project Manager, ConferenceDirect®

• Jennifer L. Jolly Association Editor

Program Support

• Jennifer Kerhin and Deanne Rockola Altman Exhibit and Sponsorship Sales Management

• D. Betsy McCoach and Del Siegle Editors, Gifted Child Quarterly

• Kathleen Nilles Manager of Parent Services and Communications Editor, Parenting for High Potential

George BettsUniversity of Northern Colorado, Greeley, COPresident

Sally KriselHall County Schools, Gainesville, GAPresident-Elect

Tracy L. CrossWilliam & Mary, Williamsburg, VAPast President

Catherine LittleUniversity of Connecticut, Storrs, CTTreasurer

Susan Dulong LangleyUniversity of Connecticut, Storrs, CTGovernance Secretary

Dina BrullesParadise Valley Unified School District, Phoenix, AZ School/District Representative

Kimberley L. ChandlerWilliam & Mary, Williamsburg, VANetwork Representative

Joy Lawson DavisVirginia Union University, Richmond, VAAt-Large Member

Keri M. GuilbaultBel Air, MD Parent Representative

Brian HousandEast Carolina University, Greenville, NCAt-Large Member

Michael MatthewsUniversity of North Carolina at CharlotteCharlotte, NC At-Large Member

James L. Moore, IIIOhio State University, Columbus, OHPresident Appointment

Jonathan PluckerUniversity of Connecticut, Storrs, CTAt-Large Member

Michelle SwainRound Rock, TXState Representative

NAGC BOARD OF DIRECTORS

NAGC NATIONAL OFFICE STAFF


PLUS...Using the Pre-K–Grade 12 Gifted Programming Standards to Self-Assess Your Practice or Program

NAGC Professional Standards Committee Work Group, Alicia Cotabish, Chair

The Social and Emotional Development

of Gifted Children: What Do We Know?

(2nd ed.)Maureen Neihart,

Steven Pfeiffer, Tracy L. Cross, editors

Using the National Gifted Education Standards for Teacher Preparation (2nd ed.)Susan K. Johnsen, Joyce VanTassel-

Baska, Ann Robinson, Alicia Cotabish, Debbie Dailey, Jennifer L.

Jolly, Jane Clarenbach, Cheryll M. Adams

Serving Gifted Students in Rural Settings

Tamra Stambaugh and Susannah M. Wood, editors

STEM Education for High-Ability Learners: Designing and

Implementing ProgrammingBronwyn MacFarlane, editor

Modern Curriculum for Gifted &

Advanced Academic Students

Todd Kettler, editor

New Books from NAGCStop by NAGC Central, Booth 313

Stop by and view these new resources and more and take advantage of discounts at NAGC Central, Booth 313.


62nd Annual Convention | November 12–15, 2015 | Phoenix, AZ | www.nagc.org 1

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Welcome to Phoenix! Our pre-Convention days feature both the practical and thought provoking.

WEDNESDAY – SCHEDULE AT A GLANCE

7:00 AM – 12:00 PMPre-Convention Registration Desk2nd floor lobby in the Sheraton Phoenix Downtown Hotel

12:00 PM – 6:00 PMNAGC Registration Phoenix Convention Center North Ballroom Lobby (off Monroe Street)

7:30 AM – 5:00 PMCouncil of State Directors Meeting (by invitation only)Alhambra, Sheraton Phoenix Downtown

8:00 AM – 5:00 PMNAGC Board of Directors MeetingNorth Mountain, Sheraton Phoenix Downtown

9:30 AM - 3:15 PMPre-Convention: Gifted Education Workshops for Teachers: Practical and Effective Strategies, Solutions, and Resources for the Classroom (see page 2, separate registration required)Sheraton Phoenix Downtown

7:00 PM – 9:00 PMUniversity Network MeetingEstrella, Sheraton Phoenix Downtown

Wednesday Highlights - November 11



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NAGC2015 app.

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National Association for Gifted Children | Everything Gifted Under the Sun 62nd Annual Convention | November 12–15, 2015 | Phoenix, AZ | www.nagc.org 2


9:30 AM – 11:30 AM

A Balancing Act: The Social-Emotional and Academic Development of Gifted AdolescentsRichard M. Cash, nRich Educational Consulting, Inc., Minneapolis, MN

This session will demonstrate how to immerse social-emotional instruction within the constructs of the academic program. The complex nature of gifted adolescent’s academic motivation and social mindfulness may lead to significant struggles within and outside of school. Through infusing strategies to deal with the perplexing personal, academic and philosophical issues gifted learners encounter, teachers can promote a successful school and life experience. This workshop will highlight resources, ideas and strategies to increase self-regulation and inspire healthy equilibrium to moderate asynchronous social development of gifted adolescents. Participants will practice a menu of strategies that can be used with an individual student or large/small groups of students that can assist in developing self-regulation to alleviate the pressures some gifted students so often place upon themselves. Examples of valuable resources for teachers and students that can be used to moderate asynchronous social development, lessen unrealistic self-expectations and decrease the burdens of perfectionism will be shared. Additionally, examples will be provided for infusing affective curricular activities into daily lessons for greater self-awareness and empathy building.Room: Sheraton Valley of the Sun E

Engaging Gifted Learners Under the Sun Using Rigorous Questioning StrategiesCindy D. Gifford, Tonia Heffley, Blanche Kapushion, Jefferson County Public Schools, Golden, CO

Depth of understanding, quality questioning, and how students apply what they’ve learned, as well as the depth in the process and product is related to intentional planning and rigorous instruction. How can we create a classroom that promotes a rigorous learning environment that supports the CCSS? The CCSS will place high level cognitive demands on students that require them to reason, justify, synthesize, analyze, and solve problems. In a time when access to costly resources is limited, questioning is a free and powerful strategy we can use to promote higher level thinking and support the rigor required by the common core standards. Join us as we explore how to plan for asking the “right” questions, scaffold questioning so that students can reach higher levels of understanding, and encourage students to be questioners in a student-centered, inquiry-oriented community of learners. We will use our time to learn how to use quality questioning planning tools, strategies for engaging students in dialogue and practice intentional planning.Room: Sheraton Valley of the Sun D

Paths to a Growth Mindset School CultureMary Cay Ricci, Prince Georges County Public Schools, Olney, MD

Growth and Fixed Mindsets have important implications for high potential and advanced learners. Learners with a Growth Mindset who believe that intelligence can be further developed and that perseverance is essential, learn more effectively and welcome challenging learning experiences. This workshop will focus on ways to cultivate a Growth Mindset in ourselves, our students, our schools and districts.

PRE-CONVENTION PROGRAMS – NOVEMBER 11

Gifted Education Workshops for Teachers: Practical and Effective Strategies, Solutions, and Resources for the Classroom (Separate Registration Required)

Actively participate in two workshops (morning and afternoon) offered by gifted education experts and popular NAGC Convention speakers on a wide variety of relevant topics for teachers, administrators, and district coordinators at every grade level. Presenters will involve participants in activities and lessons, providing resources and planning tools that will help facilitate teachers’ instruction. Participants will take away ideas, materials, and strategies for engaging students that can be quickly implemented in their classrooms.

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Participants will discuss the mechanisms of a growth mindset belief system for educators and students and explore a model for differentiated, responsive instruction that is essential in a Growth Mindset classroom. A model for equitable access, one that contributes to a growth mindset culture in the classroom and allows access to advanced learning for all students will also be shared. Participants will leave this interactive session with lots of ideas to build and maintain a growth mindset environment as well as the beginning of a responsive instruction plan that can be implemented with their staff or students.Room: Sheraton Encanto B

Preparing Tomorrow’s Innovators: Engaging Elementary Students in Engineering Design PracticesCheryll M. Adams, Ball State University, Muncie, IN; Alicia Cotabish, Debbie Dailey, University of Central Arkansas, Conway, AR

The Next Generation Science Standards promotes student understanding of science content and concepts through the practices of scientific inquiry and engineering design. Students are expected to demonstrate their understanding of science by investigating the natural world and developing solutions to meaningful problems. Through these actions, students are given ample opportunities to practice creative and critical thinking skills as they develop into real-world investigators. Participants in this workshop will actively engage in engineering design practices as they work to develop solutions to real-world problems. Through this process, participants will explore ways to integrate engineering design into their science lessons while addressing math and literacy Common Core State Standards. Participants will also receive multiple engineering and problem/project-based learning resources.Room: Sheraton Encanto A

The Revised Bloom-Banks Matrix: Creating Rigorous and Relevant Lesson Plans for All StudentsMichelle Trotman Scott, University of West Georgia, Carrollton, GA; Donna Y. Ford, Vanderbilt University, Nashville, TN

Educators are concerned that gifted students are not being challenged in schools, that rigor is lacking in too many lesson plans and materials and that students seldom find relevance in what they are learning, especially those students who are culturally different (Black, Hispanic, Asian, and Native American). This workshop will describe The Bloom-Banks Matrix created by Ford and Harris, revised by Ford, and then modified by Trotman Scott, as a tool for teachers who understand that all students benefit from lesson

plans, literature, and resources that are both rigorous and culturally relevant. The Matrix is based on the six levels of Bloom’s revised Taxonomy combined with the four levels of multicultural infusion by Banks. The result is a 24 cell Matrix comprised of four quadrants that have been color coded to communicate strengths, weaknesses, and precautions. After describing the revised color-coded Bloom-Banks Matrix, the presenters involve participants in hands-on application, share 1-2 Matrices, and provide resources to help facilitate teachers’ ongoing use of the Matrix in all of their lesson plans and content areas.Room: Sheraton Valley of the Sun B

11:45 AM – 1:00 PMLUNCH KEYNOTE

Modern Curriculum for Gifted and Advanced Academic Students

Hear from Todd Kettler, assistant professor at the University of North Texas, and the editor of the newly released book, Modern Curriculum for Gifted and Advanced Academic Students, that addresses the need for advanced curriculum design in an age of national standards and 21st-century learning inno vations. The text and its authors work from the assumption that the most advanced learners need a qualitatively different design of learning experiences in order to develop their potential into outstanding achievement, answering the question, “How should we design learning experiences for our most advanced academic students in the foundational curriculum areas?” This book provides the most contemporary thinking about how to design in-depth courses of study in the foundational curriculum areas with a high degree of complexity and advanced content. The book includes chapters articulating specific design components like creative thinking, critical thinking, and authentic research, but also subject-specific chapters in mathematics, language arts, science, and social studies to demonstrate application of those design components. Room: Sheraton Valley of the Sun C

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1:15 PM – 3:15 PM

Creativity x 4Carolyn Coil, Pieces of Learning, Marion, IL

21st century learning skills — problem solving and critical and creative thinking — are showcased in this interactive session. See four user-friendly formats: Questivities™, SCAMPER, Six Thinking Hats and Encounter Lessons, that enhance these skills. Understand how each provides ways for gifted students to consider and then answer a series of divergent thinking questions. These questions stimulate ‘outside-the-box’ thinking, help develop both listening and research skills, and provide a springboard in designing creative project activities. All sample units are tied to the Common Core State Standards. You will actively participate in a sample lesson from each and will learn how to write your own lessons in all four formats. Appropriate for all grade levels.Room: Sheraton Valley of the Sun D

Differentiating Language Arts Curriculum in the Age of the Common Core Standards: What WorksClaire E. Hughes, College of Coastal Georgia, Brunswick, GA; Todd Kettler, University of North Texas, Denton, TX; Elizabeth Shaunessy-Dedrick, University of South Florida College of Education, Tampa, FL; Joyce VanTassel-Baska, William & Mary, Williamsburg, VA

This workshop will focus on differentiating standards for gifted learners, using acceleration, complexity, and creativity as the three major approaches. Examples from the Language Arts Common Core guides from both literature and nonfiction reading will be shared to illustrate ways to integrate across language arts standards to create differentiated activity sequences that involve reading, writing, and presentation segments. The use of models that are already differentiated and question-asking strategies will also be shared. Participants will analyze CCSS-ELA standards for ways to differentiate them and create modified activities, using the strategies shared. The session will conclude with a discussion of implementation tips for ensuring that gifted students benefit from the application of the new standards in classrooms.Room: Sheraton Encanto A

High-Impact, Low-Preparation Strategies to Foster Rigorous Learning Environments Bertie Kingore, P A Publishing, Austin, TX

Sound research cannot promote life-long learning for gifted students if we fail to translate it into classroom practices. Learn realistic, highly effective ways to foster

rigorous learning environments and increase instructional differentiation. In this session, attendees interact and participate in challenging, research-based strategies and learning experiences distinctly relevant to gifted profiles. Select from interactive experiences that engage students in constructing complex conceptual connections and deeper understanding and try out ways to save preparation time and stimulate excellence. Participants receive a collection 67 effective solutions for the 12 most frequently asked management questions and leave with timesaving techniques and ready-to-use applications so gifted students’ minds flourish without overwhelming teachers.Room: Sheraton Encanto B

Implementing the Common Core Mathematics Standards for Gifted and Advanced Learners Susan K. Johnsen, Baylor University, Waco, TX; Gail Ryser, Texas State University, San Marcos, TX

This workshop will describe specific strategies for differentiating the Common Core Mathematics Standards for gifted and advanced learners. Examples of assessments and differentiated learning experiences will be provided. Participants will have opportunities to differentiate the standards by using acceleration and pacing, depth, and complexity, creative explorations, interdisciplinary connections, themes and concepts, higher order thinking, world applications, and student interest.Room: Sheraton Valley of the Sun B

Visual Literacy Through InfographicsShirley J. Farrell, Alabama State Department of Education, Montgomery, AL

It has been said that pictures are worth 1,000 words, but infographics are worth millions. These visual representations of text, numbers, and graphic data communicate complex information quickly and concisely on one page that go beyond just the facts. Students use both linguistic and nonlinguistic systems to read and interpret them or, better yet, to develop multilayered data graphics that demonstrate analysis, evaluation, and synthesis of content and skills. Participants will enjoy “reading” student projects and will enjoy making them. Attendees will leave this session with an infographic they created and multiple resources to use in their classrooms.Room: Sheraton Valley of the Sun E


Katie AugustynConnecticut Association for the Gifted

Susan Baum*International Center for Talent Development

Wendy BehrensMinnesota Department of Education

George BettsUniversity of Northern Colorado

Dina BrullesParadise Valley Unified School District

Eric Calvert*Northwestern University

Richard M. Cash*nRich Educational Consulting, Inc.

Jaime Castellano*West Palm Beach, FL

Scott ChamberlinUniversity of Wyoming

Kimberley ChandlerWilliam & Mary

Alicia Cotabish*University of Central Arkansas

Bonnie CramondUniversity of Georgia

Tracy L. CrossWilliam & Mary

Joy L. DavisVirginia Union University

Felicia A. DixonBall State University

Patti Drapeau*Maine Department of Education

Shirley J. Farrell*Alabama State Department of Education

Donna Y. FordVanderbilt University

Marcia GentryPurdue University

Elizabeth B. Hahn*Beth Hahn Educational Consulting

Diane HeacoxSt. Catherine University

Thomas P. Hébert*University of South Carolina

Brian Housand*East Carolina University

Susan Johnsen*Baylor University

Frances A. KarnesUniversity of Southern Mississippi

Lauri KirschHillsborough County Public Schools

Jane KiseDifferentiated Coaching Associates

Sally KriselHall County Schools

Susan Dulong Langley*Storrs, CT

Jann LeppienWhitworth University

Eric MannHope College

Michael MatthewsUniversity of North Carolina – Charlotte

James L. Moore IIIOhio State University

Chrystyna MurskyWisconsin Department of Public Instruction

Rick OlenchakUniversity of Houston

Paula Olszewski-Kubilius*Northwestern University

Jeane Sunde Peterson*Purdue University

Jonathan PluckerUniversity of Connecticut

Susan R. RakowCleveland State University

Diana ReevesGordon School

Mary Cay Ricci*Prince George’s County Public Schools

Sylvia RimmFamily Achievement Clinic

Julia Link RobertsWestern Kentucky University

Ann Robinson*University of Arkansas at Little Rock

Karen B. Rogers*University of St. Thomas

Bob SeneyMississippi University for Women

Cindy SheetsShawnee Mission School District

Linda SheffieldNorthern Kentucky University

Del SiegleUniversity of Connecticut

Michelle SwainRound Rock ISD

Carol TiesoWilliam & Mary

Frank WorrellUniversity of California, Berkeley

* These speakers made ESP presentations September 1, 2014–October 31, 2015.

2015 Expert Speakers

NAGC’s Expert Speakers provided in-kind contributions that totaled $14,000 in 2014. We offer a warm thank you for their generous support.

“As conference chair, the service ESP provides is essential. It allows small state conferences to afford

quality speakers.”—Christine Deitz, Little Rock Arkansas School District

“ The conference went very well, and Dr. Leppien was outstanding! Many people had not had the opportunity to hear her speak prior to the

conference. The feedback was extremely positive! Thank you for providing these opportunities for

our GATE communities.”—Beth Andrews, Orange County Gifted and Talented Education

NAGC’s current and past board members and other experts are available to State Affiliates and other conference planners to speak on numerous topics at a significant discount off their regular honorarium. These NAGC leaders and subject matter experts are very popular speakers and, for those new to the gifted profession, they are often important role models.

The Expert Speakers Program (ESP)

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Discover native culture with internationally renowned Yellow Bird Productions. Under the direction of Ken Duncan, member of the San Carlos Apache Tribe, Yellow Bird celebrates the unique spirit of the American Indian. Based in Phoenix, the professional family dance company has traveled the globe, educating and enlightening audiences that include presidents and dignitaries.

Welcome Remarks by:

Twenty-two sovereign American Indian communities currently inhabit Arizona,

representing a wealth of cultural diversity. In fact, the state has the second largest

American Indian population in the U.S. where the majority of the Navajo Nation, the

largest Native American reservation, and the entire Tohono O’odham Nation, the

second largest, are located.

November 12 | 3:00 PM – 4:30 PMOpening General Session

Phoenix Convention Center North Ballroom

NAGC President George Betts

Phoenix Mayor Greg Stanton

NAGC Executive Director M. René Islas

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This is the first “official” day of the largest annual event dedicated to gifted and talented education.

In the past 24 hours, the NAGC board of directors has been planning for the future,

committees and networks have been meeting, and still more friends of GT education

learned how to design and deliver rigorous programs. Grab your sunglasses, because we

have the brightest teachers and parents in the Phoenix Convention Center!

Thursday Highlights - November 12

SCHEDULE AT A GLANCE

7:00 AM – 6:30 PMNAGC Registration Phoenix Convention Center North Ballroom Lobby (off Monroe Street)

7:00 AM - 2:30 PMOffsite Educational Programs (separate registration required)Groups depart from the Monroe Street entrance, departure times vary

7:30 AM – 2:00 PMNetwork Leadership Retreat (by invitation only)Laveen A/B, Sheraton Phoenix Downtown

8:00 AM – 2:30 PM(see page xx, separate registration required) Identifying and Serving Gifted and Talented Native American StudentsSheraton Phoenix Downtown

8:00 AM – 12:00 PM(see page xx, separate registration required) Using the Teacher Preparation Standards in Gifted Education: Demonstrating Candidate Mastery North Mountain, Sheraton Phoenix Downtown

9:00 AM – 2:00 PMArizona Administrators Leadership Forum (by invitation only)Estrella, Sheraton Phoenix DowntownSponsored by:

3:00 PM - 4:30 PMOpening General Session North Ballroom, Phoenix Convention Center

4:30 PM - 6:30 PMExhibit Hall Opening ReceptionNorth Hall 6, Lower Level, Phoenix Convention Center

6:30 PM - 7:00 PMNAGC Business MeetingRoom 221, Phoenix Convention Center

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8:00 AM – 12:00 PM

Using the Teacher Preparation Standards in Gifted Education: Demonstrating Candidate MasteryCheryll M. Adams, Ball State University, Muncie, IN; Susan K. Johnsen, Baylor University, Waco, TX(Separate Registration Required)

This first time workshop on the 2013 NAGC-CEC Teacher Preparation Standards, presented by members of NAGC’s Professional Standards Committee who led the development of the 2013 standards, is for program faculty preparing report submissions as part of the Council for the Accreditation of Educator Preparation (CAEP) accreditation process. Program leaders who are not part of the CAEP process, but are interested in ensuring their teacher candidates are mastering the national standards in gifted and talented education, are welcome to attend.

The session begins with an introduction to the standards, which define what gifted education professionals should know and be able to do, and then moves on to a discussion of assessments and rubrics that address the key concepts in the standards. In addition to a review of the items required in a CAEP report submission, time will be devoted to writing and sharing high quality rubric descriptors that ensure teacher candidate performance in each standard area is measured in meaningful ways. Participants will have the opportunity to learn from each other and there will be ample time for questions.Room: Sheraton North Mountain

8:00 AM – 2:30 PM

Identifying and Serving Gifted and Talented Native American Students: Future Directions for Research, Partnerships and Practices (Separate Registration Required)

A special opportunity for practitioners, researchers, and administrators to address the needs and improve the education of Native American children

8:00 AM – 9:15 AM

OPENING SESSION

Welcome and IntroductionsNAGC executive director M. René Islas, and program co-chairs Marcia Gentry and Jaime A. Castellano

Alvis Robertson (Lakota), a member of the Phoenix Oyate Singers, a grass dancer, and a respected member of his community, will offer a blessing to open the day in a traditional way. His blessing will be followed by drumming from the Phoenix Oyate Singers who come from a number of tribes and are a Northern style pow wow drum group.Room: Sheraton Valley of the Sun C

9:30 AM – 10:45 AM

MINI KEYNOTES

Practitioner Strand

7 Instructional Hoops for Enhancing Student Learning: ‘Good Medicine’ for Native American StudentsJerry A. Lassos, University of Colorado Denver, Denver, CO

Practitioners working with Native American students must offer Good Medicine by understanding those they teach. Students need and deserve strength-based programming as well as education respectful of traditional Native American ways. Implementing the Seven Instructional Hoops for Enhancing Student Learning© – place, culture, visual-spatial learning, 21st century skills, project-based learning,

PRE-CONVENTION PROGRAMS – NOVEMBER 12

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problem solving, and self-confidence – hold the key to changing achievement outcomes. These culturally responsive instructional strategies, developed while working in both reservation and urban settings, encourage teachers to uncover the hidden gems of Native students.Room: Sheraton Valley of the Sun D/E

Researcher Strand

Talent Development for Native American Youth and Their Teachers: Research Findings, Needs, and DirectionsMarcia Gentry, Purdue University, West Lafayette, IN

Drawing from recent work in this area, the status of giftedness, creativity, and talent development research and programming among Native and Tribal communities will be reviewed. Emphasis will be placed on how a strength-based approach can mitigate the focus on deficits and obstacles. Ideas for identification, programming, and sustained efforts will be shared and suggestions for researchers interested in contributing to the knowledge base concerning gifted Native youth will be made.Room: Sheraton Encanto A/B

Student Services Strand

The Art of Invention: Developing Engineering Talent among Navajo Youth with Chain-Reaction MachinesShawn Jordan, Arizona State University, Mesa, AZ; Kalvin White, Office of Diné Science, Math, and Technology, Window Rock, AZ; Nielsen Pereira, Purdue University, West Lafayette, IN

Learn about how the STEAM Machines™ curriculum has been used with groups of Navajo students who were asked to write a story and design and build a machine to tell the story. A STEAM Machine™ is a Rube Goldberg®-style chain reaction contraption that completes a simple task in overly complex ways. The STEAM Labs™ program challenges teams of middle and high school-aged students to learn and apply the engineering design process to build chain-reaction STEAM Machines™ in a project-based, cooperative learning environment. Students learn real-world engineering skills, gain experience with systems thinking and multi-team collaboration, integrate science, technology, engineering, arts, and math concepts together in the design and construction of chain-reaction machines, and explore pathways to careers in engineering and other STEM disciplines. Room: Sheraton Valley of the Sun A/B

11:00 AM – 12:00 PM

BREAKOUTS


Engineering Design Across Navajo Culture, Community, and SocietyShawn Jordan, Arizona State University, Mesa, AZ; Kalvin White, Office of Diné Science, Math, and Technology, Window Rock, AZ

Advanced STEM education can play an important role in strengthening community and providing career pathways for Native American students. The Next Generation Science Standards provide a platform to introduce engineering into K-12 education. Research on culturally-infused math and science curricula shows promise in promoting persistence among Native American students in STEM, suggesting that culturally-infused engineering curricula may have merit to improve recruitment and retention of Native American students in STEM fields. Presenters will share the results from a study that explored the ways in which Navajo students who have participated in summer engineering camps and Navajo engineering professionals experience, understand, and apply engineering design in the context of their culture, community, and society.Room: Sheraton Valley of the Sun A/B

Practitioner Strand

Feedback, Questioning, and Coaching: Working with Native American Teachers Serving Gifted Native American StudentsRobert Robertson, Arizona Science Center, Phoenix, AZ; Jaime A. Castellano, Lutheran Services of Florida, West Palm Beach, FL; Erik M. Francis, Maverik Education, Phoenix, AZ

Professional development experts will share the relationship between explicit feedback, rigor through questioning, and the importance of coaching as a means to an end: increased academic achievement by students, including those identified as gifted or high-ability. The need to be culturally competent and culturally responsive to both teachers in a professional development training experience, and to gifted and high-ability students in the classroom, will be explored. Valuable access to training materials and general recommendations on how native and non-native teachers can serve their gifted and high-ability students will be shared.Room: Sheraton Valley of the Sun D/E

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Kua O Ka Lā: Meeting the Needs of a Hawaiian Community Through a Culturally Sustainable Charter SchoolNina K. Buchanan, University of Hawaii Hilo, Hilo, HI

Kua O Ka Lā Public Charter School is one of 17 Hawaiian-focused public charter schools in the state of Hawaii some of which are Hawaiian language immersion schools and others are conducted in English but emphasize Hawaiian culture. The fact that they represent more than 50% of the entire state’s charter school network speaks to the extent to which local Hawaiian groups express frustration with the existing single district state school system. How can educators of Native students strike a balance between teaching past cultural practices and the knowledge and skills students need in the 21st Century? Is it possible to deliver a rigorous, relevant and hands-on experience for the students while meeting mandated Federal accountability as Hawaii’s charter legislation changes yearly? How can educational leaders build on the academic, social and moral foundations that have been established? How does Kua O Ka Lā differ from the traditional public schools and what can other native communities learn from their experiences?Room: Sheraton Maryvale B

Researcher Strand

Project HOPE+ Scholars from Arizona: Serving Gifted, Creative, and Talented Native Youth in Summer Residential ProgramsMarcia Gentry, Enyi Jen, Jason S. McIntosh, Kristin Seward, Purdue University, West Lafayette, IN

Project HOPE+ has served more than 150 Native youth from five communities in four Nations for the past five years in Purdue’s Gifted Education Resource Institute’s Summer Residential programs for gifted, creative, and talented youth in grades 5 through 12. The panel will address lessons learned in developing the program and outcomes of student participation in GERI summer programs. More importantly, a panel of HOPE+ Scholars—gifted Native American students from Arizona, who have engaged in this program will share their personal stories and provide reflections on their experiences.Room: Sheraton Encanto A/B

Researcher Strand

Research on the DISCOVER Performance-Based Assessment: Reliability, Concurrent Validity, and Predictive ValidityAbdulnasser Alhusaini, June Maker, Sema Tan, University of Arizona, Tucson, AZ

Discovering Intellectual Strengths and Capabilities while observing Varied Ethnic Responses (DISCOVER) was developed in response to the consistent underrepresentation of American Indian students in programs for gifted students, both on and off the reservations. It contains hands-on activities and paper/pencil activities. Based on 20 years of field-testing, evaluating, revising, and collecting data on its use with American Indian students, the presenters will share a brief overview of the assessment, results of studies of reliability, concurrent validity, and predictive validity when used with American Indian students. The focus will be on Navajo students due to the fact that most of the research has been with this population.Room: Sheraton Paradise Valley

Practitioner Strand

The Having of Wonderful Ideas: Exploring and Developing Interests Through Independent Learning ProjectsTamara Fisher, Polson School District #23, Polson, MT; Jann H. Leppien, Whitworth University, Spokane, WA

The opportunities for independent study and group investigations that provide students time for interest-based intellectual pursuits can be viewed as the vehicle within the total school experience through which everything from basic skills to advanced content and process results in the form of student-developed products and services. In this learning process, the students are transformed from lesson doer to first-hand inquirer, and the role of the teacher changes to a combination of coach, resource procurer, mentor, and sometimes, a partner or colleague. Learn how this service has been the staple of a gifted education program in a rural school district located on an Indian reservation in northwestern Montana for over 18 years. The presenters will share how the program is organized for students to receive high school credit and the management tools students use to guide their research. An analysis of student reflections on the impact of this learning process and the ways it can be utilized to uncover and reach gifted Native American students will be explored. Room: Sheraton Deer Valley

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12:00 PM – 1:30 PM

Lunch and Performance: An Almost True Memoir of a Native Youth Worker and Theatre Maker

An Almost True Memoir of a Native Youth Worker and Theatre Maker is a one-woman play written and performed by Rhiana Yazzie, a Navajo playwright, and Artistic Director of New Native Theatre, based in the Twin Cities in Minnesota. It follows the almost true experiences of the author’s journey through the web of social service programs available to Native American youth in the Twin Cities while trying to make a living as a Native theatre artist.Room: Sheraton Valley of the Sun C

1:30 PM – 2:30 PM

BREAKOUTS

Researcher Strand

A Comprehensive Analysis of Excellence Gap Data for Native American YouthMarcia Gentry, Purdue University, West Lafayette, IN

In this quantitative study, we examine whether Native American students represent a smaller proportion of students scoring at highest levels of achievement in National Assessment of Educational Progress (NAEP) reading, mathematics, and science proficiency compared to students from other ethnic backgrounds in United States K-12 education from 2000 to 2011. Data analyzed come from secondary, restricted data approved by Institute of Education

Sciences (IES). This important work extends prior research on excellence gaps that omitted Native American populations. Findings provide a baseline concerning excellence gaps and a foundation for future intervention research concerning high-achieving Native American students. They also provide information and direction for schools and communities that have Native American populations regarding what they can do to narrow excellence gaps.Room: Sheraton Encanto A/B


Acknowledging Differences Promotes Success for Native American Gifted StudentsGeoffrey Moon, Santa Fe Public Schools, Santa Fe, NM

Many gifted Native students have socioeconomic and cultural characteristics that put them at risk for low rates of gifted identification and for limited success in schools. Special identification and service strategies that honor their learning preferences can be used to help overcome these issues. For example, a multiple-measure process evolved from the Frasier Talent Assessment Profile has been shown to increase identification of Native students. By acknowledging, monitoring, and correcting for biases, the pool of students tested for gifted programs becomes more representative. Comparing students’ performance to subgroup norms or national norms adjusted for marginal differences minimizes test bias. Averaging reasoning, creativity, achievement, and rating scale data into ability or aptitude clusters identifies specific as well as general gifts. These measures combine to not only identify more students than would be found by using reasoning scores alone, but also to produce comparably valid decisions, as measured by statewide achievement tests. In addition, multi-year progress tracking and talent coaching help build readiness for acceleration and post-secondary success.Room: Sheraton Maryvale A

*We are grateful to our convention presenters, many of whom provide handouts to those attending their sessions.

NAGC gave presenters the additional opportunity to make their handouts available on NAGC 2015 Convention App and the NAGC Convention website http://www.eventscribe.com/2015/nagc/

A Note about Handouts

If you have any questions, stop by NAGC Central Booth 313

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1:30 PM – 2:30 PM

Researcher Strand

Engaging Native American Students in University Research Laboratories and Solving Community ProblemsJune Maker, Randy Pease, Bob Zimmerman, University of Arizona, Tucson, AZ

A research and development program funded by the National Science Foundation is identifying students with exceptional talent in Science, Technology, Engineering, and Mathematics (STEM). Identified students are given the opportunity to live on the University of Arizona campus with other high school students during a 6-week summer program while they participate in research laboratories of scientists in a variety of science disciplines. During the school year, teachers receive assistance in developing programs and classes for the students using the Real Engagement in Active Problem Solving (REAPS) model, in which they choose local problems of concern and work closely with peers and local community members to develop and present solutions to those problems. The presenters will describe the summer internship program and the REAPS model and share examples of the students’ presentations about their research in the labs, their products from the problem solving experiences, and their perceptions of the internship program. Room: Sheraton Paradise Valley

Practitioner Strand

‘Good Medicine’ for Native American EducationJerry A. Lassos, University of Colorado Denver, Denver, CO

Good Medicine is based on the idea of understanding those we teach and offers strength-based programming respectful of traditional Native American ways. Good Medicine also allows educators to see Native students as the hidden gems they truly are. At the heart of Good Medicine is the understanding that educational equity is an issue of social justice. As researchers have shared, Good Medicine implements the Seven Hoops for Enhancing Student Learning©-- place, culture, visual-spatial learning, 21st century skills, project-based learning, problem solving, and self-confidence--developed while working in both reservation and urban settings.Room: Sheraton Valley of the Sun A/B

Practitioner Strand

Lessons Learned: Perspectives on Serving Native American Gifted LearnersWendy A. Behrens, Minnesota Department of Education, Roseville, MN; Gregg Rutter, Nay-Ah-Shing School Mille Lacs Lake Band of Ojibwe, Deerwood, MN; Diane G. Heacox, St. Catherine University, Edina, MN

Three Minnesota educators: a teacher/GT coordinator from a reservation school; a professional development trainer working with reservation teachers in embedding differentiation in classroom practice; a state gifted consultant broadening support for gifted learners in rural reservation schools, will share lessons learned through sustained experiences working with gifted and talented Native American students. Curriculum and instruction drawing on students’ life experiences as well as tribal customs and values serve as the basis of their work. In addition, the challenges of historical trauma and creating a worldview beyond the rural reservation schools are considered. Examples of instructional approaches that work for the reservation teacher such as hands-on and project based learning that motivate and actively engage Native American gifted learners will be shared. Strategies that create ongoing partnerships and a model of professional development that coaches teachers for success will also be provided.Room: Sheraton Valley of the Sun D/E

Practitioner Strand

Moving Native American Students ForwardAnne Gray, Purdue University, West Lafayette, IN

As the achievement and excellence gaps widen in the United States, the underperformance of Native American students including the gifted students at the highest levels of achievement and performance is more pronounced. In order for the communities to move forward as full participants in the world community, continued underachievement by Native youth needs to be addressed. The presenter will share her challenging experience as a teacher of Native American students in a private school and in a Bureau of Indian Education community grant school. She will discuss how her experiences have influenced her thinking about educational reform and review the options and solutions available to effectively engage these youth. Room: Sheraton Maryvale B

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Researcher Strand

The Un-Session: Having Their SayJaime A. Castellano, Lutheran Services of Florida, West Palm Beach, FL

Adapted from the Edcamp Model, this un-session is an open opportunity for educators to collaborate on relevant, real-time topics of interest. In this context, the only given is the title: Having Your Say. This opportunity is about learning; educators freely expressing their ideas without being swayed or influenced by others. The session is facilitated, but it

is the attendees who decide on the topics related to the session title. Since anyone who attends the session can be a presenter it is a very empowering experience for everyone involved. This Edcamp adaptation provides gifted educators with a sustainable model for learning, growing, connecting, and sharing. Everyone’s expertise is honored, and specific, concrete strategies are exchanged. When professional development is created “for gifted educators by gifted educators” everyone wins. Come and try something new and different. You will walk away from the un-session even more inspired than when you walked in. Room: Sheraton Deer Valley

Thanks to Arizona students and teachers who share their talents with us during

the NAGC 62nd Annual Convention.



Friday

Thomas SchumacherProducer and PresidentDisney Theatrical

A theatre kid from day one, Thomas Schumacher grew up outside of San Francisco with dreams of acting, singing, and running his own theatre company. The acting and singing didn’t work out so well but as president of Disney Theatrical Group, Schumacher has produced some of musical theatre’s biggest hits including The Lion King, Elton John and Tim Rice’s Aida, Tarzan®, Mary Poppins with Cameron Mackintosh, The Little Mermaid, and Newsies. He was responsible for developing the Broadway play, Peter and the Starcatcher, and bringing High School Musical: On Stage to theatres and schools around the world. Aladdin is his most recent Broadway hit; his most recent London production is the critically acclaimed comedy, Shakespeare in Love. He is also the author of the book “How Does the Show Go On? An Introduction to the Theater.” In addition to his work in theatre, Schumacher supervised the development and production of more than twenty animated feature films for Disney including The Lion King, Mulan, Lilo and Stitch, Pocahontas, Tarzan®.

Special Thanks to:

November 13 | 10:30 AM – 11:45 AMFriday Morning General Session with Thomas Schumacher

Phoenix Convention Center North Ballroom


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You may begin your first full day at the NAGC 62nd Annual Convention with yoga and end your day connecting with colleagues at NAGC Network events. We’re pleased to welcome as our morning keynoter, Thomas Schumacher, Producer and President of Disney Theatrical. Don’t forget to visit the Exhibit Hall in the North Hall 6 on the Lower Level of the Phoenix Convention Center. Fuel your craving for breakfast, lunch, or snacks from 10:30 AM – 2:30 PM at the concession stand in the Exhibit Hall or the metroMarché on the 100 Level.

Friday Highlights - November 13


5:30 AM – 6:15 AMRise and Shine YogaCome wake up and start the day with a gentle flow of yoga. Patty Messer, Certified Personal Trainer/Yoga Teacher, will lead a 45-minute practice geared towards all levels. You will leave feeling energized and ready to learn. No mat? No problem! Towels will be available.Valley of the Sun C, Sheraton Phoenix Downtown

7:00 AM – 5:00 PMRegistration OpenPhoenix Convention Center

7:00 AM – 9:00 AMState Leader Breakfast (by invitation only)Valley of the Sun A/B, Sheraton Phoenix Downtown


9:00 AM - 5:00 PMExhibit Hall (cash and carry food 10:30 am - 2:30 pm) with Exhibitors, NAGC Central (bookstore)North Hall 6, Lower Level, Phoenix Convention Center


10:30 AM – 11:45 AMGeneral Session with Thomas Schumacher North Ballroom, Phoenix Convention Center Thanks to:

10:30 AM - 2:30 PMBreakfast and Lunch Items Available for PurchaseNorth Hall 6, Lower Level, Phoenix Convention Center and metroMarché, 100 Level

11:45 AM – 12:45 PMBreak



2:45 PM – 3:45 PMRefreshment Break in the Exhibit Hall North Hall 6, Lower Level, Phoenix Convention Center


5:00 PM - 6:15 PMCelebration of Excellence Awards Ceremony Phoenix Ballroom C, Sheraton Phoenix Downtown

6:15 PM – 7:00 PM ReceptionValley Overlook, Sheraton Phoenix Downtown

7:00 PM - 9:00 PMNetwork Evening Events (see pages xx)Sheraton Phoenix Downtown

Friday


National Association for Gifted Children | Everything Gifted Under the Sun 16

8:00 AM - 9:00 AM

SIGNATURE SERIES

The Social and Emotional Development of Gifted Children: What Do We Know? (Double Session: 8:00AM-10:15AM)Tracy L. Cross, Jennifer R. Cross, William & Mary, Williamsburg, VA; Liang See Tan, Nanyang Technological University; Maureen Neihart, National Institute of Education, Nanyang Technological University, Singapore; Steven I. Pfeiffer, Florida State University, Tallahassee, FL; Rena F. Subotnik, American Psychological Association, Washington, DC; Jonathan Plucker, University of Connecticut, Storrs, CT; Megan Foley Nicpon, University of Iowa, Iowa City, IA

Join the three editors: Maureen Neihart, Steven Pfeiffer, and Tracy L. Cross, of the newly published second edition of The Social and Emotional Development of Gifted Children: What Do We Know? It’s the only book that provides a comprehensive summary of the empirical research on the social and emotional development of gifted children by recognized authorities in the field. Like the book, this interactive session will offer an examination of the essential topics teachers, parents, and researchers need to know about the social and emotional development of gifted children and the issues they encounter when their needs go unmet. This is a special opportunity for those who care for gifted children to also hear first-hand from some of the authors of brand-new content. Topics include peer relations, twice exceptionality, depression, psychosocial aspects of talent development, and effects of ability grouping, among others. Major findings regarding cross cultural and cross-contextual variations observed in gifted children’s social and emotional development will also be shared.Room: CC North 229 A/B

Trends and Patterns of Underrepresentation of African American Males in Advanced Academic and Affective ProgramsJames L. Moore, Ohio State University, Columbus, OH

In the gifted education literature, there is little data, if any, that closely examines the extent to which African American males are represented in advanced academic programs. Over the years, many education researchers have suggested that African American males, including the gifted, share a collection of distinct academic, psychological, and social

realities. These students are frequently confronted with external stressors that often impede their overall well-being. With this in mind, this session will focus on those common social, psychological, and emotional challenges that African American males experience in society in general and advanced academic programs in particular. This session will highlight data that illustrate dismal education trends among African American males in advanced academic programs, specifically in some of the nation’s largest urban school systems. The presenter will offer explanations on why African American males are poorly represented in advanced academic programs and provide suggestions on how district- and building-level school leaders may increase the representation of African American males in advanced academic programs.Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators, ResearchersRoom: CC North 124 B

ARTS

The Brilliant Solution: Talented Art Students Explore Environmental IssuesGeeta Dave, Glasgow Middle School, East Baton Rouge Parish School System, Baton Rouge, LA; Jackie Palka, Merrydale Elementary School/Glen Oaks Park Elementary School, East Baton Rouge Parish School System, Baton Rouge, LA

East Baton Rouge School System has a unique Talented Program that includes specialized services for students identified in Talented Visual Art, Talented Music, Talented Theatre. This program currently services approximately 1200 students. Presenters include one of the Talented Visual Art teachers and a Gifted and Talented Site Coordinator at a middle school. The Site Coordinator will describe the Talented Art program and the Talented Art teacher will share details about her most recent project that applies environmental principles. Students created an installation called Brilliant Solutions using recycled materials from the school cafeteria and many other sources. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ParentsRoom: CC North 121 A

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COMPUTERS & TECHNOLOGY

Gifted Education Advocacy, Networking, & PD… 21st Century StyleApril N. Coleman, Mississippi University for Women, Columbus, AL

Learn to harness the power of social technology for the greater good of our gifted. Gifted educators and parents often feel alone in their efforts to learn about and promote optimal services for the unique needs of gifted learners. In this session, participants will gain practical applications for using social web tools (Twitter, Instagram, blogs) in new ways to promote advocacy, collaboration, and networking. In addition, participants will be introduced to W GiftedNET, a new public online learning community and digital resource library hosted by Mississippi University for Women’s Gifted Studies Program.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 121 B

Tech Beginnings: Introducing Coding, Animation, and Robotics in PreK to Grade 3 Enrichment ClassesAnn Gadzikowski, Northwestern University, Evanston, IL

Tech experts tell us that “coding is the new literacy” but at what age should children begin learning about computer programming? In this session we examine the growing role of technology in early childhood and elementary education and identify the tech concepts that are most meaningful to young, bright students. The presenter will demonstrate new tools and instructional practices that teach coding topics such as robotics and animation in enrichment programs for gifted students. Audience: Classroom Teachers K-6, Gifted Coordinators, ParentsRoom: CC North 222 A

NAGC Select Series E-Books Available for Kindle and in PaperbackNAGC Select books are a series of concise, informative booklets on topics and issues in education. Intended as a service to practicing educators and/or families, They are designed for the non-researcher who needs to know the basics of a particular topic in education. The books have a consistent format: an intro on the importance of the topic, three to five sections explaining what we know and how it translates into practice, a conclusion/summary and five to seven key resources on the topic, with annotations.

Latest Selects:• Engaging and Challenging Curriculum: Supporting Advanced and Gifted Learners

Jennifer G. Beasley, Christine Briggs, Leighann Pennington, Marcia B. Imbeau• Exploring Homeschooling for Your Gifted Learner

Suki Wessling • Parenting Gifted Children to Support Optimal Development

Stephen T. Schroth, Jason A. Helfer; Cheryll M. Adams, Series Editor• Self-Regulation and the Underachieving Gifted Learner

Alicia M. Welch, Jennifer L. Roth, Hillary H. Steiner, Martha M. Carr; Cheryll M. Adams, Series Editor

The books are available on Amazon in e-book or print-on-demand formats. Stop by NAGC Central (booth 313) to view the series.

Friday



8:00 AM - 9:00 AM

CONCEPTUAL FOUNDATIONS

The X Factor: Motivation and Its Implications for Giftedness and Talent DevelopmentJennifer L. Jolly, Jae Jung, University New South Wales, Sydney NSW, Australia; Del Siegle, University of Connecticut, Storrs, CT; Michael S. Matthews, University of North Carolina at Charlotte, Charlotte, NC

The first definitions of giftedness relied solely on the concept of innate intellectual aptitude. Over time, multidimensional models of giftedness were introduced that encompassed psychosocial characteristics including that of motivation. This session provides an overview of motivation theories and how these might be used to better understand the gifted learner, a summary of the current literature, followed by a panel discussion regarding how the integration of motivational theories (i.e. self-determination theory, expectant-value theory, achievement-orientation) have influenced the understanding of giftedness in a variety of settings. Implications for future research along with recommendations for practitioners will also be discussed. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 222 C

COUNSELING & GUIDANCE

Innovating Intuition: Creative Thinking Strategies to Support Social and Emotional DevelopmentSusan DuLong Langley, Lorrie-Anne Monte, University of Connecticut, Storrs, CT

Gifted learners may experience social and emotional concerns related to their intra- and interpersonal development such as perfectionism, self-esteem, self-acceptance, confidence, peer-relationships, executive functioning challenges, mindset and grit. Given gifted learners’ capacity for higher-level thinking, creative thinking strategies may foster their development of intuitive problem-solving skills. The presenters will explore practical strategies for counselors to use to help students develop appropriately empowering creative problem-solving strategies in supported situations toward mastery for lifelong use. Creative thinking

strategies for counselors to incorporate into affective supports for students’ social and emotional development include brainstorming, SCAMPER, Synectics, and fluent, flexible, elaborative, and original thinking, will be shared.Audience: Counselors and other Clinical ProfessionalsRoom: CC North 128 A

Understanding the UnderachieverKathy Paul, Johnston Community Schools, Johnston, IA

What is the relationship between motivation and underachievement? What strategies are available to address the needs of gifted students who are not performing to potential? How can teachers, counselors and parents collaborate to determine appropriate actions to address these issues? Types of underachievers and how they are influenced by family dynamics, as well as strategies to increase motivation in underachieving gifted children will be covered. Checklists and specific strategies you can use as a parent or teacher will be provided. Examples of effective dialogue and approaches to deal with students to promote success will be shared.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 125 B

CREATIVITY

Differentiation Outside the Box: Bring Creative Thinking Back into Your ClassroomPatti Wood, Samford University, Birmingham, AL; Carol L. Tieso, William & Mary, Williamsburg, VA

Creative thinking is taking a hit in classrooms across the country. While experts tout the benefits of creative thinking for students and society, current emphasis on critical thinking skills leave creativity still inside the box. In this session, learn new ways to infuse creative thinking skills into your differentiated instruction. Highlighted are strategies such as creative problem solving, divergent thinking, synectics, Six Thinking Hats, and creative dramatics you can infuse into your curricula to meet academic and affective needs of the gifted. We will engage in creative practicing and explore sample lessons. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High SchoolRoom: CC North 131 B

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Pure Genius! Sparking Student Creativity and Motivation in the Elementary ClassroomScarlett Randall, Susan Wolfe, Boise Independent School District, Boise, ID

To prepare our students for life outside the classroom, the school day must provide opportunities to select and solve real-world problems. This session will explain the doable integration of Genius Hour, Project-Based Learning, and “Real World” classroom activities that provide students the freedom to innovate, create, and change the world. Attendees will learn techniques to embed inquiry-based learning experiences that intrinsically motivate and increase perseverance while smoothly integrating the Common Core Standards. The presenters will share their journey with sample projects and resources, including the metamorphosis of the school library into a “Make It” media and STEAM activity center. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted CoordinatorsRoom: CC North 128 B

CURRICULUM STUDIES

Developing a Curriculum: How to Win an AwardCarol Ann Williams, Richard Stockton College of New Jersey, Galloway, NJ; Christine Briggs, University of Louisiana at Lafayette, Lafayette, LA

Educators use curriculum everyday to guide their teaching and provide challenge for their students. The curriculum studies division seeks to honor authors of high quality, challenging, differentiated curriculum designed to meet the diverse learning needs of gifted students. This session will outline the rules and requirements for the Curriculum Network’s annual competition. Participants will learn how to submit a unit, the timeline for the review process, and the assessment rubrics. If you have a unit you would like to submit, this session will provide the information you need. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 121 C

Nurturing the Scholarly Habits in Culturally, Linguistically, and Economically Diverse Advanced LearnersMelanie Crawford, Maggie Smith, Minneapolis Public Schools, Minneapolis, MN

Impacting academic growth for diverse advanced learners is powerfully facilitated through direct and embedded instruction around the scholarly habits: autonomous thinking, fair-mindedness, grit and tenacity, intellectual courage, and more. In this session, we will share a model for teaching the scholarly habits to upper elementary, culturally, linguistically, and economically diverse (CLED) advanced learners through differentiation in literacy. By explicitly teaching the scholarly habits in context, CLED advanced learners develop metacognitive skills that allow for scaffolding of complex tasks that ultimately lead to gains in academic achievement. The presenters will share curriculum design process examples of this work in use with CLED students, and assessment strategies. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 126 B

To Read or Not to Read: Motivating Gifted Readers in 21st Century ClassroomsSandra Kaplan, Jessica Manzone, University of Southern California, Los Angeles, CA

One myth surrounding gifted learners is that they are intrinsically motivated to read and do not require prompting, coaching or modeling. Strategies such as the use of appealing texts, variety in genre, and student choice in the selection of reading material are replete in the literature as contributors to the development of motivated readers. This session aligns current theories of motivation with the CCSS and the characteristics of giftedness. Participants will engage in mini-lesson simulations to practice five newly created strategies that educators can use to help develop and foster self-motivation and self-regulation strategies in gifted readers. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 129 A/B

Friday



8:00 AM - 9:00 AM

EARLY CHILDHOOD

Math Extension Plan Formula: Hard, Valuable, Creative Work = PrideCarol Greig, McFarland School District, McFarland, WI

Early childhood builds the foundation for a student’s education and gifted math students have a need for program extensions. Advanced knowledge acquisition is expected, but that’s just part of their math plan; extension plans must include considerations for the whole child. Knowledge acquisition, creativity, problem solving, task commitment, communicating ideas and citizenship are woven into an advanced math program that builds in intensity each year. Participants will learn how to use emotion and strategy scales to help students grow into independent learners. With assignments that are hard, valuable and creative, students earn the powerful, motivating feeling of pride. Audience: Administrators, Classroom Teachers K-6, Gifted CoordinatorsRoom: CC North 131 A

EXHIBITOR WORKSHOP

Making Algebra Child’s PlayMary Geschel, Borenson & Associates, Allentown, PA

Learn about and experience the visual and kinesthetic approach to teaching algebraic concepts to students in grades 3-8. By “breaking the code” of algebra, Hands-On Equations empowers students to work with “sophisticated” looking algebraic concepts, thereby enhancing their self esteem and their interest in mathematics. Balancing two-step equations becomes child’s play! Each participant will receive a student kit of Hands-On Equations.Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted CoordinatorsRoom: CC North 127 C

Sponsored by

GLOBAL AWARENESS

Project Light Rwanda: From Trauma and Tragedy to Developing Gifts and TalentsAmy H. Gaesser, Purdue University, West Lafayette, IN

To think and act globally, the complex question of how best to support gifted youth dealing with trauma needs to be addressed if we are to support talent development in all high-ability youth. Project LIGHT Rwanda, a visionary program that helps traumatized youth, offers one roadmap to support healing and talent development for some of the most challenged youth internationally. This session will present key aspects of this innovative program, discuss global implications, and teach participants one of the core, evidence-based techniques - Emotional Freedom Technique - being used to assist these youth to overcome adversity and flourish. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 127 B

MIDDLE GRADES

Inspiring Passionate Reasoning: Strategies to Engage Advanced Middle Grade Learners in Critical and Creative ThinkingRobin Hawley-Brillante, Baltimore County Public Schools, Towson, MD

New brain research supports what educators have known for a long time, that when students are intrinsically motivated, their learning and memory increase. How do we nurture the intrinsic motivation of our advanced middle grade learners? These students require engaging learning experiences that address their asynchronous cognitive and affective needs. Participants will analyze three strategies that promote intellectual, social and emotional development in advanced middle grade learners across content areas: the backchannel, analogical reasoning, and sociodrama. Participants will learn how to differentiate these learning experiences in order to challenge students at various levels of advanced readiness.Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 122 B

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Just the Facts, Ma’am: Why Some Kids Think Like Joe FridayShelagh A. Gallagher, Engaged Education, Charlotte, NC

Why is it that despite your efforts to provide open-ended inquiry-based activities, one group of students demands facts? Or, when you teach necessary facts, another group stares dully at you wishing for ‘something more.’ Does this have anything to do with giftedness? It might. Perry’s scheme of intellectual development explains why student beliefs about education affect virtually every educational outcome. Learn the basics of the Perry scheme, see research documenting differences between gifted and typical middle school students, and discuss how the model can help chart a course of meaningful, relevant learning for gifted adolescents.Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 224 A

PARENT & COMMUNITY

Parenting Gifted Kids Without Tears (Yours!)Kathi Lundstrom, Norwalk-La Mirada Unified School District, La Habra, CA

This session will cover characteristics of giftedness, inspiring, motivating, and disciplining gifted kids, and reversing underachievement in reluctant learners. The presenter has decades of experience in teaching gifted students as well as having raised her own overachiever and underachiever, both gifted. Her research has focused on underachievement in both gifted kids and gifted adults. This session will be casual and flexible and will allow for questions and discussion in the field of parenting gifted kids.Audience: ParentsRoom: CC North 223

PROFESSIONAL DEVELOPMENT

Practical Counseling Strategies for Teachers of the GiftedMichelle Muratori, Johns Hopkins University, Baltimore, MD; Laurie Croft, University of Iowa, Iowa City, IA

To increase competence and confidence when interacting with gifted students, teachers must be equipped with basic counseling skills and strategies to employ in their

classrooms. Both the NAGC/CEC Teacher Preparation Standards and Program Standards emphasize positive learning environments and social skills educators should model and facilitate. In this interactive session, teachers will learn basic counseling skills, putting them into practice through role playing/ experiential exercises. The presenters will explain basic psychological concepts which impact the dynamics between educators and students. To illustrate these concepts, case examples will be provided and discussion will be encouraged.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 131 C

Professional Learning Beyond Face-to-Face: Using Technology to Sustain LearningGinger Lewman, ESSDACK, Hutchinson, KS; Richard M. Cash, nRich Educational Consulting, Inc., Minneapolis, MN

Most professional learning in the field of gifted education is accomplished through face- to-face workshops. For professional learning to be effective and have an impact on students, it must be sustained and job-embedded. It is common for our students to learn through the use of technology including various social media platforms. The presenters, both visionary education change agents, will demonstrate how to create continuous learning through technology. Leave with a toolbox full of powerful resources including free open education resources and collaborative creation tools, so we can be creators, not simply consumers of remarkable learning.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 222 B

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8:00 AM - 9:00 AM

When Gifted Programs Are Legislated as Basic Education: The Change Process Unleashed!Nancy B. Hertzog, University of Washington, Seattle, WA; Gail Hanninen, Jann H. Leppien, Kathryn Picanco, Whitworth University, Spokane, WA

Washington is the first state to legislate services for gifted students as part of basic education. Districts must submit approved gifted program plans that include two important mandates: identification of and a continuum of services for gifted children K-12, and a yearly evaluation of the gifted program that includes accountability of program effectiveness by assessing each selected student’s growth and progress. These mandates have redefined and drastically changed the face of gifted education. This session allows participants to see challenges faced, the demand for professional development, and how problems are solved when gifted education becomes basic education.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 126 C

RESEARCH & EVALUATION

Giftedness Across the Globe: Insights and Evidence of Effective Gifted Education Practices in OECD CountriesKatie McClarty, Pearson, Austin, TX

Research consistently shows countries that excel on educational indicators are committed to quality teachers, school autonomy, and data-based decisions. But we know comparatively little about how these countries educate their gifted learners. This session reviews gifted education practices around the world and links those practices with teachers’ behaviors and students’ educational outcomes. Participants will learn how three paradigms in gifted education – gifted child, talent development, and differentiation – can affect not only student achievement, but also educators’ use of teacher-directed instruction, student orientation, and formative assessment. Discussion focuses on how lessons learned internationally could be applied in the U.S.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ResearchersRoom: CC North 125 A

Taking the Next Step: Examining Post-Secondary Transition Issues for Gifted and High-Ability StudentsAdrienne E. Sauder, Western University, London, ON, Canada

Relatively little is known about the gifted university student, partly because it is widely believed that the very nature of the post-secondary education system will simply and efficiently meet the needs of gifted students. This session explores the first-year university transition experience of gifted students, and the impact of this transition on their learning experience, through a multiple methods study situated within a phenomenological framework. The findings from a study will be of benefit to a range of stakeholders, from the gifted individuals themselves to academic counselors, instructors, administrators, and parents. Implications of these findings will be presented and discussed.Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 127 A

SPECIAL POPULATIONS

Gifted with ADHD: A Collective Case Study of Girls in Their Secondary Education YearsC. Matthew Fugate, Purdue University, West Lafayette, IN

ADHD in girls can result in emotional and behavioral issues, placing stress on peer and family relationships. Coupled with giftedness, the characteristics of each often hide one another, a phenomenon known as masking, resulting in few educators recognizing either their talents or their challenges. It is important that education professionals develop an understanding of the experiences, perceptions, and needs of this unique population. This session will review the results of a collective case study of girls from a variety of school settings and the benefits and challenges that they report as a result of their giftedness and ADHD.Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 122 C

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SPECIAL SCHOOLS & PROGRAMS

Benefits of Summer Program Participation: Student ReflectionsKelly L. Kearney, University of Connecticut, Storrs, CT

Summer programs, with a goal of aiding talent development, are frequently recommended for gifted students of all backgrounds. This session will discuss results from a study that explored 54 high-ability adolescents’ perceptions of summer program factors that influence their talent development and pursuit of academic success. We share students’ perceptions of which aspects of their participation were most valuable and influenced them during the summer and beyond, presented in their own words. The session will also invite discussion of the most important factors to consider when planning summer enrichment programs. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 126 A

STEM

Creative Problem Solving and Engineering Design: An Innovative Match for Teachers and Talented StudentsChris N. San Antonio, Museum of Science, Boston, MA; Kristy A. Kidd, Ann Robinson, University of Arkansas at Little Rock, Little Rock, AR

Teaching engineering to young children sounds daunting, but teachers find a familiar landscape when they think creatively about design. Creative problem-solving strategies used in gifted programs and principles of engineering design make an innovative instructional match. To alleviate apprehension among teachers and to foster engagement among talented children, STEM Starters+, a JAVITS project, connects the two problem-solving approaches. Explore how rigorous curriculum, including Engineering is Elementary from the Museum of Science, Boston and biographies of inventive engineers enrich STEM opportunities. Participants

will review exemplary materials, engage in a hands-on engineering activity, and be provided with a bibliography of resources.Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, ResearchersRoom: CC North 124 A

Engineering with a Twist: Fairy Tales, Common Core, and Next Generation Science StandardsMichelle Buchanan, Alicia Cotabish, Debbie Dailey, Nykela Jackson, Rachelle Miller, University of Central Arkansas, Conway, AR

The Next Generation Science Standards recommends students receive early opportunities to engage in the practices of science and engineering. Unfortunately, a lack of resources, limited expertise, and administrative priorities often “squeeze out” science from elementary classrooms; thereby, limiting these investigative opportunities. To increase these opportunities, teachers should consider integrating science into their literacy block. Participants in this session will examine ways to integrate science, particularly engineering design practices, into literature lessons using fairy tales. Participants will engage in sample lessons and will receive resources to implement these strategies in their classroom. Audience: Classroom Teachers K-6, Gifted CoordinatorsRoom: CC North 123

Thanks to Vanderbilt PTY for sponsoring WiFi for NAGC Convention Attendees. Network: NAGC2015 Password: NAGC2015

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8:00 AM - 9:00 AM

Preparing Underrepresented Students for Success in STEM: Findings of a 14-Year Project Excite Longitudinal StudyPaula Olszewski-Kubilius, Rhoda Rosen, Saiying Steenbergen-Hu, Northwestern University, Evanston, IL

This session will discuss findings from a 14-year longitudinal study of Project Excite, an intervention program designed to increase the representation of high potential minority students in high school advanced-level STEM coursework. Presenters will compare the performance of Project Excite students on the Illinois Standards Achievement Test, the Measures of Academic Progress, the Explore test, and high school math placement with that of students in their local school districts and in the state of Illinois overall. Evidences supporting comprehensive and intensive supplemental programming for recognizing and nurturing high potential minority students and increasing their academic achievement will be discussed.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 224 B

9:15 AM – 10:15 AM

SIGNATURE SERIES

Effective Professional Development Practices that Honor the Whole Child in Underserved PopulationsAngela M. Novak, District of Columbia Public Schools, Washington, DC; Elizabeth Fogarty, East Carolina University, Greenville, NC; Ken Dickson, Educational Support and Consulting Network, Upper Marlboro, MD; Connie L. Phelps, Emporia State University, Emporia, KS; Dina M. Brulles, Paradise Valley Unified School District, Phoenix, AZ; Marcia Gentry, Purdue University, West Lafayette, IN; Kristina Collins, Texas State University, San Marcos, TX

The diverse needs of Black, Hispanic, and Native American gifted children are often invisible, overlooked or misunderstood in PreK-12 schools. However, by understanding these underserved populations through the lens of the whole child, we can improve the quality of gifted education services. Professional development training for pre-service teachers, classroom teachers, administrators, psychologists and counselors that is responsive to the needs of the whole child in underserved populations helps ensure all students receive an appropriate education. This panel discussion of practitioners and researchers collectively represents decades of practical experience and published research on Black, Hispanic, and Native American K-12 gifted children.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 124 B

Need to charge your phone or tablet?Stop by the Charging Station,

sponsored by the Belin-Blank Center, in the

Registration Area of the Phoenix Convention Center.

You can review the onsite program and totebag

flyers or catch up with old friends and new

colleagues while charging your mobile devices.

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The Social and Emotional Development of Gifted Children: What Do We Know? (Double Session: 8:00AM-10:15AM)

Continued from 8:00 AM – 9:00 AM. See page 16 for full description and speaker list

Room: CC North 229 A/B

ARTS

Using Music and the Visual Arts to Build Creative and Critical Thinking SkillsJason A. Helfer, Illinois State Board of Education, Springfield, IL; Stephen T. Schroth, Towson University, Towson, MD

Exposure to and experience with music and the visual arts can build gifted children’s creative and critical thinking skills. Recent cutbacks in arts education at many schools, however, have made instruction in music and the visual arts scarce. This session will assist teachers and parents to use two tested instructional strategies, Musical Thinking Strategies and Visual Thinking Strategies. Both are easy to learn and implement, and can be used by teachers and adults with little or no background in music or the visual arts. Appropriate for gifted children in general education classrooms, pull-out programs, or special gifted programs. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ParentsRoom: CC North 127 B


Brainhacking: Using Biofeedback Toys and Free Apps to Teach About CreativityBarbara Kerr, Olivia A. Stull, J.D. Wright, University of Kansas, Lawrence, KS

Star Wars “force” toys, cheap consumer grade EEG monitors, and Biofeedback apps can be used to teach a wide range of concepts about the brain. Brainhacking was invented at the Lawrence Creates Makerspace to teach gifted students how to identify relaxation, concentration, and creative flow states. In addition to learning about how to regulate their own mind states, students can also learn how to use open source software to create brain art, brain music, and to devise their own research on mind states.Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 121 C


Why Not Include “Bright” Children in Our Programs?Laurie Croft, University of Iowa, Iowa City, IA

We want to be able to explain to parents, teachers, and community leaders who “gifted” children are, and why they need special programming. In order to simplify the explanation, though, dichotomies have proliferated, describing the difference between the “truly” gifted and the “merely” bright or smart. In these lists, the “bright” child appears well adjusted and a teacher pleaser; the “truly gifted” child appears to “already know” what (s)he needs to know. Are children excluded from programs because of these simplistic perceptions? What does research say about characteristics of children who are gifted?Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 126 A


‘...simply a Horrible Way to Look at Children’: Societal Animosity Towards GiftednessJim Delisle, Growing Good Kids, North Myrtle Beach, SC

Americans have always had a love-hate relationship with giftedness: they want the most capable students to achieve, but they want them to do so without being identified, labeled or served separately in schools. This division in thought has become starkly obvious in relation to several recent publications about educating gifted children that have been criticized widely on social media. This session will examine some possible causes for this animosity, as well as offer suggestions for ‘doubling down’ on our advocacy efforts, in order that gifted children’s intellectual and emotional needs are served and not ignored any longer.Audience: Administrators, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 223

Friday



9:15 AM – 10:15 AM

Nurturing the Inner Self: Positive Psychology Meets GiftednessMichele Kane, Northeastern Illinois University, Chicago, IL

The field of Positive Psychology has reframed the lens of psychology from a focus on pathology to building on personal strengths while developing interpersonal and intrapersonal awareness. Gifted individuals who are exquisitely sensitive, emotionally intense, intellectually passionate and deeply creative may have experiences that differ from the norm. This session centers on describing current work in Positive Psychology that has relevance for gifted individuals, especially gifted youngsters. Specifically, strategies for increasing resilience, fostering hope, developing emotional connections, practicing mindfulness, and exploring contemplative practices will be discussed. Resources will be shared for encouraging empathy and gratitude.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 125 B

Social (Pragmatic) Communication Disorder: Is It a New DSM-5 Diagnosis for Gifted Children?James T. Webb, Great Potential Press, Tucson, AZ; Dan Peters, Summit Center, Walnut Creek, CA

Social (Pragmatic) Communication Disorder (SPCD), which was added as a new diagnosis to DSM-5, is likely to become a new fad diagnosis that will be applied and misapplied to gifted children. Educational professionals and parents need to know about this new diagnostic category that emphasizes “persistent difficulties in the social use of verbal and nonverbal communication,” particularly since it appears to be a replacement of sorts for Asperger’s Disorder, which was deleted from the DSM-5. Diagnostic DSM-5 criteria listed will be compared to frequent or typical behaviors for gifted children, and guidelines offered to differentiate whether there is a disorder.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 131 C

CREATIVITY

Capture the Spirit of Entrepreneurship in Your 21st Century ClassroomKathleen Frazier, Jean Metzger, Orange City Schools, Pepper Pike, OH

An entrepreneur mindset involves motivating students to look at problems as opportunities, take risks and venture down unexplored paths. This engaging multimedia session guides participants through ready to implement teaching strategies that can be integrated into the K-12 classroom curriculum. Highlights: Design Thinking, Building Collaboration Skills, A Social Entrepreneur Unit, Entrepreneur Challenge Day, Developing an Elevator Pitch and Business Plan. Resources in a complete handout include: music, literature, the arts, grant writing, crowdsourcing, Ted Talks, and links to integrating technology. Methods of assessment and metacognition are included. Inspire your students to shape the future. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 222 A

Cultivating a Culture of Creativity: Lessons Gifted Education Can Learn from Disney and PixarBrian C. Housand, East Carolina University, Greenville, NC; Angela M. Housand, University of North Carolina at Wilmington, Wilmington, NC

While it may have started with a mouse, the Walt Disney Company has evolved a culture of creativity that extends beyond theme parks and entertainment and into the heart of the child that still exists in all of us. This session explores the core principles that Disney and Pixar utilize to overcome the unseen forces that stand in the way of true inspiration and provides examples of how we can implement these principles into our gifted programs. Let’s “go behind the scenes” to experience the magic that gifted education the Disney way could offer. Dream. Believe. Dare. Do. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 125 A

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Exploratory Instrument to Facilitate Student Creative IdentificationScott R. Furtwengler, Brazosport College, Lake Jackson, TX; Rick Olenchak, Purdue University, West Lafayette, IN

Although creative identity has been examined across various groups, there exists no statistically sound instrumentation to identify students who are most likely to require a variety of services for developing their personal creativity. This session will discuss the purpose of a study to design an instrument to reduce time required in identifying students for admission to creative programs. It examines how artistically gifted adolescents view their own creativity and creative development with emphasis on what factors reduce creative expression across artistic disciplines. This study works off the ethnic identity framework by Torrance and builds off ego identity as outlined by Marcia. Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 131 A

Promoting Creativity in the Classroom Using Two StrategiesCorina Kaul, Baylor University, Waco, TX; Brenda K. Davis, Bosqueville ISD, Waco, Texas

Creativity is recognized as an important 21st century skill that empowers students. An emphasis on creativity, therefore, is an essential element in the classroom. Creative strategies can be tools that effectively assist students (and teachers) in developing innovative ideas or responding to challenges. Presenters will discuss reasons for teaching creativity and demonstrate two creative strategies: Force-fitting and Six Thinking Hats. These techniques will serve to expand educators’ creativity toolboxes for application across varied subjects in schools.Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ParentsRoom: CC North 126 C

CURRICULUM STUDIES

AP Plus IB Plus Honors Doesn’t Equal Gifted EducationKaren Cunningham, Agua Fria Union High School District, Avondale, AZ; Deborah O. Douglas, GT Carpe Diem, Fitchburg, WI

Gifted students usually enter high school believing they will be challenged, invigorated, and prepared for adulthood. But too often they are met with the status quo: courses, including AP, Honors and IB, that are slower paced and less rigorous than they need. This session examines one Arizona district’s plan to help gifted students gain autonomy and self-efficacy, discover appropriate academic challenges beyond the norm, and increase their chances for internships, college admission, and scholarships. Attendees will leave the session with insights and templates to replicate the plan in their own districts.Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators, ParentsRoom: CC North 122 A

Curriculum for the Gifted: Then and NowSusan K. Johnsen, Baylor University, Waco, TX; Jennifer L. Jolly, University New South Wales, Sydney NSW, Australia; Sandra Kaplan, University of Southern California, Los Angeles, CA; Karen L. Westberg, University of St. Thomas, Minneapolis, MN; Carolyn M. Callahan, University of Virginia, Charlottesville, VA

The history of gifted education is replete with curricular definitions and designs responding to the nature and needs of gifted students. The evolutionary process of developing appropriate curriculum for the gifted will be explored by a panel: What is the origin of the basic features and practices of differentiated curriculum? Which characteristics of curriculum are sustained over time? Has the curriculum for the gifted really met its intended goals? How would we know? Participants will be presented with the views of experts on these questions based on the works and examples of theoreticians and developers of curriculum for the gifted.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ResearchersRoom: CC North 124 A

Friday



9:15 AM – 10:15 AM

The Administrators’ Bloom-Banks Matrix: Evaluating Lesson Plans for Rigor and RelevanceDonna Y. Ford, Vanderbilt University, Nashville, TN

Several years ago, Ford and Harris first shared their Bloom-Banks Matrix which was created to guide educators in developing and critiquing lesson plans for challenging gifted students. The Matrix focuses on rigor and relevance and had been updated in 2011. This session focuses on a different version of the Matrix by targeting teachers’ lesson plans. Administrators can use this version to evaluate or critique gifted education lesson plans and goals when observing teachers/classrooms.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 224 A

Using Alternative and Ipsative Assessment to Evaluate and Motivate Gifted LearnersPamela Dechau, Sara Newell, Linda Reynolds, Charles Townes Center at Sterling School, Greenville, SC

How do you assess creativity? How can you help parents understand that their academically gifted child still has plenty of room to grow in areas like intellectual humility and perseverance? These questions will be answered by teachers and administrators currently working in a center for highly gifted students. Using continua developed for this purpose and structured measurement and reflection, these teachers have implemented a system that helps students and parents better understand critical and creative thinking. Participants will receive copies of continua and practical insight into how teachers are using these documents to measure and encourage individual student growth.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ParentsRoom: CC North 222 C

EARLY CHILDHOOD

SPARKing Summer Learning in Grades K-2Carol V. Horn, Fairfax County Public Schools, Fairfax, VA; Kelly L. Kearney, Catherine Little, Rebecca O’Brien, University of Connecticut, Storrs, CT; Jill L. Adelson, University of Louisville, Louisville, KY

Summer programs provide some of the intensive curriculum and instruction that students of high potential need to dig

deeply into their learning and develop a strong foundation that prepares them for advanced academic experiences. Project SPARK, built on the Young Scholars Model, is exploring the effects of a summer math and science enrichment experience as part of an overall effort to promote readiness for advanced learning in diverse, high-potential students in grades K-2. This session shares logistical and pedagogical considerations in building such a summer program and its role in promoting a broader understanding of how to nurture advanced potential.Audience: Administrators, Classroom Teachers K-6, Gifted CoordinatorsRoom: CC North 131 B

EXHIBITOR WORKSHOP

An Introduction to Project M3 Units for Gifted Mathematics StudentsKatherine Gavin, University of Connecticut, Storrs, CT

Learn about Project M3: Mentoring Mathematical Minds, a series of 15 supplemental curriculum units developed by experts in gifted education to motivate and challenge mathematically talented students in grades 3 – 6. See how Project M3 introduces advanced math content and promotes critical thinking and creative problem solving while focusing on Common Core content areas and the Standards for Mathematical Practice. Participants will also explore the ways verbal and written mathematical communication is emphasized in each unit to deepen mathematical thinking and learning. Audience: Administrators, Classroom Teachers K-6, Gifted CoordinatorsRoom: CC North 127 C

Sponsored by

Empowering Innovation: 3D Printing in the ClassroomGalia Gichon, Neesha Rahim, Level Up Village, Old Greenwich, CT

Take a hands-on journey into the world of 3D printing in this fast-paced workshop for educators who want to explore how to use this cutting-edge technology to inspire innovation and creativity in the classroom. 3D printing provides a phenomenal opportunity for students to apply STEAM skills to real-life problems and gain valuable skills that will prepare them for the jobs of the future. In this workshop you’ll explore how CAD works and then will hear how educators are using 3D printing to meet cross-curricular goals for

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students. You’ll leave with a real taste of how CAD works, an opportunity to get a free printer for your classroom and a list of free, educator-tested resources guaranteed to light up your students’ eyes. Audience: Classroom Teachers - Middle Grades; Classroom Teachers – High School; Gifted Coordinators Room: CC North 123

Sponsored by

GLOBAL AWARENESS

Guidance from Within: The Daily Life of the Emotionally GiftedPatricia Gatto-Walden, Consultant for the Gifted, Boulder, CO

Emotionally gifted individuals are attuned to the seen and unseen world within and around them. They tend to be extremely sensitive and intense, have expanded awareness, profound caring natures, and are commonly propelled into action to help others. It is ordinary for an emotionally gifted person to empathically understand another’s experience or to physically “feel” what another person in proximity is experiencing. One moment they celebrate life with zest, the next they carry others burdens. Learn their vastly different inner world, wisdom and struggles, and how to protect and nurture their inner depth. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 128 B

MIDDLE GRADES

How Anxiety Leads to Underachievement in Middle Grades and What Parents and Teachers Can Do About ItSylvia Rimm, Family Achievement Clinic, Cleveland, OH

Middle grade gifted children often face a combination of extreme peer pressure and their first years of expanded curriculum challenge. The combination can cause the beginning of perfectionism showing its ugly head. Anxiety can suddenly and surprisingly interfere with formerly perfect effortless school achievement. Educators who understand the underlying psychological dynamics can help prevent these students’ underachievement. If the students already

have a history of avoiding challenge and competition, this presentation will also provide practical strategies for building confidence and reversing their underachievementAudience: Classroom Teachers - Middle Grades, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 122 C

Thinking Through Questioning: Assisting Gifted Adolescents in Developing Self-Regulation for LearningRichard M. Cash, nRich Educational Consulting, Inc., Minneapolis, MN

Knowing is the accumulation of information; whereas thinking is the quest for making meaning of information. Gifted adolescents often “know” a lot, but seem to lack sense-making to manage complex and ambiguous problems. They give up quickly, fear failure or avoid difficulty. Cognition, the act of thinking, is a critical dimension of the development of self-regulation. In this session participants will engage in important factors for teaching thinking, and simple to sophisticated types of strategies to develop autonomous self-regulated learners. Resources and practical applications for gifted students will be shared to enhance all content areas at the secondary level.Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 224 B

PARENT & COMMUNITY

Understanding and Managing Asynchronous DevelopmentPaul Beljan, Beljan Psychological Services, Scottsdale, AZ

Gifted children displaying asynchronous development (AD) are at risk for misdiagnosis. AD is understood in the context of executive functioning (EF). The presenter will review the basics of AD and EF, how they cause some children to express affective dysregulation and meltdowns. AD may not respond to traditional forms of behavior management and the presenter will teach a highly successful intervention approach that is based in the neuropsychology of AD and executive functioning.Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 222 B

Friday



9:15 AM – 10:15 AM


Planning Effective Professional Development that Prepares Teachers to Meet the Needs of Gifted and At-Risk Highly-Able LearnersElizabeth B. Hahn, Beth Hahn Educational Consulting, St. Clairsville, OH; Rosanne Malek, Iowa Department of Education, Des Moines, IA; Wendy A. Behrens, Minnesota Department of Education, Roseville, MN

Effective professional development has the potential to prepare educators to address the needs of gifted and high potential learners. This is especially important in States where teacher credentials in gifted education are optional or non-existent. Further problems result when teacher preparation programs include little exposure to the unique needs of these learners. Research indicates that when educators are provided with professional development they’re more likely to deliver appropriate instruction and affective support

to gifted and at-risk highly-able learners. In this session three State directors will explore cost effective professional development models that increase teacher effectiveness and student achievement. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 127 A

Using Data to Shine a Light on Gifted ProgramsVirginia Burney, Kristie L. Speirs Neumeister, Ball State University, Muncie, IN; Amy Marschand, Indiana Department of Education, Indianapolis, IN

In this era of accountability, data is critical to demonstrate program effectiveness and also to influence change. In this session, presenters will show how one state department of education created a “gifted education data card” for each school district. Presenters will share the data card and discuss the benefits it has for increasing awareness, showcasing successes, spotlighting issues, and gaining administrative

Gifted Students’ Preferences Related to Working Alone and in GroupsLannie Kanevsky, Simon Fraser University, Burnaby, BC, Canada

Findings of recent studies have raised concerns regarding the claim that gifted students prefer to learn alone. This study investigated if, when, and how high-ability learners wanted to work with or without others. The responses of 416 high-ability students’ in grades 3-8 to learning preference survey items indicated some enjoyed learning alone but even more enjoyed group work under certain conditions. Age differences were found but none related to gender. It was apparent the preferences of high-ability learners are sensitive to many factors in the setting, not just the involvement of others. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ResearchersRoom: CC North 121 B

Peer Acceptance and Perceived Popularity Among Academically Gifted Early AdolescentsKristen F. Peairs, Martha Putallaz, Duke University, Durham, NC

Peers play a significant role in the socialization and development of children and adolescents. Unfortunately success in the social world is not universal, with some youth adeptly able to navigate the peer system while others experience significant difficulties in the social realm. While peer problems remain a robust indicator of risk at all ages, recent findings suggest there is ‘dark side’ associated with peer success during adolescence. This session examines the adjustment profile associated with two distinct dimensions of peer status among gifted and non-gifted adolescents. Audience: Classroom Teachers - Middle Grades, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 121 B

RESEARCH & EVALUATION: COMBINED SESSION – 9:15 AM – 10:15 AM

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support for program improvement. State directors, coordinators, and administrators will benefit for learning how they may adapt the data card concept to meet their individual needs. Audience: Administrators, Gifted CoordinatorsRoom: CC North 129 A/B


A Multi-Generational Dialogue About Qualitative Research in Gifted Education: Challenges and AdaptationEnyi Jen, Nielsen Pereira, Jean Peterson, Purdue University, West Lafayette, IN

Conducting a carefully planned and executed qualitative study, with safeguards related to bias, credibility, and trustworthiness in place, involves both art and science. Understanding basic tenets of qualitative inquiry is essential for researchers and manuscript reviewers, as well as recognizing the idiosyncratic nature of it. The presenters will interact about what they have learned and will generate discussion about conducting qualitative studies, writing about them, and understanding what reviewers expect in manuscripts. Explanation and dialogue from multiple perspectives about qualitative software packages, to help with data organization and analyses, will be included.Audience: ResearchersRoom: CC North 122 B

SPECIAL POPULATIONS

Engaging Gifted Native American Students with Instruction Responsive to Place, Culture, Learning Style, and Confidence BuildingSteven C. Haas, Indigenous Students Leap Ahead, Littleton, CO; Jerry A. Lassos, University of Colorado Denver, Denver, CO

Participants will consider why the achievement gap between gifted Native American students and their mainstream counterparts continues to worsen, in spite of considerable resources pouring into redesigning the content of core curriculum, Native language instruction, and culture. Culturally responsive instructional strategies, emphasizing the Seven Instructional Hoops© – place, culture, visual-spatial learning, 21st century skills, project-based learning, problem solving, and self-confidence – hold the key to changing those outcomes. Short classroom videos of these strategies and recent research data on achievement using these proven best practices will fuel a lively discussion.

Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 128 A

Serving Underprivileged Populations Through Engaging Enrichment ProgramsAndrew Moss, Laura Saxton, Johns Hopkins University, Baltimore, MD

Providing equal opportunities to underrepresented gifted populations continues to challenge school systems. Recognizing this situation, the Johns Hopkins Center for Talented Youth (CTY) has collaborated with local public schools to provide gifted students from diverse backgrounds with rigorous, engaging enrichment material. Using the topics of astronomy for grades 3 and 4, and espionage for grades 6 and 7, CTY created interdisciplinary lessons spanning science, math, and the humanities that focused on content and developing critical reasoning skills. Presenters share lessons and strategies for working with diverse gifted students that can be applied to any setting. Lessons and handouts are provided. Audience: Classroom Teachers – K-6, Classroom Teachers – Middle GradesRoom: CC North 121 A


Move On When Ready: Incorporating a Proficiency-Based Education ModelKimberly A. Lansdowne, Robert W. Walker, Herberger Young Scholars Academy, Arizona State University, Glendale, AZ

Colleges, universities, and employers want more from our students. They want to see a specific set of competencies, not just simply a diploma or degree. Changing graduation requirements from time based learning (Carnegie units) to proficiency based learning prepares students to achieve at advanced levels. Diplomas should not be certificates of attendance. Students at the Herberger Young Scholars Academy, a school for highly gifted students at Arizona State University, are participating in an educational initiative titled, “Move On When Ready.” Presenters will describe the strategies used to reconstruct an outdated system while preparing future leaders. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 126 B

Friday



10:30 AM – 11:45 AM

General Session with Thomas Schumacher North Ballroom, Phoenix Convention Center

Thanks to:

11:45 AM – 12:45 PM

BREAK

12:45 PM - 1:45 PM

SIGNATURE SERIES

Biography Meets the Needs of Gifted Learners: Let Us Count the Ways!Christine Deitz, Little Rock School District, Little Rock, AR; Ann Robinson, University of Arkansas at Little Rock, Little Rock, AR

From early curriculum work in gifted education to the present, biography is an effective strategy for meeting the affective and cognitive needs of gifted learners. Reading the life story of an eminent individual offers gifted and talented children and adolescents the opportunity to identify with others like them, to explore the talent development process, and to learn significant skills that align with the expectations for nonfiction reading in the Common Core State Standards. The Autonomous Learner Model includes biography study as part of its personal exploration component. The Blueprints for Biography instructional model integrates nonfiction reading with critical and creative thinking strategies across all content areas. In the hands of a teacher or counselor, biography is a powerful teaching and learning tool. In the hands of a child, biography is magic. Strategies for incorporating biography into your classroom, example activities, and resources for new biography teaching guides will be shared.Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High SchoolRoom: CC North 229 A/B

ARTS

Current Essentials of Art Curriculum: Writing and CritiqueJuliana Tay, Purdue University, West Lafayette, IN

When designing an art curriculum for gifted art students, the focus is usually on the skills the students are going to learn as well as getting the students to express their ideas and creativity through their artworks. Moving beyond art production, what about art writing and critique? How are we stretching our gifted art students in these areas? The presenter will propose how art writing and critique can be incorporated into the art curriculum and how students’ engagement in these activities can be captured as part of the art assessment.Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 122 A

Food in Phoenix Convention Center North Building

FRIDAY AND SATURDAY

10:30 AM – 2:30 PM

Exhibit Hall Bistro


Catch your breath. Stretch your legs.Grab a bite to eat.

See you back at 12:45 PM!

11:45 AM – 12:45 PM BREAK

Fri

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You Can Get That Idea Funded! Using Crowdfunding to Support Your Students’ Innovative IdeasKevin Besnoy, University of Alabama, Tuscaloosa, AL

Do you need funding for a classroom project? Are your students looking to launch the next big idea but lack the financial resources to make it reality? Many classrooms today are utilizing Crowdfunding to support gifted students’ innovative ideas. Crowdfunding is the practice of using social media to fund a project by securing small donations from a large number of supporters. During this session you will discover how to successfully complete a Crowdfunding campaign. You’ll be able to teach your students to develop a fundable idea, create an engaging promotional advertising campaign, and use social media to promote the idea. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High SchoolRoom: CC North 121 A


Shifting the Paradigm in Gifted EducationRena F. Subotnik, American Psychological Association, Washington, DC; James H. Borland, Teachers College, Columbia University, New York, NY; David Dai, University at Albany, SUNY, Albany, NY; Scott J. Peters, University of Wisconsin - Whitewater, Whitewater, WI

A paradigm is a system of thought that determines beliefs and practices within a field. Dai and Chen identified three paradigms in gifted education. The oldest, still dominant, paradigm is the “Gifted Child Paradigm,” which posits the existence of a discrete class of students, “the gifted,” whose special qualities create the need for special services. Challenges to this paradigm are found in the “Talent Development Paradigm” and the ‘Differentiation Paradigm.” The presenters will outline the three paradigms and offer rationales for why the Talent Development and Differentiation paradigms have greater potential for making gifted education more effective.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 124 A


Developing Compassion and Empathy in Gifted StudentsThomas P. Hébert, University of South Carolina, Columbia, SC

Gifted young people are often compassionate and highly empathic. These qualities evoke the altruistic motivation to improve the well-being of others. This presentation highlights the experiences of several students who channeled their compassion and empathy to improve the lives of others in their communities. From them we gain an understanding of the influential factors that shape these positive characteristics. We consider the implications of the lessons they have taught us and examine how to facilitate social action projects designed to enhance compassion and empathy in the young people we teach.Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 131 A

Gifted Kids in Distress: Mental Health Concerns and Therapeutic ApproachesJean Peterson, Purdue University, West Lafayette, IN; Dan Peters, Summit Center, Walnut Creek, CA

A counselor and a psychologist, both having extensive clinical experience with gifted youth, will discuss how they differentiate counseling approaches, establish a relationship when these children and teens believe that no one can understand them, and address risk factors and mental health concerns. Given the ability of these students to hide distress, and the limited attention to their mental health in schools and in the field, invested adults might assume that anxiety, depression, disordered eating, perfectionism, addiction, trauma, and disability, for example, are not probable. This session is appropriate for anyone interested in the whole gifted child. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 224 A

Friday



12:45 PM - 1:45 PM

CREATIVITY

Are We Really Encouraging Creativity in Gifted Education?Kelly Margot, Royse City ISD, Roise City, TX; April Walker, University of North Texas, Denton, TX

Innovation and progress in society come from the creative thinking of its citizenry. Those in the field of gifted education would like to believe that the current research in the field of giftedness is placing value on creativity. The presenters conducted a systematic review to determine the prevalence of creativity studies in gifted journals and the prevalence of gifted studies in creativity journals. In this session, we will discuss the role of creativity in gifted education research and provide implications for the teaching of creative thinking strategies with gifted students.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, ResearchersRoom: CC North 127 B

Embedding Creative Thinking Skills into InstructionSandra M. Gollmar, Independent Consultant, Decatur, GA; Annette Eger, Piedmont College, Demorest, GA

Looking for effective ideas to help yourself and others weave creative thinking skills into the whole cloth of instruction? Drawing on the ideas shared, you can add meaningful nuances to your instruction that will keep students engaged and developing all of the critical thinking skills. Do you assess creativity or do you assess evidence of a specific mode of thinking? Should you assign a “creative essay” or one that encourages students to change their mental perspective? Does a “neat and colorful” poster qualify as creative? How does this interweaving really work and make a difference? Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 131 B

CURRICULUM STUDIES

An Infusion-Based Approach to Curriculum Enrichment: Jazzing-Up the Common CoreLaurel Brandon, Joseph S. Renzulli, Nicole S. Waicunas, University of Connecticut, Storrs, CT

The widespread adoption of the Common Core has prompted enthusiastic interest among gifted education advocates and several promising practices for adapting standards have been contributed to the literature in gifted education. This presentation describes a practice that can be used in regular classrooms and in cases where adapted standards for high achieving students have not been implemented. The practice uses a curriculum enrichment infusion process that guides teachers through the steps necessary to select, inject, and extend higher-level thinking skills, creativity training, and the application of knowledge skills into any and all regular curricular content. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ResearchersRoom: CC North 129 A/B

The Role of Mindset in Developing Mathematical TalentJerry Burkhart, 5280 Math Education, North Mankato, MN

Some gifted students shy away from challenging mathematical tasks rather than risk outcomes that might make them doubt their abilities. In this interactive session, participants explore and apply Carol Dweck’s concepts of fixed and growth mindset to develop specific strategies for motivating gifted students to grapple with and persist in rigorous mathematical tasks.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 222 C

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Thinking Critically About Critical ThinkingCarla Brigandi, University of Connecticut, Storrs, CT

The focus of this workshop is to present discrete cross-curricular thinking skills that enhance students’ ability to reason effectively, make judgments and decisions, and solve problems. Participants will be provided with examples of specific thinking skills, suggestions for infusing these skills into various content areas, and information for accessing online resources. Additionally, participants will be involved in hands-on activities that encourage them to think critically about how to best develop these skills in students. As a final point, connections will be made between critical thinking and ethical decision-making. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ParentsRoom: CC North 222 B

EARLY CHILDHOOD

Everything Gifted Under the Sun: Tools and Strategies for Use with Primary Gifted Students in ELAKimberley L. Chandler, Jennifer H. Robins, William & Mary, Williamsburg, VA

The current emphasis on 21st century skills and rigorous standards in English Language Arts (ELA) has resulted in a reexamination of the nature of appropriate curriculum for use with gifted students. In this interactive session, the presenters will discuss essential components of high-quality ELA curriculum for use with primary gifted children: literature selections, non-fiction works including informational text, writing, research, language study, and oral communication. Information about choosing effective strategies tied to the curriculum will be discussed. Resources targeting the cognitive needs of verbally talented learners will be presented, along with ideas for vertical articulation across the primary grades.Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, ParentsRoom: CC North 121 C

Supporting Giftedness in Preschool Education: Overcoming Practical and Conceptual BarriersTodd Kettler, Mattie Oveross, University of North Texas, Denton, TX

Beliefs about preschool gifted education vary among preschool centers. Based on a statewide study, the presenters will discuss the barriers, challenges, and benefits of preschool gifted education. Challenges range from opposition toward gifted education to balancing varying ability levels in the classroom. Preschool educators expressed concerns over identification, the quality and training of staff, and lack of curriculum. How might we overcome those challenges in ways that support the learning and development of children? The session will focus on merging our collected data with known effective practices while providing an informative look at the potential of quality preschool gifted education. Audience: Administrators, Classroom Teachers K-6, ParentsRoom: CC North 131 C

EXHIBITOR WORKSHOP

Developing Fractions SenseMary Anne Lane, Borenson & Associates, Allentown, PA

In this hands-on workshop, we illustrate how powerful fraction (pattern) blocks can be in providing students with a strong intuitive foundation for their work with fractions. You will be surprised that you can divide without inverting and multiplying. Each participant will receive a student set of fraction blocks.Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted CoordinatorsRoom: CC North 127 C

Sponsored by

Friday



12:45 PM - 1:45 PM

GLOBAL AWARENESS

Science in a Global Perspective: Understanding the Policy ProcessMuhammad Ali Yousuf, Johns Hopkins University, Baltimore, MD; Cameron Murray, York University, Toronto, ON, Canada

Major challenges face instructors teaching students about the social impact of scientific and technological innovations. It is important that students become sensitive to the consequences of science and technology at regional, national and global scales. The Center for Talented Youth has been offering a course on science policy for many years that we believe accounts for these issues. This session will consider how the combination of student demographics, reading materials and classroom exercises that shape the course have contributed to the fostering of a socially responsible brand of science literacy and how these methods can be employed in a variety of K-12 education settings.Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High SchoolRoom: CC North 125 B

MIDDLE GRADES

Pre-assessment and Reflection: Bookends for Meaningful LearningTracy Inman, Julia Roberts, Western Kentucky University, Bowling Green, KY

Pre-assessment establishes the baseline for student knowledge, skills, and interests in a topic or content area to be studied. Likewise, reflection at the conclusion of a unit of study enhances learning by tying new learning to previous learning and raising questions for future study. Pre-assessment establishes the starting point while reflection or metacognition provides links to previous learning and directs future study. Pre-assessment and reflection are the bookends for meaningful learning in middle school classrooms.Audience: Administrators, Classroom Teachers - Middle Grades, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 123

Talent Development Trajectories: Assessment, Programming and Outside-of-School Opportunities Affect the Paths of Gifted StudentsAmy S. Rushneck, Center for Bright Kids Regional Talent Development Center, Arvada, CO; Matt C. Makel, Duke University, Durham, NC; Makaya Jackson, Johns Hopkins University, Baltimore, MD; Rhoda Rosen, Northwestern University, Evanston, IL; Ann Lupkowski-Shoplik, University of Iowa, Iowa City, IA

The paths of gifted students are varied and unique and greatly influenced by opportunity. In this session, we will present the talent development trajectories of several exceptional students who have participated in talent search programs. Through their diverse stories, we will illustrate and discuss the role of above-grade level assessment in the identification of domain specific talents and abilities; the role of appropriately matched, accelerative educational opportunities; the influence of supplementary program models; the important interplay and synergy between school-based and outside-of-school opportunities; and the importance of educational “dosage” in the fruition of childhood talent. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 224 B

Using Differentiated Instruction to Motivate in the Middle GradesLeighann Pennington, Johns Hopkins University, Baltimore, MD

This session unites the tenets of differentiated instruction and motivation research to support middle grades teachers in enhancing their practice. The presenter will discuss how and why DI can be used to motivate middle grades students, based on adolescent brain and motivation research. Teachers will reflect on their DI practice and learn about motivation research, so they can advocate and inform students, parents, teachers, and administrators. This session includes Motivation Research 101, a primer on the research from educational psychology, excellent DI sample lesson plans, and resources for teaching students about motivation. Audience: Classroom Teachers - Middle GradesRoom: CC North 128 A

Fri

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NAGC

Failing Our Brightest Kids: The Global Challenge of Educating High-Ability StudentsChester E. Finn, Brandon L. Wright, Thomas B. Fordham Institute, Washington, DC

This session will be based on the major findings, conclusions and recommendations articulated in a new book, Failing Our Brightest Kids: The Global Challenge of Educating High-Ability Students, authored by the presenters. Based on analyses of eleven other countries, they argue that if the United States is to remain competitive in the international arena, it needs to radically step up its act to produce high achievers. They contend that major overhauls are needed in policy and practice if these students’ needs are to be met. Also under discussion will be how to address the equity problem of why high-ability students from disadvantaged circumstances are severely underrepresented among high achievers. Room: CC North 126 A

PARENT & COMMUNITY

Alphabet Soup: That’s Using Your Noodle!Kathleen Nilles, National Association for Gifted Children, Washington, DC

The focus of this session is on 1) clarifying understandings of giftedness; 2) key academic, social, and emotional issues that concern parents of gifted learners; and 3) practical strategies that encourage and support children’s high-level development. The 26 letters of the alphabet provide a saucy base for stirring discussion, and for cooking up a meaningful, creative presentation. The presenter, who has many years of experience working with children, parents, and educators, shares insights and expertise using a thematic approach that offers a relevant, memorable learning experience for parents of gifted learners—and anyone else hungry for more knowledge about gifted education.Audience: ParentsRoom: CC North 223


Collaboration on an Underserved Gifted Populations Teaching Certificate: Critical Pedagogy at its Finest!Tania K. Lyon, Heather Mueller, Mankato Area Schools, Mankato, MN; Karen B. Rogers, University of St. Thomas, Minneapolis, MN

One school district was supported by Javits funds to offer full graduate credit certification courses in training a total of 45 teachers in either (1) Gifted, Creative, Talented Education or (2) Education of Twice Exceptional and Underserved Gifted Populations. Because the grant promised to be a true collaboration between school district and university personnel, the nature, course outcomes and assessments, and pedagogical knowledge and skills to be included in these certificates were mutually agreed upon. This session will describe the courses offered, course delivery modes, and specifically how training was custom fit to the needs of district teachers.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 125 A

Problem Based Learning: Understanding and Implementation for Gifted Resource TeachersPaige Hendricks, William & Mary, Williamsburg, VA

Gifted resource teachers rely on multiple curricular and theoretical frameworks as an important part of keeping gifted students engaged. This session follows one school district’s journey toward learning about and implementing Problem Based Learning (PBL) into their gifted resource classrooms. Participants will learn about PBL and discuss how PBL sought to meet this district’s gifted education goals. Participants will also focus on the various methods used to present this professional development opportunity and determine how and to what extent PBL and the delivery methods provided a transformative framework for the district’s identified gifted students. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, ResearchersRoom: CC North 126 B

Friday



12:45 PM - 1:45 PM

Teacher Listening in Student-Oriented Classrooms: A Merging of Perspectives from Counseling and Gifted EducationAmy H. Gaesser, Purdue University, West Lafayette, IN; Cindy M. Gilson, University of North Carolina at Charlotte, Charlotte, NC

Many teaching-learning models of gifted education call for student-focused classrooms. Providing students with opportunities to develop creative and critical thinking skills by engaging in student-directed learning experiences requires a facilitative teaching role. Teachers’ listening

orientations refer to how teachers listen to students. Listening is integral to student-oriented learning, and developing active listening skills positively influences teacher effectiveness. In this session, literature from gifted education and counseling merge and key theoretical points are translated into practice. Participants will reflect on their own listening orientations and develop student-oriented listening skills to better inform their practice and enhance student engagement.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 222 A

Evaluating Gifted Programs: The Key to Building Exemplary Opportunities for Advanced LearnersJenny Klimis, Pinellas County Schools, Largo, FL; Gail F. Hubbard, Prince William County Public Schools, Centreville, VA; Joyce VanTassel-Baska, William & Mary, Williamsburg, VA

The purpose of this session on program evaluation is to assist school districts in addressing relevant questions regarding the status of their gifted programs. The orientation for the evaluation studies draws upon a belief in the use of evaluation for program improvement, the collaborative nature of the process, and the need for multiple data sources to understand the dynamics of programs. Results from current evaluations will be shared to illustrate how research-based instruments for structured classroom observations, focus group probes, and curriculum reviews may be used by school district practitioners to analyze program needs and support program improvement. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 124 B

Gifted Program Evaluation: A Critical Process for Program Improvement and Building Community CapacityElissa Brown, Hunter College-CUNY, New York, NY

This interactive session targeted for administrators and teacher leaders will feature effective methods for gifted education program evaluation and improvement including lessons learned from the researcher’s multiple gifted program audits. It will review the program evaluation process, present models and strategies for effective evaluation, and tools for using evaluation as foundation for program improvement and building community capacity. The conceptual framework of Guskey’s plan-do-study-act form the dynamic model for gifted program improvement. Participants will work through key processes in the evaluation process. Implications for conducting internal or external evaluations will be shared. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ResearchersRoom: CC North 124 B

RESEARCH & EVALUATION: COMBINED SESSION – 12:45 PM - 1:45 PM

Fri

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Evaluating a Summer Enrichment Program’s Impact on Academic Self-Efficacy of Gifted and Twice-Exceptional StudentsChuck Cederberg, Megan Foley Nicpon, Soeun Park, University of Iowa, Iowa City, IA

This session reviews a quantitative study examining the perceived impact of a summer enrichment program on identified high-ability and twice-exceptional students’ academic self-efficacy. Summer program participants completed entrance and exit Qualtrex survey items measuring academic self-efficacy in five school subjects: Social Studies, Art, English/Language Arts, Science, and Mathematics. Results suggested that the gifted students’ pre-camp self-efficacy scores were higher than the twice-exceptional students’ scores in some academic domains. However, post-camp group scores were similar across domains. Implications for enrichment programming for high-ability students, including the twice-exceptional, are discussed. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 122 B

R&E Dissertation Award WinnersLinda P. Robinson, CONNECTIONS-NC, Raleigh, NC; C. Matthew Fugate, Purdue University, West Lafayette, IN; Kelly L. Kearney, University of Connecticut, Storrs, CT

The 2015 R&E Dissertation Award Winners present their award winning research in a combined session. The audience will have the opportunity to ask questions and discuss the award-winners’ work: What Works with Secondary Gifted Learners: A Qualitative Case Study of the Curriculum and Instructional Approaches of the North Carolina Governor’s School (Linda Pigott Robinson), Adolescent Reflections on Self and Other: Self-Perception as a Protective Factor in Talent Development (Kelly Kearney), Lifting the Cloak of Invisibility: A Collective Case Study of Girls with Characteristics of Giftedness and ADHD (C. Matthew Fugate). Room: CC North 127 A

SPECIAL POPULATIONS

Hispanic and Bilingual Are Not Synonyms: Considerations from the BorderAngela M. Novak, District of Columbia Public Schools, Washington, DC; Katie D. Lewis, Texas A&M International University, Laredo, TX

Students tend to get grouped together, from alphabet soup (ELL, CLD) to descriptors used interchangeably that shouldn’t always be (Hispanic, Latino). But does a gifted bilingual child in a border town have the same educational, social and emotional characteristics as a Puerto Rican child living in Miami, and so on? This session examines the danger of lumping students into groups such as Hispanic or bilingual and operating under assumptions that their needs are the same. Participants will leave the session with an understanding of the scope of identifying terms and the variations that exist within the broader Hispanic culture. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 121 B

Overlooked Abilities of Youth with Emotional and Behavioral DisturbancesBrittany Anderson, Octavia Fugerson, Tarek C. Grantham, University of Georgia, Athens, GA

Educators who advocate for equity in gifted students with emotional and behavioral disturbances (EBD) are often confronted with negative attitudes from teachers and administrators, unbalanced access to opportunity, inappropriate assessment methods, and/or unsuitable accommodations to meet students’ needs. This session will focus on identifying potential among students with EBD using Frasier’s Traits, Aptitudes, and Behaviors (TABs) referral tool, and developing creative potential of youth with EBD. Presenters will explain strategies to engage students from EBD populations to develop their coping skills, positive future images, and critical and creative thinking skills. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 128 B

Friday



12:45 PM - 1:45 PM


Educational and Curricular Approaches that Address Common Gifted CharacteristicsEllen Honeck, Laurel Springs School, Centennial, CO; Angela V. Tanner, The Knox School of Santa Barbara for Gifted and Talented Children, Santa Barbara, CA

The mission of The Knox School of Santa Barbara is to provide a stimulating and nurturing environment where, alongside an engaging and challenging curriculum, the social and emotional needs of gifted and talented students are respected and compassionately supported. In this session discover the mix of content and social emotional strategies utilized to create a unique learning environment that fosters the growth and development of gifted learners ages 1st to 8th grade. We will take you through a subset of common gifted characteristics and the educational approaches and curricular strategies that promote belonging, joy of learning, and personal achievement.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, ParentsRoom: CC North 126 C

STEM

Bridging the STEAM Gap for High-Ability Students in Urban SchoolsZelatrice T. Fowler, Bernard Black Elementary School, Phoenix, AZ; Joy Davis, Virginia Union University, Richmond, VA

Accessing high level coursework in STEM areas is a challenge in many urban schools. As a result, students from low-income backgrounds and culturally diverse communities are shortchanged and unable to reach their potential and meet their career goals. This session will describe a successful three year collaborative project (involving local educators and a local college partner) that has provided a ‘bridge’ for urban students with high-potential/high-interest in the Sciences and Arts. This comprehensive program also provides advocacy sessions for parents to engage and involve them in the process of nurturing their STEAM students toward successful futures.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, ParentsRoom: CC North 122 C

2:00 PM - 3:00 PM

SIGNATURE SERIES

Engaging the Power of Social Media in Social-Emotional Development of Gifted LearnersGinger Lewman, ESSDACK, Hutchinson, KS

Today, children have powerful computers in their pockets, ready to quickly post pictures, comments, and videos. What are all these selfies, comments, and jokes leading to? Are we there with our children as attendants on their digital playgrounds or are they left to their own devices, like a modern-day Lord of the Flies? But there’s another side to technology. Amazing things can happen with empathy, service, and heart-to-heart connections between kids. Social Media has the power to connect bright Millennials to opportunities never fathomed. Let’s leverage this newfound power for Good on behalf of gifted kids and the world.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 121 B

Everything Under the Sun in Online Learning: Creating an Environment that Promotes Affective DevelopmentFelicia A. Dixon, Ball State University, Muncie, IN; Michelle Kolar, Illinois Mathematics and Science Academy, Aurora, IL; Eric Calvert, Northwestern University, Evanston, IL; Rebecca H. Vonesh, Pearson, Madison, WI; Colleen M. Harsin, The Davidson Academy of Nevada, Reno, NV

A well-developed online education program provides opportunities for varied paths that facilitate personalized and mastery-based learning. As they engage with peers in collaborative, authentic learning activities, as well as in time-and-place-independent learning, students grow both cognitively and affectively. The panel of experts will discuss the potential of Online Learning platforms and communities for supporting longer range talent development beyond the constraints of a discrete online course; what schools can do to scaffold durable peer-to-peer and peer-to-mentor relationships in an online space; how learning platforms can be used to connect courses and supplemental affective

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experiences into a STEM talent development pathway; and how to nurture students in ethical practices that promote affective development. From an advocacy perspective, the panel will discuss the growth of Online Learning and teaching in directions that expand quality options for gifted students, addressing needs of the whole child.Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 229 A/B

Facilitating the Whole Gifted Child: What Do We Need to Do?George Betts, University of Northern Colorado, Greeley, CO

Now is the perfect time to focus on the development of the “Whole Gifted Child,” an approach that emphasizes the four domains of learning: cognitive, emotional, social and physical. This is a departure from the emphasis we have historically placed on the cognitive domain. By promoting learning in each of these areas we encourage the growth of independent, self-directed, lifelong learners. When we focus on the integration of all four of these domains, we are better able to facilitate the potential for giftedness in our young learners. This session will also include strategies and activities in each of the domains.Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals Room: CC North 124 A

ARTS

‘But I Only Like My Arts Classes!’: Integrating Kinesthetic Activities with Core Curriculum to Enagage and Motivate Talented StudentsJamie A. Hipp, East Baton Rouge Parish Public School System, Baton Rouge, LA

Classroom teachers of identified talented students are faced with a daunting task: making ELA, Math, Science, and Social Studies intriguing and engaging for these creative students. Although much research exists on the benefit of kinesthetic differentiation and arts-integration for

all learners, many Talented learners feel unfulfilled and disinterested with their Core Curriculum classes. This session will offer numerous kinesthetic strategies that foster creative expression within the Core Curriculum. Attendees may be asked to participate in hands-on movement demonstrations during this session. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, ParentsRoom: CC North 126 A


Using Clouded Bookmarking Tools to Promote Differentiation and Scaffolding of Online Reading and Research SkillsKaty Field, University of Connecticut, Storrs, CT

Gifted educators, common core proponents, and 21st century skills enthusiasts all agree that online research and argumentation skills are imperatives for all students. How can we serve the needs of all students, however, when they come to these tasks at widely different ability levels? The free, online, clouded bookmarking tool, Diigo.com, will be used to demonstrate how teachers can differentiate and scaffold an online activity so that gifted students and general education students can each engage productively in a team-based task to build their reading and research skills online.Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 122 A


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2:00 PM - 3:00 PM


Findings and Implications from the Study of Talent Development in Emerging AdulthoodThomas Shaff, Consulting Educational Psychologists, Iowa City, IA

Emerging adulthood is the fourth stage of talent development. This multiple case study investigated the lived experiences of seven MFA creative writers and poets between ages 18-27. Program coordinators and counselors will gain insight about how high-ability and life events interact resulting in better talent development advice for creative people. Teachers can use the information to focus course objectives on creative work. For researchers the study provides a model for further investigation of lifelong talent development, and the psychological mechanisms affecting a person’s evolving self-perception of high-ability and identity in emerging adulthood.Audience: Gifted Coordinators, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 123

CREATIVITY

DaVinciated Instruction: From Giftedness to Productive GeniusLynn Pleveich, Patricia Woodberry, Richmond Public Schools, Richmond, VA

Session participants will be engaged in challenging activities designed for students inspired in part by the VCU daVinci Center philosophy to create T-shaped individuals who are anchored in their core learning yet open to innovation through interdisciplinary thinking. Teachers will practice habits of mind through collaborative experiences and real world, problem-based projects. The daVinci principles provide the impetus for gifted students to move from their identified potential ability to productivity. This session will delineate growth of concept development from finding the seeds of Curiosita via research, linking student interests, products, and solutions to kid-sized problems. Audience: Classroom Teachers K-6, Gifted CoordinatorsRoom: CC North 222 C

It’s Time to De-Standardize! Developing Critical and Creative ThinkingLaurie B. Abeel, University of Mary Washington, Fredericksburg, VA

Our gifted students and teachers are drowning in a world of standards. We must mesh different pathways of teaching our gifted and talented students, inspire them to develop new ideas and solve problems, while still meeting the required state standards. Wouldn’t it be nice if our many talented students could naturally hone critical and creative thinking skills through play and collaboration? The session will focus on incorporating practical and fun critical and creative problem solving strategies, teach 21st century skills at a high level, within the realm of teaching the required standards. Sample lessons and resources will be shared.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ParentsRoom: CC North 128 A

Measuring What Matters: Assessing 21st Century Skills of Today’s LearnersKaren L. Brown, Dina M. Brulles, Paradise Valley Unified School District, Phoenix, AZ

Embedding 21st century skills and learning outcomes into daily instructional strategies has been a goal in gifted education for years. The question remains, “How do we know students are developing these skills?” How do schools measure collaboration, creativity, critical thinking and problem solving? Learn how one district’s gifted education department developed an online student self-reflection tool and system for measuring what matters. The tool yields valuable data that informs instructional practices. With this focus, students learn to self-reflect and self-assess and teachers learn to embed 21st century skills into instruction and prepare students for performance-based assessments. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 222 A

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CURRICULUM STUDIES

A Framework for Enhancing Thinking in Advanced Students Through Inquiry and Research SkillsMarcia B. Imbeau, University of Arkansas, Fayetteville, AR; Karen L. Westberg, University of St. Thomas, Minneapolis, MN; Jann H. Leppien, Whitworth University, Spokane, WA

How do we create and develop intellectual thinking in gifted students and engage them in inquiry-based instruction and address the CCSS? This session explores strategies for infusing critical and creative thinking skills into content instruction in ways that both improve student thinking and enhance deep content learning. Participants are introduced to a framework for designing lessons for this kind of instruction. Sample lesson design materials are provided, which include the use of special question strategies for thinking carefully about a discipline’s ideas; graphic organizers to guide skillful thinking; and ideas for structuring effective collaborative investigations and meta-cognitive prompting. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 126 C

Literature Circles with a TwistKathryn Picanco, Whitworth University, Spokane, WA

Literature Circles is a student directed strategy where small groups of students read and lead discussions together. It’s an exciting way to meet student needs at their level and according to their interests while engaging in rich discussions tied to CCSS. In this session, we’ll examine ways to implement Literature Circles in traditional and virtual classrooms for gifted students. Strategies to add depth and complexity, as well as disciplinarian roles to customary Literature Circle roles, will be explored. The approaches introduced provide a challenging and enjoyable twist to Literature Circles for gifted students.Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High SchoolRoom: CC North 131 B

Socratic Seminars: Addressing Common Core State StandardsScarlett Randall, Susan Wolfe, Boise Independent School District, Boise, ID

How does a teacher integrate exciting, powerful, multi-disciplinary lessons given the CCSS? Learn to design a Socratic Seminar: a structured classroom practice that promotes creativity, critical thinking, collaboration, and scholarly habits of mind while supporting CCSS. Your students will build deep conceptual understandings of texts and ideas across subjects. Learn the essential elements for building Socratic Seminars into your literacy/ language arts curriculum. Participants will be guided in determining criteria for strong seminar preparation and participation and to define attributes of strong questions while discussing tools and methods used to ensure rigorous learning. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 224 A

Using Formative Assessment to Design Individualized Learning for Gifted and Twice-Exceptional PopulationsMichael Postma, Agility Education Solutions, Fort Mill, SC; Michelle Schoeck, Lindbergh Schools, Chesterfield, MO

This session will look at the impact of using properly designed diagnostic and formative assessments on both the twice-exceptional (2e) and gifted populations. The appropriate use of such assessment techniques can prepare both the teacher and the child for a successful and rewarding learning experience characterized by an adjustable curriculum specifically designed to meet the needs of individual learners in a diverse classroom. Using tools such as the development of essential questions, pre-teaching vocabulary, use of predictive outcomes, data mining, and diagnostic testing, the teacher can prepare the classroom to dive into a properly differentiated learning environment.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 126 B

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2:00 PM - 3:00 PM

EARLY CHILDHOOD

An Assessment Tool to Identify Young Gifted ChildrenSally R. Beisser, Drake University, West Des Moines, IA; Linda Moehring, Greater Lisbon Christian Academy, Lisbon, Portugal; Kala Sullivan, Iowa State University, Ames, IA

In this session you will receive a research-based tool to identify young gifted children in 10 observational areas to assess preschool and Kindergarten students. This tool is based on 10 Descriptors of High Potentiality. Presenters will provide a tool to identify these 10 descriptors along with corresponding activities and demonstrate activities for several of the descriptors for the purpose of assessment and identification of individuals and groups of children who may manifest these traits. Activities for each descriptor are designed to support identification of students including diverse learners, ESL/ELL students, and under-resourced children. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 131 C

From ID to Programming – Recognizing and Serving Underserved Gifted and Talented Children in Early ChildhoodEllen Honeck, Laurel Springs School, Centennial, CO; Bertie Kingore, P A Publishing, Austin, TX; Jack A. Naglieri, University of Virginia, Charlottesville, VA

Early childhood is a significant time to recognize future promise in high-aptitude children. Tools are available to recognize giftedness and talent in young children (NNAT2, USTARS, & KOI), however identification is not enough. Once these children’s potential is recognized, it is critical to focus on equitable practices that provide high quality, engaging, multicultural content and experiences to support the whole child’s intellectual and affective needs. Interact with this panel to explore the process from recognition of emergent talents to the actualization of developmentally-appropriate programming for young Hispanic, Black, Native American and/or low-income gifted children.Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, ResearchersRoom: CC North 121 A

Talent Development for the Young Elementary Child: Connections in Gifted Education and NAEYC Best PracticeMarguerite C. Brunner, University of Virginia, Charlottesville, VA

Talent Development (TD) is an educational intervention that is considered to be a potentially effective solution in resolving the ongoing issue of disproportionate representation of underserved populations (i.e. culturally, linguistically, and economically diverse students) in gifted education. TD is viewed as a means to provide opportunity for latent talents to emerge where potential is recognized and nurtured, fostering a more equitable approach to gifted education. This session will focus on best practice in TD aligned with the standards set by the National Association for the Education of Young Children (NAEYC) to meet the needs of the developing young child. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, ParentsRoom: CC North 223

EXHIBITOR WORKSHOP

Getting Valid Results from your CogAT AdministrationJoni M. Lakin, Auburn University, Auburn, AL; Victoria Driver, Riverside/Houghton Mifflin Harcourt, Rolling Meadows, IL

Ability tests such as CogAT® are often used for high-stakes placement decisions in Gifted and Talented programs. These tests must provide both reliable measures of ability and be valid for the purposes of use. In this session, we will address factors related to the reliability and validity of ability test scores such as: How long do I need to wait before retesting a student?; When is an ability score too old to use?; What effect does practice have on scores and score validity?; Are certain types of ability scores – verbal, quantitative, or nonverbal – more predictive of student success and achievement?; Is test score validity an issue in identifying ELL students?Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted CoordinatorsRoom: CC North 127 C

Sponsored by

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GLOBAL AWARENESS

Creating Psychologically-Safe and Productive Learning Communities for LGBTQ Gifted StudentsTerence P. Friedrichs, Friedrichs Education, West St. Paul, MN; Shawn R. Cherry, Merzili Villanueva, University of Connecticut, Storrs, CT; Hope E. Wilson, University of North Florida, Jacksonville, FL

LGBTQ issues remain controversial and critical, both nationally and internationally. While advocacy has increased in the educational and policy arenas, gifted education must assume a leadership role in the struggle for justice regarding LGBTQ rights. Our field must educate others about the unique needs of this highly-skilled yet challenged population. In this session, presenters discuss research-based implications of recent efforts to transform learning communities that effectively nurture LGBTQ and gifted, creative, and talented (GCT) populations. They share their ideas and recommendations for promoting psychologically safety, productivity, self-actualization and holistic well-being for groups and individuals, who are both LGBTQ and non-LGBTQ and GCT and non-GCT. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 125 A

MIDDLE GRADES

Creating the Cross-Curricular Experience: How One Middle School Reimagined its Gifted ProgramChristie Day, Fairfax County Public Schools, Fairfax, VA

In many schools, cross-curricular learning approaches end at the elementary level, yet our ever-changing 21st century world presents needs for collaborative, synthesized learning in the upper grades as well. Learn how teachers at one middle school developed an interdisciplinary program that builds on the foundation of a well-established GT program to extend student learning and engagement through synthesis of concept-based instruction, problem- and project-based learning, curriculum compacting, flipped lessons, Habits of Mind, and the Growth Mindset. Participants will learn about the pedagogy, planning, and implementation of this program and will leave with resources to develop a similar middle school model.Audience: Classroom Teachers - Middle GradesRoom: CC North 125 B

Thriving in Middle School: Strategies for Gifted Students with Executive Functioning DeficitsCarol Malueg, Center for K-12 Guidance/University of St. Thomas, Minneapolis, MN

Middle school presents a profusion of new challenges for the gifted learner, many completely unrelated to academic rigor. Why do some gifted kids fail to flourish in the middle grades when the schoolwork is well within intellectual reach? The results of a survey of middle school teachers identify specific challenges kids face in the middle grades. Executive Functioning skills are developing, while demands for managing schedules, materials, and details multiply dramatically. Leave this session with a greater understanding of the complexity of middle school, and many practical strategies for helping kids grow stronger Executive Functioning skills. Audience: Administrators; Classroom Teachers - Middle Grades; Gifted Coordinators; Parents; Counselors and other Clinical ProfessionalsRoom: CC North 127 B

PARENT & COMMUNITY

Starting a Community-Enhanced Enrichment Program at a High-Poverty SchoolJulie Henry, Canisius College, Kenmore, NY; Alayla Henry, Charter School for Applied Technologies, Buffalo, NY

How do you start an enrichment program at a school with 100% poverty and families who face many challenges? A program at an urban charter school used place-based learning and community mentors to provide an enrichment program for students who displayed gifted characteristics. This session will review the challenges and barriers in providing enrichment in high-poverty schools and will describe strategies and resources found to be successful in establishing a program. Creative and individualized techniques used to involve families will be highlighted, and a Family Toolkit will be shared.Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents, ResearchersRoom: CC North 222 B

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2:00 PM - 3:00 PM


Using the National Gifted Education Standards for Teacher PreparationCheryll M. Adams, Ball State University, Muncie, IN; Susan K. Johnsen, Baylor University, Waco, TX; Jennifer L. Jolly, University New South Wales, Sydney NSW, Australia; Ann Robinson, University of Arkansas at Little Rock, Little Rock, AR; Alicia Cotabish, Debbie Dailey, University of Central Arkansas, Conway, AR; Joyce VanTassel-Baska, William & Mary, Williamsburg, VA

Standards have benefits particular to the field of gifted education. Using the 2013 NAGC/CEC Teacher Preparation Standards in Gifted Education, this session will focus on assisting those involved in preparing gifted educators in designing or revising their gifted education programs and professional development activities. Topics addressed will

include developing courses and classroom experiences with standards, designing key assessments, developing a continuum of experiences from initial to advanced standards, seeking national recognition by the Council for Accreditation of Educator Preparation and developing partnerships between universities, P-12 schools, and state agencies. Audience: Administrators, Gifted Coordinators, ResearchersRoom: CC North 124 B


Using CogAT 7 Data to Support the Learning of ALL Students Through Universal Assessment and MTSS PracticesCindy D. Gifford, Tonia Heffley, Jefferson County Public Schools, Golden, CO

Universal screening and evidence based instruction are two of the essential components of the Multi-Tiered System of Support (MTSS). Data gives us a key insight into our

Predictors of Academic and Psychosocial Success in International Baccalaureate and Advanced Placement StudentsRobert Dedrick, Elizabeth Shaunessy-Dedrick, University of South Florida College of Education, Tampa, FL

Advanced Placement and International Baccalaureate (AP/IB) classes attract a growing and diverse group of students due to their rigor, quality, and potential for college credit. Students in AP/IB have previously reported greater academic stress than other high school students. IB students rely on unique coping strategies (e.g., actively managing time, reducing demands). Beyond how to cope effectively, little is known about what predicts success among AP/IB students or the moderators of such relationships. The presenters share findings from a cross-sectional analysis and identify intrapersonal and environmental factors associated with academic achievement and positive mental health among 2379 AP/IB students. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 122 B

Student and School Factors Related to Success on Advanced Placement ExamsAnnalissa Brodersen, Melanie Caughey, University of Virginia, Charlottesville, VA

Advanced Placement (AP) has become synonymous with gifted programming. According to a recent national survey of schools, in 90.7% of districts AP is the main programming option for gifted students at the high school level. In this session we explore factors related to student success on AP exams using data from the Education Longitudinal Study of 2002 in conjunction with state and district policies. Exploring student and school factors and related patterns in state or district policy that may be associated with AP exam scores will inform policymakers and administrators who develop and refine high school AP and/or gifted programs.Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators, ResearchersRoom: CC North 122 B

RESEARCH & EVALUATION: Combined Session – 2:00 PM - 3:00 PM

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learners. Combining the data with knowledge about gifted characteristics specific to diverse populations and students of poverty with knowledgeable observations will provide tools for gifted identification and advanced programming. This session will give participants a better understanding of how to use the information made available from the CogAT 7, used as a universal assessment, to provide instructional strategies to support ALL students in their learning through the MTSS lens. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 128 B

What 100 Years of Research Says About the Effects of Ability Grouping and Acceleration on Students’ Academic AchievementMatt C. Makel, Duke University, Durham, NC; Paula Olszewski-Kubilius, Saiying Steenbergen-Hu, Northwestern University, Evanston, IL

The effects of ability grouping and acceleration on students’ academic achievement have been an important issue for more than one hundred years. Researchers have conducted many meta-analyses to integrate and synthesize findings from numerous primary studies. What are the main findings across different meta-analyses of ability grouping and acceleration? Are there any discrepancies or commonalities in the findings of different meta-analyses? What will be the future for ability grouping and acceleration practices? To address these questions, this session will discuss findings from a second-order meta-analysis of 35 meta-analyses examining the effects of ability grouping and acceleration on K-12 students’ academic achievement. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 224 B

SPECIAL POPULATIONS

A Nation Empowered for Twice-Exceptional StudentsChuck Cederberg, Alissa Doobay, Megan Foley Nicpon, University of Iowa, Iowa City, IA

This year, the long awaited sequel to “A Nation Deceived” was released: “A Nation Empowered.” This two-volume report summarized a decade of acceleration research advances in various populations of gifted learners, including twice-exceptional students. In this presentation, attendees will learn about research-based, successful acceleration models with various types of twice-exceptional learners as well as recommendations for increasing acceleration utilization. Additional recommended strategies that will be shared include professional development ideas, understanding of individual differences, strengths-based perspectives that also recognize the need for accommodations in students’ growth areas, and suggestions for informing policy-makers of this special population’s needs. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 129 A/B

The HOPE Scale: A Well-Researched Tool to Help Teachers Recognize Talent Among Underserved PopulationsC. Matthew Fugate, Marcia Gentry, Jason S. McIntosh, Nielsen Pereira, Purdue University, West Lafayette, IN; Scott J. Peters, University of Wisconsin - Whitewater, Whitewater, WI

The HOPE Scale is a recent instrument designed to help K-12 teachers identify gifted students for programming. Unique in several ways, it is short—only 11 items measure academic and social/affective components of giftedness. Second, it is invariant when used with students from low-income and culturally-diverse families. Local norms ensure data are relevant to specific school populations. Finally, its items have been well-developed using 12,000+ diverse students in five validity studies to date. With multiple measures/pathways crucial for reversing inequities in identifying culturally, economically, and linguistically diverse students, an instrument like the HOPE Scale is an important identification system component.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 121 C

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2:00 PM - 3:00 PM


ATYP and GATE: A Collaborative Model Serving Middle School Students with High School ContentSusan Sheth, Michigan State University, Lansing, MI; Kelly Schultz, Western Michigan University, Kalamazoo, MI

Profoundly gifted middle school students can be ready for high school content at an accelerated pace, and a university is well-placed to have the personnel and outreach to help these children flourish. ATYP-Western Michigan University and GATE-Michigan State University bring them together! Hear about programs that encompass a large portion of the state of Michigan and demonstrate how institutions of higher education and school districts can work together to meet the needs of gifted children. See an effective model that couples acceleration and curriculum compression to teach high school math and English in an environment appropriate for advanced learners. Audience: Administrators, Classroom Teachers - Middle Grades, Gifted Coordinators, ParentsRoom: CC North 127 A

STEM

One Is Not Enough: Empowering Students to Generate Multiple Strategies to Solve a ProblemSusan Norton-Scott, Math Olympiads, Chandler, AZ

This hands-on session is designed for teachers wanting creative tips that motivate students to find numerous ways to solve problems. Participants will actively play the role of students while learning the 5-step review process. When implementing “Empowering Students” guidelines, All students are engaged in organic mathematical exploration and discourse. This structured process allows students to “run the classroom” as long as they follow the guidelines. The teacher truly becomes the “guide on the side.” Student-produced work inspired by the Math Olympiad program is featured. This strategy can be integrated into your classroom next week.Audience: Classroom Teachers - Middle GradesRoom: CC North 131 A

Raising the Common Core Math Standards to New Heights for Talented Elementary StudentsLinda Sheffield, Northern Kentucky University, Highland Heights, KY; Katherine Gavin, University of Connecticut, Storrs, CT

How can you increase challenge and add a motivational spark in your math classes? Three new field-tested units in the NAGC award-winning Project M3 series can help. In How Big Is Big? students advance their understanding of large numbers while investigating palindromes, complex multiplication puzzles and Fermi problems. In The Tenth Street Pet Sanctuary, students gain a deep understanding of decimal concepts and operations while running a pet shelter. In Earth Day, Every Day, students make sense of percents as they learn about ways to protect their environment. Participants will engage in in-depth investigations that develop critical thinking and creativity. Audience: Administrators, Classroom Teachers K-6, Gifted CoordinatorsRoom: CC North 122 C

Food in Phoenix Convention Center North Building

FRIDAY AND SATURDAY

10:30 AM – 2:30 PM

Exhibit Hall Bistro


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2:45 PM – 3:45 PM

Refreshment Break in the Exhibit Hall North Hall 6, Lower Level, Phoenix Convention Center

3:45 PM - 4:45 PM

SIGNATURE SERIES

Future Directions for Gifted Education in Complex, 21st Century ConditionsDon Ambrose, Rider University, Lawrenceville, NJ; Tracy L. Cross, William & Mary, Williamsburg, VA

Many of the world’s leading scholars of creativity and giftedness have joined an international investigation to analyze the ways in which 21st century globalization is impacting creativity, giftedness, and talent development. Globalization presents individuals and nations with enormous problems and huge, unprecedented opportunities. This session provides an overview of the 21st century globalization project with new directions for the field along with analyses of the knowledge, skills, and dispositions that best fit the turbulent, socioeconomic and cultural contexts generated by globalization. Audience: Administrators, ResearchersRoom: CC North 124 A

ARTS

The Power of Reordering the Experience Through the Visual and Performing ArtsJulia Nyberg, Kaplan University, Alta Loma, CA; Jessica Manzone, University of Southern California, Los Angeles, CA

In most schools, the Visual and Performing Arts function is an ancillary to the content disciplines, often viewed as isolated and separate. Children gifted in the arts have limited outlets within the curriculum to demonstrate these interests and abilities. This session presents a reordered curriculum model that utilizes the National Core Arts Standards as the catalyst into History, Language Arts, Mathematics, and Science. Participants will experience a lesson simulation

that demonstrates critical and creative thinking strategies to bridge the Visual and Performing Arts perspective to teach CCSS and meet the needs of emerging and identified artistically gifted learners.Audience: Administrators, Classroom Teachers K-6, Gifted CoordinatorsRoom: CC North 125 A


Creating Globally Savvy Digital Citizens with Current IssuesApril K. DeGennaro, Peeples Elementary, Fayetteville, GA

Gifted learners love to discuss current issues because it allow them to exercise their prowess at reasoning, abstraction, and imagination. Creating a curriculum for multiple grade levels is exceedingly easy with technology. One current issue can meet the needs of multiple grade levels when different universal theme lenses are used to frame the discussion. Current Issues teaches everything under the sun giving authentic real-world discussion starters worthy of gifted students high-level thinking abilities and curiosity. Leave with a “set of universal theme lenses” and online resources to make your current issues curriculum a robust program-wide favorite engaging students and parents.Audience: Classroom Teachers K-6Room: CC North 127 B

Gifted Connections: Don’t Let the Google Cloud Rain On You!Lynn Howard, Leah W. Meulemans, Tara Strang, Lighthouse Assessment and Consulting Services, Chattanooga, TN

Gifted Connections is a dynamic and creative web-based system that was created in response to the needs of a large, diverse school district. This umbrella design enhances service to gifted students, provides resources to their teachers, and keeps track of logistical information for administrators. Gifted Connections is flexible enough that any district or organization can modify it to meet their specific needs. This session will outline information about the basics of creating a secure, useful, and budget-friendly system on a Google Cloud Platform. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted CoordinatorsRoom: CC North 123

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3:45 PM - 4:45 PM


Gifted Education Paradigms and Why They MatterJeb S. Puryear, University of North Texas, Denton, TX

The beliefs of teachers, administrators, and researchers permeate all aspects of practice and can lead us to inconsistencies without a recognition of their implications. Paradigms of gifted education will be defined. Empirical scholarship will highlight beliefs associated with each paradigm. Participants will have the opportunity to complete an abridged version of a survey instrument to gauge their own beliefs for potential conceptual contradictions. Implications for program evaluations will be discussed. The goal of the session is the provide individuals a means to evaluate their own practice with an aim toward generating more intellectually consistent and defensible gifted education policies. Audience: Administrators, Gifted Coordinators, ResearchersRoom: CC North 122 C


Focusing in the Middle: Collaborative Support Groups for Gifted AdolescentsJulie L. Donaldson, Michelle Libby, Bloomington Public Schools, ISD #271, Bloomington, MN

Being gifted comes with some unwritten social-emotional rules, such as “Never ask for help” and “Always say you’re ‘fine.’” This type of self-talk can lead to a debilitating fixed mindset. A gifted youth’s advanced cognitive skills do not always translate to healthy emotional self-regulation skills. Support groups for the gifted provide them a needed safe place to talk about stress, perfectionism, and other concerns. Learn how one district created a collaborative approach between the gifted and counseling departments to meet the needs of gifted adolescents. Participants will leave with a structured plan for implementing their own support group. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 128 A

CREATIVITY

Integrating Creativity and Visual Thinking Across the CurriculumRichard M. Cash, nRich Educational Consulting, Inc., Minneapolis, MN; Susan Daniels, Summit Center, Walnut Creek, CA

Visual thinking is an integral part of many forms of creativity. Research indicates that creative individuals across domains – art, science, music, etc. – most often have a preference for visual thinking. Opportunities to work creatively in the visual mode are necessary to support the creativity, STEAM development, and visual thinking abilities that are essential for the 21st century. Several CCSS highlight representation of knowledge through visual modes, and our students need both creativity and visual abilities to succeed in high level curricula. Resources will be provided for integrating creativity and visual thinking projects across the K12 curriculum. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ResearchersRoom: CC North 224 B

Internships That Change Their (and Our) Worlds: Infusing the Career Internship with a Curriculum of CreativityCarol Graham, Fulton County School, Atlanta, GA

The high school gifted internship course proves to be the pinnacle of the K-12 gifted education experience when viewed through the lens of the creative learner. Borrowing from the field of creativity studies and practices for developing creativity, this session demonstrates how to infuse an internship program with a curriculum of creativity. The end product is career defining and life changing.Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 224 A

Fri

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CURRICULUM STUDIES

Lessons from a True Renaissance Man: Using da Vinci’s Thought Experiments in the ClassroomJason S. McIntosh, Purdue University, West Lafayette, IN

One of the greatest thinkers of all time, Leonardo da Vinci, relied on thought experiments to explore and make sense of the world around him. After repeated observation and measurement, he would develop his conception (theory) for the phenomena, build a dossier of cases (examples) where his conception seemed true, and use logic to deduce the cause. In this session, participants will learn how to develop lessons which enable students to think like Leonardo through the use of seven different strategies: prefactual, counterfactual, semifactual, prediction, hindcasting, retrodiction, and backcasting. Remember, as Leonardo once said, “Learning never exhausts the mind.”Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 222 B

Move Over Literature Circles, There’s a New Book Club in Town!Maria Luce, Alyssa Osterman, Oak Grove School, Green Oaks, IL

Say goodbye to traditional literature circles and stimulate the minds of your students. This novel approach to book clubs motivates students to dig deeply and think critically. Presenters will provide a practical approach to planning and managing thematic book clubs. Fill your book bags with literature selections and creative lessons for use in a collaborative setting. These Common Core units integrate novels with poetry, nonfiction, and multimedia selections. This flexible approach can be applied to a variety of grade levels and themes. Rekindle your students’ love of literature with this unique book club format. Audience: Classroom Teachers K-6, Classroom Teachers - Middle GradesRoom: CC North 222 A

The Joy of Writing out Loud: Implement Writing Research by Teaching StorytellingKenneth J. Smith, Sunset Ridge School District 29, Northfield, IL

There is a long-standing body of research suggesting that beginner and expert writers develop text according to qualitatively different cognitive models. Moreover, gifted writers seem to be able to make the transition to the expert model at younger ages than can more typical learners. One way teachers can facilitate gifted student making this transition is through storytelling. In this highly interactive session, participants will get an overview of the current research, hear a seasoned storyteller, and learn to implement the research both by becoming storytellers themselves and by teaching students to use expert strategies to write and tell their own stories. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted CoordinatorsRoom: CC North 126 A

EARLY CHILDHOOD

Recognizing Hidden Twice-Exceptionality: The Critical Role of the Primary TeacherMichael Postma, Agility Education Solutions, Fort Mill, SC; Bobbie Gilman, Gifted Development Center, Westminster, CO; Kathi Kearney, Maine School Administrative District 51, Cumberland, ME; Dan Peters, Summit Center, Walnut Creek, CA

Efforts to locate and serve students with disabilities often overlook very young twice-exceptional (2e) gifted learners who manage grade level performance, threatening both early identification of giftedness and early intervention for weaknesses. Yet, primary grade teachers who observe the 2e student’s unusual strengths and concomitant weaknesses can take critical steps. Learn rationales to recognize 2e symptoms in very young children, make informed requests for comprehensive assessment, and utilize current law to support IEPs or 504 Plans. Timely interventions and accommodations in the earliest years can prevent disabilities from jeopardizing high school graduation, college attendance, and long-term success for a gifted student.Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 131 C

Friday



3:45 PM - 4:45 PM

EXHIBITOR WORKSHOP

Identifying Gifted Children of Diverse Backgrounds: Introducing Naglieri Nonverbal Ability Test (3rd ed.)Kerri O’Meara, Pearson Education, Bloomington, MN

In this session, new features of Pearson’s premier gifted identification assessment for grades K-4, the Naglieri Nonverbal Ability Test, Third Edition (NNAT3) will be demonstrated. With brand-new content and norms, the NNAT3 provides a nonverbal, culturally neutral assessment of general ability that is ideal for use with a diverse student population. Participants will view the new intuitive online interface, as well as the options for tablet administration.Audience: Administrators, Classroom Teachers K-6, Gifted CoordinatorsRoom: CC North 127 C

Sponsored by

GLOBAL AWARENESS

Breathing L.I.F.E. Back into the ClassroomKaren Mascari, Kimberly Santangelo, Garfield Board of Education, Garfield, NJ

Are you feeling stressed? Are your students feeling stressed? Teachers in the 21st century are experiencing more demands than ever before. Mindfulness in the classroom is an innovative approach to reducing stress for the teacher and the students. Current research supports that mindfulness practice is beneficial on emotional well-being, mental health, and ability to learn. Techniques in this presentation will teach you how to breathe L.I.F.E. back into your classroom. Learning innovative approaches, Incorporating mindful meditation, Focusing on classroom environment, and Encompassing the whole child will provide an optimal learning environment where all students can thrive.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted CoordinatorsRoom: CC North 127 A

MIDDLE GRADES

Connecting the Dots: A Potpourri of Ideas and Strategies for Gifted Middle SchoolersSheri Stewart, Kansas Association for Gifted, Talented and Creative, Overland Park, KS; Carolyn Coil, Pieces of Learning, Marion, IL

The needs of gifted middle school students are sometimes overlooked in today’s schools. Yet these students with great promise become some of our best thinkers and future problem solvers. Their needs are varied and incorporate the whole child, including their social, emotional and intellectual development. Our goal should be to nurture them in such a way as to connect these three aspects of development, ensuring their intellectual, social and emotional growth while helping them fully develop their talents and abilities. In this session, we will present a potpourri of practical approaches to use with these students. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, ParentsRoom: CC North 126 B

FutureCasting: Preparing Middle Grades Gifted Students for Global ParticipationAngela M. Housand, University of North Carolina at Wilmington, Wilmington, NC

Technology and the Internet can be powerful communication tools and provide an opportunity for gifted students to display their talents on a global stage. For many, middle school marks the transition from cloistered online participation to digital independence. FutureCasting provides a pedagogical roadmap to help gifted students understand that what they produce in virtual landscapes can be a liability or an asset to their future success. Explore classroom activities that can be implemented immediately and begin the work of helping students take control of their digital identity to become leaders in a globalized future!Audience: Administrators, Classroom Teachers - Middle Grades, Gifted Coordinators, ParentsRoom: CC North 128 B

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Literary Vocabulary Differentiated for Gifted Middle Grade StudentsMichael C. Thompson, Royal Fireworks Press, Durham, NC

Reading at a high level is a sine qua non for the rigorous education that gifted children deserve. Middle grades gifted children are on beginning great literature, but they may not be prepared for the vocabulary that pervades important American and British literature. This session will present a differentiated vocabulary curriculum based on extensive research into the literary words that appear in the classics, words such as countenance, profound, visage, serene, and others. Studying classic vocabulary at the right time is a critical differentiation strategy for gifted middle grade children.Audience: Administrators, Classroom Teachers - Middle Grades, Gifted Coordinators, ParentsRoom: CC North 121 B

PARENT & COMMUNITY

A Primer on Everything Gifted Under the SunCarolyn Kottmeyer, Hoagies’ Gifted, Exton, PA

The gifted label. What else do you need to know? Everything under the sun! Whether you’re new to gifted, or you’ve been around the schoolyard, sample gifted topics including Testing and Assessment, Academic Acceleration, Social/Emotional Needs, the Twice Exceptional (gifted and learning disabled), Over-Excitabilities, and Gifted Myths. There’s more to “Gifted” than just the label. Find support communities for parents and teachers, free gifted professional development for educators at all levels, research on gifted education options, details on what testing does and doesn’t reveal, resources for social/emotional support of gifted kids, and myths and realities about giftedness.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 124 B


Applying the Talent Development Model to School-Based ProgramsAmy S. Rushneck, Center for Bright Kids Regional Talent Development Center, Arvada, CO; Blanche Kapushion, Jefferson County Public Schools, Golden, CO; Lori M. Ihrig, Ann Lupkowski-Shoplik, University of Iowa, Iowa City, IA; Kelly Schultz, Western Michigan University, Kalamazoo, MI

How do “talent development” and schools operate cohesively? Representatives from talent development centers and model school districts will share concrete examples of successful evidence-based partnerships. These models exemplify best practices in 35 years of research, demonstrating practical application of Talent Searches for above-level assessment, curriculum, and guidance. Presenters will explore: how above-level testing is used to modify accelerated learning plans; how results offer insight for curricular program/text decisions at district/classroom levels; how pairing with talent development centers provides professional development for teachers; and, how dual enrollment programs are affected as talent development centers develop school district-university partnerships for credit-bearing opportunities. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 121 A

Equity and Access in Gifted Programming for Hispanic Youth: Targeted Professional Development for TeachersAngela M. Novak, District of Columbia Public Schools, Washington, DC; Katie D. Lewis, Texas A&M International University, Laredo, TX

There is a well-established disparity in the identification of Hispanic children for programs for the gifted and talented. In many school systems, identification of gifted students often begins with the classroom teacher. This session will focus on the need for targeted professional development for classroom teachers, specifically on the characteristics of gifted Hispanic youth. Participants will leave with an understanding of the essential areas of professional development and a plan for how to implement this professional development in their schools or districts.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 126 C

Friday



3:45 PM - 4:45 PM

Not Just Gifted on Thursdays: Increasing Differentiation Through Collaborative Co-TeachingElizabeth Fogarty, East Carolina University, Greenville, NC

Co-teaching provides a powerful platform to increase instructional rigor for gifted students. Partnering with regular education classroom teachers enables gifted specialists to extend the services that can be provided to gifted learners in regular education classrooms. From pre-assessments and curriculum compacting to tiered lessons, this session will highlight ways co-teaching can facilitate differentiation and increase challenge. In this session, participants will become familiar with ways the 6 co-teaching strategies and determine ways co-teaching can be used to support students in their school. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 223


Relationships Between Pre-Service Teacher Perceptions of Giftedness and the Individual Differences That Create ThemJerrell C. Cassady, Lisa M. Ridgley, Ball State University, Muncie, IN

With teachers fulfilling critical roles in gifted identification and provision of services, it is important to understand the underlying conceptions teachers hold toward giftedness. Teacher conceptions are often narrow, underdeveloped, and enduring. Beliefs about identifying and serving high ability youth are commonly influenced by personal experiences within the realm of general education, and resistant to change afforded by formal gifted education training. To best understand and address these belief systems, greater awareness of individual differences that drive these beliefs is warranted. This study explores the relationships among pre-service teachers’ conceptions of giftedness, personal motivation, learning, and self-regulation and personal background. Audience: Gifted Coordinators, ResearchersRoom: CC North 129 A/B

Examining Creativity Assessments: Enough Is Enough (Unless It Isn’t)Lisa Rubenstein, Ball State University, Muncie, IN

Many definitions of giftedness include creativity, making assessment of creativity essential (for both researchers and teachers) to demonstrate gifted student growth and intervention efficacy. Previous investigators have provided numerous instruments designed to measure various aspects of creativity. However, rather than use existing instruments, researchers often develop new ones, making it challenging to compare and generalize study findings. The purpose of this session is to categorize, review, and evaluate existing instruments for assessing creativity, such as student assessment tools (formative and summative), observation scales, and surveys. Suggestions for appropriate instrumentation and current gaps within the field will also be examined.Audience: Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 122 A

Gifted Students and Assessment of Academic Growth: A Review and A CautionJuliet B. Frate, Northwestern University, Evanston, IL

Does your district utilize an assessment with sufficient ceiling to measure the academic growth of your gifted students? This session will review standardized grade-level exams, popular computer-adaptive tests, and above-grade-level talent search assessment and present results from students who have taken at least two within the same academic quarter. These results suggest unwanted outcomes can occur when assessments with insufficient ceiling are used to evaluate and make decisions about gifted students, teachers, and programming. Participants will learn how to better review the assessments they administer, analyze the results of those assessments, and make determinations based on those results.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 122 A


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Two New Scales for Identifying High Potential, Economically Disadvantaged Students and English Language LearnersMaggie Smith, Kelly A. Stewart, Minneapolis Public Schools, Minneapolis, MN

The presenters will share the final results of a three-year process to develop and validate two new scales for identifying high potential English language learners and economically disadvantaged students. This session will detail the outcomes of our research, including our confirmatory factor analysis and other findings. These two new scales can be used as talent spotting tools or as part of a formal district identification process. The research process and findings, as well as some of the ways these tools are being used in our region to identify diverse students for gifted programs and services, will be shared.Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 131 A

SPECIAL POPULATIONS

Best Practices for Serving Gifted Students in Rural SettingsSusannah Wood, University of Iowa, Iowa City, IA; Tamra Stambaugh, Vanderbilt University, Nashville, TN

Educators in rural settings are in a unique position to facilitate the positive personal and academic development of their gifted students; however literature on this topic is scant. Presenters will provide an overview of this topic based on their experience as co-editors of a book focused on this unique population. Presenters will address the context of rural living and a synthesis of best-evidence instructional strategies, service delivery models, and identification practices for these students. Presenters will conclude with lessons learned that will serve to move the field forward as well as provide the springboard for future strategies.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 121 C

Working with Colleagues Serving Low-Income Students: Expanding the Impact of Gifted Education and Talent Development StrategiesRena F. Subotnik, American Psychological Association, Washington, DC; Peter Laing, Arizona Department of Education, Phoenix, AZ; Paula Olszewski-Kubilius, Northwestern University, Evanston, IL; Dina M. Brulles, Paradise Valley Unified School District, Phoenix, AZ; Jonathan Plucker, University of Connecticut, Storrs, CT

A critique of gifted education is that it serves children who are advantaged with educational resources at home and at school. This session will address collaborations with colleagues whose work supports low-income students through initiatives that develop potential talent. Three projects will be highlighted: (1) Unlocking Emergent Talent (2) Arizona case studies, and (3) Exemplary Public School Programs. Experienced scholar practitioners associated with the projects will provide background information, and suggest ways in which the most successful components of each project might be applied most productively in other settings. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 122 B

Young Scholars: Finding and Developing Talent in Underserved Populations of Gifted LearnersCarol V. Horn, Kirsten Maloney, Fairfax County Public Schools, Fairfax, VA

Gifted potential in students from diverse ethnic, cultural, and linguistic backgrounds is often overlooked and unrecognized. The Young Scholars model is designed to find students with high academic potential from diverse backgrounds at an early age, and to nurture their potential so that they will be prepared to engage in advanced learning opportunities as they progress through the school system. Participants will examine a comprehensive district-wide approach to the issue of underrepresentation with multiple levels of support. Research on the impact of the model and lessons learned over a twelve year period will be shared. Audience: Administrators, Classroom Teachers K-6, Gifted CoordinatorsRoom: CC North 229 A/B

Friday



3:45 PM - 4:45 PM


The Schoolwide Enrichment Model: Applying the Pedagogy of Gifted Education to Total School ImprovementSally M. Reis, Joseph S. Renzulli, University of Connecticut, Storrs, CT

The Schoolwide Enrichment Model is a plan for integrating advanced level learning experiences and thinking skills into any curriculum, course of study or pattern of school organization. This research-supported plan is designed for the two-fold purpose of challenging gifted students and exposing all students to selective enrichment strategies. The approach is one of infusing enrichment opportunities, resources, and encouragement into existing school structures. The session will include a new time saving dimension of the model that uses a computer generated profiler and web-based search engine to identify strengths and match resources to each student’s profile. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High SchoolRoom: CC North 222 C

STEM

Questioning Patterns Within Specialized STEM Schools as a Teacher Mechanism for Encouraging Higher Order ThinkingCarolyn M. Callahan, University of Virginia, Charlottesville, VA; Colby Tofel-Grehl, Utah State University, Logan, UT

Specialized STEM schools often serve as programs for the gifted population because they offer the best education

available to students. Research in STEM schools indicates a culture of student empowerment and student centered learning. Understanding the ways in which classroom discourse impacts the learning opportunities of gifted students is essential for improving classroom instruction. This session explores a current study that examines the ways in which teachers’ structure learning opportunities through classroom discussion and open ended questioning by examining the questioning techniques of science and mathematics teachers within specialized STEM schools. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, ResearchersRoom: CC North 125 B

Teaching and Learning in Math Enrichment SpacesRachel U. Chung, Bridget DuRuz, Nancy B. Hertzog, University of Washington, Seattle, WA

Why do children like enrichment math over “school math?” Presenters will share the results of a study investigating teaching and learning in Saturday math enrichment programs with a special focus on how Saturday math enrichment teachers create an engaging environment where students (grades 4-8) are encouraged to make mistakes, challenge traditional understandings of math, and become mathematicians. Participants will see video clips of various teaching strategies and see how students “break math,” learn algebraic and geometric concepts in the process, and have fun. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Parents, ResearchersRoom: CC North 131 B

DON’T MISS THESE EVENING EVENTS:

5:00 PM - 6:15 PM Celebration of Excellence Awards Ceremony Phoenix Ballroom C, Sheraton Phoenix Downtown

6:15 PM – 7:00 PM Reception Valley Overlook, Sheraton Phoenix Downtown

7:00 PM - 9:00 PM Network Evening Events Sheraton Phoenix Downtown


The NAGC Celebration of ExcellenceFriday, November 13 | 5:00 PM – 6:15 PM

Sheraton Phoenix Downtown | Phoenix Ballroom

President’s AwardAnn F. Isaacs Founder’s Memorial Award

A. Harry Passow Classroom Teacher ScholarshipNAGC/Ball State Administrator Award

Community Service AwardDavid W. Belin Advocacy Award

Distinguished Scholar AwardDistinguished Service Award

Doctoral Student AwardsEarly Leader AwardEarly Scholar Award

Gifted Child Quarterly Paper of the YearGifted Coordinator Award

Hollingworth AwardMaster’s & Specialist Award

Awards presented:


NAGC Career CenterFill a Position

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http://careers.nagc.org

Your opinion is important to us! The NAGC Annual Convention Evaluation will be e-mailed to all registrants at the end of the Convention.

We listen to your feedback and comments, and hope you’ll join us in Walt Disney World® Resort, Florida, in 2016 to see how we did!

Convention Evaluation

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Welcome, Parents! We’ll welcome parents from throughout the state (and region) Arizonia Parent Day produced by NAGC and the Arizona Association for Gifted and Talented. This one-day event gives parents tools, information, and networking opportunities to help them support their children’s optimal development and ensure their continued growth. Thanks to Arizona State University for teachers to staff the kids program.

Take advantage of the energy of your convention colleagues as you meet them between sessions and grab a bite to eat with them in the Exhibit Hall. Speaking of the Exhibit Hall, it closes at 4:30 PM today.

Saturday Highlights - November 14


7:00 AM – 4:30 PMRegistration Open

7:30 AM - 8:00 PMArizona Parent Day


9:00 AM – 4:30 PMExhibit Hall (cash and carry food 10:30 am - 2:30 pm) with Exhibitors, NAGC Central (bookstore)North Hall 6, Lower Level, Phoenix Convention Center

9:15 AM - 10:30 AME. Paul Torrance Creativity Session with Joe Hudy and Jason BablerNorth Ballroom, Phoenix Convention CenterSponsored by: Scholastic Testing Service (logo)

10:30 AM - 2:30 PMBreakfast and Lunch Items Available for PurchaseNorth Hall 6, Lower Level, Phoenix Convention CentermetroMarché, 100 Level 10:45 AM – 11:45 AMConcurrent Sessions (includes Signature Sessions), Exhibitor Workshops

11:45 AM – 12:45 PMBreak (Concession area open in the Exhibit Hall for Cash and Carry)

12:45 PM - 1:45 AMConcurrent Sessions (includes Signature Sessions), Exhibitor Workshops, Poster Sessions, Roundtables

2:00 PM - 3:00 PMConcurrent Sessions (includes Signature Sessions), Exhibitor Workshops, Poster Sessions, Roundtables


4:30 PMExhibit Hall Closes

4:30 PM - 5:30 PMGeneral Session with Joshua DavisNorth Ballroom, Phoenix Convention Center

5:30 PM – 6:15 PMBook Signing and ReceptionNorth Ballroom, Phoenix Convention Center

6:30 PM – 8:00 PMArizona State Party – Screening of Underwater DreamsNorth Ballroom, Phoenix Convention Center

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8:00 AM - 9:00 AM

SIGNATURE SERIES

Curriculum and the Whole ChildPatricia Schuler, Creative Insights, Kinderhook, NY; Jennifer Beasley, University of Arkansas, Fayetteville, AR; Meg Hines, University of Georgia, Athens, GA; Christine Briggs, University of Louisiana at Lafayette, Lafayette, LA; Tracy C. Missett, University of Montana, Missoula, MT

This session will advise teachers, curriculum coordinators, and counselors about how to integrate social and emotional needs of gifted students into the curriculum. The session will touch on affective curriculum as well as addressing social-emotional needs while teaching standards-based and gifted curriculum. Experts (including counselors, professors, and/or curriculum writers) will discuss their areas of expertise, including perfectionism, curriculum development, and the social-emotional characteristics of gifted children. Half of the session will consist of the experts sharing their expertise through mini-presentations and during the other half of the session, the panel of experts will answer questions posed by a moderator and the audience.Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Counselors and other Clinical Professionals, Gifted CoordinatorsRoom: CC North 124 B

Developing the Hidden Gifts of Introverted StudentsDorothy A. Sisk, Lamar University, Beaumont, TX; Michele Kane, Northeastern Illinois University, Chicago, IL

Educators and clinicians have long thought being introverted was something to be modified and changed to develop leadership and sociability in students. Yet, gifted researchers stress the importance of drawing out the introvert’s hidden gifts. Introversion is found more often in the gifted student population as compared to the general student population, and the introvert’s hidden gifts including: love of learning, empathy, creativity and flexibility may be lost in the fast paced classroom. Tools for assessing introversion, understanding characteristics of introverts who are gifted and strategies for making modifications in the home and classroom will be addressed. Strategies will be demonstrated to accommodate the needs of gifted introverts, including

storytelling to address the disconnect between the gifted introvert and the classroom environment. Finally, the voices of introverted gifted students and their teachers will be provided to share insights and “stories” regarding the students’ inner world and how they celebrate and cope with being introverted.Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School, Counselors and other Clinical Professionals, Gifted Coordinators, ResearchersRoom: CC North 124 A

English Learners and Gifted Programming: Identifying and Nurturing PromiseRemy Rummel, Natasha Straayer, Douglas County School District, Castle Rock, CO; Robin J. Carey, Educational Consultant, Highlands Ranch, CO

Culturally and linguistically diverse learners continue to be under-represented in the gifted programming options offered in our school systems. This presentation will explore the unique educational and socio-cultural needs of English Learners (ELs). Presenters will share research-based frameworks for identifying gifted ELs, outline critical cultural considerations, and provide practical guidelines for planning and serving ELs while considering their culturally and linguistically diverse learning needs. Applicable strategies for practitioners and implications for future practice will also be addressed. Topics covered in the presentation include suggestions for creating a systemic implementation and identification process; data informed decision-making; collaborative problem solving including family involvement; and effective instructional practice.Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ResearchersRoom: CC North 224 A

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What Is Normal? A Discussion with Experts in the Gifted and Talented CommunityPaul Beljan, Beljan Psychological Services, Scottsdale, AZ; Kaye Ragland, Hollywood Schoolhouse, Tujunga, CA; Cynthia Z. Hansen, Knox School of Santa Barbara for Gifted and Talented Children, Ventura, CA; Ellen Honeck, Laurel Springs School, Centennial, CO; Dan Peters, Summit Center, Walnut Creek, CA

Parents and teachers are often flabbergasted at the quick shifts our gifted children experience between intellectual insights and temper tantrums. Why do expectations, based on published gifted traits, clash with a child’s experience? How do study skills develop and what should we expect from our 4th, 6th, 10th grade students? How do parents and teachers distinguish between signs of distress which call for intervention, and “normal” development? This panel discussion brings together experts in the fields of neuropsychology, educational therapy, counseling, and curriculum to discuss developmental issues and to question our expectations of being “normally gifted”.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 129 A/B

ARTS

Arts and the Real World: Career and Lifestyle Outcomes of Artistically Gifted High School StudentsAmber Dumford, Angie L. Miller, Indiana University, Bloomington, IN

Arts-intensive high schools provide unique experiences for artistically gifted students. However, relatively little is known about how these students fare upon graduation. Do they incorporate their artistic talents into viable careers? Do they find satisfaction in their work? Do the arts factor into other aspects of their lives? The presenters used data from the Strategic National Arts Alumni Project, the largest database ever assembled of artistically-trained individuals, to address these questions. Information about the long-term career and lifestyle outcomes of artistically gifted high school students will be shared.Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 127 A


How Not to Use Technology with Gifted LearnersLaila Y. Sanguras, Dallas ISD, Denton, TX; April Walker, University of North Texas, Denton, Texas

Mirror, Mirror on the Wall, who is the savviest of them all? We all recognize the power of using technology to meet the needs of our 21st century learners. And face it, we all make mistakes along the way. What if, instead of telling you how to use technology to differentiate for gifted learners, we highlight what we’ve been doing that doesn’t work? Let’s look in the mirror, break the spell under which many of us have fallen, and share explicit protocols for how not to use technology in the classroom.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 121 C

Twice-Exceptionality: Actualizing Student Potential Through Assistive TechnologyPatricia A. Bahr, Alissa Doobay, University of Iowa, Iowa City, IA

Gifted students are a diverse group, and high cognitive ability does not preclude disability such as psychological, physical, speech, or sensory disorders. These students are referred to as twice-exceptional (2e) and require educational modifications both to address their talents and areas of challenge. Assistive technology is an efficient, engaging, and cost-effective method for providing essential speech, writing, reading, and organizational tools for 2e students. This session provides practical information regarding the application of Assistive Technology for 2e students. Demonstrations of selected programs will allow participants to evaluate which programs may be most effective for use in their classrooms.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 122 C

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8:00 AM - 9:00 AM


Beware the Trojan Horse: A Critical Discourse Analysis of the Common Core State StandardsYee Han Chu, University of North Dakota, Grand Forks, ND

The Common Core State Standards (CCSS) purport to cultivate higher-order skills that support innovation. This session will show how critical discourse analysis can be used to examine how language and concepts integral to the understanding of gifted education are applied in the CCSS and their supporting literature. The session provides a warning for educators that the coopting of the language may make it more difficult to advocate for the retention or development of differentiated education for gifted students because this language conveys the false impression that the needs of gifted students have been considered. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents, ResearchersRoom: CC North 222 C

Mistaking Privilege for Giftedness: Who Benefits from Unearned Merit?Don Ambrose, Rider University, Lawrenceville, NJ; Jennifer R. Cross, Tracy L. Cross, William & Mary, Williamsburg, VA

Is socioeconomic privilege being mistaken for giftedness? When decision-makers in gifted education conflate privilege and merit, injustice results. Evidence from the field will be presented to reveal the scope of the problem. Insights from scholarship in political science, economics, social epidemiology, ethical philosophy, psychology, and other disciplines will show how widespread, sociopolitical dogmatism and corruption might be distorting the aspirations and talent development of the gifted. Recommendations include assessing and adjusting gifted education to ensure that ethical awareness guides talent development.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 224 B


Perfectionism and Coping in Gifted Adolescents: Today’s High-Stakes Educational ClimateMegan Peters, Lipscomb University, Nashville, TN; Emily L. Mofield, Sumner County Schools, Gallatin, TN

Perfectionism is frequently associated with giftedness, yet, there is little empirical evidence that gifted students are more perfectionistic than non-gifted students. The educational climate has changed significantly since the time much of this research was conducted. The emphasis and expectations for high achievement today are arguably greater than ever.When comparing perfectionism scores of 153 gifted adolescents to samples of three previous studies, our sample had significantly higher scores of perfectionism (especially unhealthy dimensions) than all previous samples. Participants will leave with an awareness to gear gifted students towards healthy coping in response to academic stress within a high-stakes educational climate. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 222 A

Slowing the Treadmill: School Strategies to Reduce the Stress Experienced by Gifted TeenagersEllen C. Fithian, Hampton Roads Educational Consulting, Poquoson, VA; Vikki L. Wismer, New Horizons Governor’s School for Science and Technology, Hampton, VA

Adolescent angst has reached crisis proportions, with record levels of students reporting feeling overwhelmed. Gifted teens face even greater stress; escalating competition for admission to top colleges exerts pressure to excel in multiple arenas while navigating the complex college admission and financial aid processes. A Virginia Governor’s School implemented multiple stress reduction strategies, including a gifted college planning curriculum, a school-wide calendar that eliminates scheduling of multiple tests on the same day, and online resources to facilitate faculty/student interactions. The session provides concrete strategies for counselors, teachers, and administrators to reduce the stress experienced by gifted high school students. Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 126 A

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CREATIVITY

Integrating Creativity into Learning Design: Overcoming Barriers Associated with Implicit Conceptions of CreativityKristen N. Blackmon, Alyssa Boyett, Todd Kettler, Amy Willerson, University of North Texas, Denton, TXCreative thinking and the application of creativity to problem solving are widely recommended 21st century skills. In order to integrate expectations for creative thinking and creative expression into the curriculum, we need to build valid and productive understandings of what creativity looks like in curriculum and how creative characteristics manifest themselves in students. Based on a recent study the presenters conducted with K-12 teachers, they will explore current conceptions of creativity across core curriculum disciplines. Additionally, recommendations for six classroom practices for developing creative thinking, creative expression, and creative productivity in the core curriculum, will be shared.Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 131 A

CURRICULUM STUDIES

A Toolkit to Promote Gifted Education in the General Education CultureSharon Duncan, Joanna Haase, Gifted Research and Outreach, Pasadena, CA

Like the Emperor’s loyal subjects, many educators feel intimidated to speak about what cognitive neuroscientists have found to be true about giftedness. Driven by equity pressures, the Emperor’s weavers decorate the truth with

threads of grit and practice. In this session, a psychologist and an organizational behaviorist discuss findings from cognitive neuroscience and share suggestions for incorporating change management principals into the general education culture. Participants will leave with increased knowledge of cognitive neuroscience, suggestions for promoting healthy connections between gifted education and general education, and guidance on how to properly incorporate popular research into curriculum and instruction for gifted learners.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ParentsRoom: CC North 122 B

Extending Math Standards for Gifted Students K-8Jerry Burkhart, 5280 Math Education, North Mankato, MN

The Common Core State Standards for Mathematics, though insufficient for meeting the needs of gifted learners, offer exciting opportunities for synthesizing our knowledge of best practices in gifted education and math education. Taking both the content and process elements of the CCSS-M as a starting point, participants will analyze and explore rich mathematical problems, questions, and activities through the lenses of depth, complexity, and breadth. The outcome will be a set of principles and techniques for using the CCSS-M as a foundation for extending rather than limiting mathematical learning opportunities for gifted students.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, ResearchersRoom: CC North 128 B

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8:00 AM - 9:00 AM

EARLY CHILDHOOD

Developmental Asynchrony in the Young Gifted Child: Challenges and OpportunitiesLaura Wingers, Beljan Psychological Services, Scottsdale, AZ

The developmental asynchrony common in the young gifted child presents both challenges and opportunities. This session will introduce relaxation, focus, movement, and reflection exercises for parent and teacher self-care, individual child and classroom-wide use, appropriate to age and developmental level. Explore related developmental information, practices, and curricula that enhance the development of self-regulation (managing emotion/behavior) and executive functioning (planning/organizing/strategizing) in young gifted children. Audience: Classroom Teachers K-6, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 128 A

EXHIBITOR WORKSHOP

Differentiating Your Top Performing Students with ERB’s CTP AssessmentBeth Cirulis, Educational Records Bureau, New York, NY

ERB’s CTP (Comprehensive Testing Program) is a rigorous assessment for Grades 1-11—available in both traditional paper/pencil as well as online modalities— delivering insightful reporting. Covering both achievement as well as verbal and quantitative reasoning across reading, listening, vocabulary, writing, science and mathematics, the CTP helps compare content specific, curriculum-based performance to the more conceptual knowledge base found in reasoning tests. With several norms to compare student performance and growth with similar groups of achievers, this tool is an ideal match for gifted students and programs. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ResearchersRoom: CC North 127 C

Sponsored by

GLOBAL AWARENESS

Foundations of Global Awareness: A Multicultural Gifted and Talented ELA Interdisciplinary Thematic Unit of StudyCaroline Carson, Richland County School District One, Columbia, SC

This session is a fast-paced participatory exploration of a multi-cultural, interdisciplinary, thematic, English language arts curriculum that helps move gifted and talented students from past to present and from their local culture to world cultures by analyzing historical, realistic and traditional literature, historical documents, video clips and the arts. African American History and Culture is examined in depth as a means to assist our students to grow personally, developing a stronger sense of self. Once students become self-aware, they are able to more fully appreciate the spiritual, social, intellectual, and interconnectedness of our world.Audience: Classroom Teachers K-6, Gifted CoordinatorsRoom: CC North 125 B

MIDDLE GRADES

Essential Principles and Practices of Socratic Pedagogy: Implementation in the Middle SchoolElinda R. Nedreberg, Christen C. Rose, Davis School District, Salt Lake City, UT; Scott L. Hunsaker, Utah State University, Logan, UT

Socratic pedagogy can provide challenge in gifted or honors middle school classrooms. However, with the pressures of CCSS, state accountability testing, and the culture of non-participation among some middle level students, teachers sometimes abandon the essential dialectic nature of Socratic methods that best address the needs of gifted learners for more didactic teacher-centered application. Using Socractic Circles as an example, two middle school teachers will provide implementation strategies, materials, and tools that help retain the essence of the method revealing students’ invisible perspectives, alternate viewpoints, improved writing, and in-depth thinking. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 131 B

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If You Build It, They Will Come: Project ExCELShelagh A. Gallagher, Engaged Education, Charlotte, NC; Anne K. Horak, George Mason University, Fairfax, VA

What would happen if we built a more engaging regular classroom? Who would ‘show up to play’ academically? Would we find previously overlooked gifted students? What if you gave those identified students an intensive dose of engaging curriculum? Will achievement increase? These questions drive Javits Project ExCEL. Hear how Problem-Based Learning can be used as a foundation for classroom-based identification of high-ability low-income students, and plans to give identified students a significant dose of PBL to improve achievement and motivation to learn. Presenters will discuss building a field of dreams to prove what’s possible.Audience: Administrators, Classroom Teachers - Middle Grades, Gifted Coordinators, ResearchersRoom: CC North 121 B

NAGC

The Javits Program: Addressing Diversity, Access, and Growth in Gifted Education ResearchLaura Brock, Julie Dingle Swanson, College of Charleston, Charleston, SC; Marcia Gentry, Purdue University, West Lafayette, IN; Kristy A. Kidd, Ann Robinson, University of Arkansas at Little Rock, Little Rock, AR; Catherine Little, Del Siegle, University of Connecticut, Storrs, CT; Hye Jin Park, Kiriko Takahashi, University of Hawaii at Manoa, Honolulu, HI; Jill L. Adelson, University of Louisville, Louisville, KY; Sandra Kaplan, Jessica Manzone, University of Southern California, Los Angeles, CA; Karen B. Rogers, Karen L. Westberg, University of St. Thomas, Minneapolis, MN; Carolyn M. Callahan, University of Virginia, Charlottesville, VA

Renewed funding for the Jacob K. Javits Gifted and Talented Students Education Program supported the launch of 10 projects focused on scaling up effective models for responding to gifted students from underserved populations. Through an overview of the goals and progress of the current projects and of the new National Center for Research on Gifted Education, the session presenters will identify key themes across multiple projects, including strategies supporting identification and access to advanced curriculum and services for diverse populations; examination of the influence of interventions on teacher perceptions; and approaches to improving student achievement and supporting positive affective development.Audience: Researchers Room: CC North 229 A/B


Identification of Gifted Students as a Problem-Solving and Decision-Making ProcessE. Jean Gubbins, University of Connecticut, Storrs, CT

Identification is a multi-phase process presenting challenges to educators who must engage in problem-solving and decision-making to determine which students need additional opportunities to continue learning at high levels. State or district definitions of giftedness may offer guidance to frame your approach to identification. However, critical questions related to definitions, students’ needs, and programming options need to be resolved. Should the identification process include teacher nominations/referrals, universal screening, performance-based assessments, structured observations, or self-, peer-, and parent-nomination techniques? To what extent are data interpreted appropriately? In this session you will learn how to design a defensible approach to identifying gifted and talented students. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 222 B

Square Pegs: Gifted Teachers in the Age of AccountabilityLauri B. Kirsch, Hillsborough County Public Schools, Tampa, FL; Mandy Cason, Christie Ray, Orange County Public Schools, Orlando, FL

Teacher evaluation systems are a hot topic for educators throughout our nation. Teachers of gifted students, like other teachers, are often scrutinized under the lens of their district’s evaluation system that systematically breaks down behaviors that can be observed and measured. Yet, with their multiple and varied roles, teachers of gifted are often “square pegs” and don’t fit neatly into one-size teacher evaluation rubrics. How can gifted educators use an evaluation tool as a stepping-stone to increase understanding and improve teaching of gifted students? You will leave this session with strategies and sample tools for finding the “fit.”Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 131 C

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8:00 AM - 9:00 AM


Everything You Ever Wanted to Know About Research But Were too Afraid to AskMatt C. Makel, Duke University, Durham, NC; Kate E. Snyder, University of Louisville, Louisville, KY

The word “research” often makes people run away. If you are one of those people, this session is for you. The presenters will help guide you in finding, reading, interpreting, and taking action on research within gifted education. Interactive questions on how to identify trustworthy sources of information, how to interpret content, as well as learn how to develop a framework for how and when research findings apply to a particular situation, will be included. Attendees are encouraged to come ready with questions and a thirst for understanding and acting on research in gifted education.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 223

SPECIAL POPULATIONS

Myths About Nonverbal Testing and the Identification of Gifted and Talented StudentsJack A. Naglieri, University of Virginia, Charlottesville, VA; Donna Y. Ford, Vanderbilt University, Nashville, TN

Controversy is not new in the field of ability testing, especially where identification of gifted/talented students is concerned and particularly for under-represented populations. The presenter will examine the claim that nonverbal tests can increase participation of Hispanic, Black and Native American students in gifted education. Another claim is that nonverbal tests like the NNAT or Wechsler Nonverbal Scale of Ability measure visual-spatial ability which the presenter will examine from a historical viewpoint

and empirical basis. Practical issues and questions will be asked such as will greater participation of diverse populations result if a nonverbal test is used. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 123

The Impact of Anxiety on Gifted Children with Autism Spectrum DisordersSusan E. Jackson, Celebrating High Potential, Fountain HIlls, AZ; Sally J. Logerquist, Psychologist, Scottsdale, AZ

Anxiety: “Where does it come from? How can I help my child or student keep it under control?” Parents and teachers are often at a loss regarding how to help a child struggling with anxiety. For gifted children with autism spectrum disorders (ASD), anxiety increases with each negative educational and/or social interaction. Participants will discuss social and emotional characteristics of gifted children with ASD and explore common causes of anxiety and perfectionism. They will take away evidence-based strategies from gifted education for reducing anxiety and developing talents at home and in the classroom.Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 126 C


Online Advanced Placement and Above-Level Courses: Bringing Opportunities to Rural Middle and High School StudentsMargaret Candler, Kristin Flanary, Emily Ladendorf, University of Iowa, Iowa City, IA

The Iowa Online Advanced Placement Academy (IOAPA) brings Advanced Placement and other above-level coursework to predominantly rural middle and high schools. After successful implementation in Iowa, IOAPA is now available nationally. IOAPA students’ retention rates, passing

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rates, and AP Exam participation and performance exceed national and/or state averages. The main components used, the importance of in-school mentors, challenges to program implementation, rural students’ barriers to taking AP Exams, and social-emotional factors influencing student success will be discussed. This session is relevant for educators interested in implementing similar programs, selection for advanced coursework, subject-matter acceleration, online learning, or serving rural populations. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ParentsRoom: CC North 121 A

STEM

DISCOVER Assessment in STEMSonmi Jo, June Maker, Randy Pease, Bob Zimmerman, University of Arizona, Tucson, AZ

This session will look at the exciting work being done with the National Science Foundation and the DISCOVER (Discovering Intellectual Strengths and Capabilities while

Observing Varied Ethnic Responses) Assessments of high school students’ talent in STEM. The presenters developed assessment activities that are engaging and identify creative problem solving abilities for all students. The first set of assessment activities consists of three tasks that are hands-on and measure first-order knowledge in spatial ability, naturalistic intelligence, and mechanical-technical intelligence. The second set of assessment activities consists of three tasks and measure second-order knowledge in mathematics, environmental issues, and physics using pencil/paper and concept mapping. Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 127 B



and to search for



NAGC2015 app.

NAGC2015

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9:15 AM - 10:30 AM

E. Paul Torrance Creativity Session with Joe Hudy and Jason BablerNorth Ballroom, Phoenix Convention Center

Joe Hudy, gifted inventor/DIY engineer and active member of the Maker movement, will join together with Jason Babler, Creative Director of Make Magazine and Maker Media, to engage in a conversation about all things Maker. In 2006, Make Magazine launched a public annual event to celebrate arts, crafts, engineering, science projects and the Do-It-Yourself (DIY) mindset called Maker Faire. Joe lives the life of a Maker and participates in Maker Faires across the globe. Make Magazine focuses on do it yourself (DIY) and/or DIWO (Do It With Others) projects involving computers, electronics, robotics, metalworking, woodworking, and other disciplines. There will be ample time for audience Q&A.

Sponsored by:

10:45 AM – 11:45 AM

Conversation with Julie HudyNorth Ballroom, Phoenix Convention Center

Parent day attendees will have a special session with Julie Hudy, “Maker Mom,” following the Saturday general session with Joe Hudy and Jason Babler. She will be on hand to answer questions about all things Joey and the Maker Movement.

Joe Hudy

Jason Babler

Julie Hudy

SPECIAL PARENT DAY SESSION

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PARENT DAY THANKS

Due to generous donations from Beljan Psychological Services and Paradise Valley Unified School District, the Arizona Association for Gifted & Talented was able to provide scholarship funds to parents and kids who might not otherwise be able to attend the Parent Day and Kids Program. Thank you!

10:30 AM - 2:30 PM

Breakfast and Lunch Items Available for PurchaseNorth Hall 6, Lower Level, Phoenix Convention Center and metroMarché, 100 Level

10:45 AM – 11:45 AM

SIGNATURE SERIES

Social and Emotional Intelligence: Implementing Socio-Affective Curriculum in Academic Settings for the Gifted and TalentedBronwyn MacFarlane, University of Arkansas at Little Rock, Little Rock, AR; Angela M. Housand, University of North Carolina at Wilmington, Wilmington, NC; William H. Goff, Virginia Beach City Public Schools, Virginia Beach, VA

Socio-affective education provides growth opportunities for gifted students to develop self-awareness and plan for a fulfilling future. As a result, integrating social and emotional education within the academic learning experience is essential for empowering students to reach new goals. The presenters explore social and emotional intelligence among gifted students; review service delivery models for proactively engaging gifted learners’ drive, motivation, and conative habits; and introduce classroom strategies that can be implemented immediately to help students achieve fulfilling personal and professional growth.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 129 A/B

ARTS

Scaffolding Confidence: Teaching That Showcases Hidden Talent in the ArtsRick Olenchak, Purdue University, West Lafayette, IN; John Gaa, University of Houston, Houston, TX

Structuring general education classrooms in ways that reinforce cultural identity and concurrently provide diverse students with critical real-world skills, such as problem analysis, decision making, and planning, has been consistently shown to enhance the likelihood that students’ talent potentialities will surface. This is particularly true in the arts. Using this research as a foundation, this session explores strategies used in several urban schools, that serve to unmask and nurture artistic talents while currently improving basic content skills. Field tested methods for developing student confidence will be presented and emphasized as the first and most important step toward actualizing talent. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 122 A


Creating Advanced Literary Community Through WikispacesChristen C. Rose, Davis School District, Salt Lake City, UT; Scott L. Hunsaker, Utah State University, Logan, UT

Internet technologies have greater power to bring people together in intellectual community than many other technologies except, perhaps, for the book. For centuries, intellectuals have chosen to read complex and challenging materials, sharing their critiques and insights. Gifted students, given their advanced development, often desire such community connections early. Combining the technology of wikispaces with the book, gifted students can join an advanced literary community. In this session, you’ll learn how to create such a community through focusing on specific genres, communicating performance standards, promoting depth and complexity in reading and writing, and facilitating authentic peer response and collaboration.Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 121 B

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10:45 AM – 11:45 AM

Geeking Out: How Tech-Savvy Youth Navigate the Web to Develop TalentEric Calvert, Northwestern University, Evanston, IL; Olha Skyba, University of Wisconsin, Madison, WI

Today’s teens seem constantly plugged into social networking sites, text messaging, and gaming networks yet we know so little about how these “geeking out” spaces influence their identity, creativity, and learning. Popularization of geek culture and emergence of web-facilitated communities of practice present an opportunity for our field to rethink our current models of giftedness. This session will explore research on how gifted youth use the Web for cultivating their talents, present a framework that helps unify research on talent development and online engagement, and discuss ways schools might use it to provide effective feedback, mentoring, and guidance. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, ResearchersRoom: CC North 127 A

Six Simple Steps with Social Media to Strengthen Our Gifted Students, Services, and CommunitiesGinger Lewman, ESSDACK, Hutchinson, KS

Looking for ways to energize your gifted community? In a busy world of varied schedules, it’s tough to bring everyone together. Learn very actionable ways to leverage social media tools for more than just sharing pictures of dinner and kitties. Participants will learn how to select the right tools for the job and leverage those tools to grow and engage a positive, active community that thrives both online and in-person. Discussion and strategies will be centered around the specific needs of gifted communities.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 229 A/B


Too Many Dreams Deferred? What Gifted Students Need to Know to SucceedJim Delisle, Growing Good Kids, North Myrtle Beach, SC; Deborah O. Douglas, GT Carpe Diem, Fitchburg, WI; Jean Peterson, Purdue University, West Lafayette, IN; George Betts, University of Northern Colorado, Greeley, CO; Karen B. Rogers, University of St. Thomas, Minneapolis, MN; Joy Davis, Virginia Union University, Richmond, VA

Langston Hughes pondered, “What happens to a dream deferred? /Does it dry up/ like a raisin in the sun?” Sadly, too many gifted students’ dreams are deferred as they languish in classrooms, unaware that school can and should be different for them. Four leading authorities will discuss the ways we empower students to follow their dreams by understanding their rights and responsibilities; reflecting on their unique gifts; exploring options and matching them to their personal learner profiles; and connecting with supportive adults. Participants will gain insights into jump-starting this journey to self-advocacy with their own students. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 124 A


Developing and Assessing Non-Cognitive Skills Among Gifted LearnersKatrina Weimholt, Northwestern University, Evanston, IL

New research is further underscoring the proposition that non-cognitive factors play a significant role in student success. Social skills such as cooperation, empathy and responsibility have a demonstrated impact on student performance and achievement. But is it possible to assess these skills and to develop them in students? How can educators do so in structured ways in an academic setting? Through the case study of a service-learning and experiential education program for gifted students, this session will demonstrate strategies for cultivating psychosocial skills in gifted learners and introduce tools educators can use for their assessment.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 126 A

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Helping Students Develop Career Goals: Implications for Counselors and EducatorsMihyeon Kim, William & Mary, Williamsburg, VA

Vocational choice is important in determining quality of life and level of happiness, and environmental factors and various personal factors are involved in students’ career development. This session shares the experience of a university-based summer residential program designed for career development of disadvantaged middle school gifted students in STEM areas. How school climate is related to the program participants’ self-efficacy and how students’ self-efficacy is related to their career decision-making self-efficacy will be discussed. Participants will be introduced to the implications of the study and will be given suggestions for disadvantaged students’ career development. Audience: Classroom Teachers - Middle School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 126 C

Microaggressions and Culturally Diverse and Low-Income Gifted Students: Understanding and Support Can Increase Representation and PersistenceDonna Y. Ford, Tamra Stambaugh, Vanderbilt University, Nashville, TN

Our field continually seeks ways to include gifted students who are low-income and culturally different in programs. As recent discussion has focused primarily on identification, the social issues that hinder access to programs for these underrepresented groups are often overlooked. Through the lens of microaggressions, the presenters discuss how increasing attention to the social aspects of giftedness – especially for those who are also culturally different or poor – may increase representation in programs. Common microaggressions gifted students face and ideas for supporting their social needs will be shared. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 128 A

CREATIVITY

Creating Their World: Design Thinking with Elementary StudentsAimee H. Barber, Christine Briggs, Micah N. Bruce-Davis, University of Louisiana at Lafayette, Lafayette, LA

Creativity movements, including design thinking from the Institute of Design at Stanford and the Maker movement, have presented new avenues to engage students in creative and critical thinking. The presenters will discuss how to help elementary students recognize the habits and dispositions of makers, including artists and engineers. Resources to engage students in the design/making process will be shared, including Squishy Circuits, recycled objects, and Lego Robotic Kits. In addition, the presenters will discuss various community connections that can be utilized to support the development of student products. Learn how to infuse the Makers movement into your classroom.Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, ParentsRoom: CC North 131 B

Meeting the Needs of Highly Creative Gifted IndividualsAudrey R. Tabler, University of Arkansas at Little Rock, Little Rock, AR

To quote Emile Zola: “The artist is nothing without the gift, but the gift is nothing without the work.” Gifted individuals who are highly creative may fail to maximize their abilities and use their gifts efficiently because of the difficulty they face with wavering task commitment, maintaining organization or routine, perfectionism, lack of challenge, need for self-direction, and limited affirmation from valued others. This session will examine current research focused on highly creative gifted individuals at various developmental stages and abilities and will offer practical strategies to meet their needs through instruction, mentoring, counseling, and goal settingAudience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 126 B

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CURRICULUM STUDIES

Critical Components of Daily Differentiation for Advanced LearnersTiffany M. Nicely, Knox County Schools, Tennessee, Knoxville, TN

How can we meet the diversified cognitive, social, and emotional needs of our advanced learners? This session presents numerous low-preparation strategies and activities that spark creativity and support the growth of advanced learners every day. Our students will strengthen metacognition, improve their mindset, expand their vocabulary, develop perseverance, further cultivate their own conceptual understanding, and regularly participate in activities that will effectively educate them to depths beyond our existing standards. A gamut of new, innovative, presenter-created resources that have been successfully utilized by a legion of advanced students will be shared, along with technological options for implementation.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted CoordinatorsRoom: CC North 222 A

One Year Later: Panelists from NAGC 2014 Provide Updates on Integration of CCSS-ELARobin Hawley-Brillante, Baltimore County Public Schools, Towson, MD; Claire E. Hughes, College of Coastal Georgia, Brunswick, GA; Elizabeth Shaunessy-Dedrick, University of South Florida College of Education, Tampa, FL; Joyce VanTassel-Baska, William & Mary, Williamsburg, VA

Three educators who work with students who are gifted or their teachers shared their preparation for implementing CCSS-ELA at the 2014 NAGC Convention return to provide information to teachers, curriculum developers, and professional development designers following the first year of formal implementation of CCSS in their districts. Panelists will describe their continued efforts to support the development of ELA in advanced elementary, middle, and high school students. Teacher educators will pose questions to the panel about student achievement in ELA.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 124 B

EARLY CHILDHOOD

Children’s Picture Books as Complex TextLaura Beltchenko, North Cook Intermediate School Center, Libertyville, IL

The overarching goal of this session is to assist PreK-3rd grade faculty with a close up and expanded use of children’s picture books as complex text. The presenter will explore the overarching structures of children’s picture books including illustrations, physicality, e-book versions, visualization and close reading methods for literacy instruction. This book rich session provides a lens to developing a myriad of ELA Common Core Standards as well as how they are differentiated for diverse learners in today’s classroom. Bibliographies will be shared as well as supportive strategies to implement Standards. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, ParentsRoom: CC North 127 B

10:45 AM – 11:45 AM

EXHIBITOR WORKSHOP

Navigator Series: Novel Study GuidesKimberley L. Chandler, William & Mary, Williamsburg, VA

A Navigator is a collection of questions and activities intended to support group or independent study of a selected novel or picture book. The Navigator series was developed by the Center for Gifted Education at William & Mary as a language arts resource for teachers and students. The Navigators were recently revised to align with the Common Core State Standards and to incorporate additional differentiated activities for gifted students. Novel studies should encourage advanced readers to develop their skills at analyzing and interpreting literature through structured questions and activities that highlight themes and concepts, literary elements, and real world connections contained within the books. In addition, novel studies are opportunities for students to develop their own vocabulary and writing skills by exploring and emulating the language and style used by authors. The presenter will share examples of Navigators that are available from the Center for Gifted Education.Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 127 C

Sponsored by


The COURAGE to teach...

The CURIOSITY to learn...

The COMMITMENT to Gifted Children...

Imagine the PossibilitiesMake it Happen

at the 63rd Annual ConventionWalt Disney World® Resort, Florida

#NAGC16

For more information visit www.nagc.org or call 202-785-4268

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10:45 AM – 11:45 AM

GLOBAL AWARENESS

Students Around the World Can Make a Difference!April Dennis, Marianne Solomon, Future Problem Solving Program International, Melbourne, FL

Students must be provided tools needed to grow into effective problem solvers, and only through experiencing the steps of positive social action can students develop skills needed to become powerful global leaders. With the 21st century demanding cooperation, conflict resolution, and global interdependence, teachers must be well-informed and connected to provide curriculum that enables students to realize that they can make a positive difference in the world. Community Problem Solving has provided the structure enabling students around the world to tackle and solve major topics, often with students from different countries working together to make a substantial difference.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, ResearchersRoom: CC North 222 B

MIDDLE GRADES

Everything I Learned About Teaching Gifted Middle Schoolers I Learned from the Justice LeagueDavid Graham, Paradise Valley Unified School District, Phoenix, AZ

All middle school students face difficulties, but for the gifted learner, this can be an especially challenging time. DC Comic’s Justice League (a team of their most iconic comic book superheroes like Superman, Batman, Wonder Woman) is a collection of characters that each fit into specific archetypes that align closely to those of gifted learners. By analyzing the archetypes of these characters, teachers will explore the social and emotional connections to their gifted learners. Teachers will leave understanding the social and emotional needs of gifted middle schoolers and how they can support these learners.Audience: Classroom Teachers - Middle GradesRoom: CC North 121 C

NAGC

What Gifted Education Journal Editors Say About Getting PublishedSusan K. Johnsen, Baylor University, Waco, TX; Matthew McBee, East Tennessee State University, Johnson City, TN; Don Ambrose, Rider University, Lawrenceville, NJ; D. Betsy McCoach, Del Siegle, University of Connecticut, Storrs, CT; Michael S. Matthews, University of North Carolina at Charlotte, Charlotte, NC; Tracy L. Cross, William & Mary, Williamsburg, VA

What are the editors of gifted education journals looking for in submitted manuscripts? How can you increase your chances of being published? Learn from the editors how you can maximize your chances for publication success. Panelists will share tips and advice for publishing in peer-reviewed journals in gifted education and also answer questions from participants. Learn how to make publishing in a peer-reviewed journal less daunting. Audience: ResearchersRoom: CC North 224 B


A Teacher’s Guide to Twice-ExceptionalityAlissa Doobay, Joyce Goins, University of Iowa, Iowa City, IA

Twice-exceptional students often show remarkable variability in their abilities, which can be challenging for the student and teacher. This presentation seeks to help educators increase understanding about the diverse needs of twice-exceptional students and develop effective strategies for addressing educational needs. Presentation content is aligned with the NAGC-CEC Teacher Preparation Standards 1 and 2, which note the importance of understanding the interaction between disabilities and gifts and the need for safe, inclusive, and responsive environments for these learners. Recommendations provided during this presentation are best practices based on research and extensive experience in providing clinical services to twice-exceptional youth. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 131 A

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The ‘State’ of Evaluating Gifted ProgramsMary Kathryn Stein, Arkansas Department of Education, Little Rock, AR

A panel of State Directors of Gifted Education will share their unique perspective about how programs in their respective states are evaluated. The variety of evaluation models used in several states will be presented and the policies that require program evaluation. The necessity for using program evaluation to ensure and improve services for students with gifts and talents will be discussed as will how program evaluation impacts services to students and how effective evaluation can be used to improve services for students in their states.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, ResearchersRoom: CC North 224 A


The Impact of M3 Curriculum on the Math Achievement of Mathematically Promising English Language LearnersSeokhee Cho, Marcella Mandracchia, St. John’s University, Queens, NY

The purpose of this study was to evaluate the effects of challenging math units on the math achievement of mathematically promising English language learners (MPELLs) after three years of implementation of Mentoring Mathematical Minds (M3) program. 102 third-grade MPELL students from Southeastern urban public schools were randomly assigned to the treatment and comparison groups. Independent t-test analyses revealed significantly higher gains in math achievement of the treatment group. The results imply that the M3 program positively affected the math achievement of MPELLs. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, ResearchersRoom: CC North 128 B

SPECIAL POPULATIONS

Best Practices in Identifying Gifted and Talented English LearnersJoni M. Lakin, Auburn University, Auburn, AL

A primary concern in the identification of gifted and talented students is whether assessments and identification practices identify talent among traditionally underrepresented populations of students. With the rapidly increasing number of English learner (EL) students in the United States, there is renewed concern that traditional measures of ability (with strong verbal demands) hinder the identification of talent among these students. In response, there are a range of solutions offered by various stakeholders to increase the identification of EL students. This session explores strategies for more effectively identifying gifted and talented EL students based on research evidence that supports their efficacy.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 222 C

Providing Advanced Curricula, College Access, and a Pathways2Teaching for Native American YouthMargarita Bianco, Jerry A. Lassos, University of Colorado Denver, Denver, CO

Given the urgent need to increase opportunities and college readiness/access for Native American youth, coupled with the underrepresentation of Native American teachers, a program entitled Pathways2Teaching for Native Youth was developed. The program was developed with 2 primary goals: a) increase the graduation and college going rates for Native Youth; and, b) encourage Native youth to explore teaching and related careers as an act of social justice by disrupting educational inequities in and for their communities. This interactive session will describe the Pathways2Teaching for Native Youth program and highlight the research base that informed its guiding principles and curriculum development. Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 223

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The session proposal submission process begins in December.

Registration details are available in late March.

www.nagc.org

2016NAGC 63rd Annual Convention

Walt Disney World® Resort, Florida

November 3-6, 2016

2017NAGC 64th Annual Convention

Charlotte, NC | November 9-12, 2017

Mark Your Calendar for these Upcoming NAGC Conventions Thanks for joining us in Phoenix

10:45 AM – 11:45 AM

SPECIAL POPULATIONS

Supporting the Social-Emotional Needs of Culturally and Linguistically Diverse Gifted StudentsErin Bernhardt, Colleen E. Urlik, Adams County School District 14, Aurora, CO

The academic needs of Culturally and Linguistically Diverse (CLD) students are at the forefront of schools across the United States, and it is critical to correspondingly focus on the social emotional needs of these diverse students. Centered on evidence-based practices and the needs of their students, one school created and implemented a social emotional curriculum to cultivate resiliency and perseverance within their students. With early success, each lesson has been collaboratively delivered within gifted and talented cluster classrooms, with additional pull-out sessions for GT students.

Session participants will discuss implementation and receive materials.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 131 C

The Scholar Identity Model: Changing the Mindset Because Gifted Black Males’ Academic Lives MatterGilman W. Whiting, Vanderbilt University, Nashville, TN

The under-representation of Black students within gifted and talented programs is not a new phenomenon. Past and present data paint a bleak picture for the future. There are numerous theories for the dismal referral rates, and retention, of the few that do find themselves in GT programs. In this session, the presenter will engage participants with current developments of the revised Scholar Identity Model™ (SIM), a foundational psycho-social model originally created to


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change the academic mindset of students, teachers, families, communities, and others who work with students of color, particularly males in the K-20 system. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 125 B

STEM

Math Acceleration or Innovation? Can We Do Both?Linda Sheffield, Northern Kentucky University, Highland Heights, KY

Research shows accelerating students into higher-level mathematics classes without other changes to the curriculum is harmful. However, moving middle grades students into high school mathematics classes is the most common option

for gifted and advanced students. As with all students, mathematically promising students deserve a learning environment that lifts the ceiling and fuels creativity and passion. What are best practices? In this session, participants will actively investigate challenging mathematics problems from exemplary curricula, websites, and other resources using research-based practices for creating mathematical expertise and enjoyment, including a recommended addition to the CCSS, a ninth Standard for Mathematical Practices on creativity. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted CoordinatorsRoom: CC North 123

11:45 AM – 12:45 PM

Break

Food in Phoenix Convention Center North BuildingFRIDAY AND SATURDAY

10:30 AM – 2:30 PMExhibit Hall Bistro



Catch your breath. Stretch your legs. Grab a bite to eat.

See you back at 12:45 PM!

11:45 AM – 12:45 PM BREAK

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performance, and critiquing skills in the classroom to encourage all students to learn to think like artists.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 122 C


Choose Your Own Adventure: Journey to the Land of Meaningful Technology IntegrationBrian C. Housand, East Carolina University, Greenville, NC

This interactive session is one part Oregon Trail and one part professional development, where you are in the driver’s seat! Journey through a magical land filled with a collection of lessons that meaningfully integrate technology. Battle against the evils of toolishness and learn ways to avoid the pitfalls of simply using technology for technology’s sake. Using an audience response system, participants will determine the direction of our path. Will you choose to explore the Psychology of Selfies or uncover the mysteries of Superhero Science? Regardless of the choices, everyone will leave with access to all of the activities!Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 124 A

12:45 PM - 1:45 AM

SIGNATURE SERIES

Active Cultivation of Psychosocial Skills to Support Talent DevelopmentRena F. Subotnik, American Psychological Association, Washington, DC; Paula Olszewski-Kubilius, Northwestern University, Evanston, IL; Frank C. Worrell, University of California, Berkeley, Berkeley, CA

Recent research from domains such as athletics and music points to the increasing role of psychosocial strength training, including resilience, mindsets, and self-regulation, in achieving one’s goals in talent domains. As a result, the proactive cultivation of psycho-social skills thought to be important to sustaining commitment to high achievement, facilitating an identity that integrates the talent area, and mitigating vulnerabilities or risk factors are important strategies for educators who work with gifted children. Drawing on psychological research, the speakers will present a developmental model of the psychosocial issues and skills that should be the focus of parenting, programming and counseling as gifted students move from potential to increased competency and to expertise in their talent area. How the design of gifted programs including competitions, grouping arrangements, and feedback from teachers, can facilitate the development of critical psychosocial skills and optimal coping strategies for gifted learners will be addressed. Audience: Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 129 A/B

ARTS

Arts Talent ID: An Effective Process to Identify the Artist Within Every StudentJoanne Haroutounian, George Mason University, Fairfax, VA

This session describes Arts Talent ID, an effective framework for identifying talent in the arts based on criteria stemming from research analysis and how artists think/perceive during the artistic process (artistic ways of knowing). Participants examine forms, rating scales, and performance/portfolio assessment forms that work across the arts and broaden the concept of artistic talent beyond performance and product. The Artistic Ways of Knowing curriculum can guide this identification and foster the development of perceptual discrimination, metaperception, creative interpretation,

Poster Sessions and Roundtable Sessions• You can find the poster sessions in the

Phoenix Convention Center North Room 130. Presenters will be available on Saturday from 12:45 PM – 1:45 PM or 2:00 PM – 3:00 PM to discuss their poster presentation.

• Roundtable discussions take place in the Phoenix Convention Center North Room 225. Discussion facilitators will be available on Saturday from 12:45 PM – 1:45 PM or 2:00 PM – 3:00 PM. Check the NAGC 2015 Convention App for exact times and session descriptions.

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Poster Session Roundtable Session

Connecting Students to Authentic Science Research Shirley J. Farrell, Alabama State Department of Education, Montgomery, AL

Using technology, classrooms connect to global scientists and collaborate on their research projects. These authentic projects provide real-world learning and use of science skills and content in order to collect and analyze data. Online and onsite projects range from counting and identifying various plants and animals to identifying types of galaxies to interpreting and identifying artifacts and journals. Learning becomes relevant and students are thinking like real scientists! The session will explore many exciting projects and provide participants with a plethora of resources that meet the science standards and varied interests of your students.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ParentsRoom: CC North 130


A Talent Development Teacher Education Program Across Borders Susan F. Waite, Texas State University, San Marcos, TX

If a singular life on this planet is important, we need new concepts with which we can think and discuss both co-existence and education, including gifted education. This session describes a master’s program in talent development that addresses both dominant conceptions of talent development and alternative conceptions of talent development. This teacher education program traverses multiple bordered spaces, crossing divides between general education and gifted education in addition to separations among ages, cultural groups, and living beings. This session is for those who are interested in thinking about education, gifted education, and existence in divergent ways. Audience: ResearchersRoom: CC North 225 B


Helping Everyone with Anti-Bullying, Respect, and Tolerance Rebekah Hodge, EVSC, Evansville, IN

The Committee to Promote Respect in Schools (CYPRESS) was founded in 1999, and since its inception, its mission has been to build respect in our schools. The HEART project is an effort to help educators have quick, usable lesson plans to help stem the tide of bullying. Bullies often target gifted children and they need to understand the impact of their words and actions. By attending this poster session, teachers can take part in one of the mini lessons and gain information to use in their classrooms. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 130

STEMming the Tide: Using the CCSS to Enhance Arts Education Stephen T. Schroth, Towson University, Towson, MD

The CCSS movement coincided with a push for better performance in academic subjects encompassing or related to STEM. As a result, many school leaders and policy makers have emphasized these areas over all others. This has led to the arts—creative writing, dance, music, theatre, and the visual arts—being ignored in all too many places. Happily, the CCSS encourage and support exposure to and study of the arts, thus developing critical thinking, reading, writing, and speaking skills. This augments and assists gifted children’s development of creativity, comprehension, and critical analyses. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents, ResearchersRoom: CC North 130


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12:45 PM - 1:45 AM

What Makes Giftedness: A Look Inside the ‘Black Box’Matthew McBee, Kayla Mitchell, East Tennessee State University, Johnson City, TN

Traditional approaches to the study of giftedness have not adequately explained the mechanisms that allow some individuals to reason at much higher levels than others. This session will discuss findings from cognitive psychology, developmental psychology, educational psychology, and neuroscience to begin sketching out an answer to the question of what is happening inside the “black box” of the mind that enables gifted children to learn more quickly and problem-solve more effectively than their peers. Specific topics to be considered include metacognition, strategy selection, attentional allocation, knowledge-seeking behaviors, the role of deliberate practice, and dynamic interactions of cognitive components.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 126 B


College and Career Concerns of Gifted Students: Research Trends and Practical Counseling Strategies Erin Lane, University of Iowa, Iowa City, IA

The topic of college and career readiness has been gaining attention in the education and counseling literature for the past few years. However, previous career-related research has shown gifted students may encounter different barriers and struggles than their non-gifted peers when exploring careers and post-secondary education. This roundtable will discuss current college and career readiness research and practice and its impact on gifted students in general, as well as special gifted populations of interest. Additionally, the discussion will explore potential interventions to research or implementation in their classrooms or counseling programs.Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 225 A

Into the Stratosphere: Responding to the Needs of Highly Gifted StudentsEllen D. Fiedler, Michele Kane, Northeastern Illinois University, Chicago, IL

Providing appropriate social-emotional and educational experiences for highly gifted students is, at best, a challenge. These “rare birds” whose minds soar far beyond others often face a sense of alienation, isolation and feeling different, even when with other gifted individuals. By considering how highly gifted students differ from others, we can understand why everyone is often baffled about what to do. The presenters discuss meaningful ways to address the needs of this underserved population. Strategies for teachers and parents are highlighted, along with ways to encourage and enhance cognitive and affective experiences.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 126 A

Reducing the Negative Effects of Hothousing Gifted Children Elizabeth Fogarty, East Carolina University, Greenville, NC

The term ‘hothousing’ refers to pushing children into content for which they are not cognitively or developmentally ready. This session will explore the negative impacts of this practice on the emotional health of children and adolescents. Case studies and current media such as the Lifetime TV show “Child Genius” will be examined in a discussion of how to work with parents who value the prize above all price. Participants will gain knowledge of strategies that can be used with gifted students in these situations. Audience: Administrators, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 225 B

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VISIT US AT NAGC BOOTH 312

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Ask us about our Project M3 Exhibitor Workshop!

Kendall Hunt is the premier publisher of award-winning programs for gifted and talented students.

Serving gifted students, their parents, and educators for more than 30 years

WKU is also home to the World Council for Gifted and Talented Children, the Kentucky Association for Gifted Education, and The Carol Martin Gatton Acdemy of Mathematics and Science in Kentucky.

Gifted StudiesWestern Kentucky University

The Center for

Beginning and experienced Advanced Placement teachers learn from the College Board consultants who write and grade AP exams for

one week in the summer.

The WKU College of Education and Behavioral Sciences

offers a master’s degree in Gifted Education and Talent

Development. The MAE has one pathway leading to certification

and another with a research focus. Learn more about courses and admission requirements at

www.wku.edu/gifted/mae.

Books by Dr. Julia Link Roberts and Dr. Tracy Inman focus on differentiation and product

development and assessment. Order at www.prufrock.com.

AP Institute

GraduateCourses

Resources

A two-week residential or nonresidential camp is offered

for students in grades 6 - 8.

The three-week residential camp allows students in grades 7 - 10

to study a topic in depth.

Eighth grade and high school honors students and interested adults experience history and culture on semiannual trips.

VAMPY

Travel

The Summer Camp for Academically Talented Middle School Students

The Summer Program for Verbally and Mathematically Precocious Youth

Spring Break in FranceApril 1 - 10, 2016

SCATS

Videos for educators and parents to support young children

developing learning skills are at www.littlelearnersbigideas.org.

Little Learners,Big Ideas

www.wku.edu/gifted | [email protected] | 270-745-6323

Serving gifted students, their parents, and educators for more than 30 years

WKU is also home to the World Council for Gifted and Talented Children, the Kentucky Association for Gifted Education, and The Carol Martin Gatton Acdemy of Mathematics and Science in Kentucky.

Gifted StudiesWestern Kentucky University

The Center for

Beginning and experienced Advanced Placement teachers learn from the College Board consultants who write and grade AP exams for

one week in the summer.

The WKU College of Education and Behavioral Sciences

offers a master’s degree in Gifted Education and Talent

Development. The MAE has one pathway leading to certification

and another with a research focus. Learn more about courses and admission requirements at

www.wku.edu/gifted/mae.

Books by Dr. Julia Link Roberts and Dr. Tracy Inman focus on differentiation and product

development and assessment. Order at www.prufrock.com.

AP Institute

GraduateCourses

Resources

A two-week residential or nonresidential camp is offered

for students in grades 6 - 8.

The three-week residential camp allows students in grades 7 - 10

to study a topic in depth.

Eighth grade and high school honors students and interested adults experience history and culture on semiannual trips.

VAMPY

Travel

The Summer Camp for Academically Talented Middle School Students

The Summer Program for Verbally and Mathematically Precocious Youth

Spring Break in FranceApril 1 - 10, 2016

SCATS

Videos for educators and parents to support young children

developing learning skills are at www.littlelearnersbigideas.org.

Little Learners,Big Ideas

www.wku.edu/gifted | [email protected] | 270-745-6323

hmhco.com • 800.323.9540

This highly respected assessment offers a broad perspective on student abilities, identifying profiles of cognitive strengths and weaknesses critical for talent identification that single-score instruments miss. This approach gives administrators greater flexibility and fairness to inform their decision making.

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Visit us at Booth #229 to learn more about CogAT® the most widely used and trusted abilities test available today.

Contact your Assessment Account Executive to learn more about HMH® assessments, or visit learn.hmhco.com/nagc2015

Join us in our NAGC workshop with the newest member of our CogAT Author Team, Dr. Joni Lakin and HMH Product Manager, Victoria Driver: Getting Valid Results from Your CogAT Administration Friday, November 13, 2:00 PM, CC North 127 C

CogAT is available for both paper-and-pencil and online testing, with English and Spanish directions for administration and online audio available at all levels. New! CogAT is now compatible with iPad and Chromebook™ devices.

Come to the booth and ask us about special conference savings.

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iPad is a trademark of Apple Inc., registered in the U.S. and other countries. Chromebook is a trademark of Google Inc.

Houghton Mifflin Harcourt™, HMH®, and CogAT® are trademarks or registered trademarks of Houghton Mifflin Harcourt.

© Houghton Mifflin Harcourt. All rights reserved. 09/15 MS150749

Connect with us:

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CREATIVITY

How Gifted Students Break Through the Impasse in Scientific Problem Solving Process Jiwon Lee, Korea National University of Education, Cheongju, South Korea

This session will share how a study analyzed how gifted students can breakthrough the impasse in a scientific problem solving process. The insight problem was given to four gifted and four general students. After the impasse, an unexpected situation as the key to problem solving appeared. The general students accepted it as the experimental error and ignored the revolutionary hunch, whereas the gifted students gave attention to it even though it seemed like it was extrinsic to the problem solving. And since they contemplated hunch and designed experimental proof, the gifted students took the longest way around the problem but the shortest way to breakthrough the impasse.Audience: ResearchersRoom: CC North 130

Igniting the Spark of Service Learning in the ClassroomKathleen Frazier, Jean Metzger, Orange City Schools, Pepper Pike, OH

Students sometimes think, “I’m only a kid – how can I make a difference in the world?” Service Learning is a teaching method that combines meaningful service to the community with curriculum-based learning. This multimedia session guides participants through the steps of implementing a service-learning unit along with examples of successful projects (K-12), resources including music, literature, the arts, grant writing and links to integrating technology. Methods of assessment and metacognition are included. Inspire your gifted students to transform their ideas into action as they tackle issues of importance to them and make inroads into solving real world problems. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ParentsRoom: CC North 127 A

Journey to the Heart of the Core: Navigating the Informational Text Highway Through Creative Expression and ProductionMagdalena Fitzsimmons, Baltimore County Public Schools, Baltimore, MD; Kimberley L. Chandler, William & Mary, Williamsburg, VA

Are your gifted students passionate about reading, researching, and writing using informational text? Or are they sitting in a classroom wishing they were somewhere else, bored, disengaged and wondering how identifying text features has anything to do with what matters in real life? This session explores strategies for implementing instruction and developing performance tasks that encourage creative thinking and problem solving using informational text in the gifted classroom. Research related to this topic is discussed, connections to the CCSS are examined and student work samples and lesson plans are provided. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, ParentsRoom: CC North 123

Measures of Creativity in Educational Settings: Advantages and Possibilities Eunice Alencar, Denise S. Fleith, University of Brasilia, Brasilia - DF, Brazil

This session will provide a description of instruments designed by Brazilian researchers to assess factors associated with the promotion or inhibition of creativity in educational settings, such as climate for creativity in elementary school classrooms (Classroom Climate for Creativity Scale), teaching practices for creativity in higher education (Inventory of Teaching Practices for Creativity in Higher Education), and personal barriers to creativity (Obstacles to Personal Creativity Inventory). The rationale for the construction of the instruments, their psychometric properties, and suggestions for future investigations will be highlighted. The session will also address theoretical and practical issues in creativity assessment in educational settings. Audience: Administrators, Classroom Teachers - Middle Grades, ResearchersRoom: CC North 130

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12:45 PM - 1:45 AM

CURRICULUM STUDIES

Applying Autonomous Learner Model in Elementary Curriculum Writing Katie Allen, Sue Jerome, Mesa County Valley School District 51, Grand Junction, CO

Writing GT curriculum can be a tremendous opportunity to delve into NAGC standards, examine personal objectives, and incorporate favorite learning activities. Explore how one district team juxtaposed George Betts’ Autonomous Learner Model, NAGC and State Standards to design a 3rd-5th grade GT curriculum. We developed the broad ideas for our three major units (based on ALM dimensions) and employed Richard Cash’s model to write essential questions and enduring understandings for each unit. An Understanding by Design template then served as the written framework for our units. Next steps include vertical alignment and writing of K-2 and 6-8 GT curriculum.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted CoordinatorsRoom: CC North 225 A

Strengthening Cultural Consciousness in the Classroom: Social Justice Instruction for Middle and Secondary Gifted StudentsJoy Davis, Virginia Union University, Richmond, VA

Given the tenor of our times and the sensitivity of gifted and high ability learners to the social justice needs of their communities, educators should be prepared to address their needs in constructive teaching and learning environments. This session will provide evidence based instructional strategies that teachers in middle and secondary English/Language Arts and History classrooms can implement that will engage these highly intuitive and compassionate students in discussions, analysis of literature and historical documents, and engage in the development of resolutions to local and international concerns related to the phenomenon of social justice. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 131 B

The Creative Design of Curriculum for Talent Development Jean Chandler, South Carolina Consortium for Gifted Education, Charleston, SC

Designing curriculum that inspires the development of talent leads to more creative productivity in individuals. Inquiry is the central process to tapping talent. The critical nature of the talent development process requires curriculum that focuses on the structure of the discipline including key concepts and methodologies along with respect for imagination and intuition. Cognitive-affective models have been found to be more effective in generating flexibility, openness to inquiry, persistence, and a love of learning. Success comes when students learn to value achievement, to work hard, to seek emotional and expertise support, and to focus on development of talents.Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 225 B

Using Kaplan Icons and Prompts for Depth and Complexity in the Gifted ClassroomDornswalo Wilkins-McCorey, Virginia Beach City Public Schools, Virginia Beach, VA

Kaplan’s Icons/Prompts allow for teachers and specialists to create high quality curriculum in collaborative sessions. The gifted cluster teacher can teach the content and the gifted resource teacher can personalize learning. The new prompts are: impact, process, motive, proof, context, translate, original and judgement. This session will highlight Kaplan’s Icons/Prompts to demonstrate how to get to deeper understanding of content and create quality curriculum and authentic tasks. The presenter will provide a brief teaching on the prompts and show implementation of Kaplan’s work into the gifted classroom via video and student work.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 223

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EARLY CHILDHOOD

Differentiating Classroom Practices to Nurture Emerging Talents: Equitable Strategies for TeachersBertie Kingore, P A Publishing, Austin, TX

Some children with gifted potential are hard to recognize when educators’ understanding of giftedness is grounded in traditional expectations. Briefly investigate the different ways that underrepresented, underserved children demonstrate high potential in response to mainstream learning opportunities. Explore eight equitable strategies that increase recognition of advanced potential. Learn about engaging, developmentally-appropriate applications that promote equity and excellence while eliciting and nurturing emergent talents. Experience relevant replacement tasks so young scholars experience less redundancy without overwhelming teachers. You’ll leave ready to differentiate for all children while actively responding to the different ways that underserved children manifest advanced aptitude and emergent talents. Audience: Administrators, Classroom Teachers K-6, Gifted CoordinatorsRoom: CC North 224 A

Incorporating Engineering in the Primary ClassroomAllison Davis, Kellye Frankel, Chandler Unified School District, Chandler, AZ

Young gifted students are by nature curious and enjoy participating in imaginary play. Incorporating engineering concepts into the early grades helps students see that failure is not a bad word. This session will explore ways students can learn about the Design Process through challenges, play and picture books. In this STEM oriented session participants will engage in strategies that will help students understand that success is not always achieved on the first try. Ways to incorporate the Design Process in different content areas will also be explored.Audience: Classroom Teachers K-6Room: CC North 128 A

EXHIBITOR WORKSHOP

Pathways to Personalized Learning in the 21st CenturyEllen Honeck, Laurel Springs School, Centennial, CO

This session will cover the strategies and tools that can be utilized to meet the unique needs of gifted learners and help them gain 21st century skills. Due to such characteristics as asynchronous development, accelerated thought processes, task persistence, and a heightened ability to make connections as well as quickly grasp concepts and new knowledge, programming for gifted students can present a challenge in meeting their needs at various levels. Specifically, discover how an online environment can be beneficial to gifted learners through a personalized learning approach. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted CoordinatorsRoom: CC North 127 C

Sponsored by

GLOBAL AWARENESS

I’m Not BrokenApril K. DeGennaro, Peeples Elementary, Fayetteville, GA

“I’m not broken, just gifted!” Often, there are a host of insights young gifted children have that cause them anxiety and insecurity. Concomitant traits such as being highly-creative, overexcitable, underachieving, visual-spacial, perfectionistic, stubborn, or even gender-expansive add a layer of complexity to growing up gifted. The presenter will share why many gifted children feel “broken” and walk away with ideas to advocate for the gifted and to help children develop a stronger sense of self. Discuss the social-emotional vulnerability of gifted children and learn strategies to encourage empathy in teachers less informed about the needs of the gifted children you teach.Audience: Classroom Teachers K-6Room: CC North 127 B

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12:45 PM - 1:45 AM

MIDDLE GRADES

Analysis on Light Concept Modeling in Gifted Students with Spatial Strengths and Verbal WeaknessesYeonsu Jung, Jungbog Kim, Korea National University of Education, Cheongju, South Korea

The purpose of this session is to understand the differences of physics concepts between students who have spatial strengths but verbal weaknesses and students who have verbal strengths but spatial weaknesses. Students with spatial strengths and verbal weaknesses understood the concept of light and made scientific models better than students with verbal strengths and spatial weaknesses. We will address the needs of selecting students with spatial strengths and verbal weaknesses for gifted programs and provide an appropriate instructional method for teaching them. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, ResearchersRoom: CC North 130

Demystifying Differentiation for Middle School in the Digital AgeRobert F. Iseminger, Pieces of Learning, Marion, IL

This session is intended for middle school educators seeking practical strategies and activities that assist in differentiating the CCSS-based curriculum for students who are digital natives. Educators will sample a variety of tools and strategies that assist in the design of differentiated lessons specifically targeting middle school curriculum. The session will highlight the unique learning needs of this digital generation of gifted learners. Process and product strategies will be modeled to increase the amount of student talk about content in place of classroom lecture and to build kinesthetic activities into lessons based on CCSS.Audience: Classroom Teachers - Middle Grades, Gifted CoordinatorsRoom: CC North 122 A

Re-engaging the Disengaged Middle School Gifted LearnersPatti Drapeau, Maine Department of Education, South Freeport, ME

Once we identify gifted middle school students, what can we do to help them accept a high level of challenge? What can we do to encourage persistence? What can we do to motivate and inspire students to achieve at a high level commensurate with their ability? The presenter shares brain research on inhibitors to learning such as stress, executive function, self-regulation, grit, and resilience. Participants will receive practical ready to implement solutions designed to actively engage middle school students who are gifted but disengaged learners. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 126 C

PARENT & COMMUNITY

Answers to “Who am I?” and How to Find True Peers for Gifted ChildrenDeborah L. Ruf, Talent Igniter, Golden Valley, MN

“True peers” and help with “Who Am I?” may be the two most important elements gifted children need for happiness, connection, and comfortable self-concepts. The presenter, an experienced gifted children specialist working directly with families, compiled information in the early 2000s from fifty families with 78 gifted children. Thirteen years later, she questioned those parents and now-adult gifted children about what advice they would give others who are just starting their own journeys of supporting gifted children’s overall development. The session addresses and explains these two key recommendations related to “Who Am I?” and how to find “true peers.” Audience: Classroom Teachers K-6, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 224 B

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Children Who March to the Beat of a Different DrummerSylvia Rimm, Family Achievement Clinic, Cleveland, OH

Parents who value creativity are typically delighted at first with their children who are creative thinkers. They become less happy when they hear from teachers that they are functioning poorly in school. They explain to teachers, with a certain amount of pride: “My child marches to the beat of a different drummer.” Parents may blame the child’s problems on a teacher or school because of lack of creative opportunities in school. If the child persists in “out-of-the box” behaviors, underachievement becomes a serious problem. This presentation will provide practical strategies for reversing underachievement while fostering the child’s creative productivity.Audience: Parents, Counselors and other Clinical ProfessionalsRoom: CC North 124 B

Helping Parents Advocate for Academic AccelerationKeri Guilbault, Notre Dame of Maryland University, Bel Air, MD

Acceleration is one of the most effective research-based interventions for highly capable gifted learners. In this session, parents who may be considering acceleration for their gifted child will hear stories from other families who have gone through this process. Results from surveys and interviews with parents and school personnel will be reported. Reflections on the acceleration process and advice for others will be shared. Myths about acceleration will be dispelled and tips for navigating the process in schools will be discussed. Audience: ParentsRoom: CC North 222 B

Motivation Research 101 for ParentsLeighann Pennington, Johns Hopkins University, Baltimore, MD

How can you motivate your child? How can you engage a child who appears unmotivated? How can you understand intrinsically motivated learners and help them make choices about which academics and activities to pursue? The way you interpret your child’s emotions, performance, and intelligence

and the way that you praise your child may reveal your underlying beliefs about motivation. This session will present main ideas of motivation research, which will be applied to the decisions you make daily and how you can proactively support your children and assist them in maintaining social-emotional health and pursue their intellectual and creative potential. Audience: Classroom Teachers K-6, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 222 C

Ten Things Parents Should Know About Gifted StudentsJames T. Webb, Great Potential Press, Tucson, AZ

Ten key issues must be considered by parents of gifted children: (1) the school climate, (2) social and educational climate, (3) myths about gifted children, (4) ignorance, bias, and misinformation about parents of gifted children, (5) lack of knowledge about characteristics of gifted children, (6) finding a good educational fit, (7) behavioral concerns of parents and teachers, (8) stresses and complexities of modern parenting, (9) misdiagnoses and dual diagnoses, and (10) finding appropriate professional help. Information and resources will be given about each, along with how four major factors influence these issues: range of ability; asynchronous development; overexcitabilities; and, thinking styles. Audience: Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 229 A/B




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12:45 PM - 1:45 AM


Guiding Gifted Programming from a District Leadership PerspectiveLauri B. Kirsch, Hillsborough County Public Schools, Tampa, FL; Dina M. Brulles, Paradise Valley Unified School District, Phoenix, AZ

Within a school district, the responsibilities of the gifted coordinator include “everything gifted under the sun.” With multiple challenging roles including developing district-wide programming, creating equitable identification practices, providing relevant professional development, supporting parents, and advocating for gifted education within the community, the job is overwhelming! Where can a coordinator go for quick guidance in becoming an effective, successful leader in gifted education? Join two experienced gifted coordinators (and winners of the 2014 NAGC District Coordinator Award) from very diverse districts as they provide practical tips for achieving success and share strategies for building capacity within your district’s gifted program.Audience: Administrators, Gifted CoordinatorsRoom: CC North 131 A

Infusing Gifted Education Objectives into Early Childhood Education Courses for Pre-service Teachers Margaret Swope, Debbie A. Troxclair, Lamar University, Beaumont, TX

This session provides an overview of a module for infusing gifted education into undergraduate pre-service teacher preparation programs. This project was inspired by the National Association for Gifted Children’s Professional Standards Committee Syllabus Project. The Syllabus Project provides examples of how gifted education can be interwoven into a variety of courses in undergraduate teacher degree programs. In this session participants will be able to preview the module developed and inserted into EACH 4303 Instructional Strategies for Early Childhood and/or EACH 4305 Research of Early Childhood Curriculum Content.Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 225 A

Providing Professional Development for Making Differentiation DecisionsWendy A. Behrens, Minnesota Department of Education, Roseville, MN; Christine L. Weber, University of North Florida, Jacksonville, FL

Trying to meet the needs of individual learners in the classroom can seem overwhelming. What does a differentiated classroom look like? How does one manage a differentiated classroom? This session provides an opportunity for educators to explore issues related to making differentiation decisions by analyzing the role and purpose of differentiation in classrooms; exploring common issues related to implementing differentiation; promoting an application of best practice in teaching (e.g., flipped classrooms, 21st century Thinking Skills, CCSS); and improving services to gifted learners by encouraging educators to reflect on their beliefs or philosophy through professional development opportunities.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 131 C


High-Achieving Students and Identified Gifted Students: Are They That Different? Jennifer Ritchotte, Diana Suhr, University of Northern Colorado, Greeley, CO

Comparisons between the “bright child” and the “gifted learner” are common in the field of gifted education. But are these two groups of students as different as we think? Should “bright children” be denied access to special services that may be beneficial to them because they do not meet specific district criteria for a gifted label? This session will present findings from a study that investigated the similarities and differences of non-identified high achieving students and identified gifted students. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 130

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Multigroup Construct Validity Evidence for the Implicit Theories of Intelligence Scale with Gifted Elementary StudentsCarolyn M. Callahan, Sunhee Park, University of Virginia, Charlottesville, VA; Amy P. Azano, Virginia Tech, Blacksburg, VA

Carol Dweck and her colleagues developed two forms of the Implicit Theories of Intelligence Scale to measure the implicit theories of intelligence for use with adults and children ten years old or older. The psychometric properties of these scales have not been examined when these instruments are used with younger children. To investigate the psychometric properties of the scale for children younger than ten years old, the presenters will analyze the data from third and fourth grade identified gifted students using a confirmatory factor analysis, examine whether measurement invariance exists across gender, and calculate the factor reliabilities. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 130

Plugging the Leaks in the College Pipeline: An Examination of Policy and Practice in One School District with Gifted Elementary StudentsDarlene W. Dockery, William & Mary, Williamsburg, VA

Whether consciously or unconsciously, educational policy perspectives are informed by the history of past policy reforms and initiatives. Although there is a consensus among researchers that there are populations of students consistently underrepresented in gifted education programs, there is a dearth of research on program models that may be effectively bridging this opportunity gap. The purpose of this historical case study, with incorporated elements from policy historiography, is to examine the interplay between policy and practice in one school district struggling to mitigate the effects of disproportionate representation in its gifted education programsAudience: Administrators, Gifted Coordinators, ResearchersRoom: CC North 130

Considering Contextual Factors and Racial Uniqueness in Questions of Advanced PlacementLuke Hurst, Todd Kettler, Jeb S. Puryear, University of North Texas, Denton, TX; Karen Rambo-Hernandez, West Virginia University, Morgantown, WV

Gaps in GT identification of minority students and Advanced Placement participation have been addressed in research in varying degrees. Typically, this focus is on the gaps themselves rather than examining predictive factors. The session shares results of two studies aimed at identifying school factors that influence racial disparities with a mind to enlightening and informing practice. The results of these studies suggest policymakers should be mindful designing interventions aimed at closing racial gaps because blanket policies which do not take into account needs of specific racial groups are not likely to be as effective as planned.Audience: Administrators, Gifted Coordinators, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 222 A

Is Dual Enrollment Gifted Education?Melanie Caughey, University of Virginia, Charlottesville, VA

This session highlights a qualitative study that compared dual enrollment and Advanced Placement (AP) English courses taught in high school, as they are the two most common programming options reported for gifted students at the secondary level. Observations of the courses, as well as interviews with teachers, gifted students, and school personnel, were conducted. The presenter will discuss themes and patterns found in the courses, assess the strengths and weaknesses of each model, and explore how they are utilized by gifted students. Audience: Classroom Teachers - High School, Gifted Coordinators, Parents, ResearchersRoom: CC North 222 A

RESEARCH & EVALUATION: Combined Session – 12:45 PM - 1:45 AM

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12:45 PM - 1:45 AM

Review of Identification Practices: A Meta-AnalysisJaret Hodges, Yukiko Maeda, Juliana Tay, Purdue University, West Lafayette, IN

Scholars in the field of gifted education have done extensive research and analysis over the effectiveness of different batteries of identification. In the past decade, the issue of traditional versus non-traditional identification methods has been debated between researchers in the field and how those tests can be utilized to close the representation gap. This session takes a meta-analytic approach to the question of under identification in gifted education. The meta-analysis examined the overall identification gap as well as how different tests, both traditional and non-traditional, compare. Lack of standardization of reporting practices of samples will be addressed. Audience: Administrators, ResearchersRoom: CC North 128 B

The Pitfalls and Potential of Identification Systems in Gifted EducationMichael S. Matthews, University of North Carolina at Charlotte, Charlotte, NC; Scott J. Peters, University of Wisconsin - Whitewater, Whitewater, WI

Identification is by far one of the most common, complicated, and controversial topics within the field of gifted education. Discussions regarding identification often revolve around psychometrics, testing, racial or ethnic bias, fairness, and representation rates. However, it is much less common to consider the larger purpose and resulting outcome of identification in K-12 schools. This session will consider the purpose of identification within the larger goals of gifted and talented education in K-12 schools to address the question: how can identification systems be best structured and utilized in order to assure that academically talented students are appropriately challenged? Audience: Administrators, Gifted Coordinators, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 128 B

Teaching the Teacher: Effectiveness of Educative Curricula Jennifer Foreman, Allegheny College, Meadville, PA; E. Jean Gubbins, University of Connecticut, Storrs, CT

Educative curricula are curricular materials designed to promote teacher learning as well as student learning. A study that investigated the effectiveness of three educative curricular modules based on inquiry-based enrichment approaches to mathematics compared two measures of mathematics achievement between students in the second year of a RCT curriculum intervention and students in the first year cohort of the intervention with the same 18 teachers. Small effect sizes were found for both basic math skills and higher-order math skills favoring second-year teachers’ students.Audience: Administrators, Classroom Teachers K-6, ResearchersRoom: CC North 225 A

SPECIAL POPULATIONS

Acceleration and Economically Vulnerable Students: A Review of the ResearchBryn Harris, University of Colorado Denver, Denver, CO; Jonathan Plucker, University of Connecticut, Storrs, CT

A large number of talented students live in poverty, and an even larger number live in families that are economically vulnerable. National academic achievement data provide evidence that high-ability, economically vulnerable students achieve considerably less academic success than their more economically secure peers, a trend that has developed over at least the past few decades. In this session, we will review research on the effectiveness of various acceleration strategies when used with economically vulnerable students and conclude with some observations and recommendations for future directions.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 125 B

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Building on the Strengths of Gifted Bilingual Students: The Importance of Linguistic and Cultural Capital for Talent DevelopmentHeather Baskin, Mesa Administrative Unit, Grand Junction, CO

Bilingual students continue to be underrepresented in gifted education programming. The idea that bilingual/LEP students cannot be gifted because English is not their dominant language is still a prevalent myth and mindset today. This session reports on the presenter’s use of community cultural wealth which counters this myth by building on the strengths and assets of elementary bilingual/LEP students with gifts and talents. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 225 A

Identification Practices to Expedite Equity Tiombe Kendrick-Dunn, Miami-Dade Public School District, Miami, FL; Kate Bachtel, SoulSpark, Boulder, CO

The inherit diversity and complexity among gifted children makes identification within schools challenging. Sadly, it is rare to find a school district where the racial demographics of the gifted program mirror those of the district as a whole. To nurture tomorrow’s innovators and thought leaders, identification practices must evolve so all youth are afforded equitable growth opportunities. Participants will learn the pros and cons of a variety of aptitude and achievement assessments, as well as research-based alternative identification practices. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 225 B

One School System’s Journey to Increase the Identification and Retention of Underrepresented Gifted Populations Karen Higginbotham, Clarke County School District, Athens, GA; Grace Staniszewski, Fowler Drive Elementary School, Athens, GA; Katherine B. Brown, Judia Jackson Harris Elementary Charter School, Bishop, GA

The disproportionate representation of culturally and economically diverse gifted students in the United States continues to be an issue plaguing our nation. While many leaders in gifted education believe that giftedness can be shown in various types of behaviors and abilities, too often these behaviors and abilities go unnoticed or manifest differently in diverse students. This session will follow the journey of one school system to increase the identification of underrepresented gifted populations. Presenters will share strategies used to identify giftedness in students from traditionally underrepresented populations including alternative evaluation procedures, portfolio development, enrichment opportunities, parent involvement, and more. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 130

Pathways to Higher Education: Advancing Gifted Girls in STEM Michael S. Twilling, Herberger Young Scholars Academy, Arizona State University, Phoenix, AZ

The pathway to higher academia STEM fields for gifted girls gets easily blurred. Without positive role models, it is more difficult for females to create identities as scientists, engineers, mathematicians, and technology gurus. Lacking relatable and accessible female mentors in STEM fields for gifted girls contributes to the epidemic of gender disparity in these fields. This session aims to combat the gender divide in STEM fields by providing an effective methodology for establishing relationships with women in higher education STEM fields, utilizing university initiatives and outreach opportunities, and creating an authentic audience of stakeholders. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 225 B


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12:45 PM - 1:45 AM

Safeguarding Teachers and Students from Perceptual Bias and Negative Expectations About Student Ability Lisa H. Foster, Development Services Group, Evington, VA; Tracy C. Missett, University of Montana, Missoula, MT; Marguerite C. Brunner, University of Virginia, Charlottesville, VA; Amy P. Azano, Virginia Tech, Blacksburg, VA

Recent research on teacher practices in the context of implementing research-based curricula using the CLEAR Curriculum Model suggests that negative expectations about student ability and normative behavior often reduce teachers’ use of best instructional practices with students who are twice-exceptional. Drawing from recent teacher expectancy theory research, presenters will share teacher self-assessments of potential perceptual biases, share vignettes developed from teacher expectations research, and facilitate group dialogue so participants better understand the influence of expectations in an effort to “safeguard” teachers and twice-exceptional students from perceptual biases and low expectations, and to ensure implementation of best practices for all students.Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 130

Strengthening Advocacy Efforts for the Gifted, Talented, and Creative LGBTQ Community Terence P. Friedrichs, Friedrichs Education, West St. Paul, MN; Shawn R. Cherry, Merzili Villanueva, University of Connecticut, Storrs, CT; Hope E. Wilson, University of North Florida, Jacksonville, FL

Presenters and session participants share their personal accounts on the topic of creating psychologically-safe and productive learning communities for LGBTQ gifted individuals; as well as their musings, concerns, and recommendations for effectively fulfilling these goals. Through democratic participatory dialogue, the community will create a preliminary action plan for strengthening advocacy efforts for our NAGC GLBTQ Network, collaborating with other LGBTQ organizations to increase our membership, and disseminating resources to educate the public about the unique needs of gifted, talented, and creative LGBTQ individuals.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 225 B

Supporting the Emotional Well-Being of Gifted Culturally Diverse MalesThomas P. Hébert, University of South Carolina, Columbia, SC

How can educators help gifted culturally diverse males maintain emotionally balanced lives? This session addresses this challenge by offering an extensive menu of activities to support healthy psychosocial development in gifted diverse adolescent males. These activities include culturally responsive teaching strategies to assist diverse young men with issues of racial identity development, masculinity, peer, family and community expectations, and stress management. Educators leave this session better equipped with effective strategies and resources to guide the emotional well-being of gifted culturally diverse young men in their schools.Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 121 A

Talent Development for Native American Students Anne Gray, Purdue University, West Lafayette, IN

Native American students continue to be under-identified and underserved by gifted education programs. This session will focus on: interpreting the federal and state guidelines when identifying Native American students for gifted education programs; effective instructional strategies and service options; and, the need for educational research that focuses on Native American students. The presenter worked at a Bureau of Indian Education grant school on the Navajo Nation for six years teaching gifted education, Junior High science, and serving on multiple administrative teams. Participants will acquire tools for developing the talents of their Native American students and changing this trend.Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 130

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Unpacking Pedagogy for the Gifted Indigenous: Recommendations for Rigorous, Relevant, and Culturally Diverse Curriculum and Instruction Teresa M. Bergstrom, University of South Florida & Pinellas County Schools, Dunedin, FL

Unpacking Pedagogy for the Gifted Indigenous will address a needed discussion of how gifted programming can better provide purposeful learning experiences for indigenous (Native American) student populations. Through several visual-spatial based activities, participants will examine purposeful strategies and methods of differentiation for this underserved student population, supported by current research in the field.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 225 A


Developing Quality Enrichment Programs Beyond the Classroom for High-Ability Students Christine Briggs, Micah N. Bruce-Davis, University of Louisiana at Lafayette, Lafayette, LA

Meaningful enrichment opportunities are essential to the nurturance of students with gifts and talents and those with gifted potential. These opportunities can’t be limited to the school setting and must include an array of community resources offering new ideas to excite and engage students. To support the community connection the Center for Gifted Education at a southeastern university chose to redesign its summer and fall programs for Pre-K through 10th grade students. During this session, we will share the who, what, where and when that changed to better meet the needs of participating students and their families. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 225 B

Long-Term Effects of a Summer Enrichment Program on Low-Income Gifted StudentsSusan K. Johnsen, Corina Kaul, Mary M. Witte, Baylor University, Waco, TX

Although many universities provide talent enrichment programs, few programs report any formal evaluations, particularly longitudinal data. This session will describe components of a summer enrichment program for low-income gifted and high-ability students and review the results from a qualitative study. Former participants’ responses regarding the long-term educational, career, social relationships, personal development, and generational effects will be shared. A model resulting from this research will be used to share implications for developing enrichment programs or promoting higher education for economically disadvantaged gifted students.Audience: Administrators, Gifted Coordinators, ResearchersRoom: CC North 121 B

STEM

Coding for a New GenerationMary L. Cummings, Tricia Trutzel-Betts, Belton School District #124, Belton, MO

Learning to code allows students to be more efficient at breaking down problems using creativity, and communicating and developing the technological skills they are becoming so dependent upon. In this session participants will learn how to think in the language of current technology by using and exploring code. We will take the participants from the basics of binary numbers all the way through to some of the more advanced coding for young adults. Participants are encouraged to bring their own technology devices to interactively explore various coding websites. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted CoordinatorsRoom: CC North 121 C

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12:45 PM - 1:45 AM

SMILE with PBL: Science and Math Inquiry Learning Explored Michelle Buchanan, Alicia Cotabish, Debbie Dailey, Nykela Jackson, Rachelle Miller, University of Central Arkansas, Conway, AR

Project-based learning (PBL) is an elegant way to facilitate the characteristics of gifted education while developing 21st century skills. Learn how to minimize the challenges that PBL can make for teachers, and walk away with several project ideas from multiple sources including using Dr. Seuss books to create a driving question for project-based learning that will motivate and engage students of all ability levels. Audience: Classroom Teachers K-6Room: CC North 225 A

Thinking Like a Professional: Strategies for Promoting Passion in STEMSue Harvey, Joan K. Jacobs, Lincoln Public Schools, Lincoln, NE; Rebecca D. Eckert, University of Connecticut, Storrs, CT

Many students may not pursue STEM fields because they, or their teachers, confuse thinking like a professional in the discipline with computation or speed. When given the choice of taking advanced science classes, they opt not to persevere because they have never experienced thinking creatively about the discipline, but instead are frequently relegated to solving problems with one answer approaching an assignment using one narrow approach. Teachers can heighten both interest and passion in their disciplines by incorporating analogies, pictograms, and well-crafted questions whose answers require elegance and grit rather than error avoidance. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High SchoolRoom: CC North 122 B

2:00 PM - 3:00 PM

SIGNATURE SERIES

Addressing the Needs of Today’s Gifted Student: Putting Research into PracticeMatthew McBee, East Tennessee State University, Johnson City, TN; C. Matthew Fugate, Amy H. Gaesser, Nielsen Pereira, Jean Peterson, Purdue University, West Lafayette, IN; Frank C. Worrell, University of California, Berkeley, Berkeley, CA; E. Jean Gubbins, Jonathan Plucker, Sally M. Reis, University of Connecticut, Storrs, CT; Megan Foley Nicpon, Susan Assouline, University of Iowa, Iowa City, IA; Kate E. Snyder, University of Louisville, Louisville, KY; Michael S. Matthews, University of North Carolina at Charlotte, Charlotte, NC; Thomas P. Hébert, University of South Carolina, Columbia, SC; Scott J. Peters, University of Wisconsin - Whitewater, Whitewater, WI

This session is designed specifically to address the need for research to inform practice. For teachers and researchers who are mutually interested in the evolving field of gifted education, this research-into-practice session seeks to combine scholarly discussions of current research with practical applications in the classroom. Ultimately, research is only as good as the practitioners’ implementation; consequently, this session offers a unique opportunity for both researchers and practitioners to discuss real-world implications of theory into practice in a roundtable format. Practitioners will interact with scholars in small groups. Topics will include creativity, English language learners, traditionally underserved populations, twice-exceptional students, and Type III Enrichment, identification, gifted girls, gifted culturally diverse males, effective interventions for adolescent anxiety.Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ResearchersRoom: CC North 229 A/B

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Gifted Education in Practice: What You Need to Know About Five Selected Models (Double Session: 2:00 PM-4:15 PM)Paula Olszewski-Kubilius, Northwestern University, Evanston, IL; James H. Borland, Teachers College, Columbia University, New York, NY; Marcia B. Imbeau, University of Arkansas, Fayetteville, AR; Joseph S. Renzulli, University of Connecticut, Storrs, CT; George Betts, University of Northern Colorado, Greeley, CO; Scott J. Peters, University of Wisconsin - Whitewater, Whitewater, WI

School districts have a variety of models to choose from when developing their plans for gifted education. This session will focus on the gifted child, talent development, differentiation, advanced academics, and enrichment triad models. The implementation of each of these models has important implications for districts in terms of hiring, scheduling, professional development, and the resources to be made available. In practice, districts may choose one model or pieces of multiple models on which to build their programs. Presenters representing each of these models will discuss important issues for districts to consider. For example, what decisions are pivotal when adopting each model? What practical implications are there for the district making the move to each model? How do gifted children, their teachers or coordinators benefit from the various models? How can each model work together with the others? The moderator will analyze the models and raise questions about their implementation. Participants will be encouraged to ask questions and offer examples of the models in practice.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ResearchersRoom: CC North 124 A

ARTS

Theater and the Gifted ChildChristy L. Hinkelman, Metrolina Regional Scholars Academy, Charlotte, NC

The value of the arts to gifted children cannot be overstated. The success stories from Metrolina Regional Scholars Academy, the value of the program to the school, the research supporting arts education, the value of the arts to the gifted child, and the methods used to plan and rehearse the show will be discussed in depth. Addressing such issues as social emotional needs of the gifted, the value of abstract thinking, applicable life skills, and risk taking, real life experiences, examples, and success stories will be utilized to encourage the incorporation of the theater arts into every school. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, ParentsRoom: CC North 125 B


Create and Collaborate with iPadsRandi P. Cutler, ElizaBeth Warner, Paradise Valley Unified School District, Scottsdale, AZ

Today’s youth are surrounded by technology. Why not start utilizing their love of everything techie by bringing technology into your instruction. In this session you will see how iPads that give educators access to over 80,000 education apps can help gifted students develop 21st century skills. Participants will see how to utilize different apps to develop and foster collaboration, communication, creativity, critical thinking, and problem solving and will leave with a myriad of ideas to immediately incorporate into their classrooms. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High SchoolRoom: CC North 121 A

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2:00 PM - 3:00 PM

Using the Technology Frame Theory to Create a Sustainable Digital Ecosystem Kevin Besnoy, University of Alabama, Tuscaloosa, AL

As the field continues to describe appropriate practices for integrating technology into the gifted education classroom, it must do so with a keen eye on developing critical skills that help develop students for the future marketplace. Thinking about technology integration through this future-needs lens allows teachers of the gifted to design classroom digital ecosystems that produce young people competent in using technology. More importantly, it allows teachers to produce students who are capable of engaging with technology to develop innovative products and processes. Learn how the Technology Frame Theory can support a sustainable digital ecosystem. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ResearchersRoom: CC North 130


Perceptions of Effective Praise for Academically Talented Students Jungsun Kim, Purdue University, West Lafayette, IN

The presenter will discuss a current research study that aims to gain a deeper understanding of academically talented students’ experiences and perceptions of praise by their teachers and parents. Two types of praise were discussed in the research: praise for ability and praise for effort. Praise for ability includes an emphasis on students’ natural ability such as intelligence and praising the child for their effort indicates a positive response to students’ process and effort. Guiding questions were used to investigate personal definitions, specific experiences, responses, and perceptions of effective praise. Results of the study will provide teachers and researchers with practical knowledge for using praise and understanding its effects. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School, Parents, ResearchersRoom: CC North 130

Providing Gifted Education through Personalized Learning Systems: A Brief History and How-to ExamplesAmy Miller, Oregon School District, Oregon, WI; Pamela R. Clinkenbeard, University of Wisconsin - Whitewater, Whitewater, WI; Ann Franke, Verona Area School District, Verona, WI

Districts nationwide are starting to incorporate GT programming and services into “personalized learning” (PL) frameworks. For those who have embraced PL, the emphases on individualized pacing and content, college and career goals, and learner motivation and engagement seem highly appropriate for meeting the needs of gifted students. But how does it work, and what does it look like? Experience the stories of two districts: one has been meeting the needs of “advanced learners” within personalized learning for several years, and one is just starting to explore the process of shifting from a more traditional GT program. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 127 A


Culturally Responsive Strategies to Engage Ethnic Minority Gifted LearnersNecole Bryant, Fulton County Schools, Atlanta, GA; Karen D. Rowland, Mercer University, Macon, GA

Attending to the whole child is critical, especially within the gifted learners’ population. Gifted learners are oftentimes underrepresented and overlooked, particularly those from ethnic minority groups. While providing standards-based instruction is important to all students’ success, educators must not neglect the academic, developmental, emotional, and social needs of gifted students. The presenters will focus on equipping teachers, parents, counselors, and administrators with culturally responsive strategies that ignites the creative thinking, psychomotor, and leadership skills of these unique learners, especially those from ethnic minority groups. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 225 B

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Fostering the Psychosocial Development of Gifted Students Juliet B. Frate, Northwestern University, Evanston, IL

You differentiate instruction to meet the academic needs of your gifted students. How do you differentiate to meet their psychosocial needs? This session will explore two cycles that acknowledge the ability of gifted students to understand abstract concepts at an early age. The first is a self-awareness cycle focused on the identification of thoughts, feelings, and behaviors. The second is the choose-act-reflect cycle conceived by the International Baccalaureate Primary Years Programme. The presenter will integrate these two cycles into a differentiated framework for fostering a positive sense of self and the development of social skills in gifted students. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 225 B

Helping Students to Be Resilient: Role of Career Development for Gifted Students Mihyeon Kim, William & Mary, Williamsburg, VA

The ability to cope with substantial adversity has received attention from various domains because resilience may turn even life’s barriers to positive factors, strengthening human character. Resilience is described as a process and a system that can be learned, and identifying the ways to encourage high-ability students to build resilience can help them to respond positively to environmental stimuli. This session will explore the relationship between resilience and career decision self-efficacy of secondary school students and will offer suggestions to help encourage resilience in high-ability students.Audience: Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 130

Proactive Academic Counseling Model for Success in CollegeKathryn Grubbs, University of Washington, Seattle, WA

How can you take middle and high school-aged students and accelerate them into their freshman year of college successfully? Once termed intrusive advising, we use a proactive academic counseling program model originally developed to reduce attrition of vulnerable first-year college students. This programming serves incoming students,

current students, and families and is focused on building community and autonomy as well as addressing needs and concerns before they arise to ensure that those we serve feel supported, engaged, and informed when navigating a university system earlier than expected.Audience: Administrators, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 223

The Stigma of Giftedness in the 21st CenturyJennifer R. Cross, Tracy L. Cross, William & Mary, Williamsburg, VA

Your friends just struggled on a tough test and are asking how you did. Do you tell them the truth, that it was a piece of cake? If you are uncomfortable with sharing the truth, it may be because of the stigma of giftedness. Coleman first described the stigma of giftedness paradigm in 1985. A significant amount of research that has been conducted since then, in both gifted education and other fields, can help us better understand the phenomenon. In this session, the presenters will discuss the contemporary social context of gifted students and how it is impacted by the stigma of giftedness. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 123




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2:00 PM - 3:00 PM

CREATIVITY

Creative Math Education in the Maryville Young Scholars ProgramMara G. Berry, Steve Coxon, Maryville University, St. Louis, MO

Creative problem solvers are the future community leaders and change agents in Ferguson, Missouri. Operating in three schools in Ferguson, the Maryville Young Scholars Program identifies young, high ability children and prepares them to enter the district’s gifted program at 6th grade. The program couples parent and teacher education with a 100-hour summer academy. Previous summer programs for the Young Scholars have demonstrated student gains in creativity. The 2015 program focused on improving math achievement through creative, project-based curriculum. This session will provide an overview of the program and review math and creativity data from the summer academies. Audience: Administrators, Classroom Teachers K-6, Gifted CoordinatorsRoom: CC North 122 C

Re-inventing Invent Iowa: Employing a Needs Assessment Model for Strategic Program Evaluation and Development Lori M. Ihrig, Ashlee L. Van Fleet, University of Iowa, Iowa City, IA

This session will initiate a conversation about promoting inventiveness and creativity as part of talent development. The Invent Iowa program supports students’ creative thinking and problem solving through the invention process. The cultural landscape of inventing and making has dramatically changed since the program’s 1987 inception. In redesigning the program, implications from research in creativity, inventiveness, and giftedness, were used along with the STEAM movement to build a cohesive curriculum. This poster will highlight how a research-based needs assessment model was implemented to create a vision for a re-invented program that nurtures inventive potential and inspires excellence in gifted learners. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ParentsRoom: CC North 130

The 2015 Torrance Legacy Awards: An Invitation to CreateConnie L. Phelps, Emporia State University, Emporia, KS; Kathleen Nilles, NAGC, Washington, DC; Joan Smutny, The Center for Gifted, Wilmette, IL; Maria Freeman, The Center for Gifted and Midwest Torrance Center for Creativity, Glenview, IL; Stephen T. Schroth, Towson University, Towson, MD; Bonnie Cramond, University of Georgia, Athens, GA

Now in its seventh year, the Torrance Legacy Awards competition offers a unique experience for hundreds of bright, talented students from all over the world to submit their finest work, representing creative writing, visual arts, musical composition, and inventions. In this session, the organizers of the competition will share how they work with schools, teachers, and students to stimulate young talent. Parenting for High Potential has launched a special forthcoming issue devoted to E. Paul Torrance’s legacy. Participants will gain information on the competition and the process involved through activities and strategies that evoke student imagination and creative thinking. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, ResearchersRoom: CC North 131 A

The Maker Movement: Empowering Kids Through Creative EngineeringShawn Jordan, Micah Lande, Arizona State University, Mesa, AZ

Is my child a Maker? The Maker movement empowers creatives and technologists of all ages to share their creations at Maker Faires around the world to entertain, educate, or simply show off. In this session, the results of research on the Maker movement will be shared, including describing the many variations of Making that kids are involved with nationwide, the “additive innovation” community in which Makers make, and the spirit of playful invention embodied in projects. Examples of exemplar student projects will be shared, in addition to suggestions for how to get involved.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ParentsRoom: CC North 127 B

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The Power of Creativity to Enhance Scholarly Research Jean Chandler, South Carolina Consortium for Gifted Education, Charleston, SC

Creativity is as vital as oxygen and sunshine! Infusing creativity into intensive independent or group work is a process of forming original ideas through thinking, exploring, discovering, and imagining. Creativity requires a stretch of personality, talent, cognitive skills, and intelligence. “No one is born highly creative,” says R. Keith Sawyer, Ph.D., “Psychologists studying creativity have discovered that it is based on cognitive processes we all share.“ If strides are to be made in the sciences, humanities, and arts, we must arrive at a far more detailed understanding of the creative process, its antecedents, and its inhibitors. Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators, Parents, ResearchersRoom: CC North 130

CURRICULUM STUDIES

Benefits and Challenges of Mixing Sports into a Physics Course Muhammad Ali Yousuf, Vicky M. Schneider, Johns Hopkins University, Baltimore, MD

Teaching physics concepts to middle school students can be a struggle. However, demonstrating conservation of energy, momentum, or friction within the framework of sports encourages students to connect theory to application in a fun and accessible way. In this session we will highlight how sports are used to teach physics topics in the Center for Talented Youth summer course Physics of Sports. You’ll learn which sports are a good match for core physics topics and how to tie your course content to the Next Generation Science Standards. Physics of Sports encourages the use of diverse teaching strategies and methodologies.Audience: Classroom Teachers - Middle Grades, Parents, ResearchersRoom: CC North 225 A

Escalating the Challenge: Differentiation Strategies 101Sue Harvey, Joan K. Jacobs, Lincoln Public Schools, Lincoln, NE; Rebecca D. Eckert, University of Connecticut, Storrs, CT

Creating a classroom environment that emphasizes critical thinking requires teachers to be comfortable using a wide range of strategies. Research requires that the level, complexity, and pace of curricula should be matched to a student’s readiness and motivation. This session will provide participants strategies for differentiation, including Frayer Model, Starburst, SCAMPER, morphological synthesis, Johari Window, RAFT, and Topic Generator. Presenters will provide examples and applications across curricular areas in K-12 so that participants learn to select strategies that are congruent with the contextual purpose, teacher style, and student needs. Both new and experienced teachers will benefit from the strategies presented.Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 122 B

High or Low, Where Do Your Questions Go? Becoming Aware and Intentional When QuestioningShelagh A. Gallagher, Engaged Education, Charlotte, NC

Teacher questioning patterns are pivotal to cultivating gifted students’ higher order thinking, above and beyond curriculum, so it is crucial to know when and how frequently teachers use higher order questions. Despite its importance there is little research or pragmatic support to develop best practices in questioning. This session will introduce participants to two classic studies on questioning in classrooms with gifted students; findings reveal that teacher self-awareness is a crucial component of good questioning. Several schemes that facilitate question coding for self-reflection will be presented, along with time to practice.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 224 A

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2:00 PM - 3:00 PM

Quantum Leap: Shooting for the Stars in High School Susan Leon-Leigh, Jacqueline Rackard, Coral Springs High School, Broward County Public Schools, Coral Springs, FL

The Quantum Leap Program, established over 20 years ago at an urban public high school, is an innovative academically accelerated and enriched program designed for 9th -11th grade gifted and talented students. The presenters will share the philosophy behind the development of the program and discuss the recent expansion of the program that includes vertical teaming throughout feeder elementary and middle schools. Presenters will outline specific curricular requirements and strategies that teachers use to engage the whole child. The participants will have an opportunity to discuss ways to adapt this model to meet the needs of their gifted population. Room: CC North 225 A

Setting the Standard for an Elementary Honors CourseTracy Marsh, Beaumont Magnet Academy, Knoxville, TN; Casey L. Robison, Knox County Schools, Knoxville, TN

Do you find that your gifted students are often forgotten in the general classroom setting? A dedicated honors classroom in an elementary school is the ideal environment for gifted students to excel and exceed. Learn about Beaumont Academy’s journey for creating honors classrooms in kindergarten through fifth grade at a public school. Presenters will share methods for structure and differentiation for ability-grouped, advanced students. Participants will leave with ideas, inspiration, and materials to help with implementation and success.Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 222 C

EARLY CHILDHOOD

Capitalizing on a Culture of Inquiry in Early Childhood ClassroomsLeslie Kapner, Jessica Manzone, University of Southern California, Los Angeles, CA

Children are natural problem solvers, mathematicians, and scientists and enter the formal schooling process with a range of experiences and abilities. Inquiry forms the basis for building experiences, academic language, questioning

strategies, and the transfer of knowledge to new situations in early education. This session will demonstrate how teachers can use inquiry-based pedagogy to build learning experiences that capitalize on students’ prior knowledge and approaches to problem solving. A series of strategies aligned with CCSS and NGSS will be discussed to help teachers use inquiry as a means to enhance giftedness and expose potential in young children.Audience: Administrators, Classroom Teachers K-6, Gifted CoordinatorsRoom: CC North 222 B

Inspirations from Reggio Emilia: Can They Influence and Impact the Field of Early Childhood Gifted Education?Nancy B. Hertzog, University of Washington, Seattle, WA

The Pedagogy of Listening, 100 Languages of Children, and the Environment as the Third Teacher are three major themes of the Reggio Emilia approach to Early Childhood Education. What about those themes make the Reggio Approach conducive to challenging young children? Educators in Reggio Emilia value, celebrate, and recognize differences in young children. They understand the importance of children’s use of different languages including the communicative, symbolic, cognitive, ethical, metaphorical, logical, imaginative, and relational. Participants will have an opportunity to engage in a discussion about how and why these ideas may be integrated into early childhood gifted education.Audience: Administrators, Classroom Teachers K-6, Gifted CoordinatorsRoom: CC North 128 B

Literature: The Hub for Motivation with Young Gifted Readers Patti Wood, Samford University, Birmingham, AL

Reading instructional practices in K-3 classrooms have changed dramatically over the past decade, and now, with the CCSS Literacy Standards, more change is taking place. Teachers worry that motivation for reading will suffer with the heightened emphasis on informational texts to the neglect of literature. While many young gifted readers enjoy nonfiction, literature is the hub for their motivation in reading. This session focuses on the use of high-quality, culturally-diverse literature to increase motivation as well as reading comprehension. Participants learn strategies for literacy instruction with gifted readers and receive resources such as novel guides and booklists with Lexiles.Audience: Classroom Teachers K-6, ParentsRoom: CC North 225 A

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The Young and the Restless: How to Teach Complex Tech Concepts to Active, Kinesthetic LearnersAnn Gadzikowski, Leslie Morrison, Northwestern University, Evanston, IL

Learning tech skills, such as how to write code or program robots, used to mean working alone in front of a computer. Now, however, innovative teaching practices and new “tangible tech” tools, such as Primo pegboards, allow even young, wiggly students to learn about coding, animation and robotics. The presenters will share successes from their experience developing tech enrichment courses for bright, active students in Pre-K through 3rd grade.Audience: Classroom Teachers K-6, Gifted Coordinators, ParentsRoom: CC North 128 A

EXHIBITOR WORKSHOP

Teaching with a Twist: Using Rubik’s Cubes in the ClassroomDiana Gettman Flores, West Coast Lead - You CAN Do the Rubik’s Cube

While twisting and turning the Rubik’s Cube, students develop critical thinking, problem solving, and visualization skills. Come learn how to use Rubik’s Cubes in your classroom as math manipulatives for a variety of content areas such as geometry and fractions, and to reinforce 21st Century skills. We will also review the collaborative aspects of Rubik’s Cube solving where beginning and advanced solvers can participate in creating mosaic art. Session participants will also receive information on ways to get low-cost and free materials to bring Rubik’s Cubes into their classrooms or after school programs.Audience: Classroom Teachers – Middle School, Classroom Teachers – High SchoolRoom: CC North 127 C

Sponsored by

GLOBAL AWARENESS

Global Forces Distorting the Ethical Development of the GiftedDon Ambrose, Rider University, Lawrenceville, NJ

Protests in Ferguson Missouri, Hong Kong, and the Middle East are harbingers of an ethical awakening among the world’s youth. The ethical development of the gifted requires a global awareness drawn from the most credible academic sources as opposed to being gleaned from the superficial messages of the mainstream media. This session is an interdisciplinary excursion through insights extracted from leading scholarship in political science, economics, social epidemiology, climate science, and other disciplines. The insights reveal ways in which widespread, sociopolitical corruption and the ensuing environmental devastation can be countered by more insightful approaches to gifted education.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 124 B

Perceptions of U.S. Summer Residential Programs by Gifted International Students: Lessons Learned from Chinese Adolescents Enyi Jen, Jiaxi Wu, Purdue University, West Lafayette, IN

Nowadays the number of gifted, international students participating in U.S. summer residential programs has increased significantly. This session addresses international students’ perceptions of a STEM-focused summer program based in a mid-western university. Twelve gifted, grades 5-12 Chinese participants were interviewed. Findings included features of the program that participants had not experienced in Chinese classrooms, similarities and differences of how curriculum was implemented in the U.S. and China, and how these differences have influenced their program experiences. The presenters will also share recommendations about how to prepare staff members to work with gifted, international populations in a U.S. residential program setting.Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 130

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2:00 PM - 3:00 PM

MIDDLE GRADES

A Study on the Nature and Diversity of Giftedness Based on Brain Theory Jungho Gwak, Kyoung-eun Yang, Korea National University of Education, Cheongju, South Korea

This session presents a study that provides a unified point of view based on psychology, neuroscience, and evolution about the nature and diversity of gifted and was based on the latest research findings related to imprinted brain theory. The brain is imprinted by comparing the psychological theory of cognitive processes in autism and paranoid types of two extreme genius approaches to the diversity of gifted. This study that explores the effective ways of thinking through immersion and divergent thinking offers a perspective that can analyze the nature and diversity of gifted and derive implications for the field of gifted education. Audience: Classroom Teachers K-6, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 130

Crazy About SeminarChristine Deitz, Little Rock School District, Little Rock, AR

Middle School students live for opportunities to express themselves through meaningful, connected learning experiences that build character, knowledge, and skills. By infusing best practices and materials for middle-level gifted learners, the seminar approach will transform ordinary lessons into memorable seminar-like experiences. This session will provide the building blocks and organizational ideas needed to create a stellar seminar course over multiple years or a fresh seminar-like experience for existing course work. Participants will receive content maps for multiple grades, recommendations for curricula, classic and fresh seminar strategies, and lists of indispensable resources essential to a stellar seminar experience.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 121 B

Helping Adolescents Take the Lead: Developing a Comprehensive Program for Student Leadership Katherine B. Brown, Judia Jackson Harris Elementary Charter School, Bishop, GA; Philip M. Brown, North Oconee High School, Bogart, GA

With an intense focus on accountability and testing, process-skill development opportunities for middle school students are often lost. This session provides attendees with a framework for developing process skills specifically related to student-leadership opportunities. Presenters will share strategies for building a continuum of opportunities for adolescents to gain leadership skills. Because students need to listen to the experiences of other leaders as well as experience leadership themselves, strategies will be discussed, research explored, and resources shared to support schools in developing a comprehensive leadership program for their students.Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Counselors and other Clinical ProfessionalsRoom: CC North 130

NAGC

The Truth and Nothing But The Truth: Which Tells Us More: Meta-analysis or Meta-synthesis?Karen B. Rogers, University of St. Thomas, Minneapolis, MN

The presenter will look at current thinking about what makes “quality research” in education, examine current approaches used by educators to make “research-based” decisions, and what the research approaches of meta-analysis and meta-synthesis contribute to making “good decisions” about best practice with learners who show gifts or talents. A listing of all the meta-analyses currently available for making decisions for gifted learners will be shared as well as what Robert Marzano and John Hattie have possibly contributed to our field. A final list of “do’s” and “do nots” for researchers planning to do meta-analysis or a meta-synthesis will be provided.Room: CC North 129 A/B

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PARENT & COMMUNITY

Making Informed Decisions About Acceleration and Early Entrance into SchoolYara N. Farah, Kim Hardin, Baylor University, Waco, TX

Early life experiences can be considered critical, as well as a determinant of later attitudes and achievements. One way of meeting the needs of young children who are academically talented is early entrance to school, whether to kindergarten or first grade. For years, researchers have studied early entrance to school with a special focus on the development of the child’s academic, social, and emotional abilities. This session will offer participants a brief review of the literature and research on early entrance to school as well as recommendations for parents making decisions about early entrance to school with their child.Audience: Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 222 A

RISE: The Extraordinary Journey of the Exceptionally and Profoundly GiftedSue Jackson, Daimon Institute for the Highly Gifted, White Rock, BC, Canada

Exceptional giftedness is a way of experiencing, perceiving, thinking, and creating that is fundamentally different from a more typical human experience. In this hour-long documentary film we explore the lives of twelve exceptionally/profoundly gifted children, teenagers, and young adults, fleshed out by stirring testimony from parents, teachers, mental-health practitioners, researchers and administrators. The stories are diverse and yet the soul of each story sings the same haunting tune: hope, pain and healing emanate through the cast of real living beautifully gifted humans. Hear from the filmmaker, an expert in profound giftedness, about how best to support your child.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 224 B

Six Tips for Parents in Meeting the Needs of Gifted GLBTQ StudentsTerence P. Friedrichs, Friedrichs Education, West St. Paul, MN

GLBTQ adults have come far in attaining rights, but sexual-minority students still need nurturance from parents to succeed in communities and schools. Parents can assist gifted GLBTQ adolescents toward social-emotional and intellectual growth at school, through some contemporary peer-reviewed approaches endorsed by multiple gifted-education researchers, practitioners, and parents. Participants discuss these six parental approaches, employed with diverse GLBTQ youth and sometimes used collaboratively with educators, community resource people, and other parents: providing positive awareness about sexual minorities; identifying GLBTQ role models; encouraging independent decisions; communicating multiple forms of GLBTQ acceptance; building on learners’ gifts; and, supporting students’ GLBTQ-related community advocacy. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ParentsRoom: CC North 131 B

The Gifted Partnership: Pediatrician and TherapistJana Williams, Full Bloom Pediatrics, Las Cruces, NM; Lori M. Comallie-Caplan, Marc A. Caplan Ph.D. and Associates, Las Cruces, NM

Gifted children’s developmental growth is complex, placing them at a potential high risk for medical misdiagnosis. In some gifted children, gifted asynchrony may be erroneously labeled with a mental health diagnosis. In other gifted children, giftedness may be missed in a child with significant learning and/or mental health issues. In this session, a pediatrician and counseling therapist share the joys of their partnership to ensure gifted children will not continue to be both over-diagnosed and under-diagnosed with mental health and learning issues, while their giftedness may be at risk of being entirely overlooked. Audience: Parents, Counselors and other Clinical ProfessionalsRoom: CC North 131 C

Exhibit Hall closes at 4:30 PM

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2:00 PM - 3:00 PM


Gifted Across Cultures: Reaching Every Child, Every DayAngela M. Novak, District of Columbia Public Schools, Washington, DC; Katie D. Lewis, Texas A&M International University, Laredo, TX

Understanding how culture influences giftedness is critical in order to meet the needs of all gifted learners since gifted behaviors may present differently dependent on one’s background. This session will explore the unique qualities of cultures that impact the classroom and how professional development in cultural awareness can support gifted students. Participants will gain an understanding of the role culture plays in giftedness, and how to support gifted children from a variety of backgrounds, with implications both in the identification and gifted services realms. Participants will leave with a plan for professional development to put into place in their districts.Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical ProfessionalsRoom: CC North 126 A


An Exploration of the Academic and Career Trajectories of Mathematically Gifted Females Megan Cacchio, Matt C. Makel, Kristen F. Peairs, Martha Putallaz, Duke University, Durham, NC

Many scholars and policy makers have noted that women are underrepresented in STEM. There is widespread interest in better understanding the underlying reasons for the gender gap in STEM fields as well as identifying effective ways to increase gender diversity within STEM fields. This session presents preliminary findings from a study that examines the developmental pathway of youth who demonstrate high potential for STEM talent at very young ages. Findings have important implications for how parents and educators can best nurture early talent and interest in STEM.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 130

Developing Self-Concept in Gifted Elementary School Children: A Mixed-Methods Analysis Suzanne F. Lindt, Heather L. Wagner, Midwestern State University, Wichita Falls, TX

The current research sought to understand the social and emotional development of identified gifted and talented students through a mixed-methods concurrent design study. Researchers collected data from GT students, parents, and teachers in five school districts to better understand GT students’ self-concept in different grade levels. In addition, parents and teachers responded to surveys and open-ended questions regarding GT students. Results suggest that GT students’ self-concept declined as grade level increased and was strongly related to the type of program and method of notification. In addition, parent and teacher perceptions of GT students also related to student self-concept.Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents, ResearchersRoom: CC North 225 B

Examination of the Construct Validity Evidence of a Stereotype Threat Scale for Gifted Elementary Students Carolyn M. Callahan, Sunhee Park, University of Virginia, Charlottesville, VA; Amy P. Azano, Virginia Tech, Blacksburg, VA

The Who I Am and How I Learn (WIAHIL), a new scale to assess stereotype threat in elementary school students was developed based on the Social Identities and Attitudes Scale (SIAS). The WIAHIL will provide researchers and practitioners with a tool to measure different stereotype threat factors in an integrated fashion to elementary school level students. The WIAHIL includes gender and stigma consciousness factors from the SIAS and three new factors: low-SES, rural setting, and reading/writing domain. To examine the psychometric properties of the scale, the data will be analyzed from third and fourth grade identified gifted students using an exploratory factor analysis and calculate the factor reliabilities. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 130

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Gatekeepers for Gifted Social Studies: Cases Illuminating How Teachers Differentiate for Gifted AdolescentsTeresa M. Bergstrom, University of South Florida & Pinellas County Schools, Dunedin, FL

Gatekeepers for Gifted Social Studies is a review of current dissertation-based research describing through thematic narratives how middle school social studies teachers plan, adapt, and deliver differentiated curriculum and instruction for gifted learners. This session looks at how this multiple case study illuminates how teachers tend the curricular-instructional gate and deliver purposeful instruction for their gifted students in both mixed-ability and inclusive gifted classroom settings. Audience: Administrators, Classroom Teachers - Middle Grades, Gifted Coordinators, ResearchersRoom: CC North 122 A

High Schools’ Contributions to Self-Actualization and Production of Capital: A Pilot Validation Study Jennifer Foreman, Allegheny College, Meadville, PA; Merzili Villanueva, University of Connecticut, Storrs, CT

Researchers present findings from a pilot validation study of the My High School and Self-Actualization Survey, designed to measure the degree to which adults perceive their high school community nurtured their self-actualization. Items were written to represent the constructs underlying Renzulli’s Operation Houndstooth Intervention Theory, a psychosocial educational theory linking six interconnected traits to increased motivation, well-being, and socially-constructive behaviors influencing production of socially-valued capital. These traits are Optimism, Courage, Romance With a Topic or Discipline, Sensitivity to Human Concerns, Physical/Mental Energy, and Vision/Sense of Destiny. Findings might inform and inspire research, practices, and policies in gifted education and beyond.Audience: ResearchersRoom: CC North 130

Examining the Invariance of Academic Perfectionism Factor Structure across Korean Gifted and Non-Identified StudentsMarcia Gentry, Soohyun Yi, Purdue University, West Lafayette, IN

Previous studies have different positions as to whether gifted individuals are more perfectionistic than others. This session will review a study that examined the invariance of six-factor models of academic perfectionism across gifted and non-identified students. A newly developed Academic Perfectionism Scale (APS) was used to measure the current and internalized states in the academic settings. Four-hundred forty three Korean high school students (180 identified academically gifted students and 263 non-identified students) participated in the study. Multiple-group confirmatory factor analysis (MCFA) was performed. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 126 B

The Relationships Between Overexcitabilitites and Perfectionism in Gifted StudentsMegan Peters, Lipscomb University, Nashville, TN; Emily L. Mofield, Sumner County Schools, Gallatin, TN

The concept of Dabrowski’s overexcitabilities offers a lens through which we can examine the interaction of intensities, sensitivities, and perfectionism. In light of Dabrowski’s Theory of Positive Disintegration, overexcitabilities can propel one to achieve to higher developmental levels and overcome negative dynamisms (e.g., guilt, shame, self-criticism, etc. associated with perfectionism). The presenters explored the relationship between overexcitiablities and dimensions of perfectionism among 130 gifted adolescents and found significant correlations and predictive regression models, especially between Emotional OEs and perfectionism. The presenters will discuss the practical explanations and implications of their findings. Audience: Classroom Teachers - Middle Grades, Gifted Coordinators, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 126 B


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2:00 PM - 3:00 PM

Prevalence of Locally Developed and Standardized Teacher Rating Scales in the Identification Process Mona A. Alimin, Carolyn M. Callahan, University of Virginia, Charlottesville, VA

Scholars advocate for the use of validated and reliable instruments when identifying students for a gifted education program. While standardized achievement and ability tests with such data are widely used instruments in identification, use of standardized teacher rating scales is purported to be less prominent. In fact, some researchers speculate that school districts may still use locally developed scales without psychometric data, negatively impacting the validity of the identification process. The presenters will examine the prevalence of locally developed and standardized teacher rating scales in the identification process to determine whether such claims are warranted. Audience: Administrators, Gifted Coordinators, ResearchersRoom: CC North 130

Supporting Improvements in Title I Schools: University-School Partnerships for Achievement, Rigor, and Creativity Brittany Anderson, Tarek C. Grantham, Meg Hines, Jeremy Pina, University of Georgia, Athens, GA

In what ways can a theory-driven perspective inspire new directions in the development of collaborative action research projects between university and school partners? To what degree are inferences drawn from quantitative data analysis complementary to qualitative approaches, and what can be learned from the contrast? These questions form the basis of efforts carried out by the University of Georgia’s Project U-SPARC team to better engage with educators to meet school improvement goals. This session will provide insights gathered from novel action research initiatives which have grown in the context of refining collaborative efforts to increase achievement, rigor, and creativity.Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ResearchersRoom: CC North 225 A

SPECIAL POPULATIONS

Culturally Responsive Family Engagement: The Key to Increasing Success for Diverse Gifted Learners Joy Davis, Virginia Union University, Richmond, VA

Families of culturally diverse learners, like all families, know their children best. Their keen understanding of student strengths, sensitivities, and interests can provide an important set of understandings for school personnel who are responsible for identifying and nurturing gifted children. Families can be cultural agents. Yet, many from culturally and linguistically different backgrounds are often left out of the process of identifying and working with school personnel. Utilizing family engagement research combined with diversity research, a unique family engagement model has been designed to assist schools with improving services to gifted and high potential students from diverse backgrounds. Audience: Administrators, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 225 A

Parenting a GLBTQ Gifted Teen: Twice-Exceptional Social and Emotional Needs Tracy J. Moncrief, Northwest Gifted Child Association, Seattle, WA

Parenting a GLBTQ gifted teen often feels like you are flying blind. There are few resources out there to assist parents looking to help support their teen’s emotional needs. Teen perspectives on what makes their emotional needs differ from neurotypical GLBTQ teens as well as gifted non-GLBTQ teens are contrasted with parental struggles to support their teens. Suggestions for better support from parents based on research and suggestions from teens will help those serving this twice-exceptional population.Audience: Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 130

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Recognizing Academic Talent in Historically Underrepresented Minority Students Kinnari Atit, Amy Shelton, Johns Hopkins University, Baltimore, MD

A persistent challenge in education is the underrepresentation of diverse students in gifted programs. Research has shown that specific cognitive abilities are related to academic achievement. Can these abilities be used to identify underrepresented gifted students? Students identified as gifted from racially diverse schools completed a series of cognitive measures. The underrepresented students scored as expected for their grade-level on several measures when compared to students seeking gifted services under more standard mechanisms. These overall findings, along with more detailed comparisons, suggest that cognitive skills may offer a promising avenue for supplementary methods of identification and characterization of academic talent. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, ResearchersRoom: CC North 225 B

Strategies for Identifying Diverse Gifted Students Veronica Smith, Ball State University, Muncie, IN

This session seeks to address the need for valid, equitable procedures to identify diverse students for gifted programs including students with limited English proficiency, minority students, students with disabilities, and students living in poverty. Current research regarding equity issues, including disparities in identification, will be discussed. Best practice recommendations for identification will be presented including the use of nonverbal measures, local norms, and alternative measures. Research representing diverse groups will be summarized in a culturally sensitive context with an emphasis on how the field can continue to move forward in the identification of students from underrepresented groups. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 130

Talent Development and the Tomas Rivera Mexican American Children’s Book Award Susan F. Waite, Texas State University, San Marcos, TX

The Tomas Rivera Mexican American Children’s Book Award honors the most distinguished book for children and young adults that provides an “authentic” reflection of the lives and experiences of Mexican Americans in the United States. This session discusses the use of Tomas Rivera award-winning books with students, while making connections to talent development, identity issues in talent development processes, and equity in gifted education. Participants in this session will gain increased awareness of these books and of their potential value in talent development and will receive a list of award-winning books from the past two decades.Audience: Classroom Teachers K-6, Classroom Teachers - Middle GradesRoom: CC North 225 A

The Influence of a Summer Enrichment Program on Low-Income Gifted Students’ Graduation Rates Susan K. Johnsen, Corina Kaul, Mary M. Witte, Baylor University, Waco, TX

This session will focus on low-income gifted students who attended a university summer enrichment program and their transition to higher education. It will describe the key components of the enrichment program and graduation rates from high school and higher education settings for these first generation college students. Obstacles and factors that contributed to their success will also be discussed. These findings can assist researchers and practitioners in establishing other talent development programs for low-income gifted students.Audience: Administrators, Gifted Coordinators, ResearchersRoom: CC North 225 B

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2:00 PM - 3:00 PM

Toward a Conceptualization of the Gifted Student with Autism Spectrum Disorder Patty Costis, William & Mary, Williamsburg, VA

Meeting the needs of gifted students with autism spectrum disorder (ASD) involves addressing both conditions, and begins with an eligibility referral. Barriers to the referral process place this special population of student at academic risk. Results and implications for research and practice from a study that examined the perceptions of education professionals who successfully referred gifted students with ASD for specialized programming will be discussed. A case will be made for why identification of both conditions, in addition to appropriate programming is essential to meeting the needs of the gifted student with ASD. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 225 B


Bringing Histories to Life: Using Family Narratives in Gifted Students’ Writing SeminarsAndrew Moss, Raquel Rivera, Johns Hopkins University, Baltimore, MD

How can multiple perspectives, historical facts, and imagination intertwine to tell a family’s story? By creating an interactive writing program for students and parents to explore family narratives together. Incorporating strategies from the Center for Talented Youth’s (CTY) Writing Seminars,

participants learn how best to teach elements of writing, including character, setting, and diction; to write creative works of fiction, non-fiction, and poetry; to engage in critical workshops; and to explore revision strategies that promote confidence when sharing. Participants leave with strategies and lessons to conduct their own family writing program. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, ParentsRoom: CC North 121 C

Defuse Bullying and Build Self-Esteem Carol Carter, Elizabeth Daniels, Patricia L. Hollingsworth, University School, University of Tulsa, Tulsa, OK

This poster session demonstrates how prek-8th grade teachers use the Second Step program, individual learning plans, and small groups to give students tools which build self-esteem and deter bullying in our school. Often gifted students do not know how to read emotions or how to defuse a bully. This session will focus on empathy skills, emotional management, and anger management. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 130

Using NAGC-CEC Teacher Preparation Standards to Hire Quality Instructors Amy Lindgren, Northwestern University, Evanston, IL

The caliber of teachers greatly shapes students’ classroom learning experience. What makes the best type of teacher for students in enrichment courses? How can program administrators determine which instructor candidates



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have what it takes to engage highly talented and motivated students? This session will report findings from a study examining the use of a NAGC-CEC Teacher Preparation Standards-linked evaluation system for interviewing 60 instructor candidates for gifted enrichment classes. Major findings include whether hired instructors were effective in the classes and key characteristics correlated to success or lack of success.Audience: Administrators, Gifted CoordinatorsRoom: CC North 225 A

STEM

How Can We Help Girls Achieve in STEM?Monica C. Meadows, Mills University Studies High School, Little Rock, AR

Marie Curie, Rosalind Franklin, Lise Meitner, Barbara McClintock, and Elizabeth Blackwell, to name a few. Women have been involved in the world of STEM since the very beginning. However, most of us have heard that girls are underrepresented in STEM courses and careers. This session will address the following questions: 1) What does literature tell us about the causes for the underrepresentation of females in STEM? 2) What can we do to help girls more accurately assess their abilities in math and science? 3) How do we develop talent in areas related to STEM?Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High SchoolRoom: CC North 126 C

3:15 PM – 4:15 PM

SIGNATURE SERIES

Gifted Education in Practice: What You Need to Know About Five Selected Models (Double Session: 2:00 PM-4:15 PM)

Continued from 2:00 PM – 3:00 PM. See page 93 for full description and speaker list.

Room: CC North 124A

Helping Hispanic Students Reach Their Highest Potential Through Culturally Responsive Assessments and ProgrammingPatricia Rendon, Region One Education Service Center, Edinburg, TX

According to the Texas State Plan for the Education of Gifted/Talented Students, equity in G/T education exists when “the population of the total district is reflected in the population of the gifted/talented services program …” (State Plan, 1.6E). Equity is only the beginning. Ensuring that diverse students benefit from challenging learning opportunities is the next step. In order for Hispanic students to reach their highest potential involves the use of culturally responsive assessments and programming. This session will offer best practices in both of these critical issues affecting gifted education today. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ResearchersRoom: CC North 229 A/B




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3:15 PM – 4:15 PM

ARTS

Engaging Gifted Students in the Pairing of Visual and Literary ArtsEmily L. Mofield, Sumner County Schools, Gallatin, TN; Tamra Stambaugh, Vanderbilt University, Nashville, TN

What do Plato and Picasso have in common? How do M.C. Escher and Plato differ in their perspective of reality? Through an in-depth analysis of visual art paired with selected readings, teachers can guide students to answering these questions through art interpretation and literary analysis. In this session, specific examples of art, differentiated teaching strategies, and ideas for engaging gifted students in aesthetic appreciation will be shared. Participants will gain practical tools to guide students through art interpretation and ways to connect art to literature, philosophy, and writing through the thread of universal themes and concept development. Audience: Classroom Teachers - Middle Grades, Gifted CoordinatorsRoom: CC North 222 A


Moving Beyond the Flipped ClassroomChristy Diehl, Lafayette Jefferson High School, Lafayette, IN

The flipped classroom model can help enrich the learning experience for gifted students in any grade. However, what do you do after you have successfully flipped? Learn what technology tools you can use to assist in effective enrichment and curriculum compacting in the flipped classroom environment. When combined with the TPACK (Technology and Pedagogical and Content Knowledge) model, meaningful and rich learning is only a click away. This session will focus on digital assessment strategies, data collection, and tools to drive instruction, which will allow you to take your flipped classroom to the next level.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 123


Multiple Voices on Optimizing the Potential of Students with Cognitive and Creative AbilitiesAndrea Lein, Great Barrington, MA; Erin M. Miller, Bridgewater College, Bridgewater, VA; Marla Capper, Pace Academy, Severna Park, MD; Jennifer Beasley, University of Arkansas, Fayetteville, AR; Michelle Yoon, University of Virginia, Charlottesville, VA

This session provides four diverse perspectives on K-12 students’ understanding of their own high abilities. Certain attitudes/beliefs can lead to behaviors that are detrimental to achievement and motivation. The first presenter will discuss the current understanding of beliefs about intelligence and creativity from the perspective of cognitive psychology. The second presenter will discuss the implications for socio-emotional development from a clinical/counseling perspective and the third presenter will discuss the implications for the K-12 classroom from an educational psychology perspective. The final presenter will discuss what type of research or professional development educators would need to address the diversity noted in the session.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 122 C


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Anxiety and Gifted Youth: Harnessing the Positive Aspects of Stress While Supporting Motivation and SuccessAmy H. Gaesser, Purdue University, West Lafayette, IN

Many gifted and talented students experience stress. For some, it can be a source of creativity and insight; for others, a limiting force of elevated anxiety. This presentation highlights research on anxiety and gifted youth, including a recent intervention study that found gender and school differences, as well as significant support for an innovative anxiety management technique. Session attendees will learn evidence-based stress management strategies that can be easily incorporated into school and home routines, providing gifted youth and those that serve them with effective tools to support greater ease in handling daily tasks and maximizing their potentials. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 121 A

Building a Community of Gifted Learners for Social and Emotional SupportDiane Hale, Chandler Unified School District, Chandler, AZ

This session will guide participants through a process of building and sustaining a classroom community designed to support the unique social and emotional needs of gifted students. Using the Tribes Learning Community philosophy as a foundation, the session will include strategies for teachers, administrators and parents to build an effective gifted learning community in any setting. Participants will see how setting a backdrop of social and emotional goals can add depth to academic goals and be the component that helps schools advance their gifted program to the next level. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 126 C

Dealing with Perfectionism: Practical Advice for Teachers and ParentsKelly Margot, Royse City ISD, Roise City, TX; Anne Rinn, University of North Texas, Denton, TX

Many gifted students have perfectionistic tendencies. Perfectionism can be thought of as healthy, functional, and motivating, or as unhealthy, dysfunctional, and debilitating. The focus of this session is on the unhealthy aspects of perfectionism. Gifted individuals may place unrealistic expectations on themselves and always wanting to be the best can be damaging to one’s self-esteem. However, there are tools and coping strategies that can help these gifted students. In this session, we will share these strategies along with the research in order to help parents, practitioners, and counselors who regularly deal with gifted students struggling with perfectionism. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 122 A

Introverts Face Risky BusinessDorothy A. Sisk, Lamar University, Beaumont, TX; Michele Kane, Northeastern Illinois University, Chicago, IL

Risky behaviors of teenagers have been cause for concern by educators and parents alike. Some risky behaviors can lead to serious personal consequences involving health and well-being. For gifted youngsters who are introverted there may be additional complications related to their reluctance of sharing personal struggles with others, limited number of close friends, and continuous self-reflection. This session examines the intersection of giftedness, introversion and risky behaviors with recommendations for caring adults in supporting introverted gifted youth with developing healthy risk-taking. Suggestions from general literature in cognitive science, psychology, and sociology with adaptations for this gifted population will be included.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 126 B

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3:15 PM – 4:15 PM


The Role of School Mental Health Providers in Shrinking Excellence GapsBryn Harris, University of Colorado Denver, Denver, CO; Jonathan Plucker, University of Connecticut, Storrs, CT

The United States is becoming more racially, ethnically, and linguistically diverse, yet the educational attainment of various student groups has been very uneven. For decades, educators and policymakers have been focused on minimal competencies rather than advanced achievement. Specifically, federal and state education policies have focused on closing achievement gaps at basic levels of achievement, which has allowed excellence gaps to grow considerably. This session describes ways in which school mental health professionals can address excellence gaps and serve as advocates for all high-ability students.Audience: Administrators, Gifted Coordinators, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 224 B

CREATIVITY

A Radiant Renaissance: Creativity and Differentiation Through the Art of da VinciMatt Wilkinson, Jefferson County Public Schools, Golden, CO

Have you wondered how to differentiate for visual-spatial, artistic, and creatively-gifted learners? They see the world in a different way, which means that we need to facilitate their learning through non-traditional methods. With the help of one of the most creative minds in all of history, Leonardo Da Vinci, participants in this interactive session will begin to understand how to approach traditional curriculum areas (math, language arts, history) through an “art first” approach, enriched with creative thinking and problem solving. Differentiation will be modeled and participants will leave with a toolbox to take back to their classrooms.Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 128 B

Using the Creative Process with PerfectionistsKathy Green, Montessori Academy of Glen Ellyn, Glen Ellyn, IL

Perfectionists struggle with making mistakes, accepting the ideas of others, and reworking assignments. This can be frustrating for both the teacher and the perfectionist. The creative process is a very user-friendly way to teach the above skills to everyone in the class. The process can help alleviate the perfectionist’s anxiety with reworking for improvement and working cooperatively. It can be applied to any subject, taught and used at any age and can also fuel creative ideas on many subjects. These and other perfection issues will be explored and practice using the creative process with participant-suggested topics. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ParentsRoom: CC North 127 A

CURRICULUM STUDIES

Differentiating in an Advanced Placement CourseMelanie Caughey, University of Virginia, Charlottesville, VA

Advanced Placement courses are often used as gifted programming at the secondary level, but they do not always meet the needs of gifted students. The presenter will discuss the environment, curriculum, instruction, and assessment practices that are often used in the AP classroom, and demonstrate how AP teachers can use assessment, planning (both in and out of the classroom), and strategies (such as classroom compacting, tiering, and sidebar studies) geared toward their students’ readiness, interest, and learning profiles. Examples in multiple content areas will be discussed, and there will be time scheduled for teachers to discuss and/or develop additional differentiation techniques.Audience: Classroom Teachers - High SchoolRoom: CC North 222 C

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EARLY CHILDHOOD

When Guided Reading Isn’t Enough Guidance: Literacy Instruction for Young Talented ReadersElizabeth Fogarty, East Carolina University, Greenville, NC

When young talented readers are reading several grade levels above their peers, guided reading groups are unlikely to provide an adequately challenging environment. However, there are strategies available that can be used in conjunction with guided reading to provide instructional rigor. Specific examples of powerful texts, differentiated teaching strategies, and ideas for setting up a classroom environment that facilitates success will be provided. Participants will leave the session with practical methods and materials that can be used to strengthen existing reading programs, and provide powerful differentiation for young, talented readers. Audience: Administrators, Classroom Teachers K-6, Gifted CoordinatorsRoom: CC North 128 A

GLOBAL AWARENESS

Developing Global Citizens: Service-Learning for Gifted StudentsKatrina Weimholt, Northwestern University, Evanston, IL

Our world faces countless social problems that tomorrow’s leaders must be prepared to address. Service-learning is a powerful way to train and inspire students to become global citizens. How can you integrate service into your curriculum? How can you ensure you are empowering students to learn about social issues and become agents of change? This session will explore service-learning pedagogy and discuss ways service-learning can challenge gifted learners and help them develop 21st century skills. Presenters will share best practices for structuring high-quality service-learning projects. Participants will leave the session with concrete tools and strategies to implement in their work.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted CoordinatorsRoom: CC North 121 B

MIDDLE GRADES

What’s New in Young Adult Literature: 2015 EditionRobert W. Seney, Mississippi University for Women, Columbus, MS

Everything Gifted Under the Sun. What a great introduction to reading! But what to read? What books to recommend to gifted middle school readers? How do we guide them into positive reading experiences? This session answers those questions. Young Adult (YA) lit, a rich resource for gifted learners, speaks to who they are and to their world. The presenter will build a rationale for using YA Lit with gifted learners and review new YA novels. A book list will be provided. Join in this Middle Grades tradition to talk and share new books. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ParentsRoom: CC North 223

PARENT & COMMUNITY

Dabrowski’s Overexcitability and Children’s Self-Concept: Implications for ParentingJodi Peebles, University of Alberta, Grande Prairie, AB, Canada; Sal Mendaglio, University of Calgary, Calgary, AB, Canada

Overexcitability (OE), derived from Dabrowski’s theory of positive disintegration, provides insight into the affective aspects of giftedness. By its nature, OE produces both desirable and undesirable emotional responses in children that, in turn, influence parental reactions. It is widely accepted that parental responses, both positive and negative, contribute to children’s self-concept. Therefore, OE has implications for self-concept development. In this session, a counseling psychologist for the gifted and a teacher educator/parent, discuss their view of the connection between OE and self-concept. Implications and recommendations for parenting gifted children with OE are provided. Audience: ParentsRoom: CC North 222 B

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3:15 PM – 4:15 PM

PARENT & COMMUNITY

How to Talk to Children about Their Giftedness: The Impact of Gifted IdentificationSharon Duncan, Gifted Research and Outreach, Pasadena, CA; Grace Malonai, TheraThrive and Gifted Identity, Walnut Creek, CA

Gifted individuals frequently recognize they are different early on. Without a reason why, they often grow up thinking they are broken. Parents anguish over whether they should talk to their children about giftedness, what to say and how to say it. Recent research suggests that the impact of knowing versus not knowing one is gifted can carry lifelong consequences. This session will discuss the impact of gifted identification and how to talk to children about giftedness.Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 131 A

Pearls of Wisdom: Parenting Strategies for Mothers of Gifted DaughtersLea Stublarec, Gifted Daughters, Menlo Park, CA

The wisdom of mothers who raised successful gifted daughters will be presented from a recent study. Forty-three mothers participated in in-depth interviews and 20 of their 58 daughters were interviewed as well. The interviews focused on what worked, what they would do differently, and what wisdom they wanted to share with moms currently raising gifted girls. From this rich data emerged key strategies for parenting gifted daughters. These strategies will be presented along with insightful quotes from the moms themselves.Audience: ParentsRoom: CC North 131 B

Speaking Out for Gifted Children and Young PeopleTracy Inman, Julia Roberts, Western Kentucky University, Bowling Green, KY

Advocating is speaking out for something; and, in gifted education, that “something” is an idea, a service, or a policy. This session will focus on strategies for advocating, messages that make a difference, and optimal opportunities for speaking out. Discussion will highlight the value added to advocacy when groups that share interests in advanced educational opportunities combine their efforts as doing so enhances the potential for the advocacy to be successful. Audience: Gifted Coordinators, ParentsRoom: CC North 224 A


Identification of Underserved Populations in Gifted Programs: One State’s StudyShirley J. Farrell, Alabama State Department of Education, Montgomery, AL; Kathy P. Nichol, Baldwin County Public Schools, Loxley, AL

In this session we will share how gifted specialists and coordinators joined state gifted specialists for a year-long study to increase identification of underserved populations. This community of learners met face-to-face and online to analyze practices and referral data, research best practices, create a new plan of identification strategies, implement the new plan, analyze referral data and strategies, and revise plans with discussions taking place at each stage. Participants will not only walk away with results from this study but with a framework for how to conduct their own long-term professional development study on any topic. Audience: Administrators, Gifted Coordinators, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 127 B

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Partnering for Strong Research Benefiting Gifted Children: Lessons Learned from Javits Year 1Kristy A. Kidd, Ann Robinson, University of Arkansas at Little Rock, Little Rock, AR; Catherine Little, University of Connecticut, Storrs, CT; Jill L. Adelson, University of Louisville, Louisville, KY

The announcement of the 2014 Javits grant request for applications yielded multiple partnerships between researchers and school districts to provide quality interventions with a strong research and evaluation component. After the first full year of project implementation, the presenters have learned many lessons about building successful partnerships. This session introduces two 2014 Javits projects focused on elementary students (STEM Starters+ and Project SPARK) and shares lessons learned from Year 1 in collaboration on a high-quality Javits proposal and project, a high-quality intervention with school district buy-in, museum collaboration, and a high-quality (and doable) research design.Audience: Administrators, Gifted Coordinators, ResearchersRoom: CC North 131 C

SPECIAL POPULATIONS

Gifted Learners Cross Boundaries through Bilingual-Multicultural Poetry and ProjectsNancy Wisker, Dinah Might Adventures, Columbia, TN

Through poetry and foldable mini-projects, culturally and linguistically-diverse gifted students can find effective avenues to integrate and use multiple languages to convey authentic messages collaboratively and creatively. Using classroom-tested bilingual poem formats and envelope graphic organizer project ideas, you construct onsite examples that support learners in making their thinking visual and voices heard. Help gifted students from diverse backgrounds develop greater empathy and understanding of different cultures, voices, and perspectives by traversing border and boundary issues that divide our society and lives. Native American, Hispanic, Asian, and African American poetic examples are showcased in this hands-on session.Audience: Classroom Teachers K-6Room: CC North 125 B

How Can We Encourage Students with Disabilities and Potential in Science to Enter Postsecondary STEM Programs?Hye Jin Park, Kiriko Takahashi, University of Hawaii at Manoa, Honolulu, HI

Fast growing STEM fields call for national talents and unique contributions of individuals with disabilities. However, individuals with disabilities are significantly underrepresented in gifted education, which is known to improve opportunities in STEM fields. The presenters will introduce a method to identify scientifically promising students with disabilities and suggest a promising intervention model with example lessons to help facilitate twice-exceptional students to enter into postsecondary STEM programs. Audience: Classroom Teachers - High School, Gifted Coordinators, ResearchersRoom: CC North 121 C

Promising Practices in Gifted Education for Underserved PopulationsE. Jean Gubbins, Tawnya Knupp, D. Betsy McCoach, Del Siegle, University of Connecticut, Storrs, CT; Carolyn M. Callahan, University of Virginia, Charlottesville, VA

Every child has a right to learn something new every day. Unfortunately, for many students from underserved populations this ideal is never realized. The National Center for Research on Gifted Education (NCRGE) is expanding our understanding of identification policies and procedures, instructional approaches, program curricula and content, and stakeholder involvement that contribute to gifted and talented students from underserved populations fulfilling their academic potential. Presenters will share findings from NCRGE’s first year’s work that includes practices associated with increased participation of underserved students in gifted programs and with higher levels of advanced achievement in reading and mathematics for underserved students.

Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical ProfessionalsRoom: CC North 129 A/B

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3:15 PM – 4:15 PM


Mining Talent in the Community: Utilizing MentorsArcher L. Noble, Brockport Central School District, Brockport, NY

The goal of this session is to offer educators in the field of gifted and talented education a paradigm to create, utilize, and maintain a talent pool of mentors. The presenter shares how he, like his forefathers in the South American mines, has been prospecting for the last 30 years but the “gold” he discovered is in the relationships formed between talented students and talented community members. In contrast to the mines of his forbearers, the mines he taps are renewable and keep getting richer. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ParentsRoom: CC North 126 A

Advocating for Acceleration: Research, Strategies, and Conversations with StudentsKimberly A. Lansdowne, Herberger Young Scholars Academy, Arizona State University, Glendale, AZ

Highly gifted students have unique academic, social and emotional needs that are not being met in traditional learning environments. We know this, not only through extensive research, but also by engaging in conversations with the students themselves. This session will begin with a presentation on the effectiveness of the most commonly used accelerative strategies that address the needs of gifted and advanced learners and continues with an interactive panel of secondary students who have experienced the positive impacts of acceleration. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical ProfessionalsRoom: CC North 125 A

STEM

Engaging Underrepresented Students in Problem Solving Through STEAMTanya Barrett, Lesli Dickson, Atlanta Public Schools, Atlanta, GA

This session is focused on engaging gifted students from underrepresented populations. The presenters will share culturally responsive relevant problems that allow students to collaborate, make connections, create innovative solutions, critique their work and celebrate success using science, technology, engineering, art and math. The presenters will demonstrate strategies and the value of providing students in underrepresented populations with problems, materials and content for which they have interest or experience. Participants will receive an annotated list of culturally diverse STEAM innovators. Audience: Classroom Teachers K-6, Gifted CoordinatorsRoom: CC North 122 B

Gifted and Green: Environmental Science Investigations That Promote Gifted Children’s LearningJason A. Helfer, Illinois State Board of Education, Springfield, IL; Stephen T. Schroth, Towson University, Towson, MD

Environmental science provides an ideal opportunity for gifted children of any age to build critical and creative thinking skills while developing expertise in STEM areas. This session explores issues of sustainability and environmental concerns and how gifted learners can identify problems, find solutions through the research process, and disseminate information to others. Green issues are especially appealing to gifted learners as they are especially sensitive to the world around them and welcome projects that touch on issues facing their communities. A variety of resources will be shared that can help create investigations to assist advanced learners be gifted and green. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, ParentsRoom: CC North 124 B

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4:30 PM – 6:15 PM

General Session, Book Signing and Reception with Spare Parts author Joshua DavisPhoenix Convention Center North Ballroom

Joshua Davis, author of Spare Parts: Four Undocumented Teenagers, One Ugly Robot, and the Battle for the American Dream, will share his experience researching and writing the book. Davis’s Spare Parts is a human story about immigration and education, about overcoming insurmountable odds and four young men who proved they were among the most patriotic and talented Americans in this country—even as the country tried to kick them out. The winner of a national competition, “Stinky,” the underwater robot constructed out of pipes and wires and emitting a nasty smell, was built at Carl Hayden Community High School, located in a poor Mexican American neighborhood in Phoenix. One of the students, Luis Aranda, is expected to join Davis to tell us in his own words how he felt about his extraordinary experience. Following audience Q&A, there will be a book signing and reception.

Joshua Davis

6:15 PM – 8:00 PM

Arizona State Celebration

Now you get to immerse yourself further in their story with this special documentary screening. The Arizona Association for Gifted and Talented invites Convention attendees to grab a seat for this special screening of Underwater Dreams, an award-winning documentary, written and directed by Mary Mazzio, and narrated by Michael Peña.



Platinum Plus Level

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As we do each year, we asked the NAGC Networks to give us their best and brightest for the

final two session slots for our Convention, and they didn’t disappoint. We close out the day

with Google educational evangelist, Jaime Casap, who will challenge our thinking on the

role of technology and serving our nation’s brightest students.

Sunday Highlights - November 15

SUNDAY – SCHEDULE AT A GLANCE

7:30 AM – 12:00 PM Information Desk



10:30 AM - 12:00 PMClosing General Session with Jaime CasapNorth Ballroom, Phoenix Convention Center


Save the Date

NAGC 2016Mark your calendars for the NAGC 63rd Annual Convention in

Walt Disney World® Resort, Florida, November 3-6, 2016

Interested in speaking? Proposal submission website opens December 2015

Registration opens April 2016

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8:00 AM - 9:00 AM

ARTS

Integrating Science and the Arts: The Innovation CollaborativeLucinda Presley, ICEE Success Foundation, Palestine, TX; Hope E. Wilson, University of North Florida, Jacksonville, FL

Gifted children become deeply passionate about topics of interest, sometimes even several at a time. Other gifted children find their areas of passion early, and need help from teachers and adults to branch out to explore new and varied content areas. In this session, we will explore the exciting ways in which the fine arts and the sciences can be integrated for critical and creative thinking. The intersection of these curricular themes can provide affective and interactional benefits for gifted children. Through demonstrations, modeling, and panel discussions, the presenters will explore how the integration of arts and sciences can lead to dynamic instruction and develop a nurturing classroom environment, sensitive to the passions of gifted children. Resources and the research in progress from the Innovation Collaborative will be shared. Room: CC North 126 C


Visions of the Future: Perspectives on the Role of Technology in the Future of Gifted Education and Talent Development Brian C. Housand, East Carolina University, Greenville, NC; Ginger Lewman, ESSDACK, Hutchinson, KS; Kristina Paul, Purdue University, West Lafayette, IN; Janine Firmender, Saint Joseph’s University, Media, PA; Lisa Conrad, Texas Association for the Gifted and Talented, Ambridge, PA; Krissy Venosdale, The Kinkaid School, Katy, TX

A distinguished panel of thought leaders from the Computers and Technology Network have been asked to answer the question, “What role should technology play in the work of the educators, parents, advocates, policy-makers, and researchers concerned with the future of gifted education and talent development?” Their responses will take the form of Ignite-style presentations - slideshows that contain exactly 20 slides and advance automatically every 15 seconds for a total of 5 minutes of presentation time. One final requirement is that the presenters must provide a tangible resource (tool,

action plan, graphic organizer, rubric, digital handout, website resource, etc.) that audience members can use to bring the vision to life. Discussion time will be reserved during this fast-paced session focused on visions of the future and resources for the here-and-now. Room: CC North 124 B

MIDDLE GRADES

The Gifted, Reading, Writing and Other Literacy SkillsRobert W. Seney, Mississippi University for Women, Columbus, MS

In considering Everything Gifted Under the Sun, we must not overlook the importance of literacy instruction for the gifted. Most gifted learners are well advanced in reading and writing skills and thus instruction in these areas is often non-existent. The result: declining scores on standardized tests in both reading and writing. Because of their strengths in these areas, they have not been offered appropriate, rigorous, differentiated instruction. What does a differentiated approach to literacy for the gifted look like? In this session, we will investigate a literature based approach to writing in response to literature that also moves the gifted from being proficient readers to expert readers.Room: CC North 126 B

PARENT & COMMUNITY

On Stage and Screen: Conversations with Gifted Young People on What They Want Adults to KnowCorina Vaccarello, Science & Arts Academy, Des Plaines, IL; Kathleen Nilles, National Association for Gifted Children, Washington, DC

Gifted kids are in the house! While we devote our lives to serving gifted children, how often do we have the opportunity to talk up close and personal with kids about what it’s like to be gifted? This unique session brings together gifted youth, both in-person and via film, to discuss their thoughts, feelings, and concerns. Student panelists will share their perspectives on everything they wish adults knew. This live session includes vignettes from the new social media film, “Through Gifted Eyes,” filled with candid and honest insights directly from gifted youth.Room: CC North 127 A

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Top 20 Principles from Psychology for K-12 Teachers: Exploring Their Relevance to the Development of the Whole Gifted ChildRena F. Subotnik, American Psychological Association, Washington, DC; Paula Olszewski-Kubilius, Northwestern University, Evanston, IL; Jonathan Plucker, University of Connecticut, Storrs, CT

This session will present the most important principles from psychology, the “Top Twenty,” that would be of greatest use in the context of PreK-12 classroom teaching and learning as well as the implications of each as applied to classroom practice for gifted children. These “Top Twenty” were identified by a diverse group of experts who comprised the Coalition for Psychology in Schools and Education, supported by the American Psychological Association. The 20 principles were placed into five areas of psychological functioning. The first eight (1-8) relate to cognition and learning and address the question of, “How do students think and learn?” The next four principles (9-12) discuss motivation and address the question, “What motivates students?” The following three (13-15) pertain to the social context and emotional dimensions that affect learning and address the query, “Why are social context, interpersonal relationships, and emotional well-being important to student learning?” The next two principles (16-17) relate to how context can affect learning and address the query, “How can the classroom best be managed?” Finally, the last three principles (18-20) discuss assessment and address the question, “How can teachers assess student progress?” Collectively, the 20 principles provide an important and comprehensive framework for viewing the development of the whole gifted child.Room: CC North 125 A

SPECIAL POPULATIONS

Special Populations in Gifted Education: Critical Issues and Best PracticesJaime A. Castellano, Lutheran Services of Florida, West Palm Beach, FL; Marcia Gentry, Nielsen Pereira, Purdue University, West Lafayette, IN; Beverly A. Trail, Regis University, Henderson, CO; Donna Y. Ford, Vanderbilt University, Nashville, TN

The term “special populations” refers to gifted children who have additional circumstances or characteristics that can interfere with academic achievement, social/emotional growth, and/or optimal development of their potential. Students from these populations are often underserved in gifted and talented programs. This session will feature some of the nation’s leading experts on special populations in gifted and talented education. Each presenter will discuss critical issues related to one special population as well as best practices that address those issues. The focus will be on how to increase the representation of those populations in gifted and talented programs and provide equitable services that address the diverse needs of students from these groups.Room: CC North 126 A


Educating the Whole Child: Sharing Multiple PerspectivesShelagh A. Gallagher, Engaged Education, Charlotte, NC; Anne Johnson, Episcopal School of Acadiana, Lafayette, LA; Stephanie S. Tolan, Institute for Educational Advancement, Charlotte, NC; Ellen Honeck, Laurel Springs School, Centennial, CO; Jocelyn Balaban, Dan Vorenberg, Mirman School, Los Angeles, CA; Patricia Gatto-Walden, Consultant for the Gifted, Boulder, CO; África Borges, Elena Naveiras, University of La Laguna, Santa Cruz de Tenerife, Spain

How does one meet the unique and multiple needs of gifted children? Programs vary across the country and world with a wide variety of strategies and curriculum designed to serve the cognitive needs of gifted children. Elements focused on the whole child are often overlooked and are less visible. A panel of school and program representatives will share programs designed to focus on the multiple needs of the whole child. This session is designed to link theory to practice and provide practical and successful programming approaches with elements that can be incorporated into your learning community.Room: CC North 125 B


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9:15 AM - 10:15 AM


From a Nation Deceived to a Nation Empowered: What Will It Take to Stop Making Excuses?Susan Assouline, Nick Colangelo, Ann Lupkowski-Shoplik, University of Iowa, Iowa City, IA; Tracy L. Cross, Joyce VanTassel-Baska, William & Mary, Williamsburg, VA

Academic acceleration is an intervention with a robust research base to support its implementation; yet, it is tremendously underused. The watershed report, “A Nation Deceived,” released in 2004, was developed to respond to this disconnect between research and practice. Social-emotional development remains a central excuse for not implementing acceleration. A new report, “A Nation Empowered: Evidence Trumps Excuses Holding Back Students” offers a new perspective on old excuses. This session will address the educational trends that influenced the new report and suggest future directions for implementation of the intervention. Room: CC North 124 B


The Heart of Growing up Profoundly Gifted: What Is Essential, What Can Go (terribly) Wrong and How Do We Make It RightSue Jackson, Daimon Institute for the Highly Gifted, White Rock, BC, Canada

In the manuscript “Broken” Joseph chronicles his teenage journey through crippling, near-fatal mental health struggles, heartbreaking misdiagnosis, ill-advised educational programming and family-fracturing dynamics. “Many of my issues growing up came from a simple lack of understanding.” In this rare three-point perspective Joseph, the veteran therapist who guided him and his mother deliver a riveting, (often unsettling) and triumphant account of growing up profoundly gifted. The extraordinary effectiveness of the Integral Practice for the Gifted (IPG) model for combating soul-shattering depression and for fully activating the potential of our most gifted minds is shared and the IPG rubric/graphic is provided. Room: CC North 127 A

CREATIVITY

Changing Perceptions of Creativity!Patti Shade, Curiosita Teaching & RASPO Publishing, Denver, CO; Richard Shade, Jefferson County Public Schools, Golden, CO

Perceptions of creativity are changing as global forces drive educational initiatives. Creativity is a dynamic that challenges mindsets and elevates student learning to passionate levels of productivity. Designing innovative classrooms requires the integration of creativity into all teaching and learning. This session will demonstrate creativity as instructional skill sets and as a curricular framework. Discussion topics include: myths, research misconceptions and personal to global levels of creativity. Participants will leave with new mindsets, real instructional tools and with a determination to bring creativity to every student, every teacher, every subject, every school ... EVERY DAY!Room: CC North 126 A

CURRICULUM STUDIES

Building a Solid Case for Differentiation That Works!Patti Drapeau, Maine Department of Education, South Freeport, ME; Carolyn Coil, Pieces of Learning, Marion, IL; Diane G. Heacox, St. Catherine University, Edina, MN

Some say differentiation is impossible and impractical. Some teachers feel their differentiation efforts are not as effective as they would like them to be. Three educators, who advocate for authentic differentiation for gifted learners, give you “on the ground” strategies that make a real difference. We explore the research and writing that serves as a foundation for differentiation practices, and suggest ways to make differentiation doable, possible, and effective. We provide research-based take-away strategies that provide teachers with concrete ways to go beyond the basics in differentiating for gifted learners.Room: CC North 126 B

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EARLY CHILDHOOD

Educating the Whole Gifted Child: Essential Practices for Early Childhood Programs Serving High-Ability, Low-Income, English Language LearnersRobert Robertson, Arizona Science Center, Phoenix, AZ; Jaime A. Castellano, Lutheran Services of Florida, West Palm Beach, FL

Once identification, eligibility and placement is determined it is the school’s responsibility to ensure that the needs of the “whole gifted child” will be met. That is, that the child is 1) physically and emotionally safe, 2) actively engaged, 3) has access to personalized learning that is supported by qualified, caring adults 4) is challenged academically, and 5) where they learn about and practice a healthy lifestyle. This session will provide participants with a host of strategies in each of these five areas that have proved successful with advanced and high-ability students enrolled in an urban early childhood program. Room: CC North 125 A

GLOBAL AWARENESS

Overexcitabilities: Verifying the Inner Worlds of the Gifted GloballyNancy B. Miller, Linda F. Silverman, Gifted Development Center, Westminster, CO; R. Falk, Institute for the Study of Advanced Development, Westminster, CO

The Global Awareness Network was founded on the precept that gifted children are deeply sensitive, empathic and aware of their interconnectedness with all living beings. Yet, some question the assertion that inner lives of the gifted differ from others. The concept of “overexcitability” (OE) and the instruments developed to measure OEs provide windows into the inner worlds of the gifted. Research on OEs in six European and three Asian countries, as well as work in progress in France, Turkey and Brazil, substantiates the emotional differences between gifted and unselected populations worldwide. Both quantitative and qualitative research will be discussed. Room: CC North 125 B


Avoiding Being Chopped: Conduct Program Self-EvaluationsMarcia B. Imbeau, University of Arkansas, Fayetteville, AR; Karen L. Westberg, University of St. Thomas, Minneapolis, MN; Jann H. Leppien, Whitworth University, Spokane, WA

Program evaluation is essential for the vitality and longevity of gifted education services. Presenters share their experiences conducting program evaluations and explain step-by-step procedures for personnel interested in designing and executing local program evaluations. Participants learn (a) how to develop an evaluation plan; (b) how to design or select data-gathering instruments; (c) how to collect and analyze information; (d) how to report evaluation information; and (e) how to use evaluation information for improvement of services. Conducting ongoing self-evaluations improves the quality of services for advanced learners and just may prevent gifted education programs from the chopping block.Room: CC North 127 B

STEM

STEAM Machines Club: An Integrative After-School Engineering ExperienceShawn Jordan, Arizona State University, Mesa, AZ; Nielsen Pereira, Purdue University, West Lafayette, IN

Chain-reaction machines provide a creative context for students to bring science, technology, engineering, arts, and math (STEAM) together into a differentiated project-based learning experience that is fun and engaging. In this session, the STEAM Machines™ Club program will be described, where 35 middle schools in the greater Phoenix area are learning and integrating STEAM concepts together to create chain-reaction machines. Participants will engage in a hands-on activity from the curriculum, and presenters will share some example curriculum that you can use in your classroom.Room: CC North 126 C


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10:30 AM – 12:00 PM

Closing General Session with Jaime Casap: Innovation and Iteration in Education Phoenix Convention Center North Ballroom

A culture of innovation and iteration is needed in education in order to take new learning models, supported and enabled by technology, to create student-focused learning environments structured to enhance their knowledge, skills and abilities. As Chief Education Evangelist at Google, Jaime Casap works with an amazing group of Googlers (what they call themselves) focused on using technology and the web to provide the capability for educators to help empower students to be lifelong learners.

If we want to solve the problems of this complex, multifaceted, diverse, and complicated world, Casap urges educators and parents to build a generation of critically-thinking, collaborative problem-solvers who know and understand political and socioeconomic systems on a global scale and who recognize and appreciate cultural diversity.

In order to create a generation of students who are strong in all the C’s: communication, collaboration, critical thinking, creativity, and global competency, students need to be taught real tech skills and programing concepts--to search, to vet, to make sense of information, to code—to not simply be consumers of technology. Casap urges educators to provide as many opportunities as possible in and outside of school to students of all socioeconomic backgrounds to engage with computer science and other STEM fields.

Special news about a new district high school in Phoenix focused on inquiry based learning, where students use coding as the language they speak and use in the pursuit of learning, will be shared.

“I believe deeply in education because in my heart I know it has the power to disrupt poverty and to change the destiny of a family in just one generation.”—Jaime Casap

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62nd Annual Convention | November 12–15, 2015 | Phoenix, AZ | www.nagc.org 123 National Association for Gifted Children | Everything Gifted Under the Sun

AAbeel, Laurie B. ...................... 42

Adams, Cheryll M. .......... 3, 8, 46

Adelson, Jill L. .......... 28, 65, 113

Alencar, Eunice ....................... 81

Alhusaini, Abdulnasser ........... 10

Alimin, Mona A. .................... 104

Allen, Katie ............................. 82

Ambrose, Don ...... 49, 62, 74, 99

Anderson, Brittany .......... 39, 104

Aranda, Luis ......................... 115

Assouline, Susan ............ 92, 120

Atit, Kinnari ........................... 105

Azano, Amy P. ........... 87, 90, 102

BBabler, Jason .......................... 68

Bachtel, Kate .......................... 89

Bahr, Patricia A. ...................... 61

Balaban, Jocelyn .................. 119

Barber, Aimee H. .................... 71

Barrett, Tanya ....................... 114

Baskin, Heather ...................... 89

Beasley, Jennifer ............ 60, 108

Behrens, Wendy A. ..... 12, 30, 86

Beisser, Sally R. ...................... 44

Beljan, Paul....................... 29, 61

Beltchenko, Laura .................. 72

Bergstrom, Teresa M. ..... 91, 103

Bernhardt, Erin ....................... 76

Berry, Mara G. ........................ 96

Besnoy, Kevin ................... 33, 94

Betts, George ......... 6, 41, 70, 93

Bianco, Margarita ................... 75

Blackmon, Kristen N. ............. 63

Borges, África ....................... 119

Borland, James H. ........... 33, 93

Boyett, Alyssa ......................... 63

Brandon, Laurel ...................... 34

Brigandi, Carla ....................... 35

Briggs, Christine ... 19, 60, 71, 91

Brock, Laura ........................... 65

Brodersen, Annalissa ............. 46

Brown, Elissa .......................... 38

Brown, Karen L. ...................... 42

Brown, Katherine B. ....... 89, 100

Brown, Philip M. ................... 100

Bruce-Davis, Micah N. ..... 71, 91

Brulles, Dina M. .... 24, 42, 55, 86

Brunner, Marguerite C. ..... 44, 90

Bryant, Necole ........................ 94

Buchanan, Michelle .......... 23, 92

Buchanan, Nina K. ................. 10

Burkhart, Jerry .................. 34, 63

Burney, Virginia ....................... 30

CCacchio, Megan ................... 102

Callahan, Carolyn M. ....... 27, 56, 65, 87, 102, 104, 113

Calvert, Eric ...................... 40, 70

Candler, Margaret................... 66

Capper, Marla ....................... 108

Carey, Robin J. ....................... 60

Carson, Caroline .................... 64

Carter, Carol ......................... 106

Casap, Jaime ............... 117, 122

Cash, Richard M. ... 2, 21, 29, 50

Cason, Mandy ........................ 65

Cassady, Jerrell C. ................. 54

Castellano, Jaime A. ..... 8, 9, 13, 119, 121

Caughey, Melanie ..... 46, 87, 110

Cederberg, Chuck ............ 39, 47

Chandler, Jean ................. 82, 97

Chandler, Kimberley L. 35, 72, 81

Cherry, Shawn R. .............. 45, 90

Cho, Seokhee ......................... 75

Chu, Yee Han ......................... 62

Chung, Rachel U. ................... 56

Cirulis, Beth ............................ 64

Clinkenbeard, Pamela R. ....... 94

Coil, Carolyn ............... 4, 52, 120

Colangelo, Nick .................... 120

Coleman, April N. ................... 17

Collins, Kristina ....................... 24

Comallie-Caplan, Lori M. ..... 101

Conrad, Lisa ......................... 118

Costis, Patty ......................... 106

Cotabish, Alicia ...... 3, 23, 46, 92

Coxon, Steve .......................... 96

Cramond, Bonnie ................... 96

Crawford, Melanie .................. 19

Croft, Laurie ...................... 21, 25

Cross, Jennifer R. ....... 16, 62, 95

Cross, Tracy L. .......... 16, 49, 62, 74, 95, 120

Cummings, Mary L. ................ 91

Cunningham, Karen ............... 27

Cutler, Randi P. ....................... 93

DDai, David ............................... 33

Dailey, Debbie ........ 3, 23, 46, 92

Daniels, Elizabeth ................. 106

Daniels, Susan ....................... 50

Dave, Geeta ........................... 16

Davis, Allison .......................... 83

Davis, Brenda K. .................... 27

Davis, Joshua ....................... 115

Davis, Joy ........... 40, 70, 82, 104

Day, Christie ........................... 45

Dechau, Pamela ..................... 28

Dedrick, Robert ...................... 46

DeGennaro, April K. ......... 49, 83

Deitz, Christine ............... 32, 100

Delisle, Jim ....................... 25, 70

Dennis, April ........................... 74

Dickson, Ken .......................... 24

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Dickson, Lesli ....................... 114

Diehl, Christy ........................ 108

Dixon, Felicia A. ...................... 40

Dockery, Darlene W. ............... 87

Donaldson, Julie L. ................ 50

Doobay, Alissa............ 47, 61, 74

Douglas, Deborah O. ....... 27, 70

Drapeau, Patti................. 84, 120

Driver, Victoria ......................... 44

Dumford, Amber ..................... 61

Duncan, Ken............................. 6

Duncan, Sharon ............. 63, 112

DuRuz, Bridget ....................... 56

EEckert, Rebecca D. .......... 92, 97

Eger, Annette .......................... 34

FFalk, R. ................................. 121

Farah, Yara N. ....................... 101

Farrell, Shirley J. ......... 5, 79, 112

Fiedler, Ellen D. ...................... 80

Katy Field .............................. 41

Finn, Chester E. ...................... 37

Firmender, Janine ................. 118

Fisher, Tamara ........................ 10

Fithian, Ellen C. ...................... 62

Fitzsimmons, Magdalena ....... 81

Flanary, Kristin ........................ 66

Fleith, Denise S. ..................... 81

Flores, Diana Gettman ............. 99

Fogarty, Elizabeth .. 24, 54, 80, 111

Ford, Donna Y. .... 3, 28, 66, 71, 119

Foreman, Jennifer .......... 88, 103

Foster, Lisa H. ........................ 90

Fowler, Zelatrice T. .................. 40

Francis, Erik M. ......................... 9

Franke, Ann ............................ 94

Frankel, Kellye ........................ 83

Frate, Juliet B. .................. 54, 95

Frazier, Kathleen ............... 26, 81

Freeman, Maria ...................... 96

Friedrichs, Terence P. 45, 90, 101

Fugate, C. Matthew ...22, 39, 47, 92

Fugerson, Octavia .................. 39

Furtwengler, Scott R. .............. 27

GGaa, John ............................... 69

Gadzikowski, Ann ............. 17, 99

Gaesser, Amy H. 20, 38, 92, 109

Gallagher, Shelagh A. ..... 21, 65, 97, 119

Gatto-Walden, Patricia .... 29, 119

Gavin, Katherine ............... 28, 48

Gentry, Marcia ... 8, 9, 10, 11, 24, 47, 65, 103, 119

Geschel, Mary ........................ 20

Gichon, Galia ......................... 28

Gifford, Cindy D. ................. 2, 46

Gilman, Bobbie ...................... 51

Gilson, Cindy M. ..................... 38

Goff, William H........................ 69

Goins, Joyce .......................... 74

Gollmar, Sandra M. ................ 34

Graham, Carol ........................ 50

Graham, David ....................... 74

Grantham, Tarek C. ........ 39, 104

Gray, Anne ........................ 12, 90

Green, Kathy ........................ 110

Greig, Carol ............................ 20

Grubbs, Kathryn ..................... 95

Gubbins, E. Jean ...65, 88, 92, 113

Guilbault, Keri ......................... 85

Gwak, Jungho ...................... 100

HHaase, Joanna ....................... 63

Haas, Steven C. ..................... 31

Hahn, Elizabeth B. .................. 30

Hale, Diane ........................... 109

Hanninen, Gail ........................ 22

Hansen, Cynthia Z. ................. 61

Hardin, Kim .......................... 101

Haroutounian, Joanne ............ 78

Harris, Bryn ..................... 88, 110

Harsin, Colleen M. .................. 40

Harvey, Sue ...................... 92, 97

Hawley-Brillante, Robin .... 20, 72

Heacox, Diane G. ........... 12, 120

Hébert, Thomas P. ...... 33, 90, 92

Heffley, Tonia ...................... 2, 46

Helfer, Jason A. .............. 25, 114

Hendricks, Paige .................... 37

Henry, Alayla ........................... 45

Henry, Julie ............................. 45

Hertzog, Nancy B. ...... 22, 56, 98

Higginbotham, Karen ............. 89

Hines, Meg ..................... 60, 104

Hinkelman, Christy L. ............. 93

Hipp, Jamie A. ........................ 41

Hodge, Rebekah .................... 79

Hodges, Jaret ......................... 88

Hollingsworth, Patricia L. ...... 106

Honeck, Ellen ...40, 44, 61, 83, 119

Horak, Anne K. ....................... 65

Horn, Carol V. ................... 28, 55

Housand, Angela M. .. 26, 52, 69

Housand, Brian C. .... 26, 78, 118

Howard, Lynn ......................... 49

Hubbard, Gail F. ..................... 38

Hudy, Joe ............................... 68

Hudy, Julie .............................. 68

Hughes, Claire E. ............... 4, 72

Hunsaker, Scott L. ............ 64, 69

Hurst, Luke ............................. 87

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IIhrig, Lori M. ..................... 53, 96

Imbeau, Marcia B. .... 43, 93, 121

Inman, Tracy ................... 36, 112

Iseminger, Robert F. ............... 84

Islas, M. René ....................... 6, 8

JJackson, Makaya ................... 36

Jackson, Nykela ............... 23, 92

Jackson, Sue ................ 101, 120

Jackson, Susan E. ................. 66

Jacobs, Joan K. ............... 92, 97

Jen, Enyi ..................... 10, 31, 99

Jerome, Sue ........................... 82

Jo, Sonmi ............................... 67

Johnsen, Susan K. ........ 5, 8, 27, 46, 74, 91, 105

Johnson, Anne ..................... 119

Jolly, Jennifer L. .......... 18, 27, 46

Jordan, Shawn ........... 9, 96, 121

Jung, Jae ................................ 18

Jung, Yeon su ......................... 84

KKane, Michele..... 26, 60, 80, 109

Kanevsky, Lannie ................... 30

Kaplan, Sandra .......... 19, 27, 65

Kapner, Leslie ......................... 98

Kapushion, Blanche ........... 2, 53

Kaul, Corina .............. 27, 91, 105

Kearney, Kathi ........................ 51

Kearney, Kelly L. ......... 23, 28, 39

Kendrick-Dunn, Tiombe ......... 89

Kerr, Barbara .......................... 25

Kettler, Todd ........ 3, 4, 35, 63, 87

Kidd, Kristy A. ........... 23, 65, 113

Kim, Jungbog ......................... 84

Kim, Jungsun ......................... 94

Kim, Mihyeon ................... 71, 95

Kingore, Bertie .............. 4, 44, 83

Kirsch, Lauri B. ................. 65, 86

Klimis, Jenny .......................... 38

Knupp, Tawnya ..................... 113

Kolar, Michelle ........................ 40

Kottmeyer, Carolyn ................. 53

LLadendorf, Emily .................... 66

Laing, Peter ............................ 55

Lakin, Joni M. ................... 44, 75

Lande, Micah.......................... 96

Lane, Erin ............................... 80

Lane, Mary Anne .................... 35

Langley, Susan DuLong ......... 18

Lansdowne, Kimberly A. ....31, 114

Lassos, Jerry A. ...... 8, 12, 31, 75

Lee, Jiwon .............................. 81

Lein, Andrea ......................... 108

Leon-Leigh, Susan ................. 98

Leppien, Jann H. ...10, 22, 43, 121

Lewis, Katie D. .......... 39, 53, 102

Lewman, Ginger.... 21, 40, 70, 118

Libby, Michelle ........................ 50

Lindgren, Amy ...................... 106

Lindt, Suzanne F. .................. 102

Little, Catherine ........ 28, 65, 113

Logerquist, Sally J. ................. 66

Luce, Maria ............................. 51

Lundstrom, Kathi .................... 21

Lupkowski-Shoplik, Ann .. 36, 53, 120

Lyon, Tania K. ......................... 37

MMacFarlane, Bronwyn ............ 69

Maeda, Yukiko ........................ 88

Makel, Matt C. .... 36, 47, 66, 102

Maker, June ................ 10, 12, 67

Malek, Rosanne ..................... 30

Malonai, Grace ..................... 112

Maloney, Kirsten ..................... 55

Malueg, Carol ........................ 45

Mandracchia, Marcella ........... 75

Manzone, Jessica ... 19, 49, 65, 98

Margot, Kelly .................. 34, 109

Marschand, Amy .................... 30

Marsh, Tracy ........................... 98

Mascari, Karen ....................... 52

Matthews, Michael S. ........ 18, 74, 88, 92

Mazzio, Mary ........................ 115

McBee, Matthew ........ 74, 80, 92

McClarty, Katie ....................... 22

McCoach, D. Betsy ........ 74, 113

McIntosh, Jason S. ..... 10, 47, 51

Meadows, Monica C. ........... 107

Mendaglio, Sal ..................... 111

Metzger, Jean ................... 26, 81

Meulemans, Leah W. .............. 49

Miller, Amy .............................. 94

Miller, Angie L. ........................ 61

Miller, Erin M. ........................ 108

Miller, Nancy B. ..................... 121

Miller, Rachelle ................. 23, 92

Missett, Tracy C. ............... 60, 90

Mitchell, Kayla ........................ 80

Moehring, Linda ..................... 44

Mofield, Emily L. ..... 62, 103, 108

Moncrief, Tracy J. ................. 104

Monte, Lorrie-Anne ................. 18

Moon, Geoffrey ...................... 11

Moore, James L. .................... 16

Morrison, Leslie ...................... 99

Moss, Andrew ................ 31, 106

Mueller, Heather ..................... 37

Muratori, Michelle ................... 21

Murray, Cameron .................... 36

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NNaglieri, Jack A. ............... 44, 66

Naveiras, Elena .................... 119

Nedreberg, Elinda R. .............. 64

Neihart, Maureen .................... 16

Neumeister, Kristie L. Speirs .. 30

Newell, Sara ........................... 28

Nicely, Tiffany M. .................... 72

Nichol, Kathy P. ..................... 112

Nicpon, Megan Foley ...... 16, 39, 47, 92

Nilles, Kathleen ........ 37, 96, 118

Noble, Archer L. ................... 114

Norton-Scott, Susan ............... 48

Novak, Angela M. 24, 39, 53, 102

Nyberg, Julia .......................... 49

OO’Brien, Rebecca ................... 28

Olenchak, Rick ................. 27, 69

Olszewski-Kubilius, Paula ............ 24, 47, 55, 78, 93, 119

O’Meara, Kerri ........................ 52

Osterman, Alyssa ................... 51

Oveross, Mattie ...................... 35

PPalka, Jackie .......................... 16

Park, Hye Jin .................. 65, 113

Park, Soeun ........................... 39

Park, Sunhee .................. 87, 102

Paul, Kathy ............................. 18

Paul, Kristina......................... 118

Peairs, Kristen F. ............. 30, 102

Pease, Randy ................... 12, 67

Peebles, Jodi ........................ 111

Peña, Michael ....................... 115

Pennington, Leighann ...... 36, 85

Pereira, Nielsen ........... 9, 31, 47, 92, 119, 121

Peters, Dan ........... 26, 33, 51, 61

Peters, Megan ................ 62, 103

Peters, Scott J. .......... 33, 47, 88, 92, 93

Peterson, Jean ..... 31, 33, 70, 92

Pfeiffer, Steven I. ..................... 16

Phelps, Connie L. ............. 24, 96

Picanco, Kathryn .............. 22, 43

Pina, Jeremy ......................... 104

Pleveich, Lynn ........................ 42

Plucker, Jonathan ...... 16, 55, 88, 92, 110, 119

Postma, Michael ............... 43, 51

Presley, Lucinda ................... 118

Puryear, Jeb S. ................. 50, 87

Putallaz, Martha .............. 30, 102

RRackard, Jacqueline .............. 98

Ragland, Kaye ........................ 61

Rahim, Neesha ....................... 28

Rambo-Hernandez, Karen ..... 87

Randall, Scarlett ............... 19, 43

Ray, Christie ........................... 65

Reis, Sally M. .................... 56, 92

Rendon, Patricia ................... 107

Renzulli, Joseph S. ..... 34, 56, 93

Reynolds, Linda ..................... 28

Ricci, Mary Cay ........................ 2

Ridgley, Lisa M. ...................... 54

Rimm, Sylvia ..................... 29, 85

Rinn, Anne ............................ 109

Ritchotte, Jennifer .................. 86

Rivera, Raquel ...................... 106

Roberts, Julia ................. 36, 112

Robertson, Robert ............ 9, 121

Robins, Jennifer H. ................. 35

Robinson, Ann ..... 23, 32, 46, 65, 113

Robinson, Linda P. .................. 39

Robison, Casey L. .................. 98

Rogers, Karen B. ...37, 65, 70, 100

Rose, Christen C. ............. 64, 69

Rosen, Rhoda .................. 24, 36

Rowland, Karen D. ................. 94

Rubenstein, Lisa ..................... 54

Ruf, Deborah L. ...................... 84

Rummel, Remy ....................... 60

Rushneck, Amy S. ............ 36, 53

Rutter, Gregg .......................... 12

Ryser, Gail ................................ 5

SSan Antonio, Chris N. ............. 23

Sanguras, Laila Y. ................... 61

Santangelo, Kimberly ............. 52

Sauder, Adrienne E. ............... 22

Saxton, Laura ......................... 31

Schneider, Vicky M. ................ 97

Schoeck, Michelle .................. 43

Schroth, Stephen T. .......... 25, 79, 96, 114

Schuler, Patricia ...................... 60

Schultz, Kelly .................... 48, 53

Schumacher, Thomas ...... 14, 32

Scott, Michelle Trotman ............ 3

Seney, Robert W. .......... 111, 118

Seward, Kristin ....................... 10

Shade, Patti .......................... 120

Shade, Richard .................... 120

Shaff, Thomas ........................ 42

Shaunessy-Dedrick, Elizabeth ..... 4, 46, 72

Sheffield, Linda ................. 48, 77

Shelton, Amy ........................ 105

Sheth, Susan .......................... 48

Siegle, Del .......... 18, 65, 74, 113

Silverman, Linda F. ............... 121

Sisk, Dorothy A. .............. 60, 109

Skyba, Olha ............................ 70

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Smith, Kenneth J. ................... 51

Smith, Maggie .................. 19, 55

Smith, Veronica .................... 105

Smutny, Joan .......................... 96

Snyder, Kate E. ................. 66, 92

Solomon, Marianne ................ 74

Stambaugh, Tamra .... 55, 71, 108

Staniszewski, Grace ............... 89

Stanton, Greg ........................... 6

Steenbergen-Hu, Saiying ....24, 47

Stein, Mary Kathryn ................ 75

Stewart, Kelly A. ..................... 55

Stewart, Sheri ......................... 52

Straayer, Natasha ................... 60

Strang, Tara ............................ 49

Stublarec, Lea ...................... 112

Stull, Olivia A. ......................... 25

Subotnik, Rena F. ........ 16, 33, 55, 78, 119

Suhr, Diana ............................. 86

Sullivan, Kala .......................... 44

Swanson, Julie Dingle ............ 65

Swope, Margaret .................... 86

TTabler, Audrey R. .................... 71

Takahashi, Kiriko ............ 65, 113

Tan, Liang See ........................ 16

Tan, Sema ............................... 10

Tanner, Angela V. .................... 40

Tay, Juliana ....................... 32, 88

Thompson, Michael C. .......... 53

Tieso, Carol L. ........................ 18

Tofel-Grehl, Colby ................... 56

Tolan, Stephanie S. .............. 119

Trail, Beverly A. .................... 119

Troxclair, Debbie A. ................ 86

Trutzel-Betts, Tricia ................. 91

Twilling, Michael S. ................. 89

UUrlik, Colleen E. ...................... 76

VVaccarello, Corina ................ 118

Van Fleet, Ashlee L. ................ 96

VanTassel-Baska, Joyce .... 4, 38, 46, 72, 120

Venosdale, Krissy ................. 118

Villanueva, Merzili ..... 45, 90, 103

Vonesh, Rebecca H. .............. 40

Vorenberg, Dan .................... 119

WWagner, Heather L. .............. 102

Waicunas, Nicole S. ............... 34

Waite, Susan F. ............... 79, 105

Walker, April ...................... 34, 61

Walker, Robert W. ................... 31

Warner, ElizaBeth ................... 93

Webb, James T. ................ 26, 85

Weber, Christine L. ................. 86

Weimholt, Katrina ........... 70, 111

Westberg, Karen L. .... 27, 43, 65, 121

White, Kalvin ............................. 9

Whiting, Gilman W. ................. 76

Wilkins-McCorey, Dornswalo .... 82

Wilkinson, Matt ..................... 110

Willerson, Amy ........................ 63

Williams, Carol Ann ................ 19

Williams, Jana ...................... 101

Wilson, Hope E. ....... 45, 90, 118

Wingers, Laura ....................... 64

Wisker, Nancy ....................... 113

Wismer, Vikki L. ...................... 62

Witte, Mary M. ................ 91, 105

Wolfe, Susan .................... 19, 43

Wood, Patti ....................... 18, 98

Wood, Susannah .................... 55

Woodberry, Patricia ................ 42

Worrell, Frank C. ............... 78, 92

Wright, Brandon L. ................. 37

Wright, J.D. ............................. 25

Wu, Jiaxi ................................. 99

YYang, Kyoung-eun ................ 100

Yazzie, Rhiana ........................ 11

Yi, Soohyun .......................... 103

Yoon, Michelle ...................... 108

Yousuf, Muhammad Ali .... 36, 97

ZZimmerman, Bob ............. 12, 67

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Set Enterprises, Inc. ............................................................. 107

Center for Bright Kids, Regional Talent Development Center ........................ 109

Duke TIP ......................................................................................111

Johns Hopkins University Center for Talented Youth (CTY) .......................................................... 113

The Jack Kent Cooke Foundation ................................. 115

Center for Talent Development at Northwestern University .................................................. 117

Pearson .......................................................................................123

Grand Canyon University .................................................125

Meridian Stories.....................................................................127

Jodie Mahony Center ..........................................................129

Prufrock Press, Inc. ..............................................................203

Bright Ideas Catalog / A.W. Peller & Assoc..............206

Usborne Books & More .................................................... 208

Great Potential Press ...........................................................209

World Council for Gifted and Talented Children WCGTC ............................................... 210

Center for Gifted Studies, Western Kentucky University ........................................212

CEC-TAG .....................................................................................213

Scholastic Testing Service, Inc. ......................................214

Interact/Storypath .................................................................215

Future Problem Solving Program International .........................................................216

Borenson and Associates, Inc. - Hands-On Equations ...........................................................223

University of Missouri Online Gifted Programs .....................................................................224

Mine Vine Press Publisher of Envision ....................225

M Folz ........................................................................................226

Florida Institute of Technology ..................................... 227

SENG Supporting Emotional Needs of the Gifted ..............................................................228

Houghton Mifflin Harcourt ..............................................229

Royal Fireworks Publishing Co., Inc. ......................... 303

Engine-Uity, Ltd. ................................................................... 308

Kendall Hunt Publishing Company ..............................312

National Association for Gifted Children .................. 313

Summer Institute for the Gifted (SIG) .......................... 316

Great Books Foundation ...................................................322

PA Publishing .........................................................................323

GERI Purdue University ....................................................324

Edgenuity .................................................................................325

Davidson Institute for Talent Development ............326

University of Central Arkansas ....................................327

Madison REACH Program ...............................................328

Daimon Institute ....................................................................329

Free Spirit Publishing ........................................................ 403

Company Name .............................. Booth Number Company Name .............................. Booth Number

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Company Name .............................. Booth Number Company Name .............................. Booth Number

Pieces of Learning ...............................................................407

U CONN NEAG Center ........................................................ 413

Desert Community Robotics ............................................417

giftedandtalented.com .......................................................423

You Can Do the Cube ..........................................................424

Mindworx Educational Services ..................................427

Whittaker’s ..............................................................................428

University of Northern Colorado ..................................429

IDGE .............................................................................................502

EAI Education ........................................................................ 503

Ball State Center for Gifted Studies and Talent Development ........................................................... 504

FACEing MATH Inc ............................................................ 505

William & Mary Center for Gifted Education ......... 506

UW Robinson Center for Young Scholars ................507

Belin-Blank Center ............................................................. 508

By Kids For Kids, Co. BKBK ............................................ 509

Byrdseed....................................................................................512

GT Ignite .................................................................................... 513

Stanford Pre-Collegiate Studies .................................... 514

Disney Youth Programs .................................................... 515

Mirman School ..................................................................... 516

Disney’s The Lion King Experience ...........................522

Laurel Springs School ........................................................523

Tangible Play Inc. .................................................................525

Talents Unlimited ..................................................................526

Routledge .................................................................................527

Level Up Village ....................................................................528

Arizona State University Online ..................................529

Otto Trading Inc .....................................................................601

Dinah-Might Adventures .................................................602

ERB-Educational Records Bureau .............................. 603

Capitol Debate........................................................................ 604

Thomas Geale Publications Inc. ................................... 606

Wisconsin Center for Academically Talented Youth, UW-Madison ....................................... 608

Camp Invention .....................................................................612

InspirED Educators .............................................................. 614

School Tours of America ................................................... 616

Arizona State University - Access ASU ....................617

Genius Coaching ................................................................... 619

Blue Orange Games .............................................................622

NM Highlands University ...............................................624

Forman School .......................................................................626

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G NAGC thanks these 2014 Convention Sponsors for their support.

Arizona State University - Access ASU1151 S Forest AveTempe, AZ 852814809656060http://eoss.asu.edu/accessBooth 617

ASU OnlineArizona State University Online1365 N. Scottsdale RdSuite 200Scottsdale, Arizona 85257(480) 884-1891http://www.asuonline.asu.edu/[email protected]://facebook.com/asuonlinehttps://www.linkedin.com/company/asu-onlinehttp://twitter.com/asuonlineBooth 529

Belin-Blank Center600 Blank Honors Center, The University of IowaIowa City, Iowa 52242(800) 336-6463http://www.education.uiowa.edu/belinblankhttp://www.facebook.com/belinblankhttp://twitter.com/belinblankBooth 508

Blue Orange Games1000 Illinois StreetSan Fransisco, California 94107http://www.blueorangegames.comBooth 622

Borenson and Associates, Inc.PO Box 3328Allentown, Pennsylvania 18106(800) 993-6284http://[email protected]://HANDS-ON EQUATIONSBooth 223

Bright Ideas Catalog / A.W. Peller & Assoc.785 Franklin AveP.O. Box 377Franklin Lakes, New Jersey 07417(800) 451-7450http://[email protected] 206

By Kids For Kids, Co (BKFK)By Kids For Kids, Co.1177 High Ridge RoadStamford, Connecticut 06905(203) 321-1226http://[email protected]://www.facebook.com/pages/bkfkcom/106910866008884https://www.linkedin.com/company/by-kids-for-kidshttps://twitter.com/bykidsforkidsBooth 509

ByrdseedPO Box 476Seal Beach, California 90740(562) 656-2973http://[email protected]://www.facebook.com/Byrdseedhttp://twitter.com/byrdseedgiftedBooth 512

Camp Invention3701 Highland Park NWNorth Canton, Ohio 44720(800) 968-4332http://http;//[email protected]://www.facebook.com/campinventionhttp://www.twitter.com/campinventionBooth 612

Gold Sponsor

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Capitol Debate2100 Palomar Airport RoadCarlsbad, California 92011(800) 450-5012http://[email protected]://www.facebook.com/capitoldebatehttps://www.linkedin.com/company/capitol-debateBooth 604

CEC-TAGThe Association for the Gifted at WKU1906 College Heights BoulevardWestern Kentucky UniversityBowling Green, Kentucky 42101-1031(270) 745-6323http://[email protected]://www.facebook.com/cectagBooth 213

Center for Bright Kids, Regional Talent Development Center7765 Wadsworth Blvd#746679Arvada, Colorado 80003(303) 428-2634http://[email protected]://www.facebook.com/centerforbrightkidsBooth 109

Center for Gifted Studies and Talent Development, Ball State UniversityBall State University2000 W. University AvenueMuncie, Indiana 47306(765) 285-5390http://web: www.bsu.edu/[email protected] 504

Center for Gifted Studies, Western Kentucky University1906 College Heights Boulevard #71031Bowling Green, Kentucky 42101(270) 745-6323http://www.wku.edu/[email protected]://www.facebook.com/giftedstudieswkuhttps://twitter.com/giftedstudiesBooth 212

Center for Talent Development, Northwestern University617 Darmouth PlaceEvanston, Illinois 60208(847) 491-3782http://www.ctd.northwestern.edu/[email protected]://www.facebook.com/ctdatnuhttps://www.linkedin.com/company/center-for-talent-developmenthttps://twitter.com/ctdatnuBooth 117

Daimon Institute/International Gifted Consortium2853 168 stSurrey, BC V3Z0A76045310200http://daimoninstitute.comBooth 329

Davidson Institute for Talent Development9665 Gateway DriveSuite BReno, Nevada 89521(775) 852-3483http://[email protected]://www.facebook.com/pages/davidson-institute- for-talent-development/107118226318https://twitter.com/davidsongiftedBooth 326

Desert Community Robotics9825 E Bell Rd Unit 110Scottsdale, Arizona 85260(480) 331-7660http://[email protected]://www.facebook.com/desertcommunityroboticsBooth 417

Dinah-Might Adventures, LPPO Box 690328San Antonio, Texas 78269(800) 993-4624http://[email protected]://www.facebook.com/pages/dinah-zike-academy/321967520393Booth 602

Platinum Sponsor

* NAGC thanks these 2014 Convention Sponsors for their support.

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Disney Youth ProgramsPO Box 10,111Lake Buena Vista, Florida 32830(877) WDY-OUTHhttp://www.disneyyouth.comhttp://facebook.com/disneyeducationBooth 515

Disney’s The Lion King ExperienceDisney214 W 42 StreetNew York, New York 10036(212) 827-5417http://[email protected] 522

Duke TIP300 Fuller StreetDurham, North Carolina 27701(919) 668-9100http://[email protected]://www.facebook.com/duketiphttps://www.linkedin.com/company/duke-university-talent-identification-programhttps://twitter.com/duketipBooth 111

EAI Education118 Bauer Drive, PO Box 7046Oakland, New Jersey 07436(800) 770-8010http://[email protected] http://facebook.com/eaieducationhttp://twitter.com/eaieducationBooth 503

Edgenuity8860 East Chaparral RoadSte. 100Scottsdale, Arizona 85250(602) 635-0980http://[email protected] 325

Engine-Uity, Ltd.PO Box 9610Phoenix, Arizona 85068(800) 877-8718http://[email protected]://www.facebook.com/engine-uityBooth 308

ERB- Educational Records Bureau470 Park Ave South2nd FL, South TowerNew York, New York 10016(800) 989-3721http://www.erblearn.orgBooth 603

FACEing Math Inc.24861 Tigris LaneHemet, California 925444514921439http://www.facingmath.comBooth 505

Florida Institute of Technology150 West University BoulevardMelbourne, Florida 32901(321) 674-8382https://www.fit.edu/[email protected]://www.facebook.com/fitabahttps://www.linkedin.com/in/floridatechabahttps://twitter.com/floridatechceBooth 227

Forman School12 Norfolk RdLitchfield , CT 067598605671802http://formanschool.orgBooth 626

Gold Sponsor

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Free Spirit Publishing6325 Sandburg RoadSuite 100Golden Valley, Minnesota 55427(800) 735-7323http://[email protected]://www.facebook.com/freespiritpublishinghttps://www.linkedin.com/company/free-spirit-publishinghttps://twitter.com/freespiritbooksBooth 403

Future Problem Solving Program International2015 Grant PlaceMelbourne, Florida 32901(321) 768-0074http://[email protected]://www.facebook.com/fpspihttps://twitter.com/fpspiBooth 216

Genius Coaching7335 E Acoma Dr#205Scottsdale, Arizona 85260(602) 283-4527http://[email protected]://www.facebook.com/geniuscoaching/https://www.linkedin.com/home?trk=nav_responsive_tab_homeBooth 619

GIFTEDANDTALENTED.COMGiftedandTalented.com c/o Redbird Advanced Learning1999 Harrison St.Suite 1900Oakland, California 94612(844) 944-3833http://[email protected]://www.facebook.com/giftedtalenteduhttps://twitter.com/giftedtalenteduBooth 423

Grand Canyon University3300 West Camelback RoadPhoenix, Arizona 85017(602) 317-9986http://[email protected] 125

Great Books Foundation35 East Wacker DriveSuite 400Chicago, Illinois 60601(800) 222-5870http://[email protected]://www.facebook.com/greatbooksfoundationhttps://twitter.com/greatbooksfndBooth 322

Great Potential Press1650 North Kolb Road#200Tucson, Arizona 85715(520) 777-6161http://[email protected]://www.facebook.com/greatpotentialpresshttp://www.linkedin.com/company/great-potential-presshttp://twitter.com/giftedbooksBooth 209

GT Ignite2118 Grant AvenueEl Paso, Texas 79930(915) 213-4610http://[email protected]://www.facebook.com/onlinegtignitehttps://www.linkedin.com/company/gt-igniteBooth 513

Houghton Mifflin Harcourt222 Berkeley StreetBoston, Massachusetts 02116(800) 323-9540http://www.hmhco.comBooth 229

Platinum Sponsor


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InspirED Educators2455 E. Osborne Rd Atlanta, Georgia 30319(866) 934-6774http://[email protected]://Facebook Web Pagewww.facebook.com/InspirEd-Educators-142585458288/https://Twitter Web Pagetwitter.com/inspirestudentsBooth 614

Institute for Development of Gifted Education1999 E. Evans Ave., Suite 130Denver, Colorado 80210(303) 871-2607http://www.du.edu/[email protected] 502

Interact10200 Jefferson Blvd.Culver City, California 90232http://www.interact-simulations.comBooth 215

Jack Kent Cooke Foundation44325 Woodridge ParkwayLansdowne, Virginia 20176(703) 723-8000http://[email protected]://www.facebook.com/JackKentCookeFoundationhttp://www.linkedin.com/company/the-jack-kent-cooke-foundationhttp://http:www.twitter.com/TheJKCFBooth 115

Jodie Mahony Center for Gifted Education, UALR2801 S. University Ave,SUA Rm 101Little Rock, Arkansas 72204(501) 569-3410http://www.ualr.edu/[email protected] 129

Johns Hopkins University Center for Talented Youth (CTY)5801 Smith Ave., McAuley HallSuite 400Baltimore, Maryland 21209(410) 735-6278http://[email protected] 113

Kendall Hunt Publishing Company4050 Westmark DriveDubuque, Iowa 52002(563) 589-1051http://www.kendallhunt.com/[email protected]://facebook.com/kendallhuntprek12https://- www.linkedin.com/company/kendall-hunt-publishing-company?trk=company_namehttp://twitter.com/kendallhuntk12Booth 312

Laurel Springs School1615 West Chester PikeWest Chester, Pennsylvania 19382(877) 925-1451http://[email protected]://www.facebook.com/laurelspringsschoolhttp://twitter.com/LaurelSpringsBooth 523

Level Up Village1 Park AvenueOld Greenwich, Connecticut 06870(203) 800-1525http://[email protected]://www.facebook.com/levelupvillage?ref=hlhttps://twitter.com/levelupvillage?lang=enBooth 528

M FolzPO Box 2275Tijeras, NM 87059505-286-5300http://www.mfolz.comBooth 226

Gold Sponsor

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Madison Reach Program5601 N 16th StPhoenix, Arizona 85016(602) 664-7931http://[email protected]://www.facebook.com/madisonazhttp://www.twitter.com/madisonazBooth 328

Meridian Stories24 Cunningham RoadFreeport, Maine 04032(207) 232-0148http://[email protected]://www.facebook.com/meridianstorieshttps://www.linkedin.com/company/6614710?trk=vsrp_companies_cluster_name&trkinfo=vsrpsearchid%3a22884021441981681445%2cvsrptargetid%3a6614710%2cvsrpcmpt%3acompanies_clusterBooth 127

Mind Vine Press, Publisher of Envision for Gifted StudentsMind Vine Press6818 Calm Meadow DriveFrisco, Texas 75035Mind Vine Presshttp://[email protected]://www.facebook.com/pages/mind-vine-press/195331250497126https://www.linkedin.com/pub/melanie-bondy/46/192/b49https://twitter.com/melaniebondyBooth 225

Mindworx Educational ServicesThe Mindworx Educational ServicesP. O. Box 2327Jonesboro, Georgia 30237(770) 655-6440http://[email protected] 427

Mirman School for Gifted Children16180 Mulholland Dr.Los Angeles, California 90049http://www.mirman.orgBooth 516

National Association for Gifted Children1331 H Street, NWSuite 1001Washington, DC 20005(202) 785-4268http://www.nagc.orgBooth 313

NM Highlands University Online Gifted Program1700 Grande Blvd SEAttn: Dr. PJ SedilloRio Rancho, New Mexico 87124(505) 891-6907http://[email protected]://www.facebook.com/highlandsriorancho?fref=nfBooth 624

Otto Trading Inc.1921 Carnegie Ave Suite CSanta Ana, California 92705(715) [email protected] 601

PA PublishingP.O. Box 28056Austin, Texas 78755-8056(866) 335-1460http://www.kingore.comBooth 323

Pearson19500 Bulverde RdSan Antonio, Texas 78259www.pearsonassessments.comhttp://www.pearsonassessments.comBooth 123

Platinum + Sponsor


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Pieces of Learning1990 Market RdMarion, Illinois 62959(800) 729-5137http://[email protected]://www.facebook.com/piecesoflearninghttps://www.linkedin.com/company/pieces-of-learninghttps://twitter.com/#!/piecesolearningBooth 407

Prufrock Press, Inc.P.O. Box 8813Waco, Texas 76714(800) 998-2208http://[email protected]://www.facebook.com/prufrockpresshttp://www.twitter.com/prufrockpressBooth 203

Purdue University / GERI100 N. University St.BRNG 5108AWest LaFayette, Indiana 47907(765) 494-7243http://www.purdue.edu/[email protected]://www.facebook.com/purduegeri?fref=tsBooth 324

Routledge530 Walnut StPhiladelphia, Pennsylvania 19106(215) 625-8900http://www.tandfonline.comBooth 527

Royal Fireworks Publishing Co., Inc.P.O. Box 39941 First AveUnionville, New York 10988(845) 726-4444http://[email protected]://www.facebook.com/Royal-Fireworks-Presshttps://www.linkedin.com/company/royalfireworkspresshttp://www.twiter.com/rfwpcomBooth 303

Scholastic Testing Service, Inc.480 Meyer RdBensenville, Illinois 60106(800) 642-6787http://[email protected] 214

School Tours of America9610 Long Point Suite 215Houston, Texas 77055(903) 819-0375http://www.schooltoursofamerica.comBooth 616

SENGP.O. Box 488Poughquag, New York 12570(844) 488-SENGhttp://www.sengifted.org(844) 433-SENGhttps://www.facebook.com/SENGifted?ref=hlhttps://twitter.com/seng_giftedBooth 228

Set Enterprises, Inc.16537 E. Laser DriveSuite 10Fountain Hills, Arizona 85268(480) 837-3628http://[email protected]://www.facebook.com/set.enterpriseshttps://twitter.com/set_gameBooth 107

Stanford Pre-Collegiate Studies220 Panama StreetStanford, California 94305(650) 721-9400http://spcs.stanford.eduhttps://www.facebook.com/stanford.precollegiate?fref=nfBooth 514

Gold Sponsor

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Summer Institute for the Gifted (SIG)Summer Institute for the Gifted1 High Ridge ParkStamford, Connecticut 06905(866) 303-4744http://[email protected]://www.facebook.com/summerinstituteforthegiftedhttps://www.linkedin.com/company/summer-institute-for-the-giftedhttps://twitter.com/sigiftedBooth 316

Talents Unlimited1 Magnum PassMobile, Alabama 36695(251) 221-5178http://[email protected]://www.facebook.com/talentsunlimitedhttp://www.twitter.com/talentsladyBooth 526

Tangible Play Inc.Tangible Play Inc3225 Ash st Palo Alto , California 94306(650) 669-0635http://[email protected]://www.facebook.com/PlayOsmohttps://twitter.com/PlayOsmoBooth 525

Thomas Geale Publications Inc.PO Box 370540Montara, California 94037(800) 554-5457http://[email protected] 606

University of Central Arkansas201 Donaghey AvenueConway, AR 72035501-346-8228http://www.uca.edu/teaching/gifted-and-talented-education-program/Booth 327

University of Connecticut Neag Center for Gifted Education and Talent Development2131 Hillside Road, Unit 3007Storrs, Connecticut 06269-3007(860) 486-4826http://www.gifted.uconn.eduBooth 413

University of Missouri Online Gifted Programs303 TownsendColumbia, Missouri 65211Booth 224

University of Northern ColoradoCampus Box 141,501 20th STGreeley, Colorado 80639(970) 351-1674http://www.unco.edu/[email protected] 429

Usborne Books & More607 Tower View DriveTaylor Mill, Kentucky 41015http://www.usborneusa.comBooth 208

UW Robinson Center for Young ScholarsGuthrie Annex 2, Box 351630Seattle, Washington 98195(206) 543-4160http://[email protected]://www.facebook.com/robinsoncenter?ref=hlBooth 507

Vanderbilt Programs for Talented YouthPMB#506 230 Appleton PlaceNashville, Tennessee 37203(615) 322-8261http://pty.vanderbilt.edu/[email protected]://www.facebook.com/vanderbiltptyhttps://twitter.com/vanderbiltptyBooth 0

Gold Sponsor


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Whittaker’sP.O. Box 146Circleville, Utah 84723Booth 428

William & Mary, Center for Gifted EducationP.O. Box 8795Williamsburg, Virginia 23187(757) 221-2362http://[email protected]://www.facebook.com/cfgewmBooth 506

Wisconsin Center for Academically Talented Youth, UW-Madison225 North Mills Street Suite 264Madison, Wisconsin 53706http://www.wcaty.wisc.eduBooth 608

World Council for Gifted and Talented ChildrenWKU, Ransdell Hall Room 20071906 College Heights Blvd #11030Bowling Green, Kentucky 42101(270) 745-4123http://[email protected]://www.facebook.com/wcgtchttp://twitter.com/wcgtcBooth 210

You CAN Do The Rubik’s CubeYou Can Do The Cube10 Liberty StreetDanvers, Massachusetts 01923(800) 565-6570http://[email protected]://www.facebook.com/youcandotherubikscubehttp://www.twitter.com/youcandorubiksBooth 424

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Platinum Plus Level

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Ball State Online

Because the gifted classroom is no ordinary classroom, Ball State University’s gifted and talented education license/certificate program prepares you to recognize promising students and learn to design appropriate curricula.

What’s more . . .

• Our faculty has a long history in the field of education for high ability students.

• Our program is one of the few in the nation that completely aligns with NAGC-CEC standards.

• License/certificate has national accreditation through the Council for the Accreditation of Educator Preparation (CAEP).

• The program is available 100 percent online.• Courses can be applied to the master’s degree

in educational psychology, also available online.

This program leads to a gifted and talented certificate for students in every state except Indiana, where you earn the gifted and talented license. Upon completion of coursework, candidates for the licensure are required to pass the Indiana CORE Assessment for High Ability.

Course Offerings

• EDPS 520: Introduction to the Gifted and Talented StudentRequired course, no prerequisite.

• EDPS 621: Identification and Evaluation of Gifted Students

Required course, EDPS 520 is prerequisite.EDPS 625: Models and Strategies Required course, EDPS 520 is prerequisite.

Either: • EDPS 611: Development of Creative Thinking

No prerequisite. Or, • EDPS 623: Investigating the Social and Emotional

Needs of Gifted Students No prerequisite.

Apply Now. Time frame for completing license can also be lengthened; program is flexible to meet needs of students.

Contact Dr. Kristie Speirs Neumeister with questions at [email protected].

bsu.edu/online

Earn a license/certificate in gifted education in just six months.

Connections Academy is a division of Connections Education, which is accredited by AdvancED.

Connections Academy is a tuition-free, fully accredited online public school for grades K–12 that provides a well-rounded, personalized school experience for students who will go far. To learn if it’s right for you, or to fi nd an information session in your area, visit ConnectionsAcademy.com or call 800-382-6019.

The path to an

unlimited future.

RECEIVE A FREE FLIPBOOK FROM OUR “AT YOUR FINGERTIPS” SERIES:

CREATIVITY, DIFFERENTIATION, THINKING TOOLS, MULTIPLE INTELLIGENCES, EXECUTIVE FUNCTION OR GIFTED & TALENTED! WWW.CURIOSITATEACHING.COM WWW.RASPO.COM

303.728.9276 CREATIVITY = CREATIVE THINKING + CRITICAL THINKING + CREATIVE PRODUCTIVITY

Integrating

Creativity

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Learning!

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ntury

Student

Attitudes &

Abilities!

Personal & Professional Happiness & Success!

Shazzammm! Student Engagement!

Searching for lifelong opportunities for your academically talented students? We can help.

The Duke University Talent Identification Program, a nonprofit organization dedicated to serving advanced learners, will work with you to identify, recognize, and engage your students to help them reach their highest potential. Supplement your school’s opportunities for gifted students through TIP’s internationally recognized programs: • Talent searches to support gifted youth through above-level

testing opportunities and formal recognition of ability.• Dynamic residential educational experiences at

Duke University and other campuses throughout the United States, as well as select international sites.

• Independent and distance learning opportunities that provide unique, above-level curriculum at home.

• Research, resources, publications, and advisory services focused on guiding gifted students, educators, and parents.

Opportunity. For Life.

WHERE KIDS BECOME EXTRAORDINARYK-12 Personalized Online Courses

advanced learning developed by Stanford University

ENTER TO WIN A COPY OF

THE BOY WHO PLAYED WITH FUSIONEXTREME SCIENCE, EXTREME, PARENTING AND HOW TO MAKE A STAR

Visit Houghton Mifflin Harcourt in booth #229 to enter!The Boy Who Played with Fusion is an account of fourteen- year-old Taylor Wilson’s successful quest to build his own

nuclear reactor, as well as an exploration of how gifted children can be nurtured to do extraordinary things.

WIN A COPY OF THE BOY WHO PLAYED WITH FUSION from HMH

Name: ___________________________________

School Affiliation: _________________________

Email Address: ____________________________

Three winners will be chosen at random and notified by November 30, 2015.

www.hmhco.com

569 South Marengo avenue, PaSadena, Ca 91101 s 626-403-8900 s [email protected]

connecting bright minds; nurturing intellectual and personal growth

www.educationaladvancement.org

IEA is an independent, national non-profit that matches gifted children with customized educational programs designed to serve their complex intellectual,

social, emotional, spiritual, and physical needs.

• High school scholarships• Summer camps teaching balance • Advanced enrichment classes• A community of like-minded peers • A focus on discovery, exploration, and the

application of knowledge • Opportunities to learn from content area specialists

and work with nationally-recognized experts in gifted youth

2013 NAGC Global

Awareness Network

Annemarie Roeper Award

RecipientEngaging Opportunitiesfor Gifted Youth

CTYA nonprofit at one of the nation’s premier universities, we’re dedicated to identifying and developing the world’s brightest K-12 learners through research, advocacy, and counseling, as well as our signature summer, online, and family programs.

cty.jhu.edu

Kn wsysEducational Services

College Readiness

Vocabulary Program

Even with the changes to the PSAT and SAT, students need strong and relevant vocabulary knowledge to succeed in today’s world. Fortunately, the team at Knowsys has created a highly effective vocabulary program at an affordable price point. The vertically aligned (Grades 6-12) program keeps our students engaged and motivated. My teachers like the program because the major work has already been done by Knowsys: all the activities, including quizzes and exams, are readily available. It is evident that Knowsys has embedded Marzano’s vocabulary acquisition strategies throughout their materials. As an administrator, I appreciate that the program is inexpensive, very well written, and easy to implement. All the materials are posted online, so there are no teacher notebooks or other materials to get lost. As a parent, my own children have worked through the flashcards and improved their reading comprehension and communication skills remarkably by utilizing the Knowsys system.

The Knowsys College Readiness materials are a marvel. They have been crafted over the years to help you reach the college readiness goals and meet the needs of your GT students as well as the gen-pop students. I’ve worked with Knowsys for over 10 years and am still amazed at the way that they create materials to challenge the PSAT NMSQT students and bolster the scores of the gen-pop students enough to get into their first choice college. My own kids have gone through the Knowsys prep courses and really benefited from the directed materials that focus on mastering and applying the tested concepts.

Todd Kettler, Ph.D.Assistant Professor, University of North TexasEditor of Modern Curriculum for Gifted and Advanced Academic StudentsCo-Author of A Teacher’s Guide to Using the Common Core State Standards with Gifted and Advanced Learners in English/Language Arts Member of the Commissioner’s Advisory Board for Gifted Education in TexasPast Chair, TAGT Research Division and Leadership Division Chair2012 TAGT Advocate of the Year

[email protected]

512-961-8522

Our catalog is available at www.MyKnowsys.com/brochures

Michelle Swain, M. Ed.Director, Gifted & Advanced Academic ServicesRound Rock ISD2011 TAGT President2013 TAGT Administrator of the GiftedCurrent NAGC Board Member

SAT PSATACT 7th Grade SAT

VISIT US AT BOOTH 129 II UALR.EDU/GIFTED II [email protected]

Graduate Programs in Gifted Education

• Licensure, Master’s, Doctoral• Online Format

Professional Development• AP Summer Institutes• Elementary Engineering and

Science Summer Institutes

Pre-Collegiate Student Programs

• Girls in the Middle • Summer Laureate• Talent Search Scholars’ Day

Curriculum• Blueprints for Biography

Research• STEM Starters+• Biography• Evidence-Based Practice

CONGRATULATIONS, 2015 NAGC AWARD WINNERS

ARIEL BASKA, A. HARRY PASSOW CLASSROOM TEACHER SCHOLARSHIP

APRIL BLACKBURN, MASTER’S AND SPECIALIST AWARD

Jodie Mahony Center for Gifted eduCation

UNIVERSITY OF ARKANSAS AT LITTLE ROCK

DR. ANN ROBINSON, DIRECTOR

JODIE MAHONY CENTER FOR GIFTED EDUCATION

Now Available:REFLECTIONS on Gifted Education: Critical Works

by Joseph S. Renzulliand Colleagues

Edited by Sally M. Reis, Ph.D.

“In our time, when the topic is ‘education for the gifted,’ the name Joe Renzulli rises to the top—for the breadth of his vision and the depth of his understanding, for his work’s foundation in solid research and its utility in the classroom. Going forward, we can all benefit from this splendid collection of his important writings.”

—Howard Gardner

CONGRATULATIONSto Dr. Joseph Renzullion the publication of his collected works!

Book Signing:Saturday, Nov. 14, 12 p.m.,Prufrock Press Booth #203

$49.95ISBN: 978-1-61821-505-5http://www.prufrock.com

Get your copy today at Booth

#203!

JOIN US TODAY

www.sengifted.org

The SENG Conference Experience. Most conferences about giftedness focus on edu-cational issues. Some may include a few presentations about the social and emotional needs of gifted people and the challenges facing the gifted population, however these presentations play a minor role. At SENG we reverse the priorities. We believe that being responsive to the unique social and emotional needs of this population should be the first priority for teachers, parents, and counselors. The SENG Annual Conference is dedicated to that end.

SMPG. Parenting a gifted child can prove challenging. Knowing you are not alone helps. SENG Model Parent Groups are structured to bring together 10 to 20 interest-ed parents of gifted and talented children to discuss such topics as motivation, disci-pline, stress management, and peer relationships. Co-facilitators knowledgeable about parenting and educating gifted children provide a nurturing, non-judgmental space for caregivers to share their diverse experiences and learn from one another.

SENGinars. SENG Webinars provide convenient access to many of the top experts in the gifted field discussing issues related to the social and emotional needs of the gifted. The 90-minute webinars are designed expressly for parents, educators and mental health professionals who work with gifted children.

The SENG Difference ... Supporting Emotional Needs of the Gifted

Research Group

University of Connecticut: Dr. Del Siegle, DirectorDr. E. Jean Gubbins, Assoc. DirectorDr. D. Betsy McCoachDr. Catherine LittleDr. Jonathan PluckerDr. Joseph RenzulliDr. Christopher RhoadsDr. Bianca Montrosse‐MoorheadDr. Rachel Chung

Dr. Carolyn M. Callahan

Dr. Frank Worrell

Dr. Yaacov Petscherhttp://ncrge.uconn.eduFunded by the Institute of Education Sciences, U.S. Department of Education PR/Award # R305C140018

MIDDLE AND HIGH SCHOOL

SUMMER EXPERIENCES

CONTINUE ON YOUR PATH OF ACADEMIC SUCCESS!

summerexperiences.wustl.edu

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Dynamic Pathwaysfor Gifted Learners

EXPLORE ALL OUR PROGRAMS ONLINE!

Center for Talent Development at Northwestern University is dedicated to helping gifted students, age 4 through grade 12, reach full potential. We provide research-based assessment, advanced programs and resources to enhance a child’s schooling. Our pathways approach leads students on a journey of intellectual, emotional and social growth.

• Assessment to identify strengths Currently Enrolling

• Saturday and weekend programs Currently Enrolling

• Rigorous, individualized online courses Currently Enrolling

• Residential and commuter summer programs on top-tier college campus

VISIT CTD BOOTH #117 DURING THE

2015 NAGC CONVENTION!

For Educators! Online professional development modules in gifted education

Resources for Educators

ctd.northwestern.edu 847/491-3782

NAGC Convention Program inside back cover ad.indd 1 9/11/15 2:20 PM

• Individual Courses• Online Graduate

Certificate• Online Master’s Degree

The best of a CONference and an institUTE with FRATernity in the middle

Earn a Master’s Degree over Three Summers

www.gifted.uconn.eduUniversity of Connecticut

• Undergraduate Minor• Master’s Degree

• Sixth Year Diploma• Ph.D. Degree

Onsite ProfessionalDevelopment

Tailored to Your Specific

Needs

This is back cover

Documents

NAGC 2015 Convention Program Book