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  • 2019 Gifted Education Policy Symposium and Conference

    Theory & Practice: Conceptual Foundations and Classroom Strategies in Gifted Education

  • Keynote Address

  • Featuring the Named Gifted Education Endowed Chairs

    Dr. Tracy L. Cross holds an endowed chair, the Jody and Layton Smith Professor of Psychology and Gifted Education, and is the Executive Director of the Center for Gifted Education and the Institute for Research on the Suicide of Gifted Students at The College of William & Mary. He has published over 150 articles, book chapters, and columns, made over 300 presentations, and published ten books. He is the President Emeritus of the National Association for Gifted Children (NAGC) and is the current President of The Association for the Gifted (TAG). He has edited seven journals and is the current editor of the Journal for the Education of Gifted. For nine years, he served as the Executive Director of the Indiana Academy for Science, Mathematics and Humanities; Indiana’s residential school for intellectually gifted adolescents. He received the Distinguished Service Award from TAG and NAGC, the Early Leader, Early Scholar and Distinguished Scholar Awards from NAGC, and in 2009 was given the Lifetime Achievement Award from the MENSA Education and Research Foundation.

    Dr. Dorothy A. Sisk is the C.W. and Dorothy Anne Conn Endowed Chair at Lamar University and directs the Gifted Child Center and the Center for Creativity, Innovation and Leadership. She specializes in the field of gifted education, focusing on creative behavior and leadership development. Dr. Sisk has authored and coauthored numerous chapters, articles, papers, and books. She has served as the director of the U.S. Office of Gifted and Talented; president, vice president, and executive administrator of the World Council for Gifted and Talented Children; and president of The Association for the Gifted (TAG). She was the first president of The American Creativity Association (ACA) and currently serves on the board of directors. She also serves on the editorial boards of a number of journals including: Journal of Talent Development and Creativity, Journal of Creative Education and Associate Editor of Gifted International.

    Dr. Joseph S. Renzulli is the Lynn and Ray Neag Chair for Gifted Education and Talent Development at the University of Connecticut, where he also serves as director of the Renzulli Center for Creativity, Gifted Education, and Talent Development. He is an international leader in gifted education and applying the pedagogy of gifted education teaching strategies to total school improvement. His work on the The Schoolwide Enrichment Model, and the use of instructional technology to assess student strengths and match resources to students’ electronic profiles were pioneering efforts to make the field more flexible and to place the focus on talent development in all students. He has obtained more than 50 million dollars in research grants and the American Psychological Association named him among the 25 most influential psychologists in the world. In 2009 he received the Harold W. McGraw, Jr. Award for Innovation in Education and he was recently listed as one of the world’s top 30 international education professionals by the Global Guru Annual Survey.

    Dr. Jann Leppien is the Margo Long Endowed Chair in Gifted Education and Professor in the Graduate School of Education at Whitworth University. Whitworth’s Center for Gifted Education supports policies that encourage the diverse expressions of gifts and talents and offers a Gifted Education Specialty Endorsement and Master of Arts in Teaching: Emphasis in Gifted and Talented programs. She is the co-author of The Multiple Menu Model: A Practical Guide for Developing Differentiated Curriculum, and The Parallel Curriculum: A Design to Develop High Potential and Challenge High-Ability Students. She has served on the board of the National Association for Gifted Children and currently serves on the Gifted Advisory Board for Washington, the 2e Center for Research and Professional Development for 2e students. She is President of Edufest, a summer teaching and learning institute in gifted education. She provides professional development in the areas of identification, program services, and advanced curriculum design.

    Dr. Susan G. Assouline is the director of the Belin-Blank Center, holds the Myron and Jacqueline N. Blank Endowed Chair in Gifted Education, and is a professor of school psychology at the University of Iowa. Upon completion of her doctorate, she was awarded a two-year post-doctoral fellowship at the Study of Mathematically Precocious Youth (SMPY) at Johns Hopkins University. Throughout her career, she has been especially interested in identification of academic talent in elementary students, academic acceleration as an intervention for advanced students, and twice-exceptionality. She is a codeveloper (with Nicholas Colangelo and Ann Shoplik) of the Iowa Acceleration Scale, a tool designed to guide educators and parents through decisions about grade-skipping students. In 2015, she co-edited with Nicholas Colangelo, Joyce Van Tassel-Baska, and Ann Lupkowski-Shoplik, A Nation Empowered: Evidence Trumps the Excuses Holding Back America’s Brightest Students. She received the NAGC 2016 Distinguished Scholar Award.

    Dr. Jonathan Plucker is the Julian C. Stanley Endowed Professor of Talent Development at Johns Hopkins University, where he works in the Center for Talented Youth and School of Education. Previously, he was Raymond Neag Endowed Professor of Education at the University of Connecticut and Professor of Educational Psychology and Cognitive Science at Indiana University, where he was the founding director of the Center for Evaluation and Education Policy. He graduated with a BS in chemistry education and MA in educational psychology from the University of Connecticut, then after briefly teaching at an elementary school in New York, received his PhD in educational psychology from the University of Virginia. His research examines talent development, educational psychology, and education policy, with over 300 publications to his credit and over $40 million in external funding to support his work. His recent books include Excellence Gaps in Education with Scott Peters (Harvard Ed Press) and Creativity and Innovation (Prufrock Press), both of which have received the NAGC Book Award. He is an APA, APS, AERA, and AAAS Fellow and recipient of the 2012 Arnheim Award for Outstanding Achievement from APA and 2013 Distinguished Scholar Award from the National Association for Gifted Children. He is president-elect of NAGC.

  • Breakout Sessions A

  • "Constraints as the Fuel for Creativity" - Jonathan Plucker, PhD

    Constraints are often viewed as the enemy of creativity, but research suggests that constraints may be helpful to the creative process. Using a hands-on activity, we will explore the relationship between constraints and creativity and discuss specific ways to use these principles when working with students.

  • "Closing Excellence Gaps by Broadening the Talent Pool with Above-Level Tests" - Susan G. Assouline, PhD

    The intransigence of the “excellence gap” in education has long-ranging implications for high-potential students who do not have differentiated learning opportunities. Accessing advanced coursework well before students enter high school is an essential step to bridging the excellence gap. How can educators know who would benefit from advanced coursework and who might be unnecessarily frustrated by coursework that is too challenging? This workshop features a talent identification process for discovering students who are ready for advanced coursework. Above-level testing differs from traditional methods of identifying students for gifted programs. We will examine the origins, processes, and implications of these differences.

  • "Equity in Gifted Education" - Marcia Gentry, PhD

    Marcia will present on the state of underserved populations in gifted education, which is based on the conceptual foundations focus. National and state results will be presented from our recent work with the OCR data, including representation rates for Title 1 and Non-Title 1 schools and by race. Importantly, suggestions for mitigating underrepresentation will be offered.

  • "Strengths and Challenges of Place in Serving Rural Gifted Students" - Norma Hafenstein, PhD, and Kristina Hesbol, PhD

    Right4Rural was a three-year federally-funded research study conducted in Colorado to address barriers in gifted identification of historically marginalized students in rural schools. Analysis revealed deeply rooted attitudes and beliefs that were both challenges and supports at each site, which helped to provide perspective on individual district and cultural needs. Results indicate positive change in identification of and service to students who identify as Native American, Latino, English Language Learners and students who are economically under-resourced. Descriptions of interventions, and applications for practice, research, and policy will be offered.

    IDGE 2019-Hesbol.ppt

  • "Using a Multi-Media Text Set to Support Educators with Affective Goal Setting" - Lindsey Reinert, EdD

    Exceptional Children’s Educational Act (ECEA) Rules defines an “Advanced Learning Plan” as: a written record of a gifted student’s strengths, academic and affective learning goals and the resulting programming utilized with each gifted child. 12.01(2) We will discuss how using a MMTS focused around affective goal setting options can guide educators in the process of crafting and progress monitoring meaningful, manageable, and quality affective learning goals. The ECEA argues that key indicators for affective goals are to reflect development of personal, social, communication, leadership, and/or cultural competency. Learn about the 8 different options for entering into affective goal setting that address these social-emotional needs.

  • "Empowering the Teenage Brain" - Jessica Howard, EdD

    This presentation will delve into the importance of offering specific affective instruction to adolescents and young adults. The majority of middle, high school, and college students do not receive any instruction around specific social and emotional topics or strategies to cope with these issues. Small numbers of students receive direct counseling and the larger population usually receives information through school-wide assemblies overviewing general topics. This session will include current research findings including a case study examining affective learning opportunities for adolescents as well as strategies and new programming options to reach adolescents and young adults.

    DU conference 2019-Howard.pptx

  • "Socioemotional Development of Gifted Children" - Stephen Chou, PsyD, and Sheila Abichandani, MA

    The socioemotional development of gifted children is beautifully complex. Numerous well-accepted concepts within the gifted field have been acknowledged, including, but not limited to, those of intellectual precocity, asynchronous development, socioemotional needs, twice-exceptionality (2e), and overexcitabilities within Dabrowski’s TPD. This presentation posits an understanding of the socioemotional development of gifted children that will incorporate the myriad concepts in the field of giftedness/2e to help guide parents, teachers, and clinicians with gifted children’s optimal growth and development.

  • "Theory INTO Practice: Moving Dabrowski into the Classroom" - Robert Seney, EdD

    Dabrowski’s Theory of Overexcitabilities is becoming as much a part of the “gifted” vocabulary as Bloom’s Taxonomy. Why not put them together? In this session, we will look at a curriculum unit that investigates and applies selected Overexcitabilities (OEs) using questioning strategies based on Bloom’s Taxonomy. The picture books of author and illustrator Suzy Lee provide the focus. Little has been done to support and nurture gifted learners’ OEs in the classroom. This session is one response to fill that gap. The unit is designed for upper elementary, but adaptations and adjustments for both younger and older students will be provided.

    IDGE Short Version Power Point-Seney.pptx

  • Palmarium Award Winner

  • 2019 Palmarium Award Recipient - Frank C. Worrell, PhD

    Dr. Frank C. Worrell is a Professor in the Graduate School of Education at the University of California, Berkeley, where he serves as Director of the School Psychology Program, Faculty Director of the Academic Talent Development Program, and Faculty Director of the California College Preparatory Academy. He also holds an affiliate appointment in the Social and Personality Area in the Psychology Department, and was a Visiting Professor in the Faculty of Education and Social Work at the University of Auckland (2014–2017). His areas of expertise include at-risk youth, cultural identities, gifted education/academic talent development, scale development and validation, teacher effectiveness, time perspective, and the translation of psychological research findings into school-based practice. Dr. Worrell served as Co-Editor and Editor of Review of Educational Research from 2012 to 2016 and as a Member at Large (2016 – 2018) on the Board of Directors of the American Psychological Association (APA). He is a Fellow of the Association for Psychological Science, the American Educational Research Association, and five divisions of APA, and an elected member of the Society for the Study of School Psychology and the National Academy of Education. Dr. Worrell is a recipient of UC Berkeley’s Chancellor’s Award for Advancing Institutional Excellence (2011), the Distinguished Scholar Award from the National Association for Gifted Children (2013), the Distinguished Contributions to Research Award from Division 45 (Society for the Psychological Study of Culture, Ethnicity, and Race) of APA (2015), and the Outstanding International Psychologist Award from Division 52 (International Psychology) of APA (2018). Dr. Worrell has ongoing international collaborations in China, Ethiopia, Germany, Iran, Israel, Italy, Japan, New Zealand, Nigeria, Peru, Slovenia, Sweden, Turkey, and the United Kingdom.

  • Breakout Sessions B

  • "Enrichment Clusters: Using Technology for a Whole School Enrichment Program" - Joseph S. Renzulli, PhD

    Enrichment Clusters are non-graded groups of students who share common interests and come together during specially designated time blocks to pursue these interests. The open-ended nature of the Enrichment Clusters and the availability of personalized enrichment from modern day technology allow for differentiated levels of motivation and performance to be displayed by students of varying interest and potential. Teachers assume the role of “Guide-On-The-Side” rather than the traditional presenters of information that characterizes regular teaching. All activity is directed toward creative productivity, critical thinking, and problem based inquiry; and all knowledge and thinking skills are developed within a need-to-know context geared toward the development of creative products.

  • "Using Mindfulness to Cope with Stress and Anxiety" - Dorothy A. Sisk, EdD, PhD

    Mindfulness is both an ancient and contemporary practice that has support as an evidence-based practice that serves as a coping mechanism for reducing stress and anxiety. Incorporating mindfulness in the classroom has the added benefit of strengthening executive function, enhancing self-awareness and self-regulation and promoting a sense of self-control and well-being for gifted students. Teachers who use mindfulness practices find that the daily stresses and challenges diminish as they use mindfulness practices to develop a caring and responsive classroom environment. This session will provide specific mindfulness practices combined with practical suggestions for home and school to develop inner awareness and to meet the affective needs of gifted students. This interactive presentation will give participants an opportunity to experience some mindfulness practices and to share resources.

    Mindfulness Dublin 2018 Denver-Sisk.pptx

  • “Why Gifted Education and Talent Development are Indistinguishable” - Frank C. Worrell, PhD

    Individuals argue over the terms “gifted” vs. “talented,” and considerable energy is spent debating whether a child should be given one label or the other.  Dr. Worrell contends that the debate is already settled.  Whatever label is given to a child, the role of gifted education is to meet that child where he or she is and help them to enhance their skills so that they move to the next level. In this presentation, we will review several major models of giftedness and show that they all rest on a talent development framework.  Next, we will use the talent development megamodel (Subotnik, Olszewski-Kubilius, & Worrell, 2011, 2018) to review the major contributors to outstanding performance, distinguish between performance and production domains, articulate the developmental nature of giftedness within domains, and suggest strategies for increasing outstanding performance.

    Worrell Workshop 2019.pptx

  • “Culturally Responsive Gifted Education: Si, Se Puede (Yes, We Can)” - Robin Greene, EdD

    Language and culture camouflage our gifted learners by acting as barriers for identification, programming and equitable access, and our students often hide in plain sight. In understanding how culturally responsive education theories intersect with gifted education theories, educators will begin to identify opportunities in their own classrooms to implement gifted culturally responsive education. This session will provide educators with tools for removing the camouflage, developing culturally responsive programming, including gifted culturally responsive classroom environments, and nurturing talent so these students are no longer hiding in plain sight.

  • “When Today Meets Tomorrow: Are Students Ready?” - Theresa Newsom, PhD

    If students don’t learn the way we teach, maybe we should teach the way they learn. ~ Ignacio Estrada (2018). Are students ready to own their learning and collaborate with unknown entities to advance self and others to live productively, purposefully and happily? Yet, too often students are still learning the constructs of yesterday’s formats of widget making versus learning through instructional strategies best suited for individualized needs. This session integrates Personalized Learning (PL) with culturally responsive strategies and leadership attribute development to support the social emotional needs of gifted students in diverse spaces for student success and learning.

  • “From Affective Dysregulation to Improved Behavorial Expression in Gifted Children” - Paul Beljan, PsyD, ABPdN, ABN

    Gifted children who display asynchronous development behaviors may not respond to traditional forms of behavior management. The presenter will teach a behavioral management approach that is based in the neuropsychology of asynchronous development and executive functioning. This effective intervention assists the child with maintaining thinking control over their emotional feelings. Behavioral intervention concepts specifically focused on include: Priming, Previewing, Pre-empting, Disengagement, and Re-engagement. Practical explanations for imposing structure, consistency, and routine also will be discussed.

    neuro-behavioral MANAGEMENT 2019-Beljan.ppt

  • Breakout Sessions C

  • "The Having of Wonderful Ideas: Facilitating and Inspiring Student Research” - Jan Leppien, PhD

    Through independent or group investigations, students can experience how their ideas and solutions can make a positive change in their schools, communities, or the world. But, how we can inspire our students to tackle real world problems and persevere throughout the process? This session will focus on introducing the process of research to students; acquiring strategies for embedding research into the curriculum; teaching advanced research methodologies and tools to your young researchers; and accessing sites and apps that support student research

  • “The School-Based Psycho-Social Curriculum Model” - Tracy L. Cross, PhD

    Psychosocial needs of gifted students have often been addressed in a haphazard fashion, without a comprehensive, theory-driven approach to guide them. In this session, Dr. Cross will describe a program of psychosocial development based on the work of Erik Erikson, the father of psychosocial development theory. The School-Based Psychosocial Curriculum Model (SPCM) emphasizes the development of psychological and social skills by way of students’ ego strength. After the model is presented, a discussion about encouraging psychosocial development of gifted students will be held.

  • “Strength-Based Programming: Shifting Thinking on Classroom Strategies” - Cynthia Rundquist, MEd, MA, MFA, and Colleen Anthony

    Why focus on strengths? It is the most prevailing factor in developing a positive growth mindset, healthy selfesteem, strong self-efficacy and higher academic achievement (World Conference: 2017). Time to focus on interests and strengths and discover and develop is critical. Focusing on strengths rather than deficits provides opportunities for high-level thinking, creativity, and problem solving, especially for underachievers and 2e learners. Defining strengths-based programming, strategies, and sharing research to support this work is the focus. As educators we have the power to change frustration to engagement and promote interests and abilities. Let’s shift our thinking and start with strengths!

  • “Identifying Gifted in High School: A 3 Year Study" - Brenda Hardman, EdD, and Dialne McCall, MS

    The Freshman Gifted Initiative was the result of a principal seeing the need for more supports and resources for her accelerated learners. The initiative was met with barriers until the school district saw the results. We are in our 3rd year and the trend data shows students are experiencing a high success rate academically and emotionally following their identification and receipt of resources. The high school years are the final public school years where students can be identified and served. It is our responsibility to meet the student’s needs so they can discover their true potential for a lifetime. This study is easily replicated on a national scale.

  • “Voices from Young Adulthood: Applied, Cooperative Wisdom; A Student Panel” - Brian Weaver, MA, and Student Panel

    What is the nature of competing, gifted young adults in our world class city? How can we engage our students with the challenges, joys, rigors and goals of young adulthood? Join a student panel on all things “Generation Z.” Listening to students’ voices on the sometimes ironic interplay between competition and cooperation, we model listening and learning for the sake and love of gifted people’s ideas and intellectual camaraderie. Simplification includes the presenter’s AGILE model (Authentic, Gifted, Immediate Listening Experiences). In this session, we will model AGILE strategies to foster excellence through encouraging cooperative meaning-making, curiosity, passions, talents, and ideation.

  • “James T. Webb, PhD - A Retrospective” - Molly Isaacs-McLeod, JD, LLM, Stephen Chou, PsyD, and Paul Beljan, PsyD, ABPdN, ABN

    This presentation will be a celebration of and tribute to the legacy of James T. Webb, PhD, and his many contributions to the field of giftedness and gifted individuals. We will offer a history of Dr. Webb’s rich and multifaceted career. After visiting the past, we will look forward to potential next steps, informed by Dr. Webb’s legacy, for those of us working- and living- in the field. Educators, mental health professionals, and parents have been influenced in some way by Dr. Webb’s impact on the field of gifted. He had a long reach! In light of Dr. Webb’s recent death, it seems good time to reflect, celebrate, and to move forward, as we are sure he would urge us to do.

    neuro-behavioral MANAGEMENT 2019-Beljan.ppt

  • Poster Sessions

  • "DIY Differentiation: Unit Differentiation in Secondary Classrooms" - Anna Armitage, MA

    DIY Differentiation provides teachers with a hands-on practical way to begin differentiating and tiering on a large scale, using a unit conceptualization template. Differentiation is a hot topic in education, and experts agree that it is only effective with dedicated planning and guidelines for teachers to follow. My presentation will provide teachers with a template that is tried and true for differentiating/tiering distinct curricular units. It provides fill-in-the blank style planning that incorporates choice, creativity, project, and inquiry based learning--specifically designed and used for addressing the challenges of serving gifted learners in heterogeneously grouped classes

  • "Learning for Life: A Financially Literate Generation" - Nicole Kruse, MEd, and Kristina Scala, MEd

    The Aspen Entrepreneurial Institute seeks to create a ground shift that will establish a nation of financially self-sustaining individuals and economy expanders developed through habits and practices. By inculcating this learning into schools, it will impact teachers and students, aim to have a longitudinal impact on our nation, and have a country that grows in entrepreneurial endeavors. Attendees will learn techniques and ideas for integrating financial instruction as professional development for faculty and data often prevent them from identifying minority gifted students.

  • "Fostering Career Success and Satisfaction for Gifted and Talented Students" - Joi Lin, MS, and Rachel Lim, MM

    P-20 gifted education focuses on developing student potential but young gifted and talented adults sometimes struggle to prepare a career path that allows for their demonstration of extraordinary skill and supports their life satisfaction. We will explore curricular opportunities for career development, affective strategies that support worker productivity and well-being, and programming options to foster career success for gifted and talented students

  • "Flipped Learning: A Classroom Strategy that Promotes Gifted Learning" - Jessie Matthews, MAT

    Flipped learning utilizes videotaped lessons to provide students with the ability to preview lessons before class, leaving class time for discussions, projects, activities, and more. This learner-centric model allows for personal, individualized, engaging experiences benefitting the gifted learner in many different classroom settings. Participants will not only learn about flipped learning but will have the opportunity to explore and begin developing a flipped video for their site.

  • "Preparing for and conducting student-led ALP meetings" - Amy Ortega, MA

    Student-led ALP meetings for GT identified students can be conducted simultaneously in one 1-2 hour meeting which saves time when compared with holding individual meetings. The student-led format promotes student ownership and input into the development of their ALP. We use an instructional report from STAR and input from classroom teachers to develop standards-based academic goals. We use parent & student surveys to develop affective goals. Students look over their ALPs with guidance from a GT staff member in preparation for the meeting and present their goals, current test data and grades to parents. We will share the tools and strategies used in order to assist educators in other districts to host student-led ALP meetings.

  • "What Worries Gifted Children Most: Examining School Related Anxiety" - Emmaly Perks, MA, CCRP

    Gifted youth demonstrate high potential for academic success, given appropriate learning contexts. There is much debate as to whether common characteristics of the gifted, including asynchronous development, overexcitabilities, and emotional intensity places them at greater risk for development of psychopathology and school maladjustment. Data from 71 teens (n gifted= 19) was analyzed to identify patterns of worry in gifted versus normative youth, particularly as it relates to school. A discussion of these results, the socioemotional characteristics that make some gifted youth more vulnerable to mental health concerns, and classroom strategies to address school-related anxiety will be covered.

  • "Becoming a Scholarly Practitioner in a Doctoral Cohort: Lessons Learned" - Lindsey Reinert, EdD

    “Scholar-practitioners bridge the gap between academia and the real world, blending scholarly research with practical application to solve complex problems in their profession” (Walden University, 2017). Learn from a panel of educations who participated in a recent doctoral cohort as they share how they found balance with careers, study, and family life. Hear how this cohort of colleagues worked as a community to explore problems of practice and resolve issues in the field of gifted education. Scholarly practitioners constantly evolve in their careers as they research, learn, teach, and grow.

  • "Underrepresentation of Minority Gifted Students within the Public School System" - Lora Romero, MBA, Debra Maldonado, MA, and Darrell Trujillo, MA

    One of the researchers’ goals is to advocate for minority students who are underrepresented and identified in gifted education. In order to provide all students with an equitable education, we need to recognize culturally diverse students who are underrepresented. Another goal is to educate parents on the importance of giftedness of their child and what that means, including the support systems that are available to them. The final goal is to help educators be more aware of the underlying biases that often prevent them from identifying minority gifted students.

  • "Engaging Students in Math Discussion" - Anita Schuh, MA

    Highly gifted math students need opportunities to engage in mathematical discussion and problem solving activities appropriate to their level. In this session, participants will discover ways to develop creative and critical thinking opportunities while supporting reasoning and problem solving in the classroom. They will learn how to communicate with precise mathematical language in verbal and written application as well as promote “numbertalk” to foster the love of math. Participants will explore ways to engage students with investigations, projects and simulations to promote higher level thinking skills that also motivates, challenges and engages the mathematically talented students.

  • "School Psychologists’ Role in Gifted Identification" - Ashley Vacante, EdS, NCSP

    School psychologists are skilled in identification and assessment, educational services and differentiated education plans, consultation and collaboration, advocacy and research. The following doctoral research project will examine the current roles and perspectives school psychologists hold in the gifted identification process through a survey and interviews administered through the members of the Colorado Society of School Psychologists. Results will be analyzed to provide further understanding of school psychologists’ skillset and how it can benefit the gifted community through appropriate identification systems.

This portfolio last updated: 31-Aug-2023 11:43 AM