NAGC 2014 Convention Program Book by National Association for Gifted Children

www.nagc.org

NNAT3 Coming Soon!

Identify Gifted and Talented in Your Diverse Student Population Administered in a group setting, NNAT®2 helps to measure general ability and identify potentially gifted students. This nonverbal test provides a fair assessment regardless of a student’s primary language, education, culture, or socioeconomic background. Offered in a paper-and-pencil test format or as an online test, the NNAT2 is quick and easy to administer.

For more information, visit pearsonassessments.com Copyright © 2014 Pearson Education, Inc. or its affiliate(s). All rights reserved. aimsweb and Pearson, design for Psi, and PsychCorp are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affi liate(s).

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Welcome We write to convey a hearty “Charm City” welcome on behalf of NAGC’s Board of Directors, convention content experts, planners and leaders. We could not be more delighted that you have made the personal and professional commitment it often takes to attend the robust professional development experience that is NAGC. You will not be disappointed. Our Convention theme for Maryland is “Making Inroads for Gifted Learners.” It reflects the headway made by the field over the years, as well as the larger reason we gather together to learn and grow: to make a difference for gifted and high ability children around the country. A hub of transportation and a central player in our nation’s history, Baltimore is poised to stage a remarkable event for gifted education as well. In addition to hosting the 61st NAGC convention, 2014 is the 200th anniversary of the National Anthem written by Francis Scott Key after witnessing the bombardment of Fort McHenry by British ships during the War of 1812. What could be more historic than that? We also celebrate the state of gifted education in Maryland by showcasing keynote speakers who boast both local talent and national renown. Dr. Freeman A. Hrabowski, III, Deborah Phelps, Dr. Adam Riess, Jack Andraka, and Sean McComb, as well as several regular convention session speakers all hail from the charming Baltimore area. An important way to make inroads is to make connections--with colleagues, subject matter experts, new ideas, and relevant information--that can help us continue to pave the way to ensure that children in every classroom and every district are challenged to realize their full potential.

Enjoy, immerse, and grow yourself. Our future depends on it.

Tracy L. Cross NAGC President

Nancy Green NAGC Executive Director

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

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61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

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How Would You Like to Be Remembered? Without NAGC and the generous donors who stand behind us, gifted children would be without advocacy, support, and challenge. They would be denied a VOICE.

Help Us Reach our $ 35,000 goal!

NAGC’s Annual Fund allows us to fulfill our mission ... better. It makes it possible for us to lead the way in cutting-edge research, best practices, and resources that not only serve teachers and parents of gifted children, but also ensure that these children reach their full potential and give back to our country in knowledge, innovation, and creativity. Your donation makes a huge difference, and we look forward to sharing our successes and appreciation with you at Convention Baltimore. To make a donation, go to: http://www.nagc.org/get-involved/ volunteercontribute-nagc/donate-nagc.

Drop by the Annual Fund table, located next to Registration, and GIVE until you smile! These are just a few of the great ways your generous donation will help NAGC increase its ability to reach students, parents, and teachers, with gifted programming, advocacy, and resources: • Teacher scholarships • Webinars and briefings on cutting-edge issues in gifted education • Dissemination of gifted best practices • Resources and materials for teachers and parents • Research on low-income, high-ability learners • Public education and advocacy • Our new Talent Development Initiative for America’s Future 2014 Annual Fund Donors of $50 and above are invited to join us at the Donor Reception on Saturday, November 15th, 6:00–7:00 pm, in the Callaway Room, at the Hilton. Get your reception pass at the Annual Fund table. We look forward to celebrating with you.

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

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Sponsored by: Duke TIP

Key Ballroom 5-8, Hilton Baltimore

Concurrent Sessions (includes Signature Sessions), Exhibitor Workshops, Poster Sessions, Roundtables

Reception sponsored by Disney Youth Programs and Disney Theatrical Group

10:45 AM - 11:45 AM

7:00 PM - 9:00 PM

Concurrent Sessions (includes Signature Sessions), Exhibitor Workshops, Poster Sessions, Roundtables

Network Evening Events Key Ballrooms, Hilton Baltimore

11:45 AM – 12:30 PM

7:30 PM - 9:00 PM

9:30 AM - 10:30 AM

Break (Concession area open in the Exhibit Hall)

Tribute to James J. Gallagher Key Ballroom 1, Hilton Baltimore

12:00 PM

Book Signing at NAGC Central (Booth 329) Scott Barry Kaufman

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

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Friday Mini-Keynotes Friday, November 14 | 8:00 AM – 9:15 AM Common Core and Gifted Education: Where Do We Go From Here?

Friday

Jonathan Plucker, University of Connecticut, Storrs, CT; Michael J. Petrilli, Thomas B. Fordham Institute, Washington, DC; Lauri Plucker Kirsch, Hillsborough County Public Schools, Tampa, FL; Monique T. Felder, Prince George’s County Public Schools, Upper Marlboro, MD Gifted Education professionals have a range of concerns about the Common Petrilli Core Standards, including their impact on gifted and talented students. Some see benefits, others see reasons for concern. This session will provide a national analysis of these issues as described in a recent report Kirsch commissioned by the Thomas B. Fordham Institute, and recommend strategies for helping gifted students thrive within the Common Core and other rigorous, standards-based approaches. A panel of educators will provide perspectives on: Felder • A recent analysis of the perceived, potential benefits or pitfalls of the Common Core for gifted and talented students. • A range of strategies for adapting standards-based instruction to the needs of our most talented students. • The realities of preparing teachers to work with high-ability students and the CCSS in pre-service and in-service settings. Room: Key Ballroom 5-8

Contributing to a Brighter Future for Nurturing Successful Children Deborah Phelps, Education Foundation of the Baltimore County Public Schools We are delighted to host Deborah Phelps, the director of the Education Foundation of the Baltimore County Public Schools and a “swim mom” to her three accomplished swimmers. In her book, A Mother for All Seasons, she revealed the universal themes of her life story that is rich with struggle, humor, hope, advice and passion and rallies readers to cheer for all of our children at every stage of their growth and in every endeavor. Ms. Phelps began her

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career in education as a teacher at Havre de Grace Middle School and evolved her experiences from teacher to team leader to department chair, which has served as the foundation to her effective role in administration. Over the course of her distinguished career, Ms. Phelps has developed a state-of-the-art food science lab, designed and implemented award-winning nutrition and food science curriculum and has been actively involved in the successful launch of two middle schools. A native of Allegany County (Western Maryland), Ms. Phelps received her Master’s degree in Education Management & Supervision from Loyola College (MD) and B.A. in Education from Fairmont State College. She currently resides in Baltimore, Maryland where she enjoys spending her free time with her family, traveling and attending a variety of sporting events, especially those that are Baltimore based as well as international competition, such as the Olympics. Room: Holiday Ballroom 4-5

A Story of Discovery: Seeing Dark Energy in the Universe Adam Riess, Johns Hopkins University, Baltimore, MD We are delighted to host Dr. Adam Riess, the Thomas J. Barber Professor in Space Studies at the Krieger School of Arts and Sciences and a distinguished astronomer at the Space Telescope Science Institute, both at Johns Hopkins University in Baltimore, MD. In 2011, Dr. Riess was named a cowinner of the Nobel Prize in Physics and was awarded the Albert Einstein Medal for his leadership in the High-z Supernova Search Team’s discovery that the expansion rate of the universe is accelerating, a phenomenon widely attributed to a mysterious, unexplained “dark energy” filling the universe. The discovery has been identified by NASA as the #1 Achievement of the Hubble Space Telescope to date. Dr. Riess will describe the discovery of dark energy in the Universe providing both the scientific and personal story. The scientific discovery occurred simultaneously with his wedding weekend, a momentous personal time for him. Room: Holiday Ballroom 6

Poster Session

Roundtable

NCSSS Continental Breakfast Friday | 7:00 AM – 9:00 AM (for NCSSS Conference Only) Consortium Membership Business Meeting and Election of NCSSS 2015 Board of Directors Room: CC 340-342

SIGNATURE SERIES | 9:30 AM - 10:30 AM

issues in visual arts assessment and their implications on the identification process, concluding with suggestions on how we can move forward more systematically. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers Room: Holiday Ballroom 3

Scholastic Art & Writing Awards Teachers: What Are Their Secrets for Fostering Artistic Development? Clar Baldus, College of Education, The University of Iowa, Iowa City, IA What do Andy Warhol, Robert Redford, Kay WalkingStick, Philip Pearlstein, Zac Posen, and John Lithgow have in common? All were recipients of the Scholastic Art & Writing Awards. With an impressive legacy dating back to 1923, the Scholastic Awards is the longest running, most prestigious recognition program for creative teens in the U.S. Just as impressive are the teachers who encourage and support these talented young artists and writers. Are there similar attributes, best practices, or educational experiences these teachers share? This presentation will explore what may contribute to teachers’ effectiveness in identifying and developing artistic talent. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical Professionals

Friday

Friday | 9:30 AM – 10:30 AM

Room: CC 326

ARTS | 9:30 AM - 10:30 AM COMPUTERS & TECHNOLOGY | 9:30 AM - 10:30 AM

Rethinking the Identification of Visual Arts Giftedness Juliana Tay, Purdue University, West Lafayette, IN Visual arts assessments have a reputation of being a subjective field lacking in consistency in its measurements. Teachers and evaluators of art works are likely to have varied opinions of the achievement represented in each work. These opinions also differ depending on the level of experience evaluators have with the art form. These idiosyncratic assessment issues have implications for the selection of students for gifted visual arts programs. In this session, the presenter will examine the

Meeting the Common Core State Standards Through the T.W.I.N.E. (Technology and Writing Integration to Nurture Expression) Project Kevin Besnoy, The University of Alabama, Tuscaloosa, AL Do you want to utilize Web 2.0 technologies to develop students’ writing-literacy skills? Are you leveraging students’ use of digital technologies to meet the Common Core State Standards (CCSS)? Today’s youth are using digital technologies to broadcast their ideas at unprecedented rates. Educators must

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads create learning environments that develop gifted students’ writing-literacy skills and harness their digital expression into positive outlets. During this session, participants will learn how to integrate tools such as Twitter, YouTube, and Wordle to foster writing-literacy skills. We will discuss the CCSS Writing Anchor Standards and share strategies from T.W.I.N.E. Project that developed gifted students’ writing-literacy skills. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: Key Ballroom 9

CONCEPTUAL FOUNDATIONS | 9:30 AM - 10:30 AM

“Fresh Captures Right Now”: Hip Hop Music and Ritual Practice Among Bright, Black University Students

Friday

J.S. Callahan, Georgia Highlands College, Carersville, GA In the field of gifted education, the impact hip hop culture is having on bright, Black students goes virtually unattended. In this qualitative study, the presenter explored how gifted and talented Black students who have attended or still are attending a predominantly White institution in the southeastern U.S. engage hip hop culture. Preliminary findings show that students use hip hop music to help apprehend and transform their reality through a set of ritual practices. In this session, the presenter will share examples of these practices and conclude with implications for the socioemotional development of bright, Black students and directions for future research. Audience: Researchers Room: Exhibit Hall, Poster

COUNSELING & GUIDANCE | 9:30 AM - 10:30 AM

A Balancing Act: The Social-Emotional Development of Gifted Adolescents Richard M. Cash, nRich Educational Consulting, Inc., Minneapolis, MN The complex nature of gifted adolescents’ academic motivation and social mindfulness may lead to struggles within and outside of school. Healthy individuals are those who find balance in their personal, educational, and metaphysical lives. This session demonstrates how to immerse social-emotional instruction within the constructs of the academic program. By infusing strategies to deal with the perplexing personal, academic, and philosophical issues gifted adolescent learners encounter, we can promote successful school and life experiences. This workshop will highlight resources, ideas, and strategies to increase self-regulation and inspire healthy equilibrium to moderate asynchronous social development of gifted adolescents. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals Room: CC 336

Gifted Adolescents’ Experiences of Residential Treatment Andrea Esperat Lein, University of Virginia, Charlottesville, VA Gain an insider’s glimpse into the lives and perspectives of gifted teenagers who overcame great obstacles in an unusual therapeutic setting designed to help them fulfill their potential. We often do not know how adolescents in residential treatment make sense of their experiences, much less how these restrictive environments can help or hinder gifted adolescents in their development. In this qualitative study, highly verbal and thoughtful teens speak openly about their experiences that led up to being placed in a residential setting, how they experienced their residential stay, and what meaning it has for them now. Audience: Parents, Researchers, Counselors and other Clinical Professionals Room: Key Ballroom 10

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Poster Session

Edward Amend, Amend Psychological Services, PSC, Lexington, KY; Tamra Stambaugh, Megan Parker-Peters, Vanderbilt University, Nashville, TN Gifted students are perceptive, understanding connections beyond their years. Do these abilities extend to the self? Selfperception is an important part of understanding one’s self and giftedness. This becomes more focused and accurate with maturity, meaning that separate self-perceptions are developed for different areas. Is giftedness related to self-perceptions? Is anxiety a mediating factor? The presenters examined case studies, including gifted students’ IQ, self-perceptions, and anxiety, and sought to determine relationships between these factors and explored implications. They will present case studies and preliminary findings that will help advocates understand relationships and identify supportive interventions promoting healthy self-perceptions and anxiety reduction. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: Key Ballroom 3

CREATIVITY | 9:30 AM - 10:30 AM

A New Procedure for Use of the Torrance Tests of Creative Thinking Figural in Gifted Identification Geoffrey Moon, Gallup McKinley County Schools, Gallup, NM Can the Torrance Tests be used both effectively and practically? Positive evidence of validity and the possible identification of diverse groups stand opposed to questions about the creativity construct, test situation variability, and interrater reliability. This presentation will advance an innovative procedure for capitalizing on the Torrance Figural’s strengths and compensating for its weaknesses, the core of which is a twostage scoring process where an abbreviated index in all cases and multi-rater assessment of elaboration and creative strengths selectively. Interrater reliability, profile comparisons, rationales for qualification, caveats, and directions for further research will be discussed. Audience: Gifted Coordinators, Researchers, Counselors and other Clinical Professionals

Creativity x 4 Carolyn Coil, Pieces of Learning, Lilburn, GA The 21st-century learning skills of problem solving and critical and creative thinking are showcased in this interactive session. The presenter will share four user-friendly formats— Questivities™, SCAMPER, Six Thinking Hats, and Encounter—that enhance these skills. Each provides ways for gifted students to consider and then answer a series of divergent thinking questions. These questions stimulate outside-the-box thinking, 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. Attendees will participate in two mini-lessons and will take back samples of all four formats. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators Room: Key Ballroom 4

Inventing: A 21st-Century Universal Thematic Study Elaine Mendelow, New Jersey Association for Gifted Children, Medford, NJ Experience a dynamic interactive session using inventing as the springboard for critical and creative thinking. Strategies for motivating students to invent; the roles of the teacher, parents, and outside resources; and a sequence of activities will be emphasized. Attendees will learn how to develop an invention convention and appropriate criteria for judging inventions as well as ways to obtain publicity and community involvement. Core Curriculum Content Standards, student growth objectives, and Understanding by Design lesson plans will be included. Resources will be shared in a bibliography of invention books and websites. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents

Friday

Through the Looking Glass: Gifted Students’ Perceptions of Self as Related to IQ and Levels of Anxiety

Roundtable

Room: CC 330

Room: CC 337

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads Organizational Creativity and Personality Types: Comparisons Between Businessmen and Non-Business Professionals

Friday

Seon-Young Lee, Jiyeon Min, Cha Hyun Choi, Seoul National University, Seoul, Korea This session is about the characteristics of creativity and personality in business organizations. About 200 businessmen and professionals in non-business areas participated in the study that compared their creativity and personality types. Results showed that non-business professionals had higher creativity scores than businessmen, but both were not different in perceiving information and making decisions, thereby relying on intuition and thinking. In business, differences were noticed between CEOs and employees, favoring CEOs across the creativity subscales except originality. Both CEOs and employees preferred sensing and thinking in perceiving and making decisions. Task-specific creativity and personality types in business are further discussed. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: Exhibit Hall, Poster

CURRICULUM STUDIES | 9:30 AM - 10:30 AM

Help! My First Grader Reads at a Fifth-Grade Level! Joe B. Helbling, Carroll College, Helena, MT; Cindy M. Gilson, University of North Carolina at Charlotte, Charlotte, NC Finding literature that is challenging yet age-appropriate for young talented readers is a common dilemma for teachers and parents. Qualitative factors of text complexity and the ways in which students interact with text are critical considerations to ensure an appropriate match between student and text. Participants in this session will walk away with tools, such as free online resources and booklists, as well as strategies for selecting appropriately challenging literature and engaging students in higher level thinking and discussions. Audience: Classroom Teachers K-6, Gifted Coordinators, Parents Room: CC 332

Inquire, Investigate, and Inform: Creating Independent Learners in the Primary Classroom Megan Margherio, Michelle Schoeck, Lindbergh Schools, St. Louis, MO “Why?” “How?” “Tell me more.” We’ve all known the child who just wanted to learn everything about everything. As

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educators, we are constantly reminded in our classrooms about the strong correlation that exists between intensity and curiosity in the mind of a gifted learner. This session will focus on ways to harness that thirst for knowledge while teaching gifted children to become fully independent learners, capable of answering even their most burning questions autonomously. Strategies and first-hand experience will be shared throughout the session. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators Room: CC 331

The Ultimate in Differentiation: Using Concept Maps as a Teaching Tool to Preassess, Process, and Progress Education for the Advanced Learner Tiffany Nicely, Knox County Public Schools, Knoxville, TN How do we build our students’ conceptual understanding? This session will guide educators to apply specific strategies for using concept mapping to assess a student’s preconceptions, evaluate the learning process for existing objectives, gauge a student’s change in understanding, and build higher level thinking skills. Gifted students can learn to evaluate, adapt, and multiply their concept maps to connect personal interests and maintain student engagement. These strategies allow educators to create a constructivist classroom where students can develop their metacognition skills so more personalized learning can take place on a consistent basis. Resources will be provided, and digital options will be addressed. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators Room: Key Ballroom 12

EARLY CHILDHOOD | 9:30 AM - 10:30 AM

Illustrations in Children’s Literature: What Pictures Can Teach Young Gifted Children About Visual Literacy and Close Reading Laura M. Beltchenko, Read Learn Achieve Literacy, Libertyville, IL In this literature-rich session, participants will experience the advanced messages that illustrations send in children’s literature. Attributes addressing the English Language Arts (ELA) Common Core State Standards for young advanced readers will be presented through the lens of text and illustration. The session will explore the three overarching structures of children’s picture books and the impact these structures provide for instruction. The overarching goal of this session is to assist

Poster Session

Room: Holiday Ballroom 1

Think Globally, Learn Nationally, Plan Locally: Making Inroads for Young Advanced Learners From Diverse Backgrounds Gail F. Hubbard, Prince William County Public Schools, Centreville, VA This session will describe a strategic planning process focused on identifying and serving young advanced learners from diverse backgrounds. Using international and national research-based best practices, the model includes planning for curriculum, instruction, and assessment for advanced learners in kindergarten through grade 3 and provides for collection, analysis, and use of data on identification and student academic growth. Implementing this planning process resulted in improved allocation of local resources, in increased measured academic achievement of young learners from diverse backgrounds, and in increased identification of these learners for appropriate services. The planning process can be adapted for schools or school systems. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents, Researchers Room: Exhibit Hall, Roundtable

EXHIBITOR WORKSHOP | 9:30 AM - 10:30 AM

The Importance of Multidimensional Abilities Testing in Gifted and Talented Identification Victoria Driver, Riverside/Houghton Mifflin Harcourt, Rolling Meadows, IL Ability tests help provide context for high-stakes decisions about students’ strengths and weaknesses. Tests that measure academic achievement provide information about schoolrelated learning in the verbal and quantitative domains. Multi-dimensional abilities tests measure these domains from a

different perspective, providing educators with greater insights about what students may be capable of achieving, rather than duplicating what achievement tests tell us. Additionally, multi-dimensional abilities tests measure nonverbal reasoning abilities, providing a different perspective on students. Examining multiple dimensions of student reasoning is especially important because students demonstrate different patterns of strengths and weaknesses across different domains. We will examine the correlations between different dimensions of cognitive reasoning abilities, including which are most – and least – predictive of academic achievement. Sponsored by Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: CC 328

GLOBAL AWARENESS | 9:30 AM - 10:30 AM

Gifted Children as Ambassadors of Change Patricia Gatto-Walden, Boulder, CO Some gifted children stand out as exemplars of compassion and social justice. These children have profound empathy and care deeply about others’ welfare. They live the guiding principles of brotherhood and interdependence and have the ability to know what is essential for the common good. Irrespective of age, they attain personal meaning through insight and service. This session will define characteristics of their holistic heightened development and advanced wisdom, enumerate vulnerabilities and hardships, and specify how to support their innate mission while ensuring their well-being. Might these youngsters be the true stewards of the planet? Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals

Friday

the educator or parent with literature and picture books that provide high-ability learners with a vehicle to understanding the advanced implications pictures convey and that words may not reveal to the reader. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents

Roundtable

Room: CC 338

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads Of Grit and Gumption, Sass and Verve: What Gifted Students Can Learn From Multicultural Picture Book Biographies Myra Garces-Bacsal, National Institute of Education, Nanyang Technological University, Singapore This session will explore multicultural picture book biographies (PBB) by award-winning authors and artists representing different types of giftedness (e.g., arts, literature, humanities, math and sciences, sports). This would be linked to the traits of gifted people as well as the common socioaffective problems that come with having a different level of awareness and sensitivity. PBBs of resilient individuals who demonstrate grit and gumption despite misfortune and adversity would likewise be shared and discussed. Through these inspired biographies, it is hoped that gifted readers will realize how the road to excellence can prove to be an arduous but meaningful journey. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers

Friday

Room: CC 350

MIDDLE GRADES | 9:30AM - 10:30 AM

Assessment of Advanced Learning Tracy Inman, Julia L. Roberts, Western Kentucky University, Bowling Green, KY According to Pre-Kâ&#x20AC;&#x201C;Grade 12 Gifted Programming Standards Standard 2.4, students with gifts and talents demonstrate advanced and complex learning as a result of using multiple, appropriate, and ongoing assessments. Middle school educators understand the critical role that assessment plays in providing appropriately challenging opportunities for continuous learning. What exactly does that mean for our advanced learners? From preassessment strategies to authentic product assessment, this session will explore assessment from a practical viewpoint providing samples and student examples. Audience: Administrators, Classroom Teachers - Middle Grades, Gifted Coordinators Room: CC 327

Common Core + Adolescent Gifted Readers = Continuum for Success Elizabeth A. Fogarty, East Carolina University, Greenville, NC The Common Core has the potential to provide an ongoing continuum to move adolescent gifted readers forward in their textual understanding. Specific examples of powerful texts,

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differentiated teaching strategies, and ideas for setting up a classroom environment that facilitates success will be provided. Participants will leave this session with practical methods and materials that can be used to strengthen existing reading programs and provide powerful differentiation for talented adolescent readers. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: Key Ballroom 1

The Digital Learning Center: Preparing Gifted Middle Schoolers for the Future David Graham, Elaine Seretis, Dina Brulles, Paradise Valley Unified School District, Phoenix, AZ The Digital Learning Center (DLC), a semi-self-contained program, serves highly gifted middle school students in projectbased learning. The DLC encourages collaboration in a crosscurricular environment equipped with ubiquitous technology. The technology provides access to previously unavailable resources, such as primary source documents, real-time news, and current and historical video and music eliminating the need for textbooks and removing third-party bias. It also allows students to showcase learning in individualized ways. An indepth integration of social studies, science, and literature drives the thematic digital projects students create in this innovative learning environment and unleashes creativity. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School Room: CC 349

NCSSS | 9:30 AM - 10:30 AM

Moral Development of High-Ability High School Students Tim Gott, Palmetto Scholars Academy, Ladson, SC In our present high school environments, the focus is most often on academic achievement. But on a regular basis, we read about unethical choices our students are making. This session will look at the developmental psychology that gives a framework for understanding the moral development of students and the implications in the classroom. Participants will discuss various theories and how they connect with each other to form a predictive model on student decision making. Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers Room: CC 340

Poster Session

Cyril Pruszko, Eleanor Roosevelt High School, Greenbelt, MD With the right apps, your iPad can replace every other device that you use in the classroom, and do it easier and better. You can write/draw on the screen, mark up documents, record your lessons, project textbook pages, show student work live, fill in worksheets, and more. In this session, you will also learn other innovative ways to use your iPad. You can do all of this from anywhere in the room. Walk around the class while presenting on the screen. Teach from the back of your classroom and add a new dimension to your teaching. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School Room: CC 343

The Flipped Classroom: Engaging Students With Instructional Technology Erin DeLuga, Becky Kinnee, Jen Zorn, Wheeling High School, District 214, Wheeling, IL At Wheeling HS, a comprehensive high school with a STEM focus, innovative teachers leverage instructional technology to provide students with as much student-centered, handson experiences as possible. One of the most effective ways of using class time to develop mastery is to flip instruction. In the flipped classroom, teachers provide students with traditional background knowledge before they come to class. In class, students work in collaborative groups, with the teacher, or with peer tutors to practice the skills presented in the lecture material the day before. The presenters will showcase effective flipped practices. Audience: Administrators, Classroom Teachers - High School, Counselors and other Clinical Professionals

Using Primary Sources to Teach Talented Students: STEM and Common Core in a Marine Biology Classroom Ed Wren, Bronx High School of Science, New York, NY Primary source papers are an excellent way to keep science material relevant and timely so that students understand how their learning can be directly applied to the world around them. As regular text in high school classrooms, these writings can serve as excellent tools for discovering subject matter, honing basic skills, and inspiring student creativity. Primary sources can also serve to demonstrate where the material in textbooks comes from while supporting science writing. This session is intended to demonstrate the myriad ways primary sources can be used to challenge talented students in a science classroom. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School Room: CC 339

PARENT & COMMUNITY | 9:30 AM - 10:30 AM

Roller Coaster Rides Are Part of the Joy Kathy Jones, AHA Learners, Chanute, KS Join the fun as meaningful information is shared in a lighthearted manner that will help take (some of) the stress out of parenting. Weâ&#x20AC;&#x2122;ll remember to celebrate the uniqueness of gifted children, learn how advocacy and networking can benefit you and your child, and discuss some communication tips to use with teachers, friends, and your child. Come learn how to make the ride more enjoyable. Audience: Parents

Friday

Teaching With Your iPad: A Fantastic and Effective Tool

Roundtable

Room: CC 347

Room: CC 345

Convention Evaluation 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 youâ&#x20AC;&#x2122;ll join us in Phoenix in 2015 to see how we did!

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads PROFESSIONAL DEVELOPMENT | 9:30 AM - 10:30 AM

Meeting the Professional Development Needs of Independent Schools Implementing Differentiation Christine Weber, University of North Florida, Jackosnville, FL This session will present the challenges and issues related to providing professional development opportunities to three different independent schools implementing differentiation. In each of the schools, there was a subset of students capable of learning above the grade level, thus needing more challenging curriculum and instruction. Different plans of action were identified to help teachers implement differentiation strategies in order ensure the success of gifted and advanced students. How the schools got started, what is working, and what still needs to be accomplished for implementing differentiation will be provided. Future directions and implications for other schools will be discussed. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Parents

Using Analogies for Enhancing Teachers’ Conceptual Learning in Gifted Education Professional Development Susan F. Waite, Texas State University, San Marcos, TX Kurt Lewin once said, “There’s nothing so practical as a good theory.” Theories (and concepts) must be comprehensible, however, in order to be useful in teachers’ daily lives, including their experiences with students with gifts and talents. Analogies are one pathway to conceptual learning. This session will use visual demonstrations and game-like activities to illuminate analogous relationships that can help newcomers to gifted education to better understand concepts related to creativity and advanced learning. Session participants will gain awareness of ideas that can add both depth and enjoyment to professional development workshops in gifted education. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: Exhibit Hall, Roundtable

Friday

Room: Key Ballroom 11

Power Up! Stop by the Power Lounge, sponsored by Duke TIP, in the front of the exhibit hall to meet and greet colleagues. This lounge is a place where you can review exhibitor information, the onsite program, and totebag flyers while catching up with old friends and networking with fellow attendees.

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Exhibit Hall Hours Thursday 4:30 PM - 6:30 PM Friday 9:00 AM - 5:00 PM Saturday 9:00 AM - 4:30 PM

Poster Session

Roundtable

The Impact of M3 Curriculum on the Math Achievement of Mathematically Promising English Language Learners After 3 Years

The Impact of M3 Curriculum on the Math and English Achievement of Mathematically Promising English Language Learners

Seokhee Cho, Marcella Mandracchia, Jenny Yang, St. John’s University, Jamacia, NY The purpose of this study was to evaluate the impact of challenging math units on the math achievement of mathematically promising English language learners (MPELLs) after 3 years of implementation of Mentoring Mathematical Minds (M3) program. A total of 106 third-grade MPELL students from urban public schools were randomly assigned to the treatment (n = 57) and comparison (n = 49) 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, Gifted Coordinators, Researchers

Seokhee Cho, Jenny Yang, Marcella Mandracchia, St. John’s University, Jamacia, NY The purpose of this study was to evaluate the impact of challenging math units on the math achievement of mathematically promising English language learners (MPELLs) in the Mentoring Mathematical Minds (M3) program after one year of implementation. A total 171 third-grade MPELL students from urban public schools were randomly assigned to the treatment (n = 86) and comparison (n = 85) groups. Hierarchical Linear Modeling analyses revealed significantly higher gains in math achievement of the treatment group. The effect sizes were .63 on ITBS concepts and indicate that the program positively affected the math achievement of MPELLs. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents, Researchers

Room: Holiday Ballroom 2

RESEARCH & EVALUATION | 9:30 AM - 10:30 AM

Is the Carnegie Unit Due for a Makeover? Anne Flick, Hamilton County Educational Service Center, Cincinnati, OH Long the basis for awarding high school credit nationwide, the Carnegie Unit’s century-old seat-time prescription often hampers gifted students, who can learn faster. As schools, districts, and even state legislatures recognize that time does not guarantee either quality or learning, alternative measures of mastery are emerging. A Carnegie Foundation researcher will join this session to share the Foundation’s recently released report on the status of the Carnegie Unit now and guidance moving forward. Implications of the research for improved opportunities for gifted learners will be discussed, and examples of gifted students already benefiting will be shared. Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators, Researchers, Counselors and other Clinical Professionals Room: Key Ballroom 2

Friday

RESEARCH & EVALUATION | COMBINED SESSION | 9:30 AM - 10:30 AM

SPECIAL POPULATIONS | 9:30 AM - 10:30 AM

Addressing Diversity and Equity in Urban High School Gifted Programming Gyimah Whitaker, Quail T. Arnold, Atlanta Public Schools, Atlanta, GA Urban school districts with large populations of culturally and linguistically diverse populations face many issues, including safety and security, remediation, and graduation rates causing the programming of gifted students to be low on their list of priorities. High school gifted programming is often regulated to Advanced Placement and International Baccalaureate programs. Learn the redesign efforts of Atlanta Public Schools as they address diversity and equity in their high school gifted program. Participants will gain an understanding of support structures, service models, and stakeholder engagement strategies that yield effective programming for gifted students of underrepresented populations. Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators Room: CC 329

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads SPECIAL SCHOOLS & PROGRAMS | 9:30 AM - 10:30 AM

The McMullen Scholars Program: A Model for Effective High School Practices

Friday

Louis Miserendino, Calvert Hall College High School, Baltimore, MD; Andrew P. Moore, Notre Dame of Maryland University, Baltimore, MD The McMullen Scholars Program was established in 1986 at Calvert Hall College High School in Baltimore, MD. In nearly three decades of operation, this program has provided a model for effective delivery of gifted and talented education at the high school level. This roundtable will share the successes of a well-established program across multiple criteria in gifted and talented education, including identification, curricular design and development, creativity, affective needs and counseling, independent learning, community awareness, and career preparation. The presenters plan to engage attendees in how this model might be used or adapted in various school settings. Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators Room: Exhibit Hall, Roundtable

STEM | 9:30 AM - 10:30 AM

Engaging Girls in STEM With Robotics Rebecca Dohrman, Steve Coxon, Maryville University, St. Louis, MO Robotics use increases students’ spatial ability, creativity, and motivation to pursue STEM fields. Preadolescence is a critical time in the development of student interests in STEM. However, girls are much less likely than boys to participate in extracurricular STEM activities, and this difference may be due to parent decisions. Parents whose children could participate in a robotics program for high-ability students were interviewed to better understand the patterns of parental decision making. The findings help illustrate the reasoning of parents in choosing programs and illuminates pathways to increase female participation. An overview of the program and LEGO Robotics are included. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: CC 344

Increasing Opportunities for Innovation and Creativity in the Classroom: Addressing the Next Generation Science Standards Engineering Design Practices Rachelle Miller, Debbie Dailey, Alicia Cotabish, Gary O. Bunn, University of Central Arkansas, Conway, AR The Next Generation Science Standards promote student understanding of science content and concepts through the practices of scientific inquiry and engineering design. By engaging in these practices, students are expected to

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demonstrate their understanding of science by investigating the natural world and developing solutions to meaningful problems. Participants in this session will engage in engineering design practices and receive multiple resources for integrating engineering into the science curriculum. Presenters will offer suggestions on how to differentiate these practices for advanced learners and how to amend problems so they are relevant and meaningful to students. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: CC 346

Inventing to Learn: Cultivating a Maker Mindset in Gifted Children Vincent Vrotny, Quest Academy, Palatine, IL Gifted children have creative and innovative ideas. Learn how to unleash their potential by integrating the maker culture and mindset into your school or classroom. This session will introduce the tools, both physical and digital, that can be implemented into classrooms with a STEM focus, as well as the humanities and the arts. Participants will learn how to get started at little to no cost toward a more large-scale implementation. Teachers also will learn how implementing these activities and units can allow them to meet the Next Generation Science Standards. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents Room: CC 348

STEM High Schools in the United States: Teacher Belief Regarding STEM Student Giftedness Carolyn Callahan, University of Virginia, Charlottesville, VA; Gabriella DuCamp, Colby Tofel-Grehl, Utah State University, Logan, UT Concerns about preparing a qualified scientific workforce fueled heavy investments in STEM education including in STEM high schools. However, even though the relationships between teachers and students have been shown to greatly impact learning outcomes in the general population, little is known about how teachers engage with and develop the talent of gifted students in STEM schools and how that may influence student outcomes. This presentation will reveal findings related to STEM teachers’ beliefs about their students’ giftedness and how those beliefs may impact instructional practices. Audience: Administrators, Classroom Teachers - High School, Researchers Room: Exhibit Hall, Roundtable

Poster Session

SIGNATURE SERIES | 10:45 AM – 11:45 AM

Addressing the Needs of Today’s Gifted Student: Putting Research into Practice Megan Foley Nicpon, Belin-Blank Center, The University of Iowa, Iowa City, IA; Paula Olszewski-Kubilius, Center for Talent Development, Northwestern University, Evanston, IL; Brian Housand, East Carolina University, Greenville, NC; Marcia Gentry, Sidney Moon, Purdue University, West Lafayette, IN; Jonathan Plucker, E. Jean Gubbins, University of Connecticut, Storrs, CT; Michael Matthews, University of North Carolina at Charlotte, Charlotte, NC; Carolyn Callahan, University of Virginia, Charlottesville, VA; Nielsen Pereira, Western Kentucky University, Bowling Green, KY 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 computers and technology, creativity, English language learners, excellence gaps, Personal Talent Theory, program evaluation, talent search, traditionally underserved populations, twice-exceptional students, and Type III Enrichment. Audience: Researchers, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: CC 341-342

ARTS | 10:45 AM – 11:45 AM

Creativity, the Arts, and Innovators Brandy Terrill, Salisbury University, Salisbury, MD What is creativity? Can it be taught? How do the arts contribute to creative thinking? In this session, participants will investigate those questions and learn valuable teaching strategies to liven up the classroom experience through arts integration. Arts integration is the seamless blending of arts-area objectives with the other content-area objectives in lessons where natural connections occur. It is an engaging way to differentiate lessons to meet the needs of all learners. Those who attend this session will learn how to liven up their teaching through creativity and the arts. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents

Engaging High-Potential Learners Through Enveloping Visual Art and Poetry Using Envelope Graphic Organizers Judith S. Youngers, Dinah Zike Academy, Comfort, TX In this high-energy, hands-on, minds-on, and evidencebased session, participants create fresh, simple hands-on tools for focusing 21st-century visual learners’ lens onto multiple forms of art while engaging connectivity to exciting poetic perspectives. Mentor texts are used as models along with PowerPoint examples of gifted students’ work to guide participants in their own construction onsite of three to four examples of simple envelope graphic organizers for stimulating gifted learners’ visual-kinesthetic response. Envelopes transform themselves into simple visual frames and multi-layer formats for pairing artistic images of varying media with poetic response. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: CC 331

COMPUTERS & TECHNOLOGY | 10:45 AM – 11:45 AM

Blended Programming: Effectively Implementing Online Options for One, for Some, and for All Christopher Ongaro, Eleni Siderias, Teachers College, Columbia University, New York, NY Online learning and in-person education are not mutually exclusive. No substitute exists for a capable teacher’s presence, but traditional brick-and-mortar settings cannot offer the breadth of enrichment or acceleration options available through online programs. Blended learning can merge these worlds. Based on an investigation of varied programs, the presenters report on several blended learning factors, such as applications with both general and special populations, collaboration with university-based online high schools, and the importance of in-person supports. An overview of blended learning and a description of specific programmatic elements will provide practical suggestions to practitioners and administrators alike. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers

Friday

Friday | 10:45 AM – 11:45 AM

Roundtable

Room: Key Ballroom 2

Room: CC 338

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads Gifted Learners “Plugged In” for Online Instruction Rachel B. Smethers-Winters, Sharon Hall, Akron Public Schools, Canton, OH Through technology, elementary gifted students spread across the district connect with their counterparts for synchronous online instruction provided by a gifted specialist. Students and teachers take varied roads to reading and math instruction: face-to-face and distance learning. Learners at the building where the gifted specialist is based—the “hub”—collaborate with learners in other schools—the “satellites”—using headsets, laptops, cameras, and conferencing software to see and hear one another in their shared online classrooms. Learners use the Moodle learning management system as a repository and depository for class assignments, resources, and assessments. See how technology brings learners together to develop 21stCentury Skills. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers

Friday

Room: CC 330

Minecraft, Video Game Design, Rollercoaster Physics, and Robotics: Suggestions for Incorporating STEAM Into Your Gifted Services Kimberly Clayton-Code, Northern Kentucky University, Highland Heights, KY What do Minecraft, video game design, rollercoaster physics, and robotics all have in common? In this interactive presentation, the presenters will share how we have used all of these and more to develop and foster gifted and talented students’ knowledge and affinity for science, technology, engineering, and mathematics. Through these experiences, GT elementary and middle school students are encouraged to work collaboratively, research, analyze, and synthesize specific topics and issues. Specific examples of student learning and original, creative, and powerful technology outcomes will be shared. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators Room: Exhibit Hall, Poster

CONCEPTUAL FOUNDATIONS | 10:45 AM – 11:45 AM

Age and Grade as Factors in Academic Talent Identification Stuart M. Gluck, Johns Hopkins Center for Talented Youth, Baltimore, MD A crucial question in identifying academically talented students for inclusion in gifted programs is whether candidates should be judged relative to others of a similar age or to others in the same grade. This is especially relevant when considering students who have accelerated, as well as when utilizing a test score as a major selection criterion. This session will investigate

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the answer to that question by reviewing data from the Johns Hopkins Center for Talented Youth (CTY) Talent Search. The data draw on more than a million test scores throughout the history of the Talent Search. Audience: Administrators, Gifted Coordinators, Researchers, Counselors and other Clinical Professionals Room: CC 348

CREATIVITY | 10:45 AM – 11:45 AM

Bringing UnCommon Thinking to the Common Core: Applying Creative Strategy to the Regular Classroom Katherine B. Brown, Judia Jackson Harris Elementary Charter School, Bishop, GA; Isabelle Crowder, Piedmont College, Arnoldsville, GA; Meg Hines, University of Georgia, Athens, GA Training students to be creative problem solvers through the Common Core State Standards will allow them to use the tools for creative thinking and problem solving while they meet and expand the standards that are required. In this session, participants will engage in creativity strategy via content disciplines. Strategies such as SCAMPER, SYNECTICS, divergent thinking, and Creative Problem Solving that use creative thinking will be shared. Participants will have the opportunity to examine ways to infuse these strategies with the CCSS to encourage UnCommon thinking among gifted students. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: CC 349

Creativity in Rigorous Learning Environments Mary M. Christopher, Hardin-Simmons University, Abilene, TX; Bertie Kingore, P A Publishing, Austin, TX Creativity is crucial to both teachers and students. Participants will increase their repertoire of creative ways to promote students’ creative processes, productive thinking, creative products, and heightened engagement in a rigorous learning environment. Explore the five priorities of rigorous instruction with gifted learners. Select from research-based applications with intellectual integrity that integrate creativity and standards in instruction. Learn how to incorporate students’ creative thinking to activate the construction of deeper conceptual understanding while ensuring gifted learners’ continuous learning. Exit with timesaving, high-impact applications that promote students’ creative and critical thinking through the meaningful, intellectually challenging work pivotal to gifted learners. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: Holiday Ballroom 2

Poster Session

Jason S. McIntosh, Purdue University / Gifted Education Resource Institute, West Lafayette, IN In 1926, Wallace identified the four stages of creativity: (1) Preparation, (2) Incubation, (3) Illumination, and (4) Verification. This session will demonstrate how Wallace’s ideas can be used as a framework to develop curriculum for gifted students that embodies creativity at its core instead of simply being an add-on or afterthought. A sample unit will be described and materials provided so that participants will have the tools necessary to infuse creative thinking into standardsbased lessons designed with the Common Core State Standards in mind. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: CC 329

CURRICULUM STUDIES | 10:45 AM – 11:45 AM

Historical Documentaries: Preserving the Past for Future Generation Amanda M. Markos, Wicomico County Board of Education, Salisbury, MD; Kristen A. Briggs, Kelly K. Hamilton, Jennifer Watson, Wicomico County Maryland, Salisbury, MD Wondering how to make history relevant to 21st-century, technologically savvy learners while simultaneously engaging them in applications to real-world problems? Appropriate for teachers of grades 3–12, this practical, award-winning unit helps convey the importance of historical documentaries as a way to archive our nation’s history. Participants will learn how to combine research of foreign wars with oral histories of veterans who participated in those events (specifically World War II veterans) and leave with a framework and strategies that will enable their students to provide a lasting service to their own local communities through creating multimedia documentaries of local citizens’ oral histories. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School Room: CC 332

Making Inroads in Critical Reflection While Developing Writing Ability in Gifted Learners April DeGennaro, Peeples Elementary School, Fayetteville, GA Gifted children’s minds work at warp speed. Thoughts come faster than children can write them, often leading to frustration and dislike of writing. Capturing high-level thoughts effectively is a skill that requires practice. Writing allows less aggressively

verbal children to process and share deep thoughts, preserves creative novelty, develops brevity, and preserves ideas for sharing and future development. Participants will consider written reflection as an essential element of gifted pedagogy, receive a document used to frame grades 1–5 critical written reflection of gifted curriculum, and learn strategies to build high-level thinking and writing abilities through integrating short critical written reflections after curriculum explorations. Audience: Classroom Teachers K-6 Room: Key Ballroom 10

Reading Beyond Words: An Advanced Reading Strategy Sandra Kaplan, Jessica Manzone, University of Southern California, Los Angeles, CA Gifted readers are typically defined by their expertise to read text. Reading Beyond Words is an advanced reading strategy that introduces gifted students to developing their abilities to read “in the world” items such as faces, architecture, terrain, fashion, and behaviors. This advanced reading strategy extends the traditional meaning of reading; it specifies the need to understand that reading transcends the page of text and that good readers read everything everywhere. This presentation will illustrate a set of differentiated lessons stressing this advanced reading strategy. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators

Friday

Viewing Creativity as the Map and Not Just the Destination: A Framework for Using Wallace’s Four Stages of Creativity to Develop Curriculum

Roundtable

Room: Holiday Ballrooms 4-5

Science, Fact or Fiction: Uncovering the Facts in Science Fiction and Fairy Tales Corrin McBride Hunt, Sean Watkins, Johns Hopkins Center for Talented Youth, Baltimore, MD Making science concepts accessible, relevant, and interesting can be difficult when teaching introductory topics. Although many gifted students are naturally curious, keeping them engaged in the sciences can be an uphill battle. In this session, presenters from the Johns Hopkins Center for Talented Youth will discuss the curriculum for a newly developed, one-week course that engages elementary students in the sciences using their favorite comic book superheroes, fairy tale characters, and mythological monsters—all while teaching biology, chemistry, and physics concepts. This interdisciplinary course combines science with elements of reading and writing to engage and challenge even the most reluctant student. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades Room: CC 327

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads Taking the Fluff Out of Enrichment Teaching and Learning Carla Brigandi, Windsor Public Schools, Windsor, CT Based on the Schoolwide Enrichment Model, the focus of this workshop is increasing academic outcomes of Type III Enrichment. Participants will hear a firsthand account of how Type III Enrichment was implemented at a Connecticut secondary school, see samples of projects pre- and postimplementation, and view parent and student testimonials. Participants will leave with access to a variety of handouts, links, and resources that help with implementation of these processes, including the interest inventory, the project manager, and the student product assessment form. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents Room: Holiday Ballroom 3

Friday

What Elvis Presley, Andy Warhol, and Robert Frost Have in Common: Cultural Relevance in the Middle School Classroom Kimberley L. Chandler, Jennifer H. Robins, Center for Gifted Education, The College of William and Mary, Williamsburg, VA Incorporating songs, artwork, and literature from popular culture in lessons can help gifted middle school students feel more connected to the standards in content-area classes and can inspire greater self-efficacy and success. In this session, the presenters will discuss the way in which the literature, art, and music of various contemporary decades can add depth of understanding about the American people’s experience and show how and why the social changes of each time period occurred. The session will include the introduction of graphic organizers and instructional strategies that promote higher order thinking and interdisciplinary learning with this content. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: Key Ballroom 4

What are Poster Sessions and Roundtables? Join informative and informal discussions Poster Session around a range of topics at Poster Sessions Roundtable and Roundtables. You can find the poster and roundtable sessions in the Exhibit Hall. Presenters will be available at the listed times to discuss their poster presentation or facilitate a roundtable discussion.

National Association for Gifted Children / making inRoads

EARLY CHILDHOOD | 10:45 AM – 11:45 AM

Making a Difference with L.O.V.E.! Supporting the Needs of High-Potential Learners With Legitimate Opportunities That Validate and Encourage Their Giftedness Cynthia M. Yates, Nancy Jacobs, Loudoun County Public Schools, Herndon, VA Experience a hands-on, thought-provoking session that provides teachers with materials, ideas, and information that can be used in diverse classrooms to foster an environment that encourages students to develop an excitement for learning. Come explore Legitimate activities and Opportunities that Validate and Encourage high-potential learners. Participants will learn more about Loudoun County Public School’s gifted curriculum, which focuses on higher thinking skills and is used in the identification of students with exceptional ability. Walk away with hands-on activities, lesson plans, promethean board lessons, and a plethora of ideas designed to effectively meet the needs of the gifted learner. Audience: Classroom Teachers K-6, Parents Room: CC 326

EXHIBITOR WORKSHOP | 10:45 AM – 11:45 AM

Role of the NNAT in Increasing Minority Participation in Gifted and Talented Programs: From Theory to Practice Jack A. Naglieri, University of Virginia, Charlottesville, VA Under-representation of minority children in gifted programs is a significant problem. Some suggest that traditional IQ tests that contain verbal and quantitative content create a barrier to children with limited English language skills and those who live in poverty. The impact traditional IQ tests that contain verbal and quantitative scales will be examined and the value of using nonverbal tests discussed. Evidence supporting the use of the Naglieri Nonverbal Ability Test- Second Edition will be summarized. The court case in Illinois’ U-46 school district illustrates, however, that use of NNAT does not, guarantee that more minorities will be identified if students must also do very well on verbal tests. Issues related to implementation of the NNAT2 for screening and instructional needs for these students will be discussed. Sponsored by Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers High School, Gifted Coordinators, Parents, Researchers Room: Key Ballroom 3

Poster Session

Chip Brady, The DBQ Project, Evanston, IL The DBQ Project is a publisher of high-quality writing resources aligned with the Common Core. Our products in Literature, American History, World History, Texas History, Florida History, and Civics help teachers implement rigorous writing and thinking activities with students of all skill levels, grades 4-12. We consult with and train teachers from districts nationwide. Sponsored by Audience: Classroom Teachers – Middle; Classroom Teachers – High School; Gifted Coordinators Room: CC 328

GLOBAL AWARENESS | 10:45 AM – 11:45 AM

Nurturing Spiritual Giftedness Kristy L. Kowalske, Western Carolina University, Hendersonville, NC How can our schools nurture the spiritual growth of students? Which extracurricular clubs, curricular units, and instructional practices provide avenues for students to prosper? What behaviors and techniques do effective teachers employ? This session will provide details about the educational experiences of a recent high school graduate recognized as spiritually gifted. Information about identifying spiritual giftedness in students will be provided, and details about how to implement strategies for nurturing spiritual growth will be shared. Encouraging students to be reflective about life’s journey and equipping them to be active leaders is imperative for our future. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: Key Ballroom 1

Using “Theatre of the Oppressed” Techniques With Students With Gifts and Talents for Critical Analysis, Creativity, Social Action, and Enacting Uniqueness Yvette Cantu, Susan F. Waite, Texas State University, San Marcos, TX Augusto Boals coined the term “Theatre of the Oppressed” to describe improvisational theatrical techniques that are designed to stimulate participants’ multiple interpretations and responses, critical analyses, and social actions. Many variants of this kind of theatre are well suited for use in gifted education programming. Participants in this session will learn how this theatrical form may be used with students with gifts and talents and why it has potential for promoting critical analysis, creative thinking about authentic local or global issues, affective development, leadership skills for effecting social change, and acting as oneself in ways that matter. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: Exhibit Hall, Roundtable

MIDDLE GRADES | 10:45 AM – 11:45 AM

Dare to Differentiate: Meeting the Needs of Advanced Learners Through Literature Circles Jane E. McMahon, Baraboo School District, Baraboo, WI; Rita J. Ehlert, Jack Young Middle School, Pardeeville, WI Franz Kafka once said, “A book must be the ax for the frozen sea inside us.” Careful selection of literature circle titles can help teachers lay the foundation for this type of metamorphosis for middle-level gifted and talented students. The presenters will share their literature circle program that inspires profound thoughts, generates courageous conversations, and elicits creative 21st-century explorations while meeting the needs of advanced learners. Not only have their MAP scores wellsurpassed the average for their highest achievers, but they have also been recognized at the state level for value-added student growth. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators

Friday

The DBQ Project

Roundtable

Room: CC 350

NAGC2014 For the most up-to-date information on sessions and to search for sessions by strand or speaker, download the NAGC2014 app.

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads NCSSS | 10:45 AM – 11:45 AM

Appreciating Diversity Wylie Burgan, High School For Math, Science & Engineering at City College of New York, New York, NY This workshop will equip educators with skills to increase levels of sensitivity. Appreciating diversity in education aims for the highest level of intellectual functioning and at the affective level aims for the highest level of sociocultural competence for all. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: CC 339

Beyond the STEM Academy: Mining the Rest of the Alphabet

Friday

David L. Morgan, Ross School, East Hampton, NY This talk will present an overview of the development of a new academy for high-achieving students in math and science that specifically avoids the label of a STEM academy, seeking to cast a broader net that fosters student talents and creativity in areas such as entrepreneurship, visual and media literacy, interdisciplinarity, and systems thinking. The director of the program will review the educational experiences and structures put in place for students at this academy and discuss the challenges that a new program faces in attracting and developing students with the right constellation of skills and passions. Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators Room: CC 343

Fast Food Jingles and Nuclear Fallout Shelters: Programs to Enhance Diversity Awareness and Tolerance Heath Stevens, Mississippi School for Mathematics and Science, Columbus, MS Gifted high school students are a very diverse group of adolescents. However, they may not originate from an area where they are exposed to significant diversity. School officials have the responsibility of preparing students for a multicultural workplace, so it is imperative to implement programs to assist the gifted with diversity awareness and tolerance regarding those different from themselves. This session will provide participants with research-based training models and evidencebased practices that can be administered school-wide or within

National Association for Gifted Children / making inRoads

small groups of students. Participants will experience a funfilled and informational presentation that will help expand their gifted students’ worldviews. Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical Professionals Room: CC 344

More Computer Science for All Ria Galanos, The Thomas Jefferson High School for Science and Technology, Arlington, VA Although STEM doesn’t include a “C” outright, computer science (CS) education should be a part of any STEM curriculum, as it is a vital part of all STEM fields today. This presentation will outline reasons why schools should offer a rigorous CS course, if not a multiyear curriculum, pros and cons for making CS a graduation requirement, and strategies for encouraging women and other underrepresented groups to take an interest in that first course in computing. Computer science helps students develop their problem-solving skills, confidence, and creativity, all of which are necessary in information-age careers. Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators Room: CC 340

The Gifted Learner’s Road to Self-Discovery: A Look at Building Resiliency, Self-Concept, and Self-Efficacy Within the Gifted Child Ruth E. Lyons, Colleen Murphy, The Renzulli Academy, Manchester, CT This session will examine the experiences of gifted learners and their journeys to self-discovery. The Renzulli Academy is a school designed for high-potential minority youth who have a passion for learning and are capable of gifted performance in school. Although the aim of the Academy is for academic growth, the growth in student resiliency and self-efficacy has been overwhelming noticed by students, parents, and staff. This session will share the stories of Renzulli students, explore what attributes of a specialized enrichment setting enhanced their growth, and what strategies use to help gifted learners. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: CC 345

Roundtable

PARENT & COMMUNITY | 10:45 AM – 11:45 AM

PROFESSIONAL DEVELOPMENT | 10:45 AM – 11:45 AM

Recruiting and Retaining Black and Hispanic Students in Gifted Education: Empowering Families and Communities

Professional Development: Tools and Inspiration for the 21st-Century Adult Learner

Donna Y. Ford, Vanderbilt University, Nashville, TN When addressing the underrepresentation of Black and Hispanic students in gifted education, the focus on recruitment and retention seldom considers families and communities. This session will present key problems and promises for addressing the culturally specific needs of Black and Hispanic parents/ caregivers. Issues regarding testing and assessment, socialemotional development, and racial identity are discussed. Strategies and resources for both recruitment and retention are provided to help inform and empower these parents/families so that they can better support and advocate for their children—at home, in the community, and at school. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals

Christy Diehl, Lafayette Jefferson High School, Lafayette, IN; Kristina Ayers Paul, Purdue University, West Lafayette, IN Learning takes place on a daily basis in our classrooms, but as educators we must also be constant learners. Take charge of your own professional learning in gifted education by leveraging technology resources to fulfill your specific teaching and learning needs. This session will be fast-paced, interactive, and full of ideas for gathering inspiration for your lessons, organizing and making sense of the ever-growing body of educational resources online, using social media to connect to others in the field, and utilizing the “Three C’s” —community, collaboration, and creativity—to bolster your professional development. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: Key Ballroom 12

Room: CC 347

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s as you leave the for a Prize decoder glasse m. • Grab your official NAGC Spy Hilton Baltimore Key Ballroo the ay, November 13 in rsd Thu on n sio Ses l era ter, Opening Gen timore Convention Cen placed in throughout the Bal en top secret signs will be •T ticipating exhibitor booths. Hilton Baltimore, and at par decoder glasses. that is only visible with the den hid rd wo a tain con l wil • Each sign at 4:00 PM deadline. a sentence before the Friday form to rds wo ten all t lec You will col k of the exhibit hall on ealed at the stage in the bac • The final word will be rev ber 14. ibit the afternoon of Friday, Novem in a box at the back of the Exh sentence, and place your form the te ple com ns, sig the • Decode all Hall by Friday 4 PM. ay at 1:00 PM. ce and winners posted Saturd pla e tak l wil zes pri for g • The drawin

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

Friday

Poster Session

0 making inRoads RESEARCH & EVALUATION | 10:45 AM – 11:45 AM

Qualitative Research: Exploring Complex Issues With Rigor and Respect

Friday

Jean Peterson, Purdue University, West Lafayette, IN; Thomas P. Hébert, University of South Carolina, Lexington, SC Gifted children and teens are intellectually, emotionally, developmentally, and culturally complex, and qualitative research is well-suited to explore those complexities. This session will examine the challenges of studying sensitive and multifaceted phenomena. Issues related to privacy, ethics, cross-cultural communication, open-ended and non-leading questioning, appropriate listening and responding, maintaining nonjudgment, managing researcher bias, and respectfully honoring participants’ stories are highlighted. In addition, the session will feature methodological strategies to ensure rigor and trustworthiness. Examples from the presenters’ many studies based on archival documents, observations, and indepth interviews will illustrate challenges and problem solving at various stages of the research process. Audience: Researchers

Underserved and Underrepresented Gifted Students in Empirical Studies Between 1994 and 2013 Jungsun Kim, Purdue University, West Lafayette, IN This descriptive and analytic review investigated empirical studies focusing on underserved and underrepresented gifted students between 1994 and 2013 by using an online database to analyze purposes and approaches of those studies. This study began with examination of how researchers determined that their participants are underserved or underrepresented. Then, the author identified emerging categories and distinguishable patterns of those purposes and approaches. One of the dominant themes, developing new criteria or a system to increase identification of these gifted students, was analyzed. The following need, which was identified from the analysis, leads to the discussion and implication for educators and researchers. Audience: Gifted Coordinators, Researchers, Counselors and other Clinical Professionals Room: Exhibit Hall, Poster

Room: CC 336

RESEARCH & EVALUATION | COMBINED SESSION | 10:45 AM – 11:45 AM

Differences in the Mindsets of Special, Gifted, and General Education Teachers

Six Ways of Looking at the Personality Attributes of Talented Teenagers

Mary Cay Ricci, Olney, MD; Claire E. Hughes, College of Coastal Georgia, St Simons Island, GA Recent research in mindsets, and resulting academic persistence, shows great promise for positively affecting students’ engagement with and resultant achievement of content. Teachers can directly impact students’ perceptions of failure. This session will present research comparing teachers in gifted education, special education, and general education to determine if teachers of students at different levels have different mindsets or expectation levels. Teachers were administered an online survey in which they were asked to make choices related to grouping, feedback statements, and teacher feelings of success that reflect fixed mindset statements and growth mindsets. Audience: Administrators, Gifted Coordinators

Jane Piirto, Ashland University, Reynoldsburg, OH Using the theoretical framework of Pyramid of Talent Development, which posits that personality attributes are extremely important in the development of talent, the researchers conducted six studies with talented adolescents, ages 14 to 17, to explore the presence of these personality attributes. Results confirmed the strong presence of Openness, Androgyny, Creativity, Intuition, Introversion, Perceptiveness, Intellectual Overexcitability, and Conscientiousness. Instruments included the High School Personality Questionnaire (HSPQ), the Myers-Briggs Type Indicator (MBTI), the NEO-PI-R, the Multidimensional Perfectionism Scale, the Overexcitability Questionnaire and the Overexcitability Questionnaire II. N’s ranged from 150 (90 F, 60 M) to 700 (400 F, 300 M). Audience: Gifted Coordinators, Researchers, Counselors and other Clinical Professionals

Room: Holiday Ballroom 1

National Association for Gifted Children / making inRoads

Poster Session

Bringing Out the WOW! Developing Creativity in Gifted Students With ADHD Matthew Fugate, Gifted Education Resource Institute, Purdue University, West Lafayette, IN; Patti Drapeau, Maine Department of Education, South Freeport, ME Far too often, creativity goes untapped in the classroom, particularly for students identified as both gifted and ADHD. Creativity and ADHD share similar neurological chemistry within the brain itself. This means the behaviors look similar but are caused by different reasons. The problem with misdiagnosing the gifted student with ADHD is that the standard treatment can inhibit the gifted student’s creativity. In this session, the presenters will discuss what research tells us about brain functioning and the relationship among ADHD, creativity, and memory. Participants will receive specific strategies to use in the classroom in order to encourage creativity with gifted ADHD students. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical Professionals Room: CC 337

Long-Term Effects of a Summer Enrichment Program on Gifted Students From Poverty Susan K. Johnsen, Mary M. Witte, Corina Kaul, Baylor University, Waco, TX Many universities provide summer talent enrichment for local and/or residential students. Identification requirements for the programs and tuition costs frequently present potential barriers for gifted students from low-income backgrounds. Moreover, few of these programs report any results from formal evaluations, particularly longitudinal data. This session will

describe the components of a summer enrichment program for gifted students from lower income backgrounds and how it affected their long-term educational, social, and personal development and generational effects. Implications for the development of summer enrichment programs for gifted students in poverty at university and school district levels will be discussed. Audience: Administrators, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: Key Ballroom 9

SPECIAL SCHOOLS & PROGRAMS | 10:45 AM – 11:45 AM

Counseling at Specialized Gifted Schools Susan R. Rakow, Cleveland State University, Cleveland Heights, OH; Sylvia B. Rimm, Family Achievement Clinic, North Olmsted, OH All gifted schools and self-contained gifted programs should have counselors who target the social-emotional needs of students. Charter and private schools have additional needs because parents opt to enroll their children after being unhappy with their previous schools. They have been searching desperately for academic challenge and a healthy welcoming peer environment. Priorities for counseling include (a) helping students adjust to the more challenging and competitive environment, (b) assisting them in developing good friendships, and (c) teaching parents how to support the children’s new school. The presenters will share effective strategies used with parents and students at Menlo Park Academy. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors/Therapists/Clinical Psychologists

Friday

SPECIAL POPULATIONS | 10:45 AM – 11:45 AM

Roundtable

Room: Key Ballroom 11

Friday, November 14 | 12:00 PM Scott Barry Kaufman will be signing his books: Ungifted: Intelligence Redefined and The Complexity of Greatness: Beyond Talent or Practice at NAGC Central, Booth 329 in the exhibit hall

BOOK SIGNING

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads The Tutorial Education Program: An Honors Program for Brazilian Undergraduate Students

Friday | 12:30 PM - 1:30 PM

Denise S. Fleith, Eunice Alencar, University of Brasilia, Brasilia DF, Brazil The Tutorial Education Program is an honors program for Brazilian undergraduates, sponsored by the Ministry of Education. It is based on philosophical principles of tutorial education in which small groups of academically talented students are guided by a tutor. Its purpose is to support groups of undergraduates from different states of Brazil who demonstrate outstanding performance in their academic activities, high potential, and abilities by providing enrichment activities in order to broaden students’ academic development. This session will provide a description of the program and an analysis of its impact on the social and economic health of the country. Audience: Administrators, Gifted Coordinators, Researchers

SIGNATURE SERIES | 12:30 PM - 2:45 PM

Room: Exhibit Hall, Poster

Friday

STEM | 10:45 AM – 11:45 AM

Making Inroads for Gifted Adolescents: Focusing on Student Inquiry and Independent Research Felicia A. Dixon, Ball State University, Muncie, IN; David G. Haynes, Indiana Academy for Science, Mathematics, and Humanities, Muncie, IN; Luke Shorty, Maine School of Science & Mathematics, Limestone, ME; Rebecca Coleman, The Davidson Academy of Nevada, Reno, NV STEM schools emphasize the importance of science, technology, engineering, and mathematics in course offerings for high-ability students. These schools mentor gifted students in innovation, invention, and future advancement of cutting-edge ideas. Advanced works from symphonies and mathematical proofs, to slowing tumor growth do not just happen—they are nurtured. Chance favors the prepared mind, and preparing these minds entails giving students opportunities to engage in independent interest-based inquiry. In this session, expert panelists from specialized STEM schools will discuss the process of mentoring students as they design, conduct research, and present results of investigations. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: CC 346

This is a double session Advanced Skills for Attending to the Whole Child: A Psychologist and a Counselor Dialogue, Demonstrate, and Teach (double session) Jean Peterson, Purdue University, West Lafayette, IN; Dan Peters, Summit Center, Walnut Creek, CA In the performance-driven school culture, the whole child may be ignored. The same may be true in programming for, and discussions about, gifted children. In this session, a psychologist and a counselor who work with gifted individuals will discuss concerns they see, how invested adults might interact with gifted kids and families about these concerns, when referrals should be made, how counselors and psychologists may differ in perspectives and approaches, and keys to mutually comfortable relationships with gifted individuals. Much of this session will involve demonstrations of, and practice with, advanced skills for anyone interacting with gifted youth. Audience: Room: Holiday Ballroom 1

SIGNATURE SERIES | 12:30 PM - 2:45 PM

This is a double session Keys to Jenkins’ Journey and Pathways for Gifted Blacks in STEM Careers Through HBCUs (double session) Tarek C. Grantham, University of Georgia, Athens, GA; Joy Davis, Virginia Union University, Richmond, VA; Donna Y. Ford, Vanderbilt University, Nashville, TN; Mary Ruth B. Coleman, FPG Child Development Institute, University of North Carolina, Charlotte, NC; Gyimah Whitaker, Atlanta Public Schools, Atlanta, GA; James L. Moore, III, The Ohio State University, Columbus, OH; Clara Adams, Morgan State University, Baltimore, MD Dr. Martin David Jenkins created pathways for highly gifted Blacks to be recognized and celebrated for their intellectual gifts during the early 20th century when racist educational policies and practices labeled Blacks as inferior to Whites. This session honors Dr. Jenkins, Father of Research on Gifted Blacks, and calls attention to his career advocating for gifted Black students and the importance of higher education for the black community through Morgan State University, a nationally recognized Historically Black College and University (HBCU), where he served as President. Panelists will share insights about Dr. Jenkins significance to the field of gifted education, innovative educational programs supported by HBCUs, and recommendations for K-12 educators to partner with HBCUs to enhance talent and scholarly development. In addition, recipients of the Dr. Martin D. Jenkins Scholar Award will be honored. Audience: Administrators, Researchers Room: Holiday Ballroom 3

National Association for Gifted Children / making inRoads

Poster Session

Flipping Out: A Guide to Enhancing Student Learning Through the Flipped Classroom Model Christy Diehl, Lafayette Jefferson High School, Lafayette, IN The flipped classroom model in one in which students watch video lectures at home while participating in higher level learning experiences, enrichment, and curriculum compacting in the classroom. Find out how the traditional approach to teaching is holding students back and how flipping the classroom can help students have a deeper understanding for the subject. This will be a basic “how-to” session with tips and tricks for making this model effective and useful with an emphasis on culturally, linguistically, and economically diverse students. The overall culminating experience allows 21stcentury teaching to masterfully change the dynamic of learning in our classrooms. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators

Using Digital Photography to Enhance Student Creativity and Self-Expression Del Siegle, University of Connecticut, Storrs, CT Students enjoy taking pictures. They also enjoy thinking creatively and expressing themselves. The ubiquitous availability of devices that record digital images affords educators an excellent opportunity to enhance their gifted students’ creative thinking and self-reflection. In this session, the presenter will share a set of photography projects that gifted students from fourth grade to college with whom he has worked have found to be interesting and beneficial. The projects help students to see the world with new eyes and to better visually express what they are thinking and feeling. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors/Therapists/Clinical Psychologists Room: CC 328

CONCEPTUAL FOUNDATIONS | 12:30 PM - 1:30 PM

Room: Holiday Ballroom 2

Moving Beyond Pathology: Using Differential Diagnosis to Find Potentially Gifted Students

Let’s Create an Infographic Shirley 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. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators

Joan Jacobs, Pat Schock, Sue Harvey, Lincoln Public Schools, Lincoln, NE The complexity of student behaviors often results in a student’s being labeled for negative behaviors, rather than for intellectual programming. Medical specialists respect the skill and knowledge of their peers, yet understand that differing views of the same patient exist. The use of differential diagnosis techniques enables teams to consider the many possibilities that could underlie a student’s behaviors and address the origin of the problem, rather than simply to affix a label and move on. The presenters will demonstrate that using differential diagnosis techniques will result in more appropriate programming for gifted students and fewer academic and behavior problems. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals

Room: CC 336

Room: CC 348

Friday

COMPUTERS & TECHNOLOGY | 12:30 PM - 1:30 PM

Roundtable

11:45 AM – 12:30 PM BREAK

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

See you back at 12:30 PM!

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads Operation Houndstooth Intervention Theory: New Developments in Educational Contexts

Friday

Jennifer Foreman, Allegheny College, Franklin, PA; Merzili Villanueva, University of Connecticut, Storrs, CT Renzulli’s Operation Houndstooth Intervention Theory (OHIT) is a psychosocial educational theory linking six interconnected traits to increased motivation, well-being, and socially-constructive behaviors leading to the production of socially-valued capital. These traits, collectively referred to as co-cognitive traits or co-cognitive factors, are Optimism, Courage, Romance with a Topic or Discipline, Sensitivity to Human Concerns, Physical/Mental Energy, and Vision/Sense of Destiny. The researchers will provide an overview of OHIT and its significance in educational contexts with high-potential youth. Prior and current studies will be discussed, including findings from an instrument they designed to measure adults’ perceptions of how their high school influenced their cocognitive traits. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers Room: Key Ballroom 9

COUNSELING & GUIDANCE | 12:30 PM - 1:30 PM

Conquering the Enemy of Indecision: Using Principles of War to Help the Gifted With Decision Making and Problem Solving Karen E. Rumley, Summit County Educational Service Center, Cuyahoga Falls, OH Gifted students have special social-emotional needs that can interfere with decision making and problem solving. Issues surrounding multipotentiality, perfectionism, and/ or excitabilities can result in the dread of making a wrong decision, leading our students to become paralyzed at the prospect of making choices, setting goals, or exploring ways to resolve conflicts. Come explore principles from Sun Tzu’s The Art of War as they have been utilized in assisting gifted students in the decision-making process, ones that can be used by anyone to clarify and focus on an objective and to create a plan to reach it. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents Room: Key Ballroom 12

National Association for Gifted Children / making inRoads

Sparking Leadership in Gifted Girls Kate Bachtel, SoulSpark, Boulder, CO The chameleon nature of gifted girls has been known for some time. Given this inherent adaptation and assimilation ability, how can we support gifted girls in revealing their true selves and growing into inspiring learners and leaders who affect positive change in the world? This session will share a leadership program developed specifically for girls at a K–8 school for gifted learners. Join us as we engage in discussion on ways to connect our gifted girls and fuel their beautiful fire within. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents, Counselors and other Clinical Professionals Room: Key Ballroom 4

Youth With Dabrowskian Personality Indicators Suffer: How Can We Help Them? Sal Mendaglio, University of Calgary, Calgary, AB, Canada Personality for Dabrowski is not given but achieved; not neutral but moral; not universal, but rare. Personality represents the epitome of human development. Personality is not easily attained; it is forged through inner turmoil. Signs of personality development can be seen early in life. These personality indicators produce intense negative emotional experiences, making youth psychologically vulnerable. Dabrowski emphasized that these youths need advisors to help them. Advisors must approach the task of helping in specified ways. This session will address two questions: What are personality indicators observable in young people? How can we best help them? Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents, Counselors and other Clinical Professionals Room: Key Ballroom 11

CREATIVITY | 12:30 PM - 1:30 PM

The 2014 Torrance Legacy Awards: An International Feast of Creativity Connie Phelps , Emporia State University, Emporia, KS; Jason Helfer, Illinois State Board of Education, Springfield, IL; Joan Smutny, The Center for Gifted and Midwest Torrance Center for Creativity, Wilmette, IL; Stephen T. Schroth, Towson University, Cheverly, MD; Bonnie Cramond, University of Georgia Educational Psychology, Athens, GA Now in its sixth year, the Torrance Legacy Awards competition provides a singular avenue for hundreds of talented students from all over the world to submit their finest work, representing creative writing, visual arts, musical composition, and,

Poster Session

Room: Key Ballroom 2

CURRICULUM STUDIES | 12:30 PM - 1:30 PM

Author’s Purpose Is Not as Easy as PIE Casey Robison, Marty B. Findley, Knox County Public Schools, Knoxville, TN Author’s purpose is as easy as PIE? Not anymore. The presenters will introduce the deep-dish version of author’s purpose. Delve into the slices that make up the multilayered components of author’s purpose, perspective, and tone. Become familiar with deeper questioning techniques and walk away with quick references for students to use as a starting point for their own creativity. The session will also share ways to incorporate this Common Core State Standards strand with music, art, and writing. Don’t miss this opportunity to gain ideas for digging deeper into author’s intent and purpose. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents Room: CC 331

Universal Design Practices: A Marriage of Differentiation and Technology Wenda Sheard, SENG, Athens, OH Easy-to-implement universal design practices reduce barriers in instruction for all gifted students, including those who crave challenge, those with limited English proficiency who need language acquisition assistance, and those with diagnosed and undiagnosed disabilities who benefit from multiple means of accessing, sharing, and expressing information. Advances in technology make possible the easy adoption of universal design practices. Participants will learn about the symbiotic relationship between universal design principles and curricular differentiation, about free curricular differentiation resources available online, about recent brain research supporting universal design practices, and about federal and state education laws encouraging the adoption of universal design practices. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators

EARLY CHILDHOOD | 12:30 PM - 1:30 PM

An Early Childhood Assessment Tool to Identify Young Gifted Children Sally R. Beisser, Duke University TIP, Des Moines, IA; Linda Moehring, Heartland Area Educational Agency 11, Carlisle, IA Participants will receive a research-based tool to identify young gifted children in 10 areas to assess preschool and Kindergarten students. A rubric will be provided to identify 10 descriptors along with corresponding activities. Presenters will 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 children in poverty. A summary will include an ongoing analysis of current efforts to identify young gifted children. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents, Researchers Room: CC 327

The Math Begins When the Game Ends! Using the Common Core State Standards to Engage and Challenge Our Talented Primary Students Janine Firmender, Saint Joseph’s University, Media, PA; Katherine Gavin, University of Connecticut, Storrs, CT The Common Core State Standards for Mathematics are a call to increase rigor and depth for young children. This is especially true for our talented students who are often bored in math class. Additionally, the CCSS list geometry as one of just two or three critical areas for primary grades, yet it is often neglected in math class. Come learn how to engage students in motivating geometry games from NAGC award-winning curriculum units. Students think and act like mathematicians using the CCSS Mathematical Practices as they explore games and analyze the mathematics behind them. Student work and research results will be shared. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Researchers

Friday

beginning in 2014, inventions. In this session, the organizers of the competition will share their experiences of working with schools, teachers, and young people to encourage the expression of creative talent. Participants will gain information on the competition and the process involved through activities and strategies that evoke their imagination. A notebook of the award winners’ work will be distributed. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents

Roundtable

Room: CC 330

Room: CC 337

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads EXHIBITOR WORKSHOP | 12:30 PM - 1:30 PM

Making Algebra Child’s Play Mary Anne Lane, Borenson & Associates, Allentown, PA Learn how a visual and kinesthetic approach to learning algebraic concepts enables even young students to grasp sophisticated-looking concepts and thereby enhance their self-esteem and interest in mathematics. Each participant will receive a student set of Hands-On Sponsored by Equations. Audience: Administrators, Classroom Teachers K-6

to reason wisely about their identity, their values, and their responses to important situations. Using To Kill a Mockingbird, The Fault in Our Stars, and Wonder as examples, the presenters will dare middle school educators to confront challenges, choices people make, and empathy for characters in perplexing situations through developing interesting discussions, essays, and creative projects. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: Key Ballroom 1

NAGC | 12:30 PM - 1:30 PM

Room: CC 349

Assessing Alignment to NAGC Pre-K-12 Standards GLOBAL AWARENESS | 12:30 PM - 1:30 PM

The United Nations (UN) and Common Core: How UNBased Simulations Can Challenge Students and Promote Standards for Literacy

Friday

Philip Gillett, Johns Hopkins Center for Talented Youth, Baltimore, MD United Nations (UN)-based simulations challenge students and satisfy the Common Core State Standard’s expectations for literacy in the discipline. Utilizing simulations allows for a differentiated classroom where students pursue their own research while adhering to shared goals and standards. This session will give an overview of the benefits of teaching students through the lens of the UN, including global awareness and learning opportunities that promote literacy, as well as presenting strategies for planning, implementing, and assessing successful UN simulations. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School Room: CC 350

MIDDLE GRADES | 12:30 PM - 1:30 PM

Reading, Writing, and Reasoning: Daring Middle School Gifted Students to See Themselves in Literature Felicia A. Dixon, Ball State University, Muncie, IN; Robert (Bob) W. Seney, Mississippi University for Women, Columbus, MS What kind of person am I? This question centers on the essence of what middle school learners are experiencing. The presenters will discuss literature that targets both the affective and cognitive domains of gifted learners and challenges them

National Association for Gifted Children / making inRoads

William Keilty, Minnesota Educators of the Gifted and Talented, Wyoming, MN; Debbie Dailey, University of Central Arkansas, Conway, AR Join a conversation about a new self-study tool from NAGC to help teachers and gifted education coordinators assess program and professional development needs in relation to implementing the six national PK-12 Gifted Programming Standards. The session provides an overview of the checklist and an opportunity to provide feedback. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators Room: Exhibit Hall, Roundtable

PARENT & COMMUNITY | 12:30 PM - 1:30 PM

Understanding Assessment for Gifted Students Carol Swalley, Thompson School District, Fort Collins, CO When schools throw around terms like criterion-referenced and composite score, do you wish you had an interpreter? Have you ever wondered what the difference is between a percentage and percentile? This session will take parents and educators through the ins and outs of common assessments used with gifted students. You will learn what terms like “stanine” and “grade equivalent” really mean. Participants will also learn about some of the common assessments used with gifted students and take away an understanding of the limitations of standardized tests alongside some of the valuable information these tests can offer. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Parents Room: CC 346

Poster Session

North Carolina AIG Booster Shots: Providing Just-InTime Professional Development Support for All Sneha Shah Coltrane, North Carolina Department of Public Instruction, Durham, NC The North Carolina (NC) AIG Booster Shots were developed in direct response to NC school districts and teacher needs. These mini-PD sessions focus on best gifted instructional practices and provide the tools needed for professional development that is targeted, is meaningful, and can support teachers with instruction for AIG learners tomorrow. The NC AIG Booster Shots are designed to be 30â&#x20AC;&#x201C;45 minutes with the primary audience being Kâ&#x20AC;&#x201C;12 teachers who have already had professional development regarding gifted, but need a reminder. They may also be used to introduce differentiation for AIG learners. Districts can adapt the materials to fit their needs. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: CC 345

Quality Professional Development: The Key to Successful Schoolwide Differentiation Carolyn Coil, Pieces of Learning, Lilburn, GA Gifted students need rigorous and engaging learning activities throughout their school day. For most, this will only occur if general education teachers differentiate instruction. Differentiation is a challenge for many classroom teachers and will only happen with sustained effort and training. This session will share a practical, long-term, step-by-step approach to professional development that can be used by gifted coordinators, teachers of the gifted, and other school leaders. This approach can help put this important educational process into practice on a daily basis. Those attending this session will leave with many realistic and doable ideas they can implement immediately. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: CC 338

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

Friday

PROFESSIONAL DEVELOPMENT | 12:30 PM - 1:30 PM

Roundtable

0 making inRoads

Friday

RESEARCH & EVALUATION | 12:30 PM - 1:30 PM

SPECIAL POPULATIONS | 12:30 PM - 1:30 PM

What’s Wrong With Giftedness? Parents’ Perceptions of the Gifted Label

English Learners and Gifted Programming: Identify, Plan, Serve

Jennifer Jolly, University of New South Wales, Sydney, Australia; Michael Matthews, University of North Carolina at Charlotte, Charlotte, NC; Jennifer Ritchotte, University of Northern Colorado, Greeley, CO The label gifted has been a source of contention for decades, possibly because it seems to imply a desirable status that is mysteriously granted to some but remains unavailable to others. Some writers have suggested that the term should be abandoned altogether, although a replacement that retains the same utility for classification purposes and delivery of services remains elusive. We asked 138 parents of gifted learners about their usage of the term gifted to learn more about when they perceive the term to be useful and when or why they avoid using it. Findings from this study will be shared. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals

Robin Carey, Natasha Straayer, Remy Rummel, Douglas County School District, Castle Rock, CO Culturally and linguistically diverse learners continue to be underrepresented in gifted programming due to a lack of understanding of their unique educational and sociocultural needs. This presentation will address research-based frameworks for identifying gifted English learners (ELs), outline critical cultural considerations, and provide practical guidelines for planning and serving 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, datainformed decision making, collaborative problem solving and family involvement, and effective instructional practice. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical Professionals

Room: Holiday Ballrooms 4-5

Room: CC 326

RESEARCH & EVALUATION | COMBINED SESSION | 12:30 PM - 1:30 PM

Instruments Available to Researchers, Evaluators, and Practitioners Through the Purdue GERI Website Kristina Ayers Paul, Marcia Gentry, Jennifer C. Richardson, Purdue University, West Lafayette, IN In this session, the presenters will introduce a new website available through Purdue GERI that contains a collection of instruments that researchers can easily download and use in their own research and that practitioners can use in their identification, programming, and evaluation efforts. A brief overview of these instruments, their psychometric properties, and the populations and cultures with which they have been studied will be presented together with complete references of the development of and research with these instruments and a demonstration of the website where they are available. The session will include information on the TOF, MCA, SPOCQ, and the HOPE Scale, among others. Audience: Administrators, Gifted Coordinators, Researchers Room: Key Ballroom 3

National Association for Gifted Children / making inRoads

Validation of the Traits, Abilities, and Behavior Scales John Dantzler, Kevin Besnoy, The University of Alabama, Tuscaloosa, AL The underrepresentation of culturally diverse students in gifted education programs has been an area of concern for a number of years. There are currently several behavior rating scales to help with the identification of traditionally underrepresented populations; however, many have not been evaluated through empirical means. Mary Frazier’s Talents, Attributes, and Behaviors Scale (TABs) is one instrument that is widely used with limited empirical studies documenting its validity. This study evaluated the construct validity of the TABs. Results suggest that the TABs is composed of 10 highly related items and measures a single construct. Audience: Gifted Coordinators, Researchers Room: Key Ballroom 3

Poster Session

Galen White, Liz Albert, Johns Hopkins Center for Talented Youth, Batlimore, MD As part of an ongoing effort to create a safe and inclusive academic and social environment for all students, a universitybased program for gifted students is piloting two online lectures in the field of LGBTQ studies for students in grades 7–10 and their parents. The lectures are meant to promote a greater understanding of issues facing the LGBTQ community and to foster an appreciation for LGBTQ studies as a robust field of academic inquiry. The session will include highlights of the lectures, review feedback from participating students and parents, and share resources for further exploration of the field. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals Room: Key Ballroom 10

SPECIAL SCHOOLS & PROGRAMS | 12:30 PM - 1:30 PM

STEM | 12:30 PM - 1:30 PM

Discovering Math Talent: Tests We Love to Hate and Hate to Love Ann Lupkowski-Shoplik, Susan Assouline, The University of Iowa, Iowa City, IA Teachers sometimes complain about too much time spent on testing and too little time spent on teaching. Less than 1% of school time is devoted to standardized testing, making it one of the most efficient ways to collect programming and placement information. Which tests answer: “What are math-talented students ready to learn next?” The presenters will share a diagnostic system using above-level results to identify talented students and develop differentiated programs. The session will include the new Core Curriculum Assessments (PARCC, Smarter Balanced, and Aspire) and familiar tests such as CogAT and Iowa Assessments. Tests are powerful tools for developing programs for math-talented students. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents Room: CC 343

Serving Middle School Students in a Full-Time Gifted Program Lenae Lazzelle, Springfield Public Schools, Springfield, MO This presentation will reveal 18 years of research and data collected from a full time program created to serve the educational needs of gifted middle school students. Participants will understand how to identify and serve highly gifted middle school students, as well as how to utilize public high school programs to serve gifted middle school students. In addition, presenter will lead participants in a group discussion on student success and achievement in middle school students participating in gifted programs. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators

Room: CC 332

Engaging Students in Scientific Research Kate Degner, Leslie Flynn, University of Iowa, Iowa City, IA Secondary STEM teachers are increasingly being expected to engage students in original research experiences. These guidelines are outlined in national standards that emphasize student engagement in the practices of science, engineering, and mathematics, which occur, and are necessary, during original scientific investigations (NGSS, 2013; NCTM, 2000). This presentation will share the University of Iowa’s I-STEM Research professional development model for increasing STEM teachers’ knowledge of, and ability to facilitate, original STEM research opportunities for students. I-STEM resources (agendas, course notes, webinars, and online research portal) will be provided and discussed. Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators, Parents

Friday

Introducing LGBTQ Studies to Academically Talented Students

Roundtable

Room: CC 340

A Note about Handouts 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 Convention App and the NAGC Convention website www.eventscribe.com/2014/NAGC/.

If you have any questions, stop by NAGC Central Booth 329

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads Patterns of Response: Learning Preferences of Students With Spatial Strengths

The Role of High School Experiences in STEM Pathways Toward College Degrees

Rebecca L. Mann, Hope College, Holland, MI Gifted students with spatial strengths have areas of remarkable talent, but are often overlooked in school. Their preference for learning through imagistic reasoning conflicts with traditional verbal instruction. To better serve these potential leaders in the STEM disciplines, it is important to develop an awareness of their learning and problem-solving processes. As students solved spatial problems and responded to questions about their learning and instructional preferences, areas of learning preferences emerged. This presentation will explore the “highspace” learners tendencies to use visual ideation, innovation, and holistic processing and give strategies for their use in the classroom and at home. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents

Paula Olszewski-Kubilius, Saiying Steenbergen-Hu, Center for Talent Development, Northwestern University, Evanston, IL Fewer than 40% of the students entering college intending to major in STEM actually graduate with a STEM degree. Are students’ high school experiences related to low completion of STEM degrees? Does the completion of STEM degrees vary depending on whether students attended specialized STEM schools, regular schools, or regular schools plus supplementary gifted education programs? This session will present a retrospective survey study of 261 participants of a universitybased gifted programs between 2004 and 2007, comparing with 3,526 graduates of 25 specialized science, mathematics, and technology high schools their high school experiences, education, and career accomplishments. Audience: Administrators, Classroom Teachers - High School, Researchers, Counselors and other Clinical Professionals

Room: CC 339

Room: CC 341-342

Friday

Thanks to Maryland students and teachers who share their talents with us during the NAGC 61st Annual Convention. 50

National Association for Gifted Children / making inRoads

Poster Session

SIGNATURE SERIES | 1:45 PM - 2:45 PM

Teaching for Global Change: Building Social Justice in the Classroom Michele Kane, Northeastern Illinois University, Chicago, IL; Dorothy Sisk, Lamar University, Beaumont, TX In an increasingly abrasive and polarized global society, focusing on social justice can prepare students to understand diversity and group interaction, and commit to working democratically with diverse others. Students in gifted programs often demonstrate concern about global issues of fairness, equity, and oppression. By critically evaluating social justice issues, students can become aware of their worldview and the importance of envisioning a more just and inclusive world. Active and experiential activities will be demonstrated and resources for teachers, parents and counselors will be provided. Audience: Administrators, Classroom Teachers – Middle; Classroom Teachers – High School; Gifted Coordinators, Parents, Counselors and other Clinical Practitioners Room: Key Ballroom 9

Conceptual Foundations of Gifted Education in 2014: Competing Models for Providing an Appropriate Gifted Education Erin M. Miller, Bridgewater College, Bridgewater, VA; Paula Olszewski-Kubilius, Center for Talent Development, Northwestern University, Evanston, IL; Joseph S. Renzulli, University of Connecticut, Storrs, CT; George Betts, University of Northern Colorado, Greeley, CO; Catherine Brighton, University of Virginia, Charlottesville, VA; Scott J. Peters, University of Wisconsin Whitewater, Whitewater, WI There are competing models of gifted education within the field, each built on different assumptions. Administrators and other advocates for gifted children must make choices among several different philosophies and models of gifted education. As we are faced with the loss of funding at all levels—local, state, federal—do these competing models offer solutions that will provide an appropriate education for the children we wish to support? In this session, five different approaches to gifted education (self-actualization focus, talent development, differentiation, advanced academics, and the Schoolwide Enrichment/Triad Model) will be presented and discussed. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers, Counselors and other Clinical Professionals

COMPUTERS & TECHNOLOGY | 1:45 PM - 2:45 PM

Creating an Online Community for Young Writers Jill Olthouse, West Virginia University, Morgantown, WV Within the last five years, new social writing websites have launched that allow students to write, edit, comment, discuss, and even publish in an online community. Teachers can create private classrooms with safety features such as comment moderation and language filters, as well as administrative features such as assignments and grading. This allows even young writers to connect beyond the traditional classroom. The presenter will present a tour of the features of Storybird. com and present sample lessons and research findings based on projects with gifted children using Storybird. Audience: Classroom Teachers K-6 Room: CC 336

Digital Authentic Assessment: Students Creating New Products to Demonstrate Mastery of the Curriculum Kati Searcy, Libra D. Burton, Fulton County Schools, Atlanta, GA Assessment can be a creative adventure for students. There are hundreds of free technology tools that students can use to demonstrate curriculum mastery. These tools require that students think critically and creatively as they demonstrate their curriculum mastery through their original products. Learn to create some of these products yourself, then go home and share it with your students. Students will look forward to assessment (and so will you). Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades

Friday

Friday | 1:45 PM - 2:45 pM

Roundtable

Room: CC 345

What are Poster Sessions and Roundtables? Join informative and informal discussions around a range of topics at Poster Sessions and Roundtables. You can find the poster and roundtable sessions in the Exhibit Hall. Presenters will be available at the listed times to discuss their poster presentation or facilitate a roundtable discussion.

Room: Holiday Ballrooms 4-5

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads The Inverted Classroom: Flipping Out—Be an Innovator of Education Shayna D. Holmes, LaRhonda C. Forsyth, Knox County Public Schools, Knoxville, TN One of our goals as educators is to help our gifted students to become independent learners who are continuously in pursuit of knowledge. Inverting or flipping a class is a blended learning approach that intentionally moves lectures, content, and asynchronous activities into an online learning environment. Instructors can use face-to-face class time for digging deeper into critical thinking and active learning methods that increase student engagement, deepen understanding of concepts, and advance mastery of skills. Spend a session learning about the benefits and powerful strategies behind a flipped classroom. Audience: Classroom Teachers K-6, Gifted Coordinators Room: Exhibit Hall, Roundtable

COUNSELING & GUIDANCE | 1:45 PM - 2:45 PM

Friday

Perfectionism in Gifted Students Kelly Margot, Royse City ISD, Royse City, TX; Anne Rinn, University of North Texas, Denton, TX Gifted adolescents often become distressed because what they produce is not measuring up to the standards they have set for themselves. In other words, gifted adolescents can struggle with perfectionism. The goal of this session is to offer educators, parents, and practitioners the results of a research study that examined perfectionism among gifted adolescents. This session will explore the differences between gifted adolescents of varying grade levels, birth-order positions, and gender with regard to perfectionistic tendencies, as well as the impact perfectionism can have on self-concept. Implications for helping gifted adolescents who struggle with perfectionism 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 Professionals Room: Key Ballroom 1 CREATIVITY | 1:45 PM - 2:45 PM

Bringing Biographies to Life With Poems, Sound Effects, and Songs Gail N. Herman, Easthampton, MA; Sally D. Stephenson, Frostburg State University, Frostburg, MD Biographies about historical figures fit today’s emphasis on nonfiction and complex informational texts. How will your students show their comprehension and feelings about such texts? Deep creative connections and high-level challenges can be provided when students transform information into meaning through the language of expressive musical arts.

National Association for Gifted Children / making inRoads

After reading biographical poems created by gifted students and hearing a related song, participants will transform text into rhyming couplets. These spoken biographical poems are embellished by creating auditory pictures—soundscapes— using percussion/string instruments. Poems can be further developed into songs creating a lasting personal connection with the biographical content. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators Room: CC 338

Sparking Innovation: Kids, Creativity, and Code Brian Housand, East Carolina University, Greenville, NC; Lauri Kirsch, Hillsborough County Public Schools, Tampa, FL; Christie Ray, Roosevelt Elementary, Tampa, FL In The New Geography of Jobs, Enrico Moretti asserts what is scarce today is not physical capital, but creativity. Value comes from original ideas. The best future jobs lie in innovation, design, and engineering. What can be done to foster creativity within an educational climate emphasizing standardization? If we are charged to create the successful learners and leaders of the future, it’s time to spark creativity, empower motivation, and simultaneously achieve the core standards. How? Through coding. Attend this session with curiosity and leave with ideas and free, easily accessible resources to control the creative climate of your classroom through coding. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents Room: Key Ballroom 12

What Is Shared in Collaborative Problem-Solving Process of Scientific Gifted Students? Ji Won Lee, Jung Bog Kim, Physics Education, Korea National University of Education, Chung Buk, Korea In this study, the presenters have investigated what information is shared when four science gifted students are asked for scientific explanation to the problem which is cognitive conflict. They have shared presupposition and problem in stage of problem finding, aims and means of problem solving in stage of setting up hypotheses, and constraints for evaluation and results of evaluation in stage of hypotheses evaluation. Our research tells that groups can create knowledge through sharing information and make a change of their concepts. Our foundation of these spontaneous conceptual changes provides an implication for gifted education. Audience: Researchers Room: Exhibit Hall, Poster

Poster Session

A Framework for Childrenâ&#x20AC;&#x2122;s Mathematical Writing: Possibilities, Potential, and Authentic Differentiation Matthew Reames, University of Virginia, Charlottesville, VA Both the Common Core State Standards and the NCTM Process Standards support writing in mathematics; however, there is little guidance about what mathematical writing should look like, and even less about how to give students useful feedback on their mathematical writing. The Framework for Mathematical Writing gives teachers a clear view of what is possible in student writing and helps teachers give students specific feedback about their problem-solving process. Too often, mathematics differentiation for gifted students consists solely of assigning additional problems or working ahead in the textbook. The Framework helps teachers access multiple paths for authentic mathematics differentiation. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents

Coaching Is the New Teaching: A Tool for Strategic PBL Instruction Shelagh Gallagher, Engaged Education, Charlotte, NC; Anne K. Horak, Fairfax County Public Schools, Fairfax, VA Problem-based learning requires teachers to change how they teach. Without guidelines, some fall back into safe habits undermining the process. Lack of fidelity, in turn, limits the learning value of PBL. The PBL Coaching Checklist was designed for the Advanced Academics Program in Fairfax, VA, to guide teachers to best practice in PBL. In this session, the presenters will share the tool, along with its evidence base, and discuss its use either for evaluation or for peer coaching. Fidelity to PBL instruction increases alignment with NAGC Standards for curriculum and instruction and Common Core State Standards objectives. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers

Room: CC 327

Room: CC 326

Born to Be W.I.L.D! Creating Autonomous Learners Patty Walters, Northeast School Corporation, Fairbanks, IN; Lisa A. Cooper, South Putnam School Corporation, Greencastle, IN Created for students with an advanced capacity to learn and the opportunity to generalize that learning across the disciplines, the W.I.L.D. model allows gifted students to pursue challenges with a growth mindset and a purposeful passion. This curriculum strategy meets the diversified cognitive, emotional, and social needs of gifted learners as they move through four stages of autonomous learning: (1) Wandering and Wondering, (2) Initiating an Investigation, (3) Listening to Learn, and (4) Discovering the Dance. The presenters will share best practices for this thinking strategy by moving attendees through the W.I.L.D. model, allowing the discovery of multiple pedagogical structures to implement at each of the four stages. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents

Linear Change in Granite School District: Implications for Gifted and Talented Students William T. Allen, Scott L. Hunsaker, Utah State University, Logan, UT During the past 18 years, the Granite School District in Salt Lake City, UT, has become a model of scientifically based linear educational efficiency. Bolstered by both state and local policy, schools have adopted linear change to improve the efficient use of tax resources in order to raise standardized test scores for all students. Four specific changes have taken place in classrooms, including technological delivery of curriculum, standardized content for each subject area, increased administrative supervision of classroom teaching, and accountability through testing. With these changes, what are the implications for gifted and talented students? Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades

Friday

CURRICULUM STUDIES | 1:45 PM - 2:45 PM

Roundtable

Room: Exhibit Hall, Poster

Room: Key Ballroom 2

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads EARLY CHILDHOOD | 1:45 PM - 2:45 PM

Bright, Young, and At Risk: An Approach for Identifying Young Students for Gifted Programs

Friday

Ardene D. Bunch, Michelle McArdle, Paula L. Raines, Virginia Beach City Public Schools, Virginia Beach, VA Underrepresented population groups have been an ongoing concern in gifted program identification. Practitioners demonstrate how the profile approach benefits the identification of young students in ethnically diverse, transient, or impoverished populations. Multiple criteria, including gradelevel screening, parent and teacher recommendation forms, and anecdotal information, are reviewed. This session will provide an overview of the screening and referral processes in place for primary students and will offer suggestions on how to implement a program of early identification for gifted programs to ensure that all students are afforded equal opportunity for early development of 21st-Century Skills. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents

Kimberley L. Chandler, College of William and Mary, Williamsburg, VA It is essential that curriculum interventions be designed and delivered in specific ways so the needs of primary gifted students from underserved populations can be addressed effectively. In this session, the presenter will delineate the key elements of research-based interventions and provide information regarding the efficacy of various curricular interventions with this target population. The presenter will share evidence-based recommendations for spotting and developing potential that have been derived from the research. A brief review of the extant curriculum materials and their common features will serve as the backdrop for participants to practice adapting their own instructional materials. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators Room: CC 328

Room: CC 331

Girl Power STEM: Engaging Young, Bright Female Students in STEM Learning in Early Childhood Classrooms Ann Gadzikowski, Center for Talent Development, Northwestern University, Evanston, IL Stanford researcher Carol Dweck has observed that girls are more likely than boys to perceive their intellectual gifts as static and limited, and that this perception can become an obstacle to girlsâ&#x20AC;&#x2122; persistence and learning, especially in STEM topics. In this session, learn from leaders of a successful enrichment program for young gifted and talented students, pre-K through grade 3, about strategies they have identified for engaging girls in STEM learning and preparing them for academic careers in science, technology, engineering, and math. Audience: Classroom Teachers K-6, Gifted Coordinators, Parents Room: CC 350

Making Inroads for Primary Gifted Students From Underserved Populations: Using Curriculum Research Findings to Adapt Materials

National Association for Gifted Children / making inRoads

Recognizing Emergent Talent Through Rigorous Learning Experiences Robin Puryear, Chesapeake Public Schools/Old Dominion University, Virginia Beach, VA; Rebecca A. McKinney, Denver Public Schools, Denver, CO; Mary Duffy, Nebraska Department of Education, Lincoln, NE; Bertie Kingore, P A Publishing, Austin, TX; Ann Matschiner, Pacific University, Forest Grove, OR; Erin Croley, Verge Learning, Fenton, MO Research substantiates that through early and ongoing recognition of gifted potential, teachers enable continuous learning, raise achievement, and promote self-esteem, particularly for underrepresented populations. Participants will experience specific examples from multiple nationwide sites documenting how rigorous learning experiences: significantly increase recognition of low-income and linguistically-culturally different gifted children in high-poverty districts; enhance equitable curricular opportunities to support all childrenâ&#x20AC;&#x2122;s success while enabling hidden talents to bubble up, and provide a low-cost, high-yield component in the recognition of emergent talent. Attendees will exit with practical learning experiences and strategies from practitioners and the 2014 KOI/Planned Experiences that elicit developmentally appropriate, complex, and advanced responses. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Researchers, Counselors and other Clinical Professionals Room: Key Ballroom 4

Poster Session

Identification of Gifted Learners Using Behavioral Observation Scales Joel McIntosh, Prufrock Press Inc., Austin, TX; Gail Ryser, Texas State University, San Marcos, TX Behavioral observation scales offer a valid and reliable tool to help identify gifted and advanced learners. This session will explore the benefits of the Scales for Identifying Gifted Students (SIGS) and Scales for Rating the Behavioral Characteristics of Superior Students (Renzulli Scales) when used as part of a comprehensive identification process. The presenters will review the characteristics and use of the two instruments. The development and use of the online versions Sponsored by of each instrument will be demonstrated, and construction of and use of local norms and national norms will be reviewed. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Researchers Room: CC 329

Prufrock Press

GLOBAL AWARENESS | 1:45 PM - 2:45 PM

Leadership and Making a Difference in a Global Community Kathleen Casper, Tacoma Public Schools, Tacoma, WA Do you know a child who stresses about world issues or wishes he or she could do something about social problems? Effective gifted programs harness that empathy to help students really make a difference in their world. This session will look at community involvement programs, networking, advocacy, and volunteerism while also learning about the civics, economics, communication, and real-world skills with huge impacts. There will be take-aways educators can use immediately in their own schools or with gifted students they know. Participants can also use this workshop to motivate themselves to get more active and work on their own dreams of making a difference. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals

The World Is Waiting! Millennials, Social Capital, and a New Era of Responsibility Angela Housand, University of North Carolina at Wilmington, Wilmington, NC Gifted youth today are members of the Millennial generation who, as a group, are more confident, socially minded, and connected than any generation before. Yet without the requisite skills to apply these attributes for positive change, they may lack the ability to leverage opportunities afforded them by access to a global society. This session will provide a systematic framework of skills that enable gifted young people to navigate the environments they encounter, establish a network of support, garner sufficient influence to effect meaningful change, and leverage social capital to usher in a new age of social responsibility. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents Room: CC 349

MIDDLE GRADES | 1:45 PM - 2:45 PM

Building Differentiated Curriculum With Biography: Nonfiction Reading in the Common Core Spotlight Christine Deitz, Little Rock School District, Little Rock, AR; Ann Robinson, University of Arkansas at Little Rock, Little Rock, AR The Common Core literacy standards require middle-grades students to analyze nonfiction texts at a complex level. Biographies offer the appeal of a good story, creative use of information and primary sources, the analytical stance of history, and an affective avenue for understanding oneâ&#x20AC;&#x2122;s talents. In this session, participants will explore strategies and resources they can use to add biography to their repertoire of differentiated instruction. Hear what other teachers learned about infusing biography into their classrooms. Receive a bibliography of exemplary middle-grades biographies, try out special graphic organizers for yourself, and learn what makes biography and the CCSS a match. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators

Friday

EXHIBITOR WORKSHOP | 1:45 PM - 2:45 PM

Roundtable

Room: Key Ballroom 3

Room: CC 330

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads Escalating English Language Arts for Talented Middle Grade Readers and Writers Susannah Richards, Eastern Connecticut State University, Storrs, CT Although some highly able students have demonstrated that they met or exceeded the Common Core State Standards for ELA, these students often complete the same lessons and assignments as their peers. The objective for this session is to explore strategies and curriculum models to create opportunities for highly able middle-grade readers and writers to escalate their abilities. Sample learning experiences, suggested literature, and teaching suggestions that capitalize on the capacities of Web 2.0 will be highlighted to model high-level differentiated curriculum for these verbally talented students. The goal of this session is to create an environment that cultivates lifetime readers and writers. Audience: Administrators, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents

PARENT & COMMUNITY | 1:45 PM - 2:45 PM

Moving Beyond Content: What Skills Do Our Children Need to Be Meaningful Contributors? Virginia H. Burney, Kristie L. Neumeister, Ball State University, Muncie, IN In todayâ&#x20AC;&#x2122;s rapidly changing world, gifted students will need more than just content knowledge to be successful. To prepare our gifted students, educators need to focus on developing the 7 Cs crucial to success in every domain: critical and creative thinking, communication and collaboration skills, confidence, commitment, and a sense of citizenship. In this session, the presenters will elaborate on the importance of each of these 7 Cs and provide tips for parents on how to develop these within their high-ability children. Audience: Parents Room: Key Ballroom 11

Room: CC 341-342

PROFESSIONAL DEVELOPMENT | 1:45 PM - 2:45 PM

Friday

Solving Underachievement: Eleven Steps to Strengthening Tenacity, Resilience, and Mental Perseverance Joan Jacobs, Lincoln Public Schools, Lincoln, NE; Rebecca D. Eckert, University of Connecticut, Storrs, CT Underachievement is unarguably the most prevalent issue affecting gifted students, their performance in school, and opportunities in life. When school is too easy to create a challenge, gifted students may fail to learn strategies for successful living that others may take for granted, thereby increasing their fragility to a host of organism-weakening agents. The presenters will discuss the importance of these habits, as well as how to help students develop them. Participants will learn the role of long-term goals, curiosity, motivation, enjoyment, self-confidence, and competence in creating a successful student and adult. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals Room: CC 348

Academic Acceleration Gifted Education Myths in the 21st Century Susan R. Scheibel, Regis University, Littleton, CO; Stuart N. Omdal, University of Northern Colorado, Greeley, CO With decades of research supporting academic acceleration as one of the most effective curriculum intervention strategies for gifted learners, myths abound in the 21st century. Academic acceleration is an evidence-based best practice intervention for all schools as it promotes academic and affective environments, while providing continuous learning, challenge, and growth for gifted learners. Discover and explore myths and misconceptions related to academic acceleration, established research foundations, strategies to develop appropriate acceleration curriculum interventions, and hear from voices of experience. Exit with a hands-on format for preservice, in-service, and staff development venues to inform and support teachers, administrators, and leaders. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: CC346

National Association for Gifted Children / making inRoads

Poster Session

Roundtable

RESEARCH & EVALUATION | COMBINED SESSION | 1:45 PM - 2:45 PM

Preservice Teachers’ Differences in Instructional Practices With Gifted Students

Lisa H. Foster, Harvard Graduate School of Education, Cambridge, MA This presentation reports on a mixed-methods research study on the fidelity of implementation of a third-grade gifted intervention that (a) identified the theoretical underpinnings and critical components of the curricular intervention to measure fidelity to the theoretical framework and (b) investigated the extent to which implementation occurred with fidelity relative to the theoretical underpinnings and the spirit of gifted education in general. Findings have implications for reporting to stakeholders and funders, furthering the development of fidelity measures with regards to theory and gifted curriculum, and understanding why identification of components prior to implementation is necessary. Audience: Classroom Teachers K-6, Researchers

Susan K. Johnsen, Krystal Goree, Baylor University, Waco, TX This presentation describes a qualitative study that explored the differences in instructional practices between elementary preservice teachers who received preparation in both elementary and gifted education and elementary preservice teachers who received preparation in elementary education only. The researchers used interviews and reviewed archival data, including portfolio entries, observation notes, reflections, and conference summaries. The researchers found differences in the preservice teachers’ use of preassessments and the ways that they organized the curriculum for student differences. Contributing factors appeared to include beliefs, mentor teachers, faculty supervisors, and coursework/seminars. Implications for gifted education teacher preparation programs will be discussed. Audience: Administrators, Gifted Coordinators, Researchers

Room: CC 343

Reaching At-Risk Gifted Students: One Teacher’s Story of How a Professional Development Model With Mentoring Uncovered Her Students’ Talents Jennifer Hart-Berndt, Hampton City Schools, Hampton, VA; Marla Read Capper, University of Virginia, Charlottesville, VA Recognizing and developing talent in at-risk students is an ongoing concern in gifted education. Many students lacking resources have mitigating factors masking their giftedness. One possibility to address this problem is implementing interventions that facilitate focused observation and reflection, guiding teachers in recognizing and developing students’ potential. The presenters will share their experience with talent development based on their partnership within MyTeachingPartner (MTP), a professional development model that uses lesson recordings to provide feedback on instruction/ student-teacher interactions. The session will focus on how MTP improved learning for students with potential in an urban middle school and what teaching partners discovered through the process. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical Professionals

Friday

Fidelity to the Theoretical Framework: Identifying Critical Components and Theoretical Underpinnings to Justify Participant Modifications

RESEARCH & EVALUATION | 1:45 PM - 2:45 PM

Preservice Teacher Attitudes Toward the Gifted Debbie A. Troxclair, Lamar Univeristy, Beaumont, TX Attitudes influence the teaching-learning process. The purpose of this study was to determine the attitudes toward the gifted of undergraduate elementary education majors at a small, rural south-central U.S. university. Gagné and Nadeau’s Opinions about the Gifted and their Education was used. Respondents held attitudes toward the gifted that were contradictory and unsupportive of practices that would provide support for gifted learners (being resistant to objectives, ability grouping, and acceleration). Respondents need to acquire knowledge about within-in class acceleration and differentiation strategies to be able to formulate sound cognitive beliefs about gifted learners and positively impact that population. Audience: Administrators, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: Exhibit Hall, Poster

Room: CC 337

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads SPECIAL POPULATIONS | 1:45 PM - 2:45 PM

The Rural Connections Initiative: Brightening the Future for Rural High Achievers

Friday

Kimberly J. Lohrfink, Johns Hopkins Center for Talented Youth, Baltimore, MD Gifted students living in rural communities often experience unique challenges related to a lack of resources that are important for students with advanced abilities and achievement. The Rural Connections Initiative attempts to address this problem through a comprehensive program that reaches out to gifted youth living in rural areas. Through this program, students receive a scholarship to a 3-week residential academic summer program, as well as pre- and post-summer academic counseling. The Rural Connections Initiative has opened the doors to many opportunities for low-income rural academically talented students, and thereby increased their aspirations for the future. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals Room: CC 344

SPECIAL SCHOOLS & PROGRAMS | 1:45 PM - 2:45 PM

A Public School for Highly Gifted Students? Yes, it Is Possible! Lynette Breedlove, The Gatton Academy of Mathematics and Science, Bowling Green, KY Two years after one of the largest statewide cuts to Texas education funding, a school for highly gifted students was founded within a public school district. The school is a haven for students whose exceptional needs are met through grouping based on readiness, not age. Learn about the process followed to research and develop the school proposal as well as the first year of implementation. Take away ideas on how to serve highly gifted students in your school or district and how to develop your own proposal for a specialized school or program. Audience: Administrators, Gifted Coordinators Room: CC 332

Anne Arundel County Advanced Learner Programs: A Unique Approach to Meeting the Needs of Gifted Elementary Students Joylyn A. Corey, Anne Arundel County Public Schools, Millersville, MD; Leslie J. Weinbaum, Anne Arundel County Public Schools, Pittsburgh, PA Anne Arundel County Public Schools implements programming addressing gifted student needs through classroom teacher instruction. The Advanced Learner Programs’ multi-strand approach meets the needs of student groups found in every school: all students, highly able students, and identified

National Association for Gifted Children / making inRoads

gifted students. This presentation describes the format for ALPs programming within AACPS elementary schools, providing an overview of how advanced research-based curricular opportunities are delivered to gifted students. ALPs is a unique combination of professional development, classroom follow-up, and instructional coaching for selected schools. Opportunities also exist for teachers to shadow experts and work with practicing professionals. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators Room: Key Ballroom 10

Program for the Complete Development of High-Ability Children (PIPAC): Evolution, Development, and Evaluation Elena Rodríguez Naveiras, África Borges, University of La Laguna, Santa Cruz de Tenerife, Spain Since 2004, the University from La Laguna (Spain) has been developing the Program for the Complete Development of High-Ability Children (PIPAC). PIPAC is an extracurricular program, with a socioaffective profile, aimed at children from 4 to 12 years of age and their families. Intervention with children takes place in the subprogram called “Discovering,” which is divided into age levels: Level 1, Level 2, and, finally, Level 3. Parents participate in other specific subprogram called “Meetings,” carried out on the same day and at the same time as the program for children. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Parents, Researchers Room: Exhibit Hall, Roundtable

Where Does the Gifted Child Fit in the Charter School Movement? Rebecca O’Brien, University of Connecticut, Storrs, CT With the increased focus on the academic success of students, a number of programs have been implemented that are intended to ensure student achievement. In several states, schools with unacceptable academic performances are closed or the reins are given to another group. As charter and private organizations take hold of public schools, the mandates for gifted services are not as clear. So where do gifted learners fit in this movement? This presentation will provide an overview of the most prominent charter programs, the gifted services provided by these programs, and advocacy advice with respect to each program. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents Room: CC 347

Poster Session

Learning by Doing: Understanding Differentiated Inquiry in Science Through Role-Play Nancy Heilbronner, Mercy College, White Plains, NY If you teach science to elementary or middle school students, you may struggle with how to implement differentiated inquiry-based lessons. Yet, best practices state that it is important to teach students through science inquiry. In this engaging hands-on workshop, participants will assume the role of students from the moment they walk in. As students, they will be taught an entire differentiated science lesson, participate in a debriefing session, and receive helpful handouts for how to implement inquiry-based lessons in their own classroom. Although the lesson will be differentiated for all students, teaching gifted science students will be emphasized. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators Room: CC 339

The Value of Problem Posing in Developing Creatively Gifted Mathematicians Eric L. Mann, Hope College, Holland, MI; Heather Carmody, Park Tudor School, Indianapolis, IN; Scott A. Chamberlin, University of Wyoming, Laramie, WY Much has been written about creativity and mathematical giftedness. Generally, conceptions of creativity or ways to identify creatively gifted mathematicians are presented. However, an oft-neglected topic pertains to ways that creatively gifted mathematicians can be developed. In this session, the presenters will discuss the value of problem posing as a means to develop creativity in mathematics. The session will be highly

interactive. At the conclusion, participants will be provided with a mathematical concept and asked to pose relevant mathematical problems. Problems posed will be shared with peers to conclude the presentation. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: CC 340

Friday | 3:45 PM - 4:45 pM ARTS | 3:45 PM - 4:45 PM

Artistic Ways of Knowing: Identifying the Artist Within Every Student Joanne Haroutounian, George Mason University, Fairfax, VA This session will describe an effective procedure for identifying talent in the arts based on criteria stemming from research analysis. Participants will examine an identification curriculum, rating scales, and performance/portfolio assessment forms that broadens the concept of artistic talent beyond performance and product. The curriculum included in the process is based on artistic ways of knowing, which incorporates perceptual discrimination, metaperception, creative interpretation, performance, and critiquing skills. The curriculum can be easily integrated into the classroom to assist in arts/academic integration and arts talent identification. The curriculum provides substantive content that encourages all students to perceive, think, and create as artists. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers

Friday

STEM | 1:45 PM - 2:45 PM

Roundtable

Room: Key Ballroom 9

Refreshment Break in the Exhibit Hall | 2:45 PM â&#x20AC;&#x201C; 3:45 PM

Join us in the Exhibit Hall, directly below the NAGC registration area (take the stairs, elevator, or escalator down) for a light refreshment break sponsored by the Jack Kent Cooke Foundation.

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads Educatorsâ&#x20AC;&#x2122; Conceptions of Artistic Giftedness and Talent: Essential Factors in the Composition of Classrooms and Schools Focused on the Arts Jason Helfer, Illinois State Board of Education, Springfield, IL; Stephen T. Schroth, Towson University, Cheverly, MD Special programs and schools that serve artistically gifted students are popular in theory but often face significant opposition in practice. How regular education classroom teachers and administrators perceive the need for these programs and schools affects their success, although little has been known about their thoughts. This presentation will provide data from a national study regarding educator conceptions of artistic giftedness and talent, and examine the implications these beliefs have for those advocating for or charged with operating such programs or schools. Strategies

that have been successful in creating broad-based support for arts programming and special schools will be shared. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers Room: CC 327

Examining Ego Identity Development in Artistically Gifted Adolescents Maryam Hussain, University of Houston, Houston, TX Interpersonal and ideological ego identity statuses reflect how individuals view themselves and their perception of how others view them. Exploring each of these constructs is particularly important in conceptualizing how adolescents face uncertainty about who they are and what they will become. This study

Friday

LEGACY SERIES TAPING | 3:15 PM - 4:45 PM

Room: Holiday Ballroom 6

Curriculum, Being, and Becoming with Joyce VanTassel-Baska The Conceptual Foundations Network invites you to attend the eighth annual Legacy Series honoring the life and work of Dr. Joyce VanTassel-Baska. The Legacy Series honors the major scholars in gifted education by recording their reflections on their personal and professional journeys. This yearâ&#x20AC;&#x2122;s honoree, Joyce VanTassel-Baska, is the Jody and Layton Smith Professor Emerita of Education at the Center for Gifted Education, Center for Gifted Education, The College of William and Mary. She is the founding director of the Center for Gifted Education and also initiated and directed the Center for Talent Development, Northwestern University. A past president of NAGC, Joyce has received numerous awards for her work in gifted education and has published 28 books and over 550 journal articles, book chapters, and scholarly reports. The Conceptual Foundations Network is honored to be able to provide this opportunity for teachers, administrators, and scholars to benefit from the knowledge and experiences during this program.

Thanks to

National Association for Gifted Children / making inRoads

for sponsoring this event

Poster Session

Room: CC 339

COMPUTERS & TECHNOLOGY | 3:45 PM - 4:45 PM

Blogging to Raise the Self-Efficacy of Gifted Mathematics Learners Laura Lowder, Ann Crutchfield, Pfeiffer University, Misenheimer, NC How can blogging tools be utilized in the mathematics classroom to strengthen the self-efficacy of gifted learners? This session will focus on the use of blogging to guide students’ selfreflection and conceptualization development. The ultimate goal of this strategy is to enable gifted children to build their self-efficacy about themselves as math learners and thus grow into more engaged students. Classroom-based research spanning more than 2 years with third- and fourth-grade students will be shared as well as ideas for others to implement in their own classrooms. Audience: Classroom Teachers K-6, Gifted Coordinators Room: Key Ballroom 12

CONCEPTUAL FOUNDATIONS | 3:45 PM - 4:45 PM

To Reform Gifted Education, Lose the Concept of Giftedness Matthew McBee, East Tennessee State University, Johnson City, TN; Scott Barry Kaufman, The Imagination Institute, University of Pennsylvania, Wynnewood, PA; D. Betsy McCoach, University of Connecticut, Storrs, CT; Michael Matthews, University of North Carolina at Charlotte, Charlotte, NC; Scott J. Peters, University of Wisconsin - Whitewater, Whitewater, WI Gifted and talented education has faced many challenges over its 100+ year history—many of which remain today. We believe the concept of giftedness is not necessary for and, in fact, acts as a barrier to the education of advanced learners in K–12 schools. In this presentation, we will present some of the most common challenges to the education of advanced learners and how these challenges can be effectively addressed through an Advanced Academic model. In such a model a decreased emphasis is placed on identification while a much stronger emphasis is placed on local, needs-based programming and interventions. Audience: Administrators, Gifted Coordinators, Researchers, Counselors and other Clinical Professionals

COUNSELING & GUIDANCE | 3:45 PM - 4:45 PM

Preparing Helping Professionals to Work With Gifted Students: Facilitating Partnerships Between Gifted Centers and Preparation Programs Megan Foley Nicpon, Alissa Doobay, Laurie Croft, Susannah Wood, Belin-Blank Center, University of Iowa, Iowa City, IA; Carrie Lynn Bailey, Center for Gifted Education, The College of William and Mary, Williamsburg, VA School counselors, school psychologists, and other helping professionals are vital service providers for gifted students and their parents, as well as powerful allies to the gifted educator. However, effective collaboration needs to be modeled for preservice teachers and counselors by the very higher education programs that prepare them for their careers. This roundtable will explore how collaboration efforts between counseling and psychology programs and gifted centers have been successful at two universities. Facilitators will discuss opportunities for collaborative classes, workshops/professional development, service, research, and community school district engagement. Audience: Administrators, Gifted Coordinators, Researchers, Counselors and other Clinical Professionals Room: Exhibit Hall, Roundtable

Stereotype Threat and Teasing as Predictors of Academic Engagement and Performance Among Gifted Adolescents

Friday

examined ego identity development status among artistically gifted adolescents (n = 224) recruited from an urban public high school. Results showed that almost half of the adolescents were in the moratorium or searching status for both ideological and interpersonal ego identity. Other individual differences and implications will be discussed. Audience: Gifted Coordinators, Researchers

Roundtable

Kelly Lee, University of Houston, Houston, TX Gifted students may be susceptible to sociological phenomena that negatively highlight their giftedness, such as stereotype threat and academic teasing. Stereotype threat and forms of peer victimization have been associated with lowered academic achievement. Little research has explored these constructs among gifted students. This session will discuss a study that examined stereotype threat and academic teasing among gifted high school students. Researchers will also promote dialogue targeted at (a) understanding teasing and stereotype threat, (b) identifying the consequences of such experiences, and (c) brainstorming interventions to foster classroom engagement in consideration of these experiences. Audience: Classroom Teachers - High School, Researchers, Counselors and other Clinical Professionals Room: Exhibit Hall, Poster

Room: CC 341-342

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads CREATIVITY | 3:45 PM - 4:45 PM

True Grit: Developing Passion and Persistence Through Creative Expression and Production in the Classroom

Let Them Eat Cake: An Interdisciplinary Enlightenment Salon for Gifted Ninth Graders Larry Letellier, Ernest U. Meier, The Commonwealth Governor’s School, Fredericksburg, VA In this session, the presenters will share how to effectively integrate two curricula in a dynamic, interactive role-playing activity. In a simulation designed for ninth graders in a school-within-school gifted program, students in AP European History and Honors English recreate an Enlightenment Salon that focuses on the debates and conflicts at the heart of the Enlightenment and the French Revolution. Each student is assigned a historical figure from 18th-century Europe or a fictional character from Dickens’ Tale of Two Cities to impersonate as they discuss and debate with their peers critical philosophical and political questions, internalizing the drama of the period. Audience: Classroom Teachers - High School, Gifted Coordinators

Magdalena Fitzsimmons, Baltimore County Public Schools, Baltimore, MD Grit and creativity—what do these character traits have in common, if anything? Why are they both so important in the 21st-century workplace, and how do we foster the behaviors associated with them in today’s classroom? How do teachers encourage resiliency and persistence in high-ability learners? This session will explore instructional strategies that incorporate creative thinking and production to motivate students and help them develop the perseverance and self-control necessary to achieve long-term learning goals. Research related to this topic will be discussed, and student work samples and lesson plans will be provided. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents Room: Key Ballroom 2

Friday

Room: Exhibit Hall, Roundtable

Using Neuroscience to Maximize Creativity and Innovation in Gifted Students

Supporting Creativity in an Era of Accountability Elissa Brown, Hunter College, New York, NY In today’s schools a premium is placed on the implementation of a standardized curriculum, high-stakes testing, and teacher effectiveness. As a result, some would argue that less emphasis is placed on the development and expression of creativity, particularly in the areas of mathematics and science. This session will share the results of a pilot study exploring teachers’ perceptions of mathematical and scientific creativity in gifted elementary students. Moreover, this pilot study investigated the degree to which pedagogical and curricular approaches teachers employ in science and mathematics foster or preclude the development of creativity in gifted children. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Researchers

Patti Drapeau, Maine Department of Education, South Freeport, ME According to neuroscience findings, what do the brains of gifted students like and not like and how does this information inform our practice? For example, why does the brain love to predict? Learn why predicting can be a problem for gifted students when they are trying to be creative. Compare the different developmental prefrontal cortex stages in gifted, above-average, and average peers and explore how this affects the gifted students creative products. Learn specific techniques to trick the brain into being creative and walk away from the session with specific strategies to use in the classroom. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical Professionals

Room: Holiday Ballroom 2

Room: CC 343

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

2015

62nd Annual NAGC Convention & Exhibition Phoenix, Arizona | November 12-15, 2015

2016

63rd Annual NAGC Convention & Exhibition Orlando, Florida | November 3-6, 2016

The session proposal submission process begins in December. Registration details are available in late March.

www.nagc.org

National Association for Gifted Children / making inRoads

Poster Session

Allowing Gifted Learners to Pursue Their Passions Utilizing an Independent Research Model Christie Bruns, Institute for the Development of Gifted Education, Denver, CO With today’s variety of learning environments, finding an independent research model that meets the needs of gifted learners and fits into curriculum standards and requirements can be challenging. In this session, participants will explore a model of independent research effective in gifted and general classrooms, pull-out settings, and homeschool environments for gifted learners in grades 1–6. Discover the progression of independent research from the initial research to the final presentation while exploring the balance of guidance by instructors and control by the learners themselves. Let your passion for learning run wild and join us in this engaging session! Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators Room: CC 338

Building a Meaningful High School Gifted Program Virginia M. Lennon, Hickman High School, Columbia, MO What do gifted students need in high school? Acceleration? Motivation? Social-emotional development? Career and college counseling? They need all of the above and them some. If you are involved in teaching gifted high school students, this session will include ideas and practical strategies for assessing the needs of students in your setting, accessing resources, and developing a meaningful program. Based on best practices research and 10 years of teaching secondary gifted students in both a rural community and a small city, this session will help you with ideas you can begin implementing in your school tomorrow. Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators Room: CC 331

Making Good Decisions: Thinking Skills in the 21st Century Carla Brigandi, Windsor Public Schools, Windsor, CT According to the Framework for 21st-Century Skills, learning and innovation skills students should master in order to succeed in work and life in the 21st century include the ability to think critically and problem solve. The focus of this workshop is to present seven discrete cross-curricular thinking skills that enhance students’ ability to reason effectively, make judgments

and decisions, and solve problems. In addition, connections will be made between critical thinking and ethical decision making. Participants will be provided with examples of specific thinking skills, suggestions for implementation into various subject areas, and access to online resources. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents Room: Key Ballroom 10

Miss Bossy Pants or Madam President? Fostering Leadership in Elementary and Middle School Students Kelley M. Smith, Stacey Gruber, Michelle P. Nightingale, Carroll County Public Schools, Westminster, MD Do you know children who are perceived as “bossy” or “knowit-alls”? These labels are often an indication of undeveloped leadership potential. How can educators foster these qualities and develop gifted students into vibrant 21st-century leaders? This session will provide teachers in elementary and middle schools with a collection of lessons, resources, and strategies for cultivating leadership potential. Integration of the most recent technology, as well as current research, will engage participants in a fun hands-on experience that will motivate, educate, and provide the skills and resources necessary to support tomorrow’s leaders. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators

Friday

CURRICULUM STUDIES | 3:45 PM - 4:45 PM

Roundtable

Room: Key Ballroom 1

EARLY CHILDHOOD | 3:45 PM - 4:45 PM

Creating Philosophical Discussions With Primary-Grade Children Through Children’s Picture Books Gail N. Herman, Easthampton, MA; Madeleine Lifsey, Smith College, Northampton, MA Many questions young bright children ask are questions philosophers also have wondered about and tackled. Familiar picture books focus on issues in aesthetics, ethics, metaphysics, logic, and other issues, although not with philosophic terminology. Participants will experience field-tested discussion strategies, picture books, and tools such as counterexamples, reflective thinking, thought experiments, and analogies to engage and challenge bright primary students in philosophy discussions. Responses and video are shared from discussion leaders and students at inner city Martin Luther King Jr. School for Excellence, Springfield, MA. Audience: Classroom Teachers K-6, Gifted Coordinators, Parents Room: Key Ballroom 11

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads Da Vinci: Integrating Science and Technology With an Early Childhood Classroom Theme Fred Estes, The Nueva School, Hillsborough, CA This presentation describes an early childhood science, engineering, technology, math, and creativity unit inspired by the ideas and the methods of Leonardo da Vinci. This unit is intended to complement and to accompany classroom learning about the art, life, and times of da Vinci. Rather than simply catalog the remarkable accomplishments of this extraordinary human, the goal of this unit is to give early childhood students the experience of the creativity inherent in the design thinking process. They build and build upon his amazing work with light, water, machinery, geometry, anatomy, and biomimicry. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents Room: CC 330

EXHIBITOR WORKSHOP | 3:45 PM - 4:45 PM

Friday

Developing Fractions Sense Mary Geschel, Borenson and Associates, Inc., Allentown, PA In this hands-on workshop, the presenters will illustrate how powerful 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 Sponsored by multiplying. Each participant with receive a fractions set. Audience: Administrators, Classroom Teachers K-6 Room: CC 350

GLOBAL AWARENESS | 3:45 PM - 4:45 PM

Dabrowski, Naturally Amy H. Gaesser, Purdue University, West Lafayette, IN; Edith Burke, University of Arizona, Tucson, AZ Dabrowski called imaginational, intellectual, and emotional Overexcitabilities a tragic gift, which made individuals feel life experiences more deeply than those without these gifts. When understood within his Theory of Positive Disintegration (TPD), Dabrowski’s constructs provide gifted individuals with a context for deeper self-understanding and rewarding development. Using the analogy of an oak tree’s growth, this poster presentation will provide a visual interpretation of Dabrowski’s TPD, reflecting the complex process of differentiation and sequences of changes in structural and functional organization of living organisms. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: Exhibit Hall, Poster

National Association for Gifted Children / making inRoads

MIDDLE GRADES | 3:45 PM - 4:45 PM

Differentiation Strategies to Engage Underperforming Students in Middle School Gifted and Highly Capable Classes Katrina L. Wagner, Issaquah School District, Issaquah, WA; Kim Bailey, Pacific Cascade Middle School, Issaquah, WA All educators have encountered gifted students who are not working to their potential. Our job as effective teachers is to identify these students and re-engage them. Utilizing brain research and psychology, the presenters will examine why some gifted students underachieve, how to identify these students, and effective strategies to re-engage their learning. A variety of strategies (developmental/psychological, physical, and academic) will be covered. Developmental/psychological topics cover perfectionism, boredom, middle-age brain development, gender, and identity. Physical strategies include mindfulness, movement, and spatial organization of classrooms. Academic strategies include task selection, individualized learning, and solving real-world problems. Audience: Classroom Teachers - Middle Grades Room: CC 326

Launching the Scholastic Tournament Jennifer Schumann, Mesa County Valley District 51 Schools, Grand Junction, CO Is your middle school lacking structure for providing GT learners an outlet for meeting their affective and intellectual needs in an integrated, engaging manner? This session will explore how a Scholastic Tournament can be organized from the ground up to meet the intellectual and social-emotional needs of gifted students. The Scholastic Tournament will showcase a competition between gifted learners utilizing awardwinning game challenges proven to foster academic growth and address affective needs. The Scholastic Tournament will culminate as a celebration of a nurtured growth mindset, and offer the spotlighted opportunity for GT learners to interact with like-minded peers. Audience: Administrators, Classroom Teachers - Middle Grades, Gifted Coordinators Room: Exhibit Hall, Roundtable

Poster Session

Parent Perceptions of the Acceleration Process Keri M. Guilbault, Notre Dame of Maryland University, Baltimore, MD Using a research-based tool such as the Iowa Acceleration Scales can help school administrators make an objective decision regarding acceleration. 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 who have utilized the Iowa Acceleration Scales will be reported. Parent reflections on the acceleration process and advice for others will be shared. Myths about acceleration will be dispelled, and tips for navigating the process will be discussed in this interactive session. Audience: Classroom Teachers K-6, Parents, Counselors and other Clinical Professionals

You Are Not Alone! Social-Emotional Needs of the Gifted Carolyn Kottmeyer, Hoagies, Downingtown, PA What are the most important lesson to learn on the socialemotional needs of the gifted individual, whether child or adult? The primary need of any individual is the need to belong, and for the gifted child or adult, that need may be more acute than for others, since the gifted represent a small percentage of the population. If the gifted child or adult has only one need met, this should be the one: You are not alone. Join us to learn not only the most important factors, but easy answers to meeting those needs. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents Room: CC 348

PROFESSIONAL DEVELOPMENT | 3:45 PM - 4:45 PM

Room: CC 347

Aligning Gifted Program Standards With Educator Effectiveness Initiatives

Putting Partnerships in GEAR: Educating, Advocating, and Connecting for Our Gifted Learners

Lucia Rowley, Madison Metropolitan School District, Madison, WI; Kitty Verkuilen, McFarland School District, McFarland, WI; Amy Miller, Oregon School District, Oregon, WI; Laura Borsecnik, Stoughton Area Schools, Stoughton, WI Educators and evaluators across the country are grappling with Educator Effectiveness and evaluation. Most teacher evaluation scales do not capture the unique practices and responsibilities of gifted educators. Presenters will offer a model for aligning the domains of Charlotte Danielson’s Instructional Specialist framework with the evidence-based practices outlined in the NAGC 2010 Pre-K–Grade 12 Gifted Programming Standards. Administrators need to understand critical attributes in the role of these specialists, and gifted education professionals need to define their next edges of growth. This session helps answer the question, “Who is an effective gifted educator?” Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators

Mindy Zellner, Stephanie Bruner, Ann Marie Reinke, Karen B. Naber, Sycamore Community Schools, Cincinnati, OH This presentation will describe in detail the powerful and successful relationship between the Sycamore Community Schools and GEAR (Sycamore Gifted Education, Advocacy and Resources.) Through a PowerPoint presentation and interactive audience discussion, parents, teachers, and school administrators will highlight how this organization and the school district have forged a collaborative partnership that benefits all gifted learners, their families, and the district. GEAR has become a positive, driving force for our region. GEAR also serves as a voice for political advocacy at the state level. This session will provide tips for starting your own parent education, advocacy, and resources group. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals

Friday

PARENT & COMMUNITY | 3:45 PM - 4:45 PM

Roundtable

Room: CC 332

Room: CC 345

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads Incorporating Decision-Making Strategies in Professional Development Through Case Studies of Differentiated Instruction Wendy Behrens, Minnesota Department of Education, Roseville, MN; Christine Weber, University of North Florida, Jackosnville, FL; Cecelia Boswell, Waco ISD, Waco, TX Professionalism and instruction are enhanced when educators share a body of knowledge, develop skills in decision making, and continue to increase their proficiency with implementing differentiated curriculum and instruction. As a vehicle for professional development, case studies encourage a detailed analysis and critical reflection of the most current and prevalent issues in gifted education. Ideas and strategies will be exchanged and current practices examined that support the standards of excellence set forth in the revised NAGC–CEC Teacher Preparation Standards in Gifted and Talented Education and the NAGC–CEC Advanced Standards in Gifted Education Teacher Preparation. Audience: Administrators, Gifted Coordinators

Friday

Room: Key Ballroom 4

QR a Professional Developer? Using Technology to Give Your PD Sessions a 2.0 Tune Up Elizabeth A. Fogarty, East Carolina University, Greenville, NC Have you ever led a QR code scavenger hunt? Or encouraged participants to use the backchannel during your live presentation as a way to pass notes? Innovative technology applications allow for ongoing, sustainable professional development where participants can continue to ask questions and receive information, even as their professional learning deepens. This session will give participants new ideas for using free, widely available technology tools to enhance delivery of content. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: CC 328

RESEARCH & EVALUATION | 3:45 PM - 4:45 PM

Early to Rise: Effects of Grade Skipping on Career Aspirations, Earnings, and Job Satisfaction Katie McClarty, Pearson, Austin, TX Gifted students have great potential, but human potential often goes unrealized without effective talent development strategies. One strategy is acceleration, which consistently yields positive impacts on academic aspirations and achievement. This session extends acceleration research to the career domain, examining the effects of wholegrade acceleration on career aspirations, earnings, and job satisfaction. Using a nationally representative longitudinal dataset, analyses suggest accelerated students aim for higher profile careers, earn more, and are equally satisfied in their careers, compared to nonaccelerated, older peers. Early acceleration may propel students along a more appropriately speeded path and ultimately enable them to achieve ambitious goals. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers Room: CC 329

Research and Evaluation Dissertation Award Winners Present Their Research Selcuk Acar, SUNY Buffalo State, Buffalo, NY; Jaclyn M. Chancey, University of Connecticut, Storrs, CT; Lori Andersen, Kansas State University, Manhattan, KS The 2014 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: Achievement Goal Orientations of Academically Talented College Students: Factors Contributing to Honors Program Participation (Jaclyn Chancey); Are Students Who Have High-Ability in Math More Motivated in Math and Science? (Lori Andersen); Thinking in Multiple Directions: Hyperspace Categories in Divergent Thinking (Selcuk Acar). Audience: Researchers Room: CC 337

NAGC2014 For the most up-to-date information on sessions and to search for sessions by strand or speaker, download the NAGC2014 app.

National Association for Gifted Children / making inRoads

Poster Session

Karen B. Rogers, University of St. Thomas, St. Paul, MN Since the original meta-analysis conducted by the researcher in 1990 (1861â&#x20AC;&#x201C;1990), multiple additional studies on an ever-increasing menu of academic acceleration options have taken place. This session will synthesize all studies, from the first analysis through 2014, including some discussion of meta-analyses conducted by other researchers during this same time period. The academic effect sizes, as well as the social adjustment and psychological adjustment effects, will be shared with the audience. In general, the greatest increase in studies has taken place in secondary school acceleration options. Less forward movement has taken place for elementary gifted learners. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: CC 329

Executive Functions, Intelligence, Creativity, Achievement, and the Whole Gifted Child Eric Calvert, Saiying Steenbergen-Hu, Paula Olszewski-Kubilius, Center for Talent Development, Center for Talent Development, Northwestern University, Evanston, IL The importance of executive functions to gifted children and adolescents has been widely recognized by parents, teachers, and researchers. However, research-based knowledge on executive functions remains unfamiliar to many. In this session, the presenters will report findings from a synthesis of empirical research on executive functions across neuroscience, neuropsychology, psychiatry, psychology, and education. Specifically, the presenters will inform the audience about research on the relationships between executive functions and giftedness, intelligence, creativity, academic achievement, and school behaviors, as well as the connections between executive functions, ADHD, and overexcitability. We will also present information on scientifically based strategies to improve executive functions. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals

How to Assess Creativity: Results From an Authentic Performance Task Gyimah Whitaker, Atlanta Public Schools, Atlanta, GA; Alex Alvarez, Valdosta City Schools, Valdosta, GA Have you ever wondered how students would perform on creativity measures beyond commonly used assessments such as the Torrance Tests of Creative Thinking (TTCT) and the Profiles of Creative Abilities (PCA)? Would your gifted program and student body benefit from an additional screening measure for creativity? Join this session to discover how students performed on a newly developed creativity performance task compared to the TTCT and PCA assessments. Audience: Administrators, Gifted Coordinators, Researchers Room: Exhibit Hall, Poster

SPECIAL POPULATIONS | 3:45 PM - 4:45 PM

Legal Issues of Identifying and Serving TwiceExceptional Gifted Learners Michael Eig, Paula A. Rosenstock, Michael J. Eig and Associates, P.C., Chevy Chase, MD; Richard Weinfeld, Weinfeld Education Group, LLC, Silver Spring, MD What is the legal basis for our shared belief that schools must serve gifted students who have concomitant disabilities? Recent judicial decisions as well as directives from the Office of Special Education Programs strongly support the need to identify twice-exceptional learners, to include them in appropriate gifted education, and to ensure that they receive individualized supports to access gifted education. The presenters, an advocate for twice-exceptional learners who previously directed programs for this population, and two special education attorneys, will share their knowledge and expertise in working to ensure that twice-exceptional learners have appropriate support for gifted and general education. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals

Friday

Meta-Analysis of 23 Academic Acceleration Options for Elementary and Secondary Students With Gifts and Talents: The Latest Findings

Roundtable

Room: Holiday Ballroom 1

Room: Holiday Ballroom 3

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads SPECIAL SCHOOLS & PROGRAMS | 3:45 PM - 4:45 PM

Summer Enrichment Fun! Carol Carter, Elizabeth Daniels, Patricia Hollingsworth, University School at The University of Tulsa, Tulsa, OK In this poster session, you will see how our summer enrichment program meets both the social and academic needs of gifted and talented learners. Often students do not have social skills to make friends in the normal school setting. We strive to meet social needs of gifted students by providing activities that teach team/partner skills. Older students may participate in the amazing race or plan a virtual vacation while younger students may create a puppet show or participate in yoga. Academics are exciting for GT students as they learn the anatomy of pigs through dissection or discover chemistry by creating snacks. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Parents Room: Exhibit Hall, Poster

Friday

STEM | 3:45 PM - 4:45 PM

Let’s Be Rational: Are They Really Ready for Algebra? Linda Sheffield, Northern Kentucky University, Highland Heights, KY Today more U.S. eighth graders take algebra than any other math class, but acceleration alone has been shown to be counterproductive. At the same time, top students have not mastered many of the middle-grades standards, including those involving rational numbers, proportional reasoning, algebra, and geometry. Come actively explore stimulating problems and investigations from middle-grades curriculum, competitions, and online resources that intrigue and stump students. Learn techniques focusing on reasoning, creativity, sense-making, questioning, and discourse that engage, empower, and create high-performing mathematics students eager to find innovative solutions to additional challenges. Participants will receive a comprehensive list of resources and research. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents, Researchers Room: CC 340

Beyond Multiple Choice: Strategies for Differentiating Science Instruction

STEM! It’s Elementary: Overcoming the Logistical Challenges of Teaching With Robots

Pat Schock, Sue Harvey, Lincoln Public Schools, Lincoln, NE The need to ask questions, generate creative explanations, find connections between concepts and phenomena, and exhibit strong curiosity about the world characterizes strong science students. Greater depth and complexity can be a part of every lesson with the use of strategies specifically targeting the interests and abilities of the gifted science student. Effective instruction in this context requires us to meet these needs through a variety of carefully chosen methods of differentiation. Presenters will introduce a variety of strategies that dovetail with science lessons, including the Frayer Model, synectics, and Venn diagrams. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators

Sharon Slodounik, Glenridge Elementary, School District of Clayton, Clayton, MO; April DeGennaro, Peeples Elementary School, Fayetteville, GA This session is designed to develop a network of educators on a journey to implement robotics in elementary gifted classrooms and offers an opportunity to engage in conversation about implementing robotics with gifted kids in resource pull-out classrooms. After a discussion of theory establishing robotics as an essential element of 21st-century gifted pedagogy, the logistics of how large groups of students can share robots and materials will be presented. Attendees will leave with resources and approaches for getting and implementing robotics as part of a standards-based gifted classroom, including lesson ideas, curriculum, and hands-on robot demonstrations. Audience: Classroom Teachers K-6

Room: CC 344

Room: CC 346

Don’t miss these Evening Events: • Festive Reception provided by Disney Youth Programs and Disney Theatrical Group (immediately following Celebration of Excellence) Key Ballroom Foyer, Hilton Baltimore

• Network Evening Events Key Ballrooms, Hilton Baltimore

• Remembering Jim: A Tribute to James J. Gallagher Key Ballroom 1, Hilton Baltimore

National Association for Gifted Children / making inRoads

Poster Session

Where Did We Start? Connecting Health and Wellness Through the STEM Lens Mary Ellen Mulvaney, Anne Arundel County Board of Education, Pasdena, MD; Mary Yeager, Fort Smallwood Elementary School, Pasadena, MD Join us to learn the creative steps our students, staff, and community took to become a STEM-influenced health and wellness site. Whether it was raising $29,000.00 in one PTA race for a STEM fundraiser or measuring the track, our students blazed the trail as creative thinkers and problem solvers. Academic, attendance, and discipline data support

Roundtable

the positive impact from shifting our students from learning isolated facts to collaborative, project-based learning. The Student Fitness Team sparked morning yoga workouts, and fifth graders designed a scooter track, afterschool STEM clubs, and more! FSES is a STEM school on the move. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: Exhibit Hall, Roundtable

Don’t Forget . . .

Baltimore Convention Center, Level 100

The NAGC Celebration of Excellence

Friday

Exhibit Hall closes at 5:00 PM

Friday, November 14 | 5:00 – 7:00 PM Key Ballroom 5-8, Hilton Baltimore Awards presented: President’s Award Hollingworth Award A. Harry Passow Classroom Teacher Award Doctoral Student Award Early Scholar Award Early Leader Award Distinguished Service Award Distinguished Scholar Award Gifted Coordinator Award David W. Belin Advocacy Award Gifted Child Quarterly Paper of the Year

Presidential Reflections

Tracy L. Cross, NAGC President

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

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Saturday General Session Jack Andraka: A Scientist Who Happens To Be A Kid

Self-described amateur cancer researcher, internationally recognized medical entrepreneur, and education and LGBT activist, this promising innovator was catapulted to fame as a young scientist after he won the 2012 Gordon E. Moore Award, the grand prize in the Intel International Science and Engineering Fair, which came with $75,000.

Saturday

After a close family friend died of pancreatic cancer, Jack (then a ninth grader) became interested in finding a better early detection diagnostic test after he learned that the lack of a speedy, low-cost early screening method contributed to the poor survival rate among individuals with pancreatic cancer. At age 15 he invented an inexpensive and sensitive dipstick-like sensor for the rapid and early detection of pancreatic, ovarian and lung cancers. A Maryland high school senior, Jack was recently given an award from the Maryland State Advisory Council on Gifted & Talented Education, for a student who performs at remarkably high levels when compared with peers. He encourages his generation to approach their pursuits, whatever they may be, with an attitude of determination and gumption. He told us that he likes to talk to teachers because he thinks they can inspire and create opportunities for kids. A popular TedX speaker, Jack will share his enthusiasm about open access, STEM education and universal Internet availability. He has been featured in several documentaries including Morgan Spurlock’s Sundance Film Festival entry “ You don’t know Jack,” Linda Peters’ award winning film “Just Jack,” as well as being featured on ABC World News with Diane Sawyer, CNN, BBC, Fox, Rede Record de Televisão and many radio, newspaper and magazine articles around the world. His autobiography, Breakthrough, will be released by HarperCollins in March 2015.

“

I don’t view myself as a whiz kid. I just see myself as a scientist who happens to be a kid.

National Association for Gifted Children / making inRoads

”

Poster Session

Roundtable

Saturday Highlights - November 15

Welcome, Parents

(pathologists, pathfinders, and prancing paleontologists)! • Tune into a special 1940s Radio Show presented by students from Hunters Woods Elementary School for the Arts and Sciences, Fairfax County Schools in the Exhibit Hall during the 11:45 AM - 12:30 PM break. • Our annual E. Paul Torrance Creativity Lecture Series takes place at 4:30 PM. The Creativity Network presents author Scott Barry Kaufman who explores the paths to unlocking potential. • Then it’s time to dance with the dinosaurs at the Maryland Science Center from 7:00 – 10:00 PM. The reception co-hosted by Maryland Educators of Gifted Students features delicious light refreshments, a cash bar, and music will be provided. A fantastic DJ will spin favorite dance music from 9:00-10:00 pm, so wear your dancing shoes!

Saturday – Schedule at a Glance

Level 300, Baltimore Convention Center

Concurrent Sessions (includes Signature Sessions), Exhibitor Workshops, Poster Sessions, Roundtables

8:00 AM - 9:00 AM

1:45 PM - 2:45 PM

Convention Registration

Concurrent Sessions (includes Signature Sessions), Exhibitor Workshops, Poster Sessions, Roundtables

9:00 am-4:30 pm

1:45 PM

Exhibit Hall (cash and carry food 10:30 am - 2:30 pm) with Exhibitors, NAGC Central (bookstore), Poster Sessions, Student Artwork and Entertainment, Duke TIP Power Lounge, Roundtables Exhibit Hall F, Level 100, Baltimore Convention Center

Sponsored by: Duke TIP

Book Signing at NAGC Central (Booth 329) Elissa Brent Weissman and Laura Amy Schlitz 3:00 PM - 4:00 PM

Concurrent Sessions (includes Signature Sessions), Exhibitor Workshops, Poster Sessions, Roundtables 4:30 PM

Exhibit Hall Closes

9:15 AM - 10:30 AM

General Session with Jack Andraka

4:30 PM - 6:00 PM

Key Ballrooms 5-8, Hilton Baltimore 10:45 AM - 11:45 AM

E. Paul Torrance Creativity General Session with Scott Barry Kaufman

Concurrent Sessions (includes Signature Sessions), Exhibitor Workshops, Poster Sessions, Roundtables

Key Ballroom 5-8, Hilton Baltimore

Sponsored by: Scholastic Testing Service

11:45 AM - 12:30 PM

6:00 PM - 7:00 PM

Break and 1940s Radio Show (presented by students from Hunters Woods Elementary School for the Arts and Sciences, Fairfax County Schools)

Callaway A/B, Hilton Baltimore

Exhibit Hall, Baltimore Convention Center

Saturday

12:30 PM - 1:30 PM

7:00 AM – 4:00 PM

Donor Reception (by invitation only) 7:00 PM - 10:00 PM

Maryland Reception at Maryland Science Center 601 Light Street

Sponsored by: Johns Hopkins University Center for Talented Youth 61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

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Parent Day

Welcome, Parents! Today we’re welcoming parents (and family members) from throughout the state and region to NAGC Parent Day produced by the NAGC Parent & Community Network, the NAGC Parent Editorial and Advisory Committee, and the Maryland Coalition for Gifted and Talented Education (MCGATE). 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. As part of Parent Day, these attendees will be encouraged to meet and mingle throughout the Convention sessions and events. NAGC appreciates the support of Johns Hopkins University Center for Talented Youth for our Parent Day and Maryland Reception this evening.

Saturday

Saturday | 8:00 AM – 9:00 AM SIGNATURE SERIES | 8:00 AM – 9:00 AM

Gender Issues in Achievement: Are Girls Making Inroads and Boys Falling Behind? Sylvia B. Rimm, Family Achievement Clinic, North Olmsted, OH School and life achievement patterns for girls and women differ from those of boys and men. This presentation will explain how girls are making inroads in school and how educators can inspire them to achieve in life. It will also share serious concerns about boys’ underachievement in school and how that can be reversed. Girls frequently struggle with perfectionism, accepting criticism, and coping with competition. Boys more likely battle organization, writing, and attentiveness problems. The presenter will recommend strategies for improving lifelong achievement and fulfillment for both based on her 15-year update of Jane Wins Again research and many years of clinical experiences. Audience: Counselors and other Clinical Professionals; Parents; Classroom Teachers – Middle Grades; Classroom Teachers – High School Room: Key Ballroom 2

Gifted Education and the Common Core State Standards: A Focus on Mathematics Susan K. Johnsen, Baylor University, Waco, TX; Gail Ryser, Texas State University, San Marcos, TX The adoption of the Common Core State Standards in almost every state is cause for gifted education as a field to reflect

National Association for Gifted Children / making inRoads

on its role in supporting gifted and high-potential learners appropriately in the content areas, including mathematics. Whether students plan to enter a STEM field in a career anywhere from astronomy to zoology or simply become wellinformed citizens who can make sense of the world, recognize patterns, make generalizations and test conjectures, and make and defend logical decisions, mathematics is critical to their development. This session provides teachers and administrators with practical examples of ways of building a comprehensive, coherent, and continuous set of learning experiences for gifted and advanced students in mathematics. It describes informal, traditional, off-level, and 21st century math assessments that are useful in making educational decisions about placement and programming. Specific instructional and management strategies for implementing the standards within the classroom, school, and school district levels are discussed. Audience: Administrators; Classroom Teachers – Middle Grades; Classroom Teachers – High School Room: Holiday Ballroom 1

Calling All Champions of Diversity and Equity in the Classroom Gyimah Whitaker, Atlanta Public Schools, Atlanta, GA NAGC’s Diversity and Equity Committee is seeking input from researchers, advocates, administrators, gifted coordinators and classroom teachers regarding the type and format of information to provide school personnel about supporting diverse GT students. In this session, members of the Committee present preliminary ideas for input, and facilitate

Poster Session

Room: Holiday Ballroom 3

ARTS | 8:00 AM – 9:00 AM

Arts Integration Using Technology as a Tool Ann Crutchfield, Laura Lowder, Pfeiffer University, Misenheimer, NC Using both visual arts and music integration and technology as a supporting tool gives teachers the opportunity to address the unique needs of children with both demonstrated and hidden talents while supporting the development of critical thinking skills, judgment, and problem solving. The National Coalition for Core Arts Standards support the integration of arts as a component of consistent instruction forcing students to imagine, investigate, construct, and reflect. Participants will come away with examples of readily available apps for the iPad and implementation ideas to support their gifted and talented students. Audience: Classroom Teachers K-6 Room: Key Ballroom 12

Rhythm and Lines: A Reading, Writing, Speaking Jazz Affair Theresa Newsom, School District 11, Colorado Springs, CO The presenter will share differentiated strategies for academic learning integrated with the performing arts, core curriculum and leadership development. These subjects can be intermingled with jazz music to highlight creativity and self-efficacy for students. Ideas on how to create and promote performance venues for students to share their writings and oratorical skills while learning how rhythm and poetry fuse together via jazz music will also be shared. This interactive workshop promotes socio-emotional skills of students while building upon their self-efficacy and leadership attributes. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: Exhibit Hall, Roundtable

COMPUTERS & TECHNOLOGY | 8:00 AM – 9:00 AM

Apptitude: The Ability to Identify Higher Level Thinking Apps and Weave Them Into Existing Gifted Programming Carol M. Greig, McFarland School District, McFarland, WI Infusing apps that require thinking like designers, inventors, engineers, and problem solvers into a program maximizes

interest, effort, and learning. Apps that simulate STEM thinking allow young gifted students to experience hard tasks requiring spatial and numerical reasoning, deductive logic, strategic planning, and abstract thinking. Using the Math Rules program, concepts are extended with quality apps, making twodimensional problems become exciting. This session will cover guiding principals, app suggestions, app selection criteria, iPad language, and guidelines for elementary-aged students when using exciting apps. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators Room: CC 343

Blended Learning: Leveraging Technology to Differentiate for Gifted Learners Laila Y. Sanguras, April Walker, University of North Texas, Denton, TX In an era of standards and high-stakes testing, how do we educate and prepare gifted learners to meet the demands of a fast-paced, innovative world? Blended learning, an instructional model that leverages technology as a mode of instruction, is an innovative way to adapt the K–12 educational system by authentically providing opportunities for differentiation in ways that are difficult in the traditional classroom. The presenters will highlight the need to disrupt current methods of education, describe the blended learning model, and offer solutions for integrating technology into the classroom at the primary and secondary level. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers Room: CC 338

Saturday

discussion of other ideas to develop. Curriculum directors, researchers, gifted coordinators, faculty, and classroom teachers are invited to assist in this effort to provide practical, easy-touse information about diversity that will be available through the NAGC website. Others who have ideas about what is needed are also encouraged to attend. Audience:

Roundtable

Engaged Learning Using Technology With High School Gifted Students Kathy Jones, AHA Learners, Chanute, KS; Kathy Ray, AHA Learners, Shawnee, KS Gifted learners at the high school level are a population with distinct educational needs. They have potential that requires differentiated and challenging educational services beyond those provided in the general education program. Many high school teachers are not sure how to provide for gifted needs in their subject area. Through the resources of the gifted facilitator, many options can be created infusing technology to reach the goals of acceleration and differentiation while allowing students to expand their critical thinking and creative abilities. This session will explore ways to provide all of those opportunities incorporating technology. Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators Room: CC 331

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads CONCEPTUAL FOUNDATIONS | 8:00 AM – 9:00 AM

5 Reasons to Put the G Back Into Giftedness Russell T. Warne, Utah State University, Logan, UT Definitions of giftedness include excellence in academics, leadership, and more. However, experts may forget the importance of general intelligence, or g. This presentation explains why g should always be considered in giftedness: (a) intelligence is the best-studied construct in psychology; (b) educators understand how to adjust education to accommodate high intelligence; (c) intelligence links giftedness research with psychology, making gifted education relevant to “outsiders”; (d) intelligence is the strongest predictor of long-term outcomes; and (e) many issues in gifted education are best understood in relation to intelligence. This provocative presentation invites attendees to put the g back into giftedness. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers, Counselors and other Clinical Professionals Room: CC 336

Developing Talent Beyond K–12: A Talented Surgeon’s Journey From Middle School to Medical School Marla Read Capper, Michelle Yoon, University of Virginia School of Medicine, Charlottesville, VA Much attention has been paid to developing talent in K–12 students with high ability, but little has been given to talent cultivation and professional development for university students or young professionals. What interventions nurture talents and maximize potential of university students and early career professionals? Presenters will share a case study of a gifted young surgeon, his academic journey from middle school to medical school, and his desires for mentoring and talent development. This session presents a talent development roadmap comprised of mentoring, rooted in Super’s career development framework, mentoring literature, and Gagne’s talent development model. Audience: Parents, Researchers, Counselors and other Clinical Professionals Room: Key Ballroom 11

COUNSELING & GUIDANCE | 8:00 AM – 9:00 AM

Saturday

Conceptualizing Curriculum for the Gifted: Honoring the Past and Looking to the Future

Creating a Safe Harbor: Counseling the Gifted and Talented

Jennifer Jolly, University of New South Wales, Sydney, Australia; Ann Robinson, University of Arkansas at Little Rock, Little Rock, AR; Sandra Kaplan, University of Southern California, Los Angeles, CA; Tamra Stambaugh, Vanderbilt University, Nashville, TN With the recent focus on the intersections between Common Core State Standards and gifted students’ learning needs, an opportunity exists to reflect on the conceptual evolution of curriculum for the gifted and talented across time. The curricular trajectory for the gifted includes the concepts of enrichment, differentiation, and modification—all of which are evident in today’s curricular offerings for gifted and talented students. A panel of experts will discuss the progression of curriculum development in gifted education, comment on the influence of the early curriculum pioneers, and deliberate on the future of curriculum design for the field. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers, Counselors and other Clinical Professionals

Lori M. Comallie-Caplan, Marc A. Caplan, P.A. and Associates, Las Cruces, NM Specialized counseling services for the gifted and talented population are still scarce. Often, the gifted and talented population is viewed as highly capable and without vulnerability. Contrary to this notion, when this special population does encounter mental health problems, they are subjected to misdiagnosis and a lack of awareness regarding how their abilities interface with treatment and socialemotional well-being. Often, the gifted have their complex and deviant behavior labeled as pathology instead of being understood in a meaningful context. Also, many gifted people have dual diagnoses that require specialized treatment. Participants will learn to avoid misdiagnosis and ensure treatment success. Audience: Counselors and other Clinical Professionals

Room: CC 341-342

Room: Key Ballroom 4

Harnessing the Appeal of Dystopian Literature: Using Popular Novels to Support Social and Emotional Development in Gifted Students Christina M. Amspaugh, Bexley City Schools, Groveport, OH What draws gifted adolescents to popular dystopian novels such as The Giver, The Hunger Games, and Divergent? What can students learn about themselves by reflecting on the experiences of characters facing extraordinary circumstances? This session will provide strategies for using dystopian literature in a bibliotherapeutic approach to supporting social and emotional development in gifted adolescents. Teachers will learn how

National Association for Gifted Children / making inRoads

Poster Session

Room: CC 326

Searching for Meaning: Idealism, Bright Minds, Disillusionment, and Hope James T. Webb, Great Potential Press, Tucson, AZ Bright minds search for meaning. They are particularly likely to see opportunities and alternatives, to be concerned with fairness, and to be idealists. This often results in disillusionments that leads to loneliness, dissatisfaction, cynicism, burnout, and existential depression not only in adults, but also in adolescents and sometimes younger children. This session will describe less healthy ways, as well as more healthy ways, that gifted children and adults use as they try to cope with their disillusionments, and will describe ways to develop and maintain hope and life satisfaction. Practical suggestions to nurture idealism and hope will be offered. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals Room: CC 340

Understanding Factors Contributing to Suicidal Thoughts and Behaviors in Gifted Youth Veronica A. Smith, Ball State University, Muncie, IN This presentation seeks to summarize the growing body of literature pertaining to theories guiding the study of suicide in gifted children and youth. As gifted students can have unique risk and protective factors, suicide prevention may need to be differentiated to fully meet their needs. Factors contributing to suicide in gifted populations, as well as preventative strategies, will be discussed. A special focus will be placed on gifted students from underrepresented groups, including minority students. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals

CREATIVITY | 8:00 AM – 9:00 AM

Beyond Ideas and Products: Assessing Creativity “Inside the Sifter” Jeb S. Puryear, University of North Texas, Denton, TX The parallels between cognitive development and creativity are typically neglected in the research literature and in educational practice. The work of Piaget, Vygotsky, and others offers insight we should consider when evaluating creativity. The Sifting for Treasure model is proposed to focus attention on these and other connections between cognitive development and creativity. It is argued that the model provides a foundation to evaluate individual creative potentials more holistically. Specifically, the conceptual elements of metacognition will be described and their role in the development of creativity will be suggested. Ways gifted education professionals can use existing or easily collected data will be discussed. Audience: Classroom Teachers - High School, Gifted Coordinators, Researchers Room: CC 332

Making Progress in the Evaluation of Creativity in Grades K–12 Using a Multivariate Approach Connie Phelps, Emporia State University, Emporia, KS Although K–12 schools focus on academic achievement, educators must address both the creative potential and the cognitive development of gifted children. Moreover, because gifted children function on the upper end of a spectrum of individual differences within regular education classrooms, K–12 educators need a conceptual framework that includes creativity as well as a means to assess the creative potential of gifted children. This session will demonstrate how a multivariate approach to creativity provides a rationale for educators to develop the creative potential of high-ability children in regular education classrooms as a nonlinear interaction of cognitive, conative, affective, and environmental factors. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals

Saturday

to harness the power of students’ reactions to such literature to support their identity development and explore a range of emotional concerns. An annotated bibliography with suggested strategies will be provided, and participants will be encouraged to share additional ideas. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School

Roundtable

Room: CC 350

Room: Exhibit Hall, Poster

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads CURRICULUM STUDIES | 8:00 AM – 9:00 AM

Anything Goes! Igniting Passion Through Self-Directed Learning Alyssa Osterman, Maria Luce, Oak Grove School District, Green Oaks, IL In today’s busy Common Core classrooms, teachers can still find the time to ignite students’ passion for learning. Gifted and talented students are intrigued by a variety of topics and must be allowed to delve deeper into these areas. The presenters’ classroom “20% time” was inspired by a similar policy at Google and addresses the ever-present question from students, “Why do we need to learn this?” Using self-selected topics, students invest their time and energy into researching and presenting their findings. This session will offer teachers a practical plan that can be implemented in their classrooms immediately. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators

Extending Science Lessons With Creative Nonfiction Writing Amanda Fabian, Rachel E. Haugh, Johns Hopkins Center for Talented Youth, Baltimore, MD Presenters from the Johns Hopkins Center for Talented Youth will share an interdisciplinary approach to creative nonfiction writing intended to extend science lessons and strengthen students’ skills with elements of the genre such as character, setting, and voice. Sample lessons demonstrate the flexibility that creative nonfiction allows students to bring to writing about complex social and scientific issues such as climate change, biodiversity, and environmental pollution. By combining new science learning and advanced writing assignments, gifted students can deepen their knowledge of both subjects and develop more nuanced understandings of the forces at work in societies’ scientific controversies. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School Room: CC 330

Room: Holiday Ballroom 2

Blending Biographies With Relevant Fiction: A Great Mix!

Saturday

Denise Estelle, Western Wayne Elementary School, New Castle, IN Combining authors’ biographies, including Beatrix Potter, Roald Dahl, and C. S. Lewis, with their literature invites interdisciplinary study beyond the Common Core State Standards. The differentiated model includes opportunities for creative and critical thinking, inquiry, and problem solving. Studies of authors’ lives show how the writing was influenced. Issues such as bullying, grief, corporal punishment, diversity, parenting trends, and exceptionalities such as ADHD are addressed through literature. Attendees will receive examples of pre- and postassessments, differentiated spelling lists, writing prompts, a “passport” used by students as they study translations, and a culminating event involving parents. Participants will learn how to recreate this for their author of choice. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents Room: CC 328

Don’t Forget . . .

Exhibit Hall closes at 4:30 PM Baltimore Convention Center, Level 100

National Association for Gifted Children / making inRoads

Planning Common Core State Standards-Driven Curriculum That Will Meet the Needs of Gifted Students Through Use of Best Practice Instructional Strategies Denise Drain, Denise Drain Education Consulting Services, Indianapolis, IN While many districts are rushing to complete new curriculum maps to reflect the Common Core State Standards at each grade level, educators are left to wonder how these changes impact gifted students. This presentation will demonstrate ways for teachers to differentiate the CCSS-driven, general education curriculum to meet the needs of gifted students through the use of gifted best practice. Attendees will learn ways to increase academic demands through the use of higher level thinking strategies, the addition of metacognition activities, the inclusion of research-supported curriculum models, and the introduction of a scope and sequence for independent research. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators Room: CC 337

Poster Session

Kristen R. Stephens, Alissa P. Griffith, Duke University TIP, Durham, NC Service learning is a way of teaching and learning that connects positive and meaningful action in the community with academic learning, 21st-Century Skills, personal growth, and civic responsibility. Service learning is particularly suited for gifted learners, as it extends the curricula and stimulates critical thinking and problem-solving skills. Service-learning also appeals to gifted students’ sense of social justice and assists them in becoming engaged, global citizens. This session will provide an overview of service learning pedagogy, offer practical tips for launching service learning projects, and share examples of service learning that have been successfully implemented in classrooms. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: CC 339

EARLY CHILDHOOD | 8:00 AM – 9:00 AM

Smart Moves: How Gifted Students Develop Strategic Thinking Through Board Games Beth Dirkes, Ann Gadzikowski, Center for Talent Development, Northwestern University, Evanston, IL Solving a problem requires an analysis of variables, leveraging resources, and assessing risk. In short, it requires a strategy. When gifted students are challenged to engage in strategic thinking, they develop advanced skills and experience as creative problem solvers. Playing “Euro-style” board games offers students an active and engaging opportunity to make predictions, calculate odds, and form alliances. The presenters will describe their experience piloting a strategy games curriculum for gifted second- and third-grade children and offer practical suggestions and resources for implementation in classroom settings. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators Room: CC 347

EXHIBITOR WORKSHOP | 8:00 AM – 9:00 AM

First Look: New Center for Gifted Education Language Arts Units Barbara Dullaghan; Kimberley L. Chandler, Center for Gifted Education, The College of William and Mary, Williamsburg, VA The Center for Gifted Education’s language arts units developed at Center for Gifted Education, The College of William and Mary have been used in school districts throughout the United States for more than 25 years. In this session, the presenters will share information about three of the eight new units published by Kendall Hunt. The language arts units are designed to develop students’ skills in literary analysis and interpretation, writing, linguistic competency, and oral communication, as well as to strengthen students’ reasoning skills and understanding of overarching concepts. The new units featured in this session are: Perspectives, a unit for grades 4 and 5 that leads students through the process of writing a short story by using mentor texts; Courage: Connections and Reflections, a unit for grades 7 and 8 that focuses on studying people, historical time periods and events, and even oneself with regard to the concept of courage; and The Pursuit of Justice, a unit for grades 7 and 8 that addresses the paths that man has taken in his desire for justice. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Sponsored by Classroom Teachers - High School, Gifted Coordinators Room: Holiday Ballroom 4

GLOBAL AWARENESS | 8:00 AM – 9:00 AM

Saturday

Service Learning: A Powerful Method for Engaging Gifted Learners

Roundtable

Finding Meaning Debra Pentz, Inspire Spirit, Boulder, CO Existential depression occurs disproportionately among gifted youth. “Because gifted children are able to consider the possibilities of how things might be, they tend to be idealists. However, they are simultaneously able to see that the world is falling short of how it might be” (James T. Webb). They are further troubled by the arbitrary nature of life. The INSPIRE SPIRIT foundation addresses gifted youth’s propensity for “existential crisis” by teaching skills to empower, find purpose, and discover meaning through community service, selfdiscovery, and nurturing passions. This session will outline the foundation’s approach and real-world application. Audience: Gifted Coordinators, Parents, Counselors and other Clinical Professionals Room: CC 349

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads MIDDLE GRADES | 8:00 AM – 9:00 AM

Demystifying Differentiation for Middle School in the Digital Age Robert F. Iseminger, Pieces of Learning, Roanoke, VA; Chris Taibbi, Roanoke County Public Schools, Roanoke, VA This session is intended for middle school educators seeking practical strategies and activities that assist in differentiating the Common Core State Standards 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 the CCSS. Audience: Administrators, Classroom Teachers - Middle Grades, Gifted Coordinators Room: CC 329

Integrated Curriculum, Common Core, and Differentiation

Saturday

Susan R. Rakow, Cleveland State University, Cleveland Heights, OH Are you flummoxed by applying the Common Core State Standards while integrating curriculum and differentiating instruction for advanced learners? This session will offer concrete tools (preassessments, tiered assignments, the Parallel Curriculum Model) to help you develop rigorous and relevant instruction for gifted middle grades students. There will be an emphasis on integrating language arts since it underlies mastery of all other content areas. There will be time for practice applying strategies and standards as well as opportunities for brainstorming and questions. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators Room: CC 327

Middle School STEM Service-Learning: Moving Students From Service Recipients to Service Providers Jane Newman, University of Alabama, Tuscaloosa, AL Gifted students known traditionally as recipients of service in high-poverty areas can become service givers or service learners. This session will present how-to’s for implementing high-quality, STEM, inquiry problem-based, servicelearning projects that produce significant results in academic engagement, civic responsibility, and resiliency. The study implemented the Enrichment Triad Model Type III Process to teach gifted (and general education students) to become society’s producers of knowledge and services, and not

National Association for Gifted Children / making inRoads

just consumers (good test takers). Engagement in highquality service-learning projects (Type IIIs) can also reduce underachievement for gifted students in high-poverty areas. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: CC 345

PROFESSIONAL DEVELOPMENT | 8:00 AM – 9:00 AM

High-Impact, Low-Preparation Strategies to Foster Rigorous Learning Environments Bertie Kingore, P A Publishing, Austin, TX Leaders increase instructional differentiation for gifted students by empowering teachers with realistic, highly effective ways to foster rigorous learning environments. Participants will experience challenging, research-based strategies and learning experiences distinctly relevant to gifted profiles so students engage in more complex conceptual connections and construct deeper understanding. This session will explore ways to guide teachers to stimulate higher cognitive skills and foster a level of intellectual work commensurate with gifted capabilities. The presenter will share a collection of more than 50 effective solutions for the most frequently asked management questions. Exit with timesaving techniques and engaging applications to share with colleagues so gifted students’ minds flourish without overwhelming teachers. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Researchers Room: Key Ballroom 10

Simplicity in Gifted Education? Discover Ways to Bring Order to Complexity Kimberly M. Berman, Summit County Educational Service Center, Cuyahoga Falls, OH “True simplicity is derived from so much more than just the absences of clutter or ornamentation. It’s about bringing order to complexity” (Jony Ive, Senior VP of Design, Apple Inc.). Take a cue from this legendary design guru and explore ways to bring order to the complexity of your gifted program. Gain tools to evaluate effectiveness. Discover ways to navigate your district’s priorities. Balance compliance, best practice, and visionary goals. The presenter will use first-hand experiences as a coordinator to share a successful organizational structure with simple-to-use technology and tools that bring order to the complexity of gifted programs and management. Audience: Administrators, Gifted Coordinators Room: Key Ballroom 9

Poster Session

Gifted Program Evaluation Kristie L. Neumeister, Virginia H. Burney, Ball State University, Muncie, IN Faced with significant budget challenges, many districts cannot afford to hire an outside consultant to conduct a formal evaluation of their gifted programs. As an interim solution, districts may wish to conduct their own in-house program evaluation. In this session, the presenters will teach participants an overview of a step-by-step process for evaluating each of the main elements of a gifted program that is grounded in best practices in gifted education. At the end of the session, administrators will have an understanding of how to design, conduct, and report on an in-house evaluation of their gifted programs. Audience: Administrators, Gifted Coordinators Room: Key Ballroom 1

How to Conduct a Good Meta-Analysis in Gifted Education Saiying Steenbergen-Hu, Paula Olszewski-Kubilius, Center for Talent Development, Center for Talent Development, Northwestern University, Evanston, IL Meta-analysis is a quantitative research review method used to integrate the findings of primary studies. Gifted Child Quarterly recently called for proposals for a special issue on meta-analysis. In this session, researchers will learn how to conduct a good meta-analysis in gifted education. Specifically, they will learn how to select a topic, search for and identify qualified studies,

code studies, choose and calculate effect sizes, conduct dataanalysis and test for moderators, and interpret meta-analysis results. They will also learn the challenges, recent advancements, benefits and limitations of meta-analysis, and topics in gifted education that need to be studied meta-analytically. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: Key Ballroom 3

Improving Our Understanding of the Twice-Exceptional Child Steven I. Pfeiffer, Florida State University, Tallahassee, FL Twice-exceptionality is defined as the concurrence of giftedness and a disability or disorder. Twice-exceptional (2e) children are often at a disservice because their needs may not be appropriately met academically, and their disability or disorder may be masked by their high IQ. To better understand the plight of twice-exceptional learners and better meet their needs, the presenters felt it was important to examine the scientific rigor of the research on this unique population. This study evaluated the research methodology of the 2e literature over the past 20 years with the goal of identifying the strengths and limitations. Audience: Researchers Room: Exhibit Hall, Poster

Saturday

RESEARCH & EVALUATION | 8:00 AM â&#x20AC;&#x201C; 9:00 AM

Roundtable

RESEARCH & EVALUATION | COMBINED SESSION | 8:00 AM â&#x20AC;&#x201C; 9:00 AM

Academic Competency Teasing Kelly Lee, University of Houston, Houston, TX Although research has shown that competency teasing is one of the most frequent forms of teasing, research in this area remains sparse. Only two currently published scales assess competency teasing. In a previous study, the Academic Competency Teasing Scales (ACTS) were created and piloted. The current study assessed the newly developed ACTS with college students. Results included continued development of the scales, significant convergent and discriminant validity, and group differences for gifted students and ethnicities. This session will focus on the results of this study and how this information can be utilized in other areas. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals

The Risk Profile of Rejected, Friendless, and Isolated Gifted Children Kristen F. Peairs, Martha Putallaz, Matthew C. Makel, Duke University TIP, Durham, NC Children who experience problematic peer relations experience heightened risk for maladjustment. Although many gifted students are quite socially competent, very little is known about those gifted children who do suffer from significant peer relationship problems. This session will present findings from a study that explored the risk profile of gifted students at the margins of their social world. Findings have implications for informing intervention programs to meet the unique socioemotional needs of the most socially vulnerable gifted children. Audience: Classroom Teachers K-6, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: CC 344

Room: CC 344

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads RESEARCH & EVALUATION | COMBINED SESSION | 8:00 AM – 9:00 AM

Case Studies of School Districts’ Gifted Education Do Judgments and Rating Scales Overlap With Identification Practices Performance Measures in the Identification of the More RESEARCH & EVALUATION Combined Sessions 2 Kim D. Paris, Paris Academy, Elko, NV; Karen L. Westberg, Gifted and Talented? A Multilevel Meta-Analytic University of St. Thomas, St. Paul, MN; Jann H. Leppien, Synthesis Whitworth University, Spokane, WA A controversial, confusing, or uncertain aspect of programming has been the identification of students for gifted education services. To better understand why and how this occurs, the presenters conducted in-depth interviews with gifted education coordinators throughout the country to learn about the tools being used, the timeline for screening and identification, and the manner in which decisions about selection are made. The standards established by NAGC provide guidance to practitioners about what should be done when identifying students for gifted education services, but findings from our case studies suggest many districts are not using these practices. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers High School, Gifted Coordinators, Researchers

Nur Cayirdag, Istanbul Sabahattin Zaim University, Istanbul, Turkey; Selcuk Acar, SUNY Buffalo, Buffalo, NY Identification of gifted students has evolved over time from a simple, IQ-based assessment toward more complex models that allow the use of alternate evidence of high ability. Most scholars in the field agree that problems still exist in the identification including but not limited to underrepresentation of students from some minority groups in gifted programs. A meta-analytic synthesis of the studies may help to resolve this controversy and to explain the reasons behind equivocal findings. Results of this study can facilitate researchers, gifted specialists, and teachers in making more deliberate decisions in their selection of identification instruments. Audience: Gifted Coordinators, Researchers, Counselors and other Clinical Professionals

Room: CC 348

Saturday

Searching for Evidence-Based Practice: A Survey of Empirical Studies Measuring and Reporting Fidelity of Implementation Published During 2004–2013 Lisa H. Foster, Harvard Graduate School of Education, Cambridge, MA; Tracy C. Missett, Sweet Briar College, Sweet Briar, VA A principle contention in the field of gifted education is that gifted students require comprehensive differentiated curricula to effectively develop their abilities. Thus, researchers urge the development of rigorously conducted curriculum intervention studies to demonstrate that recommended curricula are evidence-based. In order for curriculum to be considered evidence-based, indicators of rigorous methodology should be present, including a showing that teachers implementing the curriculum have done so with fidelity to its design. This study reviewed the extant literature to understand the degree to which gifted curriculum intervention studies have addressed, measured, and reported fidelity of implementation. Implications will be discussed. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers Room: Exhibit Hall, Roundtable

National Association for Gifted Children / making inRoads

SPECIAL SCHOOLS & PROGRAMS | 8:00 AM – 9:00 AM

A Holistic Case Study Approach for Identification: Matching Students With Services Carol V. Horn, Kirsten Maloney, Fairfax County Public Schools, Fairfax, VA Best practices in gifted education require a multifaceted approach to screening and identification. Find out how one large school district has shifted to identifying services rather than labeling students and the holistic case study approach that drives consideration of student strengths with a focus on talent development. Audience: Administrators, Gifted Coordinators Room: CC 346

Poster Session

Roundtable

Berkley Palms Academy: Chartering New Paths for Young Learners With Emerging Gifts and Talents

Saturday | 10:45 AM – 11:45 AM

Angela Cozart; Charissa M. Owens, College of Charleston, Charleston, SC Berkeley Palms Academy is a partial immersion charter school located in South Carolina. The founders believed the community needed a charter school that offered families an international-focused educational option for their young children with emergent gifted potential. Therefore, the mission of Berkeley Palms Academy is to prepare students to excel academically by fostering their intellectual strengths and talents a nurturing and global-focused setting. This presentation will share the design and development of this school. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals

SIGNATURE SERIES | 10:45 AM - 11:45 AM

Room: Exhibit Hall, Roundtable

Differentiating the Next Generation Science Standards for Gifted Students Cheryll M. Adams, Ball State University, Muncie, IN; Debbie Dailey, Alicia Cotabish, University of Central Arkansas, Conway, AR This session will demonstrate how to use learning progressions with differentiation strategies to modify the NGSS performance expectations for gifted students. Although more rigorous than previous national science standards, the NGSS still need to be differentiated to provide rigor, challenge, and complexity for gifted and advanced science students. Sample lessons will be shared. Audience: Administrators; Classroom Teachers – Middle Grades; Classroom Teachers – High School Room: Key Ballroom 2

Kimberly Clayton-Code, Northern Kentucky University, Highland Heights, KY This presentation will feature outcomes and lessons learned from 5 years of the collaborative Young Women LEAD Conference for gifted high school girls. Young Women LEAD is a collaborative conference that provides high school girls with meaningful experiences designed to help them discover their innate qualities and strengths and to challenge them to reach higher levels of personal growth and development. Conference participants attend a variety of interactive discussion panels and breakout sessions. The conference is a collaborative effort between prominent businesswomen, local high schools, a university gifted education institute, and a community college. Audience: Classroom Teachers - High School, Gifted Coordinators, Parents Room: Exhibit Hall, Poster

General Session 9:15 AM – 10:30 AM

Key Ballrooms 5-8

James Gallagher’s Legacy for the Gifted Disadvantaged: From “Talent Delayed/Talent Denied” to Today Alexinia Baldwin, University of Connecticut, Storrs, CT; Paula Olszewski-Kubilius, Center for Talent Development Northwestern University, Evanston, IL; Joyce VanTassel-Baska, Center for Gifted Education, The College of William and Mary, Williamsburg, VA; Tamra Stambaugh, Vanderbilt University, Nashville, TN In the 1960s James Gallagher wrote, “Children who have no opportunity...to develop their abilities constrain both their own lives and the larger society’s opportunity to advance.” In the 1970s he produced the first interdisciplinary report on gifted disadvantaged students, “Talent Delayed/Talent Denied.” His final published research investigated an alternative method for identifying gifted disadvantaged students. His work in this area will be explored by an expert panel, moderated by Dr. Joyce VanTassel-Baska. Panel members will draw connections to three pervasive themes surrounding the gifted and disadvantaged: identification and services; parent and community involvement; and instructional support. They will offer evidence-based suggestions to make a difference in the lives of these children. Audience: Gifted Coordinators; Classroom Teachers – Middle Grades; Classroom Teachers – High School; Parents; Researchers

Saturday

Young Women LEAD: Supporting Career and Leadership Pathways

Room: CC 341-342

Jack Andraka

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads Learner-Developed Programming: Listening to the Voice of the Learner Robin Carey, Douglas County School District, Castle Rock, CO; Blanche Kapushion, Jeffco Public Schools, Golden, CO; George Betts, University of Northern Colorado, Greeley, CO Do your gifted learners tend to check out when transitioning to the secondary level? Is your district’s gifted education programming in need of a fresh perspective? Listening to the learner voice is a surefire way to engage our most critical stakeholders through the lens of the Autonomous Learner Model. It is essential that gifted learners be the center of their cognitive, emotional, social, and physical development. This presentation will address the necessary steps in moving programming for gifted learners to programming by gifted learners—doing it with them, not to them. Practical examples from districts implementing this approach will be shared. Audience: Counselors and other Clinical Professionals; Gifted Coordinators; Classroom Teachers – Middle Grades; Classroom Teachers – High School Room: Holiday Ballroom 1

Saturday 82

COMPUTERS & TECHNOLOGY | 10:45 AM - 11:45 AM

Wow! Who Knew What Edmodo Could Do? Creating a Diverse Tech Culture to Foster Equity, Access, and College Readiness (A True Story) James C. Garner, Decatur High School, Decatur, AR; Rachel Stokes, Greenville Senior High Academy, Taylors, SC Attendees will learn to use Edmodo to create online learning communities for small- and large-group discussions, paperless assignment submissions, simplified grading, enhanced reading, and improved academic writing. Based on multicultural, interschool activities between AP English Literature classes in Greenville, SC, and AP English Literature and Language classes in Decatur, AR, the presentation will also cover collaborative planning, instruction, and assessment, as well as possible pitfalls and obstacles. Attendees will be able to replicate this project for all grade levels and across the curriculum and leave the session with strategies to help them manage projects beyond the set-up phase. Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators

Native Youth—Overlooked and Underserved in Gifted Education Research and Programming: Excellence Gaps, Using the HOPE Scale, Summer Programming, and the Need for Research

Room: CC 343

Marcia Gentry, Purdue University, West Lafayette, IN In 2010 and again in 2013 researchers examined the existence, prevalence, and persistence of “excellence gaps” among students in the top quartile of NAEP achievement in reading, writing, math, and science in grades 4, 8, and 12 from 2000-2011 by race, ELL status, gender, and income status. However, neither of these reports included youth from Native American and Tribal communities, again leaving these populations marginalized in mainstream gifted education research. Recently, our research team has re-examined these data and included native populations in the analyses. This session will discuss the findings and implications together with imperatives for the future to ensure high achievement by Native youth. Additionally, our work with the HOPE Scale and Native American youth will be reviewed as will our summer programming efforts and outcomes. Audience: Gifted Coordinators; Researchers

Concerns of High-Ability Adolescents: Lessons Learned From an Affective Curriculum Survey

Room: Key Ballroom 4

Room: Exhibit Hall, Poster

National Association for Gifted Children / making inRoads

COUNSELING & GUIDANCE | 10:45 AM - 11:45 AM

Enyi Jen, Purdue University, West Lafayette, IN; Jiaxi Wu, Purdue University/ Gifted Education Resource Institute, West Lafayette, IN Have you ever wondered what is going on in the minds of high-ability adolescents regarding their social-emotional concerns? Are they concerned about their self-esteem? Peer relationships? Stress? College applications? Findings from a survey delivered to students in grades 5–12 who participated in a university-based, summer residential program with an affective curriculum will be presented. Themes and topics that high-ability adolescents wish to discuss with a caring adult will be shared. Recommendations will be made regarding the topics to include in affective curricula to address the social-emotional needs of high-ability adolescents. Audience: Gifted Coordinators, Researchers, Counselors and other Clinical Professionals

Poster Session

Giftedness and Introversion: Joy and Challenge Dorothy Sisk, Lamar University, Beaumont, TX; Michele Kane, Northeastern Illinois University, Chicago, IL Clinicians and educators have long thought that being introverted was something to be modified and changed in order to develop leadership and sociability. Yet, some gifted researchers have indicated that introversion is more often found in the gifted population compared to the general population. This session will focus on the joys and challenges of being introverted and gifted. Activities will be presented for developing self-awareness of personality type and learning about the introverted dimension and giftedness. Suggested tools for adapting teaching and counseling strategies within varied environments to accommodate the needs of gifted introverts will be provided. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals

Roundtable

CREATIVITY | 10:45 AM - 11:45 AM

Architecture: Where Creativity and Math Merge Steve Coxon, Jessica Senne, Maryville University, St. Louis, MO Creativity and math? It may seem like an unlikely combination for many teachers of the gifted, but architecture can be considered a nexus of creativity and mathematics. From the Egyptian pyramids and the Duomo of Florence to Shanghai’s Mobius Strip Temple, great examples of architecture throughout history have been born of mathematics and creativity. With the national decline in creativity and lagging scores in math on international benchmarks, engaging gifted students in creative math activities is vital and architectural activities are ideal. This session will present several architectural activities related to Common Core State Standards in math for the elementary classroom. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents Room: CC 328

Room: Key Ballroom 10

Janette Boazman, University of Dallas, Dallas, TX; Anne Rinn, University of North Texas, Denton, TX Living a good life is a goal for all gifted individuals. Well-being, commonly referred to as happiness, is an individual’s general assessment about how, or if, he or she is living a good life. But what exactly brings about personal well-being and a good life for the gifted? Previous research has revealed that dispositional mood and hope agency are related to the development of personal well-being for gifted students. This session will examine additional factors related to personal well-being in gifted students from two universities. The findings will provide information for K–12 parents, counselors, and educators. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals

Moving Beyond Glitter and Glue: Creating a School/ Classroom Environment That Fosters Innovation and Creativity for Our Gifted Learners Suzanne Otero, The Weiss School, Jupiter, FL Uncover the opportunities that arise when students and teachers are motivated to explore their own creativity. The philosophy of STEAM education highlights the natural integration of science, technology, engineering, arts, and math curriculum areas. As a philosophy, it supports that the best way to teach key concepts, ideas, and standards is through a seamless integration across subjects in an effort to teach students in a manner that is most like the world, rather than teaching subjects in isolation. Integrated projects exemplify the creative possibilities in a gifted classroom through innovation and creativity. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators

Saturday

Nurturing a Good Life: Factors That Impact Personal Well-Being in Gifted Learners

Room: CC 348

Room: CC 331

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads Think, Solve, Create: Elementary Students Ascend Bloom’s Menu in Daily Assignments Carol M. Greig, McFarland School District, McFarland, WI Elementary-age students think like designers, engineers, inventors, and problem solvers as they regularly engage in assignments that reach the highest level on Bloom’s taxonomy. Not large, time intense, out-of-program activities, but basic everyday assignments. Using the Math Rules program, students design their own charts, graphs, puzzles, or new problems inspired by problems they’ve solved. Attendees will learn to think like innovators when designing assignments for their gifted students. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators Room: CC 326

Unzipping Creativity and Innovation in Gifted Learners for Solutions to Our Future

Saturday

Jean Chandler, South Carolina Consortium for Gifted Education, Charleston, SC This session provides strategies to nurture creativity in gifted learners. Creativity is one of the most essential of human talents and may be visual, mechanical, verbal, artistic, scientific, historical, linguistic, mathematical, and analytical. Dr. Paul Torrance, “the Father of Creativity,” believed creativity always gave him that needed edge for success. Opening gifted minds to flexible thinking, risk taking, and creative problem solving is just the beginning. Creativity must become the driving engine for students to discover solutions to complex challenges our society faces when science, technology, engineering, art, and mathematics (STEAM) alone may not be enough. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents Room: Exhibit Hall, Poster

CURRICULUM STUDIES | 10:45 AM - 11:45 AM

Beyond AP and Honors: One High School’s Approach to Meeting the Needs of the Gifted Missy Sullivan, Virginia Beach City Public Schools, Virginia Beach, VA Many school systems feel that the needs of the gifted students are met with enrollment in AP or honors courses. Teachers have started to realize that even within these challenging courses, there can be a discrepancy among learners. In this workshop, participants will learn the current research about the benefits of clustering students in order to differentiate instruction for the highly able learner. A program that a Virginia school system has used will be shared and discussed. Participants will then be given tools to incorporate this in their own class, subject area, or school. Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: Holiday Ballroom 3

Exploring Concept-Based Literature Circles Erin Barnhart, Tara L. Lambden, Advanced Learner Programs, Anne Arundel County Public Schools, Fort Meade, MD This session is designed to introduce educators to the purpose, structure, and benefits of using literature circles designed around a concept. This nontraditional model promotes complex and meaningful analysis of text through lenses based on the William and Mary Literature Web and the Common Core State Standards. The integral element of choice encourages advanced students to develop their own curiosities and take ownership of their learning. Literature circles provide the opportunity for powerful and collaborative discussions to take place between students. This model supports analysis of a variety of genres, allowing students to make connections and see patterns across disciplines. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators Room: CC 337

National Association for Gifted Children / making inRoads

Poster Session

Roundtable

Gifted Students and Cooperative Learning: Water and Oil Can Mix!

Using Assessment to Motivate, Support, and Nurture Gifted Adolescents

Alexander R. Pagnani, Luisa Abellan-Pagnani, The University of Central Missouri, Lees Summit, MO It’s no wonder that most gifted students can’t stand cooperative learning. Many are expected by their classmates to do all of the work, some feel as if they just spend that time helping their peers to catch up, and others simply hate the feeling of putting their grade into someone else’s hands. That’s not to say, however, that cooperative learning can’t be a productive, enjoyable experience for gifted students if skillfully planned. This session will focus on what works when it comes to gifted students and group work and how to get them active and keep them engaged. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School

Richard M. Cash, nRich Educational Consulting, Inc., Minneapolis, MN; Diane G. Heacox, St. Catherine University, Edina, MN Assessment, when used with fidelity, has a dramatic effect on all learners’ achievement. For gifted adolescents, assessment takes on an added dimension in that it can increase initiative, deter underachievement, build self-regulation, and nurture a growth mindset. This session will demonstrate quality assessments from preassessments to determine needs for compacting or acceleration, formative assessments to check for deep learning, and summative assessment to encourage further study. These methods assist in understanding learning gaps, provide detailed evidence of progress, and distinguish effective instructional strategies. A menu of strategies for how to prevent underachievement through assessments will also be shared. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators

The Bloom-Banks Matrix: Creating Rigorous and Relevant Lesson Plans for All Students Donna Y. Ford, Vanderbilt University, Nashville, TN This session focuses on how to create and modify lesson plans so that they are both rigorous and relevant. Rigor is defined as promoting critical thinking using the seminal Bloom’s taxonomy. Relevance is defined as promoting high levels of substantive multicultural content using the classic work of James Banks. The Bloom-Banks Matrix (TM) is the merger of these two models. In this hands-on presentation, educators will learn how to create and modify lesson plans to challenge all of their gifted students. Resources and sample matrices in several content areas will be shared. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: CC 344

The GREEN ROOM: Content-Area Instruction for Gifted Students Heidi Weber, Loveland City Schools, Loveland, OH Gifted students excel when given the opportunity to receive content instruction at their level—instruction that replaces general education (not supplemental or in addition to). Journey into the GREEN ROOM to see how diverse needs are met in a unique environment and teaching situation. Opportunities and choices are embedded in Common Core ELA standards for superior cognitive students and differentiation practices are integral. Technology transforms learning in the GREEN ROOM. This session will model best differentiation practices, demonstrate implementing Common Core ELA Standards for gifted learners, and show how to provide gifted services through a content area. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents

Room: Key Ballroom 1

What’s Possible? Making Inroads in Designing HighQuality Curriculum for Advanced Learners While Addressing the CCSS Karen L. Westberg, University of St. Thomas, St. Paul, MN; Jann H. Leppien, Whitworth University, Spokane, WA Gifted education has sought to distinguish what makes curriculum for advanced learners qualitatively different from curriculum that is beneficial for all learners. Key experts in the field have tried to explicate more precisely the nature of curriculum that is advanced and challenging. In this session, we will examine curricular adjustments that are advocated by the field as we look to revise, revisit, and renew our efforts to provide challenge, foster student engagement, and promote interest in the curricula we offer our students and identify the relationship between these recommendations and those of the Common Core State Standards. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators

Saturday

Room: Exhibit Hall, Poster

Room: CC 340

Room: Key Ballroom 9

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads EXHIBITOR WORKSHOP | 10:45 AM - 11:45 AM

Navigators: Novel Study Guides

Saturday 86

Elizabeth Starke; Kimberley L. Chandler, Jennifer H. Robins, Center for Gifted Education, The College of William and 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 The College of William and Mary as a language arts resource for teachers and students. Novel studies should encourage advanced readers to develop their skills of 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 presenters will share examples of Navigators that are available from the Center for Gifted Education. The Navigators were recently revised to align with the Common Core State Standards and to Sponsored by incorporate additional differentiated activities for gifted students. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers Middle Grades Room: CC 336

GLOBAL AWARENESS | 10:45 AM - 11:45 AM

Cultivating Global Citizenship in the Secondary Grades Through Entrepreneurial Studies: Applying Elements of the Schoolwide Enrichment Model and Understanding by Design Jennifer Foreman, Allegheny College, Franklin, PA; Merzili Villanueva, University of Connecticut, Storrs, CT How might entrepreneurial studies support gifted, talented, and creative students in self-actualizing their potential and in developing the skills and personal traits necessary for effective leadership and global citizenship? This session will pave the way for educators to merge elements of Renzulli’s Schoolwide Enrichment Model and Wiggins and McTighe’s Understanding by Design with elements of other researchbased instructional models to plan authentic student-driven, differentiated, interdisciplinary curricula examining the concept of entrepreneurship as service. Stimulate creativity, innovation, and flow as students become entrepreneurial agents of social change initiating start-ups similar to TOMS Shoes, The Body Shop, Leanna Archer, Oprah, and Maya Penn. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: CC 350

Who Am I as a Gifted Learner? Student-Made Books and the Curriculum of Identity

Ellen Honeck, Gifted Education Consultant, Centennial, CO Today’s gifted and talented students have acquired a level of digital literacy that allows them to expand their capabilities at a rapid pace. The presenter will share digital strategies to engage these students, capitalize on their expertise, and nurture achievement at the highest levels. Sponsored by Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers High School, Gifted Coordinators

Sharon Slodounik, Glenridge Elementary, Clayton, MO To prepare gifted learners for a global world as leaders, creators, and peacemakers with a strong sense of self, it is crucial to help students grow personally by learning skills for selfreflection and analysis. This unit was developed as a vehicle to guide fifth graders to formally and creatively be introspective and conversational about gifted characteristics, intensities, perfectionism, expectations, peer interaction, and balance in life. Once students embrace themselves as gifted learners they better understand how others see them and can evaluate their own gifts through understanding. This unit culminates with an “I Book,” a personal gifted reference book. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades

Room: Holiday Ballroom 4

Room: CC 339

Propel Students to Reach Beyond the Summit with Technology: How to Create a 21st Century Gifted Classroom

National Association for Gifted Children / making inRoads

Poster Session

Has Technology Made Our GT Middle School Students Better Researchers? Cindy Nottage, Virginia Morse, Active Learning Systems, Epping, NH Gifted middle school students are expected to use advanced techniques to conduct research; however, the Internet highway is filled with potholes that jeopardize this positive and rigorous learning vehicle. In this session, participants will take away key research strategies that give students the foundational skills to succeed in high-level research studies and a listing of proven websites that support the different steps of research. A proven, standards-based research model will serve as the platform to demonstrate the skills and structure students need to conduct rigorous, authentic research studies and produce professionalquality exit projects. Audience: Administrators, Classroom Teachers - Middle Grades, Gifted Coordinators Room: CC 327

One School System’s Approach: A Comprehensive Program Model for Highly Able Learners in Middle School Maureen Corio, Dianne M. Thompson, Frederick County Public Schools, Frederick, MD Maryland’s Frederick County Public Schools (FCPS) meets the challenge of providing a highly engaging learning program that emphasizes differentiated opportunities for the most able middle school students. The Highly Able Learner (HAL) program, in its third year, serves all 13 middle schools where clusters of formally identified highly able learners have daily opportunities for strategic acceleration, extension, and enrichment in math, science, social studies, and/or language arts. Program expectations were born of pilot testing and community and systemic feedback. Presenters will share information on the history, identification, teacher training, and professional development and resources used in the FCPS HAL program. Audience: Administrators, Classroom Teachers - Middle Grades, Gifted Coordinators, Researchers Room: CC 330

PARENT & COMMUNITY | 10:45 AM - 11:45 AM

Nurturing the Gifts Wendy Doiron, Asheboro City Schools, High Point, NC; Angela H. Kern, Ann Crutchfield, Pfeiffer University, Misenheimer, NC Gifted children often find themselves bored in the regular education classroom or in their free time. This roundtable discussion will focus on three specific strategies that have been tried and implemented in schools and beyond to combat the boredom blues. Parents and teachers will leave with specific strategies that focus upon speaking skills, expert projects, and science and social studies curriculum advancement. These three enrichment opportunities nurture students’ gifts. Audience: Classroom Teachers K-6, Gifted Coordinators, Parents Room: Exhibit Hall, Roundtable

PROFESSIONAL DEVELOPMENT | 10:45 AM - 11:45 AM

Developing Positive Perception Toward Creativity in the Classroom Through Professional Development Yara N. Farah, Baylor University, Waco, TX Innovation is increasingly recognized as a skill that prepares students for a complex life environment in the 21st century. Therefore, a focus on creativity is a crucial element in today’s classroom. Children need to learn how to create new and worthwhile ideas by using a wide range of idea-creation techniques. Unfortunately, teachers relate creativity to undesirable traits. The presenter will discuss and demonstrate professional development strategies that will not only develop teachers’ positive perceptions toward teaching creativity, but also provide them with specific teaching techniques that they may apply within specific curricular domains. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators

Saturday

MIDDLE GRADES | 10:45 AM - 11:45 AM

Roundtable

Room: CC 345

Using Data to Establish Gifted Program Policies Tonya R. Moon, Carolyn Callahan, Sarah Oh, University of Virginia, Charlottesville, VA Data are routinely collected on practices in gifted education (e.g., State of the States, NRC/GT report); however, the data are often skewed with the result being the leveling of criticism at the field. A more appropriate use of such data is the development of policies that would improve services for gifted students. We will examine data from the State of the States and the NRC/GT reports so that policy makers at every level can develop guidelines or policy in the areas of identification, programming, curriculum, instructional practice, staff development, and evaluation to improve the education of gifted students. Audience: Administrators, Gifted Coordinators Room: CC 346

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

New Units Now Available Center for Gifted Education at the College of William and Mary

Perspectives

Courage: Connections and Reflections

The Pursuit of Justice

Don’t miss our CFGE First Look workshop by Kim Chandler and Barbara Dullaghan. 11/15 - 8:00 am | Convention Center 325

1-800-542-6657 | kendallhunt.com/prek12

How Big is Big? Understanding and Using Large Numbers Levels 3-4

The Tenth Street Pet Sanctuary: Understanding and Using Decimals Levels 4-5

Stop by booth 412 to explore all our programs

SUMMER TEACHER INSTITUTE 2015 • July 5-10 K-12 Teachers. Earn CEUs. www.ringling.edu/TeacherInstitute Funded in part by Ringling College of Art and Design

PRECOLLEGE PERSPECTIVE 2015 • June 21-July 18 Explore. Create. Confirm. HS students ages 16-18. Phone: 941.955.8869

www.ringling.edu/precollege

Western Kentucky University The Center’s Mission

Summer Camp for Academically Talented Middle School Students (SCATS)

We are committed to encouraging excellence by providing educational opportunities and resources to three populations: gifted and talented students, educators working with gifted students, and parents of gifted students.

• June 7–19, 2015 • Students completing grades 6 through 8 this year • Two–week residential or nonresidential camp The Summer Program for Verbally and Mathematically Precocious Youth (VAMPY) • June 21 – July 11, 2015 • Students completing grades 7 through 10 this year • Three–week residential camp Advanced Placement Summer Institute • June 22–26, 2015 • Courses for beginning and experienced AP teachers • Nationally-known consultants

ZACK RYLE

Travel in England • May 24 – June 3, 2015 • 8th–12th grade honor students and interested adults

World Council for Gifted and Talented Children • Home of the international headquarters • August 10–14, 2015, World Conference, Odense, Denmark • www.world-gifted.org The Kentucky Association for Gifted Education (KAGE) • Home of state office

ZACK RYLE

The Carol Martin Gatton Academy of Mathematics and Science in Kentucky

Little Learners, BIG Ideas • Partnership with PNC Grow Up Great • Six videos for educators and parents to support young children in the development of critical learning skills • Available on YouTube

• #1 public high school in U.S. by Newsweek and The Daily Beast – 2012, 2013, & 2014 • Kentucky’s first residential high school for juniors and seniors interested in STEM careers

Graduate Programs in Gifted Education at WKU • 21 hours in gifted education • Endorsement and coursework within Master’s, Specialist, and Ed.D. programs

Books by Dr. Julia Link Roberts and Dr. Tracy Ford Inman focus on differentiation and product development and assessment. They are available through Prufrock Press.

The Center for Gifted Studies, 1906 College Heights Blvd. #71031, Bowling Green, KY 42101-1031 Phone: 270-745-6323 | emaIL: gifted@wku.edu | WeB: www.wku.edu/gifted

hmhco.com • 800.323.9540

HMH – Riverside Assessments INNOVATIVE. EXPERT. PROVEN.

HMH® – Riverside® assessments provide educators with a comprehensive solution. Visit us at Booth #122 to learn more about CogAT®, the most widely used and trusted abilities test available today. This highly respected resource 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. 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. Ask us about our interactive workshop: The Importance of Multidimensional Abilities Testing in Gifted and Talented Identification Friday, November 14, 9:30 a.m.

Cog Contact your Assessment Account Executive to learn more about HMH – Riverside assessments or visit hmhco.com/assessment-professionals CogAT®, Cognitive Abilities Test™, HMH®, Houghton Mifflin Harcourt™, and Riverside® are trademarks or registered trademarks of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved. 09/14 MS117130

0 making inRoads Research & Evaluation | 10:45 AM - 11:45 AM

Common Core Is the National Standard, but How Effective Is Its New Literacy Curriculum for Middle School Urban Learners? Gyimah Whitaker, Atlanta Public Schools, Atlanta, GA With 48 states implementing Common Core State Standards and utilizing college and career readiness indexes to evaluate student performance, districts must provide gifted courses in middle schools that meet the standards and differentiate for gifted students. Middle school gifted teachers created units that ensure the standards are taught in a way that engages within a gifted framework. The purpose of this mixed-methods study was to determine the effectiveness of a new gifted literacy curriculum and professional development that is aligned to the Core and utilizes the Core Six: Essential Strategies. Come preview lessons and learn results. Audience: Classroom Teachers - Middle Grades, Gifted Coordinators, Researchers Room: Exhibit Hall, Roundtable

SPECIAL POPULATIONS | 10:45 AM - 11:45 AM

Saturday

Diamonds in the Rough: The Search for Underrepresented Populations of Gifted Students David J. Mense, Wanda Tompkins, Craven County Schools, Havelock, NC Providing an environment conducive to observing potential giftedness in diverse learners was the goal of Camp REACH US, a STEM-focused enrichment camp conducted for the past three years in rural North Carolina. Using both nontraditional cognitive and performance-based assessments, candidates from schools with the lowest percentages of gifted students were screened and invited to camp. The result of combined assessments identified students that more closely represented the demographics of the participating schools. Results suggest a need to use multiple nontraditional assessments when identifying giftedness, especially in students from low-socioeconomic, cultural, and/or linguistically diverse backgrounds. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Researchers Room: CC 332

Invisible Me: Case Studies of Twice-Exceptional Black Students SaDohl Jones, Capella University, Albany, GA; Michelle Trotman Scott, University of West Georgia, Carrollton, GA The term twice-exceptional has become more prevalent within recent years. Researchers are beginning to further examine the identification, recruitment and retention, counseling needs, and services for twice-exceptional students. Limited research regarding twice-exceptional Black students is available. Black students who

National Association for Gifted Children / making inRoads

are twice-exceptional have unique learning styles that must be appropriately addressed and not be misinterpreted or perceived in a deficit manner. Presenters will share case studies and will discuss culturally relevant approaches and advocacy strategies. Best practices for increasing the identification and retention of Black students who are twice-exceptional will also be presented. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers Room: CC 347

SPECIAL SCHOOLS & PROGRAMS | 10:45 AM - 11:45 AM

At the Center: Our First Year as a Gifted School Tara Toft, Julie McDonald, Sandusky City Schools, Sandusky, OH; Todd Kettler, University of North Texas, Denton, TX With full support of the school board, superintendent, and community, the presenters opened the doors of the Regional Center for Advanced Academic Studies in August of 2013. This presentation will share the adventures of operating a public gifted elementary school in Northern Ohio. Participants will gain insight into developing a specialized school, advocating for sustainable support, and drawing in significant financial backing. Strategies related to daily operations, expanded learning opportunities, and curriculum development will also be shared. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents Room: Key Ballroom 11

Cultivating Outstanding Talent in High School Students: Recent Developments in China Yiping Huo, Tainian Zheng, Ciping Deng, East China Normal University, Shanghai, China; David Dai, State University at Albany, Albany, NY In this mini-symposium, three professors of East China Normal University will introduce the topic of new developments in a national education initiative to cultivate outstanding talents during high school years and related research they have conducted, followed by a discussion of how Chinese and American schools in general and high school in particular can learn from each other on the frontier of talent development as an educational endeavor to provide a pipeline of talents in STEM and other areas. Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers Room: CC 349

Poster Session

Roundtable

RESEARCH & EVALUATION | COMBINED SESSION | 10:45 AM - 11:45 AM

Kerry D. Duck, University of Northern Colorado, Greeley, CO; Steven Wininger, Western Kentucky University, Bowling Green, KY This study examined the impact of problem-based learning on interest in mathematics across time in higher achieving students. Three treatment conditions were examined: two units per semester, one unit per semester, and no units per semester. Treatment conditions were examined across three cohorts: one 5-year cohort, and two 4-year cohorts. Data were collected as a part of the Gifted Education in Mathematics and Science (GEMS) project. Preliminary results for the 5-year data indicate linear decline in interest across time. There were no differences between treatment conditions. Further analyses will be discussed in the presentation. Audience: Classroom Teachers K-6, Gifted Coordinators, Researchers

Elizabeth Shaunessy-Dedrick, Shannon Suldo, University of South Florida, Tampa, FL Extant literature includes the perspectives of youth regarding their success in AP and IB programs, but insight from parents and educators of these students can provide information about factors that co-occur with student success. Following the analysis of transcripts generated through 19 focus groups with 75 parents and 47 teachers of AP or IB students, researchers determined that these stakeholder groups shared similar views regarding coping strategies and personal traits they perceive students utilize to achieve AP or IB success. In contrast, teachers and parents conveyed disparate perceptions of coping strategies and environmental factors that hinder student success. Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals

Room: Key Ballroom 3

STEM | 10:45 AM - 11:45 AM

Supporting STEM Curriculum With Quality Literature

Smart Girls, Inventive Girls: Gender and Innovation in the STEAM Laboratory Alex Vuyk, Barbara Kerr, University of Kansas, Lawrence, KS Although progress has been made in gender equity in STEM fields, in the area of invention, women lag far behind men, with the large majority of patents held by men and less than 8% of the beneficiaries of technology incubators being women. A study of 200 highly creative female adolescents shows their potential for innovation. The results suggest that future female inventors need hands-on opportunities for invention, and the opportunity to integrate their artistic and social interests into science through STEAM. Videos of Brain-Hacking (neuro-art) and 3-D printing at a Makerspace will be shown as a way of increasing engagement. Audience: Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals

Cathy J. Singletary, Louisiana State University, Shreveport, LA Reinforce STEM concepts with quality literature. Literature sparks learning in students desiring to become innovators, inventors, and problem solvers. Review titles to support a transdisciplinary STEM curriculum at the middle and high school levels. Use titles as anchor or supporting texts to explore mathematics, engineering, and science in a more personalized context. Presented methods highlight student discovery, exploration, and problem solving through rich discussion and text examples. Whether you teach enrichment classes, GT content classes, or a classroom containing students with a range of abilities, such literature will develop STEM curricular components. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School, Parents

Saturday

Effect of Problem-Based Learning on Interest in Teachersâ&#x20AC;&#x2122; and Parentsâ&#x20AC;&#x2122; Perceptions of Successful Mathematics Across Time for Higher Achieving Students Pursuing Advanced Placement and More RESEARCH & EVALUATION Combined Sessions 2 Students International Baccalaureate Coursework

Room: Exhibit Hall, Roundtable

Room: CC 329

11:45 AM - 12:30 PM

1940s Radio Show (presented by students from Hunters Woods Elementary School for the Arts and Sciences, Fairfax County Schools) Exhibit Hall, Baltimore Convention Center

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads Saturday | 12:30 PM – 1:30 pM SIGNATURE SERIES | 12:30 PM - 1:30 PM

Author Jeopardy With Elissa Brent Weissman Elissa Brent Weissman, Baltimore, MD Get a post-lunch energy boost with a game of Author Jeopardy, hosted by Nerd Camp author Elissa Brent Weissman. Learn about the book publication process, Elissa’s path from gifted child to award-winning author, and the story behind her humorous novels that are sure to appeal to smart kids of all stripes. All in an interactive, fun format—with prizes!—that you can replicate with your own talented learners. Book signing will follow in the exhibition hall. Audience: Classroom Teachers – Middle Grades Room: Key Ballroom 9

Book Signing - 1:45 PM Elissa Brent Weissman will be signing her books, Nerd Camp 2.0 and Nerd Camp. NAGC Central, Booth 329 in the exhibit hall

Blended Learning: Extending the Classroom Learning to Global Education Beth Blaetz, Vincent Vrotny, Quest Academy, Palatine, IL Blended learning enables schools to serve gifted learners in a variety of learning environments while also offering them a community of gifted peers from across the country or around the world. View blended learning models and gain insights from both a teacher and an administrator about how these models can be implemented in your school. See how blended learning can broaden student learning opportunities through the incorporation of student choice and goal setting, while offering more flexible learning times. Learn how blended learning makes the most of teacher and/or peer interactions by engaging in exploration, collaboration, and creation. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators Room: CC 343

BOOK SIGNING

Saturday

The Architecture of Advocacy: James Gallagher’s Role in the Marland Report and its National and State Legacy Jennifer Jolly, University of New South Wales, Sydney, Australia; Ann Robinson, University of Arkansas at Little Rock, Little Rock, AR; Sally M. Reis, University of Connecticut, Storrs, CT; Sandra Kaplan, University of Southern California, Los Angeles, CA The Marland Report is spoken of as being the first report on gifted children and adolescents made to the U.S. Congress. What tangible infrastructure resulted from the Marland Report and its recommendations? James J. Gallagher’s role at the federal level is explored with leaders who were present when the first federal office of gifted and talented was established, when the massive technical assistance effort, the National/ State Leadership Training Institute (NS/LTI), led states in crafting plans for gifted students from coast to coast, and when subsequent federal legislation was developed. Panelists will explore the behind-the-scenes stories, the lessons learned, and the continuing achievements of one of the most significant advocacy tools in the field of gifted education. Audience: Researchers Room: CC 341-342

Don’t Forget . . .

Exhibit Hall closes at 4:30 PM Baltimore Convention Center, Level 100

COMPUTERS & TECHNOLOGY | 12:30 PM - 1:30 PM

National Association for Gifted Children / making inRoads

Geeking Out: How Tech-Savvy Youth Navigate the Web to Develop Talent Eric Calvert, Center for Talent Development, 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, habits, creativity, and learning. Popularization of geek culture and emergence of web-facilitated communities of practice present an opportunity for our field to rethink current models of giftedness. This session will explore research on how gifted youth use the Web as a platform for cultivating their talents, and discuss ways schools might use lessons learned from data on virtual communities to provide mentoring, give authentic feedback, and effectively guide through the learning process. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers Room: Key Ballroom 3

Poster Session

Influential Icons/Gifted Minds: Combining a Wiki With Student Google Accounts to Enhance Gifted Curriculum April DeGennaro, Peeples Elementary School, Fayetteville, GA Come experiment with a flipped classroom approach using curriculum designed around safe and free technology. Influential Icons/Gifted Minds is a unit designed to encourage experimentation with emerging technologies. Google accounts are a free way many school systems safely provide elementary students access to cloud computing. Wikis are free, safe, and easy places for students to collaborate and post their effort. Participants should bring a device to this session so they can build a wiki. Participants will leave with a copy of the Influential Icons/Gifted Minds unit designed to motivate students to research and share their efforts inside and outside of their regular class time using a wiki and Google. Audience: Classroom Teachers K-6, Gifted Coordinators

Bronwyn MacFarlane, University of Arkansas at Little Rock, Little Rock, AR By making connections between theoretical frameworks provided by various gifted educational models and systems with the intent of the Framework for 21st Century Learning and the standards initiatives, the implementation of the expectations and differentiation of the standards will be strengthened with the professional articulation of a theoretical basis and undergirding. Relationship opportunities between the 21st-Century Skills, the Common Core State Standards, and theoretical models with gifted education will be shared. Audience: Administrators, Gifted Coordinators, Researchers, Counselors and other Clinical Professionals Room: CC 330

CONCEPTUAL FOUNDATIONS | 12:30 PM - 1:30 PM

Conceptualizing Underachievement Systemically: Complex, Multifaceted, and Intriguing Jean Peterson, Purdue University, West Lafayette, IN This session will present a systems perspective of the complex phenomenon of underachievement. Often conceptualized in linear, cause-effect terms, with research and practice focused on “fixing” it, underachievement may more appropriately be understood as reflecting individual-environment interaction, developmental challenges, learning preferences, values, life events, cost-benefit ratios, and personality factors—with combinations of factors affecting academic performance. Conceptualizing underachievement systemically includes considering how teacher-student relationships, teacher and student needs, family roles, family constellation and functioning, needs of various family members, and life events and patterns may affect academic achievement. Appropriate strategies will be framed in systemic terms. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: Key Ballroom 11

Gifted Theoretical Models and the Common Core State Standards: A Relationship Opportunity for Advanced Learning

Talent Development in Emerging Adulthood: A Multiple Case Study of Creative Writers Thomas Shaff, University of Iowa, Iowa City, IA Emerging adulthood is the next stage of talent development. In this multiple case study, the presenter investigated the lived experiences of seven MFA creative writing students between ages 18–27. How a person develops talent in this period is unexplored but vital to a successful transition from adolescent to adult. Relationships of interest include how self-perception of ability influences identity, changing family relationships, and establishing independence. Audience: Classroom Teachers - High School, Gifted Coordinators, Researchers, Counselors and other Clinical Professionals Room: Holiday Ballroom 4

Saturday

Room: CC 339

Roundtable

COUNSELING & GUIDANCE | 12:30 PM - 1:30 PM

Doing Poorly on Purpose: Underachievement and the Quest for Dignity James R. Delisle, Growing Good Kids, Inc., North Myrtle Beach, SC Many of the antidotes for reversing academic underachievement are punitive and disrespectful. It’s no surprise, then, that they are also ineffective and emotionally debilitating. This session will provide a new look at underachievement from the eyes of the adolescents who wear this label. Multiple school-based solutions will be offered, each one bearing a similar foundation: preserving the dignity of students who opt to perform poorly on purpose. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors/ Therapists/Clinical Psychologists Room: Key Ballroom 10

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads Gifted Students With Attention Difficulties: Is It ADHD, Anxiety, or Both?

Recognizing Hidden Twice-Exceptionality: The Critical Role of the Counselor

Julie Pace, Emory University, Atlanta, GA; Ann Rowe, Kingsbury Center, College Park, MD Some gifted underachievers have attention deficits that contribute to weak academic performance, while some experience anxiety that makes it difficult to focus on tasks. A third group of thrice-exceptional students suffer from attention and anxiety disorders simultaneously. These learners can be misunderstood because of the complex ways giftedness, ADHD, and anxiety can interact. Participants in this session will learn characteristics that are unique to anxiety disorders and ADHD, as well as symptoms that overlap. Assessment techniques that can help differentiate anxiety and ADHD will be explored, along with evidence-based therapeutic approaches that can help treat these students. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals

Mike Postma, Edge-u-Cate Consulting, Fort Mill, SC; Barbara (Bobbie) Gilman, Gifted Development Center, Westminster, CO; Kathi Kearney, Maine School Administrative District 51, Cumberland, ME; Dan Peters, Summit Center, Walnut Creek, CA Current approaches to locating and serving students with disabilities tend to overlook gifted learners who manage gradelevel performance. Yet, informed counselors, who recognize a bright studentâ&#x20AC;&#x2122;s apparent lack of effort, persistent struggle, unusual need for support, and loss of confidence as symptoms of disability, can initiate critical services. Learn to recognize signs of twice-exceptionality, make informed requests for comprehensive assessment, and utilize current law to support IEPs or 504 Plans for twice-exceptional students. Appropriate interventions and accommodations can prevent disabilities from jeopardizing high school graduation, placing college out of reach, and causing long-term underachievement for a gifted student. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Counselors and other Clinical Professionals

Room: Key Ballroom 1

Room: Holiday Ballroom 1

Saturday

Implementing Psychosocial Skills Training in Advising Gifted Students Rena Subotnik, American Psychological Association, Washington, DC; Paula Olszewski-Kubilius, Center for Talent Development Northwestern University, Evanston, IL; Marissa Steinberger, June Folliard, Patricia A. Thomas, Jack Kent Cooke Foundation, Lansdowne, VA Talent development programs in sport and music performance integrate psychosocial skills training into their programs. Examples include persistence through bad and good times, strategic risk-taking, and maintaining self-confidence. Coaches in performance domains understand the vital role that these skills play in helping young people fulfill their potential. The deliberate cultivation of such skills can be helpful for academically talented students as well. In this session, Jack Kent Cooke Young Scholar Educational Advisers will share their methods for promoting psychosocial skills among talented adolescents from low-income backgrounds in all domains of talent. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: CC 338

National Association for Gifted Children / making inRoads

The Hard-to-Reach Student: Strategies for Understanding and Engagement Barbara Kerr, Alex Vuyk, Nicole Farmer, Olivia Stull, University of Kansas, Lawrence, KS How do you reach out to the creative underachiever, the shy and introverted student, or the student who has shut down completely? Counseling and humanistic psychology provide both communication techniques and content for conversations that can help you to understand and to engage the student. In this session, two strategies will be demonstrated and materials will be provided; these include the Mentoring Interview developed by a counseling laboratory for creative students (PROJECT CLEOS) and the Dependable Strengths exercise. Audience: Classroom Teachers - High School, Counselors and other Clinical Professionals Room: CC 327

Poster Session

CURRICULUM STUDIES | 12:30 PM - 1:30 PM

Roundtable

EXHIBITOR WORKSHOP | 12:30 PM - 1:30 PM

The DBQ Project

Barbara Myer, Allen ISD, Allen, TX; Monica Simonds, Richardson Independent School District, Dallas, TX Gifted students are served in myriad ways depending on the state, district, campus, and even classroom. In an effort to differentiate services for gifted children regardless of service model or curriculum content, and to best address the socialemotional needs of gifted children such as perfectionism, Dr. Carol Dweck’s Mindset was adopted as a foundation of gifted curriculum and the Habits of Mind became the vehicle to drive students to recognizing and implementing the skills necessary for global success. Come join the presenters for an interactive session where participants will learn how to integrate this into any curriculum. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: CC 326

EARLY CHILDHOOD | 12:30 PM - 1:30 PM

Creating Centers That Encourage and Identify Giftedness in Young Children Lori Wynn, Little Explorers Preschool, Fishers, IN In this session, teachers and parents will learn a simple framework for designing learning centers that tier curricular activities and encourage young children in grades pre-K–2 to display their gifted potential. Checklists are provided for both center design elements and assessment ideas so adults can measure which children demonstrate above-average abilities. Actual learning center stations will be set up with materials and manipulatives for the audience to experience. Digital activities are integrated in the learning center designs, as well as ideas for children with cultural and nonnative language considerations. Audience: Classroom Teachers K-6, Gifted Coordinators, Parents

Chip Brady, The DBQ Project, Evanston, IL DBQ Project is a publisher of high-quality writing resources and provides professional development support to districts nationwide. The DBQ Project offers materials in American History, World History, Literature, Civics, Texas History, and Florida History. We help teachers implement rigorous writing and thinking activities with students of all skill levels, grades 4-12. Sponsored by Audience: Classroom Teachers – Middle; Classroom Teachers – High School; Gifted Coordinators Room: CC 332

GLOBAL AWARENESS | 12:30 PM - 1:30 PM

Developing a Global Perspective Laurie Croft, Belin-Blank Center University of Iowa, Iowa City, IA In order to develop a global perspective, students need to reflect on the perceptions they have about other places and other peoples, and they need to learn ways to systematically study different locations to better understand their unique characteristics. Gifted students often demonstrate empathy and moral sensitivity, and they are ready and able to undertake “place analyses,” examining perceptions and easily accessible data about others’ lives. The participants in this session will practice a successful learning strategy for place analysis—an example of relevant enrichment for gifted learners—and receive resources, including websites appropriate for interdisciplinary and geographic explorations. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents

Saturday

Habits of Mind + Growth Mindset = Successful Gifted Students

Room: CC 350

Room: CC 328

11:45 AM – 12:30 PM BREAK

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

See you back at 12:30 PM! 61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads MIDDLE GRADES | 12:30 PM - 1:30 PM

Meeting the Academic Needs of the Gifted Middle-Level Learner

PARENT & COMMUNITY | 12:30 PM - 1:30 PM

Lessons Learned: Advocacy

Linda E. Pfeiffer, Thompson School District, Fort Collins, CO Does your middle-level school promote an atmosphere of growth or just achievement for gifted learners? Many gifted learnersâ&#x20AC;&#x2122; academic needs are not met, and academic growth has stagnated or dropped. A 2013 doctoral research project revealed several themes among schools that provide the challenge necessary for middle-level learners to show high growth on state tests. During this session, advocates for gifted learners will learn about the four themes and will join the dialogue regarding what can be done immediately to affect the necessary changes in the gifted environment they serve. Audience: Administrators, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents, Researchers

Julia L. Roberts, Western Kentucky University, Bowling Green, KY Whether policy, legislation, or development is your goal, chances of reaching your goal are enhanced when you plan to be an effective advocate. This session focuses on lessons learned from research, experience, and successful and lessthan-successful advocacy campaigns. Participants will examine characteristics of advocates with a history of successfully reaching advocacy goals, steps in effective advocacy campaigns, and examples of advocacy that worked and that did not reach hoped-for goals. Join this session on effective advocacy, and share ideas about making the big difference for children and young people who are gifted and talented. Audience: Administrators, Gifted Coordinators, Parents, Counselors and other Clinical Professionals

Room: CC 349

Room: Key Ballroom 2

Social-Emotional Evolution of Gifted Adolescents

Parenting Gifted Learners in the Middle Grades: New Challenges, New Opportunities

Saturday

Ann Matschiner, Ruby Dawn Lyman, Pacific University, Forest Grove, OR This presentation will focus on the interconnectedness of perfectionism, intensity, and the overexcitabilities in gifted adolescents. The session will include revelations that upper elementary and middle school students discovered as they deepened their understanding of self through participation in class activities. Perfectionism, overexcitabilites, and intensity are among the most frequently misunderstood gifted characteristics. Students experienced surprising revelations about their own giftedness through discussions, art, and activities. In many cases, students understood their own unique gifts and strengths for the first time. Participants will leave with ready-to-use materials and strategies. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents

Susan R. Rakow, Cleveland State University, Cleveland Heights, OH Gifted childrenâ&#x20AC;&#x2122;s families and teachers are frequently delighted by their precocity, sense of humor, advanced vocabularies and reading habits, artistic and creative talents, and tendency to prefer adult company. However, once they hit preadolescence and the middle school years, there is often a tremendous change for the youngsters themselves, for their relationships and behaviors at home and at school, and in their academic attitudes and performance. What happened? This session will focus on the specific needs of gifted middle-grades children both at home and at school, with plenty of time for questions and discussion of common challenges. Audience: Parents, Counselors and other Clinical Professionals Room: CC 347

Room: Key Ballroom 4

NAGC2014 94

National Association for Gifted Children / making inRoads

For the most up-to-date information on sessions and to search for sessions by strand or speaker, download the NAGC2014 app.

Poster Session

Creating a Gifted Resource Site for Today’s Classroom

Daphney Shade, Jo Dale, Bessemer City Schools, Bessemer, AL; Sarah Temple, U.S. NRC, Mountain Brook, AL Parenting or teaching a dual or multiple exceptional gifted child? Gifted specialist and mother of five and her successful, adult, multiple exceptional (GT, SLD, OCD, ODD, and definitely at-risk) daughter will candidly discuss their journey navigating the treacherous waters of school. This session will include a description of challenges and successes encountered throughout the years, and will highlight practical strategies that worked in dealing with teachers; assignments; IEPs; social, emotional, and cognitive concerns; and serious behavioral issues (both at school and home). It offers a unique opportunity to see this journey both from the adult child’s and parent’s perspectives. Time will be allotted for questions and discussion. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals

Dina Brulles, Karen Brown, Paradise Valley Unified School District, Phoenix, AZ Effectively reaching, teaching, and assessing gifted students requires having resources, guidance, and communication at your fingertips. Learn how one gifted education department created a gifted resource site designed for sharing curriculum, supporting teachers, and documenting achievement. This dynamic site provides web-based training and methods for sharing curriculum, differentiated lesson plans, and digital resources, including videos of classroom demonstrations, examples of student-produced work, and programming options. The presenters will demonstrate how they created this digital learning community for sharing lessons, strategies, assessment tools and outcomes, and methods for forming flexible learning groups and documenting growth for students learning beyond grade-level. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators

Room: CC 348

Room: CC 329

PROFESSIONAL DEVELOPMENT | 12:30 PM - 1:30 PM

Beyond the Test: Developing Thoughtful Questions to Create Critical Thinkers

Promoting Professional Teacher Reflection on Listening Behaviors

Sue Harvey, Joan Jacobs, Lincoln Public Schools, Lincoln, NE Throughout history, questioning has been a skill of the educated class, a characteristic of creative individuals, and a way of life for toddlers. Questioning has unfortunately morphed into a test-prep activity, focused on one right answer. The purpose of developing better questioning skills as a teaching strategy includes motivating students, encouraging participation, and developing critical and creative thinking skills. Students deserve to learn the skill of questioning, not just for a test, but for the inquiry process that leads to future learning. Participants will consider the critical role of questioning, achievement, attitude, and attendance. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators

Catherine A. Little, University of Connecticut, Storrs, CT; Cindy M. Gilson, University of North Carolina at Charlotte, Charlotte, NC Higher level questioning as an instructional strategy is a core element of a teacher’s repertoire that is often recommended as an essential approach with advanced learners. However, we often focus more on questioning strategies than the equally important component of listening. This complex phenomenon of listening is vital to informing teachers’ decision making to promote deeper discussions around higher level questions. In this session, participants will actively engage in learning different ways to listen to students and practical strategies that promote professional reflection around their questioning and listening behaviors. These strategies may also be used for further professional development in participants’ districts. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Researchers

Room: CC 346

Room: CC 345

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

Saturday

The Twice-Exceptional Child: Mother and Adult Daughter Share Their Journey

Roundtable

0 making inRoads RESEARCH & EVALUATION | COMBINED SESSION | 12:30 PM - 1:30 PM

Following Who Rises to the Top: A 25-Year Study of Early Entrance to College Graduates After Longitudinal Study of Profoundly Gifted Students 35 Years More RESEARCH & EVALUATION Combined Sessions 2 and the Development of Human Capital Nancy B. Hertzog, Rachel U. Chung, University of Matthew C. Makel, Martha Putallaz, Duke University TIP, Durham, NC What do gifted students do when they grow up? This session reports the findings of a 25-year longitudinal study following the adult educational, occupational, and creative accomplishments of students who were identified as performing in the top .01% in either mathematical or verbal reasoning ability before the age of 13. Results indicate that profoundly gifted students grow up to make significant contributions to society through leadership positions in domains that help create modern culture through contributions to research, innovation, business, the arts, medicine, and more. Audience: Researchers Room: CC 336

Washington, Seattle, WA The benefits of acceleration are well-documented, but radical acceleration into college with a peer cohort is still a rare option. The first and most-often asked question from parents of students applying to our early entrance programs is: “How do they fare later in life?” Researchers explored that question in the 35th-year follow-up study of alumni of two different early entrance programs in an urban research university. In this session, presenters will share specifics of the programs and report results of the two-phase mixed-methods study. Findings relate to alumni’s personal, academic, and professional lives. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: CC 336

Saturday

Running an Advanced Academics-Style Program: Identification That Makes Sense and Programming That Matches It Amanda Coffman, Kansas, Prairie Village, KS; Linda S. Conlon, Quaker Valley School District, Sewickley, PA Tired of the identification wars? Uncomfortable with the indelible line drawn between the gifted and the nongifted? The presenters looked for a better way—creating programs that were entirely defensible and that aligned with specific student needs. The presenters collected data on their students and developed programming around demonstrated needs. What has resulted is a responsive, nimble system that allows students to get what they need quickly, without the fanfare and rigidity of formal identification. Beyond Gifted Educationturned our gifted program paradigm inside out and made traditional identification obsolete. Audience: Administrators, Gifted Coordinators, Researchers, Counselors and other Clinical Professionals Room: Holiday Ballroom 3

SPECIAL POPULATIONS | 12:30 PM - 1:30 PM

Brown and Bright: Identifying and Advocating for Gifted Native American Learners Lisa Erickson, Cowlitz Tribal Health—Seattle, Seattle, WA Native American children are overrepresented in special education and underrepresented in gifted programs, especially in urban school districts. The presenter will describe the subtle indicators of giftedness in Native children that educators, clinicians, and parents might not notice. She will examine intelligence and talent in the context of positive cultural factors that emphasize community and modesty but may cloak the appearance of giftedness. Genocide, historical trauma, and stereotype threat mean that gifted Native children may need to use their giftedness to navigate trauma, loss, and disrupted attachment bonds. Thankfully, giftedness can confer resilience. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals Room: CC 331

National Association for Gifted Children / making inRoads

Poster Session

Strategies to Enrich Twice-Exceptional (2e) Professional Development Sessions Ken Dickson, Baltimore County Public Schools, Towson, MD If you provide professional development services for administrators and teachers of general and exceptional needs students, this session is for you. Activities, strategies, and tools that enhance 2e professional development are focused. The tools reflect the influence of several respected advocates of 2e learners. Many of these advocates are members of NAGC’s 2e Community of Practice. Participants will obtain useful activities for trainers to use in training sessions to help trainees increase understandings about 2e learners, including facts and myths regarding these learners. Particular focus will be on examining training tools to overcome 2e learners’ identification, curriculum, and social and emotional challenges. Audience: Administrators, Gifted Coordinators, Counselors and other Clinical Professionals Room: CC 344

STEM | 12:30 pM - 1:30 PM

Roundtable

Mathematically Precocious and Female: Self-Efficacy and STEM Choices Among High-Achieving Middle-Grade Students Stacey Schlichter-Burt, Holly Ray, Discovery School, Murfreesboro, TN; Olivia Richie, Siegel High School, Murfreesboro, TN Formal schooling, the great equalizer, finds both genders enjoy math and science in primary grades—until the “shift” occurs in the middle grades. By considering changes in attitude and ability toward STEM courses, could we ultimately alter the number of academically gifted girls who choose to pursue careers in STEM careers? This presentation will consider levels of self-efficacy as it pertains to mathematical problem solving and higher levels of scientific coursework in relationship to gifted middle-grade students, with a concentration on the female population. Join the presenters as they discuss the benefits of STEM enrichment for high-achieving middle-grade students. Audience: Administrators, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals

Lea Bartch, Cherry R. Ross, Murfreesboro City Schools, Murfreesboro, TN Knowing about STEAM is one thing. Being able to make it happen is another. A Common Core ELA coach and a gifted coordinator jumped into STEAM and recorded the process. “What they did” became the “how to plan” an integrated unit. Travel the journey as they walk back through the process. Participants will leave the session with a sample unit and a thinking model for creating their own STEAM lesson plans. The presenters will also share a glimpse into the classroom while one of the STEAM units unfolded. Videos of a Socratic Seminar and work samples will leave everyone anxious for more. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators Room: Holiday Ballroom 2

Saturday | 1:45 pM – 2:45 pM SIGNATURE SERIES | 1:45 PM - 2:45 PM

Secondary Gifted Education: What’s New? Felicia A. Dixon, Ball State University, Muncie, IN; Paula Olszewski-Kubilius, Center for Talent Development, Northwestern University, Evanston, IL; Shelagh Gallagher, Engaged Education, Charlotte, NC; Sidney Moon, Purdue University, West Lafayette, IN; Ann Robinson, University of Arkansas at Little Rock, Little Rock, AR Join a session focused on talented adolescents and the ways we can serve them. The co-editors of The Handbook of Secondary Gifted Education will lead this interactive panel of experts as they share the latest research on secondary programming. The panelists are authors of chapters for the new edition of The Handbook of Secondary Gifted Education. They will discuss the cognitive, social, and emotional characteristics of gifted adolescents, describe ways to support talent development, and provide examples of strategies that teachers and counselors can use to address the cognitive and affective needs of adolescents who are talented in different domains. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals

Saturday

Room: CC 337

Dive Deeper Into Books, See the STEAM Possibilities, and Prepare for the Journey

Room: CC 341-342

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads The Role of the School Principal in Gifted Education Kimberley L. Chandler, College of William and Mary, Williamsburg, VA Principals have a tremendous influence on how teachers’ and counselors’ time is scheduled and utilized to enable them to work with highly able students. Research results from an international study will illustrate that many principals often lack formal training and understanding of gifted students. The presenter will share the insights that principals in the United States, Scotland and Ireland have of the field of gifted education and discuss recommendations for professional development to improve this situation. Audience: Administrators Room: Holiday Ballroom 1

COMPUTERS & TECHNOLOGY | 1:45 PM - 2:45 PM

App-ily Engaged Gifted Learners: A Year of iPads Integrated in Everyday Learning

Saturday

Kimberly M. Berman, Summit County Educational Service Center, Cuyahoga Falls, OH In this session, discover more than just the apps used for a year-long integration of iPads in K–8 classrooms. Learn ways to monitor student achievement, communicate learning targets, and connect with parents. Participants will see examples of how K–8 teachers integrated iPads in their everyday lessons. Learn the ins and outs, troubleshooting, and problem solving that went into documented lessons and resulted in increased student achievement and parent communication. Use this framework to immediately implement and organize your own efforts to ensure your gifted learners are app-ily engaged. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents, Counselors and other Clinical Professionals Room: CC 343

COUNSELING & GUIDANCE | 1:45 PM - 2:45 PM

Factors to Consider When Counseling Academically Advanced Students About Early College Entrance Linda Brody, Michelle Muratori, Johns Hopkins Center for Talented Youth, Baltimore, MD Students who feel underchallenged and/or lack a peer group in high school may look to early college entrance as a solution. Yet, many factors must be considered in determining whether this is the best choice for an individual student. This session will explore the options available today for students interested in early college entrance, especially the early college programs that have been established for young college students, as well as alternatives for those who choose to remain in high school. Counselors and parents are encouraged to consider many factors in providing guidance to students who are contemplating early college entrance. Audience: Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals Room: Key Ballroom 2

CREATIVITY | 1:45 PM - 2:45 PM

Creativity and the Journey to Roads Ahead: Putting the Highly Creative Gifted Learner in the Driver’s Seat With Keys and GPS (Guidance for Personal Success) Audrey R. Tabler, University of Arkansas at Little Rock, Little Rock, AR “The artist is nothing without the gift, but the gift is nothing without the work” (Emile Zola). 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 selfdirection, 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 setting. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals Room: CC 331

National Association for Gifted Children / making inRoads

Poster Session

Thomas A. Fairweather, Destin, FL; Elizabeth C. Fairweather, Emerald Coast Middle School, Destin, FL Several traits, including curiosity, imagination, perseverance, passion, open-mindedness, risk-taking, preference for complexity, sense of humor, nonconformity, and independence, have been associated with creative individuals. The presenters will share specific strategies for identifying and, more importantly, nurturing these important traits in children ages 3–11. Presenters will share examples of common childhood experiences of eminent creative individuals and explain how these can be adapted to various family and school contexts. The presentation will provide many great alternatives to ameliorate the effects of the standardized-testing-based atmosphere in schools. Audience: Classroom Teachers K-6, Parents

Surprised by Creativity Kathy L. Green, Belin-Blank Center, University of Iowa, Iowa City, IL Creativity is a critical 21st-century skill that can be applied to any subject. Do you lament, “How can I teach creativity when I’m not creative?” Creativity can surprise and inspire us when and where we least expect it—we need only be on the lookout for it. This session will focus on how teachers can adapt events and materials they encounter to incorporate creative thinking and production in their classes. Sample lessons will be shared, and ideas will be generated within the session. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: CC 346

CURRICULUM STUDIES | 1:45 PM - 2:45 PM

Room: Key Ballroom 11

Ancient Roots and Ruins: Using Roman Civilization and Language to Challenge the Gifted Mind

Service Learning in Action: Inspiring Students to Make a Difference

Joyce VanTassel-Baska, Center for Gifted Education, The College of William and Mary, Williamsburg, VA; Ariel Baska, Fairfax County Public Schools, Fairfax, VA This session will share ideas for incorporating Roman language, civilization, and culture into a gifted program for learners at elementary and middle school levels. It will provide ideas for teaching vocabulary roots and stems, grammar and usage, history, art and architecture, literature, and philosophy—all within an interdisciplinary concept-based unit approach using the Integrated Curriculum Model. The presenters will share the rationale for teaching the gifted about Roman civilization and provide insights into how it may be used to differentiate curriculum at a higher and more conceptual level. Resources for classrooms and programs will be provided. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents

Jean A. Metzger, Orange City Schools, Poland, OH; Kathleen C. Frazier, Orange High School, Kent, 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 servicelearning 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, Counselors and other Clinical Professionals

Saturday

Curiosity, Imagination, Perseverance, Passion, RiskTaking, and Beyond: Developing Children’s Creative Traits

Roundtable

Room: CC 349

Room: CC 350

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

0 making inRoads Investigation to Debate: Issues in Conservation Karen L. Benson, Harford County Public Schools, Abingdon, MD; Kristen L. Hamilton, William S. James Elementary School, Belcamp, MD Participants will learn about an issues-oriented simulation experience that creates a student as experts opportunity culminating with a forensic debate. Gifted learners read research and debate the merits of one of five environmental issues based upon a particular viewpoint. Students experience timelines from several years to decades-long scientific exploration toward solutions that remain elusive. Along the way, they learn about the benefits/pitfalls that human impact and invasive species have on the world around them. This unit is available for gifted learners in the upper elementary or middle school grades investigating environmental issues in science or reading. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades Room: Exhibit Hall, Roundtable

Through the Jeweler’s Loop: Seeing the Value of Combining Challenge, Complexity, Creativity, and Care for Our Gifted Learners

Saturday

Cheryll M. Adams, Ball State University, Muncie, IN; Rebecca S. Harrison, University of Virginia, Charlottesville, VA We know talented students often need instruction that goes beyond grade-level standards. This session will provide practical support for those who teach our gifted students, particularly those from underserved populations. Examples demonstrating how to bring together the 4 C’s (challenge, complexity, creativity, and care) to provide an appropriate, research-based curriculum in the classroom will be discussed. Sample lessons and ideas that infuse highly effective strategies using the Next Generation Science Standards and the Common Core State Standards as they relate to NAGC’s Pre-K–12 Programming Standards will be the focus. Lessons and templates for creating standards-based lessons will be shared. Audience: Classroom Teachers K-6, Gifted Coordinators Room: CC 336

Unraveling the Threads of an Effective Integrated Curriculum for Gifted Learners: Strands Every Teacher Should Include Christie Bruns, Institute for the Development of Gifted Education, Denver, CO How do teachers plan an integrated curriculum unit that enables their gifted learners to have a comprehensive learning experience? During this session, participants will explore the process of developing an effective integrated curriculum that enables gifted learners to develop their ability to make connections, to solve problems by looking at multiple perspectives, and to integrate information from different fields of experience. The range of strands that cater to the gifted learner with depth, complexity, creativity, and interest will be discussed. These include Research and Inquiry, Imagine/Create, Analyze and Compare, Problem Solving, Affective, Real World, Careers, Human Rights, and Culmination. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators Room: CC 345

EARLY CHILDHOOD | 1:45 PM - 2:45 PM

Unwrapping the Young Gifted Child: How to Nurture Giftedness in Young Children Karen P. Megay-Nespoli, St. Joseph’s College, Massapequa Park, NY Every early childhood educator works with gifted children, whether they realize it or not. Young gifted children are intensely curious, produce a constant stream of questions, learn quickly, and often have a wonderful sense of humor. This session is designed as a practical introduction to concepts of giftedness in early childhood and indicators of giftedness in young children, and will offer suggestions for creating a stimulating learning environment for nurturing young gifted children. Audience: Classroom Teachers K-6, Parents Room: CC 348

EXHIBITOR WORKSHOP | 1:45 PM - 2:45 PM

Bridging the Gifted Gap: What are Key Needs and How Can Educational Technology Meet Them? Janet Pittock, Darian Patchin; Matthew Mugo Fields, Redbird Advanced Learning Topics to be covered are: Acceleration; Enrichment; Inspiration; Engagement; Mentoring; Standards as the Floor, not the ceiling; Importance of Community. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: Holiday Ballroom 4

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National Association for Gifted Children / making inRoads

Poster Session

Adolescents’ Extracurricular Activities, Life Goals and Satisfaction, and Academic Achievement in Structural Equation Modeling Hyeri Park, University of Georgia, Athens, GA More and more adolescents participate in extracurricular activities in and out of school. Does adolescent participation in extracurricular activities influence life goals and life satisfaction and academic achievement? One empirical study found a positive and significant relationship between extracurricular activities and life satisfaction among adolescents. Regarding the relationship among extracurricular activities, life goals and life satisfaction, and academic achievement, based on data from 2,259 middle school students in the 2012 Korean National Youth Policy Institute (NYPI) Panel Survey, this study used a structural equation model to investigate the impact of extracurricular activities on life goals, life satisfaction, and academic achievement. Audience: Classroom Teachers - Middle Grades, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: Exhibit Hall, Poster

The Fashion of Passion: Are We Setting Too High Expectations? Sylvia B. Rimm, Family Achievement Clinic, North Olmsted, OH The gifted literature overflows with recommendations to guide students to search for their passions. Research on successful, happy adults supports the concept that most feel very positive emotions related to their chosen careers. Tempering passion with reason and emphasizing interests are more likely to lead young people to fulfillment. Gifted adolescents with too high expectations fall into depression and failure as they search for the unrealistic nonsense of passions. Motivation research finds that achievers choose moderate goals. Underachievers select too high or too low goals. The pursuit of passion leads students to expect too much or too little of themselves. Audience: Classroom Teachers - Middle Grades, Gifted Coordinators, Parents Room: Key Ballroom 9

The Standards Take on Informational Texts

informational text is linked as a multidisciplinary means of helping students to meet the particular challenges of reading, writing, speaking, and listening within various content areas. Participants will explore strategies and activities for incorporating such texts effectively to differentiate the rigorous curriculum. The will also learn about a blueprint for tiering texts while reviewing examples within the provided bibliography for middle and high school classes. Audience: Administrators, Classroom Teachers - Middle Grades, Parents Room: Exhibit Hall, Poster

THINKICIDE: Are Schools Killing Thinking? Amy E. Bainbridge, Campus Middle School, Cherry Creek School District, Denver, CO In 1665, Isaac Newton didn’t attend school and instead used his time to think. During this time, he created calculus, Newton’s Three Laws of Motion, and the Universal Law of Gravitation. With the Common Core State Standards and standardized tests, are we giving our students time to think? How can we teach critical thinking and 21st-Century Skills in a unique fashion? This session will outline the implementation and differentiation of evidence-based best practices that one school implemented to meet the CCSS and the academic and social-emotional needs of gifted learners. Participants will receive resources and strategies. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School Room: CC 339

NAGC | 1:45 PM - 2:45 PM

Saturday

MIDDLE GRADES | 1:45 PM - 2:45 PM

Roundtable

Assessing Alignment to NAGC Pre-K-12 Standards Alicia Cotabish, University of Central Arkansas, Conway, AR Join a conversation about a new self-study tool from NAGC to help teachers and gifted education coordinators assess program and professional development needs in relation to implementing the six national PK-12 Gifted Programming Standards. The session provides an overview of the checklist and an opportunity to provide feedback. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: Exhibit Hall, Roundtable

Cathy J. Singletary, Louisiana State University, Shreveport, LA Whether you teach art, literature, science, math, or social studies, there are creative informational texts to develop the concepts of any curriculum unit. Within the Common Core State Standards for English Language Arts and Literacy,

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

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0 making inRoads PARENT & COMMUNITY | 1:45 PM - 2:45 PM

Acceleration: A Parent’s Guide

Gifted Children and Anxiety: Recommendations for Parents

Christine S. Neville, Cheetah Project for Asynchronous Advocacy, Cushing, ME The many faces of acceleration have been thoroughly researched and the data are clear: Providing opportunities for gifted children to accelerate is beneficial to their asynchronous development. Using A Nation Deceived: How Schools Hold Back America’s Brightest Students as a foundation, parents will hear why acceleration works, explanations of the many different ways to accelerate, how to organize their child’s information to pursue acceleration, and specific success stories that are clear examples of social and emotional needs that are met by acceleration. Audience: Parents

Sal Mendaglio, University of Calgary, Calgary, AB, Canada Anxiety is a concern for parents of gifted children, and with good reason. Epidemiological studies identify anxiety as the most prevalent mental health problem of school-aged children. When anxiety is severe, it is diagnosable as one of several childhood anxiety disorders. Gifted children are not immune to these disorders as clinical experience attests. Based on the “child who is gifted” perspective, the presenter will explore causes of anxiety among children in general, and those causes unique to gifted children. This session will include strategies for parents, which may reduce anxiety in their children and/or support clinical interventions. Audience: Administrators, Gifted Coordinators, Parents, Counselors and other Clinical Professionals

Room: CC 337

Room: Holiday Ballroom 3

An Honest and Personal Look at Our Winding Road to Gifted Homeschooling

It’s Easier to Give Up Than to Push Through

Saturday

Gwen Olmstead, Western Connecticut State University, Danbury, CT Join this session to hear one mom’s insights and experiences in three different states and school systems with her gifted son. From decisions of grade acceleration, to testing and being labeled, our thoughts will be shared. We have had a wide range of personal frustrations and victories on both the school and homeschool fronts. Although our experiences will be shared, they also will be a springboard for discussion and audience questions. Topics such as communicating with school personnel, curriculum, enrichment, siblings, homeschool requirements, gifted identification, and daily routines will be discussed. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents

Lou Lloyd-Zannini, Virginia Beach, VA Face it: When you hit a brick wall, it’s often easier to give up and let someone else do it than it is to find an alternative approach and push through to success. Hardship and failures are strong demotivators, even for our gifted and talented kids, so how do we prepare them to work through adversity and rebound from failure to success? This session will explore some strategies, and participants will leave equipped with a toolkit of 15 different ways to help prepare their gifted students to avoid discouragement, overcome failure, and succeed in school and in life. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Parents, Counselors and other Clinical Professionals Room: CC 347

Room: CC 326

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National Association for Gifted Children / making inRoads

Poster Session

Lawnmowers and Helicopters: How Parents and Teachers Can Prevent the Creativity/Failure Link Elizabeth A. Fogarty, East Carolina University, Greenville, NC; Suzanne W. Dixon, North Carolina Association for the Gifted and Talented, Greenville, NC One of the most painful experiences for a parent or teacher is to watch a child fail at something. Research will be shared that indicates that children fare worse when they don’t learn how to fail. This session will highlight possible overparenting or overteaching traps that even the most well-meaning, bestintentioned parents and teachers can fall into, and examine the link between tolerance of failure, creativity, and success. Participants will gain strategies that can be utilized to avoid common creativity roadblocks by enhancing their own creativity as well as the creativity of their children or students. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents Room: Holiday Ballroom 2

Roundtable

PROFESSIONAL DEVELOPMENT | 1:45 PM - 2:45 PM

Putting It All Together: Providing a Continuum of Services to Promote Continuous Intellectual Growth Carol V. Horn, Kirsten Maloney, Fairfax County Public Schools, Fairfax, VA Participants will explore a dynamic framework that supports continuous intellectual growth in a broad range of gifted learners through tight connections among curriculum, assessment, goal setting, and professional development. Through the collaborative efforts of practicing professionals in combination with research-based best practices, teachers are prepared to meet the needs and support high levels of achievement in today’s academically diverse classrooms. This framework enhances teaching practice, ensures high-quality services, and allows gifted learners to pursue interests and develop talents throughout their K–12 experience. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators Room: Key Ballroom 1

Carrie Lynn Bailey, Center for Gifted Education, The College of William and Mary, Williamsburg, VA; Elizabeth K. Bailey, Mary Baldwin College, Williamsburg, VA This roundtable, led by a student in an early college program, will focus on her lived experiences, touching upon both the benefits and the challenges inherent in making the move to a residential college program at an early age. The discussion will be cofacilitated by her mother, a professor of counselor education, whose research focuses on the social and emotional needs of gifted students and their families. Parents and counselors are encouraged to attend and participate in an energetic, open, and honest conversation about the possibilities and potential stressors that early college programs may hold for students. Audience: Parents, Counselors and other Clinical Professionals Room: Exhibit Hall, Roundtable

The Road to Productive Advocacy for Your Gifted Child Carol Malueg, CollegeSphere, Minneapolis, MN We’re off on the road to collaboration. The journey from preschool to college can present a tricky route to navigate when you are the parent of a gifted or twice-exceptional child. You don’t have to go it alone. A collaborative network of student, parents, educators, and other practicing professionals makes the journey less treacherous and more rewarding. Starting with the earliest school years, we’ll take a trip down the educational highway, collecting resources and expanding our network. Over time, our load lightens as our children take more upon themselves, and eventually become their own best advocates. Audience: Gifted Coordinators, Parents, Counselors and other Clinical Professionals

Using Videotaped Lessons to Build Teacher Capacity: Gifted Program Teachers Collaboratively Videotape, Analyze, and Reflect on Their Instruction and Create a Video Series to Share With General Education Teachers and Administrators Lynn C. Blosser, Janice Wenger, Center for Creative Learning, Rockwood School District, Ellisville, MO; Dottie Barbeau, Rockwood School District, Ellisville, MO Recognizing a need to develop a system of support for gifted students within and beyond their pullout program, gifted program teachers created a series of instructional videos to build teacher capacity and increase rigor for gifted students. The presenters will share how they first designed collaborative opportunities for gifted program staff to refine their teaching through the use of videotaping, peer and self analysis, and reflection. Then, based on the success of this practice, an additional video series was developed to support general education teachers and administrators as they work to challenge and support gifted learners. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers, Counselors and other Clinical Professionals

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Lived Experiences in an Early College Program

Room: CC 340

Room: CC 330

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0 making inRoads RESEARCH & EVALUATION | 1:45 PM - 2:45 PM

Gifted University Students’ Learning Profiles: Using the Learning and Study Strategies Inventory and the College Survival and Success Scale to Examine Trends Adrienne E. Sauder, Western University, London, ON, Canada Children exhibit the signs of giftedness in their early years, but whether those gifts translate into high achievement in adult life is dependent upon the nurturing they receive from their environment, particularly their school environment. However, relatively little is known about the gifted university student; although some individuals may blossom and flourish when they reach university, there is the potential for many gifted students to face the “beginning of a disappointing, downward trajectory.” This presentation will explore the learning profiles of gifted university students and the implications of those findings on their preparedness for postsecondary education. Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals

Research Quality Equals Research Credibility Matthew C. Makel, Duke University TIP, Durham, NC; Matthew McBee, East Tennessee State University, Johnson City, TN; Jonathan Plucker, University of Connecticut, Storrs, CT; Carolyn Callahan, University of Virginia, Charlottesville, VA Many in gifted education rue the fact that little attention is paid to the field and that it receives little funding to support research. One way to improve the situation is to maximize impact by increasing the quality of research and evaluation, a strategy being widely discussed in related fields such as psychology. This session will provide suggested actions for researchers and consumers of research to improve the quality of research as well as increase readers’ ability to differentiate the scientifically useful from the merely statistically significant. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: Key Ballroom 10

Room: CC 327

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RESEARCH & EVALUATION | COMBINED SESSION | 1:45 PM - 2:45 PM

Giftedness and Overexcitability: Investigating the Evidence

Test Anxiety and Locus of Control in Achieving Gifted, Underachieving Gifted, and Achieving Daniel Winkler, Cleveland State University, Cleveland Nongifted School Students More RESEARCH & EVALUATION Combined Sessions Middle 2 Heights, OH Many scholars, textbooks, and other authorities have stated that gifted individuals are neurologically overexcitable while nongifted persons are not. This means that gifted persons are more sensitive, intuitive, empathic, and physically and emotionally aware and consequently may warrant certain therapies or allowances regarding their behavior. Using a series of meta-analytic and research syntheses methods, this presentation will demonstrate that there is little comparative, empirical evidence that has shown that the gifted population is significantly more overexcitable than the nongifted population. These findings warrant a reconsidering of some perspectives on giftedness. Audience: Gifted Coordinators, Researchers, Counselors and other Clinical Professionals Room: Key Ballroom 3

Del Siegle, Michele M. Moore, University of Connecticut, Storrs, CT The presenters investigated the prevalence of test anxiety and locus of control orientation in three groups of middle school students: achieving gifted, underachieving gifted, and nongifted students. Two instruments were used in the study: the Test Anxiety Inventory and the Children’s NowickiStrickland Internal-External Control Scale. Underachieving gifted students were more externally oriented than achieving gifted students. Nongifted students were more externally controlled than achieving gifted students. In regards to underachievers, males were more externally controlled than females. Females consistently reported higher levels of anxiety than males. Implications for the classroom in addressing underachievement will be shared. Audience: Classroom Teachers K-6, Classroom Teachers Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: Key Ballroom 3

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Poster Session

Roundtable

The Effects of Honors Program Participation on Gifted Female Adults’ Attributions for Success

Encouraging Underrepresented Students to Enroll in AP Coursework

Tracy M. Ksiazak, Converse College, Spartanburg, SC; Ansley Taylor Corson, East Carolina University, Greenville, NC This research investigated the possible impacts that college honors programs have on their female members’ perceptions of their own giftedness and attributions for success or failure. Specifically, it answers the question of whether gifted women who participated in honors programs had more internal loci of control than those who didn’t. It also investigates what role, if any, college honors programs played in fostering high achievement of their members after college. This research will help programs working with the underserved adult female gifted population to better meet this group’s special needs and foster their continued high achievement during and after college. Audience: Classroom Teachers - High School, Parents, Counselors and other Clinical Professionals

Kate Degner, Belin-Blank Center, University of Iowa, Iowa City, IA The presenters will outline a 7–12 cohort model used to encourage underrepresented (low-income and minority) students to enroll in Advanced Placement coursework. The presentation will outline identification methods used to recruit students into the program, as well as the programming aspects of the cohort. The presentation will also highlight the importance of 7–12 collaboration in supporting and encouraging underrepresented gifted students to enroll in advanced coursework. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers

SPECIAL POPULATIONS | 1:45 PM - 2:45 PM

Driven by Necessity: Why and How Some Black Parents Choose to Homeschool Their Gifted Children Paula Penn-Nabrit, Telos Training, Inc, Westerville, OH; Joy Davis, Virginia Union University, Richmond, VA According to recent reports, African Americans are among an increasing number of parents who are now homeschooling. Among this subset are Black parents whose children are intellectually gifted. In some cases, parents chose homeschooling because their gifted children did not have access to gifted education services. Other parents whose children were identified as gifted reported programming that lacked the rigor required to meet the needs of highly gifted children. In this session, one mother will share her family’s remarkable story of homeschooling that enabled her three sons to matriculate successfully in highly selective Ivy League universities. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals

Gifted and ADHD: Identification, Dual Diagnosis, and Misdiagnosis Anne Rinn, Dianna Mullet, Maria-Trevino Rivera, University of North Texas, Denton, TX In 2004, Hartnett, Nelson, and Rinn published one of the first empirical studies to illustrate the potential misdiagnosis of giftedness as ADHD. Publication of this study coincided with a book published in 2005 on the same topic, Misdiagnosis and Dual Diagnoses of Gifted Children and Adults, and was followed by a number of other empirical studies on the topic of misdiagnosis. Now, a decade later, what have we learned about misdiagnosis, dual diagnosis, and identification of giftedness and ADHD? In this session, the presenters will discuss the past decade of research in this area, as well as future directions. Audience: Classroom Teachers K-6, Parents, Researchers, Counselors and other Clinical Professionals

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Room: Exhibit Hall, Poster

Room: Key Ballroom 4

Room: Key Ballroom 12

Room: CC 329

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0 making inRoads Looking for Hidden Gems: Using Performance Evidence to Discover Potential in Culturally and Linguistically Diverse Populations Jennifer Martinez, Lori Seelig, Eagle County Schools, Eagle, CO Some children test well, others do not; how do you find those kids with hidden potential? In diverse populations, identifying students for gifted programs can be a challenge. Using four methods of finding potential in students, collecting a strong body of evidence, and monitoring student performance, potential in diverse populations can be found. Participants in this workshop will explore ways to discover the true ability of students looking through a number of lenses leading to an understanding that hidden gems in our educational system can be found. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: CC 328

More Freedom in Learning: Students’ Perceptions of the Influence of a Specialized Gifted Middle School Micah N. Bruce-Davis, University of Louisiana, Lafayette, LA One of NAGC’s 2010 Programming Standards emphasizes the importance of the providing challenging learning experiences for academically talented students as a means for them to develop positive academic achievement orientations. This presentation will describe the perceptions of six high school students from a rural school district who attended a gifted middle school. The focus of the presentation will be on the students’ understandings of the influence of the middle school experience on the development of their academic goals, self-efficacy, and their future academic plans. In addition, methods to investigate participants’ own students’ needs will be described. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: Exhibit Hall, Roundtable

SPECIAL SCHOOLS & PROGRAMS | 1:45 PM - 2:45 PM STEM | 1:45 PM - 2:45 PM

Saturday

Gifted Programming: From Proposal to Implementation (Creating and Implementing Gifted Programming in Your District) Laura Szymanski, Baltimore City Schools, Arnold, MD The creation of gifted programming is a daunting, yet rewarding, task that necessitates guidance, support, and an unyielding passion for gifted students. This session will take participants on a journey from creation to implementation, through successes and pitfalls, with helpful insight and application in the process of creating gifted programming. Participants will be provided a transparent look at the process of establishing a district-wide identification process, instructional strategies, professional development, program management, and the evaluation of gifted services. Together we will identify key elements of a gifted program from proposal to implementation. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators

STAC-EM: A Reimagining of STEM for Our Global Community Lauren Neudorfer, Susan Gold, Allison Brill, Feynman School, Bethesda, MD STEM is for innovators solving global problems, but if students remain disconnected from community and arts, how will they understand these problems in the context of humanity? How can we ensure that science education matters beyond standards, checklists, and rubrics? This presentation will propose a new framework for proven ideas: STAC-EM. Participants will gain practical options to integrate STEM subjects with the arts under a community perspective. By supplementing lessons with communication with experience practitioners, we can help gifted students embrace their identities as budding experts in every field. Takeaways include lesson plans and a resource list. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Parents Room: CC 338

Room: CC 332

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National Association for Gifted Children / making inRoads

Poster Session

Roundtable

Saturday | 3:00 pM – 4:00 pM

Talent Development and Culturally Diverse Students: Myths, Challenges, and Reality

SIGNATURE SERIES | 3:00 PM - 4:00 PM

Tiombe Bisa Kendrick-Dunn, Miami-Dade County Public Schools, Miami, FL; Joy Davis, Virginia Union University, Richmond, VA The United States is filled with millions of talented students in the areas of athletics, music, writing, leadership, performing arts, and visual arts. Many of these students will have access to adequate resources available largely through their schools and communities to help nurture and develop their talents. However, the vast majority of talented students from culturally diverse backgrounds lack similar levels of resources that are critical for the development of talent in the areas described above. This session will share talent development strategies and programs found effective with these populations that address their academic and affective needs. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals

Joyce VanTassel-Baska, Center for Gifted Education, The College of William and Mary, Williamsburg, VA This session will focus on successful implementation strategies used to differentiate the English Language Arts (ELA) Common Core State Standards for gifted learners. Teachers from primary, elementary, and middle school levels will discuss their journey to such implementation, focusing on what has worked, what problems and issues they have encountered, and how the new assessments have impacted their classroom practices with the gifted. Teachers from three different states will describe their processes in relation to gifted education practices in their states. Sample differentiated CCSS will be shared with participants along with additional resources to aid implementation. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators Room: Key Ballroom 11

Splendors and Glooms: A Conversation With Newbery Medalist and Master Storyteller Laura Amy Schlitz Laura Amy Schlitz, Baltimore, MD; Susannah Richards, Eastern Connecticut State University, Storrs, CT Newbery Medalist and Honor Medalist Laura Amy Schlitz (author of Good Master, Sweet Ladies, and Splendor and Glooms) will share her process for creating and telling stories in a moderated conversation with Susannah Richards, member of the 2013 John Newbery Award Committee that awarded an honor medal to Splendor and Glooms (2012). Don’t miss this rare opportunity to hear how an award-winning author creates satisfying books for readers. Learn about the book-making process and get a little bit of book gossip about how one writer weaves delightful stories with eloquence. Audience: Room: Key Ballroom 4

Book Signing - 1:45 PM

Room: Holiday Ballroom 1

Teaching the Gifted Child: James Gallagher’s Contributions to Curriculum and Instruction Richard Courtright; Linda P. Robinson, CONNECTIONS-NC, Raleigh, NC; Shelagh Gallagher, Engaged Education, Charlotte, NC; Elissa Brown, Hunter College, New York, NY; Sneha Shah Coltrane, North Carolina Department of Public Instruction, Durham, NC Although he is best known for his work in policy, James Gallagher started his career in gifted education conducting analyses of the classroom discussions of gifted children and their teachers. He never lost his love for curriculum and instruction; he continued to lead curriculum projects, evaluate Javits grants, and finally returned to coding student work. This panel will begin with an overview of his early findings, including an analysis of questioning practices across several classrooms using the Biological Science Curriculum Study (BSCS) curriculum. From this starting point panelists will trace Jim Gallagher’s timeless contributions to curriculum and instruction in gifted education. Audience: Administrators; Gifted Coordinators; Classroom Teachers – Middle Grades; Classroom Teachers – High School; Researchers

Saturday

Implementing the Common Core State Standards in Language Arts: Challenges to Differentiation

Room: CC 341-342

Laura Amy Schlitz will be signing her books, Good Master, Sweet Ladies and Splendor and Glooms.

BOOK SIGNING

NAGC Central, Booth 329 in the exhibit hall

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

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0 making inRoads COMPUTERS & TECHNOLOGY | 3:00 PM - 4:00 PM

Engineering Serendipity: Leveraging Social Media and Technology Resources to Develop Interests and Create Opportunities

Saturday

Brian Housand, East Carolina University, Greenville, NC; Angela Housand, University of North Carolina at Wilmington, Wilmington, NC Serendipity, that unexpected but fortunate discovery or learning experience that happened accidently, is often characterized as a “chance encounter” or a “lucky break.” However, Seneca advised that luck is what happens when preparation meets opportunity. This session will highlight how gifted students are uniquely qualified to leverage technology resources and social media to achieve their goals. The strategies successful individuals use to make their own luck will be illustrated and concrete examples and activities that can be applied in classrooms or at home to enable gifted students to manifest their potential for self-fulfillment and the betterment of society will be explored. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals Room: CC 336

Iconic Prompts 2.0: Utilizing Google Apps and QR Codes Kathleen P. Miller, Ali Ryan, Freehold Township Elementary School District, Freehold, NJ; Russ Donofrio, Spring Lake Heights Elementary School, Freehold, NJ This session will focus on the use of Google Apps for Education and QR Codes as the digital version of Sandra Kaplan’s Iconic Prompts. The concepts outlined throughout the session will enable students to use digital resources to dig deeper while providing them a broader understanding of the content. Participants will leave with the resources and digital tools needed to begin taking iconic prompts to the next level in their classrooms. Whether interested in depth and complexity in general or looking to utilize the latest trends in technology, there is something here for everyone. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators Room: CC 349

The Power of Computer Coding for Elementary GT Students Ann E. Durkin, Johnson Elementary/ Poudre School District, Fort Collins, CO All students should learn to code (program) a computer. It is especially important for gifted learners at the elementary level. Coding promotes higher order thinking, questioning, collaboration, and an expanded application of math skills. Python is a free computer language that is easy enough for elementary students to use and powerful enough to be used by Google and NASA. Participants in this session will walk away with the skills needed to successfully teach elementary (or older) students how to write simple programs. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators Room: Holiday Ballroom 4

Using LEGO Robots to Create Smileys Muhammad Ali Yousuf, Johns Hopkins Center for Talented Youth, Baltimore, MD Robots capture our attention due to an inherent fascination with anthropomorphizing inanimate objects. A robot that also shows emotions becomes disturbingly realistic and captivates gifted minds. Also, student participation and involvement in the engineering design work improves greatly by programming behaviors into robot function. LEGO robots have been extensively used to teach engineering design concepts. Their use in the rapidly emerging field of Human-Robot interaction has just started. People can easily identify simple facial expressions like surprise, sadness, and fear, represented by properly designed LEGO robots. The presenter will share robot constructions that show such behaviors and provide design and programming instructions. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades Room: Key Ballroom 9

Virtual Education and the Gifted Child Gintas Bradunas, Connections Education, Baltimore, MD Gifted students are characterized by a curiosity and intellect that demands to be unfettered. In a virtual education environment, gifted students are provided an opportunity to explore their interests and passions at a pace not possible in the traditional classroom. Come learn how a virtual charter school network serves gifted students and how the same strategies that promote success in the virtual environment may be used to support gifted students in brick and mortar settings. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers, Counselors and other Clinical Professionals Room: Key Ballroom 1

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Poster Session

Giftedness Through the Lens of Symbolic Interactionism Reva C. Friedman, University of Kansas, Lawrence, KS For years individuals with high intellectual and creative potential have been referred to in positive and negative ways, from “elitist” to “valuable resource.” These labels, developed within a cultural context and reflected in popular and professional media, have profoundly influenced how extraordinary ability is perceived and nurtured. Participants will explore symbolic interactionism applied to giftedness. George Herbert Mead, who developed this theory, asserted that once a symbol is internalized it develops a specific meaning. Together we will consider ways in to employ symbolic interactionism to create communal dialogues and collaborative connections. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: CC 350

CREATIVITY | 3:00 PM - 4:00 PM

Making Time to Dream: How Unstructured Time Promotes Creativity and Personal Growth Rebecca L. McMillan, Gifted Homeschoolers Forum, Chapel Hill, NC Amid nonstop activity and connectivity, downtime is nearly nonexistent for many gifted youth. Many cram their schedules with academics, service projects, and extracurricular activities, leaving little time to pause and reflect. This session will highlight the value of unstructured time, reflection, and daydreaming to enhance creativity, imagination, selfknowledge, social understanding, self-regulation, and personal goals. The session will present recent research on the benefits of daydreaming and constructive reflection as well as practical suggestions for incorporating unstructured time into the busy lives of gifted students. Participants will have the opportunity to brainstorm and share ideas for building unstructured time into their own programs. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: CC 330

Picasso Does Mathematics: A Creative Approach to Complex Mathematical Concepts Jaret W. Hodges, Juliana Tay, Purdue University, West Lafayette, IN Mathematics can lose elements of play and creativity starting in the middle school years with algebra. High-stakes testing and more complex mathematical concepts can drain the enjoyment and creativity that is vital for success in a gifted classroom.

This dilemma is exacerbated for underserved populations, where traditional presentations of material can be ineffective. This presentation will demonstrate how art can be utilized to illustrate difficult concepts in mathematics, provide a more hands-on approach to algebra and calculus, and develop creativity. Educators should be prepared to roll up their sleeves and get their hands a little messy. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Parents Room: CC 347

CURRICULUM STUDIES | 3:00 PM - 4:00 PM

Everything but the Kitchen Sink: How to Utilize Inquiry, STEM, Differentiation, and Independent Study in Gifted and Talented Science Units Kimberly M. McCormick, Salisbury University, Salisbury, MD Research tells us that instruction needs to be shaped to the learner and that this is especially essential with gifted and talented students. With the current pushes of STEM integration and Common Core State Standards, differentiation plays an even bigger role with today’s gifted students. This session will provide teachers with a model for using differentiation and independent study in science units based on an ecology unit that was taught to fourth-grade students. Teachers will receive information to assist them in creating and assessing science units of their own using inquiry, differentiation, and independent study. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators

Saturday

CONCEPTUAL FOUNDATIONS | 3:00 PM - 4:00 PM

Roundtable

Room: CC 328

How to Win a Curriculum Award: New Curriculum Studies Competition Guidelines Carol Ann Williams, Richard Stockton College, Woodbine, NJ; Christine J. Briggs, University of Louisiana, Lafayette, LA If you have developed an original curriculum, are successfully using it to meet the needs of high-ability students in your classroom or gifted program, and want it considered for the curriculum studies annual awards, this is the session for you. During this session, representatives from the network leadership will review the new guidelines for submitting curricula, the rubric evaluation process, and share feedback methods. This session will address those who currently have a curriculum ready for submission as well as those at the development stage. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: CC 327

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0 making inRoads Increasing Mathematical Writing Ability in Students Joshu K. Fisher, Andrew Moss, Johns Hopkins Center for Talented Youth, Baltimore, MD Strong mathematical writing ability allows students to effectively communicate mathematics as well as engage with the subject at a deeper level. This session will demonstrate how to develop stronger mathematical writing skills in students and how mathematical writing enhances comprehension in both disciplines. Participants will discuss theories on cross-curricular writing and learn step-by-step instructions to teach students how to write about mathematics in both the manner of a precise proof and narrative exposition. The session will conclude with a discussion of common challenges in mathematical writing and strategies to overcome them. Participants will leave with materials they may immediately implement in their classes. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School Room: CC 344

Socratic Discussions: Seminars to Circles to Fishbowls and Beyond

Saturday

Estee C. Aiken, University of Montana Western, Dillon, MT Socratic discussions, which enable students to ask the questions, as well as answer them, can be powerful classroom tools that engage higher order thinking and communication skills in order to challenge gifted students, particularly in regular education settings. Having a variety of approaches available through which to utilize this strategy can help teachers find the just-right approach for their learners, outcomes, and time. This session will present multiple methods to approach and extend Socratic discussions in order to meet both the teacher’s and gifted learners’ unique classroom needs. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: CC 343

EARLY CHILDHOOD | 3:00 PM - 4:00 PM

“We’re Eating What We Scienced!” Fostering an Early Love of Science to Support Scientific Literacy Development in Young Gifted Learners Allison Brill, Susan Gold, Lauren Neudorfer, Feynman School, Bethesda, MD When studying a language, best practice is to begin early in authentic contexts, so why do we treat scientific literacy any differently? In this session, the presenters will share a successful model for developing and fostering competency and passion for science in your school community starting as young as preschool. They will discuss key topics such as using student inquiries in lesson planning, utilizing authentic materials and vocabulary, and incorporating the community in your curriculum. Participants will leave the session prepared to create

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a culture of scientific enthusiasm grounded in hands-on lessons and best practices. Materials include a resource list and sample lesson. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents, Researchers Room: CC 329

From Kenyan Safaris to Life on Mars: Deepening and Extending Learning Through Role-Playing Scenarios Leslie Morrison, Ann Gadzikowski, Center for Talent Development, Northwestern University, Evanston, IL Role-playing scenarios provide an exciting structure for problem-based learning. In this session, the presenters will share their experiences and approach to developing and implementing curriculum units using role-playing scenarios for students in grades pre-K through grade 3. Taking on roles, such as zoo veterinarians or safari photographers, engages young gifted and talented students and provides appropriately challenging and creative opportunities to develop research, language and literacy, and problem-solving skills. Participants will acquire practical suggestions and tips for implementing units that allow for differentiation, are appropriately aligned with learning standards, and produce measurable data for student assessment. Audience: Classroom Teachers K-6, Gifted Coordinators Room: CC 346

GLOBAL AWARENESS | 3:00 PM - 4:00 PM

Fostering Metacognitive Understanding Through Collaborative Democratic Processes Susan A. Heydt, Donegal School District, Mount Joy, PA; Leslie Gates, Millersville University, Millersville, PA What would happen if students owned the direction of their education or were able to design their own curriculum? Join two educators who will describe pedagogical examples that share authority with students and invite them to make decisions about the content and process of their learning. One specific example highlights how students’ intentional use of the NAGC Standards were used to develop student autonomy and assist in designing worthwhile curricular goals, often with real-world audiences. Participants will explore how democratic classroom processes foster metacognition and increase student engagement. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: CC 338

Poster Session

Response to Intervention + High-Potential Learners + Middle Grades? Yes, You Can! Robin Carey, Douglas County School District, Castle Rock, CO; George Betts, University of Northern Colorado, Greeley, CO The Response to Intervention (RtI) framework is intended to ensure positive outcomes for all learners. The presenters will introduce an RtI self-assessment leadership tool to determine the knowledge and skills necessary for educators to implement the RtI framework to identify and serve high-potential learners. Practical examples of the adjustments necessary to effectively facilitate the RtI process in the middle grades are shared. Participants will gain an understanding of how implementing the RtI framework allows us to focus on the learner and not the labels they acquire in schools. The session will include an opportunity to self-assess readiness and plan next steps. Audience: Administrators, Classroom Teachers - Middle Grades, Gifted Coordinators, Counselors and other Clinical Professionals Room: Holiday Ballroom 2

Transformative Learning: Catching Fire in Critical Thinking for Middle-Grade Students Linda Rittner, Alissa Crawford, University of Central Oklahoma, Edmond, OK Transformative learning (TL) has become a buzzword in education. Contrary to popular perception, TL is more than simply changing minds or opinions. It is a carefully devised learning environment that can be a highly effective tool for engaging even jaded middle-grades and secondary gifted learners. Tenets of TL theory encourage deep critical thinking, especially for early adolescents. TL easily fits into differentiation models for a general classroom, but allows high-performing learners to expand into high gear. Model lessons and examples will demonstrate how transformative learning methods can genuinely transform thinking and engage gifted learners in realworld, authentic application. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: CC 331

PARENT & COMMUNITY | 3:00 PM - 4:00 PM

A Parent’s Guide to Twice-Exceptionality Megan Foley Nicpon, Alissa Doobay, Belin-Blank Center University of Iowa, Iowa City, IA Twice-exceptional students often show remarkable variability in their development and abilities, and this can be confusing and frustrating for the student and their parents. This presentation seeks to help parents increase understanding about the diverse needs of twice-exceptional children and adolescents and develop effective strategies for addressing their needs at home, school, and in the community. The presenters also provide

recommendations regarding appropriate assessment of a student’s gifts and areas of challenge. The recommendations provided during this presentation are best practices based on research and extensive experience in providing clinical services to twice-exceptional youth. Audience: Parents Room: Key Ballroom 10

Finding the Antidote to Perfectionism Thomas S. Greenspon, Greenspon Associates, P.A., Minneapolis, MN How do we encourage kids to be all they can be without creating perfectionists? Perfectionism is the desire to be perfect, the fear of imperfection, and the emotional conviction that perfection is the route to personal acceptability. Mistakes imply personal defects; perfectionism is a self-esteem issue. The pursuit of excellence is vitalizing; perfectionism’s inseparable dark side is the intense anxiety about never being good enough. Perfectionism is not part of giftedness, although gifted kids can be vulnerable. Find out what perfectionism is, where it comes from, and how to create an antidote at home or in the classroom. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals Room: CC 337

PROFESSIONAL DEVELOPMENT | 3:00 PM - 4:00 PM

Capacity-Building, Coaching, and Community Advocacy: A Three-Tiered Approach to Building a Better Gifted and Talented Program

Saturday

MIDDLE GRADES | 3:00 PM - 4:00 PM

Roundtable

Jane E. McMahon, Lori Mueller, Baraboo School District, Baraboo, WI Year after year, the NAGC State of the States report indicates that although “well-trained teachers are indispensable to the identification and education of gifted learners,” teachers across the nation are generally “unprepared to meet student needs.” Adopting a no-excuses, only solutions approach, the Baraboo School District has launched a multi-tiered, groundbreaking initiative to build teacher capacity and increase student achievement. Come hear about how our one-of-a-kind University of Wisconsin coalition, our district-wide coaching model, and our community gifted and talented advisory board are transforming the culture of teaching and learning in Baraboo, WI. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: CC 339

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0 making inRoads How to Design Effective GT Programs and Services E. Jean Gubbins, University of Connecticut, Storrs, CT How do you currently address the academic needs of gifted and talented students? Do you know if your programs and services are effective? Perhaps it is time to redesign or design programs and services that reflect the National Association for Gifted Children’s 2010 Pre-K–Grade 12 Gifted Programming Standards. These programming standards focus on student outcomes and evidence-based practices in learning and development, assessment, curriculum planning and instruction, learning environments, programming, and professional development. Learn how to develop model gifted and talented program and services by using the NAGC Standards as a template to capitalize on best practices in our field. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: Key Ballroom 3

RESEARCH & EVALUATION | 3:00 PM - 4:00 PM

Editors Panel on Publishing in Gifted Education

Saturday

Susan K. Johnsen, Baylor University, Waco, TX; Tracy L. Cross, Center for Gifted Education, The College of William and Mary, Williamsburg, VA; Matthew McBee, East Tennessee State University, Johnson City, TN; Don Ambrose, Rider University, Yardley, PA; Del Siegle, D. Betsy McCoach, University of Connecticut, Storrs, CT; Michael Matthews, University of North Carolina at Charlotte, Charlotte, NC Publishing in peer-reviewed journals can be a daunting experience. Learn from the editors how you can maximize your chances for publication success. Some of the field’s journal editors provide tips on how to best present your work when you are submitting it for review. Panelists will share tips and advice for publishing in peer-reviewed journals in gifted education and also answer questions from participants. Audience: Researchers Room: Holiday Ballroom 3

Lived Experiences of Parents of Gifted Students on the Spectrum: The Struggle to Find Appropriate Educational Experiences Lisa Rubenstein, Ball State University, Muncie, IN How can teachers meet the needs of gifted students diagnosed with Autism Spectrum Disorder (ASD)? Parents of gifted students with ASD provide an invaluable voice in this conversation. This qualitative study examined 13 parents and their experiences. All participants described the challenges associated with finding appropriate educational placements for their children due to the children’s unique social and academic needs. Parents recognized the incompatibility between their child and typical educational environments. This incompatibility required parents to take an active role in designing and finding appropriate educational opportunities. These findings provide insight for others as they develop flexible services for twice-exceptional students. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: CC 332

SPECIAL POPULATIONS | 3:00 PM - 4:00 PM

“I Always Knew I Was Smart. What Took Y’all So Long?” Our Response to That Question Two Decades Later Sally C. Krisel, Hall County Schools, Gainesville, GA “I always knew I was smart. What took y’all so long?” These words were spoken 25 years ago by 10-year-old Troy, a participant in the NRC/GT’s groundbreaking research on multiple-criteria identification of gifted children from underrepresented groups. What did we learn from Troy and other students in that study? How did findings from that early study shape best practices in identification of children from diverse backgrounds, and why has progress toward equity been so slow? Come learn the answers to these questions and explore ways you can use the NAGC Standards to recognize and develop students’ gifts and talents. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical Professionals Room: Key Ballroom 12

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Poster Session

Cheryl Franklin-Rohr, Wendy Leader, Colorado Department of Education, Denver, CO Nonverbal assessments are frequently used to identify gifted English language learners, but students who score high on them may not always be successful in classroom assignments. The key is knowing what strengths are identified through nonverbal assessments and then nurturing them in school. In this session, the presenters focus on specific thinking skills and activities that are correlated with superior performance on nonverbal assessments. Teachers wondering, â&#x20AC;&#x153;What do I do with a student who scored high on this test but is not achieving?â&#x20AC;? will walk away with strategies for teaching the kinds of thinking that translate into academic skills. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: CC 326

We Have a Future: To Achieve Dreams With Action Mihyeon Kim, Darlene W. Dockery, Center for Gifted Education, The College of William and Mary, Williamsburg, VA Educational enrichment opportunities, parental support, and financial issues contribute to the achievement gap between students of various backgrounds. This session introduces a summer program designed for high-ability middle school students from low-income backgrounds focused in the area of science, technology, engineering, and math (STEM). This session will examine the process of designing a program, the components of the program, and the lessons from the followup interviews. Also, implications for counselors and educators to support this population will be discussed. Audience: Administrators, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents, Counselors and other Clinical Professionals Room: CC 345

SPECIAL SCHOOLS & PROGRAMS | 3:00 PM - 4:00 PM

Nobel: Where Art and Adolescence Meet: A Humanities Approach to Talent Development Julie Donaldson, Erin Boltik, Bloomington Public Schools, Bloomington, MN Educators spend countless hours talking about 21st-Century Skills and the need to prepare students for an uncharted future, but how many are developing programs to support these skills? Learn about an innovative gifted program that teaches and nurtures critical and creative thinking, innovation, and collaboration. Nobel is a humanities-based program focusing first on self-discovery and then moving beyond self to

service. Inspired by Alfred Nobel and his legacy, this program encourages middle school students to positively impact their world. Session participants will learn about the Nobel program and its groundbreaking first year. Audience: Administrators, Classroom Teachers - Middle Grades, Gifted Coordinators Room: CC 348

Self-Contained Gifted Classrooms With a Little 2E Mixed In: Guidelines for How to Accommodate and Modify for Those Who Do Not Thrive Karen B. Rogers, University of St. Thomas, St. Paul, MN Based upon the training that produced 24 successful gifted teachers in their work with twice-exceptional (GT/ADD, GT/ EBD, GT/ASD, GT/SLD) learners in their self-contained classrooms, the 10 most successful practices will be shared with audience members. Information about the changes teachers were able to make that resulted in improved achievement in math and language arts, self-efficacy, and motivation to learn will be described. Resources that proved remarkably effective also will be shared in this session. The focus will be on classroom dynamics when gifted and twice-exceptional children comprise the same classroom of learners. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents Room: Key Ballroom 2

STEM | 3:00 PM - 4:00 PM

Project M3 Mentoring Mathematical Minds: New CCSS-Based Curriculum Units for Talented Elementary Students

Saturday

Connecting Nonverbal Assessments to High Achievement for Diverse Dearners

Roundtable

Linda Sheffield, Northern Kentucky University, Highland Heights, KY; Katherine Gavin, University of Connecticut, Storrs, CT Come explore two new field-tested curriculum units in the NAGC award-winning Mentoring Mathematical Minds series. These units increase the rigor and depth of the CCSS Number and Operations domain to meet the needs of our talented elementary students. How Big Is Big? focuses on explorations with very large numbers including The Amazing Race to 100,000 Miles! In The Tenth Street Pet Sanctuary, students gain an in-depth understanding of decimal concepts and all four operations as they put them to use in running a pet shelter. Participants will explore investigations that develop critical and creative thinkers, and student work will be shared. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators Room: CC 340

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E. Paul Torrance Creativity Session Saturday, November 15 4:30 PM – 6:00 PM Key Ballroom 5-8

From Evaluation to Inspiration

Saturday

In a recent national survey of how state policies and practices define giftedness, creativity and motivation were low on the scale of indicators: only 27 States included creativity as an important area of giftedness and a mere 3 states considered motivation as relevant. It won’t come as a surprise to those who work in the field of gifted education that IQ tests and standardized tests of academic achievement are the prominent methods of identification. Scott Barry Kaufman, a cognitive psychologist and scientific director of The Imagination Institute, addresses how such Dr. Scott Barry Kaufman, an intense focus on measuring potential through standardized testing The Imagination Institute, limits human possibility. University of Pennsylvania, Inspired by his personal experience, and supported by his research Wynnewood, PA on the development of intelligence and creativity, Kaufman shares his passion for the need to create a more inclusive, dynamic gifted and talented education, one that takes a holistic, developmental approach to evaluation. Kaufman makes the case that it’s time to focus on a practical approach to individual needs that enables students to unlock their potential and reach their intellectual, creative, and personal goals at school and ultimately, in life. He relates a variety of perspectives to help us come to a richer understanding and appreciation of the varieties of the human mind and imagination and the multiple paths towards achieving personally meaningful creativity as well as publicly recognized greatness. Finally, Kaufman urges all of us — administrators, teachers, and parents — to remember that when students are inspired or activated, they display higher levels of intelligence and creativity. Sponsored by :

Friday, November 14 | 12:00 PM Scott will be signing his books: Ungifted: Intelligence Redefined and The Complexity of Greatness: Beyond Talent or Practice at NAGC Central, Booth 329 in the exhibit hall

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BOOK SIGNING

Poster Session

Roundtable

Saturday reception Saturday, November 15 | 7:00 – 10:00 PM

Maryland Science Center 601 Light Street

Dance with the Dinosaurs

Serving more than half a million visitors per year, the Maryland Science Center is one of the Baltimore Inner Harbor’s main attractions. Entertaining and educational to the young and young at heart, it is undoubtedly one of the city’s most exciting places to visit. With hands-on exhibits and spectacular displays in the wonderful world of science and technology, the Maryland Science Center is a great way to gain hands on experience and first -hand knowledge. Visit the Science Center gift shop where you will be able to purchase a variety of souvenirs and gifts.

Saturday

Following the E. Paul Torrance Creativity Session, head to the Inner Harbor for a fabulous and fun party from 7:00 - 10:00 pm at the Maryland Science Center. The Maryland Educators of Gifted Students and NAGC invite you to enjoy light refreshments, a cash bar, and music with a DJ spinning tunes from 9:00 - 10:00 PM!

Thanks to the Johns Hopkins University Center for Talented Youth for their support of this reception. Providing the weather cooperates, it’s a pleasant walk to the Inner Harbor down Pratt Street and make a right at the water. Follow along the harbor and proceed straight to the Science Center. Volunteers from the Local Arrangement Committee will assist you in finding your way. The Circulator Bus and Taxi/Uber are also an option. Remember you are in an urban area, so we urge you to be cautious and alert to your surroundings when walking on city streets.

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Sunday Closing General Session Sparking Hope: Teaching as a Catalyst to Launching Great Learning

Sean McComb 2014 National Teacher of the Year English and AVID Teacher Patapsco High School & Center for the Arts Baltimore County, Maryland Amid myriad complications, great teaching requires a tenuous balance of supporting the growth and development of habits and character, along with specific content skills. To meet this immense challenge, the culture of both schools and classrooms must constantly evolve toward a community characterized by support, collaboration, and improvement. As teachers maximize our passions, work together, and champion students, our classrooms can grant the liberty to take risks in learning and grapple with complex tasks. Through this effort we can grow in all students that special spirit of hope, resilience, and determination.

â&#x20AC;&#x153;

For the collective, our classrooms are the soil in which the

compassion and capability of our next citizens are sown. My teaching

Sunday

is built on the belief that relationships and engagement can turn challenges into opportunity for excellence for all students.

A strong teacher-student relationship facilitates the opportunity for deeper learning and more critical thinking. That combination results in an ability and determination to tackle more challenging work with real world application.

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â&#x20AC;?

Poster Session

Roundtable

Sunday Highlights - November 16 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 61st Annual Convention and they didn’t disappoint. We close out the convention with one of the youngest teachers ever to be named the National Teacher of the Year. Sean McComb teaches at Patapsco High School and Center for the Arts in nearby Dundalk, MD.

Sunday – Schedule at a Glance 8:00 AM - 9:00 AM

10:30 AM - 12:00 PM

Sunday Super Sessions

Closing General Session with Sean McComb Key Ballroom 5-8, Hilton Baltimore

9:15 AM - 10:15 AM

Sunday Super Sessions

Save the Date • NAGC 2015

Sunday

Mark your calendars for the NAGC 62nd Annual Convention & Exhibition in Phoenix, Arizona, November 12-15, 2015. Interested in speaking? Proposal submission website will open in December 2014. Registration opens in April 2015.

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0 making inRoads Sunday | 8:00 AM – 9:00 AM ARTS | 8:00 AM – 9:00 AM

Building Critical Thinking Skills Through the Arts Jason Helfer, Illinois State Board of Education, Springfield, IL; Stephen T. Schroth, Towson University, Cheverly, MD Exposure to and familiarity with the arts permits gifted children to gain critical thinking skills that transfer to other academic areas. Exposing gifted learners to discipline-based practices— such as composition, aesthetic percipience, and processes and techniques—better permits children to understand how and why creators make the decisions they do, and whether they agree. Including the arts through instructional units that address a variety of subjects allows gifted children to gain this exposure while also addressing their needs in other curricular areas. This session will provide instructional strategies, curricular materials, and other ideas that teachers and parents can use with gifted learners. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators Room: Key Ballroom 9

COMPUTERS & TECHNOLOGY | 8:00 AM – 9:00 AM

The Geeks Have Inherited the Earth!

Sunday

Brian Housand, East Carolina University, Greenville, NC Geek, nerd, dork—all terms that were once derogatory and served to alienate and ridicule highly intelligent individuals who are passionate about specific areas of interest. Yet, in 2014, these have become terms of empowerment to a great number of gifted students and a source of true pride. This session will begin by examining the origin and evolution in the portrayal of stereotypes in popular culture while exploring the differences between each of these terms. From there, a collection of online tools and resources for the geeks and nerds in your life are presented. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: Key Ballroom 2

CONCEPTUAL FOUNDATIONS | 8:00 AM – 9:00 AM

Reflections on a 40-Year Career in Gifted Education: Ideas, Events, and Pathways to Creativity and Creative Production Sally M. Reis, University of Connecticut, Storrs, CT This presentation is a retrospective analysis of a 40-year career in gifted education and talent development—from teaching gifted children, to serving as a program coordinator, to a career as a researcher and advocate for gifted students, enrichment opportunities, and talent development programs. With research areas including curriculum compacting, underachievement, gifted females, schoolwide enrichment, and talented readers, this session reviews a professional commitment to the field of gifted education spanning four decades. Suggestions for researchers, scholars, and advocates are offered, as are lessons learned and ideas for productive future work for those interested in a career of research and scholarship. Audience: Gifted Coordinators, Researchers Room: Key Ballroom 3

COUNSELING & GUIDANCE | 8:00 AM – 9:00 AM

Life Success: Why Grit, Character, and Curiosity Matter for Gifted Learners Diane G. Heacox, St. Catherine University, Edina, MN Why do some gifted students succeed and thrive in school and life and others fall seriously short of fulfilling their promise for success? This session will examine the influence of grit, curiosity, and character on life success. Participants will consider how these qualities matter more than intelligence alone, discover how moral and performance character attributes likely predict life satisfaction and high achievement, and examine how early interactions between parents and students impact success. Particular attention will be paid to insights on how these attributes increase the success of gifted students growing up in poverty. Take-away strategies that specifically build these traits in gifted learners will also be shared. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: CC 341-342

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Poster Session

EARLY CHILDHOOD | 8:00 AM – 9:00 AM

“Creativize” Your Curriculum

Teaching Science Process Skills to Our Young Learners

Alane Starko, Eastern Michigan University, Ann Arbor, MI In these days of Common Core State Standards, high-stakes testing, and ever-increasing pressure, it can be tempting to see support for creative thinking as a luxury we can no longer afford. And, of course, that is exactly the moment we need creativity the most. Creative thinking is essential for students who will be solving problems we can’t imagine today, and teaching in ways supportive of creativity supports in-depth learning as well. This session will examine the relationship between creativity and learning theory and discuss strategies for incorporating creative thinking into content teaching— “creativizing” across the curriculum. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators

Laura Saxton, Corrin McBride Hunt, Johns Hopkins Center for Talented Youth, Baltimore, MD The youngest elementary students love bugs and airplanes and watching colors change. How can you capitalize on this love of science topics to actually teach kids the science process skills they need to be successful in later grades? This session will introduce a Johns Hopkins Center for Talented Youth course targeting second and third graders that intends to do just that. Special emphasis will be placed on expanding the course concepts to introduce STEM topics and processes across the curriculum. Participants will leave with sample lessons and ideas that they can immediately implement in their own classrooms. Audience: Classroom Teachers K-6

Room: CC 339

Room: Key Ballroom 1

CURRICULUM STUDIES | 8:00 AM – 9:00 AM

Bringing Common Core Into Focus With a Global Learning Lens Marjorie Landwehr-Brown, Douglass Public Schools, Douglass, KS; Kay Gibson, Wichita State University, Wichita, KS How can Common Core State Standards be translated into rigorous and relevant curriculum for gifted learners? The Global Learning Curriculum Model (GL-CM), based on intercultural collaborations made available through technology, provides additional challenge and complexity to the CCSS. The GL-CM acts as a lens to focus the design and development of curriculum to help gifted students acquire real-world knowledge, skills, and attitudes necessary to interact as competent, successful citizens in the 21st century. This session will provide examples of global learning curriculum that incorporates CCSS. The GL-CM website with curriculum designing tools and additional resources will be highlighted. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents Room: Key Ballroom 12

GLOBAL AWARENESS | 8:00 AM – 9:00 AM

Flying Free of Patriotic, Cultural, and Institutional Boundaries: Lessons From Teaching Globally Aware Gifted Children on Three Continents Wenda Sheard, SENG, Athens, OH To reach high levels of spiritual, social, and intellectual development, globally aware gifted children need to fly free of invisible patriotic, cultural, and institutional boundaries. While teaching gifted children on three continents and doing qualitative research on the similarities of gifted children and third culture kids, the presenter developed strategies for helping gifted children identify and overcome these boundaries. The strategies include (a) putting patriotism in perspective, (b) acknowledging the culturally driven boundaries of science, (c) seeking authentic relationships with compatriots, and (d) actively redefining “home” as an inner state of being. Participants will leave with globally relevant resources, information, and ideas. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals

Sunday

CREATIVITY | 8:00 AM – 9:00 AM

Roundtable

Room: CC 336

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0 making inRoads MIDDLE GRADES | 8:00 AM – 9:00 AM

What’s New in Young Adult Literature: 2014 Edition Robert W. Seney, Mississippi University for Women, Columbus, MS Make inroads for gifted learners by involving and guiding them into young adult (YA) literature. YA lit is a rich literary resource for gifted learners. It hooks students into positive reading experiences because it speaks their world. We must engage and guide gifted students into creative reading. This session will build a rationale for using YA lit with gifted learners and reviews new YA novels. The Book List will be provided. What’s New, a Middle Grades tradition, is one road to reading achievement and reading involvement. Join us as we share new books. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School Room: Key Ballroom 4

PARENT & COMMUNITY | 8:00 AM – 9:00 AM

The Road to Success: Making Praise Work Kathy Jones, AHA Learners, Chanute, KS; Cindy Sheets, Shawnee Mission School District, Lees Summit, MO Parents and teachers believe praise will help motivate a child to continue working toward success. But not all praise is effective. Some kinds have been proven to have negative effects. Based on the research by Dr. Carol Dweck, this easy-tounderstand, interactive session will provide participants with the tools needed to offer praise that is constructive rather than detrimental. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals

Sunday

Room: Key Ballroom 11

PROFESSIONAL DEVELOPMENT | 8:00 AM – 9:00 AM

The 2013 Revised Initial Teacher Preparation Standards in Gifted Education Susan K. Johnsen, Baylor University, Waco, TX This session will describe the 2013 Initial Teacher Preparation Standards in Gifted and Talented Education and compare them to the 2006 National Association for Gifted Children (NAGC) and the Council for Exceptional Children (CEC) standards. The presenter will identify why the 2006 standards needed to be revised, the revision process, the research base, and each of the seven standards and its related elements. Additional information will be provided regarding the revised standards’ attention to diversity and technology. Time will be allotted for discussing how to align programs to the 2013 revised standards and develop professional learning opportunities. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers, Counselors and other Clinical Professionals Room: CC 344

RESEARCH & EVALUATION | 8:00 AM – 9:00 AM

Forever a Pioneer: The Legacy of James Gallagher Nancy Robinson, University of Washington, Seattle, WA; Rena Subotnik, American Psychological Association, Washington, DC; Mary Ruth B. Coleman, FPG Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, NC; Ann Robinson, University of Arkansas at Little Rock, Little Rock, AR; Del Siegle, University of Connecticut, Storrs, CT James Gallagher broke new ground in research and policy for children in both gifted and special education. From studies of the adjustment of gifted elementary students to establishing public residential high schools for gifted adolescents, from the IEP to early childhood special education, from coding questions to crafting groundbreaking policy, his impact will be broad and lasting. Join a panel of Jim’s longtime friends and colleagues in special and gifted education as they share from his vast archive and tell stories about a visionary man. Favorite themes like ‘infrastructure,’ ‘intensity,’ and ‘duration,’ will be reviewed in the context of considering their implications for the field. Audience: Gifted Coordinators; Classroom Teachers – K-6; Classroom Teachers – Middle Grades; Classroom Teachers – High School; Researchers Room: CC 340

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Poster Session

Court Rules on Gifted Eligibility Determination: A Gift to Underrepresented Groups

Sunday | 9:15 AM – 10:15 AM ARTS | 9:15 AM – 10:15 AM

Jack A. Naglieri, University of Virginia, Charlottesville, VA; Donna Y. Ford, Vanderbilt University, Nashville, TN In this session, the presenters will provide information about an important court case regarding the procedures used to identify gifted children in the U-46 Elgin, Illinois public school district. Parents of Hispanic students charged that the district’s method of identifying gifted students eliminated from consideration many minority students because of the use of tests that required verbal skills. Even though a variety of tests were used, including the CogAT and the NNAT, the matrix used to make eligibility determination relied too much on verbal achievement. The court ruled that the district’s gifted program unlawfully discriminated against minority students. Audience: Administrators, Gifted Coordinators, Researchers, Counselors and other Clinical Professionals

Promoting Creative Thinking at the Arts/Science Intersection

Room: Key Ballroom 10

Room: Key Ballroom 9

SPECIAL SCHOOLS & PROGRAMS | 8:00 AM – 9:00 AM

Lucinda Presley, ICEE Success Foundation, Palestine, TX Learn how to integrate brain-based research, visual thinking skills, art-making, and STEM content to promote creative and innovation thinking skills. In this project, students start by using artworks to learn visual analysis skills. They then apply these skills to an integration of paper engineering, writing, art-making, and science content. Based on universitybased research into students’ innovation thinking skills, this project has partnered with an art museum, a STEM/tinkering initiative, a national creativity in education initiative, and schools. Formal evaluation showed that these activities fostered important innovation thinking and design skills. Audience: Classroom Teachers K-6

COMPUTERS & TECHNOLOGY | 9:15 AM – 10:15 AM

Measuring Growth in a Gifted Cluster Grouping Model

FutureCasting: Making Inroads to a Successful Future

Dina Brulles, Karen Brown, Paradise Valley Unified School District, Phoenix, AZ Gifted cluster grouping has become a prevalent model for serving gifted students. Schools experiencing success with cluster grouping have methods in place for measuring and documenting growth. Learn how to prepare for a program evaluation by creating systems that track student achievement, determine necessary training, and monitor student populations identified and served. Participants will learn to use school data to effectively plan advanced curriculum and instruction, identify criteria for documenting student performance, provide requisite teacher training, establish appropriate identification procedures, and make effective student placements. Achievement studies for all students in schools that cluster group gifted students will be shared. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators

Angela Housand, University of North Carolina at Wilmington, Wilmington, NC Technology is a powerful equalizer, so much so that the unique contributions of any individual can get lost in the abundant and pervasive repository of information available on the Internet. FutureCasting, a framework of digital life skills, enables gifted students to leverage the Internet to take control of their digital identity, build influence via social media, make contributions that stand out in virtual landscapes, and understand oneself within the context of an online global society. Participants will explore activities that can be implemented immediately and begin the work of helping students become the hero of their own story. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals Room: Key Ballroom 2

Sunday

SPECIAL POPULATIONS | 8:00 AM – 9:00 AM

Roundtable

Room: CC 338

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0 making inRoads CONCEPTUAL FOUNDATIONS | 9:15 AM – 10:15 AM

CREATIVITY | 9:15 AM – 10:15 AM

Leta Hollingworth’s Enduring Legacy After 75 Years: New Historical Discoveries and Appraisals

Imbedding Creative Thinking Into Content Areas in P–12 Curriculum: A 3-Arena Model

John D. Wasserman, American Institute of Psychology, Burke, VA; Linda Silverman, Gifted Development Center, Westminster, CO; Kathi Kearney, Maine School Administrative District 51, Cumberland, ME Seventy-five years ago, Leta Stetter Hollingworth, one of the early luminaries in gifted education, died unexpectedly, leaving her research unfinished, her experimental Speyer School closed, and her papers scattered and without a designated institutional home. Recent discoveries from the estate of her husband’s stepdaughter include a scrapbook of personal memorabilia and the only extant films of Hollingworth interacting with her students at Speyer School and conducting psychological testing in the 1930s. In this session, participants will explore Leta Hollingworth’s enduring legacies in psychology and gifted education and view the newly discovered scrapbook and silent films. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Researchers, Counselors and other Clinical Professionals

Taylor Thompson, Georgetown College, Georgetown, KY Teachers can deliberately incorporate creative thinking into K–12 content by employing three “arenas”: (1) teacher-student and student-student interchanges, (2) teacher modeling of creative thinking, and (3) problem production/ solving. Participants will view and hear an explanation of this 3-Arena model. Then, given typical teaching situations from the heterogeneous classroom and the clustered GT classroom, participants will develop and co-evaluate illustrations of ways to better incorporate creative thinking using the features of the model. Focus will be on the primary through middle grades subjects. It is recommended that participants have a basic understanding of features of creative thinking. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Gifted Coordinators, Parents

Room: Key Ballroom 3

Creative Mathematics Is Not an Oxymoron Within the Core Curriculum

COUNSELING & GUIDANCE | 9:15 AM – 10:15 AM

More Than One in a Million: Recognizing, Understanding, and Serving the Profoundly Gifted Child

Sunday

Anne Flick, Hamilton County Educational Service Center, Cincinnati, OH Their numbers are few, but they attend schools nationwide, and their needs are huge. Profoundly gifted students need adults to recognize them (since few look like prodigies); to understand how they differ from other gifted children; to grasp the full extent of their needs, affective as well as cognitive; and to provide plans and programs that have been effective for other such rare learners. Resources and support can be hard to find, but this session will help participants learn to fill the void for families desperate for committed, understanding, brave educators knowledgeable about helping the whole child develop happily. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Counselors and other Clinical Professionals

Room: CC 339

CURRICULUM STUDIES | 9:15 AM – 10:15 AM

Rachel R. McAnallen, Zoid And Company Educational Consulting, Storrs, CT Arithmetic could be defined as answering the question whereas mathematics could be defined as questioning the answer. All learners—including gifted learners—should be taught that mathematics is not a series of worksheets to be completed day after day but instead it is a beautiful subject that is highly creative in its own right when taught through a conceptual base rather than a procedural base. Teaching through a conceptual base is a means to differentiation in the classroom, which in turn fosters excitement and creativity within the learner. Participants must bring their sense of humor to this workshop. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: Key Ballroom 12

Room: CC 340

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Poster Session

Gifted Education in the Early Years: K–3: A Defensible Program Model Nancy B. Hertzog, College of Education, University of Washington, Seattle, WA The conundrum: How does a kindergarten–third-grade teacher challenge young students who may be way ahead of their peers academically and nurture the potential of children whose academic talent may not yet be developed? This is the task of all early childhood teachers. The complexity of identifying and serving advanced academically talented young learners in the early years will be unpacked in this presentation. Participants will walk away with a defensible program model for services designed to meet the needs of highly capable young learners. Audience: Administrators, Classroom Teachers K-6, Gifted Coordinators, Parents Room: CC 343

GLOBAL AWARENESS | 9:15 AM – 10:15 AM

The Inner World of Spiritually Gifted Children Patricia Gatto-Walden, Boulder, CO The significance of spiritual giftedness in children’s lives is paramount, but most often not understood. Their inner worlds and daily experiences are vastly different due to their profound depth of empathy; uncompromising moral and ethical beliefs; and predisposition towards elevated states of consciousness, intuitive wisdom, and relationships with omnipotent and guiding presences. Transpersonal occurrences most often begin in childhood but are often hidden for fear of harsh judgments

or disbelief by adults. Come learn the inner world of the spiritually gifted, their wisdom and struggles, and how to nurture and protect these sensitive children. Audience: Administrators, Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers, Counselors and other Clinical Professionals Room: CC 336

MIDDLE GRADES | 9:15 AM – 10:15 AM

The Afterlife: A Study in the Humanities Tracy Inman, Center for Gifted Studies Western Kentucky University, Bowling Green, KY Every culture throughout time believes something happens when people die—they write about it, paint pictures of it, create religions around it, and compose music about it. This session will explore the curriculum of a 3-week summer camp humanities class for the highly gifted, including grades 7 and 8, focused on the afterlife. Tying in Gifted Education Programming Standards, 21st-Century Skills, Common Core State Standards for English Language Arts/ Literacy in History/Social Studies, and classic literature, the presenter will share a unit outline, sample lessons, formative and summative assessments, and thoughts about her experience teaching the class. Audience: Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators Room: Key Ballroom 4

Convention Evaluation

Sunday

EARLY CHILDHOOD | 9:15 AM – 10:15 AM

Roundtable

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 Phoenix in 2015 to see how we did!

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

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0 making inRoads PROFESSIONAL DEVELOPMENT | 9:15 AM – 10:15 AM

Supporting Underrepresented Populations through Effective Professional Development Practices Connie Phelps, Emporia State University, Emporia, KS; Dina Brulles, Paradise Valley Unified School District, Phoenix, AZ; Marcia Gentry, Purdue University, West Lafayette, IN; Jason S. McIntosh, Purdue University / Gifted Education Resource Institute, West Lafayette, IN; Angela Novak, Summer Institute for the Gifted, Fairfield, CT; Kristina Collins, University of Georgia, Athens, GA; Michelle Trotman Scott, University of West Georgia, Carrollton, GA To ensure all students receive an appropriate education, teachers, administrators, psychologists and counselors need to understand, embrace, and plan for the educational needs of underrepresented populations of gifted learners. Gifted Black, Hispanic, and Native American children are overlooked or invisible during the identification process in K-12 schools. This panel discussion of practitioners and researchers collectively represents decades of practical experience and published research on Black, Hispanic, and Native American gifted children. Panel members will share insightful stories about these underrepresented populations of gifted learners and suggest effective strategies to apply research-based professional development practices for these gifted learners in K-12 schools. Audience: Administrators; Counselors and other Clinical Professionals; Gifted Coordinators; Classroom Teachers – K-6; Classroom Teachers – Middle Grades; Classroom Teachers – High School; Researchers Room: CC 338

RESEARCH & EVALUATION | 9:15 AM – 10:15 AM

and the types of programs and services that should constitute defensible and effective practices. This literature has significant implications for both practice and the direction of future research. This session will include brief presentations by authors of recent commentary on the reexamination issue and then will invite open discussion among participants about needed research to guide present and future practices in the field. Audience: Researchers Room: CC 341-342

SPECIAL POPULATIONS | 9:15 AM – 10:15 AM

The Power of Policy: Special Populations and Dual Enrollment Wendy Behrens, Minnesota Department of Education, Roseville, MN; Elizabeth Hahn, Ohio Department of Education, Columbus, OH; Chrystyna Mursky, Wisconsin Department of Instruction, Madison, WI PSEO, AP, CIS, IB, and CTE are more than alphabet soup. In today’s global economy, students must be well-prepared for the demands of college and the workplace. For underrepresented populations, many of whom live in poverty and are immigrants, the challenges of access and opportunity may seem insurmountable. In this session, three state directors will review state-specific policies that increase chances for high-potential atrisk students to access rigorous coursework and college credit. They will also share strategies and evidence-based practices for creating an infrastructure that supports and develops achievement among high-potential at-risk populations. Audience: Administrators, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators, Counselors and other Clinical Professionals Room: Key Ballroom 10

Sunday

Reexamining the Theory and Practice of Gifted Education With Implications for Future Research and Practice Rena Subotnik, American Psychological Association, Washington, DC; Paula Olszewski-Kubilius, Center for Talent Development, Northwestern University, Evanston, IL; David Dai, State University at Albany, Albany, NY; James H. Borland, Teachers College, Columbia University, New York, NY; Joseph S. Renzulli, University of Connecticut, Storrs, CT; Carolyn Callahan, University of Virginia, Charlottesville, VA The evolution of the fields of psychology, sociology, and education have spurred theorists in gifted education to suggest a need for reexamination of both the ways we define giftedness

124

SPECIAL SCHOOLS & PROGRAMS | 9:15 AM – 10:15 AM

Arts-Intensive High Schools: Alumni Reflections on Satisfaction, Acquired Skills, and Career Outcomes Angie L. Miller, Amber D. Lambert, Indiana University, Bloomington, IN Arts-intensive high schools can provide a unique atmosphere for artistically gifted students, customizing learning experiences to fit artistic talents. However, relatively little is known about the long-term impact of attending arts high schools. This presentation will use data from the Strategic National Arts Alumni Project (SNAAP), the largest database ever assembled

National Association for Gifted Children / making inRoads

Poster Session

Roundtable

of artistically trained individuals, to provide insights about educational experiences and career outcomes of arts high school alumni. Presenters will use these data to share information about strengths and weaknesses of arts high schools, including areas of satisfaction and dissatisfaction, acquired skills and competencies, and occupational outcomes. Audience: Administrators, Classroom Teachers - High School, Gifted Coordinators, Parents, Researchers

classroom to challenge young gifted learners. Participants will leave the session with sample lessons and ideas for hands-on activities that they can implement with their students. Audience: Classroom Teachers K-6, Gifted Coordinators

Room: CC 344

Andrew Moss, Laura Saxton, Johns Hopkins Center for Talented Youth, Baltimore, MD Many students see writing about science as dull and uninspiring. Yet works from popular authors such as Stephen Hawking and Malcolm Gladwell show that writing about scientific research can be both informative and captivating. Incorporating a five-step model, this session explains how to teach students to write about science in a rigorous, clear, and engaging manner. Emphasis is placed on teaching students to evaluate articles from popular scientific articles, journals, and blogs, and incorporate learned lessons into students’ own writing. Participants will leave with methods and materials they may immediately implement in their classrooms. Audience: Classroom Teachers K-6, Classroom Teachers - Middle Grades, Classroom Teachers - High School, Gifted Coordinators

STEM | 9:15 AM – 10:15 AM

Multiple Methods of Problem Solving in the Elementary Mathematics Classroom Amber Wagner, Frannie Worek, Johns Hopkins Center for Talented Youth, Baltimore, MD The ability to solve a problem in many different ways is valuable in the study of mathematics. Gifted elementaryaged students can be encouraged to expand their thinking about math problems by finding different strategies to solve a problem. In this session, presenters from the Center for Talented Youth (CTY) will review current research on the benefits of teaching students multiple methods of solving a problem and share lessons used in the CTY mathematics

Room: CC 337

Writing Beyond the Lab Report: Teaching Young Scientists to Engage an Audience

Room: Key Ballroom 1

Sunday Closing General Session Sparking Hope: Teaching as a Catalyst to Launching Great Learning Sean McComb 2014 National Teacher of the Year Patapsco High School & Center for the Arts Baltimore, MD

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

Sunday

10:30 AM – 12:00 PM

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Speaker Index

Besnoy, Kevin.................... 23, 48

Abellan-Pagnani, Luisa........... 85 Acar, Selcuk....................... 66, 80 Adams, Cheryll M................... 2, 3, 13, 81, 100

Betts, George............ 51, 82, 111 Blaetz, Beth............................. 90 Blair, Randee........................... 13 Bland, Lori C........................... 18

Adams, Clara.......................... 42

Blosser, Lynn C..................... 103

Aiken, Estee C....................... 110

Blum, Debbie.......................... 14

Albert, Liz................................. 49

Boazman, Janette................... 83

Alencar, Eunice........................ 42

Boltik, Erin............................. 113

Allard, Jennifer........................... 9

Bonds, Crystal..................... 8, 10

Allen, William T......................... 53

Borges, Ă frica.......................... 58

Alvarez, Alex............................ 67

Borland, James H................. 124

Ambrose, Don....................... 112

Borsecnik, Laura..................... 65

Amend, Edward...................... 25

Boswell, Cecelia...................... 66

Amspaugh, Christina M.......... 74

Bourjaily, Monte F...................... 7

Andersen, Lori......................... 66

Bradunas, Gintas.................. 108

Andraka, Jack......................... 70

Brady, Chip........................ 37, 93

Arnold, Quail T......................... 31

Bray, William R.......................... 8

Assouline, Susan..................... 49

Breedlove, Lynette.................. 58 Brigandi, Carla.................. 36, 63

Briggs, Christine J................. 109

Byrd, Ian.................................. 16

Callahan, Carolyn....... 32, 33, 87, 104, 124 Callahan, J.S........................... 24 Calvert, Eric....................... 67, 90 Cantu, Yvette........................... 37 Caplan, Marc A....................... 74 Capper, Marla Read.......... 57, 74 Carey, Robin.............. 48, 82, 111 Carmody, Heather................... 59 Carter, Carol............................ 68 Carter, Melanie........................ 13 Cash, Richard M......... 16, 24, 85 Casper, Kathleen..................... 55 Cayirdag, Nur.......................... 80 Chamberlin, Scott A.... 15, 18, 59 Chancey, Jaclyn M.................. 66 Chandler, Jean........................ 84 Chandler, Kimberley L...... 19, 36, 54, 77, 86, 98

Bachtel, Kate........................... 44

Briggs, Kristen A..................... 35

Bailey, Carrie Lynn........... 61, 103

Brighton, Catherine................. 51

Bailey, Elizabeth K................. 103

Brill, Allison.................... 106, 110

Bailey, Kim............................... 64

Brody, Linda............................ 98

Bainbridge, Amy E................ 101

Brown, Elissa................... 62, 107

Baldus, Clar............................. 23

Brown, Karen............. 17, 95, 121

Baldwin, Alexinia..................... 81

Brown, Katherine B................. 34

Barbeau, Dottie..................... 103

Bruce-Davis, Micah N........... 106

Barney, Michael....................... 11

Brulles, Dina. 17, 28, 95, 121, 124

Barnhart, Erin.......................... 84

Bruner, Stephanie.................... 65

Coleman, Mary Ruth B..... 17, 42, 120

Bartch, Lea.............................. 97

Bruns, Christie................. 63, 100

Coleman, Rebecca................. 42

Baska, Ariel............................. 99

Bunch, Ardene D..................... 54

Collins, Kristina................ 18, 124

Baskett, Amanda D................. 11

Bunn, Gary O..................... 12, 32

Coltrane, Sneha Shah..... 47, 107

Behrens, Wendy.............. 66, 124

Burdick-Zupancic, Jill E............. 7

Comallie-Caplan, Lori M......... 74

Beisser, Sally R........................ 45

Burgan, Wylie.......................... 38

Conlon, Linda S....................... 96

Beltchenko, Laura M............... 26

Burke, Edith............................. 64

Cooper, Lisa A......................... 53

Benson, Karen L................... 100

Burney, Virginia H.............. 56, 79

Corey, Joylyn A........................ 58

Berman, Kimberly M.......... 78, 98

Burton, Libra D........................ 51

Corio, Maureen....................... 87

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National Association for Gifted Children / making inRoads

Cho, Seokhee.......................... 31 Choi, Cha Hyun....................... 26 Christopher, Mary M................ 34 Chung, Rachel U..................... 96 Clayton-Code, Kimberly.... 34, 81 Coffman, Amanda................... 96 Coil, Carolyn...................... 25, 47 Cole, Shelbi K. ........................ 17

Dominiconi, Carlotta................ 18

Flynn, Leslie............................ 49

Corson, Ansley Taylor............ 105

Donaldson, Julie................... 113

Fogarty, Elizabeth A.. 28, 66, 103

Cotabish, Alicia........... 2, 3, 7, 12, 18, 32, 81, 101

Donofrio, Russ...................... 108

Folliard, June........................... 92

Courtright, Richard................ 107

Doobay, Alissa................ 61, 111 Drain, Denise........................... 76

Ford, Donna Y....... 17, 39, 42, 85, 121

Coxon, Steve..................... 32, 83 Cozart, Angela......................... 81 Cramond, Bonnie.................... 44 Crane, Todd............................... 8 Crawford, Alissa.................... 111 Croft, Laurie....................... 61, 93 Croley, Erin.............................. 54 Cross, Tracy L....................... 112 Crowder, Isabelle..................... 34 Crutchfield, Ann........... 61, 73, 87 Cullen, Douglas A..................... 6

Dai, David..................... 7, 88, 124 Dailey, Debbie........... 2, 3, 12, 18, 32, 46, 81 Dale, Jo................................... 95 Daniels, Elizabeth.................... 68 Dantzler, John.......................... 48 Davis, Joy.......... 18, 42, 105, 107 Davis, Russell E.................. 8, 11 DeGennaro, April......... 35, 68, 91 Degner, Kate................... 49, 105 Deitz, Christine........................ 55 Delisle, James R..................... 91 DeLuga, Erin..................... 10, 29 Deng, Ciping....................... 7, 88 Dickson, Ken........................... 97 Diehl, Christy..................... 39, 43 Dirkes, Beth............................. 77 Dixon, Felicia A............ 42, 46, 97 Dixon, Suzanne W................. 103 Dockery, Darlene W............... 113 Dohrman, Rebecca................. 32 Doiron, Wendy......................... 87

Drapeau, Patti................... 41, 62 Driver, Victoria.......................... 27 DuCamp, Gabriella................. 32 Duck, Kerry D.......................... 89 Duffy, Mary.............................. 54 Dullaghan, Barbara................. 77

Foreman, Jennifer............. 44, 86 Forsyth, LaRhonda C.............. 52 Foster, Lisa H.................... 57, 80 Franklin-Rohr, Cheryl............. 113 Frazier, Kathleen C.................. 99 Friedman, Reva C................. 109

Durkin, Ann E........................ 108

Fugate, Matthew..................... 41

Eckert, Rebecca D.................. 56

Gaesser, Amy H...................... 64

Earnhart, Alison......................... 9 Ehlert, Rita J............................ 37 Eig, Michael............................. 67 Erickson, Lisa.......................... 96 Estelle, Denise......................... 76

Speaker Index

Cornish, Benjamin..................... 6

Gadzikowski, Ann...... 54, 77, 110 Galanos, Ria...................... 10, 38 Gallagher, Shelagh.... 53, 97, 107 Garces-Bacsal, Myra............... 28 Garner, James C..................... 82

Estes, Fred.............................. 64

Gates, James.......................... 10

Gatto-Walden, Patricia..... 27, 123

Gates, Leslie......................... 110

Fabian, Amanda...................... 76

Gavin, Katherine........ 14, 45, 113

Fairweather, Elizabeth C.......... 99

Gentry, Marcia..... 33, 48, 82, 124

Fairweather, Thomas A............ 99

Geschel, Mary......................... 64

Farah, Yara N........................... 87

Gibson, Kay........................... 119

Farmer, Nicole......................... 92

Gifford, Cynthia D.................... 16

Farrell, Shirley J....................... 43

Gillett, Philip............................. 46

Faughnan, Brian...................... 12

Gilman, Barbara (Bobbie)....... 92

Felder, Monique T.................... 22

Gilson, Cindy M................. 26, 95

Fields, Matthew Mugo........... 100

Gluck, Stuart M........................ 34

Findley, Marty B. ....................... 45

Goff, William H........................ 17

Finn, Chester........................... 10

Gold, Susan.................. 106, 110

Firmender, Janine.............. 15, 45

Goree, Krystal......................... 57

Fisher, Joshu K...................... 110

Gott, Tim.................................. 28

Fisher, Tamara......................... 16

Graham, David........................ 28

Fitzsimmons, Magdalena.. 19, 62

Grantham, Tarek C............ 18, 42

Fleith, Denise S....................... 42

Green, Kathy L........................ 99

Flick, Anne....................... 31, 122

Greenspon, Thomas S.......... 111

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Speaker Index

Greig, Carol M................... 73, 84 Griffith, Alissa P........................ 77 Gruber, Stacey......................... 63 Gubbins, E. Jean............ 33, 112

Housand, Brian.... 16, 18, 33, 52, 108, 118

Kern, Angela H........................ 87

Hrabowski, Freeman A........ 4, 19

Kettler, Todd............................. 88

Hubbard, Gail F....................... 27

Guilbault, Keri M...................... 65

Hughes, Claire E....... 2, 3, 18, 40

Hunt, Corrin McBride...... 35, 119

Hunsaker, Scott L.................... 53

Kerr, Barbara..................... 89, 92 Kim, Jung Bog........................ 52 Kim, Jungsun.......................... 40 Kim, Mihyeon........................ 113 Kingore, Bertie....... 17, 34, 54, 78

Hahn, Elizabeth..................... 124

Huo, Yiping.......................... 7, 88

Hall, Sharon............................. 34

Hurowitz, Amanda..................... 8

Hamilton, Kelly K..................... 35

Hussain, Maryam.................... 60

Hamilton, Kristen L................ 100

Hyso, Katherine......................... 8

Kottmeyer, Carolyn.................. 65

Kowalske, Kristy L................... 37

Harmony, Sheila H.................... 8 Haroutounian, Joanne............. 59 Harrison, Rebecca S............. 100

Inman, Tracy.................... 28, 123

Hart-Berndt, Jennifer............... 57

Iseminger, Robert F................. 78

Harvey, Sue................. 43, 68, 95

Haugh, Rachel E..................... 76 Haynes, David G..................... 42 Heacox, Diane G............. 85, 118 HĂŠbert, Thomas P.................... 40 Heffley, Tonia........................... 16 Heilbronner, Nancy.................. 59 Helbling, Joe B........................ 26 Helfer, Jason............. 44, 60, 118 Henry, Suzette........................... 8 Herman, Gail N.................. 52, 63 Hertzog, Nancy B............ 96, 123 Heydt, Susan A..................... 110 Hines, Meg.............................. 34 Hjalmarson, Margret............... 18

Jacobs, Joan............... 43, 56, 95 Jacobs, Nancy........................ 36 Jen, Enyi.................................. 82 Johnsen, Susan K........... 2, 3, 15, 41, 57, 72, 112, 120 Johri, Aditya............................. 18 Jolly, Jennifer............... 48, 74, 90 Jones, April Thompson........... 23 Jones, Kathy.............. 29, 73, 120 Jones, SaDohl......................... 88 Jordan, Shawn........................ 18

Kinnee, Becky......................... 29 Kirsch, Lauri................ 18, 22, 52 Kolar, Christopher G.......... 10, 11

Krisel, Sally C.................. 15, 112 Ksiazak, Tracy M................... 105

Lambden, Tara L..................... 84 Lambert, Amber D................. 124 Landwehr-Brown, Marjorie.... 119 Lane, Mary Anne..................... 46 Langley, Susan Dulong........... 15 Lazzelle, Lenae........................ 49 Leader, Wendy...................... 113 Lee, Ji Won.............................. 52 Lee, Kelly........................... 61, 79 Lee, Margaret A....................... 14 Lee, Seon-Young..................... 26 Lein, Andrea Esperat............... 24 Lennon, Virginia M.................. 63

Kane, Michele................... 51, 83

Leppien, Jann H................ 80, 85

Hodges, Jaret W.................... 109

Kaplan, Sandra........... 35, 74, 90

Letellier, Larry.......................... 62

Hollingsworth, Patricia............. 68

Kapushion, Blanche.......... 16, 82

Lewis, Kate................................ 8

Holman, Aubrie....................... 10

Kaufman, Scott Barry...... 61, 114

Lifsey, Madeleine..................... 63

Holmes, Shayna D.................. 52

Kaul, Corina............................. 41

Little, Catherine A.............. 15, 95

Honeck, Ellen.................... 17, 86

Kearney, Kathi................. 92, 122

Lloyd-Zannini, Lou................. 102

Horak, Anne K......................... 53

Kearney, Kelly.......................... 15

Lohrfink, Kimberly J................. 58

Horn, Carol V............. 14, 80, 103

Keilty, William........................... 46

Lowder, Laura.................... 61, 73

Housand, Angela..... 17, 55, 108, 121

Kelly, Anthony.......................... 18

Luce, Maria.............................. 76

Kendrick-Dunn, Tiombe Bisa. 107

Luke, Sean.............................. 18

128

National Association for Gifted Children / making inRoads

Mense, David J........................ 88

Newsom, Theresa................... 73

Lyman, Ruby Dawn................. 94

Metzger, Jean A...................... 99

Nicely, Tiffany.......................... 26

Lyons, Ruth E.......................... 38

Miller, Amy............................... 65

Nicpon, Megan Foley. 33, 61, 111

Miller, Angie L........................ 124

Nightingale, Michelle P............ 63

Miller, Erin M............................ 51

Nottage, Cindy........................ 87

MacFarlane, Bronwyn....... 17, 91

Miller, Kathleen P.................... 108

Novak, Angela....................... 124

Makel, Matthew C..... 79, 96, 104

Miller, Mike................................. 6

Maloney, Kirsten.................... 103

Miller, Rachelle.................... 7, 32

Malueg, Carol........................ 103

Min, Jiyeon.............................. 26

Oâ&#x20AC;&#x2122;Brien, Rebecca.................... 58

Mandracchia, Marcella............ 31

Miserendino, Louis.................. 32

Oh, Sarah................................ 87

Mann, Eric L............................ 59

Missett, Tracy C....................... 80

Olmstead, Gwen................... 102

Mann, Rebecca L.................... 50

Moehring, Linda...................... 45

Manzone, Jessica................... 35

Moon, Geoffrey....................... 25

Olszewski-Kubilius, Paula. 13, 33, 50, 51, 67, 79, 81, 92, 97, 124

Margherio, Megan................... 26

Moon, Sidney.................... 33, 97

Margot, Kelly........................... 52

Moon, Tonya R........................ 87

Markos, Amanda M................. 35

Moore, Andrew P..................... 32

Martinez, Jennifer.................. 106

Moore, James L...................... 42

Mason, Letita R......................... 9

Moore, Madison S................... 18

Matschiner, Ann................. 54, 94

Moore, Michele M................. 104

Matsko, Vince............................ 7

Morgan, David L. ..................... 38

Matthews, Michael..... 33, 48, 61, 112

Morrison, Leslie..................... 110

McAnallen, Rachel R....... 15, 122 McArdle, Michelle.................... 54 McBee, Matthew...... 61, 104, 112 McClarty, Katie........................ 66 McCoach, D. Betsy......... 61, 112 McComb, Sean............. 116, 125 McCormick, Kimberly M........ 109 McDonald, Julie...................... 88 McIntosh, Jason S........... 35, 124 McIntosh, Joel......................... 55 McKinney, Rebecca A............. 54 McMahon, Jane E........... 37, 111 McMillan, Rebecca L............. 109 Megay-Nespoli, Karen P........ 100 Meier, Ernest U........................ 62 Mendaglio, Sal................ 44, 102 Mendelow, Elaine.................... 25

Morse, Virginia .......................... 87 Moss, Andrew............... 110, 125 Mueller, Lori........................... 111 Mullet, Dianna....................... 105 Mulvaney, Mary Ellen............... 69 Muratori, Michelle.................... 98 Murphy, Colleen...................... 38 Mursky, Chrystyna................. 124 Myer, Barbara.......................... 93

Naber, Karen B........................ 65 Naglieri, Jack A......... 17, 36, 121 Naveiras, Elena RodrĂguez...... 58 Neudorfer, Lauren......... 106, 110 Neumeister, Kristie L......... 56, 79 Neville, Christine S................ 102 Newman, Jane........................ 78

Speaker Index

Lupkowski-Shoplik, Ann.......... 49

Olthouse, Jill............................ 51 Omdal, Stuart N...................... 56 Ongaro, Christopher............... 33 Osterman, Alyssa.................... 76 Otero, Suzanne....................... 83 Owens, Charissa M................. 81

Pace, Julie............................... 92 Pagnani, Alexander R.............. 85 Paris, Kim D............................. 80 Park, Hyeri............................. 101 Parker-Peters, Megan.............. 25 Patchin, Darian...................... 100 Paul, Kristina Ayers..... 17, 39, 48 Peairs, Kristen F....................... 79 Penn-Nabrit, Paula................ 105 Pentz, Debra............................ 77 Pereira, Nielsen................. 18, 33 Peters, Dan........................ 42, 92 Peters, Scott J................... 51, 61 Peters-Burton, Erin.................. 18 Peterson, Jean............ 40, 42, 91 Petrilli, Michael J...................... 22 Pfeiffer, Linda E....................... 94 Pfeiffer, Steven I....................... 79

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Speaker Index

Phelps, Connie.......... 44, 75, 124

Robinson, Linda P.................. 107

Shaff, Thomas......................... 91

Phelps, Deborah..................... 22

Robinson, Nancy................... 120

Piatek, Tim............................... 10

Robison, Casey....................... 45

Shaunessy-Dedrick, Elizabeth. 2, 3, 89

Piirto, Jane............................... 40

Rogers, Karen B.............. 67, 113

Pittock, Janet......................... 100

Rosen, Rhoda......................... 13

Plucker, Jonathan...... 22, 33, 104

Rosenstock, Paula A............... 67

Postma, Mike........................... 92

Rosine, Carissa A.................... 11

Presley, Lucinda.................... 121

Ross, Cherry R........................ 97

Pruszko, Cyril...................... 8, 29

Rowe, Ann............................... 92

Puryear, Jeb S......................... 75

Rowley, Lucia.......................... 65

Puryear, Robin......................... 54

Rubenstein, Lisa.................... 112

Putallaz, Martha................. 79, 96

Rudolfo, Ainsley C................... 10 Rumley, Karen E...................... 44

Rummel, Remy........................ 48

Sheard, Wenda............... 45, 119 Sheets, Cindy.................. 16, 120 Sheffield, Linda.......... 15, 68, 113 Shorty, Luke............................. 42 Siderias, Eleni.......................... 33 Siegle, Del. 23, 43, 104, 112, 120 Silverman, Linda.................... 122 Simonds, Monica.................... 93 Singletary, Cathy J........... 89, 101 Sisk, Dorothy..................... 51, 83 Skyba, Olha............................. 90 Slodounik, Sharon............. 68, 86

Raines, Paula L....................... 54

Ryan, Ali................................ 108

Rakow, Susan R.......... 41, 78, 94

Ryser, Gail............ 2, 3, 15, 55, 72

Smethers-Winters, Rachel B... 34

Smith, Kenneth J..................... 15

Rasel, Jennifer L........................ 8 Ray, Christie...................... 18, 52

Smith, Kelley M........................ 63

Sanguras, Laila Y..................... 73

Smith, Veronica A.................... 75

Ray, Kathy............................... 73

Sauder, Adrienne E............... 104

Smutny, Joan........................... 44

Reames, Matthew................... 53

Saxton, Laura................ 119, 125

Stambaugh, Tamra...... 25, 74, 81

Regele, Thomas J..................... 6

Scheibel, Susan R................... 56

Starke, Elizabeth..................... 86

Reinke, Ann Marie................... 65

Schlichter-Burt, Stacey............ 97

Starko, Alane......................... 119

Reis, Sally M.............. 19, 90, 118

Schlitz, Laura Amy................. 107

Renzulli, Joseph S..... 19, 51, 124

Schock, Pat....................... 43, 68

Steenbergen-Hu, Saiying. 50, 67, 79

Ricci, Mary Cay....................... 40

Schoeck, Michelle ................... 26

Richards, Susannah........ 56, 107

Schroth, Stephen T.... 44, 60, 118

Richardson, Jennifer C............ 48

Schultz, Chris.......................... 15

Richie, Olivia............................ 97

Schumann, Jennifer................ 64

Riess, Adam............................ 22

Schwebach, James................... 7

Stickler, Shawn.......................... 6

Riley, Callie.............................. 15

Scott, Michelle Trotman.... 18, 88, 124

Stokes, Rachel........................ 82 Straayer, Natasha.................... 48

Searcy, Kati................... 3, 18, 51

Stull, Olivia............................... 92

Seelig, Lori............................. 106

Subotnik, Rena.. 10, 92, 120, 124

Seney, Robert W. .................... 46

Suldo, Shannon....................... 89

Seney, Robert W.................... 120

Sullivan, Missy......................... 84

Senne, Jessica........................ 83

Swain, Michelle....................... 16

Robins, Jennifer H............. 36, 86

Seretis, Elaine.......................... 28

Swalley, Carol.......................... 46

Robinson, Ann. 23, 55, 74, 90, 97, 120

Seshaiyer, Padmanabhan......... 7

Szymanski, Laura.................. 106

Shade, Daphney..................... 95

Ray, Holly................................. 97

Rimm, Sylvia B.......... 41, 72, 101 Rinn, Anne................. 52, 83, 105 Ritchotte, Jennifer................... 48 Rittner, Linda......................... 111 Rivera, Maria-Trevino............. 105 Roberts, Julia L................. 28, 94

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National Association for Gifted Children / making inRoads

Steinberger, Marissa............... 92 Stephens, Kristen R................ 77 Stephenson, Sally D................ 52 Stevens, Heath.................... 9, 38

Tabler, Audrey R...................... 98 Taibbi, Chris............................. 78 Tay, Juliana...................... 23, 109 Taylor, Jennifer......................... 11 Temple, Sarah......................... 95 Terrill, Brandy........................... 33 Thomas, Patricia A.................. 92 Thompson, Dianne M. ............ 87 Thompson, Taylor.................. 122 Tofel-Grehl, Colby.................... 32 Toft, Tara.................................. 88 Tompkins, Wanda.................... 88 Troxclair, Debbie A................... 57

VanTassel-Baska, Joyce ........ 2, 3, 23, 60, 81, 99, 107 Venosdale, Krissy.................... 16 Verkuilen, Kitty......................... 65 Villanueva, Merzili.............. 44, 86 Vrotny, Vincent................... 32, 90 Vuyk, Alex.......................... 89, 92

Weissman, Elissa Brent........... 90 Wenger, Janice...................... 103 Westberg, Karen L............ 80, 85 Whitaker, Gyimah. 31, 42, 67, 72, 88 White, Galen............................ 49 Whittemore, Alan....................... 9 Wildfong, Julia N..................... 10 Wiles, Daphne D..................... 15 Williams, Carol Ann............... 109 Wininger, Steven...................... 89 Winkler, Daniel....................... 104 Witte, Mary M.......................... 41 Wood, Susannah..................... 61 Worek, Frannie...................... 125 Wren, Ed.................................. 29 Wu, Jiaxi.................................. 82 Wynn, Lori............................... 93

Yang, Jenny............................. 31 Yarbrough, Carol S.................... 6 Yates, Cynthia M...................... 36 Yeager, Mary............................ 69 Yoon, Michelle......................... 74

Wagner, Amber...................... 125

Youngers, Judith S.................. 33

Wagner, Katrina L.................... 64

Yousuf, Muhammad Ali......... 108

Wahlert, Alan........................... 10

Waite, Susan F................... 30, 37 Walker, April............................. 73 Walters, Patty........................... 53 Warne, Russell T...................... 74 Wasserman, John D.............. 122 Watkins, Sean.......................... 35 Watson, Jennifer...................... 35 Webb, James T........................ 75

Speaker Index

Zacherl, Denise....................... 14 Zazove, Terri............................ 15 Zellner, Mindy.......................... 65 Zhang, Eric.......................... 8, 11 Zheng, Tainian......................... 88 Zimring, Penny........................ 14 Zorn, Jen........................... 10, 29

Weber, Christine................ 30, 66 Weber, Heidi............................ 85 Weinbaum, Leslie J................. 58 Weinfeld, Richard.................... 67

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Floor Plans

Baltimore Convention Center 1 West Pratt Street

NAGC Registration Area

Walkway to Hilton Baltimore

Pratt Street 132

National Association for Gifted Children / making inRoads

Floor Plans

Hilton Baltimore

401 West Pratt Street

1st Floor

2nd Floor

3rd Floor 61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

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Floor Plans

Baltimore Convention Center Exhibit Hall Halls F, G, & Swing

Concession Area

Poster Sessions

NAGC Central Booth 329

Duke TIP Power Lounge

ENTRANCE

134

National Association for Gifted Children / making inRoads

New Books from NAGC Stop by NAGC Central, Booth 329

A Teacherâ&#x20AC;&#x2122;s Guide to Using the Next Generation Science Standards with Gifted and Advanced Learners Cheryll M. Adams, Alicia Cotabish, and Debbie Dailey

The Handbook of Secondary Gifted Education (2nd ed.) Felicia A. Dixon and Sidney M. Moon

NAGC Select E-Books This series of concise, informative booklets on topics and issues in education is 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. E-books for Kindle and print editions are available from Amazon. Stop by NAGC Central during convention to review and purchase.

Rigor for Gifted Learners: Modifying Curriculum with Intellectual Integrity Bertie Kingore Explains continuous learning needs of high-ability learners and offers strategies, modifications, assessments, and social emotional interventions to enhance the success of gifted students.

Psychological Foundations of the Arts: Understanding and Encouraging Artistic Expression in the Early Grades Erin Morris Miller and Rachael Sloan An introduction for classroom teachers to the psychological study of the arts and how using the arts can benefit classrooms and students.

Early Entrance to College as an Option for Highly Gifted Adolescents: Alexander Pagnani The history of early entrance to college and how it can be beneficial for gifted students. Includes questions to ask when considering this option.

The Social and Emotional Characteristics of Gifted Students Tracy Missett Provides research showing overall picture of positive social and emotional health for many gifted students, addresses social and emotional characteristics and some factors that contribute to poor psychosocial health. Discover curricula and instructional strategies to support the well-being of gifted students.

Stop by and view these new resources and more and take advantage of discounts at NAGC Central, Booth 329.

0 making inRoads NAGC 2014 Exhibitor Listing as of 9/17/2014

Exhibitor Listing

Company Name ..................................... Booth Number

Arizona State University Online............................. 336

Disney Theatrical Licensing.................................... 335

Belin-Blank Center...................................................... 417

Disney Youth Programs............................................ 323

BizWorld.org................................................................. 125

Duke TIP ....................................................................... 114

Blue Orange Games....................................................510

EAI Education............................................................. 223

Borenson and Associates, Inc. â&#x20AC;&#x201C; Hands-On Equations................................................. 408

Edgenuity......................................................................518 Engine-Uity, Ltd..........................................................309

Bright Ideas Catalog / A.W. Peller & Assoc................................................... 409

Feynman School......................................................... 437

Camp Invention........................................................... 137

Florida Institute of Technology................................418

CEC-TAG........................................................................ 324

Free Spirit Publishing.................................................215

Center for Bright Kids, Regional Talent Development Center....................................... 116

Frog Publications.......................................................330

Center for Gifted Studies and Talent Development, Ball State University................................................... 315 Center for Gifted Studies, Western Kentucky University................................... 319 Center for Talent Development at Northwestern University............................................118

Future Problem Solving Program International...............................................218 GiftedandTalented.com.............................................422 Great Books Foundation............................................314 Great Potential Press.................................................419 GT Ignite....................................................................... 228

College of William and Mary, Center for Gifted Education..................................... 316

Institute for Development of Gifted Education........................................................ 322

Concordia Language Villages.................................. 513

Interact.......................................................................... 217

Connections Academy............................................. 509

International Baccalaureate Americas................. 224

DataWerks Limited/Assist360................................433

International Connections Academy....................... 511

Davidson Institute for Talent Development.......... 231

Jack Kent Cooke Foundation.................................... 112

DBQ Project................................................................. 233

Jodie Mahony Center for Gifted Education, UALR.............................................318

Dinah-Might Adventures.......................................... 222

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National Association for Gifted Children / making inRoads

Company Name ..................................... Booth Number

Johns Hopkins University Center for Talented Youth (CTY)..............................110

Tin Man Press............................................................... 119 Truman Institute at Truman State University......516

Kendall Hunt Publishing Company.........................412 University of Central Arkansas............................... 339 Laurel Springs School............................................... 237 Mirman School for Gifted Children........................ 332 National Association for Gifted Children............. 329 PA Publishing................................................................ 115 Pearson........................................................................429 Pieces of Learning....................................................... 311 Prufrock Press, Inc....................................................209 Purdue Univesity / GERI............................................ 313

University of Connecticut Neag Center for Gifted Education and Talent Development ......................415 University of Hawaii at Hilo â&#x20AC;&#x201C; Hawaiian EDventure..................................................425 University of Missouri Online Gifted Programs..........................................................410 Usborne Books & More............................................... 117 UW Robinson Center for Young Scholars............. 225

Renzulli Learning by CompassLearning Inc......... 517

Virtual Learning Academy Charter School............................................................431

Riverside / Houghton Mifflin Harcourt.................. 122

Visit Phoenix................................................................ 124

Routledge.....................................................................515

Wisconsin Center for Academically Talented Youth, UW-Madison................................... 123

Royal Fireworks Publishing Co., Inc........................109 Scholastic Testing Service, Inc................................216

Exhibitor Listing

Company Name ..................................... Booth Number

World Council for Gifted and Talented Children........................................................ 317

Set Enterprises, Inc....................................................108 SimplyFun...................................................................... 411 SoulSpark.................................................................... 423 Stanford Pre-Collegiate Studies............................. 229 Summer Institute for the Gifted (SIG)................... 328 Supporting Emotional Needs of the Gifted..........416 The Oxford Academy................................................530

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Exhibitor Listing

Arizona State University Online

Bright Ideas Catalog / A.W. Peller & Assoc.

1475 N. Scottsdale Road Scottsdale, AZ 85250 (480) 884-1926 http://educationonline.asu.edu shira.gafni@asu.edu

PO Box 377 Franklin Lakes, NJ 07417 (800) 451-7450 http://www.brightideascatalog.com awpeller@optonline.net

Booth 336

Booth 409

G Belin-Blank Center

Camp Invention

600 Blank Honors Center The University of Iowa Iowa City, IA 52242 Gold Sponsor (800) 336-6463 http://www.education.uiowa.edu/belinblank belinblank@uiowa.edu http://www.facebook.com/belinblank http://www.twitter.com/belinblank

Invent Now / Camp Invention 3701 Highland Park NW North Canton, OH 44720 http://www.invent.org

Booth 417 BizWorld.org 311 California Street, Suite 750 San Francisco (415) 503-5880 www.bizworld.org https://www.facebook.com/TheBizWorldFoundation https://twitter.com/bizworldorg

Booth 125 Blue Orange Games 1000 Illinois Street San Fransisco, CA 94107 http://www.blueorangegames.com

Booth 510 Borenson and Associates, Inc. - Hands-On Equations

Booth 137 Capitol Debate 2100 Palomar Airport Road, 214-41 Carlsbad, California 92011 (800) 450-5012 http://www.capitoldebate.com enroll@capitoldebate.com http://facebook.com/capitoldebate https://www.linkedin.com/company/capitol-debate http://twitter.com/capitoldebate

Booth 438 CEC-TAG 1906 College Heights Blvd. #71031 Bowling Green , KY 42101 (270) 745-6323 http://cectag.com/ julia.roberts@wku.edu https://www.facebook.com/CECTAG

Booth 324

Borenson and Associates P.O Box 3328 Allentown, PA 18106 (800) 993-6284 http://www.borenson.com info@borenson.com https://www.facebook.com/pages/HANDS-ONEQUATIONS/119155548121413

Center for Bright Kids, Regional Talent Development Center

Booth 408

Booth 116

7705 Wadsworth Blvd Unit F #300 Arvada, CO 80003 (303) 428-2634 http://www.centerforbrightkids.org cbk@centerforbrightkids.org

G NAGC thanks these 2014 Convention Sponsors for their support.

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National Association for Gifted Children / making inRoads

Center for Gifted Studies and Talent Development Teachers College Ball State University Muncie, Indiana 47306 (765) 285-5390 http://cms.bsu.edu/academics/centersandinstitutes/ giftedstudies mdhamstra@bsu.edu

Booth 315

1906 College Heights Boulevard Bowling Green, KY 42101 http://www.wku.edu/gifted

Booth 319

Booth 513 1001 Fleet Street, 5th Floor Baltimore, MD 21202 (800) 382-6010 http://www.ConnectionsAcademy.com support@connectionseducation.com https://www.facebook.com/ConnectionsAcademy https://twitter.com/connectionsacad

DataWerks Limited/Assist360 Platinum Sponsor

Booth 118 GC enter for Gifted Education, The College of William and Mary

Booth 316

901 8th Street South Moorhead, MN 56562 (800) 222-4750 http://www.concordialanguagevillages.org clv@cord.edu https://www.facebook.com/ConcordiaLanguageVillages https://twitter.com/ConcLangVillage

Booth 509

617 Dartmouth Place Evanston, IL 60208 (847) 491-3782 http://www.ctd.northwestern.edu/ ctd@northwestern.edu http://www.facebook.com/ctdatnu http://www.linkedin.com/company/center-for-talentdevelopment http://www.twitter.com/ctdatnu

P.O. Box 8795 Williamsburg, VA 23187 (757) 221-2362 http://cfge.wm.edu cfge@wm.edu http://www.facebook.com/cfgewm

Concordia Language Villages

Connections Academy

Center for Gifted Studies, Western Kentucky University

GC enter for Talent Development at Northwestern University

Exhibitor Listing

Center for Gifted Studies and Talent Development, Ball State University

DataWerks Limited 6015 S. Sunbury Road, Suite 2 Westerville, OH 43081 http://www.myassist360.com

Booth 433 Davidson Institute for Talent Development 9665 Gateway Drive, Suite B Reno, NV 89521 (775) 852-3483 http://www.davidsongifted.org info@davidsongifted.org https://www.facebook.com/pages/Davidson-Institute-forTalent-Development/107118226318 https://twitter.com/DavidsonGifted

Booth 231 DBQ Project Silver Sponsor

The DBQ Project 425 Lee Street Evanston, IL 60202 (847) 475-4007 http://www.dbqproject.com info@dbqproject.com

Booth 233

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Exhibitor Listing

Dinah-Might Adventures

EAI Education

PO Box 690328 San Antonio, TX 78269 (800) 993-4624 http://www.dinah.com dma@dinah.com https://www.facebook.com/pages/Dinah-ZikeAcademy/321967520393

118 Bauer Drive, PO Box 7046 Oakland, NJ 07436 (800) 770-8010 http://www.eaieducation.com info@eaieducation.com http://facebook.com/EAIeducation http://twitter.com@EAIeducation

Booth 222

Booth 223

G Disney Theatrical Licensing

Edgenuity

Disney Theatrical Group 214 West 42nd Street New York, NY 10036 Platinum Sponsor (212) 827-5417 http://www.DisneyTheatricalLicensing.com David.R.Scott@Disney.com

8860 East Chaparral Road Suite 100 Scottsdale, AZ 85250 (480) 423-0118 http://www.edgenuity.com https://www.facebook.com/Edgenuity

Booth 335

Booth 518

G Disney Youth Programs

Engine-Uity, Ltd.

PO Box 10,111 Lake Buena Vista, FL 32830 http://www.disneyyouth.com

PO Box 9610 Phoenix, AZ 85068 http://www.engine-uity.com http://Facebook.com/engine-uity

Booth 323

Platinum Sponsor

G Duke TIP 300 Fuller Street Durham, NC 27701 (919) 668-9100 http://www.tip.duke.edu Diamond Sponsor http://tip.duke.edu/ http://facebook.com/duketip https://www.linkedin.com/company/2980267 https://twitter.com/DukeTIP

Booth 114 eCYBERMISSION 1840 Wilson Blvd Arlington, Virginia 22201 1-866-GO-CYBER (462-9237) http://www.ecybermission.com missioncontrol@ecybermission.com https://www.facebook.com/pages/eCYBERMISSION/579 41978569?sk=info

Booth 309 Feynman School 7730 Bradley Blvd Bethesda, Maryland 20817 (301) 365-1212 feynmanschool.org info@feynmanschool.org http://www.facebook.com/feynmanschool

Booth 437 Florida Institute of Technology 150 W. University Blvd Melbourne, FL 32901 (321) 674-8382 http://fit.edu/continuing-ed abareg@fit.edu

Booth 418

Booth 230

G NAGC thanks these 2014 Convention Sponsors for their support.

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National Association for Gifted Children / making inRoads

Great Potential Press

217 Fifth Ave. N. Ste. 200 Minneapolis, MN 55401 (800) 735-7323 http://www.freespirit.com help4kids@freespirit.com http://www.facebook.com/freespiritpublishing http://www.linkedin.com/company/free-spirit-publishing http://twitter.com/FreeSpiritBooks

1325 N. Wilmot Rd, #300 Tucson, Arizona 85712 (520) 777-6161 http://www.greatpotentialpress.com infor@greatpotentialpress.com http://www.facebook.com/greatpotentialpress http://www.linkedin.com/company/great-potential-press http://www.twitter.com/giftedbooks

Booth 215

Booth 419 GT Ignite

Frog Publications

Exhibitor Listing

Free Spirit Publishing

2118 Grant Avenue El Paso, TX 79930 (915) 213-4610 http://www.gtignite.com kristi@gtignite.com http://www.facebook.com/onlinegtignite

11820 Uradco Place Suite 105 San Antonio, FL 33576 (800) 777-3764 http://www.frog.com/ customerservice@frog.com

Booth 228

Booth 330 Future Problem Solving Program International 2015 Grant Place Melbourne, FL 32901 (800) 256-1499 http://www.fpspi.org mail@fpspi.org http://www.facebook.com/fpspi

Institute for Development of Gifted Education 1999 E. Evans Ave., Suite 199 Denver, CO 80210 (303) 871-2607 http://www.du.edu/idge idge@du.edu

Booth 322

Booth 218

Interact

GiftedandTalented.com

10200 Jefferson Blvd. Culver City, CA 90232 http://www.interact-simulations.com

1825 S. Grant Street Suite 450 San Mateo, CA 94402 (844) 944-3833 http://www.giftedandtalented.com Darian@giftedandtalente.com https://www.facebook.com/giftedtalentedu https://twitter.com/giftedtalentedu

Booth 422 Great Books Foundation

Booth 217 G International Baccalaureate Americas 7501 Wisconsin Avenue, Suite 200 West Bethesda, MD 20814 http://www.ibo.org/iba/

Diamond Sponsor

Booth 224

35 East Wacker Drive, Suite 400 Chicago, IL 60601 I-800-222-5870 #7110 http://www.greatbooks.org tom.kerschner@greatbooks.org https://www.facebook.com/GreatBooksFoundation https://twitter.com/GreatBooksFnd

Booth 314

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0 making inRoads NAGC 2014 Exhibitor Listing as of 9/17/2014

Exhibitor Listing

International Connections Academy

Laurel Springs School

1001 Fleet Street 5th Floor Baltimore, MD 21202 (877) 804-6222 http://www.internationalconnectionsacademy.com inacaadvisor@connectionseducation.com http://www.facebook.com/ internationalconnectionsacademy

1615 West Chester Pike West Chester, PA 19382 http://www.laurelsprings.com

Booth 237 Mirman School for Gifted Children

Booth 511

16180 Mulholland Dr. Los Angeles, CA 90049 http://www.mirman.org

GJ ack Kent Cooke Foundation

National Association for Gifted Children

617 Dartmouth Evanston, IL 60208

Booth 112

Booth 332

Bronze Sponsor

Jodie Mahony Center for Gifted Education, UALR 2801 S. University Ave, SUA Rm 101 Little Rock, AR 72204 (501) 569-3410 http://www.ualr.edu/gifted giftedcenter@ualr.edu

Booth 329 PA Publishing

Booth 318 GJ ohns Hopkins University Center for Talented Youth (CTY) 5801 Smith Ave., McAuley Hall Suite 400 Baltimore, MD 21209 http://www.cty.jhu.edu

Booth 110

1331 H Street, NW, Suite 1001 Washington, DC 20005 (202) 785-4268 www.nagc.org https://www.facebook.com/ groups/45132644104/?ref=br_tf http://nagcgifted

P.O. Box 28056 Austin, TX 78755-8056 (866) 335-1460 http://www.kingore.com info@kingore.com

Booth 115 G Pearson Platinum Sponsor

Kendall Hunt Publishing Company 4050 Westmark Drive Dubuque, IA 52002 (800) 542-6657 http://www.kendallhunt.com/prek12 lsteines@kendallhunt.com http://facebook.com/kendallhuntprek12 http://twitter.com/kendallhuntk12

Booth 412

19500 Bulverde Rd San Antonio, TX 78259 (210) 339-8448 http://www.pearsonk12.com Janet.marsico@pearson.com

Booth 429 Pieces of Learning 1990 Market Rd Marion, IL 62959 (800) 729-5137 http://www.piecesoflearning.com info@piecesoflearning.com https://www.facebook.com/piecesoflearning https://www.linkedin.com/company/pieces-of-learning https://twitter.com/PiecesOLearning

Booth 311

G NAGC thanks these 2014 Convention Sponsors for their support.

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Platinum Plus Sponsor

National Association for Gifted Children / making inRoads

G Scholastic Testing Service, Inc.

P.O. Box 8813 Waco, TX 76714 http://www.prufrock.com

480 Meyer Rd Bensenville, Illinois 60106 (800) 642-6787 http://www.ststesting.com sts@ststesting.com

Booth 209 Purdue University / GERI

Booth 216

100 N. University St. BRNG 5178 West LaFayette, IN 47907 (765) 494-7243 http://www.purdue.edu/geri geri@purdue.edu https://www.facebook.com/#!/PurdueGERI

Booth 313 Renzulli Learning by CompassLearning Inc. CompassLearning Inc. 203 Colorado St Austin , TX 78701 (877) 429-1955 http://www.renzullilearning.com support@renzullilearning.com

Gold Sponsor

School Year Abroad (SYA) School Year Abroad 120 Water Street, Suite 310 North Andover, Massachusetts 01845 (978) 725-6828 http://www.sya.org sya.admissions@sya.org http://www.facebook.com/SYAadmissions http://www.twitter.com/syaadmissions

Exhibitor Listing

Prufrock Press, Inc.

Booth 232 Set Enterprises, Inc.

Booth 517 Riverside / Houghton Mifflin Harcourt 3800 Golf Rd, Suite 200 Rolling Meadows, IL 60008 http://www.riversidepublishing.com

16537 E. Laser Drive Suite 10 Fountain Hills, AZ 85268 (800) 351-7765 http://www.setgame.com setgame@setgame.com http://www.facebook.com/Set.Enterprises http://www.twitter.com/set_game

Booth 108

Booth 122 SimplyFun Routledge 530 Walnut Street Suite 850 Philadelphia, PA 19106 (215) 625-8900 http://www.tandfonline.com emily.matthias@taylorandfrancis.com

11245 SE 6th S, Suite 110 Bellevue, WA 98004 (877) 557-7767 http://www.simplyfun.com info@simplyfun.com https://www.facebook.com/simplyfun https://twitter.com/simplyfun/

Booth 515

Booth 411

Royal Fireworks Publishing Co., Inc. P.O. Box 399 Unionville, NY 10988 http://www.rfwp.com

Booth 109

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

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0 making inRoads NAGC 2014 Exhibitor Listing as of 9/17/2014

Exhibitor Listing

SoulSpark

The Grayson School

Where Learners Rise Boulder, CO 80304 (303) 554-7300 http://www.soulsparklearning.org soulsparklearning@gmail.com https://www.facebook.com/soulsparklearning

121 N. Wayne Avenue Suite 205B Wayne, PA 19087 (610) 909-5172 www.thegraysonschool.org contact@thegraysonschool.org https://twitter.com/Grayson_School

Booth 423

Booth 437

Stanford Pre-Collegiate Studies

The Oxford Academy

220 Panama St. Stanford, CA 94305 (650) 721-9400 https://spcs.stanford.edu/ precollegiate@stanford.edu https://www.facebook.com/stanford.precollegiate https://twitter.com/StanfordPreColl

1393 Boston Post Road Westbrook, CT 06498 (860) 399-6247 http://www.oxfordacademy.net admissions@oxfordacademy.net https://www.facebook.com/theoxfordacademy.net

Booth 229 Summer Institute for the Gifted (SIG) 1 High Ridge Park Stamford, CT 06905 (866) 303-4744 http://www.giftedstudy.org sig.info@giftedstudy.org https://www.facebook.com/ SummerInstituteForTheGifted http://www.linkedin.com/company/summer-institute-forthe-gifted https://twitter.com/SIGifted

Booth 530 Tin Man Press PO Box 11409 Eugene, OR 97440 http://www.tinmanpress.com

Booth 119 Truman Institute at Truman State University

Booth 328

100 E. Normal Avenue Baldwin Hall 110 Kirksville, MO 63501 (660) 785-5406 http://tiacademies@truman.edu jmorton@truman.edu

Supporting Emotional Needs of the Gifted SENG

University of Central Arkansas

P.O. Box 488 Poughquag, NY 12570 (845) 797-5054 http://www.sengifted.org office@sengifted.org https://www.facebook.com/SENGifted http://www.linkedin.com/company/seng---supportingemotional-needs-of-the-gifted?trk=company_name https://twitter.com/SENG_gifted

Booth 416

Booth 516 201 Donaghey Avenue Mahburn 107C Conway , AR 72035 (501) 450-5809 http://www.uca.edu acotabish@uca.edu

Booth 339 University of Connecticut Neag Center for Gifted Education and Talent Development 2131 Hillside Road, Unit 3007 Storrs, CT 06269-3007 (860) 486-4826 http://www.gifted.uconn.edu joann.easton@uconn.edu

Booth 415 G NAGC thanks these 2014 Convention Sponsors for their support.

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National Association for Gifted Children / making inRoads

University of Hawai`i at Hilo - Hawaiian EDventure 200 W Kawili Street Hilo, HI 96720 (808) 974-7555 http://www.hawaiianedventure.com/ edventur@hawaii.edu https://www.facebook.com/pages/HawaiianEDventure/92792328257

Visit Phoenix The site for NAGC 2015 Annual Convention and Exhibition

Booth 124 Whittaker’s 345 S. 100 E Circlevalley, Utah 84723 https://www.facebook.com/pages/WhittakersJewelry/190376081015087

Booth 425

Booth 519

University of Missouri Online Gifted Programs

Wisconsin Center for Academically Talented Youth, UW-Madison

303 Townsend Columbia, MO 65211 (573) 268-7766 http://online.missouri.edu/degreeprograms/ed-gifted/ index.aspx Nancy Gerardy gerardyn@missouri.edu

Booth 410

Exhibitor Listing

University of Hawaii at Hilo - Hawaiian EDventure

Teacher Education Building 225 N Mills St., Suite 264 Madison, WI 53706 (608) 890-3260 http://www.wcaty.wisc.edu skyba@wisc.edu

Booth 123 Usborne Books & More 607 Tower View Drive Taylor Mill, KY 41015 859-630-3055 or 512-745-9066 http://www.UsborneUSA.com nawartman@gmail.com http://www.facebook.com/usborneusa

Booth 117 UW Robinson Center for Young Scholars University of Washington Guthrie Annex 2, Campus Box 351630 Robinson Center for Young Scholars Seattle, Washington 98195 (206) 543-4160 https://robinsoncenter.uw.edu/ rcys@uw.edu https://www.facebook.com/robinsoncenter

Booth 225

World Council for Gifted and Talented Children WKU, Ransdell Hall Room 2007 1906 College Heights Blvd #11030 Bowling Green, KY 42101 (270) 745-4123 http://www.world-gifted.org headquarters@world-gifted.org

Booth 317 You CAN Do The Rubik’s Cube c/o Office Concepts 10 Liberty Street Danvers, Massachusetts 01929 (978) 768-7674 http://www.youcandothecube.com HollyR@Seventowns.com

Booth 522

Virtual Learning Academy Charter School PO Box 1050 - 30 Linden Street Exeter, NH 03833 (603) 778-2500 http://www.vlacs.org info@vlacs.org https://www.facebook.com/VLACS https://twitter.com/VLACS

Booth 431

61st Annual Convention / November 13-16, 2014 / Baltimore, MD / www.nagc.org

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Center for Gifted Education The College of William & Mary Williamsburg, VA cfge.wm.edu Curriculum Materials

Science, mathematics (CCSS correlated), reading (CCSS correlated), and humanities materials are available for purchase from Prufrock Press. Language arts (CCSS correlated), science, and social studies materials are available for purchase from Kendall Hunt. Training for curriculum implementation is also available.

Professional Development

The Center offers four annual events held on the campus of The College of William & Mary: the National Curriculum Network Conference, Professional Summer Institute, Pre-AP Summer Institute, and Advanced Placement Summer Institute. The Center organizes customized professional development for public and private schools, school districts, and state, national, and international organizations.

Graduate Programs

The graduate education programs include opportunities for educators to pursue masterâ&#x20AC;&#x2122;s and doctoral-level degrees. Area educators may take coursework to complete Virginia state gifted endorsement requirements.

Winner of 2014 Curriculum Studies Network Curriculum Award for Moving Through Dimensions: A Mathematics Unit for High-Ability Learners for students in grades 6–8

Precollegiate Programs

The Center offers the Saturday/Summer Enrichment Program (SEP) for highability students in grades K–9 and Focusing on the Future, an annual career and academic planning conference for students in grades 6–12. The Center also hosts the NASA/VIMS Summer Residential Governor’s School, a 4-week program in June and July, for gifted students in grades 11–12.

Research

The Center faculty engages in a wide variety of research projects, from studies of curriculum efficacy to the psychology of gifted students. The expertise and resources at the Center enable faculty and students to conduct both applied and basic research.

Visit us at Booth 316 in the Exhibit Hall! Phone: 757-221-2362 | Email: cfge@wm.edu

CTY A 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/nagc

ExpEriEncEs to EngagE, Enrich and ExcitE.

Disney Youth Education Series programs take place in the information-rich setting of the Disney Parks in Florida and California to give students – and their teachers – a hands-on, educational adventure. This collection of guided field studies, available in Science, Arts & Humanities and Leadership & Careers, is accredited, standards-based and specifically designed to reinforce your classroom lessons. Practice teamwork, critical thinking and problem-solving skills as your group participates in one-of-a-kind moments that use the magic of Disney to make learning even more impactful.

Student groups receive specially priced ticket packages which include a guided field study and theme park admission. For information on Disney Youth Education Series please visit us at Booth 323, or online at www.DisneyYES.com Like us on Facebook:

Facebook.com/DisneyEducation

The National Association for Gifted Children endorses Disney Youth Education Series.

©Disney

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Jodie Mahony Center for Gifted eduCation university of arkansas at LittLe roCk

BOOTH 318 PROFESSIONAL DEVELOPMENT

EXPLORE GIFTED & TALENTED MASTER’S AND LICENSURE PROGRAMS ONLINE Come pursue your graduate degree in one of the nation’s largest Gifted & Talented Graduate Programs in the country:

OUTSTANDING FACULTY

THE UNIVERSITY OF ARKANSAS AT LITTLE ROCK

BENEFITS

* World-renowned faculty * Multiple scholarship opportunities * Career advancement * National research opportunities * Working with gifted & talented students

ONLINE OPTIONS AVAILABLE SO YOU CAN GET YOUR DEGREE ON YOUR TIME WHEREVER YOU LIVE!

NCATE APPROVED

Special Education: Gifted & Talented Online

Make a Difference Help students who are gifted and talented develop their potential and grow in your own leadership skills. Earn your Master’s, Endorsement* or Certificate* in Special Education: Gifted and Talented.

extended.unco.edu/Gifted

This program was developed through a collaborative effort of UNC faculty, colleagues from the public schools, and staff from the Colorado Department of Education to specifically address the new standards for gifted and talented educators in a comprehensive and practical manner. This program is: • Offfered online with the benefit of a short on-campus experience aligned with our UNC Summer Enrichment Program for children and youth. • “Nationally Recognized” in the Field of Gifted Education • Can be completed in as little as 3 semesters for certificate*, 5 semesters for endorsement*, and 6 semesters for the master’s degree. * The endorsement and certificate are based on Colorado standards. Your state may have different requirements.

stuart.omdal@unco.edu | extended.unco.edu/Gifted

connecting bright minds; nurturing intellectual and personal growth

Engaging Opportunities for Gifted Youth Academy (Grades K-8)

“Most programs for the brightest kids and young adults serve the unusual needs of their minds. IEA knows they are all more than their minds and serves the needs of the whole self.” - Stephanie Tolan, Writer IEA Senior Fellow

Fun and challenging enrichment classes in Pasadena, CA, focusing on exploration and application of knowledge

Apprenticeship Program (Grades 9-11)

Summer program offering gifted high school students hands-on experience working with mentors

Caroline D. Bradley Scholarship (Grade 7)

Four-year scholarship to a high school that fits each Scholar’s individual intellectual and personal needs

Yunasa Summer Camps for the Gifted (Ages 10-14)

Residential summer camps teaching balance and featuring workshops led by nationally recognized experts in the field of gifted education

Visit our website for applications and more information about these opportunities.

www.educationaladvancement.org 569 South Marengo avenue, PaSadena, Ca 91101 s 626-403-8900 s IEAgifted@eduCationaladvanCeMent.org

2013 NAGC Global Awareness Network Annemarie Roeper Award Recipient

2015 Student ProgramS Feb. 7–Mar. 14 June 8–26 July 6–17 Saturday and summer academic programs for students in grades K–6. Single and double sessions available for summer.

Feb. 21–22 Oct. 24–25 A two-day residential program for students in grades 7–10.

June 14–19 June 21–July 3 July 12–31 A residential summer program on Vanderbilt’s campus for rising 8th–12th graders.

pty.vanderbilt.edu (615) 322-8261

Developing talent in gifted students

...and those who work with them

Vanderbilt University now offers an Endorsement in Gifted Education • Two summers or fall and spring • Led by outstanding scholars in the field: Donna Y. Ford, Ph.D., Tamra Stambaugh, Ph.D., Megan Peters, Ph.D., NCSP. • For more information, visit vu.edu/giftedendorsement

December 11–12, 2014 Models for Developing Talent: Providing Access to Gifted Students of Poverty

February 26–27, 2015 Developing, Implementing, and Differentiating Curriculum for Gifted Learners

Online Master of Education in

ACADEMICALLY OR INTELLECTUALLY GIFTED 33 credit-hour graduate degree program for the currently licensed K-12 teacher to: • Prepare to enrich, extend, and accelerate the standard curriculum for gifted students • Become a collaborative gifted education instructional leader • Qualify for Master’s-level teaching license

For more information and application deadlines, visit DistanceEd.uncc.edu or call 704-687-1282.

All KEYWORDS lead to... virtual learning academy virtual online high school online learning high school high school online accredited high school diploma online accredited online high school accredited online high school diploma accredited online high school diploma programs algebra online courses anatomy and physiology online ap art history online course ap calculus ap computer science ap macroeconomics ap microeconomics ap online courses ap physics ap psychology ap statistics curriculum

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learn mandarin chinese online learn at your own pace middle school computer class middle school keyboarding middle school online molecular biology online course nationally accredited online high school online academy online accredited high school online ap courses online courses high school online dual credit online education online school k-12 project based learning virtual school

www.vlacs.org/nagc 9/17/2014 11:39:28 AM

Tracy L. Cross NAGC President

Nancy Green NAGC Executive Director

This certifies that the bearer attended the 61st Annual National Association for Gifted Children Convention November 13-16, 2014 | Baltimore, MD

Certificate of Attendance

We have high standards.

Because they did. NAGC member and expert speaker Bob Seney isn’t shy about giving credit to his former high school teacher, Ms. Maurine Tunnell, who had such a profound influence on his education and life. For three years Ms. Tunnell taught Bob English/Language Arts at Rogersville High School in southwest Missouri. Ms. Tunnell died in 1992, but Bob has never forgotten her. Her legacy continues to this day.

“ She made ALL the difference in giving me the only challenge I had in high school.” Bob shares: “Ms. Tunnell would return my papers and say, ‘this may be good enough for everyone else, but it’s NOT good enough for you.’ She guided me in my reading and helped me with my college entrance papers; she even recommended me for a scholarship at the University of Missouri. My fondest memory is of her reading Shakespeare aloud to the class. It was beautiful and inspiring to hear her speak.“

In the first half of 2014, more than 20 donations were made to the Annual Fund on behalf of an exceptional teacher, mentor, or Gifted Education leader. Thank you for being so inspired by them. Your contributions in turn inspire NAGC’s future. To honor a teacher, mentor, or NAGC pioneer who has had an impact on you or your child, please make a donation to the Annual Fund in his or her name. Your generous contribution to the Annual Fund helps to finance NAGC’s teacher scholarship programs, and it’s a wonderful tribute to the people who have influenced you the most. To make your donation, go to: www.nagc.org/get-involved/volunteer contribute-nagc/donate-nagc.

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Dynamic Pathways for Gifted Learners Center for Talent Development Northwestern University

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 dynamic pathways lead students on a journey of intellectual, emotional and social growth. • • • •

Assessment to identify strengths Saturday and weekend programs Rigorous, individualized online courses Residential and commuter summer programs on top-tier college campus • Leadership and civic engagement programs

VISIT CTD BOOTH #118 DURING THE 2014 NAGC CONVENTION!

EXPLORE ALL OUR PROGRAMS ONLINE:

ctd.northwestern.edu 847/491-3782

d t to e n d c e a n d o u va R t d S r A t x You oving and e N t r s t n p Im geme t Star a n Begin Earning Your Eng veme Conn Ph.D. in the Summer e U i t h a Earn a Ph.D. through a combination of summer r Ac e classes, online classes, and a one-year m m sabbatical residency. Su http://gifted.education.uconn.edu/hybrid-ph-d

ing R ADS

We have been mak neag center For gIFted edUcatIon & taLent deVeLopMent

for Gifted Learners for Over 40 Years

Affordable, Professional Development that Works

NFRATUTE

www.gifted.uconn.edu/confratute July 12-17, 2015

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StrandS: Week-long intensive courses.

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In-depth traInIng: In areas such as Schoolwide Enrichment, Differentiation, Cluster Grouping, & Personalized Learning Using Technology.

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LeaderShIp SerIeS: For both principals and teachers.

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SpecIaL topIcS: Daily workshops on exciting topics such as underachievement and technology.

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NATIONALLY KNOWN KeYnote SpeaKerS and FacULtY

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FORUM FOR INTERNATIONAL EDUCATORS

“We Give Summer School a Good Name!” Earn a Master’s Degree Over Three Summers Instructors include: Dr. Joseph Renzulli Dr. Sally Reis Dr. Del Siegle Dr. E. Jean Gubbins Dr. Susan Baum Dr. Jann Leppien Mary Sullivan

e e r h T rs e m uate Sum Grad ram og Pr

June 28July 11, 2015 http://gifted.education.uconn.edu/ three-summers-program/