Thursday Pre-Convention

Cradle to Grave: Exemplary Bridging Programs and Lessons Learned

Thursday, November 9
10:00 AM - 11:00 AM
Location: 203 B

Practitioners and researchers share ideas for identifying and supporting students from low-income households through transition years from beginning school to entrance in college.

Sarah S. DeLisle

Assistant Director
Vanderbilt Programs for Talented Youth


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Carol V. Horn

Coordinator, K - 12 Advanced Academic Programs
Fairfax County Public Schools

Dr. Carol V. Horn is coordinator of Advanced Academic Programs for Fairfax County Public Schools in Northern Virginia and has worked in gifted education for over 25 years. Carol has a Master of Education in Educational Psychology with an emphasis on Gifted from the University of Virginia and a doctorate in Teacher Preparation and Special Education from The George Washington University. She is the 2002 recipient of the Hollingsworth Award from the National Association for Gifted Children for outstanding research study in the field of gifted education. In 2010 she received the first Outstanding Leader Award by the Center for Gifted Education at the College of William and Mary. Dr. Horn has worked extensively to develop and implement the Young Scholars model, a comprehensive approach to finding and nurturing advanced academic potential in young learners from underrepresented populations. Young Scholars was featured as one of eight successful programs that support low-income high-ability students in the 2012 NAGC Unlocking Emergent Talent report.


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Natalie Rodriguez Jansorn

Director, Scholarship Programs
Jack Kent Cooke Foundation


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Erin Lane

Doctoral Student
University of Iowa

Erin Lane is a doctoral student in Counselor Education and Supervision at the University of Iowa. Upon admission, she was awarded a Presidential Fellowship by the Graduate College. As part of that award, Erin assists with the research and programming for the STEM Excellence grant, an extracurricular STEM acceleration course for gifted students in rural schools provided by their districts with support from the Belin-Blank Center. Prior to her doctoral work, Erin served as the Gifted Education Counselor for a large public school, providing direct services to approximately 200 gifted high school students and consultation to other students, parents and faculty in the district. Erin received her M.A. in School Counseling and a certificate in Gifted Education from the University of Iowa after five years of employment as a teacher and administrator in private education. Her research interests include college and career readiness factors for gifted students (especially students from marginalized populations), advocacy efforts in both school counseling and gifted education, and the counseling experiences of gifted students in K-12 education.


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Tamra Stambaugh

Associate Research Professor; Executive Director, Programs for Talented Youth
Vanderbilt University

Tamra Stambaugh, Ph.D., is an associate research professor in special education and executive director of Programs for Talented Youth at Vanderbilt University. Stambaugh conducts research in gifted education with a focus on students living in rural settings, students of poverty, and curriculum and instructional interventions that promote gifted student learning. She is the co-author/editor of several books including but not limited to: Comprehensive Curriculum for Gifted Learners (2007) (with Joyce VanTassel-Baska); Overlooked Gems: A National Perspective on Low-Income Promising Students (2007) (with Joyce VanTassel-Baska), the Jacob’s Ladder Reading Comprehension, Nonfiction, and Affective Program Series (with Joyce VanTassel-Baska), Practical Solutions for Under-represented Gifted Students: Effective Curriculum (2012) (with Kim Chandler), Serving Gifted Students in Rural Settings (Legacy Award Winner) (with Susannah Wood), and The Vanderbilt Programs for Talented Youth ELA and Integrated Curriculum units (with Emily Mofield et al.). Stambaugh has also written numerous articles and book chapters and was co-editor of the special Gifted Child Quarterly issue (January 2018) focused on students from low-income households. She provides keynotes, professional development workshops, and consultation to school districts nationally and internationally and shares her work at refereed research conferences. She also serves on multiple NAGC committees.

Stambaugh is the recipient of several awards, including the Margaret The Lady Thatcher Medallion for scholarship, service, and character from the College of William and Mary School of Education; the Doctoral Student Award, Early Leader Award, and several curriculum awards from the National Association for Gifted Children; the Jo Patterson Service Award and Curriculum Award from the Tennessee Association for Gifted Children; and the Higher Education Award from the Ohio Association for Gifted Children. Prior to her appointment at Vanderbilt she was director of grants and special projects at the College of William and Mary, Center for Gifted Education, where she earned her PhD.


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Cradle to Grave: Exemplary Bridging Programs and Lessons Learned


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