Pick from two important topics in gifted education and learn from gifted experts and colleagues during a Thursday deep dive.
8:00 AM – 2:30 PM
Registration Fee: $169 per attendee (Includes lunch)
Capacity per program is limited. Registration is first-come, first-served.
Speakers include: Alicia Cotabish, Debbie Dailey, University of Central Arkansas; Susan Johnsen, Baylor University; Susan Corwith, Northwestern University; Chin-Wen Lee, consultant; and Keri Guibault, John Hopkins UniversityOver the years, the NAGC Pre-K–Grade 12 Gifted Programming Standards have used by those in the field to provide a structure for defining benchmarks and establishing best practices. The 2019 revision of the standards includes the latest research and practices in the field of gifted education and reflects how conceptions of giftedness have continued to evolve. This pre-convention session will begin with an overview of the standards and culminate into smaller interest-related work groups to explore ways to use the standards to (a) assess, evaluate, and improve local policies, rules, and procedures, (b) plan curriculum, (c) provide professional learning, (d) advocate, (e) develop, improve, and evaluate state standards, (f) approve gifted plans and programs, and (g) monitoring for compliance with state regulations. Furthermore, participants will be introduced to a number of related resources to assist with implementation of the standards as well as a tool to self-assess your P-12 practice or program using the NAGC Gifted Programming Standards.
Organizer: Marcia Gentry, Purdue UniversityUnderrepresentation of students who are Black, Latinx, American Indian/Alaska Native, Native Hawaiian/Pacific Islander, learning the English language, and who come from low-income families is a pervasive and longstanding problem in gifted education. In the Access Denied/System Failure report, access to, equity in, and missingness from gifted education is examined nationally, by state, locale, and school Title I status, with report cards for each state. Then solutions are explored to address inequities. In this session, participants will understand the problem nationally and within their own states, then they will investigate data from their own school or district to determine access, equity, and missingness locally. Solutions will be discussed focusing on research-based, promising practices from contemporary scholars and practitioners, many of whom have received funding through the Javits program to address these very issues. The morning will be spent exploring the report, state data, and local data. After a networking lunch, the afternoon will include breakout sessions addressing solutions to developing equitable and inclusive gifted education services including programming that works with underserved students, staff development, developing culturally competent teachers, discovering and developing talents among diverse students, attracting culturally diverse teachers, working with ELL students, and equitable identification practices.