Beyond Giftedness XXII Breakout Sessions
Beyond Giftedness Breakout Sessions and Speaker Bios
Subject to change. Please check back for additional speakers and details.
Enrichment Clusters: A Whole School Application of The Schoolwide Enrichment Model
Enrichment Clusters are a major component of The Schoolwide Enrichment Model and one of the vehicles that help to bring advanced enrichment opportunities to all students. The clusters are non-graded groups of students who share common interests and come together during specially designated time blocks to pursue these interests. The open-ended nature of the Enrichment Clusters and the advanced level of selected clusters allow for differentiated levels of motivation and performance to be displayed by students of varying interests and potentials. Teachers assume the role of "Guide-On-The Side" rather than the traditional presenters of information that characterizes regular teaching. All activity is directed toward creative productivity, critical thinking, and problem based inquiry; and all knowledge and thinking skills are developed within a need-to-know context geared toward the development of creative products. Resources that help teachers guide investigative learning are described and ways in which students can have an impact on targeted audiences are discussed. The major goal of Enrichment Clusters is to develop the abilities, interests, learning styles and preferred modes of expression of all students.
Dr. Joseph S. Renzulli is a professor of educational psychology at UConn, where he holds an endowed position as the Neag Chair of Gifted Education and Talent Development and serves as director of the National Research Center on the Gifted and Talented for the past 21 years. His research has focused on the identification and development of creativity and giftedness in young people, and on organizational models and curricular strategies for differentiated learning environments that contribute to total school improvement.
Talented Females: Obstacles, Challenges, & Choices
What kinds of decisions do talented females make? At which stages during one's lifetime are these decisions made? How can parents and teachers help develop gifts and eliminate obstacles in young girls? These and other questions, as well as possible solutions, will be explored in this session.
Dr. Sally M. Reis is the Vice Provost for Academic Affairs and a Board of Trustees Distinguished Professor at The University of Connecticut. She was a past Department Head of Educational Psychology Department at the University of Connecticut where she also serves as a Principal Investigator for the National Research Center on the Gifted and Talented. She was a teacher for 15 years, 11 of which were spent working with gifted students on the elementary, junior high, and high school levels. She has authored or co-authored over 250 articles, books, book chapters, monographs and technical reports.
Different Minds: The Continuum of Twice Exceptionality
According the National Association for Gifted Children, gifted student with co-occurring Disabilities including Specific Learning Disability, Autism Spectrum Disorder, and/or Other Health Impairments such AD/HD are defined within the term ‘twice-exceptional.’ But, even NAGC acknowledges how this simple definition “belies the complexity” of twice-exceptionality. With 20+ years of experience in the field, in this session, Marlo Payne Thurman will detail new and significant research findings that explore ‘different-mindedness’ as it presents within various disability categories and discuss how these findings can help parents and educators of kids with 'different minds.'
Marlo Payne Thurman, M.S started her work with special needs children in 1986. Early in her career, she developed an interest in the unique needs of individuals who were both highly intelligent and asynchronously developed, which led her to specialize in assessment, advocacy, cognitive training, sensory and behavior support, and socio-emotional coaching. In 1999 Marlo founded the Brideun Learning Communities and Brideun School for Exceptional Children, a play-based, therapeutic school. She later founded 2E Consulting Services to provide training to programs that work with individuals unable to find success in traditional settings despite adequate intelligence. Marlo holds board positions with 2E Newsletter and the US Autism and Asperger’s Association, directs the US College Autism Project, and is an adjunct faculty member in the special education department at the University of Northern Colorado. She has been recognized for her work by People Magazine, the Special Educator, ADDitude Magazine, the New York Times, National Public Radio and numerous local venues. Marlo is also the mother of two now young adults who she credits as the inspiration for much of her professional career.
Action by Design: Gifted Education Structure and Policy for Colorado Public Schools
Colorado has a unique structure that provides widespread access and support for gifted education. Review this structure and the state policy that influences identification and programming for students with exceptional potential. Make connections between statute, regulations, and guidelines that serve gifted students and local programs. Become familiar with resources on the Web. Learn about current proposed regulations that were driven by recent legislation. Presenters: Jacquelin Medina and Linda Crain
Jacqueline Medina is a long time professional working with educators, gifted students and their families. She is the recipient of the NAGC David W. Belin Advocacy Award, a national honor for the advocacy of gifted children. Her mission is to cultivate support and high expectations for the instructional and affective needs of gifted children through respectful relationship with personnel in gifted education, programming that grows student performance, and implementation of policy. Her current position as Colorado’s State Director for gifted education permits a service in education dedicated to working with people who impact the fulfillment of this mission.
Linda Crain is currently the Executive Director of the Colorado Association for Gifted and Talented. She is also a past president of CAGT, the Denver Association for Gifted and Talented and the Cherry Creek Association for Gifted and Talented. After 20 years of advocating for gifted children at local levels and at the state level, Linda believes in the importance of making the system work for all kids. Linda's has a BS degree in Business Management but got involved in advocating for gifted children because of her daughter.
Highly Gifted, Highly Intense: Meeting the Psychological Needs of Those with the Greatest Need
The psychological aspects of giftedness can bring joy as well as pain to gifted individuals and to those around them. Intensity brings astrength of focus; conversely it can raise overwhelming feelings or an indescribable passion. Sensitivity allows for in-depth interpretation and observations so subtle others are not aware. Those abilities can simultaneously create hurt or become a burden difficult for others to understand. Perfectionism provides a direction toward excellence, but can prohibit risk taking or even impede the smallest action. This session will explore the psychological aspects of giftedness, examining positive and negative manifestations, then offer potential strategies to support and nurture these essential elements present within children and adults alike.
Dr. Norma Hafenstein is the Ricks Endowed Chair of Gifted Education and Director of the Institute for the Development of Gifted Education at the Morgridge College of Education at the University of Denver. In 1998, she established the Institute for the Development of Gifted Education and is Lead Faculty for the Gifted Education program. She also serves as a member of the Colorado Department of Education’s Gifted and Talented Endorsement Standards Committee. In 1984, Dr. Hafenstein founded the Ricks Center for Gifted Children at the University of Denver and was Director for 29 years. Her research interests include young gifted children, information-processing styles, social and emotional development, mathematical ability, individualized educational planning, program effectiveness and adult and generational giftedness.
Supporting the Academic Excellence of Gifted Children Across the Gifted Range
There is significant disparity in teachers’ understanding of distinguishing characteristics of students across the gifted range, which in turn greatly diminishes their effective planning and delivery of meaningful lessons. Incorporating over three decades consulting in gifted education, focus will be given to the similarities and differences of the gifted, highly to profoundly gifted student, and how teachers can promote academic excellence for all gifted learners. Details will be provided on what influences academic performance and inspires motivation, helping students to manage perfectionism, and identifying essential conditions to promote student engagement.
Patricia Gatto-Walden, PhD, is a nationally recognized psychologist who has worked therapeutically with thousands of gifted, highly and profoundly gifted children, adolescents and adults for over three decades. Her adjunct consulting practice specializes in holistic health and well-being, and educational consulting for parents and teachers. Dr. Gatto-Walden is a featured speaker at international and national conferences and educational workshops. She has served two terms as Chair of the Global Awareness Network for the National Association for the Gifted and was awarded the Annemarie Roeper Award for excellence of service to gifted youth at the 2014 convention. She is a Senior Fellow at the Institute of Educational Advancement and co-founded “Yunasa”, a holistic summer camp for highly gifted youth. She has consulting offices in Denver and Boulder, Colorado, and Amelia Island, Florida.
Circumventing Underachievement in Special Populations of Gifted Learners
High ability learners who live in poverty and those from culturally and linguistically diverse backgrounds often start kindergarten with substantially lower academic skills. Environmental circumstances negatively impact learning, development, opportunities, and outcomes. In this presentation we will examine procedures, instructional strategies, and programming options recommended by experts in the field to identify, engage, support, and inspire special populations of gifted learners.
Beverly A. Trail Ed.D. is author of the best-selling book Twice-Exceptional Gifted Children: Understanding, Teaching, and Counseling Gifted Students and chapters in Parenting Gifted Children: The Authoritative Guide for the National Association for Gifted Children and Uniquely Gifted: Identifying and Meeting the Needs of Twice-Exceptional Students. Dr. Trail is past chair of National Association for Gifted Children Special Populations Network. She serves on the Gifted Education State Advisory Committee, Colorado Association for Gifted and Talented Board of Directors, Colorado Academy of Educators for the Gifted, Talented & Creative, and National Association for Gifted Children Education Committee. Dr. Trail earned a doctorate in Special Education, a master’s degree in Gifted Education, an endorsement as PreK-12 Gifted Education Specialist, and a Director of Special Education License. She has 33 years’ experience in gifted education working as a teacher, resource teacher, district coordinator, coordinator/faculty for Regis University Gifted Education MEd program, and is a national consultant/trainer.
Using Technology With an Affective Unit
The presenters will share an online affective unit that they have developed and discuss ways the unit can be used with various group sizes, one hour a week. This unit teaches students about overexcitablilities, perfectionism, advocacy, and other issues relevant to our gifted students, and integrates the use of technology as a learning tool. The unit is written with middle grades (4th – 8th) in mind, but can be adapted for lower elementary and high school. NOTE: Attendees should have a wifi device with them and future access to Jim Deslile's book: When Gifted Kids Don't Know All the Answers
Robbi Makely has buy cialis https://www.glenerinpharmacy.com/buy-generic-cialis-online/ walmart been an educator for nearly 25 years. She is currently a blended learning + educational technology teacher at Hallett Fundamental Academy where she coaches teachers (ECE-5th grade) and facilitates professional development with a focus on 21st Century Learning. Having spent over ten years in gifted education in DPS, her heart and passion falls to gifted learners.
Jill Daugherty has been working with gifted children and their teachers for fifteen years. She is currently a Gifted and Talented Itinerant with Denver Public Schools. In her spare time, she writes young adult novels and recently published her third book.
Profoundly Gifted Kids Panel: Putting a Face to the 99.9th percentile
A panel of Profoundly Gifted children and teens will share what they want to tell teachers, principals, district Gifted Coordinators, and their community. School districts may successfully meet the needs for many of their Gifted students, however, the needs of this even smaller Profoundly Gifted population may be more challenging to meet due to their advanced abilities and specialized areas of interest. These panel participants offer a blend of educational experiences including homeschool, public, private, and online schooling, as well as engagement with Davidson Young Scholars, Mensa, and PG-Retreat. There will be time for questions and answers.
Jennifer Rix, MA, is a licensed Gifted Education Specialist with experience teaching at the elementary, middle, high school, and college level. As President of Cherry Creek GT (a CAGT affiliate), a middle school Gifted Education Coordinator, and as a SENG facilitator, Jennifer strives to improve opportunities for families and educators. She may be contacted at giftedconnections@gmail.com.
Making Edisons: The Importance of Humor, Play and Creativity (HPC)!
You can play without being creative, but you can’t be creative without play! This was Edison’s mantra. Humor and play frees students from fixed mindsets and perceptions – opening the door for creativity. “Fooling around” with ideas and “playing” with possibilities is imperative to the creative process. See how HPC affects student persistence, passion and neural plasticity. Explore the benefits, caveats and the connection between verbal humor and giftedness. Engage in HPC activities for all content areas.
Dr. Rick Shade is an internationally known author and speaker. He is passionate about unleashing the power of creativity and humor in classrooms and homes. He also was a Senior Lecturer in the Center for Able Pupils at Oxford University, England.
Patti Shade received national recognition as a state GT director for her Differentiating by Design initiative and for developing an elementary science enrichment program. Her work focuses on creating interactive learning environments that result in the production of rigorous creative student work.
Leadership Practices that Promote Gifted Student Empowerment and System Health
Many schools are not designed or equipped to be responsive to the way gifted children experience the world and therefore, to a certain, degree oppress them. The paradoxical strength in gifted children’s sensitivities is a source of power that can transform unjust systems; however, these same sensitivities can render gifted individuals particularly vulnerable to bullying behavior. All will leave with resources and practices that inspire innovation, support student empowerment and promote healthy system development.
Kate Bachtel is a multicultural, student-focused learner, teacher, leader and equity advocate. She founded SoulSpark to support learning communities committed to inspiring tomorrow’s innovators and change-makers. She holds a Master’s in Education from CU Boulder and is currently a doctoral candidate in Curriculum and Instruction at University of Denver. Kate also volunteers on the board of directors for SENG (Supporting Emotional Needs of the Gifted).
Using Problem-Solving Processes (RtI, MTSS) to Recognize and Address the Needs of Gifted Students
In many settings, the Response to Intervention (RtI) problem-solving process is used only to talk about the needs of struggling learners, or even as a way to get students into special education services. But a good problem-solving process and knowledgeable team members can bring gifted students to the forefront as well, under the larger umbrella of a Multi-Tiered System of Supports (MTSS). Learn about the components of a quality process, who should be at the table for problem-solving, how to streamline your meetings and forms, and how a high-functioning system can work to the benefit of a variety of gifted students.
Dr. Wendy Leader has devoted her education and career to the education of the gifted, and is currently Principal Consultant at the Colorado Department of Education Office of Gifted and Talented. She has presented at numerous conferences and has served on many boards and committees relating to the gifted. Her areas of expertise include creativity; thinking skills and questioning strategies; K-8 mathematics; curriculum and instruction; design, concept-based differentiation; underserved populations; identification and psychology of giftedness; conceptual foundations of gifted education; and teacher education and professional development. She holds a Colorado Teacher’s License and is endoresed as a Gifted Education Specialist in elementary education.
Making the ALP Relevant
There are many components that go into an Advanced Learning Plan (ALP), its creation, the goal setting process, and the progress monitoring. These are quite important for educators, parents, and the student to understand. This presentation will help stakeholders to gain a better understanding of the various types of data that tend to be considered in a student’s body of evidence and the multiple pathways that can lead to the creation of an ALP. Many factors can contribute to the success and effectiveness of the ALP or to frustrations, limitations, and inconsistencies. We will discuss various details that lead to such inconsistencies and provide several tips for creating, monitoring, and implementing an effective and relevant ALP which is meaningful for the student.
GT 101 - An Overview of Giftedness
Are you feeling new to the world of gifted education? Would you like to become more familiar with GT identification and testing policies, how giftedness is defined, characteristics and needs of gifted individuals, resources for teachers, resources and support available for parents and GT students, programming options, asynchrony, multipotentiality, anxiety, and more? Do you find yourself confused or lost in a conversation or as an advocate for your child when you hear terminology such as: 2E, PG, ALP, IEP, 504, RtI, GT, TAG, etc.? Join us to address these topics and become better acquainted with the complexities of giftedness and gifted education. Expect to gain a basic and generally improved understanding of a wide variety of issues related to giftedness in addition to some great ideas for resources and further study.
Ruth Rodgers is a retired educator who currently is serving as a Gifted Education Consultant to schools, teachers, parents, and students, and is engaged in many writing and professional development projects. In Cherry Creek and Jeffco, Ruth served as a K-12 GT Resource Teacher; coordinated the opening of the PEAK GT High School Center; taught English/Language Arts, Social Studies, and Music at the middle school and high school levels; and also coached multiple sports. She has a Masters degree specializing in Gifted Education and is a Trainer for the Autonomous Learner Model. Her primary interests are in social-emotional needs of the gifted, advocacy, parent education, and acceleration.
Master of Ceremonies
Dennis N. Corash is an assistant professor of Elementary Education and Literacy at Metropolitan State University of Denver. He is the father of three gifted children/twice exceptional children who are now adults. He is a past president of Colorado Association for Gifted and Talented and a Founding Member of the Colorado Academy of Educators for the Gifted, Talented and Creative.
Parent-Focused Sessions (educators welcome based on availability):
1. Cracking the GT Code: How Executive Function Influences Gifted Personalities - Seth Perler, M.A.
Receive actionable tools you can use to help your gifted student better navigate school. You'll learn why Executive Function is one of the most important topics we need to understand in order to help outside-the-box gifted learners, including gifted with a learning disability (2E). Topics include organization, time management, overwhelm, planning, homework, studying, and how the brain processes!
Seth Perler, M.Ed. is an Education Coach with extensive experience addressing extraordinarily diverse learning needs, often with 2E students. He specializes in helping struggling students from elementary through college redefine success based on their unique strengths. Using a holistic approach which places heavy emphasis on executive function and social-emotional concerns, he empowers learners to take education to the next level. Seth has a B.A. in Education, an M.Ed. in Gifted & Talented education, and authors an educational solutions blog at SethPerler.com
2. A Parent’s Guide for Advocating for your Gifted and Talented Students
Successful programming for gifted and talented students requires ongoing clear communication between parents, teachers, and students. We all share common goals in nurturing social and academic growth but the process is not always smooth and communication may be inconsistent. The key to successful advocacy is to understand your child’s strengths, the opportunities available within your school system to address those strengths, and the steps needed for your child to achieve. Parents will leave with essential information regarding gifted and talented characteristics, available gifted and talented programming options, and examples of ways to successfully advocate on behalf of your gifted child.
Cheryl Franklin-Rohr has been active in the gifted and talented field for the past 28 years in Adams 14 and Jefferson County School Districts and is a member of the Twice-Exceptional Cadre for the state of Colorado. Cheryl is also the Past-President of the Colorado Association for Gifted and Talented (CAGT). She received her Masters Degree in Gifted and Talented from UNC in 1986 and completed her Special Education Administrative Licensure at UNC in 2011.
3. Who Am I and Why Does it Matter?: The Existential Dilemma
So often, we hear gifted youth of all ages, lamenting the fact that no one “gets” them…sharing their frustration with peers who do not seem concerned at all with the questions that plague them, confused by their peers’ preoccupation with what they perceive to be meaningless things. The isolation that so often results from these feelings can not only lead to periods of depression, but can also prevent youth from fully engaging in their lives due to the fears and doubts they carry. This presentation and discussion will focus on how we can support our youth in their quest for answers, helping them learn how to cope with the questions, and manage the discomfort of the unknown.
Jennifer Hecht, MSW, LCSW is a therapist, consultant, and advocate for gifted individuals, maintaining a private practice in Boulder (http://www.jennyhecht.com). She is passionate about bringing mindfulness practice to youth as a tool for emotional regulation and distress tolerance and is currently in the process of becoming a certified yoga teacher in order to deepen that work. Jenny lives in Lafayette with her husband and her 8-year-old daughter.