2023 Annual Report

THE CONNIE BELIN & JACQUELINE N. BLANK INTERNATIONAL CENTER FOR GIFTED EDUCATION AND TALENT DEVELOPMENT

2022–2023 ADVISORY BOARD ANNUAL REPORT

BELIN-BLANK CENTER STAFF

ADVISORY BOARD CHAIR

EX-OFFICIO MEMBERS

Thomas Belin

Daniel Clay Megan Foley-Nicpon

BOARD MEMBERS

Sarah Hansen

Susan Assouline

Kevin Kregel

Pat Ballou

Lynette Marshall

Laurie Belin

Linda Snetselaar

Bennett Brown

Tanya Uden-Holman

Mary Bucksbaum Scanlan

Shaun Vecera

Julius C. Carter

Barbara Wilson

Nicholas Colangelo

Saba Ali Research Coordinator and Professor Dominic Balestrieri-Fox Admin Services Coordinator Amanda Berns Licensed Psychologist Laurie Croft Associate Director, Clinical Professor for Professional Development Cole Denisen Graduate Assistant Ashlee Donithan Coordinator, Curriculum and Instruction Brian Douglas Associate Director, Finance and Operations Patience Duepa-Kannah Admin Services Coordinator Eric Field Graduate Assistant Danae Fields Graduate Assistant Megan Foley-Nicpon Director and Professor Gennifer Humphreys Graduate Assistant Joshua Jacobs Administrator, Technology and Project Management Mike Keller-Wilson Administrator, Student Programs Emmy Kuhlmann Graduate Assistant Emily Ladendorf Administrator, Technology and Public Relations

Michael Lambeth Administrator, Academy Programs Randy Lange Coordinator, Professional Learning & Curriculum Brandon LeBeau Research Scientist and Associate Professor Hannah Luden Graduate Assistant Ann Lupkowski-Shoplik Administrator, Research and Acceleration Emmett Olson Graduate Assistant Pia Patel Graduate Assistant Bridget Pauley Secretary III Jessica Pauley Graduate Assistant Katie Schabilion Supervisor, Psychological Services Jill Schenck IT Assistant Christopher Smith Licensed Psychologist Michael Thornburg-Suresh Graduate Assistant Madison Trog Graduate Assistant Nancy Whetstine Secretary III Maggie Zou Graduate Assistant DIRECTORS EMERITI Susan Assouline Nicholas Colangelo

Bob Downer

FOUNDERS (IN MEMORIAM)

Tracy Drew

David Belin

Dick Ferguson

Connie Belin

Ann Hoffman

Myron Blank

James E. Hoffman

Jacqueline Blank

Alyssa Levitz Randi Levitz Heidi Molbak Jeffrey Perry William Perry Barbara Ross Belin Theodore (Bob) Scarborough Sarvjeev Sidhu Shabana Sidhu Ann Smith Don Swartz Paul Thompson Bret Ulery Alex Vacca Gregory Walker

UI CENTER FOR ADVANCEMENT Nicole Evans Madie Jensen Mackenzie Krob Cally Murray

FROM THE DIRECTOR Dear board members and friends – I am excited to share with you the 2022-23 Belin-Blank Center advisory board report! This document was a collaborative effort between all Center faculty and staff. We began the writing process at our fall semester kickoff event, where we met as strategic priority groups to reflect on the previous year and plan for the year to come.

Our conversations formed the basis of both this report and the goals we will share during the board meeting. It was truly a group effort, and I am proud of the outcome!

I am equally proud of the thoughtful process by which Center faculty and staff created our new vision, mission, and strategic priorities, which debut in this report. We were guided in part by the strategic plans and visions of our first two directors, Professors Nick Colangelo and Susan Assouline. We also built on the legacy of the founding families and the decades of hard work that went into making the Center what it is today. In partnership with Belin-Blank Center faculty, staff, and board members, Nick and Susan discovered and developed foundational ideas into reality. As the Belin-Blank Center continues to grow and change, we have a responsibility to continue actualizing these ideas now and into the future.

Thank you for being a part of the Belin-Blank Center story.

Vision

Where all learners explore, develop, and realize their talents.

Mission

The Belin-Blank Center creates opportunities for equitable talent development.

Strategic Priorities Student Programs Collaborate to form a safe space for transformative learning opportunities, unforgettable experiences, and lifelong friendships.

Professional Learning Provide uplifting, research-based, professional learning opportunities to those seeking to support the needs of the diverse population of gifted and talented learners.

Psychological Services Support clients, families, and professionals through specialized psychological services and education to increase skills and knowledge, promote success, and maximize potential.

Research Create original research, build partnerships, and connect research on talent development to real-world practice in ways that expand and diversify methods of talent discovery and development.

Outreach Connect with and provide opportunities to our constituents, including those historically underrepresented in talent development.

BELIN-BLANK CENTER 2022–2023 ANNUAL REPORT

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RESEARCH

OUTREACH

PSYCHOLOGICAL SERVICES

PROFESSIONAL LEARNING ASHLEE DONITHAN

STUDENT PROGRAMS

Increasing collaboration and creating strong processes “My middle school student has

PATIENCE DUEPA-KANNAH

not stopped talking about every detail of her week since I picked her up 5 hours ago! She said (and I quote),

“That was the most fun I have ever had away from home, ever!”

MICHAEL KELLER-WILSON

PARENT OF A JSI STUDENT

EMILY LADENDORF

This past year, the Student Programs team concentrated on increased collaboration and transparency while creating stronger processes for compiling institutional knowledge. As part of this process, this strategic priority now includes the Academy for Twice-Exceptionality and the Bucksbaum Early Entrance Academy, allowing for more collaborative planning and programming for all the students we serve. Staff also have added breadth and depth to programs after COVID. Thanks to the generosity of several advisory board members, we provided one partial and four full scholarships to the prestigious Secondary Student Training Program. Going forward, we hope to expand such opportunities and increase access to talent development programming through thoughtful curriculum and cultivating partnerships with schools, students, and stakeholders.

14

2e Academy students

2

BELIN-BLANK CENTER 2022–2023 ANNUAL REPORT

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Bucksbaum Academy students

247

elementary, middle, and high school students in summer programs

44

students received scholarships

RESEARCH

OUTREACH

PSYCHOLOGICAL SERVICES

PROFESSIONAL LEARNING

STUDENT PROGRAMS

Meeting the needs of classroom teachers

RANDY LANGE

MICHAEL LAMBETH

LAURIE CROFT

“The biggest benefit I found from taking my summer APSI through the University of Iowa was the fact that I received so many resources which I can use inside my future classroom. I also found it extremely beneficial to work alongside experienced teachers and ask them questions ahead of my year of practicum and student teaching.”

SECONDARY EDUCATION MAJOR

The Professional Learning strategic priority encompasses the oldest initiative at the Belin-Blank Center. Initially, Dr. Nick Colangelo focused efforts on training classroom teachers to build their capacity to work with gifted and talented students. While still maintaining a focus on professional learning for teachers, this priority area has expanded quite a bit. Our professional learning suite now includes webinars, courses, workshops, the summer Belin Fellowship, Advanced Placement Summer Institute (APSI), the State of Iowa TAG Endorsement, and the Graduate Certificate in Talent Development. We also work with pre-service teachers in the College of Education through the Advanced Academics and Talent Development strand through the Baker Teacher Leader Center, the TAG endorsement, as well as through facilitating the COE’s Honors in the major program. As part of our continuous improvement process, we intend to survey stakeholders to discover educator needs and revise our offerings to best meet those needs. With Dr. Laurie Croft retiring, staff are committed to a smooth transition so the Belin-Blank Center remains a leader in providing highquality professional learning for decades to come.

21

workshops

15

courses

11

Belin Fellowship participants

138

APSI participants

BELIN-BLANK CENTER 2022–2023 ANNUAL REPORT

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134

AMANDA BERNS

RESEARCH

OUTREACH

PSYCHOLOGICAL SERVICES

PROFESSIONAL LEARNING

STUDENT PROGRAMS

Connecting with students and families

13

consultations

4

pro-bono evaluations

KATIE SCHABILION

therapy sessions

CHRIS SMITH

337

BRIDGET PAULEY

assessments

The Assessment and Counseling Clinic had a great year with our well-rounded team of three licensed psychologists, each with different areas of interest and expertise. We increased data-based decision-making surrounding service offerings and psychologist caseloads to ensure that we can continue to provide exceptional services while maintaining staff wellbeing and working toward our goal of disseminating knowledge about twice-exceptionality to more students, families, and educators.

Our commitment to excellence is evidenced by the consistent positive feedback we receive from clients. We have established clearer processes for making financial aid available to prospective clients and have supported several student program initiatives this summer, including the inaugural 2e Summer Academy and the second annual 2e Neuroscience Day Camp (in collaboration with the Iowa Neuroscience Institute). Responses to both programs were overwhelmingly positive, and clinic staff enjoyed the opportunity to connect with students and families in a different way.

“We had a 100% positive experience … [our child] is making great strides forward due to changes we’ve made as a result of the assessment. Only wish we had done this years earlier!”

NANCY WHETSTINE

PARENT OF A CLIENT

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BELIN-BLANK CENTER 2022–2023 ANNUAL REPORT

RESEARCH

OUTREACH

PSYCHOLOGICAL SERVICES

PROFESSIONAL LEARNING

DOMINIC BALESTRIERI-FOX BRIAN DOUGLAS JOSH JACOBS JILL SCHENCK

STUDENT PROGRAMS

Fostering a spirit of continuous improvement “Thank you SO much for your help with this learning.

It is a crucial foundation as we embark on expanding/revising our current acceleration practices in mathematics next year.”

EDUCATOR FROM ANKENY, IA

The Outreach strategic priority is a new initiative at the BelinBlank Center, designed to help coordinate and organize our existing outreach efforts such as the educational programming, financial assistance, and consulting work we have been providing for years. This team will help programs to identify talent in new communities and reach new audiences. Part of this effort will include Center-wide attempts to increase awareness of the Center and its services, with a focus on Iowa communities, as well as internal awareness of the outreach actions being performed by Belin-Blank Center staff. We also plan to foster a spirit of continuous improvement in the Center through the creation of standardized evaluation of our programs and services.

107

IOAPA schools

498

IOAPA students

2,227

Scholastic Art & Writing participants

15

outreach visits to schools

75

students participated in JSHS

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RESEARCH

OUTREACH

PSYCHOLOGICAL SERVICES

PROFESSIONAL LEARNING

STUDENT PROGRAMS

Understanding what it means to develop talent

“We formally completed our initial acceleration study for our 4th grade student and worked with the team in a meeting to review data and take next steps. We enjoyed the meeting format and liked the report that we got from our input. I plan to use the Integrated Acceleration System again as part of our acceleration policy to help when we get a grade skipping request.”

INTEGRATED ACCELERATION SYSTEM CUSTOMER

The Research and Acceleration strategic priority comprises many activities of the Center. Some of the projects are very focused on services for students, and others are more theoretically focused and offer insights that might be helpful to practitioners. The team seeks to continue moving the field of talent development and advanced academics forward through interdisciplinary research collaborations.

We then aim to translate these research findings into accessible information that educators and families can use with students every day. We look forward to more opportunities to share our research findings with scholars and the community.

21

presentations

13

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BELIN-BLANK CENTER 2022–2023 ANNUAL REPORT

ANN LUPKOWSKI-SHOPLIK

BRANDON LEBEAU

Integrated Acceleration System reports

SABA ALI

69

MEGAN FOLEY-NICPON

publications

Publications and Presentations PEER-REVIEWED JOURNAL ARTICLES

PRESENTATIONS

Assouline, S.G., Mahatmya, D., Ihrig, L. M., Lynch, S, & Karakis, N. (2023). A theoretically based STEM talent development program that bridges excellence gaps. Annals of the New York Academy of Sciences, 1522 (1), 109–116. https://doi.org/10.1111/ nyas.14978

KEYNOTE

Casten, L. G., Taylor, R. T., Doobay, A. F., Foley-Nicpon, M., Kramer, S., Nickl-Jockschat, T. Abel, T., Assouline, S., & Michaelson, J. J. (2023). The combination of autism and exceptional cognitive ability increases risk for suicidal ideation. Neurobiology of Learning and Memory, 197, 1-9. https://doi.org/10.1016/j.nlm.2022.107698 Foley-Nicpon, M., Candler, M., Behrens, E., Sussman, Z., Gaasedelen O., & Wienkes, C. (2022). Qualitative and quantitative development of the High Functioning ASD Screener (HFAS). Gifted and Talented International, 37(2), 86-96. https://doi.org/10.10 80/15332276.2022.2124390 Foley-Nicpon, M., & Teriba, A. (2022). Policy considerations for twiceexceptional students. Gifted Child Today, 45(1), 212-219. https://doi. org/10.1177/10762175221110943 LeBeau, B., Schabilion, K., Assouline, S. G., Foley-Nicpon, M., Doobay, A. F., & Mahatmya, D. (2022). Developmental milestones as early indicators of twice-exceptionality.

Neurobiology of Learning and Memory, 194, 1–10. https://doi.org/10.1016/j. nlm.2022.107671 Lupkowski-Shoplik, A., Assouline, S. G., & Lange, R. (2022). Whole-grade acceleration: From student to policy. Gifted Child Today, 45(3), 143–149. https://doi. org/10.1177/10762175221091856 Mahatmya, D., Assouline, S. G., Foley-Nicpon, M., Ali, S. R., McGinnis, D., & Teriba, A. (2023). Patterns of high ability and underrepresented students’ subject-specific psychosocial strengths: A latent profile analysis. High Ability Studies. Published online first. https://doi.org/10.1080/13598139.2023.2176293 Park, S., & Foley-Nicpon, M. (2022). Excellence expected, needs overlooked: Implications for working with Asian American twice-exceptional students.

Teaching Exceptional Children. Advance online publication. https://doi. org/10.1177%2F00400599221097020

CHAPTERS Assouline, S. G., & Foley-Nicpon, M. (2022). Finding potential for talent development: Assessment of giftedness. In J. Van Tassel-Baska (Ed.), Talent development in gifted education: Theory research and practice (pp. 95–114). Taylor & Francis.

Assouline, S.G., & Lupkowski-Shoplik, A. (2022). Acceleration: Practical applications and policy implications. In J. Roberts & T. Inman (Eds.), Introduction to Gifted Education (2nd Ed.) (pp. 227–241). Routledge.

Foley-Nicpon, M., & Lin, C. L. L. (2022). Identifying and providing instructional services for twice-exceptional students. In K. L. Chandler & J. A. Castellano (Eds.), Identifying and serving diverse gifted learners: Meeting the needs of special populations in gifted education (pp. 118–200). Taylor & Francis.

OTHER ARTICLES Brulles, D., Chavez, H., Colangelo, N. Davis, J., Finn, C. E., Giuliano, L., Glynn, J., Grantham, T. C., Grissom, J. A., Kahn, H. Olszewski-Kubilius, P. M., Peters, S., Petrilli, M. J., Plucker, J., Shah-Coltrane, S., Tyner, A., Wai, J., Wells, A., Wright, B. L., Wyner, J. Colangelo, N. (2023).

Building a Wider, More Diverse Pipeline of Advanced Learners: Final Report of the National Working Group on Advanced Education. Thomas B. Fordham Institute. https://fordhaminstitute.org/national/research/building-wider-more-diverse-pipeline-advanced-learners

Foley-Nicpon, M. (2023, June). Twice-exceptionality: What is it, and what do we do about it?

[Keynote]. Detroit Public Schools Summer Institute, Detroit, MI, United States.

INVITED PRESENTATIONS Colangelo, N. (2023, March 24). Acceleration: Intervention that meets the academic and social needs of gifted students [Invited presentation]. Tasmanian Association for the Gifted. Hobart, Tasmania, Australia.

Foley-Nicpon, M. (2022, October). Advocating for twice-exceptional students through talent development [Invited presentation]. Iowa Talented and Gifted Association Conference, Des Moines, IA, United States.

Foley-Nicpon, M. (2023, June). Twice-exceptionality: Identification and intervention strategies [Ancillary session]. Detroit Public Schools Summer Institute, Detroit, MI, United States.

Lupkowski-Shoplik, A. (2022, November). Research into Practice: Academic Acceleration [Invited roundtable presentation]. National Association for Gifted Children, Indianapolis, IN, United States.

PEER-REVIEWED PRESENTATIONS Assouline, S. G. (2022, August). Unlocking Potential: Finding the Keys to Student Success in a University Early Entrance Academy [Paper presentation]. European Council for High Ability (ECHA), The Hague, The Netherlands.

Assouline, S. G. &. Foley-Nicpon, M. (2022, September). Twice-Exceptional Students: Linking Psychology and Neuroscience [Paper presentation]. The 4th AmericanEuropean Summit on Talent Development, University of Haifa, Haifa, Israel.

Chandler, K. L., Castellano, J. A., Hertzog, N. B., Sedillo, P. J., Gray, A., Lansdowne, K. A., Meyer, M. S., Foley-Nicpon, M., Francis, E. M., & Kendrick-Dunn, T. B. (2022, November). Identifying and serving diverse gifted learners: Meeting the needs of special populations in gifted education [Paper presentation]. National Association for Gifted Children, Indianapolis, IN, United States.

Croft, L. J. & Treat, A. (2022, November 18). Diverse Faces in Gifted Education: LGBTQ+ [Conference session]. National Association for Gifted Children, Indianapolis, IN, United States.

Croft, L. J. (2022, October 20). On a QUEST to Empower Teachers to Advocate and Serve their Gifted Students [Conference session]. Advocacy & Empowerment: If Not You, Then Who? Iowa Talented and Gifted (ITAG) Association Conference, Des Moines, IA, United States.

Croft, L. J. (2022, October 20). Creating Empowerment Curriculum: Diverse Faces in Gifted Education [Conference session]. Advocacy & Empowerment: If Not You, Then Who? Iowa Talented and Gifted (ITAG) Association Conference, Des Moines, IA, United States.

Foley-Nicpon, M., Assouline, S., Mahatmya, D., Ali, S., & Teriba, A. (2022, November). A hybrid model of talent identification-career exploration for underrepresented students [Paper presentation]. National Association for Gifted Children, Indianapolis, IN, United States.

SYMPOSIUM PRESENTATIONS Worrell, F., Olszewski-Kubilius, P., Subotnik, R., Portenga, S., Foley-Nicpon, M., Metzler, J., & Simonton, D. K. (2022, August). Presidential Programming: Insider knowledge for high performance [Symposium presentation]. American Psychological Association, Minneapolis, MN, United States.

Foley-Nicpon, M., & Henshon, S. E. (2023). Focusing on the future: An interview with Megan Foley-Nicpon. Roeper Review, 45(32), 147–149. https://doi.org/10.1080/0278 3193.2023.2212355

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POSTER PRESENTATIONS Field, E.R., Mahatmya, D., Assouline, S.G., Foley-Nicpon, M., & Ali, S.R. (2023, February). On AIR and SEA: Holland Codes for Middle School Interventions [Poster presentation]. 2023 National Association of School Psychologists Convention, Denver, CO, United States.

Field, E.R., Assouline, S.G., Foley-Nicpon, M., & LeBeau, B. (2023, February). Pre-Service Teachers’ Knowledge of Twice-Exceptionality [Poster presentation]. 2023 Trainers of School Psychologists Conference, Denver, CO, United States.

Lange, R. & Lupkowski-Shoplik, A. (2022, November). Grade-Skipping: The Essential Considerations [Poster presentation]. National Association for Gifted Children.

Indianapolis, IN, United States.

Pauley, J., & Foley-Nicpon, M. (2022, August). Benefits and Barriers to sports participation for youth with autism spectrum disorder [Poster presentation]. American Psychological Association, Minneapolis, MN, United States.

Payne, A. M. & Croft, L. J. (2022, November 19). Acceleration: Insights into Environmental Constraints to an Effective Practice [Poster presentation]. National Association for Gifted Children, Indianapolis, IN, United States.

Shearer, E., Foley-Nicpon, M., Ali, S., Assouline, S., & Mahatmya, D. (2022, August).

Comparing students’ sense of belonging and enjoyment in a career exploration intervention [Poster presentation]. American Psychological Association, Minneapolis, MN, United States.

Szymanski, A. & Croft, L. J. (2022, November 18). Exploring Curriculum Models through Lesson Planning [Poster presentation]. National Association for Gifted Children, Indianapolis, IN, United States.

Teriba, A., Foley-Nicpon, M., Assouline, S., Ali, S., & Mahatmya, D. (2022, August).

Influences of achievement goal orientation among high-ability rural middle school students [Virtual Poster presentation]. American Psychological Association, Minneapolis, MN, United States.

OUTREACH PRESENTATIONS Lange, R. & Lupkowski-Shoplik, A. (2022, November). Acceleration Works: Spreading the Good News [Presentation]. Texas Association for Gifted and Talented. Houston, TX, United States.

Lange, R. & Lupkowski-Shoplik, A. (2022, October). Proactive Moves to Benefit Advanced Learners [Virtual Presentation]. Illinois Association for Gifted Children, IL, United States.

Lupkowski-Shoplik, A. (2023, August). A Toolkit for Academic Acceleration [Virtual Presentation]. World Council for Gifted and Talented Children. Bowling Green, KY, United States.

Lupkowski-Shoplik, A. & Lange, R. (2022, November). The Integrated Acceleration System: Making Whole-Grade Acceleration Decisions [Presentation]. Texas Association for Gifted and Talented, Houston, TX, United States.

Lupkowski-Shoplik, A. & Lange, R. (2022, November). An Important Step in WholeGrade Acceleration Planning: Developing a Transition Plan [Presentation]. Texas Association for Gifted and Talented. Houston, TX, United States.

Lupkowski-Shoplik, A & Lange, R. (2022, November). Transition Planning for Whole-Grade Acceleration [Presentation]. National Association for Gifted Children, Indianapolis, IN, United States.

Lupkowski-Shoplik, A. (2023, February). Subject Acceleration: Practical Information [Virtual Presentation]. Baker Teacher Leader Center at the University of Iowa, Iowa City, IA, United States.

Smith, S. S., Szymanski, A., & Croft, L. J. (November 19. 2022). Expanding Concepts of Multi-Tiered Systems of Support to Serve Gifted Children [Presentation]. National Association for Gifted Children, Indianapolis, IN, United States.

WEBINARS Assouline, S.G., Lupkowski-Shoplik, A., & Lange, R. (2022, September). The Integrated Acceleration System: Making decisions about grade-skipping [Webinar]. Belin-Blank Center, Iowa City, IA, United States. https://belinblank.education.uiowa.edu/educators/ webinar/ Lupkowski-Shoplik, A & Lange, R. (2023, February). The Integrated Acceleration System: An introduction [Webinar]. Belin-Blank Center, Iowa City, IA, United States. https:// accelerationsystem.org/#webinars Lupkowski-Shoplik, A. (2023, February). Acceleration: We have the tools to make informed decisions [Webinar]. Minnesota Department of Education Gifted Education Coordinator Series, Edina, MN, United States. https://mcgt.wildapricot.org/MDEVirtual-Series-Videos Lupkowski-Shoplik, A. (2022, October). An important tool in the toolkit: Academic acceleration [Webinar]. Renzulli Center for Creativity, Gifted Education, and Talent Development, University of Connecticut, CT, United States. https://vimeo. com/760123782 Lupkowski-Shoplik, A. (2023, April). What do Parents Need to Know About Academic Acceleration? [Webinar]. Renzulli Center for Creativity, Gifted Education, and Talent Development, University of Connecticut, CT, United States.

WORKSHOPS Croft, L. J. (2023, March 29). What All Teachers Should Know about Evidence-Based Strategies for Gifted Students [Workshop]. Baker Teacher Leader Center, Iowa City, IA, United States.

Croft, L. J. (2022, November 2). Resources and Activities to Stretch Gifted (and Other) Learners! [Workshop]. Baker Teacher Leader Center, Iowa City, IA, United States.

Croft, L. J. (2022, October 5). Gifted Education: What All Teachers Should Know [Workshop].

Baker Teacher Leader Center, Iowa City, IA, United States.

Croft, L. J. (2022, September 14). Introduction to Gifted and Talented Education [Workshop]. Baker Teacher Leader Center, Iowa City, IA, United States.

Croft, L. J. & Thornburg-Suresh, M. E. (2023, April 20). #LetAfghanGirlsLearn [Workshop].

University of Iowa College of Education, Iowa City, IA, United States.

Foley-Nicpon, M. (2023, May). Twice-exceptionality in the classroom: Identification and intervention [Workshop]. Ankeny Summer Academy, Ankeny, IA, United States.

GRANTS Ali, S. R. [PI], Assouline, S. G. [PI], Foley-Nicpon, M. [PI] & Mahatmya, D. (2018-2023).

Culturally responsive talent identification and career exploration (TICE): An integrative model to broaden the participation of underrepresented students in talented and gifted programs [Grant]. U.S. Department of Education Jacob K. Javits Gifted and Talented Education Act.

Lupkowski-Shoplik, A. (2022, October). Resources and Tools for Academic Acceleration [Presentation]. Ohio Association for Gifted Children, Columbus, OH, United States.

Ali, S. R. [PI], Foley-Nicpon, M. [Co-PI], Martinez, D. [Co-PD], Bermingham, C. [Co-PD].

(2021-2024). Building a mental health workforce to serve rural Iowa youth [Grant].

Behavioral Health Workforce Education (BHWET) Program / Health Resources and Services (HRSA) Program.

Lupkowski-Shoplik, A. (2022, October). Thinking About Acceleration: Team, Testing, and Transition Plans [Presentation]. Ohio Association for Gifted Children, Columbus, OH, United States.

BOOK REVIEW

Lupkowski-Shoplik, A. & Lange, R. (2022, October). Preparing for an acceleration meeting and developing a transition plan [Virtual Presentation]. Wisconsin Association for Talented and Gifted, Waunakee, WI, United States.

Lupkowski-Shoplik, A. (2022, December). Acceleration [Virtual Presentation]. Pennridge Gifted Community, Perkasie, PA, United States.

Lupkowski-Shoplik, A. (2023, February). Academic Acceleration: An Introduction [Virtual Presentation]. Texas Association for Gifted and Talented, Austin, TX, United States.

Lupkowski-Shoplik, A. (2022, November). Academic Acceleration: An Introduction [Virtual Presentation]. Baker Teacher Leader Center at the University of Iowa, Iowa City, IA, United States.

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BELIN-BLANK CENTER 2022–2023 ANNUAL REPORT

Lang, R. (2023). Leap: Guidebook for Curriculum Design for Teachers of Gifted and HighPotential Students.

DEDICATION TO OUR FOUNDERS David and Connie Belin and their close family friends, Myron and Jackie Blank, inspired each other with an enduring spirit of service and philanthropy. That spirit, shared by other close family friends, Martin and Melva Bucksbaum, and Joanne and Milton Brown, spread throughout Iowa, the nation, and the world.

The dedication to service and philanthropy from these core Des Moines families, now passed down to their children and grandchildren, acts as a beacon of inspiration for all of us at the Belin-Blank Center, which exists because of their expansive vision.

UI Indigenous Land Acknowledgement The University of Iowa is located on the homelands of the Ojibwe/Anishinaabe (Chippewa), Báxoǰe (Iowa), Kiikaapoi (Kickapoo), Omāēqnomenēwak (Menominee), Myaamiaki (Miami), Nutachi (Missouri), Umoⁿhoⁿ (Omaha), Wahzhazhe (Osage), Jiwere (Otoe), Odawaa (Ottawa), Póⁿka (Ponca), Bodéwadmi/Neshnabé (Potawatomi), Meskwaki/Nemahahaki/ Sakiwaki (Sac and Fox), Dakota/Lakota/Nakoda, Sahnish/ Nuxbaaga/Nuweta (Three Affiliated Tribes) and Ho-Chunk (Winnebago) Nations. The following tribal nations, Umoⁿhoⁿ (Omaha Tribe of Nebraska and Iowa), Póⁿka (Ponca Tribe of Nebraska), Meskwaki (Sac and Fox of the Mississippi in Iowa), and Ho-Chunk (Winnebago Tribe of Nebraska) Nations continue to thrive in the State of Iowa and we continue to acknowledge them.

As an academic institution, it is our responsibility to acknowledge the sovereignty and the traditional territories of these tribal nations, and the treaties that were used to remove these tribal nations, and the histories of dispossession that have allowed for the growth of this institution since 1847.

Consistent with the University’s commitment to Diversity, Equity and Inclusion, understanding the historical and current experiences of Native peoples will help inform the work we do; collectively as a university to engage in building relationships through academic scholarship, collaborative partnerships, community service, enrollment and retention efforts acknowledging our past, our present and future Native Nations.

MYRON & JACQUELINE N. BLANK

600 Blank Honors Center, The University of Iowa Iowa City, Iowa 52242-0454 800-336-6463 • 319-335-6148 www.belinblank.org Josh Jacobs, Project Manager DAVID & CONNIE BELIN

Benson & Hepker Design, Designer

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