2020 Gifted Education Conference and Symposium by Morgridge College of Education

10th Anniversary Gifted Education Conference & Symposium

Celebrating Gifted Education:

Reflecting on our past Impacting our future

January 30 & 31, 2020

Gifted Education

Gifted Education Dear Conference and Symposium Participants,

January 31, 2020

It is my honor and privilege to welcome you to the 10th Annual Gifted Education Conference. We are honored to host this important gathering. This year’s symposium is very special as it marks the 10th anniversary of the Conference. This year’s conference theme, “Celebrating Gifted Education: Reflecting on our Past—Impacting our Future” is very timely. Our education system is continually evolving and I commend the conference committee and attendees for their thoughtful approach to continually improving Gifted Education. As is stated in our strategic plan, “at the core of our mission, and that of the University of Denver, is a strong desire to effectively connect theory, research, practice, and service with meaningful social change that is rooted in deep, reciprocal relationships with community members and their diverse interests, needs, and values. Not only do we prepare our students to promote learning and wellness in their careers for the communities in which they serve, we also drive this endeavor in our everyday work at the College through our exceptional dedication to genuine, community-relevant action. Our simple goal is to improve the human condition and to make things better for others, regardless of race, ethnicity, culture, economic position, geography, and ability. We bring together experts across the spectrum of learning, wellness, and human development to advance the public good, particularly those from historically marginalized populations.” The Morgridge College of Education is dedicated to educating those who educate and support others. This often involves hosting national leaders to advance our understanding. We are particularly proud to welcome this year’s Palmarium recipient, Dr. Tracy Cross, along with featured speakers Dr. Frank Worrell (2019), Dr. Sylvia Rimm (2013), and Dr. Julia Link Roberts (2015), all of whom are past Palmarium award recipients. Their expertise and commitment to Gifted Education is commendable. We are committed to the realization of every gifted child’s full potential. We hope that you will be energized and inspired at the conference and symposium and will return to your important work with new insights and the support of new friends and colleagues. Together, your leadership influences the future. This conference exemplifies the mission of the university and we thank you for being part of our local and global community! On behalf of all those helping to organize the Conference and Symposium, we welcome you as our esteemed guests to Denver, Colorado, The University of Denver, and The Morgridge College of Education. Sincerely,

Karen S. Riley, Ph.D. Dean and Professor Morgridge College of Education

Gifted Education Dear Conference and Symposium Participants,

January 31, 2020

As the Daniel L. Ritchie Endowed Chair in Gifted Education, it is my pleasure to welcome you to the 2020 Gifted Education Conference celebrating our 10th Anniversary: Reflecting on our Past—Impacting our Future. We are delighted for you to join in this celebration of learning to reflect and generate plans for positive impact. We are honored to welcome multiple distinguished guests, the past Palmarium Awardees, who will provide broad and rich perspectives to you as participants. Please join me in welcoming Frank Worrell, Ph.D., Julia Link Roberts, Ed.D., and Sylvia Rimm, Ph.D. Our program is filled with expertise and inspiration from numerous presenters. New this year, we are offering pre-conference workshops on topics of request. These workshops are intensive half-day sessions intended to provide participants relevant information and an opportunity to practice strategies for implementation. We look forward to your feedback regarding these new offerings. We hope that you participate in the Policy Symposium, Policy and Practice: Trends and Challenges Impacting Gifted Learners featuring national Gifted Education leaders. We are honored to have Dr. Susan Assouline moderate the panel this year. This Symposium highlights today’s important policy issues and trends. The Palmarium Award acknowledges the individual most exemplifying visionary work in gifted education. Through excellence in practice, outreach, publications, service, and research, the awardee influences the field. Please join me in congratulating Dr. Tracy Cross, this year’s recipient of our 2020 Palmarium Award. We are honored to recognize Dr. Cross for his extraordinary expertise and exemplary career dedicated to the social and emotional lives of gifted young people. A skilled practitioner, prolific author, and researcher with a warm and welcoming presence, Dr. Cross has profoundly impacted the field. Please read his extensive biography in our program. We are also pleased to include in this year’s conference, the James T. Webb Influence Scholars, established to honor our late friend, colleague, and 2018 Palmarium recipient, Dr. Jim Webb. Please read about these outstanding emerging scholars in our program, listen to their presentations, and visit their posters. Educational leaders at the Morgridge College of Education and benefactors of the Daniel L. Ritchie Endowed Chair in Gifted Education envision a future in which giftedness is understood, embraced, and systematically nurtured. When this vision is achieved, policymakers, educators, and parents will deeply understand giftedness and effectively utilize research-based curricula, training, and resources to provide quality, individualized gifted education. We are grateful for the generous support of the Considine Family Foundation toward these efforts. It is our sincere wish that you will find ample opportunities to engage in meaningful sessions. We encourage you to take advantage of the opportunity to connect with others who share your passion for gifted education. We are so pleased you have chosen to share in this, our 10th Anniversary conference. Thank you in advance for your participation and commitment to supporting and advocating for the needs of gifted learners. Sincerely,

Norma Lu Hafenstein, Ph.D. Daniel L. Ritchie Endowed Chair of Gifted Education Clinical Professor, Teaching and Learning Sciences, Morgridge College of Education

Gifted Education

Table of Contents Our Core Purpose............................................................................................................................................................................................................5 The Work of the Ritchie Endowed Chair................................................................................................................................................................5 Acknowledgments................................................................................................................................................................5 Conference Host................................................................................................................................................................................................................6 Pre-ConferenceWorkshops.............................................................................................................................................................................................7 Symposium............................................................................................................................................................................8 Schedule at a Glance........................................................................................................................................................................................................9 James T. Webb Influence Scholars..................................................................................................................................................................10-11 The Palmarium Award...........................................................................................................................................................................................12-13 Keynote...................................................................................................................................................................................................14 Breakout Sessions A................................................................................................................................................................................................15-18 Breakout Sessions B...............................................................................................................................................................................................18-22 Breakout Sessions C.............................................................................................................................................................................................23-28 Poster Presentations..............................................................................................................................................................................................29-31 Breakout Sessions D..............................................................................................................................................................................................31-36 Conference Survey.........................................................................................................................................................................................................37 Notes.....................................................................................................................................................................................................39

Celebrating Gifted Education: Reflecting on our past— Impacting our future

Our Core Purpose Our Core Purpose: The realization of very gifted child’s full potential. Leaders of the Office of the Daniel L. Ritchie Endowed Chair in Gifted Education envision a future in which giftedness will be understood, embraced, and systemically nurtured throughout the nation and the world. When the vision is achieved, policy makers, educators, and parents will have a deeper understanding of intellectual giftedness and will effectively utilize research-based curricula, training, and other resources to provide quality, individualized gifted education.

The Work of the Ritchie Endowed Chair • • • • •

Research in Cognitive and Psychosocial Domains, Program Effectiveness, and Development of Gifted Education Graduate-level teaching in Gifted Education and Research Methods Publication of Monographs and Professional Materials Outreach to Support Gifted Education through Conferences, Symposia, and Consulting

Acknowledgments Conference Host Norma Hafenstein, Ph.D., Daniel L. Ritchie Endowed Chair in Gifted Education Event Manager Mary Albertoni, M.S. Conference Support & Palmarium Award Considine Family Foundation Conference Program & Print Media Cristin Colvin, Owner, Toxoplasma Arts, LLC Jordan Kellerman, Marketing Specialist, DU Program Printing Hampden Press Photography Grace Branaugh, GIB Photography

Digital Media Selena Perez, Digital Marketing Specialist, DU Location/Catering/AV Support Wellshire Event Center Todd Seymour, General Manager Survey Rachel Taylor, Ph.D. Candidate, Research Methods & Statistics Joi Lin, Ed.D. Student, Gifted Education Graduate Student Assistants Joi Lin, Ed.D. Student, C&I, Gifted Education Rajinda Wijewardane, Ed.S Student, Child, Family, & School Psychology Flowers/Centerpieces Bonnie Brae Flowers, Inc. Handprints courtesy of students from the Ricks Center for Gifted Children 5

Gifted Education

Conference Host Norma Lu Hafenstein, Ph.D., Norma Lu Hafenstein, Ph.D., is the Daniel L. Ritchie Endowed Chair in Gifted Education at the University of Denver, Morgridge College of Education, Department of Teaching and Learning Sciences. A former teacher and administrator, Hafenstein brings decades of experience and expertise in graduate-level and K-12 teaching, teacher preparation, program development and evaluation, supervision, and research. Hafenstein led the development and implementation of the Carnegie Project on the Education Doctorate (CPED) for the University of Denver’s Education Doctorate in Curriculum and Instruction with a specialization in Gifted Education. She was a member of the Colorado Department of Education’s Standards Development Team where she helped to design the Gifted Education Core, Specialist, and Director endorsements. Hafenstein has secured over $11 million in grants, gifts, and contracts toward Gifted Education at the University of Denver including support through the Jacob K. Javits Gifted and Talented Students Education Act Grant of the US Department of Education, the Bradley Foundation, the Considine Family Foundation, the Sturm Family Foundation, the Buell Foundation, Daniel L. Ritchie, and William and Alice Collister. Hafenstein has conducted research in Colorado’s rural school districts since 2014, with the goal of understanding barriers to equitable identification. Hafenstein analyzes pre-service teacher training related to the needs of gifted learners and was recently named Chair of the World Council for Gifted and Talented Children’s international committee to develop teacher educator standards that support gifted education. In 1984, Hafenstein founded the Ricks Center for Gifted Children, a private school for preschool through eighth-grade gifted children on the University of Denver campus. For 29 years, she supervised a staff of 45 associate directors, faculty, graduate assistants, and staff and administered an annual budget of over $3.45 million. She also led a successful fundraising campaign which included capital for a new building, student scholarships, and a program endowment. Hafenstein was the founding director of the Institute for the Development of Gifted Education at the University of Denver, from 1998 through 2016, where she led efforts in research, publications, outreach, and service to the community. Publications by the Institute included the monograph series Perspectives in Gifted Education with special topics in Young Gifted Children, Twice-Exceptional Children, Complexities of Emotional Development, Spirituality and Hope, Diverse Gifted Learners, and Creativity. In 2017, Hafenstein edited Perspectives in Gifted Education: Influences and Impacts of the Education Doctorate on Gifted Education and the 7th Volume focusing on Legal Issues in Gifted Education has just been published. Hafenstein has hosted ten national conferences and policy symposia through the Institute for the Development of Gifted Education or the Office of the Daniel L. Ritchie Endowed Chair in Gifted Education. She has conducted over 200 presentations at International, National and State level conferences about gifted education. Hafenstein has chaired or participated in over 70 doctoral dissertations or doctoral research projects and teaches graduate courses including Research as Intervention; Defense of Research; Program Development, Leadership, and Communication in Gifted Education; Special and Gifted Education Legal Issues; Instructional Strategies for the Gifted; and Creativity: Theory and Practice. 6

Celebrating Gifted Education: Reflecting on our past— Impacting our future

Pre-Conference Workshops

1.30.20

Morning Sessions, 9:00-11:30 a.m. Creating Empathy and Understanding through Bibliotherapy Dr. Bob Seney, Cambridge Room •

Robert W. Seney, Ph.D., Professor Emeritus/Gifted Studies, Mississippi University for Women, has worked in education for over 46 years, 40 of those in gifted education. He was a classroom instructor, district administrator, head of private schools, and university professor. He is most known for his advocacy of using Young Adult Literature with Gifted Readers and his work with gifted readers. At MUW, he directed the graduate programs in Education and was the primary instructor in the Masters of Gifted Studies program. He was also the director of the Mississippi Governor’s School, a three-week summer residential program for gifted high school students. Upon retirement, the Mississippi University Board named him Professor Emeritus for his educational service to the state of Mississippi, the university, and the field of gifted education. He has been active in several state gifted organizations, NAGC, and the World Council for Gifted Children.

How to Fly When You Feel Like Falling...Understanding the Social Emotional Needs of Gifted Learners Dr. Jessica Howard, Windsor Room •

Jessica Howard, Ed.D, see full bio on page 26

Afternoon Sessions, 1:00-3:30 p.m. Visual Learning & Teaching: Developing an Educator Toolbox of Strategies to Boost Engagement and Increase Retention Dr. Susan Daniels, Mountain View Room • • •

Susan Daniels, Ph.D., is Professor of Educational Psychology and Counseling at California State University – San Bernardino. She is a co-founder and Educational Director of the Summit Center, with offices in California. At the Summit Center, Dr. Daniels provides personality, creativity, and learning profile assessments for children and adolescents as part of the center’s comprehensive psycho-educational and neuropsychological evaluations. Dr. Daniels is an internationally recognized expert in the field of gifted education and creativity, with numerous publications and presentations given annually at educational and psychological conferences. She specializes in the social and emotional development of gifted children and adolescents, intensity and sensitivity of gifted individuals across the lifespan, and the development of creative potential. Dr. Daniels is co-editor and co-author of Living with Intensity (Great Potential Press). Her most recent book Visual Learning and Teaching: An Essential Guide for Educators K-8 was published by Free Spirit Publishing.

Why are We Ignoring the Researched Benefits of Acceleration? Dr. Lindsey Reinert and Dr. Ruthi Manning-Freeman, Windsor Room • •

Lindsey Reinert, Ed.D., see full bio on page 26 Ruthi Manning-Freeman, Ed.D., is serving Academy District 20 Schools, Colorado Springs as the Assistant Director for Learning Services responsible for Gifted and Talented Programs, Enrichment Programs and Foreign Exchange Programs. Ruthi has an interest in the arts and oversees two large partnership grants with The New York Metropolitan Opera Company and the Kennedy Center for the Performing Arts. Ruthi is a graduate of Chatham College, earned her Master’s degree at The University of Virginia, and her Doctorate in Gifted Education from the University of Denver. Ruthi is passionate about gifted young learners and acceleration in all forms.

Gifted Education

Symposium Celebrating Gifted Education: Reflecting on our past— Impacting our future Thursday, January 30, 2020 • 4:00-5:30 p.m. Reception • Poster Sessions • Panel Discussion • Q&A

Dr. Norma Hafenstein

Daniel L. Ritchie Endowed Chair University of Denver

Dr. Sylvia Rimm

Dr. Julia Link Roberts

2013 Palmarium Recipient Case Western Reserve University

2015 Palmarium Recipient Western Kentucky University

Dr. Frank C. Worrell

2019 Palmarium Recipient University of California, Berkley

Moderator, Susan Assouline, Ph.D., University of Iowa, is the Myron and Jacqueline N. Blank Endowed Chair in Gifted Education and the Director of the UI Belin-Blank Center for Gifted Education and Talent Development. She is especially interested in twice-exceptionality, specifically gifted students who also have and autism spectrum disorder (ASD) or gifted students who have a specific learning disability (SLD). She conducts research on the academic talent development of elementary students and is co-author (with Ann Lupkowski-Shoplik) of Developing Math Talent: a Guide for Educating Gifted and Advanced Learners in Math (2011). As well, she is the lead author of The Iowa Acceleration Scale (2009), a tool designed to guide educators and parents through decisions about grade-skipping students. In 2015, she co-edited, with Nicholas Colangelo, Joyce Van Tassel-Baska, and Ann Lupkowski-Shoplik, A Nation Empowered: How Evidence Trumps the Excuses Holding Back America’s Brightest Students.

Celebrating Gifted Education: Reflecting on our past— Impacting our future

Schedule at a Glance Thursday, January 30 9:00-11:30 a.m.

Pre-Conference Workshop 1 & 2

1:00-3:30 p.m.

Pre-Conference Workshop 3 & 4

4:00-5:30 p.m.

Reception, Poster Sessions, and Policy Symposium

Friday, January 31 8:00–8:30 a.m.

Breakfast & Registration

8:30–9:30 a.m.

Welcome, Palmarium Presentation, and Keynote

9:45–10:45 a.m.

Breakout Session A

11:00 a.m.–Noon

Breakout Session B

Noon–1:00 p.m.

Lunch and Networking

1:00–2:00 p.m.

Breakout Session C

2:00–2:30 p.m.

Poster Session

2:30–3:30 p.m.

Breakout Session D

3:45–4:00 p.m.

Closing General Session

Please note: • Room locations for Breakout Sessions are located on their respective pages. • All Posters for the 2:00 p.m. session will be located in the Onyx room. 9

Gifted Education

James T. Webb Influence Scholars

James T. Webb, Ph.D. 1939-2018 Dr. James T. Webb was recognized nationally as one of the most influential experts on gifted education. Dr. Webb wrote 16 books, over 75 professional publications, produced three DVDs, and research papers for psychology conventions and conferences regarding gifted and talented children. Six of his books were on gifted children and adults, and four won “Best Book“ awards. In 1980, Dr. Webb established SENG, a national nonprofit organization that provides information, training, conferences, and workshops, and served as Chair of SENG’s Professional Advisory Committee. In 2011, he was recognized with the Lifetime Achievement Award from the Arizona Association for Gifted children, the Community Service Award from the National Association for Gifted Children, and the Upton Sinclair Award by EducationNews.org. Most recently, Dr. Webb was President of Great Potential Press, Inc. Dr. Webb received the 2017 Palmarium Award at the University of Denver’s Gifted Education Conference, “Transformational Leadership: Inspirations and Issues in Gifted Education”, where Dr. Webb was honored for exemplifying “a future in which giftedness will be understood, embraced and systematically nurtured throughout the nation and the world.” We want to honor Dr. Webb by continuing his legacy through encouraging others to implement his work within their reach. James T. Webb Influence Scholars are selected professionals who are committed to improving the lives of gifted and talented individuals. The James T. Webb Influence Scholars will continue to learn theories and practices in gifted education and seek to apply this knowledge in their own settings. 10

Celebrating Gifted Education: Reflecting on our past— Impacting our future

Influence Scholar Recipients Meet the James T. Webb Influence Scholars! Look for their presentations during the 9:45-10:45 a.m. Breakout Session

Anna Armitage, M.A., is an Ed.D. student of Curriculum and Instruction, Gifted Education specialization, at the University of Denver, Morgridge College of Education. She is in her fourth year teaching middle grades social studies with both gifted and non-gifted students in heterogeneously grouped classes. She has served as a school leader in supporting gifted 8th graders’ transition to high school, identifying underserved populations, and differentiating curriculum to meet all students’ needs.

Joi Lin, M.S., is an Ed.D. student of Curriculum and Instruction, Gifted Education specialization, at the University of Denver, Morgridge College of Education. She holds a B.S. in Mathematics & Secondary Education and an M.S. in Industrial and Organizational Psychology. Her research focuses on the areas of career development and virtual enrichment programs for the gifted.

Stephanie Peralta, M.A., is a second year Ed.D. student of Curriculum and Instruction, Gifted Education and Leadership specialization, at the University of Denver, Morgridge College of Education. She completed her Undergraduate and Masters degrees from DU as well. She is a proud student of the University, and feels very honored and blessed to attend the Gifted Education Conference. She has hopes of becoming a Gifted Coordinator for Denver Public Schools in the future.

Gifted Education

The Palmarium Award The Palmarium Award is awarded to an individual most exemplifying the vision of a future in which giftedness will be understood, embraced, and systematically nurtured throughout the nation and the world. It is presented each year at the annual Gifted Education Conference through the Office of the Daniel L. Ritchie Endowed Chair in Gifted Education. Recipients demonstrate vision through understanding of giftedness in the areas of: • Practice by impacting graduate education, pre-service, and P-12 Community • Community Outreach through advocacy at a variety of levels (local, national, international) • Publications informing teachers, children, parents, policy makers, and/or academia • Research influencing theory, practice, and/or policy

Past Palmarium Recipients Dr. Frank C. Worrell, 2019 Dr. Marcia Gentry, 2018 Dr. James Webb†, 2017 Dr. Del Siegle, 2016 Dr. Julia Link Roberts, 2015 Dr. Sylvia Rimm, 2013

Celebrating Gifted Education: Reflecting on our pastâ&#x20AC;&#x201D; Impacting our future

Welcome and Palmarium Presentation 2020 Palmarium Award Recipient Dr. Tracy L. Cross

Tracy L. Cross, Ph.D., is the Jody and Layton Smith endowed chair and Professor of Psychology and Gifted Education and Executive Director of both the Center for Gifted Education and Institute for Research on the Suicide of Gifted Students at William & Mary. He previously served Ball State University as the George and Frances Ball Distinguished Professor of Psychology and Gifted Studies, and the founder and Executive Director of both the Center for Gifted Studies and Talent Development and the Institute for Research on the Psychology of the Gifted Students. For nine years, Cross served as the Executive Director of the Indiana Academy for Science, Mathematics and Humanities, a residential high school for intellectually gifted adolescents, and was the former director of two state associations for gifted education: Wyoming Association for Gifted Education and Indiana Association for the Gifted. He has published over 200 articles, book chapters, and columns; made over 300 presentations at conferences; published ten books, with number 11 in press; edited five journals in the field of gifted studies (Journal for the Education of the Gifted, Gifted Child Quarterly, Roeper Review, Journal of Secondary Gifted Education, Research Briefs) and two general education journals (The Teacher Educator and the Journal of Humanistic Education). In 2011, Cross received the Distinguished Scholar Award from the National Association for Gifted Children (NAGC) and the Distinguished Service Award from both The Association for the Gifted (TAG) and NAGC. He is President Emeritus of NAGC and TAG, having served terms as President of TAG on two occasions. In 2009, he was given the Lifetime Achievement Award from the MENSA Education and Research Foundation. 13

Gifted Education

Keynote 2020 Palmarium Award Recipient Dr. Tracy L. Cross An Ecological Model of Suicidal Behavior Among Gifted Children and Adolescents Nothing is more tragic than a child dying by his or her own hand. Each year thousands of students die by suicide. At this time in history, it is difficult to discern how many students with gifts and talents (SWGT) are among the thousands of children and adolescents who take their own lives. Limited research indicates they are not more likely to engage in suicidal behaviors than other students. They do, however, have unique risk and protective factors. Risk factors can accumulate to outweigh protective factors, causing a downward trajectory toward psychache, a condition of intense psychological pain, and hopelessness. Without intervention, SWGT suffering from psychache are in imminent danger of suicide. This presentation outlines an ecological model of suicidal behavior among SWGT. The model provides an explanation and framework for future research and prevention efforts.

Celebrating Gifted Education: Reflecting on our past— Impacting our future

Breakout Session A

9:45-10:45 a.m.

Title

Room

Increasing Opportunity: Integration of Choice for All.................................................................................................. Cambridge Room Early Childhood Gifted Students of Color: A Curriculum Implementation Exploration................................. Cambridge Room Exploring the Phenomena of Gifted Graduate Students Studying Gifted Education......................................Cambridge Room Working with School Leaders..........................................................................................................................................Mountain View Room From Socrates to STEAM: Student Agency Impacts the Future................................................................................................Onyx Room The Secondary School Leader’s Role in Gifted Education: Building for Success?.........................................................Onyx Room Sharpen Your Tools: The Endrew F. Supreme Court Decision..............................................................................................Tudor Room Transitions are Internal: Mindshift Matters..............................................................................................................................Windsor Room The Harkness Method: 21st Century ‘Power’ Skills and Gifted Learners......................................................................Windsor Room

Cambridge Room, joint session, each presentation is approx. 20 minutes Anna Armitage, M.A. – Increasing Opportunity: Integration of Choice for All James T. Webb Influence Scholar Increasing Opportunity: Integrating Choice for All will provide guidelines and examples for secondary teachers looking to start or increase their integration of choice in the classroom. Choice is essential for gifted students, but it benefits all. Guidelines will be differentiated for student needs’ and teacher comfort with choice in the classroom. Special attention will be paid to creating choice for students who struggle with ambiguity, perfectionism, underdeveloped executive functioning skills, and work avoidance. •

Anna Armitage, M.A., see full bio on page 11

Joi Lin, M.S. – Exploring the Phenomena of Gifted Graduate Students Studying Gifted Education James T. Webb Influence Scholar This session will reflect on the educational experiences of gifted graduate students who have taken graduate coursework in gifted education. A phenomenological research study was conducted using a convenience sample of the researcher’s peers. Graduate students, who self-identified as gifted, completed two interviews designed to explore their experiences as a gifted student, experiences studying gifted education, and goals for their future impact as educators of gifted and talented students •

Joi Lin, M.S., see full bio on page 11

Gifted Education

Breakout Session A

9:45-10:45 a.m.

Cambridge Room (cont.), joint session, each presentation is approx. 20 minutes Stephanie Peralta, M.A. – Early Childhood Gifted Students of Color: A Curriculum Implementation Exploration James T. Webb Influence Scholar Early Childhood Gifted Students of Color are a population that needs further identification and support. This presentation will aim to answer questions about general educator knowledge surrounding the topic of early childhood gifted students of color, and how discrepancies between that of general educators and their knowledge of gifted students can be reconvened. The presentation will encapsulate the researcher’s intent to collect data and the protocols to be used as mechanisms in understanding the discrepancies that may exist between general educator knowledge of gifted students of color and curriculum based in the literature. •

Stephanie Peralta, M.A., see full bio on page 11

Mountain View Room Colleen Urlik, Ed.D. – Working with School Leaders Building strong relationships with leaders who influence gifted programming at the school level is essential to providing equitable gifted programming. In a state where local control is implemented, it is critical for gifted leaders to understand how to best work with and support school leaders. During this session, we will analyze how collaboration with school leaders and challenges within the site based gifted programming have traditionally been approached. We will explore and apply a new framework to collaborating with school leaders, understanding issues within site based gifted programs, and creating long-lasting solutions. •

Colleen Urlik, Ed.D., holds her Doctorate in Curriculum and Instruction with a Specialization in Gifted Education from the University of Denver and is the Principal of Hulstrom K-8, the magnet school in Adams 12 School District for gifted and advanced learners. She also serves as the President-Elect for the Colorado Association for Gifted and Talented.

Onyx Room, joint session, each presentation is approx. 30 minutes Connie Brown, M.Ed. – From Socrates to STEAM: Student Agency Impacts the Future While Agency feels like a new buzzword in education, it has been around since the 5th Century, BCE. What does it really mean? Why does it matter? How has it changed (and stayed the same) throughout all these centuries? How can we help our students develop it, and why should we? This session is for any educator who is hoping to understand the meaning of this concept as well as explore opportunities to inspire and invigorate their most complex learners to become the best version of themselves. •

Connie Brown, M.Ed., is a 30-year classroom veteran for middle and high school students, having served 10 years as lead teacher for a GT Center School. She is currently a GT Resource Teacher in Jefferson County, primarily focusing on secondary ALPs and gifted programming.

Celebrating Gifted Education: Reflecting on our past— Impacting our future

Breakout Session A

9:45-10:45 a.m.

Onyx Room (cont.), joint session, each presentation is approx. 30 minutes Brenda Kay Hardman, Ed.D. & Dialne McCall, M.S. - The Secondary School Leader’s Role in Gifted Education: Building for Success? School administrators of the future have more ability then they realize over how to meet the gifted student’s needs. With knowledge of state and federal standards, the building administrator can create innovate programs specific to their population. We present examples on how to staff a school and create consistent accountability structures at little or no cost. An innovative school leader is pivotal to the success of gifted secondary students as they build a master schedule which facilitates their diverse populations with unique curricular needs. Participants will be inspired to purposefully align scheduling and programs to meet the gifted student’s interests. • • •

Brenda Kay Hardman, Ed.D., a third-generation educator, serves as a Coach in Training for Ford’s New Generation of Learning. In 2020 she will serve NGL communities nationwide in developing small learning communities. As a past IB middle and high school principal, her quest is to enhance the accelerated learner’s experiences. Dialne McCall, M.S., is a lifelong educator. She has worked at College of the Desert, Macomb Community College, Delgado Community College and Embry Riddle Aeronautical University. She currently serves as an Itinerant Teacher of the Gifted in Bartow, Florida. Her goal is to help gifted students realize their full potential.

Tudor Room, no elevator access Terri Lee Nielsen, M.A. - Sharpen Your Tools: The Endrew F. Supreme Court Decision This session maximizes the opportunity to share our experiences with several important Education Law tools that may touch the lives of Gifted and other Learner types, such as ALPs, 504 Plans, IEPs, Reading Plans, Independent Learning Plans, FBAs, School-wide MTSS and PBIS planning, along with legislatively required (in Colo) ICAP career planning that often begins in “the middle years” but is required for 9th - 12th grade students, along with a quick magnifier on some specific criteria that help lay the foundation for success for these documents. •

Terri Lee Nielsen, M.A., was an early career K-12 educator and school psychologist intern, who then spent numerous years as a Project Manager / Investor for several Entrepreneurial projects including real estate investments, the Co-Founding of a Medical Device Distributorship, and the Founding of a small Education Advocacy organization 26 years ago called, Satori Alliance for Strong Schools. She is involved with the TQM and Agile communities in Denver and Boulder, and has enjoyed serving on numerous education advocacy boards and committees, including serving as the Resource Chair for JAG/T - Jefferson County Association for Gifted and Talented Learners many years ago, when her children were in elementary school.

Windsor Room, joint session, each presentation is approx. 30 minutes Benjamin Hershelman & Jennifer Fredrickson - Transitions are Internal: Mindshift Matters If change is external and transition is internal, what structures might support a MINDSHIFT that paves the way for a successful and smooth transition from elementary school to middle school? Investigating, strengths, super-powers, passions, challenges and catalysts WITH students allows teams to identify tools and resources that support the learner and the learning ahead of the transition. Explore how we embraced the transition MIND SHIFT and created partnerships and pathways to prepare for successful transitions to middle school for students, educators, and families! •

Ben Hershelman and Jenny Fredrickson work as GT Resource Teachers in Northern Jefferson County. In their role, they support identification, programming, and whole child balance/health for student’s Pre-K through 8th grade.

Gifted Education

Breakout Session A

9:45-10:45 a.m.

Windsor Room (cont.), joint session, each presentation is approx. 30 minutes Aleah Dacey, M.A. - The Harkness Method: 21st Century ‘Power’ Skills and Gifted Learning Gifted learners have an opportunity to explore and receive feedback on 21st century ‘power’ skills, like communication, problem-solving, critical thinking, and collaboration, through the use of responsive, student-led Harkness discussions. This strategy encourages students to practice reasoning, analysis, and argument while simultaneously developing impulse control, taking risks, negotiating conflict, managing time, and practicing flexibility. In this session, attendees will receive an overview of the Harkness method and listen to samples of student-led discussions along with sample rubrics, student reflections, and feedback strategies. •

Aleah Dacey, M.A., is a writer and educator with over 15 years of experience in responsive education, school administration, museum education, design thinking, project management, and instructional design; she has an M.A. in English, an M.A. in Teaching and Technology, and a B.A. in English and Art History.

Breakout Session B

11:00 a.m.-Noon

Title

Room

Gifted Curriculum and Social-Emotional Health—The Crucial Connection.................................................Cambridge Room Connecting to the Quantitative Strengths of Gifted Readers..................................................................................................Onyx Room Making a Case: Advocating for Math Acceleration......................................................................................................................Onyx Room Affective Goal Setting with the Habits of Mind.............................................................................................................................Tudor Room Unplugged: Frank Conversations About Supporting Gifted Learner’s Social Emotional Needs.................Tudor Room Is this Child Gifted? Characteristics Prevalent in Underserved Populations..........................................................Windsor Room

Celebrating Gifted Education: Reflecting on our past— Impacting our future

Breakout Session B

11:00 a.m.-Noon

Cambridge Room Sylvia Rimm, Ph.D. & Julia Link Roberts, Ed.D. – Gifted Curriculum and Social-Emotional Health– The Crucial Connection 2013 & 2015 Palmarium Award Recipients Curriculum that is challenging is a necessary component of appropriate schooling for high-ability students. Strategies must remove the learning ceiling at the same time that learning opportunities are built around complex content. Rigor and relevance combine to encourage the development of confident, creative and competent learners. In the early days of gifted education, educators assumed that advanced curriculum alone would ensure dedicated learning. While some students adjusted well to new challenges, others equally gifted, defensively avoided them. Some struggled with perfectionistic anxiety and ignored challenges that demanded discipline and concentration. Some came from enriched home environments, while others came from diverse backgrounds that obscured their giftedness. Still others masked their giftedness because of disabilities or emotional exceptionalities. Educators, counselors and families discovered the crucial connection of social-emotional needs with advanced curriculum. That challenge continues and leads to under identification and underachievement of gifted students. Our presentation will emphasize that crucial connection of curriculum and social-emotional learning and how educators and parents can deliver the appropriate magical combination. • •

• • • • • •

Sylvia Rimm, Ph.D., 2013 Palmarium recipient, is a psychologist who directs the Family Achievement Clinic in Ohio and specializes in working with gifted children and adults. She is also a clinical professor at Case Western Reserve University School of Medicine and counsels at Menlo Park Academy, a K-8 charter school for gifted children. Dr. Rimm speaks and publishes internationally on parenting, giftedness, creativity and underachievement. Among her many books are Education of the Gifted and Talented, Why Bright Kids Get Poor Grades and What You Can Do About It, How to Parent So Children Will Learn, Keys to Parenting the Gifted Child, See Jane Win®, How Jane Won, and See Jane Win for Girls. See Jane Win® was a New York Times Best Seller and was featured on The Oprah Winfrey Show and in People magazine. Her newest book is Jane Wins Again: Can Women Have It All? A Fifteen Year Follow Up. Dr. Rimm was a longtime contributor to NBC’s Today Show, hosted Family Talk on public radio nationally, and served on the Board of Directors of the National Association for Gifted Children. She has received the prestigious Anne F. Isaacs, Robert Rossmiller and Palmarium awards for her lifetime contributions to gifted children. Julia Link Roberts, Ed.D., 2015 Palmarium recipient, is the Mahurin Professor of Gifted Studies at Western Kentucky University. She is also the Executive Director of The Center for Gifted Studies and The Carol Martin Gatton Academy of Mathematics and Science in Kentucky. She is active in international, national, and state organizations. Dr. Roberts is one of seven members of the Executive Committee of the World Council for Gifted and Talented Children, past-president of The Association for the Gifted (a division of the Council for Exceptional Children), co-chair of the Legislative and Advocacy Committee for the National Association for Gifted Children, a member of the Kentucky Advisory Council for Gifted and Talented Education, and a board member of the Kentucky Association for Gifted Education. Her writing has focused upon differentiation, assessment, STEM schools, advocacy, and gifted education. Dr. Roberts received the first NAGC David Belin Advocacy Award, the 2011 Acorn Award as the outstanding professor at a Kentucky four-year college or university, and the 2011 William T. Nallia Award for innovative leadership from the Kentucky Association for School Administrators. Dr. Roberts was the recipient of the 2015 Palmarium Award. She directs summer and Saturday programming for gifted children as well as travels internationally with high school students.

Gifted Education

Breakout Session B

11:00 a.m.-Noon

Onyx Room, joint session, each presentation is approx. 30 minutes Marla Caviness-French, M.Ed. - Connecting to the Quantitative Strengths of Gifted Readers Understanding and developing the quantitative strength areas of gifted and talented readers leads to deeper, richer thinking. Incorporating quantitative strategies into literacy classes will inspire readers to engage in text using a very different cognitive thinking style. Quantitative reasoning strategies are necessary job skills that need to be regularly incorporated into a wide variety of content areas to adequately prepare our students for their future career environment. •

Marla Caviness-French, M.Ed., has 29 years of experience in education. As the CogAT coordinator in Jeffco Public Schools. Marla helps schools understand how to use CogAT data to guide and inform instruction to help all students expand their reasoning abilities in areas that relate to school success.

Joi Lin, M.S. & Molly Isaacs-McLeod, J.D. - Making a Case: Advocating for Math Acceleration As educators, it is our responsibility to educate students at their true level of learning. Often, this requires advocating for student acceleration in any areas of advanced aptitude. In this session, we will reflect on the research surrounding the effectiveness and social and emotional impact of different types of math acceleration; discuss impacts of math acceleration interventions; and celebrate stories from the perspectives of a student who was accelerated in math, a teacher of accelerated math, and a parent who advocated for math acceleration. Join us to discuss tips for advocating for the appropriate math acceleration of your students. • •

•

Joi Lin, M.S., see full bio on page 11 Molly A. Isaacs-McLeod, J.D., LLM, is a publisher, advocate, mediator, and educator. She is President and founder of Gifted Unlimited, LLC., a niche publishing company providing content pertinent to the gifted community, including titles formerly provided by Great Potential Press. She is a partner and co-founder of Practical Resolutions, LLC, and provides advocacy services to families seeking appropriate accommodation for their gifted children. In addition to having home-schooled her children, Molly has taught online classes at Athena’s Advanced Academy. Molly serves on the Planning Committee of the Institute for Special Education Advocacy at William and Mary Law School, has served on the Governor’s Task Force on Gifted Education, the Council on Gifted and Talented Education for Kentucky, and the Board of Directors for SENG. She co-founded Parents of Gifted Students, Inc., a support and resource group for families of gifted children and has served as a SENG Model Parent Group facilitator and trainer.

Celebrating Gifted Education: Reflecting on our past— Impacting our future

Breakout Session B

11:00 a.m.-Noon

Tudor Room, no elevator access, joint session, each presentation is approx. 30 minutes Anna Voth, M.Ed. & Jennifer Polk, M.Ed. - Affective Goal Setting with the Habits of Mind High levels of achievement are often the results of non-intellectual factors. Using the Habits of Mind to teach our students how to be successful thinkers is one way to reach those high levels of achievement. Changing the state of mind of our students and changing the ways they approach problems and situations can give them the skills needed to be successful in college and career. Using the work of Costa and Kallick I hope to give teachers the tools to write effective affective goals that will change the way our gifted students think about school and themselves as learners. • •

Anna Voth, M.Ed., has her Master’s in Educational Leadership and has been involved in Gifted education for 20 years. She supports various schools district wide by facilitating professional development and implementing gifted curriculum for all district stakeholders. Jennifer Polk, M.Ed., has her Master’s in Gifted Education and is a 4th grade classroom teacher at Shelton Elementary. She serves on the district Gifted Advisory council and is the gifted building liaison for her school. She uses Habits of Mind with her students in her classroom to develop their love of learning.

Perspectives in Gifted Education: Legal Issues

Perspectives in Gifted Education: Legal Issues Office of the Daniel L. Ritchie Endowed Chair in Gifted Education Morgridge College of Education University of Denver

Perspectives in Gifted Education: Legal Issues

Volume 7 Available Now! This gifted education monograph addresses the challenges and opportunities present in current legal contexts related to gifted learners in the United States.

VOL. 7

Pick up your copy today Or Email Us at: Idge@du.edu

Fall 2019

$25

Gifted Education

Breakout Session B

11:00 a.m.-Noon

Tudor Room (cont.), no elevator access, joint session, each presentation is approx. 30 minutes Michelle Oslick, M.A., Renee Cawley, L.P.C., & Allison Armour, M.S.W. – Unplugged: Frank Conversations About Supporting Gifted Learner’s Social Emotional Needs In a time when reports of childhood mental health disorders are on the rise, and the capacity of mental health staff cannot keep pace with demand, meeting the social emotional needs of gifted learners can seem daunting. During this session, presenters will reflect on the past by sharing real world experiences and resources developed to provide vertically aligned SEL outcomes integrating NAGC and CAS standards as well as the CASEL model as a foundation for universal social emotional instruction. They will also share their vision of how these resources will impact the future of social Emotional Learning for gifted students. • • • •

Michelle Oslick, M.A., supports mental health providers and educators of gifted students in Douglas County, CO with over 14 years of experience working with gifted students. Her expertise includes providing coaching and professional development in order to develop mental health supports for gifted students through multiple tiered systems of support. Renee Cawley, L.P.C., is a licensed professional counselor working for eleven years in a middle school setting and focusing on the development of affective curriculum and service models that meet the needs of gifted adolescents using a cluster group model. Allison Armour, M.S.W., is a school social worker providing support for universal, targeted, an intensive mental health support for all learners and specializing in supporting teachers, students, and families of highly gifted learners whose needs are extensive that they require center based instruction since 2005.

Windsor Room Felicia Lowman-Sikes, Ed.D. - Is this Child Gifted? Characteristics Prevalent in Underserved Populations This workshop will utilize profiles of gifted learners (K-12) from underserved populations to assist teachers and administrators as they learn characteristics that are present in rural students, English language learners, twice-exceptional students, and/or those who live in poverty. Workshop participants will work together to analyze student profiles and determine whether or not they would refer each student for a gifted education evaluation. Upon collaborating, participants will discover the true results from each student’s evaluation process, including special characteristics that may have hindered their identification. Participants will learn who initiated the referral process, none of whom were classroom teachers, and why classroom teachers often overlook similar students. •

•

Felicia Lowman-Sikes, Ed.D., is currently the Facilitator of Gifted Education Programs for Washington County Virginia Public Schools. In addition to a B.A. and M.Ed. she holds a graduate endorsement in Gifted Education from the University of Virginia and is currently an Ed.D. candidate at the University of South Carolina where she is studying the impacts of authentic assessments on student engagement among gifted learners. With twenty years of experience in public education, Ms. Lowman-Sikes strives to provide teachers and administrators with simple tools that can impact how they serve gifted learners. Ms. Lowman-Sikes is the past chairperson of the Region VII Consortium of Gifted Education Administrators and currently serves on the Virginia Consortium of Gifted Education Administrators’ State Executive Committee.

Congratulations, Norma!

On 10 Years of the Gifted Education Conference

Doctoral Students and Alumni Sheri Collier, Ed.D. Michelle DuBois, Ed.D. Jessica Howard, Ed.D. J. Justine Lopez, Ed.D. Ruthi Manning-Freeman, Ed.D. Rebecca McKinney, Ed.D. Lindsey Reinert, Ed.D. Lisa Turner, Ed.D. Colleen Urlik, Ed.D. Christine Winterbrook, Ed.D. Anna Armitage Karen Arnstein Jen Bartee Laura Boroughf Meryl Faulkner Kimberly Freed Jennie Jones Jennifer Lemoine Joi Lin Jessie Matthews Ryan McClintock Michelle Noberto-Whipple Stephanie Peralta Jervaise Pileggi Louise Reid Amanda Reynolds Sydney Slifka Kayla Steffens Robin Tobin Darrell Trujillo Paul Viskanta Barbara Washington Abby Winterbrook

Morgridge College of Education | University of Denver

Gifted Education

Breakout Session C Title

1:00-2:00 p.m. Room

Motivating Gifted and Talented Students...........................................................................................................................Cambridge Room Implementing Transitional Talent Development Programs to Support Multipotentiality........................................Onyx Room Educational Pathways: Thinking Outside the Box & Advocacy............................................................................................Onyx Room The Resilience Project: Understanding School Violence.......................................................................................................Tudor Room Emotional Regulation in the World of Gifted and Talented................................................................................................Tudor Room Understanding the Twice-Exceptional Learner.....................................................................................................................Windsor Room

Celebrating Gifted Education: Reflecting on our past— Impacting our future

Breakout Session C

1:00-2:00 p.m.

Cambridge Room Frank Worrell, Ph.D. - Motivating Gifted and Talented Students 2019 Palmarium Award Recipient There is an assumption that gifted and talented students are always intrinsically motivated. However, these students are not always motivated to do what you want them to do and it is important that teachers know how to motivate gifted and talented students. In the first part of this presentation, Dr. Worrell will review several motivational frameworks that are useful for educators to know. In Part 2, participants will work on translating the frameworks into activities for the classroom so that participants have a chance to practice applying the motivational frameworks. •

•

Frank C. Worrell , Ph.D.,is a Professor in the Graduate School of Education at the University of California, Berkeley, where he serves as Director of the School Psychology Program, Faculty Director of the Academic Talent Development Program, and Faculty Director of the California College Preparatory Academy. He also holds an affiliate appointment in the Social and Personality Area in the Psychology Department, and was a Visiting Professor in the Faculty of Education and Social Work at the University of Auckland (2014–2017). His areas of expertise include at-risk youth, cultural identities, gifted education/academic talent development, scale development and validation, teacher effectiveness, time perspective, and the translation of psychological research findings into school-based practice. Dr. Worrell served as Co-Editor and Editor of Review of Educational Research from 2012 to 2016 and as a Member at Large (2016 – 2018) on the Board of Directors of the American Psychological Association (APA). He is a Fellow of the Association for Psychological Science, the American Educational Research Association, and five divisions of APA, and an elected member of the Society for the Study of School Psychology and the National Academy of Education. Dr. Worrell is a recipient of UC Berkeley’s Chancellor’s Award for Advancing Institutional Excellence (2011), the Distinguished Scholar Award from the National Association for Gifted Children (2013), the Distinguished Contributions to Research Award from Division 45 (Society for the Psychological Study of Culture, Ethnicity, and Race) of APA (2015), and the Outstanding International Psychologist Award from Division 52 International Psychology) of APA (2018). Dr. Worrell has ongoing international collaborations in China, Ethiopia, Germany, Iran, Israel, Italy, Japan, New Zealand, Nigeria, Peru, Slovenia, Sweden, Turkey, and the United Kingdom.

Gifted Education

Breakout Session C

1:00-2:00 p.m.

Onyx Room, joint session, each presentation is approx. 30 minutes Emmaly Perks, M.A., - Implementing Transitional Talent Development Programs to Support Multipotentiality From an early age, gifted students are often told they can excel in any career they imagine—they need only to choose. However, many gifted students experience difficulty selecting careers due to multipotentiality, or increased aptitude across multiple domains. One solution is to implement transitional talent development programs (TTDPs). Through the framework of a TTDP at the University of Colorado, this session will provide information on developing TTDPs for students of all ages. Attendees will learn how to identify multipotentiality, resolve issues around multipotentiality, and leave feeling empowered to select and develop high-quality TTDPs for gifted students in their lives. • • • •

Emmaly Perks, M.A., received her Masters of Education from the University of Denver. She is the Director of the Psychiatry Research Education Core at the University of Colorado. Her work focuses on the intersection between educational, career and socio-emotional development. She has taught gifted students from elementary school through adulthood.

Onyx Room, joint session, each presentation is approx. 30 minutes Lindsey Reinert, Ed.D. & Jessica Howard, Ed.D. - Educational Pathways: Thinking Outside the Box & Advocacy As we are well aware, the traditional school system often does not meet the intellectual and/or social-emotional needs of our gifted children. Luckily, in this age of technology, transition and open-enrollment, there are many options available for families. How can we leverage advocacy to address these options available to families? Advocacy is “standing up or speaking up” (Corbell, 2000, p. 1) or “giving active support to a cause, putting out a call to take a position on an issue, and acting to see that it is resolved in a particular way” (Dettmer, 1995, p. 389). Through the lens of giftedness, Gallagher (1983) defined advocacy for gifted education as “a set of activities designed to change the allocation of resources to improve opportunities for the education of gifted and talented students” (p. 1). • •

•

Lindsey Reinert, Ed.D., is an adjunct faculty at the University of Denver in Curriculum & Instruction, a GT Resource Teachers for Jefferson County Public Schools supporting pre-K through 12th grade students, schools, and families, and has her own educational consulting business; Little Red Backpack, LLC. She is the presiding secretary for the Gifted Education State Advisory Committee (GE-SAC) and is Co-Presiding Governor for the Colorado Academy of Educators for the Gifted, Talented and Creative (CAEGTC). She has actively worked in the field of gifted education for the past 20 years. Jessica Howard, Ed.D., has been teaching children and adults for over 20 years and recently completed her Doctorate in Gifted Education at the University of Denver. She is the founder and owner of The SEAD program provides social and emotional learning through an individualized engaging Online platform. She has worked in the gifted education office at the Colorado Department of Education as well as in the special education and gifted education departments at Jeffco Public Schools. Her work is focused in the area of social-emotional needs of children, adolescents, and young adults.

Celebrating Gifted Education: Reflecting on our past— Impacting our future

Breakout Session C

1:00-2:00 p.m.

Tudor Room, no elevator access, joint session, each presentation is approx. 30 minutes Courtney Klein, Psy.D. & Kendra Doukas, L.M.F.T. – The Resilience Project: Understanding School Violence Traumatic situations such as school violence and other life-threatening acts against children and adults continue to impact our community. We look back at our experiences and work to support parents, teachers, and other community members who need to be better equipped to take care of themselves and to speak with their children about understanding, recognizing, and preventing violence through knowledge and improved mental health care. Looking forward we need to increase stress management techniques, self-care for all ages, and understanding of when to be afraid, when to react, and when to enjoy life with security. Ardent Grove presenters will help adults to recognize and address signs of trauma in themselves and children. •

•

Courtney Klein, Psy.D., is a Licensed Clinical Psychologist, Clinical Associate at The Catalyst Center, Executive Director of the Ardent Grove Foundation, and serves as a member on the Board of Psychological Examiners, DORA Colorado. She obtained her graduate degrees from the University of Denver’s Graduate School of Professional Psychology Center and has worked at various roles treating and training on trauma in private practice, community mental health centers, and in crisis care in the hospital system. Kendra Doukas, L.M.F.T., is a Licensed Marriage and Family Therapist, the Assistant Director of The Catalyst Center, and Clinical Supervisor and Community Presenter at the Ardent Grove Foundation. She obtained her advanced degrees from Colorado State University and has advanced knowledge in trauma treatment modules with children, families, and adults.

Traci Glover, M.Ed. & Leena Weaver, Ed.S. - Emotional Regulation in the World of Gifted and Talented When it comes to emotional well-being, gifted and talented students come with a unique set of challenges. Many students struggle with frustration tolerance and emotional regulation. We’ll review healthy versus unhealthy development and underlying causes of severe behavior including trauma, attachment, temperament, development, and entitlement, and how they play out with gifted and talented students. Participants will learn what an emotionally healing environment is and the need for healthy boundaries while building healthy relationships with students. This leads to a deeper connection between educator and student which will enhance the student’s emotional and academic growth. • • • • •

Traci Glover, M.Ed., is a School Counselor, Licensed Social Worker and Licensed Professional Counselor. Traci is trained in EMDR Therapy (Eye Movement Desensitization Reprocessing), Attachment Therapy, Love and Logic and trained in Restorative Circles and Restorative Justice. She received the Friend of the School Psychologist and Elementary School Counselor of the Year. Leena Weaver, Ed.S., is a school psychologist and has her Education Specialist Degree. She is a Nationally Certified School Psychologist, trained in Love and Logic School, Restorative Circles and Restorative Justice. She received the School Psychologist of the Year Award from the Idaho Association of School Psychologists in 2011.

Gifted Education

Breakout Session C

1:00-2:00 p.m.

Windsor Room Korrie Allen, Psy.D. – Understanding the Twice-Exceptional Learner Twice exceptional children often demonstrate performance that falls on both ends of the learning spectrum and represent a diverse group of individuals with a wide range of gifts, talents, and accompanying disabilities (Neihart, 2008; Trail, 2012). These learners tend to be misjudged, misunderstood, and mistreated in the educational setting, and often fall through the cracks because their gifted characteristics can mask the disability, or the disability can mask their gifted potential (Cline, 1999; Brody & Mills, 1997). The goal of this presentation is to review recent findings from the research and discuss practical implications for educators, parents, psychologists, and counselors. • •

Korrie Allen, Psy.D., ABSNP, is a Visiting Assistant Professor at the University of Denver. She founded Innovative Psychological Solutions. Dr. Allen has received funding from the Commonwealth Health Research Board, U.S. Department of Education, and the Society School Psychology Research to conduct research in the areas of autism and ADHD.

Celebrating Gifted Education: Reflecting on our past— Impacting our future

Poster Presentations

2:00-2:30 p.m.

Onyx Room Anna Armitage, M.A. – Increasing Opportunity: Integration of Choice for All James T. Webb Influence Scholar This poster will provide examples of strategies to support secondary teachers in increasing integration of choice in their classrooms. •

Anna Armitage, M.A., see full bio on page 11

Laura Boroughf, M.A. - Creating Relevant Curriculum Through Current Events in the Secondary Classroom Using current events to connect students to the curriculum. This poster will show how to make deeper meaning with the content. Websites, resources and lesson ideas will be shared. •

Laura Boroughf, M.A., is an Ed.D student of Curriculum and Instruction, Gifted Education specialization, at the University of Denver, Morgridge College of Education. She has 13 years of experience teaching in middle school.

Katie Coggin, M.A. – English Language Proficiency and General Intellectual Ability: Is there a correlation? This presentation would present research findings from my doctoral research proposal. This research will use a quantitative correlational design to investigate the relationship among English language proficiency and general intellectual ability of English language learners for identification in gifted programs. This will be done by correlating test results from ACCESS, a measure of English language proficiency, and the Naglieri Nonverbal Ability Test (NNAT), a test of general intellectual ability commonly used in gifted identification. •

Katie Coggin, M.A., is an Ed.D student of Curriculum and Instruction, Gifted Education specialization, at the University of Denver, Morgridge College of Education. She is the Gifted Learning Teacher for Challenge School in Cherry Creek Public Schools. She is in her 13th year as an educator and has devoted her education and career to gifted diverse learners. She has been a teacher, GT teacher, GT Liaison, and GT Coordinator. She has an extensive background in professional development to help other educators understand how to serve gifted learners.

Gifted Education

Poster Presentations

2:00-2:30 p.m.

Onyx Room Clare Hammoor, Ed.D. & Heather Mock, M.A. - Engaging Documentation: Verbatim and Reflective Practices Many schools share frequent documentation of children with families and the larger community. These photos and blurbs form the basis of parents’ understanding of their children’s day-to-day activities. They also support our students as they articulate their experiences and learning. This poster is particularly interested in discovering ways in which this practice can expand beyond the scope of photographs and adult-written notes and into the voices and actions of young people. By sharing more complicated and engaging documentation of children’s projects, relationships and interactions, we can more clearly identify and support talent in our young people. •

•

Clare Hammoor, Ed.D., is a playful educator whose practice is animated by inquiry and joy. Currently the Director of Inquiry and Instruction at Compositive Primary, he is fascinated by arts integration and collaboration. Clare has taught at Blue School, New York University, and University of Denver among other institutions. He has led classes and workshops internationally and his writing appears in articles, chapters, and journal editorships. He has also taught university courses and directed theatre in prisons for the past nine years. Clare earned an Ed.D. from NYU where his research focused on the agencies of children and things in play. Heather Bushnell Mock, M.A., is the founding head of school at Compositive Primary. In her 22 years as an educator, she has worked with students at all stages of the primary through secondary journey. Heather came to Compositive Primary from Dawson School where she was the Associate Head of School and K-8 Director. Prior to Dawson, Heather was an upper school class dean at Kent Denver School. Heather has also held teaching and/or administrative positions at The Maple Street School (Manchester, Vt.), The Head-Royce School (Oakland) and Sandia Preparatory School (Albuquerque). A graduate of The Spence School in New York, Heather earned a bachelor’s degree in art history from Princeton University and a master’s degree in elementary education from Teachers College at Columbia University.

Joi Lin, M.S. – Educational Experiences of Gifted Graduate Students Studying Gifted Education James T. Webb Influence Scholar This poster will share a horizon of quotes of gifted graduate students studying gifted education related to their educational experiences in elementary school, secondary school, and higher education. A convenience sample of eight graduate students were interviewed as part of a phenomenological research study. •

Joi Lin, M.S., see full bio on page 11

Celebrating Gifted Education: Reflecting on our past— Impacting our future

Poster Presentations

2:00-2:30 p.m.

Onyx Room Stephanie Peralta, M.A. – Curriculum Impact for Early Childhood Gifted Students of Color James T. Webb Influence Scholar Ms. Peralta, M.A., has chosen to display the potential impact of curriculum usage in general education classrooms for early childhood gifted students of color. Three mechanisms are used to understand what is currently happening in the classroom and the comparison to vital current literature. •

Stephanie Peralta, M.A. see full bio on page 11

Sydney Slifka, M.A. – Preparing Preservice Teachers for Working with Gifted Students What research has explored the preparation of preservice teachers teaching gifted students? This literature review reflects upon current trends in academic research on preservice teachers’ preparedness for working with gifted students. Current areas of need and recommendations for impacting the fields of gifted education and teacher preparation will also be identified. •

Sydney Slifka, M.A., is an Ed.D student of Curriculum and Instruction, Gifted Education specialization, at the University of Denver, Morgridge College of Education and a teacher at an elementary school in Jefferson County. Her passion and research focus is impacting preservice teachers’ understanding of gifted students.

Breakout Session D

2:30-3:30 p.m.

Title

Room

Providing for the Positive Psychological Development of Students with Gifts and Talents.....................Cambridge Room Yellow Labs, Grizzly Bears: Social-Emotional Lives of Gifted Boys.....................................................................................Onyx Room Best Practices for Culturally and Linguistically Diverse Learners..............................................................Mountain View Room Underrepresentation of Minority Gifted Students within the Public School System.................................................Tudor Room Serving Gifted & Talented GLBTQ+ Students: Supporting CO/CA/NJ/IL Legislation............................................Windsor Room

Breakout Session D

2:30-3:30 p.m.

Cambridge Room Tracy Cross, Ph.D. – Providing for the Positive Psychological Development of Students with Gifts and Talents 2020 Palmarium Award Recipient Cross will discuss challenges to gifted students’ psychosocial functioning. The day-to-day lived experience of gifted students can include a variety of stressors unique to them. Peers, teachers, and family members may support or undermine their psychological functioning. Using developmental and motivation theory, Cross will discuss what the research on gifted students tells us about challenges to their happiness, mental health, and productivity. From there, he will explore options for the adults in their lives to provide the support they need. •

Tracy Cross, Ph.D., see full bio on page 13

Save the Date! 11th Annual Gifted Education Conference and Policy Symposium

February 4-5, 202 1

Duke TIP—Serving your gifted students since 1980. Today, our commitment is stronger than ever.

uke Talent Identification Program provides educators and parents with research-based resources to help support their gifted students. Our Talent Search helps high-ability students identify strengths, explore interests, and celebrate achievements. In the past year, we distributed over $4.1 million in financial aid so that students from all economic backgrounds could participate in our programs. Visit tip.duke.edu to learn more.

Duke TIP offers: Â Above-grade level testing opportunities Â Academic enrichment and recognition activities Â Renowned year-round educational programs Â Research-based advice and curriculum resources Â College planning resources for gifted students

Congratulations to Dr. Norma Hafenstein for 10 years in Celebrating Gifted Education!

Gifted Education

Breakout Session D

2:30-3:30 p.m.

Onyx Room Mark Hess, M.Ed. - Yellow Labs, Grizzly Bears: Social-Emotional Lives of Gifted Boys Gifted boys, like all gifted children, are wrapped in intensities. How do we invite boys—who might lack the basic vocabulary of emotions--into social-emotional classroom lessons in a non-threatening way? How can we invite them to move beyond the stereotypical roles of masculine from our past and reach out with empathy and understanding to propel us into the future? This session will examine the wonderful (and conflicted) world of “boyness” and suggest ways we can use humor, hands-on learning, mystery, and activities to engage boys in social-emotional lessons. Each participant will receive a fully developed lesson plan. • •

Mark Hess, M.Ed., has spent 31 years teaching gifted learners. He is the Pikes Peak Association for Gifted Students president and state board member for the Colorado Association for Gifted and Talented. As Portable Gifted and Talented, he trains teachers and has published 225 units specifically designed for gifted learners.

Celebrating Gifted Education: Reflecting on our past— Impacting our future

Breakout Session D

2:30-3:30 p.m.

Mountain View Room Lindsey Reinert, Ed.D. & Kimberly Schmidt, Ph.D. – Best Practices for Culturally and Linguistically Diverse Learners in Gifted Education Culturally and linguistically diverse learners have inequitable access to gifted programming, curricula and services; therefore, they do not receive instruction that nurtures their learning talents, culture, and emergent bilingualism. Siegle and colleagues report (2016) that “students from culturally, linguistically, and economically diverse communities represent disproportionately low numbers of students scoring at the highest levels of achievement, rendering concerns that students in today’s schools are potentially being “intellectually barred” from achieving their obvious, emergent, and latent talents and abilities.” (p. 105) Because of this divide, we argue that giftedness programming and identification must also include culturally responsive curricula, build from language strengths and needs of students, and provide access to gifted programming that includes enriched curriculum, cluster groups, differentiated learning experiences, critical thinking. Community-based projects are culturally responsive building from Freire’s conceptions of problem-posing that encourage students to explore the problems, concerns, and needs of their communities through inquiry-based approaches in small groups. • • • •

Lindsey Reinert, Ed.D., see full bio on page 26 Kim Schmidt, Ph.D., spent 23 years in public and private education in a variety of contexts as a teacher, professional developer and researcher. Her teaching and research interests include culturally responsive pedagogy. literacy, teacher education, and gifted education for Culturally and Linguistically Diverse Learners. She won the Literature Sig Dissertation Award in the American Education Research Association in 2018.

Tudor Room, no elevator access Debra Maldonado, M.A. & Darrell Trujillo, M.A.T. - Underrepresentation of Minority Gifted Students within the Public School System One of the goals is to advocate for minority students who are underrepresented and identified in gifted education. In order to provide all students with an equitable education, we need to recognize culturally diverse students who are underrepresented. Another goal is to educate parents on the importance of giftedness of their child and what that means including the support systems that are available to them. Finally, the last goal, is to help educators be more aware of the underlying biases that often prevent them from identifying minority gifted students. •

•

Debra L. Maldonado, M.A., is retired elementary teacher from Denver Public Schools and an Ed.D. student of Curriculum and Instruction, Gifted Education specialization, at the University of Denver, Morgridge College of Education. She is currently working on creating an indigenous curriculum for sixth grade students for English and Social Studies. He research focus will be an indigenous study of underrepresentation of Native Americans in gifted education Darrell Trujillo, M.A.T., is an Ed.D. student of Curriculum and Instruction, Gifted Education specialization, at the University of Denver, Morgridge College of Education and a Social Studies GT teacher at Ken Caryl Middle School. This is his fourth year teaching and his second career.

Gifted Education

Breakout Session D

2:30-3:30 p.m.

Windsor Room Paul Viskanta, M.A. – Serving Gifted & Talented GLBTQ+ Students: Supporting CO/CA/NJ/IL Legislation This workshop will focus on this special population by exploring the similarities and differences in each of the states’ (CO/CA/NJ/IL) legislation. We will then review the research regarding how to support this population from a lens of gifted and talented education. Finally, we will collectively study several of the most prominent curricular resources currently available for educators to satisfy the different legislative requirements, then determine strategies to specifically differentiate the content for gifted and talented students. The study of curricular resources will identify specific areas of opportunity, so as to “Impact the Future,” as more states mandate curriculum that is inclusive of the GLBTQ+ population and its accomplishments. • • •

Paul Viskanta, M.A., is a 3rd year Ed.D. student in the Curriculum and Instruction program at the University of Denver, Morgridge College of Education and will receive a Gifted and Talented certification for Colorado. His primary research focus is on secondary writing pedagogy. Additional interests include teacher resilience, GLBTQ+ students, and grassroots organizing as it relates to teaching and education. Previously, he taught English for 17 years in underserved schools in Los Angeles.

EDD WITH A SPECIALIZATION IN GIFTED EDUCATION The Education Doctorate (EdD) is a three-year program integrating Gifted Education with Curriculum & Instruction theory, practice, and research. It provides doctoral competencies, financial support for research projects, space for online portfolios, and generous financial aid for 100% of admitted students. Scholarships typically run no less than 40% of the total cost of tuition.

NOW OFFERING COLORADO DEPT OF EDUCATION ENDORSEMENTS!

• Two courses are offered online each quarter (Fall, Winter, Spring), allowing students to study around their schedules. • Two courses are offered at DU each June to enable relationship-building and collegial support groups. We also offer a Gifted Director option, which expands the EdD program by one year (from 3 to 4 years) and focuses on leadership. Our goal is to help students become highly competent, collaborative, ethical, and self-reflective scientist-practitioners as they work on behalf of individuals, families, schools, and communities.

LEARN MORE TODAY 303.871.2509 | mce@du.edu

morgridge.du.edu/gifted_education_specialization

Celebrating Gifted Education: Reflecting on our past— Impacting our future

Conference Survey and CE Certificate Thank you for joining us! We welcome your feedback! Take our post-conference survey to receive your conference certificate at

bit/ly.2020GECEvalSurvey CHILD-CENTERED WORLD SYMPOSIUM April 24, 2020 8:30am - 4:30pm

EARLY BIRD RATE prior to 3/15 - $180, then $225

OPENING SPEAKER: Dr. Michael M. Piechowski LOCATION Noah’s Event Venue 11885 North Bradburn Boulevard Westminster, CO 80031

THE EVENT In honor of our 40th year, Gifted Development Center is hosting an international symposium to help the world rediscover the uniqueness of the gifted child.

TOPICS

• Why is Child-

•

• • •

Centeredness Important? Giftedness as Asynchronous Development Child-Centered Gifted Education Qualitative Assessment The World Game

QUESTIONS? Ph: 970.819.3577

tina@guidingbright.com

For more information and to register, go to

www.gifteddevelopment.com

THANK YOU TO OUR SPONSORS!

UNLIMITED DIAMOND SPONSOR Duke Talent Identification Program GOLD SPONSOR SEAD Program LUNCH SPONSOR Gifted Unlimited, LLC GENERAL SPONSORS Colorado Adventure Point Gifted Development Center PALS Chess Academy Play-Well TEKnologies Ricks Center of Gifted Children World Council for Gifted and Talented Children

Celebrating Gifted Education: Reflecting on our pastâ&#x20AC;&#x201D; Impacting our future

Notes

Gifted Education

Katherine A. Ruffatto Hall 1999 E. Evans Avenue Denver, CO 80208 IDGE@du.edu

morgridge.du.edu