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Sunday, October 17 2021 1:00 PM - Tuesday, October 19 2021 4:00 PM [CDT]
6111 Fleur Drive,
Participate in our parent-focused learning Sunday afternoon with keynote Emily Kircher-Morris and other speakers, and return Sunday night for an educator-focused Pre-Conference. Parents: Your ITAG Membership is included in the registration fee.
Virtual Conference MONDAY Only: Live Stream and Recorded Conference. Note: A schedule will be provided for Live Stream, 'real-time' access which includes keynote speaker for Monday and several breakout sessions. Recordings of these and other sessions will follow and will be made available by the end of October. See "add on" for those who purchase Virtual Monday only to add all other recorded sessions of the three-day conference for $75.
Virtual Conference TUESDAY Only: Live Stream and Recorded Conference. Note: A schedule will be provided for Live Stream, 'real-time' access which includes keynote speaker for Tuesday and several breakout sessions. Recordings of these and other sessions will follow and will be made available by the end of October. See "add on" for those who purchase Virtual Tuesday only to add all other recorded sessions of the three-day conference for $75.
If you purchased a Monday only or Tuesday only VIRTUAL conference registration , for $75 you can have access to all recordings that ITAG can procure for our conference from Sunday- Tuesday. These will include keynote presentations and most breakout sessions. Note: If you purchased a Full Conference in-person or Full Conference Virtual registration, do not register for this 'add on'. You will automatically receive the recordings.
Virtual Conference Only: Live Stream and Recorded Conference. Note: A schedule will be provided for Live Stream, 'real-time' access which includes keynote speakers from Sunday through Tuesday and several breakout sessions from Sunday through Tuesday. Recordings of these and other sessions will follow and will be made available by the end of October.
Arrive Sunday when you choose, and participate in Parent Day (parent-focused sessions beginning at 1 pm) and Pre-Conference sessions focused on educators in the evening. Enjoy two conference days focused on educators Monday and Tuesday. Note: Parent Day, Pre-Conference, and Monday and Tuesday sessions are all a part of the Full Conference fee of $325. Meals are provided Monday and Tuesday for breakfast and lunch, and are included in your registration fee. ANNUAL ITAG MEMBERSHIP is included is the FULL CONFERENCE registration fee. Please know that cut off for Full Conference is Friday, October 8 to plan sufficiently for meals. Also Note! All recordings ITAG procures are a gift to you for 90 days at no additional fee with this registration.
Keynote for Monday, October 18 is Dr. Sally Krisel. Enjoy her message, along with breakout sessions from Dr. Krisel and many invited speakers and others. Breakfast and lunch are included in the Monday-only registration. Annual ITAG Membership is included in your registration fee. Please know that cut off for Monday only conference day is Friday, October 8 to plan sufficiently for meals.
Colin Seale is our keynote for Tuesday, October 19, 2021. Enjoy his message and breakouts from Colin Seale, invited speakers and others. Breakfast and lunch are included in the Tuesday- only registration. Annual ITAG Membership is included in your registration fee. Please know that cut off for Tuesday only conference day is Friday, October 8 to plan sufficiently for meals.
Enjoy keynote Emily Kircher-Morris and other speakers. Parents: Your ITAG Membership is included in the registration fee.
NOTE: FULL CONFERENCE REGISTRATION includes Parent Day.
If you purchased a Monday only or Tuesday only conference registration for our in-person conference, for $75 you can have access to all recordings that ITAG can procure for our conference from Sunday- Tuesday. These will include keynote presentations and most breakout sessions. Note: If you purchased a Full Conference in-person registration, do not register for this 'add on'. You will automatically receive the recordings, compliments of ITAG.
Enjoy Emily Kircher-Morris, Dr. Sally Krisel, and others. Note: FULL CONFERENCE FEE includes this experience. This event is open to educators and parents. All are welcome!
Designed for college students who are studying to be educators, this option is available for Monday only, October 18, 2021. Student needs to provide ITAG with evidence that s/he is a current, full-time college student. There may be a scholarship to cover the $35 cost. Registrants are encouraged to request a scholarship by emailing ITAG at email@example.com.
This is a great opportunity for Young Scholars to share their learning in an accepting environment with those who 'get' gifted and talented students. Note: Do not register for this event until you (ITAG Mentor,Educator, Parent) have submitted a proposal for your student group (Max 5 students per group, one per educator/school) and have received word from ITAG that your group's proposal has been accepted. Five groups, total, will be accepted for this event. Presentations and Meet and Greet are for Tuesday, October 19, 2021 only during a portion of the day, and are reserved for those students (and mentor) whose proposals were accepted and who have been notified by ITAG. Any questions, please reach out to ITAG at firstname.lastname@example.org. For the proposal link, click here: https://www.surveymonkey.com/r/RL5DW3Y
Recognize and support twice-exceptional (2e) learners to help them succeed in school—and beyond.* For additional description, please click on Emily's photo on the ITAG website conference page. Note: Every effort is made for your purchased text(s) to be available in time for conference and, if you choose, for Emily's signature at the book signing. However, we cannot rule out that shipping will not cooperate or that you, as the payee, may find that you cannot be at the conference to accept your book(s). In any circumstance, the book will be shipped to you. There will be a limited amount of books for purchase at the conference for the full price of $42.99. For more information about the book: https://www.amazon.com/Teaching-Twice-Exceptional-Learners-Classroom-ProfessionalTM/dp/1631984853/
For one re-licensure credit (total $100 fee) register through ITAG (pay ITAG fee of $65.00) AND register through the AEA System for the ITAG Annual Conference course (pay Heartland AEA fee of $35.00). Please note that the conference course is NOT YET on the HEARTLAND AEA website; ITAG will notify those registering here for credit when the course becomes public on Heartland AEA's website so that you can complete your registration). The $100 total fee for 1 credit is in addition to registering for the ITAG 2021 Annual Conference.
The $35 fee is the AEA's administrative fee. As ITAG is not an employee of the AEA, the ITAG fee of $65 is for creation of the course, and for all reading and evaluation of work, as well as communicating credit earned to the AEA system. All fees collected by ITAG go into the organization for operating expenses.
Early Bird Rate! Save 25 bucks and make sure you have a "seat" at the conference. Arrive Sunday when you choose, and participate in Parent Day (parent-focused sessions beginning at 1 pm) and Pre-Conference sessions focused on educators in the evening. Enjoy two conference days focused on educators Monday and Tuesday. Note: Parent Day, Pre-Conference, and Monday and Tuesday sessions are all a part of the Early Bird Full Conference fee of $300. Meals are provided Monday and Tuesday for breakfast and lunch, and are included in your registration fee. ANNUAL ITAG MEMBERSHIP is included in the FULL CONFERENCE registration fee.
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Please consider a tax-deductible donation to ITAG so that ITAG can continue to offer advocacy, education, and networking opportunities for stronger gifted education in Iowa. Thank you!
Sunday, October 17 2021 1:00 PM - Tuesday, October 19 2021 4:00 PM [CDT]
Airport Holiday Inn, 6111 Fleur Drive, Des Moines, Iowa , 50321, United States.
The Iowa Talented and Gifted Association recognizes, supports, and respects the unique and diverse needs of talented and gifted learners through advocacy, education, and networking.
ITAG promotes advocacy at the national, state and local levels, pre-service and in-service training in gifted education, and parent/community awareness, education and involvement. ITAG is comprised of parents, educators, other professionals, and community leaders who share an interest in the growth and development of gifted and talented individuals in Iowa.
ITAG is a 501(c)3 organization which was organized more than 40 years ago with a vision that gifted and talented children in the State of Iowa should receive an education commensurate with their abilities and needs. ITAG is an affiliate of the National Association for Gifted Children.
Emily Kircher-Morris, M.A., M.Ed., LPC, inspired by her own experiences as a twice-exceptional (2e) learner, is dedicated to supporting 2e children—including her own—in a way she wasn’t during her academic years. She has taught in gifted classrooms, has been a school counselor, and is now
in private practice as a licensed professional counselor, where she specializes in helping gifted and twice-exceptional kids.
Emily is the author of two books related to the development of twice-exceptional learners. "Teaching Twice-Exceptional Learners in Today's Classroom" (Free Spirit Publishing, 2021) focuses on supporting 2e learners in the educational setting, and "Raising Twice-Exceptional Children: A
Handbook for Parents of Neurodivergent Gifted Kids" (Routledge, 2021) is a guide for parents navigating the world of twice-exceptionality.
Emily is the president and founder of the St. Louis-based nonprofit Gifted Support Network. She speaks at statewide, national, and international conferences and frequently provides virtual and inperson
professional development to educators worldwide. She also hosts The Neurodiversity Podcast, which explores parenting, counseling techniques, and best practices for enriching the lives of neurodivergent people. Emily lives near St. Louis, Missouri.
Dr. Sally Krisel devoted her career to the recognition and development of the creative and cognitive abilities of all children, including those from economically, culturally, and linguistically diverse groups. She has taught at the elementary, middle school, high school, and university levels; and she spent 10 years as Georgia’s State Director of Gifted Education. Krisel served as Program Coordinator for the University of Georgia site of the National Research Center on the Gifted and Talented, where she worked with Dr. Mary Frasier on the absolute priority of the Jacob Javits Gifted & Talented Students Act, finding better ways to identify gifted students from under-served populations.
As Director of Innovative and Advanced Programs for Hall County Schools in Gainesville, Georgia, Dr. Krisel lead programming initiatives designed to help teachers recognize and develop students’ advanced abilities. Her position was dedicated to raising academic standards by expanding rigorous curriculum offerings and integrating the know-how from gifted education to develop all students’ academic potential. She spearheaded the development of 35 charter schools, magnet schools, and specialized programs, all of which focus on high-end learning opportunities and pedagogy once thought to be the exclusive domain of gifted education, to lead a districtwide effort to raise the levels of enjoyment, engagement, and achievement of all students.
Krisel is a part-time faculty member in the Gifted and Creative Education Program at the University of Georgia. She has been recognized for her work in promoting both equity and excellence in gifted education by the National Association for Gifted Children, the Georgia Association for Gifted Children, the University of Georgia, and the U.S. Department of Educations’ Office for Civil Rights. Dr. Krisel served five terms on the NAGC Board of Directors from 2009-2021. She completed her term as Past President of the association in August of this year.
Resource list: Thinking Like a Lawyer: A Framework for Teaching Critical Thinking to All Students
Bulk purchases: https://www.thinklaw.us/thinking-like-a-lawyer-book/
thinkLaw Family Experience: Critical thinking resources for parents: https://www.thinklaw.us/fam/
Bring thinkLaw curriculum or professional development to your school: https://www.thinklaw.us/quote-request/
Buena Vista University
Professional Educators of Iowa
By Emily Kircher Morris, Unlimited Potential Counseling and Education Center, O’Fallon, Missouri, Licensed Professional Counselor, Parent-Educator, Host of The Neurodiversity Podcast
Processing and managing emotions is hard for even the most level-headed of us. For gifted and twice-exceptional kids and teens, dealing with "all the feels" can be exhausting. The skills needed to develop emotional regulation can be developed over time with guidance and compassion from parents and educators. Emily will break down the 4-step process of emotional regulation so we can help our kids who are "a little bit extra" find healthy ways to manage their emotions
By Valora James, MBL, Co-Chair of Many Shades of Colour Young Women’s Conference
The MSOC-Many Shades of Colour session shines the spotlight on giftedness showcased at its annual conference. The intentionality to “address the issues hindering young women’s academic, social, psychological, and economical success” is well supported locally and broadening to a national platform due to COVID-19 pandemic. The session will give highlights about the conference including presentations and workshops, facilitated by women leaders in the community, focusing on topics such as health, leadership, academic achievement, self-worth, as well as cultural competency and awareness, among others.
By Dr. Sally Beisser, Ph.D., Levitt Distinguished Professor of Education, Drake University
Join this short presentation and discussion about early childhood giftedness. My research suggests there are 10 observational areas to identify preschool and primary students. Receive a copy of this identification tool of descriptors and corresponding observational activities. Parents are the first to notice characteristics of giftedness in their children. Let’s talk about what to do at home and school. Handout links: https://bit.ly/3jdqrSf https://bit.ly/3DQqOdu https://bit.ly/3BUEmUD https://bit.ly/2YUfoWP https://bit.ly/3FY97u8 https://bit.ly/3ANGa0b https://bit.ly/3vjMaNl
By Hollie Weber, ITAG Board Member, Educator-Parent, and Linda Linn, retired Counselor and AEA specialist, Parent-ITAG Board Member
Healthy and timely school and home communications are so important for children’s academic and social/emotional growth. Reciprocal communications need to be based upon trust and respect. Especially now, we know communication may be complicated. This session will provide learning and discussions based upon how to be an advocate for your child in the school setting. We will also offer strategies to assist you in your child’s self-advocacy journey. Handout link: https://bit.ly/3aOqP5g
Teachers and parents have been searching for a way to ignite passion and motivation in kids for years. How is it that gifted kids, who have off-the-charts ability, struggle with basic motivation? The secret to motivation is deeper than a growth mindset, and drive isn't as black-and-white as intrinsic versus extrinsic motivation. Through this presentation, Emily shares the three ingredients needed for self-regulated motivation. Implementing these steps helps our gifted learners harness their motivation, leaving us on the sideline to watch them soar.
Emily Kircher-Morris will be available to sign copies of her books and network with attendees after this keynote.
Please join Emily Kircher-Morris as she signs her book, Teaching Twice-Exceptional Learners in Today’s Classroom. Pre-order her new book, Raising Twice-Exceptional Children: A Handbook for Parents of Neurodivergent Gifted Kids
Sit in while ITAG recognizes ITAG Board Treasurer Chris Schultz in a Legacy Interview
Since March of 2020, each of us has been put to the test as we each learn to navigate a world that has changed faster than anything we have ever experienced. Rates of mental health concerns for kids and teens have risen considerably within this timeframe due to isolation, uncertainty, and overwhelm. When a crisis occurs, what do we need to do to support gifted and twice-exceptional learners? How can we empower them in crisis situations and help foster resilience? During this session, we will explore ideas about how to meet gifted kids’ diverse needs in times of crisis, including how to notice and support specific mental health needs.
By Dr. Kimberly S. Wayne, Founder and Executive Director of Jewels Academy
Have you ever noticed your local grocery store check-out lanes are the majority of self-checkout kiosks? Or conducting simple bank transactions can be done through your mobile device versus going to a brick and mortar? Or how malls are becoming extinct? All these are related to the advancement of technology changing how we live, learn, communicate and work. In this session, we will discuss how to prepare our gifted youth to be at the forefront of these changes and to be adaptable to our ever-changing world.
Join an amazing group: Emily Kircher-Morris, Dr. Sally Krisel, Dr. Laurie Croft, Dr. Sally Beisser, and Dr. Kimberly Wayne for a casual interaction of Question and Answer. Submit questions to email@example.com in advance of the conference.
handouts: https://bit.ly/3vl5vxr https://bit.ly/3FUBzNw
By Dr. Sally Krisel, EdD, Past President, NAGC Board of Directors, University of Georgia
In an era of escalating accountability and shrinking budgets, gifted education programs and services can be at risk. Dr. Krisel will share proven ways to make your programs for gifted students indispensable. She will describe evaluation strategies for boosting gifted education services in the ways that matter most--ensuring excellence, equity, and visibility.
y Laurie Croft, Associate Director; Professional Development, Clinical Professor of Gifted Education, Department of Teaching and Learning
Teacher-student relationships (TSRs) have rarely been explored from the student perspective (Dickerson, 2020). A qualitative research study has explored gifted students’ perspectives about specific teacher-student relationships that contributed to students’ academic engagement and achievement. What teacher characteristics and competencies are effective for gifted students, as perceived by those students?
By Dr. Kay Augustine, Education Program Consultant at the Iowa Department of Education; Dr. Kristine Milburn, Gifted/Talented Coordinator and Lead at West Des Moines Community Schools; students
Within gifted education, we often talk about SEL (social-emotional learning), and we recognize the importance for our students.. With Iowa’s new Social-Emotional Competency Guide, the focus is shifting to how we can implement SEL strategies throughout the day. What impact will this shift have on gifted/talented programs? How can we leverage Iowa’s SEL competencies to better serve advanced and gifted/talented learners? We will look at how SEL competencies align with NAGC programming standards. Participants will leave with strategies for integrating SEL with students served by gifted/talented programming. Handout link: https://bit.ly/30w9Ylz
By Sherice Ortman, Secondary Curriculum and Advanced Programs Coordinator, Waterloo Community Schools
Participants will learn strategies to establish a culture of inquiry as they build a deeper understanding of essential questions to spark critical thinking outcomes. This workshop will focus on ways to apply a Socratic approach to elevate speaking, reading, and writing outcomes. The Waterloo Schools continue to build a culture of inquiry in the regular classroom setting, along with Talent Development and ELP environments. Take our journey as we apply strategies that elevate discourse and support DOK 3 outcomes.
By Jay Swords, GT Teacher, Retired, Davenport Schools
Gifted students who do not fit the mold are common in most schools and staff rarely have the time or training to help them deal with what they face on a day to day basis. G/T teachers can help fill this gap and guide these students to more successful interactions academically as well as interpersonally with school staff, parents, adults in general, and their gifted and non-gifted peers. Handout link: https://bit.ly/3lIk8YK
By Bonnie Kramer, K-12 Gifted Coordinator, Riverside Community Schools
Unlimited combinations of easily recognizable symbols can increase the depth and complexity of questions many times over. Although Kaplan's Icons of Depth and Complexity have been around since 1994, many teachers are unfamiliar with the value their use can add to classes. This session will introduce or reintroduce you to many possibilities for deeper thinking in all subject areas and with all grade levels.
By Dr. Sally Krisel, EdD Past President, NAGC Board of Directors, University of Georgia
Those words were spoken more than 25 years ago by 10-year-old Troy, a subject in the groundbreaking research on identification of gifted children from underrepresented groups conducted by the National Research Center on the Gifted and Talented. What did we learn from Troy and the other children in that study? How did findings shape best practices, and why has progress toward equity been so slow? Come explore these questions and learn ways you can shine a light on overlooked children like Troy by promoting equitable identification practices that lead to higher quality programs for gifted learners.
By Linda Linn and Tony Voss, Co-Chairs of the ITAG Legislative and Advocacy Committee
Every Gifted Education program in Iowa may look different as the needs of their students are different. In this session we will have a casual conversation/Q & A re: various ways you can advocate - either with a broad/wide angle lighting or with a spotlight- laser-focused on a few specific needs.
By Dr. Kristine Milburn, Gifted/Talented Coordinator and Lead at West Des Moines Community Schools
MTSS is a “way of doing business,” which utilizes high quality evidence-based instruction, intervention, and assessment practices to ensure that every student receives the appropriate level of support to be successful. So how do we ensure that all means all? How do we ensure advanced learners receive complex and appropriately paced instruction to meet their needs? We will explore how we can leverage and align MTSS within our systems to help teachers collaborate and organize resources to enable every child to successfully reach his/her fullest potential. Handout link: https://bit.ly/MTSSforTAG
By Marcia Powell, Gifted Coordinator at Starmont Schools
Equity and Identification of Gifted Students: Iowa law identifies five categories of gifted identification. Is your district taking into account those factors? This session focuses on data that goes beyond standardized tests and ways to represent the subgroups across the K-12 spectrum to more equitably represent the student population of a district. Connections to Renzulli, MTSS, CoGAT and student special abilities are discussed.
By Dr. Laurie Croft, Associate Director; Professional Development, Clinical Professor of Gifted Education, Department of Teaching and Learning, and Jan Warren, Assistant Director; Student Services Adjunct Lecturer, Department of Rehabilitation and Counselor Education from the Belin-Blank Center for Gifted Education
The Belin-Blank Center, Iowa's only center for gifted education, has been a shining light since 1980! The Center began by providing professional learning for educators and continues to offer coursework that leads to the TAG endorsement and helps professionals provide better services to gifted children. The Center provides options throughout the year for students, from classes in a variety of formats to assessment/counseling services through the Clinic. The Center facilitates above-level testing (Talent Search) for students, allowing educators to match learning needs with universal, supplementary, and intensive best practices. The Belin-Blank Center shares research supporting your gifted learners.
By Dr. Megan Foley-Nicpon, Associate Director, Research and Clinic Professor, Counseling Psychology Program, Department of Psychological and Quantitative Foundations
The Talent Development Megamodel (Subotnik et al., 2012) emphasizes the importance of psychosocial skills in talent development. What does that mean for twice-exceptional youth? Grounded in research, we will discuss various psychosocial presentations educators may see among twice-exceptional youth and be given examples of specific interventions. Participants will learn skills to foster positive social and emotional development among students in their classrooms. There will be time allotted for answering questions regarding specific concerns and student presentations.
By Paula Lawson-Moore, Future Problem Solving Coach and Evaluator for Iowa Future Problem Solving
"The most basic skill that can be taught in today's schools is problem solving, especially skills in solving future problems." Dr. E. Paul Torrance, creativity pioneer and developer of the Future Problem Solving Program, spoke these words in support of encouraging both creative and critical thinking. Learn about the FPS process and how it can be applied to scientific issues, social issues, and real life. Details of the FPS Program and evaluation of student work will be covered in this interactive session.
By Dr. Ronald Rinehart, University of Northern Iowa Assistant Professor, Dr. Ben Olsen, TAG Teacher and TAG Program Department Chair at Cedar Falls School District, and Lisa Freese, TAG Teacher at Cedar Falls School District
With the recent landing of the Perseverance Rover on Mars there is no better time to capitalize on engineering and science in the news. Mission to Mars is a STEM unit grounded in helping students develop more sophisticated reasoning, make use of evidence-based argumentation, and learn engineering practices in an engaging setting. In this session participants will take part in activities designed to simulate the variety of conceptual, logistical, and engineering challenges that face NASA scientists. Challenges include packing for Mars, picking a landing site, developing a route plan for a rover, and ending with a robotic roving challenge.
By Dr. Jolene Teske, Supervisor of Advanced Learning Program at Des Moines Public Schools
Identification for gifted programming has been and is often limited to the use of quantitative data, most commonly standardized test scores that are known to be biased. In the name of equity, this session will begin a conversation around the potential for changing the dynamics of an identification process to include, if not focus primarily on, qualitative data. A variety of qualitative data will be explored to facilitate a discussion around this serious and fundamental paradigm shift.
By Linda Linn, ITAG Director; Taylor Wussow, Centerville CSD; Sam Smith, Woodward/Granger CSD; and Dara Greenland, Mount Ayr CSD
Join teachers who have taught four years or less in gifted education as they share the challenges and the joys that come with being new to the profession. Veteran teachers are also encouraged to attend this session and join in on the discussion to share their experience, ideas and knowledge. Following this session there will be an opportunity for new teachers to sign up for an advisor/mentor.
By Dr. Laurie Croft, Associate Director; Professional Development, Clinical Professor of Gifted Education, Department of Teaching and Learning at the Belin-Blank Center for Gifted Education
Creativity, “the crucial 21st century skill” (Robinson, 2009), and Creative Problem Solving (CPS), were elaborated in 1953 with the publication of Alex Osborne’s Applied Imagination. Researchers have analyzed and updated CPS, providing teachers today with effective strategies that encourage students to apply personal creativity in all aspects of their lives. Problem solving opportunities in general, and CPS in particular, help students begin to develop a creative mindset that allows them to define problems in their communities and pursue systematic avenues for acceptable solutions. Come define and solve a contemporary problem, comparing your decisions with a real-life corporate decision.
By Rosanne Malek, Consultant for Gifted and Talented Programming, Iowa Department of Education
This session will review gifted policy and provide discussion for the implementation of gifted programming for educators new to gifted education in Iowa. Participants will be guided through Chapter 49, Chapter 12, and Chapter 98 to better understand the expectations for Iowa school districts. The areas of gifted programming discussed will include 1) identification for gifted programming, 2) goals and measurements for gifted programming, 3) a qualitatively differentiated program to meet the students' cognitive and affective needs, 4) staffing qualifications and staffing provisions, 5) professional development, 7) program evaluation, and 8) funding. Handout links: https://bit.ly/3vdZzX3 https://bit.ly/3ABmgpi
Computational Literacy is a 4-stage critical thinking procedure that works well for students of all ages. It can be used to help develop skills for a variety of learners. This will be an interactive presentation using a variety of handouts, PolyUp and smart home ideas.
By Laurie Shriver, Art Teacher at Des Moines Public Schools
This will be a 45 minute presentation mostly pre-recorded and I will interject with comments and will answer questions. Hopefully we will have time to brainstorm other ideas so teachers can share with each other their experiences with Animation Inn Augmented Reality too.
By Jeff Cachur, Sr Assessment Consultant, and Rita Linnemann, Customer Success Manager, at Riverside Insights
CogAT testing is best known for helping schools identify students, with high thinking and reasoning skills, that may benefit from program inclusion. The information in the data can also be used in the classroom for informing instruction, grouping students, and differentiation. The CogAT Ability Profile is generated for any student that completes all 9 CogAT subtests. While illuminating a student's overall abilities along with strengths and weaknesses, the Ability Profile provides valuable data for classroom planning and instruction modes. Learn how to use the CogAT Ability Profile and DataManager Dashboard to harness the power in the data!
All educators who are presenting at the conference on any day are invited to create a poster, to bring a laptop, or simply to share some tidbits and highlights about their presentation as they network with others in this casual, Gallery Walk environment.
Dinner on your own
By Colin Seale, Founder/CEO thinkLaw
School systems have formed their equity workshops, written their equity plans, trained educators in implicit bias workshops and conducted lots of book studies. But what does educational equity look like on Tuesday morning for a 4th grade general education teacher? How can educators prioritize the need to think with an equity lens with the pressures of ensuring academic success? Why do some educators who deeply believe in the promise of educational equity still struggle with inequitable academic and disciplinary outcomes in their own classrooms? This interactive session by Colin Seale, founder and CEO of thinkLaw and author of Thinking Like a Lawyer: A Framework for Teaching Critical Thinking for All Students, will break down powerful but practical strategies to make equity real at the classroom level.
Critical thinking is the most important 21st century skill, yet too often high-quality critical thinking instruction is reserved for the top students at elite schools. Denying access to rigorous learning opportunities because students are "too low" is unacceptable. Open the door to increased access to critical thinking in underrepresented populations by leveraging gifted and talented strategies with all students. Teach to the top 10 percent every day AND provide success for all students with practical strategies in this interactive workshop. Focus on rapid acceleration in the place of learning loss. Apply tangible solutions that acknowledge students’ gifts and assets, rather than focusing on students' learning deficits. Participants will leave equipped with content and grade-agnostic tools to raise the bar for students with sustainable differentiation strategies.
By Dr. Penny Watgen, PhD, Gifted Teacher at Southeast Polk CSD
In this session, we will briefly examine what it means to be gifted as well as what it looks like and then a deeper dive into how this affects students in the classroom, with peers, and at home. Attendees will be given tips on how to support families in understanding their student's giftedness as well as tips for collaboration with and educating classroom teachers on tools and strategies they can use within the classroom to ensure those with the gifted label are successful, challenged, and supported. Years of resources and recommendations from within the gifted education classroom, collaboration with classroom teachers, and supporting parents will be shared.
By Jolie Pelds, Director of Innovative STEM Teaching
Innovation and creative thinking are key to future success but are often challenging to facilitate and assess in the classroom. Learn about ways to move beyond just knowing content and into applying and implementing knowledge in order to solve problems and improve things.
By Brett Monnard, ITAG Board Member, Instructor for FlexSchool Cloud Campus
This session will teach you how you can incorporate creative writing in your gifted services. We’ll look at the resources provided by Nation Novel Writing Month’s Young Writers Program, as well as looking at more bite size examples. This information can be used to build a unit, or as “one off” activities you can suggest to your classroom teachers for students who finish early.
By Casey Dunley, Advanced Learning Program Consultant at Roosevelt High School, Des Moines Public Schools
This session will focus on leadership in gifted programming. How is leadership defined in our current school context? How do we identify outliers in leadership? How is leadership nurtured in our educational settings? What role do we anticipate our high potential young people will play in society? Identification of leadership involves examining both intellectual abilities and behaviors. Leadership in the context of a gifted program can be explained by using Renzulli’s three-ring model and the idea of co-cognitive development.
By Dr. Sally Beisser, PhD, Levitt Distinguished Professor of Education, Drake University
What is joy? What really makes us happy? How do people move beyond fear, disappointment, regret, or grief toward lighter moments of joy? Do children experience joy differently than adults? How do gifted students express joy or navigate negativity? Join this presentation and discussion that may build resilience and increase our ability to embrace joy. handout link: https://bit.ly/3piqOPa
By Julie Zastrow, Michelle Anderson, Emily Nash, Erin Hoffmann, and Christine Mason, Gifted Specialists at College Community
Gifted students come to us with unique strengths and learning styles. How do we structure their programs to support and enhance their learning? We'll share our program structures, and hear what yours are too. Let's all learn together to make the best program for our students! Handout link: https://bit.ly/3lWsgoo
By Dr. Kristine Milburn, Gifted/Talented Coordinator and Lead at West Des Moines Community Schools, with Brenda Daisy, ESOL Coordinator and Lead at West Des Moines Community Schools and Jill Gilbert, GT Teacher, Clive Learning Academy & Crestview School of Inquiry, West Des Moines Community Schools
G/T teachers are adept at identifying learners with high test scores, but what about advanced learners without high test scores? What about learners with creative thinking, leadership, and visual/performing arts ability? We’ll take a collaborative approach to screening and serving advanced learners, particularly those from culturally diverse and multilingual populations. We’ll look for strategies within the supports and interventions of the Multi-Tiered System of Support (MTSS), to support all advanced learners. Participants will leave with ideas to collaborate as teacher teams and within professional learning communities to best support talent development among underrepresented populations. Handout link: https://bit.ly/GTforALL
By Dr. Shaun Vecera, Director, University Honors Program, Professor, Department of Psychological & Brain Sciences, The University of Iowa
In this open-ended, question and answer session, Dr. Shaun Vecera, Director of the University of Iowa Honors Program and Professor of Psychological and Brain Sciences, will take questions and discuss how teachers and others can help advise and guide students in the transition from high school to college. College and University courses have expectations for student learning, and these expectations are not always transparent to students. Join the conversation to help prepare your students for the next stage of their educational journey.
Enjoy viewing recordings by gifted students who share their work and why gifted programs matter. Take ideas back to your district to possibly use with your own students.
By Evan Abbey, Director of AEA Learning Online
While we focus gifted education on the learning opportunities we provide in our schools, admittedly gifted students learn many things on their own in the world of technology and the internet. As with anything, there are pros and cons to this. Our session will examine the common activities students engage in online, how those activities can help your child, how they can be a possible problem, and how you as a parent or teacher can use that online interaction for good. Handout link: http://bit.ly/itag2021
By Thomas Cooley, Chief, Bureau of School Business Operations, Iowa Department of Education
How is funding determined? What is a "categorical?" Iowa's gifted and talented funding has been relatively unchanged for many years. State policies regarding use of this funding will be explained, with plenty of opportunity for participants to ask questions and seek clarification to inform local practices.
By Kyra Wilcox-Conley, GT Consultant at Heartland AEA
What does current research tell us about types of perfectionism and trends in our society? How do different types of perfectionism play out in student behaviors? And what are some specific strategies that teachers can use with perfectionists to help them develop coping skills, resilience, and an overall positive self-concept? This workshop will focus on all of these questions and provide practical strategies for teachers working with gifted perfectionists. Handout link: https://bit.ly/3G1oeD4
By Dr. Todd Hodgkinson, Associate Professor of Secondary Education at Drake University
By organizing learning around the exploration of “big ideas” and “big questions”, concept-based instruction challenges students to think beyond factual levels of knowledge and increases the rigor of student learning by promoting higher order thinking (e.g., application, evaluation, creation). The purpose of this session is to introduce participants to the "basics" of concept-based curriculum and how this approach to teaching and learning can support the unique cognitive needs of gifted learners. Handout links: https://bit.ly/3n1dzzO https://bit.ly/3BOEIMI https://bit.ly/3lGvix9
Visit with students who are presenting in-person in this casual, gallery walk format. Ask them about their work and get ideas to work with your own students.
Evidence-based principles from cognitive science, mindset, metacognition, and memory, can be powerful tools to support learning. This session will present each of these “Three Ms” and discuss possible ways to use these concepts in the classroom to support effective student learning. Examples will include preliminary evidence from a metacognition intervention in a college-level course on learning and from an “exam wrapper” assignment in an Introduction to Psychology course.
School districts have the responsibility to appropriately expend categorical gifted programming funding. How can funding be used to create an exemplary gifted program? An outline and detailed guidance for developing a gifted program budget using program evaluation to move your program from current reality to an envisioned exemplary program will be presented, explained, and can be implemented in your school district. Handout links: https://bit.ly/3aEjCVi https://bit.ly/3ABM2K9
Casey Dunley, Advanced Learning Program Consultant at Roosevelt High School, Des Moines Public Schools
The use of an online seminar format offers a unique opportunity for GT students to develop their individual aptitudes, talents, and passions in a supportive environment. Since the seminar is a self-directed learning experience, student voice and choice is both honored and celebrated. Creating online seminar cohorts allows students to be a part of an authentic learning community.
Michelle Kavars, ITAG Director, Secondary TAG Strategist at Lewis Central Schools, and part-time G/T Consultant at Green Hills AEA, and Laurie Kammrad, Instructional Coach, Lewis Central Middle School
While many G/T specialist teachers can feel isolated and crave collaboration, we have discovered that the partnership between gifted education and instructional coaching can be dynamic and dazzling! Hear our story of learning, laughing, and challenging each other to continuously improve. We will discuss professional development, instructional growth in the G/T and gen ed settings, and how to help G/T services become more student-centered and data-informed.
Can creativity and problem solving be taught? Together? In a way that’s fun and exciting? The answer to all those questions is YES! Instant challenges provide a quick and easy method of developing creative problem solving skills that your students will beg you to do. Let the Challenges begin! Handout link: https://bit.ly/3mWVORY
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