Historically, educators were warned about trying "new fangled" technological use in their practices. These included the use of slates vs. birch bark, ball point pens vs. ink pens, the internet for research, new devices such as iPads, laptops and cell phones, for example. Eventually, many educators used these tools as they took on the challenge of preparing students for the 21st century But did we? As we are a quarter of the way through this century, it seems that, sadly, some states and districts educators may again be focusing on avoiding any of the new technology. How can we embrace the tools that AI brings us to enrich our instruction, particularly for our advanced learners? How can we teach educators and students to use AI to an educational advantage?

In October of 2024, Gerardo Dillehay, a gifted education specialist and Colorado Association for the Gifted and Talented (CAGT) member, wrote of a vision he had for a transformative model of education powered by Artificial Intelligence. In a CAGT quarterly newsletter, he described a future where traditional classrooms are replaced with flexible, collaborative spaces. AI delivers personalized instruction to students, regardless of their ability levels, allowing them to progress at their own pace with just two hours of focused academic learning daily. Teachers would shift roles to become emotional and motivational guides, freeing time for students to explore life skills and hands-on STEAM projects.

Dillehay emphasized that this isn't just a distant dream—some private schools already use similar approaches. However, he noted that AI tools can be costly and inaccessible to many public schools, raising concerns about global competitiveness. He urged educators to engage with AI
proactively, viewing it as a tool for empowerment rather than a threat, warning that failure to adapt may leave schools—and nations—behind. He ended with a hopeful reminder that innovation is within reach and essential in a rapidly changing world. (G. Dillehay, personal communication, October 18, 2024; OpenAI 2025*).

Some examples of ways to leverage AI tools were shared in a recent article in Edutopia written by Matthew Kloosterman. AI can become a mentor for GT learners, as well as a facilitator for student-led inquiry. The article lays out several ways that AI can become more integrated into education. It can offer new opportunities to enhance student-led inquiry and project-based learning. Matthew Kloosterman shares practical ways educators can use Chat GPT as a mentor, simulator, and thinking partner to support deeper student engagement. Examples are given for three ways to harness ChatGPT in the classroom. The first is using it to create real-world scenarios. In this simulation, he has students positioned as professionals such as scientists and editors simulating realistic challenges or disagreements. These simulations help students explore problem-solving strategies used by real experts. Second, he shows how to build critical thinking skills in teaching students how to write effective ChatGPT prompts and identify inaccuracies thus understanding AI’s limitations. And finally, he shares how to prompt ChatGPT to act as a content expert, such as an historian or biologist and then ask it questions to deepen their understanding of a topic. This use builds inquiry skills and encourages independent learning. He has shown how ChatGPT can be more than a fact machine—it can model thinking, simulate a mentorship, and promote problem-solving. When students learn to use AI intentionally, they become more empowered, independent learners ready to navigate an AI-rich future. (Kloosterman, 2023; OpenAI, 2025*)

Several renowned members of NAGC have written other blogs related to creating curriculum using AI. In her April 2025 NAGC blogspot, Kristen Seward talked about the history of using technology specifically for gifted learners, and the educators who work with them. She also shared Del Siegel's work on using AI to support the three legs of talent development. In his article, he references another article on academic acceleration, classroom inductive teaching techniques focusing on depth and complexity, and opportunities for interest-based activities as possible uses for AI.

As Amy Takabori (2005) shares in a blog on the Carnegie Learning website, it’s clear to us all that cheating and plagiarizing have been around much longer than modern technology and isn’t something new with technology. One of the best ways to confront this type of misuse of resources is to meet it head-on. She suggests overtly teaching students about ethical practices in the use of AI. Knowing that many of our GT students have a high sense of morality may provide an opening through which to again use AI as a tool. She discusses 10 ways of empowering students to use AI ethically instead of cheating. These include learning that AI bots are large language models, not interactive search engines and always checking for accuracy, omissions, discrepancies, bias, and verification of facts. Using AI as a tool rather than a substitute for their own critical thinking is also very important. Empowering them to use AI “to extend, not replace their own thinking.” Encouraging students to be upfront and transparent in their use of AI, they can use it as a tool for metacognition to determine if it was helpful or not. It’s also important to teach students what cheating is and isn’t in terms of AI and any other source. Since AI is new to us all, she feels that it is important to have students feel comfortable asking questions about it with teachers and others. Respecting privacy and security along with other digital citizenship ethics and while empowering them to share what they’ve learned about AI are a couple of final suggestions that she gives.

AI is most likely going to be in our lives to stay, if it isn’t already. As educators shouldn’t we learn how to use it to increase the creativity, engagement and authenticity of our instruction? If it can give us more time to interact with our students, won’t it make us more effective teachers? Isn’t it our responsibility to include responsible, ethical, thoughtful, and practical use of this resource in the instruction of our students?

*Summarized by ChatGPT

Here are more resources related to ways to use AI for GT learners:

“Applications of Artificial Intelligence Tools in the Gifted Education Classroom – A Conference Presentation” by Jackie Gerstein, Ed.D. User Generated Education, July 14-18, 2024.

“New Project Explores Use of AI in the Gifted Classroom | Johns Hopkins Center for Talented Youth (CTY)” by Maria Blackburn, John’s Hopkins Center for Talented Youth, March 8, 2024.

“Chatting with ChatGPT” by Kadir Bahar, Teaching for High Potential, August 2024

“9 Tips for Using AI for Learning (and Fun!)” by Daniel Leonard, Edutopia, October 30, 2023

“Students Are Using AI Already. Here’s What They Think Adults Should Know” by Ryan Nagelhout, Harvard Graduate School of Education, September 2024

“How can Generative AI Support Teachers?” by Kadir Bahar, Teaching for High Potential, May 2024

“How to Avoid 5 Common AI Pitfalls” by Emily Rankin, Edutopia, June 26, 2025

“Using AI Tools to Support Project-Based Learning” by Jorge Valenzuela, Edutopia, June 20, 2025

References

Kloosterman, M. (2023, October 24). Using CHATGPT to support student-led inquiry. Edutopia. https://www.edutopia.org/article/using-chatgpt-support-student-led-inquiry

McKendrick, J. (2024, July 2). Futurists positive about Ai’s impact on jobs, urge wide perspective. Forbes. https://www.forbes.com/sites/joemckendrick/2024/03/11/futurists-positive-about-ais-impact-on-jobs-urge-wide-perspective/

Scott, K. (2018, July 17).Did You Know (Shift Happens) - 2018 Remix. YouTube. https://www.youtube.com/watch?v=TwtS6Jy3ll8

Seward, K. (2025, April 3). Using Artificial Intelligence to Transform Curriculum for Gifted Students and Professional Development for Teachers. National Association for Gifted Children. June 30, 2025, https://nagc.org/blogpost/2061726/509113/Using-Artificial-Intelligence-to-Transform-Curriculum-for-Gifted-Students-and-Professional-Development-for-Teachers

Siegle, D. (2024). Using artificial intelligence (AI) technology to support the three legs of talent development. Gifted Child Today, 47(3), 221–227. https://doi.org/10.1177/10762175241242495

Stahl, B. C., & Eke, D. (2024). The ethics of CHATGPT – exploring the ethical issues of an emerging technology. International Journal of Information Management, 74, 102700. https://doi.org/10.1016/j.ijinfomgt.2023.102700

Takabori, A. (2025, May 5). How to help students use AI ethically. https://www.carnegielearning.com/blog/ethical-ai-chatgpt-students

PROFESSIONAL LEARNING CHAIR-ELECT 
Bailey Nafziger, EdD
Assistant Professor, Georgia Southern University

RESEARCH & EVALUATION CHAIR-ELECT 
Lindsay Lee, Ph.D.
Data Analyst, Michigan State University

SOCIAL AND EMOTIONAL DEVEOPMENT CHAIR-ELECT 
Neily Snook, Ph.D.
Past-President, New Mexico Association for the Gifted

SPECIAL POPULATIONS CHAIR-ELECT 
Dr. Kristina Collins
Research Consultant, University of Washington

STEM CHAIR-ELECT 
Tugce Karatas, M.S.Ed.
Doctoral Candidate, Purdue University

As a gifted education teacher, I often find myself in a unique role—one that’s deeply rewarding, but also, at times, a little isolating. While I’m fortunate to be part of a school district that assigns a dedicated gifted teacher to each building (a rare gift, I know!), I’m still usually the only person in my school focused exclusively on teaching, supporting, and advocating for gifted and high-achieving learners.

And while I love my job—I often wish I had a closer, more immediate network of people who understand both the joy and the challenges of this work.
In most schools, there are built-in systems for teacher development. If you’re teaching reading or math, there are plenty of workshops, trainings, and resources to keep you current and inspired. But gifted education? That’s a little trickier. The reality is, there often just aren’t enough staff—or sometimes even enough students in one place—to justify the same level of investment in professional development. So many of us end up figuring things out as we go, piecing together ideas and hoping we're on the right track.

That’s why discovering the NAGC Annual Convention was a game-changer.

Two years ago, I attended my first National Association for Gifted Children (NAGC) Convention, and I haven’t looked back since. It was incredible—walking into a space filled with thousands of educators who speak the same language, share the same passion, and understand the same challenges. It was so energizing to be among people who truly get it.

The range of sessions was amazing—hundreds of choices covering every possible angle of gifted education. Whether you're into project-based learning, looking for fresh language arts ideas, diving into STEAM, or exploring new math strategies, there’s something that speaks directly to your practice. And these sessions aren’t just theoretical. They’re full of practical tools and strategies created by teachers who are right there in the trenches with us.

One of my favorite additions last year was the Lesson Roundtables session. These are fast-paced, 15-minute mini-sessions for teachers by teachers that pack a punch. In just one hour, I walked away with four new strategies I could immediately try in my classroom. I love when professional learning feels that actionable—and relevant.

Of course, I couldn’t skip the vendor hall. For me, it’s like a playground. I love chatting with authors and publishers, trying out new educational games, and exploring tech tools that spark fresh ideas. It’s both fun and productive!

And then there’s the research. Back at home, I try to keep up with the latest articles and studies, but at the convention, I get to hear directly from the experts who are shaping the field. Even better? They’re approachable. You can ask questions, share your perspective, and have real conversations. There’s no ego, just a shared desire to improve how we support gifted learners.

Since that first convention, I’ve felt more connected than ever. I stay in touch with other educators I met there—people who are now part of my extended professional family. We bounce ideas off each other, share resources, and remind one another that we’re not in this alone.

So if you’re a gifted education teacher who sometimes feels like you’re on your own, know this: You don’t have to be. On behalf of PAGE, the Pennsylvania Association for Gifted Education, I am excited to invite you to our neighborhood!  The NAGC Annual Convention is the perfect opportunity to connect, recharge, and grow. This year, it’s in Pittsburgh, November 13-16—and I truly hope you’ll consider joining us. You’ll walk away with new ideas, new energy, and maybe even a few new friends. I know I did.

Can’t wait to see you there!

We designed this session intentionally a few months before summer to help families gain knowledge, resources, and ideas to start creating a plan to balance structure and spontaneity in a way that supports their child’s intellectual growth, emotional well-being, and family harmony. We also invited Dr. Ciminy St. Clair, a board member with Supporting Emotional Needs of the Gifted (SENG) to join us for this special session.

Before we dove into all the wonderful ideas, suggestions, and strategies shared within the session, we first posed an important framing question to our group: Why Summer Is Complicated for Gifted Kids?

While many children welcome the freedom summer brings, gifted and 2e children often experience it differently. Their asynchronous development, emotional intensity, and intellectual drive can cause friction when daily life shifts away from school routines.

Some common challenges the group discussed included:

• Difficulty with unstructured time leading to boredom, anxiety, or meltdowns
• Internal or external pressure to “make the most” of summer through enrichment
• Conflict between siblings with different interests or sensitivities
• Parental stress over balancing enrichment, relaxation, and screen time
• Feelings of guilt: "Are we doing enough… or too much?"

What was interesting is all the ideas the group discussed to answer the question, directly correlate back to work of scholars like Dr. James Webb. His research on the social-emotional needs of gifted students highlights the importance of structure, predictability, and purposeful engagement in reducing anxiety and enhancing resilience (Webb et al., 2016). As the conversation continued, we found ourselves coming back to five main ideas or strategies important for families to consider when starting to plan for summer with their kids.

Idea 1: Embrace a “Loose Structure”

Many families reported success using predictable routines rather than rigid schedules. This allows for flexibility while still meeting a gifted child’s need for order.

Ideas to try:

• Morning check-ins: “What’s one thing you’d like to learn, create, or explore today?”
• Themed days: Maker Mondays, Tech Tuesdays, Wellness Wednesdays, etc.
• Visual schedules to reduce anxiety about what’s coming next
• Designated quiet hours for independent reading, journaling, or drawing

Check out The National Association for Gifted Children (NAGC) Resources for Parents for more ideas and strategies.

Idea 2: Plan in and Schedule “Intentional Boredom”

Boredom is not the enemy; it’s often a springboard for creativity. During the session, several parents talked about intentionally allowing “unscheduled” time to spark self-direction.

Suggestions included:

• A “boredom buster jar” filled with open-ended activities
• Minimalist materials like art supplies, blocks, recycled items, or nature finds
• Encouraging quiet thinking time as a valid and valuable activity

Many of the ideas and discussions again connected to research by Kaufman & Beghetto’s (2009), who created the Four C Model of Creativity, small-scale, personal creativity (Mini-c) can thrive when children are given space and trust to explore their ideas.

If you are looking for a great podcast connecting to this specific idea, consider “The Power of Boredom” episode from Brains On!

Idea 3: Sprinkle in Spontaneity

Summer is an ideal time to embrace surprise and delight. Not everything needs to be planned to be meaningful. Unscripted moments often become the most cherished.

Ideas from parents included:

• “Yes Days,” where kids set the agenda
• Backyard stargazing or spontaneous night walks
• STEM scavenger hunts or “mystery boxes” of materials
• A family “spontaneity jar” for quick ideas like ice cream runs or local adventures

Check out: Camp Galileo’s Creativity Boosters for Parents or National Geographic, Creative Kids: How to Inspire Their Growing Minds.

Idea 4: Enrichment Without Pressure

Gifted children can internalize the message that productivity equals worth. We discussed how to offer enrichment opportunities that nurture curiosity without burnout.

Best practices include:

• Letting the child lead and follow their interests, don’t dictate them
• Thinking beyond academics: cooking, storytelling, geocaching, or podcasting
• Choosing enrichment programs that balance stimulation with downtime
• Avoiding over-scheduling: one or two structured activities may be plenty

Check out: Hoagies' Gifted Education Enrichment Resource Page or Online Enrichment Resources

Idea 5: Make Room for Emotional Check-Ins

Gifted kids often experience big feelings, and those feelings don’t take summer off. Emotional check-ins create a foundation for self-regulation, resilience, and connection.

Tips shared by parents and invited experts included:

• Daily “roses and thorns” (or “highs and lows”) at dinner or bedtime
• Using drawing or storytelling to express feelings
• Modeling calm self-talk when plans go awry
• Creating “quiet corners” or sensory kits to offer a calming reset space

These approaches align with Social Emotional Learning (SEL) frameworks that emphasize self-awareness and emotional literacy skills especially critical for gifted and 2e youth navigating complexity and intensity.

Check out: CASEL’s SEL Resources for Families

A Toolkit Made by Parents, for Parents

To close our session, families offered go-to resources that keep summer both meaningful and manageable:

• Podcasts: Brains On!, But Why?, Smash Boom Best
• Audiobooks: Great for road trips or quiet afternoons (Libro.fm and Epic! are great options)
• Backyard or indoor challenges: Design a board game, build a marble run, make a Rube Goldberg machine
• Family planning tools: Create a flexible “bucket list” of shared goals—then check off as interest and energy allow

Remember, the goal isn’t perfection for summertime… It’s connection as a family.

In Closing…

Whether your family thrives on structure or prefers spontaneity, the most important takeaway is this: You know your child best. The strategies you choose don’t need to match anyone else’s, just your family’s needs, values, and capacity in the moment. We’re grateful to every parent who joined this Sip ‘n’ Speak for sharing your wisdom, vulnerability, and humor. Together, we’re building a strong, informed, and compassionate community.

If you missed our session in April, make sure to mark your calendar for July 24^th at 7:00 pm for our next Sip ‘n’ Speak covering the topic of Starting the New School Year Strong: What’s on Your Wishlist? Get registered for this FREE event today by clicking here.

With appreciation and warm wishes for a joy-filled summer,

~Kali and Jessica

Pennell, Summer Melody. “Training Secondary Teachers to Support LGBTQ+ Students: Practical Applications from Theory and Research.” The
High School Journal 101, no. 1 (2017): 62–72. https://doi.org/10.1353/hsj.2017.0016.

Snapp, S. D., McGuire, J. K., Sinclair, K. O., Gabrion, K., & Russell, S. T. (2015). LGBTQ-inclusive curricula: Why supportive curricula matter. Sex
Education, 15(6), 580–596. https://doi-org.proxy.library.umkc.edu/10.1080/14681811.2015.1042573

Wexelbaum, R., & Hoover, J. (2014). Gifted and LGBTIQ: A comprehensive research review. International Journal for Talent Development and
Creativity, 2(1), 73-86.

Wikoff, H. D., Lane, E. M. D., & Beck, M. J. (2021). "We need to feel safe": Experiences of gifted LGBTQ+ students and implications for school
counselors. Journal of LGBTQ Issues in Counseling, 15(3), 268–289. https://doi.org/10.1080/15538605.2021.1914277

The NAGC Board also seeks to extend our advocacy network, inviting people outside of gifted education to speak and work on behalf of traditionally disenfranchised gifted students. This effort began with the invitational colloquium The Dream Unencumbered, where educators and advocates from outside of gifted education joined NAGC Board members for a day of learning from each other. That event created new relationships with several organizations outside of NAGC.

But it is impossible to have too many friends on the journey to equity, so NAGC will engage in relationship building again this fall at the NAGC convention, where we will host a forum titled The Dream Unencumbered: Extending Advanced Pathways, designed for the directors of honors colleges of Historically Black Colleges and Universities (HBCUs), Hispanic Serving Institutions (HSIs), and Tribal Colleges and Universities (TCUs). An ad hoc committee comprising members from the Diversity and Equity Committee, the Special Populations Network, and the Board of Directors will plan the forum program. We aim to engage this special group in discussion about the opportunities and barriers along the pathway of advanced learning, to problem solve and strategize, and then have our special invitees join us for the regular convention.

NAGC will offer each invited honors college director free registration to the forum and the convention. We hope to gather a critical mass of potential partners to discuss our shared vision of sustaining the intellectual engagement of Black and Brown youth throughout their educational journey. Like the Dream Unencumbered colloquium, the forum will be small and intimate to encourage an open exchange of ideas. You can help in Pittsburgh next November by keeping an eye out for our guests and ensuring they have a warm welcome.

There’s also another way you can help. The NAGC board approved $7,000 from the James J. Gallagher Fund as seed money for the event. That sum will cover program expenses and registration for around eight honors college directors, but we would love to invite more, and you can make that happen.

Please consider contributing to the forum by donating using this link. We will extend an invitation to another honors college director each time we reach $600 in new donations, whether from an accumulation of small contributions or a single gift. Your donations allow us to extend our welcome further. There is no better place than Pittsburgh, PA, the home of Fred Rogers, to ask these colleagues, “Please, won’t you be our neighbor?”

On April 9, the House Education and Workforce Committee voted along party lines to adversely report H. Res. 237, a resolution to require the Administration to provide documentation of their plans to reorganize the U.S. Department of Education (ED). The resolution instructs ED and the White House to provide all documents regarding closures, staffing reductions, and activities tied to downsizing. It also seeks information detailing how the Administration plans to fulfill its obligations under the Elementary and Secondary Education Act (ESSA), the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and other relevant statutes if ED were to close. While technically not a “no” vote, an adverse report sends the resolution to the House floor with a recommendation that it should not pass.

Read the resolution here.

Court Pauses ED’s DEI Directive Requiring State Certification of Compliance

On April 10, a U.S. District Court required the U.S. Department of Education (ED) to temporarily halt any action related to a directive issued on April 3 requiring States to sign an assurance to certify that their [K-12] schools adhere to requirements of Title VI of the Civil Rights Act and that “diversity, equity, and inclusion” (DEI) efforts do not exist within their [K-12 district/school] curriculums in order to receive federal funding under Title I of the Elementary and Secondary Education Act (ESEA). The court’s emergency agreement pauses the new directive and provides immediate relief to schools across the country while the broader legal challenge in ACLU, NEA et. al v. U.S. Department of Education continues. Given Secretary of Education Linda McMahon’s public statements -that states will continue to receive their Title I and other federal funding despite other cuts occurring at ED- the directive caught state education commissioners off guard. Within 24 hours of receipt, several states (e.g., WA, NY, MN) responded with formal letters to Secretary McMahon articulating that they have [already] satisfied federal requirements under Title VI to receive Title I funds. While the endgame with this particular directive is unclear, it does follow a pattern within the Administration which started with an executive order (EO) issued January 21 titled Ending Illegal Discrimination and Restoring Merit-Based Opportunity, followed by the February 14 “DEI” Dear Colleague Letter, and also the launch of EndDEI, a web portal where citizens can file complaints against schools for participating in discriminatory practices. Meanwhile, McMahon has closed half of OCR’s regional offices and fired more than half of the attorneys whose jobs were to investigate claims of discrimination.

To read about the lawsuit and this week’s pause on state certification go here.

To read ED’s assurance of certification requirements issued to States go here.

Trump Administration Issues Multiple EOs Impacting Education

On April 23, President Trump signed a series of executive orders (EOs) that impact education. Below is a summary of key orders:

Reinstating Commonsense, Non-Discriminatory School Discipline Policies aims to eliminate diversity, equity, and inclusion (DEI) considerations from school discipline policies and rescinds federal guidance issued in 2023 by the Biden Administration. The order requires the Secretary of Education, in partnership with other agencies, to develop new federal guidance to state and local educational agencies. It authorizes action against institutions that engage in racially related disciplinary practices. To ensure compliance, districts must also submit a comprehensive report to the President that analyzes the effects of DEI-influenced discipline policies, assessing the use of federal funds in support of such practices—including those administered through nonprofits— and demonstrating “that federal funds do not support racially preferential policies, including through nonprofit organizations, and proposing model discipline policies rooted in American values.”

Restoring Equality of Opportunity and Meritocracy declares it is US policy “to eliminate the use of disparate-impact liability in all contexts to the maximum degree possible.” It starts the rollback of some regulations including Department of Justice Title VI regulations (signed into law in 1966) which prohibit discrimination based on race, color, or national origin in employment practices of recipients of federal financial assistance and deprioritizes the enforcement of others. Within 45 days, the Attorney General and Chair of the Equality Equal Employment Opportunity Commission must assess all pending investigations, civil suits, or positions taken in ongoing matters under every Federal civil rights law within their jurisdictions, including Title VII of the Civil Rights Act of 1964, that “rely on a theory of disparate-impact liability, and …shall take appropriate action.” Within 45 days all other federal agencies are required to evaluate existing consent judgments and permanent injunctions that “rely on theories of disparate-impact liability and take appropriate action.”

Advancing Artificial Intelligence Education for American Youth directs the creation of “new education and workforce development opportunities for America’s youth, fostering interest and expertise in artificial intelligence (AI) technology from an early age to maintain America’s global dominance in this technological revolution for future generations.” The EO will establish the White House Task Force on AI, chaired by the Director of the Office of Science and Technology Policy and include Administration officials. The task force will oversee a new Presidential AI Challenge to recognize student and educator achievements, expand AI adoption nationwide, and promote collaboration across sectors to solve national issues using AI. It will also create public-private partnerships to support K-12 AI education and integrate AI tools in classrooms. Additionally, the Secretary of Education is directed to prioritize the use of AI in discretionary grants for teacher training and the Director of the National Science Foundation to prioritize research on the use of AI in education.

Preparing Americans for High-Paying Skilled Trade Jobs of the Future directs the Secretaries of Labor, Education, and Commerce to review and modernize federal workforce programs to meet the needs of emerging industries. They must deliver a streamlined plan to the President that re-aligns these programs to support reshoring, re-industrialization, and the AI revolution, aiming to strengthen America's global economic leadership. The EO has an emphasis on expanding the number of people who participate in apprenticeship programs, aiming to reach and surpass one million Registered Apprenticeships.

Judge Curtails Trump Ban on DEI

Judge Landya McCafferty, a federal judge from New Hampshire, has ruled that the Administration has not provided an adequate definition of diversity, equity, and inclusion (DEI); that its policies threaten to limit free speech in the classroom; and that withholding of funds could cripple the operations of many districts, and oversteps the Administration’s authority over schools and districts. The court suit was prompted by an earlier Executive Order (EO) requiring states to attest they do not use DEI practices that violate the Administration’s interpretation of civil rights laws. In her ruling, McCafferty chose not to implement a nationwide halt to the policy. Instead, she restricted the scope to schools that either employ or have contracts with at least one member from the organizations involved in the lawsuit: the National Education Association (NEA), the largest teachers' union in the U.S., and the Center for Black Educator Development, a nonprofit focused on recruiting and training Black teachers. Because the NEA represents over three million members, most school districts in the nation are likely to be affected.

White House Sends 2026 “Skinny” Budget to Congress

In alignment with the new Administration’s agenda to streamline federal programs and cut federal spending, the White House released the Fiscal Year (FY) 2026 Budget Request on May 2 to inform Congress’s work on annual appropriations. The ‘Skinny Budget’, as described by the White House and the press, includes a 46-page outline of proposed increases, reductions, and consolidations to programs in each federal agency. Prepared by the Office of Management and Budget (OMB), the FY 2026 Budget provides proposed funding levels for top line education, justice, health and other federal programs but does not provide budget details for each program. For example, under the U.S. Department of Education (ED), OMB proposes to “preserve Title I and streamline K-12 programs” in a “K-12 Simplified Funding Program” which in total is cut by $4.5 billion from FY 2025 and would consolidate 18 competitive and formula grant programs into a new formula grant. Similarly, the “Special Education Simplified Funding Program” remains level funded and would “consolidate” seven Individuals with Disabilities Education Act (IDEA) programs into one. The Charter School Program would be increased by $60 million and ED’s Office for Civil Rights would be cut by $49 million. With an overall cut to the education budget of 15.3 percent, other big losers are Adult Education ($729 million cut), the elimination of TRIO and GearUP -which serve as access and exposure programs to college for low-income children and children with disabilities as well as the elimination of the Teacher Quality Partnership (TQP) grants for new teachers. Notably, career and technical education programs, which have been touted as a priority by the Administration, are not explicitly included in the document.

Regarding the Department of Health and Human Services (HHS) the President is proposing a 26.2 percent cut overall with a plan to re-allocate more than $513 million to support the Make America Healthy Again program. Specific cuts include the elimination of the preschool development grant ($315 million) big cuts to the National Institutes of Health ($17.9 billion) and the Substance Abuse and Mental Health Services Administration ($1.6 billion) and more. Head Start, which was rumored to be eliminated in leaked drafts in recent weeks, was not mentioned in the document. Finally, at the Department of Justice (DOJ), OMB has detailed a $1.1 billion reduction that would eliminate 40 DOJ grant programs that support state and local entities, proposes to “realign [the] Violence Against Women Act funding with its original core mission” and proposes a $193 million cut to the Civil Rights Division (which includes disability rights). In terms of process, the budget formally puts the priorities of the sitting President in play as House and Senate appropriators negotiate spending bills over the coming weeks and months.

The Jacob K. Javits Gifted and Talented Students Education Program, the only federal funding program targeted to support gifted and talented education, was not specifically mentioned in the document.

To view the skinny budget, go here.

However, inevitably, the best planned goals are met with challenges that become road blocks. Being gifted does not prevent setbacks or complications. However, gifted students are equipped with superior cognitive potential, which can support them to more effectively move past the road blocks to get back on the path to progress. In the book I co-wrote with Emily Mofield, "Teaching Tenacity, Resilience, and a Drive for Excellence", we present ideas for supporting students’ growth in tenacity, grit, and resilience not by avoiding obstacles but by acknowledging the obstacles and considering ways to move through them.

When students avoid apparent obstacles, they stunt their growth opportunities. For example, an artistically-gifted student is invited to create a piece for a competitive, high-tier art show. This is an honor! A great opportunity! The student is excited with this potential opportunity to be recognized at an elevated level but is internally worried that their work might not be good enough. Or, perhaps, they will be laughed at when it comes time for the art show, as their piece is not as impressive as expected. The student begins several works over the coming weeks, discarding drafts again and again as the student is continually dissatisfied with the products. The student artist wants their piece to be beyond expectations. They want viewers to be impressed with their talent and according product. As the art show continues to draw near, the student’s art teacher checks in and asks about their progress, and little is available to share. The student shares that it has been difficult to bring a piece to fruition. The student’s teacher has experience with gifted learners and begins asking supportive questions: "What is inspiring you? Tell me about your process and progress". The teacher introduces a strategy from our text known as PACT, which is an acronym for Problem, Alternatives, Consequences, Try one.

PACT is a strategy that can capitalize on gifted students’ strong cognitive abilities when working through apparent challenges. The teacher first supports the student to name the P-Problem. In this case, the Problem would be that the student is having difficulty finalizing the artistic product. Then, the teacher asks the student to think of different Alternatives to approach the problem. For example, when the student gets to a point where they think that the piece is not good enough to continue, they could take a photo with their phone and share with a friend. Or, they could put the piece away for a few days before returning to it. Or, they could put the piece aside and work on something else, while not discarding the product in progress. Then, the student would be asked to think through each of the Consequences associated with each Alternative. Sharing the piece with a friend could result in the friend providing a renewed perspective—or, it could take the piece in a different direction entirely. If the piece is put aside for a few days, it could be forgotten. If the student works on something else, they could bring a fresh perspective to the piece –or, they could become more dissatisfied.

The last part of PACT, Try one — asks the student to choose one of the Alternatives as a path forward. It is explained that the Alternatives bring potential Consequences with them. But, it also allows the student to see that there are multiple ways to approach the personal challenge. And, if one Alternative is not helpful, another can be tried. PACT has multiple uses with students and adults alike and can support the development of resilience. This does not mean that student will be instantly satisfied with the results of the artistic piece, but it provides a framework for moving forward. I invite you to apply PACT with yourself and with your students to bring them through challenges and further on a pathway to greatness.

As we begin to ask ourselves that question, let’s take a moment to relate to something that we all have experienced as parents: buying a new or gently used pair of shoes for our child. Metaphorically speaking, there are a great deal of similarities. After all, like each educational option, each shoe, whether brand new or gently used, has its own physical attributes, overall purpose, size, width, arch support, and even special insignias. When we begin to think about which educational program is best for our gifted child, we are, in essence, looking for the same type of ‘fit’ to support our child in the next steps of learning.

Where Do I Begin?
When looking for optimal educational options for your gifted child, the best place to begin is by reflecting on your child’s current educational experience, needs, and future goals. Regardless of age, this is a process that your child should be a part of. Not only does this send the message that your child’s voice is valued, it also provides insights that might otherwise not be heard. In addition, it builds a sense of buy-in and excitement for future possibilities. 

The initial stage of engaging in this conversation might consist of creating a PMI1 (i.e., Plus, Minus, Interesting) Reflection. Depending on your child’s age and/or interest, you might choose to complete this together or separately to capture both the parent and child perspectives to discuss afterwards. When working through this process, you will create three columns on a blank piece of paper and label them Plus, Minus, and Interesting. Remember, this stage is for reflecting upon what is currently going well within your child’s current learning environment, as well as what might be lacking. It also provides an opportunity to reflect upon what makes the current learning environment ‘interesting’ or how it provides unique experiences that might not typically be found in other programs. By completing a PMI Reflection, it gives you a starting point and a greater awareness of what key components to remain mindful of as you begin to explore future educational options. 

First Steps and Key Considerations
Just as you would do when buying a new pair of shoes for your child, you will want to holistically evaluate the various options you are considering. In doing so, you will first want to do your research to learn as much as you can about each program. This might begin with online searches, speaking with others who have participated in various programs, or by speaking to key representatives of the programs of choice. As you conduct this research, remain cognizant of the key factors shared as part of your PMI Reflection. What are the positive aspects that your child wants to see continue in their learning? What areas have been lacking within your child’s current learning environment? What opportunities are present that provide unique or interesting approaches within your child’s educational experience that you would like to see continue? With these considerations in mind, the following sections provide additional insights to assist you in evaluating various educational programs for your gifted child.

Learning Environment
Take a moment to think about when your child is most engaged in learning. What type of physical learning environment contributes to that level of engagement? Key considerations in this area might include:

● Classroom/learning lab set-up (e.g., tables vs desks, flexible seating options, areas for collaborative learning, quiet zones)
● Dedicated resource areas for continued talent development (e.g., library, technology labs, makerspaces, science labs, gymnasiums, fine arts studios/halls, theater/auditorium, outdoor spaces)
● Accessibility to restrooms, water fountains, and safety areas 

There are also characteristics that focus more on the affective (i.e., social-emotional) learning environment. The NAGC (2019) Gifted Programming Standards2 provide key areas to consider when evaluating the gifted learning environment. As a parent working through this process, it is helpful to use these standards as a frame of reference. By scanning the QR code (included in this article) with your phone’s camera, you will find the Gifted Learning Environment Evaluation Scale for you and your child to complete together after visiting a potential new school or educational program to ‘measure’ how you and your child feel about your visit. The various descriptors included on this tool could also serve as a basis for questions you might want to ask during your visit. 

Program’s Purpose
While our shoe metaphor recognizes the different purposes for different types of footwear (e.g., hiking, running, climbing, water exploration), educational programs all have their own purpose, as well. This might be made evidently clear through a program’s mission or vision statement, or you might need to ask explicitly what the purpose of the school is. Make sure you also ask follow-up questions regarding what aspects of the program lead to the desired student outcomes. 

While there are many exciting programs available for gifted and high-potential learners, do not lose sight of the needs of your child. This becomes an even greater consideration as we seek to further develop the talents of our children and provide them with ample opportunities to pursue their areas of interest. Take the time to talk to your child about what they are passionate about. You might ask:

● What is your favorite part of learning?
● What do you wish you had more time to learn about in school? 
● If you could design a school, what would you make sure it offered its students? 
● What makes you try your hardest at school?
● How would you describe the type of teacher who would best support you in your learning?

With this information, you will have a greater awareness of what types of programs or schools would be a better fit. These might consist of math/science academies, fine arts magnet schools, STEM schools, special interest camps, and depending on the social needs of your child, perhaps residential schools, camps, and programs that immerse your child in opportunities to build deeper relationships with other gifted and high-potential learners who share in the same passions. As you explore these options, remain mindful of the instructional pacing and connection to real-world applications within the areas of specialization/content areas, as this is key to continued engagement and motivation for gifted learners.
 
Curriculum
With all of the bells and whistles that different educational programs have, one of the most important considerations to investigate is how the curriculum is focused on the needs of gifted and high-potential learners. Do not be afraid to explicitly ask, “What curriculum model does your educational program follow to meet the needs of gifted learners?” or “What types of evidence-based strategies are implemented to stimulate critical thinking?”  It is possible that the program might mention several terms that you are not familiar with, but their response will provide you with valuable information to learn more about as you evaluate if that school is the right fit for your child. There are far too many examples of curriculum models and evidence-based strategies to list as part of this article, but at the very least, if an educational program is unable to respond to those primary questions, that would be valuable information to note, as well.

Overall Size
Nobody knows your gifted child better than you. With this special insight, another consideration for choosing the best educational program is to evaluate the overall size of the learning environment. Regardless of if you are exploring options for summer camps, after-school enrichment classes, or new school options, a top consideration is teacher to student ratio. Depending on the needs of your child, the optimal desired class size could vary. For example, if you have a multi-exceptional child, you might place a high-priority on small class sizes to ensure more individualized attention. If your child is extremely social in nature and thrives in a collaborative learning environment, a larger class size might be preferred. 

In addition to class size, it is also important to consider the overall size of the educational program itself. When focusing on brick and mortar schools, the size of the school often has a direct correlation to its extra-curricular options. These could include sports, fine arts, chess club, and academic teams to name a few. The overall size of the school also often impacts its educational course offerings as well, due to the size of the faculty. Smaller schools tend to have fewer elective courses at the secondary level, Advanced Placement (AP) options, language options, and Career and Technical Education (CTE) opportunities. Often, the size of school or grade span might also impact the ability for full grade acceleration or subject acceleration. Regardless of the size of the program, remain vigilant that your gifted child should at all times feel like a valued individual within the program and be provided with an opportunity to learn something new everyday.

Additional Supports
A frequent myth associated with gifted learners is that ‘they will be fine’ without any additional support or attention given to their unique learning and social-emotional needs4. In fact, this myth might be the reason why you are beginning to explore different learning options for your child. As you think about the current and potential future needs of your child, you might seek out additional information from each educational program regarding the following areas of support:

● Gifted Specialists
● School Counselors/Social Workers
● Speech & Language Pathologists
● School Psychologists
● Interventionists/Resource Teachers/Special Education Teachers
● School Nurses
● ESL (i.e. English as a second language) Teachers
● Librarians/Research Specialists
● Technology Specialists

While this list is only a sampling of specialists within any educational program, these are all individuals who work closely with gifted students based on each student’s individual needs and should absolutely be a consideration when exploring various educational programs to support gifted and high-potential learners.

Cost
Finally, this article would be remiss if it did not note ‘cost’ as a key consideration for educational programming. You will notice this was not the first item listed, and that is because there are often financial aid and supplemental resources available for families whose economic needs determine that additional support is needed. As you explore the different options available for your child, do not hesitate in asking about these options. At the same time, also seek clarity for additional financial obligations associated with the specific program. These additional costs could include items such as field trip costs, school uniforms, food costs, additional supplies, and participation fees in extra-curricular options. It is important that the selected educational program aligns with keeping a healthy fiscal balance for the family, as a whole.

Final Thoughts
Throughout the process of exploring different options to further challenge and engage your gifted child, remember to give yourself grace as you take these first steps. Trust your instincts, and make sure that your child’s voice is also a valued part of the decision-making process. As you visit potential schools or engage with representatives of different programs, remember to ask open-ended questions vs questions that can be answered with a yes or no response. This type of questioning will provide you with greater insights and peace of mind as you finalize your decision. To support you in these questions, feel free to use the following Guiding Questions while you are exploring your options. You will see that these questions are provided for both the parent and the child. Feel free to modify these questions to better suit your family’s needs.

Guiding Questions

Guiding Questions for Parents
● How, specifically, does this program support the academic and social-emotional needs of gifted learners?
● What is the teacher to student ratio?
● How are students supported in developing executive functioning skills such as time management, study skills, goal setting, reflection, interpersonal skills, self-regulation, etc.?
● How does the program differentiate to meet the personalized learning needs of each student? Is acceleration an option if my child demonstrates mastery of the content?
● What support resources are available for my child (e.g., gifted specialist, school counselor, school nurse, speech-language pathologist, content-area specialists, interventionists, etc.)
● What learning resources will my child have access to (e.g., library, technology, makerspace, science labs, fine arts, etc.)?

Guiding Questions for Gifted Learners
● Will I have opportunities to choose topics that I want to learn more about or select specific classes that I want to take? What would this look like?
● What extracurriculars can I get involved with?
● What does a typical day look like for a student in your program?
● Are there any other teachers or students who look like me and/or share similar interests as me? How will I be able to connect with them?
● What kind of projects do students in this program work on?
● How is this program going to support me in reaching my goals?
● Who are my teachers going to be, and what are their teaching styles?


References

Edward de Bono Ltd. (n.d.). PMI lesson workcard. De Bono. Retrieved February 24, 2023, from https://www.debono.com/de-bono-thinking-lessons-1/1.-PMI-lesson-workcard

National Association for Gifted Children. (2019). 2019 Pre-K–Grade 12 Gifted Programming Standards. http://www.nagc.org/sites/default/files/standards/Intro%202019%20Programming%20Standards.pdf

Phelps, V. (2022). Motivating gifted adolescents through the power of PIE: Preparedness, innovation, and effort. Roeper Review., 44(1), 35-48. https://doi.10.1080/02783193.2021.2005204

Farkas, S. & Duffet, A. (2008). Results from a national teacher survey. In Thomas B. Fordham Institute, High achievement students in the era of NCLB (p. 78). Washington, DC: Author. http://www.edexcellence.net/publications/high-achieving-students-in.html

- 796 unique volunteers have dedicated their time to supporting NAGC’s programs and events. 
- Volunteers have played a critical role in 39 events and programs, from our national convention to specialized summits and network meetings. 

Volunteer Contributions by Event 
Our volunteers have been instrumental in ensuring the success of key NAGC events: 

- NAGC24: 45 volunteers served 168.25 hours 
- 2024 Equity Symposium: 41 volunteers served 138 hours 
- 2025 Teachers Summit: 16 volunteers served 64 hours 
- Network Events: 37 volunteers contributed 73 hours across 32 meetings and events 

Elevating Learning Through Volunteer Leadership 
Many of our most engaging sessions and workshops were led by dedicated volunteers, including: 

- Gifted 101: The 5 Things You Need to Know  
- From the Sidelines: Suggestions to Support Your Perfectionistic Gifted Child (Hosted by Social Emotional Development and Parent, Family & Community Network) 
- Monthly Coffee Chats (hosted individually by the Gifted Coordinators Network and Curriculum Studies Network) 

A Community That Spans the Map 
Our volunteers mostly come from the United States, but we have several dedicated volunteers that are contributing significant time to support NAGC internationally as well. These volunteers represent diverse backgrounds and perspectives, all united by a shared passion for gifted education. 

- Volunteers represent 42 states and 12 countries, bringing a wide range of experiences to NAGC. 
- They contribute from 13 different time zones, making an impact no matter the hour. 
- Some of our farthest-reaching volunteers join us from Czech Republic, Singapore, Australia, Chile, Ireland, Taiwan, and the United Arab Emirates, showing the power of our connected community. 

What’s Next? Volunteer With NAGC! 
As we look ahead, there are even more ways to get involved and make an impact. One of the best ways to shape the future of NAGC is by volunteering to be one of our seven Committees. 

NAGC committees are made up of dedicated volunteers who work on critical initiatives that support educators, families, and gifted students. Our committees provide a unique opportunity to be part of the working force of the association—helping to guide programs, develop resources, and influence key decisions. If you’re passionate about gifted education and looking for a meaningful way to contribute, committee service could be the perfect fit! (NAGC membership required) 

In addition to committees, we’ll also be looking for volunteers to support upcoming events, publications, and special projects. No matter your availability, there’s a way for you to get involved. To learn more, take look on our new online platform and learn more about the opportunities we have going on (https://nagc.connectedcommunity.org/volunteerwithus/volunteeropportunities)  

💙 Stay tuned for upcoming opportunities and join us in making a difference! 

Lastly, we want to take this week to honor our volunteers and express our deepest thanks. Whether you’ve contributed an hour or hundreds, your efforts make a lasting difference in the lives of gifted students, families, and educators. Thank you for all you do to support our community. 


All my best,  

Jessica Gutierrez 
Member Engagement Manager
National Association for Gifted Children

Myth: "Gifted kids are just try-hards"

Truth: Effort doesn't negate giftedness—and dismissing it hurts everyone.

One anonymous contributor shared frustration over hearing gifted students labeled as “just try hards,” especially from fellow educators. Their strategy? Reframing the conversation: “I responded to a teacher who said this a few years ago by asking what message that sends to both the students who are gifted and to the students who are trying extremely hard.”

They also push back on the idea that gifted students can simply tutor others instead of receiving meaningful instruction themselves. By using “I” statements and hypotheticals, they aim to build empathy without sparking defensiveness.

Myth: "Gifted = Good Grades"

Truth: Giftedness and achievement are not synonymous.

Several educators chimed in to debunk the persistent notion that gifted students are high-achievers across the board. As Linda Wallin, reminded us: “Gifted kids [don’t always] want to get good grades. Sometimes they are not interested in grades at all.”

Verna Hiser echoed this, especially when it comes to twice-exceptional students: “Many of the gifted and 2e students I work with have no desire to attain grades related to material they do not find relevant or challenging.”

Myth: "Creative students aren’t really gifted"

Truth: Creativity is a domain of giftedness.

Jessica Barrington highlighted how often the creatively gifted are overlooked: “Many do not understand creativity as an area of giftedness at all. Our creatively gifted students need opportunities and enrichment just as much as our academically gifted students.”

Her classroom now includes intentional time to help students understand their giftedness and how they learn best. “We spoke about how they ‘became’ gifted, focusing on how their brains may learn differently from others.”

Myth: "Behavior problems mean a child can’t be gifted"

Truth: Some gifted students can show emotional and behavioral traits that don't align with what teachers expect.

Ashley Phelps reminded us that giftedness doesn’t always look like academic compliance: “Not all of those traits are what we think of as positive traits attributed to high-achieving students. Some of them show where that need for services truly lies.”

By helping teachers understand the research-backed characteristics of gifted learners, she builds understanding and ensures students are identified and served—even if they challenge classroom norms.

Myth: "Gifted kids know they’re gifted"

Truth: Many gifted students don’t even know why they were identified.

One of the most poignant insights came from Cecelia Boswell, who asked a group of high schoolers how they knew they were gifted: “We passed a test and we act nice and are quiet.”

That response sparked a passionate thread. Ashleigh Kelley noted: “Most of my students have no idea how or why they qualified for our gifted program. I believe having that knowledge will work wonders for their confidence and motivation.”

Join the Conversation on NAGC Engage

Have a myth to bust? A strategy to share? A question to explore? NAGC members can connect with curious minds and generous hearts on NAGC Engage. This is where the gifted education community comes alive—through stories, strategies, and scholarship.

Not a member yet? Join NAGC today and become part of the community and conversation!

Report Finds Millions of Students Left with No Civil Rights Protections 

• Making Space for Familial Partnerships and Cultural Appreciation
• In Full Color: Historical Consciousness in Education
• Teaching for Culturally Responsive Creativity
• Bridging Multidimensional Identification and Local Norms
• Expanding Access: K-2 Enrichment as a Gateway to Talent Development

The event will also feature a keynote session by María del Carmen Salazar, professor and researcher at the University of Denver, Con Promesa: Nurturing the Promise and Gifts of “Roses that Grow in Concrete.” In this session, Dr. del Carmen Salazar will share testimonies of her own experiences as a rose that grew from concrete. Her stories, research, and scholarship elucidate the importance of asset-based perspectives and inclusive strategies in meeting the needs of historically marginalized gifted and talented students and their families.

Based on your positive feedback, we are hosting another student panel this year. Dr. Joy Lawson Davis and Dr. Erinn Fears-Floyd will moderate the discussion with NAGC Jenkins Scholars and Excelencia Latina award winners. The multiage and culturally diverse student panel will share their experiences, thoughts, and hopes for how schools can improve services to meet their unique intellectual and social-emotional needs. This special event is sure to leave a lasting impression and help us all improve the opportunities we offer to gifted students in our local communities.

Why should you attend the Opportunity & Access Symposium?

• Hear lived experiences from real voices
• Build your capacity to improve opportunity and access in your sphere of influence
• Share the struggle of current trends in American society
• Energize yourself with knowledge and shared successes

We must adjust our personal journeys as we navigate current distractions to ensure that all means ALL in gifted education. This includes zeroing in on specific words and practices that support this vital work. We realize educators have limited time and finances, so the Symposium Planning Group rebranded the previous Equity Symposium as a 1-day event to make it easier for everyone to attend the 2025 Opportunity & Access Symposium. Learn more and register at https://nagc.org/symposium25

We hope you’ll consider joining us and your fellow educators for this year’s Opportunity & Access Symposium!

After years of working with educators through the Javits-Frasier Program—and hearing your stories, questions, ideas, and hopes—I’m excited to share the next step in something I care deeply about. The Javits-Frasier Educational Leadership Program is a new name, yes—but more than that, it’s a clearer reflection of what this program has become: a space for educators to connect, grow, and lead—together.

The chart above illustrates member responses regarding their connection with NAGC. We’re thrilled to see such positive feedback on our contributions to gifted education. It’s also encouraging to see increases in members’ personal connection to NAGC and their awareness of the benefits we offer—both of which improved compared to last year’s results.

Where We Can Improve 
While many members find great value in NAGC, we also heard that some feel membership benefits could be more tangible and accessible year-round. In the same vein,  some of you shared that you weren’t fully aware of all the benefits available to you or find it difficult to access resources.  

While NAGC continues to work on advancing policies that support gifted learners, some of your shared you would like us to be more proactive in securing funding and influencing legislation.  

Many of you emphasized the importance of ensuring diverse voices are represented across our programming, leadership, and professional development. There’s a call for NAGC to highlight underrepresented populations of gifted learners and provide more culturally responsive resources. Additionally, some members feel that decisions are being made by a small group and want clearer opportunities to get involved in leadership. 

What’s Next? 
As mentioned, your feedback is important to us and helps guide and reinforce priorities we’ve already been considering. It allows us to prioritize things as well. In the last couple of years, you’ve shared how our Engage platform is hard to use, inconvenient, or that you haven’t even logged on before. This feedback was heard, and we are so excited to announce that on March 25 we launched our new Engage online community on a new platform!  

Just since we launched at the end of March 2025, we’ve seen a 300% increase in engagement on the Engage Roundtable. Some of that is just the excitement around the platform, but it also shows the ease of use and desire to connect with other members of our community. Our customer support team has also received minimal questions on how to use the platform, which we take as a sign of how user-friendly the platform is.  

If you haven’t checked it out yet, you can do so through our website but navigating to NAGC.org and selecting “NAGC Engage” on the top right or going to this link. Check out the Roundtable to connect with peers and colleagues from across the country and world. 

We’re committed to listening—and while change may take time, we’re dedicated to building the inclusive, robust community you want to see for gifted educators everywhere. 

Thank you! 
We appreciate everyone who took the time to share their thoughts in this year’s survey. Your input is invaluable, and we are committed to enhancing your membership experience by strengthening advocacy, improving access to resources, and fostering a more connected community. 

Thank you for being a part of NAGC—we’re listening, and we’re excited to grow together! 

Meet our drawing giveaway recipients! 
As a small thank you for taking part in this survey, we offered some giveaways to some folks that shared their feedback on this form. Thank you to all those that shared their experience of NAGC and your membership with us. A shoutout to those below who were randomly selected to win one of our giveaways. 

NAGC25 Complimentary Registration Recipient, Dr. Marites Melad, Science 8 TAG Teacher at Prince George's County Public School (PGCPS) 

I completed the NAGC survey to provide valuable feedback on my experiences and insights regarding gifted education. Participating in the survey allows me to contribute to the ongoing improvement of programs and resources for gifted students and educators. At the upcoming NAGC convention in Pittsburgh, I look forward to attending workshops that focus on innovative teaching strategies and the latest research in gifted education. I also aim to connect with other educators and professionals to share ideas and best practices. Additionally, I plan to explore the exhibits for new materials and hear from keynote speakers who will inspire us with their expertise in nurturing giftedness in education. 

Congratulations to our other drawing recipients! 

Dee Langsenkamp, Amanda Khan, Jessica Feth, Emily Hodson, Seda Sakar, Jessa Luckey Goudelock, Susan Johnsen, Jody Hess, and Julie Delgado 

“I’ve always remembered that Plato talked about observing children being placed in situations where they can be fooled. Those who can't be fooled are those who question and wonder what if. In gifted education, we should wonder what if.”--Mary M. Frasier, 2003

In the ever-shifting current of gifted education, few figures have been as steady—and as transformative—as Dr. Mary Mack Frasier. Grounded and resolute in her commitment to equity, Dr. Frasier provided decades of leadership through major periods of reform. Like a boulder in a river’s current, she remained rooted in her purpose: to uncover and elevate the hidden talents of students too often overlooked.

While Dr. Frasier’s scholarly legacy spans everything from identification reform to creative thinking, her leadership in national service is equally enduring. During her presidency at the National Association for Gifted Children (1987–1989), Mary navigated one of the organization’s most turbulent periods. Facing a financial and structural crisis, she led with integrity and grace—hiring the first full-time executive director, overseeing board reform, and ensuring the survival of NAGC’s foundational files and funds. As Dr. Sally Krisel recalled, “Faced with a financial and organizational crisis, Mary led NAGC through difficult changes… Her unquestioned integrity and grace were critical as NAGC weathered some difficult days with minimal pain for the individuals affected.” For her service, Mary received both the NAGC Distinguished Service Award (1991) and the inaugural Ann F. Isaacs Founder’s Memorial Award (2002). Today, NAGC’s Javits-Frasier Scholarship, named partly in her honor, continues her legacy of empowering educators in Title I schools.

Born in 1938 in Orangeburg, SC, Mary came of age in a time and place marked by segregation and inequity. Orangeburg was the epicenter of South Carolina’s desegregation movement from 1950-1972 (United States Civil Rights Trail), and Mary’s early life was shaped by both racial injustice and deep academic promise. After skipping two grades, she entered college in 11th grade through the Ford Foundation Early Entrance program—an important but little-known opportunity that launched her extraordinary academic path. At just 19, she graduated with a bachelor’s degree in music from South Carolina State University (SCSU).

Mary's early career as a high school chorale and humanities teacher coincided with landmark social changes: the Civil Rights Act of 1964 and President Johnson's War on Poverty. Contrasting the influx of opportunities, tensions of desegregation had a firm grip on Frasier’s hometown. In 1968, three students of her alma mater, SCSU, were fatally wounded in a civil rights protest later named the Orangeburg Massacre. Through a time of social upheaval and economic turmoil, Mary remained resolute in her mission to scout talent. She believed deeply that the arts opened opportunities for talent emergence in all areas—including academics. This conviction led her to spend summers working with Upward Bound, one of Johnson's experimental federal programs designed to identify and motivate underachieving students from low-income backgrounds to consider college. A few years later, Upward Bound and Talent Search would combine the Special Services for Disadvantaged Students (SSDS) to become the TRIO programs. Mary became coordinator for SSDS at SCSU, with the role of improving retention and graduation rates for students transitioning through higher education. Her experiences providing access and opportunity to those from disadvantaged backgrounds would profoundly shape her later work. As she noted, “I’ve always had this curiosity about how people develop talents. And I guess I had a special affinity for people who were achieving and didn't come from the expected backgrounds—that's who I was!” (2003).

Mary pursued her doctorate at the University of Connecticut on a Ford Foundation scholarship, earning her Ph.D. in Educational Psychology. While she is widely known for her work on equitable identification, her dissertation focused on helping students break large ambitions into manageable goals. During this time, she began exploring the intersection of cultural diversity and giftedness, developing the idea of “atypical giftedness”—a concept that encouraged educators to look beyond standardized tests and recognize diverse forms of excellence. Reflecting on her own experience, she shared:

I know, as I reflect back, people would have been able to find me that way, too, if they had looked . . . I grew up with teachers who knew they were preparing Black children to go out into a world where you had to be 150% better than everybody else. (Martin, 2003) 

In 1974, Mary began a 30-year tenure at the University of Georgia. There, her research culminated in transformative contributions to the field. Among her most enduring legacies is the Frasier Talent Assessment Profile (F-TAP), a multiple-indicator model that moved beyond single test scores to recognize a broader range of gifted behaviors, such as motivation, reasoning, humor, creativity, memory, and inquiry. Another critical contribution from Dr. Mary Frasier was the development of “Frasier’s Four A’s” (Frasier, 1997). She identified four key issues impacting the identification of gifted minority students: Attitude, Access, Assessment, and Accommodation. Her framework has been applied across time and in numerous studies. One of Dr. Frasier’s colleagues, Dr. Ken Dickson, used the Four A’s to frame his work on underrepresented students and the importance of parent and school engagement. He credited Frasier’s foundational contributions:

The areas represent outcomes of research from several stakeholders regarding diverse learners and gifted programs and particularly Dr. Mary Frasier. Dr. Frasier, an African-American scholar and past president of the National Association for Gifted Children, dedicated her life to areas regarding underrepresented populations of learners. In that regard, this information is based on her contributions. (Dickson, 2012)

Frasier also developed “Panning for Gold,” a teacher observation protocol that helped educators spot gifted behaviors in students often overlooked by traditional identification methods. Her stance was clear: “You cannot make a person gifted”—a reminder that giftedness is found, not manufactured.
Frasier’s extensive publications, including articles in Gifted Child Quarterly, Roeper Review, Gifted Child Today, and Journal for the Education of the Gifted, established her as a thought leader in both research and advocacy. As Associate Director for the National Research Center on the Gifted and Talented, she championed a shift in perspective—from deficits to potential. In 1984, she founded the Torrance Center for Creativity and Talent Development at UGA and later served as its director, coordinator of the gifted education program, and Aderhold Distinguished Professor.

Dr. Frasier also helped shift state policy. As a member of the Georgia Department of Education Task Force, she pushed for changes in identification rules. Her efforts paid off. Between 1997 and 2005, the number of African-American students identified for gifted programs in Georgia rose by over 200%, and Hispanic participation increased by 570% (National Research Center on Gifted and Talented, 2006).

Perhaps the most enduring testament to her legacy is the scholarship now bearing her name: the Javits-Frasier Educational Leadership Program, which has supported more than 200 educators working in Title I schools (Krisel, personal communication). (The Javits-Frasier Educational Leadership Program applications are now open through June 6, 2025.) To honor Frasier’s enduring impact at the state level, the Georgia Association for Gifted Children established the Mary Frasier Equity and Excellence Award, recognizing those who advocate for access and excellence among underrepresented gifted learners.

Dr. Mary M. Frasier passed away in 2005, but her work and words continue to guide the field. In a 2003 interview, she said “You see, my research led me to focus on the kinds of behaviors that people exhibit if they're gifted; it shouldn’t matter whether you are black or white or pink or polka dot—a favorite expression of mine.” To honor her is not simply to remember her. It is to continue her mission: to reshape systems with compassion, to hold firm to equity, and to be the grounded force that makes lasting change possible.

Sources Consulted:

• Council for Opportunity in Education. (n.d.). TRIO history. https://coenet.org/trio-history/ 
• Dickson, K. (2012, December 3). Overcoming underrepresentation in gifted programs, Part I: Attitude and access. https://www.sengifted.org/post/overcoming-underrepresentation-in-gifted-programs-part-i-attitude-and-access 
• Georgia Association for Gifted Children. (n.d.). GAGC awards. https://gagc.org/page-1826517 
• Grantham, T. C. (2001). Straight talk on the issue of underrepresentation: An interview with Dr. Mary M. Frasier. Roeper Review, 24(2), 50–51. https://doi.org/10.1080/02783190209554128 
• Groutt, J. (2003). Milestones of TRIO history. Opportunity Matters, 2(1), 1–22. https://www.pellinstitute.org/downloads/trio_clearinghouse-Groutt_January_2003.pdf 
• History.com. (2018, January 31). Orangeburg Massacre. https://www.history.com/articles/orangeburg-massacre 
• Martin, D. E. (2003). Mary M. Frasier: A master and mentor in the field of gifted education. Roeper Review, 25(4), 158–162.
• Renzulli Center for Creativity, Gifted Education, and Talent Development. (2006). The Georgia story: One state’s approach to the underrepresentation issue. https://gifted.uconn.edu/schoolwide-enrichment-model/the_georgia_story/ 
• University of Georgia. (2005, February 7). Mary Frasier, gifted education scholar and Torrance Center founder, dies. UGA Today. https://news.uga.edu/mary-frasier-gifted-education-scholar-and-torrance-center-founder-dies-feb/ 
• University of Georgia College of Education. (2005). Mary M. Frasier obituary. UGA College of Education. https://web.archive.org/web/20061118122512/http://www.coe.uga.edu/coenews/2005/mary_frasier_obituary.htm 
• U.S. Department of Education. (n.d.). Upward Bound program. https://www.ed.gov/grants-and-programs/grants-higher-education/trio/upward-bound-program

Sheyanne S. Smith is the High Ability Learning Specialist for the Nebraska Department of Education. She holds a bachelor’s of English and a Master’s of Arts in Teaching from Belmont University, and a Master’s of Education in Gifted, Talented, and Creative Education from University of Arkansas Little Rock. She is currently a doctoral student at William & Mary, specializing in gifted education administration. 

Ann Robinson, Ph.D., is the Distinguished Professor and Founding Director of the Jodie Mahony Center for Gifted Education, University of Arkansas at Little Rock. Dr. Robinson is also a past NAGC President, former editor of Gifted Child Quarterly, and the 2023 recipient of the 2023 Ann F. Isaacs Founder’s Award.

On March 3rd, the U.S. Senate confirmed Linda McMahon as the 13th Secretary of Education. In her acceptance speech, titled Our Department's Final Mission, McMahon reiterated the Trump Administration’s goal of sending education dollars back to the states. In doing so, she intends to eliminate “bureaucratic bloat at the Department of Education [ED]—a momentous final mission—quickly and responsibly.” Three basic convictions will guide the reduction in staff and programs: parents are the primary decision-makers; the focus should be placed on math, reading, science, and history; and post-secondary education should be career-focused based on workforce needs.

Read McMahon’s speech here.

Multiple States Sue Over Cuts to Federal Teacher Training Grants

California Attorney General Rob Bonta is leading a multi-state lawsuit against the Trump Administration over federal cuts of more than $600 million to teacher preparation programs. Bonta, along with attorneys general from Massachusetts, New Jersey, Colorado, Illinois, Maryland, New York and Wisconsin, argues that the cuts were made unlawfully and without warning, violating the Administrative Procedure Act. The lawsuit aims to restore funding for programs that prepare teachers to work in high-need schools. Cuts will impact teacher preparation programs amid a national teacher shortage- over 400,000 positions are currently vacant or filled by teachers who lack full certification. Bonta warns that such actions could cost the state billions in federal education funding.

Learn more here.

States AGs Issue Guidance to Counter Federal Dear Colleague Letter

On March 5th, a coalition of attorneys general (AGs) from fifteen states issued joint guidance for higher education and K-12 institutions that clarifies the law regarding diversity, equity, and inclusion. Prompted by a recent Executive Order and a Dear Colleague letter on February 14th, the guidance “addresses the Supreme Court’s June 2023 decision on race-conscious admissions policies at institutions of higher education, and clarifies the legal landscape for Institutions of Higher Education (IHEs) and K-12 schools operating in our states as they work to advance educational goals and access to educational opportunities.” Especially helpful are the questions and answers (Q&As) posed at the end of the document. Q&As cover topics such as promoting safe and supportive K-12 school environments and preparing all students for college or careers.

Read the guidance here.

ED RIFs Nearly Half of Its Workforce, Lawsuits Filed to Challenge Legality

On March 11th, U.S. Department of Education (ED) Secretary Linda McMahon announced a reduction of force (RIF) that affects nearly half of the Department’s workforce, moving from 4,133 workers to 2,183. Those impacted will be placed on administrative leave beginning on March 21st. Significant cuts were made to most of ED’s offices, including staff who oversee student loan and lending and/or who provide legal or technical support throughout ED. The Office for Civil Rights (OCR) was directly impacted as regional offices in Boston, Chicago, Cleveland, Dallas, New York, Philadelphia, and San Francisco were permanently closed. Challenging the legality of the move, 21 Attorneys General (AG) joined in a lawsuit led by the AG in Massachusetts, arguing that the Administration cannot dismantle Congressionally created departments and that the ED cannot adequately perform statutory requirements with a drastic reduction in workforce. The National Center for Youth Law and parents, led by the Council of Parent Attorneys and Advocates (COPAA), have also filed a class action lawsuit claiming that decimating OCR will leave it unable to address issues of discrimination at school, which is unlawful under the equal protection clause of the Fifth Amendment.

Read ED’s press release here.

Read the AG lawsuit here.

Read the parent class action suit here.

White House Issues Executive Order to Close the Department of Education

On March 20, the White House issued an Executive Order (EO) to begin closing the U.S. Department of Education. Characterized as a State’s responsibility, the intention is to return the Department’s main function back to the states for management. Moreover, “Consistent with the Department of Education’s authorities, the Secretary of Education shall ensure that the allocation of any Federal Department of Education funds is subject to rigorous compliance with Federal law and Administration policy.” The EO defines “Administration policy” as the mandatory termination of diversity, equity, and inclusion or similar programs that promote “gender ideology.” The EO notes, “this order shall be implemented consistent with applicable law and subject to the availability of appropriations.” The Administration has acknowledged that the closure of the Department requires an act of Congress. To that end, Chairman Bill Cassidy (R-LA) of the Senate Health, Education, Labor, and Pensions Committee vowed to work with his colleagues in Congress to carry out the EO. And today, in a press conference, President Trump announced that he was ready to move the student loan office to the Small Business Administration “immediately” and that he would like to see “special needs” and nutrition programs moved to the Department of Health and Human Services. “I think that will work out very well. Those two elements will be taken out of the Department of Education,” he remarked.

Read the Executive Order here.

Democratic Senators Demand Answers to Mass Firings at the Department of Education

On March 17, Senate Appropriations Committee Vice Chair Patty Murray (D-WA), House Appropriations Committee Ranking Member Rosa DeLauro (D-CT), Senate Appropriations Labor, Health and Human Services, and Education Subcommittee Ranking Member Tammy Baldwin (D-WI), sent a letter to the U.S. Department of Education (ED) demanding answers to the mass firing of nearly half of their workforce. Accentuating the negative impact of the cuts, the letter stated, “When combined with these massive staffing reductions, we are concerned that the Department’s ability to monitor or support the implementation of the law will be nearly nonexistent, leaving students and families with the long-term consequences for the Department’s short-sighted actions.” The letter specifically cites commitments Education Secretary Linda McMahon made in her press release announcing the reduction in force and requests specifics as to how ED will continue to meet their legal obligations given the loss of staff. Also mentioned is the fact that ED staffing over the past several years has remained flat while the Department’s responsibilities have significantly increased.

Read the full text of their letter here.

Appropriators Keen to Move ED Funds to Other Agencies and Await “Skinny” Budget

On the heels of President Trump announcing plans to move all student loans to the Small Business Administration and “special needs education” to the Department of Health and Human Services (HHS), Republican appropriators in the House and Senate indicated they would consider any plan the President might send to the Hill to eliminate the Department of Education (ED). "I'm broadly supportive of what his aims are there, so I'd be happy to sit down and work with him any way I could," House Appropriations Chairman Tom Cole (R-OK) said. Following suit, both Senate Labor-HHS-Education Subcommittee Chair Shelley Moore Capito (R-WV) and House Labor-HHS-Education Subcommittee Chairman Robert B. Aderholt (R-AL) said they would be open to moving ED’s functions if that is what Trump seeks. While the discussion makes it sound possible, and it technically is, the reality is that to move funding from one federal account to another (i.e., ED to SBA, ED to HHS), Congress would also need to approve amendments to the statutory laws under which the funds are authorized. In these cases, it would include statutory changes to the Higher Education Act and to both Parts B and C of the Individuals with Disabilities Education Act; and the Senate would need to reach the 60-vote threshold. Cole also told reporters this week that he expects to see a slimmed-down version of the President’s Fiscal Year 2026 budget proposal in early April. Calling it a “skinny budget,” Cole noted that he expects the proposal will allow House appropriators to align top-line spending numbers with the President and start marking up appropriations bills this spring.

Note: From Find X Memes Funny - I Found It Poster [Photograph], by FealHerion, RedBubble. https://www.redbubble.com/i/poster/Find-X-Memes-Funny-I-Found-it-by-FealHerion/44489886.LVTDI

Imaginative Creativity: At times, students may use their imagination to daydream or wander off, which is highly undesired by many educators. But what if we reframed this to our advantage? Students could read a text and imagine a proposed sequel or prequel to that text or novel. In their history course, you could challenge your students to envision a historical figure’s daily habits or predict what their life would resemble in today’s world.

Communication Skills: Take the most elaborate and detailed science report that is developmentally appropriate for your students and prompt them to communicate these findings to someone with minimal research experience. To that end, take a text written in the early 1900s or before then, and challenge your students to either rewrite this text using modern-day language. You might also do the opposite by finding a text that was published recently and have students orally communicate it with diction and a tone that resembles the 1800s.

Our students exhibit creative characteristics constantly, and on a daily basis, but how intentional are we with nurturing their creativity? 

Flipping the Narrative: Torrance’s Creative Positives 
Dr. E. Paul Torrance, the "father of creativity" who we highlighted in our April 2024 blog post, was one of the most vocal advocates for identifying and nurturing creativity in culturally diverse students. During his research with high ability Black students, Torrance (1970) developed and identified 16 creative positives. These traits are similar to TABs but are distinct in nature. They include:
● Ability to express feelings 
● Ability to improvise with commonplace materials 
● Articulate in role playing, creative activities 
● Enjoyment and ability in art, drawing, painting, etc.
● Enjoyment and ability in creative dramatics, dance, etc. 
● Enjoyment and ability in music 
● Expressiveness in speech
● Fluency and flexibility in non-verbal media 
● Enjoyment and skills in group learning, problem solving 
● Responsiveness to kinesthetic
● Expressiveness of gestures, body language, etc. 
● Humor
● Richness of imagery in informal language, brainstorming
● Problem-centeredness
● Emotional responsiveness
● Quickness of warm up
 
Torrance flipped the very creative traits that many educators do not desire in their classrooms into positive perceptions of these characteristics, as they are essential for creative thinking and can lead to academic achievement (Gajda et al., 2017). In that same spirit, challenge yourself to observe, acknowledge, and affirm these traits when they appear in your classroom. Genuine praise and authentic recognition can help all students, especially those that are culturally, linguistically, and ethnically diverse, embrace their creative identities and potential rather than suppress it.

Reclaiming the Narrative: Teaching for Cultural Creativity 
Teaching for creativity isn’t just about adding artistic projects to your lesson plans. While STEM and STEAM approaches to teaching and learning encourage creative problem-solving, creativity-based instruction goes beyond the surface of curricular approaches and talent development programs. It aligns with Torrance’s (1966) belief that we should teach students how to think, not what to think. Sternberg (2023) defines cultural creativity as “one’s ability to be creative across cultural boundaries, both of space and of time” (p. 363). This notion affirms that every child, regardless of their zip code, socioeconomic status, or race and ethnicity, is creative and that creativity-based instruction should emphasize the development of their creative characteristics, thinking, and processes. So, how will you encourage your students to think, both critically and creatively? How will you cultivate the creative genius that is already within them? 


References 

Baum, S. M., Schader, R. M., & Hébert, T. P. (2017). To be gifted and learning disabled: Strength-based strategies for helping twice-exceptional students with LD, ADHD, ASD, and more (3rd ed.). Prufrock Press.

FealHerion. (2025). Find X Memes Funny - I Found It Poster [Photograph]. RedBubble.https://www.redbubble.com/i/poster/Find-X-Memes-Funny-I-Found-it-by-FealHerion/44489886.LVTDI

Frasier M. M., Hunsaker S. L., Lee J., Mitchell S., Cramond B., Krisel S., Gracia Jaime H., Martin D., Frank E., Finley V. S. (1995). Core attributes of giftedness: A foundation for recognizing the gifted potential of minority and disadvantaged students (research monograph 95210). Storrs: University of Connecticut. National Research Center for Gifted and Talented https://nrcgt.uconn.edu/wp-content/uploads/sites/953/2015/04/rm95210.pdf

Gajda, A., Karwowski, M., & Beghetto, R. A. (2017). Creativity and academic achievement: A meta-analysis. Journal of Educational Psychology, 109(2), 269–299. https://doi.org/10.1037/edu0000133

Kettler, T., Lamb, K. N., Willerson, A., & Mullet, D. R. (2018). Teachers’ Perceptions of Creativity in the Classroom. Creativity Research Journal, 30(2), 164–171. https://doi.org/10.1080/10400419.2018.1446503

Plucker, J. A., Beghetto, R. A., & Dow, G. T. (2004). Why isn't creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational psychologist, 39(2), 83-96. https://doi.org/10.1207/s15326985ep3902_1

Puryear, J. S., & Lamb, K. N. (2020). Defining creativity: How far have we come since Plucker, Beghetto, and Dow?. Creativity Research Journal, 32(3), 206-214. https://doi.org/10.1080/10400419.2020.1821552

Ruban, L.M. and Reis, S.M. (2005) Identification and Assessment of Gifted Students with Learning Disabilities. Theory into Practice, 44, 115-124.
https://doi.org/10.1207/s15430421tip4402_6

Sternberg, R. J. (2023). Cultural creativity: A componential model. In D. D. Preiss, M. Singer, & J. C. Kaufman (Eds.), Creativity, innovation, and change across cultures (pp. 363–387). Palgrave Macmillan/Springer Nature. https://doi.org/10.1007/978-3-031-28206-5_14

Torrance, E.P. (1966) Torrance Test of Creative Thinking. Directions Manual and Scoring Guide. Personnel Press, Lexington.

Torrance, E. P. (1970). Broadening concepts of giftedness in the 70's. Gifted Child Quarterly, 14(4), 199–208.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2004). How people learn: Brain, mind, experience, and school. National Academy of Sciences. https://www.csun.edu/~SB4310/How%20People%20Learn.pdf 

Bright, S. and Calvert, E. (2023). Educational technology: Barrier or bridge to equitable access to advanced learning opportunities? Gifted Child Today, 46(3), 187-200. https://doi.org/10.1177/10762175231168711 

Chen, J., Dai, D. Y., & Zhou, Y. (2013) Enable, enhance, and transform: How technology use can improve gifted education, Roeper Review, 35(3), 166-176. https://doi.org/10.1080/02783193.2013.794892

Cheung, R., Hui, A., & Cheung, A. (2020). Gifted education in Hong Kong: A school-based support program catering to learner diversity. Ecnu Review of Education, 3(4), 632-658. https://doi.org/10.1177/2096531120967447 

Cukurova, M., Kralj, L., Hertz, B. & Saltidou, E. (2024). Professional Development for Teachers in the Age of AI. European Schoolnet. https://discovery.ucl.ac.uk/id/eprint/10186881/1/EUNA-Thematic-Seminar-Report-V5%20%281%29.pdf 

Guilbault, K. M., Wang, Y., & McCormick, K. M. (2025). Using ChatGPT in the secondary gifted classroom for personalized learning and mentoring. Gifted Child Today, 48(2), 93-103. https://doi.org/10.1177/10762175241308950 

McCormick, K. and Guilbault, K. (2023). Thriving amidst the pandemic: Teaching gifted students online and the role of adaptation and innovation. Journal of Advanced Academics, 35(2), 199-229. https://doi.org/10.1177/1932202x231220052 

Miedijensky, S. (2018). Learning environment for the gifted—what do outstanding teachers of the gifted think? Gifted Education International, 34(3), 222-244. https://doi.org/10.1177/0261429417754204 

Neal, T. M. (2025). Creating academically advanced learning environments for gifted students through artificial intelligence. In A. G. Walters (Ed.), Transforming Special Education Through Artificial Intelligence (pp. 165-192). IGI Global. https://www.doi.org/10.4018/979-8-3693-5538-1.ch006   

Rubenstein, L., Waldron, A., & Ramirez, G. (2025). Transforming worlds into words: Using ChatGPT to bring student visions to life. Gifted Child Today, 48(2), 104-117. https://doi.org/10.1177/10762175241308951

Siegle D. (2024). Using artificial intelligence (AI) technology to support the three legs of talent development. Gifted Child Today, 47(3), 221–227. https://doi.org/10.1177/10762175241242495

Sutherland, M. and Reid, C. (2023). A small country with big ambitions: does this include the gifted? Education Sciences, 13(8), 832. https://doi.org/10.3390/educsci13080832

VanTassel-Baska, J. (2018). Considerations in curriculum for gifted students. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 349–369). American Psychological Association. https://doi.org/10.1037/0000038-023

Yu, P. (2023). The future prospects of deep learning and neural networks: Artificial intelligence's impact on education. Proceedings of the 2023 International Conference on Machine Learning and Automation. https://www.doi.org/10.54254/2755-2721/33/20230239 

While this is a strong tradition within music education (one in which I participated as a student, no less), it is substantially less common in the world of visual art where I currently live and work. Several years ago, a music education colleague of mine at my university approached me with an idea to turn his annual “music festival” into a true “fine arts festival”. As he and I discussed music education’s approach to these one-day, intensive, accelerated learning experiences for gifted young musicians, we considered multiple options for how we might go about creating such a thing to include the visual arts.

It is important to note that the music festival from which we began is specifically catered toward providing an opportunity for students from under-resourced schools with a chance to meet their advanced learning needs. Schools that are a part of the Des Lee Fine Arts Collaborative qualify for Title I funding, and most are located in areas throughout Greater St. Louis that experience high levels of poverty. Music educators from these schools nominate their young musicians, and judges assemble full orchestras, bands, and choirs based on teacher recommendations and nominations of eligible students. My colleague and I decided to create a one-day visual arts element to complement the musical element of the festival in a similar way. 

Pulling from the same pool of school districts who are part of the Collaborative, visual arts educators at the middle and high school levels are asked to nominate up to 10 of their students who exhibit extraordinary skill and potential in the visual arts. Once the entire list of nominees is compiled, a group of 30 is chosen for both the middle school and high school portions of the festival. Teacher recommendations, school sizes, and space constraints are all considered as a group of diverse artists is selected.

Each year, my colleagues and I endeavor to provide a visual art challenge for participating students that extends their skillsets and pushes them out of potential comfort zones of creation. For example, instead of engaging students in a day-long expression of drawing or painting, in the past several years, students have been tasked with learning to needle felt, create images on windows with tape, and to create elaborate collage work. It is important for the work to be something that can realistically be completed within one day (in approximately 6 hours), and we work to expose students to art making media that they may not typically be able to access at their own schools.

At the end of the evening, students set up their artworks in a gallery setting outside the music hall, and their loved ones are welcome to attend their “gallery opening”. Families and friends of the musicians often mix and mingle among their artwork before the music hall opens for the evening’s concert, giving the students an opportunity to experience a taste of the life of a working artist. We believe this is important as the students begin to envision themselves as serious artists, worthy of consideration as emerging professionals. Students mount their work and create labels that include their names, schools, and the titles of their artworks. 

Lastly, while one music group is exiting the stage and another is ascending behind the curtain during the concert, we show a brief video of all the things the visual arts students did throughout the day. We show images of the students grouped with their teachers and classmates by school, then pictures of the creation process, followed by photos of their finished artworks. Lastly, we announce the Honorable Mentions and Best of Show awards.
One-day festivals like the one I describe here are not the solution to an educational system that often fails to meet the needs of high ability visual artists overall. However, they are one small step toward envisioning a world where gifted young artists from every potential demographic area are given an opportunity to learn according to their abilities and skillsets. For a full description of this festival, please refer to the article below that I published with my friend and colleague in music education. For additional information, please feel free to peruse the website listed below or contact me at fisherjc@umsl.edu.

https://desleefinearts.org/collaborative-activities/des-lee-middle-school-and-high-school-fine-arts-festivals/

Fisher, J. & Smith, M. V., (2021) “Establishing Fine Arts Festivals as Equitable Learning Opportunities for High Ability Visual Artists”, Journal of Cultural Research in Art Education 38(1), 160-173. doi: https://doi.org/10.2458/jcrae.4802

Delisle, J. (2012). Annemarie Roeper: The voice of gifted children. Roeper Review, 34(4), 209–210. https://doi.org/10.1080/02783193.2012.715331

Gregor. (2019, February 11). Socratic teaching for kindergarteners? Can you even do that? Scholé Academy.
https://scholeacademy.com/socratic-teaching-for-kindergarteners-can-you-even-do-that/

Miller, R. (2021). Using the Socratic Method In Your Classroom. Edutopia. https://www.edutopia.org/article/using-socratic-method-your-classroom/

Roeper, A. (1997). Listen to the gifted child.,. Roeper Review, 19(3), 166–167. https://eric.ed.gov/?id=EJ549028

Roeper School. (2025). Early Educational Philosophy. The Roeper School. https://www.roeper.org/list-detail?pk=93120

Selz, A. (2023, May 2). Loneliness poses health risks as deadly as smoking, U.S. surgeon general says. PBS News. https://www.pbs.org/newshour/health/loneliness-poses-health-risks-as-deadly-as-smoking-u-s-surgeon-general-says

Silverman, L. K. (2001). This issue honors Annemarie Roeper—A gifted teacher and teacher of the gifted. Roeper Review, 23(4), 188. https://www.proquest.com/docview/206697121/abstract/40BFCACB81054619PQ/1

Simon Sinek (Director). (2025, January 7). The Cure for Loneliness with U.S. Surgeon General Vivek Murthy | A Bit of Optimism Podcast [Video recording]. https://www.youtube.com/watch?v=7xsueRaWSa8

Tamron Hall Show (Director). (2024, January 10). The Surgeon General’s Stern Warning About the Loneliness Epidemic [Video recording]. https://www.youtube.com/watch?v=Q77HJgVSCfc

NAGC Public Policy Update - March 2025

Additional Cuts to Teacher Programs Announced

As the Chair of NAGC’s Public Policy and Advocacy Committee (PPAC), I’m excited to welcome you to our first blog post. The work of the PPAC is essential to advancing policies that support gifted education, and I look forward to sharing insights on our mission and the impactful initiatives we are leading.

Our Mission

The PPAC collaborates with the NAGC Board and staff to shape the legislative and public policy agenda of the Association. We work tirelessly to ensure gifted education remains a priority in policy discussions at both the state and federal levels. Our committee’s key goals include:

• Providing input into NAGC’s public policy agenda, focusing on state and federal issues impacting gifted education and advanced learning.
• Supporting grassroots advocacy efforts, helping our members and the broader community take action on critical issues.
• Developing advocacy resources, including sample letters, toolkits, and training materials to empower advocates.
• Facilitating partnerships with other organizations, including state affiliates, to amplify our efforts.

Our goal is to create a strong and sustainable advocacy network that supports the needs of gifted learners across the country.

PPAC’s Role in the Leadership and Advocacy Webinar Series

As part of our ongoing commitment to advocacy, the PPAC is excited to support NAGC’s new Leadership and Advocacy Webinar Series. We are proud to be conducting at least three of the webinar sessions, which provide educators and advocates with valuable tools and insights to navigate the landscape of gifted education policy.

The first webinar, launched in December 2024, was titled "Doing Your Homework: Getting Ready for Advocacy in 2025." This session covered essential guidance for individuals looking to influence policies that support gifted learners. The webinar highlighted key strategies for effective advocacy:

• Building Relationships for Advocacy: Effective advocacy starts with cultivating relationships with local, state, and federal officials, including their staff. Connecting with legislative staff, even when legislators are not on education committees, can lead to powerful results. Advocacy requires persistence, clear communication, and relationship-building.
• Defining Your Advocacy Strategy: Successful advocates know their "why" and communicate it with passion. Sharing success stories from gifted education programs and linking these efforts to broader issues like student achievement and teacher retention, can help resonate with policymakers.
• Organizing Advocacy Efforts: Advocates need to understand local and state policies and collaborate with ongoing initiatives to avoid redundant efforts. Crafting clear messages and focusing on key decision-makers is essential for advancing our cause. NAGC’s State of the States in Gifted Education report is an invaluable resource for anyone looking to navigate state-level advocacy.

Advocacy Highlights and Resources

In the webinar, we also highlighted critical federal initiatives such as the Advanced Coursework Equity (ACE) Act, which seeks to expand access to advanced coursework for underrepresented students, and the Javits Program, which provides $16.5 million for research and innovative strategies in gifted education. These programs are key to advancing our goals, and we encourage advocates to engage with these and other initiatives.

We also emphasized the importance of engaging directly with elected officials, whether by phone, video, or in person. Personal meetings with legislators are powerful tools for advocacy, helping to humanize policy issues and build long-term relationships. Additionally, advocacy doesn't stop after the meeting! It is vitally important to follow up with thank-you emails or notes, and staying engaged through grassroots efforts at all levels of government is critical to maintaining momentum.

Looking Ahead

Our work is far from over. As we continue to collaborate with other advocates and build relationships with policymakers, we invite you to join us in advancing gifted education policies. Whether you're new to advocacy or an experienced advocate, there’s a place for you in this effort. We encourage you to stay involved, attend our upcoming webinars, and take action on the resources we provide to make a difference. Additionally, keep your eye out for an email from NAGC around May for volunteer opportunities with committees like the PPAC! We are always in need of more support, knowledge, and expertise from strong advocates like you!

Thank you for being part of the NAGC community. Together, we can create meaningful change for gifted learners across the nation.

Stay tuned for more updates, webinars, and blogs from the PPAC…we are looking forward to collaborating with you on this vital work!

Kali Fedor, Ed.D.
Chair, Public Policy and Advocacy Committee (PPAC)

Examples of Inspiring STEM Role Models

- Historical Figures: Pioneers like Katherine Johnson, a mathematician whose calculations were critical to NASA’s space missions, and Grace Hopper, who developed foundational computer programming concepts, connect the past to the present while demonstrating the power of curiosity and perseverance. Learn more about their contributions through resources like NASA's Katherine Johnson Biography or the Grace Hopper Celebration.

- Modern Innovators: Figures like Dr. Mae Jemison, the first Black woman in space, and Dr. Fei-Fei Li, an AI researcher advancing ethical technology, show how STEM careers impact the world today. Explore Dr. Jemison’s work through The Jemison Group or dive into AI ethics via talks by Dr. Fei-Fei Li available on platforms like TED.

- Unsung Heroes: Engineers, scientists, and innovators like Emily Warren Roebling, who oversaw the construction of the Brooklyn Bridge, Raye Montague who produced the first computer-made Navy warship design, or Dr. Marian Croak, a leader in voice-over-IP technology, reveal that even behind-the-scenes contributions can change the world. Read about these inspiring figures in collections like National Inventors Hall of Fame or profiles on Women’s History.

- Local Heroes: Community professionals—engineers, doctors, tech developers, or environmental scientists—can make STEM careers feel accessible and relatable. They bring STEM to life as students see tangible outcomes of their work. Look into platforms like Meet a Scientist for stories and opportunities to connect with professionals.

How to Introduce STEM Role Models to Gifted Learners

1. Guest Speakers and Mentors: Invite STEM professionals to classrooms, gifted programs, or STEM events to share their experiences and career journeys. Interactive Q&A sessions can spark curiosity and provide practical advice.

2. Books, Documentaries, and Media: Share engaging resources such as biographies (e.g., Hidden Figures by Margot Lee Shetterly), STEM-themed films (Dream Big: Engineering Our World), and podcasts featuring trailblazers.

3. Field Trips and Real-World Exposure: Organize visits to science museums, research labs, tech companies, or engineering firms where students can observe STEM professionals at work.

4. Online Connections: Use platforms like LinkedIn, Nepris, or STEM-specific mentorship programs to connect students with professionals in fields they’re passionate about. Virtual tours and webinars can also provide insight into the day-to-day lives of STEM experts.

5. STEM Resource Websites: Explore websites like Inspiring Girls in STEM, NASA STEM, EngineerGirl, and Code.org for videos, activities, and stories of diverse role models. Additionally, organizations like Black Girls CODE and Society of Hispanic Professional Engineers (SHPE) offer invaluable resources and support specifically for minority students in STEM.

Empowering Students to Be the Next Role Models Gifted learners themselves have the potential to become future STEM leaders and role models. Encouraging them to take on leadership roles in STEM clubs, present their ideas at competitions, or mentor younger students fosters their confidence and prepares them to inspire others. Celebrating their achievements and sharing their stories with peers can further emphasize the importance of role models in STEM.

STEM role models are not just career guides—they are a source of inspiration, motivation, and possibility. By intentionally introducing gifted learners to diverse and relatable figures, we can help them dream bigger, push boundaries, and envision themselves as part of the next generation of innovators and changemakers. After all, today’s gifted students are tomorrow’s STEM heroes. Let’s give them the role models they need to light the way.

The start of President Trump’s second term and the new Congress has resulted in tremendous activity in Washington, DC, far more than is typical for the start of a new administration. The volume of Executive Orders signed by the President in his first few weeks in office is unprecedented. The long-term impact of these orders is still being determined, as many of them are being challenged in court. NAGC will continue to monitor developments and analyze them for their impact on gifted and talented students and education. In the meantime, here is a summary of other major developments over the past several weeks related to education policy.

President-Elect Names McMahon as Secretary of Education

In November, then-President-elect Donald J. Trump selected Linda McMahon to head the U.S. Department of Education. Before actively working on his campaign, McMahon chaired the America First Policy Institute, a conservative policy group. American First has provided leadership training, developed staffing strategies, and created policy frameworks for all federal agencies. It also emphasizes the expansion of school choice and micro-schools. A statement regarding her nomination highlighted that "Linda will fight tirelessly to expand ‘choice’ to every State in America, and empower parents to make the best education decisions for their families." McMahon’s previous experience includes heading the U.S. Small Business Administration during Trump’s first term and serving as chief executive of World Wrestling Entertainment. As of January 31, a hearing had not been scheduled to confirm her nomination. In the meantime, the President has named Denise Carter, who was serving as the chief operating officer of the department’s Office of Federal Student Aid, as the acting secretary.

Memo from Trump Administration Temporarily Freezes Federal Funding

A January 27 memo issued to federal agencies by the White House’s Office of Management and Budget (OMB) instructed the freezing of “all activities related to the obligation or disbursement of all Federal financial assistance… to the extent permissible under current law.” The freeze was intended to give agencies time to ensure compliance with the Executive Orders (EO) issued by President Trump -including the EO issued on January 20 regarding an elimination of funding targeting programs or offices that support diversity, equity, inclusion, and accessibility (DEIA). While it is consistent that a new Administration evaluates existing funding agreements to ensure the alignment of priorities, it is unprecedented to halt federal funding in that process. This move resulted in some federal agencies closing funding portals, caused confusion about whether existing federal contracts would be honored, and created a general sense of panic among stakeholders that receive federal funds. By midday Tuesday, a federal judge had issued a ‘stay’ on enforcement of the memo, and by the end of the day, OMB had rescinded the memo itself. However, the underlying directive to evaluate all current funding and ensure its alignment with Executive Orders is still active as agencies evaluate and report to OMB the details of current federal funding obligations.

National Reading and Math Outcomes Released

According to results from the National Assessment of Educational Progress (NAEP) released on January 29 by the National Center for Education Statistics (NCES), Grade 4 math scores improved between 2022 and 2024, a two-point gain that follows a 5-point decline from 2019 to 2022 and eighth-grade scores in math showed no significant change. In reading, scores dropped in both fourth and eighth grades since 2022, continuing declines first reported in 2019. “Overall, achievement has not returned to pre-pandemic performance,” NCES Commissioner Peggy G. Carr said. “Where there are signs of recovery, they are mostly in math, driven by higher-performing students. Lower-performing students are struggling, especially in reading.”

Read the NCES press release here.

Office for Civil Rights Reverts to 2020 Title IX Rule

To support the President’s Defending Women Executive Order (EO), a Dear Colleague Letter (DCL) was issued on January 31 by Acting Assistant Secretary for Civil Rights Craig Trainor announcing that effective immediately, the U.S. Department of Education’s (ED) Office for Civil Rights (OCR) will revert to the provisions of 2020 Title IX Rule. Trainor cited the U.S. District Court for the Eastern District of Kentucky decision that vacates the 2024 Title IX Rule, which provided for “gender identity,” a category that runs counter to the EO to acknowledge only two genders —birth assignment as male or female. Because the reversion to the 2020 Title IX Rule subverts requirements under the Administrative Procedures Act -a federal law requiring agencies to follow a "notice-and-comment" rulemaking process when developing or revising regulations, the process to implement the DCL is unclear.

Read the Dear Colleague Letter here.

Guidance Issued to Help States Target Title II Funds in Support of Educators

In December, the U.S. Department of Education (ED) released guidance titled Using Title II, Part A Funds to Strategically Support Educator Recruitment, Retention, Professional Learning, and Improved Student Outcomes. This resource supports state and local planning by outlining how Title II, Part A funds -available to states by formula under the Every Student Succeeds Act- can be used to implement evidence-based policy strategies from the ED’s Raise the Bar: Lead the World initiative that aims to address educator shortages and ensure educators and students have the tools to succeed. Title II, Part A funds may be used, among other purposes, to enhance compensation and improve working conditions, develop, refine, and expand pathways into the teaching profession, support induction programs and ongoing professional development, facilitate educator leadership and career advancement, and advance educator diversity.

Read the guidance here.

President Issues Executive Orders on Education

On January 29, the President issued several Executive Orders specifically focused on education. The first, on “educational freedom,” directs the U.S. Department of Education to take measures to support parental rights and school choice, including issuing guidance on how states can use federal formula funds to support school choice, placing educational freedom as a priority for discretionary grants, and directing the Secretary of Health and Human Services to expand choice in block grants to States for family and children services.

Read the EO here.

The second Executive Order, Ending Radical Indoctrination in K-12 Schooling, condemns practices that it defines as fostering division, identity-based victimization, and challenges to family unity. Specifically, the Executive Order focuses on aspects of race and gender and also emphasizes support for patriotic education. Within 90 days, the federal agencies involved must develop strategies to eliminate funding for discriminatory ideologies, protect parental rights, and prevent unauthorized social transitions.

Read the EO here.

Recognizing the importance of this program—and the opportunities to improve and grow—the NAGC Board of Directors convened the Awards Program Task Force (APTF) in early 2024. As chair of the task force, I want to share the story of our work and what it might mean for the future of our awards program.

Why Did the Task Force Form?

The task force was established to take a comprehensive look at the structure and management of NAGC’s awards program. With awards operating at different levels of the organization (organizational awards, network awards, student scholarships, and more), the Board recognized the need for a strategic evaluation. Were we meeting the needs of members? Were the awards aligned with NAGC’s mission? Were there inefficiencies or inconsistencies in how awards were managed? These were the kinds of questions we set out to answer.

What Was Our Charge?

The APTF’s charge was ambitious but essential. We were tasked with evaluating the scope, structure, and administration of the awards program; analyzing policies, guidelines, and funding models; and providing the Board with a menu of options for future improvement. Specifically, we explored:

• How to ensure clarity and consistency for existing and future awards.
• Opportunities to increase member engagement in nominations, volunteer roles, and award ceremonies.
• Ways to streamline the nomination and selection process while maintaining fairness and transparency.
• Options for sustainable funding models.

What Did We Do?

Over the course of several months, our group of dedicated volunteers and staff partners undertook an in-depth review of NAGC’s awards program. Here are some highlights of our activities:

• Data Collection: We reviewed policies, historical nomination data, member demographics, and input from staff and members. We also conducted a survey of network leadership to better understand the structure and administration of network awards.
• Identifying Gaps and Challenges: From policy inconsistencies to the need for more K-12 educator-focused awards, we dug deep into what was and wasn’t working.
• Collaborative Problem-Solving: Through Zoom meetings and robust discussions, we developed a range of options to address the challenges we identified.
• Developing Recommendations: We organized our findings into a series of options for the Board, emphasizing the pros and cons of each to support informed decision-making.

What Did We Find?

At a high level, we discovered both strengths and opportunities for growth within the awards program. Here are a few key takeaways:

• Member Engagement: While the awards program is highly valued, there is significant room to increase member involvement—whether through nominations, volunteering, or attendance at award events.
• Policy Inconsistencies: Organizational and network awards are governed by different policies, which has led to inconsistencies in naming conventions, benefits, and review processes.
• Diversity and Equity: The current award portfolio does not adequately reflect NAGC’s commitment to diversity and equity. For example, these values are only explicitly mentioned in the context of a few student scholarships.
• Committee Capacity: The growing number of nominations has created a significant workload for the Awards Committee. Exploring options like microvolunteer roles or expanding committee size will be essential moving forward.

What’s Next?

Our task force has now completed its work and submitted a final report to the NAGC Board. The report included a thoughtful menu of options to enhance the awards program. These options focus on aligning the program more closely with NAGC’s mission, improving efficiency and equity, and creating meaningful recognition opportunities for members.

The Board will take the next steps in determining the future direction of the awards program. Whatever path they choose, we are confident that it will strengthen the program and its impact on the NAGC community.

A Word of Thanks

I want to extend my heartfelt gratitude to the incredible task force members who brought their expertise, passion, and creativity to this work, as well as to the NAGC staff who supported us every step of the way. This effort was a team endeavor, and it was a privilege to work alongside such dedicated individuals.

To our members, we hope you’ll continue to engage with NAGC’s awards program—by nominating someone, attending a ceremony, or even volunteering to support the process. The program exists to celebrate you and the extraordinary community of gifted education professionals, advocates, and learners.

Stay tuned for updates from the Board about the future of the awards program. In the meantime, if you have ideas or feedback about awards, feel free to reach out to us. Your voice matters, and we’re excited to continue recognizing excellence together.

• Carnegie Learning. (n.d.). AI-powered learning solutions. Retrieved from https://www.carnegielearning.com
  
• DreamBox Learning. (n.d.). Adaptive learning for personalized education. Retrieved from https://www.dreambox.com
  
• Khan Academy. (n.d.). Free online courses, lessons, and practice. Retrieved from https://www.khanacademy.org
  
• Lee, J., Smith, R., & Martinez, P. (2023). The impact of AI-driven personalized learning systems on academic achievement in advanced learners. Gifted Child Quarterly, 67(2), 123–137. https://doi.org/10.1177/00169862231100001
  
• Mitchell, J. R., Hall, S., & Woods, R. (2024). Enhancing student engagement through adaptive learning technology: Evidence from a CogBooks® implementation in higher education. Smart Learning Environments, 11(3), 18–30. https://doi.org/10.1186/s40561-024-00292-y
  
• National Association for Gifted Children (NAGC). (n.d.). Standards for the preparation of gifted education professionals. Retrieved from https://www.nagc.org
  
• Sown to Grow. (n.d.). Empowering students to own their learning. Retrieved from https://www.sowntogrow.com
  van der Kleij, F. M., Vermeulen, J. A., Schildkamp, K., & Eggen, T. J. H. M. (2021). Toward effective feedback practices in personalized learning environments: A systematic review. Educational Psychology Review, 33(1), 25–59. https://doi.org/10.1007/s10648-021-09615-8
  
• CogBooks. (n.d.). Adaptive learning platform for higher education. Retrieved from https://www.cogbooks.com
  
• i-Ready Central. (n.d.). What is i-Ready? Retrieved from https://i-readycentral.com/familycenter/what-is-i-ready/
  

The success of Project Appalachian Coders serves as a model for future initiatives aiming to blend professional learning with computational thinking. By adhering to evidence-based professional learning principles and emphasizing ongoing support, the project has advanced teacher efficacy and enriched classroom practices, particularly for gifted education. As computational thinking becomes an increasingly vital skill in today’s digital age, equipping educators with the tools to teach it effectively is not just beneficial—it is essential.

• Identify the source of your stress: Determine where the source of the stress is coming from. While major life stressors are easier to recognize, it is more challenging to recognize thoughts, feelings and behaviors that might contribute to your stress. Use a stress journal to record each time you feel stressed which can then be used to pinpoint a trend over time. 
  
  
• Cut out unhealthy ways of dealing with stress: Often when we are dealing with stress, we look to unhealthy ways to manage the stress. Take note of what these unhealthy behaviors are and make changes. 
  
  
• Practice the 4A’s of stress management: AVOID, ALTER, ADAPT, ACCEPT. Avoid the things or situations that make you feel stressed. Alter the way you handle a stressful situation. Adapt to the stressor by changing your expectations and attitude. Accept the things you cannot change or prevent that are unavoidable stressors. 
  
  
• Get moving: Physical activity releases endorphins which promotes a more positive outlook on life and makes you feel better. (BVSD, n.d.)

Here are some suggestions for fostering an overall healthy emotional and mental well-being: 

• Set Boundaries: Set office hours. Detach from work at the end of your work day. Learn to say “no”. Leave work at work. Maintain a good work/life balance. Setting boundaries at work can help lower stress levels and promote a healthier work environment. 
  
  
• Physical Activity: Exercise. Get out and enjoy nature. Go for a walk. Unwind from electronics. Join a fitness center. Learn to dance. Set times in the week for physical activity. Physical activity  can reduce the risk of burnout and can help sharpen your cognitive functions.  
  
  
• Enjoy Life: Spend time with family and friends. Take time off from work. Have a staycation. Go to the museum. Take in a play. Go to a local farm stand. Get a pet. Smile. Laugh. Express gratitude. Take in the special moments of your life and others around you. 
  
  
• Mental Health Supports: Get at least 7 hours of sleep at night. Eat nutritious meals. Meditate. Journal your thoughts and feelings. Connect with a mental health professional. Mental health is critical for supporting our overall healthy well being. 
  
  
• Get connected: Find your people and connect with others in the gifted education field at the NAGC conference in Seattle.

Here are some of the upcoming Gifted Coordinator Network events at the 2024 NAGC conference:

• Thursday, November 21 - NAGC
  2:00pm - 2:45pm: First Timer/New Member Session, Room 4C-4 
• Friday, November 22 - NAGC
  3:45pm - 4:45pm: Get to Know Your Networks & SIGs - Exhibit Hall

Other upcoming NAGC Gifted Coordinator Network events: 
- Gifted Coordinator Business Meeting – 01/22/2025 @ 7:30 pm ET-  Sign up here

Join the Gifted Coordinator Network Coffee Chats and share ideas. These are virtual meetings where we come together and talk about what is happening in our life as gifted educators. Look for the calendar invites to the Coffee Chats coming soon through ENGAGE.

Here are more resources for maintaining a healthy work/life balance: 

• HelpGuide.org - https://www.helpguide.org/mental-health/stress/stress-management
• Mental Health America - https://mhanational.org/teachers-protecting-your-mental-health
• Mental Health Foundation - https://www.mentalhealth.org.uk/
  

Just remember that as we continue on this educational journey, we all need support to maintain a healthy work/life balance. So make some goals and get out there and achieve them. 

References
- BVSD, n.d. Stress Management. https://staff.bvsd.org/departments/benefits/wellness

- Steiner, et al. (2022). Restoring Teacher and Principal Well-Being Is an Essential Step for Rebuilding Schools. https://www.rand.org/pubs/research_reports/RRA1108-4.html

- Walker, T. (2022). Make Educator Well-Being a Priority Now. https://www.nea.org/nea-today/all-news-articles/make-educator-well-being-priority-now

For a time, William “Bill” Vassar was a baseball scout for the Major League Baseball team, the San Francisco Giants. The job of a scout is to discover and recruit promising new players for the team. Scouts identify players through evaluating skills and potential for success within the organization. If a scout feels strongly that a player should have an opportunity to join the team, they go to the team manager and advocate for the prospect. He may have spent time in the stands of a baseball stadium, but Bill Vassar was a talent scout in more way than one. He campaigned to expand conceptions of giftedness, find students who were overlooked for services, and ensured teachers received appropriate training. Much like his eye for baseball, Vassar saw academic and creative potential in students and wanted opportunities for them to develop their talents. He championed gifted education at the local, state, and federal levels, and he provided service to the field by volunteering his time and expertise to organizations such as the National Association for Gifted Children (NAGC). Vassar used the power of collective advocacy to move the needle in gifted education.  

William G. Vassar (1925-2004) began his educational career as a teacher, vice principal, and principal in Springfield, MA. In 1965, he was hired by the Massachusetts State Department of Education as the Senior Supervisor of the Academically Talented. After only one year, he was appointed as the State Director of Programs for the Gifted and Talented at the Connecticut State Department of Education. He was instrumental in the development of mandates and guidance for gifted programs in the state of Connecticut. To accompany state mandates, Vassar coauthored a 15-volume comprehensive plan for gifted students in the state of Connecticut titled “CONN-cept: Connecticut’s Programming for the Gifted and Talented.” According to his contemporaries, Vassar spent time going to superintendents’ offices around the state; he championed gifted programs to anyone who would listen—and to some who would not. He has been described by colleagues as a tenacious advocate for gifted students. He was passionate about ensuring gifted students had opportunities to be challenged. When he started in 1966, only four Connecticut towns provided gifted services to 500 students. Over the next 12 years, that number would expand to 114 programs and more than 5,000 students. Bill Vassar had a clear interest and knack for advocacy.

His fervor for gifted education did not stop at the state level. Vassar became involved with service organizations such as The Association for the Gifted (a Division of Council for Exceptional Children), Council for State Directors of Programs for the Gifted (CSDPG), and NAGC. Organizations such as these run on volunteer leaders providing their time and expertise. Vassar served as vice president and president of the NAGC from 1963-1968 and of the Association for the Gifted from 1969-1971. His volunteer work with NAGC allowed him opportunities to be involved in federal advocacy, as well as to consult with multiple states regarding policy. 

His relentless pursuit of opportunities for gifted students did not go unnoticed—he was selected to coordinate a 50-state survey for President Lyndon B. Johnson’s White House Task. Force on Gifted and Talented Education. He worked on this project from 1967-1968, but, according to a summary of milestones in gifted education by James J. Gallagher, the report from the task force was unfortunately never published. This work was not for naught. It was a precursor to the Marland Report, which led to the first federal definition of gifted and talented. Vassar served on a panel assisting Sidney Marland, and he provided a case study of program development in his state as part of the report. 

While we may not associate Vassar’s name with federal advocacy, the Marland Report, or classic texts in gifted education, his behind-the-scenes work was influential to the field. His service to gifted education through volunteer leadership roles in organizations, such as NAGC, made an impact on the field.  Advocacy comes in many forms, and volunteering for service is critical. Vassar is an example of using the power of grassroots movements with like-minded individuals to affect change. We can take a page from scout Bill Vassar’s playbook and come together as one. Sign up to volunteer for NAGC and be part of the movement. 

Sources Consulted

• Andree, B. (1978, Feb. 5). An advocate for the gifted: An interview with William Vassar. The New York Times. https://www.nytimes.com/1978/02/05/archives/connecticut-weekly-interview-an-advocate-for-the-gifted.html
•  Gallagher, J. J. (1994). (rep.). Current and historical thinking on education for gifted and talented students (pp. 83–107). Washington, D.C.: U.S. Department of Education. 
• “William G. Vassar Obituary”, Hartford Courant; Hartford, CT; December 1, 2004, via legacy.com (https://www.legacy.com/us/obituaries/hartfordcourant/name/william-vassar-obituary?pid=2872298)
  
  

It may be that his gentle and modest demeanor contributed to his understated story in gifted education, but his educational contributions are well-known in other areas of education such as language arts and, later in life, through his work on local history in his Pennsylvania hometown. His highlight reel of contributions is not strictly academic—Barbe used his diverse skills and interests to help families and communities as well as schools.

Walter was born on October 30, 1926 in Miami, FL, and died in the small Pennsylvania town of Honesdale, on October 15, 2020. He lived until just short of his 94th birthday (obituary). His passing was movingly noted in a memoir written by his friend and the editor of his hometown newspaper; Barbe was an inspiration who focused on making the world a better place to the very end of his long, creative life.

According to Jennifer Jolly (personal communication, June 26, 2024), who was in communication with Barbe in his later years, he was a beneficiary of the GI Bill following World War II and considered it a highlight of his life that he was able to attend college and graduate school. 

Barbe’s Northwestern dissertation is a marvel to the modern-day reader. He investigated the legendary Cleveland Major Work Program and wrote lively, derivative texts about his experiences in what he termed an enrichment program. He followed up with graduates of the Major Work Program and secured a retrospective understanding of an early, rigorous program for talented learners. His assessment? Good curriculum under the guidance of inspiring teachers works; students remember these experiences in school with fondness and enthusiasm (Barbe, 1954). Under the tutelage of Paul Witty, Barbe left his doctoral program with twin interests in gifted education and reading education. He brought both to fruition across his lengthy and productive life.

Barbe is probably best known to the gifted education community as the editor of classic texts in the field, Psychology and Education of the Gifted: Selected Readings, and subsequently, with his coeditor, Joseph Renzulli, a second edition (Barbe & Renzulli, 1975). A quick scan of the 1975 table of contents reads like a “Who’s Who” in gifted education. The section on the history of giftedness includes Tannenbaum and Witty, the mentor of Martin Jenkins. A section on concepts in the field provides chapters by Torrance, Ward, and Barbe himself. In a section on identification, we find entries on domain specific talents as well as cultural diversity. Feldhusen, Kaplan, Stanley, and Treffinger all appear in chapters on creativity, curriculum, instruction, and talent development. Carolyn Callahan gets in a word about gifted girls at the tail end of the text. If this classic is not on your shelf, you’re encouraged to find a copy and stroll through the highlights of our rich history.

Parents and educators who grew up in the 1950s, 1960s, 1970s, and 1980s were exposed to the magazine, Highlights for Children. Edited by Walter Barbe from 1971-1989, Highlights could be found in homes, schools, doctors’, and dentists’ offices across the nation (Jennifer Jolly, personal communication, June 26, 2024). Walter understood the power of good reading material in the hands of a child. Highlights’ philosophy, “Fun with a Purpose,” aligned with his belief that children learn best when they forget they are learning. Through his work on Highlights, Walter Barbe emphasized the need for intentional selection of reading materials, and this emphasis, informed by his work in Cleveland, provided a foundation for selecting readings that were more appropriate for gifted learners (VanTassel-Baska, 2014). His Psychology and Education of the Gifted co-editor, Joe Renzulli, said of Barbe: “Although Walter was a well-known writer and speaker in the gifted education field, whenever he came to speak at UConn events or local conferences, he always asked us to take him to visit schools. He loved talking with students and teachers; and told me that this was where some of his best ideas came from” (Personal communication, August 15, 2024).

Barbe’s generosity appeared in his personal life as well as his professional one. While living in Chattanooga, TN, the youthful academic and bachelor adopted a son, Frederick. In seeking out the best ways to foster Frederick’s talents and to encourage wise college choices, Barbe encountered a high school counselor—Marilyn Wood. She apparently provided excellent advice; they were married in 1967 when Barbe was 41 years of age. Son Frederick, who studied art and whose pieces were displayed in museums and galleries, followed his passion and became a special education teacher with a career centered in Maryland (obituary).

Although we know Barbe as an author and prolific editor in gifted education and as the first elected president of NAGC, his life was highlighted by other enthusiasms. He loved and understood the power of place. In rural Honesdale (population 4,469 in 2022) and its neighboring White Mills, he contributed and even spearheaded efforts to restore or preserve numerous local industrial locations and artifacts associated with the glassmaking industry, the canals, and sawmills in the region. Among his many lifelong honors—such as receiving the Distinguished Service Award from the International Reading Association—is a charming memorial tribute to one of his many interests—the art and craft of glassmaking. Shortly after Barbe passed away, a vintage punchbowl and matching cups were donated in his honor to the Dorflinger Glass Factory Museum in Pennsylvania The museum wanted to find a way to further honor the contributions of the Barbes, so they now boast a permanent glass exhibit aptly named “The Walter and Marilyn Barbe Wayne County Glass Gallery.” The cut glass pattern of the memorial punchbowl? Brilliant. It is a fitting description of the creative, compassionate, and committed life of Walter Barbe, NAGC’s first elected president. 

References 

• Barbe, W. B. (1954). A follow-up study of graduates of special classes for gifted children [Doctoral dissertation, Northwestern]. ProQuest.
• Barbe, W. B. (Ed.). (1965). Psychology and education of the gifted: Selected readings. Appleton-Century-Crofts: New York.
• Barbe, W. B., & Renzulli, J. S. (Eds.). (1975). Psychology and education of the gifted. Irvington: New York.
• Isaacs, A. F. (1957). New N.A.G.C. officers to be elected. The Gifted Child, 4.
• VanTassel-Baska, J. (2014). Curriculum issues: Back to the future—Differentiated curriculum in the rear view mirror. Gifted Child Today, 37(3), 200–201.

Ann Robinson, Ph.D., is the Distinguished Professor and Founding Director of the Jodie Mahony Center for Gifted Education, University of Arkansas at Little Rock. Dr. Robinson is also a past NAGC President, former editor of Gifted Child Quarterly, and the 2023 recipient of the 2023 Ann F. Isaacs Founder’s Award.

Sheyanne S. Smith is the High Ability Learning Specialist for the Nebraska Department of Education. She holds a bachelor’s of English and a Master’s of Arts in Teaching from Belmont University, and a Master’s of Education in Gifted, Talented, and Creative Education from University of Arkansas Little Rock. She is currently a doctoral student at William & Mary, specializing in gifted education administration. 

• How do we promote the image of the child as a competent and curious learner?
• How do we assess students’ strengths and talent areas in the early years?
• How do we match instructional needs with asynchronous development?
• How do we create socially just and equitable access to enriched and engaging learning opportunities in the early years?
• How do we build learning environments that promote inquiry and exploration?
• How do we successfully create school/family/community partnerships to promote optimal growth in all students?

Please join us by registering for NAGC’s Early Childhood Task Force Community Conversation on early childhood gifted education at 4 p.m. ET on October 28. Topics will include areas of alignment and tension between standards, policies, and practices in the early childhood and gifted education fields. We hope these conversations will bring people from the two fields together to collaborate on thinking about effective practices that challenge learners in all early childhood environments. 

We are interested in your input on what is happening and what perhaps should be happening, as well as ways NAGC can support young learners and their families and educators. During the Community Conversation, after a brief overview of the work of the NAGC Early Childhood Task Force, we will invite participants into breakout rooms to share their thoughts and experiences on questions such as these:

• What is happening in your context in relation to serving advanced young learners?
• What do you see as the most pressing concerns and the most important practices to employ?
• What would you like to see from NAGC?
  

The NAGC Early Childhood Task Force was established in June 2024. The charge from the NAGC Board of Directors is as follows:  

The Early Childhood Task Force (ECTF) is established as a time-limited group with the primary objective of providing the NAGC Board of Directors with an overview of key questions and options for supporting advanced development and talent in the early childhood years. The ECTF will address questions pertaining to areas of alignment and points of tension between the gifted education and early childhood fields; the needs of educators and caregivers who support advanced ability/talent development with this population; and sources of information for describing effective practices.

The Community Conversation is a first step to seek input and expertise regarding early childhood gifted education. The Task Force will also be hosting a Signature Session at NAGC 2024 entitled, “NAGC’s Early Childhood Task Force: Supporting Effective Practice in the Early Years,” at 11:15 AM on Friday, November 22, in Seattle. We will also be sending out a survey seeking input from those who are unable to join us for those events.

Anticipated outcomes of the Task Force work may include the following: 

• Recommendations for a revised Early Childhood Position Statement
• Questions for NAGC (Board and others) to consider regarding the degree to which NAGC standards do (or do not) reflect a developmental perspective
• Additional recommendations regarding actions the Board might consider for NAGC, including developing relationships with early childhood organizations, professional learning and outreach options, and avenues for further consideration of areas of tension. 

Members of the Early Childhood Task Force include:

• Co-Chairs: Catherine Little, Nancy Hertzog 
• Members: Megan Parker Peters, Kimberly Myles, Alicia Schroeder-Schock, Aimee Sulit, Kisha McCray, Kelly Kearney, Jennifer Williams
• NAGC Staff Liaison: Lacy Compton
  

We hope you’ll plan to join us October 28 at 4 p.m. ET for the Early Childhood Task Force Community Conversation!

This session is all about unleashing creativity and critical thinking in gifted learners. Picture curiosity simmering, critical thinking bubbling, and creativity overflowing as students face “impossibilities” with a dash of strategic brilliance. We’ll be your team of “chefs,” cooking up a menu of practical strategies and activities that meaningfully engage gifted learners in the creative process, spanning a variety of content areas.
Our secret recipe for learning experiences blends some of the finest ingredients from educational research. We’ll be using high-quality creativity theories and best practice gifted instructional strategies, mixing together the Williams’ model for Thinking and Feeling with the Torrance & Safter Incubation Model and stirring in elements of Kaplan & Gould’s Depth and Complexity with a dash of Visible Thinking. This concoction is designed to help students stretch their thinking, make connections, and embrace their full creative potential.

During the session, you will experience a teacher-tested, three-course learning experience based on the stages of the Incubation Model:
1. Heightening Anticipation
2. Deepening Expectations
3. Keeping It Going

After each "course," we’ll reveal how our secret recipe nurtures the thinking and feeling process through a specific content area while incorporating Williams’ Modes of Teaching. You’ll see firsthand how these strategies are designed to engage even the most advanced learners in critical thinking and creativity.

We also recognize that gifted learners can sometimes be sensitive to frustration and anxiety when faced with setbacks. So, we’ll be serving up a side of resilience-building tools and strategies to help them embrace challenges and view learning as a journey, not just a destination.

By the end of our session, you won’t just leave with ideas—you’ll walk away with a collection of recipe cards packed with content-rich, creative learning experiences that go far beyond bland assignments and junk-food exercises. These recipe cards will provide you with practical, hands-on activities that will inspire your students to think critically and creatively. Along with these, you’ll also have a ready-to-use template for designing and sharing your own "concoctions of creativity," ensuring your classroom is always buzzing with innovation.

But that’s just the start. You’ll leave the session not only energized but armed with a menu of teacher-tested strategies specifically crafted to challenge and engage gifted learners at every level. We’ll dive deep into how setbacks can be transformed into powerful catalysts for creativity, offering resilience-building techniques that encourage students to see obstacles as opportunities for growth. You’ll explore our secret recipe, which blends creativity theories with best practices to ensure your lessons remain meaningful and engaging for even the most advanced students. We’ll show you how to personalize these strategies, so you can craft your own unique learning experiences that will motivate and inspire your students.

And this is where the true transformation happens. We’ll help you shift from the educational equivalent of fast food—those uninspired, one-size-fits-all assignments—to passion-driven learning that sparks your students’ curiosity and feeds their hunger for discovery. You’ll learn how to turn your classroom into a dynamic space where every lesson becomes a satisfying and enriching experience. By the time we’re done, you’ll be equipped to serve up your own blend of creative learning that transforms even the most routine school days into something truly extraordinary.

Now, let me introduce you to the dream team of “chefs” who’ll be guiding you through this extraordinary culinary adventure:

Dr. Brian Housand, the tech-savvy professor from UNC Wilmington, has been revolutionizing the integration of technology in gifted education for over two decades. He’s presented in 40 states and internationally and is the co-author of Using the Schoolwide Enrichment Model with Technology. Whether you’re a Star Wars lover or a fan of all things Disney, Brian is sure to keep you entertained while delivering powerful strategies.

Andi McNair, our innovation expert, is on a mission to change education. Author of Genius Hour and A Meaningful Mess, she brings an infectious energy to the room. Andi’s all about empowering learners to take charge of their education, and she’s ready to share how you can make that happen in your own classroom.

Stephanie Higgs, also known as Little Miss Gifted, is an award-winning educator and instructional coach who is all about arts integration and creative teaching. Her experience in weaving arts into learning proves that education is limitless. Stephanie’s ready to show you how thinking outside the box can unlock new possibilities for your students!

Justin Mitchell, an 8th grade Social Studies teacher and Gifted & Talented Coordinator from Kentucky, is a master at making history come alive. A 2021 Kentucky History Teacher of the Year and a leader in education policy, Justin is here to connect the dots between gifted education, history, and creativity.

So, get ready for a Super Sunday that’s going to be jam-packed with inspiration, collaboration, and a whole lot of fun! Don’t miss our session, "Concocting Creativity: The Secret Recipe Revealed!" We can’t wait to see you there and share everything we’ve been cooking up. See you soon, Seattle!

As we continue to strive for excellence and provide you with the best possible services, we find it necessary to increase membership dues effective October 1, 2025. This decision was not made lightly, and we want you to know the reasons behind this change and how it will benefit you.

Our Goal

Our goal is to ensure that your membership provides you with unparalleled value, and we have consistently strived to enhance the benefits and services we offer. In the last year, we have added online access to two additional peer-reviewed journals, hosted 5+ FREE webinars exclusively available to NAGC members, and expanded opportunities for networking and connection through our networks and special interest groups.  So that we are able to continue to offer you reliable, professional support, we are increasing dues by $10. This small adjustment will allow us to:

• Expand Professional Learning Opportunities: We know how crucial continuous learning is for your professional growth. With the new dues structure, we can continue to offer 5+ free member webinars every year, a value of over $120 per year!
• Enhance Networking Opportunities: Building connections is key to your success. We will be increasing the number and quality of synchronous and asynchronous networking opportunities, ensuring you have ample opportunities to connect with peers and colleagues.
• Improve Member Services: From website enhancements to improved and personalized communication, we will ensure that the resources, services, and community you need are easily accessible.

New Dues Rates, Effective October 1

• Premier: $129
• Parent: $69
• Student: $69
• Lifetime: $1750

If you have questions about the dues increase, you can review our detailed FAQ sheet. Additional questions or concerns can be directed to NAGC’s Director of Member Services & Engagement, Meagan Roloff, at mroloff@nagc.org, or you can schedule a meeting with Meagan.

Our commitment to transparency and value remains unwavering. We are here to support you and help you thrive in your professional journey.

Michelle Buchanan, PhD, NBCT University of Central Arkansas
Monica C. Meadows, Ed.D., University of Arkansas at Little Rock

As a new school year approaches, educators are busy preparing their classrooms, building lesson plans, and incorporating strategies to ensure a successful and engaging year for their students. Inquiry-based learning continues to be an effective approach to enhance student learning and curiosity in STEM content. Here, we will explore best practices for incorporating inquiry learning into your classroom as you get ready to welcome your students back to school.

One idea is to start with a question that stimulates curiosity and sets the stage for investigation. For example, a Formative Assessment Probe about mittens by Page Keeley asks students to predict the results of an experiment: How would the temperature reading on a thermometer change if the thermometer were placed inside a mitten? Three possible answers to the question are provided and students describe their thinking in choosing their answer. Give students the opportunity to test their response, collect and analyze data, explain and communicate their findings, and eventually lead students to a deeper understanding of the phenomena. This testing gives students the opportunity to confront their predictions and grapple with uncertainties as they develop a new explanation. Encourage a growth mindset by celebrating effort, perseverance, and the learning process. Help students understand that making mistakes and facing challenges are essential parts of learning. This mindset will support them in tackling complex problems and persisting through difficult investigations.

Beginning the school year with investigative questions sets the foundation for inquiry-based learning. There are several online resources educators can use to encourage the next generation of problem-solvers similar to Keeley’s Formative Assessment Probes (https://www.uncoveringstudentideas.org/books/formative-assessment-probes). The Youth Engineering Solutions and Engineering is Elementary curriculum that is free to download (https://yes.mos.org/). The Exploratorium provides teacher-tested activities that use low-cost materials (https://www.exploratorium.edu/snacks). eCYBERMISSION (https://www.ecybermission.com/) provides problems for student teams to solve using scientific inquiry or the engineering design process. This free, online competition for middle-level grades provides multiple resources for the team leader and student teams.

As you are busy preparing for the new year remember, incorporating inquiry-based learning into your classroom can significantly enhance student engagement and curiosity in STEM subjects. By starting with thought-provoking questions and allowing students to explore, test, and analyze their predictions, you foster a deeper understanding of scientific phenomena and encourage a growth mindset. Utilizing resources like Keeley's Formative Assessment Probes, Youth Engineering Solutions, and activities from the Exploratorium, you can create a dynamic and supportive learning environment. Remember, the goal is not just to teach content, but to inspire a lifelong love of learning and problem-solving in your students. Embrace the journey of discovery and watch your students thrive as they tackle complex problems and persist through challenges. Here's to a successful and enriching school year filled with curiosity, creativity, and collaboration!

In July, our goal as a network was to allow parents and professionals the opportunity to discuss the challenge of responding to our children’s expressions of boredom with engaging ideas for at-home learning, especially in the later weeks of summer. Our goal for the evening was to discover how to transform those "I'm bored" moments into opportunities for intellectual growth and exploration. With a few facilitated questions, the discussion flowed organically from one topic of concern to another. The following article is a summary of all the ideas and resources generated by this lively conversation.
What learning activities do you recommend to manage boredom at home?

• Hands-on Play and Screen-free Learning Activities
• Engineering and Craft Kits such as Crunch Labs and Snap Circuits
• Parent created boxes with random pieces and props for creative and imaginative play
• Puzzles https://www.completingthepuzzle.com/ This is a puzzle-renting company. They send you a puzzle in the mail with a return label. When you send it back, they'll send you your next one. You always have a new one to work on. Anywhere from 250 - 1000 pieces.
• Board Games and Card Games were a hot topic and generated many excellent ideas of old and new favorites including: Qwirkle, Blokus, Sequence, Stratego, Mastermind, Code Names, Risk, Trekking, Trivial Pursuit, Chess, Checkers, Exploding Minions - Kittens - Zombies, Ticket to Ride, Catan, Othello, Skyjo, Battleship, Uno (and new Uno spin-offs), Mancala, Pandemic, Scrabble, Scattergories, Prime Club, Quarto, Taco-cat-goat-cheese-pizza, Ring it, Play Nine, Abalone, Power Grid, Trigon, Spontuneous
• Creating collaborative family trivia games with notecards where everyone contributes questions
• Taking field trips to unusual parks, museums, or going “behind the scenes” at a restaurant, factory or place of business

• Learning with Technology
• Duolingo - Study a new language together
• Wonderopolis – A great place for curious learners to explore and learn new things.
• Camp Wonderopolis – A part of Wonderopolis created specifically for summer learning.
• TED Ed – Lots of topics, ideas, and concepts to explore through video.
• 5 Clue Challenge – The 5 Clue Challenge gives learners the opportunity to receive 5 clues and use what they know to make an educated guess about what the clues describe.
• Google Maps Treks – Such a great tool for learners who would like to explore but are unable to leave their homes.
• National Geographic Kids – Find amazing facts about animals, science, history, and geography, along with fun competitions, games, and more.
• Magic Tree House – If your child likes The Magic Tree House series (and let’s be honest, who doesn’t?), they’ll love The Magic Tree House website. Students climb up the tree and enter the tree house to find some great puzzles, fun games, and quizzes on any of the 45+ MTH books.
• Toporopa – Can’t afford that summer vacation schlepping around Europe? No worries, just pull up Toporopa on your nearest browser and learn all about the geographical, political, historical, and economic aspects of the wonderful continent.
• Coder Kids – Coder Kids is a great company that offers online, in-person, and on-demand coding classes and camps for kids of all ages. Their free on-demand class, Introduction to Scratch Coding, is the perfect way for kids to begin their coding journey!
• Code.org – offers Hour-of-code lessons that are particularly useful for kids looking for a quick class. They can learn to program Minecraft animals and Star Wars droids or code their adventure with Frozen characters.
• Resources for Families (Prince William County Schools) https://www.pwcs.edu/academics___programs/gifted_education/parent_resources


• Ideas for Getting Kids Excited about Reading
• Read the same book to have conversations
• For younger children: Illustrate the story or Act it out with toys
• Parents can read the narrator stuff and the kids do the “voices” of the characters to not be overwhelming.
• Record them re-telling the story - News anchor summary of the book
• Movie and book comparison as a family discussion
• Audio books if it is a topic that is written above their readability level.
• www.getepic.com
• https://giftedguru.com/books-for-gifted-kids/ Lists with links and several other helpful articles on reading for gifted children
• https://www.mensaforkids.org/ - Book lists and challenges for all ages
• Bookmarks with deep thinking questions
• https://funinfirst.com/comprehension-bookmarks/
• https://www.123homeschool4me.com/reading-comprehension-bookmarks_24/
• https://smarterinterventionshop.com/products/comprehension-bookmarks-25-pack
• https://gifted.uconn.edu/wp-content/uploads/sites/961/2015/07/semr_elementary_school_bookmarks.pdf

As a group, parents and professionals concluded that modeling active learning, curiosity, and imagination alongside our gifted children brought the most positive long-term ways to counteract boredom. Many parents shared stories of interaction and/or healthy competition as a family that allowed children to stretch both their intellectual and social-emotional skills. We also agreed that technology can be an extremely helpful tool for learning and creativity while also a dangerous distraction.

If you are interested in attending our next PFC Network event designed specifically for parents and families, please join us on September 25th for Part 2 of our Advocacy series that began in February. This webinar will include a panel of national experts sharing advice for how gifted families can speak out clearly for their child’s needs at school and beyond. Registration is free and open to anyone. https://nagc.org/page/webinars

an administrator needs to make the system work to meet the greatest needs for the greatest number of students and staff. By definition, gifted students make up a small percentage of the student population. Administrators have many competing needs and challenges; [therefore], advocating for gifted kids and their education is not always well received. We have tried to do that from the standpoint of it being the right thing to do, and it is, but others may not see it as a priority or worry it could be a negative thing for all of those not selected.”  

So, what are we to do? How can we ensure the needs of gifted students are being met in schools?  

Ginny taught me that the more effective approach is to find a way to be part of the solution rather than being seen as another problem. To do that effectively first requires becoming well versed on the “what”— what problems are already on the horizon, and what education initiatives and/ or proposed legislation is being discussed/drafted to address them? Second involves gaining an understanding of all perspectives—what are the concerns and viewpoints of all stakeholder groups on this issue? And finally, it involves putting it all together by figuring out how the needs of gifted students could fit into the proposed initiative or legislation and align with the concerns and viewpoints of other stakeholder groups.  

If the needs of gifted students are not being addressed by the proposed initiative or legislation, or if the impact is negative, then how might it be adapted or modified, so these students can grow and thrive as well? This approach shows educational leaders and policy makers that we want to be on the same team; we understand that education is a system, and gifted students are part of that system. Ginny often said, “gifted students are not more important than other students, but they are just as important."

As such, effective advocates will need to demonstrate their understanding of all stakeholder views and explain how the needs of gifted children fit into a larger framework and offer a solution that addresses the needs of gifted children without detracting from the needs of other groups. All proposed solutions need to reflect this notion if they are to be well received. Currently, I am keeping this advice at the forefront of my thoughts as I work with the Indiana Association for the Gifted to propose modifications to our state’s proposed new high school diploma pathways to ensure a rigorous pathway of courses is available for our most able learners.  

Ginny has left a lasting mark on the field of gifted education. As NAGC President Shelagh Gallagher noted, “the phrase ‘small but mighty’ comes to mind when [one] thinks of Ginny. She was always game to try a new idea, consider problems in a new light, and lend her elbow grease to efforts to improve circumstances for gifted students.” I hope that I, as well as others who had the good fortune to work with her, can carry her advocacy lessons forward to continue to maximize the potential of all gifted students.   

Kristie Speirs Neumeister is a member of the Board of Directors for the National Association for Gifted Children. She directs the gifted and talented licensure program at Ball State University, and she is the president-elect of the Indiana Association for the Gifted.

In honor of NAGC’s 70th anniversary, we asked Dr. Ann Robinson and Sheyanne Smith to contribute a series of blogs celebrating and remembering NAGC leaders. Starting off the series is an updated version of Dr. Robinson’s blog commemorating the contributions of NAGC’s founder, Ann Fabe Isaacs, originally published March 30, 2022.


In the 1950s, from her home in Cincinnati, OH, Ann Fabe Isaacs drew up articles of incorporation for the National Association for Gifted Children. She was the parent of two daughters, Margery and Susan, had recently moved into a new home with her husband Ted, and had established a nursery school that was largely attended by children from the neighborhood. Her energy exploded into a life balanced by action, advocacy, and curiosity.

Ann felt passionately that not enough was being done to assist bright children, their families, and their teachers. She wanted to do more. She could write. She could organize. She could buttonhole prospective sympathizers and move them to act.

At Xavier University, she had been trained in counseling, guidance, and assessment and early on was sensitive to the psychosocial needs and development of young people. She preferred to refer to them as gifted, talented, and creative and wrote about them in her publications with all three descriptors simultaneously. 

Ann was both audacious and accomplished. She founded not one but two national organizations—the National Association for Gifted Children (NAGC) founded in 1954, chartered in 1956, and incorporated in 1957 and the National Association for Creative Children and Adults (NACCA) in 1974. She established two official journals—the Gifted Child Quarterly (GCQ) (which began its existence as the Gifted Child Newsletter) and the Creative Child and Adult Quarterly (CCAQ). Ann wrote copiously for both of her scholarly journal offspring for a combined 30 years. As the charter President of NAGC, she organized the Association’s first national conference co-sponsored by the American Association for the Advancement of Science (AAAS). In her bumpy transition in the 1970s from NAGC to NACCA, Ann maintained long-standing professional friendships with E. Paul Torrance and Stanley Krippner who served on the Board of NAGC and subsequently on the Editorial Board of CCAQ. All three were fascinated by creativity and its manifestations.

Ann’s own creative productivity was prodigious. A multitalented individual who loved the arts, she composed music and painted. While juggling a job, a family, and an active life as the volunteer CEO of a national organization, she wrote, drew, painted, composed, and recorded musical performances. She was particularly fond of case study approaches and of interviews of accomplished adults and published both kinds of manuscripts in GCQ and CCAQ. In a scholarly examination of her life and work, researcher Karen B. Rogers studied in the Jacob Radar Marcus Center for the American Jewish Archives at Hebrew Union College where Ann’s papers reside and found a whopping inventory of editorials, articles, books, sketches, paintings, fabric arts, songs, and preludes for piano, violin, viola, cello, or flute (Rogers, 2014). Ann was also the subject of a dissertation by Anna Armitage who investigated across her life and works to explore the lessons in advocacy and influence when comparing the founding decades of the 1950s to the 1970s and the contemporary perspectives of NAGC (Armitage, 2022).

Ann’s powerful personality was a distinctive feature; those who knew her personally frequently offered commentary on their experiences with her. In 2009, when Professor Abraham J. Tannenbaum received the Ann Fabe Isaacs Founder’s Memorial Award, he stepped to the podium at the national convention in St. Louis and remarked, “I knew Ann Isaacs. She was MEMORABLE.” Ever the diplomat, Dr. Tannenbaum confined his remembrances about her to those eloquently spoken words delivered with sonorous inflection. She made an impression. She left a legacy.

Her vision for NAGC was captured in five purposes from the 1957 articles of incorporation:

   
1. Stimulation of interest and research in gifted education including guidance, developmental, remedial, and preventive instruction related to education and training
2. Dissemination of scientific information regarding the gifted
3. Analysis of the problems of the gifted and dissemination of information about good practices in all phases of working with them
4. Provision of opportunities for classroom teachers to study about and improve methods of working with gifted learners
5. Publish and report scientific and experimental investigations as well as practices that result in improved methods for working with the gifted (NAGC, 1957).

Elements of her vision find echoes in the current aims of the Association and the field of gifted education today. Ann was a parent and a professional comfortable with both research and practical concerns as the NAGC purposes she penned suggest. Her vision had staying power. Thirty years after she left NAGC and the year following her death in 2001, Ann’s family established a fund to support the Ann F. Isaacs Founder’s Memorial Award to be given to an individual who served NAGC with distinction. In 2002, the first award was presented to Dr. Mary Mack Frasier, Founder of the Torrance Center for Creative Studies and Past President of NAGC. Each year, the recognition of Ann Fabe Isaacs’ commitment to lifelong talent development is renewed.

Learn more about Ann Fabe Isaacs through her archives at:

• American Jewish Archive
   
• University of Cincinnati Libraries

References:      

• Armitage, A. (2022). Historical portrait of Ann Fabe Isaacs: Founder of the National Association for Gifted Children. https://digitalcommons.du.edu/cgi/viewcontent.cgi?article=3028&context=etd
• National Association for Gifted Children (1957). Articles of incorporation. NAGC Archives, Washington, DC.
• Rogers, K. B. (2014). Ann Fabe Isaacs: She made our garden grow (1920–2001). In A. Robinson and J. L. Jolly (Eds.)  A century of contributions to gifted education: Illuminating lives (pp. 256–276). New York: Routledge.

Ann Robinson, Ph.D., is the Distinguished Professor and Founding Director of the Jodie Mahony Center for Gifted Education, University of Arkansas at Little Rock. Dr. Robinson is also a past NAGC President, former editor of Gifted Child Quarterly, and the 2023 recipient of the 2023 Ann F. Isaacs Founder’s Award.

Understanding that equity and equality are not synonymous is fundamental in this work. Many educators cling to the historical belief that we must be consistent in our work with every student – making the work the same or equal for every student – to be fair. This often leads to a variety of problems in our work like scripted curricula, limiting rubrics, and ceilings on assessments. While this may be considered equal, it is not equitable, which is providing support for the varying needs of each student. To provide this support, a universal focus on equity with three main properties is important.

First, we must be conscious of our own biases. This requires reflection to know and understand them, but also to impact our actions. If we realize that we struggle with certain students, we must ask ourselves why. We must work on our own understandings and perceptions to ensure we support every student in our classrooms, not just those who are easiest to support. 

Our equity work began with deep dives. We brought in Dr. Gil Whiting of Vanderbilt University to talk with us about implicit bias. We processed as he shared his work with Scholar Identity. We each took the Intercultural Development Inventory and reflected as individuals and as a department on our own biases. We engaged in equity challenges to build our understanding and commitment. We brought in Eddie Moore, Jr. to share his experiences with systemic racism and his passion for fighting injustice. We attended and supported students to present and attend the White Privilege Conference sponsored by The Privilege Institute. We invested in these efforts to build a solid base for our equity work.

Second, regardless of our desire to generalize, students are not the same. Students come to our classrooms with vast experiences, unique strengths and weaknesses, and a wide variety of personalities.  One size cannot fit all. 

Our work continued as we deconstructed and rebuilt our identification protocol for our district. We started this work by reviewing the NAGC Report State of the States Report. This provided a lens of what types of identification and programming are happening in other states. We then began evaluating our Eligibility Report and Protocols with identification and programming information from other states – Georgia, Ohio, Colorado, and Wisconsin. We then read Excellence Gaps in Education by Plucker and Peters (2017) and followed that learning by taking a deep dive into our district demographics. We compared our classroom, building, and district demographics to the demographics of our identified advanced learning students. We discovered that we had begun the work of moving toward proportional demographics, but we still had a lot of work to do. This led us to revise our identification eligibility guide and our protocols to be more inclusive (eliminating gate keeping scores), adding elements of qualitative data (with universal qualitative screening in grades K & 1), and changed our focus from a program serving Capital G Gifted students to a Talent Development Model (or Paradigm as described by David Yun Dai and Fei Chen in Three Paradigms of Gifted Education). Finally, we added Proportional Demographics to our department goals alongside our academic and social/emotional goals.

Third, education – and life – are not zero-sum games. All students can be winners. One should not be limited if another is supported. Advanced students need enrichment and support as much as students who struggle with learning need scaffolds and support. They need direct instruction, and they need materials that are challenging. We cannot expect them to wait while others in class catch up. We cannot expect them to be the teacher or the teacher’s aide. Additionally, our students need to be challenged more often than a pull-out program can provide. By working with teachers and providing extensions for advanced learners, we are building capacity in our teachers to benefit all advanced learners.

Our work continues as we work with the district curriculum coordinators, PLC leads, and teachers. We have spent two years learning the district curricula for English and math so that we are able to speak to standards in all grade levels. Knowing the standards helps us unpack them to create extensions that can take students deeper so we can promote analysis.  Our work first centered around a Crosswalk of Bloom’s Taxonomy, Webb’s Depth of Knowledge, and Marzano’s Taxonomy. The goal was to determine the level of the standard required for the lesson and create an extension task that would take the students at least one level above where the standard landed. If possible, extending to analysis was always a goal. While continuing this work, we began adding cluster grouping based on Marcia Gentry’s An Investigation of the Effects of Total School Flexible Cluster Grouping on Identification, Achievement, and Classroom Practices to our middle school math courses. Our first year was a challenge with getting into the classes at least twice each week and planning specifically with those PLCs in addition to the other work to be done in each middle school, but we are confident we have, based on reflections, created improvements to implement this fall.

Being a Coordinator of Gifted Programming for an urban district is an incredibly rich experience, yet finding ways to develop equitable identification and programming is challenging. Our students, however, are worth it. So I encourage you to consider making equity your North Star. Dig in, do the work, and enjoy the joy of serving all students in your district with gifts and talents.

The 2024 Election results are in! Voting for NAGC's leaders is just one of many ways members help shape the future of NAGC and gifted education. We are thrilled to announce the newly-elected members of the NAGC Board of Directors and Network Chair-elects. Join us as we celebrate the commitment and dedication of these volunteer leaders who will help guide NAGC into the future. Read on to learn more about the election outcomes and learn more about your newly-elected leaders.

Board of Directors

• Nancy Hertzog, Treasurer
• Mark Hess, State Representative
• Jennifer Madsen, At-Large Member
• Ashley Phelps, Parent Representative
• Karen Rambo-Hernandez, At-Large Member
• Michelle Trotman Scott, Governance Secretary

Network Chair-elects

• Jennifer Fisher, Arts Network
• Yvonne de St. Croix, Creativity Network
• Jennie Jones, Early Childhood Network
• Viviana Prieto, Gifted Coordinators Network
• Nikki Myers, Global Awareness Network
• Jennifer Gottschalk, LGBTQ+ Network
• Jeb Puryear, Research & Evaluation Network
• Mihyeon Kim, Special Schools & Programs Network

Our gifted LGBTQ+ young people need caring adults who can see, hear, and understand them. That is our primary objective here within the NAGC LGBTQ+ network. We welcome anyone and everyone (you don’t have to be gifted nor identify as LGBTQ+). Please consider joining our efforts to help raise awareness about the realities and needs of these vulnerable kids and teens. Help us grow our community!

Research suggests that gifted young people tend to be more aware and sensitive to not only their immediate environment (Gere et al. 2009) but also to media representations about giftedness (Bergold, Hastall & Steinmayr, 2020; Dunan et al., 2020). Research also indicates that LGBTQ+ youth tend to look toward media and pop culture for role models (Bird, Kuhns & Garafalo, 2012; Greensmith & King 2020; Berger et al., 2022). While research about the overlap of giftedness and LGBTQ+ identity is limited, it stands to reason that gifted LGBTQ+ youth are indeed paying close attention to media and are influenced by pop culture representation. Since much progress has been made with LGBTQ+ acceptance and rights in the past 50 years, there is more LGBTQ+ representation in the media than ever before. Educators and families can utilize the media’s positive portrayals of gifted and talented LGBTQ+ people to help guide gifted LGBTQ+ youth toward finding community, understanding themselves, and providing potential role models. The Gay & Lesbian Alliance Against Defamation (GLAAD) publishes an annual “20 Under 20” list honoring young LGBTQ people “who are accelerating acceptance of LGBTQ people while shaping the future of media and activism” (see last year’s list). The Advocate recently compiled a list of “LGBTQ+ celebrities and activists TIME called the Most Influential People of 2024.” Additionally, positive LGBTQ+ representation is becoming more common in pop culture. Recent examples in fiction include (but are not limited to) Disney’s The Owl House, Stranger Things, Star Wars: Asoka,  Disenchantment, Batwoman, Better Nate Than Never, Red White & Royal Blue, and so on. And there is more representation than ever in music (such as Kim Petras and Billie Eilish) and sports (such as NFL’s Carl Nassib and soccer star Megan Rapinoe).

What else can you do to show your support during pride month? 

• Join the LGBTQ+ Network within the National Association for Gifted Children by attending and volunteering at our events.
• Help us remember those LGBTQ+ individuals who have transformed the world in the face of discrimination and oppression.
• Display and use your talents to creatively protest and resist unjust legislation and bigotry. 
• Live the transformational power of our youth giftedness and diversity by attending, volunteering, and contributing to any of the Nationwide pride celebrations during June 2024
• Engage teachers and learners in the GLSEN survey of school climate for LGBTQ+ Learners to provide current and accurate information of the status of LGBTQ+ rights in your school

Finally, As for Aayden Gallagher and our community, her gold-metal win was bittersweet. We must continually strive for a near future in which any young talented person’s victories are not bitter, just simply sweet. Happy Pride Month, everyone!


References

Berger M.N., Taba M., Marino J.L., Lim M.S.C., & Skinner S.R. (2022). Social Media Use and Health and Well-being of Lesbian, Gay, Bisexual, Transgender, and Queer Youth: Systematic Review. Journal of Medical Internet Research, 24(9). DOI: 10.2196/38449. 

Bergold, S., Hastall, M.R., & Steinmayr, R. (2020). Do Mass Media Shape Stereotypes About Intellectually Gifted Individuals? Two Experiments on Stigmatization Effects From Biased Newspaper Reports. Gifted Child Quarterly, 65(1). https://doi.org/10.1177/0016986220969393

Bird, J.D.P., Kuhns, L., & Garofalo, R. (2012). The Impact of Role Models on Health Outcomes for Lesbian, Gay, Bisexual, and Transgender Youth. Journal of Adolescent Health, 50(4), 353-357. https://doi.org/10.1016/j.jadohealth.2011.08.006 

Duncan, S., Goodwin, C., Haase, J., & Wilson, S. (2020). Neuroscience of Giftedness: Greater Sensory Sensitivity. Gifted Research & Outreach. https://gro-gifted.org/neuroscience-of-giftedness-greater-sensory-sensitivity

Gere, D.R., Capps, S.C., Mitchell, D.W., Grubbs, E., & Dunn, W. (2009). Sensory Sensitivities of Gifted Children/Invited Commentary on "Sensory Sensitivities of Gifted Children." The American Journal of Occupational Therapy, 63(3), 288-95. https://unco.idm.oclc.org/loginurl=https://www.proquest.com/scholarly-journals/sensory-sensitivities-gifted-children-invited/docview/231968900/se-2 

Greensmith, C., & King, B. (2020). “Queer as hell media”: Affirming LGBTQ+ youth identity and building community in Metro Atlanta, Georgia. Journal of LGBT Youth, 19(2), 180–197. https://doi-org.unco.idm.oclc.org/10.1080/19361653.2020.1829524

Hicks, T. (2006). Humanizing the Other in “Us and Them.” Peace Review: A Journal of Social Justice, 18(4), 499-506. DOI: 10.1080/10402650601030435 

Lavietes, M. (2024, May 21). Transgender Teen Booed After Winning Girls’ Track Race at State Championship. NBC News.  https://www.nbcnews.com/nbc-out/out-news/transgender-teen-booed-winning-girls-track-race-state-championship-rcna153383

Parra-Martinez, A., & Treat, A. R. (2022). The Rainbow Revolution: Empowering Gifted LGBTQ+ Learners for Transformative Action. In R. J. Sternberg, D. Ambrose, & S. Karami (Eds.), The Palgrave Handbook of Transformational Giftedness for Education (pp. 287-312). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-91618-3_15

Sternberg, R. J. (2020). Transformational Giftedness: Rethinking Our Paradigm for Gifted Education. Roeper Review, 42(4), 230–240.
https://doi-org.ezproxy.lib.purdue.edu/10.1080/02783193.2020.1815266

Sternberg, R. J. (2023). Toxic Giftedness. Roeper Review, 45(1), 61–73. https://doi-org.ezproxy.lib.purdue.edu/10.1080/02783193.2022.2148311

Did you know NAGC gives more than 20 awards each year? If that number surprises you, you’re not alone! The NAGC Awards Committee manages and reviews nominations for organization awards, several NAGC Networks coordinate their own awards, and there are even awards for gifted students! This robust award system grew over time and is a testament to our success in bringing together stakeholders from all parts of gifted education.

Our awards system grew and evolved, largely due to the passion and persistence of members like you. We’ve now reached a point where it’s important to pause and reflect. Are there opportunities to streamline processes or implement best practices across multiple awards? Is there anything we should do to provide a consistent member experience with the award system? Are the current awards serving the needs of NAGC members? How can we better engage more members with the awards program?

The NAGC Board of Directors created the Awards Program Task Force to explore these questions and brainstorm ways to ensure the vibrancy and vitality of the awards program into the future. This task force is a time-limited group and will ultimately provide a menu of options for the Board to consider. Our formal charge is: 

The Awards Program Task Force (APTF) is established as a time-limited group with the primary objective of providing the NAGC Board of Directors with a comprehensive menu of options, with associated pros and cons, regarding the structure and management of NAGC’s awards at all levels of the organization. The APTF will address key questions pertaining to the current organization, infrastructure, administration, and different categories of awards.

I was honored when NAGC President Shelagh Gallagher asked me to chair this task force. As past chair of the Awards Committee, I have seen the strength of our current awards system and areas where there could be more clarity. My first task was to assemble a group to tackle these questions. After an open call, I am excited to share that we have a dynamic group representing the Awards Committee, network awards, student awards, state affiliates, and a variety of professional roles and longevity with NAGC. The Awards Program Task Force includes:

• Christine Briggs
• Cappie Dobyns
• Chandra Floyd
• Roxanne Hagedorn
• Sarah Jackson
• Joy Lawson Davis
• Celeste Sodergren

In the initial stages of our work, we are asking questions and gathering data. This includes reviewing current awards throughout the organization and connecting with NAGC leaders and members to share their perspectives. 

Our goal is for this process to be transparent and inclusive. The task force is not here to change things - our role is highlighting opportunities, challenges, and options for the Board to consider. The task force plans to provide its suggestions to the Board by the end of the summer. Should you have any questions about our work or if you would like to share your perspective on the current awards system, feel free to contact me directly at thomas.clark@wku.edu. 

In my role, I'll be working closely with Meagan Roloff to ensure that every aspect of your membership experience is top-notch. Meagan's expertise is invaluable, and I'm grateful to be working alongside her. One of my key focuses will be overseeing our Engage community platform, where my desire is seeing it become a platform for all members to come and collaborate with each other through sharing moments of impact and resources on how to serve Gifted students better.

I come to NAGC with a background in volunteer management, where I've seen firsthand, as I’m sure you have as well, the power of individuals coming together to make a difference. I'm passionate about helping each of you find your place within NAGC and making sure your voices are heard. In this new role, I'm excited to ensure every member finds their passion within NAGC and contributes meaningfully to our collective goals. Your input from the Member Needs Assessment survey earlier this year has been crucial. I've taken note of areas for improvement as well as the aspects where we're excelling. Let me share some of the highlights from that survey with you.

As I said above, all NAGC members were invited to participate in the Member Needs Assessment back in January 2024. About 10% of all NAGC members (304 of you) shared your valuable and insightful feedback with us. Thank you!

What We're Doing Well

It's heartwarming to hear how much you appreciate the resources, networking opportunities, and professional growth that NAGC brings to the table. Your words of gratitude for the support, knowledge, and inspiration you've found here mean the world to us.

Let's talk publications – you are loving - , Teaching for High Potential, and Parenting for High Potential. You also valued many of the NAGC programs and resources that are available to both members and non-members. It was no surprise that the Annual Convention was at the top of the list, but the PreK-Grade 12 Gifted Programming Standards and State of the States in Gifted Education Report were also important to you. Gifted Child Quarterly, Teaching for High Potential, and Parenting for High Potential. You also valued many of the NAGC programs and resources that are available to both members and non-members. It was no surprise that the Annual Convention was at the top of the list, but the PreK-Grade 12 Gifted Programming Standards and State of the States in Gifted Education Report were also important to you. 

The chart above illustrates the responses of our members regarding their connection with NAGC. We are thrilled to see their positive sentiments towards NAGC's contributions to the field of gifted education. We also feel it is important to highlight that we’ve increased the number of individuals feeling a personal connection with NAGC as well as have enhanced members’ awareness of the direct benefits we offer compared to last year’s results on this question.

Where We Can Do Better

You've highlighted some key areas for improvement, particularly with NAGC Engage, noting difficulties in accessing and navigating the platform, as well as concerns about the frequency of emails received.

Beyond Engage, you've raised valid concerns about the costs associated with NAGC programs and memberships. Additionally, you've expressed a strong desire for more practical resources tailored for classroom teachers, emphasizing the importance of diversity, equity, and inclusion across NAGC's leadership, staff, and membership.

Lastly, you've advocated for increased professional development and leadership opportunities for all members, urging us to dismantle barriers that may hinder access to such opportunities. Your feedback is invaluable as we strive to enhance the NAGC experience for all members.

Notable Quotes

“I feel exhilarated when I have the chance to converse with other conference attendees. Talking one on one and in small groups with experts and educators from around the country is my favorite part!”

“Attending the annual conference allows me to interact with like-minded colleagues from across the globe. This opportunity is priceless and solidifies my calling to identify gifted students from underrepresented populations; particularly students of color. The resources provided by NAGC equip me to better serve my students and their families”

“Attending the NAGC as a Javits's scholar a decade ago changed my life, and I'm not exaggerating! It opened doors that I wasn't even aware existed, and now in 2024, I'm serving as our state affiliate organization's president. I gained an invaluable perspective and hope to spend the rest of my days advocating for and serving the families of gifted students in Kansas!”

Meet our NAGC 2024 Winner!

Amanda Khan, District Instructional Specialist for Gifted and Talented in Pasadena, TX!

Everyone who took the survey was entered into a raffle for a free registration to NAGC24. We asked Amanda to share a little bit about herself, why she completed the survey and what she’s looking forward to at NAGC24 this year, and here is what she said:

“[Last year’s] National Gifted Conference inspired me to begin the conversation in my school district about enhancing our gifted program and starting gifted magnet schools. I completed the survey because participants’ feedback helps the leaders to provide even better conferences that meet the needs of its members.

At last year’s conference in Orlando, I gained valuable insight into the gifted world outside of Texas, I did not know there were so many differences in identification and service. The keynote speakers “lit a fire in me” to want to do more and help more students reach their potential. The conference provides opportunities with insights, different perspectives, and informative sessions to develop better professional development for our teachers in Pasadena. I am so excited to have won a free registration to this year’s convention to continue learning and growing with NAGC! Thank you, see you in Seattle! 😊”

Last November at NAGC’s annual convention gifted and ed tech enthusiasts gathered in the most magical place on earth for our latest installment of the perennial favorite Super Sunday session- Speed Geeking.  Started by the OG Speed Geek Brian Housand in 2009, Speed Geeking provides a rapid-fire opportunity to share and learn about favorite online resources to use with our students.

This year thirteen Speed Geeks volunteered to share nearly twenty different resources to support learning.  Each Geek chose whether to present as many tools and resources as possible or just one tool or resource--their absolute favorite at this point in time--and they had just five minutes to tell the audience about it before being buzzed off the stage. Attendees filled the room quickly and many people were standing or sitting in the hallway from doors at the back and side of the room.

Below is a brief recap of the tools and resources shared in our annual Speed Geeking session. Special thanks to each of the Geeks who contributed to this year’s session, especially Chris, Morgan, April, Amanda, Karen, Erica, Pauline, Christine, Jessica, Alissa, Shirley, Alison, and Brian!

Bitsbox Coding  This coding platform provides students with challenges and games to build, helps to transition from block based to text based coding, and gives error guidance.

Text Blaze This is a freemium, AI Chrome extension where users can add text snippets and save to use in other apps.

Classkick  This is a freemium platform to create assignments, see students working in real time, utilizes drag and drop manipulatives, and can be useful for virtual activities .

www.openai.com Chat GPT (generative pre-trained transformer), generative AI

Duotrigordle This Wordle game challenges users to solve 32 words in a set amount of time.

Tinkercad  This program can be used for 3D modeling and circuit building.

Connections: Group words by topic. New puzzles daily. - The New York Times  In this puzzle 16 words are given. Solvers find four word matches in four categories of varying levels of difficulty.

Connections – Custom Puzzle Creator View past Connections puzzles and create your own.

PuzzGrid Similar to Connections, but you can solve more than one a day.  It is  timed and you have the ability to submit your own.

켄켄(KenKen) Customizable Killer Sudoku/ Addoku puzzles where students must do mathematical operations to complete the puzzles.

Diffit  Website to assist in creating differentiated lessons/articles, reading level, language, create passages, questions, etc.

Mathigon  Free site that provides virtual math manipulatives, lessons, and games.

Goblin Tools This site has six awesome AI tools that can help with task management and executive function:

• Magic to do- prioritize lists of things to do, indicate amount of support needed
• The Chef- put in ingredients, tells you what to make and recipe
  
• The Judge- lets you know the tone of your response/emails
  
• Formalizer- “less snarky” to help you modify the tone of your writing
  
• Estimator- how much time something should take
  
• Compiler- brain dump organizer/prioritizer
  

Pixton You can use this freemium program to create comics/class photo with changeable themes.

Scribble Diffusion Create AI images from your drawings.

Adobe Firefly  AI image generation you can use to create and save images/fonts.

Calligraphr  Create your own fonts- used for pigpen cypher, personalized fonts for students

Waffle Wonderments - BRIAN HOUSAND, PH.D. Waffles! I was wondering what U.S. State would make the BEST Waffle 🧇. Use this Google Slides Template to create a state shaped waffle and make your case as to why your waffle would make the best one. Also, consider what state based product would make the perfect waffle topping.

Recipes for Disaster Have students imagine the worst possible scenario, product, etc.  help to reduce anxiety around trying to create the best possible, increase creativity (reverse brainstorming)

Be sure to join us next year in Seattle, Washington, November 21-24, 2024 for the fifteenth annual Speed Geeking Super Sunday session and our Thursday evening network event. Come be a Geek or see what the Geeks will share next!! 

Stay Connected with the NAGC Computers & Technology Network

Is your NAGC membership current? Join/renew your membership to receive members-only updates and emails. Be sure to indicate that you want to join the Computers & Technology network! NAGC members can login to the Online Store and add network memberships for no extra fee. Join C&T Network on NAGC Engage.

Do you have an idea for a future Insider article or blog post? We welcome and encourage network members to share new tools, innovative practices, and useful strategies. Please contact Becky Renegar, if you have ideas or content to share on behalf of the Computers & Technology network!

Rebecca Renegar is the coordinator of gifted services at Milton-Union Schools in West Milton, Ohio. She is Chair of the NAGC Computers & Technology Network.

Since the time of COVID, there has been a rise in interest and awareness of social emotional needs for learners. We do not yet know the full and lasting impacts of the pandemic, but this moment has magnified existing needs and uncovered potential new affective needs. First, I want to point to the NAGC Timely Information for Parents (TIP; 2020) sheet developed for supporting students during COVID-19. Yes, the pandemic is officially completed, but the losses of academic exposure and social-emotional development linger on. This TIP sheet includes web and print resources for families, educators, and students to manage anxiety, discuss tough topics, and manage crisis situations. In addition, the TIP resource provides developmentally-appropriate suggested actions for families based upon children’s exhibited behaviors for ages 3-19. This is a valuable resource that will live and have value long beyond the memory of the pandemic.

It is also ever more important to support gifted students to talk about and be aware of their emotions, again supporting the NAGC Programming Standard 1 for students to more effectively be aware of and understand their emotions. In 2019, my colleague Emily Mofield and I developed the CHECK model and published an article in Parenting for High Potential to describe the model. The acronym CHECK stands for Control vs. Not Control, Hear what your child is saying, Emotional awareness, Challenge thoughts, and Know a plan. By following the guidance in these steps, families and educators are able to support gifted students to continue to develop their emotional awareness and emotional intelligence, which will provide greater support for the continued development of their advanced capabilities. Gifted students benefit when they use their advanced metacognition to better understand and predict emotions and associated behaviors. Understanding emotions allows gifted children greater understanding of how they react to emotionally-charged or precipitating situations so that they can better plan and predict how emotions could hinder or facilitate greater growth towards a goal.

Social-emotional needs are not going away. We need to equip gifted students with tools to continue on the road to excellence. Use these resources to support the gifted students in your lives.

Resources:

Mofield, E., & Parker Peters, M. (2019). Being Mindful of Emotions: CHECKing in on Your Child's Emotional Intelligence. Parenting for High Potential, 8(3), 11-15.

National Association for Gifted Children. (2019). Pre-K-Grade 12 Gifted Programming Standards. Retrieved from https://www.nagc.org. Copyright 2019 National Association for Gifted Children. For permission to print or distribute this report, please visit https://nagc.org/page/publications

National Association for Gifted Children. (2020). COVID TIP Sheet. Retrieved from https://cdn.ymaws.com/nagc.org/resource/collection/1A7A020E-2678-4FE3-9DDD-1452520DA6C5/NAGC-TIP_Sheet-COVID_19_English.pdf

• Donate: Make a donation to the Excelencia Latina Fund to support the inaugural class of scholars and ensure the longevity of the program for years to come.
  
• Volunteer: Serve as a scholarship application reviewer. NAGC is offering the scholarship application in both English and Spanish – volunteers who are native Spanish speakers or who have a high level of Spanish proficiency are especially needed.

As the network representative in the NAGC Board of Directors, this blog post focuses on network membership and its benefits. I asked network members to help me reflect on the importance of joining a network. Overwhelmingly the response has been one of finding your people. NAGC is a large organization and attendance at the annual convention tops 2,500 people so it is easy to feel lost in the crowd. Joining a network provides a smaller group of people with similar specialized interests and allows for a more personal experience. Many networks have less than 75 members so it is easy to get to know people personally.

People have commented that they enjoy being a part of the network to learn what others are experiencing and to share/benefit from others who have experienced similar situations. Whether you are a teacher, parent, or researcher, working in gifted education can be isolating so having others who understand the issues is a wonderful source of comfort. Others have discovered people with similar passions and background experiences which helps them feel connected and energized to do more. Some people describe their network as a “haven” where they feel supported and safe to discuss issues they can’t anywhere else. This is a free part of your NAGC membership just waiting for your involvement.

My personal experience was as a member who was not involved in networks for the first three years. I attended the conventions and would read different newsletters but didn’t feel like I had a home. When I joined the Research and Evaluation network, my whole membership experience changed. Suddenly there were more people to talk to at the convention, more sessions where I wanted to attend because I knew the speaker personally and wanted to hear what they were going to say. I felt a part of NAGC and of the larger gifted community. Eventually I took on some leadership roles in the network which led to me running for the Board position. However, I am still in contact with the R&E network and consider the members personal friends. 

Joining a network is a great place to deepen your involvement with the organization. The networks choose the presentations for each convention as well as conduct activities throughout the year. For example, the Gifted Coordinators network hosts several coffee and conversation meetings during the year, the R&E networks hosts the dissertation competition annually, and the Creativity network always provides a great night of activities to stimulate our creative energy during the convention. Each network and SIG provides their members with unique experiences that contribute to the overall goals of the network. They offer an opportunity to increase your involvement with the organization while expanding your member benefits. 

We have 16 networks and seven special interest groups (SIGs) in NAGC. The networks are: Arts, Computers & Technology, Conceptual Foundations, Creativity, Curriculum Studies, Early Childhood, Gifted Coordinators, Global Awareness, LGBTQ+,  Parent, Family, & Community, Professional Learning, Research and Evaluation, Special Populations, Social and Emotional Development, Special Schools and Programs, and STEM. The special interest groups are Assessments of Giftedness, G-RACE Gifted Racial Accountability and Commitment to Equity, Native American/Alaskan Native & Indigenous Peoples, Rural Gifted, Rompiendo Barrera/Breaking Down Barriers for Gifted Hispanic/Latino Populations, Twice-Exceptional, and University. All these groups are sure to speak to one or more of your interests.

Joining is easy, From the home page choose the Community tab then choose the More tab the. The Networks and Special Interest groups button is the second on the list. When you choose this button the list of networks and SIGs you can click on the name of the group to get more detailed information on what they do. At the bottom of the bag is the link on how to join and access the networks and SIGs. Each network has their own channel on Engage where they share information, schedule webinars and share newsletters. The networks also have an annual meeting near the date of the convention. While these are called “business meetings” I encourage you to attend to match names with faces and get to know other members in the group. Network leaders are passionate about their areas and would love to meet others who share similar interests. I encourage you to reach out today to increase the personal value of your NAGC membership.

How to Join a Network or SIG

• NAGC Policy Position: Support for Culturally Relevant and Responsive Education
• Truthout: Teachers Are Fighting Book Bans and Unjust Firings in Courts and State Houses
• NCTE: Freedom To Teach: Statement Against Banning Books
• NY Times: What Students Are Saying About Banning Books From School Libraries
• Harvard Graduate School of Education: Teaching in the Face of Book Bans
• ASCD: A Framework for Resisting Book Bans
• Unite Against Book Bans: Book Resumes
• Banned and Challenged Books
• Pen America: Cracks in the Facade
• Education Week: No, Book Bans are Never Reasonable
• Racial Equity Tools
  
    
  

NAGC is committed to ensuring that educators and families have support to nurture the talents of all young children. In recognition of this critical need, the NAGC Board of Directors has approved a task force to focus on early childhood gifted education. The Early Childhood Task Force, co-chaired by Nancy Hertzog and Catherine Little, will address questions pertaining to areas of alignment and points of tension between the gifted education and early childhood fields, with attention to preschool and primary education. The task force will explore the needs of educators and caregivers who support advanced ability and talent development and will facilitate access to information for describing effective practices for early childhood gifted education.

We anticipate that the task force will engage in a variety of information-seeking and synthesis activities, including seeking input from members about current practices and experiences with this young population of learners. We expect to collaborate with individuals and organizations in the field of early childhood around areas of alignment and needs for further exploration, including questions of equitable access and services for diverse populations. The task force will also examine implications of current policies related to early childhood identification and services.

We are looking for individuals interested in participating on the task force and providing diverse perspectives to illuminate issues and opportunities related to aligning early childhood and gifted education. If you are interested in potentially serving on the task force or contributing to task force efforts, please click here to complete a brief application.

Kristen Seward, Ph.D.
NAGC Curriculum Studies Network Chair
Clinical Associate Professor in Gifted, Creative, and Talented Studies
Purdue University

Enriched and accelerated curriculum differentiates gifted education from regular and special education, and in typical education practice, this advanced curriculum is initiated after students have been identified for gifted programming. For this blog, however, I’d like to consider the important role curriculum serves in identification of gifted behaviors and gifted potential, particularly for students with limited opportunities to learn (OTL) prior to and throughout formal schooling and for students from underrepresented populations. Specifically, how does curriculum front-loading support equitable identification practices?

We’ve been searching and re-searching (pun intended) for the best identification assessment or combination of assessments for years with minimal gains in access, equity, and missingness (Gentry et al., 2019). Our efforts to develop identification processes that increase equitable access to and selection for gifted programming have resulted in complicated systems that utilize multiple quantitative and qualitative measures that are difficult to combine, further complicating the identification process, while students from underrepresented populations continue to be left behind (Cavilla, 2013). Curriculum front-loading holds great potential for resolving this identification conundrum. Front-loading is “the process of preparing students for advanced content and creative and critical thinking prior to identification or before advanced-level courses are offered” (Briggs et al., 2008, 137), thereby ameliorating concerns related to students’ opportunities to learn or to long-standing criticism of traditional identification processes. 

As more schools adopt the talent development model of gifted education, front-loading before and after formal identification makes sense. Prior to identification, front-loading enriched and accelerated curriculum allows students with gifted potential opportunities and time to develop their intellectual abilities and academic skills, including problem-solving and creative thinking (Cavilla, 2013). In addition, learning experiences that incorporate students’ interests and meaningful choices in how they learn and/or the products they create allow teachers special opportunities to identify talent in ways they may have otherwise missed. In a very real sense, front-loading provides the opportunities to learn that some students may have missed, thereby leveling the playing field, so to speak, prior to formal identification. In addition, front-loading is cost-effective and fiscally responsible. Districts can direct funds designated for gifted education to their schools to support teachers and students as opposed to sending funds to testing companies to purchase costly assessments. Because curriculum front-loading is implemented with students (not done to students on a specific day and time like a test), it naturally aligns with the gifted programming schools offer. These important considerations follow recent recommendations researchers have developed for evaluating identification processes based on Cost, Alignment, Sensitivity, and Access (CASA) criteria (Peters et al., 2022).


Front-loading also promotes equity and access after formal identification by providing students with deeper and broader exposure to essential concepts, questions, and vocabulary in the content areas needed for future success in rigorous coursework (Cavilla, 2013). In addition to identification, excellence gaps represent another persistent problem in gifted education metrics. Excellence gaps represent the stark variations in gifted students’ academic performance across demographic groups, with underrepresented populations scoring much lower than well-represented populations of gifted students (Plucker et al., 2017). Front-loading provides an avenue for equitable access to and potential for success in advanced programs for students already identified for gifted programming (Meyer & Plucker, 2021). What’s more, curriculum front-loading has been promoted as “the foundation for any comprehensive intervention efforts [to reduce excellence gaps]” (Plucker et al., 2017).

The importance of teacher training in this curriculum front-loading expansion of the identification process cannot be overstated. First, teachers must be trained to deliver an enriched and advanced curriculum in a way that increases the teachers’ opportunities to identify talent. Teachers trained to identify gifted behaviors and gifted potential observe and interact with students engaged in hands-on, minds-on learning experiences over several days, not one lesson or one day. Effective programming for gifted students often involves integrating advanced curricula with instructional strategies to enhance learning outcomes (Callahan et al., 2015). Many curriculum models in gifted education emphasize the use of confluent approaches that combine advanced content learning with enriched experiences to serve gifted students effectively (Sak & Ayas, 2020). 

Second, teacher training must include the identification of gifted behaviors that are representative of the cultures, languages, disabilities, and economic diversities that students bring to the classroom. Observing and noting students who persist through difficult tasks, who ask intriguing questions related to the content, who take charge of a small group of learners on a project, who demonstrate empathy when working with others, or who demonstrate divergent thinking are only a few of the ways gifted potential can be identified through behavior. Note that some of these behaviors are academic in nature, but others point to social and emotional characteristics that are common among learners with gifts, creativity, and talents. Teachers may use a teacher rating scale that yields reliable results and focuses on academic and social behaviors that indicate gifted potential, such as the HOPE Teacher Rating Scale (Gentry et al., 2015). Teachers may find such scales especially helpful for identifying students from underrepresented populations. 

Although research on front-loading is sparse, what exists is positive and promising, especially when schools that have expanded their identification processes to include curriculum front-loading have identified gifted behaviors and gifted potential in students from underrepresented populations. 

*This blog was created with the assistance of scite.ai.

When you hear the word “creativity,” what comes to mind? For some, it may be an artistic project, a plot twist in our favorite movie, or the launch of an innovative technological advancement. For others, it may be an outrageous dunk you saw during a basketball game or the formatting of a poem or short story. For us in gifted education, we may think of the countless researchers and theorists who defined, redefined, and conceptualized models and theories of creativity. We may also think of Dr. Ellis Paul Torrance, also known as “the father of creativity.” Many of us may be familiar with the name Torrance, especially if we administer the Torrance Tests of Creative Thinking in our schools, but who was Dr. Torrance? Which moments in his life later inspired monumental moments in ours? In honor of Future Problem Solving International Program’s 50th year anniversary, a creativity-based talent development program initiated by Dr. Torrance, and the Creativity Network’s Torrance Award, we want to take a moment to shed light on the life and legacy of Dr. Torrance.

A noteworthy scholar in creative thinking and problem-solving, Torrance’s publications exceed over 2,000 works, including research articles, books, and manuals. He also developed the Incubation Model of Teaching (Torrance & Safter, 1990), which still thrives in classrooms today. Torrance’s life was not “traditional” by any means. His life experiences were as diverse as his thoughts on creativity.

The Life of a Scholar

Torrance grew up in a rural, impoverished small town in Georgia, where he and his family raised livestock on their farm. He was a twice-exceptional student, though not diagnosed (Hebert et al., 2002). Although exceptionally talented, Torrance’s small stature overclouded his early academic readiness causing his parents to make him wait until the age of seven to start school. They feared he could not endure the 3-mile round trip, along with the possibility of being bullied and physically hurt by other kids. Torrance’s father noticed his advanced creative and academic ability and encouraged him to find his own way in the world, rather than follow the status-quo of taking over their family farm. Paul followed his father’s advice and began attending school, forming the foundation of his creative and divergent thinking.

Torrance won multiple academic awards and scholarships through his foundational schooling experience and went on to earn an associate degree from Georgia Military College (GMC) and Bachelor's in English, with a minor in history and education, from Mercer University.

One of the most pivotal experiences of Torrance’s life was substituting for an ill principal, where Torrance assumed his administrative duties, including teaching several 8th and 9th grade courses (Hebert et al., 2002). Later in his life, he noted that many of the most “challenging” students went on to live successful and productive lives, likely due to his creative teaching methods (Torrance, 1963).

Following this temporary teaching assignment, Torrance returned to GMC as an instructor, where he taught foreign language, mathematics, and history courses while attending night classes to refine his pedagogical practices. During his studies, he discovered his passion for psychology and pursued his master’s degree in Counseling Psychology at the University of Minnesota (UM). Although Torrance desired to pursue a doctoral degree at the time, he lacked the financial means to do so and moved back to Georgia to continue teaching at GMC. It did not take long for UM to realize the impact Torrance’s absence had on their community, so a year later they offered him a full-time position in their Counseling Bureau. However, this assignment was short-lived, as Torrance was drafted to serve in the United States Air Force during World War II months after accepting the UM position.

The Legacy of a Scholar

During basic training, it was evident that Torrance’s physical exceptionalities would prevent him from serving in active duty. He was unable to keep in step with his fellow cadets and couldn’t hit a target with weaponry. Therefore, he was assigned as a psychiatric social worker and research psychologist for the Air Force Survival Training Program (Hebert et al., 2002). There, Torrance saw clear creativity connections between those he served in the army and those he taught and counseled back at home. His description of a “jet ace,” or a fighter pilot credited with shooting down multiple enemy planes, was identical to his description of a creative person: a courageous risk-taker who is independent and committed (Torrance, 1963). Torrance’s diverse experiences formed his purpose in life: learning how to identify and develop creative potential.

Once the war ended, Torrance returned to higher education to build upon his work, serving as a counselor and Dean of Men at Kansas State College, allowing him to save enough money to later become a full-time doctoral student at the University of Michigan. At the same time, Sputnik was launched, gifted education emerged, and the concept of “creativity” was further developed as a construct of problem-solving and divergence rather than intellect and academic ability (Guilford, 1950). On a personal level, Torrance also met the love of his life, Pansy, who was a beacon of encouragement in his life.

The impact of Torrance’s research was felt across the globe. Following the flourishing success of his career, he was met with numerous job offers, including an offer to serve as the Head of the Department of Educational Psychology at the University of Georgia. Knowing that he wanted to retire in his home state, the native decided to finally return to Georgia.

Torrance served UGA for 18 years, until Pansy had a stroke in the early 1980s, and he decided to step away to care for her. Following his retirement, he was inducted into the Hall of Fame by the National Association for Creative Children and Adults and continued to support his many students and colleagues in their professional and personal pursuits. Torrance passed away in 2003, but his life, legacy, and lessons live on through all that he touched and inspired.

The Lessons of a Scholar

If Dr. Torrance’s life can teach us anything, it is to first and foremost let our life be a service and tribute to others. His scholarly efforts, including his research and ideas served generations of children and educators alike. Secondly, inspire the children we teach by believing in their potential. Torrance often pointed to the creative behaviors presented in children as contrary to the academic abilities honored by educators (Torrance, 1963), leading more educators to be influenced by his work. Lastly, a legacy is found in both those you leave behind and the words you speak and write while you are here. The reason we regard Torrance is because of the stories his past students and colleagues have shared.

Torrance was more than just an educator, counselor, and professor. He was a pioneer, a mentor, a creator, an innovator, a husband, and a friend. His life, legacy, and lessons demonstrate that he is more than deserving of the distinction of “the Father of Creativity.

If you have someone in mind who inspires the creative minds of young children in schools and classrooms, please click the following link to nominate them for this prestigious award: https://form.jotform.com/240845150871153

References

Guilford, J. P. (1950). Creativity. American Psychologist, 5(9), 444–454.

Hebert, T. P., Cramond, B., Spiers Neumeister, K. L., Millar, G., & Silvian, A. F. (2002). E. Paul Torrance: His Life, Accomplishments, and Legacy. National Research Center on the Gifted and Talented.

Torrance, E. P. (1963). The creative personality and the ideal pupil. Teachers College Record, 65(3), 1-9.

Torrance, E. P., & Safter, H. T. (1990). The incubation model of teaching: Getting beyond the aha!. Bearly Limited.

The NAGC Arts Network hosts the annual Arts Network Research Award competition. Winners of the award receive a certificate, a Super Sunday Session to present their findings at the NAGC 2024 National Convention, and an early-bird registration discount for the convention.

Reviewers critically examine recently published articles that have been nominated in the following categories:

• Senior Researcher (Published)

• Junior Researcher (Published)

• Action Researcher (Unpublished)

Arts Network Research Award nominations are open. The deadline for nominations is July 1, 2024.

• Award Nomination Form
• Award Guidelines

We are also actively recruiting reviewers. Email Research Award Committee Chair, Juliana Tay for information about becoming a reviewer.

• Reviewers are appointed by the chair of the committee.
• Reviewers are members of NAGC Arts Network (may join Arts Network in order to be a reviewer) and represent diverse backgrounds in an effort to ensure multiple points of view, as per strategic plan DEI principles/guidelines].
• Reviews of assigned cases are completed using online evaluation form independently in single-blind review.
• Chair convenes the Arts Network Research Awards Committee by video conference to discuss and select.Reviews conducted between July 1 and August 31, 2024.

Universal screening involves all students in one or more regular classes or grades, often using local norms established in the process. Local norms help educators compare what students know and can do with the work of other students who have had similar opportunities to learn. This has been shown to be an effective practice in academic domains (Card & Giuliano, 2016; Plucker & Peters, 2016) and offers a promising solution for a more inclusive and equitable approach to discovering and nurturing artistic talent in school.

The Challenge of Identifying Artistic Talent Equitably

Talented young artists frequently go unrecognized and unsupported in school. Arts teachers and high school counselors typically do not receive training about identifying or supportin students’ talent in the arts (Edwin & Fisher, 2023; Fisher, 2016). Traditional methods of gifted screening, such as academic tests and teacher-, parent-, or self-referral, tend to favor those with prominent social or cultural capital or general intellectual ability (Gaztambide-Fernandez, Saifer & Desai, 2013; Kaufman & Glăveanu, 2022; Kraehe, 2017). This bias may leave in the shadows many artistically gifted children, especially those from underrepresented groups. Oreck, et al. (2003) acknowledged the complex challenges related to the validity and equity of arts performance assessments, yet they believed these challenges to be surmountable.

The Promise of Universal Screening

Several arts assessments have been used as universal screeners. Oreck, et al., (2003) implemented the Talent Assessment Process in dance, music, and theater as universal screening in K-12 schools. Similarly, Haroutounian’s (2014) curriculum of sparkler lessons were designed to provoke signs of advanced artistic thinking in several arts disciplines. When offered to whole grades and accompanied by her observation checklists, these tools form a comprehensive universal screening system. Clark (1989) developed Clark’s Drawing Abilities Test (CDAT) as an instrument for universal screening, assessing children’s drawings from imagination with pencil on plain paper, a fundamental visual thinking and communication method (Clark & Zimmerman, 1997). A 2021 National Art Education Foundation (NAEF) Research Grant project, the CDAT Project (Heil, 2022) explored the use of local norms in universal screening with the CDAT and adaptive comparative judgment method.

Implementing Universal Screening for the Arts

As the principal investigator of the CDAT Project (Heil, 2022), I worked with seven art educators in two states to use the CDAT and art-classroom observation in universal screening of fourth graders with local norms. The reported results included recommendations for appropriate art instruction for all students, including for those whose advanced art learning needs were brought to light in the process. Some of those identified would have been missed if only one approach were used in the universal screening. The subjectivity of judgments about student drawings was managed using rigorous criteria for level of rater agreement, and the reliability and validity of the results were interpreted and communicated to the art teacher participants. 

Implementation of universal screening for the arts requires careful consideration of the characteristics of artistic thinking that are unlike the abilities examined by cognitive measures and reading and mathematics achievement tests. Universal screening in the arts also requires careful interpretation of the validity of both the tasks examined and the evaluators’ expert judgments. If assessment literacy courses are not available locally to help educators with these considerations, look to Bailey, et al.’s (2020) five-module, online course and print materials for Creating and Using Performance Assessments: An Online Course for Practitioners, developed for the Institute of Education Sciences.

By identifying artistic talent early, schools may provide targeted support and appropriately advanced arts instruction, fostering equitable talent development from a young age.

Strategies for Success:

• Select. Choose performance tasks for assessment that are closely linked with the expectations and demands of forthcoming experiences along typical talent trajectories, both in and out of school. 
• Evaluate. Check the psychometric properties of any published assessment and ask for help evaluating these if needed, or look to established guidelines to develop new performance assessments.
• Diversify. Incorporate a variety of assessment methods and involve evaluators capable of recognizing diverse ways that students may reveal their artistic talent.
• Embed. Administer universal screening tests that fit the content of regular arts programs and that inform arts instruction for everyone, not just those with a need for advanced or gifted arts instruction.
• Train. Educate teachers to recognize and nurture artistic potential, becoming aware of and moving beyond hidden biases.

Those interested in addressing the problems of identifying and serving the next generation of diverse visual and performing artists may find others who share their passion in NAGC’s Arts Network. Check us out on engage.nagc.org and look for us and the Arts Network sessions at the upcoming convention.

References:

Bailey, J., Marcus, J., Gerzon, N., & Early-Hersey, H. (2020). Creating and using performance assessments: An onlinecourse for practitioners (REL 2021–048). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands. http://ies.ed.gov/ncee/edlabs

Card, D., & Giuliano, L. (2016). Universal screening increases the representation of low-income and minority students in gifted education. Proceedings of the National Academy of Sciences, 113(48), 13678-13683.

Clark, G. (1989). Screening and identifying students talented in the visual arts: Clark's Drawing Abilities Test. Gifted Child Quarterly, 33(3), 98-105.

Clark, G., & Zimmerman, E. (1997). The influence of theoretical frameworks on Clark and Zimmerman’s research about art talent development. Journal of Aesthetic Education, 31(4), 49-63.

Edwin, M., & Fisher, J. (2023). School counselors’ experience and self-efficacy in providing career counseling to high-ability visual artists. Professional School Counseling, 27(1), 1-11.

Fisher, J. (2019). “They didn't tell us how”: Teaching high-ability students in a secondary setting. Art Education, 72(1), 28-34.

Gaztambide-Fernández, R. A., Saifer, A., & Desai, C. (2013). “Talent” and the misrecognition of social advantage in specialized arts education. Roeper Review, 35(2), 124-135.

Haroutounian, J. (2014). Arts talent ID: A framework for the identification of talented students in the arts. Royal Fireworks Press.

Heil, S. (2022). Toward equitable art talent recognition in schools using Clark’s Drawing Abilities Test with local norms and comparative judgment. Unpublished manuscript, School of Education, Curriculum and Instruction Department, Indiana University, Bloomington, Indiana.

Kaufman, J. C., & Glăveanu, V. P. (2022). Making the CASE for shadow creativity. Psychology of Aesthetics, Creativity, and the Arts, 16(1), 44–57. https://doi-org.proxyiub.uits.iu.edu/10.1037/aca0000313

Kraehe, A. M. (2017). Arts equity: A praxis-oriented tale. Studies in Art Education, 58(4), 267-278.

Oreck, B. A., Owen, S. V., & Baum, S. M. (2003). Validity, reliability, and equity issues in an observational talent assessment process in the performing arts. Journal for the Education of the Gifted, 27(1), 62-94.

Plucker, J. A., & Peters, S. J. (2016). Excellence gaps in education: Expanding opportunities for talented students. Harvard Education Press.

Steve Heil is chair of NAGC's Arts Network. Learn more about all NAGC networks and special interest groups.

One thing you need to understand is that researchers and educational administrators speak different languages. While we speak the language of empirical research, with strict protocols and reporting standards, educational administrators must engage in more pragmatic and iterative strategies such as design-based, continuous improvement, and action research that leverage the local knowledge and on-the-ground proof-of-concept evidence (Yurkofsky et al., 2020). What you need to do is serve as translator, taking the empirically researched ideas and transforming them into local projects that you can test before you push for full implementation. Here’s what that might look like.

First, try to categorize the big idea of the research you are interested in implementing. It probably falls into one or more of these very broad categories: identification and assessment, service models and service delivery, curriculum, counseling, or family & community interaction. Once you decide this, your next step is to determine who needs to be involved in the decision-making process. For example, if you wanted to try out a small shift in service delivery, that is likely something that could be done by a single teacher in a single classroom, but a change to identification protocols would require buy-in from district leadership.

Second, you need to try your ideas out in a small way. Let’s look at a couple of examples.

Imagine you were a coordinator at a presentation about differentiating using 21^st Century skills, and you came away with a set of skills standards and rubrics to work with. This is going to fall under both “curriculum” and “service delivery” (probably as differentiation), so you need to involve teachers, and you may wish to collaborate with content specialists in your district as well. You might decide to test this with a GT teacher and a general education teacher to see how difficult it is to implement in both types of classrooms. Instead of giving them the full list of skills to wade through, you would choose a targeted skill that aligns with the planned curriculum anticipated in the next six weeks, or the next semester, and then determine where it could be worked into the unit plans and lessons. This is where a content specialist would come in handy before taking it to the teachers, especially if you are not familiar with the grade level or content with which you plan to trial the differentiation.

Once you have several examples, you would then work with the teachers to integrate that targeted skill into upcoming lesson plans and develop rubrics for evaluating the skill development and the teachers’ description of the new process. You will want to have a way to measure the skill before and after the intervention, and measure the degree to which the teachers involved actively taught the skill. After the implementation period has passed, you would meet with all involved to review the results, gather feedback, and ask for their thoughts on the implementation. This is a small implementation, or a type of pilot study. After reviewing with your teachers, you might consider making relevant adjustments and then moving toward a second phase with slightly wider implementation. It is always best to make implementation happen gradually and over several cycles of reflection and refinement. 

If you are a teacher introducing the skills standards in this same scenario, you could propose the same pilot to your coordinator or principal as an action research project (Efron & Ravid, 2020). That would be something to keep track of in your future leadership portfolio, and is usually a requirement for certain incentive programs, mid-management certification, or teacher-leader programs that you might be working through. As a GT teacher, it can be difficult to find opportunities that count toward standard leadership rubrics, especially when you are the only GT teacher in the school or district. A well-documented action research project would be a great opportunity to showcase your leadership skills. The key at this point would be to clearly document your processes, and to clearly indicate how this pilot would lead to full integration and a continuous improvement cycle (Yurkovsky et al., 2020) in your school. You can find a freely accessible document on the topic of continuous improvement in schools here.

What if it is a district level implementation? You will need to get your GT coordinator or the director who oversees the gifted programming in your district on board before you can begin, and they may have to go up the chain as well. It is best to go in with an open mind. If you have never worked at the district level, you may be unaware of the processes and systems that must be navigated before something like this can happen. The best way to start is with questions. “I learned about this at the NAGC conference. What would it take to do this here? What systems would have to be addressed? Who would need to weigh in on decisions to accomplish that level of change?” Once you have that information, take some time to draw up two or three options for a pilot study and bring those back to your supervisor. Keeping it small, low-cost, and with defined and measurable outcomes that align with your district improvement plan are the keys to getting the go-ahead.

Still not sure? I often hear GT teachers and coordinators say, “This won’t work with my population,” or “I’m the only one, and I’m only there a few hours a week.” There are often special considerations that make it difficult to translate the research you are hearing about into practice, so why not reach out to the researchers themselves and ask for help? Believe it or not, they are usually happy to hear from you! There are always researchers looking for collaborations with schools and districts, graduate students who need to gain skills in research while helping out in real-world situations, and teachers-turned-researchers who just like to lend a helping hand. It never hurts to ask. They may have resources to share, or be looking for someone just like you to work with on a fully funded research project. Another place to look is in your ENGAGE communities. The informal networks formed in and around NAGC abound with sound advice and experience. You never know what opportunities may arise until you take the first step, reach out, and put your new learning into practice.

References

Efron, S. E., & Ravid, R. (2020). Action Research in Education, 2^nd Ed. The Guilford Press.

Yurkofshy, M. M., Peterson, A. J., Mehta, J. D., Horwitz-Willis, R., & Frumin, K. M. (2020). Research on continuous improvement: Exploring the complexities of managing educational change. Review of Research in Education, 44(1), 403-433.

Best, J., & Dunlap, A. (2014). Continuous Improvement in Schools and Districts: Policy Considerations. McREL International.

Celeste D.C. Sodergren, PhD Candidate at Baylor University, is a member of of NAGC's Research & Evaluation Network. Learn more about all NAGC networks and special interest groups.

Application Process

1. Review the Award Guidelines.
2. Review the Award Rubric.
3. Gather nomination materials.
   • Application Preview
   • Copyright permission form (must be completed by all curriculum authors)
4. Complete and submit the application. 

Award nominations are due by June 1, 2024.

• Volunteer as a Dissertation Award Competition Reviewer
• Volunteer as a Graduate Student Research Gala Reviewer

Dissertation Award Competition

This event provides an opportunity for graduate students to network with experts in the field of gifted education and showcase their research. Winners will receive a certificate, a special session to present their research at NAGC24, and early bird conference registration for NAGC24.

Application Process

1. Review the Dissertation Award Competition Guidelines
2. Complete Dissertation Award Competition Submission Checklist
3. Submit the following two documents by email to the Research & Evaluation Awards Chair:
   • A title page
   • A de-identified manuscript (.doc or .docx format); no longer than 25 pages based on your dissertation by 11:59 pm Eastern on March 31.

All steps must by complete by March 31, 11:59 pm Eastern.

Graduate Student Research Gala

We are accepting submissions for the Research & Evaluation Network Graduate Student Research Gala, held at NAGC24. The Research Gala provides an opportunity for graduate and undergraduate students to receive valuable feedback on their research, network with experts in the field of gifted education, and showcase their research. 

Learn more about eligibility and submission requirements. 

1. The definition of giftedness and all the nuances and variations of that definition. 
2. The characteristics of gifted students, and how stereotypical characteristics can sometimes be misleading. 
3. Why schoolwide enrichment is so important to your gifted program.
4. How universal screening can be a game changer for identifying gifted learners. 
5. Differentiation for gifted learners is so important to all of the content in which they receive services. 

Using these five items as a guideline, this is where I started the conversation with my first-year gifted teacher this August. Unsurprisingly, she also wondered what made up a gifted student and how to spot them in the classrooms. While there is no universal definition of giftedness, we looked to the NAGC Position Statement on giftedness. NAGC defines giftedness as “Students with gifts and talents perform - or have the capability to perform - at higher levels compared to others of the same age, experience, and environment in one or more domains. They require modification(s) to their educational experience(s) to learn and realize their potential.” 

In its position statement, NAGC specifically details that students with gifts and talents: 

• Come from all racial, ethnic, and cultural populations, as well as all economic strata. 
• Require sufficient access to appropriate learning opportunities to realize their potential. 
• Can have learning and processing disorders that require specialized intervention and accommodation. 
• Need support and guidance to develop socially and emotionally as well as in their areas of talent. 
• Require varied services based on their changing needs. (para. 2)

Understanding the definition of giftedness helps all educators create a more supportive space for gifted learners by allowing them to better identify and support gifted students because gifted students who have unique learning needs may only sometimes be immediately recognizable. It also prevents misconceptions and stereotypes from occurring. Gifted students are often portrayed in unrealistic terms in our media, and educators knowledgeable about diverse characteristics and the definition of giftedness can tailor their teaching strategies and content to engage students at the appropriate level of their ability. 

It also allows educators to advocate for students in their classrooms or schools who may not immediately be on the radar of the gifted coordinator or administrator in your building. Familiarizing your entire school community with what to look for can help develop more effective and equitable programming and policies. Finally, it may inspire educators in your school community to take an interest in professional development for their gifted learners.

Using this definition and your state guidelines can be an excellent starting point for developing your program or understanding what giftedness can look like in the classroom. To learn about this more in-depth, consider registering for the On Demand Teachers Summit and viewing my session, Gifted Education 101, where I introduce gifted education, focusing on the needs of gifted and high-potential students. 

The workshop highlights the following topics: 

Unlocking Insights:

1. Reflect upon and discuss definitions and characteristics of gifted and talented learners. 
2. Gain a deeper understanding of the unique cognitive, social, and emotional needs of gifted students.
3. Uncover strategies to create a supportive and challenging learning environment.

Identification and Assessment:

1. Explore various methods and strategies for identifying gifted students.
2. Understand the importance of employing multiple measures in the assessment process.

Differentiating Instruction:

1. Discover practical strategies for differentiating instruction within the general education classroom.
2. Explore ways to provide appropriate levels of challenge and enrichment for gifted students.

If you’re unable to participate in the On Demand Summit, here are some resources to get you started on where to better learn about the definition of giftedness and the characteristics to look for in your classroom. 

• What Is Giftedness?
• A Definition of Giftedness That Guides Best Practice
• Gifted Traits and Characteristics
• Key Considerations in Identifying and Supporting Gifted and Talented Learners
• Neurodiversity and Gifted Education   
• What Is Neurodiversity?
  

Additional Resources:

• Baumer, N., & Frueh, J. (2021, November 23). What is neurodiversity? Harvard Health. https://www.health.harvard.edu/blog/what-is-neurodiversity-202111232645 
• Heacox, D., Cash, R. M., & Gentry, M. L. (2020). Differentiation for gifted learners: Going beyond the basics. Free Spirit Publishing. 
• Tomlinson, C. A. (1995). How to differentiate instruction in mixed ability classrooms. Alexandria, VA: ASCD.

Karen Cristalli, M.Ed., coordinates the K-12 Gifted and Talented program in Harrison, NJ. She is also pursuing her doctorate with a focus on gifted education. In addition to her role as co- president of the Hudson County Gifted and Talented Consortium, Karen is a member of the Intersectionality of Cognitive and Affective Needs Subcommittee for the Strengthening Gifted and Talented Education Act Committee.

Have you seen TV shows like Abbott Elementary recently? Read the beloved classic novel, Matilda by Roald Dahl? Revisited timeless cartoons like Danny Phantom? While all the above sound like a great way to spend your weekend, their underlying messages ultimately shape our perspectives and influence our collective consciousness.

Now you may think, “What kind of covert messages are embedded within a cartoon like Danny Phantom?” Though the show's premise was a crime-fighting half-ghost teen, we can’t ignore his sidekicks. Tucker Foley, Danny’s best friend, is an amazing tech whiz; but beyond his role, who does his character represent? He is the “nerd.” Some often conflate the terms nerdiness and giftedness, as they can seem synonymous with intelligence, but with that comes the barrage of stereotypes. The show plays into these stereotypes, such as the sum of Tucker's personality being his intelligence: an unfortunate myth within gifted education. Looking beyond Tucker's capabilities, you can see there is more to him than his gifts, he’s also a jokester. Decoding these hidden messages is one of the tools you will walk away with after our presentation, Myths & Media: Lessons to Learn (and Unlearn!), at NAGC’s 2024 Teachers Summit.

Many myths and misconceptions about gifted education and gifted students are still widely held by society, and media portrayals of gifted students and education are partially to blame. Media portrayals have fueled these myths and misconceptions through their depictions of gifted individuals, whether intentionally or unintentionally. What can be done to make ourselves as education professionals more aware, so we do not continue to perpetuate them? 

The ability to detect these covert messages relies on prior knowledge. While you watch shows like The Big Bang Theory, you might get a couple of laughs from Sheldon Cooper's quirks, but you may also question why the show’s creators made this bright individually so socially awkward. 

Beyond being equipped with the knowledge and skills needed to grapple with these myths and misconceptions within media, there is an opportunity for self-reflection. Reflexivity is crucial to the teaching practice, as it provides insight into our areas of growth and improvement. Generally, the longer we stay in our careers, the more opportunities we have to learn new information that provides invaluable insights into our prior experiences. 

If you’re attending the Teachers Summit and plan to join our session, we encourage you to bring your experience, whether that is 1-3, 5-10, or 10+ years as an educator. Together, we will work through select media portrayals of these myths and misconceptions and tackle unconscious biases that may affect our perceptions of and interactions with gifted individuals. Before February 14, take a moment to think about the following questions. Consider why you hold these beliefs, and how you came to hold them.

• How might your perceptions of giftedness influence your interactions with gifted individuals? 
  • Example: Will you expect them to be self-sufficient? 
• Do your perceptions influence the expectations you place on gifted individuals?
  • Example: Do you expect them to be model students?
• When you think of a gifted individual, who do you picture?
  • Example: Are you picturing students from a specific race? Gender? Sexual orientation? Socioeconomic background?
• What are your behavioral expectations of gifted individuals? 
  • Example: Are they rule followers or rule breakers? 
• What area(s) do you consider individuals can be gifted in? 
  • Example: Math? Football? Art? Leadership?

If you are unable to attend this year’s Teacher Summit, you can still reflect on your perceptions of giftedness by jotting down some answers to the above questions. Additionally, if you have the time, I encourage you to reflect on the media you’ve been consuming and analyze it through a gifted educator lens—you might be surprised at what messages are being advertised. 

Additional Resources on Myths About Gifted Students

• https://nagc.org/page/myths-about-gifted-students
• https://www.davidsongifted.org/gifted-blog/disproving-myths-about-gifted-students/
• https://educationaladvancement.org/blog-myths-gifted-kids/ 

Alia Pineda Medina is a 2nd year Gifted Education Ph.D. student at Purdue University. She is a licensed Childhood Education (1-6) teacher from NY and continues to teach in gifted enrichment programs where she works with PreK-12 students. Her research interests include perspectives on gifted education, twice-exceptionality, teacher preparation, and advocacy.

“Stop, look, and listen before you cross the street.” This is an early example of how we teach children metacognition: literally, thinking about (our) thinking. Metacognition is that “above and beyond” analytical thinking we use to set goals, plan, select appropriate problem-solving strategies, modify/control our behavior, reflect on our progress (or lack), and make effective changes. We use metacognition when we ponder: “What is the best way to solve this problem? Am I being successful with this strategy, or do I need to make modifications? What goals motivate and engage me? What are my strengths and weaknesses as a learner?” 

Effective metacognitive skills empower learners to become more confident and successful, and a lack of these competencies is a risk factor in the underachievement of gifted students, particularly as they approach adolescence and begin developing their talent in a domain. 

The good news is that metacognitive competencies can be taught. In fact, you are probably teaching some right now: different approaches for planning tasks, solving math problems, decoding, interpreting, or self-control. That’s great! But do you wonder why it seems that these strategies just don’t stick? 

I know I did, and I think I’ve found a solution. We need to teach the concept of metacognition itself. Our brains are meaning-making machines: They work best when they can “connect the dots” and form relationships between new knowledge and old. That’s concept-building, forming neural pathways.

Metacognition is “expert thinking,” and I have identified it as one of what I call the “seven aptitudes of innovators”: curiosity, logical reasoning, creativity, insight, metacognition, persistence, and leadership. I believe that for today’s learners, developing these long-term aims are as important as acquiring content and skills.

However, I know you have content to teach and curriculum to cover! So, my solution is that we teach the aptitudes of innovators, including metacognition, in the context of our current curriculum. I’m going to share five steps you can use to do this, starting tomorrow! 

STEP 1. EXPLAIN. Let’s define metacognition explicitly. This gives us a shared understanding, so everyone is aware of the goals we want to achieve. The Teacher Goal becomes a lens through which to observe student behaviors. The Student-Directed Goal does just that, providing learners with explicit targets, supporting student agency and efficacy.

• Teacher Goal: The metacognitive student understands own thought processes, self-selects appropriate problem-solving strategies; plans, self-monitors, reflects, self-assesses, and corrects; learns from mistakes.

• Student-Directed Goal: I use metacognition to understand how I think, learn, and solve problems. I use that knowledge to complete tasks, improve my work, and learn from my mistakes.  

STEP 2. EXPLORE:  Learners are going to “search out” the attributes of metacognition as they are occurring in your classroom. Start concept-building by explicitly pointing out the attributes every time they arise in daily instruction.  I call these pointers “think alouds,” which is metacognition in action. Soon your students will be “talking metacognition” to themselves to each other.

Which of these metacognition Think-Alouds can you use or modify for your lesson tomorrow?

• Use your metacognition to choose which of these three projects interest you most.
• The reasons you gave for choosing that project, strategy, etc. show that you use metacognition to understand how you learn best.
• I’m returning yesterday’s quiz. Use your metacognition to think of three strategies to improve.
• Here is the experiment. Use your metacognition to decide the best order of the steps.
• Turn and Talk: Use your metacognition to tell your neighbor your greatest strength in this class. Then tell them the area you need to improve.
• A test is coming up next week. Use your metacognition to determine how you should prepare.

STEP 3: EMBED. Your students are familiar with the attributes of metacognition, now go deeper! Embed metacognition into your regular instructional goals. It’s easy when you use what I call an “aptitude action statement” to give a personal purpose (the why) for learning content and skills. Your new talent-targeted goal requires students to demonstrate the aptitude as they apply their content knowledge. Here are a few examples. Create your own goals with tasks from your curriculum. 

• Use your metacognition to . . . role play the different character’s perspectives on (a conflict).
  
• Use your metacognition to . . . analyze the ethical choices made by (historical/political figure)
• Use your metacognition to . . . choose an effective problem-solving strategy for (specific task)

STEP 4. ENGAGE:  Learners need to apply metacognition to critically think about content. One of my favorite strategies that works across content areas is Kohlberg’s Discussions of Moral Dilemmas. These engage metacognition by examining the ethical thinking/reasoning used in making decisions about dilemmas, situations with two defensible courses of action. What are some moral/ethical dilemmas in your content area? Click the link to this sample plan and start the discussion tomorrow!

STEP 5. EVALUATE: What does it look like when learners are developing higher-order thinking skills? I knew I needed new assessment tools, so I developed the Talent Aptitude Learning Progressions to approximate what metacognition (and the other aptitudes of innovators) look like at the emerging, developing, and advancing stages. Use these “statements of ability” to create rubrics for teacher formative feedback and student self-reflection. Click this link to see the teacher and student rubrics for metacognition.

If you use these five steps, you are sure to teach the concept of metacognition so that it “sticks.” Start today to empower your students’ “Super Thinking!” 

Dr. Jeanne L. Paynter is a writer, teacher, and consultant. She founded Educating Innovators to partner with schools to achieve the mission that all learners discover and develop their unique potential to be tomorrow’s innovators— those creative problem solvers who change our world for the better. As the state specialist for gifted and talented education at the Maryland State Department of Education (MSDE), Jeanne directed numerous grant projects to increase the participation and success of low income and minority students in PK-12 advanced programming. Previous to her work at MSDE, she was the Coordinator for Gifted Education and Magnet Programs K–12 in Baltimore County Public Schools, a large urban-suburban district.

Imagine a virtual lab where gifted students from across the globe dissect the mysteries of black holes or crack the code of genetic engineering. Collaborative platforms like Science Olympiad (https://www.soinc.org/) and Rube Goldberg Machine Contests (https://www.rubegoldberg.org/rube-goldberg-contests/) transform STEM learning into a cosmic dance, where ideas ricochet between peers, igniting critical thinking and collaborative problem-solving. Students can work together or virtually to design solutions to today's challenges or imagine the possibilities of tomorrow's needs while fostering a sense of shared discovery and scientific camaraderie.

For the independent explorer, online platforms offer solitary learning experiences while providing interdisciplinary investigations. Resources like Codecademy (https://www.codecademy.com/) and Khan Academy (https://www.khanacademy.org/) provide curated information, interactive simulations, and virtual labs, empowering students to delve into topics beyond a traditional textbook. The 2024 solar eclipse, for instance, could become a springboard for independent research, with platforms like the NASA Eclipse Website (https://eclipse.gsfc.nasa.gov/) offering data visualizations and citizen science projects. Students can analyze the sun's corona, model the path of the moon's shadow, or even create educational resources to share with the world.

Online learning isn't just about absorbing facts; it's about expressing that knowledge in vibrant, creative ways. Websites like Tynker (https://www.tynker.com/) and Scratch (https://scratch.mit.edu/) have become artist studios where students can code interactive games, build virtual robots, or compose musical pieces inspired by the rhythm of the planets. Imagine your gifted students, fueled by online learning, creating captivating video animation explaining the intricacies of forces and motion, captivating not just their classmates but a global audience.

In online learning platforms, teachers guide students through their investigations. Online platforms like Nearpod (https://nearpod.com/) and Edpuzzle (https://edpuzzle.com/) empower them to curate personalized learning paths, provide real-time feedback, and even facilitate student-led webinars, where gifted minds can share their discoveries with the world. Teachers can create online communities with Zooniverse (https://www.zooniverse.org/) and Make (https://makezine.com/), where students can discuss complex topics, ask questions, and challenge each other's ideas, fostering a culture of intellectual curiosity and collaboration.

But the possibilities continue. Imagine online learning supporting students in:

• Conducting virtual field trips to the depths of the ocean or the fringes of the galaxy through platforms like Google Earth VR
• Participating in live Q&A sessions with invited STEM professionals on platforms like Flip.
• Collaborating on international research projects with peers from across the globe using platforms like ePals

While online learning offers exciting opportunities for gifted students to delve deeper into STEM subjects, it's not without its challenges and limitations, specifically with social-emotional learning, motivation, individualized assessment, and equity and accessibility. Gifted students often thrive on intellectual stimulation and social interaction with like-minded peers. While providing access to a broader pool of peers, online learning could benefit from more spontaneous discussions and collaborative problem-solving in physical classrooms. Additionally, self-directed learning can be challenging to gifted students as they may need help with the self-directed nature of online learning. Staying motivated and focused with immediate feedback or a structured environment can be easier for some.Moreover, while offering some degree of customization, online platforms may need help to cater to the specific needs and learning pace of individual gifted students. Teachers need practical tools and strategies to differentiate instruction and ensure all students are challenged appropriately. Not all students have equal access to technology and reliable internet at home, creating a digital divide and leaving some gifted students from disadvantaged backgrounds without the opportunity to benefit from online learning opportunities. Teachers should employ careful planning to ensure time is provided during school hours for online learning opportunities.

In a world where the boundaries of STEM are constantly expanding, online learning becomes the fuel that propels gifted minds to explore the STEM curiosities within and beyond the classroom walls and unleash the next generation of scientists, engineers, astronauts, and innovators.

Please visit STEM Network on ENGAGE (https://engage.nagc.org/) and share your thoughts about these questions:

• How do you see the teacher's role in facilitating and guiding online learning, especially ensuring that gifted students are adequately challenged and supported?
• How might online learning platforms cater to the diverse needs of gifted students with varying proficiency levels and interest in STEM subjects?
• What are some innovative ways teachers have overcome the limitations of online learning, especially of social-emotional learning and individualized assessment?

Michelle Buchanan, PhD, NBCT University of Central Arkansas and Monica Meadows, Ed.D., University of Arkansas at Little Rock are Chair and Chair-Elect of NAGC's STEM Network. Learn more about all NAGC networks and special interest groups.

Here we are in February of 2024 and the days are getting a bit longer; days full of opportunities to work on those plans and goals of January. How are you doing with that?

This year, I want to share some thoughts about how embedding specific SEL strategies into your days can help you reach your goals. Maybe even find new ones. Something that I have been drawn to in recent years is discussing the concept of mental strength (or mental toughness) when focusing on social emotional well-being. I started thinking about athletes: their training and preparation for big events and competitions. How do they prepare their bodies and minds to manage the adrenaline, maintain the required stamins, intensified focus and physicality? I found research to support these thoughts and now I find myself speaking of developing a personalized mental strength program when working with colleagues, families and students.

Mental strength, the bedrock of resilience and fortitude, transcends the confines of mental health. While mental health denotes a state of well-being, mental strength embodies the power to navigate challenges, overcome adversity, and thrive despite obstacles. It is the internal force that propels individuals forward, fostering adaptability and unwavering determination in the face of trials. Mental strength allows you to walk confidently into your life – knowing that you possess the skills and abilities for success - instead of pre-supposing failure or disaster. Developing mental strength is about your self-awareness and ability to build towards something outside of yourself. If it sounds as if developing mental strength is a better use of our time as it is more of a preventative action, you may be on to something with me. In short, I truly believe developing mental strength through targeted SEL lessons will lead to better mental health for educators and students. 

Strong self-care routines are a mainstay for developing mental strength and are priority for our educators, now more than ever. With self-care at the forefront, we are more readily available mentally and emotionally for our students, families and colleagues. We can be more present for ourselves. Self-care is highly personal and must be intentionally planned, as well. The benefits of breathing exercises, yoga and meditation are well documented and can be a cornerstone to a self-care plan. 

In the realm of education, nurturing mental strength is becoming paramount. It will equip students with the tools necessary to conquer academic hurdles, cope with stress, and cultivate a growth mindset, which leads to resiliency. Mental strength, or mental toughness, represents the robustness of one’s mind, encompassing resilience, perseverance, and the ability to bounce back from setbacks. Isn’t this strength what we are looking for in our gifted learners and ourselves?

We – as gifted educators – are in unique positions to coach our students through strategic affective instruction. In our gifted classrooms, we see many students face perfectionism, anxiety, imposter syndrome, the list can go on. These can deter the greatest of minds, causing years of underachievement and frustration. What if we, as gifted educators, helped them to follow a mental strengthening regiment focused on self-care? What if we targeted strengthening the brain muscle with the same drive that we use when training for a marathon? Or preparing for an assessment? What if we talked with our gifted learners about their mental strength before they faced life changing decisions? What if we had a mental strength routine in our gifted classrooms – working on specific self-care and social-emotional skills each day or week, making connections to assist with greater resiliency when faced with adversity? Let’s imagine the benefits of a mental strength program in our gifted classrooms by instilling a sense of purpose and fostering a supportive environment that focuses on the preparation. Instead of, “Today, we have to set academic goals for the next 9 weeks”, let’s try, “Wow! We get to set our own goals for where we want to go with our learning! What is important to you?” Instead of “Here’s the rubric for your project and presentation that is due next Friday”, let’s try, “What is the most important part of your presentation that you want me to understand? How will I know it is important to you?” Let’s try tapping into their ability to care for themselves and their effort to help them find a greater purpose. How might we use our responses to our students to help them grow stronger?

A few SEL resources I regularly use with gifted learners to do just this include:

1. Jacob’s Ladder Reading Comprehension-Affective Lessons – These resources are a great starting place and can be found for all grade levels. These lessons offer poetry, short stories, and biographies as a few of the avenues to engage in rich discussions with gifted learners.
2. Overcomingobstacles.org – All SEL lessons are free; however, you can set up an account and have greater access. I especially appreciate that the lessons are tiered for primary, intermediate, middle and high school age students and many are available in a variety of languages. There are also cross-curricular extensions available. I usually strengthen these by adding in specific Thinking Routines or Depth and Complexity questions that align with the lesson objective.
3. Project Zero Thinking Routines – Many of these are routines are used within the gifted classroom for content lessons. Consider utilizing the routines specific to “Considering Controversies, Dilemmas, and Perspectives” and “Perspective Taking” to embed SEL components into designed lessons.
4. Mindfulness Moments Cards – These beautifully illustrated cards provide all you need to build students’ ability to quiet their mind, focus on their breathing and strengthen their capacity for increased mental strength. 

As we continue to move through the year, we do indeed have opportunities to develop and increase our mental strength, as well as that of our gifted learners. With the current need for increased attention on the social and emotional needs of our students, developing a purposeful plan to build mental strength through targeted affective instruction – similar to that of a gym workout plan – has the potential to create a direct, positive impact that is desperately needed. We will surely continue to have disappointments and failures that will test us. But we will also have successes. How are we preparing? It is in the preparation that we find the success. Set the course. Make the plan.

Our gifted learners will experience all of this and more, as well. We must coach them through their challenges by first strengthening their ability to prioritize their self-care, utilize their strengths, set achievable goals, persevere and learn from their experiences. Fostering mental strength in education is an investment in the holistic development of individuals, empowering our gifted learners not only to excel academically but also to navigate the complexities of life with courage, resilience, and an unyielding spirit. As gifted educators, nurturing these traits in our students will ensure that they find success – academically, socially and emotionally – on their terms, charting a new path in to this still new year. 

Researched article:

Lin Y, Mutz J, Clough PJ, Papageorgiou KA. Mental Toughness and Individual Differences in Learning, Educational and Work Performance, Psychological Well-being, and Personality: A Systematic Review. Front Psychol. 2017 Aug 11;8:1345. doi: 10.3389/fpsyg.2017.01345. PMID: 28848466; PMCID: PMC5554528.

Bonnie Taylor is the chair of the Social & Emotional Development Network. Learn more about all NAGC networks and special interest groups.

Although the answers to these questions may be complex, we can begin addressing them by leveraging the power of gifted learners’ natural inquisitiveness and desire to better understand themselves, others, and the world around them. We can also leverage best practices in ELA pedagogies to develop educational experiences that promote both engagement and rigor. To do this, we must start with several premises about literature instruction for gifted learners:

1. Students should have opportunities to see themselves represented in literature, which can involve identifying with characters, cultures, or other narrative elements. Identifying with texts helps students cultivate their sense of self, understand their place in the world, and become more invested in reading.
2. Students should be exposed to identities, cultures, experiences, eras, and ideas that are different from their own, providing them with windows into others’ worlds. This helps students develop perspective-taking skills needed for expanding their worldviews or critically analyzing their own ideas or assumptions. Exposure to new concepts can pique gifted learners’ curiosity and spark connection-making or deep engagement with topics of interest.
3. Students must be challenged to read texts that are within their zones of proximal development, both in terms of content and linguistic difficulty/complexity.
4. Students should be encouraged to make cross-disciplinary and cross-textual connections. Literature does not exist in a bubble; rather, texts are artifacts borne of a specific time, place, and culture, and may serve some greater historical, ideological, or sociopolitical agenda (either implicitly or explicitly). Texts, therefore, are in conversation with the world around them, and gifted learners should be encouraged to make these connections. 

With these premises in mind, teachers can begin designing engaging and rigorous learning experiences. One way to do this involves strategically pairing canonical texts and young adult literature (YAL). Although using a curriculum composed entirely of canonical texts has largely fallen out of favor, there are still compelling reasons to explore them with gifted children. Canonical works have endured for their exploration of universal and timeless themes, as well as for their powerful, unique, or innovative uses of language and text structure. To deny students access to these exemplary works of literature would be to deny them the opportunity to engage with sophisticated and complex works that have left indelible marks on society/culture at the global level. Further, as the field’s conception of “canonical works” expands as a result of the long-overdue recognition of literary brilliance among historically marginalized group (e.g., women, people of color, etc.), it is important to show students how the canon has diversified to include writers such as Toni Morrison, Virginia Woolf, and Jorge Luis Borges (to name a few). 

Complementing canonical works with YAL, however, opens even more opportunities to increase engagement and rigor. YAL often features adolescent protagonists who are grappling with coming-of-age experiences, which can resonate with secondary students. Additionally, as a contemporary genre, YAL may speak more directly about issues that are of immediate interest to students. Further, it may be easier to find YAL texts that represent a range of identities, which can help teachers develop multicultural curricula. 

Despite the tremendous benefits of YAL, when read alone these texts may not provide gifted learners with the “stretch” that they need to further their learning. This isn’t to say that the content of YAL is not complex, nor that it can’t be taught in ways that challenge gifted children; rather, it’s an acknowledgement that these texts are designed to be more accessible (a huge benefit for reader engagement!), which means that not all YAL texts may adequately push gifted learners to build their capacity for reading and understanding more complex language. 

Text pairings, then, can provide “the best of all worlds,” where students are both engaged and challenged by literature. To plan for effective pairings, teachers should first identify a canonical work and YAL text that are “in conversation” with one another. For example, teachers could look for texts that address similar themes, take different approaches to examining the same topic, arrive at different conclusions about ideological or philosophical questions, etc. Then, teachers can design instructional units that challenge gifted learners to grapple with thought-provoking and complex content – not just a regurgitation of “traditional” readings of texts that students could find through an Internet search. (To get ideas for YAL texts to teach, consider visiting Dr. Bickmore’s YAL Wednesday blog or Southern Connecticut State University’s repository of YAL text information.)

Designing this type of unit could involve the synthesis of various approaches to framing instruction, including the use of cognitive rigor frameworks and critical literacy pedagogies. A commonly used cognitive rigor framework is Webb’s Depth of Knowledge (DOK). Our aim for gifted students is to have them work towards analyzing literature at DOK levels 3 and 4 (the two most rigorous levels), which focus on strategic thinking and extended thinking, respectively. If we were to pair F. Scott Fitzgerald’s The Great Gatsby, for example, with Sandra Cisneros’s The House on Mango Street, we might give prompts such as:

• Critique Fitzgerald’s and Cisneros’s approaches to text structure. Justify your response with textual evidence. (DOK 3)
• Write a creative narrative depicting what a conversation about social class between Gatsby and Esperanza would look like. (DOK 4)

By challenging gifted students to make cross-text analyses, these upper-level DOK prompts provide them with increased instructional rigor. The pairing of these texts also promotes greater multicultural representation, which may bolster student engagement.
Critical literacy pedagogies can also be used to increase rigor, as this approach calls for students to problematize and interrogate elements of a text (e.g., ideological power structures undergirding the author’s purposes, absent voices/perspectives, etc.) that might otherwise go unexamined through “traditional” readings. For example, developing students’ critical literacies might involve posing questions such as:

•  Given the authors’ varied identities/experiences/historical eras, are you surprised that they’re tackling similar themes? Why might this be the case?
• How do the intersections of race/gender/class manifest in these texts, and what do they reveal about power?

Pairing texts has the power to amplify learning by increasing opportunities for engaging and complex literary analysis. Well-chosen pairings can broaden multicultural representation in curricula and have the power to maximize instructional rigor – all of which may help to make those scenes of English class boredom no longer a reality. To help you get started with strategic pairings of the canon and YAL, consider exploring the following resources:

• For information on how to differentiate YAL instruction, consider reading this sample book chapter from Teaching YA Lit Through Differentiation (Groenke & Scherff, 2010). 
• For an example of how you might “modernize” the teaching of a canonical text, refer to this article from Duke University’s TIP program. 

Reference
Groenke, S. L., & Scherff, L. (2010). Teaching YA lit through differentiated instruction. National Council of Teachers of English.

Michelle Hock is a postdoctoral research associate at the University of Virginia's School of Education in the department of Curriculum, Instruction, and Special Education. She holds both an Ed.D. and M.Ed. in Curriculum and Instruction with a focus on gifted education from the University of Virginia, as well as an M.A. from Middlebury College in English Literature. Her teaching and research interests include preservice teacher education, gifted education, classroom assessment, and secondary English/language arts. Prior to her work at the University of Virginia, she served as a secondary English teacher in Pennsylvania.

1. Building partnerships with families, schools, businesses, industries, civic and service groups, helping professionals, and other communities.
2. Facilitating education, assistance, and support for families of the gifted.
3. Locating, developing, and disseminating relevant resources, programs, and materials.
4. Assisting educators in working with gifted students, parents, families, and communities.
5. Increasing public recognition of and support for the needs of the gifted.
6. Linking gifted individuals with other gifted individuals in the wider community.
7. Encouraging and assisting the development of local and state organizations to support gifted education.
8. Linking with other networks and organizations to help fulfill common goals.

Along with connecting you with others, we want to address our network’s areas of focus with purposeful planning and the creation of fabulous resources. Our hope is the resources we create and share will allow you to turn around and use them today. As you can imagine this will be quite a journey throughout the year to meet our goals, but we can’t do it without your support and active engagement. We have many ideas and surprises planned along the way, so pause reading this blog and join our network right now. Hey, you are still reading. What are you waiting for? Go join so you do not miss all of our announcements and events as they are shared!

Alright, now that we have you signed up for the network and all the upcoming announcements, let’s move on from the build-up and suspense.

We are excited to announce that this year we are starting a virtual series of webinars and informal “Chat” meetings on topics selected by our membership last year. Amazing right!?! We are still working out some of the finer details for each event, but there is good news. The good news is that since you just joined the network a few moments ago, we will be sending out announcements and reminders through our Network. As a member, you will now get all of these notifications, so you will not miss out on all the fun, information, and connections during these events. We hope you are as excited as we are for these new events from the PFCN!

Here is the current schedule of events, but as we mentioned, we have many ideas so this schedule may evolve throughout the year. Stay tuned!

Webinars

• Advocacy Series
  • Part 1: February 28, 7:00 - 8:00 pm Eastern
    • Special Guest & Speaker - Dr. Christine Deitz
  • Part 2: September 25, 7:00 - 8:00 pm Eastern
    

Chat Meetings

• Friendships & Social Skills (SEL)
  • April 24, 7:00 - 8:00 pm Eastern
• Resources for boredom/motivation
  • July 31, 7:00 - 8:00 pm Eastern

If you have other ideas or suggestions for potential webinars or chat meeting discussions, please do not hesitate to reach out to us. We love the inspiration and ideas that come from chatting with our members!

We are looking forward to seeing you during our first Webinar event on February 28th from 7:00 pm - 8:00 pm (EST) when Dr. Christine Deitz joins us to kick off this important topic within gifted education! Advocacy is so critical, not just for parents, but also for our kids, their teachers, and others in our community to ensure the needs of our kids are being met.

See you soon!

Jessica LaFollette, PFCN Chair
Dr. Kali Fedor, PFCN Chair-Elect

The keynote speakers who bookended the convention challenged and encouraged listeners to strive for perspective and balance. George Couros captivated participants with stories of his own experiences as a learner and educator that contributed to his ideas around innovation. He reminded the audience of the importance of making space for themselves as they seek to support students. Donovan Taylor Hall emphasized students’ need for emotional safety in their learning spaces and showed listeners the power of teacher support, highlighting an influential moment from his own life with a teacher who happened to be an NAGC member in attendance. Both keynoters spoke to the hearts and minds of the community present, encouraging renewal and faith in the power of the work we do.

Featured and signature sessions prompted participants to consider the past and look toward the future, examining historical influences, present challenges, and possibilities on the horizon. One session shared key findings and future directions emerging from NAGC’s invitational colloquium in May, The Dream Unencumbered. This important event brought together partners outside of gifted education to examine questions and new directions surrounding equity and access for gifted programs for students from culturally, linguistically, and economically diverse backgrounds. Such partnerships with individuals and organizations sharing common goals are central to NAGC’s efforts to support diversity, equity, and inclusion in our advocacy, education, and outreach. Several partners came to the convention to share their experiences, continue critical conversations, and look ahead to next steps for collaboration in this important work. The key findings and recommendations from the colloquium will shortly be shared broadly with the NAGC community.

Another session invited eminent leaders Joyce VanTassel-Baska, Robert Sternberg, Joy Lawson Davis, and Joseph Renzulli to share their reflections on NAGC’s history and potential for the future. Their long view of the challenges and successes across decades provided perspective and insight around foundations of the field and the considerable work still to be done. As I reflected on the convention, I was struck by the combination of hearing from these leaders – some of whom highlighted half a century of NAGC membership – just a day after attending the first-timers’ orientation with several hundred people attending their first NAGC. This combination of new members and long-term colleagues is hugely valuable to NAGC’s community and the ongoing development of the field. There is tremendous promise in the combination of wisdom and innovation, the value of experience, and the potential of new ideas and perspectives.

Speakers also addressed some of the most pressing questions in gifted education and the broader educational environment today. The persistent issues of defining giftedness and identifying student needs for services appeared throughout the week, as we continue to wrestle with these central challenges of our work. Multiple convention sessions and a preconference explored the current and constantly evolving influence of AI in education and how educators can think about AI’s role as a tool for learning instead of a barrier. Speakers talked about how educators can navigate challenges to inclusive curriculum and advocate for students to have access to knowledge and opportunities to develop their critical thinking skills. Groups including state directors, state affiliate leaders, gifted program coordinators, and others gathered to address the policy and practice opportunities and challenges they face and how to serve as resources for one another. And sessions highlighted evidence-based curriculum, practices, and programs that work to support learners, with guidance for participants to take back to their schools.

There were sad moments in the convention that underscored our history and grounded our celebrations. Participants came together to remember Dr. Jaime Castellano, a leader in the field and champion for supporting diverse gifted learners, who passed away only weeks before the convention. Names of other leaders from our past history echoed in sessions and conversations, with comfort in the memories and sadness at the loss of those gone before. Yet there was considerable joy and celebration throughout, with the annual Celebration of Excellence and multiple network award events, including the Special Populations Network’s moving ceremony honoring this year’s Dr. Martin D. Jenkins Scholars. We also celebrated NAGC’s 70th birthday with cake in the exhibit hall and came together for a festive beach party that brought a little sunshine and magic even though it had to move inside out of the rain.

Overall, NAGC23 challenged us all to look back and look ahead, to understand where we have come from in 70 years as an organization and to think about the possibilities for what comes next. NAGC23 occurred in a time of considerable strife in the field of education and the broader society, and even as we enjoyed some sunshine and wore some mouse ears, we remained conscious of the context and the sobering implications of working in educational environments today. While aware of the challenges, we remain focused on NAGC’s mission and take away renewed energy – and perhaps a little magical pixie dust – to bring to our work as we look ahead.

Next November, we will come together once again for NAGC24. We will gather on the west coast, holding our convention in Seattle, WA, for the first time. I am excited by the opportunity to chair our outstanding Convention Committee, and we are already hard at work planning for the event. We are considering the “good problems” that emerged during NAGC23 – crowded rooms, showing high interest; conflicting sessions on similar topics, showing the depth of expertise on key issues; and the eagerness of our participants for more practical guidance to take away from the convention. We’re adjusting plans for next year to provide larger rooms and to encourage more networking and sharing of experiences from practice. We look forward to the conversations and community building of NAGC24. The call for proposals will open in mid-December, with a due date in January. Thank you to all who joined us for NAGC23 – in person and in spirit. We hope to see everyone again – and new friends as well – next year in Seattle.

I'm grateful for the candor of these members, their willingness to be vulnerable in expressing their fears to us, and for the spirit of collegial problem-solving that they brought to the conversation. 

I'm grateful for their courage. As a white, straight person, I do not personally identify with the specific fears they expressed, but as a woman, I know what it is to feel endangered in places that are safe for others, and I know the accompanying sense of injustice. Connecting on that level, I am grateful that no one at the meeting is backing away; they all plan to attend the convention despite their fear. They understand that their influence comes from showing up, and they want us to make "showing up" easier.

I am grateful for the reminder of the resoluteness of advocacy and how advocacy and courage are intertwined. Courage, from the Latin for "heart," means, in part, to have the "…moral strength to venture, persevere…¹”— it means to take heart. The members at the Town Hall had the courage to ask for what they needed without knowing how we would respond. It wasn't the first, or second, or even the third conversation we've had on the topic. Their advocacy continued. It wasn't aggressive or adversarial, but it was persistent. They will show courage again when they arrive in Florida. This is a lesson in advocacy that we can all learn from as we continue to ask for what we need as a field.

To encourage means "make strong, hearten." People who encourage give heart to those who need it. The NAGC Board and staff, along with [throngs of] capable Disney personnel, will do what is in our power to create a safe and welcoming environment.  But beyond that, individually, I commit to providing encouragement to anyone who feels trepidation at the thought of being in Florida. I hope everyone attending the convention will be similarly encouraging to anyone in need.

In addition to encouraging those who need support, I'd like to encourage open-mindedness, more generally, to everyone attending the convention. NAGC is an educational advocacy organization, and we welcome anyone who shares in our mission. I hope that all who attend the convention next month feel a kinship of purpose regardless of gender identity, race, income, or political orientation. If you want to help us in our mission to help “all who support children with advanced abilities in accessing equitable opportunities that develop their gifts and talents,²" you are welcome among us.

• Create a 1000-word blog post about the following pre-con session for NAGC23.
• Include the top 5 reasons why gifted educators should attend.  
• Make it fun and engaging. 
• Let everyone know that the post was written by you.

Here’s ChatGPT’s response. 

Navigating the Playground of Possibilities: Why Gifted Educators Should Attend NAGC23's AI Pre-Con Session

By ChatGPT

Hello, fellow educators! It's me, ChatGPT, your trusty AI companion, here to spill the beans on a pre-conference session at NAGC23 that you absolutely can't afford to miss. Buckle up because we're diving headfirst into the world of Artificial Intelligence (AI) and its potential for your gifted learners. Get ready to explore the limitless horizons of education with "Navigating the Playground of Possibilities: Perspectives & Strategies for Utilizing AI With Gifted Learners." This exciting session, led by the fantastic team of Brian Housand, Andi McNair, Shirley Farrell, Michelle Buchanan, and Keri Guilbault, promises to be a game-changer.

So, why should you be itching to attend this session? Let's count down the top 5 reasons:

1. Unleash the Power of AI

Imagine having a tool at your fingertips that can adapt to the unique learning needs of your gifted students. AI has the potential to do just that! By attending this pre-conference session, you'll dive headfirst into the AI ocean and discover the magic it can bring to your classroom. AI isn't just about robots; it's about personalization, adaptability, and opening up a world of educational possibilities.

2. Explore Benefits and Challenges

AI isn't all rainbows and unicorns; it comes with its fair share of challenges too. But fear not! In this session, you'll get a balanced perspective. You'll not only learn about the remarkable benefits but also how to navigate the potential hurdles. By the end, you'll be equipped with the knowledge to make informed decisions about incorporating AI into your teaching toolbox.

3. Get Your Hands Dirty with AI Tools

Have you ever wanted to know what it's like to wield the power of AI? Well, this is your chance! Bring your device (and your sense of adventure) to the session, and you'll be diving into hands-on activities that let you experience AI in action. This isn't a lecture; it's an interactive playground where you get to experiment and learn alongside your peers.

4. Fuel Critical Thinking and Creativity

Gifted learners thrive on challenges, and AI is the perfect partner in crime to push their boundaries. You'll walk away from this session armed with strategies to stimulate critical thinking and creativity in your students like never before. AI isn't just a tool; it's a catalyst for unlocking their full potential.

5. Personalize Learning Like Never Before

One size fits all? Not anymore! AI empowers you to personalize learning experiences to a level that was once unimaginable. Discover how to tailor your instruction to meet the specific needs and interests of each gifted student. With AI in your corner, you'll be a superhero of individualized education.

Now that you're itching to attend this pre-conference session, let's delve a bit deeper into what you can expect:

Hands-On Learning

This isn't going to be a passive session where you sit and nod along. Get ready to roll up your sleeves and engage in activities that will leave you excited and inspired. You'll be working with AI tools that can be integrated into your classroom right away. Plus, you'll have experts by your side to guide you through the process.

Real-World Case Studies

Learn from real-world success stories and case studies of educators who have harnessed the power of AI to transform their classrooms. These stories will provide you with valuable insights, ideas, and inspiration to adapt AI to your unique teaching environment.

Networking Opportunities

NAGC23 isn't just about learning; it's also about connecting with like-minded educators. This pre-conference session will provide ample opportunities to network, share experiences, and build relationships with colleagues who share your passion for gifted education and AI.

Practical Strategies

You won't leave this session with vague ideas and theories. Instead, you'll walk away armed with practical strategies and resources that you can immediately implement in your classroom. Whether you're a tech-savvy teacher or new to AI, you'll find something here to enrich your teaching.

A Glimpse Into the Future

AI is here to stay, and it's evolving at a rapid pace. By attending this session, you'll get a sneak peek into the future of education. You'll leave with a clearer understanding of how AI can shape the educational landscape in the years to come.

So, there you have it, five compelling reasons why you simply can't miss "Navigating the Playground of Possibilities: Perspectives & Strategies for Utilizing AI With Gifted Learners" at NAGC23. This session promises to be enlightening, interactive, and, most importantly, loads of fun!

Remember, the world of education is evolving, and AI is your trusty sidekick on this incredible journey. Don't be left behind – join us at NAGC23 and discover how AI can transform your classroom into a playground of endless possibilities for your gifted learners.

See you at NAGC23, where we'll navigate the playground of possibilities together!

As you can see—ChatGPT is ready for you to join us at this exciting learning opportunity, and so are we. If you haven’t registered for a preconvention session, you can reach out to the NAGC team at nagc@nagc.org for help adding one to your registration. See you at NAGC23!

Eduardo is an excellent example of Joseph Renzulli’s three-ring model of giftedness, with his combination of above average ability, creativity, and task commitment. Of these three, his most exceptional trait was the motivation he displayed in middle school for his chosen instrument. Looking back, I’ve come to realize that motivation is embedded deep within a student. Motivation cannot be taught but must be nurtured, and the teacher needs to provide the tools and opportunities the student needs to be successful in the years ahead. I somehow made the correct steps with Eduardo, encouraging him to improve as a musician with practice. He loved playing music, and I fed his passion with instruction in technique. There were two other students in Eduardo’s grade who also had unusual musical ability. They also stayed after school for lessons, but they lacked his desire. To truly develop talent, the student must have all three: ability, creativity, and persistence.

The task for teachers begins with recognizing an emerging talent potential. Talent is not limited to the fine arts. Young mathematicians love solving difficult problems and can compute many of the steps mentally. They may carry around books of math-based brain teasers or like to draw geometrical figures with letters identifying angles or line segments. Instructing them in advanced operations is the next logical step. Students who enjoy writing stories may have notebooks full of papers or computer files filled with story ideas or scenes. There are many directions the teacher can guide the student, such as helping to make the connection between reading and being an author, modeling on the work of favorite writers, and exploring new works by excellent writers. A potential scientist may question everything and follow up why questions with extensive, teacher-guided investigations and participation in science fairs and weekend science camps.

These talented students may see working on their talents as fun, and that becomes an opening for a teacher. With a little guidance, students can see what is possible even as a basis for a future career. I have learned from my experience with Eduardo to be open to the possibilities students may present in doing something they love, and discovering the passions of their students. Identifying students who score at the upper end of special tests is still typical in gifted education, but using models of talent development that also recognize the element of motivation opens doors to other students who may not score as high on a test, but will grow their potential into lifetime accomplishments with the help of a teacher, whether in music, math, writing, science, or any other subject of their chosen, intense interest.

Deborah Edmondson is an experienced educator in Music and Social Studies. She is working on a PhD in Educational Psychology with emphasis in Gifted and Talented at the University of North Texas. She also teaches U. S. History and AP World History at Anna High School just outside of the Dallas Metroplex. She has had the pleasure of working with gifted children who are highly intelligent or greatly talented, including her grown children. She still plays her flute in a local flute ensemble.

The nomination deadline has been extended for the Special Populations Network Awards! Nominate deserving individuals for the Dr. Marcia L. Gentry Early Career Award and the Dr. Alexinia Baldwin Gifted & [Special Population] Award. 

For more information:

• Dr. Alexinia Baldwin Gifted & [Special Population] Award
• Dr. Marcia L. Gentry Early Career Award

Nominations are due September 30.

Even though interest surveys have always worked very well I decided to do something different to start the year, and I would like to pass along the idea to you. I call the assignment The NPR Interview, as it presents a simulated interview conducted by a host of one of the National Public Radio’s shows. I have shared the template document at the end of this column but first let us look at the basics. 

I like to preface the lesson with time spent listening to an NPR podcast. There are a great variety of programs to listen to and by downloading a transcript of the interview you can offer students a chance to see the text of the chosen program, which comes in handy when they begin to answer the mock questions on the template transcript used in class. You can access the NPR Podcast Directory by clicking here.   

Simply click on one to listen and use the transcript link to access the pdf. Once the students have listened to a podcast and viewed a transcript, they are ready to start their own interest interview form. It is easy to create. I construct a series of open-ended and follow-up questions asked by the host of the program. Each question is followed by a series of blank lines intended for the student to write in their responses. Think advanced Mad-Libs. 

Never have I received such insight into my student’s interests, motivations, and passions. And, as I did not have the time to sit and conduct a lengthy interview with each and every student, this method provided me with a wealth of information all at once. I was even able to infuse some instruction about the skills related to interviewing during the introduction of the lesson. 

Once completed, finished forms are collected and read, with suggestions and feedback offered individually. You could also utilize Google Forms to create an online system for responses. This provides responses in an easy to use and sort excel sheet. Click here for my new podcast template, which uses the show Fresh Air with Terry Gross as a vehicle for interest exploration.

I have come to realize that by using an interest form such as the mock interview, one can assure a great start to the school year, with an enthusiastic outlook for both the teacher and the student, who will, at the very least, feel understood.

Have a great start to the school year!
--Jeff

What We're Doing Well

You shared that NAGC membership is a satisfying experience overall. In particular, you value the publications that are included with your membership - Gifted Child Quarterly, Teaching for High Potential, and Parenting for High Potential. You also valued many of the NAGC programs and resources that are available to both members and non-members. It was no surprise that the Annual Convention was at the top of the list, but the PreK-Grade 12 Gifted Programming Standards and State of the States in Gifted Education Report were also important to you. 

The chart above shows how members responded to questions about their relationship with NAGC. We're proud so many of you feel knowledgeable about what NAGC does for the field of gifted education but we have some work to do to help you feel a personal connection to NAGC and understand what NAGC does directly for you.

Where We Can Do Better

You shared that NAGC Engage can be difficult to access and hard to navigate once you are on the platform. You also shared that you were not sure how to join Networks and Special Interest Groups or how to control the number and frequency of emails you receive through Engage. You shared that it would be helpful to connect with the entire NAGC membership in space.

Aside from NAGC Engage, you said you miss some resources from the old website that were not moved over. You also shared concerns about the costs of NAGC programs. Finally, you emphasized the importance of maintaining focus on diversity, equity, and inclusion for both NAGC members and students in gifted education programs.

What You Can Expect from Us

• We will create how-to guides for NAGC Engage to help members use the platform to connect with peers.
• We will explore options to enhance NAGC Engage functionality and user-friendliness.
• We will continue reviewing and transferring resources from the old website to ensure you have access to the updated resources you need. In addition, some older resources are already being considered for revision.
• We will continue providing quality professional development at a variety of price points.
• We will explore options to enhance the value of NAGC offerings and make them accessible to a broad audience.
• We will continue to prioritize diversity, equity, and inclusion as outlined in the 2022-2025 Strategic Plan.

Meet Jan Morris

Everyone who took the survey was entered into a raffle for a free registration to NAGC23. Congratulations to our winner - Jan Morris!

Jan shared:

I teach Math, STEM, and Language Arts to advanced gifted and neuro diverse students in the Topsfield Advanced Academics Program (TAAP) which serves grades 4-6 at the Proctor School, Topsfield, Massachusetts, part of the Tri Town School Union.

I completed the survey because I appreciate that NAGC is always trying to find ways to best connect educators. Massachusetts does not mandate gifted education, so my lifeline to what is happening to support these amazing students and their families comes from NAGC.

I am looking forward to attending the conference and having conversations with other educations across the country. Networking and connecting with others will inspire and lead me to be the best advocate for my students. Thank you for this opportunity!

PRESIDENT-ELECT 
Catherine Little, Ph.D. 
Professor, University of Connecticut, Neag School of Education 

AT-LARGE MEMBER 
D. Betsy McCoach, Ph.D. 
Professor, University of Connecticut, Department of Educational Psychology 

Dornswalo Wilkins-McCorey, Ph.D. 
Teaching and Learning Coordinator, Virginia Beach City Public Schools 

SCHOOL/DISTRICT REPRESENTATIVE 
April Wells 
Gifted Coordinator, School District U-46 

NETWORK REPRESENTATIVE 
Antonia Szymanski, Ph.D. 
Associate Professor of Gifted Studies, Western Kentucky University 

COMPUTER & TECHNOLOGY CHAIR-ELECT 
Philip Cottone 
Gifted Manager, Florida Virtual School  

CONCEPTUAL FOUNDATION CHAIR-ELECT 
Joyce Miller 
Team Lead for Gifted Education, Texas A&M University  

CURRICULUM STUDIES CHAIR-ELECT 
Jessica Potts, Ph.D. 
Curriculum Coordinator and Humanities Teacher, Davidson Academy Online 

GIFTED COORDINATOR CHAIR-ELECT 
Michelle DuBois, Ed.D. 
Gifted and Talented District Coordinator, Boulder Valley School District 

PARENT, FAMILY & COMMUNITY CHAIR-ELECT 
Kali Fedor, D.Ed. 
Associate Professor, Pennsylvania Association for Gifted Education 

PROFESSIONAL LEARNING CHAIR-ELECT 
Elizabeth Warner, M.Ed. 
Gifted Program Mentor, Paradise Valley Unified School 

SOCIAL AND EMOTIONAL CHAIR-ELECT 
Megan Parker Peters, Ph.D.  
Associate Dean & Professor, Lipscomb University 

SPECIAL POPULATIONS CHAIR-ELECT 
Karen Arnstein, Ed.D. 
Postdoctoral Research Associate, Purdue University  

STEM CHAIR-ELECT 
Monica Meadows, Ed.D. 
Research Associate, Jodie Mahony Center for Gifted Education, University of Arkansas at Little Rock 

NAGC is working with Disney and the NAGC23 Host Committee on steps and accommodations to create a safe and welcoming environment at the convention. These will include activities such as additional information and resources for attendees, presentations and discussions on the impact of some of these laws and steps educators can take, and other accommodations on site. A member town hall will also be announced this summer. 

In addition, NAGC has partnered with SocialOffset to offer meeting attendees the opportunity to contribute to local organizations in Florida that make a difference in people’s lives. Making a donation provides a way to channel the discomfort or internal conflict felt by some attendees about the location into meaningful action. We invite you to use this campaign to offset any tax spending in Florida that doesn’t align with your values by supporting local charities that do. More information on the details of this campaign, including the charities the NAGC23 event will support, will be shared this summer.
 
Original Post: March 3, 2023

Later this spring, registration will open for NAGC23, which will be held November 9-12, 2023, at Disney’s Coronado Springs Resort in Lake Buena Vista, Florida. There is a lot of excitement building for this year’s convention, as NAGC has had a long partnership with the Walt Disney Company. However, some concerns have been raised recently about holding the convention in Florida, which has been in the headlines over the past year due to its passage of several controversial laws that impact education and stand in contrast to many of NAGC’s values. 

At its most recent meeting, the NAGC Board of Directors discussed this issue at length. The board framed the discussion by emphasizing its priorities and values: creating a safe and welcoming environment at the convention, demonstrating NAGC’s commitment to diversity, equity, and inclusion, and organizational sustainability. After thoroughly examining the alternatives, the board decided to keep the 2023 convention at the Disney Coronado Springs Resort in Lake Buena Vista, Florida. 

One factor the board considered is that our presence will undoubtedly have a greater impact than our absence. Through the convention, we can support Florida educators and help them in their efforts to provide thoughtful and meaning-filled learning experiences for their students. In this way, NAGC23 can become a platform to bring attention to important issues and promote our values, such as inclusiveness, diversity, and equity. 

Another key factor in the board's decision was the support of the Walt Disney Company. Disney has a long history of supporting many of the same values that our organization holds dear. The corporation's commitment to these values, along with the state-of-the-art facilities and unparalleled guest experience at Walt Disney World, make it a strong choice to host our convention, as it did in 2016.  

A third factor was maintaining the association’s financial well-being. Venues for the NAGC annual convention are usually selected 2-3 years in advance. The contract with Disney’s Coronado Springs Resort was originally signed in 2018 for our 2020 convention, well before the current political controversies surfaced. Disney agreed to work with NAGC during the pandemic to reschedule the convention and waive any penalties; however, moving the convention now would incur a cancellation fee of over $750,000.  

While we understand that each person’s decision on whether to travel to Florida and attend the convention will be personal, Walt Disney World is known for creating a welcoming and inclusive environment for everyone, something we also aim for NAGC23. Moreover, we will seek out ways to create a positive impact through the convention. To that end, we will reach out to talk with stakeholders and constituent groups in the weeks and months ahead, including a town hall for members, to listen to concerns and identify opportunities for positive impact.  

Our goal is to ensure that NAGC23 is a positive and enriching experience for all attendees and has a beneficial and meaningful impact on gifted and talented children in Florida. This is something we can work towards together, and we hope that you will help be a part of that positive change.  



Lauri Kirsch, Ed.D.       Shelagh Gallagher, Ph.D.            John Segota, MPS, CAE
President                      President-elect                             Executive Director 
 

As we celebrate Teacher Appreciation Week, I would like to take a moment to share with you some of the highlights found in the pages of recent issues. Below you will find a description of each of the four areas and a selected article and column from each. 

Curriculum Content
THP offers materials relating to curriculum content for those who teach in these specific content areas. Students need educational programs that present challenge. For gifted and talented students, this means having access to advanced and differentiated curriculum.

In the article "Making Things Write: Supporting Mathematically Promising Students," Tutita Casa makes the case for providing students the opportunity to develop communication and reasoning skills, using mathematical arguments as the starting point.

The column, "Socially Scientific" covers the “soft skills” of science research and highlights their importance in fostering the next generation of engineers.

Classroom Practice
THP values the importance of the variety of approaches that exist in literature and practice. Educators must have access and the knowledge of these research-based strategies and tools designed for high-ability students.

In the article "Using Curiosity to Differentiate the Classroom," author Tracy Cloninger looks to questioning as the gateway to engage gifted students and offers practical strategies to try in your classroom right now.

The column, "Curriculum Café," discusses four research-based ways to appropriately differentiate content.

Meeting Student Needs
THP understands the importance of meeting student needs and what is required to do so. Enhancement of student performance is determined by a range of external factors. Learning environments should direct students to explore their individual, intellectual, and creative characteristics. 

The article, "Jumpstarting Your Students’ Self-Advocacy," by Deb Douglas, reminds us that we are in a position to encourage and support our students, and the author offers insight and the tools needed to promote students’ personal growth.

The column, "Social and Emotional Learning," reminds us that in this unprecedented time, the social-emotional well-being of our talented students should be a top priority and the process of videotherapy might offer a solution.

Diversity in Education
THP recognizes that special populations’ needs and services may differ from traditional considerations and methods. As the student population becomes increasingly diverse, it is imperative that educators understand how to identify and serve students who have been historically underrepresented in gifted education programs and services. 

The article, "Curriculum Approaches That Build Learning Bridges for Diverse Gifted Students," by Beth Hahn and others, discusses high expectations, collaboration, and differentiation as key components to consider when planning curriculum for diverse learners.

The column, "Taking the Creative Leap," presents Dr. Mary Frasier’s Traits, Aptitudes and Behaviors (TABs) identification instrument, designed to aid in creating talent development opportunities for students from diverse populations.

These are just a small sampling of what THP has to offer throughout the year. I hope that you enjoy reading Teaching for High Potential as much as the editors enjoy developing each issue. As members of NAGC, you have access to every issue going back to the very beginning. And if you’re not yet a member, you can join today and get access!

In addition, all articles and columns are available to be reprinted for use in a variety of formats. For permission requests, please visit the permissions page on the NAGC website. Happy reading and Happy Teacher Appreciation Week!

As I start my experience with NAGC, I am eager to learn from the organization and join the staff and membership in promoting gifted education. I started my professional life as a child life specialist. I studied child development in college and pursued child life because it combined my interests in social-emotional well-being and teaching.

As a child life specialist, I provided individualized medical education, coping support, and therapeutic and developmental play opportunities to pediatric patients and their families. I loved tailoring information to the exact developmental level, strengths, and interests of each child I encountered and watching them master healthcare experiences that challenge adults. I will never forget one 6-year-old patient who proudly explained her cancer diagnosis and chemo treatment to the absolute shock of her nurse after we completed a medical education and play session. She may not have used medical terminology, but she clearly understood her diagnosis and wanted to participate in her care actively.

When we empower children with the education and language to discuss their diagnosis, their social-emotional well-being is better during their care, and their medical outcomes also improve. Children receiving personalized medical education and coping plans can complete invasive procedures without the additional risks or costs of sedation and anesthesia. Every day as a child life specialist was a reminder that children are capable of mastering so much more than adults often give them credit for. All it takes is a little time and a willingness to meet them where they are with honest, accurate, age-appropriate information, and a strengths-based approach – something I suspect NAGC members know well!

After some time as a child life specialist, I sought a way to have a more significant impact. The work I did was so important, but I felt limited by the number of children and families I could personally impact. I jumped into association management, first at the Association of Child Life Professionals and then at the Health Industry Distributors Association. While I miss the direct interaction with children and families, I find so much fulfillment in knowing my work connects professionals with the resources, services, and community they need to succeed. I take great pride in knowing my work’s impact is exponentially greater through the members we serve than anything I could achieve individually.

Joining the NAGC staff feels like coming home. My family has multiple generations of educators, ranging from classroom teachers to administrators, elementary school to higher education, special education to AP Calculus, and fine arts to ELL. In a roundabout way, I’m finally entering the family business. As a former gifted student, I know the impact gifted programming had on my personal and professional trajectory. In just my first few weeks here, I’m learning so much about who I was as a gifted student and how some of those helpful and unhelpful traits have carried into my adult life.

As Director of Member Services & Engagement, my role is ensuring NAGC membership is a valuable experience. We’re conducting a member needs assessment in May–I encourage everyone to participate and share your unique perspective. I am also eager to learn the personal experiences of our members, so please reach out! You can reach me at mroloff@nagc.org or 202-621-5762.

KG:  For those who are new to ChatGPT, can you briefly explain how it works?

SB: ChatGPT is a large language model word predictor technology. When you ask it a question it will give you an answer that is an approximation based on information it collects from readily available sources. The quality of the answer depends on the scope of its sources, which need to be current to give an accurate answer. For example, I made queries regarding the Ukraine conflict a few months ago when ChatGPT was released, and the responses were quite vague, because there were not many sources for ChatGPT to draw upon. However, when I input the same queries a few weeks later, the answers were much more accurate, because that information was now more readily available. I should note that this seems to give the impression that ChatGPT is “learning,” but I don’t think that is a fair statement. ChatGPT is not producing or evolving its own “knowledge,” but rather, its answers become more refined as the sources it can draw upon increase.

KG: You have written and spoken about possibilities that tools like ChatGPT offer to promote skills such as civic education, literacy, and critical thinking. ChatGPT results are sometimes inaccurate. What are some tips to help students think critically about results generated from AI software like ChatGPT?

SB: A ChatGPT answer essentially gives you what seems like a collection of the top Google hits in one particular area. Hence, the answer is often moving in the right direction, but is sometimes not entirely correct. For example, as a demonstration to my colleagues, I asked ChatGPT “What is Pacific Ridge School?” (my school). The answer it produced had most of our facts and demographics correct but indicated that we were a 7th through 12th grade school, when we had in fact added a 6th grade this year. That shows that the information ChatGPT was drawing from had not been fully updated to include our current profile.

Herein lies the issue for students. When ChatGPT gives an answer, it appears to be valid and trustworthy, but is oftentimes not completely correct. This provides a prime opportunity for students to practice and develop their critical analysis skills. A classroom activity I have been using with ChatGPT is to give the app a prompt, have it produce an answer, and then allow students to conduct independent research to fact check that answer. For example, I had my U.S. History 11th and 12th graders fact check a ChatGPT prompt about Reconstruction. Most of the response ChatGPT produced was correct, but students were able to identify points where the dates were slightly off, time period characterizations were out of context, and some important facts were simply left out. This exercise is excellent practice for students to examine sources and content on the Internet to determine which are credible, or not, trustworthy, or not. That is a critical skill going forward into the real world that I hope they carry with them.

KG: As a high school teacher of history, economics, and speech and debate, you have discovered ways to incorporate ChatGPT to make your courses more engaging. Can you give a few examples of how ChatGPT might be used in gifted and talented or Advanced Placement (AP) classes to extend students’ thinking and increase engagement?

SB: I previously served as Academic Dean for gifted and talented summer programs, including Johns Hopkins Center for Talented Youth (CTY) and Summer Institute for the Gifted (SIG). There, I had the opportunity to work with gifted and twice-exceptional elementary and middle school students. One of the greatest needs for these students in their typical classroom environment is extension activities. They often work at a faster rate than other similar-age peers and need to be challenged more in each lesson. I think this is a great opportunity to employ ChatGPT for extension activities. For example, the Bill of Rights Institute hosts an essay contest each year, oftentimes around such concepts as federalism, freedom of speech, and what it means to be a citizen. A possible extension activity for an elementary or middle school American history lesson would be to give gifted and advanced students the Bill of Rights essay prompt, have them use the chatbot to brainstorm ideas of how the concepts apply to American history past and present, and then have students evaluate those different analyses to determine what are the most salient connections to the modern day and the strongest arguments for how the Bill of Rights connects to those concepts.

For high school AP classes, there's a great opportunity to employ ChatGPT to help prepare students for AP tests. AP U.S. History classes spend much time practicing document-based questions and short answers, preparing for what they will see on the AP test. The newly released ChatGPT-4 appears especially adept at producing thorough sample answers for AP tests. Bill Gates recently announced that he had challenged programmers to create a chatbot that could pass the AP Biology test, and ChatGPT-4 succeeded! Hence, I think honors and AP students will find the chatbot particularly useful as a study partner to prepare them for their more rigorous exams. Honors classes could also use the chatbot for extension activities like I mentioned above.

This is similar to how I engaged ChatGPT with my high school speech and debate team as we were preparing for a tournament. Certain high school debate tournament categories like Parliamentary debate require students to think fast on their feet and deliver arguments and rebuttals on the spot. To practice that exercise, I had the students prepare questions based on possible tournament prompts, feed those prompts to ChatGPT, and display the ChatGPT response developing in real time. Then, students delivered their rebuttals straight to ChatGPT, and I had ChatGPT produce its response in turn. The students reported this exercise was great practice and preparation because they were challenged to develop answers in real time, something that is very difficult to simulate outside of actual tournament debates.

KG: University faculty have begun to discuss policies and ethical considerations of ChatGPT use in undergraduate and graduate courses. Rather than ban it altogether, what suggestions do you have for institutions of higher education as they prepare educators who work with K-12 students to utilize this tool wisely? For faculty who worry that students will use ChatGPT to plagiarize assignments, what are some tips to prevent misuse?

SB: First off, I don’t know any realistic way a university can ban the app. What would they do, block it on the Wi-Fi? I believe the University of Texas system tried blocking TikTok on their school Wi-Fi, so the students just accessed it on their phones . . . Not very effective!

Universities and professors should realize that everything ChatGPT can do is already available on the Internet, albeit the app might make it more accessible. All of the information ChatGPT is drawing from is already in existence. So, if a student wants to cheat with information on the Internet, they can. That is not new.

The better action for teachers and professors right now is to truly examine how we are assessing students. If you are concerned that a student is going to cheat or plagiarize using ChatGPT, what assessment are you giving that allows them to cheat? To reference the notion “control what you can control, and don't worry about the rest,” for all the things that teachers and professors cannot control, like ChatGPT use in or outside of school, we can control what assessments we deliver. Hence, my big push for teachers and professors right now is to take a close look at what assessments they are giving and try to determine the most effective way to structure those assessments. I was told as a student teacher (and I tell my student teachers now) to be very intentional in determining what skills you were actually trying to assess. Why is a teacher or professor assigning a 10-20-page term paper? What are you actually assessing? Stamina? I think there are more effective ways to assess those skills. I have my high school students write essay assessments by hand in class, instead of drafting a 10-page paper on their computer that could very well be doctored with ChatGPT. The handwritten assessment often demands more effort and deliberation than the typed response, and therefore gives me a better indication of what they actually understand.

As for designing assessment questions, as I explained in my Education Week article, here are some tips. In your question, ask for text references because ChatGPT most likely will not have access to the reading that you want referenced (and don’t name that source in the question). Also, ask for modern-day connections. ChatGPT has limited access to events that are new or developing and is thus harder to plagiarize.

The bottom line is that we, as educators, need to be more careful and intentional in the assessments we give, which is best practice in the first place. A common refrain during the COVID-19 pandemic was change that would have taken 10 years in the education system took a matter of a few weeks, because we all had to pivot given the changing circumstances. Maybe the introduction of ChatGPT and other large language models is a good shock to the education system because we have to rethink many of our practices and refine them for the modern day. I hope educators see the silver lining!

Resources

Burrows, S. (2023, March 7). Three steps to prevent ChatGPT misuse: Original or AI? How teachers can prevent plagiarism. Education Week. https://www.edweek.org/technology/opinion-three-steps-to-prevent-chatgpt-misuse/2023/03

Burrows, S. (2023, February 16). How ChatGPT made my lessons more engaging. Chalkbeat. https://www.chalkbeat.org/2023/2/16/23600187/chatgpt-lessons-speech-debate-class-history

ChatGPT tool: https://openai.com/blog/chatgpt

Ferlazzo, L. (2023, January 18). 19 ways to use ChatGPT in your classroom. Education Week. https://www.edweek.org/teaching-learning/opinion-19-ways-to-use-chatgpt-in-your-classroom/2023/01

Lopez, D. (Host). (2023, March 20). Spencer Burrows: Dean – Pacific Ridge High School & Professor (No. 9) [Audio podcast episode]. In The AI Conversation. IVOOX. https://www.ivoox.com/en/episode-9-spencer-burrows-dean-pacific-ridge-audios-mp3_rf_104835815_1.html

Spencer Burrows, J.D., is a history teacher and the 11^th-grade dean at Pacific Ridge School, an independent middle and high school in Carlsbad, CA. He serves as an education adjunct faculty at National University and on the Board of Directors of TEACH Public Schools, a K-12 charter network in South Los Angeles. He is a 2018-2019 Teach Plus California Policy Fellow. Follow Spencer @burrows_spencer.

Keri M. Guilbault, Ed.D., is an assistant professor and coordinator of the online graduate programs in gifted education at Johns Hopkins University. She is a former district coordinator of advanced learning programs and 2019 NAGC Early Leader award recipient. Keri recently served on the NAGC board of directors as treasurer. Follow her @drkerig.

An education system that was designed to prepare workers for the industrial revolution still dominates what goes on in most U. S. classrooms and in classrooms around the world that are dominated by rigidly controlled ministry of education curriculums. Despite the endless calls for education reform, the major goal is still the acquisition and retention of information delivered through a highly prescriptive curriculum. The influence of state standardized achievement tests to measure school quality obviously accounts for memorization of information to be the main goal of today’s instruction. And within most proposals for school reform, regardless of upmarket names (Competency Based Learning, Assessment Driven Instruction, Standards Based Learning), improving content acquisition and improving test scores still drives the pedagogy that goes on in most classrooms. This brand of learning is especially perverse in schools that serve low-income and minority students.

The information age, however, has now given us the tools to examine what is hopefully greater enjoyment and engagement in learning. Most of our students now carry devices with more computing power than a supercomputer of just a few years ago and they can easily connect to tens of thousands of digital, information-rich, electronic networks. And the impact of upcoming and recently unimaginable intellectual tools such as quantum computing, artificial intelligence, and fractal-parallel computing will introduce radical changes in education at all levels. The need for rote memory of information will be diminished and we need instead to place our focus on how and what information needs to be gathered and most important, what skills students need to develop in order to analyze and use information to address a particular topic or problem they may be addressing. This is not to say that content acquisition is unimportant, but what students do with information represents an educational goal that develops what have commonly been called 21st Century thinking skills.

Benjamin Bloom (1956) created a taxonomy of measurable educational objectives to help us describe and classify observable knowledge, skills, attitudes, behaviors, and abilities. The theory is based upon the idea that there are levels of observable actions that indicate something is happening in the brain (cognitive activity). And Krathwohl and others (1964) created a parallel taxonomy that deals with objectives in the affective domain. By creating learning objectives using measurable verbs (see Figure 1 below), teachers can indicate explicitly what students must do in order to demonstrate more analytic and creative use of content information learning. 

The Taxonomy was greeted with much enthusiasm by academics and progressive educators; but alas, its popularity was short lived, unquestionably due to the powerful stranglehold that standardized achievement tests exert over what goes on in schools and classrooms. It is far easier to measure who knows the names of U. S. state capitals than to analyze, for example, the reason why a particular capital was selected for a given state or what makes a state capital an interesting place to visit. Imagine the amount of creativity and research (and teamwork if done as a group project) that will be involved if higher level thinking skills are required to address these types of questions. The essence of this type of work is not to eliminate the importance of plain old factual knowledge. Rather the purpose is to learn how knowledge can be addressed at much more analytic and creative levels.

The main question is, of course, how can we integrate these thinking skills into an overly prescriptive and test-driven curriculum? First, we must make teachers aware of information about thinking skills and the teaching strategies that promote them. Primary among strategies is professional development about questioning techniques and resources such as a great book by Erik Francis cited below. Second, students need to be made aware of the ethics of using devices such as artificial intelligence to prepare their schoolwork, with conversations such as, “If you use AI to write your term paper you should realize that it will have a very negative affect on the development of your creativity, thinking skills, and even your overall intelligence. And programs are now available to determine if work is machine-written or original.”

The most important thing that teachers can do is to become familiar with technology resources that aid in the pursuit of the higher level objectives. There are thousands of sites online with information on this kind of teaching and even lesson plans for various subject areas and age groups. One resource that has been specifically developed­ for this purpose is a program that gains and analyzes information from student surveys to create an individual profile of student interests and other strengths. A computer program then examines each student’s profile and sends them student-specific recourses from a data base that contains approximately 50,000 enrichment-oriented resources (Field, 2009; Renzulli & Reis, 2009).

The amount spent on education makes it one of the largest enterprises in the country. But we are way behind the business, medical, communication, and other fields that are making radical changes through the use of technology. It has never been easy to make changes in an education system that has, for far too many years, focused mainly on information acquisition, storage, and retrieval. But the digital age has made the changes discussed here far easier for us. So, we can now use this technology to make most learning experiences more enjoyable, personalized, engaging, and challenging for all students. The rationale for changing the goals and the resources for doing it are here. Education leaders and policy makers need to get beyond the business-as-usual mindset and think about how our noble profession can catch up with other professions and even some of our young students who do things on their electronic devices that are far more advanced than what they learn in school. Do we have the courage and commitment to make these changes?

Joseph S. Renzulli, Ph.D., is the Board of Trustees Distinguished Professor at the University of Connecticut.

The views expressed here are not necessarily those of NAGC.

References

Bloom., B. S. (1956). Taxonomy of educational objectives, handbook 1: Cognitive domain. David McKay.

Field, G. B. (2009). The effects of the use of Renzulli Learning on student achievement in reading comprehension, reading fluency, social studies, and science. International Journal of Emerging Technologies in Learning (iJET), Vol 4, No 1., pp. 23–28.

Francis, E. M. (2016). Now that’s a good question: How to promote cognitive rigor thorough classroom questioning. Association for Supervision and Curriculum Development.

Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives, the classification of educational goals, handbook II: Affective domain. David McKay.

Renzulli, J. S. & Reis, S. M. (2009). A technology-based application of the Schoolwide Enrichment Model and high-end learning theory. In L. Shavinina (Ed.), International Handbook on Giftedness (pp. 1203–1225), Springer.

NAGC is excited to welcome Lacy Compton, MA, to the team as Director of Content & Learning. We asked Lacy to share her background and experience in the field of gifted education.

Within the last four weeks as Director of Content & Learning, I’ve already connected (and reconnected) with many members in the field of gifted education—a community that has greatly impacted my life, career, and passion for adult learning. 

Growing up in Waco, TX, I began reading at age 3 and never stopped—consuming books faster than my parents could provide them. A well-trained first-grade teacher noticed my advanced reading skills when others had not and discussed with my parents, who knew nothing of gifted education,  how they could  advocate for my needs. The gifted and talented program I joined soon after shaped my academic life in innumerable ways and I’ll forever be thankful for the educators in that program who knew how to teach kids like me.

After graduating from Baylor University in 2004 with a degree in journalism, I took a risk and answered a classified ad for an editorial position at an educational publisher (yes, back when seeking out a job in the newspaper was still the norm)—a job for which I wasn’t fully qualified. This email led to a 12-year career with Prufrock Press, where I had the invaluable opportunity to work with and learn from many of the great experts in the field of gifted education. I edited hundreds of books, built valuable relationships, grew a depth of content knowledge, attended events like the NAGC Annual Conference, and honed a relentless eye for formatting references. 

In 2017, I joined the amazing team at the Texas Association for the Gifted and Talented. As TAGT’s Professional Learning & Partnerships Director, I had the opportunity to cultivate innovative professional learning opportunities for educators of gifted and talented students. Watching members learn from one another, feeling valued, and remembering why they work in this field transformed my experience in gifted education. My experience at TAGT reinforced my belief that a well-run association with a passionate membership can have a lasting, positive impact on student advocacy and education.  

This past fall, my husband and I moved our family from Austin to Central Illinois to accommodate my husband’s new job, a move that gave me the opportunity to join the NAGC team. After nearly 20 years of supporting gifted education, the NAGC community is near and dear to me, and I am thrilled to have the opportunity to develop exciting and innovative professional learning products and programs for NAGC members.

Professional learning is a lot like the chance I took that sparked my career in gifted education. Our members select a learning opportunity based on a need – maybe they see it on social media or an ad in a journal or website, they then enter into an experience that they hope transforms their lives and that of their students.

Creating powerful professional learning experiences also involves taking risks—digging deep into the needs of our members, implementing new ways of presenting content, diversifying perspectives, and taking a chance on emerging voices, and moving outside our comfort zones.

It's with these principles in mind that I happily move forward into my work with NAGC. I look forward to collaborating with our members and my teammates to continue to influence the lives of gifted students—and their educators—across the country. 

Lauri Kirsch, Ed.D.       Shelagh Gallagher, Ph.D.            John Segota, MPS, CAE
President                      President-elect                             Executive Director 

In schools across the country, teachers like myself are looking forward to the holiday break, which brings much-needed time and distance from the daily classroom’s activities. It will be a time for celebration, rest, and relaxation. It will also be a time for reflection. As you sit at home and ponder the New Year ahead, consider submitting a proposal for the NAGC 70^th Annual Convention (NAGC23), held in November 9-12, 2023, at Disney's Coronado Springs Resort, Lake Buena Vista, Florida.

Perhaps you have thought about submitting before or are already contemplating doing so this year. Maybe you are a bit apprehensive. Let this column be your motivation to do submit a proposal to present at NAGC23!

I can clearly recall the first time I submitted, the first time my session was accepted, and the first time I presented at the NAGC convention. It was exhilarating! To stand before a group of students and teach is one thing, but nothing can prepare you for the excitement you feel standing in front of an audience of professional educators sharing curricular ideas and materials. Looking back on it now, I realize it was the catalyst for years of presentations to come.  

As educators, we certainly have firsthand knowledge of student needs, what works and what doesn’t—All valuable information, activities, ideas, and lessons to share with an audience.

K-12 educators make up the majority of the NAGC audience and they are hungry for practical information that they can take back to their schools and apply immediately. Consider what learning activities you use. Think about those lessons that the students, administrators, and other faculty rave about. What are your methods? Have you been involved in developing a new program? Is there a unit of instruction you enjoy delivering? What are your favorite resources? These are just a few questions that can shape an excellent submission.

Have I persuaded you, yet? If so, read on.

The first step is to visit and register on the submission site. There are a few items to fill out and some decisions to make. NAGC has 16 networks, and you will need to choose to which one you will submit your proposal. You can read about their specifics for submissions here.

The next step is to think of a title for your presentation, and honestly, try to be as creative as possible. Remember that your submission will be read by at least three reviewers, so pull them in right away.

Next comes a 60-word short description and a 250-word extended description to explain your presentation. I suggest writing the 250-word description first and then edit that version to fit the 60-word description. Be concise and get to the point. Consider the objectives and goals you have for the session. What instructional strategies will you present? What do you want the attendees to come away with? Will it be interactive? Will you provide materials? What are the learning objectives? You’ll need to enter up to three of these.

NAGC provides the scoring rubric reviewers use. It is intended to ensure that accepted sessions support NAGC’s mission and represents quality information. Because this is NAGC, reviewers are looking for a connection to gifted students. Each network also has a specific rubric question to consider. There are also questions about audience and grade level. That is about all it takes. I think you will find the site very user friendly.

Each moment spent in the classroom provides the opportunity to make a change in the lives of your students. Sharing what you do and what you know at an NAGC convention greatly expands your classroom beyond the four walls you are accustomed to. Your unique and creative ideas can spread far and wide. Plus, there are lots of other sessions for you to attend to enrich your own learning and teaching.

The time has come to be proud of what you have accomplished in the classroom and share it with others. Give it a shot! The NAGC23 Request for Proposals deadline is January 20, 2023, 11:59 PM PT. Make it your New Year’s resolution, and just do it!

During the closing days of November, Native American Heritage Month, the story of Stuart Tonemah and his importance to gifted education is particularly timely. Stuart was a Native American advocate, administrator, educator, and scholar active in gifted education during the 1980s, 1990s, and the early 2000s. Stuart was a foundational figure in gifted education and influenced gifted education through federally funded projects and as a frequent consultant to the nation on both gifted education and Indian education affairs. He was of Kiowa/Comanche descent.

Stuart A. Tonemah was born in Lawton, Oklahoma in 1941 and graduated from high school there. He went on to Cameron University where he played college football and was on the Cameron Aggies team that won the Junior College Rose Bowl in 1961. Known as Golden Toes Tonemah, Stuart kicked an important field goal in the game as reported in the Aggies archives. He was talented in many domains and sport was one of them.

Stuart attended the University of Oklahoma and later pursued doctoral studies at Penn State where a number of students from one Kiowa elementary school were inspired to study. He left Pennsylvania to join the faculty of the famed Haskell Indian College in Lawrence, Kansas.

Stuart spent much of his professional life in academic settings. He was appointed the first director of the Native American Program at Dartmouth College in 1971. There, he distinguished himself as a successful and dignified advocate who was able to convince the Dartmouth administration to act on several requests from the Native American student community—increased Native American faculty and productive attitudinal changes in the college administration. In the 1970s, when sports iconography often used Indian themes, Stuart was not able to persuade Dartmouth leaders to change team mascots and cheers, but he argued eloquently and forcefully for such changes in campus publications. The college publications are filled with Stuart making his case and letters-to-the-editor responses.

In the 1980s, Stuart established a non-profit, American Indian Research and Development (AIRD). It would prove to be instrumental in his goals for developing the talents of Native American students and their teachers. Three of his projects capture the breadth of Stuart’s vision and the sustainability of his leadership across decades.

First, he developed Explorations in Creativity (EIC), a program funded by the U. S. Department of Education and administered through AIRD. Stuart situated EIC, a four-week summer camp, at the Riverside Indian School near Anadarko, Oklahoma which first opened its doors in 1875. As one of four remaining Bureau of Indian Education boarding schools external to a reservation, Riverside offered the housing, kitchens, a space that allowed EIC to be an extended camp for Native American students from all over the United States including Alaska. Photos of EIC participants show emerging adolescents and adolescents in the performing and fine arts, discussing Indian philosophy, filming artisans like basketweavers at work, and lined up for early morning fun runs with Stuart himself. EIC was a family affair: Stuart’s youngest daughter attended EIC as a participant and his eldest daughter was pressed into camp counselor service. Over 40 years later, alumnae of EIC participate in a Facebook page which keeps them connected with one another.  

Second, Stuart developed Project EAGLE, Effective Activities for Gifted Leadership Education, described as a Saturday intervention for Indian adolescents in Grades 9 through 12 and their families. Although Project EAGLE is the subject of a journal publication, it comes alive when a lucky reader opens three perfectly preserved and labeled “scrapbooks” from the early 1990s.  Inside are scrupulously labeled photographs, daily program agendas, student artwork, and a hand-illustrated map that shows the 15 existing and 2 future sites of Project EAGLE. They spread across the country like tenacious buffalo grass radiating out from Oklahoma to Nebraska, South Dakota, North Dakota, Minnesota, New Mexico, Arizona, and Oregon, with the two future sites in such diverse geographical settings as Montana and Louisiana. Photographs and agendas in these documentary treasures indicate that Stuart may have visited many or all of the sites himself.

Third, Stuart understood that teachers were critical to the success of gifted education in the Native American community. He saw them as the “next to the last piece of the puzzle.” Stuart acted accordingly and wrote, received, and administered a grant to prepare 30 Native American teachers through a masters degree in Gifted Education, the American Indian Teacher Training Program (AITTP). A whopping 28 of the 30 teachers completed the program. His success rate for candidate completion was phenomenal. And, again, his personal reach was deep and lasting— a lovely and poignant note from one of his AITTP graduates rests respectfully on a legacy website announcing his death in 2009.

Stuart’s scholarly work was ground-breaking in its day. He first tackled the issues of assessment and wrote convincingly that giftedness for Native Americans must include tribal and community knowledge as well as measures of academic prowess. Reviewing the syllabi of his teacher training program, we find evidence of his early work on the identification of talents among Native American students as well as his dedication to a curriculum that honored the Native American world view. His assessment model directly incorporated a scale to tap Tribal and Cultural Knowledge to be completed by tribal elders. He was a consultant to the influential 1991 federal report, National Excellence: The Case for Developing America’s Talent.

Stuart was a leader in the Indian education movement as well, serving as the presidentially appointed Executive Director of the National Advisory Council on Indian Education (NACIE) from 1977 to 1979 which advises the Secretary of Education and the Secretary of the Interior and as the president of the National Indian Education Association in 1979. He was recognized as the Indian Educator of the Year in 1980-1981.

I met Stuart Tonemah once, perhaps twice, at NAGC conferences. He was at the height of his leadership; I was new to the field. Perhaps sensing I was homesick for the seemingly limitless prairie and the fragrance of Wyoming sage, we stood in a conference room at a refreshment table and talked about the acquired taste for high plains habitat and the importance of being able to see long distances in a Western landscape. Decades on, my chance encounter with him over a conference snack table resonates. Later, I read his work and came to understand that his was--and is--a foundational voice in gifted education.  

Ann Robinson, Ph.D. is Distinguished Professor and founder of the Jodie Mahony Center for Gifted Education at the University of Arkansas, Little Rock.

The views expressed here are not necessarily those of NAGC    

With all the recent disruptions educators and families have experienced, it’s more important than ever to address the many challenges faced by gifted children and the field of gifted and talented education. The landscape of gifted and talented education continues to shift and evolve, and so too must NAGC in order to meet the needs of its members and ensure that all gifted children are served equitably and have the support that they need.

The 2022-2025 Strategic Plan is the result of countless hours of conversations, research, and collaboration among NAGC leaders, members, staff, and other stakeholders. It outlines five major goals we wish to achieve: Diversity, Equity, and Inclusion, Connecting Research and Practice, Community, Center of Expertise, and Advocacy, each with accompanying objectives:

• Diversity, Equity, and Inclusion: NAGC’s commitment to diversity, equity, and inclusion remains one of the top priorities of the association. Objectives under this goal include developing programs to promote greater diversity, equity, and inclusion in the field and in the association, increasing cultural awareness and competence, and expanding resources that advance equity.

• Connecting Research and Practice: Ensuring that research and practice are working together in harmony is critical to the success of NAGC and the field of gifted education. Objectives under this goal include disseminating research, promoting best practices, and expanding inclusive engagement in conversations bridging research and practice focused on equity and excellence.

• Community: At the heart of NAGC is its community. In order to thrive, the NAGC community must be receptive, inclusive, and diverse. Objectives under this goal cultivating greater engagement among members, creating pathways for leadership development that are both intentional and culturally responsive, and expanding outreach.

• Center of Expertise: NAGC has long been recognized for its expertise and for being a leading voice in the field. This goal is focused on expanding NAGC’s leadership role as creator, provider, and disseminator of knowledge, resources, and expertise in gifted and talented education. This includes expanding professional learning opportunities, increasing the visibility of NAGC publications, resources, and information, and developing more resources, programs, and services that advance equity.

• Advocacy: NAGC will continue to advocate for comprehensive support and services for all gifted and talented children. Advancing our advocacy efforts will include the development of a robust, equity-centered agenda to influence national, state, and local policies, expanding our network of advocates, and increasing opportunities for state and local leaders to enhance their advocacy skills and expertise.

A Town Hall was held with leaders in July to share information on the development of the plan and the progress to date. You can watch the recording of the Town Hall through the link below.

July 2022 NAGC Leaders Town Hall – Strategic Plan Preview

NAGC will be focused on these goals and on developing innovative new programs and initiatives to address the pressing issues faced by gifted and talented children, their families, and the field of gifted and talented education. By working together, we will be able to empower all who support children with advanced abilities in accessing equitable opportunities that develop their gifts and talents and works towards achieving our vision of all children having the opportunities and support to realize their full potential.

View the new strategic plan here

Lauri Kirsch, Ed.D.                   Shelagh Gallagher, Ph.D.                    John Segota, MPS, CAE

President                                    President-elect                                     Executive Director

There is clear and mounting evidence that gifted education must address the serious challenges associated with the underidentification and underservicing of diverse populations of gifted students (Peters, 2022; Siegle et al., 2016). For example, English learners (ELs) are the fastest growing population of learners in the US, yet they are among the most underrepresented groups in gifted education (Gubbins et al., 2020; Hodges et al., 2018; Mun et al., 2020). Each year, tens of thousands of talented young people are overlooked for gifted services simply because they learned a language other than English as a child. Their teachers focus on their English skills and fail to recognize the brilliant mind they possess.

In a recent National Center for Research on Gifted Education (NCRGE) study of all elementary school students in three states, ELs were between a quarter and half as likely to be identified as gifted compared to students who were not ELs. Underrepresentation also persists for twice-exceptional students: students from poverty and Black, Latinx, and American Indian populations. ELs as well as other underserved groups are clearly not having their gifts and talents recognized, and subsequently appropriately developed.

In 2016 and 2017, the NCRGE visited 16 schools in nine districts across three states that had a record of successfully identifying ELs for their gifted programs (Gubbins et al., 2020). NCRGE recorded how these schools successfully identified ELs for gifted services. What we learned can be used to better identify ELs for gifted programs.

Finding Promise in Every Student

We found that identifying ELs, as well as students from other underserved populations, for gifted services required a paradigm shift where stakeholders focused on students’ strengths, rather than focusing on their weaknesses. Under this paradigm, every stakeholder, from school psychologists to EL service providers to classroom teachers to parents/guardians/caretakers, formed a web of communication and served as talent scouts looking for points of promise in every student. In other words, instead of serving as deficit detectives finding reasons not to provide gifted services to ELs, which often occurs, they recognized and appreciated the diverse ways ELs could demonstrate their talents.

These schools used professional development to improve school personnel’s awareness of EL issues related to identification. The increased awareness resulted in changes in identification practices, the evolution of a web of communication among all stakeholders, and modifications in program services.

Changing Identification Practices

Changes in identification practices included

• providing preidentification opportunities to encourage emergence of talents,

• having flexible cut-off scores,

• using universal screening to avoid overlooking talented students,

• setting alternative pathways to identification to increase opportunities for talents to be recognized,

• frequently screening students to identify students whose talents manifest later or after their English skills are further developed, and

• using culturally appropriate assessments, such as testing in students’ native languages.

Frequently screening students was particularly important given that ELs’ opportunities to be identified increased with their English acquisition (Hamilton et al., 2020). Each of these practices has the potential to increase the number of ELs identified for gifted services.

Stakeholder Communication

The evolution of a web of communication promoted awareness of EL talent among all stakeholders (e.g., administrators, district gifted coordinators, gifted specialists, parents/guardians/caretakers, EL specialists, classroom teachers, school psychologists, and counselors). This encouraged the practice of stakeholders serving as talent scouts.

It also increased the trustworthiness of communications among the stakeholders about opportunities for talent development. Teachers were less worried about nominating ELs whose English might not be fully developed. Parents/guardians/caretakers were willing to approach the school and share information about their children’s talents. EL specialists felt comfortable talking with gifted specialists about the students they served.

Modifying Program Services

The improved awareness of EL identification issues also resulted in modifications to program services. The schools developed culturally responsive curricula and added support services to ensure ELs were successful in the gifted and talented program. These program modifications increased trustworthiness in communication among stakeholders and improved acceptance rates and placement of ELs in the gifted and talented program. Parents/guardians/caretakers knew their children would be supported in the gifted program.

15 Tips for Improving the Identification of ELs for Gifted Services*

Adopt Universal Screening Procedures

1. Adopt a policy of universal screening of all students in one or more grade levels for the identification process.

2. Select assessment instruments that are culturally sensitive and account for language differences.

3. Assess the speed of English language acquisition and monitor the rate of mastering reading, writing, listening, and speaking skills in English.

4. Consider including reliable and valid nonverbal ability assessments as part of the overall identification process.

5. Use other identification tools to supplement results of universal screening.

Create Alternative Pathways to Identification

6. Use native language ability and achievement assessments as indicators of potential giftedness, when available.

7. Maintain a list of multilingual school psychologists who are qualified to administer assessments in students’ native languages.

8. Establish a preparation program prior to formal identification procedures that provides students with learning opportunities to enhance knowledge and academic skills necessary for a student to be recognized.

9. Create a talent pool list of students who exhibit high potential but are not yet enrolled in gifted and talented programs. Observations, daily interactions between teachers and students, informal assessments, and formal assessments provide multiple opportunities to gauge students’ learning progress. Make identification of giftedness an ongoing process rather than a single event.

Establish a Web of Communication

10. Establish an identification committee that includes representatives who have key responsibilities in various roles and departments.

11. Develop and implement intentional outreach to the school community, particularly parents/guardians/caretakers. This process should utilize multiple pathways in languages appropriate to the population.

12. Emphasize collaboration within and across specializations/departments (e.g., general education, English as a second language [ESL], special education, gifted education) so people view themselves as talent scouts.

View Professional Development as a Lever for Change

13. Provide professional development opportunities for school personnel about effective policies and practices to support equitable representation of ELs in gifted and talented programs.

14. Develop a systematic approach to analyzing district and school demographics and the status of students identified/not identified for gifted and talented programs.

15. Promote efforts to diversify the teaching corps so that the adult community of a school reflects the student population.

Conclusion

The historic patterns of underrepresentation in gifted and talented programs can be disrupted through recognizing the barriers of current and historic identification practices and pursuing new culturally sustaining approaches. This begins with evaluating and changing current practices that function as barriers to recognizing and serving the advanced learning needs of students in underrepresented groups. Schools must recognize that students’ cultural and linguistic identities are inseparable from their academic identities and provide a welcoming and inclusive school climate for all students and their families.

*The 15 tips for improving the identification of ELs for gifted services were first published on the National Center for Research on Gifted Education website at ncrge.uconn.edu/el-tips-2.

References

Gubbins, E. J., Siegle, D., Peters, P. M., Carpenter, A. Y., Hamilton, R., McCoach, D. B., Puryear, J. S., Langley, S. D., & Long, D. (2020). Promising practices for improving identification of English learners for gifted and talented programs. Journal for the Education of the Gifted, 43(4), 336–369. https://doi.org/10.1177/0162353220955241

Hamilton, R., Long, D., McCoach, D. B., Hemmler, V., Siegle, D., Newton, S. D., Gubbins, E. J., & Callahan, C. M. (2020). Proficiency and giftedness: The role of language comprehension in gifted identification and achievement. Journal for the Education of the Gifted, 43(4), 370–404. https://doi.org/10.1177/0162353220955225

Hodges, J., Tay, J., Maeda, Y., & Gentry, M. (2018). A meta-analysis of gifted and talented identification practices. Gifted Child Quarterly, 62(2), 147–174. https://doi.org/10.1177/0016986217752107

Mun, R. U., Hemmler, V., Langley, S. D., Ware, S., Gubbins, E. J., Callahan, C. M., McCoach, D. B., & Siegle, D. (2020). Identifying and serving English learners in gifted education: Looking back and moving forward. Journal for the Education of the Gifted, 43(4), 297–335. https://doi.org/10.1177/0162353220955230

Peters, S. J. (2022). The challenges of achieving equity within public school gifted and talented programs. Gifted Child Quarterly, 66(2), 82–94. https://doi.org/10.1177/00169862211002535

Siegle, D., Gubbins, E. J., O’Rourke, P., Langley, S. D., Mun, R. U., Luria, S. R., Little, C. A., McCoach, D. B., Knupp, T., Callahan, C. M., & Plucker, J. A. (2016). Barriers to underserved students’ participation in gifted programs and possible solutions. Journal for the Education of the Gifted, 39(2), 103–131. https://doi.org/10.1177/0162353216640930

Del Siegle is director of the National Center for Research on Gifted Education, which is housed at the University of Connecticut. He holds the Lynn and Ray Neag Endowed Chair for Talent Development and is a past president of the National Association for Gifted Children (NAGC). He received the 2021 Ann F. Isaacs Founder’s Memorial Award, 2018 Distinguished Scholar Award, and 2011 Distinguished Service Award from NAGC.

Because there are many nuances and strong opinions surrounding this case, NAGC wants to share with the membership how and why it came to the decision to file this brief.

Background

During the summer of 2022, NAGC was approached by the NAACP Legal Defense Fund (LDF) to discuss several cases it is working on related to equity and access to advanced education. The NAACP LDF was aware of the Association’s statements on championing equity and supporting culturally and linguistically diverse gifted students and believed our various positions on equity in gifted education would provide beneficial information for the Court. After discussions among leadership and staff, NAGC recognized that this was an opportunity to act on its commitment to equity in gifted education and decided to proceed with filing the brief.

The Boston School Committee was already reviewing its admission processes for the exam schools when the pandemic hit. This situation made it impossible to safely administer the admissions tests in person for entrance to Boston’s exam schools.  In 2021, they approved a plan that eliminated the admissions test and moved towards a tiered system that utilized zip codes and local norms for admission. The plaintiff, Boston Parent Coalition for Academic Excellence Corp (BCPAEC), is suing on behalf of 14 white and Asian American parents and children, alleging that the admissions process racially discriminated against them. Opposing the plaintiff’s arguments are the Boston branch of the NAACP and several other civil rights organizations who joined with the defendants in opposition to the plaintiff’s claims.

In April 2021, a federal judge upheld the Boston School Committee’s new admission procedures. That ruling is being appealed by the parent coalition in the First Circuit Court of Appeals, where NAGC filed the brief.

What is an amicus brief?

An amicus curiae, or “friend of the court” brief is a formal document submitted to an appellate court in support of a particular issue or cause by a third party that has an interest in the outcome of a particular court case. In this instance, NAGC is supporting the Boston School Committee’s decision to alter their exam school admissions process to provide greater equity for students.

An amicus brief is intended to influence the outcome of a case by providing relevant information to the court. NAGC’s brief, for example, was based on the Association’s formal positions concerning equity and identification practices for gifted children and provided the court with information based solely on the Association’s formal positions and published research.

Why did NAGC file the brief in support of the Boston School Committee?

As with nearly all amicus briefs, they must be filed in support of one party in any given court case. At its core, this lawsuit is about steps that were taken to make admissions to the Boston’s exam schools more equitable. Massachusetts is one of only a few states in the nation that has no mandate to serve gifted students or fund gifted programs. Due to the lack of services in Boston and throughout the state, the original admissions criteria created competition for limited seats, a practice that does not serve students. NAGC strongly advocates for and believes in expanded services throughout all schools to better serve gifted and talented students.

The use of local norms by the Boston School Committee is one of many different methods used in the field to advance equity. The school committee’s approach to improve equity through the use of multiple measures for admission into their exam schools, while not perfect, is more congruent with the Association’s mission and vision for serving gifted children. NAGC strongly believes that its support in this case will help amplify the conversations being held around gifted education, while motivating state and local leaders to expand access and remove barriers to gifted education programs.

Does supporting the School Committee of the City of Boston in this case mean that NAGC is endorsing the district’s entire approach to serving gifted and talented children?

No. As stated in the brief itself, “NAGC supports the intent of [Boston Public Schools] in crafting the Interim Plan and thereby pursuing alternative, more equitable admissions policies for the Exam Schools, but NAGC also recognizes that significant work remains to be done by Boston Public Schools to address severe inequities in educational opportunity that currently exist in the City such as expanding gifted and talented programs and services to meet the needs of all students who require them.”

Did any other organizations file amicus briefs?

Yes, many groups also filed briefs in support of the school committee including:

• Anti-Defamation League
• Amplify Latinx
• Black Economic Council of Massachusetts
• Jewish Alliance for Law and Social Action
• King Boston
• Massachusetts Immigrant and Refugee Advocacy Coalition
• Massachusetts LGBT Chamber of Commerce
• Mental Health Legal Advisors Committee
• New Commonwealth Racial Equity and Social Justice Fund

Who wrote the brief?

The law firm of Ballard Spahr, LLP wrote and filed the brief in direct consultation with NAGC staff and attorneys.

Who paid for the attorney’s fees to write and file the brief?

The work to write, prepare, and file the brief was done pro bono, i.e., at no expense to NAGC.

As a 501(c)(3), is NAGC allowed to participate in this kind of advocacy?

Yes. While NAGC is a tax-exempt non-profit corporation, the Association, like all citizens and organizations, has the right to petition the courts.

The article brought to mind a legal term that is called, The Drowning Man Analogy.  Briefly, two people are walking along a river and see a man drowning.  The first person says, “I’m not a good swimmer” and refuses to help.  The second person dives in and tries to rescue the drowning man, but the man squirms away and drowns.  Which person is actionable in a court of law?  Obviously, the person who tried to help but couldn’t do the job to everyone’s satisfaction

Many school administrators are using the same rationale regarding gifted programs.  If we don’t have a program, we can’t be criticized! —“We’ll stop identifying students, get rid of our GT teacher, and drop any name that uses the word, gifted.”  And then they offer some cliches—“We’ll differentiate for everyone.”  “All of our teachers are personalizing the curriculum.” We all know what this means – more worksheets for struggling students and some extra books and assignments for high-ability kids.

The use of universal screening and local norms, concepts that we support and introduced into our own state identification guidelines many years ago, has helped, but the larger question is what kinds of instruments and procedures should we be using to universally screen and compare who does and does not receive supplementary services?  And perhaps an even more important question is how do we make decisions about providing the opportunities, resources, and encouragement that develop the strengths and talents of all our young people?   Universal screening tools favor traditional standardized achievement tests and the kind of screening that focuses on any kind of norms seldom consider exogenous factors  that influence testing and school performance. Predictably, this has resulted in more affluent students receiving a gifted designation. And when all is said and done, local norms still use the cut-off-scores approach that has dominated our identification process.

In most states and countries, almost all students at the third-grade level and above are universally screened by taking state or education ministry required standardized achievement tests. Current research is (Anderson, 2002; Little et al, 2018; Kearner, et al, 2019) currently being conducted on performance-based assessment that shows promise in using this type of assessment procedure for universal screening of primary grades children.  Most states and other countries also use some kind of teacher rating scales that are usually analyzed utilizing locally developed norms or norms provided by the distributors of the scales. When we use any kind of norms (national, state, local) we are continuing to use criteria that make comparisons between and among students rather than the individual strengths and interests of any individual student. Although metric-based scores and national, state, and even local norms inform us about the distribution of traditionally measured academic abilities of groups, they do not zero in on individuals’ co-cognitive strengths that are so important for decision-making about the need and opportunity to provide supplementary services. These strengths don’t make a person gifted or not gifted in the norm-based or entity interpretation of the word, but they are a starting point for decision-making about who should be considered for advanced learning and creative/productive opportunities in particular academic domains and topical strength areas. When all is said and done, local norms tell us how we interpret the metric-based information we collect; however, the more important issue is what kind of information we choose to gather.

Many people in the field have tried to deal with the underrepresentation question that had dominated our field in the past few years but very few practical suggestions for addressing the issue have been offered.  In a previous article (Renzulli, 2021) a system for using Assessment For Learning (as opposed to Assessment Of Learning) is offered as a practical approach for addressing this challenge. Simply stated, assessment for learning looks at strength-based data gathered from the students themselves and focuses on the personal strengths of students as individuals rather than creating norms for student comparisons. These data typically include interests, instructional style preferences, preferred modes of expression, and other co-cognitive factors such as student engagement and executive function skills.  This type of information provides insights into how teachers can modify teaching and learning activities for individuals.

 Assessment for learning is a formative assessment approach. Formative assessment is ongoing, flexible, and usually informal. It includes information that is gathered for the purposes of modifying instruction during an individual lesson or for future instructional planning. It is based on information gathered from the students during or prior to instruction (i.e., pre-assessment); and is used to adapt teaching to meet student needs. Both formative and summative assessments are important but, “Formative assessment with appropriate feedback is the most powerful moderator in the enhancement of achievement” (Hattie, Hattie, & Timperley, 2007).

Joseph Renzulli, Ph.D. is the Board of Trustees Distinguished Professor at the University of Connecticut

The views expressed here are not necessarily those of NAGC

References

Anderson, P. (2002). Assessment and development of executive function (EF) during childhood. Child Neuropsychology, 8(2), 71–82. https://doi.org/10.1076/chin.8.2.71.8724

Hattie, J., Hattie, H., & Timperley, W. (2007). The power of feedback. Review of Educational Research, 77(1) 78–87. https://doi.org/10.3102/003465430298487

Little, C. A., Adelson, J. L., Kearney, K. L., Cash, K., & O’Brien, R. (2018). Early opportunities to strengthen academic readiness: Effects of summer learning on mathematics achievement. Gifted Child Quarterly, 62, 83–95. doi:10.1177/0016986217738052

Kearney, K. L., Adelson, J. L., Roberts, A. M., Pittard, C. M., O’Brien, R. L., & Little, C. A. (2019, April). Access and identification: Gifted program identification following early referral for high-potential behaviors. Paper presentation at the annual meeting of the American Educational Research Association, Toronto, Canada.

Renzulli, J. S. (2021).  Assessment for learning:  The missing element for identifying high potential in low income and minority groups.  Gifted Education International, 37 (1), (pp. 1 -10).

Wall Street Journal (2022). The Unclear Future for Gifted-and-Talented Education., The Wall Street Journal | Page R006 Thursday, 11 August 2022]